LIBR 262
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Instructor: Joni Richards Bodart |
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GREENSHEET COURSE DESCRIPTION INSTRUCTIONAL MATERIALS Joni Richards Bodart. Radical Reads: 101 YA Novels on the Edge. Scarecrow, 2002. Diana Tixier Herald. Teen Genreflecting, 2nd edition. Libraries
Unlimited, 2003. OPTIONAL OR RECOMMENDED: Eliza Dresang. Radical Change: Books for Youth in a Digital Age. H.W. Wilson, 1999. Patrick Jones and Joel Shoemaker. Do It Right: Best Practices for Serving Young Adults in School and Public Libraries. Neal-Schumann, 2001.
This course also supports the following SLIS objectives: Information transfer; information management, including the selection, organization, storage, retrieval, dissemination and utilization of information resources; one or more specialized aspects of information management.
More information on these classes is on the Blackboard site.
2. Read at least 50 books and prepare a database of them. You may use any format you choose to, but must include the following information: complete bibliographic information, summary, evaluation, readers’ 1-2 sentence annotation, usefulness, genre or subject, and why you chose it. You may also want to include booktalk ideas, similar titles, or other information to help you remember the book for class discussion and for the future. All the classic titles in the lists below are required, and will be discussed in class or on the discussion board. We will also discuss titles on the recent titles list, and you are required to read at least 15 of those. For the other titles, please look at Radical Reads, Teen Genreflecting, the awards lists posted in the YALSA area of the ALA webpage, Richie’s Picks by Richie Partington (http://richiespicks.com/) and at the various lists and titles I will be mentioning during the class. You can also take a look at any (or all) of my own books for ideas on good titles. The selection of these titles is up to you, but I encourage you to not waste time reading books that are not recommended somewhere. In addition, you should take a look at some of the popular YA paperback series. I will post of list of some of these series during the first week of class. It’s not required, although it is recommended that you also include up to 10 items in a nonprint format, including but not limited to videos, DVDs, CDs, computer games, ebooks, and so on. Books on tape or CD are acceptable ONLY when they are unabridged, and do not count toward your 10 nonprint items. PLEASE NOTE: You will be expected to discuss appropriate titles during the discussion board sessions that focus on literature and during the f2f classes, so it would be wise to have available the notes you have made on these titles, so that you will be able to comment on their quality and usefulness in various situations. If you begin reading before the semester starts, make sure you take lots of notes on each of the titles you read, so you can quickly and easily remember them in some detail when you actually start working on your database and discussing them in class. This is definitely a case of more being very much better. Required Titles
Recent Titles: (choose at least 15 of these, and you may read all of them if you want to)
Genre codes:
4. Spend 15 hours during the first seven weeks of the course learning about the ways YAs use all kinds of media for recreation and information. These include, but are not limited to, movies, TV, radio, music, www, computer games, and videos. Keep a log of what you do, when you do it, and your reaction to it. Be aware of how your reactions change or don’t change during the course of the semester. This may be done in an informal or colloquial style if you prefer. Spend part of this time visiting the places where teens are—shopping malls, pizza places, etc, and observe different groups and how they are alike and different. Compare the stereotypes to the reality, and compare teens today to yourself when you were a teen. PLEASE NOTE: You can fit this in with your daily routine, i.e., listening to the radio while commuting, changing TV habits to include teen-oriented shows or MTV, watching videos or movies that are made for teens, etc. 5. Write a one-year plan for setting up and running a YA area. Include budget, collection development, programming, school visits, summer reading program, and setting up a teen advisory board, making your plan as realistic and detailed as possible. More details on this will be given in class. You may base your plan on an actual library, and work with a librarian if you choose to do so. 6. Write four booktalks on titles you have read for this class, two each for two different presentations, and post them on the class Blackboard site. Also post with your talks brief paragraphs describing the two groups you’d do these talks for, the purpose of the visits, and a list of the other titles you would include in your presentations. 7. At the end of the semester, write a brief informal paper describing how your perceptions have changed regarding adolescents, their literature, their information needs and seeking, their culture, and the library services that help meet those varied needs. How have your perceptions of yourself been affected by these ideas or changes in thinking? If you have not changed your thinking or perception, then I need to know why not. How did you define being a young adult librarian when this class began, and how do you define it now? What is your professional philosophy about YA librarianship? Assignments 2 and 5 will each be worth 25% of your final grade. The other
assignments will count equally toward the other 50%. |