LIBR 265-01
LIBR 265-10
Materials for Young Adults
Fall 2009 Greensheet

Beth Wrenn-Estes
E-mail
Phone (Cell): (303)349-8488
Office Hours: By Appointment


Greensheet Links Textbooks and Readings
Course Requirements
Elluminate Sessions
Grading
Weekly Outline
Assignments
Resources
ANGEL
ANGEL Tutorials
iSchool eBookstore


REVIEW THE ANGEL SITE AND COURSE GREENSHEET


Visit the Angel class site often for updates, added resources, announcements, and other relevant information for the class throughout the semester. You are responsible to know the content on the Angel site and on the Greensheet/Syllabus.

It is your responsibility to understand what resources are available to you through the Angel site and to fully comprehend what the expectations are for you in the class.

Course Description

This course will allow students to take an in depth look at materials in a variety of formats for teens ages 15-18, including fiction, popular nonfiction, graphic novels, movies, computer games, websites, other media, and determine how they can meet developmental needs.

Course Objectives

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

  • Demonstrate an understanding of the external (societal) and internal (developmental) forces which influence teens’ choices of recreational and informational sources and materials
  • Evaluate selection tools, and use appropriate resources to develop a collection of materials for older teens, including all appropriate formats, print, nonprint, computer software, music, etc.
  • Critically examine representative materials designed for older teens, including print and non-print formats, books, graphic novels, television, movies, music, and a wide variety of computer software, including social networking software, and apply criteria to evaluate them in relation to developmental needs, multi-cultural concerns, and meeting the informational and recreational needs of this age group
  • Create an appropriate materials collection for older teens, including print and non-print materials and a variety of the digital resources currently available for this age group
  • Exhibit knowledge of published resources about print and non-print materials for older teens, such as reference materials, selection tools, and Web sites
  • Assist parents and caregivers with questions about appropriate materials for their older teen children

This course supports the following SLIS Core Competencies:

  • Articulate the ethics, values and foundational principles of library and information professionals and their role in the promotion of intellectual freedom (1)
  • Demonstrate oral and written communication skills necessary for group work, collaborations and professional level presentations (2)
  • Use the basic concepts and principles related to the creation, evaluation, selection, acquisition, preservation and organization of specific items or collections of information (3)
  • Use service concepts, principles and techniques that facilitate information access, relevance, and accuracy for individuals or groups of users (4)
  • Apply the fundamental principles of planning, management and marketing/advocacy (5)

Course Requirements

Questions, Comments, Concerns Discussion Thread
Please post all questions, concerns, and general comments on the thread provided under Lessons on the class Angel site. If your question or concern is of a personal nature, send directly to the instructor’s email.

It is your responsibility to ask the Instructor any questions or concerns you have about assignments or other materials provided for the class. The Greensheet and the class site in tandem provide you with as much information as possible but if you need clarification please ask.

Disclaimer: The instructor reserves the right to assign additional readings  on the weekly outlines. Additional readings will be assigned no less than 10 days out
from the week the readings are to be read.

Lectures
The instructor records and posts to the Class Blog and the SLIS server on different topics relevant to YA Materials for ages 15-18. 
BLOG (Blog is maintained by the Instructor is made with iWeb - the blog is not associated with SLIS/SJSU).

Blog Address
SLIS Server Access: Links will be provided closer to the start of the semester.

Elluminate Sessions - MANDATORY
NOTE: All students in both sections MUST attend all four sessions.

  • #1   Wednesday, September 23
    GROUP Presentations 265-01
    7-9:30 p.m. Pacific
    Session is Mandatory
    Note: Instructor will assign pairings
     
  • #2   Wednesday, October 28
    GROUP Presentations 265-10
    7-9:30 p.m. Pacific
    Session is Mandatory
    Note: Instructor will assign pairings
     
  • #3   Wednesday, November 11
    Sections LIBR 265 01, 10

    Discussion of “Luna” by Julie Ann Peters

    7-9:30 p.m. Pacific
    Session is Mandatory
    Note: Instructor will assign pairings and questions. Students will present their answers during the session.
     
  • #4   Wednesday, December 2
    Sections LIBR 265 01, 10

    Discussion of “Little Brother” by Cory Doctorow

    7-9:30 p.m. Pacific
    Session is Mandatory


    Note: Instructor will assign pairings and questions. Students will present their answers during the session.


Grading
Grading scale is also included at end of greensheet(syllabus). Grades are not rounded up to the next grade level.

In principal, each student begins the class with a grade of "B", the standard grade for graduate level work. Students who complete the assignments and participate in all discussions will receive the B provided the quality of written work meets the standard of rigorous scholarly work for the University. Above standard work is defined clearly. The breakdown for your course grade, based on the SJSU/SLIS Grading Scale, is as meeting the following criteria:

  • Originality in the approach to the assignment.
  • Greater depth of analysis than the written assignment expects
  • Critical evaluation readings by comparing them to other authors or sources.
  • Ability to organize information for themselves and others plus creates tools for life-long learning and knowledge retrieval.


Grading Rubric/Individual Assignment Evaluation Forms
The rubric for written assignments and the instructor individual
assignment/student evaluation forms are located on the Lessons page on the Angel course site.

Point Allocations By Assignment

AssignmentPointsDue Date
Group Presentation-Genres 15 See Schedule
Digital Resources Paper 15 September 30
Author Study Paper 15 October 21
Database Project - Blog 30 December 8
Discussion Threads (7 total) 2 pts X 7 = 14 See Schedule
Elluminate Book Discussion - Luna 5 November 11
Elluminate Book Discussion - Little Brother 5 December 2
SOTES Completion 1 End of Semester
TOTAL OF POINTS 100  

NOTE: The instructor reserves the right to deduct points for any work not done on time, missed Elluminate sessions or non-participation in discussion threads.

Writing-Research Standards

Students will produce assignments that meet writing and research standards appropriate for students in a Master’s program of study (see grading above).
It is critical to proofread your work before turning it in. Students refer to a style manual to aid with your writing assignments (Strunk and White, APA Style
Manual are examples of such manuals)

Plagiarism
The instructor has a zero tolerance policy in regards to plagiarism and will inform the University of any incidences of plagiarism for disciplinary action.

Assignment Parts/Composition/Mechanical Issues
Genre Study/Digital Resources Papers (pertains to journal as well)/Author Study

  • Cover/Title page
  • Page Numbers (except on the Title Page)
  • Name of assignment on each page (other than the cover page)
  • Reference Page/Works Cited in full accordance with APA formatting database project is the exception
  • Citations/Quotes in the body of the paper need to be in full accordance with APA formatting
  • Work must be double spaced and typed - no handwritten scans
  • Spelling, grammar, and syntactical errors will result in a loss of points on the assignment

Research Project/Blog must include:

  • All criteria stated in assignment description above, as appropriate for blog format as well as the following;
  • An index showing all titles included in the project for easy searching by the evaluator.

E-mail Subject Lines/Naming of Assignment Files

  • Format for subject line for all email correspondence:
    LIBR 265_01_10_YOUR LAST NAME
  • Format the file name for all of your assignments:
    LIBR 265_01_10_YOUR LAST NAME_KEYWORD OF ASSIGNMENT TITLE

E-mail Response Time

Instructor answers email on a regular basis throughout the day and evenings. The general policy for responding to email is within 24-hours of the instructor receiving the email. The instructor, from time-to-time, may have to increase the RESPONSE time between receipt and answer will inform the class IF and when a longer response time is needed.

Crisis or Emergency

Please call the instructor if a situation will prevent you from doing assignments, elluminate sessions and discussion threads. You will receive a zero for any course work missed unless you have received permission from the instructor and other arrangements have been made. The instructor reserves the right to deduct points (the number of which is determined by the instructor) for any work not done on time, missed elluminate sessions or non-participation in discussion threads. Instructor’s cell phone number is 303-349-8488 (pacific time zone).

Course Calendar

Subject to change with fair notice.

Technology Requirements
You will need a high-speed connection (DSL, cable, etc.) to successfully take this class. Please see the Technology Requirements and Instructions for Success handout.

SOTES 


Students evaluate the course and instructor at the end of each term. An announcement will go out from the administration letting students/faculty know when they are available to complete. Those completing the SOTES, and informing me of doing so, will receive 1 point. The importance of SOTES is very easy to describe – it is the student voice to the  administration and the instructor and it is so very important to improving courses and instruction.

Discussion Threads - Mandatory

There are seven discussion threads each worth two points. Two posts per thread are required. The first post must be a substantial post addressing the topic for the thread and must include your insights and opinions on the topic and citations references used to form your post. The substantial post must be on the thread by midnight Thursday of the week assigned. The second post must be a response to one of you classmates and this post must be on the thread by the 5pm on Sunday of the week assigned.

Discussion threads are to simulate in-class discussion session and are formal in nature. Content is held to the same standards as your written assignments including attention to grammar and spelling.

Competencies: 1,2/Objectives: A, C

DISCUSSION THREAD SCHEDULE
NOTE: Each section (01, 10) will have their own thread to help limit the number of posts. The dates and subject matter are the same for both sections.

  • Week 1 (0 pts) August 24 – August 30
    Tell the class about your background, occupation, where you are in the program and any other family or personal information you would like to share with the class.
  • Week 3 (2 pts) September 7 to September 13
    Discuss brain articles and reading in Primal Teen during Week 1 and 2 – 2 points (2 posts per student)


  • Week 5 (2 pts) September 21 to September 27
    Discuss Internet Bullying and the importance of social networking for this age. 2 points (2 posts per student)


  • Week 7 (2 pts) October 5 to October 11
    Discuss other materials (non-print) – value of gaming, movies, music to teens of this age and what youth services librarians need to think about when providing collection, programming and services to this age group. 
2 points (2 posts per student)


  • Week 9 (2 pts) October 19 to October 25
    Discuss the value of controversial literature for young adults. 2 points (2 posts per student)


  • Week 11 (2 pts) October 25 to November 1
    Intellectual Freedom and Censorship – visit and review the following sites and base your posts around what you discover on them. Look at the differences in IF issues in schools vs. those in the public sectors.
  • Week 13 (2 pts) November 16 to November 22
    The genres of Christian Fiction and Gay, Lesbian and Transgender create a very emotional response in people when included in school libraries more than in public. Why would you include them in your school collections and how would you defend the selections you make to your principle?
  • Week 15 (2 pts) November 30 to December 6
    Reflect back on the semester. What did you enjoy or didn’t enjoyed about the class? - What will you take into your professional life from this class? Anything else you’d like to add to the thread?

Weekly Outlines
Schedule/Assignments/Readings

  • WEEK 1 – August 24 - August 30th

    Discussion Thread #0
    Tell the class about your background, occupation, where you are in the program and any other family or personal information you would like to share. (0 points)

    Readings
    Under Lessons on class site/ Week 1
    • What is Young Adult Literature? Garland
    • What is YA Literature – Michael Cart
    • The Art of the YA Novel
    • What is YA? - Wikipedia
    • Redefining YA
    • Extending the Five-Foot Bookshelf-More Essential Books for Professionals Who Serve Teens
    In Textbooks
    • Goodstein, Introduction and Chapter 1
    • Anderson, Chapter 1
    Lecture – Assignment and Expectations

    OPTIONAL ELLUMINATE SESSION AUGUST 26th 7-8:30 p.m. Pacific Time.
    Lecture will be recorded and archived on Elluminate site for future reference.

    Weekly Topics: What is YA? Overview of Class
  • WEEK 2 – August 31 to September 6

    Discussion Thread - None

    Readings
    Under Lessons on class site - Week 2
    • Primal Teen, Strauch – Chapter 1,3
    • Read Articles on the Teenage Brain
    In Textbooks
    • Goodstein, Chapter 2,3
    Weekly Topics: Teenage brain and emotional development

  • WEEK 3 - September 7 to September 13

    Discussion Thread #1

    Discuss brain articles and reading in Primal Teen-2 points (2 posts per student)

    Readings

    Weekly Topics: Teenage brain and emotional development

  • WEEK 4 – September 14 to September 20

    Discussion Thread - None

    Readings

    In Textbooks
    • Anderson, Chapters 2,3
    • Herald, Chapter 1
    • Goodstein, Chapters 4,5
    Articles Under Lessons on Class site - Week 4 on Social Networking and Bullying

    Weekly Topics: Serving Older Teens, Internet bullying, Parental controls
    and responsibilities
  • WEEK 5 – September 21 – September 27

    Discussion Thread #2

    Discuss Internet Bullying and the importance of social networking for teens this age.
    2 points (2 posts per student)

    Readings
    From Textbooks
    • Anderson, Chapter 4
    Under Lessons Week 4
    • All articles on Booktalking
    From Instructor's Blog
    • Listen to Booktalks on Instructor’s blog/uTube

    Weekly Topics: BookTalking, Reading Interests of Older Teens

  • WEEK 6 – September 28 – October 4

    Discussion Board - None

    Readings
    Under Lessons for Week 6
    • The Relevance of YA Literature
    • Are Videos Good for Learning?
    Textbooks
    • Anderson, Chapter 5
    • Herald, Chapter 2-3
    • Aronson, Exploding the Myths, Chapters 3, 4
    Lecture – Genres

    ASSIGNMENT DUE – Digital Resources – September 30 – midnight
    Submit to appropriate dropbox

    Weekly Topics: Genres - Issues and Contemporary Life, Reader's Advisory
    Non-Print Collections
  • WEEK 7 – October 5 to October 11

    Discussion Thread #3
    Discuss other materials (non-print) – value of gaming, movies, music to teens of this age and what youth services librarians need to think about when providing collection, programming and services to this age group. 2 points (2 posts per student)

    Readings
    Textbooks
    • Anderson, Chapter 6
    • Herald, Chapter 4,5
    • Goodstein, Chapter 6,7
    Under Lessons Class Site Week 7
    • Disturbing the Universe, Trites, Chapter 4
    Websites Folder Under Lessons Week 7

    Lecture
    – Selection Tools, Collection Development, Writing Reviews
    (on instructor’s blog/uTube)

    Weekly Topics: Teachers in the online world, Teenage activism and media creation, Booktalking, Genre - Adventure and Mystery/Suspense
  • WEEK 8 – October 12 to October 18

    Discussion Thread - None

    Readings
    Textbooks
    • Herald, Chapter 6,7
    • Anderson, Chapter 7
    Under Lesson on Class site for Week 8
    Additional readings (links and documents) will be provided two weeks before the start of Week 9 and the class will be informed when they are available by the Instructor.

    Weekly Topics: Genre - Fantasy/Science Fiction, Non-print collections
  • WEEK 9 – October 19 to October 25

    Discussion Thread #4
    Discuss the value of controversial literature for young adults. 2 points (2 posts per student)

    Readings
    Textbooks
    • Herald, Chapters 8,9
    Under Lessons on Class Site - Week 9
    • Graphic Novels/Manga -Folder of Readings
    Additional readings (links and documents) will be provided two weeks before the start of Week 9 and the class will be informed when they are available by the Instructor.

    ASSIGNMENT DUE
    – Author Study – October 21 – midnight to dropbox

    Weekly Topics: Genre - Paranormal, Historical Novels, Graphic Novels/Manga
  • WEEK 10 – October 26 to November 1

    Discussion Thread - None

    Readings
    Textbooks
    • Herald, Chapters 10,11,12
    Under Lesson on Class Site - Week 10
    • Article about Jamie LaRue
    Additional readings (links and documents) will be provided two weeks before the start of Week 10 and the class will be informed when they are available by the Instructor.

    Weekly Topics: Genres - Multicultural, Alternative, Christian Fiction
  • WEEK 11 - November 2 to November 8

    Discussion Thread #5
    Intellectual Freedom and Censorship – visit and review the sites in the folder for this week's readings and base your posts around what you discover on them. Look at the differences in IF issues in schools vs those in the public sectors.

    Readings
    Websites Folder
    Under Lessons on Class Site for Week 11
    • Defending Books: A Title Index

    Lecture – Interviews with Jamie LaRue (on Instructor's Blog)

    Weekly Topics: Intellectual Freedom and YA Materials
  • WEEK 12 - November 9 to November 15

    Discussion Thread - None

    Readings
    Under Lessons on Class Site - Week 12
    • From Romance to Realism, Cart
    • The Value of YA Literature in Canada

    Weekly Topics: YA Literature History
  • WEEK 13 - November 16 to November 22

    Discussion Thread #6
    The genres of Christian Fiction and Gay, Lesbian, Bi-Sexual and Transgender create a very emotional response in people when included in school libraries more than in public. Why would you include them in your school collections and how would you defend the selections you make to your principle?

    Readings
    Under Lessons on Class Site Week 13
    • Read all the articles that are posted on the site under Week 13

    Weekly Topics: Advocacy, Genre - Christian Fiction and GLBT
  • WEEK 14 - November 23 to November 29

    Discussion Thread - None

    Readings
    • Read all of the articles provided under Lessons Week 14

    Weekly Topics: The Future of YA, Marketing/Publishing
  • WEEK 15 - November 30 to December 6

    Discussion Thread #7
    Reflections on the semester 2 points (2 posts per student)

    Readings
    Under Lessons on Class Site - Week 15
    • Read all articles and links provided

    Weekly Topics: The Future YA Readers, Future of YA
  • WEEK 16 December 7 to December 8

    Discussion Thread - None

    Reading - None

    ASSIGNMENT - Database Project – Due December 8 – midnight
    Send your blog address to the instructor via email or post under Lessons on the thread provided.

Description of Assignments

  • GROUP PRESENTATION – GENRES
    WORTH 15 pts.


    DESCRIPTION
    The instructor will divide the members of the class into presentation groups.
    The instructor will assign each presentation group a genre to research.
    Each group will research their assigned genre and then do a 15-20 minute presentation. Each group member must participate fully in the research for the presentation and the presentation itself. The group may decide what format they will use to present their genre research (PPT/Voice, uTube video, just voice, etc.).

    The Presentation needs to include the following elements:
    • What the genre is and the history of it within YA literature
    • Examples of titles within the genre
    • Summary
    • You may also include any other elements into your presentation
      above and beyond the ones listed.
    All members of the group receive the same grade for the assignment (research, presentation, evaluation). Each student must also complete an evaluation form for their group (see form under lessons) and those students who do not complete the evaluation will have 2 points deducted from their individual scores (others in your groups will not be penalized for individual's non-compliance).

    Group Presentation Dates are:

    Wednesday, September 23
    GROUP Presentations 265-01 – Groups 1-6
    7-9:30 p.m. Pacific
    Session is Mandatory
    Note: Instructor will assign groups

    Wednesday, October 28
    GROUP Presentations 265-10 – Groups 1-6
    7-9:30 p.m. Pacific
    Session is Mandatory
    Note: Instructor will assign groups
  • DIGITAL RESOURCES

    DUE SEPTEMBER 30, 2009 (by midnight)

    WORTH 20 points




    DESCRIPTION
    Spend a minimum of three hours (total) examining resources, observing teens (1 hour of the 3) using resources, and researching digital resources (beyond the readings for the class). You may observe in a school or public library setting and you may use your place of employment, if appropriate. If possible, spend twenty minutes of your observation time interacting with teens (do not push teens to interact with you or create concern about your observation with the librarians on duty). Introduce yourself to the librarian on duty and describe the assignment you are doing and where you go to school – you can informally check out whether or not your approaching teens will be a problem. It is best if you do approach teens to tell them what you are doing and where you go to school. If you cannot interact with any teens include that in fact in your paper. You have to observe older teens, which means you may have to try more than one location to find some.

    JOURNAL
    Keep a journal documenting your observations, include where you did the observation, length of time you spent in the location/observing, and thoughts you have about the observation. Do the observation in multiple sessions (if you can) so you can see as many teens working with technology as you can. (See example of journal under Course Documents) You will then make the journal into an electronic form to include with the other parts of the assignment. You may single space your journal entries - include as an appendix.

    NARRATIVE
    Write a critical analysis of youth and technology bringing together your research and observations. Include references that go beyond your opinion and class readings. Remember to provide the proper citation in the body of your paper as well as on the reference page to give credit for sources and ideas used in your paper. Support your opinion with expert opinion and research. 

Double-space this section of your paper.

    ASSIGNMENT FORMATTING COMPOSITION/MECHANICAL ISSUES

    Papers must include:
    • Cover/Title page
    • Page numbering
    • Name of assignment on each page (other than the cover page)
    • Reference Page/Works Cited in full accordance with APA formatting
    • Citations in the body of the paper need to be in full accordance
      with APA format
    • Work must be double spaced and typed (see clarifications above)
    • Spelling, grammar, and syntactical errors will result in loss of points
      on the assignment
    WRITING-RESEARCH STANDARDS

    Students must produce assignments that meet writing and research standards appropriate for students in a Master’s program of study. It is important to proofread your work before turning it in. Any grammatical errors or poor writing will cause a loss of points on the assignment. Use active voice not passive in your compositions whenever possible. 

    EXAMPLES OF ASSIGNMENT:  There are examples of different elements of the
    assignment under Lessons.

    SUGGESTED LENGTH - No more than 15 pages excluding journal, title page, and references.

    Competencies: 2,4/Objectives: A

  • AUTHOR STUDY
    DUE OCTOBER 21, 2009 by midnight
    WORTH 15 PTS


    DESCRIPTION
    Each student will choose a young adult author (one appropriate for 15-18 year old teens). The instructor must approve the author before the student starts doing their research. Students should send author choice to the instructor as early in the semester as possible. Be careful not to select an author that writes predominantly for adults (James Patterson for example). The paper must present a well-rounded view of the author, their life and work, and any other details that the student feels would be relevant to the assignment.

    Elements that must be included in the assignment:
    • Introduction to the author including biographical details
    • Description of the authors body of work
    • Significance of work in the field of YA literature
    • Awards and other recognition the author has received
    • Summary
    • Anything else you, as the writer, would like to include about the author you have chosen.
    ASSIGNMENT FORMATTING COMPOSITION/MECHANICAL ISSUES
    • Papers must include:
    • Cover/Title page
    • Page numbering
    • Name of assignment on each page (other than the cover page)
    • Reference Page/Works Cited in full accordance with APA formatting
    • Citations in the body of the paper need to be in full accordance with APA format
    • Work must be double spaced and typed
    • Spelling, grammar, and syntactical errors will result in loss of points on the assignment
    WRITING-RESEARCH STANDARDS

    Students must produce assignments that meet writing and research standards appropriate for students in a Master’s program of study. It is important to proofread your work before turning it in. Any grammatical errors or poor writing will cause a loss of points on the assignment. Use active voice not passive in your compositions whenever possible.

    SUGGESTED LENGTH: No more than 25 pages, excluding title page and reference page(s).

    Competencies: 1,2/Objectives: A, B, C, D, E
  • YOUNG ADULT MATERIALS RESEARCH PROJECT
    DUE DECEMBER 8, 2009 (by midnight)

    WORTH 30 POINTS



    DESCRIPTION
    Create a blog for the assignment.  Please see the criteria included in the list below and follow the directions related to its inclusion in your project. This research project must include all types of materials; if you include the titles from your genre paper, you cannot add any more titles from that genre to the titles you chose for the remainder of the required titles for the project. 

A reference page is optional.

    NOTE: Students MAY include titles read for genre study paper and the 2-required titles for Elluminate discussion sessions. You may include 5 Adult Cross-Over Titles and up to 10 non-print items (DVD, Games, Music CD's).
    You may include only two titles from a series – you can put a description of the other books in the series in a Note section if you chose.

    COMPOSITION: 50 titles are required for your project (the instructor assumes that you have read, watched, played, or listened to each of them).
    The project must include materials focused for teens aged 15-18.
    Adult Titles can be included as "cross overs" but must be labeled as such.
    You are allowed to have 10 out of the 50 be adult "cross-overs".

    The project must include the following elements however you can add other elements of your choosing: 
Use the names of the individual parts of the assignment as the headers throughout your blog. *Each element must be a separate entry and not combined with another element.
    • Bibliographic information (at a minimum Title, Author, ISBN (or other identifying numbers as will be present on DVD's, Publisher, Copyright Date)
    • Plot Summary (compose in your own words)*
    • Critical Evaluation (compose in your own words)*
    • Reader’s Annotation (compose in your own words)*
    • Information about the author
    • Genre
    • Curriculum Ties, if any
    • Booktalking Ideas (compose in your own words)*
    • Reading Level/Interest Age
    • Challenge Issues, if any and brief idea of how the work would be defended if challenged
    • Why did you include this book in you’re the titles you selected? (Compose in your own words)* and any selection tools that helped in your selection or support of your selection
    • An index showing all titles included in the project for easy searching by the instructor on the homepage of the blog
    PROJECT Example: There is an example of a previous student’s blog on the class Angel site. You may not copy or reproduce this blog in any way. This example is provided as just that - an EXAMPLE and the assignment is from a previous semester so not all assignment criteria will be the same.
    The requirements may have changed so please use the requirements for fall, 2009 assignment. 



    WRITING-RESEARCH STANDARDS

    Students will produce assignments that meet writing and research standards appropriate for students in a Master’s program of study. It is important to proofread your work before turning it in. Any grammatical errors or poor writing will cause a loss of points on the assignment. Use active voice not passive in your compositions whenever possible. 

    SUGGESTED LENGTH: None, blog format

    Competencies: 1,2/Objectives: A, B, C, D, E

Textbooks and Readings

Required Textbook:

  • Anderson, S. (2004). Serving Older Teens. Westport, CT: Libraries Unlimited. Available through Amazon: 0313317623. arrow gif indicating link outside sjsu domain
  • Doctorow, C. (2008). Little Brother. New York City, NY: Tom Doherty Associates, LLC. Available through Amazon: 0765319853. arrow gif indicating link outside sjsu domain
  • Goodstein, A. (2007). totally wired: What teens and tweens are really doing online. New. York: St. Martin's Press. Available through Amazon: 0312360126. arrow gif indicating link outside sjsu domain
  • Herald, D. T. (2003). Teen genreflecting: a guide to reading interests (2nd ed.). Westport, CT: Libraries Unlimited. Available through Amazon: 1563089963. arrow gif indicating link outside sjsu domain
  • Peters, J. A. (2004). Luna. New York, NY: Little Brown. Available through Amazon: 0316011274. arrow gif indicating link outside sjsu domain

Recommended Textbook:

  • Loertscher, D. V., Harland, M. A., & McElmeel, S. (2008). Young Adult Literature and Multimedia 4th edition. Salt Lake City, UT: Salt Lake City, UT: Hi Willow Research and publishing. Available through Amazon: 1933170107. 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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