Seminar in Services to Children and Young Adults
Intellectual Freedom and Youth
Spring 2019 Syllabus
Points Allocation Table
Canvas Login and Tutorials
Canvas Information: Courses will be available beginning January 24th, 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.
This course will focus on intellectual freedom issues with youth, the value of youth literature to enhance individuals’ lives, the ethics of intellectual freedom, the psychology of censorship and how to combat it, and how to defend materials for youth.
CANVAS SITE AND COURSE SYLLABUS
NOTE: The Instructor uses “I” 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 to ask and post to Questions and Answers Discussion Thread.
- 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 (email@example.com).
E-mail Subject Lines/Naming of Assignment Files – Mandatory
- Format for subject line for all email correspondence
INFO 267_10_YOUR LAST NAME
- Format the file name for all assignments:
INFO 267_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 at all possible) if a situation will prevent you from completing assignments or another class activity.
Please use firstname.lastname@example.org 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.
- 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 outlines (appear on Canvas Course Site and will be available when then course opens January 24th and will have more descriptive content that is indicated on the Syllabus including, but not limited, links for discussion threads; articles to read; websites to visit; readings; lectures and overviews and any other information sources the instructor wants to include.
|Discussion Threads (CLOs #1, #2, #5, #6)||19 pts||Weeks 1,3,6,8,12,16|
|Selection Policy Paper (CLOs #1, #2, #3)||
|February 15th (Week 4)|
February 19th (Week 5)
February 21st (Week 5)
Reflection Paper on Session
March 19th (Week 9)
|Mind of a Censor Paper (CLOs #1, #3, #7)||12 pts||April 12th (Week 12)|
|25 pts||May 3rd (Week 15)|
- The instructor reserves the right to deduct points from any assignment not turned in on time.
- ZOOM sessions are MANDATORY to attend. If you miss a ZOOM session you will lose all points for the session (see extenuating circumstances above).
CONTENT ACCESSIBILITY: All assignments, overviews, and lectures, will be provided in written form, audio, and video formats if possible.
- The instructor will act as a facilitator for the threads. Instructor may comment from time-to-time but the discussions are student driven.
- The instructor will include questions or prompts to get the conversation going but students are charged with keeping the discussion going throughout the week.
- Do not post before the opening date of the thread. All threads open on Mondays (except the Introduction thread) and close on Sundays at 5:00 pm Pacific.
- Full points will be awarded to students who write in-depth insights and opinions about the weekly topic and meet the required number of posts each thread. The definition of “substantial” in relation to the discussion posts means writing an in-depth narrative of at least 75-100 words for each of two posts each week. The post should not just quote the texts/resources for the class but shows you have reached out 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 from experts in the field.
- 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 introduction and reflection threads only required one post and responses if you'd like to include them.
- Points for DT - 2 substantial posts (except for introduction and reflection) and 2 responses are required for each.
- How points are distributed - for the introduction thread the substantial post is worth 1 pt. Reflection DT thread substantial post is worth 2.5 pts and each of the responses .25. The 3 points discussion thread - 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. The 5 pt DT post = Substantial posts are worth 2.25 points each and the responses to classmates are worth .25 each.
- 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.
DISCUSSION THREAD SCHEDULE
Discussion 1 (Week 1) January 24th to January 27th
Introduce yourself to the class by creating a SHORT VIDEO. This is your opportunity to tell us a few things about you. One of the things I’d like to know if where each of you is in the iSchool program and what are you doing in your professional life right now. Feel free to tell us other things about you but only if you are comfortable doing so - post pictures. Everyone loves to see and hear about dogs, cats, children, hobbies.
1 point/1 post. Post is due by Sunday, January 27th by 5:00 pm Pacific.
Discussion 2 (Week 3) February 4th to February 10th
Time for self-reflection – self-censorship happens even in our profession since each of us has topics, issues, situations that we are afraid of or find offense in. However, as a librarian, we are charged with keeping our personal issues out of our professional life. Read through the Library Bill of Rights and the Freedom to Read principles and discuss your commitment to the ideas and principles described in both. What self-censorship issues do you think you personally need to address. Are you willing to share one with the group? This discussion thread and the answers you give here will help you see how different you may be thinking by the time you get to discussion thread #6 at semester’s end where you describe your reflections on the semester and what you have learned.
Here are a couple of things I want you to read to help you with the discussion:
Chapter 11 of Intellectual Freedom and Youth – PDF Module Week 2
A Dirty Little Secret: Self-Censorship by Debra Whelan from School Library Journal, 2009. URL is: http://www.schoollibraryjournal.com/article/CA6632974.html
Substantial Post Due on Tuesday, February 5th and Thursday, February 7th
2 responses to classmates’ posts by Sunday, February 10th by 5:00 p.m. Pacific.
Total posts 4/4 points
Discussion 3 (Week 6) February 25th to March 3rd
Speaking from the research done for the selection policy assignment what insights do you have surrounding the purpose(s) of selection policies and written procedures focused on getting material reconsidered.
Substantial Post Due on Tuesday, February 26th and Thursday, February 28th
1 Response to classmates’ post due by Sunday, March 3rd by 5:00 p.m. Pacific.
Total posts 3/3 points
Discussion 4 (Week 8) March 11th to March 17th
How young people behave in libraries is a major discussion topic across the country. What issues are out there for librarians to deal with in respect to what rights do young people have when visiting the library focusing on the following: freedom of expression, freedom of access and the right to read, etc. and what policies should libraries develop to address these? What examples can you find from your readings?
Substantial Post Due on Tuesday, March 12th and Thursday, March 14th
2 responses to classmates’ posts by Sunday, April 17th by 5:00 p.m. Pacific.
Total posts = 4
Discussion 5 (Week 12) April 8th to April 14th
Topic - TBD
Total Posts 3/3pts
Discussion 6 (Week 16) May 6th to May 12th
Reflection – look back at the semester and tell major insights, changes in attitude, best practices for dealing with YA and Youth in either school or public library settings and anything else you’d like to add about your experience this semester.
Substantial Post Due on Tuesday, May 7th and Thursday, May 9th
2 responses to classmates’ post due by Sunday, May 12th by 5:00 pm Pacific
Total posts 3/3 pts
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 again before turning it in.
- Graduate level writing standards do not tolerate grammatical errors of any kind.
- You will lose points so please make sure you pay attention to sentence construction and other grammar.
- Students are encouraged to refer to a style writing handbook of their choice- suggestions are Strunk and White’s Elements of Style. APA is mandated for citations included within the text of the paper and reference/bib page(s) BUT no other parts of the assignments
Spelling and Grammar Guidelines
Instructor may not read your entire assignment for spelling and grammar mistakes; if, in the instructor’s opinion, your assignment contains too many errors the instructor will reduce your points 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:
- Name of Student
- Title of assignment
- Class number and title
- Name of Instructor
- University Name
- Date of Assignment
- If you want to make up a name for your Blog you can do so but the Assignment Name instructor has given must appear first and then your title next.
- 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 formal style unless otherwise noted on the assignment description. Remember this isn’t a blog you are keeping for day-to-day personal reflection but an academic assignment. Think moderate but friendly academic level writing and focus on creating a blog that peers, colleagues, children and their parents would find useful. The blog is still a creative way to present the assignment content instead of creating an electronic document.
- 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 section.
- Any other questions not answered in the points above contact the instructor through the discussion thread Questions and Concerns. Any other questions not answered in the points above please contact the instructor for further information or clarification.
PAPER FORMATTING GUIDELINES
- Prepare all assignments in MS Word.
- Do not exceed the number of pages specified by the instructor.
- Title Page MUST have the following included on it:
- Title of Assignment
- Class number and title
- Name of Instructor
- Name of University
- Date of Assignment
- Papers are to be done in 12 point font and 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 in moderately formal but friendly style unless otherwise noted on the assignment description.
- Remember pictures within the document adds visual breaks for the reader and helps clarify points that you are making. Books covers are especially important to include when appropriate. Cite all sources that you take images from.
Any other questions not answered in the points above contact the instructor through the discussion thread "Ask the Professor."
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.
INFO 200, INFO 204, INFO 260A, or INFO 261A.
Course Learning Outcomes
Upon successful completion of the course, students will be able to:
- Identify characteristics and topics that are frequently associated with challenged materials for children and young adults.
- Identify the elements needed to write a reconsideration policy for a school or public library.
- Demonstrate familiarity with how to train library staff in reconsideration procedures and handling angry customers
- Write a rationale for a challenged book.
- State a personal philosophy of intellectual freedom.
- Discuss the value of books that present graphic material or controversial subjects.
- Describe the psychology of the censor, including emotions and motivations.
- Discuss the motivations of authors who write material that might be challenged, and why they are willing to risk censorship.
Core Competencies (Program Learning Outcomes)
INFO 267 supports the following core competencies:
- D Apply the fundamental principles of planning, management, marketing, and advocacy.
- I Use service concepts, principles, and techniques to connect individuals or groups with accurate, relevant, and appropriate information.
- M Demonstrate oral and written communication skills necessary for professional work including collaboration and presentations.
- N Evaluate programs and services using measurable criteria.
- Auguste, M. (2012). Voya's guide to intellectual freedom for teens. Voya Press. Available through Amazon: 1617510076
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|
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).
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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