COURSE NUMBER, NAME, MEETING TIME & PLACE:
LIBM 5023: Advanced Materials for Children
Tahlequah campus, Wednesdays 5:30 – 8:10 E 110

PREREQUISITES
Graduate students must be fully admitted to the Graduate College of Northeastern State University.

DESCRIPTION OF COURSE
Graduate students will examine resources and services for children in terms of their needs, interests, and abilities. Focus is on evaluation and selection, and use of multi-media materials in school media centers and classrooms. Graduate students majoring in School Library Media and Technology must complete this course in order to satisfy certification requirements for the Master of Education Degree Program in School Library Media and Technology.

KNOWLEDGE BASE
The Northeastern State University Teacher Education Program is based on specific philosophical assumptions about teaching, learning, and schooling that underlie all basic programs preparing professional educators to work in public school settings. These philosophical assumptions are stated in terms of the responsibilities and obligations of professional educators as stated in the theme of the program. It is assumed that it is the responsibility of professional educators to:

• Develop thinking/learning skills in their students through the use of appropriate pedagogical strategies, emphasizing reflection;

• Serve all students under their charge, regardless of ability, with a sense of efficacy;

• Instill self-respect, dignity, and respect for others in their students;

• Be sensitive to and develop the ability to capitalize on the learning strengths of individuals who reflect a diversity of cultural backgrounds, abilities and talents; and

• Know, understand, and communicate the content of the specialty area(s) in which they are teaching.
These assumptions represent a philosophical approach to teaching and learning that is present throughout the course work and the field experiences.

CONCEPTUAL FRAMEWORK
The Teacher Education Program at Northeastern State University prepares professional educators to be teaching scholars, educational leaders, and developers of human potential.

Educators as Teaching Scholars
Teaching scholars read widely and think deeply about subject matter, teaching, and research. They reflect critically on their own beliefs and their classroom practice in order to make pedagogical improvements. Teaching scholars use appropriate communication skills, they know how to facilitate authentic learning, and they encourage P-12 students to be critical, creative thinkers, with the ability to be lifelong learners.

Educators as Educational Leaders
Educational leaders believe that all P-12 students are capable of learning and of making educational progress. Educational leaders serve as advocates for children/adolescents and families, they understand the political nature of teaching, and they are able to inspire and motivate others by modeling effective communication skills, professional demeanor and attitudes.

Educators as Developers of Human Potential
Educators who are developers of human potential are committed to the philosophical position that the development of human potential is their fundamental task.

MAJOR GOALS:
• Provide opportunities for students to become familiar with various genres of literature and discover techniques of teaching commensurate with the maturity, interests, abilities, and needs of children.

• Equip future school library media specialists with the knowledge of effective teaching/learning materials, both print and non print, and enable them to be knowledgeable in evaluating, selecting, and introducing materials to teachers and students.

• Enable students to demonstrate an understanding that children’s literature reflects the diversity of culture and life in different areas and time periods of the world.

EXPECTED COURSE OUTCOMES:
The course content is designed to provide competence in areas based on the standards established by the American Association of School Librarians (AASL), Conceptual Framework of Northeastern State University (NSU) and the Oklahoma General Competencies (OGC) and the Advanced Portfolio Review Components. Activities follow the AASL competencies.

Standard 1. Use of Information and Ideas
1.1 Efficient and Ethical Information-Seeking Behavior
Candidates advocate for and demonstrate effective use of current and relevant information processes and resources, including emerging technologies. Candidates model a variety of effective strategies to locate, evaluate and use information in a variety of formats for diverse purposes. (NSU Conceptual Framework 1.1, 1.2, 1.5, 1.6, 1.7, 1.8, 1.9, 2.4, 2.5, 2.7, 3.1) (OGC 1, 2, 3, 14, 15)
Selection of resources suitable for various ages and abilities, annotated list of periodicals, multicultural unit, book discussions, author/illustrator studies

1.2 Literacy and Reading
Candidates are knowledgeable about historical and contemporary trends in reading material for children and young adults. Candidates analyze and apply research in literacy and reading in order to select and recommend materials in formats and at levels that facilitate the reading process and the development of fluency in readers. Candidates instill a sense of enjoyment in reading in others that leads to lifelong reading habits. (NSU Conceptual Framework 1.1, 1.4, 1.7, 1.8, 2.4, 2.5, 3.1, 3.2, 3.3) (OGC 1, 2, 5, 6, 7, 14, 15)
Reflection on the synthesis of the text and a professional, peer reviewed article about historical and contemporary trends in reading material for children, book discussions, author/ illustrator studies

Standard 2: Teaching and Learning
2.3 Information Literacy Curriculum
Candidates work to ensure that responsibility for an integrated information literacy curriculum is shared across curricular areas throughout the school. Candidates advocate for the information skills curriculum in order to assure appropriate learning experiences for all students, and to address the academic needs of the school community. (NSU Conceptual Framework 1.4, 1.5, 1.9, 2.4, 2.5, 3.1, 3.3, 3.4) (OGC 2, 4, 5, 8, 14, 16)
Multicultural unit

INSTRUCTIONAL MATERIALS: Essentials of Children’s Literature by Tomlinson and Lynch-Brown

INSTRUCTIONAL PROCEDURES
A variety of instructional procedures will be applied in this course, including but not limited to lecture, group work, online research and communication, professional journal/book reviews, and project presentations. Graduate students are expected to attend class. However, in case of emergencies and other situations beyond the control of students, three (3) hours of absence will be excused.

GRADUATE STUDENT PERFORMANCE ACTIVITIES
Graduate students are expected to attend each class, take notes, complete assignments, and participate in class activities and discussions. Attendance will be a factor in determining grades and it is particularly important in the development of positive, professional behavior. More than one class period absence may reduce the final grade for the course. Students are expected to be ready to start class on time and be present for the duration of the class. TURN OFF CELL PHONES. Students are also expected to complete every assignment, activity, project and administrative requirement of the NSU College of Education if they are to receive a grade in the course. Turn in 2 copies of all assignments.

COURSE CONTENT AND TIMETABLE FOR COMPLETING ASSIGNMENTS
Assignments are due at the beginning of the class period on the date indicated. There will be a reduction of points for late assignments. If students are not present, assignments should be faxed or emailed the date the assignment is due. Students missing class due to participation in NSU sponsored activities also adhere to this policy. Reading assignments are considered preparation for class meetings. The graduate student is responsible for all material assigned even if not discussed in class.

EVALUATION OF STUDENT ACHIEVEMENT AND LEARNING OUTCOMES
To earn any grade, all assignments must be completed fully, on time; student must attend class and follow the attendance guidelines.

Activities Total points
Annotated periodical list 20 points
Picture book illustrator study 20 points
Traditional literature storytelling 10 points
Sequoyah Millionaire questions 10 points
Peer review article on students and learning 20 points
Author study 30 points
Reading response discussion postings on children’s books read 10 points
Two rationale statements with artifacts for portfolio 10 points
Multicultural unit 30 points
Class participation (book reviews, audiovisual evaluation 10 points
professional articles, presentations, discussions, poem)
Final 30 points

Possible 200 points. A percent of total points will determine the grade:
A=185-200 B= 184-170 C=169-159

A = Work is well-development, organized, and above expectations. It generates new ideas and insights and is thought-provoking. Reflection indicates student analyzed the information. It follows the suggested format for the assignment.
B = Expected graduate work. Information is presented without an in-depth reflection or response.
C= Below expected graduate work. Little evidence of understanding and paper is undeveloped or does not follow directions for the assignment. Paper has spelling, grammatical, and or other writing errors.

Annotated Periodical Assignment
The class will look at a variety of periodicals for children. Choose 5 from class or outside sources to annotate that may be used with elementary children in a library setting. Some browsing will be done in class. The following week, students are to turn in typed annotations for five periodicals. They are to be arranged in alphabetical order. An example follows:

Creative Kids: The National Voice for Kids
Every issue has a Kids Speak Out with comments students have written regarding an issue such as students watching too much TV. The magazine includes puzzles and games (answers in the back), poetry, and stories elementary children would enjoy. Pictures are included with the published articles so students may see who wrote the articles. This is a magazine written by and for children. The last page gives announcements and includes guidelines for submitting articles.
Their web site is www.prufrock.com

Picture books: illustrator study
Read 5 books by one of the illustrators/authors in chapter 4 on picture books. Become an “expert” on that one illustrator. Prepare a one page, double-spaced paper on biographical information about him/her that contributes to the understanding of the books Include a short narrative about the author and his/her work in general, a list of places to find information on the author (including both electronic and print sources), and a selective, annotated list of the author’s works. (Be sure to include most important and most recent works). Include any awards received. Use at least one print and one Internet source. On a second page, address the “evaluation and selection” found in your text (p. 73) as it pertains to your author/illustrator. The bibliography should be attached in APA format.
In an oral presentation, give a BRIEF summary of four of the books. Read your favorite book and tell how you would use it in your class or library. Presentation time should be 8 to 10 minutes.

Picture book illustrator study

Page 1 Biographical information that aides in understanding the books 5 ______
Page 2 Evaluate the books according to the text (p. 73) 5 ______
Class presentation 5 ______
Overall: development, organization, thought-provoking, no errors 5 ______
Total: 20 ______

Storytelling: TELL (Present the book in the form of a story sharing, storytelling) one of the traditional literature selections listed in the book that is traditional literature, folklore, or fairy tale. Select a story that appeals to you. Be prepared to “tell” the story to the class (without notes). You may want to select a folktale or one that has a repetitious pattern. Folktales are usually easier to learn than other types of literature. The story should take between three to five minutes to tell. As you introduce your story, give us the origin and type... Present to the class as you would to your intended audience. (Approximately 5 min)

Sequoyah Millionaire questions: Read three books from the 2005 Sequoyah list for children. http://www.oklibs.org/sequoyah/2005chmasterlist.htm At least two books must be chapter books. Prepare one “Who wants to be a Millionaire” style question for each book. Email your questions to the instructor in the Blackboard course.

Peer reviewed article on students and learning: Read a peer reviewed article at least 5 pages in length that discusses research regarding students and learning. Write a 2 page reflection indicating what you learned and how you can adapt the findings to activities in your library.
Book Resources Evaluation: Review the following Children’s Literature selection resources:
Horn Book,
School Library Journal,
Booklist.
Answer the following questions in writing:
1. For all three, how was this periodical arranged? Format
2. Select a book to purchase from each periodical and list the author, title, and how you would use the book.
3. Read one of the articles in your favorite periodical. List the title of the article and write an abstract. (1/2 page)
4. In a concluding summary, list your favorite of the three and tell why.

Reading Responses:
Read a variety of titles in terms of format (novel/picture book), subject theme, genre, author, and style of illustration (for picture books) for children. Read, read, read! List author, title, awards if applicable, reading level, and genre. Make these responses something that is useful to you in your future work with children and literature. Record what you want to remember for each book you read, a short plot summary, list of main characters, and what units of study to which the book may relate or how you might use the book with children. Try to give a response that reflects your thoughtful consideration and evaluation (using criteria and terminology from your text of the title(s) of the book. Use the the bibliographies at the end of the chapters in the textbook to identify appropriate titles.
You will have a minimum of 30 books. Post these response discussion messages to the correct forum in the online class Discussion Board. Your responses should include at least one item from each of the following categories with the remaining readings your choice:
a. fiction (include one from each genre – historical fiction, fantasy, modern fantasy, realism or realistic fiction)
b. non-fiction (one each biography, informational book)
c. magazines
d. internet sites
e. background reading about literature for youth
f. media (film, CD-ROM and software)
g. picture books
h. easy readers
i. folklore and traditional literature
j. multicultural fiction

Preparation of rationale statements with artifacts for portfolio: We will discuss rationale statements later in class.

Author Study: Read at least three books by one of the authors highlighted in the text. Give background information on the author as it relates to the books you read, give brief summaries of three books, and suggest how the books could be used. Length should be approximately 10 minutes.

Prepare and present a multicultural unit: Each class member will put together a multicultural unit for a specific grade level. Base your unit on an Information Literacy PASS objective and a PASS objective from 2 other subject areas. Include activities that reach different experiences, abilities and social, emotional, and health needs of the students. Base your activities on classroom research on student achievement. Use the attached format. Prepare an annotated bibliography to hand out in class and plan a presentation to be given in class. The bibliography must contain a minimum of the following: eight books, at least five of them non-fiction and at least five published since 1990, one audiovisual item, two relevant web sites, and any resource materials (books and such used to get ideas from). The information included for each item on the bibliography is author, title, publisher, date, brief annotation (summary)

Assessment - Handed in: Unit format form
Annotated bibliography (APA) 10 points
Clearly identifies activities to encourage student academic success 10 points
Presentation was organized and clearly presented 10 points

Oral Presentation: Give the title of your unit, the grade intended, and the PASS objectives that are being met. Explain how you will use the resources in your annotated bibliography and the activities planned to achieve academic success for all students. The class will rate each presentation.
Assessment: Class Presentation should be 10 to 15 minutes. Rating scale:
2=Exceptional 1=acceptable 0=needs work
2=Very helpful 1=helpful 0=did not help me
Materials to share __________
Overview of project, process, evaluation __________
Provided useful information __________
Additional comments:

Final Exam: The final will be a take home test that will be presented in class on the finals day.

PORTFOLIO ASSIGNMENT
Student portfolios are stored in the NSU’s student folder on the L drive. During the course of the semester, the student will choose three artifacts to include in the portfolio. The artifacts will be accompanied by rationale statements demonstrating how the artifacts meet the AASL competencies. The format for each artifact will include the competency, name of the artifact, date, course name and number, and the rationale statement. The artifacts will be something created from the list of assignments.

STUDENT EVALUATION OF THE COURSE AND INSTRUCTOR
At the conclusion of the semester, the graduate students will have an opportunity to evaluate their instructor and the course. This will be done anonymously and will be used as a means to improve instruction, course content and the NSU professional education program. The suggestions, comments and/or criticisms from the students will be taken seriously and will contribute to the improvement of the course and NSU’s education program.

CONTACT AND COMMUNICATION WITH INSTRUCTOR
Students may contact the instructor by telephone (918-361-3956), office email (bartr@nsuok.edu), home email (robinb@mail.com) or during office hours by appointment as follows:
Monday Broken Arrow office 9:00 to 11:30
Tuesday Broken Arrow office 9:00 to 11:30
Wednesday Tahlequah, E 110 5:00 to 5:30
Thursday Broken Arrow Office 2:00 to 4:30
Friday Broken Arrow Office 9:00 to 11:30

STUDENTS WITH DISABILITIES
If any member of the class feels that he/she has a disability and needs special accommodation of any nature whatsoever, the instructor will work with the student and the University’s Office of Student Affairs to provide reasonable accommodations to ensure that you have a fair opportunity to perform in this class. Please advise the instructor of such disability and the desired accommodations at the first class attended.

A Note on Class Participation
Class participation is an important part of the course. Your responsibility is to contribute to class discussions and small group discussions – from your background and experience-- as well as from your reading and book responses prepared for the discussion. You also need to listen respectfully to reports by class members. Their reports are part of your learning experience. You have to be in class to participate.