Review of the Spring Semester 2014 LIBR 263

Dr. S.E. Higgins

SJSU SLIS

Design of Class Assignments

The class assignments were designed to meet the student learning outcomes.

Assignment of a PowerPoint enhanced communication skills as well as showcased content.

Discussion board prompts were also designed to meet student learning outcomes.

For the instructor, the most challenging aspect of the course was to address the social aspects of reading and libraries. (because they are so complex). Scholarly critiques were assigned to address some of these issues and allow a bit of choice as to the exploration of them.

Social Aspects of Reading and Libraries

For the instructor, the most challenging aspect of the course was to address the social aspects of reading and libraries. (because they are so complex).

Scholarly critiques were assigned to address some of these issues and allow a bit of choice as to the exploration of the concept.

Inclusive Children’s Literature

The textbooks were used to explore the elements of children’s literature because knowledge of children’s literature (including informational texts) is foundational to collection development.

Literature is traditionally analyzed with a review of characters, plot, theme, setting and style.

Collaborative and Participative

The PowerPoint Presentations were meant to engage the class in collaborative learning and exhibit models of genres as a basis of selection.

Multicultural and International literature for children was featured. Children’s book illustration was studied.

Presenting to the class was also practice for the professional management of libraries.

Learning Objectives

Demonstrate an understanding of the external (societal) and internal (developmental) forces that influence children’s choices of recreational and informational sources and materials.

Evaluate selection tools, and demonstrate the ability to use appropriate resources to develop a collection of materials for the elementary school-aged child (ages 5-8), including all appropriate formats.

3. Critically examine representative materials designed for the elementary school-aged child (ages 5-8), including books, television, movies, and the Internet, and apply criteria to evaluate them in relation to child development, multicultural concerns, and meeting the informational and recreational needs of this age group.

4. Demonstrate an understanding of the principles of learning to read and how to work with parents, caregivers, and teachers in the teaching of reading.

Learning Objectives

5. Create an appropriate materials collection for this age group (ages 5-8), including print and nonprint materials.

6. Assist parents and caregivers with questions about appropriate materials for their children.

7. Explore social aspects of reading and libraries.

Multicultural Education

Knowledge of the transformation needed to serve all children as individuals. (Excerpt from The Challenge of Defining Multicultural Education http://www.edchange.org/multicultural/initial.html)

Avoid Bias and Stereotype

Children’s librarians seek to avoid bias and stereotypes as they select resources for children in order to serve all children as individuals.

They weed their collections of damaged, inaccurate and biased information – this is, admittedly, a “soft” type of censorship - done in order to “level the playing field”.

Leveling the Playing Field

Every student must has equal opportunity to achieve to her or his full potential.

Every student is prepared to competently participate in an increasingly intercultural society.

Teachers are prepared to effectively facilitate learning for every individual student, no matter how culturally similar or different from her- or himself.

Addressing Competencies

The overall goals of the knowledge gained in this class was the development of professional competencies – competencies needed in the workplace.

SLIS Competencies

A. Articulate the ethics, values, and foundational principles of library and information professionals and their role in the promotion of intellectual freedom.

F. Use the basic concepts and principles related to the selection, evaluation, organization, and preservation of physical and digital items and collections.

Competencies

I. Use service concepts, principles, and techniques to connect individuals or groups with accurate, relevant, and appropriate information.

M. Demonstrate oral and written communication skills necessary for professional collaboration and presentations.

School Library Media Specialists/Teacher LibrariansChildren’s and YA Librarians

Use hands-on analysis, knowledge of the community, observation and reviewing sources to determine appropriate information based on the needs of the service population, and for school librarians, the needs of the curriculum. School librarians are instructional partners with teachers.

Public youth librarians do not have a curriculum to follow and work with schools and families.

Serving Youth in the Community

Both School Librarians and Children’s Librarians serve youth. Many projects can be coordinated, such as the Summer Reading Program and special collections for assignments.

Knowledge of children’s literature is essential.

Science and The Intangible

Research Studies, Learning Objectives, Competencies, Rubrics and State Standards clearly can not tell the whole story of serving youth in libraries (although taxpayers want this type of evidence).

A combination of library science, personal experience and intuition can lead to the conclusion that librarians working with children make a difference in their lives and ultimately, work for the benefit of society through the promotion of literacy.

Frog and Toad Are Friends

http://www.youtube.com/watch?v=0VH1i0QQHyI

References

Higgins, S. E. (2012) Fall 2012 Syllabus LIBR 263. San Jose State University School of Library and Information Science.

Gorski, P. (2010) The Challenge of Defining Multicultural Education. Critical Multicultural Pavilion. http://www.edchange.org/multicultural/initial.html

Accessed 12/5/2012