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IST 612

Youth Services for Libraries and Information Centers

IST 612: Youth Services for Libraries and Information Centers

Prerequisite / Corequisite

There are no pre- or corequisites for this course.

Audience

Graduate students pursuing an MSLIS or MSLIS-SM degree

Description Theories, practices, media, literature, and emerging trends of youth services from preschool to high school are explored. A broad range of competencies necessary to work with youth in a variety of library settings are presented.

Additional Course Description

This course is designed for school and public librarians working with children in pre-K to grade 12 and for anyone interested in children’s literature. The course will include a discussion of collection development both in schools and public libraries that meets the needs of diverse learners and includes developmentally appropriate literature and library programming, practical applications and use of children’s literature to encourage ongoing literacy, storytelling in the oral tradition, use of digital media to promote literacy in the school or public library, and a range of material available to meet the needs of children across mediums.

Credits

IST 612 is a 3-credit course.

Learning Outcomes

Students will 1. Identify the genres of children’s and young adult literature and examples of each. 2. Evaluate literary elements in a variety of youth literature. 3. Evaluate and discuss the many aspects of diversity in collection development. 4. Create and assess instructional activities and strategies that promote reading for

enjoyment, development of literacy skills, and STEM learning that address standards. 5. Explore the potential of paired literary and informational texts for increasing academic

vocabulary. 6. Use knowledge of research and theory to support program decision-making. 7. Become proficient at writing and delivering booktalks and teaching youth to booktalk. 8. Develop and practice storytelling skills for both oral and digital storytelling. 9. Apply knowledge of readers’ advisory to help children and teens in selecting literary and

informational texts that meet their needs. 10. Develop a complete library program proposal, including an initiative with a theoretical

foundation and/or empirical research to support rationale, and an outcome-based evaluation plan.

IST 612

Assessments of learning outcomes include online participation, assignments, live teaching demonstrations in the synchronous component of the class, and quality of participation. Course learning outcomes are directly linked to the following ALA/AASL Standards for Initial Preparation of School Librarians (2010), which are approved by the Specialty Areas Studies Board (SASB) of the National Council for Accreditation of Teacher Education (NCATE). Please note these are the Teaching Standards as opposed to AASL’s Standards for the 21st Century Learner. For this course, emphasis is placed on the elements that underlie Standard 2: Literacy and Reading. Standard 2: Literacy and Reading Candidates promote reading for learning, personal growth, and enjoyment. Candidates are aware of major trends in children's and young adult literature and select reading materials in multiple formats to support reading for information, reading for pleasure, and reading for lifelong learning. Candidates use a variety of strategies to reinforce classroom reading instruction to address the diverse needs and interests of all readers.

Elements 2.1 Literature Candidates are familiar with a wide range of children’s, young adult, and professional literature in multiple formats and languages to support reading for information, reading for pleasure, and reading for lifelong learning. [Assessments: Assignment 1—Genre Study; Live Session Participation] 2.2 Reading promotion Candidates use a variety of strategies to promote leisure reading and model personal enjoyment of reading in order to promote habits of creative expression and lifelong reading. [Assessments: Assignment 2—Booktalks: Librarians and Children; Assignment 3—Creative Programming; Live Session Participation] 2.3 Respect for diversity Candidates demonstrate the ability to develop a collection of reading and information materials in print and digital formats that support the diverse developmental, cultural, social, and linguistic needs of P–12 students and their communities. [Assessments: Assignment 1—Genre Study; Participation in Oral Storytelling including Multicultural Stories—Live Session 3] 2.4 Literacy strategies Candidates collaborate with classroom teachers to reinforce a wide variety of reading instructional strategies to ensure P–12 students are able to create meaning from text. (This element is primarily addressed in IST 668 Literacy Through School Libraries but we will address this topic as well in the context of early literacy and storytimes.)

Standard 1 addresses teaching for learning. Under Standard 1, we focus on one aspect of Element 1.4, Integration of 21st-century skills and learning standards:

1.4.4 Candidates will be able to integrate use of emerging technologies as a means for effective and creative teaching and to support P–12 students’ conceptual understanding, critical thinking and creative processes. [Assessments: Quality of participation in Digital Media Challenge—Live Sessions 10 and 11]

Relevant iSchool MSLIS Program Outcomes: #3. Can apply appropriate pedagogical and learning theory principles in the design, development, implementation, and assessment of library instruction and learning that contribute toward an information and technology-literate society.

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Bibliography/Texts/Supplies—Required:

Please note that in addition to the required texts listed below, supplementary readings are listed on the course site. Such readings will be available either online or from the electronic resources databases at Syracuse University Library. Horning, Kathleen T. (2010, Revised Edition). From cover to cover: Evaluating and reviewing

children’s books. New York, NY: HarperCollins. (as low as $12.97 through Amazon.com) Atwell, Nancy. (2007). The reading zone: How to help kids become skilled, passionate, habitual,

critical readers. New York, NY: Scholastic. (as low as $14.08 through Amazon.com) Peck, Penny. (2014). Crash course in children’s services (2nd ed.). Santa Barbara, CA:

Libraries Unlimited. (Available through Amazon.com for $45; Kindle Edition is $36) Total cost of all books purchased online should be approximately $84. Additionally, the following American Association of School Librarians (AASL) publication can be downloaded for free from the AASL website and should be kept as a reference throughout the school media program (no book required as standards are currently in process of updating):

"AASL Standards Framework for Learners": http://standards.aasl.org/wp-

content/uploads/2017/11/AASL-Standards-Framework-for-Learners-pamphlet.pdf

Bibliography/Texts/Supplies—Additional

There are several brief course “prereads” that will help prepare you for the course in the event that you have little or no knowledge of child development and/or the Common Core State Standards, which both school and youth services librarians need to understand. If this refers to you, you can read through these materials at any point prior to beginning the course.

a) The Child Development Tracker on the PBS parents’ site provides basic background on approaches to learning for children 1 through 9 or 10 years of age. Access it at http://www.pbs.org/parents/child-development/

b) An easy-to-read table of the stages of adolescent development can be downloaded from https://eclkc.ohs.acf.hhs.gov/hslc/tta-system/ehsnrc/docs/_34_Stages_of_adolescence1.pdf

c) Implementing the Common Core State Standards: The Role of the School Librarian is downloadable at http://www.achieve.org/files/CCSSLibrariansBrief-FINAL.pdf

d) MacMillan, Kathy. (2016). Sword and Verse. HarperTeen. ($11.60 hardcover through Amazon; available in Kindle format, as well)

IST 612

Course Requirements

Technology Requirements This course will use a variety of methods to deliver instruction including but not limited to instructor lectures, video guests, podcasts, discussion, and readings. You may wish to download the free version of Skype for practicing booktalks with your assigned booktalk buddy although other video conferencing applications are fine, too. You will need access to (meaning you do not need to own) a built-in laptop video camera, webcam, iPad, or other mobile device. Additional Course Requirements Students are expected to complete their asynchronous work prior to the weekly synchronous session. They can log in and complete their assignments whenever it is convenient for them, as long as they meet course deadlines. All students are expected and required to participate in all activities and to complete all course assignments and readings on time. All written assignments must be submitted using Microsoft Word or in PDF format. The file name should begin with your last name, followed by the assignment number. Your assignments can be found in the Assignments unit. You will upload your assignment to that area of the learning management system. Weekly Credit/No Credit Quizzes Each week there will be a 10-item module quiz based on lectures and/or readings from that week. You will get credit for the quiz if you score 70% or higher. The quiz must be completed prior to the synchronous session for that week. You are allowed up to three no credits for the semester without affecting your grade. For example, let’s say that you scored only 50% twice on module quizzes during the semester, plus you forgot to take a quiz one time for a total of three no credit instances. You will NOT lose any points because you are within the allowance. However, 2 points will be deducted from your participation grade for each no credit quiz that goes beyond the three no-credit allowance. Class Participation - Synchronous Discussions (Live Sessions) Each week we will reflect on topics for discussion that focus on an issue related to the public and/or school librarian’s role. These sessions will relate directly to the asynchronous component for that week and will include activities and opportunities for demonstrating teaching, as well. Your participation during these weekly live sessions will contribute to your overall participation grade.

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Other Ways to Communicate and Share Use the Course Wall to post questions that are relevant to the entire class. For questions and concerns that are more personal or unique – please email your professor directly. You can usually expect a response to your email within 24 hours. A “Student to Student” discussion forum is provided for students to post additional comments on a discussion topic or for informal discussions on other relevant topics. The instructor will not monitor this area on a regular basis.

Grading

All assignment submissions must be prepared using proper American Psychological Association (APA) format. If you do not own the latest edition of the APA Publication Manual, you will find an excellent resource at Purdue University’s Online Writing Lab at http://owl.english.purdue.edu/owl/resource/560/01/ Late Assignments Late assignments will be downgraded one letter grade per day unless there is a documented emergency. Note: Use the LMS to submit late assignments so that they are accurately time-stamped. Assignment Grading Scale The chart below shows how letter grades will be assigned based upon points earned for each assignment. Grades may include partial points such as 8.5 points of 10 possible points. Only exceptional and near exceptional work will receive grades of A, A-, and B+. Rubrics with grading criteria will be provided.

POINTS EARNED LETTER GRADE

95 -100 A

90 - 94 A- 87 - 89 B+

83 - 86 B 80 - 82 B-

77 - 79 C+ 73 - 76 C

70 - 72 C-

Below 70 F

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Brief Overview of Major Assignments

The following is an overview of the three major assignments. Detailed assignment instructions can be found at the end of the syllabus. Please refer to the detailed instructions, not this overview, when you begin preparing your assignments. ASSIGNMENT 1: Genre Study (30 points combined individual and team) Part A (paper) due prior to Week 3 Live Session Part B (demonstration) during Week 4 Live Session Please refer to the detailed instructions at the end of the syllabus when you begin preparing your assignment. Brief Overview: Once the class opens, you will individually sign up for a three to four-person team to explore selected formats/genres that cover the K–12 range (first come, first served in terms of selection). Each member of the team will create an annotated bibliography that includes evaluative information for 10 books in your chosen genre. There are two parts to this assignment: Part A (individual paper – see details at the end of the syllabus) and Part B (team presentation). During the live session for Week 3, you will be given time to collaborate with your team member(s) on the creation of a genre lesson for your colleagues that you will present in the live session of Week 4. Your team will conclude the presentation with the description of a brief age-appropriate learning activity for each grade level covered. The individual portion of this assignment is valued at 20 points; the team-teaching during the live session is valued at 10 points. ASSIGNMENT 2: Booktalks: Librarians and Children (25 points combined individual and team) Part A (paper) due prior to Week 6 Live Session Part B (demonstration) during Week 7 Live Session Please refer to the detailed instructions at the end of the syllabus when you begin preparing your assignment. Brief Overview: For Part A, you will write three to five booktalks (three books if choosing fiction/chapter books, five if using picture books, picture/informational books or early chapter books). You will also prepare a Learning Segment in which children conduct their own booktalks. You will practice booktalking with another student online using Skype or other conferencing application. During the live session in Week 7, you will present your booktalk selecting one book. Your booktalk should be planned to time out at approximately 2 minutes. Following your booktalk, you will describe a related booktalking activity for children (you will get another minute or two to describe your activity). Part A (individual paper) is worth 15 points; Part B (the booktalk during the synchronous session) is worth 10 points. ASSIGNMENT 3 (Final Project): Creative Programming and Evaluation (30 points) Part A (paper) due prior to Week 10 Live Session Part B (showcase) during Week 11 Live Session Please refer to the detailed instructions at the end of the syllabus when you begin preparing your assignment. Brief Overview: For this assignment, you will develop a proposal for a creative programming session in your library along with a plan for evaluation. You will submit the written portion (Part A) individually prior to the Week 10 Live Session. Part B is a digital (commercial length) programming promotion created by a team of three to four students. You will be given planning time with your team during the Week 9 live session. Your team must finish the product in time for the Digital Media Challenge which is during the Week 11 final live session. The individual portion of this assignment is valued at 20 points; the team product and presentation are valued at 10 points.

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PARTICIPATION: Overall (15 points) DATE DUE: Ongoing DESCRIPTION: Participation online through asynchronous sessions and individual participation during the live sessions will be evaluated. You can earn up to 1.5 points for substantive contributions during each of the first 10 weeks. IMPORTANT NOTE ABOUT ASSIGNMENTS Please note that the above are simply overviews of assignments for your quick reference. They are not intended to be a guide for completing assignments. You must carefully review the detailed instructions for each assignment that are provided at the end of this syllabus. Additionally, please review the scoring rubrics for each assignment located in Assignments in the course LMS. The course schedule follows on next page.

IST 612

Schedule of Weekly Topics and Readings

Week Main Topics

Related

Learning

Outcomes

Required Readings & Assignments Due

(Readings may be updated in modules)

1

Role of Children’s Literature in Child Development; Transactional Theory; Literary Elements and Reviewing Children’s Books; Summer Reading Programs

2, 4

READINGS: Peck text, Introduction and Ch. 1 Horning text, Introduction, Ch. 1 and 8 As soon as the asynch sessions are open Prior to Week 1 Live Session

2

Genres Overview; Exploring Urban Fiction and Manga; Connected Learning Framework; Honing skills in reviewing books

1, 2, 6 READINGS: Peck text, pp. 25–30 (Genres) Horning text, Ch. 2, 4, 7

3

Oral Tradition of Storytelling; Story Structure and the Hero’s Journey; Oral Storytelling Techniques; Interactive and Dialogic Reading in Storytimes; Signing in Storytime

8, 4

READINGS: Horning text, Ch. 3 (Traditional Lit.) Peck text, Ch. 5 (Storytime) All Children Ready for School: Approaches to Learning by M. Conn-Powers Dialogic Reading: An Effective Way to Read to Preschoolers by G. Whitehurst ASSIGNMENT 1: PART A (paper) DUE: Prior to Week 3 Live Session

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Creating Learning Outcomes and Learning Targets; Assessing Learning; Topics Related to Booktalking; Developing a Learning Segment; Teen Programming

4, 7

READINGS: Reaching Teens Subversively through Passive Programming by K. Jensen & J. Parker The Future of Library Services for and with Teens: A call to action (YALSA Report; large file so lengthy download) Peck text, Ch. 6 (Programming) ASSIGNMENT 1: PART B (demonstration) Due during Week 4 Live Session

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Common Core and the Librarian; Academic Language; Pairing Literary and Informational Texts; Programs to Support STEM Learning in the Library

4, 5

READINGS: Implementing the Common Core State Standards: The Role of the School Lin Librarian (AASL) Pairing books for learning: The union of informational and fiction by A. Baer

6

Outcome Based Evaluation of Programs; Logic Models; Theory of Change; Developing a Funding Proposal for a Library Program

6, 10

READINGS: No additional readings but review OBE resources provided in Week 6 Overview on LMS ASSIGNMENT 2: PART A (paper) Due prior to Week 6 Live Session

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NOTE: Weekly credit/no credit quizzes to be taken prior to each week’s live session

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Collection Development; Cultural Competence; Multicultural Diversity in Collections; LGBTQ Books in a Diverse Collection; Promoting Diversity Through the Human Library

3

READINGS: Peck text, Ch. 7 (Issues) Bridging the gaps: Measuring cultural competence among future school library and youth services library professionals by R. Hill & K. Kumasi Straight talk on race: Challenging stereotypes in kids' books by M. Perkins ASSIGNMENT 2: PART B (demonstration) Due during Week 7 Live Session

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Collection Development and Diversity Continued; Serving the Library Needs of Children with Disabilities; Serving the Underserved; Community Outreach; Weeding a Collection

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READINGS: (ALA) Extending our reach: Reducing homelessness through library engagement by K. Barbieux A Bronx librarian keen on teaching homeless children a lasting love of books by N. Stewart Crying over spilled milk by G. Dickinson (an article on weeding)

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Free Voluntary Reading; Motivation and Reading Rewards; Readers’ Advisory; Literature Circles; eBook Considerations

4, 9

READINGS: Meeting readers where they are: Mapping the intersection of research and practice by C. Gordon (also on course site) It’s all about text appeal: Want readers’ advisory to make a real difference? by O. Nesi Creative reading: The antidote to readicide by R. Small & M. Arnone Supplemental Reading The Reading Zone (Atwell text). Skim as many chapters as possible

10 Digital Storytelling; Transmedia Storytelling; Games and Storytelling

8, 4

READINGS: Differentiating instruction with digital storytelling while making connections to critical literacy by Figg et al. (research study) ASSIGNMENT 3: PART A (paper): Due prior to Week 10 Live Session

11 Creative Programming Showcase and Course Wrap-up (LIVE SESSION ONLY)

4, 8, 10 ASSIGNMENT 3: PART B (demonstration) Due during Week 11 Live Session

IST 612

Academic Integrity Policy

Syracuse University’s academic integrity policy reflects the high value that we, as a university community, place on honesty in academic work. The pilot policy in effect at the School of Information Studies defines our expectations for academic honesty and holds students accountable for the integrity of all work they submit. Students should understand that it is their responsibility to learn about course-specific expectations, as well as about university-wide academic integrity expectations. The pilot policy governs appropriate citation and use of sources, the integrity of work submitted in exams and assignments, and the veracity of signatures on attendance sheets and other verification of participation in class activities. The pilot policy also prohibits students from submitting the same work in more than one class without receiving written authorization in advance from both instructors. Under the pilot policy, students found in violation are subject to grade sanctions determined by the course instructor and non-grade sanctions determined by the School or College where the course is offered. SU students are required to read an online summary of the university’s academic integrity expectations and provide an electronic signature agreeing to abide by them twice a year during pre-term check-in on MySlice. For more information and the pilot policy, see http://academicintegrity.syr.edu .

Disability-Related Accommodations

Syracuse University values diversity and inclusion; we are committed to a climate of mutual respect and full participation. If you believe that you need accommodations for a disability, please contact the Office of Disability Services (ODS), disabilityservices.syr.edu, located at 804 University Avenue, room 309, or call 315.443.4498 for an appointment to discuss your needs and the process for requesting accommodations. ODS is responsible for coordinating disability-related accommodations and will issue “Accommodation Authorization Letters” to students as appropriate. Since accommodations may require early planning and generally are not provided retroactively, please contact ODS as soon as possible. Our goal at the iSchool is to create learning environments that are usable, equitable, inclusive, and welcoming. If there are aspects of the instruction or design of this course that result in barriers to your inclusion or accurate assessment or achievement, please meet with me to discuss additional strategies beyond official accommodations that may be helpful to your success.

Religious Observances Notification and Policy

SU’s religious observances policy, found at supolicies.syr.edu/emp_ben/religious_observance.htm , recognizes the diversity of faiths represented in the campus community and protects the rights of students, faculty, and staff to observe religious holy days according to their tradition. Under the policy, students should have an opportunity to make up any examination, study, or work requirements that may be missed due to a religious observance provided they notify their instructors no later than the end of the second week of classes through an online notification form in MySlice listed under Student Services/Enrollment/My Religious Observances/Add a Notification.

Student Academic Work Policy

I sometimes use academic work that you complete this semester as examples in subsequent semesters for educational purposes. Before using your work for that purpose, I will either get your written permission or render the work anonymous by removing all your personal identification.

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Course Evaluations There will be an end of course evaluation for you to complete this term, described below. This evaluation will be conducted online and is entirely anonymous. You will receive a notification from the Syracuse University Office of Institutional Research & Assessment (OIRA) department in your email account with the evaluation website link and your passcode.

End of semester evaluation will be available for completion in Week 10 prior to your final exams week. This evaluation is slightly longer and it is used to gauge the instructor performance and make adjustments to the course to ensure it meets our student needs.

We faculty work hard to do the best possible job when preparing and delivering courses for our students. Please understand that not only does the school use the course evaluations to make decisions about the curriculum in order to improve where necessary, but they also use them to make decisions about faculty members. Please take the time and fill out this evaluation as your feedback and support of this assessment effort is very much appreciated.

School Library Media Program Assessment

The School Library Media Program is accredited by the Council for the Accreditation of Educator Preparation (CAEP) through the Syracuse University School of Education. As a part of that accreditation, the School Library Media Program must assess student performance on the competencies that correlate to program outcomes. The competencies which are assessed are identical to the items on your Competency Checklist. As a part of School Library Media Program planning, course-embedded assessments have been aligned with student competencies. For CAEP reporting, each faculty member with competency-based, course-embedded assessments is asked to rate (1=Ineffective, 2=Developing, 3=Effective or 4=Highly Effective) candidates’ performance on the respective competencies. This is the same rating scale students use when completing the competency checklist. Scoring is conducted for key assignments and not all assignments for a course. What this means for you: Your individual score is NOT a grade and it is part of an aggregate report. If a student is performing at an Ineffective or Developing level, a comment is submitted with the score, which is also aggregated. Individual scores and comments are not associated with specific student names. Syllabus Attribution Statement This syllabus was designed by Dr. Marilyn P. Arnone, Professor of Record for IST 612. The detailed Assignment Instructions follow on next page.

IST 612

ASSIGNMENT 1: Part A Genre Study

(a two-part assignment)

There are two parts of Assignment 1:

PART A: Your individual paper focusing on a specific genre for a targeted grade range. PART B: The live session demonstration where, as a team, you will teach your colleagues about the genre, and then each describe a teaching activity for your age group. You will have time during the live session in the week before your team demonstration to coordinate with team members and begin preparing your team demonstration.

IMPORTANT FIRST STEP: SIGN-UP FOR A GENRE (Students should sign up for a genre in the Assignments area as soon as the class opens. It is first come, first served. The first thing you need to do for Assignment 1 is to sign-up for a genre. This is highly recommended so that you can get a start on locating titles in your genre and read the books. There is a number of choices for genre studies and most options allow for up to four persons per genre but no more than four. Each person working within a genre will focus on a specific grade 5-12 group of grade levels (Middle School 5-8, or High School 9-12). If you are hoping for a particular genre and grade range, you must sign up early as, again, it is first come, first served. Only two people per genre per grade level so the earlier you sign up the better. If the class is small, there will be a limit on how many can sign up for a genre in order to cover more genres. This will be determined based on course enrollment. You will become the expert for your selected grade range and genre. During a live session before Part B is due, you will team up with the other students who have selected the same genre for other grade levels and plan a teaching demonstration to the class (details for Part B follow). You will actually teach the genre during the synchronous session. Again, if you prefer a particular genre, sign up early so you can get started. To sign up – go to Assignments and select Genre Study – locate your genre of choice, then check to see that your grade level has not already been selected by two people. Add your name, genre preference and grade level to the thread.

DETAILED INSTRUCTIONS FOR PART A

PART A: Individual paper (20 points) DATE DUE: Part A (paper) prior to Week 3 Live Session DESCRIPTION: Establishing a good balance of genre representations in the library is an important part of collection development and maintenance. Students learn about different genres starting in the primary grades once they understand the difference between fiction and nonfiction. While you might believe that you already know what you need to know about genres, this assignment requires you to dig deeper in one genre and consider how you would teach or facilitate learning of the genre for a selected grade range. Your goal is to both inspire a love of literature and reading and to connect to the curriculum in a meaningful way. You will need to conduct your own research on the genre you select.

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Write an approximately 10-page publishable paper that

1. Explores and defines the genre for a target audience of your peers. Think about what your classmates would need and would like to know. This can include what you discover about the genre's history, controversy (if any), ways of classifying, crossovers, and its importance to a literature-based curriculum. Make it interesting and readable.

2. Includes three suggested library-based activities for your selected grade range (e.g., middle or high school) in which you could creatively incorporate this genre into a library lesson coordinated with a subject-area teacher for the grade range. You will not need to create an entire lesson or unit plan that includes standards addressed, assessments, etc., since you will not have had the necessary course content for that by the due date. Instead, I am looking for smaller pieces or activities that you might use within a larger lesson plan or unit. Use what you find in your research to stimulate your own imagination for these activities that you would use with your target grade range. For each activity, include:

o Title for the learning activity o Description. This should include the broad learning goal, what you and students

will do (think “active” learning), some context (for example, where would this fit into a larger lesson or unit), and how it supports/ties into the curriculum.

o Materials and resources needed to conduct the activity o Motivational value (i.e. Indicate what about the activity would be motivating to

students or would promote interest in reading) 3. Select and annotate 10 titles in your genre for your selected grade range. For those not

yet familiar with writing annotations, here is a brief explanation that will also give you some idea of the appropriate length for an annotation. Additionally, the lecture on literary elements and reviewing children’s books in the Week 1 learning module will help with this.

4. For sources used (beyond the annotated list described in 3 above), provide references in APA format. Please also use APA style for in-text citations. Please adhere to APA format. MLA not accepted. There is no deduction for references that take you over your page count; I am flexible about this.

5. Submit your paper to the course learning management system as a Word or PDF document.

NOTES: The submitted Assignment Part A should be approximately 10 pages long, including annotations, plus Title Page and References (double-spaced, except annotations should be single-spaced, 12-point font size, Times New Roman or Arial font). Paper should include appropriate in-text citations and references in APA style format. Please include headers for each section of your paper like you would for a publication. For example, you could have section headers such as Introduction, Background and History, Instructional Importance, and Related Learning Activities, and References. This would be followed by the actual list of your selected titles and annotations. Each annotation must begin with the bibliographic information. Please refer to your Horning Text, page 172 for proper format. Be sure to use spell-check and/or have someone proofread your paper to eliminate spelling/grammatical errors and to ensure clarity, as points will be deducted in each section where there are significant errors/issues. Note that the assignment calls for approximately 10 pages, not including Title Page and References. This means plus or minus a page is acceptable. Anything less signifies that you have not substantially covered the genre, and too many more pages signify that you may need to tighten up your paper.

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ASSIGNMENT 1: Part B (Live Session Team Teaching Demonstration)

DETAILED INSTRUCTIONS FOR PART B

PART B: Live Session demonstration with your genre team (10 points) DATE DUE: During Week 4 Live Session (Check the Genre sign-up to see who else is on your team). DESCRIPTION: Part B represents the practical component (teaching/performance) of Assignment 1 for which you will receive a team grade (unless you are presenting alone due to choosing a genre that no one else signed up for). Its purpose is for you to put theory into practice. You do not submit anything for Part B of this assignment to the Assignments area in the course LMS; instructor enters grade based on assessment of your team’s performance. However you will be asked to prepare a handout for your classmates at the end of your presentation (see #3 below). During the Week 3 Live Session, you will have an opportunity to coordinate with your other genre team member(s) to design your team demonstration and work out the logistics. You can draw on anyone’s Part A activities if you wish and embellish/customize for team teaching, so have your individual genre papers handy for the Week 3 Live Planning Session to share/discuss/brainstorm with your teammate(s) OR create an entirely new activity during your planning time in the Week 3 Live Session. PART B should include the following:

1. Team Teaching the Genre: Present your genre to your colleagues. Provide some rich background information on the genre (e.g., history, controversy, etc.) and convince your audience of the genre's pedagogical strengths across grade levels. Each of you must contribute something to this part. Engage the audience. Be creative. Don't worry if you are new at presenting. That is part of the purpose of this assignment. You will receive useful feedback from both your colleagues and instructor.

2. Individual Teaching Activity: The second part of your demonstration is where each team member describes one teaching activity for the genre appropriate for his/her selected grade level.

3. Handout to share with class: Your team will create a (1) handout that summarizes your genre presentation and includes a brief overview of the suggested activity for each grade group, accompanied by a consolidated list of each team member’s annotated bibliographies – edited to eliminate duplicate titles. This is to share with the rest of the class. Please single space and reduce font/margins to keep you’re the genre study portion with lesson ideas to two pages or less. Upload your clearly labeled handout in the Student to Student Discussion forum located under Assignments (Genre Study) prior to the Week 4 Live Session.

4. The total time allocated for a three-person team’s genre presentation/demonstration is 15–18 minutes. In fairness to your colleagues in the class and our limited time, your team will be cut off at the 18-minute mark and this is strictly enforced.

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ASSIGNMENT 2 Booktalks: Librarians and Children

(a two-part assignment) There are two parts of Assignment 2: PART A: Your individual Booktalk paper PART B: The Live Session teaching demonstration to show evidence of booktalking skills followed by a brief overview of your lesson idea to help students develop their own skills for booktalking.

DETAILED INSTRUCTIONS FOR PART A:

PART A: Individual paper (15 points) DATE DUE: Part A (paper) due before Week 6 Live Session DESCRIPTION: Select a grade level and 3-5 book titles (5 titles for grades K-4, 4 titles for 5-8, or 3 titles for 9-12) that are connected by a Central Focus (genre, theme, subject, topic, etc.) and prepare booktalks for your selected audience. Use the guidelines and links presented in Learning Module Week 4 to assist you in preparing your booktalks. Next, prepare a learning segment for your specific audience to address your Central Focus as you teach booktalking skills. Your paper will consist of two sections and include the following: Section 1: Booktalks Introduction to your paper, directed to your classmates explaining your target audience and Central Focus(about one paragraph). Introduction to your booktalks, directed to your K-12 audience that will gain their attention and interest (about one paragraph). Written transcript for each booktalk that begins with the book citation information (see Horning text, page 172 for info and format). Booktalk length should be 2 minutes each + or - :30 depending on your delivery - usually around 200 words.

Section 2: Learning Segment Think about your future students as booktalkers. Imagine that students will be performing booktalks in your library for a parent literacy night. The books have been selected by students from a long list of books pre-selected by you based on your Central Focus (ie: common theme, topic, subject, etc.). Create a learning segment comprised of three separate but connected lesson plan ideas that will prepare your students for this assignment (*these are not fully developed lessons). The learning segment may be sequenced over several days or weeks and should include the following:

Central Focus: Begin by describing the important theme, essential question, or topic within the curriculum that is the purpose of the learning segment. Identify your target audience and list specific expected Learning Outcomes and Common Core standards you will address in the learning segment.

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Academic Language: Describe how you will use this assignment to help build academic language. Think about what vocabulary your students need to know to both understand the Central Focus and learn booktalking techniques. (This topic is addressed in Weeks 4 & 5.) Describe three (3) separate but connected lesson plan ideas that build upon each other, address the Central Focus, and help prepare your students for the booktalking presentation. Each lesson idea should begin with your expected Learning Outcomes and specific Common Core standards addressed (1-2 standards per lesson idea). Describe any teaching methods or active learning strategies you will employ to achieve the learning outcomes for your learning segment. In several pages, describe each lesson idea, how they build on each other toward the central focus, and how you will assess student learning. Again, these are not complete lesson plans, but rather abbreviated teaching ideas written in paragraph form. You will do complete lesson plans with accommodations, etc., in other courses.

The submitted Assignment Part A should be 10 pages double-spaced, 12-point font size, Times New Roman or Arial font, plus Title Page and any References). It should include appropriate in-text citations and references in APA style format. Please include headers for each section of your paper. Each Booktalk should begin with the bibliographic information. Please refer to your Horning Text, page 172 for proper format. Be sure to use spell-check and/or have someone proofread your paper to eliminate spelling/grammatical errors and to ensure clarity, as points will be deducted in each section where there are significant errors/issues. Note that the assignment calls for approximately 10 pages (plus Title Page and References, if any); this means plus or minus a page is acceptable. Anything less signifies that you have not substantially covered the topic, and too many more pages signify that you may need to tighten up your paper.

INSTRUCTIONS FOR PART B: (Preparation for your Week 7 Live Demonstration) PART B: Live Session Demonstration (10 points) DATE DUE: Part B, during Week 7 Live Session DESCRIPTION: Select one booktalk (from the three to five booktalks from your paper) to orally demonstrate your booktalking preparation and skills for the instructor and class (who will serve as your designated target audience). Prior to the Week 7 live session, you should practice your booktalk online with your assigned Booktalk Buddy for helpful feedback. Your presentation should include:

Introduction to your paper, directed to your classmates explaining your target audience and Central Focus. (30 seconds) Your Booktalk – approx. 2 minutes long plus or minus 30 seconds. Have your book to use during your demonstration. Props are welcomed, too. Classmates will provide suggestions & comments on the online chat. Booktalk Buddy Review: What did you learn during this segment? How did it improve your booktalk. (not timed)

You will share your Learning Segment in a designated discussion thread. Prepare a Power Point Presentation (1 side to introduce your learning segment, and 1 slide for each lesson idea, maximum 4 slides). Each lesson idea should include expected learning outcomes, Common Core Standards addressed, Brief description of

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activities and planned learning assessment. You will upload this PPt to the discussion board to share with your fellow classmates.

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ASSIGNMENT 3 (Final Assignment): Part A Creative Programming (a two-part assignment)

There are two parts of Assignment 3:

• PART A: Your individual paper submitted to LMS described in detail below.

• PART B: The team presentation session (to be delivered during the Week 11 live session)

DETAILED INSTRUCTIONS FOR PART A: PART A: Individual Program Proposal and Outcome Based Evaluation Plan (20 points) PRODUCT: Complete Funding Proposal (10 pages maximum; single spaced with headers) DATE DUE: Prior to Week 10 Live Session DESCRIPTION: You may tackle this assignment in one of two ways: 1) as a school librarian or 2) as a children’s or youth services librarian in a public library. Here are your scenarios – choose one.

1) School Librarian: Reading scores are low in your school. A survey of students has discovered that a high percentage of students indicate little interest in reading for enjoyment. Your principal wants you to develop a program proposal to generate enthusiasm and increase reading for pleasure in your school. She wants you to seek funding to support the program and expects that you will develop an evaluation plan.

2) Children’s/Youth Services Librarian: If you tackle this assignment as a future youth services librarian in a small to mid-sized public library, imagine that you have been brought in to replace someone who fortunately just retired. She/he had become complacent and this individual’s tired ideas failed to generate enthusiasm among the patrons. The library director has tasked you with developing a programming initiative to improve literacy and increase reading for pleasure in the youth (pick any age range) of the community. You will develop a program proposal to submit to a potential funder that also includes an evaluation plan.

PREPARATION:

1. Comb the Internet and trade magazines (or books) available to you for cool programming ideas used throughout the year in school and public libraries. Look to the learning modules to stimulate ideas, as well.

2. As you prepare, add your own creativity and fresh ideas to anything you find that you would like to adapt for your own use. Feel free to also use any original ideas if you want to try something entirely new.

3. After researching possibilities, you will select ONE program only to propose to funders. 4. You can use your best judgment to estimate the costs involved in delivering your

program to your school or public library. The program should be substantive enough to require additional funding beyond your normal library budget. For example, asking for funding to do storytimes that are already included in most library budgets would not suffice. However, if you were thinking of designing an early literacy training program for parents, you might require additional funding for materials, bringing in experts, promotion, and possibly additional help. Then create an evaluation plan that will measure the success of your program and determine whether the goals of were achieved.

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SPECIFICS:

1. Brief Abstract or Executive Summary should appear on the first page. Here, introduce your school grade levels/target audience for this assignment; whether your real or fictitious school or public library is located in a rural, urban, or suburban environment; description of the population served; a brief introduction to your proposed program; and any anecdotal information you want me to have. Your abstract can range anywhere between 200–500 words but no more than one page.

2. The Proposal Elements. Everything you need to know to construct your proposal can be found in the individual lectures in Learning Module 6. Each minilecture is labeled with a specific element you will need to address in your proposal. Begin by using a logic model to think through what you want to do and all the elements that will come into play. This will both ground you and guide you. As you move forward, you will be tweaking that logic model until it is ready to include as a final graphic within your proposal. Please include the following sections in your proposal. Every funder will have specific requirements and they will vary by funding source. The following are suggested headers for the purpose of this assignment.

a. Program Title. b. Introduction: Briefly state the purpose of your proposal, the program for

which you seek funding, and the audience served. c. Problem Statement (or you could use the term Rationale): What evidence

do you have to support the need for your proposed program? How will your program target increasing literacy and/or reading motivation (the goal of your program)? Your rationale should be grounded in research and theory. What I want to see is evidence that you have researched and thought through the benefits to youth participants. Include as many in-text citations as you can to support your rationale but no less than 6 different citations to back your claims (APA style).

d. Diversity. How will you address diversity in your program? e. Potential Impact. A brief paragraph that indicates the potential long-term

benefits for your audience. (Look to your logic model for this; be consistent.) f. Proposed Plan of Work and Timeline. Narratively, discuss the program

components and activities. Will any address Common Core, AASL or IFC standards (generally speaking, not broken down; that would happen when you actually create the individual activities)? When will it occur or how often, what will it take to accomplish (think “inputs”)? Discuss your Theory of Change for your project (you don’t need to use the term but use the concept to guide you). Include the graphical logic model in this section. End this section with a timeline in table format (or Gantt Chart) presenting activities related to program design/development, implementation, and evaluation.

g. Outcome-Based Evaluation Plan. What is necessary to include in an outcome-based evaluation plan is clearly presented in the Week 6 lectures. Please refer to these to guide you. It is important that for every outcome you include, you have specific indicators, measures for data collection, intervals, and targets. This is what you will find in the Week 6 lectures.

h. Dissemination. How will you promote your program to your target audience? i. Budget. In table format, estimated expenses by category and total amount

requested of funder. j. References. Include all books, articles, web sites, or other materials and

resources used in preparing your proposal. Use APA style.

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INSTRUCTIONS FOR PART B (accomplished in Live Sessions and outside of class): PART B: Creative Programming Across the Year: A Showcase of Team Products (10 points) PRODUCT: A video or other technology-based promotional product for library programs DATE DUE: Presentation and voting occurs during Week 11 Live Session DESCRIPTION: Part B is a digital, commercial length (2 minute) programming promotion created by a team of three to four students. In the Week 9 Live Session, you and two or three other students will use your combined background research of library programs and the best of the best ideas from your individual papers (or totally new ideas) to highlight one library program that could span a year for which you will produce a video promo. SPECIFICS (most of Steps 1 to 5 can be accomplished during Week 9 Live Session):

1. Join a team of students with similar interests (e.g., school, public, age ranges) and decide which program you will use for your production.

2. Determine your goal(s) beyond simply “promoting” your selected program. For example, -What kind of image are you attempting to present? -Whom do you hope to reach? -What would be a successful outcome for this hypothetical promotional effort.

Create the overall concept for your promotional product. 3. Based on your conceptual approach you may be ready to decide on an appropriate

technology. Choose one you or a team member knows well or that has a low learning curve. Possibilities include WeVideo, Shotcut, iMovie, MovieMaker, Glogster, etc.

4. Plan your promotional product. This is “preproduction” and will involve scripting, gathering visuals, music selection (possibly), narration (possibly), and distributing the work effort. Much of the planning process can occur during the Week 9 live session.

5. Produce your product (This will require additional “on your own” time beyond the Week 9 Live Session). Your team should all view and agree on the final product. Then, provide a link to the product on the Course Wall with team member names, title, and brief description 24 hours before the Week 11 Live Session.

6. Be prepared to talk to the whole class during the Week 11 final live session about a) the message/concept, b) the rationale for the approach you took, and c) your team’s process for getting to the end product (about 2 to 3 minutes plus time for questions from the class).

Instructor will provide links to the whole class during the Week 11 Live Session Digital Media Challenge with time for class members to individually view each digital product followed by a brief team presentation as noted in 7 above. After showcasing all products, the class will vote for Best in Show. Each member of the winning team receives 1 bonus point to add to earned course points. Sounds like a measly prize, eh? Then think about this. The difference between an overall grade point average of 94 (an A-) and a 95 (an A) is ONE POINT! Yes, that is an extrinsic motivator, but hopefully you will find that Part B of Assignment 3 is also intrinsically motivating as you think critically about ways to disseminate information about library programs! END OF SYLLABUS