Dr. Lou Saunders Sua
College of Education
Department of Interdisciplinary Professions
Phone: 252-328-2315
East Carolina University
Master of Library Science Program
104B Ragsdale Bldg. Mail Stop 172
Fax: 252-328-4368
sual@ecu.edu
Office Hours: Monday & Tuesday 10am – 2pm
Wednesday--Friday Online & By Appointment
LIBS 6135: Materials for Children
LIBS 6135 Materials for Children (3 s.h.) Evaluation, selection, and use of contemporary fiction,
informational books, and other media for elementary through middle school age children in grades K-8.
Prerequisites: Tier I (LIBS 6010, 6012, 6042) and Tier II (LIBS 6014, 6026, 6031) coursework should be
complete or taking last Tier II course at same time. Students who are not seeking the MLS may have
other perquisites specific to their degree or certification program.
Required Texts for LIBS 6135
Vardell, S. (2008). Children’s literature in action: A librarian’s guide. Westport, CT: Libraries
Unlimited.
Additional fiction and nonfiction books are required for reading and the required reading quizzes. To limit
book costs, students are encouraged to check for these books at their school or public library (or book
store). Some public libraries may order these books through Interlibrary Loan. Books that are not
available to students through libraries, Interlibrary Loan, and browsing in the bookstore will need to be
purchased.
MLS Objective:
LIBS 6135 meet MLS Objective 4 to “4. Select, acquire, develop and manage collections to meet the
lifelong learning needs of diverse groups in various formats and library settings.”
North Carolina Professional School Library Media Coordinator Standards
Standard 3. School library media coordinators implement a comprehensive 21st Century library media
program.
3a: School library media coordinators develop a library collection that supports 21st Century
teaching and learning
Standard 4. School library media coordinators demonstrate knowledge of learners and learning and
promote effective instructional practices.
4b. School library media coordinators know the content appropriate to their teaching specialty.
4c. School library media coordinators promote reading as a foundational skill for learning.
Course Objectives:
1. Identify and evaluate the various genres and formats of children’s and tween literature and media
to support the K-8 curriculum and promote lifelong reading, listening, and viewing.
2. Create a visually attractive pamphlet of notable materials, print and non-print recommended for
children in grades K -2 as a resource for parents to use when selecting materials.
3. Using review sources, professional resources to select, read, and create an annotated list of titles
for older children (grades 3-5) and tweens (grades 6-8) of a variety of genres on selective awards
for books as well as authors and publishers of youth titles.
Revised: Fall 2014
4. Locate sources for keeping current in the field of children’s/tween materials, such as continuing
education opportunities, professional associations, listservs, and web sites that focus on
children’s/tween books, software, videos, and online materials.
5. Locate, examine, and select appropriate magazines for children and tweens.
6. Create a short activity/lesson plan based on a digital children’s book.
ADA Compliance
East Carolina University seeks to fully comply with the Americans with Disabilities Act (ADA).
Students requesting accommodation based on a covered disability must go to the Department for
Disability Services, located in Brewster A-114, to verify the disability before any
accommodations can occur. The telephone number is 252-328-6799.
Student support:
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Department of Library Science Website: http://www.ecu.edu/educ/libs/
Portfolio support: http://www.ecu.edu/cs-educ/libs/portfolios.cfm
Contact Information Technology and Computing Services (ITCS) at http://www.ecu.edu/csitcs/students.cfm if BB or other technology does not work properly. ITCS phone support is
available 8 am to midnight by calling 252-328-9866 or 1-800-340-7081.
For student advising, please contact your student advisor for general questions and access the
Library Science Advising Center (LSAC) located in Blackboard at
http://www.blackboard.ecu.edu
To learn more about the Joyner Library, access the Online tutorials at
http://media.lib.ecu.edu/DE/Tutorials.cfm
To learn more about library services for distance education (DE) students, access the DE
newsletter at http://www.ecu.edu/cs-acad/eai/upload/September2013.pdf. DE students are entitled
to free document delivery (i.e., books at Joyner are sent to your home at no cost to you) as well as
a library card to access any of the libraries in the UNC university system.
Student Evaluation and Assignments
Complete directions for each assignment and due dates are available in the Blackboard portal for this
class.
Assignment 1: Weekly Blog Posts (15 points)
Assignment 2: Reading and Availability of Print (10 points)
Assignment 3: Required Reading Quizzes (15 points)
Assignment 4: Notables Pamphlet (25 points)**Course artifact**
Assignment 5: Children’s Book Awards (15 points)
Assignment 6: Collaborative International Children’s Digital Library Activity Plan (15 points)
Assignment 7: Final Blog (5 points)
Final grades will be based on the following scale:
A 93-100 points. Student meets and exceeds course requirements.
B 86-92 points. Student adequately meets course requirements.
C 79-85 points. Minimally meets course requirements.
F Below 79 points.
Revised: Fall 2014
I (Incomplete).
W Withdrawal from the course within the time period specified by the university. If you find it
necessary to drop this course please follow the procedures at http://www.ecu.edu/csacad/options/cost/withdrawal.cfm In addition, inform your advisor, the instructor and the MLS office.
Late Assignments
Students are required to abide by the university's academic integrity policy (URL: http://www.ecu.edu/csstudentlife/policyhub/academic_integrity.cfm). Late assignments are unacceptable unless arrangements
are made at least 48 hours prior to the deadline with the instructor. All assignments must be completed in
order to pass the course. Simply handing in all assignments, however will not guarantee the student of a
passing grade in the course.
Assignments:
Assignment 1: Blog posts
Weekly blog posts/participation (20 points)
The weekly blog posts are a major assignment in this class. Some of the blog posts will likely require
several hours, or more, to complete. Because of the extensive nature of some of these blogs, blogs are
being made available to you several weeks in advance so you can plan your responses. However, DO
NOT post responses before the due date (I will delete work presented early). Full credit will be awarded
to students who post earlier in the week rather than later, which allows other students time to craft
responses to your post. Each week students post to the blog and respond to the posts of two other
students. Blog prompts are available through the menu by clicking on Blog.
The elements of a good post are:
 Provides concrete examples from the text, readings, or videos
 Integrates personal observations and knowledge in an accurate and insightful way
 Presents new observations
 Constructively responds to classmates' postings
 Has word choice and sentence structure suitable for graduate level work.
The rubric for this assignment is below:
Assignment 1: Blog postings (20 points)
Above proficient
20-17 points
Quality of comments
10 points
Conversations
furthered
5 points
Comments are
consistently thoughtful;
reflect understanding of
the issue; and address all
prompts. The initial
posting is made within
three days of blog
availability.
Student consistently
furthers the weekly
conversation;
recommends books,
Proficient
Fewer than 13 points to
16 points
Comments are
thoughtful; all prompts
usually addressed.
Some blog postings are
better than others.
Below proficient
Fewer than 13 points
Student furthers the
weekly conversation by
making insightful
comments; describes
Comments are shallow.
Comments are very
short; communicates
little understanding of
the topic.
Revised: Fall 2014
Improvement of
practice
5 points
podcasts, journal articles,
etc., to learn more about
the topic.
relevant personal or
professional
experiences.
Student consistently
reflects on practice;
consistently connects
weekly readings/podcasts
to improve practice.
Student connects
weekly
readings/podcasts to
practice.
Student does not
connect weekly blog
posting to practice.
Assignment 2: Reading and Availability of Print (10 Points)
This is opportunity for you to look at what children are reading in your community and the importance of
reading in communities around North Carolina. In this assignment, you will determine what children like
to read and conduct an informal investigation of a neighborhood surrounding a school or public library of
your choice. You are to read three (3) studies and compare your findings to the findings of the
researchers.
You are to post your findings to the blog entitled: Reading and Availability of Print
What do Children Like to Read and Availability of Print (10 Points)
Above Proficient
10-8.5 points
Proficient
8-6.5 points
Below Proficient
Less than 6.5
Demonstrates the ability
intellectually to explore
and/or implement key
instructional concepts
Demonstrates a clear
understanding of the
assignment’s purpose.
Shows a lack of
understanding of the
assignment’s purpose
Provides careful
consideration of key
instructional concepts
Does not apply theories,
concepts, and/or strategies
Organization
Demonstrates exceptional
inclusion of major point
Results and discussion*
*Comparison of authors’
findings and student’s
findings
* Discusses similarities of
differences of findings
Survey and
Investigation*
Work is unified around a
central purpose with welldeveloped ideas.
Reflection is fluent and
shows thorough
thoughtfulness. It has
supporting details and/or
examples. All parts of the
reflection are complete
and well written
Ideas are clearly and
concisely expressed
Assignment meets all
expectations, integrating
exemplary material
Ideas are not clearly and
concisely expressed.
Reflection shows some
thoughtfulness. Reflection
has some supporting
details and/or examples
Reflection shows little
thoughtfulness. Reflection
has few details and/or
examples.
All parts of the reflection
are complete
Most parts of the
reflection are incomplete.
All parts of the
assignment are
completed, with fully
Does not fulfill the
expectations of the
assignment
*Includes informal survey
Revised: Fall 2014
and investigation
and/or information
developed topics
*Identifies children by age
and gender
Assignment
demonstrates
exceptional breadth and
depth.
The work is presented
in a thorough and
detailed manner
*Information about
community/neighborhood
including demographics and
socioeconomics
Key components are not
included.
Assignment 3: Required Reading Quizzes (15 points)
Twelve books for children in grades K through 8th are assigned as required reading for this course. You
will meet 12 well known, but often overlooked today, authors via one of their books and online resources
about them.
The goal of the quizzes is to introduce you to a dozen highly thought of authors and one of their books.
You will take these quizzes which are multiple choices, true/false, and/or fill in the blank questions.
These are open book and may be taken three times during the open period.
Assignment 4: Notables Pamphlet Artifact (25 points)
For this assignment you will use the ALSC’s Notable Children’s Lists from 2001 to present to identify
books, audio recordings, videos, software for this assignment, and other materials of interest young
children.
You will be selecting titles appropriate for primary age children from these annual lists. The Notable
Children’s lists are broken up into Younger Readers, Middle Readers, Older Readers and All Ages. You
will need to use review sources to determine the interest level of the books so you are selecting books
with a K-2 interest level. This does not mean these books are written at a K-2 reading level. For this
assignment we are not focusing on reading levels, but interest levels because many pictures books are
quite sophisticated, employing unique vocabulary that is not intended for primary age children to read
alone, but for adults to read to them.
This artifact assignment is worth 25 points.
The complete instructions and reflection template can be found on BB
Levels
Below Proficient
Value: 1
Fewer than 21 points
Proficient
Value: 2
Fewer than 23.5 -21 points
Above Proficient
Value: 3
25-23.5 points
Criteria
Revised: Fall 2014
Required item selection is
insufficient.
Selection of 25 items of
various formats that are
mostly developmentally
appropriate and meet interest
levels according to mostly
acceptable reviews.
Selection of 25 items of
various formats are
developmentally appropriate
and meet interest levels
according to acceptable
reviews; evidence of
extraordinary care and
thought given to the selection
of materials for a diverse
group of primary-aged
children.
One or more required
pamphlet elements is
insufficient (e.g., readability,
formatting, length of reviews)
This pamphlet meets required
elements and is acceptable,
but the pamphlet is not quite
ready for prime time because
of limitations in readability,
formatting, or length of
reviews.
Visually attractive, easy to
read format, attention
grabbing; each review is less
than 30 words. This
pamphlet is beyond proficient
and ready for prime time! (no
errors)
Writing style
Reviews contain many errors;
reviews are not polished and
not well-written.
Reviews are suitable and
proficient, but lack polish; the
well-written, compelling, and
joy to read quality in the
“above proficient” category is
not consistently evident
throughout the pamphlet.
Reviews are well-written;
polished; good use of
sentence structure, adjectives,
adverbs, and transitions to
create a compelling 30-word
review; no grammatical or
editorial problems.
Suggestions to parents
and caretakers
Suggestions do not meet
“proficient” category; lack of
suggestions.
Suggestions are
developmentally appropriate,
but not presented as concisely
and succinctly as in “above
proficient” category;
meaningfulness of suggestion
not evident.
The value of the
developmentally appropriate
suggestions are clearly, but
succinctly, described ; fun
and cleaver; meaningful;
engagingly interspersed
throughout pamphlet.
Reflection on pamphlet
as advocacy tool
Student does not reflect, or
reflection is minimal. Student
does not connect pamphlet
with advocacy.
Student reflects on pamphlet
and its potential as an
advocacy tool. Identifies
ways to use pamphlet, but
less clearly than in “above
proficient” category.
Student reflects on and
clearly expresses pamphlets
potential as an advocacy tool;
identifies specific ways to use
pamphlet with audiences and
organizations to increase
literacy; creates brief plan.
Item selection
Pamphlet
Revised: Fall 2014
Assignment 5: Children’s Book Awards (15 points)
Please read the attached file about these awards. Each group has been assigned awards to review. Decide
amongst the group which student will review which award. For this assignment, communicate with
members of your group to make sure each award assigned to your group is covered. If there are more
students than awards for a group, please describe an award a second time but select a different book.
Students are to review the most recent (2013 or 2014) award but rather honor books. In this case you
would review an honor book.
Each group is to entitle their paper: Children’s Book Awards. Please write the name of the award. Please
focus a tad more on the evaluation of the book than its description. The description of the book can be
two or three well-crafted sentences. I will carefully read our evaluation of the books. (I like the book is
not an evaluation). A detailed description of this assignment can be found on BB
Children’s Book
Awards
Above Proficient
15-13.5
Proficient
13.5-11
Below Proficient
Less than 11
Engagement with the
Group
Meets proficiency. Student is
a group leader. In addition,
comments are more
exemplary than proficient
level.
Engaged with group,
attends most meetings and
actively participates in
planning and discussion
about assignment.
Little or no engagement
with group. Rarely, or
never, attends meetings.
Comments are missing or
very vague.
Comments stand out for their
detail and perfection
Student’s comments and
contributions meet
requirements for
assignment as described in
syllabus
Assignment meets all
expectations, integrating
exemplary material and/or
information
All parts of the assignment
are completed, with fully
developed topics
Does not fulfill the
expectations of the
assignment
The work is presented in a
thorough and detailed
manner
Key components are not
included.
The review is organized in a
completely logical sequence
and is easy to follow.
The review is organized in
a sequence that is fairly
easy to follow.
The review lacks
organization and structure.
There is a smooth flow from
one idea to the next.
Most ideas flow smoothly.
Content
Assignment demonstrates
exceptional breadth and
depth.
Organization
Ideas are presented in a
scattered, disorganized
manner.
There is no clear
introduction, body or
conclusion.
Revised: Fall 2014
Assignment 6: Collaborative International Children’s Digital Library Activity Plan (15 points)
The ICDL Foundation promotes tolerance and respect for diverse cultures by providing access to the best
of children's literature from around the world. They have stepped forward to fulfill the need for reading
materials for children from all cultures and countries via the library of books. ICDL has over 4000
children's books in various languages and set all over the world.
You will complete a collaborative activity plan (similar to a lesson plan) using a book or books from the
IDCDL be creating an activity for a specific grade level, focusing on one or more of the digital books
available on the IDCDL. This is a group assignment. Each student has been assigned to a group that is
available through the "group" link on the menu.
Detailed description and rubric of this assignment can be found on BB.
Activity Plan
Grade level
appropriate,
measurable
objectives focused
activity plan
focused on a
book(s) in the
International
Children's Digital
Library (ICDL).
Must include
curriculum and
information literacy
objectives and
mastery based
assessments.
15 points.
LIBS 6135 Digital Book Activity Plan
Artifact Scoring Rubric
15 Points
Excellent (A)
Good (B)
Below
Expectations (C)
Detailed activity
Acceptable activity Limited in detail
plan with all 10
plan with all 10
activity plan with
areas included;
areas included;
missing or limited
focused on a book
focused on a book
description; lacks
or books in the
or books in the
clear focus on a
ICDL; appropriate
ICDL; appropriate
book or books in the
objectives for
but limited
ICDL; limited
selected grade level; objectives for
appropriateness of
appropriate
selected grade level; objectives for
curriculum;
appropriate
selected grade level;
objectives;
curriculum
appropriate but
appropriate
objectives;
limited curriculum;
information literacy appropriate
objectives;
objectives; group
information literacy appropriate but
organization;
objectives; limited
limited information
background
group organization
literacy objectives;
information and
description;
no clear group
resources needed;
background
organization;
tasks and time for
information and
background
before, during and
resources needed;
information and
after the activity;
tasks for before,
resources needed
extension
during and after the not listed; tasks for
Revised: Fall 2014
opportunities;
assessments; well
written text with
minimal typing or
editing errors.
15-14 points
activity; extension
opportunities;
mastery based
assessments;
adequately written
text with some
typing or editing
errors.
Fewer than 14
points to 12.5
before, during and
after the activity
limited in nature;
inappropriate or
lack of extension
opportunities;
assessments; poorly
written text with
many typing or
editing errors.
Fewer than 12.5
points
Revised: Fall 2014