INFO 269-10
EARLY CHILDHOOD LITERACY
FALL 2018 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 Information: Courses will be available beginning August 21 at 6 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.

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 review the Canvas course website. Please read through everything 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 Early Childhood Literacy.
  • 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 to– 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.

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

      Format for subject line for all email correspondence:

      LIBR 269_10_YOUR LAST NAME

      Format the file name for all assignments:

      LIBR 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 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 are 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.

POINTS ALLOCATION/DUE DATES

Assignment Points Date Due

Theorists – research project

Paper Format
15

Due Friday, September 21st(Week 5) 11:59 p.m. Pacific

Pick three theorists who have done major research and influenced the field of Early-Childhood Development, Literacy and Learning. These individuals can be dead or living; past or present. 

Some of the researchers/theorists in ECL you might consider are: Piaget, Montessori, Vygotsky, Gesell, Erickson, Ghoting and so many more.

Give a short introduction as to why you chose them and a short biographical sketch of their lives. Move into a narrative comparing their theories and what contributions and affect they have had on the field of early childhood development. Make sure you are pointing out both similarities and differences. 

Adequate length paper – suggested - 10 pages excluding title, references (with title page and references – 12 total pages; no more than 15.)

More details will be provided when the course site opens. 

CLO 1,2,6 /Comp K, N   

Article Review 

 

Paper Format

6

Due Friday, October 12th(Week 8) 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 5-6 pages excluding title page and references

 

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

 

CLO 1,2,6 /Comp K,N   

ZOOM SESSION

6 (attendance/participation at session

 

2 (written reflection)

MANDATORY ZOOM SESSION

 

Wednesday, October 24th (Week 10) – 6:30 p.m. to 9:00 p.m. PST 

 

Guest Speakers – TBD

 

Reflections Due– Friday, October 26th(Week 10) - 11:59 p.m. Pacific

 

CLO 1,2 /Comp K

ZOOM SESSION

6 (attendance/participation at session

 

2 (written reflection)

MANDATORY ZOOM SESSION

 

Wednesday, November 14th(Week 10) 6:30 p.m. to 9:00 p.m. PST 

 

Guest Speakers – TBD

 

Reflections Due– Friday, November 16th(Week 10) 11:59 p.m. Pacific

 

CLO 1,2 /Comp K

Early Childhood Literacy Program 

 

Blog Format

30

URL Due Monday, December 3rd  (Week 16) – 11:59 p.m.

Pacific

 

Each student will design an Early Childhood Literacy/Program for a public library and include in it a plan for all programs and activities, Staffing and Parent/Caregiver Literacy Training. This plan needs to cover the time span of 12 months. A budget for the programming and services part of the plan will be required.

 

 

More details about the assignment will be given when the course site opens.

 

CLO 1,2,5,6 / Comp K, M, N

Discussion Threads (DT) (6) 33

Week 1 – DT. #1 – Video Introduction 

August 21 to August 26th

1 point

 

Week 3 – DT #2 – Early Childhood Development

September 3 – September 9

6 points

 

Week 5 – DT #3 – Early Childhood Literacy 

September 17 – September 23

7 points

 

Week 6 – DT #4 – A Firm Foundation for Literacy - Storytime

September 24 – September 30

6 points

 

Week 8 – DT#5 – New Technologies and Forms of Communication

October 8 – October 14

6 points

 

Week 10 – DT #6 – Assessment

October 22 – October 28

7 points

 

CLO 1,2,3,6 /Comp 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. 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. 

WEEKLY OUTLINES – Modules

Weekly outlines (appear on Canvas Course Site) will have more descriptive content than indicated on the Syllabus including but not limited to links to discussion threads, assignment overviews, lectures, readings, video recordings and websites to visit. The instructor intends that the weekly outline is where you should look for everything you need to do (read, write, listen) for that week.

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.

The instructor will give prompts and ideas on how to proceed with each discussion thread’s topic but students are responsible for engaging in the discussion of that topic and to engage fully in the activity.

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 during a short week. Please note the dates of each thread carefully. DO NOT POST BEFORE A THREAD OPENS.
  • Stay on Track– These discussion threads carry a lot of weight for your overall grade in the class. You need to make sure you have posted at least 3 substantial posts during the week and 2 responses to classmates. My suggestion is to post on Tuesday, Wednesday, and Thursday but you may want to do Monday, Wednesday, Friday.
  • The definition of “substantial” in relation to the discussion posts means writing in-depth narratives on the topic of the thread each week and you should write at least 300 words for three posts each week. The post should not just be from the class texts but more that shows you have reached out further 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 from experts in the field.
  • Do not post all comments on the same day! This will result in a reduction of points. Think of discussion threads as conversations taking place as if you were in a f2f class.
  • 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
  • Threads - worth 6 points – each of the 3 substantial posts is worth 1.80 points and the responses to classmates are worth .30 each.
  • Threads – worth 7 points. Each of the 3 substantial posts is worth 2.15 points and the responses to classmates are worth .275
  • 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.
  • Posting more than the minimum number of posts, especially responses to classmates, is greatly encouraged and shows work commitment on excellent level.

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 - 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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