INFO 237-01
School Library Media Materials
Spring 2022 Syllabus

Professor Kelsey Bogan
Email
Office location: via Zoom
Office Hours: by appointment

Canvas Information: Courses will be available beginning January 26 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.

Course Description

Survey of materials in a variety of formats that meet the needs of K12 students. Materials will be examined that support state and national curriculum standards as well as materials that support independent reading and learning.

Course Requirements

Modules

 There are five modules in this course:

1. Examining literac(ies). 
   1. In this module, students will explore how we define literacy in both social and academic terms.  They will consider different literacies related to school libraries - how they are defined and what skills are considered to be necessary.  
2. Text Pairing and #DisruptTexts
   1. In this module, students will explore the concepts of text complexity and pairing texts in curriculum to be more inclusive.
3. Curating for Content Standards 
   1. In this module, students will examine content standards for their chosen grade levels - elementary, middle, or secondary - and processes for curating resources to support curriculum content standards. 
4. Collections: Organization and Representation
   1. In this module, students will explore how to engage in collection management and organization in the school library with an eye to inclusivity and student needs related to academic and personal information needs as well as entertainment needs.  
5. Promotion
   1. In this module, students will engage in exploring ways to promote reading for pleasure and personal information to students. They will consider what “reading” means.

Assignments

Required assignments for all students:

• Introduction Discussion Post- This is a credit/no credit assignment.
• Pre- Self-assessment of confidence and knowledge in professional standards related to this course. Students will complete a survey provided by the instructor. This is a credit/no credit assignment. 
• Weekly questions related to content. Students will submit a question related to course content to the Instructor every week.  The instructor will choose 3-5 questions to address. The instructor may poll the class on which questions the class would like addressed. This is a credit/no credit assignment.
• Post-Self Assessment: Students will turn in a written statement highlighting what they learned and what questions they want to continue to explore professionally. This is a credit/no credit assignment.

Students will have a choice of assignments to submit for each module.  Students will submit both the assignment and a self-reflection that explains what grade they think they have earned for the project and highlights what they have learned in bullet points. The guiding question of the self -reflection is I think this project demonstrates I have learned [X] principles and I would give myself an (A, B, or C). The instructor will determine the final grade but take into account the student's reflection. Each student-reflection included is 5 points of the assignment in credit/no credit format. 

• Module 1: Assignment 1- Examining Literac(ies) CLO 3
  • Students may complete a visual representation of their definition of literacy with a one-page explanation of the visual. Or 
  • Students may complete a 5-10 minute presentation that defines literacy for a specific audience of teachers or parents. Or 
  • Students may complete a reading plan on the topic of multiliteracies that lists potential readings and why it is of interest for future exploration. Or 
  • Student proposed project with Instructor approval.
• Module 2: Assignment 2 - Curating for Content Standards CLO 1, 4
  • Students may create a curriculum text set of a variety of multimedia materials for a specific content standard or curricular topic at their chosen level (elementary, middle or high school). Or
  • Students can reimagine a syllabus by developing a proposal of curated resources that diversify point of view and are culturally relevant. Or 
  • Student proposed project with Instructor approval.
• Module 3: Assignment 3 - Text Pairing and #DisruptTexts CLO 1, 2
  • Students may create a text set of curated material to support a canonical text. Or
  • Students may complete a text complexity rubric for a paired text of a canonical text and an appropriate grade level chapter or YA text and an oral or written argument for pairing the chapter or YA novel. Or 
  • Student proposed project with Instructor approval.
• Module 4: Assignment 4 - Collections: Organization and Representation CLO 4, 5
  • Students may complete a modified diversity audit of recommended reading or award list (15-30 titles). And include a written reflection of the process and their findings Or 
  • Students may complete a plan for rearranging a Dewey section. This will include responses to potential pushback. Or
  • Student proposed project with Instructor approval.
• Module 5: Assignment 5 - Promoting Reading CLO 5
  • Students may complete a social media campaign that promotes reading. Or
  • Students may complete a physical or digital display. Including simple annotations of titles. Or
  • Student proposed project with Instructor approval.

Course Calendar

The intent of this course is to provide theoretical knowledge while engaging in practice that can be applied. In keeping with the needs of students currently working in school libraries, students can make decisions on the order they complete assignments with exceptions as outlined below. If completing an assignment related to Module 5 makes practical sense in Week 5 of the class instead of Week 15, they may do so. 

Students will complete the Introductory assignments and Module 1 in the first two weeks of the course. Modules 2-5 will be completed in the order of student choice. Assignment submission dates are set and students can submit the assignment of choice for whichever module they completed in the interval of time between submission dates. For example, Student #1 has gone in order of the listed module and will submit Assignment 2 on the second submission date.  Student #2 may submit Assignment 4 on the second submission date.

• Introduction Discussion Post- Credit/No Credit due Jan 30
• Pre Self Assessment due Jan 30
• Weekly Question Beginning Feb 7
• Submission 1- Literac(ies) - Feb 6 
• Submission 2 - Feb 27
• Submission 3 - March 20
• Submission 4 - April 17
• Submission 5 - May 8
• Post Self Assessment - May 16

Grading

• Introduction Discussion Post- Credit/No Credit - 5 points
• Pre Self Assessment Credit/No Credit -5 points
• Weekly Question Beginning Credit/No Credit 1 point per submission
• Submission 1-  Literac(ies) - 20 points
• Submission 2 - 20 points
• Submission 3 - 20 points
• Submission 4 - 20 points
• Submission 5 - 20 points
• Post Self Assessment  Credit/No Credit 20 points

Other Relevant Information:

• Course readings may be added throughout the semester. Students are expected to engage with and respond to course materials throughout their work.
• Course lectures will be added on a weekly basis based on student information needs.
• Extra credit may be made available.
• We expect every member of the university community to contribute to an inclusive and respectful culture for all in its classrooms, work environments, and at campus events. Dimensions of diversity can include sex, race, age, national origin, ethnicity, gender identity and expression, intellectual and physical ability, sexual orientation, income, faith and non-faith perspectives, socio-economic class, political ideology, education, primary language, family status, military experience, cognitive style, and communication style. The individual intersection of these experiences and characteristics must be valued in our community. In accordance with San José State University's Policies, the Student Code of Conduct, and applicable state and federal laws, discrimination based on gender, gender identity, gender expression, race, nationality, ethnicity, religion, sexual orientation, or disability is prohibited in any form.

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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. Exhibit knowledge of published resources in a wide variety of formats for school curriculum, including materials that support each curricular area.
2. Develop resources to support instruction for a diverse school population.
3. Use resources to support multiliteracy instruction.
4. Critically examine representative materials designed for youth, and apply criteria to evaluate them in relation to state and national standards, community and diversity needs, and meeting informational and recreational needs.
5. Understand the principles in supporting reading for personal growth and enjoyment.

Core Competencies (Program Learning Outcomes)

INFO 237 supports the following core competencies:

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Textbooks

No Textbooks For This Course.

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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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