1. Review of the Spring Semester
2014 LIBR 263
Dr. S.E. Higgins
SJSU SLIS
2. 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.
3. 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.
4. 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.
5. 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.
6. 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.
7. 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.
8. 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.
9. 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)
10. 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”.
11. 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.
12. Addressing Competencies
The overall goals of the knowledge gained in
this class was the development of
professional competencies – competencies
needed in the workplace.
13. 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.
14. 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.
15. School Library Media Specialists/Teacher
Librarians
Children’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.
16. 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.
17. 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.
18. Frog and Toad Are Friends
http://www.youtube.com/watch?v=0VH1i0QQ
HyI
19. 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
