LIS 5340
Children’s, Adolescent, and Young Adult Literature
Course Syllabus
Fall 2013
3 Credit Hours
Department of Educational Leadership & Human Development
Library Science & Information Services
University of Central Missouri
Warrensburg, MO
Course Description: The course will familiarize the student with the evaluation, selection, and use of
educational, informational, recreational, cultural, and literary materials including books and other
media to meet the educational/curricular needs of children and young adults
Instructor Information:
Naomi Williamson
Office:
2444 James C. Kirkpatrick Library
Telephone:
660-543-4306
Fax:
660-543-8573
e-mail:
williamson@ucmo.edu (preferred, will respond within 24 hours)
Office Hours: Monday-Wednesday- Friday 10:00 a.m. – 12:00 p.m.
Available for appointments
Text and Related Materials
Modern Language Association. MLA Style Manual and Guide to Scholarly Publishing, 3rd ed. New
York: MLA, 2008. Print.
Suggested Text to use for assignments:
Vardell, Sylvia M. Children’s Literature in Action: A Librarian’s Guide. Westport, CT: Libraries
Unlimited, 2008. Print.
Supplemental readings will be posted to Blackboard Course Documents during the semester.
Supplemental information (do not print specifically for this class):
Missouri Department of Elementary and Secondary Education. School Library Media Standards
Handbook. [Online] Available: http://eduscapes.com/sms/access/policies.html
Common Core Standards for English, Language Arts & Literacy in History/Social Studies, Science,
& Technical Subjects. [Online] Available : http://www.corestandards.org
Conceptual Framework
Belief Statement
The Central educator is a competent, caring, reflective practitioner committed to the premise
that all can learn.
Mission
As a cornerstone of the institution since 1871, the University of Central Missouri's Teacher
Education Program develops teachers and other school professionals who are well grounded in
theory, display competence in content knowledge and instructional strategies, and possess the
dispositions to ensure success for all learners. The Teacher Education Program prepares individuals
as professional educators for an ever-changing, culturally diverse population. Faculty and candidates
provide support and service to schools in meeting their present and future challenges by developing
communities that learn through research and scholarly activities. Educator preparation is a campuswide responsibility, a commitment that reflects the honor and worth of serving a vital profession.
Course Objectives/Student Learning Outcomes:
As a result of the course the student will
 Identify recent trends in literature, technology & media for children & young adults
 Identify various formats of literature available for children & young adults
 Recognize different genres of literature available for children & young adults as well
as materials in the various genres of literature
 Evaluate materials for children & young adults
 Use basic bibliographic aids such as, reference, selection & access tools
 Recognize and use effective methods for serving children & young adults in the
library media environment
 Distinguish between the varieties of needs & interests of children in various
developmental stages as their needs are related to recreational and informational
materials
 Recognize the need for cooperative relationships between library & classroom
personnel
 Identify the informational needs of students & instructional needs of teachers and the
importance of the media specialist in fulfilling these needs
 Recognize & use award-winning & popular authors & titles of materials for children
& young adults
 Develop literature sharing skills such as storytelling and book talking and to have
experience in performing these skills
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Course Objectives & Student
Learning Outcomes
Missouri Standards for Teacher
Education Programs (MoSTEP)
Identify recent trends in literature,
technology & media for children
& young adults
Standard #2 Reading and Literacy:
Recognize different genres of
literature available for children &
young adults as well as materials
in the various genres of literature
Standard #2 Reading and Literacy:
Evaluate library
materials/resources for children &
young adults
Standard #2 Reading and Literacy:
Selects reading materials in multiple
formats to facilitate maximum access
for all members of the school
community. Models a variety of
research-based literacy strategies.
Advocates for students’ intellectual
freedom.
Provides fiction and non-fiction
literatures appropriate to the students
and grade levels served.
Standard #3 Information and
Knowledge: Teaches information
Assignment
All assignments will fall under
this objective
Paired Books, Fantasy, Graphic
Novels, Controversial Issues, &
other assignments
Using professional reviews to
support students’ reactions to
materials
literacy skills to build proficiency for
student-driven research and individual
creation of knowledge through critical
thinking.
Standard #5 Program Management
and Administration: Selects,
acquires, catalogs, retrieves,
integrates, circulates, preserves, and
deselects information resources.
Standard #7 Professional
Development: Seeks opportunities to
grow professionally by taking
advantage of information, events and
services provided by local, state, and
national organizations.
Use basic bibliographic aids such
as reference, selection & access
tools
Standard #5 Program Management
and Administration: Selects,
Recognize and use effective
methods for serving children &
young adults in the library media
environment
Standard #1 Teaching for Learning:
Distinguish between the varieties
of needs & interests of children in
Standard #1 Teaching for Learning:
acquires, catalogs, retrieves,
integrates, circulates, preserves, and
deselects information resources.
Applies knowledge of the academic,
personal, social, and cultural
characteristics of students and relates
them to learning through effective
instructional strategies and
assessments.
Applies knowledge of the academic,
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Professional reviews from CLCD
database, articles from databases,
library catalogs
From Discussion Board with
other students working in the
field, using various technology to
create book trailers
Missouri Readers’ Award
Nominees, Pair books, comparing
various developmental stages as
their needs are related to
recreational and informational
materials
personal, social, and cultural
characteristics of students and relates
them to learning through effective
instructional strategies and
assessments.
book/movie, middle grade series,
Standard #2 Reading and Literacy:
Provides fiction and non-fiction
literatures appropriate to the students
and grade levels served.
Standard #3 Information and
Knowledge: Teaches information
literacy skills to build proficiency for
student-driven research and individual
creation of knowledge through critical
thinking.
Identify the informational needs
of students & instructional needs
of teachers and the importance of
the media specialist in fulfilling
these need
Standard #2 Reading and Literacy:
Recognize & use award-winning
& popular authors & titles of
materials for children & young
adults
Standard #2 Reading and
Literacy: Provides fiction and non-
Develop literature sharing skills
such as storytelling and book
talking and to have experience in
performing these skills
Identify trends & issues in
multicultural literature & the need
for diversity of materials in the
library & classroom
Standard #2 Reading and
Literacy: Provides fiction and non-
Provides fiction and non-fiction
literatures appropriate to the students
and grade levels served.
All assignments will fall under
this objective
Standard #3 Information and
Knowledge
fiction literatures appropriate to the
students and grade levels served.
Missouri Readers’ Award
Nominees, discussion of books
that have won other awards
Book trailers, book reviews
fiction literatures appropriate to the
students and grade levels served.
Topic Presentation
Standard #2 Reading and
Literacy: Provides fiction and non-
All assignments will fall under
this objective for diversity of
materials
fiction literatures appropriate to the
students and grade levels served.
Structure of the course and student responsibilities
Teaching strategies will include readings, student participation, presentations and assignments--with
specific emphasis given to hands-on experience while learning how to utilize print and non-print
materials for children and young adults in the classroom and library setting.
Teaching method will require students to participate in all class assignments through Blackboard, the
university’s course management system. Students will use the online classroom provided by the
Blackboard Learning System. Weekly “attendance” and participation in class discussions are
mandatory. Expert learners (like UCM’s graduate students) must expect to spend as much time
participating in the online portion of the class as they would in regular face-to-face classes. Online
classes have the advantage in that they can be adjusted to fit busy schedules. In an online class
everyone is expected to contribute and to read other students’ contributions.
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Each student will prepare written reports on designated assignments concerning different topics
relating to literature for children and young adults. Various formats may be used for assignments
including, but not limited to: Word processed documents, PowerPoint presentations, “movie” trailers,
audio and video presentations, etc.
Assignments must be word-processed, spellchecked, proofread, and adhere to MLA guidelines.
Course Grades
Grades will be calculated using the standard scale:
90 – 100% = A 80-89% = B 70-79% = C 60-69% = D 59% and below=F
Instructor created rubrics may be used to evaluate student reports & other subjective assignments.
Late work is NOT accepted without previous arrangement. Assignments must be submitted early if
you know you will be unavailable when an assignment is due.
Incomplete grades for the course will NOT be issued upon request.
Get help @ your library! You may access your library account, the online catalog, and electronic
databases from James C. Kirkpatrick Library’s website at http://library.ucmo.edu. For research
assistance, you may contact the Reference Desk:
Phone: 660-543-4154
Email: reference-jckl@ucmo.edu
RefChat: http://library.ucmo.edu/chat
Distance education librarian: Marian Davis mdavis@ucmo.edu
Online Distance Education Help: http://guides.library.ucmo.edu/disted/
ADA Students with documented disabilities who are seeking academic accommodations should
contact the Office of Accessibility Services, Union 222, (V) (TTY) 660-543-4421, or online at
http://www.ucmo.edu/access/.
Technical Help It is not uncommon early in this course that students discover they have difficulties
with technology. Please note these places for getting additional help:
Student Help Contacts available at:
http://ucmteachingtips.files.wordpress.com/2012/01/help-contacts-recommended.pdf
Extended Campus: help with your USER ID and Password, working away from campus—see
http://www.ucmo.edu/extcamp/
Help Desk: help with email, the software on your computer, using Banner. You can receive
help by
 Calling 660-543-4357
 Sending email to helpdesk@ucmo.edu
 Visiting Ward Edwards 0414 on campus
Blackboard Help:
UCM provides Technical Support several ways:
o Telephone: 660-543-8484
Hours: Monday – Friday 7:30 am – 5:00 pm
o Email: bbhelp@ucmo.edu
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o Live Chat can be accessed from the Blackboard login page, when available
o You can submit an electronic request for Blackboard help on this form:
http://www.ucmo.edu/surveys/?formID=1954
o Tutorials and Help information available on the Blackboard login page may be
helpful
UCM technical support for issues unrelated to Blackboard can be accessed at this
webpage: http://ucmo.edu/ot/students/
Assistance with Blackboard-related issues such as whether your Internet browser is
compatible with Blackboard, downloading files in Blackboard, using various features.
Note that useful and helpful links are available at
http://ucmo.blackboard.com/webapps/login/, the login page for Blackboard and at
http://www.ucmo.edu/centralnet/bb_helpdesk.cfm, the Blackboard Student Help site.
For students new to Blackboard, this tutorial walks them through the process of
getting started, beginning with performing a browser check:
http://ucmo.edu/centralnet/Blackboard/help/bb_getting_started.pdf
ListServ: Each student is expected to subscribe to the listserv maintained by the department. Follow
directions posted at http://www.ucmo.edu/elhd/programs/lis/discussion.cfm
Writing Assistance: The University Writing Center helps students who would like additional
assistance with their writing assignments, particularly undergraduate students; however, online help
is available to anyone at http://www.ucmo.edu/ae/writing/.
Academic Honesty: Honesty in all endeavors is essential to the function of society. Honesty in the
classroom among students and between students and faculty is a matter that should concern everyone
in the University Community. Please seen the UCMo Student Handbook for the complete policy,
student responsibilities, and procedures for enforcement:
http://www.ucmo.edu/student/handbook.cfm, students click on Rights and Responsibilities.
Early Alert: As part of the College of Education commitment to building a positive, studentcentered learning community that supports the success of every student, this faculty member
participates in the UCM Early Alert Program.
COURSE REQUIREMENTS:
Everyone is expected to review assignments posted by others in the class and discuss these.
Students are expected to log in to Blackboard a minimum of twice per week, read assigned material
in advance, and participate in discussions by the assigned date.
Assignments are to be posted weekly by 11:59 p.m. on Monday in the Discussion Board. Comments
and discussion of others’ work are to be posted by 11:59 p.m. on Wednesday. Grading will be
completed and work returned by Friday evening. Comments by the instructor will be made in the
Discussion Board by Friday evening.
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Assignments are to be a Word document attached to the thread in the Discussion Board. DO
NOT cut and paste your work directly into the thread. Blackboard does not work well with cut &
paste.
Comments and questions are welcome – but only in a positive manner. Due to the size of the class
you should read most of the comments and provide a response, question, or comment that will
lead to a discussion or add to a discussion, on at least 5 of your classmates’ work ---- please
mix-it-up and comment on different (unless you respond to all) people for the various
assignments. There should be a well-balanced consideration of the reports and discussion.
Remember to include your name and the name of the assignment at the beginning of your report
- 1 point will be deducted if you fail to put your name on the assignment – even those posted in Bb.
You must also include citations for all resources in each assignment and these MUST be in correct
MLA style. You may want to check out the Purdue Owl at:
http://owl.english.purdue.edu/owl/resource/747/01/
A credit hour is an amount of work represented in intended learning outcomes and verified by
evidence of student achievement that is an institutionally-established equivalency that reasonably
approximates not less than: (1) one hour of classroom or direct faculty instruction and a minimum of
two hours of out-of-class student work each week for approximately fifteen weeks for one semester
hour of credit or the equivalent amount of work over a different amount of time; or (2) at least an
equivalent amount of work as required in (1) above of this definition for other activities as
established by an institution, including laboratory work, internships, practica, studio work, and other
academic work leading toward the award of credit hours. Institutionally established reasonable
equivalencies for the amount of work described above in paragraph (1) of this definition for the credit
hours awarded, as represented by verifiable student achievement of intended learning outcomes.
Common Core Standards:
Individual assignments will be aligned with the Common Core Standards
MoSPE Standards for School Librarians (2011):
Alignment with LIS 5340 - Children’s, Adolescent, & Young Adult Literature
AASL
MoSPE Standards for School Librarians
Standard #1 Teaching for Learning: Applies knowledge of the academic, personal, social, and cultural
characteristics of students and relates them to learning through effective instructional strategies and
assessments. Collaborates effectively with classroom teachers and other educators. Documents and
communicates the impact of instruction on student achievement.
1.1
Quality Indicator 1.1: Knowledge of learners and learning
1.3
Quality Indicator 1.2: Instructional partner
1.2
Quality Indicator 1.3: Effective and knowledgeable teacher
Standard #2 Reading and Literacy: Promotes and encourages reading for enjoyment, personal growth,
and learning. Provides fiction and non-fiction literatures appropriate to the students and grade levels
served. Selects reading materials in multiple formats to facilitate maximum access for all members of
the school community. Models a variety of research-based literacy strategies. Advocates for students’
intellectual freedom.
2.2
Quality Indicator 2.1: Reading promotion
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2.1
Quality Indicator 2.2: Literatures
2.3
Quality Indicator 2.3: Diversity and inclusiveness
2.4
Quality Indicator 2.4: Literacy strategies
5.2
Quality Indicator 2.5: Intellectual freedom
Standard #3 Information and Knowledge: Provides access to information for students, teachers, staff,
and administrators to satisfy all learning needs. Teaches information literacy skills to build proficiency
for student-driven research and individual creation of knowledge through critical thinking. Promotes
equitable access to resources in a variety of formats and services for a variety of needs.
3.2
Quality Indicator 3.1: Access to information
3.3
Quality Indicator 3.2: Information literacy skills
3.1,
3.2
Quality Indicator 3.3: Equitable access to resources and services
Standard #4 Leadership and Advocacy: Provides leadership by articulating ways in which school
libraries contribute to student achievement. Advocates for dynamic school library programs and
positive learning environments by collaborating and connecting with the school community.
1.4
Quality Indicator 4.1: Instructional leadership
4.1,
4.3,
4.4
Quality Indicator 4.2: Advocating with the school community
Standard #5 Program Management and Administration: Administers the school library media program
using research-based data to analyze and improve services in alignment with the school’s mission to
support student achievement. Selects, acquires, catalogs, retrieves, integrates, circulates, preserves,
and deselects information resources. Manages fiscal, physical, and personnel resources. Practices
professional ethics with regard to intellectual property and information privacy. Develops policies and
procedures in support of the library program.
3.4,
5.4
Quality Indicator 5.1: Strategic planning, program evaluation, and program reporting
5.1
Quality Indicator 5.2: Collection management
5.3
Quality Indicator 5.3: Fiscal, physical, and personnel resources management
5.2
Quality Indicator 5.4: Professional ethics
5.3
Quality Indicator 5.5: Policies and procedures
Standard #6 Technology Integration: Provides equitable access to technology for the school community.
Continually upgrades technological skills to enhance student and teacher learning. Integrates
technology tools to communicate and facilitate learning. Promotes digital citizenship instruction to
support appropriate academic use of information.
1.4
Quality Indicator 6.1: Access to technology
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3.3
Quality Indicator 6.2: Knowledge of technology
3.3
Quality Indicator 6.3: Communicate and facilitate learning
3.2
Quality Indicator 6.4: Digital Citizenship
Standard #7 Professional Development: Seeks opportunities to grow professionally by taking
advantage of information, events and services provided by local, state, and national organizations.
Seeks opportunities for service through professional associations.
4.2
Quality Indicator 7.1: Professional Learning
4.1
Quality Indicator 7.2: Professional Involvement
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