Dominican University

Graduate School of Library and Information Science

LIS 721 02: Library Materials for Children

Spring 2008

“Again!”

Children all over the world …

kwakhona; zaas; weer; még; lagi; hape; a rithist; ancora; kotéjo; أيضاً; ka kiñeci

indray; denuo; encore; reesht; prêt; denuo; снова; din nou; ar dnòv; eto

อีกครั้ง; futhi; vine; 再; igen; znova; gape; haka'ou; kutis; wieder; πάλι, aris

wasita; novamente; znowu; もう一度; yalu; 'ncòra; igien; n'ètra volta; berriro

engay; 'e novu; jey voi; ancjemò; jälle; taas; opnieuw; 再; adarre;

Course Description: Selection, evaluation and use of media for children in elementary and middle schools and public libraries. Materials in curricular areas are studied along with an examination of the relationships of materials to developmental characteristics and individual differences of the child, to curriculum and recreation, to the exceptional child, and to a multicultural society.

Prerequisites or corequisites: LIS 701, 703, 704.

Instructor Contact Info:

Steven L. Herb, Ph. D.

Follett Chair in the Graduate School in Library and Information Science

Crown 312

708.524.6580

sherb@dom.edu

Class Meeting Times, Dates & Locations:

Saturdays from 9 AM to 5:30 PM, with a 30 minute lunch break

Sunday from 9 AM to 5:30 PM with a 30 minute lunch break

January 26 & 27

February 23 & 24

March 29 & 30

All classes meet in 334 Lewis Hall on the Main Campus in River Forest

Office Hours:

Fridays before class from 3:00 to 5:00 PM

Mondays following class from 9:00 to 11:00 PM

Other hours by appointment

General Information:

Course Application—Graduate level, MSLS Program

Concentration Area(s)—Children’s/Youth Services and Materials

Learned Society Basis—Association for Library Service to Children (ALSC), National Association for the Education of Young Children (NAEYC), International Reading Association (IRA).

Textbooks— Horning, Kathleen.  From Cover to Cover: Evaluating and Reviewing Books. HarperCollins, 1997.

Bang, Molly. Picture This: How Pictures Work. SeaStar Books, 2000.

Supplemental Readings—

Articles distributed in class, assigned children’s books, web sites, and reference sources assigned in class.

Enrollment restrictions—Maximum of 26 students

Academic Integrity Policies and Procedures—LIS 721 will follow the policies and sanctions established by Dominican University and outlined on pages 20-21 in the 2007-2008 Student Handbook and Planner
Overarching Goal for the Course:

LIS 721: Library Materials for Children is a genre-based examination and celebration of children’s literature utilizing a workshop format especially suited for the weekend intensive course. An age-appropriate developmental and curricular learning context will be an additional focus of the course which will be carried out through assigned readings; instructor presentations; student discussions and class presentations; and assignments, in a hands-on, practical environment.

Course Objectives for Students:

Upon successful completion of this course, the student will have achieved the following objectives.

· To demonstrate familiarity with the genres of traditional literature, picture books, readers and transitional literature, poetry and rhymes, informational books, and fiction, through the examination of the literature.

· To understand characteristics of each genre, and issues and problems involved in reading/using each genre.

· To demonstrate knowledge of professional journals, collection development resources, and online sources that support the evaluation, selection, discussion, and use of children’s literature.

· To demonstrate the continuum of children’s literature within genres and the important materials of the last five years.

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

· To articulate one’s responses to literature across a variety of media. To exhibit a wide repertoire of flexible reading strategies for interpreting literature. To read with and against an author. To read with personal enjoyment. To place one’s reading within a framework of social responsibility.

Grading:

GSLIS GRADING POLICY (Effective 12/15/2004—see page 23 of the 2006-2008 GSLIS Bulletin). 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.

Using this scale:

A (95-100 points); A- (90-94 points); B+ (85-89 points); B (80-84 points); B- (77-79 points); C+ (74-76 points); C (70-73 points); C- (65-69 points); F (64 points and below).

Weekend Assignments & Topics:

Assignments Prior to January Weekend Classes:

· Find and bring to class your favorite picture book as a child, your favorite picture book as an adult, and your favor Caldecott award winner.

· Read pages 87 to 120 in From Cover to Cover

· Browse Picture This

Assignments During the January Weekend:

· Read the four Caldecott articles distributed in class on Saturday.

· Bring scissors to Sunday’s class

January Weekend Topics

· Introduction of students

· Favorite picture books from childhood

· Syllabus

· Class contract & contact

· The Lively Art of Picture Books

· Favorite picture books from adulthood

· A sampler of currents, classics, and notables via book and iconographic video

· Megan Lloyd lecture on designing picture books

· Selection of reading diary picture books

· Review Sources for Children Literature

· Books for the youngest humans

· The Baker’s Dozen Family Literacy workshop

· Caldecott workshop

· Caldecott Voting

· Picture This workshop

· Book selecting & distribution for February and March classes

· Groups for March Reading Circle assignment

Assignments before February Weekend Classes

· Finish reading Picture This

· Read pages 1 to 45; 69 to 86, and 121 to 148 in From Cover to Cover

· Select, read, and be ready to share with the class two information/non-fiction books on the same topic, one designed for K-3^rd grade and one designed for 4^th through 6^th grade.

· Select, read, and be ready to share with the class an early reader from the 60s, 70s, or 80s (Minarik, Lobel, Parish, e.g.) and one from the 90s or 00s (use ALSC Notable Books list) ·

· Select, read, and be ready to share with the class a favorite poem appropriate for children from 5 to 12 years old.

· Read the Reading Circle assigned book

· Reading diary for picture books due

February Weekend Topics

· The characteristics of great non-fiction for children

· Sharing information books

· Easy readers workshop

· Anthologies and bibliographies of note

· Poetry slam

· Newbery workshop plans

· Reading Circle Plans with group

· Submit plans for Finding Oneself in a Book to instructor

Assignments before March Weekend Classes

· Finish From Cover to Cover

· Select, read, and be ready to share a folktale or other traditional literature book

· Read Newbery articles distributed in class

· Read the five Newbery books selected by the class in January

· Information book reading diary due

· Finding oneself in a book projects due

· Reader/Transitional book reading diary due

· Poetry reading diary due

· Bring the URL for a favorite children’s literature web site

March Weekend Topics

· A sampling of traditional literature for children

· Sharing traditional literature

· Finding oneself in a book project presentations & assignment due

· Newbery workshop

· Battle of the Newbery of all Newberys

· A pathfinder of important children’s literature sources

· Fiction workshop

· Reading Circle Presentations

Assignments Before Finals Week

· Research papers due

· Traditional literature reading diary due

· Fiction reading diary due

Assignments Summary:

Attendance and Participation. Attend and participate in all classes in a prepared, attentive, and respectful manner. Due to the weekend intensive schedule, any absences must be discussed with the instructor in advance. (20 points)

Reflective Reading Journals. Students will be asked to write journal entries after all classes. In addition, students are to keep a bibliographic journal of 24 children’s books read during the course—approximately 2 titles per genre/special category. This journal will be turned in each month for evaluation and at the completion of the course. (20 points)

Finding Oneself in a Book Project. Students will choose 6 books for a particular child: 2 picture books, 2 non-fiction books, and 2 fiction books. These books must be published since 2000, and they may be included in the Reading Journals noted above. Students will share their choices in class, summarizing the books and describing why each was chosen. This assignment will also be submitted in written form. (20 points)

Literature Circle Project. Students will meet in groups of 3-4 to read a book in common, and to practice techniques appropriate for literature circles. At the completion of their reading, the group of students will design and share a creative presentation that reflects their responses to the story. This book and the groups will be chosen during the January weekend. (20 points)

Research Paper. This final paper allows the student to investigate some aspect of children’s literature of strong interest. It should pertain to the content of the course, but all topics are possible. Topics should be submitted to the instructor for approval at the February classes. A style guide will be distributed in class. It is expected that the length of the research papers will be 10 to 12 pages, double-spaced with bibliographies and references not counting in the page total. (20 points)

University Mission: 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. The University Motto, Caritas et Veritas, characterizes the essence of this mission. We will attempt to live up to this standard in carrying out the work of LIS 721.

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· Sources for book selection in all genres and for all assignments (when not otherwise specified) are the ALSC Notable Children’s Books for any year, other national or noted children’s book awards (except the Newbery and Caldecott), a book rated 1 or 2 in the Horn Book Guide to Children’s and Young Adult Books, a review in any Horn Book Magazine, or a highly recommended review in these journals: School Library Journal, Booklist, Kirkus Reviews, or the Bulletin of the Center for Children’s Books.