IRLS521 Children's and Young Adult Literature in a Multicultural Society

Mon, 03/03/2008 - 09:36 — overall

COURSE NAME, NUMBER AND PREREQUISITES:

[Prerequisite: IRLS 504 or consent of the instructor.]

COURSE DESCRIPTION:

General Overview

As the population of the United
States becomes increasingly diverse, it is
essential that library and information science professionals become
knowledgeable about diverse types of literature for children and young
adults. In this course, you will review
a broad variety of literature for diverse populations, specifically literature
for Asians, African Americans, Latinos, and Native Americans. However, other groups will be included in the
literature you read. The main purpose
of this course is to provide you with a rich experience in reading children's and
young adult literature. You will examine
how multicultural literature is used to develop a greater understanding of
diverse cultures particularly with groups who have had little or no experience
with diverse populations. You will also
examine the use of multicultural literature to develop literacy for English
language learners (ELLs). Through
service learning (discussed below) you will have an opportunity for real life
experiences with developing multicultural collections for use with children and
young adults.

Through your reading of children’s and young adult literature, you will be
introduced to notable authors, poets, and illustrators who specialize in
multicultural and multiethnic literature.
As you learn about these authors and illustrators and you will become
familiar with their works and their contributions to the field of children’s
and young adult literature. You will read approximately 100 multicultural books
for children and 15 chapter books for young adults. Your selection of
literature for this requirement will come from the reading lists provided in class, list of prize winning literature, and
website identified in class. Newer
books that are not listed in any of these sources should be included in your
selection. Current literature should
make up the bulk of the literature selected for this assignment. Current literature is defined as literature
written within the last five year. A few
older books you find to be exceptional may also be included.

You will be involved in online discussions about the literature you are
reading and each week you will discuss social issues raised in the required
texts for the course. Discussions will take place on D2L in small groups. D2L is the course management tool (www.d2l.arizona.edu)
provided by The University of Arizona.
Student enrolled in this course may access the course homepage on
D2L. Technical support and instructions
on the use of D2L is available for those new to this course management tool.

Service learning is a requirement of this course (25 hrs at the site and 5
hrs. of writing up logs and fieldnotes).
Logs are a record of your time spent and who you were with. Fieldnotes are detailed descriptions of what
you learned and what you observed during your service. Service learning is a teaching and learning
strategy used to give you real life experiences in the field. A complete description of service learning is
available on the National Clearinghouse for Service Learning at: http://www.servicelearning.org/what_is_service-learning/index.php

Service learning will take place at school or public library sites. The instructor can provide you with a local
list of sites in Tucson but for those out of Tucson, you will have to
find your own service learning site. The
only requirement is that you have a willing librarian to work with you. Further information about service learning
will be provided on the D2L website for the course and at the first meeting in
February. Service learning will begin
after the first face-to-face meeting in February to ensure that everyone
understands what service learning is and is not (It is not a volunteer job
where you empty trash cans and shelf books.).

Weekly discussions, a service learning log, and self-reflections will be
required during the course in addition to a record of the books read (100
children’s literature and 15 young adult chapter books= 115 books total of
books in different genres, for different age groups, about different
topics. You will want to have a
variety. In other words, you don’t want
to have 50 picture books).

A 10 page I-Search paper will also be required. This paper will be submitted in two
parts. The first part of the paper will
include the process you engaged in to develop your topic. The second part of the paper will be the formal paper on your findings. For those who
have never submitted an I-Search paper, a very complete discussion of I-Search
will be provided on the first weekend face-to-face meeting in February, and information about I-Search papers will be posted on D2L.

How this course will
be taught:

This is a virtual course with three face-to-face meetings in
Tucson. The online portion of the course requires
weekly online discussions of the readings with a cohort of approximately 5 students assigned
by the professor. Postings should
reflect thoughtful comments about the readings (chapters in the texts, and reflections
on the books you’re reading). Your
discussion of the chapter readings in the assigned text may include a well
articulated opposing viewpoint and support for your position. Your discussion of the books you are reading
should include a short description of the book (fiction, non-fiction, genre,
title, author/illustrator, and what is significant about what the book. It should also include a reflection (your
personal thoughts) about the book.

Self-reflections are used in this course to help you
formulate your thinking and to stimulate the thinking of others. These self-reflections will be posted to your
cohort of 5. Approximately once a month
your cohort will change. At that time,
discussions from previous cohorts will be open to the class to read. Your self-reflection about the books you read
(children and young adult) will be guided by the instructor in weekly homework
assignments. Student are required to
post their own thoughts and to respond to the thoughts of others. Responding
is as important as posting.

You will also be able to post comments and questions to an
open discussion space where everyone is free to post. There are few restrictions to the open
discussion except that comments should relate to the course.

Specific assignments will be given for the face-to-face
class. At least one assignment will be a
group assignment given to you on the first day of our meeting. You will also be asked to prepare an
individual assignment for face-to-face meeting. Homework and questions will be posted on the schedule each week for discussion also.

COURSE OBJECTIVES:

1. Read a wide variety of children's books including traditional and
multicultural literature.
2. Become knowledgeable about genres of children's and young adult literature.
3. Become familiar with a notable and emerging authors/illustrators/poets.
4. Recognize awards presented to authors/illustrators/poets for children's and
young adult literature.
5. Develop an ability to critically analyze children and young adult literature
from diverse perspectives.
6. Develop criteria for selecting and evaluation of children's and young adult
literature for public and school libraries.
7. Read professional literature concerning children and young adult materials
and issues surrounding children's and YA literature.
8. Be able to find and discuss professional organizations, groups, and
associations interested in children's and young adult literature and awards
presented by these groups.
9. Develop an understanding of how to develop literacy through children's and
young adult literature in the school and public library.

Learning Outcomes
At the end of the course students will:
1. Demonstrate the ability to recognize various genres of children's and young
adult literature.
2. Recognize and develop an appreciation of notable authors, illustrators,
poets, particularly those who contribute to bilingual, multilingual, and
multicultural children's and young adult literature.
3. Demonstrate the ability to select appropriate children's literature for
various age groups and for bilingual, multilingual, multicultural, and
multiethnic populations for public library and school library collections.
4. Be able to critically evaluate collections of children’s and young adult
literature for a multicultural society for school and public libraries.
5. Recognize a variety of awards presented for notable children and young adult
literature, authors, illustrators and poets, particularly those who
contribute to bilingual, multilingual, multicultural, and multiethnic
collections.
6. Understand the role of the school and public librarian in the use
of children's and young adult literature in the curriculum development.

REQUIRED COURSE MATERIALS:

Multicultural Literature for Children and Young Adult by Mingshui Cai (2002).

Multicultural and Ethnic Children's Literature in the United States by Donna L. Gilton (2007).

Additional readings will be assigned to complement these texts. Readings will be posted to D2L or will be available on E-Reserves two weeks before the reading is to be completed. You will notice that this appears on the schedule as “Additional reading may be announced.”

In addition, you will be required to read children and young adult literature

(100 children’s literature and 15 young adult chapter books= 115 books total of books in different genres, for different age groups, about different topics. You will want to have a variety. In other words, you don’t want to have 50 picture books).

COURSE REQUIREMENTS:

The course requirements are:

service learning (25 hrs. on site 5 hrs. log and reflection)
participation (D2L online discussions and groupwork)
log/self-reflections
reading record
I-Search

Each of these is described in greater detail below. Further information will also be provided on the D2L course homepage and at the February 2-3 meeting.

service learning (25 hrs. on site 5 hrs. log and reflection)

You will select a school or public library to complete your service learning. Service learning is fully explained at the National Service-Learning Clearinghouse http://www.servicelearning.org/what_is_service-learning/service-learning_is/index.php and this website should be shared with the librarian at the site you select. Questions about service learning will be answered at the first face-to-face class at February 2-3 or by contacting the professor at overall@u.arizona.edu.

*log/self-reflections

A log of your service learning is required. The log should be like a researcher’s journal. Write down what you observed and comment on your impressions of how your service learning relates to the course content. Include in your journal time and date, who you worked with, what you did, literature you used or recommended, literature you learned about, the librarian, the library, the school or public library, and issues that come to life from being at the site. Remember, your service learning is not a volunteer position so you should not be shelving books or sweeping floors. The reciprocal relationship between you and the librarian should be an opportunity for you to share with the librarian at your service learning site what you are learning in the course, and for you to learn what librarians do in the field. A question I would like you to consider throughout your service learning is “To what extent does your librarian demonstrate cultural awareness?”

Weekly service learning journals will be posted to D2L to the Dropbox. This will be discussed further at the first meeting in February.

*participation (D2L online discussions and groupwork)

Weekly discussions will take place on D2L. These discussions will take place among a cohort of class members. The cohort will change from time to time (approximately once a month) to give you a chance to meet new members of the class. Discussion questions for each week will be posted on D2L. The first set of questions are posted on the schedule below. The questions relate to the readings for the week. Your discussion of these questions should be a thorough as possible. Please do not post just to get a check mark that you posted. The comments should be substantive (evaluative, analytical) and they should relate to what others in your cohort are saying. Please do not ignore members of your cohort who ask questions or make comments that require a response. Also, please do not reiterate what you’ve read without making a substantive comment about it.

Groupwork will be assigned on D2L. You will discuss these assignments online and may be asked to present a summary of your discussion at the face-to-face meetings. Since there are only three face-to-face meetings, absences will significantly count against the points assigned for participation.

The instructor will also post a weekly area of literature for you to focus on. This will recommend a particular age group and genre. This will appear in the bar on the right of the discussion questions.

*reading record

The reading record for this course will include the title of the book, author, date of publication, and a statement about what the book. The statement can be about and why you selected the book, an issue addressed in the book, a quote from the book and a brief explanation. The statements must be original reflecting your thinking. It is best to jot a note down about the book as soon as you read it. A bibliography created by REFORMA for Latino young adult literature will be made available on D2L as a sample.

*I-Search

An I-Search paper will be required. An I-Search is a type of research paper, informs the reader about your thinking as you develop a topic. The I-Search is credited to Ken MacRorie “The I-Search Paper” and I will have his book available for you to look at on Feb. 2-3. Topics for the I-Search will be discussed at the first meeting in February. This paper will be submitted in two parts. The first part will provide a thorough description of the process you undertook to develop your topic. This part will be due at the end of March. The actual paper will be due on May 1, 2008. This paper is generally an informal paper but I would like you to use APA for the references and citations. Further information will be provided at the first class in February.

COURSE, SCHOOL, AND UNIVERSITY POLICIES:

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

<Put your own material for the stuff in red>

How to submit your assignments: Assignments will be posted to D2L Dropbox and/or Discussions.
Comments will be provided in the feedback section. Completion of work according to the criteria established in the grading section (see below) will result in full points.
Assignment due dates: Assignment dates are posted to the course schedule. The schedule is attached to the D2L homepage and announcements of due dates will be made on D2L.
Writing style: Students will submit an I-Search. APA format will be required for this paper.
Late Policy: Assignments are due on the date indicated. If an extension of time is required, you must contact the professor. There is some flexibility in meeting deadlines. However, consistent tardiness may result in a reduced grade.

Incompletes

The current Catalog reads

GRADING:

90-100 pts.	A
80-89 pts.	B
70- 79 pts.	C
Below 70	F

General grading criteria: Grading criteria for all written work including online discussions:

clear articulation of perspective
concise and organized discussion
appropriate appeal to evidence
clear and concise exposition of the points you are making
consideration of intellectual context and relevant literature

Grammar, style, and spelling are considered important.

The website will be evaluated on timeliness, professionalism and completeness.

Service learning will be evaluated on completion of hours and log. The following scales will be used

Participation (individual and group)-15 pts.
Service Learning- 20 pts.
Reading Record- 15 pts.
Self-Reflection Journal (service learning)- 15 pts.
Online Discussions-20 pts.
I-Search -15 pts.

Total =100 pts.

INSTRUCTOR NAME AND CONTACT ADDRESSES:

Patricia Montiel Overall, Ph.D.

overall@u.arizona.edu

621-3565

Please feel free to contact me at any time on D2L email also.

Login to post comments

IRLS515-791 Organization of Information

Thu, 01/17/2008 - 15:27 — ckmalone

COURSE NAME, NUMBER AND PREREQUISITES:

Organization of Information

IRLS515

This is a core course for the SIRLS Masters degree. There are no course prerequisites.

Cheryl Malone

COURSE DESCRIPTION:

Official Course Description

Introduction to the theories and practices used in the organization of information. Overview
of national and international standards and practices for access to information
in collections.

Specific Course Description

We will study the history, theories, and practices in the organization of recorded information, print and digital. An introductory course, IRLS 515 will survey the information and knowledge organization techniques that exist or are emerging, such as controlled vocabularies and the Semantic Web. We will focus on standards and tools that are used in large text-based information environments. We will approach these fascinating topics
through readings, lectures, discussions and hands-on exercises. We will be using the
D2L (Desire to Learn) learning support system. All course related materials can
be found there.

COURSE OBJECTIVES:

The main goal of the course is to help students
become familiar with the concepts and practices of bibliographic and
non-bibliographic information organization and to nurture students’ interests
in exploring this field further. By the end of the course, the student will be
able to:

Understand the existing and new challenges involved in organization of information.
Define a number of approaches that have been used to organize information in different settings and for different purposes.
Compare and contrast the range of information organization approaches.
Describe the main theories of information organization in library settings.
Demonstrate basic skills in controlled vocabulary creation.
Demonstrate basic knowledge of at least two metadata standards.
Demonstrate basic skills in database construction.
Articulate the similarities and differences between foundational concepts such as a thesaurus, ontology, authority file, subject heading list, and library classification scheme

REQUIRED COURSE MATERIALS:

Taylor, Arlene. 2004. The Organization of Information. Englewood, CO: Libraries Unlimited.
Other required course readings will be online.

COURSE REQUIREMENTS:

Students will complete five assignments valued at 15 points each. Assignments to be completed by a pair of students are marked with
a (P).

Encoding Standards
Metadata Schema
Controlled Vocabulary
Database
(P) Metadata Crosswalk

Students will also complete exercises worth a total of 15 points.

Participation is worth 10 points.

COURSE, SCHOOL, AND UNIVERSITY POLICIES:

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

Students are expected to log in to the course a few times a week and keep up with the readings and discussion.

All assignments and exercises must be turned in using the D2L DropBox link. Please DO NOT submit your work outside D2L to avoid losing your assignments. Assignments and exercises will not be accepted after the deadlines given in the assignment descriptions, except in documented emergencies.

HTML format must be used for all written assignments and exercises.

Incompletes

The instructor does not grant incompletes except in documented emergencies.

The current Catalog reads

GRADING:

The instructor uses a points system. Students begin the course with 100 points.

Course grades will be assigned as follows:
A=90+ (Superior Work)
B=80-89 (Very Good)
C=70-79 (Marginally Satisfactory)
F=0-69 (Failed to meet requirements)

INSTRUCTOR NAME AND CONTACT ADDRESSES:

Cheryl Knott Malone

ckmalone at d2l.arizona.edu

Office hours: 2-3 p.m. Wednesdays and by phone and email

Login to post comments

IRLS532 Online Searching

Mon, 01/07/2008 - 11:15 — sirwin

COURSE NAME, NUMBER AND PREREQUISITES:

Online Searching

IRLS 532 Section 791

Instructor: Susan Irwin

There are no prerequisites for this course.

COURSE DESCRIPTION:

Overview of multiple types of digital searching tools used in commercial bibliographic databases and on the Web. Focuses on selection, understanding, use, and evaluation.

COURSE OBJECTIVES:

Successful completion of this course will help students achieve the A1, A3, and B4 competencies outlined at http://www.sir.arizona.edu/about/studentCompetencies.html. More specifically, by the end of the semester, students will be able to:

· Demonstrate knowledge of basic concepts and terms such as relevance, recall, precision, indexes, truncation, wildcard characters, fielded searching, and more

· Formulate search strategies, evaluate results, and modify search strategies as needed to improve results

· Articulate the functions of Boolean and proximity operators and apply them appropriately

· Understand the advantages and disadvantages of natural language and controlled vocabulary searching

· Evaluate the services and products offered by different database vendors and creators

· Demonstrate the ability to select the best databases for particular information needs

· Use software for managing results

· Discuss in some depth at least one major issue related to online searching

REQUIRED COURSE MATERIALS:

Suzanne S. Bell, Librarian's Guide to Online Searching. Westport, CT: Libraries Unlimited, 2006. ISBN 1-59158-326-8. Available from the UA Bookstore and other online bookstores. Additional readings will be assigned and available in the d2l course space.

COURSE REQUIREMENTS:

Students are expected to complete all required readings, read all of the lectures, participate in discussions by posting insightful observations and by reading other students' posts, and turn in all assignments on time. Students will complete 5 online searching exercises, write one evaluative paper, take 1 quiz, and participate in discussions.

COURSE, SCHOOL, AND UNIVERSITY POLICIES:

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

Detailed assignment descriptions are available in the course space. Late assignments will not be accepted except in extreme emergencies. The searching exercises and evaluative paper are to be submitted via the course dropbox in d2l. Students are expected to work on their own on the exercises and paper; do not ask library staff members or other students for help on the assignments.

Incompletes

The current Catalog reads:

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

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

GRADING:

In points:

1. Exercises ( 5 @ 10 pts) 50

2. Evaluation Paper 15

3. Quiz 15

4. Discussion Participation 20

INSTRUCTOR NAME AND CONTACT ADDRESSES:

Susan Irwin

susan.irwin@ahfweb.org

480-965-3283

Login to post comments

IRLS554--Diverse Cultures, Communities, and Libraries

Sun, 01/06/2008 - 19:53 — hrodrig

COURSE NAME, NUMBER AND PREREQUISITES:

Diverse Cultures, Communities, and Libraries
IRLS 554 Section 791

Instructor: Howard Rodriguez

There are no pre-requisites for this course

COURSE DESCRIPTION:

Covers planning, implementing, and evaluating programs addressing information needs of diverse racial, ethnic, and linguistic communities. Explores complex social, economic, historical, and technological developments impacting library and info. services to diverse communities.

COURSE OBJECTIVES:

Identify diverse, multicultural/ethnical and special population groups, and general characteristics of each based on origin, language, communication, and cultural traits among others.
Define the role of cultural traits, learning and communication patterns in the information behavior of multicultural/diverse/special groups in the context of library and information provision services, and the implications of these traits in the planning, development and delivery of specialized services for these audiences.
Evaluate library services offered to multicultural, diverse, and/or special groups
Utilize census information to analyze populations and to design community-customized services
Develop a strategic long term plan for serving multicultural/diverse/special populations.

REQUIRED COURSE MATERIALS:

1-Textbook (Must have by Feb 13):

2-Weekly readings study guides and slide sets posted on D2L

COURSE REQUIREMENTS:

This course has been designed for asynchronous student engagement. It follows a sequential structure for the students' convenience.

For each lecture, start with the Lecture Study Guide and follow the prescribed sequence of readings, slide sets, self-assessment, homework and/or course project activity.

Required assessment activities include 14 Lecture self-assessment activities, 10 Library web-site evaluations, and a Course project. Please refer to the Course Evaluation table and Course Calendar for related information.

Post required assignments and project no later that midnight, the date they are due. For more information follow the Course Calendar.

COURSE, SCHOOL, AND UNIVERSITY POLICIES:

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

How to submit your assignments: Submit ALL assignments through D2L. No email submission will be accepted unless if authorized by the instructor. Make sure your name is included in the header/title page of your assignment.

Assignment due dates: Please refer to the attached Course Calendar for all due dates and related information.

Writing style: Use The Publication Manual of the APA for citation styles.

Late Policy: Students are expected to meet deadlines for assignments or class projects. Late assignments forfeit 50% of the grade - No exceptions.

Incompletes

The current Catalog reads

GRADING:

Grading structure for IRLS554 Spring2008:

A 93% to 100% C+ 76% to 77%

A- 90% to 92% C 70% to 75%

B+ 88% to 92% C- 68% to 69%

B 80% to 85% D 60% to 67%

B- 78% to 79% F < 60%

INSTRUCTOR NAME AND CONTACT ADDRESSES:

Howard Rodriguez-Mori

hrodrig@email.arizona.edu

Login to post comments
2 attachments

IRLS533 Medical Online Searching

Fri, 01/04/2008 - 15:30 — skramer

COURSE NAME, NUMBER AND PREREQUISITES:

IRLS533 Medical Online Searching

Instructor: Sandra Kramer

This class is an elective class for the SIRLS Masters degree. There are no prerequisites.

COURSE DESCRIPTION:

"This course will focus on the online retrieval and evaluation of medical literature and the issues surrounding provision of timely, relevant, peer-reviewed medical information. Emphasis will be on the development of the intellectual acuity required to provide physicians, nurses, pharmacists, allied health professionals, medical researchers and consumers with targeted responses to medical queries. Current search modalities such as Evidence-Based Medicine will be covered both in readings and in class discussions. 3 credits"

What will we be covering in this course?

Online information resources in nursing, medical, pharmaceutical and allied health fields
Evidence-based medicine and its impact upon searching the medical literature
Consumer health information resources
Current trends in online searching
Medical news - From talk shows to the evening news, looking for the facts
Career paths for health sciences librarians
Health sciences librarianship offers many exciting career paths in hospitals, academia, government, corporations and special libraries. The ability to search the medical literature is a significant component of a successful career in medical librarianship and also serves as a valuable skill for librarians working in public libraries, corporations, news organizations and academic settings. We will explore the skills, resources and trends of searching the medical literature. Readings will include overviews of medical databases, both open access and commercial, and the controlled vocabulary required to enable accurate information retrieval. We will also examine the information requirements of health care professionals, patients, consumers and researchers. Lectures and readings will provide knowledge of the scope of online resources, technology and systems. The course will include in-depth coverage of PubMed database and its medical subject headings.

Course Format: This course will be taught virtually using D2L on the Web. Virtual course lectures will be posted twice a week with discussion forums set each week covering lectures and readings. You will be expected to actively participate in online discussions, posting a thoughful comment, question or reply at least once every week. There is no required textbook for this course. Assigned readings will be available electronically.

COURSE OBJECTIVES:

Upon completion of the course, students should understand and be able to demonstrate working knowledge of: health sciences databases and online information resources. Students should understand the principles and practices related to providing accurate, timely, relevant, cost effective information to health professionals, patients and healthcare consumers. Students will also have knowledge of major vendors, information resources available via the Web and opportunities for career paths in health sciences online searching and medical librarianship.

REQUIRED COURSE MATERIALS:

There is no required text to buy. All readings will be available electronically. Some assigned readings will be accessed online through the National Library of Medicine's PubMed database which provides access to biomedical literature. All reading assignments will be posted on D2L.

The following journals, texts and professional associations support health sciences database searching. They are not required for this course.

Journals:

Journal of the Medical Library Association ; Medical Reference Services Quarterly ; International Journal of Medical Informatics ; Journal of the American Medical Informatics Association; Health Information and Libraries Journal

Text:

Boorkman, J.A., Huber, J.T. & Roper, F.W. (Eds.) (2004). Introduction to Reference Sources in the Health Sciences (4th Edition). New York: Neal-Schuman.

Societies

Medical Library Association ; Special Libraries Association ; American Medical Informatics Association

COURSE REQUIREMENTS:

There are four components that go into the final course grade:

Requirement	Percentage of Final Grade
Participation	15%
Coursework	60%
Final Project	25%

Participation: Online discussion of course lectures and readings will take place in D2L discussion forums. You will be required to post a thoughtful comment at least once every week. Further information on discussion forums and use of email will be located on D2L. Readings should be completed before each lecture is posted in order to facilitate online group discussions. I will post class lectures each Monday and Wednesday during the semester. The assigned class readings will enhance your understanding of the class lectures and expand your subject expertise.

Coursework: Online searching exercises will be assigned regularly during the course.. Searching exercises will provide you wth the hands-on searching skills you need to become proficient in medical searching. Students must complete each exercise individually and submit it via the D2L dropbox. Due dates for each assignment will be posted on D2L.

Final Project: Overview of one medical topic to be selected during the first two weeks of class. All topics must be approved by the instructor. The project will include current treatment, consumer Web sites, epidemiology, economic impact, high impact journals within the field, current research and authorities in the field. You will also submit the literature searches conducted in support of your paper. All of the searching skills and information resources required to complete this assignment will be covered in class lectures, readings and hands-on exercises.

COURSE, SCHOOL, AND UNIVERSITY POLICIES:

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

The classroom environment for the course is D2L. Assignments will be turned in via the D2L DropBox.

Complete assigned readings by the end of the day on which they are scheduled.

Actively participate in D2L class discussions by posting at least one thoughtful comment each week.

Specific due dates for all readings, exercises and projects will be posted on D2L.

Incompletes

The current Catalog reads

GRADING:

Grade Breakdown

Requirement	Percentage of Final Grade
Participation	15%
Coursework	60%
Final Project	25%

Assignment of Course Grades:

Course grades will be assigned as follows:

A=90+ (Superior Work)

B=80-89 (Very Good)

C=70-79 (Marginally Satisfactory)

F=0-69 (Failed to meet requirements)

Students are required to submit all assignments and exercises. Work submitted late will lose ten (10) points. Any requests for extended time for assignments, such as medical reasons, must be approved by the instructor on a case by case basis.

INSTRUCTOR NAME AND CONTACT ADDRESSES:

Sandra Kramer

I am physically located in the Arizona Health Sciences Library, Room 2149. I am available through University email Monday - Friday. I am also available, by appointment, either in my office or by telephone. My office phone number is 520.626.6438, but the best way to reach me is through University email. I will make every effort to respond to your email messages and telephone calls promptly.

Login to post comments

IRLS585 Information Literacy Instruction

Wed, 01/02/2008 - 17:38 — ckmalone

COURSE NAME, NUMBER AND PREREQUISITES:

Information Literacy Instruction

IRLS585

no prerequisites

Cheryl Malone

COURSE DESCRIPTION:

Moving beyond the notion of bibliographic instruction or library use instruction, this course takes a broad view of information professionals' teaching responsibilities. Students will explore the historical background and current issues, trends, policies, and practices related to the notion of information literacy instruction in diverse settings. Additionally, students will have opportunities to assess existing Web-based instruction and design Web-based learning modules.

COURSE OBJECTIVES:

By the end of the semester, students will

· be able to discuss effectively various aspects of information literacy, learning theories and styles, and modes of instruction;

· be acquainted with the range of organizations and resources supporting information literacy instruction; and

· demonstrate the ability to plan and implement instruction.

REQUIRED COURSE MATERIALS:

Esther Grassian and Joan Kaplowitz, Information Literacy Instruction: Theory and Practice. Neal Schuman, 2001. Available from the UA Bookstore Web site.

Additional required readings will be assigned and made available online.

COURSE REQUIREMENTS:

Students are expected to participate by visiting the course site 2 or 3 times a week, keeping up with the readings, posting insightful well-written and documented comments to the discussions, reading the discussions and all course material, and completing the assignments on time.

COURSE, SCHOOL, AND UNIVERSITY POLICIES:

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

Detailed assignment descriptions and due dates will be provided in the d2l course space. I do not accept late assignments except in serious emergencies.

Incompletes

The instructor does not allow students to take an incomplete, except in extreme emergencies.

The current Catalog reads:

GRADING:

I grade on a point system. Everyone begins with 100 points. At the end of the semester, students with 90-100 points will have earned an "A" for the course, while those with 80-89 points will have a "B."

Assignment	Points
Exercises (3 @ 10 pts each)	30
Participation	15
Peer Evaluation	15
Tutorial	20
Self-Reflexive Paper	20

INSTRUCTOR NAME AND CONTACT ADDRESSES:

Please contact the instructor via the d2l email system if you have questions or concerns about IRLS585.

Login to post comments

IRLS506 Research Methods for Library & Information Professionals

Wed, 01/02/2008 - 09:01 — atkinson

COURSE NAME, NUMBER AND PREREQUISITES:

Research Methods for Library & Info. Professionals

IRLS 506

Instructor: Brian Atkinson

COURSE DESCRIPTION:

Research

From Wikipedia , the free encyclopedia ( http://en.wikipedia.org/wiki/Research ).

Research is an active, diligent and systematic process of inquiry in order to discover, interpret or revise facts , events, behaviours , or theories , or to make practical applications with the help of such facts, laws or theories. The term "research" is also used to describe the collection of information about a particular subject.

The word "research" derives from the Middle French (see French language ) and the literal meaning is "to investigate thoroughly".

This course will approach the term research from a scholarly perspective, giving students the opportunity to become discriminating consumers of research found in common information and library science periodicals and journals. This course will give students the necessary tools to determine the quality and accuracy of research and to the ability to critique work in a knowledgeable manner.

COURSE OBJECTIVES:

COURSE OBJECTIVES

By the completion of this course, you will

· know what empirical research is, and what are the general techniques used to carry out such research in social science and specifically Library and Information Sciences

· know what are the strengths and weaknesses of those techniques

· be able to say whether research you encounter is good; to say:

· what was really being examined

· what was the evidence, or support, or principled argument

· what were the conclusions

· whether the relationship between the evidence and the conclusions was adequate

· whether we should we trust the results or the conclusions

· be able to consider the applicability of published or known research to your own libraries or information centers

· have experienced, read, and discussed many examples of both good and poor research in Library and Information Science

...basically, you will learn to be an educated consumer of research.

REQUIRED COURSE MATERIALS:

Donnelly, R. A. [2004], The Complete Idiots Guide to Statistics, Alpha Books, ISBN 1-59257-199-9

Patten Mildred L.[2005], Understanding Research Methods; An Overview of the Essentials, Pyrczak Publishing, ISBN 1-884585-22-1 (other editions of this text are usable, but the pagination and indexing may be off)

The Lady Tasting Tea: How Statistics Revolutionized the Twentieth Century, Owl, ISBN 0-805-07134-2

Optional Text (for those with a sense of humor)

Huff, Darrell, [1993], How To Lie With Statistics, Norton, ISBN 0-393-31072-8

I will provide additional readings online within the Content section of D2L. You will need Adobe Acrobat (or something similar) to read these items.

http://www.socialresearchmethods.net/

http://davidmlane.com/hyperstat/index.html

COURSE REQUIREMENTS:

The coursework requirements are:

study evaluations. study evaluations. A short review/critique of 6 research studies will be required for this class. These studies must come from peer-reviewed journals of research in the field of Library and Information Science or a related field (for those of you who are anticipating work in a specific sub-field and are interested in critiquing material in your discipline, please contact me). A copy of these studies must be included (or in the case of online journals, a hyperlink provided) with the evaluation. The purpose of these assignments is to develop your ability to be a consumer of research. As a result, in order to find these six papers, it is anticipated that you will cull through at least 70-80 research papers throughout the span of this course. This may seem like an overwhelming task, but given the typical bibliography in a typical literature review, this is quite reasonable. Therefore the workload for the papers is identified as:

· choosing a successful research study--don't choose the first one you come across and attempt to make it fit the assignment

· understand the topic well enough to identify a specific component of research

· provide an opportunity for you to browse a large and diverse selection of research to
isolate studies which meet specific criteria

· demonstrate scholarly ability by writing brief (2-3 page ) papers examining the
research

Paper. There will be a paper due at the end of the term, which will serve to integrate what you have learned throughout the course. In this way, it is cumulative. On the other hand, it will allow you to demonstrate a thorough understanding of the course materials and apply this information in an appropriate scenario. More on this later...

participation (group discussion)

The distribution of the marks is as follows

The expectation is that individuals will utilize the discussions as an opportunity to ensure that their understanding of an issue is accurate, but also to reinforce the understanding of others through constructive discussions. This should not be utilized as a podium for endless chatter, but inclusive and active discourse is expected.

Quiz

There will be a quiz to test your conceptual knowledge, but even more importantly your knowledge of the readings.

COURSE, SCHOOL, AND UNIVERSITY POLICIES:

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

Incompletes

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

Turnitin.com

Student work may, at the discretion of the instructor, be submitted to turnitin.com (the University-sponsored anti-plagiarism tool) to ensure academic integrity.

GRADING:

Grades are weighted in the following manner:

· paper 40%

· study evaluations 40%

· statistical application/quiz 10%

· participation in discussion(s) 10%

A traditional grading scheme will be used.

90-100	A
80-89.999	B
70-79.999	C
60-69.999*	D
Below 60*	E

*Since this is a graduate-level course, the expectation is that no one should earn grades at this level, although it is quite possible.

General grading criteria : Grammar, style, or spelling are not emphasized-- provided the paper is understandable and the faults are not so severe as to be a distraction. Criteria include:

· Clear articulation of your views and arguments

· Soundness of your argument; ability to respond appropriately to the assignment

· Clear and concise exposition of the points you are making; don't beat a dead horse to fill up the space requirement, especially since it is minimal

· Consideration of intellectual context and relevant literature; citing the readings is useful here

PLEASE NOTE: I grade somewhat liberally throughout the term. I TRUNCATE at the end of the term when assigning grades. There is NO exception to this policy under any circumstances. An 89.999 is a 'B'.

INSTRUCTOR NAME AND CONTACT ADDRESSES:

Please utilize the email system provided by D2L (atkinson@d2l.arizona.edu) to contact me . Do NOT email me assignments outside of D2L. Keeping ALL course-related materials in a similar location are integral to my being able to find them at grading time. Traditional email (esp. from AOL, MSN and HOTMAIL accounts) tends to get misfiled by my mail program and it can take considerable time for me to discover and reply to these emails.

Given the nature of the subject matter, I am available by telephone (520-626-3909) during normal working hours (approx 8am-5pm, ARIZONA time) M-F. If I don t answer, feel free to leave a voice-mail and I will return your call as soon as I can. Please include the best time to reach you. My typical routine is to check voice-mail before I leave the office in the afternoon and I attempt to return calls before I leave—although this can sometimes occur after 5pm. I encourage you to call me if you need clarification. Email doesn't always provide enough information and can lead to further confusion.

If you are in Tucson, you may also schedule a meeting. Please use the internal D2L email system to contact me for a time.

Login to post comments

IRLS557 Documenting Diverse cultures and Communities

Mon, 12/31/2007 - 09:47 — welburn

COURSE NAME, NUMBER AND PREREQUISITES:

Documenting Diverse Cultures and Communities

IRLS557 Section 791

Instructor: William Welburn

This course is a distributed elective for the SIRLS Master's degree. There are no course prerequisites

COURSE DESCRIPTION:

Addresses themes associated with the production of information
artifacts and issues in documenting cultural diversity across the
American cultural landscape. The practices of collecting and
documenting cultures and communities will be explored in relation to
the mission of libraries, archives, historical societies, and other
cultural institutions concerned with the acquisition of information in
books, journals, and other textual materials, and in sound and visual
documents.

As this course is designed as a seminar, students will be expected to
participate in and lead class discussions drawn from an array of
readings selected by the instructor and prepare and present a seminar
paper.

COURSE OBJECTIVES:

By the end of the semester, students will have:

Gained
exposure to important theoretical perspectives relevant to the study of
documenting diverse cultures and communities, including theores of
memory and authenticity
Applied theories to the
collection of information artifacts as instruments of memory, including
printed works, oral histories, sound recordings, and visual works
Given consideration to the proliferation of digital cultural artifacts
Identified and performed preliminary research on a topic of choice

REQUIRED COURSE MATERIALS:

James P. Danky and Wayne Weigand, Print Culture in a Diverse America. (University of Illinois Press, 2001)

David Isay, Listening is an Act of Love: A Celebration of American Life from the StoryCorps Project (Penguin, 2007)

Rick Kennedy and Randy McNutt, Little Labels, Big Sounds: Small Record Companies and the Rise of American Music (Indiana University Press, 1999)

James Griffith. Hecho a Mano: The Traditional Arts of Tucson's Mexican American Community (University of Arizona Press, 2000)

Other readings as assigned (see course content in d2l)

COURSE REQUIREMENTS:

Seminar paper -- a 15-20 page paper (double-spaced) on a topic of your choice designed within the following two parameters:

Discussion papers -- 4 brief (2-3 page, double-spaced) papers assigned through the semester

Participation in online discussion, based on posted lectures and related readings.

All papers are to be submitted in D2L, with a backup sent to the following email address:

docdivculcom@gmail.com

COURSE, SCHOOL, AND UNIVERSITY POLICIES:

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

<Put your own material for the stuff in red>

How to submit your assignments: All assignments should be submitted to d2l assignment Dropbox, with a backup copy sent to docdivculcom@gmail.com
Assignment due dates: All assignments are due on dates posted in d2l.
Writing style: Please select a style (Chicago, APA, MLA) and stick to it.
Late Policy: Late papers will be dropped a full letter grade.

Incompletes

The current Catalog reads

GRADING:

Seminar paper: 50%

Discussion papers: 10% each (= 40%)

Class discussion (posting and reading other posts): 10%

INSTRUCTOR NAME AND CONTACT ADDRESSES:

William Welburn

in d2l

&

docdivculcom@gmail.com

Login to post comments

IRLS581-791 School Library Administration & Practice

Sat, 12/29/2007 - 23:18 — hhenley

COURSE NAME, NUMBER AND PREREQUISITES:

School Library Administration & Practice

IRLS581-791

Instructor: Holly Henley

There are no prerequisites.

COURSE DESCRIPTION:

Holly Henley "Services, finances, personnel, evaluation, quarters, organization and technical services in the school library."

3 credit hours

Just as the teacher-librarian collaborates with other teachers to design instruction that meets the needs of their students, members of the learning community created by the course will work together to design meaningful learning experiences related to School Library Administration and Practice. Students will be expected to read the required textbooks, to journal their responses to the assigned readings and to come to class prepared to discuss them. Topics of most interest and relevance to students from the readings will be emphasized in class discussions.

Each student will also work with the instructor to design, complete, evaluate, and share three projects that will be most useful in his/her current or future position. Students with similar interests are encouraged to work collaboratively on one of their three projects. Time will be given during class for students to work together. Topics may be chosen from the following:

Collection Development
Budget
Physical Space
Marketing/Advocacy
Collaborative Lesson Planning in the areas of Reading or Information Literacy
Programming for the School Community, including Families and/or the Community
Grantwriting
Technology
Evaluation of the School Library
Staff Development

Examples of projects include:

Visiting a school library, drawing a floor plan of the existing use of space, and creating a second design with the student's ideas for improved use of space.
Creating a comprehensive plan for a Family Literacy Night.
Filming and editing a video to promote the school library.

COURSE OBJECTIVES:

Students will understand the mission of the school library media program.
Students will be able to define and apply the roles of the teacher-librarian as a teacher, instructional partner, information specialist, and program administrator.
Students will understand the role of technology in the school library media program.
Students will practice collaborative skills necessary for the teacher-librarian.
Students will understand the need for the teacher-librarian to be a school leader.

REQUIRED COURSE MATERIALS:

American Association of School Librarians and the Association for Educational Communications and Technology. Information Power: Building Partnerships for Learning. Chicago: American Library Association, 1998. ISBN: 0-8389-3470-6 (Required)

Hughes-Hassell, Sandra and Anne Wheelock, eds. The Information-Powered School. Chicago: American Library Association, 2001. ISBN: 0-8389-3514-1 (Recommended)

Woolls, Blanche and David V. Loertscher, eds. The Whole School Library Handbook. Chicago: American Library Association, 2005. ISBN: 0-8389-0883-7 (Required)

COURSE REQUIREMENTS:

Students are expected to be in class and participate in discussions on January 19 & 20; February 9 & 10, and March 8 & 9. Prior to the first class, Information Power: Building Partnerships for Learning should be read and a written response prepared of at least 250 words. Additional readings and responses will be assigned from The Whole School Library Handbook and online sources for the remaining classes.

The three required projects will be due on February 9, 10 and March 8.

COURSE, SCHOOL, AND UNIVERSITY POLICIES:

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

Reading journals and projects are to be complete and ready to share at the beginning of class on their due dates. Exceptions will be granted only in emergency situations with permission of the instructor.

Incompletes

The current Catalog reads

GRADING:

For practice in instructional design and evaluation, students will work with the instructor to develop an evaluation tool for each course assignment.

The course grade will be based on a point system, with the possibility of earning a maximum of 100 points:

Final Grades:

90 -100 points = A

80 - 89 points = B

70 - 79 points = C

60 - 69 points = D

59 points and below = F

INSTRUCTOR NAME AND CONTACT ADDRESSES:

Holly Henley

Library Development Consultant

Carnegie Center Manager

Arizona State Library, Archives and Public Records

1101 West Washington

Phoenix, AZ 85007

Phone: 602-926-3366

Fax: 602-256-7995

E-mail: hhenley@lib.az.us

Login to post comments

IRLS525 Children in Public Libraries

Mon, 12/24/2007 - 08:35 — vokach

COURSE NAME, NUMBER AND PREREQUISITES:

IRLS525 Children in Public Libraries.

This class is an elective class for the SIRLS Masters degree and has no prerequisites.

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 children’s and teen services librarians including: assessing needs based on community input and the developmental 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:

The objectives of this course are:

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.

REQUIRED COURSE MATERIALS:

Text:

Walter, Virginia A. Children and Libraries: Getting it Right. Chicago, ALA Editions, 2001.

While I am assigning a text for this class, my general 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 assigning a number of children's and young adult books that will be relevant to the course content.

Assigned reading beyond the titles listed below will be announced prior to the first day of class. Students should check the ALSC Web site http://www.ala.org/ala/alsc/alsc.htm on Monday, January 14th, 2008 to check for the announcement of the Newbery, Caldecott and other literary awards. Reading of any 2008 award winners is highly recommended, and some will be assigned reading.

Assigned Reading TBA

For sure, we will be reading the following books:

General: Dear Miss Breed by Joanne Oppenheim

Realistic Fiction: The Willoughbys by Lois Lowry

The Penderwicks on Gardam Street by Jeanne Birdsall

Additional reading: Articles to be handed out in class.

While these are not assigned or required, you may find some of the following books helpful:

Braun, Linda. Teens.library: Developing Internet Services for Young Adults. Chicago, American Library Association, 2002.

Fasick, Adele M. Managing Children's Services in the Public Library. Englewood, Colorado: Libraries Unlimited, 1991.

Ghoting, Saroj and Pamela Martin Díaz. Early Literacy Storytimes @ Your Library: Partnering With Caregivers for Success. Chicago, American Library Association, 2006.

Harris, Frances Jacobson. I Found it On the Internet: Coming of Age Online. Chicago: American Library Association, 2005

Course Schedule:

Tuesday, January 22

Introduction, Overview. Business Discussion. Assignment review.

Philosophies of Library Service to Children and Young Adults

Tuesday, January 29

History of Library Service to Children and Young Adults

Tuesday, February 5

Gateways to Children’s and Young Adult Services: Web sites and Facilities

Tuesday, February 12

Planning Programs and Services

Tuesday, February 19

Services and Materials—Early Years

Tuesday, February 26

Services and Materials--Early Years and Elementary School

Tuesday, March 4

Services and Materials—Elementary School (continued)

Tuesday, March 11

Services and Materials—Tweens and Beyond

Assignment: Program Observations due on March 25

Tuesday, March 18

Spring Break—No Class

Tuesday, March 25

Planning Programs and Services--Outreach

Planning Programs and Services—Special Needs

Tuesday, April 1

Information Needs, Readers Advisory and Reference Services

Tuesday, April 8

Guest Lecturer Elaine Meyers

Tuesday, April 15

Cooperation With Other Agencies: Networking/Management

Assignment: Two programs due for next class

Assignment: Program presentation in class for next two classes. Order will be determined by random drawing.

Tuesday, April 22

Student Programs

Tuesday, April 29

Student Programs

Tuesday, May 6

Issues and Trends—Administration and Management

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. Write essays at the beginning and end of the course describing your philosophy and vision of library service to children and teens. The purpose will be to see how it has changed over the course of the semester..

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%

COURSE, SCHOOL, AND UNIVERSITY POLICIES:

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

Please include your name at the top of all your assignments. Written assignments will be returned in class with a grade and comments.
Assignment due dates: Assignments are due no later than 6:30 pm (the beginning of class) on their assigned due date.
Late Policy: Late work will lose one letter grade from the grade it would have gotten had it been turned in on time

Incompletes

The current Catalog reads

GRADING:

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 meeting 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.

INSTRUCTOR NAME AND CONTACT ADDRESSES:

Tim Wadham, Ph.D.

Children’s Services Coordinator

Maricopa County Library District

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

E-mail/phone: twadham@email.arizona.edu
/602-652-3045

Login to post comments

Spring 08

Academic Code of Integrity

Accommodating Disabilities

Assignment Policies

Incompletes

Academic Code of Integrity

Accommodating Disabilities

Assignment Policies

Incompletes

Academic Code of Integrity

Accommodating Disabilities

Assignment Policies

Academic Code of Integrity

Accommodating Disabilities

Assignment Policies

Incompletes

Academic Code of Integrity

Accommodating Disabilities

Assignment Policies

Incompletes

Academic Code of Integrity

Accommodating Disabilities

Assignment Policies

Incompletes

Research

COURSE OBJECTIVES

...basically, you will learn to be an educated consumer of research.

Academic Code of Integrity

Accommodating Disabilities

Assignment Policies

Incompletes

Academic Code of Integrity

Accommodating Disabilities

Assignment Policies

Incompletes

Academic Code of Integrity

Accommodating Disabilities

Assignment Policies

Academic Code of Integrity

Accommodating Disabilities

Assignment Policies

Incompletes