Syllabus

Literature for Young People ~

Summer II 2011 Patterson Instructor:
Thomas H. Patterson
Indiana State University, College of Education

CIMT 512

Home Office Telephone: 2624733127 (no calls after 7:00PM Central Time please) CIMT Dept. Telephone: 8122374012 E-mail: otley93@aol.com

The best way to communicate with me is via e-mail Communication: E-mail is the easiest way to communicate with
me. When you wish to contact me, DO NOT use the e-mail functions within our Blackboard classroom, but rather write me at otley93@aol.com from your own e-mail account. When e-mailing, it is essential that you sign your complete name & indicate the course number in the subject line. Like most of you, I do not live in Terre Haute & am not available on campus.

Office Hours: virtually & 24/7/365 as needed. Course Technical Support: The Office of Information Technology
(OIT) provides technical support for distance education courses & students. Please direct all technical & access problems to them. You can reach them by telephoning: 18888185465 or 18122372910 or e-mailing: IT-Help@indstate.edu. Note also the Help Desk menu button on the left side of our classroom. Technology can fail & you must maintain backup copies of all of your work as a safeguard.

Course Description: An overview of the role of childrens literature in

society & its impact on supporting & extending lifelong learning. Emphasis is on developmental strategies that enable the reader to create, critique, & enjoy literature, including a wide variety of genres. The respect for diversity in society, languages, cultural, & ethnic customs is also emphasized.

Texts:
1. Kiefer, Barbara Z. Charlotte Huck's Children's Literature. 10th ed. Boston: McGraw Hill, 2010. ISBN 13: 978-0-07-337856-5 ISBN 10: 007-337856-9 2. Nilsen, Alleen Pace & Donelson, Kenneth L. Literature for Todays Young Adults. 8th ed. Boston: Pearson, 2009. ISBN 978-0-205-59323-1
Please acquire your texts as soon as possible. They can be ordered directly from the publishers & are not stocked by the University Bookstore.

McGraw Hill: 1-877-833-5524, http://books.mcgraw-hill.com Pearson: 1-800-526-9907, http://www.ablongman.com/

Texts are also generally available at cheaper prices through such sources as: Amazon.com; Alibris.com; Abebooks.com; Barnesandnoble.com; E-Bay.com; Biblio.com; E-Bay.com; Half.com; Bookfinder.com; Valorebooks.com; AddALL.com, etc. These are the places that I usually start with when seeking books. Be sure to pay careful attention to the edition, ISBN, & year of publication date when ordering.

Course Goals/Proficiencies: The goal of this course is to introduce

childrens & young peoples literature as a major collection in both school & public libraries. In addition, this course is designed to prepare students to implement literature training in a meaningful & effective manner to develop & encourage lifelong learning & reading enjoyment. To achieve these goals the following proficiencies have been adopted:

Literature Syllabus ~ Summer II 2011

3 1. Demonstrate an understanding of the important role of childrens and young peoples literature in society and the role of age-specific literary library programs in developing, supporting, and expanding lifelong learning. Additionally, demonstrate an understanding of the function of literature in the imaginative shaping of lives and thoughts of children and young people. 2. Develop and demonstrate skills to help young readers perceive in various literary genres the patterns, relationships, and feelings expressed in literature that can maximize the pleasure of reading. 3. Demonstrate an understanding of multiple strategies to comprehend, interpret, evaluate, appreciate, and enjoy literature, e.g., use of criticisms and interpretations, reviews, selection tools, web-based resources, and professional organizations. 4. Demonstrate an understanding and appreciation of diversity in childrens and young peoples literature in a cross-cultural sense and in a modern social sense, i.e., language use, patterns, regional and cultural dialects, ethnic tradition, and social roles. 5. Apply knowledge of language structure, language conventions, media techniques, figurative language, and genre to develop activities designed to teach children and young people how to create, critique, discuss, and enjoy literature. For more information on the Proficiencies, including an explanation of how we will be working with them, see The Proficiencies: An Explanation in the Assignments area.

Requirements: Students will complete the Introductory Assignment,

the Book Review Assignment, & one Proficiency Project. There will be midterm & final examinations based on assigned readings, classroom discussions, & the proficiencies. Participation will constitute 10% of the final grade.

Grading Rubric for Assignments & Final Course Grade:

Literature Syllabus ~ Summer II 2011

4
A+ A AB+ B BC+ C D F = = = = = = = = = = 99-100 95-98 93-94 90-92 88-89 85-87 81-84 75-80 74-64 65-0 Below average Fair Poor Failure Above average Average Excellent Superior

A grade average of at least B (or 3.0) is required to remain in the College of Graduate & Professional Studies and for graduation from any graduate degree programme. The University does not offer a D grade for coursework so a final course grade below 80 or C is effectively an F.

Final Grade Determination:

Proficiency project Book Review Assignment Participation Introductory Assignment Final exam 28% 28% 10% 6% 28% 100%

Participation: 10% of the final course grade (10 points out of 100) is
based upon active classroom involvement in discussion conferences throughout the term. It entails making your presence known at least several times a week by posting your reactions to readings, asking questions, providing substantive comments on the postings of others, & completing all assignments in a timely manner. As a rule of thumb plan upon providing at least 2 commentaries of your own in each weeks Conference & responding to the postings of at least 2 others in the same Conference. This would serve to give you a respectable, though not necessarily a perfect, score for participation.

Literature Syllabus ~ Summer II 2011

5 Participation will be graded on a curve at the end of the term. The more you contribute in class the higher your participation grade. You can determine how active you are vis--vis your classmates by browsing through the first couple of discussion conferences & noting the frequency & substance of the postings. A weak participation score will almost certainly reduce your final course grade by at least one letter grade.

Grading Considerations:
Points will be deducted when instructions are not followed. Follow them with care. Late work will not be accepted. See Beware below. Critical thought. I seek evidence that you understand what we have covered in class & have combined this insight with your own experiences & ideas. Little is to be gained from merely paraphrasing the textbooks. The quality of writing is a major factor. See Written Assignments below. I am talking here about formal assignments submitted for grading. In e-mail exchanges & conference postings we can be more informal & chat as we might in person.

Beware: In distance education there is a natural tendency to lapse into

an out of sight, out of mind habit. Beware of this. Late work will not be accepted. There are no provisions for extra credit.

Examinations: The exams will be administered in our electronic

classroom & will be unproctored. The dates will be announced later. You do not have to register for them & they are open book. Please see also Examination Information in the Course Documents area for more details.

Written Assignments: Clarity, format, tone, organization, spelling,

grammar, & writing style have a significant bearing on your grade. I expect you to use proper English grammar, spelling, & punctuation. This includes the use of complete sentences & all words spelled out fully. Be sure to note Write Right & Annotation Guidelines in the

Literature Syllabus ~ Summer II 2011

6 Course Documents area. These guidelines will be used in grading your work. If you suspect you do not write well, ask a friend to critique your work before submitting it. If you are near an institution that offers a writing lab, try it. Anyone whose first language is not English is encouraged to seek writing & editing assistance. Poorly written papers will be graded accordingly. Most written assignments call for formal bibliographic citations to document the resources consulted. In such cases follow either the MLA Handbook for Writers of Research Papers (6th ed.) OR the

Publication Manual of the American Psychological Association (6th ed.).

Links for assistance with both style systems are available in the Webliography. If you have questions about a citation, let me know before submitting your work.

Format Requirements:
Provide a separate cover sheet with your name, student ID #, course #, proficiency #, option # selected, & the date. Title pages are not needed for the Introductory Assignment. On the 1st text page restate in full the complete text of the assignment option that you are submitting, including all of the detailed instructions for that particular option. This is important. All pages, except the cover page & the 1st text page, should be numbered. Your last name & course # should appear as a header or footer on each page except the title page. Do not use cutesy fonts. Stick to the basics. It adds seriousness to your work. Pictures or illustrations are encouraged, but please do not overdo it. Double space your text & use a standard, appropriate font size. Use black type on a white background. Name all assignment files with your last name, course #, & proficiency #. For example, Ethelred the Unready would name his file for proficiency #1: unready509prof1.doc.

Literature Syllabus ~ Summer II 2011

Submitting Assignments: Written assignments, except for the

Class Profile portion of the Introductory Assignment, are to be
submitted via the Blackboard assignment option. Should you have difficulty with this, contact the Help Desk.

Plagiarism: As indicated in the Distance Learners Handbook:

Plagiarism is a violation of the University's student conduct code . . . . Violations may result in the student receiving a failing grade for the course & the forfeiture of all course fees. Plagiarism will result in an automatic 0 for any given project or the course & can lead to further discipline, such as expulsion from the programme.

Final Grade of Incomplete: Circumstances occasionally make it

impossible for a student to complete the course. The decision to grant an Incomplete & the timeframe for final completion is the instructors. If work is not completed before the designated period, the I automatically becomes an F.

Save: Be sure to save electronic copies of all of your work in this class,
and your other library media classes, for use in the Practicum, CIMT 659, later on.

Becoming a Complete Professional is the overarching theme and conceptual

model for all of Indiana State Universitys teacher educator preparation programs. Because the conceptual framework continues to provide the central focus for what we believe and what we do, universal student outcomes reflect performance-based teacher education in Indiana. Programs have identified a set of student outcomes that serves as a conceptual framework for initial and advanced levels; all are linked to the conceptual model of "Becoming a Complete Professional." This model encompasses 3 broad areas that recognize the essential work and focus of an educator for initial and advanced teacher preparation:
o o o

Educator as Mediator of Learning, Educator as Person, and Educator as Member of Communities.

Literature Syllabus ~ Summer II 2011

8
The word complete acknowledges that, to be truly successful, an educator must be effective in all 3 of these areas. Similarly, the word becoming is included because a new graduate of one of the Universitys educator preparation programs is not yet a complete professional as a teacher, counselor, school psychologist, speech language pathologist, principal or superintendent. Each has only developed a solid foundation for becoming such a professional in the chosen role. The component "Educator as Mediator of Learning" deals with an educators professional skill as a mediator of students learning and/or of the progress individuals make in achieving their potential. The component "Educator as Person" represents the traits that make a successful educator justifiably respected and emulated by students. The component "Educator as Member of Communities" reflects the necessity of contributing to the various communities of which educators, as professionals, are members. To be proficient, an educator cannot simply be skillful as a mediator of learning or simply be respected and emulated by students or simply be a contributing member of relevant communities. Instead, a truly successful educator must at the same time be a competent mediator of learning, a person viewed as worthy of respect and even emulation by students, and a contributing member of the communities in which educators are expected to function. The establishment of a conceptual framework links to a central theme that allows the program to be thoroughly grounded in the best educational practices as illuminated by professional organizations and educational leaders. The foundation for all undergraduateteaching programs is the Interstate New Teacher Assessment Support Consortium (INTASC) standards. At the advanced program level, the standards of the National Board for Professional Teaching Standards (NBPTS); the American Association of School Librarians (AASL); the Council for the Accreditation of Counseling and Related Educational Programs (CACREP); the Interstate School Leaders Licensure Consortium (ISLLC); the American Psychological Association (APA); and, the American Speech and Hearing Association (ASHA) have provided guidelines for establishing student outcomes and for developing programs in teaching, school counseling, school administration, school psychology, and speech-language pathology.

THP 01/07/10

Literature Syllabus ~ Summer II 2011