LM-5300.OL Credits: 3 Literature (CRN: )

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1 LM-5300.OL Credits: 3 Literature (CRN: ) Advanced Children s and Young Adult Literature Instructor: Sharon Silva, M.Ed/CAGS Phone: (Emergencies only) smsilva@mail.plymouth.edu or shsilva@comcast.net Course Dates: Online July 05, 2012 to August 17, 2012 (Note: To cover all content, more than one topic will often be covered in a given week.) Description This advanced literature course will survey fiction and non-fiction books for school age students. Genres to be discussed include picture books, traditional literature, modern fantasy, contemporary realistic fiction, historical fiction, multicultural literature, informational books, biographies and graphic books. Students will also explore new issues and trends in literature including technological advancements including e-books and audio books. The target audience for this course is students enrolled in the Library Media Program, but the course is equally suitable for other educators. This course is designed to help the educator evaluate and select appropriate literature to develop and maintain school library collections as well as classroom and instructional libraries. During this course, students will critically discuss current issues in children's and young adult literature. Purpose The course has a three-fold purpose. First, as a survey course, it is designed to assist teachers and librarians in becoming acquainted with the large number of trade and electronic books available for children. A second purpose is to assist teachers and librarians in guiding children toward a more comprehensive, creative, and insightful utilization of children s literature in and outside the classroom and across the curriculum. The third purpose is to facilitate reading specialists who want to develop, implement, and evaluate literature-based programs. The course will explore instructional techniques for teaching language arts. The class will survey and discuss the wide range of children s literature and how such literature can be used to extend children s literary experiences and facilitate language arts instruction. We will examine the role of literature in the personal development of children as well as best-practice instructional techniques for teaching comprehension and appreciation. Essential Questions 1. What is the role of literature in fostering children s cognitive and social development as well as their appreciation of reading? 2. How can understanding and evaluating the different genres in children s literature help with selecting appropriate literature for children and in meeting their needs? 3. In what ways does knowledge of multicultural children s literature apply to teaching in a diverse world? 4. What is the role of children s literature in teaching critical reading in the content areas? 5. How is best practice in reading instruction integrated with teaching children s literature? Rev 06/25/2012 Page 1

2 6. What is the role of the library media specialist in collaborating with the classroom teacher and other educational staff? 7. How can technology motivate students appreciation of literature and improve their reading? 8. How are the New Hampshire Grade Level Expectations, the forthcoming Common Core Standards and the American Association of School Libraries (AASL) Standards for the 21 st- Century Learner met through an understanding of quality children s literature? Texts Required: Lehr, S. S. (1995). Battling dragons: Issues and controversy in children's literature. Portsmouth, NH: Heinemann. ISBN: (Note: This text is dated but thought-provoking. We will supplement with current peer-reviewed articles.) Current Newbery Award Book Gantos, J. (2011). Dead end in Norvelt. New York: Farrar Straus Giroux. ISBN: Current Caldecott Award Book Raschka, C. (2011). A ball for Daisy. New York: Schwartz & Wade Books. ISBN: ISBN: Horning, K. T. (2010). From cover to cover: Evaluating and reviewing children's books. New York: Collins. ISBN: Standards This course addresses components of the New Hampshire Grade Level Expectations, the New Hampshire Certification Standards for Library Media Specialists (Ed j l; 3. b; 4.a, b, g; 5.a f and the American Association of School Librarians (AASL) Standards for School Librarians (1.1, 1.2, 2.1, 2.2, 2.3, 3.1, 4.1) Course Requirements: Choose one - (using peer-reviewed journals) 1. Research an author of children s books or young adult fiction and then present your findings in a three-page paper; prepare a one-page handout for the class highlighting the major impact that your author has made to children s literature. 2. Write a three-page paper on a topic related to children s literature; prepare a one-page handout for the class highlighting key points. (For example, it could be on an historical event, a segment of reading instruction, the impact of e-books on reading or publishing, etc.) Other mandatory assignments- 1. You will upload an audio booktalk based on a contemporary young adult novel or a contemporary non-fiction book for middle grades or higher. 2. You will participate in online discussions and other assignments as outlined below. Rev 06/25/2012 Page 2

3 Grades will be based on: 60% -- Online Participation Students will: Be responsible for a minimum of one original and two response posts for each of eight online discussion threads. Postings should be characterized by clarity of argument, depth of understanding, relevancy and unusual insight or perspective. (AASL Standards 1.1, 1.2) Participate in an online response to literature group based on the current Newbery winner. (AASL Standards 1.2, 2.1) Contribute 10 picture book titles (fiction or non-fiction) of your choice to our virtual class bookshelf; provide a brief, annotated listing of these titles with review sources. Most students will choose a theme for their list. For example, it might be 10 picture books that can be used to introduce the revolutionary war to 5 th graders. (AASL Standards 1.2) Contribute 6 titles that connect to our weekly readings to our virtual bookshelf; provide an annotated listing of these titles with review sources. Note: You do not need to read each book, but you must read reviews of them. These books can be at any reading/interest level. Choose from (AASL Standards 1.2, 4.1) Points 32 Participate in a class survey on Award Winning Books 2 Contribute two current peer reviewed articles to our course content. (AASL Standard 2 1.1,1.2, 3.1, 4.1) Review final papers of peers. 2 Total 60 10% -- Booktalk: Contemporary Young Adult Novel or Contemporary Non-Fiction Book for Middle Grades or Higher (AASL Standards 1.2) 5% -- Reflection Blog (AASL Standards 1.2) 25% -- Research Paper on Author or Topic (AASL Standards (1.1, 1.2, 2.1, 2.2, 2.3) Late Work: Late assignments may be subject to a reduction in grade. Grading Scale: = A = A = B = B 79 = C or lower Syllabus Revisions: This syllabus may be revised during the semester at the instructor s discretion. Academic Misconduct and Statement on Plagiarism: See the PSU Catalog and the PSU Student Handbook for complete discussion of these topics. ADA Statement Plymouth State University is committed to providing students with documented disabilities equal access to all university programs and facilities. If you think you have a disability requiring accommodations, you must register with the PASS office in Lamson library ( ). If you have a Letter of Academic Accommodation for this course from the PASS office, please provide the instructor with that information privately so that the accommodations can be reviewed. Technical Requirements: See PSU Website Rev 06/25/2012 Page 3

4 Tentative Schedule of Topics, Dates and Assignments (Subject to change to meet the needs of students or instructor.) Dates Topic(s ) Readings Assignment(s) Due 07/05/12 07/11/12 Orientation to Course, History of Children s Literature and Background on Children s Books and Publishing Peruse Norton s Anthology of Children s Literature at cl/timeline/index.html and focus in on two topics that especially interest you; Introduction and Chapter 1 (From Cover to Cover). Edit and upload a picture to your profile, participate in the online discussion, sign-up to contribute peer reviewed articles on our class Wiki, check-out our virtual bookshelf. Be thinking about titles for your Non-fiction or YA (Young Adult) booktalk. 07/12/12 07/15/12 Multiculturalism and Book Review Sources Part Two, Chapter 8; Part Three, Chapter 12 (Battling Dragons); any assigned our virtual bookshelf. Ongoing and selfpaced. (See due dates in last column.) Picture Books YA and Non-Fiction Award Books Newbery Caldecott Self-Reflection Blog Begin exploring and reading picture books for our virtual bookshelf/list (The theme is up to you.) Choose and read titles for your YA and non-fiction booktalks. Read current Newbery and Caldecott books. Complete reading From Cover to Cover; be taking notes for your final Blog Post your 10 picture books no later than August 08 th to our virtual book shelf and to the designated area in Moodle. Submit your booktalk title choices by July18 th and the actual booktalk by August 08 th. Contribute to your Response to Literature group discussion re Dead End in Norvelt -- ongoing starting July 15 th through July 29 th. (There will be a pacing guide in Moodle.) Participate in the Caldecott/Newbery Survey by August 12 th. Finish reading From Cover to Cover no later than August 16 th ; Reflection Blog is due August 17 th. 07/15/12 07/18/12 Censorship in Children s Literature Part One (Battling Dragons), any assigned our virtual bookshelf. Review the self-paced section above for any additional items due. 07/19/12 07/22/12 Gender and Family Values Part Two, Chapters 5-7 (Battling Dragons), any assigned Rev 06/25/2012 Page 4 our virtual bookshelf. Review the self-paced section above for any additional items due.

5 07/22/12 07/25/12 Historical & Realistic Fiction Part Three (Battling Dragons), any assigned our virtual bookshelf. Review the self-paced section above for any additional items due. 07/26/12 07/29/12 Heroes and Fantasy Part Four (Battling Dragons), any assigned our virtual bookshelf. Review the self-paced section above for any additional items due. 07/29/12 08/01/12 Let Us Read/Teach Us To Read Part Five (Battling Dragons), Peruse PreK 16 Literacy Action Plan for the 21 st Century found at _k_lit/ and any assigned articles/websites and student contributed Participate in the online discussion (post an article if applicable), post a reviewed title to our virtual bookshelf. Review the self-paced section above for any additional items due. 08/02/12 08/08/12 New Issues and Trends including Graphic Books Afterword (Battling Dragons), any assigned Participate in the online discussion (post an article if applicable), post a reviewed title to our virtual bookshelf. Post a list of the six content titles contributed to our virtual bookshelf to the designated area in Moodle. Review the self-paced section above for any additional items due. 08/09/12 08/17/12 Posting and Responding to Final Projects Read submitted final projects and offer comments on two. * Note: You will also need to participate in any polls/surveys as they appear in the course content. Post your Final Project by August 12 th and Reflection Blog by August 17th. Respond to the final projects (minimum of two) by August 16th. There will also be a course evaluation to complete. If you have not already done so, take some time to review the Caldecott/Newbery Survey, listen to the booktalks, revisit our virtual bookshelf and look over the Annotated Picture Book lists. Rev 06/25/2012 Page 5

6 LM BOOKTALK RUBRIC (Fiction or Non-fiction) (Title must be a Contemporary Young Adult Novel or a Middle Grade to Young Adult Non-Fiction.) Criteria Quality Outstanding Competent Poor Content: (AASL Standard 1.2) 3 pts. Booktalk based on a title published during the past 5 years. Title clearly intended for targeted audience. Booktalk based on a title published 6 10 years ago. Title more appropriate for a younger or adult reader. Booktalk based on a title published more than 10 years ago. Title not intended for a YA audience. Named the title, the author, the illustrator and the genre; book is an exemplar work. May have forgotten to name one or more. Did not name; book is of mediocre to poor quality. Presentation: (AASL Standard 1.2) Demonstrated deep understanding of Demonstrated moderate the book by including most of the understanding of the book. following: character, setting and plot descriptors; offered a cliff hanger or read a short piece; told who might like the book; mentioned other titles by the same author and/or similar books. Polished presentation captured and Organized, but ordinary. maintained audience attention, listeners are anxious to read the book. Showed only a surface level understanding of the book and may not have read it entirely. Lacks organization, seems unprepared, perceived as somewhat boring. 3 pts. Clear, strong, expressive voice. Little expression in voice. Difficult to understand. Vivid descriptions. Ordinary descriptions. Little or no descriptions. Creativity: (AASL Standard 1.2) Booktalk length was appropriate for intended audience. Creative beginning or hook; may have used props and/or multimedia perhaps even theatrical. Booktalk length was slightly too long or too short for the intended audience. Some creativity. Booktalk length was too long or too short for the intended audience. Little creativity lacks originality; more like a dry book review. 2 pts. Reviews: (AASL Standard 1.2) Cited high-quality review sources when originally posting the title, during the booktalk or when uploading the booktalk. Cited reviews were not high quality No review sources cited. 2 pts. Rev 06/25/2012 Page 6

7 LM 5300 REFLECTION BLOG RUBRIC Our text, From Cover to Cover provides an overview of the publishing of children s books as well as insight into the thought process and expertise in evaluating and writing reviews of those books. After reading the book and paying particular attention to Chapter 8, Writing a Review, visit your school or public library (or do some web searching) and peruse some of the recognized review journals and sources such as Horn Book, School Library Journal, Booklist, Kirkus, VOYA, Publisher s Weekly, NY Times Book Review, etc.). Think about your time constraints if you only have time to follow two or three of the review sources, which ones would you follow and why? Do your choices keep you aware of major trends in children s literature including titles that not only address curricular needs but also leisure reading and personal enjoyment? Are multiple formats addressed? If you follow a blog, how do you determine the authority of the blog s author? Will you evaluate children s literature any differently as a result of this course? Your blog entry should be no more than two or three paragraphs and should include references to readings and discussions from the course. Exemplar (5 pts.) Good (3 4 pts.) Inadequate (<3 pts.) No Post (0 pts.) Thoughtfully addressed most of the questions posed in the prompt and referenced course readings. Thoughtfully addressed some of the questions posed in the prompt and referenced course readings. Entry did not meet expectations. Did not post. (AASL Standard 1.2) (AASL Standard 1.2) (AASL Standard 1.2) LM 5300 WRITTEN FINAL PROJECT RUBRIC (AASL Standards (1.1, 1.2, 2.1, 2.2, 2.3) Exemplary Characterized by clarity of argument, depth of understanding, relevancy, and unusual insight or perspective. 15 Well crafted scholarly paper three pages in length with no grammatical or spelling errors. 5 Used APA format (including citations and in-text). 2 Included a creative one page handout/quick reference. 3 Total 25 NOTE: If you are unsure of the formatting for a well-written APA paper, please consult the Lamson Library Website and/or the PSU Writing Center. Rev 06/25/2012 Page 7

8 DISCUSSION RUBRIC Exemplary Very Good Satisfactory Inadequate No Post Posted the correct number of comments Posted succinct comments which connected the course reading material to the discussion content Posted succinct comments which demonstrated an understanding of the course content Posted succinct comments which extended the online discussion and engaged the community Totals NOTE: Think of your online discussions as a conversation -- you are not expected to write a lengthy paper for each topic. Rev 06/25/2012 Page 8

AUBURN UNIVERSITY SYLLABUS

AUBURN UNIVERSITY SYLLABUS 1. Course Number: EDMD 5100-6100 Course Titles: Credit Hours: 3 semester hours Prerequisite: Upper Class Division Undergraduate Corequisite: None 2. Date Syllabus Prepared: December