KUTZTOWN UNIVERSITY
KUTZTOWN, PENNSYLVANIA
COE COURSE SYLLABUS
DEPARTMENT OF LIBRARY SCIENCE AND INSTRUCTIONAL TECHNOLOGY
LIB 322 Resources for Young Adults 3 s.h., 3 c.h.
I.
Course Description
A.
Explores the strategies for using literature and related non-print materials for
young adults. Students will examine the broad range of genres and discuss
strategies for incorporating literature into various curricular areas.
Textbook – Nilson, Alleen Pace, and Kenneth L. Donelson. Literature for
Today’s Young Adults. Ninth ed. Boston: Pearson, 2013.
B.
II.
Instructor Information:
Professor Nancy Latanision, 15 Rohrbach Library. Office phone: 610-683-4284;
Cell: 717-503-2334 Fax: 610-683-1326; E-mail: latanisi@kutztown.edu Office
hours: Tuesday, 1:30-3:00 p.m..; 5:00-5:30 p.m.; Wednesday, 3:00-5:00 p.m.;
Thursday, 1:30-2:00 p.m. or via cell phone voice or text anytime.
Course Rationale: Librarians and teachers are involved in the selection of materials.
Today, this is complicated by multifaceted curriculum needs, diverse cultural
backgrounds, interests and needs of students, varied teaching and learning methods and
the multiplicity of materials available. It is essential that librarians consider the above
and more when evaluating and selecting materials for inclusion in a school library
collection.
III.
Course Objectives/ Student Learning Outcomes
A.
Relationship to Standards (see table)
Course Objectives/ Student Learning Outcomes
PDE
NCATE/
AASL
INTASC
1.
Candidates are knowledgeable about historical and contemporary trends and
multicultural issues in reading material for young adults.
IID
1.2
1, 3
2.
Candidates analyze and apply research in literacy and reading in order to
select and recommend diverse materials in formats and at levels that
facilitate the reading process and the development of fluency in readers.
IC.2,
IID
1.2
2
6C
3.
Candidates collaborate with teachers to integrate literature into curriculum.
IA.3,
IC.3
1.2
4, 5, 7, 8,
10
5D
4.
Candidates instill a sense of enjoyment in reading in others that leads to
lifelong reading habits.
IC.1
1.2
5
5.
Candidates utilize information found in professional journals to improve
library practice.
IIIA
3.3
9
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ISTE
2C
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6.
Candidates develop and evaluate policies and procedures, such as
challenged materials policies, that support the mission of the school and
address specific needs of the library media program.
IIID
4.2
6, 10
6A, 6E
B.
Relationship to Conceptual Framework: This course is congruent with the
conceptual framework of the College of Education, Teacher as Lifelong Learner, and
relates specifically to:
Knowledge:
Conceptual Framework elements
Communication
The candidate will demonstrate appropriate written and verbal communication skills including
articulation, expressive language, voice quality, usage, and grammar.
Interpersonal skills
Through an understanding of bibliotherapy, the candidate will develop sensitivity to problems on
the home front and a capacity for attention to individual needs.
Skills:
Scholarly inquiry
Educators must know and understand their students, their students’ reading interests and needs, and
current appropriate literature in order to make the best decisions to encourage students in their
reading and to develop reading skills and appreciation for literature
Reflective wisdom
The candidate will develop the knowledge, skills, and dispositions that are required to be a "reflective
practitioner": one who continually studies the thinking of students in the classroom, experiments with
different teaching approaches, and uses this information to improve instructional practice.
Integration of discipline
Using print and non-print materials, the candidate will be able to tie the content area to the real
world.
Dispositions:
Cultural awareness
and acceptance
Multicultural literature and young adult literature appropriate for various cultural groups will be
identified and discussed. Special characteristics of various cultural groups will be identified and
literature that speaks to those characteristics will be reviewed.
Integration of technology
Candidates will use the Internet in searching for author sites and other literature sites. Various class
assignments will be enhanced by using the Internet. Candidates will use Blackboard to react and
discuss various resources, YA novels and literary issues. Candidates will be referred to various
web sites for information
IV.
Assessment
A.
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Assessments based on a point system of the subset as follows:
1.
Book reviews & related assignments (10 pts. each)
2.
Core Assignment (50)
3.
Midterm (50)
4.
Final (50)
5.
Chapter Top 10 & Participation (10 pts. each)
6.
Conference response (20)
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Grading Policies:
Range (as a percentage)
95.0 +
92 – 94.9
90 – 91.9
87 – 89.9
85 – 86.9
83 – 84.9
78 – 82.9
70 – 77.9
<70
Letter Grade
A
AB+
B
BC+
C
D
F
ALL STUDENTS ARE TO BE REGISTERED ON TASKSTREAM. SPECIFIED
ASSIGNMENTS WILL BE REQUIRED TO BE SUBMITTED ON
TASKSTREAM.
V. Course Outline
Aug. 28
Introductions, syllabus information
Aug. 30
Discussion of Young Adults and their
Reading. Discuss the “Honors List” on
pages 22-28 to evaluate the titles that
are considered.
Note: No class on Sept. 4.
Sept. 6
Sept. 11
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Discuss assigned authors and
biographical information – group
participation
Which author intrigues you? Why?
Which author’s book seems to be based
on or influenced by his/her life?
Discussion of History of Adolescent
Lit.
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Due Aug. 30 – Read Chapter 1-“YAs and
Their Reading”– Top 10 list. If textbooks
are not available this will be presented in
class.
Due Sept. 6 - Read Chapter 1 if books
were not available. Read a biography of a
young adult author listed in the Honors
List” from Chapter 1. Read biographical
information about that author. Discuss the
relationship (if there is one) between the
biography and any of their books.
Write a review (discussion) to be presented
in class.
Due Sept. 11 – Read Chapter 2 “A Brief
History of Young Adult Literature.” Top
Ten List
Due Sept. 13 – Read a book from Chapter
2. Write a review. Prepare to present in
class. Bring the book with you. Read
Chapter 3 “New Technology, New
Attitudes, and New Literacies.” Top Ten
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List
Sept. 13
Discuss books and reviews from
Chapter 2. Chapter 3 Top 10.
Sept. 18
Discuss books and reviews from
Chapter 3
Discuss Contemporary Realistic Fiction
(Chapter 4)
Sept. 20
Discuss books and reviews from
Chapter 4
Discuss Chapter 12- Censorship
Sept. 25
Discuss Banned/ Challenged books and
reviews.
Discuss Chapter 5
Sept. 27
Chapter 5 presentations
Reviews due with website.
Oct. 2
D2L Assignment. Prof. L will be in
HBG PDE on her assignment. No class.
Graphic Novels presentation
Oct. 4
Oct. 9
Discuss Chapter 6 and presentations.
Oct. 11
Discuss Chapter 7
Oct. 16
Chapter 7 presentations
Oct. 18
Teen Library Day Topics presentations.
Mid term Due.
TBA
Oct. 23
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Due Sept. 18 -. Read a book from Chapter
3”Digital and Other New Literacies for
Teachers and Librarians.” Write a review.
Read Chapter 4 “ Contemporary Realistic
Fiction.” Top 10 List
Due Sept. 20 - Read a book from Chapter 4
“Contemporary Realistic Fiction.”
Write a review. Include a link to a review
from a reliable source.
Read Chapter 12 “Censorship: Of
Worrying and Wondering.” Top 10 List
Due September 25- Read a
“Banned/Challenged Book” from the ALA
website. Write a review - Read Chapter 5
“Fantasy, Supernatural, Science Fiction,
Utopias, and Dystopias.” Top 10 List
Due Sept. 27– Read a book from Chapter
5. Write a review. Include a link to a
corresponding book trailer, YouTube, or
author site. Be prepared to present in class.
Due Oct. 4– Read a graphic novel or
graphic nonfiction work. Write a review.
In your review discuss the features and
why your selection is good YA Lit.
Due Oct. 9 – Read Chapter 6 “Poetry,
Drama, Humor, and New Media.” Top 10
List. Bring an example of any of these
genres to present to class with a review of
the work.
Due Oct. 11 – Read Chapter 7 “Adventure,
Westerns, Sports, and Mysteries.” Top 10.
Due Oct. 16 – Read a book from Chapter 7
with a young adult. Write a review
reflecting on your discussion and
experience with the young adult. Mid term
assignment due Oct. 18.
Due Oct.18– Teen Library Day topic. Info
to come. Mid term Due.
Due Oct. 23- TBA
Due Oct. 25– Read Chapter 8 “Historical
Fiction: Of People and Places.” Top 10 list.
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Due Oct. 30 – Read a Chapter 8 book.
Write a review.
Due Nov. 1 – Read Chapter 9 “Nonfiction:
Information, Literary Nonfiction,
Biographies, and Self-Help Books.” Top 10
Oct. 25
Discuss Historical Fiction
Oct. 30
Discuss Chapter 8 books.
Nov. 1
Discuss Nonfiction
Nov. 6
Discuss Chapter 9 books
Present nonfiction book/website tie-in.
Nov 8
Discuss Evaluating, Promoting, and
Using YA Books.
Nov. 14
Fall Book Review!
Nov. 15
Chapter 10 Archetype Poster
presentations
Nov. 20
Core Assignment Book Talk Work
Session
Promoting YA Literature presentations
Nov. 27
Due Nov. 6 – Read a book from Chapter 9.
Write a review. Website presentation
Due Nov. 8– Read Chapter 10 Evaluating,
Promoting, and Using Young Adult
Books.” Top 10.
Due Nov. 15 – Read a book from Chapter
10 – one of the favorite authors or titles.
Create an Archetype Poster rather than a
review. See p. 344.
Class will attend the Fall Book Review
instead of regularly scheduled class on
Nov. 13. Book Review Reflection Due
Nov. 20 paper copy in my mailbox outside
of office.
Due Nov. 27 – Prepare a design or plan for
promotion of books by a particular author
or theme. Present your design or plan in
class.
Prepare your Book Talk. Prof. L. will assist
with questions and ideas.
Due Nov. 29, Dec. 4, 6– Core Assignment
–Creative Book Talk Presentations
Take home final due Dec. 11
Nov. 29, Core Assignment - Creative Book Talk
Dec. 4,6 Presentations
Dec. 11
Take Home Final Due
Policies
1.
Accommodations
Any student who has a need for accommodations based on the impact of a
disability should privately contact the Director, Office of Service to Americans
with Disabilities to discuss the specific situation as soon as possible. Contact the
Director at 610-683-4108 in the Stratton Administration Building to coordinate
reasonable accommodations
2.
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Academic Honesty
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Any acts of academic dishonesty by students, such as plagiarism on written
papers or cheating on exams, threaten to undermine the educational and ethical
goals of the University for its students. Such violations are of the utmost
seriousness. The goal of the following policy and procedures is to promote a
climate of academic honesty for all individuals at the University (The Key, p. 47).
3.
Attendance Policies
Regular class attendance is expected. Students should not be absent from classes
without adequate reason. Excused absences include, but are not limited to, illness,
scheduled university-related activities, death in the family, jury duty, and
impassable roads. Students assume the responsibility for notifying their professors
when they are expecting to be absent from class because of illness, accidents, or
emergencies.
Each student is expected to contribute to class and online discussions.
Participation consists of asking questions, engaging in small group activities, and
offering comments or examples. Points will be deducted from late assignments
(10% per day).
V.
Instructional Resources
Bader, Barbara. "How the Little House Gave Ground: The Beginnings of Multiculturalism in a New, Black
Children's Literature." Horn Book Magazine 78.6 (2002): 657.
"Beating Bullies through Books." Reading Today 22.2 (2004): 44-.
Black, Susan. "From 9/11 to Katrina: Helping Students Grieve." Education Digest 71.3 (2005): 8-13.
Callan, Richard. "Reading + Math = A Perfect Match." Teaching PreK-8 34.4 (2004): 50-1.
Forgan, James W. "Using Bibliotherapy to Teach Problem Solving." Intervention in School & Clinic 38.2 (2002):
75.
Freeman, Evelyn B. Global Perspectives in Children’s Literature. Boston, MA: Allyn and Bacon, 2001.
Goodman, Jill Laurie. "Reading Toward Womanhood: The Baby-Sitters Club Books and our Daughters." Tikkun 8.6
(1993): 7.
Hall. Susan. Using Picture Storybooks to Teach Literary Devices. Phoenix, AZ: Oryx Press, 1990.
Heath, Melissa Allen, et al. "Bibliotherapy: A Resource to Facilitate Emotional Healing and Growth." School
Psychology International 26.5 (2005): 563-80.
Heine, Pat, and Christine Inkster. "Strong Female Characters in Recent Children's Literature." Language Arts 76.5
(1999): 427.
"Integrating the Environment in Children's Literature." Connect: UNESCO International Science, Technology &
Environmental Education Newsletter 27.3/4 (2002): 8.
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Karolides, Nicholas J. Censored Books II: Critical Viewpoints, 1985-2000. Lanham, Md.: Scarecrow Press, 2002.
Kennedy, Clare. "Gender Cliches Still Rife in Books." Times Educational Supplement 4436 (2001): 34.
Khorana, Meena. Critical Perspectives on Postcolonial African Children's and Young Adult Literature. Vol. 187.
Westport, Conn.: Greenwood Press, 1998.
Knowles, Elizabeth, and Martha Smith. Boys and Literacy : Practical Strategies for Librarians, Teachers, and
Parents. Westport, Conn.: Libraries Unlimited, 2005.
Lawson, C. "Once upon a Time in the Land of Bibliotherapy.." New York Times 140.48413 (1990): C1.
"Learning to be Little Women and Little Men: The Inequitable Gender Equality of Nonsexist Children's Literature."
Sex Roles 50.5/6 (2004): 373-85.
Lukens, Rebecca J. A Critical Handbook of Children's Literature. 8th ed. Boston: Pearson, 2007.
Lynn, Ruth Nadelman. Fantasy Literature for Children and Young Adults : A Comprehensive Guide. 5th ed.
Westport, Conn.: Libraries Unlimited, 2005.
Mattson, Jennifer. "Dear Miss Breed: True Stories of the Japanese American Incarceration during World War II and
a Librarian Who made a Difference." Book Links 15.4 (2006): 11-.
McCaffrey, Meg. "New Multidisciplinary Activities for Educators and Students." School Library Journal 48.6
(2002): 27.
Minkel, Walter. "Kids and E-Books." Library Journal 128.17 (2003): 14-.
Murphy, Stuart J. "Learning Math through Stories." School Library Journal 45.3 (1999): 122.
Napoli, Donna Jo. "What's Math Got to do with it?" Horn Book Magazine 77.1 (2001): 61.
Oliver, Ronald L., and Terrell A. Young. "Early Lessons in Bullying and Victimization: The Help and Hindrance of
Children's Literature." School Counselor 42.2 (1994): 137.
Osa, Osayimwense. African Children's and Youth Literature. Vol. TWAS 853. New York; London: Twayne , 1995.
Perez-Stable, Maria A. "A Kaleidoscope of Perspectives in Children's Literature about Slavery and the American
Civil War." Social Studies 87.1 (1996): 24.
Picard, Carol A., and Linda Button. "You Can Count on Literature: Resources on and Off the Web to Teach Math
and Literature." Reading Teacher 55.5 (2002): 464.
Pinsent, P. "Fate & Fortune in a Modern Fairy Tale: Louis Sachar's Holes.” Children's Literature in Education 33.3
(2002):203-12.
Reid, Suzanne Elizabeth. Book Bridges for ESL Students : Using Young Adult and Children's Literature to Teach
ESL. Lanham, Md.: Scarecrow Press, 2002.
Roberts, Patricia. "Books can Help Boys and Girls Learn Mutual Respect." Reading Today 9.6 (1992): 17.
Rochman, Hazel. Tales of Love and Terror : Booktalking the Classics, Old and New. Chicago: ALA, 1987.
Rudman, Masha Kabakow. Children’s Literature: An Issues Approach. 3rd ed. White Plains, NY: Longman, 1995.
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Smallwood, Betty Ansin. The Literature Connection : A Read-Aloud Guide for Multicultural Classrooms. Reading,
Mass.: Addison-Wesley Pub. Co., 1991.
Taylor, Mildred D. "My Life as a Writer." World Literature Today 78.2 (2004): 7-10.
Tomlinson, Carl M. and Carol Lynch-Brown. Essentials of Children’s Literature. 4th ed. Boston: Allyn and Bacon,
2002.
Williams, Helene. Books by African-American Authors and Illustrators for Children and Young Adults. Chicago:
ALA, 1991.
Williams, Karen. "Literary Critters Delight Children and Cater to Multicultural Market." Christian Science Monitor
87.126 (1995): B1.
York, Sherry. "Book Awards: Ethnicity, Diversity & Hope.” Library Media Connection 24.3 (2005): 38-41.
Zeitler Hannibal, Mary Anne, Ren Vasiliev, and Qiuyun Lin. "Teaching Young Children Basic Concepts of
Geography: A Literature-Based Approach." Early Childhood Education Journal 30.2 (2002): 81-6.
Zipes, Jack David. Sticks and Stones: The Troublesome Success of Children’s Literature from Slovenly Peter to
Harry Potter. New York: Routledge, 2001.
BOOK REVIEW RUBRIC
Rubric
Book Response
Appropriateness of
selection
Target 5-4
Response is well-written
and reflective. It is clear
the student read the
book and understood it.
Acceptable 3-2
Response is sketchy and
somewhat reflective. It
is clear the student read
the book.
3
Selected reading
material is on grade
level and from a
recommended source.
2
Selected reading
material is on grade
level. Vague source
information given.
Developing 1-0
Response is vague. Poor
selection of excerpt.
Does not appear the
student read or
understood the book.
1-0
Selected reading
material is
inappropriate.
2
1
0
Bibliographical
information
Complete
bibliographical
information is given
(MLA style)
Some bibliographical
information is included.
Very little or no
bibliographical
information is included
For one book to be
shared with a YA in
the field.
Response by YA
10 - 7
6-3
2-0
Student gives important
descriptive
characteristics about the
YA. Response is welldocumented.
Student gives
descriptive
characteristics about the
YA. Response is
documented.
Student gives few
descriptive
characteristics about the
YA. Response is lacking
details.
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