INFO 265-01
Materials for Young Adults
Fall 2020 Syllabus

Lisa Houde, Lecturer
E-mail
Mobile: Locate this in our Canvas course site
Office Hours: Contact through email, text, or mobile number 6 am to 6 pm Pacific

Canvas Information: Courses will be available beginning August 19th, 2019,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. 

Week #1 for this class begins Thursday, August 19, 2020, through Friday, August 21. Weekly units end on Fridays at 11:59 PM Pacific when assignments and discussion posts will be due.

You will be enrolled in the Canvas site automatically.

Course Description

Prepare for a wondrous, delight-filled, and informative journey into the world of young adult** materials!  Students will examine fiction, nonfiction, graphic novels, movies, TV series, and more.  This course will engage students in multiple formats of self-selected young adult materials as they read, view, and listen to a diverse variety of genres.  By the end of the course, students will likely be fans of YA materials and will have an understanding of young adult information-seeking behaviors and developmental needs and how those materials meet their needs.  Five assignments build to culminate in a 40-item mini-library blog collection of young adult materials.

As with any worthwhile endeavor, the effort students put into the course will directly impact the benefits.  Please note that this course requires a lot of reading; there's no way around it in a materials course!  As such, a carefully created schedule and strong discipline are required; I’ll be offering suggested reading plans at the beginning of the course to help students manage the workload. I cannot stress enough that this course requires extensive reading of young adult materials, and while it is enjoyable, it is a lot of work. In addition to working on the final assignment, other reading will include weekly topic articles as well as selections from Cart's Young Adult Literature: From Romance to Realism, and Brock's Young Adult Literature in Action: A Librarian's Guide.

There will be two guest presentations; one with graphic novel expert Robin Brenner of the No Flying, No Tights blog and the other a panel of experienced and wise YA librarians. It's recommended that students attend these live events, but recordings will be available.

**The term young adult as used in this course refers to adolescents in grades 9 - 12; other terms used include teens, YA, adolescents, or older teens.  Materials for younger grades, including middle school are not part of this course's focus.

Course Requirements and Information

How to Reach Me

Please e-mail me as a first option. I will respond quite quickly - likely by the evening of the day you contact me, and certainly within 24 hours of your email unless I've otherwise noted the need to extend that timeframe. If you have an urgent situation, please text or call me; my mobile number will be available in our course site. Preferred contact times are 6 AM to 6 PM Pacific - thank you!

Course Format

This course is offered on the iSchool Canvas site and all interactions for the class will be through that site and will include links to journal articles and other web-based offerings; most will be easily accessed in the San Jose State Library. Assignments will be uploaded in the Canvas site, and class discussions will take place using the Canvas discussion forum. Detailed assignment and discussion post information, formatting requirements, and rubrics will be available in Canvas.

Class Discussions

Due Dates: Posts to be completed by 11:59pm Pacific on Fridays unless otherwise noted; there will be 9 weeks of discussion questions/ Weight = 20%  CLOs 1, 2, 3, 4, 5, 6 / COMPS A, F, J, M

Students will be expected to contribute to the class discussion providing a substantive and thoughtful response to weekly topics. Discussion topics and weekly readings and activities will cover a wide range of subjects pertinent to young adult development and materials. See the calendar below for weekly topics. In order to enhance discussions, students are required to create a unique post and also respond to at least two other students.  The original substantive post will be valued up to 4 points; two responses will each be valued at 2 points totaling 8 points.

Weekly Topics

Time Management

As mentioned above, it is critical that students create a reading schedule for this course; the final assignment entails reading/viewing, critiquing, annotating, and creating a speed-round book talk (or DVD talk, etc.) on 40 materials for young adults; additional information for each entry will be provided in our course site. Please note that all books and materials used for other assignments in this course may be applied to the 40-material requirement where indicated. By steadily progressing through the semester using self-imposed benchmarks, students will ensure successful assignment completion.

Class Assignments

Students are expected to work independently on assignments and participate in group discussions as noted above. All materials submitted must be the sole work of the student and must not be copied from other sources unless the assignment explicitly permits inclusion and citation of sources other than a student's own work. Submitted assignments will be APA format and will be graded on content as well as writing quality, grammar, usage, and spelling; graduate-level writing is expected.

Students will complete six assignments that demonstrate the ability to research carefully, cite appropriately, and show the ability to connect these assignments to practical library applications. Assignments will be uploaded in the Canvas site as Word files or links to external work.

Assignment Descriptions

Assignment #1 - What's Up with Teens? Adolescent Behavior and a Timely Issue Facing Teens
Students will research a timely topic/issue facing adolescents in grades 9 to 12 - examples include, but are not limited to, online bullying, puberty, peer pressure, digital connectedness, gangs, dating, or a related topic subject to instructor approval. Students will write a 5 to 7-page paper including an overview of adolescent development and will provide well-researched information on a current issue that teens face. Students will be assigned foundational readings as a springboard to this assignment. Completion of this assignment ensures student understanding of adolescent development and issues that teens face. CLOs 1, 3, 6 / COMPS A, J

Assignment #2 - On the Right Track? Two Entries for Assignment 6's Mini Library Collection
Utilizing the formatting and writing requirements for assignment #6, students will create their blog and submit two completed entries for the final assignment; one print material entry, and one other media item.  Completion of this assignment ensures that students have the correct formatting, entries, and appropriate writing style for the culminating course assignment. CLOs 1, 2, 3, 4, 5, 6 / COMPS A, F, M

Assignment #3 - Reel to Reel: Exploring Films, Audio, Videogames, and Podcasts
Students will select a total of nine media items intended for teens in high school and will create blog entries in their final project for each item.  In addition to this, students will write a short paper on their selection process and, based on teen reviews, will formulate an overview of trends in what teens are viewing for entertainment.  The nine items must include three movies (either DVD or streaming), three audio recordings (at least one audiobook, but may also include music or podcasts), and three videogames. Completion of this assignment provides students with an understanding of popular entertainment media for teens as well as the ability to develop a library collection in these formats to meet teens' informational needs. CLOs 1, 3, 4 / COMPS F, J, M

Assignment #4 - Let's Get Real: Building a Tiny Young Adult Nonfiction Collection
Students will select a Dewey Decimal subject area to create a mini-collection of ten items as a collection development exercise. The subject area should be narrowed significantly rather than being too broad. For example, rather than select philosophy and psychology (Dewey number 100) or music (Dewey number 700), students might focus their collection on astrology (Dewey number 133.5) or kinds of music (Dewey number 781.5). The ten items should be currently in publication and available for purchase, but adjustments may be made due to the pandemic and library closures.  Students are creating an updated, current nonfiction collection. The collection will include books and at least one DVD or other media. Only one item from this assignment may be included in the final blog project. Completion of this assignment indicates the ability to curate a nonfiction collection for young adults. CLOs 2, 3, 4, 5 / COMPS F, M

Assignment #5- Evaluating Award-Winning Young Adult Literature: Literary Merit vs. Popularity
Students will create a blog in which they report on five young adult literary novels by different authors and in different fiction genres (for example, realistic fiction, romance, mystery, dystopian, etc.) that have either won a Printz, Stonewall or other award or honor; details on the available range of awards will be available in our course site. After reading each title, students will research the title's book reviews, teen blog reviews, and other online information - any reliable information that informs their own evaluation of the title, and will create five blog entries for their final project including all information required for each entry. Students will then write a short overview of their process of selection, and they will consider the value of award-winning titles and how teens receive these works. Completion of this assignment provides evidence that students have an awareness of award-winning books being published for teens, how to critically evaluate these titles, how teens receive these titles, and the ability to assist caregivers or parents with readers' advisory. CLOs 1, 3, 5, 6 / COMPS F, J, M

Assignment #6 - If You Build it, They Will Read! Mini Young Adult Library Collection/Readers' Advisory Tool
Students will create a mini-library collection blog of 40 diverse genres and formats and may apply materials from other assignments to the final total as indicated in Assignments 2 - 5. Students will select only materials they have not previously read or viewed; thank you in advance for adhering to this requirement. Materials will include books, movies, audiobooks, music, and other materials that are currently available for a library to purchase, and should be relatively recently published. Due to potential restricted access to libraries during the pandemic, publications dates and other facets of the assignment may be adjusted. Each material's entry will include bibliographic information, student critique, author information, a creative use for a library program, and a speed-round book talk, but more information and specific details on this will be available in our Canvas site. Completion of this assignment provides evidence that students have explored and understand the wide range of genres and formats of young adult materials available, and are able to assess each item as well as assist parents or caregivers with readers' advisory. Students will also show the ability to connect young adult materials to library programming and prepare for potential challenges and censorship attempts. CLOs 1, 2, 3, 4, 5, 6 / COMPS F, M

Writing Standards
Writing assignments will be created in Word, will be double-spaced using 12-point Arial or Calibri font. Written assignments must include:

• Title Page - Assignment title, course title/number, instructor name, university name, assignment due date
• Headers with page numbers, your last name and first initial (no numbering on title page)
• APA format: abstract/introduction, properly sectioned body of paper, conclusion, and reference page; refer to The Publication Manual of the American Psychological Association, 7th Ed.
• File names as follows: YOURLASTNAME_FIRSTINITIAL_KEYWORD FOR ASSIGNMENT

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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, INFO 260A or INFO 261A. 

Course Learning Outcomes

Upon successful completion of the course, students will be able to:

1. Demonstrate an understanding of the external (societal) and internal (developmental) forces that influence teens' choices of recreational and informational sources and materials.
2. Evaluate selection tools, and use appropriate resources to develop a collection of materials for older teens, including all appropriate formats (print, nonprint, computer software, music, etc.).
3. Critically examine representative materials designed for older teens, including print and nonprint formats, books, graphic novels, television, movies, music, and a wide variety of computer software, including social networking software; apply criteria to evaluate materials in relation to developmental needs, multicultural concerns, and meeting the informational and recreational needs of this age group.
4. Create an appropriate materials collection for older teens, including print and nonprint materials and a variety of the digital resources currently available for this age group.
5. Exhibit knowledge of published resources about print and nonprint materials for older teens, such as reference materials, selection tools, and Web sites.
6. Assist parents and caregivers with questions about appropriate materials for their older teen children.

Core Competencies (Program Learning Outcomes)

INFO 265 supports the following core competencies:

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Textbooks

Required Textbooks:

• Brock, R. (2019). Young adult literature in action: A librarian's guide (3rd ed.). Libraries Unlimited. Available through Amazon: 1440866937

• Cart, M. (2016). Young adult literature: From romance to realism (3rd ed.). Neal-Schuman. Available through Amazon: 0838914624

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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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