Instructor: Dana Backs
e-mail: drduffy@indiana.edu
Phone: 334-1275
An overview of materials for educational, informational, and literary use by children and young adults and adults. Course will also cover critical selection and analysis, knowledge of age-level developmental stages, and motivational techniques. Materials include print, DVDs and videos, CDs and computer software and web formats. The course is designed to prepare students in the following areas:
a) familiarity with quality materials for children and young adults;
b) development of critical standards for the judgment of literature as well as other media;
c) background knowledge and understanding of developmental stages and trends in the fields of literacy, literature, and media;
d) introduction to motivational techniques for reading and learning;
e) development of a philosophy of selection.
1) To read widely in the professional literature concerning children and young adult materials for an understanding of current trends.
2) To become familiar with different genres of literature available for children and young adults and develop an understanding of the quality and quantity of materials.
3) To become familiar with basic selection and review tools for development of a youth collection.
4) To become aware of award winning, prototype, breakthrough, and popular authors and titles.
Huck, Charlotte, et al. Children's Literature in the Elementary School (8th edition), McGraw Hill, 2003.
Nilsen, Aileen Pace and Donelson, Kenneth L. Literature for Today's Young Adults (6th edition), Addison-Wesley Longman, 2001.
Additional readings will also be assigned throughout the course, and are available at: http://ereserves.indiana.edu/coursepage.asp?cid=1229 (Password for L533 is: pizza) NOTE: The readings may, at times, seem overwhelming. While they are important, you should "browse-and-read", taking special note of information in the highlight boxes and the extremely helpful lists of materials and resources. It is more important that you read and explore the world of children's and young adults' books and media.
Illustrator Presentation – Each student will prepare a 5 minute presentation about a children’s illustrator (to be chosen in class.) 10%
Folklore Assignment – Each student will write a comparison of three versions of a single folktale, or three tales from a single country, origin or culture. 10%
Thematic Bibliography – Each class member will choose a theme for preschoolers (ages 2-5) and compile a selective annotated bibliography. The annotation is not for the child, but the parent. 10%
Book Talk – Each student will present 1 book talk, consisting of 2-4 books, in class. A script or outline will be handed in to the instructor on the day of the book talk. 10%
Book Review – Each student will prepare two book reviews, according to the standards of School Library Journal’s website, of award winning novels for children or young adults. 10%
Non-Fiction Comparison – Each student will compare 2 non-fiction series and prepare a 3-5 page written analysis. 10%
Letter to Parent – Each student will write a response to a written complaint (mock) by a parent about a book (title provided by instructor). 10%
Reading Log –Each student should read (and view) as
many youth titles (print and nonprint) as possible during the semester. Record
basic information to help you remember the book: author, title, year published,
genre, basic plot, quality, anything unusual (strong language, a boy ballerina,
poor editing etc.) Minimum is 70 books (40 picture or non-fiction books, 30
novels.) At least half of the books need to have been written in the last 5
years. Make sure you read from a variety of genres, grade levels and authors.
Books read for assignments count toward the log.
15%
Class Participation – This is a large part of your grade. It is focused mainly on your willingness to participate and your initiative in classroom discussion. Completing oral assignments does not count toward this grade. The readings are designed to help students feel comfortable discussing what may be new subjects. It will be difficult to discuss some topics without doing the readings. 15%
All grades will be assigned according to the SLIS Grading Policy for Master's and Specialist Level Students. See: http://www.slis.indiana.edu/Courses/forms/grades.html. Cite your sources: Indiana University and School of Library and Information Science policies on academic dishonesty will be followed. Students found to be engaging in plagiarism, cheating, and other types of dishonesty will receive an F for the course. For further information, see the IU Code of Student Ethics at http://campuslife.indiana.edu/Code/index1.html.
Late assignments will be accepted late without a penalty on the grade only with the prior consent of the instructor. Assignments submitted late without the prior consent of the instructor will be docked the equivalent of half a letter grade for each day they are late. Missing a class without prior consent of the instructor will drop your final grade by a letter. Incompletes will be given for the course for medical reasons only.
PLEASE NOTE: Fulfilling the requirements for the course as listed in the syllabus is the equivalent of a B. To receive grades on assignments higher than a B, you must show evidence that you have gone BEYOND the expectations for the course.
| Grade | GPA | Description |
| A | 4.0 | Outstanding achievement. Student performance demonstrates full command of the course materials and evinces a high level or originality and/or creativity that far surpasses expectations |
| A- | 3.7 | Excellent achievement. Student performance demonstrates thorough knowledge of the course materials and exceed course expectations by completing all requirements in a superior manner |
| B+ | 3.3 | Very good work. Student performance demonstrates above-average comprehension of the course materials and exceeds course expectations on all tasks as defined in the course syllabus |
| B | 3.0 | Good work. Student performance meets designated course expectations, demonstrates understanding of the course materials and performs at an acceptable level. |
| B- | 2.7 | Marginal work. Student performance demonstrates incomplete understanding of course materials. |
| C+ C |
2.3 2.0 |
Unsatisfactory work. Student performance demonstrates incomplete and inadequate understanding of course materials. |
| C- D+ D D- |
1.7 1.3 1.0 0.7 |
Unacceptable work. Coursework performed at this level will not count toward the MLS or MIS degree. For the course to count toward the degree, the student must repeat the course with a passing grade. |
| F | 0.0 | Failing. Student may continue in program only with permission of the Dean. |
Huck, Charlotte. Children’s Literature in the Elementary School. Ch1.
pp. 3-13 “Children’s literature defined”, and Ch. 2 pp. 45-54
“Books for Ages and Stages”
Huck, Ch. 3, pp. 78-90, and 99-101 “Landmarks in the Development of Books
for Children”
Huck, Appendix B Book Selection Aids
“The Best of the Best 2003.” School Library Journal (March 2003) pp. 28-29 This list may help you decide on some books to read for your reading log.
Note: Children’s Literature in the Elementary School will be referred to simply as “Huck” for the remainder of the syllabus.
Literature for Today’s Young Adults will be referred to simply as “Nilsen” for the remainder of the syllabus.
1. Sept. 2 Introduction to Class
Review of Syllabus
Textbooks & Readings
Review of assignments
Brief history of Children’s Literature
Selection sources, reviewing sources
Developmental Stages of Children and Young Adults
Readings for next class:
Huck, Ch 4 pp. 119-149
2. Sept 9 Meet at the Lilly Library
Picture Books and Mother Goose
Picture books/Board Books for Young Children
Readings for next class:
Huck, Ch. 5, and Ch. 1 p. 23 “Evaluating Multicultural Literature”,
Assignment due next class: Thematic Bibliography
3. Sept 16 Picture Books for Older Children (and Adults)
Picture books for older readers
Multicultural picture books
Art of the Picture Book
Evaluating Picture books
Readings for next class:
Huck, Ch.4 pp. 149-158 “Books for the Beginning Reader”
Huck, Ch.13 “Sharing literature with Children” pp. 605-608
Assignment due next class: Choose an illustrator (from list provided by instructor) for a five minute in class presentation. Please bring some (4 to 6) books to share. Some illustrators are also the author of their books, but make sure to highlight the art over the story.
4. Sept 23 Becoming a Reader
Illustrator assignments
Defining Reading Levels
Easy Readers
Hi-Low Readers
Readings for next class:
Read Huck, Ch. 6
"Cite the Source" by Betsy Hearne; School Library Journal, July 1993,
Vol. 39 Issue
7, p. 22-27.
"Respect the Source" by Betsy Hearne; School Library Journal, August 1993, Vol. 39 Issue 8, p. 33-37.
5. Sept 30 Folktales and Fairytales
Finish up illustrator assignments
Readings for the next class:
Read Huck, Ch. 1 pp.25-27 “The Book Awards”, Ch.9,
“Making of a Printz” by Peter Butts; VOYA, December 2002, pp.340-345.
Assignment due next class: Find three different versions of the same folk tale, or three folktales from the same origin, country or culture and write a 3-5 page comparison. Be prepared to discuss your folktale in class. Storytellers Sourcebook , and the Children’s Literature Comprehensive Database website http://clcd.odyssi.com are good sources to use for research. CLCD is available through IU’s online resources.
6. Oct 7 Juvenile Fiction
Introduction to different genres of Juvenile Literature
Realistic Fiction
Classics and modern classics
The awards: Caldecott, Newbery, Printz etc
Folktale Assignment due
Readings for the next class:
Nilsen, Ch. 1, 4 and 9 pp. 297-303
Huck Ch. 8 pp. 359-381
Assignment due next class: Read a Juvenile and Young Adult award winner. If possible, read an award winner and honor book from the same year. Prepare a book review for the two books using the School Library Journal on line guide for writing a book review (http://slj.reviewsnews.com/index.asp?layout=forReviewersSLJ) Please come to class prepared to talk about your books.
7. Oct 14 Young Adult Literature
Brief History
Classic authors and titles
Poetry
Readings for next class:
Huck, Ch. 7, and Nilsen Ch. 7
“Fantasy: Why Kids Read It, Why Kids Need It” by Tamora Pierce; School Library Journal, October 1993, Vol. 39, p. 50-51.
8. Oct 21 Juvenile Fiction and Young Adult– Science Fiction/Fantasy
Introduction to Fantasy and Science Fiction
Science Fiction/Fantasy discussion of books
Introduction to Book talking
View “Booktalking with Joni Bodart” (EDUC Z716.3 .B654 1986)
Assignment due next class: Prepare a booktalk (of 2-4 books) dealing with a juvenile or young adult genre or subject.
9. Oct 28 Booktalks
Readings for next class:
Huck, Ch. 10, pp. 480-488, Ch. 12, pp. 567-575
Nilsen Ch. 9, pp. 274-297
“Writing Backward: Modern Models in Historical Fiction” by Anne Scott MacLeod, Horn Book Magazine, Jan/Feb 1998, p. 26-33.
10. Nov 4 Juvenile and YA Non-Fiction
History and Biography vs. Historical Fiction
Readings for the next class:
Huck, Ch. 11
Assignment due next class:
Read one historical fiction book written any time in the last 20 years. In addition,
read one historical nonfiction or biography. (Choose something from the same
time period as your historical fiction, for comparison. For example, a civil
war novel and a biography of Abraham Lincoln) Bring the books to class to share.
11. Nov 11 Building a Non-fiction collection
Historical Book Sharing
Parenting books
Librarian/Teacher Resources
Readings for the next class:
Nilsen Ch. 3
“Why Graphic Novels Belong in Libraries” VOYA, December 2002, pp. 358-359
Browse some websites having to do with “Manga” and “Anime” books.
Assignment due next class:
Choose 2 non-fiction series on the same subject and compare the information.
Depth, scope, reading level, child/young adult appeal etc. Prepare a 3-5 page
written analysis to be handed in the day of next class.
12. Nov 18 Graphic Novels, Pop-Up books, Comics, Magazines
Non-Fiction evaluation
Readings for the next class:
Huck Ch. 13 pp. 633-637
Nilsen Ch. 12
“Looking at Language.” School Library Journal, November 2002, p.44
Go to the ALA Office for Intellectual Freedom website (www.ala.org/alaorg/oif)
and read some of the statements and policies, including Freedom to View Statement,
ALA IFC Statement on Library Use of Filtering Software, and Access for Children
and Young People to Videotapes and Other Nonprint Formats. Also read the CIPA
page, especially the section called “Next Steps for Libraries,”
at http://www.ala.org/cipa/.
“Kids and The Internet: The Promise and The Perils: Practical Guidelines
for Librarians and Library Trustees” http://www.nclis.gov/info/kids2.html.
“FilterGate, or Knowing What We're Walling In or Walling Out” http://www.infotoday.com/MMSchools/may01/wolinsky.htm.
Assignment due next class:
Read a controversial novel for young adults. Some to consider are: The Chocolate
War, Fade, We All Fall Down by Robert Cormier. Sisterhood of the Traveling Pants
by Anne Brashares. When She Hollers by Cynthia Voigt. I Know What You Did Last
Summer by Lois Duncan. The Nilsen book is a good source for more. Come to class
prepared to discuss your book.
13. Nov 25 Selection and Censorship
Discussion of controversial books
Discussion of internet in children’s/young adult department
Discussion of librarians’ role
Readings for the next class:
Time to catch up on your reading logs!
Assignment due next class: Each student will be given a complaint letter written by a parent about a particular book. Please write a response to the parent and bring to the next class.
14 Dec 2 --Meet at.MCPL
Media: DVDs, CDs, Video, and Computers
CD-ROMs and the Internet in the Library—Lisa Champelli, Children's Librarian
Letter to parents
Reading Logs are Due