INFO 260A-10
Programming and Services for Children
Fall 2017 Syllabus
Professor Beth Wrenn-Estes, Lecturer
E-mail
Cell Phone – 510-410-1959
Office Hours: By Appointment
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Syllabus Links |
Resources Canvas Login and Tutorials iSchool eBookstore |
THE CANVAS SITE AND COURSE SYLLABUS
Canvas Information: Courses will be available beginning August 23rd You will be enrolled into the Canvas site automatically.
Course Description
This course examines the importance of programming for children, including parent education programs, story hours, outreach techniques, services with schools, summer reading programs, and program series such as weekly or monthly programs on Manga, knitting, book discussions, or homework help.
Course Requirements
- Students must read the Syllabus carefully and visit the Canvas course website looking through the content and material. Compile questions or clarifications that you need to ask and post those comments or questions to "Ask the Professor" discussion thread.
- These two important information sources (Syllabus and Canvas Course site) work in tandem with each other to give students directions, requirements and information needed to be successful in Materials for Young Adults.
- Each student is expected to check the CANVAS site at least once per day for course updates, posting of additional resources, announcements, and other new information posted by the instructor.
- The instructor makes every effort to proofread the information in both the syllabus and the Canvas course website. However, errors may occur. If you see something that confuses you or doesn’t look correct please let the instructor know by placing the question or comment on the Question and Answer discussion thread. Please be as specific as you can as to where the information is that you are speaking about and what you don’t understand.
SOTES
Students complete SOTES to evaluate the course and the instructor at the end of each term. An announcement will go out from the iSchool administration letting students know when the SOTES open. The importance of SOTES is very easy to describe – it is the student’s voice to the administration and the instructor giving them both feedback on the positives and negatives of the student’s experience in each class they take in the program. Completing the SOTES is so very important to improving courses and instruction.
Why Group Work?
I am a believer in the value of working in groups in my classes. Every job in youth services will involve working with groups of people some of whom you will know well and others that you won’t know well at all.
How well you work in a group or a team is determined by your understanding of group dynamics compounded by the fact that you are working in a distance education program where staying connected to one another and to me as your instructor is critical to success.
Just as in life when you work in a group or "being on a team” you will have weak members of the group/team and you will have strong group members (leaders) of the group/team. I expect each group member work to their fullest capacity on all group assignments.
I will ask from time to time throughout the semester how things are going in each group and I will require outlines on group work that show what each person has been assigned for project/assignment.
I expect that as librarians or “librarians to be” that you have high ethical standards and that you will participate fully in the group work process, including but not limited to, collaborating with your group mates, researching your given part of the assignment and completing evaluations when asked to.
E-mail Subject Lines/Naming of Assignment Files – Mandatory
- Format for subject line for all email correspondence
INFO 260A_10_YOUR LAST NAME - Format the file name for all assignments:
INFO 260A_10_YOUR LAST NAME_KEYWORD OF ASSIGNMENT TITLE
Official iSchool Email Policy:
- Instructor will respond to student emails within 24-hours of receipt.
- The instructor will inform the class if a longer response time is needed (instructor out of town, illness, etc.).
- Students are expected to promptly answer emails from the instructor and fellow students.
Blackboard IM
Students MUST sign up for Blackboard IM (BbIM). The iSchool will send out information on how to sign up. Blackboard IM is an excellent way for the class to stay in touch with one another and with the Instructor.
Crisis or Emergency:
- Please CALL, TEXT or EMAIL the instructor (in advance) if a situation will prevent you from completing an assignment or another class activity. You will receive a zero for any course work missed unless you have received permission from the instructor for an extension. Most extensions are granted for extenuating circumstances only and not for being overwhelmed at work (for example).
- The instructor reserves the right to deduct points (the number of points is determined by the instructor) for any work not submitted on time or lack of participation in any class activities or assignment.
Course Calendar - Subject to change with fair notice.
Technology Requirements:You will need a high-speed connection (DSL, cable, etc.) to successfully participate in this class.
Grading/Grading Rubric:
Grading: – see scale below
Rounding – The instructor >does not round up to the next number.
If you receive an 89.6 on an assignment or as your final point total this grade will be compared to the grading scale to determine your grade.
Grading/Grading Rubric
- The instructor uses rubrics for assignments inside the Canvas Speedgrader.
- The instructor grades assignments as quickly as possible but it may take up to three weeks to get an assignment completely graded and returned to the class if class size is large and the instructor has additional classes to teach during the semester.
- The instructor will post grading updates on the announcements page to let students know where in the grading process of a certain assignment the instructor is at that moment.
Assignments/Points/Due Dates
There will be detailed description of assignments, additional resources to read, watch and listen to and other pertinent information that you need to be successful in this class. Each weeklly module will include everything you need to do.
- Please read through the entire Canvas course site when it opens on August 23rd.
- Weekly outlines (appear on Canvas Course Site) will have more descriptive content than indicated on the Syllabus including but not limited to links for discussion threads, assignments and overviews/lectures, articles to read, websites to read, URL to readings or links to PDF’s on the course site, detailed descriptions of assignments and lectures and videos to watch.
NOTES:
- The instructor reserves the right to determine the number of points to deduct for any assignments not completed on time or turned in past the stated due date. Exception - Instructor grants extensions when extenuating circumstances warrant it and gives student alternate due date for specific assignments but only if the student contacts the instructor in advance of the extension need.
- Collaborate sessions are mandatory to attend.
CONTENT ACCESSIBILITY:
All assignments, overviews and lectures, will appear in written, audio or audio/visual form. Written transcripts will be provided where appropriate.
DISCUSSION THREADS - MANDATORY
NOTE: The instructor will act as a moderator/facilitator for all discussion threads The instructor may comment from time-to-time on the posts but the discussions are to be student driven.
•Check the Assignment Chart (above) to see the dates for each discussion thread. All threads begin on Monday at 12:01 a.m. Pacific and end on Sundays at 5 p.m. Pacific except for the first thread which is during a short week. Please note the dates of each thread carefully.
•You must post one substantial post on Tuesday and one substantial post on Thursday of each week and two posts to classmates before Sunday at 5 pm Pacific.
•Full points will be awarded to students who write in-depth insights and opinions about the weekly topic.
- If students do not post the required number of posts or do not include the level of detail in the substantial posts required points will be deducted.
- For the threads worth 4 points – substantial posts are 1.75 points each and the responses to classmates are worth .25 each.
•The instructor will include questions or prompts with each book discussion thread to get the conversation going but students are charged with keeping the discussion going throughout the week.
•Doing more than the minimum number of posts is greatly encouraged.
General Writing Standards - ALL ASSIGNMENTS
- It is critical to proofread your work and then proofread it again before turning it in.
- You will lose points for errors spelling and grammar. All assignments are to be written in a middle ground academic style using a clear voice and tone. Informal writing except in reflection papers is not encouraged.
- Please refer to a style handbook - suggestion is Strunk and White’s Elements of Style.
Spelling and Grammar Guidelines Instructor may not read your entire assignment for spelling and grammar mistakes; if, in the instructor’s opinion, assignment contains too many errors the instructor will reduce the points in that section of the rubric and stop grading the assignment for grammar and spelling and will go on to content and research, etc.
BLOG FORMATTING GUIDELINES
Blogs must have a banner on the homepage. The following information must appear on the homepage of the blog:
- Name of Student
- Title of assignment
- Class number and title
- Name of Instructor
- University Name
- Date of Assignment
- If you want to make up a name for your blog you can do so but the Assignment Name instructor has given must appear first and then your title next.
- You may use an existing blog that you have for assignments from other classes but instructor must have a clear path to the blog for this class and not have to do any un-necessary searching.
- Blogs must look professional and have color themes, font choice, and navigation (live links to all sections of blog for instance from the homepage) picked to enhance the assignment. Use the many features that the blog has and thoroughly review the blog you have chosen so that you know it will accommodate the requirements of the assignment. Remember pictures create visual breaks for the reader and helps clarify points. Books covers are especially important to include when appropriate. Use of illustrations, pictures or embedded video is encouraged.
- Pictures should enhance text/narrative but images do not replace written content narratives.
- Blogs do not have a specific page length but must be of sufficient length to adequately cover the assignment.
- Blogs are written in the same style as written work. Remember this is not a daily journal type of blog but blog style is the vehicle with which you present academic work. Think moderate but friendly academic level writing and focus on creating a blog that peers, colleagues, teens and caregivers would find useful.
- References and citations within narratives must be in APA format. References can be done as one blog posting at the end of the blog or you can put the references at the bottom of each section of your blog.
- All images must have a credit for where you obtained it and that credit can be located under the specific image or at the end of the blog.
- Any other questions not answered in the points above please contact the instructor for further information or clarification.
PAPER FORMATTING GUIDELINES
•Prepare all assignments in MS Word.
•Do not exceed the number of pages specified by the instructor.
Title Page MUST have:
• Name of Student
• Title of Assignment
• Class number and title
• Name of Instructor
• Name of University
• Date of Assignment
Other points for papers
- Papers must be doubled spaced and the font to use is 12 point Arial or Cambria
- Page numbers and the name of the assignment must appear on all pages except the title page
- Reference page(s) must be included and meet APA guidelines - Single Spaced
- Citations within the text must be in accordance with APA guidelines
- All papers are to be written with a clear voice and moderate academic style.
- Remember pictures within the document add visual breaks for the reader and helps many different learning styles. The blog is not to be all narrative. Be creative!!!
- Any other questions not answered in the information above please contact the instructor.
Course Workload Expectations
Success in this course is based on the expectation that students will spend, for each unit of credit, a minimum of forty-five hours over the length of the course (normally 3 hours per unit per week with 1 of the hours used for lecture) for instruction or preparation/studying or course related activities including but not limited to internships, labs, clinical practica. Other course structures will have equivalent workload expectations as described in the syllabus.
Instructional time may include but is not limited to:
Working on posted modules or lessons prepared by the instructor; discussion forum interactions with the instructor and/or other students; making presentations and getting feedback from the instructor; attending office hours or other synchronous sessions with the instructor.
Student time outside of class:
In any seven-day period, a student is expected to be academically engaged through submitting an academic assignment; taking an exam or an interactive tutorial, or computer-assisted instruction; building websites, blogs, databases, social media presentations; attending a study group;contributing to an academic online discussion; writing papers; reading articles; conducting research; engaging in small group work.
Course Prerequisites
INFO 200.
Course Learning Outcomes
Upon successful completion of the course, students will be able to:
- Describe the current reading, viewing, and listening habits of children, and use this knowledge in program planning.
- Apply information on children's developmental and psychological needs and tasks to plan age-appropriate programming and services.
- Demonstrate storytelling, reading aloud, finger plays, songs, and rhymes; explain why these activities are developmentally appropriate for the preschool child and how they fit into library services for this age group.
- Design and run a summer reading program or game; explain the importance of encouraging parents to read aloud to their children to prepare them for learning to read, and the importance of maintaining reading skills of school-age children by encouraging them to read over the summer.
- Demonstrate familiarity with a wide variety of computer software for use in children's library programming.
- Design a children's area based on the developmental, recreational, and informational needs of this age group, and create and implement an annual programming and display plan.
Core Competencies (Program Learning Outcomes)
INFO 260A supports the following core competencies:
- D Apply the fundamental principles of planning, management, marketing, and advocacy.
- I Use service concepts, principles, and techniques to connect individuals or groups with accurate, relevant, and appropriate information.
- M Demonstrate oral and written communication skills necessary for professional work including collaboration and presentations.
- N Evaluate programs and services using measurable criteria.
Textbooks
Required Textbooks:
- Fasick, A.M., & Holt, L.E. (2013). Managing children's services in libraries (4th ed.). Libraries Unlimited. Available through Amazon: 1610691008
- Peck, P. (2014). Crash course in children's services (2nd ed.). Libraries Unlimited. Available through Amazon: 1610697812
Recommended Textbooks:
- Fasick, A.M. (2011). From boardbook to Facebook: Children's services in an interactive age . Libraries Unlimited. Available through Amazon: 1598844687
Grading Scale
The standard SJSU School of Information Grading Scale is utilized for all iSchool courses:
| 97 to 100 | A |
| 94 to 96 | A minus |
| 91 to 93 | B plus |
| 88 to 90 | B |
| 85 to 87 | B minus |
| 82 to 84 | C plus |
| 79 to 81 | C |
| 76 to 78 | C minus |
| 73 to 75 | D plus |
| 70 to 72 | D |
| 67 to 69 | D minus |
| Below 67 | F |
In order to provide consistent guidelines for assessment for graduate level work in the School, these terms are applied to letter grades:
- C represents Adequate work; a grade of "C" counts for credit for the course;
- B represents Good work; a grade of "B" clearly meets the standards for graduate level work or undergraduate (for BS-ISDA);
For core courses in the MLIS program (not MARA, Informatics, BS-ISDA) — INFO 200, INFO 202, INFO 204 — the iSchool requires that students earn a B in the course. If the grade is less than B (B- or lower) after the first attempt you will be placed on administrative probation. You must repeat the class if you wish to stay in the program. If - on the second attempt - you do not pass the class with a grade of B or better (not B- but B) you will be disqualified. - A represents Exceptional work; a grade of "A" will be assigned for outstanding work only.
Graduate Students are advised that it is their responsibility to maintain a 3.0 Grade Point Average (GPA). Undergraduates must maintain a 2.0 Grade Point Average (GPA).
University Policies
Per University Policy S16-9, university-wide policy information relevant to all courses, such as academic integrity, accommodations, etc. will be available on Office of Graduate and Undergraduate Programs' Syllabus Information web page at: https://www.sjsu.edu/curriculum/courses/syllabus-info.php. Make sure to visit this page, review and be familiar with these university policies and resources.
In order to request an accommodation in a class please contact the Accessible Education Center and register via the MyAEC portal.
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