LIBR 260A-10
Programming and Services for Children
Fall 2009 Greensheet

Shirley Lukenbill, Lecturer
E-mail
Communicating with Mrs. Lukenbill:
Mrs. Lukenbill will provide telephone and other contact information to students via the Angel site.  This course is an online course, so all class interactions are conducted via Angel.


Greensheet Links
Textbooks and Readings
Course Requirements
Resources
ANGEL
ANGEL Tutorials
iSchool eBookstore
 

Students must self-enroll for this course on Angel. You will be required to use a password access code which I will send to enrolled students.

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 Prerequisites: LIBR 200 required.

Course Objectives

Student Learning Outcomes:

LIBR 260A-10 supports the following SLIS Core Competencies:

  • A. articulate the ethics, values and foundational principles of library and  information professionals and their role in the promotion of intellectual freedom;
  • H. demonstrate proficiency in the use of current information and communication 
    technologies, and other related technologies, as they affect the resources and uses of libraries and other types of information providing entities;
  • I.  use service concepts, principles and techniques that facilitate information  access, relevance, and accuracy for individuals or groups of users;
  • M. demonstrate oral and written communication skills necessary for group work, 
    collaborations and professional level presentations;
  • N.  evaluate programs and services on specified criteria;
  • O.  contribute to the cultural, economic, educational and social well-being of our 
    communities.

Course Objectives
At the end of this course, students will be able to:

  • A. Describe the current reading, viewing and listening habits of children, and use this knowledge in program advocacy and planning;
  • B. Apply information on children’s developmental and psychological needs and tasks to plan appropriate programming and services for this age group;
  • C. Design programs for children, including storytelling, reading aloud, book discussion groups, homework help programs, games, and thematic programs, and explain the psychological, social, and developmental rationale for such programs;
  • D. Design a summer reading program and a year-long plan for programs and services in the library;
  • E. Design a series of programs for parents that emphasize the importance of the parents' role in a child's  literacy and well being;
  • F. Evaluate and become familiar with a wide variety of computer software for use in children’s library programming, including but not limited to Web2.0 applications, gaming software, interactive learning and social networking software;
  • G. Design a children’s library area based on the developmental, recreational and informational needs of this age group.
  • H. Design a school or public library website for children.

Course Requirements

Communicating with the Instructor:
I live in Austin, Texas (Central Time Zone). My preference is that students communicate with me first by email. If the student requests a follow-up phone call, the student should provide the following information for me: time zone, preferred time for contact, complete 10-digit phone number. The best time for students to reach me by telephone is between 6:00-9:00 p.m. Central Standard Time. I will respond to an email message or phone call within 24 hours of the contact.

Important note: The communication part of this course will be conducted via a distance education program entitled “ANGEL.” You should be able to self-enroll on August 24, 2009. You should make sure to self-enroll no later than August 27, 2009, as you will have assigned discussion forums the very first week of class! I will send students a message via the MYSJSU messaging system with directions for self-enrolling. You must be a member of MYSJSU to receive the email message with the enrollment code.

E-mail messages
It is best that you use Angel’s “Communicate” to email me so that you and I can  have a record of the communication. If for any reason I will be away from Internet access, I will send a message to the class to let you know of my absence. In every email message to me, please include the following information in the subject line of the message:
LIBR 260_YOUR LAST NAME and a Brief topic statement

I am teaching for the SLIS, but also for the University of Texas at Austin. Therefore, it is safer for you to use Angel for your email messages because in that way, you and I both have a record of your communication. Click the box beneath the message text box to send to my email box.

E-mail Response Time
I check email on a regular basis throughout the day and evenings. In general, I will answer your email within 24 hours. It is best that you use Angel’s “Communicate” to email me so that you and I can both have a record of the communication. If for any reason I will be away from Internet access, I will send a message to the class to let you know of my absence.

“FAQ: Ask Any Question” Discussion Forum
I will create an “FAQ Ask Any Question” discussion forum on Angel so that you can post your course concerns. When you post a question to this discussion forum, all class members can see your question and my response. Often, if one student has a question, other students have the same question, so in this way, everyone has a chance to know my responses. For this forum, any class member may also step in to answer the question to help a colleague.

Course Projects and Participation in Discussion Forums:

This course requires a number of assignments and discussion forums designed to introduce students to the concepts covered in class and in the texts, as well as to practical applications of methods. Students will work individually on projects and engage in group discussions in the course Angel Discussion Forums.

Expectations for Success:

  • All class work and submitted assignments must be of graduate quality for writing, content, and organization.
  • Title pages: All course assignments must have a title page
  • Prepare all assignments in MS Word 2003/Word 2007;
  • All pages must have a header with your name and the page number (assignment pages must be consecutively numbered);
  • Students must proofread written assignments (including discussion forum postings) for correct spelling, grammar, and usage.
  • Use the following file name convention when you attach your work to the assignment drop-boxes:
    YOURLASTNAME_KEYWORD-FOR-ASSIGNMENT
  • Students should use the Manual of the American Psychological Association (5th ed.) as the standard for citations. I do realize that the 6th ed. was published in July, 2009, but when I last checked the bookstores, it was not widely available. Therefore, I have chosen to use the fifth (5th) edition as the citation standard for this course.
  • Students and faculty are bound by the U.S. copyright regulations and need to cite the sources of the intellectual property of others, including information, images, or ideas that do not belong to us. Follow the regulations located in the Fair Use of Copyrighted Materials policy at http://www.utsystem.edu/ogc/intellectualproperty/copypol2.htm
  • Because this is an online class, my students must pay particular attention to the Distance Learning (SJSU), Copyright, and Fair Use, and Plagiarism Guidelines at http://www.sjlibrary.org/services/distance/fac_copyright.htm . Students need to pay special attention to the third bullet item at the above website: Fair Use Guidelines for Educational Multimedia, Section 6 at http://www.utsystem.edu/ogc/intellectualproperty/ccmcguid.htm
  • If my students submit work with words, images, or ideas that are not their original ideas, words, or images, they must cite the sources of those words, images, or ideas. It is important for students in library science courses to develop a respect for the work of others and to be responsible users of the work of others. Although the work of students does have some fair-use protection, you are NEVER safe using words, images, or ideas of others in a course in which we share our work with one another. Not only will you need to remember this when you are posting to the discussion forums, you must also practice responsible use of resources in your projects that you will be sharing with your colleagues.

Penalty for Late Work, LIBR 260A-10:
I will accept late work on Projects (but not on the discussion forums), but you will lose 2 points for each day the assignment is late. Therefore, if your project is submitted to me by email 7 days late, I will subtract 14 points from your total percentage grade for the project. Students must submit assignments to the ANGEL "Drop Box" by the deadline for each assignment in order to get full credit.

NOTE ABOUT PARTIAL SUBMISSIONS OF WORK: If you post an unfinished assignment to the drop-box by the deadline and then send a revision to me later, I will consider the last date of submission as the date of the revision of the assignment, not the date of the original partial submission. Therefore, to avoid penalties for late submission, students should plan their work in order to post their finished products to the ANGEL "Drop Box" by the Assignment's due date. Students need to communicate with me about personal or other issues that might affect completion of the work on time.

  • Participation in all discussion forums (25% of final grade): (Meets Course Objective A, B, C, D, E, F, G, and H; Meets Related SLIS Core Competencies: A, H, I, M, N, O).

    See Expectations for Success above.

    Students will participate in ANGEL discussion forums (under Content, look for Discussion Forums) in order to practice professional discourse on the course topics and materials. All discussion postings must be of graduate standard writing and content.  Students must proofread discussion posts for correct spelling, grammar, and usage. I will provide specific guidelines for participation in the course discussion forums on our Angel course site, as well as proper etiquette and professional behavior in responding to the work of your colleagues in the course. I expect that you participate in all discussion forums, that you post your original contribution early in each forum, and that you respond later in the week to at least one of your colleagues in each discussion forum. Therefore, my expectation is that you post a minimum of two (2) times per discussion forum. I will base your grade for participation not only on frequency and timeliness of posting, but also on quality of information in your discussion posts. Discussion forums for the course will include your professional reflections (based on background reading, personal research, and reading of required books and media). As there is a time frame for beginning and ending dates for each forum, late posting of comments will not count toward credit. I will hold students responsible for carefully and respectfully following the SJSU guidelines for academic integrity and following the U.S. copyright regulations.
  • Projects: ( 75% of final grade.). (Meet Course Objectives A, B, C, D, E, F, G, H; Meet Related SLIS Core Competencies: A, H, I, M, N, O).
    See Penalty for Late Work and Expectations for Success above.

    All student products (assignments) must be prepared in MS Word and posted to the ANGEL "drop box" by the due date for each project. Detailed descriptions of the assignments will be available on ANGEL's Content for each assignment. All bibliographies will be prepared using the Manual of the American Psychological Association, 5th ed.  If a student misses the deadline set on the drop-boxes for the various projects, he/she should send the project to me via Angel's "Communicate" email so that the student and I both have a record of the date/time of submission. However, late work submitted after the deadline is subject to the "penalty for late work" stated above. In the event that your project cannot be submitted to the drop-box even if you are submitting your work on time, you should also use Angel's "Communicate" to submit your work to me.

    NOTE ABOUT PARTIAL SUBMISSIONS OF WORK: If you post an unfinished assignment to the drop-box by the deadline and then send a revision to me later by email, I will consider the date of the revision as the date of submission, not the date of the original partial submission. Therefore, to avoid penalties for late submission, students should plan their work in order to post their finished products to the ANGEL "Drop Box" by the project's due date. Students need to communicate with me about personal or other issues that might affect completion of the work on time.
     
  • Project 1: Community Programs and Resources for Children: (5 points). Due September 14, 2009 to course drop box.
    (Meets Course Objectives A, B, C, E, F, and H; Meets Related SLIS Core Competencies: A, H, I, M, N, O).
    See Penalty for Late Work and Expectations for Success above.

    Research and document the various community resources and programs for children in your own community. Cite the name of the program/resource, the sponsoring agency, physical address, and web address of each resource, with a brief paragraph detailing the types of services provided for children. Choose five of these programs or resources and evaluate each in relationship to the external assets of children (See 40 developmental assets of early and middle childhood) and how each might be valuable in terms of collaboration with your school or public library programs.

    See detailed instructions for this project under Course Projects>Project 1 on our Angel course site.
  • Project 2: Design an Elementary School or Public Library Children’s Area: (20 points).  Due September 28, 2009 to course drop box.
    (Meets Course Objectives A, B, C, E, G, and H; Meets Related SLIS Core Competencies: A, H, I, M, N, O).
    See Penalty for Late Work and Expectations for Success above.

    Taking into consideration the information about the developmental needs of children, the standards for school and public library programs for children, and the evaluation of designs for children’s areas, students will develop a floor plan, with specifications for furniture, technology, and other elements of service. It will require research on your part to complete the assignment, so start at the beginning of the semester!

    Design a children’s area, including floor plan, furniture, equipment, shelving for the collection, displays, and an area for programs and story hours that meet the developmental needs and learning tasks of children of various ages.

    See detailed instructions for this project under Course Projects>Project 2 on our Angel course site.
  • Project 3: Design a Web Page for a School Library or Public Library Children’s Department: (15 points).  Due October 12, 2009 to course drop box.
    (Meets Course Objectives A, B, C, E, F, and G; Meets Related SLIS Core Competencies: A, H, I, M, N, O).
    See Penalty for Late Work and Expectations for Success above.

    Research on the web and examine various model websites for school libraries and public library children’s area websites in preparation for designing your own web page for an elementary school library or a children's department at a public library. You should plan carefully before designing your own website. Plan which web resources you want to link to your web page, for example, good web sites that provide bibliographies and other resources. You should only link to or include resources that you trust and that are recommended for children. Remember that if you link to a website for your school or public library, you need to make sure that the secondary links in that resource are also appropriate for children.

    The intent of this assignment is for you to go through the evaluation, planning, and creation of a web page. I do not expect you to be a web designer!

    See detailed instructions for this project under Course Projects>Project 3 on our Angel course site.
  • Project 4: Twelve-Month Programming Plan: (15 points).  Due October 26, 2009 to course drop box.
    (Meets Course Objectives A, B, C, D, F, and G; Meets Related SLIS Core Competencies: A, H, I, M, N, O).
    See Penalty for Late Work and Expectations for Success above.

    Research and develop a month-by-month programming plan for a year which includes programs for different ages of children, family programs, and parenting programs. Design an overall children’s programming theme for the year, and/or themes for each month/season and displays that coordinate with them. Include information on how the various activities meet the developmental needs of children at various ages.  Students will cite the sources consulted or used in preparation of the annual plan, and use the Manual of the American Psychological Association, 5th ed., in citing sources.

    See detailed instructions for this project under Course Projects>Project 4 on our Angel course site.
  • Project 5: Detailed One-Month Program Series: (20 points). Due November 16, 2009 to course drop box.
    (Meets Course Objectives A, B, C, and D; Meets Related SLIS Core Competencies: A, H, I, M, N, O).
    See Penalty for Late Work and Expectations for Success above.

    Plan a detailed one-month program series for a school or public library children's area which includes your detailed plans for three story hours each week--for varied age groups,  one book discussion program each week, and one parent-education program every other week.  

    Thematic Story programs (12 different story programs for various age groups of children or families): Plan a one-month series (twelve different story programs) that provide opportunities for children of various age groups and their families to come together to enjoy thematic programs during a month.  Choose a unifying story program theme for the whole month, with sub-themes for each of the four weeks of the series.  While the story programs theme for the month unites all story programs for the month, each of the four weeks of the month should have themes that explore some aspect of the larger theme. For example, if you chose the theme of “Friends” you could have one week about “Making Friends,” one week about “Neighborhood Friends,” one on “Animal Friends,” and the last week on “Pretend Friends.” Include different age groups in the story programs, such as baby-lapsit, toddlers--1-2 year olds, 3-5 year olds, 5-8 year olds, and whole families.  Make sure that you vary the age groups on different weeks to give equal coverage for the various age groups.

    Book Discussion Groups:  Plan one discussion group per week (4 programs) for children ages 8-12, and/or Mother-Daughter, Father-Son, Guys Read, Girls Read, or author, genre, or thematic studies.  The discussion programs do not need to fit the monthly story program theme, and they should be varied to provide the maximum audience coverage--in other words, you should not plan all 4 programs on one theme, but should vary thematic-genre-author studies with other types of programs.

    Parent-Education Programs: 
    Plan one parent-education program every other week (2 programs).   Librarians who serve children need to engage also in helping to provide parent-education programs to help to advance family literacy.  You may choose to have an overall theme for the two parent-education programs you plan, or you can plan two unrelated parent-education programs. 
    For the programs, include everything necessary for presenting the story hours/discussion groups/parent-education programs, and explain how each helps to meet the developmental needs of the age group for which it is intended.

    See detailed instructions for this project under Course Projects>Project 5 on our Angel course site.

Textbooks and Readings

In addition to the textbook readings, students will experience a variety of articles, websites, online videos, and other resources posted to the Angel course site.

Required Textbook:

  • Cerny, R., Markey, P., amp; Williams, A. (2006). Outstanding Library Service to Children. Chicago: American Library Association. Available through Amazon: 0838909221. arrow gif indicating link outside sjsu domain
  • Peck, P. (2006). Crash Course in Children's Services. Westport, CT: Libraries Unlimited. Available through Amazon: 1591583527. arrow gif indicating link outside sjsu domain

Recommended Textbook:

  • Snow, S. (2007). Building Blocks: Building a Parent Child Literacy Program at Your Library. Westport, CT: Libraries Unlimited. Available through Amazon: 159158471X. arrow 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) — 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 the following semester. 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

General Expectations, Rights and Responsibilities of the Student

As members of the academic community, students accept both the rights and responsibilities incumbent upon all members of the institution. Students are encouraged to familiarize themselves with SJSU's policies and practices pertaining to the procedures to follow if and when questions or concerns about a class arises. See University Policy S90-5 at http://www.sjsu.edu/senate/docs/S90-5.pdf. More detailed information on a variety of related topics is available in the SJSU catalog at http://info.sjsu.edu/web-dbgen/catalog/departments/LIS.html. In general, it is recommended that students begin by seeking clarification or discussing concerns with their instructor. If such conversation is not possible, or if it does not serve to address the issue, it is recommended that the student contact the Department Chair as a next step.

Dropping and Adding

Students are responsible for understanding the policies and procedures about add/drop, grade forgiveness, etc. Refer to the current semester's Catalog Policies section at http://info.sjsu.edu/static/catalog/policies.html. Add/drop deadlines can be found on the current academic year calendars document on the Academic Calendars webpage at http://www.sjsu.edu/provost/services/academic_calendars/. The Late Drop Policy is available at http://www.sjsu.edu/aars/policies/latedrops/policy/. Students should be aware of the current deadlines and penalties for dropping classes.

Information about the latest changes and news is available at the Advising Hub at http://www.sjsu.edu/advising/.

Consent for Recording of Class and Public Sharing of Instructor Material

University Policy S12-7, http://www.sjsu.edu/senate/docs/S12-7.pdf, requires students to obtain instructor's permission to record the course and the following items to be included in the syllabus:

  • "Common courtesy and professional behavior dictate that you notify someone when you are recording him/her. You must obtain the instructor's permission to make audio or video recordings in this class. Such permission allows the recordings to be used for your private, study purposes only. The recordings are the intellectual property of the instructor; you have not been given any rights to reproduce or distribute the material."
    • It is suggested that the syllabus include the instructor's process for granting permission, whether in writing or orally and whether for the whole semester or on a class by class basis.
    • In classes where active participation of students or guests may be on the recording, permission of those students or guests should be obtained as well.
  • "Course material developed by the instructor is the intellectual property of the instructor and cannot be shared publicly without his/her approval. You may not publicly share or upload instructor generated material for this course such as exam questions, lecture notes, or homework solutions without instructor consent."

Academic integrity

Your commitment, as a student, to learning is evidenced by your enrollment at San Jose State University. The University Academic Integrity Policy F15-7 at http://www.sjsu.edu/senate/docs/F15-7.pdf requires you to be honest in all your academic course work. Faculty members are required to report all infractions to the office of Student Conduct and Ethical Development. The Student Conduct and Ethical Development website is available at http://www.sjsu.edu/studentconduct/.

Campus Policy in Compliance with the American Disabilities Act

If you need course adaptations or accommodations because of a disability, or if you need to make special arrangements in case the building must be evacuated, please make an appointment with me as soon as possible, or see me during office hours. Presidential Directive 97-03 at http://www.sjsu.edu/president/docs/directives/PD_1997-03.pdf requires that students with disabilities requesting accommodations must register with the Accessible Education Center (AEC) at http://www.sjsu.edu/aec to establish a record of their disability.

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