This is the syllabus of a previous semester. There will be changes in the Spring 2013 version



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This is the syllabus of a previous semester. There will be changes in the Spring 2013 version.
L&I SCI 645: Library Materials for Children (Online)

Spring 2012

Bonnie H. Withers, MA, MLIS

bwithers@uwm.edu



(414) 229-2792

NWQ 3495

Office Hours

The best way to contact me is through email. I do my best to answer every email message within 48 hours. If you wish to speak with me by telephone or visit via Skype, please arrange a time with me via email. 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, 2008.

Required Text: Horning, Kathleen T. From Cover to Cover: Evaluating and Reviewing Children’s Books, Revised Edition. Collins: 2010.

Recommended Supplementary Resource: Galda, Lee, and Cullinan, Bernice and Sipe, Lawrence. Literature and the Child, 7th edition. Belmont, CA: Wadsworth , 2009.
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. You are expected to spend time in local libraries. Introduce yourself to staff and don’t be afraid to ask for assistance. 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 Promo 10%



Undergraduate Students

Undergraduate students will have adjustments to their projects. Please identify yourself to me early in the semester.


Written Work
All out-of-class assignments must be word-processed using Times New Roman or Arial, 12 point font, and double-spaced (except the annotated bibliography). Please use MLA style. Please do not guess at format; download a style guide. The UWM Writing Center has a fine set of tutorials to refresh your citation skills and to remind you how to avoid plagiarism. 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 but all papers should have a title.

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):




96-100 A 74-76.99 C

91-95.99 A- 70-73.99 C-

87-90.99 B+ 67-69.99 D+

84-86.99 B 64-66.99 D

80-83.99 B- 60-63.99 D-

77-79.99 C+ below 60 F





D2L and Student Privacy:

Certain SOIS courses utilize the instructional technology Desire to Learn (D2L) to facilitate online learning. D2L provides instructors the ability to view both individual data points and aggregate course statistics, including the dates and times individual students access the system, what pages a student has viewed, the duration of visits, and the IP address of the computer used to access the course website. This information is kept confidential in accordance with the Family Educational Rights and Privacy Act (FERPA), but may be used for student evaluation.



Required Books

Textbooks

Vardell, Sylvia. Children’s Literature in Action: a Librarian’s Guide. Westport, Ct: Libraries Unlimited, 2008.

Horning, Kathleen T. From Cover to Cover: Evaluating and Reviewing Children’s Books (Revised Edition). Collins, 2010.
Children’s Literature (Chapter Books) Some are options—consult weekly schedule.

Babbitt, Natalie. Tuck Everlasting. 1975, 2007.


Bridges, Ruby. Through My Eyes, 1999.
Choi, Sook Nyul. Year of Impossible Goodbyes, 1993.
Coles, Robert, The Story of Ruby Bridges, 1995. (picture book)
Conly, Jane Leslie. While No One Was Watching, 2000.

Creech, Sharon. Love That Dog, 2001.

Draper, Sharon. Out of My Mind, 2010.

Gantos, Jack. Joey Pigza Swallowed the Key. 2000.


Hesse, Karen. Out of the Dust., 1997.
Leal, Ann Haywood. Also Known As Harper, 2009.
L’Engle, Madeleine. A Wrinkle in Time, 1962.
Levine, Gail C. Ella Enchanted, 1997.
Lord, Cynthia. Rules, 2008.
Macy, Sue. Wheels of Change: How Women Rode the Bicycle to Freedom (With a Few Flat Tires Along the Way) , 2011.

Montgomery, Sy and Bishop, Nic. Kakapo Rescue: Saving the World’s Strangest Parrot, 2010.


Patron, Susan. The Higher Power of Lucky, 2008.
Roy, Jennifer. Yellow Star, 2006.
Stead, Rebecca. When You Reach Me, 2009.

Videos
Disney, Cinderella

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. Plan ahead and be resourceful. One library may not be able to meet your needs. 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: http://www.ala.org/ala/issuesadvocacy/banned/frequentlychallenged/21stcenturychallenged/index.cfm

Aronson, Marc. “New Knowledge”. Horn Book Magazine, March/April 2011, 57-62.

Bishop, Rudine Sims. “Reframing the Debate about Cultural Authenticity”. Stories Matter .Urbana: NCTE. 2003, 25-36.

Brenner, Robin. “Comics and Graphic Novels.” Handbook of Research on Children’s and Young Adult Literature, Wolf, et. al., eds. New York: Routledge, (2011): 256-266.


Burkey, Mary. “Sounds Good to Me: Listening to Audiobooks with a Critical Ear”. Booklist, June 1 & 15, 2007.
Carter, Betty. “Not the Newbery: Books That Make Readers.” Horn Book Magazine, July/August (2010): 52-56.
.
Ford, Danielle. “More than the Facts: Reviewing Science Books.” Horn Book Magazine, May/June (2004): 265-271.
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, 2008. http://www.bloomberg.com/apps/news?pid=newsarchive&sid=aCT1f48_Qwzo
Hesse, Karen. “Newbery Medal Acceptance.” Horn Book Magazine, July/Aug (1998): 422-427.
Isaacs, Kathleen T. “The Facts of the Matter: Children’s Nonfiction, from Then to Now”. Horn Book Magazine, March/April 2011, 10-18.

“Is Shrek Bad for Kids?”. TIME, May 10, 2007.


Jenkins, Christine A. “Book Challenges, Challenging Books, and Young Readers: The Research Picture.”



Language Arts, Vol. 85, No. 3 (2008): 228-236.
Johnson, Georgia. “One sings… the other doesn’t: The role of ritual in stories about Native Americans.” New Advocate, v8 n2, (1995): 99-107.

Kiefer, Barbara. “The Art of the Picture Book: Past, Present, and Future.” ALA. The Newbery & Caldecott Awards: A Guide to the Medal and Honor Books: 2011 Edition, 11-17.
Nodelman, Perry. “Common assumptions about childhood.” In P. Nodelman (Ed), The Pleasures of Children’s Literature. New York: Longman, 1996: 67-90.
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: 242-258.
Nodelman, Perry and Reimer, Mavis. “How to Read Children’s Literature.” In The Pleasures of Children’s Literature, 3rd edition. Boston: Allyn and Bacon, 2003: 14-24..
Parsons, Linda T. “Ella Evolving: Cinderella Stories and the Construction of Gender-Appropriate Behavior.” Children’s Literature in Education, 35(2), June (2004): 135-154.
Ross, Catherine. “Reading the covers off Nancy Drew: What readers say about series books.” Emergency Librarian. 242(5) (1997): 19-22.
Ross, Catherine. “Dime Novels and Series Books”. Handbook of Research on Children’s and Young Adult Literature, Wolf, et. al., eds. New York: Routledge, (2011): 256-266.
Saltman, Judith. “Groaning under the weight of series books.” Emergency Librarian. 24(5) (1997): 23-25.
Saricks, Joyce. “Annotation Writing.” Booklist, November 1, 2009.
Schliesman, Megan & Lingren, Merri V. “Publishing in 2010”. http://www.education.wisc.edu/ccbc/books/choiceintro10.asp (2011 essay will come later in spring)

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, 3-24.

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, 238-241.
Smith, Vicky. “Newbery 2011.” Horn Book Magazine, July/August, 2011. 35-38.
Sutton, Roger. “An Interview with Russell Freedman”. Horn Book Magazine, Nov/Dec 2002, Vol. 78-6.

(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

January 23



Introductions

Attitudes and Assumptions

How to read children’s literature

Professional Standards


Award Announcements
Review Sources

Vardell, Chapter 1

Horning, Chapter 1 and Chapter 8

Nodelman, “Common Assumptions About Childhood”

Nodelman and Reimer, “How to Read Children’s Literature”


Competencies for Librarians Serving Youth in Public Libraries

http://www.ala.org/ala/mgrps/divs/alsc/edcareers/alsccorecomps/index.cfm

Kiefer, Barbara. “The Art of the Picture Book: Past, Present, and Future”.



Week 2

January 31



Reading Texts: The Content of Picture Books

Reading Illustrations: The Art of Picture Books


Concept books

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

Rathman, P. Officer Buckle and Gloria

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 recent

1. alphabet books

2. counting book

3. engineered book (pop-up or lift-the-flap)



Week 3

February 7



Folklore

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)



Due February 13: Focus on Caldecott Paper

Week 4

February 14



Folklore Variants

Parsons, Linda. “Ella Evolving…”

Time, “Is Shrek Bad for Kids?”


Novel: Levine, Gail. Ella Enchanted.

Watch: Disney, Cinderella (video) AND your choice of



Ella Enchanted, 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:



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: http://www.surlalunefairytales.com/cinderella/index.html



Week 5

February 21



Easy Readers and Transitional
Controversial Picture Books

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”


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 & Diaz, David. Smoky Night

Herron, Carolivia. Nappy Hair

Maruki, Toshi. Hiroshima, No Pika

Myers, Walter, D. Patrol: An American Soldier in Vietnam

Parnell, P. and Richardson, J. And Tango Makes Three

Sendak, Maurice. In the Night Kitchen



Week 6

February 28



Series and Graphic Novels

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”

Read two graphic novels of your choice, one targeted to lower elementary and one to upper elementary.

Last summer, SLJ did a great article on new GN for kids with illustrations, good annotations, and grade level recommendations. See it here:

http://www.libraryjournal.com/slj/home/891089-312/comic_relief_thirty-nine_graphic_novels.html.csp

Due March 5: Series Promo


Week 7

March 6


Science Fiction and Fantasy

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)




Week 8

March 13


Historical Fiction

World War II on Three Continents



Vardell, Chapter 6—Historical Fiction

Read All:

Choi, Sook Nyul. Year of Impossible Goodbyes

Roy, Jennifer. Yellow Star

Picture Books: (on D2L)

Bunting, Eve. So Far From the Sea

Mochizuki, Ken. Baseball Saved Us
Due March 26: Historical Fiction PPT


Week 9

March 27


Contemporary Realistic Fiction

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


Children with Disabling Conditions (read at least one)

Gantos, Jack. Joey Pigza Swallowed the Key

Lord, Cynthia. Rules

Draper, Sharon. Out of My Mind



Week 10

April 3


Informational Materials (Non-Fiction)

Horning, Chapter 2—Information Books

Vardell, Chapter 8—Informational Books

Issacs, Kathleen T., “The Facts of the Matter: Children’s Nonfiction, from Then to Now”

Ford, D. “More Than Facts”

Montgomery, Sy. Kakapo Rescue: Saving the World’s

Strangest Parrot.

Macy, Sue. Wheels of Change: How Women Rode the Bicycle to Freedom (With a Few Flat Tires Along the Way)

Picture Book:

Leedy, Loreen. Measuring Penny (posted) or any other

Leedy informational picture book

Any book from the Magic School Bus series

Due April 9: Comparison of Non-Fiction Titles


Week 11

April 10


Biography

Reading Due: Vardell, pp. 243-246.

Sutton, Rover. “An Interview with Russell Freedman”

Freedman, Russell. “Will the Real Abe Lincoln Please Stand Up?”

Aronson, Marc. “New Knowledge”

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 12

”April 17



Poetry and Audiobooks

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 or other title.

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 or other title.

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 14. Do not choose a “read-along” title designed for reading instruction.


Week 13

April 24


Focus on Newbery


Garza, M. M. “Blacks, Hispanics are Rare Heroes with Newbery Kids Medal”

Smith, Vicky. “Newbery 2011”


Read: Your choice of two Newbery award winners chosen from 2000-2012 (not previously read in this class).

Week 14

May 1


(short week)

Multicultural Children’s Literature

CCBC. “Multicultural Publishing Statistics”

Short & Fox, “The Complexity of Cultural Authenticity in Children’s Literature: Why the debates really matter.”

Johnson, Georgia. “One sings…the other doesn’t: the role of ritual in stories about Native Americans.”
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



Week 15

May 8


(Short Week)

Wrap-up


May 14: Award Annotated Bibliography

Reading Log



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 by responding to the discussion question(s) 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, try for a first post by Thursday evening.I am looking for one original response which responds directly to the questions I have posed, then, later, two or more responses to classmates. 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 email as soon as you are able so that you may be excused.
Discussion grade is divided in half and given at mid-semester and at the end. Your participation in discussion will be graded using the following rubric:


SuperiorA

Satisfactory--B

Below Standard--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. Consistently posts as detailed above.


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.
Usually posts as detailed above.

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.
Inconsistently follows post requirements detailed above.

Consistently contributes comments that demonstrate critical and insightful analysis of the material.

More often than not comments that demonstrate critical and insightful analysis of the material.

Sometimes 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 contributes to discussions.

Sometimes contributes to discussions.

Consistently handles disagreements regarding book in a professional and courteous manner. Supports position with specifics from the text or reliable sources.


Disagreements are sometimes managed in a professional and courteous manner. Supports position with specifics from the text or reliable sources much of the time.

Participant tends not handle 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 and ends Sunday night at 10PM 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 a title, introduction, body, and conclusion. Please follow MLA guidelines for citations of direct quotes and paraphrases. Include a bibliography. You need to supply both in-text citations and end-of-paper list of Works Cited. Citations are needed whether you quote directly (borrow words) or paraphrase (borrow ideas). Failure to follow this practice constitutes plagiarism and will result in serious consequences.
Focus on Caldecott Winners (Due February 13)

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 as well as what you discover about why they were considered distinctive.

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 commentary from reviews, interviews and professional analysis as well as your personal reason for choosing this person. Hint: acceptance speeches are quite enlightening.

These papers should be 5-7 pages long, not including references.
Series Promo (Due byMarch 5) Choose a series from among the many now available to children at several age/grade levels. Email me with your title choice since we want to avoid duplicates. Read at least one title in the series, then prepare a promo (like a movie trailer) that will invite/entice kids to try the series. You may use Voki, VoiceThread, Camtasia Relay, or other image/voice combination. For Voki or YouTube, you’ll supply us with the link. Make your goal for this assignment to have fun!
Historical Fiction PowerPoint Photo Essay (Due March 26)

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 (or Prezi or Glogster or similar software) 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 and homesteads from that time period and area. Again, choose that which is most appropriate to illuminate the book. Please do not choose a book that is already illustrated!
One of the first places you might choose to check for photographs is the Library of Congress’ Prints and Photographs Online Catalog online at http://www.loc.gov/[ovyitrd Digital History is a website with links to images of various countries and historical moments. You can find them at http://www.digitalhistory.uh.edu/images.cfm. Another great source is www.flickr.com (The Commons). Also check Wisconsin Historical Society (much more than just WI) http://www.wisconsinhistory.org/whi/ and our own UW-M libraries Digital Collections.
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.
Comparative Study of Nonfiction Texts (Due April 9)

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,



  • Choose two recent (last 10 years unless theme is technology) 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 (if in a series, sometimes the entire series is reviewed, not individual titles)

  • 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.



Annotated Bibliography : Awards and Best-of-the-Year Lists (Due May 14)
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 14). Two of your choices may be less than 60 pages long.


















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

13. Scott O’Dell Award for Historical Fiction

14. Aesop Prize



After a brief description of the each award including focus and criteria (in your own words and be sure to cite source), 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. A sample annotation will be provided.



Reading Log (Due May 14)

You are required to keep a log of the children’s materials you read (and hear) during the semester. The format is up to you. Students have created spreadsheets and have recently enjoyed keeping the log in LibraryThing or Goodreads. In this case, you would simply supply the hotlink to me. List author, illustrator, title, and finally a few words 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 information 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

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:

http://www.uwm.edu/Dept/DSAD/SAC/SACltr.pdf

2. Religious observances. Policies regarding accommodations for absences due to

religious observance are found at the following:

http://www.uwm.edu/Dept/SecU/acad%2Badmin_policies/S1.5.htm

3. Students called to active military duty. Accommodations for absences due to call-up of

reserves to active military duty should be noted.

http://www3.uwm.edu/des/web/registration/militarycallup.cfm

4. Incompletes. The conditions for awarding an incomplete to graduate and undergraduate students can be found at the following:

http://www.uwm.edu/Dept/SecU/acad%2Badmin_policies/S31.pdf

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: http://www.uwm.edu/Dept/SecU/acad%2Badmin_policies/S47.pdf

6. Academic misconduct. Policies for addressing students cheating on exams or plagiarism can be found at the following: http://www.uwm.edu/Dept/OSL/DOS/conduct.html

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:

http://www.uwm.edu/Dept/SecU/acad%2Badmin_policies/S28.htm

9. Final examination policy. Policies regarding final examinations can be found at the

following: http://www.uwm.edu/Dept/SecU/acad%2Badmin_policies/S22.htm


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.

  • 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.



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