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1 DRAFT DOCUMENT L&I SCI 645: Library Materials for Children (Online) Fall 2011 Bonnie H. Withers, MA, MLIS (414) Office Hours The best way to contact me is through . I do my best to answer every message within 48 hours. If you wish to speak with me by telephone, please arrange a time with me via . Office appointments are welcome for those within range. Course Description This course will serve as an introduction to print and media resources available in library collections for children. Through theoretical and practical readings, students will be exposed to selection procedures, evaluation criteria, and the access, promotion and use of materials. Objectives At the end of this course, students will be: 1.Familiar with library materials available for children reference sources, books, magazines, and related materials in other formats; 2.Proficient in evaluating library materials for children according to various theoretical models and criteria; 3.Familiar with publications which give assistance in this area through articles and reviews; 4.Skilled in evaluating library materials which treat contemporary social problems and conditions and reflect the cultural diversity of American society and the world; 5.Aware of sources and suppliers of library materials for children; 6.Knowledgeable about techniques for stimulating and guiding children in their search for reading, listening and viewing materials for aesthetic, educational, personal, and social purposes; 7.Aware of recent research on the topic of library materials for children; 8.And, experienced in using electronic databases that relate to library materials for children. Readings One of the purposes of the course is to expose you to as much children s literature as possible. As such, when you are given the option to select your own text to read please select something that you have not read before. Your goal is always to experience new materials. Required Text: Vardell, Sylvia. Children s Literature in Action: A Librarian s Guide. Westport, CT.: Libraries Unlimited, Required Text: Horning, Kathleen T. From Cover to Cover: Evaluating and Reviewing Children s Books, Revised Edition. Collins: Recommended Supplementary Resource: Galda, Lee, and Cullinan, Bernice and Sipe, Lawrence. Literature and the Child, 7 th edition. Belmont, CA: Wadsworth,

2 There are weeks where I want you to read specific picture books or videos. I would prefer that you locate the actual book or video and read it in the traditional format. Plan ahead by checking out required titles in local library catalogs. Your local school library media specialist can help you a great deal. A few hours of volunteering in an elementary school library will add significantly to your enjoyment of this class. Interlibrary loan can also help you secure titles, but they need lots of advance notice. Still, some of the materials might not be available in your area. Some titles may be found used and quite inexpensive at Amazon.com and they will arrive quite promptly. This is a fine way to build your personal library or to gather materials to offer to your school or public library. When feasible, I have posted some scarcer titles on D2L. Grading I will use a 200 point system, converting to 100 points for final grading. Your grade will consist of the following: Graduate Students Attendance and Participation 20% Assignments 80% Focus on Caldecott Winners 15% Study of Non-Fiction Texts 15% Historical Fiction PowerPoint 15% Awards Bibliography 20% Reading Log 05% Series Booktalk 10% Undergraduate Students Undergraduate students will have adjustments to their projects. Please identify yourself to me early in the semester. All out-of-class assignments must be typed using Times New Roman or Arial, 12 point font, and doublespaced (except the annotated bibliography). Please use MLA style. Please do not guess at format; download a style guide. Don t forget to include your name, date, and course number in the upper right corner of the paper and include your name on each page. A title page is not necessary. UWM grade classifications are as follows: A indicates superior work (going above and beyond what is assigned) B indicates satisfactory but undistinguished work C indicates work below the standard expected of graduate students--not applicable to the degree Grading Scale (in percent): A C A C B D B D B D C+ below 60 F 2

3 Required Books Textbooks Vardell, Sylvia. Children s Literature in Action: a Librarian s Guide. Westport, Ct: Libraries Unlimited, Horning, Kathleen T. From Cover to Cover: Evaluating and Reviewing Children s Books (Revised Edition). Collins, Children s Literature (Chapter Books) Some are options consult weekly schedule. Babbitt, Natalie. Tuck Everlasting. 1975, Bridges, Ruby. Through My Eyes, Choi, Sook Nyul. Year of Impossible Goodbyes Coles, Robert, The Story of Ruby Bridges, (picture book) Conly, Jane Leslie. While No One Was Watching Creech, Sharon. Love That Dog, Draper, Sharon. Out of My Mind Gantos, Jack. Joey Pigza Swallowed the Key Hesse, Karen. Out of the Dust., Leal, Ann Haywood. Also Known As Harper L Engle, Madeleine. A Wrinkle in Time Levine, Gail C. Ella Enchanted Lord, Cynthia. Rules, Montgomery, Sy and Bishop, Nic. Kakapo Rescue: Saving the World s Strangest Parrot, Patron, Susan. The Higher Power of Lucky, Roy, Jennifer. Yellow Star. Marshall Cavendish, Stead, Rebecca. When You Reach Me,

4 Videos Disney, Cinderella The Ice Princess (Katerina Witt) Ever After Ruby Bridges Why Mosquitoes Buzz in People's Ears Picture Books (Because there are so many, please get these books from your local library. See additional suggestions on page 1.) See the daily schedule for a list. Required Articles Available online, or on class site. American Library Association. Challenged and banned books. Online at: cfm Brenner, Robin. Comics and Graphic Novels. Handbook of Research on Children s and Young Adult Literature, Wolf, et. al., eds. New York: Routledge, (2011): Burkey, Mary. Sounds Good to Me: Listening to Audiobooks with a Critical Ear. Booklist, June 1 & 15, Cummins, Julie. Fractured fairy tales: Spin-offs, spoofs, and satires. School Library Journal, V. 43, n.10, Ford, Danielle. More than the Facts: Reviewing Science Books. Horn Book Magazine, May/June (2004): Freedman, Russell. Will the Real Abe Lincoln Please Stand Up? Horn Book Magazine, May/June (2003). (Access through EBSCO). Garza, M. Blacks, Hispanics Are Rare Heroes with Newbery Kids Books Medal. Bloomberg News, Dec. 30, Jenkins, Christine A. Book Challenges, Challenging Books, and Young Readers: The Research Picture. Language Arts, Vol. 85, No. 3 (2008): Johnson, Georgia. One sings the other doesn t: The role of ritual in stories about Native Americans. New Advocate, v8 n2, (1995): Katz, B. & Katz, L., S.. Introduction. In B. Katz and L., S. Katz (Eds.), Magazines for Young People: A Children s Magazine Guide. New Providence, N.J.: Bowker, (1991): xiii-xvii. 4

5 Nodelman, Perry. Common assumptions about childhood. In P. Nodelman (Ed), The Pleasures of Children s Literature. New York: Longman, 1996: Nodelman, Perry. How picture books work. In S. Egoff, G. Stubbs, R. Ashley, & W. Sutton (Eds.), Only connect: Readings on children s literature. Toronto: Oxford University Press, 1996: Nodelman, Perry and Reimer, Mavis. How to Read Children s Literature. In The Pleasures of Children s Literature, 3 rd edition. Boston: Allyn and Bacon, 2003: Parsons, Linda T. Ella Evolving: Cinderella Stories and the Construction of Gender-Appropriate Behavior. Children s Literature in Education, 35(2), June (2004): Ross, Catherine. Reading the covers off Nancy Drew: What readers say about series books. Emergency Librarian. 242(5) (1997): Ross, C. S. Dime Novels and Series Books. Handbook of Research on Children s and Young Adult Literature, Wolf, et. al., eds. New York: Routledge, (2011): Saltman, Judith. Groaning under the weight of series books. Emergency Librarian. 24(5) (1997): Schliesman, Megan & Lingren, Merri V. Publishing in Short, K., & D. L. Fox. (eds.) The complexity of cultural authenticity in children s literature: Why the debates really matter. In Stories Matter.Urbana: NCTE. 2003, Shulevitz, Uri. What is a picture book? In S. Egoff, G. Stubbs, R. Ashley, & W. Sutton (Eds.), Only connect: Readings on children s literature. Toronto: Oxford University Press, 1996, Sutton, Roger. An Interview with Russell Freedman. Horn Book Magazine, Nov/Dec 2002, Vol (access through EBSCO). Valuable Links Please note that, in addition to the assigned class materials, a list of websites can be found in the D2L site which will give you a great deal of assistance in preparing for class and assignments. You are expected to be aware of these electronic resources and to use them in your work. Weekly Schedule Unit Topic Focus Readings Week 1 September 6 Introductions Attitudes and Assumptions How to read Vardell, Chapter 1 Horning, Chapter 1 and Chapter 8 Nodelman, Common Assumptions About Childhood Nodelman and Reimer, How to Read Children s Literature 5

6 Week 2 September 13 Week 3 September 20 Week 4 September 27 children s literature Professional Standards Review Sources Reading Texts: The Content of Picture Books Reading Illustrations: The Art of Picture Books Concept books Poetry and Audiobooks Easy Readers and Transitional Books Controversial Picture Books Competencies for Librarians Serving Youth in Public Libraries Kiefer, Barbara. The Art of the Picture Book: Past, Present, and Future. A favorite book or movie from your childhood. Vardell, Chapter 2, Picture Books Horning, Chapter 5, Picture Books Shulevitz, What is a Picture Book? Picture Books (all posted on D2L) Hutchinson, Pat. Rosie s Walk Raskin. N. Nothing Ever Happens on My Block Pin, I. When I Grow Up I Will Win the Nobel Peace Prize Nodelman, How Picture Books Work Picture Books (all posted on D2L) Hyman, Trina, Snow White Burkert, N. E. Snow White Say, Alan. Tea with Milk Locate and examine one example each of 1. alphabet books 2. counting book 3. engineered book (pop-up or lift-the-flap) Vardell, Chapter 4, Poetry for Children Horning, Chapter 4, Poetry Hesse, Karen. Newbery Acceptance Speech Burkey, Mary. Sounds Good to Me Novel in Verse: Hesse, Out of the Dust Creech, Sharon, Love That Dog Picture Books: Greenfield, Eloise. Nathaniel Talking Janeczko, Paul. A Poke in the I OR Lewis, Patrick, Doodle Dandies: Poems That Take Shape Prelutsky, Jack. Awful Ogre s Awful Day Silverstein, Shel. Where the Sidewalk Ends Hoberman, M. A. You Read to Me, I ll Read to You: Very Short Stories to Read Together Listen to: an audiobook of your choice targeted for children up to age 12. Do not choose a read-along title. Horning, Chapter 6. Five Easy Readers and/or Transitional books of your choice (a total or 5, not 5 of each) Resource: See links and text for bibliographies of easy readers and transitional books ALA, Challenged and Banned Books Jenkins. Book Challenges 6

7 Week 5 October 4 Week 6 October 11 Folklore Folklore Variants, Parodies, Fractured Fairy Tales Controversial Picture Books: Read any three of the following titles including reviews and any published information about the source of a possible controversy. Anzaldua, Gloria. Friends from the Other Side Brannen, Sarah. Uncle Bobby s Wedding Bunting, Eve. Fly Away Home Buntin, Eve & Diaz, David. Smoky Night Gomi, Taro. Everyone Poops Herron, Carolivia. Nappy Hair Maruki, Toshi. Hiroshima, No Pika Myers, Walter, D. Patrol: An American Soldier in Vietnam Newman, Leslea & Souze, Diane. Heather Has Two Mommies (10 or 20 year anniversary edition) Parnell, P. and Richardson, J. And Tango Makes Three Sendak, Maurice. In the Night Kitchen Willhoite, Michael. Daddy s Roommate or Daddy s Wedding Wild, Margaret. Let the Celebration Begin Due October 3: Focus on Caldecott Paper Vardell Chapter 3 Traditional Tales Horning, Chapter 3 Traditional Literature Picture Books: Mother Goose: Opie, I. Here Comes Mother Goose Cumulative Tale Winter, J. OR Taback, S. The House That Jack Built Talking Animals Three Little Pigs (any traditional version) Noodle Head Any Strega Nona story with Anthony Fairytales Zelinsky, Paul. Rumpelstiltskin Tall Tale Lester, Julius. John Henry Fables Any collection of Aesop intended for children Mythology your choice Pourquoi Aadema, Verna. Why Mosquitoes Buzz in People s Ears (video is included) Listen to Ashley Bryan reading Beautiful Blackbird (D2L) Cummins, Julie. Fractured Fairy Tales Parsons, Linda. Ella Evolving Novel: Levine, Gail. Ella Enchanted. Watch: Disney, Cinderella (video) AND your choice of Ella Enchanted, Ice Princess or Ever After (should be readily available locally) Picture Books: Read All Jackson, Ellen. Cinder Edna. Pinkney, Jerry. Talking Eggs Fleischman, P. & Paschkis, J. Glass Slipper, Gold Sandal: 7

8 Week 7 October 18 Week 8 October 25 Science Fiction and Fantasy Biography a Study in Perspective A Worldwide Cinderella Steptoe, John. Mufaro s Beautiful Daughters Louie, Ai-Ling. Yeh-Shen, a Cinderella Tale from China Martin, Rafe. The Rough-Face Girl Browse: Cinderella study site: Vardell, Chapter 7 Fantasy Carter, Betty. Not the Newbery: Books That Make Readers Read all: Babbitt, Natalie. Tuck Everlasting L Engle, Madeleine. A Wrinkle in Time (review if you read it long ago) Stead, Rebecca. When You Reach Me Watch: a science fiction or fantasy of your choosing (90 minutes minimum) Reading Due: Vardell, pp Sutton, Rover. An Interview with Russell Freedman Freedman, Russell. Will the Real Abe Lincoln Please Stand Up? Read: Bridges, Ruby. Through My Eyes Coles, Robert. The Story of Ruby Bridges Watch: Disney, Ruby Bridges (video on D2L) Read: a recent biography (with at least one review) of your choice. Week 9 November 1 Week 10 November 8 Informational Books Contemporary Realistic Fiction Focus: Tight Times and Children with Disabling Conditions Vardell, Chapter 8 Informational Books Horning, Chapter 2 Information Books Ford, D. More Than Facts Montgomery, Sy. Kakapo Rescue: Saving the World s Strangest Parrot. Choose one Orbis Pictus award winner from Picture Book: Leedy, Loreen. Measuring Penny (posted) or any other Leedy informational picture book Any book from the Magic School Bus series Due November 7: Comparison Study of Non-Fiction Texts Vardell, Chapter 5 Contemporary Realistic Fiction Horning, Chapter 7 Fiction Tight Times (read at least one) Patron, Susan. The Higher Power of Lucky Conly, Jane Leslie. While No One Was Watching Leal, Ann Haywood. Also Known As Harper 8

9 Week 11 November 15 Week 12 November 29 Week 13 December 6 Week 14 December 13 (short week) Historical Fiction: WW II on Three Continents Focus on Newbery Award Series Books and Graphic Novels Multicultural Children s Literature Children with Disabling Conditions (read at least one) Gantos, Jack. Joey Pigza Swallowed the Key Lord, Cynthia. Rules Draper, Sharon. Out of My Mind Vardell, Chapter 6 Historical Fiction Read All: Choi, Sook Nyul. Year of Impossible Goodbyes Roy, Jennifer. Yellow Star Picture Books: Bunting, Eve. So Far From the Sea Mochizuki, Ken. Baseball Saved Us Due November 21: Historical Fiction PowerPoint November 22: Thanksgiving Break Garza, M. M. Blacks, Hispanics are Rare Heroes with Newbery Kids Medal Read: Your choice of two Newbery award winners chosen from (not previously read in this class) AND a book which being discussed as a possible contender for the 2012 Newbery award. Saltman. Groaning Under the Weight of Series Books Ross, Reading the Covers off Nancy Drew Brenner, Robin. Comics and Graphic Novels Ross, C. S. Dime Novels and Series Books Choose a series. Clear choice with instructor. Read at least two titles, research author and full list in series, age level and interest. Create a video booktalk to share with class. Read two graphic novels of your choice, one targeted to lower elementary and one to upper elementary. Due December 7: Series Video Booktalk CCBC. Multicultural Publishing Statistics Short & Fox, the Complexity of Cultural Authenticity Read any THREE of the following: Tingle, Tim. Crossing Bok Chitto: A Choctaw Story of Friendship and Freedom Hunter, Sara. The Unbreakable Code Lacapa, Kathleen. Less Than Half, More Than Whole Smith, Cynthia. Jingle Dancer Maher, Ramona. Alice Yazzie s Year Campbell, Nicola L. Shi-shi-etko Due December 16: Award Annotated Bibliography Reading Log 9

10 Class Discussion Engaged and thoughtful participation in class discussion is the single most important element of online courses. Therefore, it is essential that you complete assignments, e.g., the readings, contribute comments and questions that propel the discussion forward, and respond to your classmates. With the aim of encouraging thoughtful, intelligent discussions, I highly recommend that you prepare discussion questions or comments on each title that we read in common. Here is a possible formula: begin your posting with issues/themes you noticed from the reading. Back up your comments with reviews and other professional sources.. Then move toward topics you would like to discuss with your classmates. Always keep in mind K. T. Horning s reminder on pg. 5 of Cover to Cover, It is your professional responsibility to try to take your evaluation beyond a personal response. Finally, as this is a classroom, be sure to read and respond to your colleagues comments as you would in an onsite setting.. You are expected to read all posts in your group and I highly recommend reading posts from both groups as often as you can. I expect you to post at least three times a week, first post by Thursday evening at the latest! Failing to post the minimum of three times per week will result in a reduction of your attendance grade. If you find that unexpected circumstances will prevent you from meeting this expectation, please alert me by as soon as you are able so that you may be excused. Your participation in discussion will be graded using the following rubric: Distinguished--A Proficient--B Basic--C Always well prepared for discussion. Evident that individual has completed reading the entire assignment prior to discussion week. Brings additional material to discussion. Engages classmates in dialogue that adds synthesis, clarification and significant dimension to discussion. Prepared for discussion most of the time. Evident that individual completed most of the reading prior to discussion week. Comments are mostly well supported and show above average thought. Supports and engages classmates. Prepared for discussion some times. It was not evident that student completed reading prior to discussion period. Comments show little thought. Posts are isolated from class dialogue. Consistently contributes comments that demonstrate critical and insightful analysis of the material. Consistently contributes to discussions in messages of constructive length not too brief, not too wordy. More often than not comments that demonstrate critical and insightful analysis of the material. More often than not contributes to discussions. Sometimes contributes comments that demonstrate critical and insightful analysis of the material. Sometimes contributes to discussions. Consistently handles Disagreements are Participant tends not handle 10

11 disagreements regarding book in a professional and courteous manner. Supports position with specifics from the text or reliable sources. sometimes managed in a professional and courteous manner. Supports position with specifics from the text or reliable sources much of the time. disagreements in a professional manner. Cannot support ideas with the text or other reliable sources. No Post Period! In an effort to manage the workload and to separate one week from the next, Monday is NO POST DAY for students. A new week (and unit) begins on Tuesday.. The new week s discussion focus will be posted by Sunday. Written Assignments The following assignments are to be submitted to the class dropbox by midnight (your time zone) of the date noted. Time extensions must be cleared in advance. All assignments should be written in good essay form with an introduction, body, and conclusion. Please follow MLA guidelines for citations of direct quotes and paraphrases. Include a bibliography. Focus on Caldecott Winners (Due October 3) In order to fully appreciate the body of work that has marked the Caldecott award through the years, you will want to look at as many of these books as you can. I think it is best to gather as many as possible (some libraries have them easily identified; in others, you ll have to gather them with a list from the ALA website) and arrange them in chronological order, earliest to present. This way you can note the evolution of the picture book. You will notice a leap when developments in publishing opened wonderful possibilities in color and design. Remember that, although there is certainly interplay between text and illustration, this award is to the illustrator for the art and that is where your focus should be. A review of the Caldecott criteria and the historical perspective from the article The Art of the Picture Book (Kiefer) will help maintain this focus. After you have paged through the Caldecott winners, choose one of these three options: 1. (broad view).write an essay that summarizes the Caldecott books, decade by decade What is distinctive? How do the books compare with one another in terms of theme, mood, genre, design? What do you notice about the use of color, texture, and the types of media used by the illustrators? (The Horning text will help define these terms.) 2. (focused view).choose five of these books that stand out for you and write an essay describing, comparing and contrasting them in detail. Include your reasons for choosing these titles. 3. Choose one of the winning illustrators (or a pair like the Dillons), research and write a biographical essay that covers the illustrator s career, body of work, methodology. Include your personal reason for choosing this person. These papers should be 5-7 pages long, not including references. Comparative Study of Nonfiction Texts (Due November 7) Publishers will ply you with a dizzying barrage of flashy catalogs and brochures for their non-fiction items, which often are produced in series. How do you make the best choices from among several competing possibilities? Your textbooks offer detailed criteria for evaluating nonfiction. To put these criteria to a test, 11

12 Choose two recent non-fiction books on the same topic, at about the same reading level. They will probably be in the same Dewey classification. Do a detailed analysis of the two books based on the criteria in the textbook and any other resources you may find. Compare, contrast, and evaluate. Look for reviews. We ll assume you only have the funds to purchase one of these books. Which will you choose and why? Length: 4-5 pages in good essay form with introduction and conclusion. Historical Fiction PowerPoint Photo Essay (Due November 21) Many young readers of historical fiction need to see images related to the text to fully understand and connect with the historical moment and events. In that vein, I would like you to compose a PowerPoint presentation of primary source documents to accompany a book of children s historical fiction. Your target audience is the child reader who is in the process of or has already read the book. First, select a piece of historical fiction of interest to you. This might be a book that the students in your school or community read often. While reading the book note the moments where you could provide an archival photograph to help child readers understand the book more fully. For example, if you choose Karen Hesse s Out of the Dust, a story about the Dust Bowl, you might decide to include images of dust storms. Again, choose that which is most appropriate to illuminate the book. One of the first places you might choose to check for photographs is the Library of Congress Prints and Photographs Online Catalog online at Digital History is a website with links to images of various countries and historical moments. You can find them at Another great source is Your presentation should consist of the following: A title page A brief (one slide, 24 pt. font or larger) summary of the book At least 12 images with short explanatory captions relevant to the story Include short quotes from the book where appropriate Copyright material References This list covers the minimum requirements for the assignment. Feel free to embellish upon this list as you see fit. Follow general PowerPoint guidelines for good presentations, especially for limits of text amount and font size. You may substitute a different presentation program for PowerPoint such as Prezi or Glogster. Series Video Booktalk (Due by December 7) See description under Week 13, December 6. Post to class forum AND to dropbox. Annotated Bibliography : Awards and Best-of-the-Year Lists (Due December 16) 12

13 This assignment encourages you to read award winning children s literature from diverse lists. Please choose a chapter book from 10 of the following awards. Do not choose books that are targeted to Young Adults (over age 12). 1. American Indian Youth Literature Award 2. Odyssey Award 3. Asian Pacific American Award for Literature 4. Carter G. Woodson Book Award 5. Jane Addams Children s Book Award 6. Schneider Family Award 7. Outstanding Science Trade Books (NSTA) 8. Pura Belpre Award 9. Amelia Bloomer List 10. Batchelder Award 11. Coretta Scott King Award 12. Young Readers Choice: Pacific Northwest Library Association After a brief description of the each award s focus and criteria (in your own words), write a bibliographical annotation for each book. Begin with a complete citation, following K. T. Horning s example pg. 172.Next, write a paragraph that provides a brief summary and critique of the book. The critique is more valuable than the summary. As with professional reviews, you should limit each annotation to 250 words, note the age of the intended audience and the number of pages. Finally, be sure to state whether or not you recommend the book and why. This paper must include an introduction and a conclusion in good essay form. Reading Log (Due December 16) You are required to keep a log of the children s materials you read (and hear) during the semester. This is best done in a spreadsheet format. List author, illustrator, title, and finally a few phrases that will help you recall the book when the course is over and you are working on an acquisitions list or storytime with a hot deadline. You may add additional columns such as publisher as you anticipate future need. Certification Students For students who are meeting the requirements for 902 Library Media Certification in the state of Wisconsin, this course addresses the following standards and benchmarks: Professionalism 1.3 student will be able to demonstrate awareness of local, state, regional and national professional associations and publications. Access 3.7 student will be able to encourage Intellectual Freedom, free inquiry and access to information. Collection Management and Use 4.2 student will be able to identify and apply criteria appropriate for evaluating resources and accompanying technology in all formats and at all grade levels. 4.3 student will be able to use appropriate collection management principles and procedures for selection and evaluation of resources in collaboration with teachers 13

14 4.4 student will be able to develop a partnership with faculty to ensure that collection includes resources appropriate to learner abilities, interests, needs and learning styles. 4.5 student will be able to ensure that evaluation and selection process reflects cultural diversity and pluralistic nature of American society and supports variety of instructional strategies and learning styles. Leadership 7.4 student will be able to plan for development of students reading, listening, viewing and critical thinking skills. 7.6 student will be able to motivate and guide elementary and secondary students in appreciating literature. 7.7 student will be able to demonstrate knowledge of children s and YA literature, including multicultural literature, as well as related media. University Policies It is your responsibility to be aware of the following university policies: 1. Students with disabilities. Verification of disability, class standards, the policy on the use of alternate materials and test accommodations can be found at the following: 2. Religious observances. Policies regarding accommodations for absences due to religious observance are found at the following: 3. Students called to active military duty. Accommodations for absences due to call-up of reserves to active military duty should be noted Incompletes. The conditions for awarding an incomplete to graduate and undergraduate students can be found at the following: 5. Discriminatory conduct (such as sexual harassment). Definitions of discrimination, harassment, abuse of power, and the reporting requirements of discriminatory conduct are found at the following: 6. Academic misconduct. Policies for addressing students cheating on exams or plagiarism can be found at the following: 7. Complaint procedures. Students may direct complaints to the head of the academic unit or department in which the complaint occurs. If the complaint allegedly violates a specific university policy, it may be directed to the head of the department or academic unit in which the complaint occurred or to the appropriate university office responsible for enforcing the policy. 8. Grade appeal procedures. Procedures for student grade appeal appear at the following: 9. Final examination policy. Policies regarding final examinations can be found at the following: COMPETENCIES ADDRESSED: The course meets the following ALA competencies: Foundations of the Profession The ethics, values, and foundational principles of the library and information profession. 14

15 The role of library and information professionals in the promotion of democratic principles and intellectual freedom (including freedom of expression, thought, and conscience). National and international social, public, information, economic and cultural policies and trends of significance to the library and information profession. The techniques used to analyze complex problems and create appropriate solutions. Effective communication techniques (verbal and written). Information Resources Concepts, issues, and methods related to the acquisition and disposition of resources, including evaluation, selection, purchasing, processing, storing, and weeding. Organization of Recorded Knowledge and Information (N/A) Technological Knowledge and Skills (N/A) Reference and User Services The concepts, principles, and techniques of reference and user services that provide access to relevant and accurate recorded knowledge and information to individuals of all ages and groups. Techniques used to retrieve, evaluate, and synthesize information from diverse sources for use by individuals of all ages and groups. Research The central research findings and research literature of the field. Continuing Education and Lifelong Learning The necessity of continuing professional development of practitioners in libraries and other information agencies. 15