As a Sinsinawa Dominican sponsored institution, Dominican University prepares students to pursue truth, to give compassionate service and to participate in the creation of a more just and humane world. (Dominican Mission)

Dominican University

Graduate School of Library and Information Science

LIS721 01: Library Materials for Children

Fall, 2007

Wednesdays 9 a.m.-Noon

Contact Info:

Janice M. Del Negro

Crown 323

708.524.6871

jdelnegro@dom.edu

Office Hours (appointments strongly suggested):

Tuesdays 3-4 p.m.

Thursdays 1-2 p.m.

Other times by appointment

The goal of this course is to provide graduate library school students with an understanding of the scope of contemporary children’s literature in the United States, to acquaint them with the tools necessary to effectively address children’s literature collection development issues, and to kindle the enthusiasm and intellectual curiosity needed to pursue mastery of this ever-burgeoning field.

Reaching this goal will enable students to:

· apply the skills, techniques, and established criteria for evaluating, researching, reviewing, and selecting books for children

· demonstrate a knowledge of professional journals, collection development resources, and internet websites that support the evaluation, selection and discussion of children’s literature

· describe the current trends, selection issues and enduring characteristics of materials for children

· identify major authors, illustrators, and critics of materials for children

· demonstrate a basic understanding of children’s interests and developmental needs and apply that understanding to selecting materials for children, ages birth–12

We’re fortunate, you know. Too many people in this world spend their lives doing work that doesn’t really matter in the great scheme of things. But bringing children and books together does matter. -Katherine Paterson

Required Texts

Horning, Kathleen. From Cover to Cover: Evaluating and Reviewing Children’s Books. HarperCollins, 1997.

Silvey, Anita, editor. The Essential Guide to Children’s Books and Their Creators. Houghton Mifflin, 2002.

Books for Required Reading (see weekly assignments):

It is not required that you purchase all the books for required reading. Most of the titles can be found in public and school libraries. If you prefer to start your own professional library, many of these titles are available in paperback and can be purchased at trade bookstores or online from amazon.com.

Course Requirements

Class Participation: Come to every class on time prepared to participate in discussions and group activities related to the assigned books and any other assignments. Through discussion students demonstrate that they have read and reflected upon the materials assigned. My classes are defined by communication and collaboration: open discussion is the rule; any question or comment is relevant and valid. Habitual lateness and/or absences will affect your class participation grade. Infrequent class participation will substantially lower your overall grade for this course. (20%)

Complete the following five projects to hand in and/or present to class:

1) Review a fiction title for children, ages 9-12; due October 31 (15%)

2) Create an annotated, theme-based, 15 title booklist/talk; sign up for date (20%)

3) Compare and contrast 2 non-fiction titles on the same topic, one for preschool/primary ages and one for Gr. 4-6; due December 5 (10%)

4) Report on selected Author/Illustrator of the Week; sign up for date (15%)

5) Reader’s Theater group project; due December 19 (20%)

Format for Written Assignments

Written work should be double-spaced with 1 or 1.5 inch margins, with no less than 12 point type.

No title page is required. Your name, the class number (LIS 721 01), the name of the assignment, and the due date, single-spaced, should be on the upper left hand corner of your written work. Please include your name in 10 point type in the footer of all standard format assignments

GRADING

Grades are based on:

quality of written work (Spelling, punctuation, and grammar count.)
comprehensive attention to the assignment topic
comprehensive attention to the assignment requirements
clarity of organization
quality of oral presentations
visible demonstration of effort
class participation

Infrequent class participation will substantially lower your overall grade.

Professional, grammatically correct writing is expected. To state this requirement plainly, spelling, punctuation, and grammar count. If this is a problem, find someone whose skills you trust to proofread your written work, or go to the Academic Resource Center (Lower Level, Parmer Hall, 708/524-6682) for assistance. Please remember that spell-check is fallible.

The great thing about revision is that it's your opportunity to fake being brilliant. ~Will Shetterly

All assignments must be turned in by the due date in order to receive full credit. Due dates are not flexible unless an agreement is made with the instructor at least 24 hours in advance of class time on the due date. Emergencies will be handled on a case-by-case basis.

Academic Honesty and Integrity

"All students of the GSLIS are expected to observe high standards of academic honesty and integrity. Any student whose conduct violates such standards may be subject to disciplinary action as determined by due process." (GSLIS Bulletin, p. 48)

Plagiarism is unethical and unprofessional and will result in project failure. Each student is responsible for understanding what plagiarism is and how to avoid it. See Purdue University's "Avoiding Plagiarism," http://owl.english.purdue.edu/handouts/research/r_plagiar.html or Indiana University's "How to Recognize Plagiarism", http://education.indiana.edu/~istd/test.html if you are unsure about what is and what is not considered acceptable behavior when using other people's words and ideas.

Please note: According to the GSLIS Grading Policy, the grade for “good, solid work” that “demonstrates strong comprehension of the course materials” is a B+, not an A. Please see the policy that follows for additional clarification.

GSLIS GRADING POLICY (Effective 12/15/2004)

The faculty of GSLIS Dominican uses the following guidelines when grading.

Grade	Numeric Equivalent	Definition
A	4.0	Outstanding achievement. Student performance demonstrates full command of the course materials and evinces a high level of originality and/or creativity that far surpasses course expectations; nearly flawless work.
A-	3.67	Excellent achievement. Student performance demonstrates thorough knowledge of the course materials and exceeds course expectations by completing all requirements in a superior manner.
B+	3.33	Good solid work. Student demonstrates strong comprehension of the course materials and exceeds course expectations on all tasks as defined in the course syllabus.
B	3.0	Satisfactory acceptable work. Student performance meets designated course expectations, demonstrates understanding of the course materials and performs at an acceptable level.
B-	2.67	Marginal work. Student performance demonstrates incomplete, substandard understanding of course materials, or absence of required work; indicates danger of falling below acceptable grading standard.
C+	2.33	Unsatisfactory work. Student performance demonstrates unsatisfactory understanding of course materials and inability to meet course requirements.
C	2.0	Unacceptable work. Student performance demonstrates incomplete and inadequate understanding of course materials.
C-	1.67	Poor work.
F	0.0	Failing grade.

Course Schedule & Weekly Assignments

September 5 Introduction to course

A brief history of children’s literature and publishing for youth; rise of library services for children.

For September 12:

Read Horning, pp. 87-120; browse Silvey re: authors/illustrators read for this week

WebWork: Explore the following sites:

http://www.zerotothree.org/brainwonders/EarlyLiteracy.html http://www.carolhurst.com/subjects/criticalpicture.html

http://falcon.jmu.edu/~ramseyil/concept.htm

Reading list: Picture Books

All really good picture books are written to be read five hundred times.

~Rosemary Wells

September 12: Genres in Children’s Literature: Picture books

The library audience: infants, toddlers, and preschoolers

For September 19:

Read Silvey, pp. 74-75; browse Silvey re: authors/illustrators read for this week

WebWork: Explore the following sites:

http://www.monroe.lib.in.us/childrens/predict.html

http://picturingbooks.imaginarylands.org

http://www.lib.muohio.edu/pictbks/

www.ala.org/alsc/caldecott.html

Reading list: Caldecott Medal and Honor Winners

September 19: Caldecotts; Picture books for older children

The Caldecott Medal, history & process; beginning and transitional readers

For September 26:

WebWork: Explore the following sites:

http://picturingbooks.imaginarylands.org

Caldecott Manual:

September 26: Mock Caldecott Discussion

For October 3:

WebWork: Explore the following sites:

http://www.lis.uiuc.edu/puboff/bccb/

http://slj.reviewsnews.com/

Children’s Literature Comprehensive Databases (Crown Databases)

Novelist K-8 (Crown Databases)

A book worth reading only in childhood is not worth reading even then.

~C.S. Lewis

October 3: Reference & Collection Development Tools

For October 10: Read Horning, pp. 121-148; Silvey, pp. 135-138 and pp. 80-81; browse Silvey re: authors/illustrators read for this week

Read Silvey, pp. 8-10; browse Silvey re: authors/illus. read for this week

WebWork: Explore the following sites:

http://www.fairrosa.info/readingroom.html#classics

http://www.lib.usm.edu/%7Edegrum/

www.readingrockets.com

http://www.weberpl.lib.ut.us/booklists/books.php?BookListID=29&SortOrder=Author

Reading list: Easy Readers & Transitional Books; Classics

October 10: Easy readers and transitional books; Classics

October 17:

Read Horning: pp. 149-175; Silvey, pp. 301-304; browse Silvey re: this week’s authors/illus.

WebWork: Explore the following sites:

http://childrensbooks.about.com/cs/reluctantreaders/a/reluctantreader.htm

http://www.ala.org/ala/booklinksbucket/graphicnovelsforyounger.htm

http://www.reading.org/publications/reading_today/samples/RTY-0408-boys.html

Reading list: Realistic and General Fiction

October 17: Realistic and General Fiction

For October 24: Reader’s Theater Prep Night

Plan your project: decide what sort of reading selection you prefer to use, how you will handle the written part of the assignment, etc. Discuss your understanding of Reader’s Theater in light of the recommended websites and come to class next week with any questions.

WebWork: Explore the following sites:

http://www.literacyconnections.com/ReadersTheater.html

http://www.teachingbooks.net/

http://www.cdli.ca/CITE/langrt.htm

www.aaronshep.com/rt

http://www.loiswalker.com/catalog/teach.html

Reading list: Bring possible choices for your presentation

You must write for children the same way you write for adults, only better.

~Maxim Gorky

Drama, as many teachers are discovering, is not only fun and natural for children, it also encourages emotional growth, motivation, and engagement. One form of drama, known as Reader's Theater, has been found to be particularly effective in building reading fluency. Called simply "RT" by many advocates, Reader's Theater can also boost listening and speaking skills, enhance confidence, and transform reluctant readers into book lovers. ~Jennifer O. Precott

October 24: Reader’s Theater Prep Night

For October 31:

Read Silvey, pp. 315-320; browse Silvey re: authors/illustrators read for this week

WebWork: Explore the following site: www.mysterywriters.org

Reading list: Mysteries and the Supernatural

October 31: mysteries and the supernatural

For November 7:

Read Horning, pp. 176-194; Silvey, pp. 198-202; pp. 439-440; 430-432; browse Silvey re: authors/illustrators for this week

WebWork: Explore the following site:

http://teacher.scholastic.com/lessonrepro/lessonplans/instructor/social1.htm

Reading list: Historical Fiction; Adventure, Survival & Sports

November 7: Historical Fiction; Adventure, Survival & Sports

For November 14:

Read Horning, pp. 22-45; Silvey, pp. 217-21; browse Silvey re: authors/illustrators read for this week

WebWork: Explore the following site:

http://falcon.jmu.edu/~ramseyil/nonfictcriteria.htm

Reading list: Non-fiction

*Fiction Review Due

November 14: Non-Fiction

For November 28:

Read Horning: pp. 69-86; Read Silvey: pp. 439-440; 430-432; & 357-61; Read Horning, pp. 46-68; Silvey, pp.1-2; 15-19 & 184-185; browse Silvey re: authors/illustrators read for this week

browse Silvey re: authors/illustrators for this week

WebWork: Explore the following sites:

http://www.cbcbooks.org/ http://www.kn.pacbell.com/wired/fil/pages/listpoetrymr14.html

Reading List: Poetry & novels-in-verse; Folk and Fairy tales

The sound of a word is at least as important as the meaning. ~Jack Prelutsky

A good poem contains both meaning and music. ~Eve Merriam

November 28: Poetry and Novels in Verse

For December 5:

Read Silvey, pp. 148-151; browse Silvey re: authors/illustrators read for this week

WebWork: Explore the following sites:

http://www.mythsoc.org/awards.html

http://www.ala.org/ala/booklist/booklist.htm

Read the following articles by Betsy Hearne:

“Cite the Source: Reducing Cultural Chaos in Picture Books, Part One”

School Library Journal, July 1993; http://www.lis.uiuc.edu/~hearne/cite.html

“Respect the Source: Reducing Cultural Chaos in Picture Books, Part Two”

School Library Journal, August 1993; http://www.lis.uiuc.edu/~hearne/respect.html

Reading list: Fantasy; Folk and Fairy Tales

*Non-Fiction Comparison due

Fantasy's hardly an escape from reality. It's a way of understanding it.

~Lloyd Alexander

Little Red Riding Hood was my first love. I felt that if I could have married Little Red Riding Hood I should have known perfect bliss.

~Charles Dickens

December 5: Fantasy; Folk and Fairy Tales

For December 12:

Read Silvey, pp. 28-30; browse Silvey re: authors/illustrators for this week

WebWork: browse award sites as noted on reading list

Reading list: Award Winners

December 12: Award-winners

December 19: Reader’s theater Presentations

LIS721 01: Library Materials for Children Fall 2007

Reading List

For September 12: Picture Books

Read as widely in this list as possible and make a list of titles read. If you cannot find the particular titles listed, look at other titles by the same author/illustrator. Bring 3 books to class for discussion. Starred (*) books are strongly recommended reading.

Ada, Alma Flor, comp. Mamá Goose: A Latino Nursery Treasury/Un tesoro de rimas infantiles. Hyperion, 2005

Allard, Harry. Miss Nelson is Missing! Houghton, 1977.

Armstrong, Jennifer. Once upon a Banana. Simon, 2006.

Avi. Silent Movie. Anne Schwartz/Atheneum, 2004.

Azarian, Mary. Gardener's Alphabet. Houghton, 2000.

*Bang Molly. Ten, Nine, Eight. Greenwillow, 1988.

Bee, William. Whatever. Candlewick, 2005.

*Bemelmans, Ludwig. Madeline. Simon & Schuster, 1939.

Bryan, Ashley. Beautiful Blackbird. Atheneum, 2003.

Bryant, Sean. A Boy and His Bunny; illus. by Tom Murphy. Arcade, 2005.

Burningham, John. Mr. Gumpy’s Outing. Holt, 1970.

*Burton, Virginia Lee. Mike Mulligan and His Steam Shovel. Houghton, 1939.

*Carle, Eric. The Very Hungry Caterpillar. World, 1969.

Coy, John. Two Old Potatoes and Me. Knopf, 2003.
*Crews, Donald. Freight Train. Greenwillow, 1978.
Cronin, Doreen. Wiggle; illus. by Scott Menchin. Atheneum, 2005.

Denise, Anika. Pigs Love Potatoes. Philomel, 2007.

De Paola, Tomie. Strega Nona. Prentice, 1975.

Ehlert, Lois. Leaf Man. Harcourt, 2005.

Emberley, Ed. Go Away Big Green Monster! Little, 1992.

Emberley, Rebecca. My Colors/Mis Colores; My Numbers/Mis Numeros. Little, Brown, 2000.

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