COURSE DESCRIPTION
"To develop knowledge of, to learn ways to build, maintain and utilize, and to promote effective young adult collections, programs and services in public libraries."
COURSE CONTENT
This course is designed for prospective young adult or youth services librarians, or others working with or addressing the needs of teenagers in public libraries, to become acquainted with the wide spectrum of books and authors for young adult readers ages 12 to 18, for collection development, promotional, and reader advisory purposes. It is also designed to develop a knowledge of the programs, technology, and services appropriate for and important to teen library users. To lend perspective, historical and other background elements will be included.
The overall aim is for students to acquire knowledge and skills for successful library work with teens, to ideally produce lifelong readers and library users/supporters. There will be extensive reading and responsive writing required for this course, as well as related assignments and a final course project. Some assignments will require visits to libraries serving teens, and to library teen web sites. Additionally, there will be a booktalk demonstration assignment which will be given before an actual teen group, and documented to the instructor by a responsible teacher, librarian, or other group leader.
COURSE OUTLINE:
Week 1
Introduction to course.
Philosophy of YA Services.
Physical, social and psychological aspects of adolescents.
Young adults and their reading.
Week 2
History of Young Adult literature and libraries.
Outstanding authors in YA literature.
Other important figures in YA services.
Personal reading histories and why they are useful.
Week 3
Young adults, pop culture, and the mass media.
Teen spaces and customer service in libraries.
Magazines for teenagers.
Week 4
Evaluating, promoting and using YA books.
Developing YA collections.
How to write an effective book review.
Book discussion groups for teens.
Week 5
Awards for YA books.
Professional associations and other connections: why they are important.
Professional journals and book review sources.
Week 6
What are graphic novels?
Graphic novels, comics, and teenagers.
Developing graphic novel and comic book collections.
Week 7
Programming for teens.
Teen library participation.
Week 8
Adventures, sports, mysteries, the supernatural and humor in YA collections.
What is booktalking, and how do you do it?
Week 9
Fantasy and science fiction in YA collections.
Realism and romance in YA collections.
Verse novels and other alternative writing formats.
Week 10
Historical fiction and nonfiction in YA collections.
Other nonfiction, including informational books, for teens.
Poetry and drama in YA collections.
What is a poetry slam, and how do you do one?
Week 11
Literature in the secondary English class--what and why librarians need to know.
School/public library cooperation.
Classics for teenagers.
Short stories for teenagers.
Adult books for young adults.
Week 12
Reference and research for teenagers.
Outreach for teenagers.
Information & referral for teenagers.
Week 13
How to write an effective annotation.
Suggested reading lists and bibliographies for teens.
Week 14
Censorship and young adult literature.
Material selection policies and forms for reconsideration of materials.
Other issues and trends in Young Adult literature and librarianship.
Week 15
Nonprint media, including the Internet.
Library web sites for teenagers.
Audiovisuals for teenagers.
Week 16
Final project and assignments due and posted.
Final thoughts and observations.
COURSE PROCEDURES
There will be weekly required readings, from the textbooks, posted articles, and supplemental materials, in addition to reading the books on the approved individual reading lists. Each student will keep a cumulative weekly reponse journal reflecting personal reactions to what has been read and how the material might apply to a library setting in work with teens. Journal entries will be submitted by each student by the assigned due dates, with instructor comments made and returned to each student the following week.
Instructions for assignments will be given in weekly modules and will include the due dates. Students must read the assignments and follow directions carefully to assure that full credit is received. Students are welcome to preview assignments, and work on them in advance if they feel capable and so wish, as long as work is completed and turned in by the final due dates.
Since each student's assignments will be unique and original work, most will be posted in Discussions for fellow students to review, pose questions about, and comment upon, with the idea that everyone in the course will be learning from one another. The expectation is that this will be done in a helpful, supportive, respectful, and inquisitive manner. Furthermore, specific topical discussion questions and responses will be scheduled as part of the course, and additional discussions will be started, by both instructor and students, as concerns, issues, or pieces of information arise or need to be more thoroughly addressed. Student grades for Class Partcipation will be based on regular and relevant contributions and responses to the Discussions section.
To identify and develop a basic knowledge of the elements and genres of literature for young adults.
To develop an awareness of the physical, social, and psychological aspects of adolescence as they relate to library work with teenagers.
To understand the history of young adult literature and how historical works complement and connect to contemporary writing.
To appreciate the importance of notable professionals in the field of YA literature and young adult librarianship.
To identify and evaluate the contributions of various young adult authors.
To identify periodicals appropriate for young adults and describe contents and potential usage.
To become familiar with non-book media and technology, including the Internet, in library work with teenagers.
To recognize and demonstrate methods of promoting and utilizing young adult literature, programs and services in libraries and cooperative settings, especially schools.
To demonstrate an understanding of and to analyze a variety of issues surrounding young adult literature and library services.
To differentiate and use varieties of professional resources for study, evaluation, selection, appreciation, promotion and enjoyment of young adult literature.
Jones, Patrick, Michelle Gorman, and Tricia Suellentrop. Connecting Young Adults and Libraries: A How-to-Do-It Manual for Librarians. 3rd Ed. Neal-Schuman, 2004. (This edition only--it contains the most comprehensive and current information, and reading assignments will be based on it specifically. This is a text you will want to keep if you are planning to work with teens in libraries in the future.)
Nilsen, Alleen Pace and Ken Donelson. Literature for Today’s Young Adults. 7th Ed. Allyn & Bacon, 2004. (This edition only--it contains the most current and relevant information, and reading assignments will be based on it specifically. This is a text you will want to keep if you will be working with teens in libraries, developing YA collections, and promoting teen literature in the future.)
Lowry, Lois. The Giver. Houghton Mifflin, 1993.(Paperback edition, Laurel Leaf, 2002). You may use these or any other edition of this title that you wish.
SUPPLEMENTAL TEXTS AND READINGS:
An extensive bibliography of support materials will be provided. Also, required additional reading materials to further clarify topics and enhance understanding will be posted or linked on the course web site, and/or be available via the university library.
Grades will be based on the following required work:
Approved Personal YA Literature Reading List: 2 points
Personal Reading Autobiography/Stages of Literary Appreciation Assignment: 3 points
Young Adult Author/Notable Figure Project: 4 points
Interview with a Young Adult Assignment: 4 points
Evaluation of Young Adult Magazines: 4 points
Library Teen Space Visited Assignment: 5 points
Evaluation of Professional Journals: 4 points
Analysis of a Successful Teen Program: 4 points
Nonfiction Book Comparisons: 5 points
Annotation Worksheet Exercise: 2 points
Booktalk Presentation and Evaluation: 7 points
Analysis of Censorship Issues Relating to The Giver: 4 points
Letter-to-the-Editor on a YA Issue: 4 points
Evaluation of Professional Listserv and Library Teen Web Site: 4 points
Original Annotated YA Bibliography (Ten Titles): 4 points
Five Written Booktalk Scripts Based on Personal Reading List: 5 points
Five Book Reviews Based on Personal Reading List: 5 points
Five Reader Responses Based on Personal Reading List: 5 points
Five Reading Records Based on Personal Reading List: 5 points
Cumulative Written Response Logs of Assigned Textbook Chapters and Supplemental Readings: 8 points
Class Participation: 4 points
Final Project: 8 points
TOTAL POINTS POSSIBLE: 100
Academic Code of Integrity
Students are expected to abide by The University of Arizona Code of Academic Integrity. '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
Assignments must be clearly and correctly written (including spelling) at a level presumed of graduate students. All work should be carefully reviewed to eliminate errors before submission. The expectation is that assignments will be completed on time, and submitted to the Dropbox (and posted to Discussions, if required) by Sunday at the end of each module week, and absolutely no later than the grace period deadline of 10 a.m. Monday mornings.
All assignments must include the student's full name, course title, and email address at the top. It is preferred that assignments be submitted as Word file attachments in the Dropbox, with file names indicating each student's last name/week/assignment.
Students need to keep up with weekly course assignments and complete the course as scheduled. Since this course requires a large amount of reading, plan carefully for assignments and read regularly.
Points will be subtracted for late, missing, incomplete or poorly prepared assignments.
In unanticipated emergency situations, the instructor will consider exceptions and special arrangements on an individual case basis.
All student work will be original, with information borrowed from others quoted or paraphrased carefully, and with complete and proper documentation using MLA or other style. All books and other materials used and referred to in written assignments MUST include complete bibliographic citations, or points will be deducted.
Computer Literacy Skills
Graduate students are expected to meet the minimum and recommended information technology literacy skills required of students in the School of Information Resources & Library Science.
To access your course on D2L you must have a UA NetID and be officially enrolled in the course for at least 24 hours. Your browser and its settings must be compatible with D2L.
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 incomplete 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.
Grading Scale:
Out of a possible 100 points:
90-100 Points = A
80-89 Points = B
70-79 Points = C
60-69 Points = D
Below 60 Points = F (Failure)
