<br>
Last revised November 15, 2006

Course Syllabus for Children In Public Libraries

Link to Course Outline

Spring 2006 Instructor: Dr. Tim Wadham


COURSE NAME, NUMBER, AND PREREQUISITES

Children in Public Libraries

IRLS 588-04

[return to top of page]


COURSE DESCRIPTION

"This course will enable students to examine the full range of skills needed for working with children and young adults in today's public library. It will provide theory and practice and give students a framework for thinking about services to children and young adults. Assignments are designed to provide practical experiences in "real world" library situations that they will encounter in the field. Students will be challenged to develop a passion to provide the best in library service to children and young adults and to envision themselves as key players in their libraries and communities in the next critical decades." 3 Credit Hours

This course will cover the history, philosophy, and practical application of children's and young adult library services. We will look at the role of childrens and teen services librarians including: assessing needs based on community input and the develomental characteristics of children; planning and evaluation; age appropriate services and materials; Our focus will be on children from birth through age 13, and young adults from 12-18 along with adults who are stakeholders in children's literacy (parents, teachers, caregivers, etc.). The services we will explore will include programming, reference/information, readers advisory, and educational services. We will also look at technology as it impacts children's and young adult services, including how Web sites are used as gateways to service. Physical facilities for library service will also be covered.

Though this course is called "Children in Public Libraries" we will be covering cooperation with school libraries and teacher librarians and other child services agencies. This course is essential for those considering a career in Children's librarianship in the Public Library sector, but would also be useful for School/Teacher Librarians and other public librarians.

 

COURSE OBJECTIVES

1. To become aware of the past, present and potential of library services to children and young adults

2. To develop skills to assess needs and to be able to utilize goals to plan services and programs, and to evaluate services and programs.

3. To plan, implement and assess a variety of types of programs appropriate for various age groups, and to observe and conduct model programs in real settings.

4. To learn how to present booktalks, do readers advisory, and put the right book in the hands of the right kid at the right time.

5. To learn how to make use of computers and technology in the provision of children's and young adult services.

6. To develop a passion for children's and young adult services.

[return to top of page]


REQUIRED COURSE MATERIALS

Texts :

My philosophy is that the foundation for children's and teen services is the literature that we provide and share. The most important thing you can do is read children's and young adult books, and for that reason I am assinging a number of children's and young adult books that will be relavant to the course content. Included among the assigned reading are books by authors attending the Arizona Book Festival on April 1.

Read the following childen's booksby the dates indicated on the syllabus. These titles should be available at most major bookstores and online. You are welcome to obtain them from your local library�don't feel obligated to purchase them unless they are titles you would like to have in your personal library. Please make sure you have the books in time to read them before the date they are discussed in class. The quality of the class discussion will depend on your having read the books. If you have read any of these books in the past, I'd ask you to please re-read them so that they are fresh in your minds for the discussion. Because of the number of books I'm asking you to read, I would suggest you pace yourself and begin reading EARLY, preferably before the semester begins. Additional titles may be added to this list and will be announced prior to the first day of class.

Assigned Reading

Picture Books: Tomás and the Library Lady by Pat Mora

Modern Fantasy: The Dark is Rising by Susan Cooper

Ella Enchanted by Gail Carson Levine

Realistic Fiction: Small Steps by Louis Sachar

Holes by Louis Sachar

Eveything on a Waffle by Polly Horvath

Historical Fiction: Kira Kira by Cynthia Kadohata

Multicultural Literature: The Tequila Worm by Viola Canales 

Additional readings : Articles to be handed out in class.

[return to top of page]


COURSE REQUIREMENTS

Assignments:

It is very important to me that assignments reflect in a practical way the sorts of things you will be doing in a real world setting with children's books, whether in a school or a public library. Each of these assignments is something you would be doing as a practicing professional.

All students are required to:

1. Attend the Arizona Book Festival on Saturday, April 1st and a performance of Childsplay's production of Tomás and the Library. A calendar of the numerous free performances of the play taking place between January and April will be provided.

Value 10%

2. Observation of Children's/Teen Library Programs

Before planning your own programs for presentation in class (see assignment 3), observe two similar programs in a real library setting for a similar age group. Contact the librarian presenting the program in advance to let them know that you will be attending, and the nature of your assignment. As the librarian if you can have a few moments with them after the program for a brief interview. Write a report of your experience that includes a 1-2 page description of the program, and additional pages describing your impressions based on the audience reaction to the program and your interview with the librarian who presented the program.

Value 15%

3. Programming

Design two programs for two distinct age groups depending on your experience and career goals. They should be chosen from the following age groups:

Program I: Preschool

Choice A: Baby/lapsit program

Choice B: Toddler time

Choice C: Preschool storytime

Program II: Children

Choice A : Young Children (6-8 years / 1st-2nd Graders)

Choice B: Middle Grade Children (9-12 years / 3rd-4th graders or 5th -6th graders)

1. Book Discussion program with related activities

2. Craft program (literature based)

3. Information Program/Computer Literacy

4. Booktalk program

Program III: Young Adults (13-15 Years)

Choice A: Book Discussion program with related activities

Choice B: Teen Council program

Choice C: Information Program/Computer Literacy

Choice D: Film or other media-oriented program

Each program is to by typed using a program planning sheet tha twill be provided in class. These programs will be shared with the class and should be in a format in which they can be used in the future.

Value 40%

4. Program Presentation in Class

At least one of the above programs must be presented in class . The amount of time alloted for the program will depend on the number of students, and will be discussed in class. Students should understand that there will likely not be time for the entire program as they might present it in a library setting, however, students should plan to present as if the class were an audience of children or teens. The presentation order will be determined by an impartial drawing.

Value: 30%

Class Participation:

Both class discussion/attitude presented in class as well as class attendance will be assessed.

Value 5%

[return to top of page]


COURSE POLICIES

Academic Code of Integrity

Students are expected to abide by The University of Arizona Code of Academic Integrity (one theme of which is that The guiding principle of academic integrity is that a student's submitted work must be the student's own.). If you have any questions regarding what is acceptable practice under this Code, please ask an Instructor.

Accommodating Disabilities

The University has a Disability Resource Center . If you anticipate the need for reasonable accommodations to meet the requirements of this course, you must register with the Disability Resource Center and request that the DRC send me, the Instructor, official notification of your accommodation needs as soon as possible. Please plan to meet with me by appointment or during office hours to discuss accommodations and how my course requirements and activities may impact your ability to fully participate.

Assignment Policies

Incompletes

The 1997-8 University of Arizona General Academic Manual, p.23 reads

The grade of I may be awarded only at the end of a semester, when all but a minor portion of the course work has been satisfactorily completed. The grade of I is not to be awarded when the student is expected to repeat the course; in such a case the grade of E must be assigned. Students should make arrangements with the instructor to receive an incompete grade before the end of the semester ...

If the incomplete is not removed by the instructor within one year the I grade will revert to a failing grade.

[return to top of page]


GRADING

Grading

Grading Criteria :

A=90-100 The grade 'A' means excellence and reflects the fact that you not only understand the material but also that you have a demonstrated critical thinking skills and the ability to draw your own conclusions. A score of 90-92 indicates that your work is very good, but is perhaps lacking in one of the above-mentioned areas. .

B=80-89 This grade indicates that you have a good grasp of the material and show some thoughtfulness in approaching the assignments, but that your knowledge or ability is lacking something in both areas. This grade represents a decent standard of academic achievement, but indicates that you have not 'gone the extra mile' in terms of rmeeting the requirements of the assignments. A score of 80-82 indicates that your performance was felt to be slightly below average in terms of either the knowledge or understanding of the facts and of relevant information, and your ability to apply what you have learned to specific questions or problems, .

C=70-79 This grade indicates that performance was below average in both knowledge and understanding or interpretation of relevant information.

D=60-69 The D range of grade is reserved for those who do the assignments, but perhaps should not have bothered.A 'D' means your work was sufficiently related to the question so as to deserve a grade, but that you were for the most part unprepared..

F=59 and below   An 'F' normally indicates that the work was not done at all, or if it was done, was not relevant to the subject assigned.

[return to top of page]


CONTACTING ME

Office Hours: 6:00-6:30 Tuesdays (in classroom), other hours by appointment

E-mail/phone: twadham@email.arizona.edu /602-506-5730

[return to top of page]