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Home - Course Web Pages - Summer 2008 - LIBR 262-01 Greensheet

LIBR 262-01
Resources for Young Adults
Summer 2008 Greensheet

Shirley Lukenbill, Lecturer
E-mail
Location: This course is an online course, so all class interactions are conducted via           Blackboard.

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Greensheet Links Textbooks and Readings Course Requirements

Resources Blackboard Blackboard Tutorials SLIS eBookstore

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Important Note to all students taking this course Summer, 2008: 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 2, 2008. You should be able to self-enroll in LIBR 262-01 after May 31, 2008. A message will be available on the MYSJSU messaging system with directions for self-enrolling. You must be a member of MYSJSU to receive the email with the enrollment code. The course begins on June 2, 2008 and ends on August 8, 2008.

Course Description

This course will allow students to take an in-depth look at materials for young adults in a variety of formats, including fiction, popular nonfiction, graphic novels, movies, computer games, websites, and other media, and determine how they can meet the psychological, sociological and developmental needs of young adults. The course begins on June 2, 2008 and ends on August 8, 2008.

Course Objectives

At the end of the course a student will be able to:

1. Demonstrate an understanding of the external (societal) and internal (developmental) forces which 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, non-print, computer software, music, etc.
3. Critically examine representative materials designed for young adults, including print and non-print formats, books, graphic novels, television, movies, music, and a wide variety of computer software, including social networking software, and apply criteria to evaluate them in relation to developmental needs, multi-cultural concerns, and meeting the informational and recreational needs of this age group
4. Create an appropriate materials collection for young adults, including print and non-print materials and a variety of the digital resources currently available for this age group
5. Exhibit knowledge of published resources about print and non-print materials for young adults, such as reference materials, selection tools, and websites
6. Assist parents and caregivers with questions about appropriate materials for their young adults.

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

Textbook
Please consider purchasing your textbook and young adult books from the SLIS eBookstore. (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
The required textbook below is an integral part of the readings in this course. 

• Harlan, M. A., Loertsher, D. V., and McElmeel, S. L. Young adult literature and       multimedia: A quick guide. Hi Willow Research and Publishing, 2008. (Available from http://www.lmcsource.com) Use coupon code 1234 to get a discount.

Recommended Textbooks
Recommended textbooks for this course are:

• Beers, K. (2003). When kids can’t read: What teachers can do: A guide for teachers 6-12. Heinemann.
• Jones, P., Gorman, M., & Suellentrop, T. (2004). Connecting young adults and libraries. 3rd ed. Neal-Schuman. See also Patrick Jones’ web page that accompanies the book at: http://members.aol.com/naughyde/connecting/index.htm
• Jones, P., Hartman, M.L., & Taylor, P. (2006). Connecting with reluctant teen readers: Tips, titles, and tools. Neal-Schuman.
• McElmeel, S.L. (2007) Best Teen Reads, 2007. HiWillow Research and Publishing, 2007.

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.
• Chevalier, Tracy. Girl with the Pearl Earring. Plume, 2001 ALEX 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)
• Ryan, Pam Munoz. Becoming Naomi Leon. Scholastic, 2006. Tomas Rivera Award, Americas Award (Commended), Pura Belpre Honor Book

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Course Requirements

Communicating with the Instructor
Mrs. Lukenbill lives in Austin, Texas (Central 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 a 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: (1) Go into your email program and in the “’To’ box,” enter listproc@listproc.sjsu.edu ; (2) Leave the subject line blank; (3) In the body of the message write “subscribe slisadmin yourfirstname yourlastname.” For example: subscribe slisadmin Shirley Lukenbill; (4) 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
This is a Web-based course. All of our interactions will take place on the SLIS Blackboard site. You should be able to self-enroll on May 31, 2008. A message will be available on the MYSJSU messaging system with directions for self-enrolling when the Blackboard site is opened. The course begins on June 2, 2008. Course materials will be available primarily through Course Documents, Resources, and Assignments sections of Blackboard. Assignments for the course should be posted in Assignments. Our class discussions will be conducted using Blackboard discussion board forums.

Components of Course Grade
Consult detailed assignment guidelines in Blackboard Assignments.

• Regular and Group Discussion Forums—40% of final grade: (Meet Course Objectives A, B, C, D, E, F) Participation required in each discussion forum (Regular and Group Discussion Forums) during the course:
  In order to practice professional evaluation of materials, students will spend time in regular and in group 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 your original contribution early in each forum and responding later in the week to at least two of your colleagues in each discussion forum. Therefore, Mrs. Lukenbill’s expectation is that you post a minimum of three (3) times per 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). Mrs. Lukenbill will post guidelines for proper etiquette and professional behavior in responding to the work of your colleagues in the course.
• Assignments: 60% of final grade
  All student products (assignments) must be prepared in MS Word and posted to the Assignment Manager 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.
  • Assignments: (Meet Course Objectives A, B, C, D, E, F) 60% of final grade
    Please see note under Grading for information about penalty for Late Work.
    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. Detailed descriptions of the assignments will be available on Blackboard in Course Documents for each assignment. In each of the assignments, students will be expected to use the full-text SJSU databases in order to locate the professional book, media, and website reviews of materials and websites included in your projects. Please note: While many students are familiar with using the Children’s Literature Comprehensive Database for reviews, this source and others, such as Book Index with Reviews, Books in Print, Children’s Books in Print, Novelist do not give the complete citations for reviews. For example, these resources may not cite the pages on which a review can be found, and sometimes they do not provide other essential bibliographic information. I require that you locate the actual reviews in the review sources and cite the complete bibliographical information for the sources. You must learn to cite the Persistent URLs for the reviews or articles you locate on the books and materials you include in your assignments or discussion forum postings. As librarians, we need to know how to locate the actual reviews to support our collection development choices for our libraries. All bibliographies will be prepared using the Manual of the American Psychological Association, 5th ed.
    
    • Assignment 1: Professional Readings Journal: Submit Part 1 by midnight, June 23, 2008—worth 15% of course grade; Submit Part 2 by midnight, July 21, 2008—worth 15% of course grade): (Total points for Assignment 1: 30% of final grade) (Meets Course Objectives A, B, C, D, E, F)
      Students will keep a journal of critiques of professional readings on the major topics of the course. In Course Documents, I will post an outline of major topics in the course, the format for the journal entries, and the grading rubric for the project. Each entry must include complete bibliographic information in APA format (Manual of the American Psychological Association, 5th ed.), and the Persistent URL for the article in the SJSU Library databases.
    • Assignment 2: Thematic Collection Development Project for Materials for Young Adults, including print and non-print materials, websites and other online sources for young adults. (30% of final grade)—due July 14, 2008. Mrs. Lukenbill will retain a master list of themes for the class. Students will email Mrs. Lukenbill their choices of themes for this project, and if she approves them, they will be listed in course documents on Blackboard. Detailed information and a grading rubric will be posted in Blackboard course documents. All projects will be shared and discussed before the end of the class. (Meets Course Objectives A, B, C, D, E, F.)
• 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 topics below: Students may earn one point added to their course average for preparing and submitting to Mrs. Lukenbill via email one or both of the extra-credit options listed below. Papers must be submitted to Mrs. Lukenbill by email no later than July 14, 2008. If the paper meets Mrs. Lukenbill’s standards, it will be worth 1 point added to the course average.
  • Students may write a literary analysis on Meg Rosoff’s award-winning book, How I Live Now. Mrs. Lukenbill will post more specifics about this paper in the course requirements on Blackboard.
  • Students may write a paper on The Chocolate War, by Robert McCormick. Mrs. Lukenbill will post more specifics about this paper in the course requirements on Blackboard.

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

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;
• 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 Grade Point Average (GPA) of 3.0.

Grading

Assignment	% of Course Grade	Due Date
Blackboard Discussion Forum Participation (Group and Regular Discussion Forums)	40%	weekly
Assignment 1: Professional Readings Journal, Part 1	15%	6-23-08
Assignment 1: Professional Readings Journal, Part 2	15%	7-21-08
Assignment 2: Thematic Collection Development Project for Materials for Young Adults (Project focuses on collection development featuring print and non-print media, websites, and other online resources for young adults.)	30%	7-14-08

Late Work

• Blackboard Discussion Forum Participation: Each discussion forum has a timeline for posting to the forum. It is important that students post their initial contribution early in each posting period and then return later in the week to respond to at least two of their colleagues’ posts. Late posting (after the discussion forum closes) is not acceptable. It is imperative that students pay close attention to the time period for each discussion forum.
• Assignments: 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 23, 2008, but it is submitted to me on June 28, 2008, I will deduct 10 points from the grade earned by the student on the assignment because the assignment was 5 days late. All late work must be completed by July 21, 2008 to be considered for credit. Assignments must be posted to the Assignment Manager by the deadline for each assignment in order for students to get full credit. If students post an unfinished assignment by the deadline and then send a revision to Mrs. Lukenbill later, the date of completion of the assignment will be the date of the revision, not of the original posting.

Students should plan their work in order to post their finished products to the Assignment Manager by the posted deadline. Students need to communicate with Mrs. Lukenbill about personal or other issues that might affect completion of the work on time.

All late work must be emailed to Mrs. Lukenbill.

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.

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 or in course discussions will result in a failing grade for the assignment or discussion forum, and the student will be reported to the Office of Student Conduct and Ethical Development for the infraction.

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/

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