Course Description

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, and knowledge of age-level developmental stages. Materials include print, DVDs, CDs and computer software and web formats. The course is designed to prepare students in the following areas:

familiarity with quality materials for children and young adults;
development of critical standards for the judgment of literature as well as other media;
background knowledge and understanding of developmental stages and trends in the fields of literacy, literature, and media;
development of a philosophy of selection.

Course Objectives

To read widely in the professional literature concerning children and young adult materials for an understanding of current trends.
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.
To become familiar with basic selection and review tools for development of a youth collection.
To become aware of award winning, prototype, breakthrough, and popular authors and titles.

Textbooks:

Kiefer, Barbara Z. Charlotte Huck's Children's Literature (9th edition), McGraw-Hill, 2007.

Essentials of Young Adult Literature, Pearson Education, Inc. 2007.

Additional readings will also be assigned throughout the course, and are available at: http://ereserves.indiana.edu/coursepage.asp?cid=1229

Password for L571 is:

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.
Assignments

Do not hand in assignments without completing a "Sources Cited" or "Bibliography" A rule of thumb: If you have used no sources to complete an assignment, you have learned nothing. Because students bring different levels of experience with the subject, the instructor does not assume that assignments can be completed perfectly based on experience. All students are expected to put in a fair amount of research time and effort for assignments. The aspect of the assignments that harbors the most weight for grading is the research, not the final product. The point of the assignments is for you to learn about resources and the world of children's and young adult's literature; not, for example, to prepare the world's greatest ballerina bibliography.

Illustrator Presentation – Groups of 2 students will prepare a 10 minute presentation about a children's illustrator (to be chosen in class.) A script or outline will be handed in to the instructor on the day of the presentation. 10% Feb. 1

– Each class member will choose a theme for preschoolers (ages 2-6) and compile a selective annotated bibliography. The annotation is not for the child, but the parent. Using a library's catalog is not a resource. 10% Feb. 8

Folklore Assignment – Each student will write a comparison of three versions of a single folktale theme. 10% Feb. 15

Book Review – Each student will prepare two book reviews, according to the standards of School Library Journal's website, of a picture book and novel for children or young adults. 10% Feb 29

– 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% Mar 7 and 21

Non-Fiction Comparison – Each student will compare 2 non-fiction series and prepare a 3-5 page written analysis. 10% April 4

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% April 18

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% April 25

– 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: 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.
Grading

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.

The following definitions of letter grades have been defined by student and faculty members of the Curriculum Steering Committee and have been approved by the faculty as an aid in evaluation of academic performance and to assist students by giving them an understanding of the grading standards of the School of Library and Information Science.
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.
A-	3.7	Excellent achievement. Student performance demonstrates thorough knowledge of the course materials and exceeds course expectations by completing all requirements in a superior manner.
B+	3.3	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	Student performance meets designated course expectations and demonstrates understanding of the course materials at an acceptable level.
B-	2.7	Marginal work. Student performance demonstrates incomplete understanding of course materials.
C	2.0	Unsatisfactory work. Student performance demonstrates incomplete and inadequate understanding of course materials.
D+ D D-	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.

General Information about Readings:

When reading or browsing through the textbooks make sure to pay close attention to the bibliographies and "technology resources" provided. These will help enormously when completing assignments.

Charlotte Huck's Children's Literature will be referred to simply as "Huck" for the remainder of the syllabus.

Essentials of Young Adult Literature will be referred to simply as "Lynch" for the remainder of the syllabus.

Class Schedule

Sept. 2 Introduction to Class

Review of Syllabus

Textbooks & Readings

Review of assignments

Brief history of Children's Literature

Selection sources, reviewing sources

Readings:

Huck:

Review the Children's Literature Database that accompanies textbook.

Ch. 1 and 2

Websites:

http://flamingnet.com/index.cfm for new YA books.

Cooperative Children's Book Center (CCBC) http://www.education.wisc.edu/ccbc/default.asp

Indiana University "Children's Literature Collection: Recommended Resources." http://www.libraries.iub.edu/index.php?pageId=994

We will go over these resources in class the next week.

Meet at the Lilly Library at 9:30

Picture Books and Mother Goose

Picture books/Board Books for Young Children

Evaluating Picture books

Readings:

Ch. 4

Picture Books for Older Children (and Adults)

Picture books for older readers

Multicultural picture books

Art of the Picture Book

Readings:

Ch. 3 and 5 "The Changing World of Children's Books" and "Picture Books", and Appendix B "Book Selection Aids"

"Picture Books for Young Adults." Fingerson, Julie. Teacher Librarian, Apr 2006, Vol 33 Issue 4, p 32-34

Assignment due next class: Groups of 2 students will choose an illustrator (from list provided by instructor) for a ten minute in class presentation. Please bring some (NO MORE THAN 6) books to share. Some illustrators are also the author of their books, but make sure to highlight the art over the story. If you need to use Power Point software let me know at least 2 days in advance.

Becoming a Reader

Illustrator Presentations

Defining Reading Levels

Easy Readers

Hi-Low Readers

What is a Bibliography/ Booklist?

Reading:

School Library Journal, March 2007, pp. 52-61.

Websites:

Center for Children's Books (CCB) http://ccb.lis.uiuc.edu/. Look through "Annotated Bibliography" section, and the "CCB Guide to Research" link.

NEA's Multicultural booklist at http://www.nea.org/readacross/multi.html

The Multicultural Review at http://www.mcreview.com/ The Journal is available in the Kent Cooper Room.

Assignment due next class: Multicultural Thematic Bibliography; use the CCB, NEA, and Multicultural Review websites, along with the Huck book as a guide. These are just three sites to peruse, you can always use more resources.

Folktales and Fairytales

Finish up illustrator assignments, if needed

Thematic Bibliography due

Readings :

Ch. 6 "Traditional Literature"

"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.

Assignment due next class: Find three different versions of the same folktale theme 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 . CLCD is available through IU's online resources.

Juvenile Fiction

Evaluation of Juvenile

Realistic Fiction

Classics and modern classics

The awards: Caldecott, Newbery, Printz etc

Folktale Assignment due

Readings:

Ch. 9 "Contemporary Realistic Fiction" , Appendix A "Children's Book Awards"

Lynch, Ch. 3 "Realistic Fiction"

"Making of a Printz" by Peter Butts; VOYA, December 2002, pp.340-345.

Young Adult Literature

Definition

Brief History

Classic authors and titles

Poetry

Huck: Ch. 8 "Poetry"

Lynch: Ch. 1 "Understanding Young Adults and Young Adult Literature" and Ch. 7 "Poetry and Plays, Section 1: Poetry" and Ch. 10 "Resistant Readers and Young Adult Literature"

"The Unreal Deal" by Anita Silvey. School Library Journal 10/06, pp. 44-47.

Assignment due next class: . Prepare a book review for two books (one novel, one picture book) using the School Library Journal on line guide for writing a book review, for Picture Books use: http://www.schoollibraryjournal.com/article/CA452800.html For Fiction use: http://www.schoollibraryjournal.com/info/CA452758.html . Please come to class prepared to talk about your books.

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

Book review Assignment due

Readings:

Ch. 7 "Modern Fantasy"

Ch. 4 "Modern Fantasy"

"Fantasy: Why Kids Read It, Why Kids Need It" by Tamora Pierce; School Library Journal, October 1993, Vol. 39, p. 50-51.

Assignment due next class: Prepare a booktalk (of 2-4 books) dealing with a juvenile or young adult genre or subject. For an example of good book talks check out www.bookwink.com.

Oct. 28 Booktalks

10.
History and Biography vs. Historical Fiction

Lynch: Ch. 5 " Historical Fiction" and Ch. 6 "Non-fiction: Biography and Informational Books"

Huck: Ch. 10 "Historical Fiction"

"Writing Backward: Modern Models in Historical Fiction" by Anne Scott MacLeod, Horn Book Magazine, Jan/Feb 1998, p. 26-33.

"I still isn't for Indian: A look at Recent Publishing About Native Americans." By Nina Lindsay, School Library Journal, Nov 2003, p. 42-43

Smith, C. L. "Social Justice in Native American Literature for Youth". Journal of Children's Literature v. 31 no. 1 (Spring 2005) p. 7-9

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. Building a Non-fiction collectionGuest Speaker – Vendor Julie Gillespie

Librarian/Teacher Resources

Readings:

Ch. 11 "Nonfiction 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. Be prepared to discuss books in next class.

12. Graphic Novels, Pop-Up books, Comics, Magazines

Non-Fiction evaluation due

Readings:

"Why Graphic Novels Belong in Libraries" VOYA, December 2002, pp. 358-359

"Not Funnies" NYT Magazine, Jul 11, 2004, pp. 46+

Review sites for children's and young adult graphic novels and comics:

http://www.noflyingnotights.com/ and

http://www.noflyingnotights.com/sidekicks/index.html An ALA website

http://www.koyagi.com/Libguide.html The Librarian's Guide to Anime and Manga

http://www.angelfire.com/comics/gnlib/ Graphic Novels in Libraries (GNLIB)

For a long list of websites go to ALA's "Reference on the Web: Graphic Novels" at

http://www.ala.org/ala/booklist/speciallists/speciallistsandfeatures3/referenceonweb/graphicnovels.htm

Assignment due next class:

Read a controversial novel for young adults. Some to consider are: The Chocolate War, We All Fall Down by Robert Cormier. Any YA "Alice" book by Phyllis Naylor, I Know What You Did Last Summer by Lois Duncan.

Nov. 25 Selection and Censorship –

Discussion of controversial books

Discussion of internet in children's/young adult department

Discussion of librarians' role

Discussion of parent letters

Readings:

Ch. 13 "Planning the Literature Program."

Ch. 11 "Issues in Young Adult Literature"

"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 CPPA/CIPA/COPA page, at http://www.ala.org/ala/oif/ifissues/issuesrelatedlinks/cppacopacipa.htm .

"Kids and The Internet: The Promise and The Perils: Practical Guidelines for Librarians and Library Trustees" http://www.nclis.gov/info/kids2.html.

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.

Dec. 2 Media: DVDs, CDs, Video, and Computers

Letter to Parents Due

______________________________________________________________________________

. Dec. 9 (Class does not meet) Reading Logs are due