INFO 269-10
Early Childhood Literacy
Fall 2017 Syllabus

Elizabeth (Beth) Wrenn-Estes, Lecturer
E-mail
Cell Phone
: 510-410-1959
Office location: Home Office:
Office Hours: By Appointment


Syllabus Links
Weekly Modules
Points Allocation/Due Dates
Discussion Threads
Textbooks
CLOs
Competencies
Prerequisites

Resources
Canvas Login and Tutorials
iSchool eBookstore
 

CANVAS SITE AND COURSE SYLLABUS

Canvas Information: Canvas Information: Courses will be available beginning August 23rd unless you are taking an intensive or a one-unit or two-unit class that starts on a different day. In that case, the class will open on the first day that the class meets. 

You will be enrolled into the Canvas site automatically.

Course Description

Covers a wide variety of topics important for an understanding of early childhood multi-literacies in library and non-library environments, including current research, best practices and practical examples that can be implemented in various work environments with children.

Course Requirements

  • Students should read the Syllabus carefully and then visit the Canvas course website and read through everything that is there too.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 this class.
  • 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.

E-mail Subject Lines/Naming of Assignment Files – Mandatory

  • Format for subject line for all email correspondence:
    INFO 269_10_YOUR LAST NAME
  • Format the file name for all of your assignments:
    INFO 269_10_YOUR LAST NAME_KEYWORD OF ASSIGNMENT TITLE

E-mail Response Time
Instructor answers email on a regular basis throughout the day and evenings.

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.

Assignment Points Date Due
Movers and Shakers in ECL (Paper Format) 5

Due Week 3 - Friday, September 8th 11:59 p.m. Pacific

Pick a prominent educator, researcher or personality in Early Literacy and Learning. This can be someone from the past or present. The instructor will give students a few suggestions but students are encouraged to choose someone themselves if they want to.

Give a short introduction as to why you chose them and a short biographical sketch of their lives. Move into a narrative describing their research and contributions to the field of early childhood literacy and learning. 

Short paper – suggested - 4 pages excluding title, references (6 total pages)

More detailed description will be given when the course site opens.


 CLO 1,2,6, /Comp K,N   

Guest Speakers

6 (attendance/participation at session

 

2 (written reflection)

Collaborate Session (Mandatory) – Week 6 - September 27th – 6:30 p.m. to 9:00 p.m. PST

Guest Speakers – Suzanne Flint and Patrick Remer

 

Reflections Due Week 6 – September 29th - 11:59 p.m. Pacific

 

CLO 1,2/Comp K

Article Review

(Paper Format)     
6

 

Due Week 7 – Friday, October 6th 11:59 p.m. Pacific

A list of articles will be given to the class by the instructor. Students will choose two of the articles from the list, read and the write an analysis of the articles and a summary of each of the articles focus and findings.


Suggested no more than 4-6 pages excluding title page and references.


More detailed description will be given when the course site opens.

CLO 1,2,6, /Comp K,N   

Quiz #1

5

Quiz opens on Wednesday, October 11th and will be available to students until Friday, October 13th. Students will have one attempt and will be allotted a specific amount of time to take the quiz. 

 

These short quizzes will include multiple choice and T/F questions and an occasional short answer question to test your knowledge of concepts and practices found in the written text and suggested recorded material, content of instructor overviews and speaker presentations during the semester.

These quizzes are not to be too intimidating and will be at most 10 questions.

Guest Speakers

6 (attendance/participation at session

 

2 (written reflection)

Collaborate Session (Mandatory) – Week 13 –November 14th – 6:30 p.m. to 9:00 p.m. PST – Guest Speaker – Claudia Haines and Rebecca Lynn Baker

 

Reflections - Due Week 13 - November 16th 11:59 p.m. Pacific

 

CLO 1,2,6/Comp K, N

Early Childhood Literacy Training Program 30

URL Due - Week 12 – Wednesday, November 15th

 

Create a Children’s Literacy/Program for a public library include in it a plan for Staff and Caregiver Literacy Training. Students will imagine that they are presenting those librarians, administrators, and shareholders that can help implement and fund such a program.

This plan will be recorded using Collaborate and played back asynchronously by the class and instructor for evaluation. Presentations may not be longer than 30 minutes and suggested length is 20 minutes.

 

Students will sign up to work in groups of 3. A Google Doc will be provided for sign ups when the Canvas Course Site Opens.

 

More detailed assignment description will be given when the course site opens.

 

CLO 1,2,5.6/ Comp K, M, N

Quiz #2

5

Quiz opens on Wednesday, November 29th and will be available to students until Friday, December 1st. Students will have one attempt and will be allotted a specific amount of time to take the quiz. 


These short quizzes will include multiple choice and T/F questions and an occasional short answer question to test your knowledge of concepts and practices found in the written text and suggested recorded material, content of instructor overviews and speaker presentations during the semester.

These quizzes are not to be too intimidating and will be at most 10 questions.

Student Blog – Thoughts and Reflections. 15

WRITE THROUGHOUT THE SEMESTER

 

Blog Due Week 16 – December 7th 11:59 p.m. Pacific

NOTE: Mid-Point Instructor Check – Week 8 – Friday, October 13th

 

The Instructor will provide a list of topics to choose from and then concentrate the blog on those topics. The Instructor will also take suggestions from the individual student if other topic of interest isn’t on the list.

 

More detailed description of the assignment will be given when the course site opens August 23rd.

 

CLO 2,3,6/Comp M, N

Student Responses to Thoughts and Reflections Blog 5

Students will be asked to add comments to a minimum of 2 classmate’s blogs throughout the semester. Instructor will match each student with two others for this assignment.

 

More detailed description of assignment will be given when the course site opens August 23rd.
Discussion Threads (DT) (5) 13

Week 1 – DT. #1 – Introduction (Video) 

August 23-August 27

 

Week 3 – DT #2 – Childhood Development

September 4 – September 10

 

Week 6 – DT #3 – Childhood Literacy –The Basics

September 25 – October 1

 

Week 8 – DT #4 – A Firm Foundation for Literacy - Storytime

October 9 – October 15

 

Week 10 – DT #5 – School Readiness

October 23 – October 29

 

CLO 1,2,3,6/Comp J, K, M and N

TOTAL 100  

 

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 be provided in written form and in audio and video formats.

Please read through the entire Canvas site when it opens on August 23rd.

WEEKLY OUTLINES – Modules  (appear on Canvas Course Site) will have more descriptive content than indicated on the Syllabus including but not limited to links to discussion threads, assignments, overviews/lectures, readings and websites to visit.

The Modules are designed to be a one-stop for all information about that week's activities. >

DISCUSSION THREADS - MANDATORY
NOTE:
The instructor will act as a facilitator for the threads. The instructor may comment from time-to-time but the discussions are 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.
  • Threads worth 3 points – substantial posts are worth 1.25 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

Students must produce assignments that meet writing and research standards appropriate for students in a Master’s program of study. Write clearly! 

  • 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 GuidelinesInstructor 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:

  1. Identify early literacy skills and activities.
  2. Define characteristics of early childhood development.
  3. Discuss major early literacy theorists and key research findings, their differences and similarities, and determine which are most useful in library and non-library environments.
  4. Develop assessment tools for evaluating early childhood literacy programs and services.
  5. Design an early childhood literacy program for a library or non-library environment.
  6. Discuss new technologies and new forms of communication and their impact on young children.

Core Competencies (Program Learning Outcomes)

INFO 269 supports the following core competencies:

  1. K Design instructional programs based on learning principles and theories.
  2. M Demonstrate oral and written communication skills necessary for professional work including collaboration and presentations.
  3. N Evaluate programs and services using measurable criteria.

Textbooks

Required Textbooks:

  • Ghoting, S.N., & Martin-Diaz, P. (2013). Storytimes for everyone!. Chicago, IL: ALA Editions. Available through Amazon: 0838911692arrow gif indicating link outside sjsu domain

Recommended Textbooks:

  • Valongo, M. (2015). Literacy for all young learners. Lewisville, NC: Gryphon House. Available through Amazon: 0876595689arrow gif indicating link outside sjsu domain

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;
    For core courses in the MLIS program (not MARA or Informatics) — 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.

Students are advised that it is their responsibility to maintain a 3.0 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: http://www.sjsu.edu/gup/syllabusinfo/. 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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