Genres and Topics in Youth Literature
Summer Semester 2009 Greensheet
Office Hours: I am online frequently and prefer to communicate through emails. Expect an email response within 24 hours. By phone, please leave me a message if I am not available.
Textbooks and Readings
Blackboard has been replaced by ANGEL. You can begin enrolling in Angel after May 19. You will receive the access enrollment code through the My.SJSU system.
There is a wealth of outstanding picture books being published today for 'tweens and teens in all genres and subject areas. These books may include relatively lengthy texts, advanced vocabulary, and/or sophisticated concepts, which causes them to be far more appropriate for and accessible to older readers than to younger elementary students. Additionally, the outstanding literary qualities of may picture books make them potentially of great value to language arts teachers. There is also an explosion in the popularity of fiction and nonfiction presented in graphic novel format and manga. In this class, focused on readers in grades five and up, we will work with a wide variety of picture books for older readers, considering how they can enhance library collections and school curricula while encouraging older students to expand their reading behaviors.
Course Prerequisites: LIBR 200 required.
Student Learning Outcomes:
Upon completion of the course the student will have:
- participated in analyzing the textual and visual components of a broad selection of fiction and informational picture books for older readers;
- formulated plans for including such books within the development of school and public library collection designed to serve middle school and high school students;
- probed the professional literature to examine possible benefits of including these books in such collections;
- developed strategies for regularly and efficiently identifying new picture books for older readers that should be evaluated for inclusion in such collections;
- developed written plans for collaborating with teachers in utilizing specific books and groups of books in classes across the curriculum and throughout the secondary grades;
- taken part in developing real world online resources that will provide new and detailed information about picture books for older readers, information that will be of significant value to a large number of school and public library staff members and to their patrons.
LIBR 271A 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;
- recognize the social, cultural and economic dimensions of information use;
- use service concepts, principles and techniques that facilitate information access, relevance, and accuracy for individuals or groups of users;
- describe the fundamental concepts of information-seeking behaviors;
- design training programs based on appropriate learning principles and theories;
- evaluate programs and services on specified criteria.
This class includes 9 mandatory two-hour meetings on Elluminate. The sessions will be from 7-9 pm California time on Wednesday evenings beginning on June 3 and ending on August 5. We will not meet July 22.
Please review the school's technology requirements.
This class will meet weekly Wednesdays, 7-9 pm California time online using Elluminate. These meetings are required. Please review the student guide to using Elluminate: http://ischool.sjsu.edu/software/elluminate/students . It will be a requirement for the class that you certify that you have attended an Elluminate training session. (See the SLIS site for information on training sessions.)
It will be necessary to locate and share picture book images with classmates through the sharing of web pages, Word documents, videos, and PowerPoint presentations while meeting on Elluminate. If you are not confident of your abilities to complete these tasks, please consult tutorials and/or seek assistance when attending an Elluminate training session.
1. Build a knowledge base and an online resource for the world to utilize: Locate and read 50 great picture books for older readers, with "older readers" defined for this class as being within the range of fifth grade through twelfth grade. "Great picture book" is defined for this class as a picture book that is well worth recommending to some segment of students within the defined age range. In determining whether a book meets the definition of "picture book," please refer to the official Terms and Criteria of the Randolph Caldecott Medal on the ALA website and to your professional readings for this class. Included in this set of 50 picture books for older readers should be a minimum of:
- 10 books already listed on the Picture Books for Older Readers wiki (maximim 30)
- Laika by Nick Abadzis;
- A River of Words by Jen Bryant and Melissa Sweet, ill.;
- Duel! by Dennis Brindell Fradin and Larry Day, ill.;
- Thoreau at Walden by John Porcellino;
- One manga book;
- One additional piece of fiction in graphic novel format;
- One additional piece of nonfiction in graphic novel format;
- Five copyright 2009 picture books for older readers.
- Twenty-five books for which you are advocating curricular connections to a class for students somewhere between fifth and twelfth grade. Identify the subject and grade or grades for which you are advocating this connection. For the 25 (or more) books that you identify as having a curricular connection to classes for students within the range of fifth through twelfth grade, copy (from your Word doc entries) and paste into the appropriate subject category index pages that are found on the wiki the listings of these books.
- Of these twenty-five books for which you advocate curricular connections, create five detailed lesson plans for utilizing one or more of these books.
Each book included in the set of fifty should currently be in print in either a hardcover or paperback edition and each should be of sufficient quality that you would, in most cases recommend its purchase for inclusion in a collection that is designed to serve students somewhere in the range of fifth through twelfth grades. Please, please, be selective and don't just use anything.
The information you create based on these 50 picture books for older readers will be shared in three places (in addition to what you share during Elluminate sessions): a Google doc which you will update regularly, a Word doc which you will complete and email to me no later than the end of August 2, and the class wiki at http://picturebooksforolderreaders.pbwiki.com which you will update regularly when I have created any new pages necessary for you to post your related information.
Create a Google account (if you don't already have one) and develop a Google doc following this format: yourlastname_LIBR271A. Invite me as a viewer firstname.lastname@example.org as soon as you create your Google doc. We will then make these accessible to all of our classmates. Please update the document regularly as you read and select your fifty picture books for older readers. You should list your fifty picture books for older readers in this format in the Google doc:
Faithful Elephants: a true story of animals, people, and war by Yukio Tsuchiya and Ted Lewin, ill. Boston: Houghton Mifflin, 1988.
Please list them in the order you read them so that I can easily keep track of which I have already seen (and created a new wiki page when necessary). If you follow this format on your Google doc, it will make it much easier for me to transfer the information as I create the new wiki pages. (Please try hard to do this -- you will be dealing with 50 books but I will be dealing with more than one thousand.)
Create and regularly update a Word doc. All of the other work you do with each picture book for older readers you will then include in this Word doc and also post the information to the appropriate page on the class wiki.
In the Word doc and on the appropriate wiki page for each of your fifty books, you will include the following information:
- Citation for an in-print edition of the book as cited above and as listed in Angel under the Lessons tab;
- ISBN for this in-print edition;
- Annotation of not more than 30 words;
- Listing of the media used by the illustrator in creating the original art work;
- Designation of your personal rating of the books quality and potential popularity among 'tween and teen audiences based on a scale of 1 (poor) to 5 (excellent); the ratings should be in this format: Q/P (example 5Q/4P). Please seek out books that you consider 4's and 5's. We want to recommend the best of what is out there when posting to the wiki;
From your fifty picture books for older readers you should identify and briefly discuss as part of the entries in the Word doc and on the appropriate pages of the wiki at least one example (No, not all from one book!) where a picture book for older readers utilizes the following literary devices:
- use of metaphor through the text and/or through the illustrations.
- use of simile through the text and/or through the illustrations.
- use of allusion through the text and/or through the illustrations.
- use of rhyme through the text and/or through the illustrations.
- use of alliteration through the text and/or through the illustrations.
- use of onomatopoeia through the text and/or through the illustrations.
- use of rhythm through the text and/or through the illustrations.
- use of personification through the text and/or through the illustrations.
- use of symbol through the text and/or through the illustrations.
- use of sophisticated language through the text and/or through the illustrations.
- use of repetition through the text and/or through the illustrations.
For three of your fifty books, discuss as part of the entries in the Word doc and on the appropriate pages of the wiki a theme of each book.
Identify one of your fifty books whose inclusion in a middle school library media center and/or a high school library media center and/or a portion of a public library collection that is specifically designated to serve middle school and/or high school patrons has already been challenged or for which you see significant potential for a challenge. Discuss as part of the entry for it on your Word doc your own response to the real or hypothetical challenge focusing on your rationale for including this book in the collection.
For three of your fifty books, discuss in detail as part of the entries in the Word doc and on the appropriate pages of the wiki some significant aspects of each book's artwork. (I suggest possibly leaving this task for the later stages of the semester in order to incorporate into your response the art concepts and terminology we will be learning from one another and through our professional readings (as detailed in 3. below).
Designate as part of the entries in the Word doc and on the appropriate pages of the wiki ten of your fifty books as being your top ten favorites. Feel free to change your mind until the end of the semester. For each of these ten books please include "TOP TEN" at the beginning of your entry for each applicable book on the Word doc and the wiki.
The completed Word doc will be emailed to me and is due by August 2, 2009. All work on the wiki at http://picturebooksforolderreaders.pbwiki.com must be completed by the end of August 2, 2009.
Create six entertaining five-minute presentations -- one book per presentation -- that you will present to your classmates on Elluminate. You must sign up by emailing me to reserve a book to present so that we avoid duplications. Students must utilize some sort of technology. It could be a Word doc to share on Elluminate containing a photo of you and an image of the book cover. It could be a PowerPoint or book trailer video. Be bold. But keep it to five minutes.
2. Explore the professional literature to build knowledge
In lieu of a required text, you will be expected to explore textbooks to which you already have access and other print resources, the databases available online through the King Library and other online resources, notes from your previous classes, and to engage in consultations with friends colleagues, and experts in order to acquire knowledge that you can share with the class. We want to not only develop and share our knowledge of picture books for older readers, but to also deepen our knowledge of art, of collection development, children's book publishing, censorship, state educational standards, and other related topics that will bolster our ability to serve 'tweens and teens in the school and public library settings. It is expected that your will read in order to share and read much of what has been shared by others. Share information you discover and your evaluations of the professional readings you complete during class discussions and through brief postings to your Google doc. Please, do not spend time writing entries that, in effect, only say "Me too." The semester is too short to drown in long redundant entries.
3. Let us know a little something about you:
By June 9, email me a Word doc with a photo and a fun and informational introduction to who you are. I will combine these into one big Word doc and post it to Angel.
Percentage weight assigned to class assignments (1000 points total)
A. Picture Books for Older Readers Word document: (595 points total) broken down as follows (based on assignments described above):
- 6 possible points for basic required information on each of 50 picture books for older readers. (300)
- 2 possible points for additional required information on each of 25 books for which you are advocating curricular connections to a class for students somewhere between fifth and twelfth grade. (50)
- 15 possible points for each of five lesson plans developed. (75)
- 4 possible points for each of the following being identified as completion of an assignment as part of your Word doc entries:(100) Laika by Nick Abadzis;
A River of Words by Jen Bryant and Melissa Sweet, ill.;
Duel! by Dennis Brindell Fradin and Larry Day, ill.;
Thoreau at Walden by John Porcellino;
One manga book;
One additional piece of fiction in graphic novel format;
One additional piece of nonfiction in graphic novel format;
Five copyright 2009 picture books for older readers;use of metaphor through the text and/or through the illustrations.
use of simile through the text and/or through the illustrations.
use of allusion through the text and/or through the illustrations.
use of rhyme through the text and/or through the illustrations.
use of alliteration through the text and/or through the illustrations.
use of onomatopoeia through the text and/or through the illustrations.
use of rhythm through the text and/or through the illustrations.
use of personification through the text and/or through the illustrations.
use of symbol through the text and/or through the illustrations.
use of sophisticated language through the text and/or through the illustrations.
use of repetition through the text and/or through the illustrations; the use of theme in three books.
- 20 possible points for the real or hypothetical challenge focusing on your rationale for including this book in the collection. (20)
- 10 possible points for each of three discussions of artwork. (30)
- 2 points for properly identifying each of your top ten books. (20)
B. Participation in Elluminate sessions: (250 points total) 25 possible points per session and 25 points for emailing me the date and faciliator of the Elluminate training session you have attended. Your attendance, participation (lack of multitasking), and presentations will all be taken into account. The Elluminate sessions will be recorded. If you miss a session you can watch the recording and email me that you have done so. You will receive 10 points for watching the recording of a session you missed.
C. Share information you discover in your professional readings by posting brief entries to your Google doc. (40 points)
D. Email me a Word doc with a photo and a fun and informational introduction by June 9. (15 points)
E. Participate in building the wiki by posting all of your information to the appropriate content pages and index pages. All work must be completed by the end of August 2. (100 points)
Textbooks and Readings
There is no textbook for this class. A list of suggested professional readings is located in Angel under the Lessons tab.
No Textbooks For This Course
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) — 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).
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."
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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