INFO 260A-10
Programming and Services for Children
FALL 2018 Syllabus

Professor Beth Wrenn-Estes, Lecturer
E-mail
Cell Phone – 510-410-1959
Office Hours: By Appointment


Syllabus Links
Textbooks
CLOs
Competencies
Prerequisites
Weekly Outlines
Points Allocation Table
Discussion Threads

Resources
Canvas Login and Tutorials
iSchool eBookstore
 

Canvas Information: Courses will be available beginning August 21, 2018, at 6:00 am PT 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 in the Canvas site automatically.

Instructor Note: I will use "I" and "Instructor" throughout the syllabus when referring to myself.

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 should read the Syllabus carefully and review the Canvas course website. Please read through everything that is there and if you have questions contact the instructor through the "Ask the Professor" discussion thread.
  • The 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 information posted by the instructor.
  • The instructor makes every effort to proofread the information in both the syllabus and on the Canvas course website. However, errors do 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 “Ask the Professor” discussion thread. Please be as specific as to where the information is that you are referring – makes it easier for the instructor to answer the question quickly.

Why Group Work? 

The instructor believes in the value of working in groups. 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 your instructor is critical>

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 to work at full 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.

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

  • Format for subject line for all email correspondence:
    LIBR 260A_10_YOUR LAST NAME
  • Format the file name for all assignments:
    LIBR 260A_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 School of Information 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.

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 (Zoom session). You may receive a zero for any course assignment or activity missed unless you have received permission from the instructor for an extension. Most extensions are granted for only extenuating circumstances.

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:– 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 and grades inside the Speedgrader as much as possible.
  • 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 each student. The instructor teaches multiple courses during each semester. 
  • The instructor posts updates on the announcements page to let students know where in the grading process the instructor is at that time.

WEEKLY MODULES

  • Please review the Canvas site when it opens on August 21st. You will be responsible for understanding everything that is included. If you have questions please post them to the "Ask the Professor" discussion thread.
  • Weekly outlines (appear on Canvas Course Site) will have more descriptive content than indicated including, but not limited to: descriptions of all assignments, overviews/lectures, readings and websites to review.
  • The individual weekly module is designed to give you information about what is being covered that week, lecture/overviews, any assignment due, if there is a discussion thread, etc.

Assignments/Point Allocations/Due Dates

Assignments Points Due Dates

Children’s Area Design 



Group Assignment

15 pts

Due Date Friday, September 28th (Week 6) by 11:59 p.m. Pacific.

Note: Students will be placed into Groups of 3 or 4 by instructor. Size of group depends on class size. Groups will be formed the first couple of days once the semester starts and the course site opens. 


The assignment has multiple parts (design drawing, design summary/justification and equipment/fixtures description and pricing.)


Detailed Assignment expectations and requirements will be given on the Canvas Course Site when it opens.

.

Competencies: D, M- Objectives: 126


ZOOM SESSION Guest Speakers    

5 pts session


2 pts reflection paper        

Mandatory Zoom Session (live and in-person) – Tuesday, October 16th (Week 9) – 6:30 to 9:00 p.m. Pacific. 


Speakers – TBD

Reflection papers due on Thursday, October 18th (Week 9) at 11:59 p.m. Pacific 


Competencies: D,I,M- Objectives: 1,3,4,5

Story Time Project


Individual Assignment


Video, Written Paper, Evaluations

8 pts for Story time performance(video)


4 pts for short paper


 5 pts for evaluations    

Students create a 15 minutes StoryTime SNIPPET. What a SNIPPET is will be discussed in more detail in the assignment overview.

 

The specific details for this assignment will be given when the Canvas course site opens.


URL’s linking to snippet(s) must be posted to the designated discussion thread by Monday, October 29th(Week 11) by 11:59 p.m. Pacific 


Each student needs to write a short paper of 3-4 pages, excluding title page and citation page, explaining why the activities within story time were chosen and how they are developmentally appropriate for the preschool child. Explain how the story times you’ve developed fit into library services for the age group?  


Paper is due on Monday, October 29th (Week 11) by 11:59 p.m. Pacific.


The instructor will give each student 3 story time videos to evaluate. Evaluations are due to the student performer and the instructor by Monday, November 5th (Week 12) by 11:59 p.m. Pacific. 


Competencies: D,I,M- Objectives: 1,2,3

Think Like a Manager 

Individual Assignment

Paper

7 pts     

Due Date Monday, November 12th (Week 13) by 11:59 p.m. Pacific.


Detailed Assignment expectations and requirements will be given on the Canvas Course Site when it opens.


Suggested Length: 8-10 pages including title page and reference page.


Competencies: D,I,M - Objectives: 1,2,4,5

ZOOM SESSION
Guest Speakers 

5 pts

session


2 pts

reflection paper

Mandatory Zoom Session (live and in-person) – Tuesday, November 20th (Week 14) – 6:30 to 9:00 p.m. Pacific. 


Speakers TBD


Reflection Paper due on Monday, November 26th (Week 15) at 11:59 p.m. Pacific 


Competencies: D,I,M -Objectives: 1,3,4,5

12 Month Programming Plan


Individual Assignment


Blog Format

Blog - 26 pts 


Evaluations 4 pts total/2 pts each

This assignment is done in blog format. Details of the expectations and requirements for the assignment will be given when the Canvas course site open.


URL'S must be posted to the designated discussion thread by Tuesday, December 4th (Week 16) at 11:59 p.m. Pacific 


Each student will be assigned 2 classmate's blogs to evaluate. Evaluations are due Friday, December 7thby 11:59 p.m. Pacific


Competencies: A, M, N/Objectives: 1,2,3,4,6

Discussion Forums/Threads 17 pts

DT #1 Week 1– August 21st to August 26th – 1 pt. - VIDEO Introduction

DT #2 Week 4– September 10thto September 16th – 4pts.-  Children’s Development  

Instructor gives some prompts to start the DT off.

DT #3 Week 8 – October 8th to October 14th – 4pts -

Discussion of current reading, viewing, and listening habits of children. Instructor gives some prompts to start the DT off.

DT #4 Week 10– October 22ndto October 28th - 

Community Outreach and Family Connections - 4pts 

Instructor gives some prompts to start the DT off.

DT #5 Week 13– November 12th to November 18th - 

4 pts - Leadership and Staff Communications; continuing discussion from “Think like a Manager” paper.

Instructor gives some prompts to start the DT off.


Competencies: D,I,M - Objectives: 1,2,6

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. In most cases, extensions are only given for medical or family emergencies.

CONTENT ACCESSIBILITY:

All assignments, overviews and lectures, will appear in written, audio or audio/visual form. Written transcripts will be provided when appropriate.  

 MANDATORY DISCUSSION THREADS

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.

POSTS

  • 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 held over our first week of semester - a short week. Please note the dates of each thread carefully. DO NOT POST BEFORE A THREAD OPENS!
  • Stay on Track- 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 p.m. Pacific.
  • The definition of “substantial” in relation to the discussion posts means writing an in-depth narrative of at least 300 words for two posts each week. The post doesn’t just quote the texts for the class but shows you have reached out from those to other sources to enhance your understanding of the weekly topic. Citations should be put at the bottom of the post in APA format). It is important to include your own thoughts and opinions in the thread as well as experts in the field.
  • Do not post all comments on the same day! This will result in a reduction of points for not participating in the discussion as intended. Think of discussion threads as conversations that are taking place over the course of a week.
  • Full points will be awarded to students who write in-depth insights and opinions about the weekly topic in each of their substantial posts.
  • 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.

POINTS

  • For threads worth 4 points – substantial posts are awarded 1.75 points each and the responses to classmates are worth .25 each.
  • The instructor will include questions or prompts with each 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 and shows work level as excellent throughout the semester of discussion threads.

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 in 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 allowed.
  • Please refer to a style handbook - a 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. The instructor prefers this information to be on the banner or homepage NOT buried in About or where a search needs to be done to find the information

  • Name of Student
  • Title of Assignment (one instructor gave 1st)
  • Secondary Title if student(s) have one
  • Class number and title
  • Name of Instructor
  • Name of University
  • Date of Assignment

MUSTS

  • If you want to make up a name for your blog you can do so but the Assignment Name the instructor has given must appear first and then your title below it.
  • 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 are presenting academic work. Think moderate but friendly academic level writing style 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 questions not answered above please contact the instructor for further information or clarification.

 PAPER FORMATTING GUIDELINES

  • Prepare all assignments in MS Word - DO NOT SEND PDF's
  • Do not exceed the number of pages specified by the instructor.

Title Page MUST have:

  • Name of Student
  • Title of Assignment (one instructor gave 1st)
  • Secondary Title if student(s) have one
  • 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 
  • 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 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. Describe the current reading, viewing, and listening habits of children, and use this knowledge in program planning.
  2. Apply information on children's developmental and psychological needs and tasks to plan age-appropriate programming and services.
  3. 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.
  4. 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.
  5. Demonstrate familiarity with a wide variety of computer software for use in children's library programming.
  6. 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:

  1. D Apply the fundamental principles of planning, management, marketing, and advocacy.
  2. I Use service concepts, principles, and techniques to connect individuals or groups with accurate, relevant, and appropriate information.
  3. M Demonstrate oral and written communication skills necessary for professional work including collaboration and presentations.
  4. N Evaluate programs and services using measurable criteria.

Textbooks

Required Textbooks:

  • Baker, R. (2017). Creating literacy-based programs for children. Chicago, IL: ALA Editions. Available through Amazon: 0838915000arrow gif indicating link outside sjsu domain
  • Fasick, A.M., & Holt, L.E. (2013). Managing children's services in libraries (4th ed.). Santa Barabara, CA: Libraries Unlimited. Available through Amazon: 1610691008arrow gif indicating link outside sjsu domain

Recommended Textbooks:

  • Fasick, A.M. (2011). From boardbook to Facebook: Children's services in an interactive age . Santa Barbara, CA: Libraries Unlimited. Available through Amazon: 1598844687 arrow gif indicating link outside sjsu domain
  • Peck, P. (2014). Crash course in children's services (2nd ed.). Santa Barbara, CA: Libraries Unlimited. Available through Amazon: 1610697812arrow 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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