LIBR 262-11
Resources for Young Adults
Summer 2007 Greensheet
Shirley Lukenbill
E-mail
Phone (Home): (512)892-0800
Office Hours: Mrs. Lukenbill will schedule online chat sessions via Blackboard which will serve as office hours
Location: This course is an online course, so all class interactions are conducted via Blackboard.
| Greensheet Links Textbooks and Readings Course Requirements |
Resources Blackboard Blackboard Tutorials SLIS e-Bookstore |
Students must self-enroll in LIBR 262-11 by June 1, 2007. A message will be available on the MY.SJSU messaging system with directions for self-enrolling when the Blackboard site is opened. You must be enrolled in the course to receive the message with the enrollment code. The course begins on January 24, 2007.
Course Description
Materials for adolescents and pre-adolescents and methods for incorporating these materials into library programs will be addressed. Collection development, needs assessment, and programming for middle and high school library collections and public library young adult collections will be featured. Information services for young adults in a variety of settings will also be addressed. The course begins on June 4, 2007 and ends on August 6, 2007. Please note that this is a shorter semester than fall and spring sessions. Plan your schedule of work accordingly!
Course Objectives
At the end of the course a student will be able to:
- Apply information on young adult development, psychology, and sociology to reading choices and youth services.
- Demonstrate knowledge and appreciation of literature for young adults, including both the historical perspective and current trends in the field.
- Demonstrate familiarity with a variety of young adult literature genres and authors as well as other selected media.
- Evaluate selection tools, and use appropriate resources to develop a young adult collection.
- Understand and articulate a philosophy of intellectual freedom and the importance of protecting this right for young adults.
- Devise a plan for youth services and programming that features young adult materials.
LIBR 262 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;
- compare the environments and organizational settings in which library and information professionals practice;
- recognize the social, cultural and economic dimensions of information use;
- use the basic concepts and principles related to the creation, evaluation, selection, acquisition, preservation and organization of specific items or collections of information;
- describe the fundamental concepts of information-seeking behaviors.
In addition, this section supports the following SLIS Core Competencies:
- apply the fundamental principles of planning, management and marketing/advocacy;
- demonstrate proficiency in the use of current information and communication technologies, and other related technologies, as they affect the resources and uses of libraries and other types of information providing entities;
- use service concepts, principles and techniques that facilitate information access, relevance, and accuracy for individuals or groups of users;
- design training programs based on appropriate learning principles and theories;
- demonstrate oral and written communication skills necessary for group work, collaborations and professional level presentations;
- evaluate programs and services on specified criteria.
Textbooks and Readings
SLIS e-Bookstore
Please consider purchasing your textbook and YA books from the new SLIS e-Bookstore
(a project of Amazon Affiliates program) because it will generate revenue exclusively for SLIS student scholarships: http://slisweb.sjsu.edu/courses/books/index.php
Required Textbook
- Harlan, M. A., Loertsher, D. V., and McElmeel, S. L. Young adult literature and multimedia: A quick guide. Hi Willow Research and Publishing, 2005. Available from LMC Source at http://www.lmcsource.com and 1-800-873- 3043.
Recommended Textbook
Recommended textbooks for this course are:
- Beers, K. When kids can’t read: What teachers can do: A guide for teachers 6-12. Heinemann, 2003.
- Donelson, K. L. and Nilsen, A. P. Literature for today’s young adults. 7th ed. Pearson Education, Inc., 2005. (not required for this course because it costs $93.00, but it is an excellent resource if you can find it in a public library.)
- Jones, P., Gorman, M., and Suellentrop, T. Connecting young adults and libraries. 3rd ed. Neal-Schuman, 2004. See also Patrick Jones’ web page that accompanies the book at: http://members.aol.com/naughyde/connecting/index.htm
- Jones, P., Hartman, M.L., and Taylor, P. Connecting with reluctant teen readers: Tips, titles, and tools. Neal-Schuman, 2006.
Required Young Adult Books
All of the books listed below are available in paperback. Books may be purchased or borrowed from the local public library.
- Anderson, Laurie Halse. Speak. Farrar Straus Giroux, 1999. Michael Printz Honor Book, National Book Award Finalist
- Anderson, M.T. Feed. Candlewick, 2002.
- Bitton-Jackson, Livia. I Have Lived 1000 Years. Simon Pulse Reprint, 1999.
- Cormier, Robert. The Chocolate War. Dell, 1974. Margaret Edwards Award
- Draper, Sharon M. Tears of a Tiger. Simon Pulse, 1994. Coretta Scott King New Talent Award, ALA Best Book for Young Adults, ALA Quick Pick for Young Adults.
- Flinn, Alex. Breathing Underwater. HarperTeen, 2002. ALA Top 100 YA Books
of Past 10 Years - Garden, Nancy. Annie on My Mind. Farrar, Straus and Giroux, 1982. Margaret Edwards Award
- Johnson, Angela. The First Part Last. Simon and Schuster, 2005. Michael Printz Award, 2004; Coretta Scott King Award, 2004 (Writing)
- Rosoff, Meg. How I Live Now. Wendy Lamb Books, 2004. Michael Printz Award, 2005.
- Ryan, Pam Munoz. Becoming Naomi Leon. Scholastic, 2006. Tomas Rivera Award, Americas Award (Commended), Pura Belpre Honor Book
Course Requirements
Communicating with the Instructor
Mrs. Lukenbill lives in Austin, Texas (Central Daylight Time Zone). Her preference is that students communicate with her first by email. If the student requests a follow-up phone call, the student should provide the following information for Mrs. Lukenbill: time zone, preferred time for contact, complete 10-digit phone number. The best time for students to reach Mrs. Lukenbill by phone is between 6:00 p.m. and 9:00 p.m. Central Standard Time. Mrs. Lukenbill will respond to an email message or phone call within 24 hours of the contact. She will also open an open dialogue through a Blackboard Discussion forum entitled “FAQ: Ask Any Question about the Course.” Mrs. Lukenbill’s goal is to reply to any question posted to this discussion forum within 24 hours. In this way, everyone knows the answers to questions posed by any class member. Class members may also respond to questions posed in this FAQ forum.
SLISADMIN
Receiving Important Information from SLIS:
Be sure you are enrolled in the SLIS listserv “SLISADMIN” so you can get all official messages from the School. Here are the directions: We use an electronic list to keep you informed about important school information. All students are required to be on the list; it is called “slisadmin.” To join:
- Go into your email program and in the “’To’ box,” enter listproc@listproc.sjsu.edu;
- Leave the subject line blank;
- In the body of the message write “subscribe slisadmin yourfirstname yourlastname.” For example: subscribe slisadmin Shirley Lukenbill;
- send the message. You should receive a confirmation that you are subscribed.
Please note: You cannot post to this list. It is merely a way for the faculty and the staff to distribute school-related information. For more information on all the school's electronic lists, please check out: http://witloof.sjsu.edu/comps/lists.htm
Blackboard
The communication part of this course will be conducted via a distance education program entitled “Blackboard.” You must register (no fee) before the course start date of June 4, 2007. You should be able to self-enroll in LIBR 262-11 by June 1, 2007. A message will be available on the MYSJSU messaging system with directions for self-enrolling. You must be a enrolled in the course to receive the message with the enrollment code. The course begins on June 4, 2007.
If you already have an account for Blackboard, then enroll in this course. If not, request a Blackboard account.
Course Assignments
Consult detailed assignment guidelines in Blackboard Assignments.
- Group Discussions—30% of final grade
In order to practice professional evaluation of materials, students will spend time in Blackboard discussion forums discussing materials. Specific instructions for participation in Blackboard discussions will be provided early in the course. You will be graded on your participation in the weekly discussion forums, posting at least twice a week in each discussion forum. Your grade will be based not only on frequency and timeliness of posting, but also on quality of information in your messages. Discussion forums for the course will include your professional reflections (based on background reading, personal research, and reading of required books and media).
- Assignments: 70% of final grade
All student products (assignments) must be prepared in MS Word and posted to the Assignments portion of Blackboard by the due date for each assignment. Late assignments must be emailed to Shirley Lukenbill. Detailed descriptions of the assignments will be available on Blackboard under Course Documents and Assignments.- Assignment 1: Literary Autobiography (5% of final grade)
- Assignment 2: Case Study (20% of final grade)
- Assignment 3: Thematic YA Program Plan (25% of final grade)
- Assignment 4: Author Study (20% of final grade)
Extra-Credit
Students may earn a total of 2 extra-credit points by submitting papers that meet Mrs. Lukenbill’s standards on one or two of the three topics below:
- Students may earn one point added to their course average for preparing and submitting to Mrs. Lukenbill via email an annotated bibliography of at least 5 professional articles about a specific aspect of young adult services in school or 1public libraries. This extra-credit paper must be submitted to Mrs. Lukenbill by email no later than July 23, 2007. If the paper meets Mrs. Lukenbill’s standards, it will be worth 1 point added to the course average.
- Students may write a paper comparing Becoming Naomi Leon and Esperanza Rising, by Pam Munoz Ryan. The paper should deal with the issues the main characters faced and how the issues were resolved, as well as the awareness of Hispanic culture readers gain by reading these books. This extra-credit paper must be submitted to Mrs. Lukenbill by email no later than July 23, 2007. If the paper meets Mrs. Lukenbill’s standards, it will be worth 1 point added to the course average.
- Students may propose a paper to Mrs. Lukenbill on a topic in young adult literature that must be approved by Mrs. Lukenbill no later than July 5, 2007. After the student’s proposal for the paper is approved, the student must submit the completed paper to Mrs. Lukenbill by email no later than July 23, 2007. If the paper meets Mrs. Lukenbill’s standards, it will be worth 1 point added to the course average.
Grading
| Blackboard Discussion Forum Participation | 30 points |
| Literary Autobiography | 5 points |
| Case Study | 20 points |
| Thematic YA Program | 25 points |
| YA Author Study | 20 points |
Late Work
Late work will be accepted, but late work will lose 2 points for each day the assignment is late. For example, if an assignment is due on June 18, 2007, but it is submitted to me on June 25, 2007, I will deduct 14 points from the grade earned by the student on the assignment because the assignment was 7 days late. All late work must be completed by July 23, 2007 to be considered for credit.
Grading Scale
The standard SJSU SLIS Grading Scale is utilized for all SLIS courses:
| 97-100 | A |
| 94-96 | A- |
| 91-93 | B+ |
| 88-90 | B |
| 85-87 | B- |
| 82-84 | C+ |
| 79-81 | C |
| 76-78 | C- |
| 73-75 | D+ |
| 70-72 | D |
| 67-69 | D- |
| Below 67 | F |
Reasonable Accommodation of Disabilities
If you need course adaptations or accommodations because of a disability,
please e-mail me as soon as possible. Presidential Directive 97-03 requires
that students with disabilities register with the Disability Resource Center
(DRC) to establish record of their disability.
No matter where students reside, they should contact the SJSU DRC to register. The DRC Web site: http://www.drc.sjsu.edu/
A Statement on Plagiarism
Plagiarism is serious. You must give credit for five or more words in a sequence by using quotation marks and indicating the source of the quote, and you must indicate the source of other factual information and ideas. Copying another student’s work in part or whole is plagiarism. Plagiarism in an assignment will result in a failing grade for the assignment. Allowing another student to copy your work will result in a failing grade for you on the assignment.
Academic Integrity
Your own commitment to learning, as evidenced by your enrollment at San José State University, and the University's Academic Integrity Policy 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 policy on academic integrity can be found at http://sa.sjsu.edu/student_conduct.
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