INFO 260A-10
Programming and Services for Children
SPRING 2019 Syllabus

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

Canvas Information: Courses will be available beginning January 24, 2019, 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

 NOTE: The Instructor uses “I” and/or “me” throughout the document.
This course will open on CANVAS January 24, 2019

• Students are responsible to review the Syllabus and the Canvas course site.
• These two important information sources (Syllabus and Canvas Course site) work in tandem to give students directions, requirements, and information needed to be successful in understanding issues in intellectual freedom for youth. You need to understand both.
• Questions should be posted to the instructor through the "Ask the Professor" discussion tread on the Canvas site.
• Each student is expected to check the CANVAS site at least once per day for course updates, additional resources, announcements, and other new information that may be posted by the instructor.
• The student should read the Syllabus carefully and then visit the website and read through everything that is there. Compile questions or clarifications that you need ask and post to “Ask the Professor”.
• The instructor makes every effort to proofread the information in both the syllabus and the Canvas course website. However, errors may occur.

Questions, Comments, Concerns- Discussion Thread

Please post all questions, concerns, and general comments on the discussion thread under Modules on the CANVAS class site. If the question or concern is of a personal nature send directly to the instructor’s email address (bwestes@mac.com).

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

• Format for subject line for all email correspondence
  INFO 260A_10_YOUR LAST NAME
• Format the file name for all assignments:
  INFO 260A_10_YOUR LAST NAME_KEYWORD OF ASSIGNMENT TITLE

Official iSchool Email Policy:

• Instructor will respond to student emails within 24-hours of receipt. The instructor will inform the class if a longer response time is needed (instructor out of town, illness, etc.).
•   Students are expected to promptly answer emails from the instructor and fellow students.

Crisis or Emergency:

• Please CALL, TEXT or EMAIL the instructor (in advance if possible) if a situation will prevent you from completing assignments or another class activity.
  Please use bwestes@mac.com or 510-410-1959 (call or text).
• You will receive a zero for any coursework missed unless you have received permission from the instructor for an extension.
• Most extensions are granted for extenuating circumstances only and not for being overwhelmed at work (for example).
• The instructor reserves the right to deduct points (the number of points is determined by the instructor) for any work not submitted on time or lack of participation in any class activities or assignment.

Course Calendar - Subject to change with fair notice.

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

Grading/Grading Rubric

• The instructor provides a rubric inside the Canvas Speedgrader and more details on evaluation criteria for all assignments. The instructor grades assignments as quickly as possible but it may take up to three weeks to get an assignment completely graded and returned to the class if class size is large and the instructor has additional classes to teach during the semester.
• The instructor will post grading updates on the announcements page to let students know where in the grading process of a certain assignment the instructor is.

Grading: – see scale below
No Rounding Up – The instructor doesn’t round points up to the next whole number. If you receive an 89.6 you will get the grade equivalent for those points.

WEEKLY MODULES

Please read through the entire Canvas course site when it opens on January 24th. Weekly outlines appear on Canvas Course Site and will be available when then course opens January 24th and will have more descriptive content than indicated on the Syllabus including, but not limited to, links for discussion threads; articles to read; websites to visit; readings; lectures and overviews and any other information sources the instructor feels of value.

Assignments/Point Allocations/Due Dates

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) give detailed descriptions of the activities and resources for that week. Information that can be included in the weekly modules are: discussion threads, assignment overviews, lectures, readings, video recordings and websites to visit. The instructor intends the weekly outline is where students should look for everything they 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.

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- 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 relationship to the discussion posts means writing an in-depth narrative of at least 75 to 100 words for two substantial posts. The posts should not just quote the class texts but show that the student has reached out to other sources to enhance 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 those of 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.
• Doing more than the minimum number of posts is greatly encouraged by the instructor – shows initiative and interest in the topics being discussed on a higher level. No points are lost for not posting more than the minimum.
• 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.

POINTS

Points for DT - 2 substantial posts (except for introduction and reflection) and 2 responses are required for each.

How points are distributed

• Introduction thread the substantial post is worth 1 pt.
• Reflection thread worth 2 pts - substantial post is worth 1.5 pts and the one response is worth .25
• The 3-point discussion threads - Substantial posts are 1.25 each and responses are .25.
• The 4-point discussion threads - Substantial posts are 1.75 pts each and the responses .25 each.

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.

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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.

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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:

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Textbooks

Required Textbooks:

• Baker, R. (2017). Creating literacy-based programs for children. ALA Editions. Available through Amazon: 0838915000

• Fasick, A.M., & Holt, L.E. (2013). Managing children's services in libraries (4th ed.). Libraries Unlimited. Available through Amazon: 1610691008

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Grading Scale

The standard SJSU School of Information Grading Scale is utilized for all iSchool courses:

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 or undergraduate (for BS-ISDA);
  For core courses in the MLIS program (not MARA, Informatics, BS-ISDA) — 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.

Graduate Students are advised that it is their responsibility to maintain a 3.0 Grade Point Average (GPA). Undergraduates must maintain a 2.0 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: https://www.sjsu.edu/curriculum/courses/syllabus-info.php. 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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