IST 612: Youth Services for Libraries and Information Centers (Near Final Draft. FINAL VERSION POSTED AUGUST 14, 2017)

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1 1 IST 612: Youth Services for Libraries and Information Centers (Near Final Draft. FINAL VERSION POSTED AUGUST 14, 2017) Prerequisite / Co-requisite There are no pre or co-requisites 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. Members of the class will also join in our own Twitter Book Club. One year, we all read and discussed Out of the Easy by Ruta Sepetys, a historical novel voted by YALSA (Young Adult Library Services Association) from the 2014 Top Ten Best Fiction for Young Adults list. We also read We Were Liars by E. Lockhart in 2015, and recently, we read More Happy Than Not by Adam Silvera. This year, we will read Sword and Verse by Kathy MacMillan. 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. IST 612

2 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. 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 21 st 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; Online and Residency 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; Online and Residency 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; Residency Participation in Oral Storytelling including Multicultural Stories] 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.) Standard 1 addresses teaching for learning. Under Standard 1, we focus on one aspect of Element 1.4, Integration of 21 st -century skills and learning standards: 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- Synchronous Sessions]

3 3 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 towards an information and technology literate society. 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. Harper-Collins, Publisher. (as low as $12.97 through Amazon.com) Atwell, Nancy. (2007). The Reading Zone: How to Help Kids Become Skilled, Passionate, Habitual, Critical Readers. Scholastic. (as low as $14.08 through Amazon.com) Peck, Penny. (2014). Crash Course in Children s Services (2 nd Edition). Libraries Unlimited. (Available through Amazon.com for $45; Kindle Edition is $36.) MacMillan, Kathy. (2016). Sword and Verse. Harper-Teen. 384 pages. ($7.06 hardcover through Amazon; available in Kindle format, as well). Total cost of all books purchased online should be approx. $80. Additionally, the following American Association of School Librarians (AASL) publication can be downloaded for free from the AASL Web site and should be kept as a reference throughout the school media program: AASL. (2007). Standards for the 21 st -Century Learner. Chicago, IL: American Library Association. Download address: andards/aasl_learningstandards.pdf Bibliography/ Texts / Supplies Additional There are several brief course pre-reads 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 9 or 10 years of age. Access it at b) An easy to read table of the stages of adolescent development can be downloaded from c) Implementing the Common Core State Standards: The Role of the School Librarian is downloadable at IST 612

4 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. Please make sure that your computer is loaded with several free applications that you will require for assignments. These include SKYPE and an editing program like Windows Movie Maker or other free software. You will need access to (meaning you do not need to own) a built-in laptop video camera, webcam, ipad, or other mobile device. It will also be helpful if you have established a YouTube account prior to the residency as you may want to upload your booktalks for your own personal evaluation or to use in your future online portfolio should you develop one. 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 filename 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. Class Participation There will be weekly synchronous sessions related to course topics. We will have a general class Twitter account for immediate class communication such hot off the press articles you may discover, news that reflects on any of our course topics, and for communicating or sharing events during our residency. Our general course hashtag is #ist612. In addition, students will be participating in micro-blogging through a Twitter Book Club (TBC) established specifically for this class. If you do not already have a Twitter account, please create one for this class. Finally, your participation in the weekly self-assessment quizzes during the asynchronous sessions will also contribute to your overall participation grade. Please see below for more details. 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. Synchronous Discussions (LIVE SESSIONS) Each week we will reflect on topics for discussion that focuses on an issue related to the school librarian s role. These sessions will relate directly to the synchronous component for that week and will include activities and opportunities for demonstrating teaching, as well.

5 5 Other Ways to Communicate and Share An Ask the Prof Discussion forum is provided so that students may post general courserelated questions to the course instructor. Questions related to your specific situation should be ed directly to the instructor. 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: Late Assignments Late assignments will be downgraded one letter grade per day. Note: Use the LMS to submit late assignments so that they are accurately timestamped. 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 A A B B B C C C- Below 70 F IST 612

6 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. ASSIGNMENT #1: Genre Study (30 points combined individual and team) DATE DUE: Part A (Paper) 24 hours prior to Week 3 Live Session; Part B (Demonstration), during Week 4 Live Session. DESCRIPTION: During the online portion of the first class, you will individually sign up for a two or three-person team to explore selected genres that cover the K-12 range (first come, first served in terms of selection). You will annotate books depending on which grade range you choose in your genre (i.e., 15 annotations if you are taking on the K-3 range). Other members of your team will take on different grade ranges. There are two parts to this assignment, Part A (individual) and Part B (team). During the online portion of the week 4 class (after you have completed the asynchronous portion of Week 4), you will be given time to collaborate with your team member(s) on the creation of a genre lesson for your colleagues (adult audience) that you will demonstrate in the synchronous portion Week 5. and ending with the demonstration of a brief age-appropriate learning activity for elementary, middle, or high school; for the latter activity, your classmates will play the role of students in K-12. You will not have to address academic language in this this assignment as this topic is not introduced until Module 5. At this point, however, you should at least pay attention to any new vocabulary the students can learn in connection with the learning activities. The individual portion of this assignment is valued at 20 points; the team-teaching synchronous presentation is valued at 10 points. ASSIGNMENT #2: Booktalks: Librarians & Children (25 points combined individual and team) DATE DUE: 24 hours prior to Week 6 Live Session; Part B (Demonstration), during Week 7 Live Session. DESCRIPTION: For this assignment, you will read and prepare 3-5 booktalks (3 books if choosing fiction/chapter novels, 5 if using picture books or picture informational books). You will practice booktalking with another student online using Skype or Adobe Connect (I will pair you up). Write a review of one of your booktalks and submit to Amazon.com or GoodReads and provide a link for the instructor. You will also prepare an instructional plan in which children conduct their own booktalks. To guide you through this, you will be provided with a graphic organizer on the IST 612 course site. During the synchronous session in Week 7, you will team up with the same person and present your shared booktalk selecting 1 book each. Each booktalk should be planned to time out at approximately 2 minutes (per person). You will be docked points for deviating more than 30 seconds from this planned timing. The shared booktalk will be video recorded as part of the entire synchronous session for your own reflection. Following the booktalks, each of you will describe or preferably demonstrate a related booktalking activity for children (you will get another minute each to describe your activities). The individual portion of this grade is worth 15 points; the shared booktalk during the synchronous session is worth 10 points. Your colleagues will share a brief scoring/comment sheet with you following your demonstration. (NOTE: Add into a file sharing pod. Download and fill out. THEN AGGREGATE. THINK ABOUT HOW TO DO THIS) ASSIGNMENT #3 (Final Project): Creative Programming and Evaluation (30 points) DATE DUE: 24 hours prior to Week 10 Live Session; Part B (Showcase), during Week 11 Live Session. DESCRIPTION: For this assignment, you will develop a proposal for creative programming in your library along with a plan for evaluation and submit the written portion (Part A) individually

7 7 no later than 24 hours prior to the Week 10 Live Session. Part B is a digital (commercial length) programming promotion created by a team of 3 4 students. You will be given planning time with your team during the synchronous session one week prior to the Showcase due date which is during the Week 11 synchronous session. The individual portion of this assignment is valued at 20 points; the team product and presentation is valued at 10 points. PARTICIPATION: Overall (15 points) DATE DUE: Ongoing; and includes the Twitter Book Club DESCRIPTION: Participation online and individual participation during the synchronous sessions will be evaluated. Each week you can achieve up to 1.25 points for a substantive contribution during each of the 11 synchronous sessions and up to an additional 1.25 points for regular contributions to our course Twitter hashtag. 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

8 Schedule of Weekly Topics and Readings (Readings are NOT linked in syllabus) Week 1 2: Main Topics Role of Children s Literature in Child Development; Transactional Theory; Literary Elements and Reviewing Children s Books; Summer Reading Programs Genres overview; Exploring Urban Fiction and Manga; Connected Learning Framework; Honing skills in reviewing books. Related Learning Outcomes 2, 4 1, 2, 6 Required Readings and Assignments Due (Readings may be updated in modules) READINGS: Peck text, Introduction and Ch. 1 Horning text, Introduction, Ch.1 and 8 READINGS: Peck text, pp (Genres) Horning text, Ch. 2, 4, 7 READINGS: Horning text, Ch. 3 (Traditional Lit.) Peck text, Ch. 5 (Storytime) 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 All Children Ready for School: Approaches to Learning by. M. Conn- Powers Dialogic Reading: An Effective Way to Read to Preschoolers by Whitehurst ASSIGNMENT 1: PART A DUE: Part A (Paper) 24 hours prior to Week 3 Live Session; READINGS: Reaching Teens Subversively through Passive Programming by K. Jensen & J. Parker 4. Creating Learning Outcomes and Learning Targets; Assessing Learning; Topics related to Booktalking; Developing a Learning Segment; Teen Programming 4, 7 The Future of Library Services for and with Teens: A call to action (YALSA Report) Peck text, Ch. 6 (Programming) ASSIGNMENT 1: PART B DUE: Part B (Demonstration), during Week 4 Live Session. 5. 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 Librarian (AASL) Please review (this was a course pre-read).

9 9 Pairing Books for Learning: The union of informational and fiction by A. Baer READINGS: 6. Outcome Based Evaluation of Programs; Logic Models; Theory of Change; Developing a Funding Proposal for a Library Program 6, 10 No additional readings but review OBE resources provided in Week 6 Overview on LMS ASSIGNMENT 2: PART A DUE: 24 hours prior to Week 6 Live Session; READINGS: Peck text, Ch. 7 (Issues) 7. Collection Development; Cultural Competence; Multicultural Diversity in Collections; LGBTQ books in a Diverse Collection; Promoting Diversity through the Human Library 3 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 DUE: Part B (Demonstration), during Week 7 Live Session. READINGS: 8. Collection Development and Diversity Continued; Serving the library needs of children with disabilities; Serving the underserved; Community outreach; Weeding a collection 3 (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) READINGS: 9. Free Voluntary Reading; Motivation and reading rewards; Readers Advisory; Literature Circles; ebook considerations 4, 9 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 IST 612

10 Creative Reading: The antidote to Readicide by R. Small & M. Arnone 10. Digital Storytelling; Transmedia storytelling; Games and storytelling 8, 4 Supplemental Reading The Reading Zone (Atwell text). Skim as many chapters as possible. This book will be a mainstay in your professional collection. READINGS: Differentiating Instruction with Digital Storytelling While Making Connections to Critical Literacy by Figg et al. (research study) 11. Creative Programming Showcase and Course Wrap-up (LIVE SESSION ONLY) 4, 8, 10 ASSIGNMENT 3: PART A DUE: 24 hours prior to Week 10 Live Session; ASSIGNMENT 3: PART B DUE: Part B (Demonstration), during Week 11 Live Session. NOTE: Weekly Credit/No Credit Quizzes to be taken prior to that week s Live Session. 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 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 for an appointment to discuss your needs and the process for requesting accommodations. ODS is responsible for coordinating disability-

11 11 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 useable, 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. 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 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 IST 612

12 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 Marilyn Arnone, Professor of Record for IST 612. The detailed Assignment Instructions follow on next page.

13 13 There are two parts of Assignment #1: ASSIGNMENT #1: Part A Genre Study (a two-part assignment) PART A: Your individual paper that you will create on your own focusing on a specific genre for a targeted grade range. [Value: 20 points] PART B: The online/performance portion where, as a team, you will teach your colleagues about the genre, and then collaboratively demonstrate teaching one activity with your colleagues assuming the role of students in K-12 (they will role-play whatever grade level you want them to be). You will have time during the synchronous session in the week before your team demonstration to coordinate with team members and begin preparing your team teaching demonstration. Part B details follow Part A description. [Value: 10 points] IMPORTANT FIRST STEP: SIGN-UP FOR A GENRE (Students can access 1 week prior to course opening and first come first served.) The first thing you need to do for Assignment #1 is to sign-up for a genre. You can sign up as early as the week before the course officially begins. This is highly recommended so that you can get a start on locating titles in your genre. There are a number of choices for genre studies and most options allow for up to three persons to work with a particular genre but no more than three. This all depends on the number of students in the course. Sometimes, we will have more genres but less grade levels covered. Most genres allow for a choice of three levels: elementary (K - 4), middle (5 8), and high school (9-12). If you are hoping for a particular genre and grade range, you must sign up early as it is first come, first served. Only one person per 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 the live session the week before Part B is due, you will team up with the one or two other students who have selected that genre for other grade levels and plan a teaching demonstration to the class (details for Part B follow). The next week, you will actually teach the genre during the synchronous session. Again, if you have a preference for a particular genre, sign up early so you can get started. DETAILED INSTRUCTIONS FOR PART A PART A: Individual paper (20 points) DATE DUE: Part A (Paper) 24 hours 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 selected. IST 612

14 Write an approximately 10-page publishable paper that: 1. Explores and defines the genre for a target audience of your peers. Think about what this audience 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., elementary, 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 o o o Title for the learning activity 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. Materials and resources needed to conduct the activity Motivational value (i.e. Indicate what about the activity would be motivating to students or would promote interest in reading) 3. Select and annotate titles in your genre for your selected grade range (K-3 grade must have 15 titles) and write an annotation for each one. 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 a bibliography in APA format. There is no deduction for a bibliography that takes 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 (double-spaced except annotations should be single-spaced, 12 point font size, Times New Roman or Arial font) including 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. There may be other headers you prefer to use; it is your choice. 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; 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 signifies that you may need to tighten up your paper.

15 15 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 Discussion Forum for your genre to see who else is covering your genre.) 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 her assessment of your team s performance. 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. Team Teaching One Activity: The second part of your demonstration is where as a team (or individual, if alone) you select one grade level and one activity to demonstrate teaching a genre-related activity. Your audience will switch gears and become your students in the grade range you tell them to be. You must plan ahead how much time out of your total presentation to dedicate to this activity. Remember this is an activity, not a complete lesson. 3. One Two Page Handout in Electronic Form: Each team member should create a 2- page handout that introduces his/her genre and at least one suggested activity from the paper, plus the annotated list of titles. This is to share electronically with the rest of the class. Feel free to single space and reduce font to keep to two pages or less. Place the clearly labeled handout in the Discussion Forum labeled Handouts 24 hours prior to the Week 4 Live Session so they are available to your colleagues. 4. The total time allocated for a 3-person team s genre presentation/demonstration is 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. Thus, think about allocating about 6 9 minutes for the genre presentation to the class covering all grade levels and about 7 10 minutes (max) for an active learning activity for your hypothetical K-12 students. Remember, it always takes longer than you think to carry out an activity! Proportionately, a 2-person team will receive minutes maximum, and a 1-person teaching demonstration will receive 5-6 minutes. These times can be increased when there is a smaller class size. IST 612

16 There are two parts of Assignment #2: ASSIGNMENT #2 Booktalks: Librarians and Children (a two-part assignment) PART A: Your individual Booktalks paper with link to your online written booktalk PART B: The Live Session teaching demonstration with your Booktalk Buddy (partner) to show evidence of booktalking skills followed by brief overviews of your lesson ideas to help students develop their own skills for booktalking. DETAILED INSTRUCTIONS FOR PART A: PART A: Individual Paper/Skype practice/submission to online resource (15 points) DATE DUE: Part A (Paper) 24 hours before Week 6 Live Session DESCRIPTION: 1. Select 3 5 books (3 books if choosing fiction/chapter novels and 5 if choosing picture books or picture informational books; choice of genres/grade level range is up to you). 2. Use the guidelines and links presented in Learning Module Week #4 to assist you in preparing your booktalks. 3. Paper specifics: a. Prepare an introduction to your booktalks that will gain the attention and interest of your target audience/learners (about one paragraph). b. Write up each booktalk providing author, illustrator (if appropriate) and publication information plus the complete booktalk for each one (length should be 2 minutes each + or - :30 depending on your delivery). c. Include a section describing what you learned from the online practice component with your booktalk buddy. (See #4) d. The sections a through c above are all about you as a booktalker. Next, you must 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 acceptable young adult fiction authors across multiple genres (If you prefer to work with middle school students, you may imagine the scenario for that age group or for the elementary level). i. Create a learning segment comprised of three separate but connected lesson plan ideas that would prepare them for this assignment (*these are not fully developed lessons). The lessons may be sequenced over several days or weeks. Consider the following: ii. Possible skills for booktalking you may need to teach iii. What Common Core and AASL or IFC standards you will address iv. How you can use this assignment to help build academic language (for example, what vocabulary do you want students to be able to use in their booktalks? What strategies will you use to both teach and assess academic language?) (This topic is addressed in Weeks 4 & 5.) v. Any teaching methods or active learning strategies you will employ to achieve the learning outcomes for your learning segment. Use the provided help aid /graphic organizer (separate document) to help frame your thinking and then, in two to three pages, describe your lesson ideas, how they build on each other towards the central concept, how you will

17 17 assess their learning. Again, these are not complete lesson plans but rather abbreviated teaching ideas written in paragraph form or formatted in any way that makes sense for you. You will do complete lesson plans with accommodations, etc., in other courses. e. Use 1-inch margins all around and double-space your paper. No page limitations. 4. Online Practice with Booktalk Buddy a. Have Skype or other meeting software loaded on your computer. b. Arrange times with your Booktalk Buddy to practice delivering at least one of your booktalks over Skype. (See Booktalk Buddy List located in the Assignments area; names have been assigned) c. Your Booktalk Buddy (BB) should take notes as you perform in order to provide you with feedback after your performance. You will do the same for your BB. d. Remember to include the above feedback as part of your paper (#3-c). 5. Choose at least one booktalk and submit it to Goodreads.com or Amazon.com as a review (Amazon does not have a formal category for booktalks so it will be left in the Comments for your selected book). You may change the tone of your booktalk to fit an audience of educators for this. Submit the link to your shared booktalk with your paper when you upload to Blackboard. INSTRUCTIONS FOR PART B: (Preparation for your Week 7 Live Demonstration) PART B: Residency Demonstration with your Booktalk Buddy (10 points) DATE DUE: Part B, during Week 7 Live Session. DESCRIPTION: By this point, each of you should have selected 1 booktalk each (from the 3-5 booktalks from your paper) to demonstrate your booktalking preparation and skills for the instructor and class (who will serve as your designated target audience). Prior to the Week 7 synchronous session, you should have Skype-practiced your booktalk with your assigned Booktalk Buddy. Use this time to also discuss student booktalking ideas. Be prepared to give each other helpful feedback. a. You must prepare a suitable brief introduction (about 30 seconds each or 1 minute if combined) for the booktalks that sets the stage for your audience (again, class will assume role of K-12 audience). b. The entire paired booktalk including introduction should not exceed 5 minutes (plus :30 grace per student, if used). Have your books to use during your demonstration. Props are welcomed, too. c. After the instructor and class debriefs (providing constructive commentary on the performance for about a minute), you will each be asked to informally and briefly discuss your learning segment ideas for student booktalks. You may use a slide or two (Powerpoint) to help you present this section, if you wish, and each of you will receive up to two minutes to accomplish this. You do not need to prepare a handout. The entire paired demonstration will not exceed 9 minutes total. NOTE: Each individual booktalk will be timed and if not complete at 2 minutes will be given a :30 grace period and a signal that the 2-minute mark has been reached. If not completed by 2:30, the booktalk will be stopped. If booktalker continues after receiving the stop cue, points will be deducted from the performance of that student. You are asked to review your own performance from the recorded session for self-assessment. End of Detailed Instructions for Assignment #2: See scoring rubric in LMS Assignments. IST 612

18 ASSIGNMENT #3 (Final Assignment): Part A Creative Programming (a two-part assignment) There are two parts of Assignment #3: PART A: Your individual assignment submitted to LMS described in detail below. PART B: The team presentation session (to be delivered online in Week 11) 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: 24 hours 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 the possible scenarios: 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 school 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. 5. School librarians may choose whatever grade range they wish (or all grades, if appropriate). Youth (or Teen) Services librarians also have the choice of which audience to target. 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 pubic library is located in rural, urban, or suburban

19 19 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 words but no more than 1 page, and can be single or double-spaced. 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 mini-lecture 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 but can also include anecdotal evidence, your own or other s experience; what I want to see is evidence that you have thought through the benefits to youth participants. Include as many in-text citations as you can to support your rationale. 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 or AASL 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 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. h. Dissemination. How will you promote your program to your target audience? i. Budget. Estimated expenses by category and budget request of funder. j. References. Include all books, articles, web sites, or other materials and resources used in preparing your proposal. Use APA style. 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: Links to Team Products Due 24 Hours Before Week 11 Live Session; Presentation and Voting Occurs During Week 11 Live Session IST 612