LIBR 267-02
LIBR
267-10
Seminar in Services to Children and Young Adults
Topic: Intellectual Freedom and Youth
Fall 2008 Outline
Beth Wrenn-Estes
E-mail
Phone (Cell): (303)349-8488 (emergencies only)
Office Hours: By Appointment
| Course Links Greensheet Course Outline Blog |
Resources Blackboard Blackboard Tutorials SLIS eBookstore |
| WK/ | ITEM | DESCRIPTION | DATE DUE | Pts |
| Wk. 1 (8/25-8/31) | Readings | Bodart (Radical Reads), Introduction and Appendex One LaRue (The New Inquisition), Introduction and Chapter 1 ALA-Office of Intellectual Freedom http://www.ala.org/ala/oif/default.cfm Basics, Library Bill of Rights, First Amendment, Court Cases, Intellectual Freedom and Censorship Q&A, Dealing with Challenges to library books and materials, Freedom to Read Statement, What can you do to oppose censorship. List of Banned Books (1990-2000) http://www.ala.org/ala/oif/bannedbooksweek/ bbwlinks/challengedauthorsofcolor.cfm List of Banned/Challenged Books 2008 http://www.amazon.com/Recently-Banned-and -Challenged-Books-2008/lm/R32AAHVKMKJIWY List of Most Commonly Challenged Books in the US (since 1900) http://en.wikipedia.org/wiki/List_of_most_ commonly_challenged_books_in_the_U.S. |
By 8/31 | |
| Instructor Lecture | Introduction to Class – see Class Blog – Listen by end of Wk. 1. Lecture will be available by August 29. | |||
| Wk. 2 (9/1-9/7) | Readings | LaRue (The New Inquisition), Chapters 2 and 3 Reichmann (Censorship and Selection), Chapter 1 (Under Course Documents) Website – Censorship in Schools http://www.ncac.org/education/schools/ |
By 9/7 | |
| Instructor Lecture |
Value of Controversial Materials, Bibliotherapeutic Use of Controversial Materials – see Class Blog – Available by September 7th. | |||
| Group Composition | Instructor will assign students to a group. Topics will be assigned by the instructor based on group input after 9/12 | By 9/7 | ||
| Wk. 3 (9/8-9/14 | Discussion Forum #1 | Students will discuss the topic of the value of reading controversial materials. Each student must post twice. The first post should be substantial in nature and include the student’s opinion of the topic. The second should be a thoughtful response to another student’s post. | By 9/13 | 5 |
| Group Composition | Instructor will assign groups the topic for their presentations. | By 9/12 | ||
| Instructor Lecture | Censorship in Schools. Lecture will be available by September 14. | |||
| Wk. 4 (9/15-9/21 | Readings |
Websites: Read websites on selection policies and how to write selection policies
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By 9/21 | |
| Wk. 5 (9/22 – 9/28) | Author Study | Choose an author whose work has been challenged more than once, read two books by that person (not part of your database), and based on articles by and about that author, discuss why that person writes books that are likely to be challenged, and how s/he has responded to challenges in the past. (Authors’ websites are very helpful for this.) Post your essay on the BlackBoard site in the appropriate forum. Outcomes -A,F,G,H | By 9/28 | 10 |
| Wk. 6 (9/29-10/5 | Readings | Bodart (Radical Reads), Appendex 2 La Rue, Chapter 4 and 5 Trites (Disturbing the Universe), Chapter 4, Sex and Power in YA Literature (under Course Documents) |
By 10/5 |
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| Instructor Lecture | Visit the Class Blog for Interview with Jamie LaRue, author of The New Inquisition. Listen by the end of week 6. Instructor Lecture on Silent Censoring – our own "hot" buttons, selection policies, reconsideration, and filtering software. Lecture will be available by October 5. |
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| Wk. 7 (10/6-10/12) | Discussion Forum #2 | Students will discuss the topic of the purpose of selection policies and reconsideration procedures. Each student must post twice. The first post should be substantial in nature and include the student’s opinion of the topic. The second should be a thoughtful response to another student’s post. | By 10/12 | 5 |
| Wk. 8 (10/13 –10/19) | Selection Policy | Write a selection policy for a youth collection in a public library or for a middle or high school library, including selection philosophy, selection criteria, reconsideration policy and procedures, and statement on privacy and confidentiality. Post them on the BlackBoard site in the appropriate forum. Outcomes -B,C,F,G | By 10/23 | 15 |
| ELLUMINATE Group Project Groups 1, 2 |
Analyze one subject or genre that is frequently challenged, discuss why it is a "hot button" issue, how to respond to the challenges to it, including its value, important titles, authors, and legal cases that have involved it, and new titles on this subject/genre that might be challenged in the future. Give a class presentation, including a PPT slideshow and any appropriate websites, during one of the class Elluminate sessions. Outcomes -A, F, G, H |
10/15 7-9 p.m. Pacific |
15 pts per student | |
| Reading | LaRue (The New Inquisition), Chapter 6 | By 10/19 | ||
| Discussion Forum #3 | Students will discuss the topic of the psychology of the censor. Each student must post twice. The first post should be substantial in nature and include the student’s opinion of the topic. The second should be a thoughtful response to another student’s post. | By 10/19 | 5 | |
| Wk. 9 (10/20-10/26) | Discussion Forum #4 | Students will discuss the issues of suggesting controversial titles to teens in a reader’s advisory capacity. Discussion will center around your personal opinions on the topics and influence of the discussion and readings for the class. Each student must post twice. The first post should be substantial in nature and include the student’s opinion of the topic. The second should be a thoughtful response to another student’s post. | By 10/26 | 5 |
| Readings | Rubin (Defusing the Angry Patron, Chapters 1 and 2 (do the self-test – you will not turn it in. | By 10/26 | ||
| Instructor Lecture | Dealing with Angry Patrons especially the ones who want to censor, Parent and Minor Rights – Lecture will be available by October 24th. | |||
| ELLUMINATE Group Project Groups 3,4 |
Analyze one subject or genre that is frequently challenged, discuss why it is a "hot button" issue, how to respond to the challenges to it, including its value, important titles, authors, and legal cases that have involved it, and new titles on this subject/genre that might be challenged in the future. Give a class presentation, including a PPT slideshow and any appropriate websites, during one of the class Elluminate sessions. Outcomes -A, F, G, H |
10/29 7-9 p.m. Pacific |
15 pts per student | |
| Wk. 10 (10/27-11/2) | Rationales | Based on the lists available at intellectual freedom websites online and class discussions, write detailed rationales for two titles not included in your database, explaining their value and usefulness, and why they should be included in a public/school library collection. Post them on the BlackBoard site in the appropriate forum. Outcomes - A, D, F, H | By 11/2 | 10 |
| Instructor Lecture | Vulgar Language, Racism, Physical Abuse, Sexual Abuse, and Substance Abuse – YA Literature see Class Blog – Available by October 12. |
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| Wk. 11 (11/3-11/9) |
Discussion Forum #5 | Students will discuss the topic of interacting with angry patrons. Each student must post twice. The first post should be substantial in nature and include the student’s opinion of the topic. The second should be a thoughtful response to another student’s post. | By 11/9 | 5 |
| Readings | Rubin (Defusing the Angry Patron), Chapters 3-4-5 | By 11/12 | ||
| Wk. 12 (11/10-11/16) | Instructor Lecture | Violence, Bullying and School Shootings in YA Literature. Available by November 14. | ||
| Wk. 13 (11/17-11/23) | Philosophy Essay | Write an essay on your personal philosophy of intellectual freedom, and why IF is important to you as a youth advocate and to the profession as a whole. Include a comparison of your own feelings or philosophy when the course began and the present time. Outcomes - A,E,F | By 11/21 | 10 |
| Wk. 14 (11/24 –11/30) | HAPPY THANKSGIVING! Keep working……… | |||
| Wk. 15 (12/1 – 12/7 | Database Project | Read 10 titles that have been challenged at least once, and create a database of them, using searchable software such as Excel, Access, or FileMaker Pro. You may use a Blog if the Blog can be searchable. (If you want to use something other than these, please check with instructor to see they have access to the software.) Information to be included in each entry will be posted to BlackBoard under Course Documents. Outcomes - A,F,H | By 12/7 | 20 |
| Discussion Forum #6 | Students will discuss whether or not their attitudes have changed towards radical or controversial YA materials. Each student must post twice. The first post should be substantial in nature and include the student’s opinion of the topic. The second should be a thoughtful response to another student’s post. | By 12/7 | 5 |
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