University
of Rhode Island
Graduate School of Library
LSC 530: Reading Interests of Children
Spring, 2005
Gale Eaton
Telephone: 401-874-4651
E-mail: geaton@mail.uri.edu
Spring 2005 office hours Monday 3-5 or by appointment
Catalog Description
Building,
maintaining, evaluating, and promoting collections for children in public
libraries and elementary school media centers. Fiction and nonfiction; books
emphasized, digital and other resources also discussed.
Topics to be Covered
During the course,
students will:
1. explore and discuss the educational,
recreational, developmental, and informational needs of children and the
particular needs of those adult library users (parents, teachers, etc.) who
support them (GSLIS 9, 10, 11, 20; RIDE 1, 3, 4)*;
2. consider issues related to children's
access to information, confidentiality and intellectual freedom in light of the
American Library Association's Code of Ethics and Freedom to Read statement as
well as current law (GSLIS 2, 3; RIDE 11);
3. develop skills in locating, selecting,
evaluating, and promoting children's books and related media (GSLIS 4, 16; RIDE
2);
4. discuss the application of contemporary
theories of child development, educational practice, literacy and literary
criticism to the evaluation and use of library materials for children (GSLIS
11, 13; RIDE 2, 6, 7);
5. write a paper on issues in collection
development or a plan for collection development in a specific area (GSLIS 4,
8; RIDE 8); and
6. through oral or online presentations,
written reviews and annotations, communicate the knowledge and enjoyment of
books and other library materials (GSLIS 6, 8; RIDE 8)
* Numbers in
parentheses refer to relevant University of Rhode Island Graduate School of
Library and Information Studies Educational
Outcomes and Rhode Island Department of Education Beginning Teacher
Standards.
The textbook: Children's Literature in the Elementary School
(8th ed., by Charlotte S. Huck and Barbara Z. Kiefer) is the recommended text
for this course. I chose it because 1) its school orientation should help
balance my public library orientation, and 2) it is a valuable reference book.
Charlotte S. Huck et al. Children's
Literature in the Elementary School. 8th ed.
Assignments
Your grade for the semester will be based
on these things:
- Participation
(20%)
- Resource
Guide (20%)
- Seminar
Report (30%)
- Portfolio
(30%)
If you have an idea you're longing to
implement and can't make it fit one of these assignments, let me know; maybe we
can negotiate an alternative.
Interpretation of grades: A grade of B on an assignment in this course will
mean that you have met the basic requirements for the assignment; your
performance would be acceptable on a professional level. A grade of A will mean
that your performance is not only acceptable, but distinguished. A grade of C
for graduate students indicates failure to perform at an acceptable level for
graduate credit.
Individual assignments will be graded
according to rubrics on a scale of 1 (Little Evidence of the Standard) to 5
(Well Above the Standard).
Q. Why do the rubrics on the assignment pages
go only from B-/C+ to A-/B+?
A. The instructor does not expect any of you
to score below a B; and to earn an A implies that you go beyond the mechanical
attempt to do what the instructor wants and make the assignment your own,
distinguishing yourself in ways that may be quite unpredictable but
recognizably excellent.
Resource guides
What is the assignment: To compile a resource guide for one part of the
collection that will help your classmates locate materials in a specific medium
or subject area within the collection. You will sign up for a topic (see
below). If more than one student signs up for the same topic, please work with
the instructor to divide the topic meaningfully or select a new one. See sign-up sheet on assignment page.
Who will do it: Individuals or pairs. Let the instructor know if you
plan to collaborate with a classmate, and how you plan to divide the
responsibility for the resource guide.
When will it be due: Between February 14 and March 21. The date will
depend on the topic of the resource guide; an effort will be made to coordinate
resource guides with weekly "lecture" topics. However, it is planned
that classmates will have access to the resource guides when carrying out
collection development projects.
How it will be presented: You may choose to submit your guide as a Word
document (attachment to e-mail), or to mount it on your own site and send your
URL to the instructor. The instructor will make a link to the document or the
URL from a "Resource Guides" section of the homepage, so classmates
will have access to the material you have compiled.
What should be in each
resource guide:
- A
descriptive title
- An
introduction, outlining the scope and importance of your topic (you are
encouraged to cite relevant research here, as well as useful commentary),
and explaining the difficulties, challenges, and rewards of collecting in
this area
- An
annotated list of a few top resources in that area -- classics and great
new titles
- A
guide to reliable sources of reviews, to help the collection management
team locate and evaluate worthwhile materials in the area
For instance, if this were Reading Interests
of Young Adults (rather than Children) and you were doing a resource guide on
graphic novels, you might call it something like "Graphic Novels: From Bad
Influences to Visual Literacy Enhancers." Your introduction might outline
Frederick Wertheim's campaign against superheroes (culminating in the 1950s),
and go on to mention Stephen Krashen's endorsement of comics as a support to
literacy in The Power of Reading; this would give you a basis for
discussing challenges of collecting in this area (like censorship, and the
perception that comics are a waste of time) and also the rewards (like the
powerful appeal to teen readers, and the development of sophisticated visual
literacy skills). Your annotated list might include serious graphic novels
(classics like Maus, great new books like
How the resource guide will
be graded:
- Exceeds the standard (B+ or A-): Would be a highly valued collection development resource in the
given area. Introduction does more than merely meet the standard -- it may
be extremely well written, or may explicate solid research findings in a
meaningful way. If there is no existing research on the subject, the
writer may have demonstrated unusual ingenuity in mining the literature of
other fields (e.g., education) and explaining what we can logically infer
from the little that has been established. The annotated list goes beyond
the requirement in completeness, selection, and/or good writing style. The
guide to reliable review sources is especially good, or, if reliable
review sources are virtually impossible to find, the writer has been
ingenious in exhausting all avenues of search for them and gives good
advice about how a collection developer should manage without them. The
organization and visual presentation are clear, accessible, and user
friendly. (This does not mean that you are required to add graphics -- but
it should be very easy to see where one annotation ends and the next
bibliographic entry begins.)
- Meets the standard (B):
Would be a useful collection development resource in the given area.
Introduction successfully establishes the scope of the guide, explains the
reasons for collecting in the area and the problems associated with the
process, and cites authoritative articles or other sources. The annotated
list covers both standard titles and good new ones, and is a reasonable
length (perhaps around ten or a dozen titles, although this could vary
with subject). Full bibliographic information is given. Annotations are
well written, informative, and not too long. Useful review sources are located
and described.
- Approaches the standard (B- or below): Would not be a useful tool for any collection
developer. The introduction may be vague and perfunctory, trying to meet
the requirements without actually saying anything substantive or original.
(For instance, the writer may simply say, "It's hard to collect comic
books because some people want to censor them, but it's worth it because
kids want to read them" -- in effect just echoing the assignment, and
not adding any depth or analysis to it.) The annotated list may be very
short. Few professional resources may be cited. Bibliographic entries for
the children's items and/or the professional resources may be incorrect.
Misinformation, or misleading statements, may be included in the guide.
Seminar Reports
What is the assignment: To report to your classmates on a plan for marketing
a program or service to meet the information needs of a specific clientele,
either in a public library children's room or in a school library program
serving K-6. Focus will be on the needs of clients (children, students,
parents, teachers, or others who might reasonably use your library); any
materials used (books, audiobooks, DVDs, websites, etc.) will be selected for
excellence in this service context.
Who will do it: Individuals or pairs. Let the instructor know if you
plan to collaborate with a classmate, and how you plan to divide the
responsibility for the report.
When will it be due: Between March 28 and April 18.
How it will be presented: You may choose to submit your report as a web on
your own site (send URL to instructor), or on WebCT as a Word document
(attachment to e-mail). The instructor will make a link to the document or the
URL from a "Seminar Reports" section of the homepage, so classmates
will have access to the material you have compiled. See below for
more details.
Principle objects of the
assignment:
- to
identify the information needs of a clientele;
- to
identify relevant resources for meeting the needs;
- to
develop a strategy (e.g., a lesson plan for the media center or a program
for the public library) linking resources and clientele;
- to
develop procedures for assessing the outcomes; and
- to
share your research and ideas effectively with classmates.
Content:
The group of clients you identify may be children,
or they may be parents, teachers, community leaders, or other children's
library stakeholders. Analyze their common information needs carefully,
identifying not only the content they need to know but their learning styles,
reading ability, and interests. Examples:
- SLMP:
There is a major unit on the tropical rainforest. Has the teacher assigned
nonfiction only, or fiction as well? Is the unit limited to social
studies, or is it interdisciplinary?
- SLMP:
New technology in the classrooms has teachers scrambling to adjust. How
much time do the teachers have, and what's the most efficient way to help
them optimize their use of the new resources?
- Public
library: Fewer parents are home between
Once you have thought about your clients and
their circumstances, think about what resources they need. Teacher assignments
often specify not only the content but the form information for students may
take (no more than one encyclopedia; printouts from at least two Internet
sites). But what about information for teachers themselves? An imaginative
response to this assignment in the past came from Carol Dunbar (now a GSLIS
alumna), who noted that teachers underutilized the professional collection, and
hypothesized that this was because they had no time. So her strategies to
support their professional development involved catching them on the fly,
with
- a
rotating collection of good articles in the teachers' restrooms;
- another
collection of good articles read aloud by sixth graders, for commuter use;
and
- a
doodle-pad next to the phone for sending notes to the media specialist
while on hold.
Possible topics and strategies are endless:
family literacy programs; creative dramatics in science (or history, or...);
homework help centers; oral history projects; consumer education for children;
children as storytellers; online discussion groups or games. If your
imagination flags, check out your reading list, School Library Journal or
Booklinks for ideas, or look for books on programming in children's
rooms and school media centers.
Presentation:
Your presentation should be both informative
and interesting. The introduction should describe your clients and their
information need. Discuss your strategy: what outcomes do you want from your
lesson plan, program, or other action? Why do you think the strategy you've
chosen will get better results than other possible approaches would?
You may wish to demonstrate your program --
or at least, write out a detailed scenario for some portion of it. You may have
to excerpt it. For instance, if your plan is to do a series of story hours, you
can't give us the whole series, but you can summarize one or more stories (or
link to online versions) and explain how they fit into your strategy.
Your conclusion should tell us something
about your plans for evaluating the outcomes of your strategy. The more
important the outcomes, the harder they will probably be to measure. To be
meaningful, however, assessment should be directly linked to desired
outcomes.
You may do this presentation as a web. In it,
you should summarize your face-to-face presentation on the main page, and link
to sub-pages (or external URLs) for important supplementary materials such as:
- Census
information or research on your client group
- Bibliographies
of resources for your client group
- Pathfinders,
annotated lists, or other handouts you might use with them
- Copies
or descriptions of any surveys, interview schedules, etc. that you would
use in your evaluation
- Your
reference list
If you are unable to create a web, you may do
your report as a Word document, with appendices for supplementary
materials.
Making your presentation
available via WebCT:
- Method
1: mount your presentation on your own web site, and send the URL to your
instructor. The instructor will create a link to your site.
- Method
2: send your presentation to the instructor as an e-mail attachment, so
that she can mount it on WebCT for you. How well this will work depends
partly on the program you use.
- Word? No problem – except maybe with embedded
graphics.
- PowerPoint? We’ll need to make a decision: do
you want it saved as HTML, so that classmates who don’t have PowerPoint
can view your slides, or do you want it left as is, because it will look
better to those who can see it? (PowerPoint is not an ideal
medium for online presentation – the slides are most effective when
accompanied by a good oral presentation. But one ingenious student in the
past, Debra Kern, solved that problem by giving us the script for the
oral presentation to print out and read while we looked at her slides
online.)
- FrontPage? Before attaching it to your e-mail,
use WinZip on the folder that has all your web files in it; maybe they’ll
arrive intact. Or, send your web to the instructor on a diskette.
- Warning:
your instructor’s technical expertise is limited. If you use programs with
which I am unfamiliar, it may not be possible for me to mount your
presentation on WebCT.
- Warning
2: no e-mail attachment should take over 2 minutes to load on a slow
connection. No matter how cool your graphics are, they are more of a
problem than an enhancement if they make your file bigger than 500K. There
are ways to shrink the size of graphic files.
Grading
Presentations will be graded on content
(rationale, 15%; description and/or sample of strategy, 30%; evaluation
procedures, 15%) and form (organization, 20%; effectiveness, 20%).
Above the Standard (B+ or A-)
- Rationale includes clear
identification of client group; persuasive and empathetic analysis of
their information needs; well-articulated and desirable outcomes
- Strategy includes
identification of appropriate and high-quality resources; and an engaging
program, lesson plan or other action adapted to the needs and
characteristics of the client group
- Evaluation plan is
linked meaningfully to the desired outcomes and would work without
overtaxing the librarian's time and resources
- Organization of the
presentation is logical and appealing, with main ideas highlighted and
clear links between them; file size is not excessive, and program used is
accessible to classmates
- Effectiveness: language
is used well and vividly, without needless repetition; content is divided
effectively among sections; any graphics used are clear, visible, and
relevant, enhancing rather than distracting from content
Meets the Standard (B)
- Rationale includes clear
identification of client group; analysis of their information needs;
outcomes expected from strategy
- Strategy includes
identification of appropriate resources, and a program, lesson plan or
other action adapted to the needs of the client group
- Evaluation plan is
linked to the outcomes desired and specified for the program or service
- Organization of the
presentation is logical and/or appealing; file size is not excessive, and
program used is accessible to classmates (without requiring special
downloads of new software)
- Effectiveness is
adequate; language is clear and grammatical; content is divided
appropriately among sections; any graphics used are clear, visible, and
relevant
Approaches the Standard (C+
or B-)
- Rationale includes
identification of client group; analysis of their information needs may be
flawed; outcomes expected from the proposed service or program may be
unspecified or unrealistic
- Strategy: program,
lesson plan, or other action may not use appropriate resources, or may
fail to present resources in a way that will make them accessible and
attractive to the client group
- Evaluation is included,
but may be scanty or unrealistic
- Organization of the
presentation is barely adequate; file size may be excessive; presentation
may require viewers to download new software, or may be extremely slow to
load
- Effectiveness may be
undermined by excessive length, tiny font, lack of white space, etc.
Content may be divided ineffectively among sections; graphics may be too
small to see, or may be mere decoration, irrelevant to content. (Example
of a strategy likely to be ineffective, from a YA class: A web intended to
convert teens to abstinence, relying on rational argument and multiple
citations, which printed out to 20 pages of small, single-spaced print.)
Participation
What is the assignment: To participate in class exercises and discussion,
both in face-to-face meetings and online.
Who will do it: Everybody.
When will it be due: Weekly. Each week, the instructor will post
"lecture" notes, and will open a corresponding discussion topic.
Discussion on that topic is due the week it is posted, but the topic will
remain open for a second week for the sake of any interesting strands that are
started. Older topics will be archived.
Besides the weekly topics, additional topics
will be "Announcements" (to tell the class about upcoming events,
nifty resources, etc.); "Assignment Information" (where the
instructor will try to clarify your questions about this syllabus); and
"Coffee Break" (where we can shoot the breeze or go off topic --
sometimes the most useful things you learn in a course are during break).
Discussion in the weekly
topics can be based on several things:
- Children's books: You
should try to read several each week (see suggested targets below). You
will list these in the reading log section of your portfolio.
Within each week's category, select titles recommended by the text book or
by professional review sources such as The Horn Book Magazine, School
Library Journal, or Bulletin of the Center for Children's Books.
- "Lecture" notes:
The instructor will post a "lecture" each week; it will include
questions to help begin discussion. You should read children's books
throughout the course, and introduce them into the discussion as they
become relevant -- tell us what's marvelous about the good ones, for
instance, and how we could use them in programs and activities.
- Classmates' major presentations: Between February 14 and March 21, resource lists are due.
Between March 28 and April 18, seminar reports are due. Both should
provide additional material for discussion. Also, on April 4, classmates
should post their nominations for the class Newbery award. The initial
posting may be limited to author and title, or may include details to
pique interest and influence classmates' votes. Your best case for the
book will be part of your portfolio.
- Exercises: Everybody
will be asked to do exercises that will support the ongoing discussion.
Materials to support the exercises will be posted in advance. (For
instance, to support the first online exercise, a list of professional
review sources and online review sources will be posted.) Your write-ups
of these exercises should be included in your final portfolio.
Rewrites are encouraged; the class discussion may help you improve your
original write-ups.
- The textbook: Children's
Literature in the Elementary School (8th ed., by Charlotte S. Huck and
Barbara Z. Kiefer) is the recommended text for this course. I chose it
because 1) its school orientation should help balance my public library
orientation, and 2) it is a valuable reference book.
- The reading list: You
are not expected to read everything on the list. It is intended as a
resource, to supplement the text and support your individual work on major
assignments.
How it will be presented: In face-to-face sessions, participation in
discussion and/or small group discussions; between face-to-face sessions,
participation in the online discussion.
How participation will be
graded:
- Exceeds the standard (B+ or A-):
- Quantity: Student participates fully and
creatively in online and face-to-face activities, and is helpful to
fellow members of small groups. Student posts an average of 1.5
substantive messages a week.
- Quality: Student's posts are insightful and
stimulating, introducing new ideas into the discussion. Student's posts
are often based on thoughtful reading of children's books, and sometimes
even on children's literature criticism and/or research on education,
reading, and librarianship.
- Civility: Posts are courteous and constructive.
Disagreement with a classmate's viewpoint is tactfully phrased --
"have you considered this angle?" or "what if you looked
at it this way?" rather than "I can't believe you said something
so stupid." Student recognizes implications of classmates' good
ideas and builds on them.
- Meets the standard (B):
- Quantity: Student participates in online
exercises in a timely fashion, and in face-to-face activities (unless
there is an excused absence). Student posts an average of one substantive
message a week to the online discussion. Student does not achieve this
average by skipping five weeks and then deluging the discussion with
twelve messages in a day.
- Quality: Posts are on topic, contributing to
classmates' knowledge and understanding -- but are not too long. (A
single double-sided page of a term paper, with reasonable font size and
margins, should have about 250 words. Do you think 100 to 125 words would
be a reasonable maximum for posts, on the average?)
- Civility: Posts are courteous; no flaming.
- Approaches the standard (B- or below):
- Quantity: Student posts an average of less than
one message to each week's online discussion, and/or has multiple
unexcused absences from face-to-face sessions. Student tries to make up
for prolonged failure to participate by flooding the discussion with
multiple posts near the end of the semester. Student fails to participate
in small group exercises, making it more difficult for classmates.
- Quality: Student's posts are often off-topic, or
too shallow or trivial to contribute much to the discussion; they may be
based more on life experience than current reading. Student's posts are
often too short and cryptic (a line or two, referring to somebody else's
post which readers then have to look up in order to understand what's
meant) or too long and rambling (a two- or three-page printout).
- Civility: Posts are less than courteous;
disagreement may be tactless and edgy, coming uncomfortably close to
criticism of a classmate's intelligence rather than a specific idea.
Portfolio
What is the assignment: To record your semester's activities and
achievements in this course. Your portfolio will include at a minimum the
things listed in the "exercise" column of the :
- Title
page
- Table
of contents
- Your
amended reports of participation exercises:
- At least one of the January 31 exercises
(comparison of print and online reviews, or critique of a
collection development policy for a public library children's room or an
elementary or middle school library media center)
- At least one of the February 28 and March 7
exercises (pathfinder, annotated list, or reference
practice)
- The script for book-talking at least one book, or
a Newbery nomination, using the ALSC Newbery Award Terms
and Criteria (except for date and place of publication) and making a
strong case for why your choice is the most distinguished LSC 530 book of
the year
- A
log of children's books and other media you have read, viewed, listened
to, examined, and evaluated for this course. If you have read the material
required to support discussion (see the participation calendar), it
will come to approximately 40 items and will represent a balance of
fiction, nonfiction, and picturebooks. Books read for your resource guide
and/or seminar report may add more items to the list. Organize the log by
the "Children's Books & Media" column in the participation calendar:
e.g., elective books Jan 31, folk tales & myths Feb 7, etc. Minimum
entry for each item should include author, title, publisher, date, and
recommendation source. (Your selection source could be a friend, a kid, or
shelf availability -- but most of the books available on shelf at any
given time are not the best ones. You are encouraged to use the textbook
and current selection tools in order to increase your familiarity with
those tools and also improve your chances of reading great stuff.)
You may include additional relevant
material at your discretion. For instance, you could reflect on more than
the required number of exercises; you could develop your own collection
development policy; you could critique articles on children's literature and
reading; you could annotate some or all items in your log; you could write
reflective introductions to each section in your portfolio, and/or a concluding
essay analyzing how it all fits together.
When will it be due: By May 2 at the latest; but April 18 or 25
submissions will be gladly accepted and, if possible, returned early. Many
items in the portfolio will be due throughout the semester in more casual form
-- usually as part of the discussion. It is hoped that you will use feedback on
earlier versions to improve what goes into the portfolio.
How it will be presented: Your portfolio may be submitted in hard copy or as an
e-mail attachment; or you may mount it on your own site and give the instructor
your URL.
- If
it is in hard copy: please make it as light-weight as possible, and
arrange for its return to you (do you want it left in your box in the
Resource Room, or, if it doesn't fit, on a counter there? do you want to
provide a stamped, self-addressed envelope or box for it?) The instructor
cannot promise to return early portfolios at the final class session, but
will make an effort to do so.
- If
you submit your portfolio as an e-mail attachment, please 1) compile all
the parts of it into a single file -- not a group of two, three, or eight
files that the instructor must download individually; and 2) give it a
filename that includes your own surname, like "OnassisJPortfolio."
How the portfolio will be
graded:
- Exceeds the standard (B+ or A-):
- Quantity: Includes all required items, and may
include additional relevant material as well. May include more
than the required number of books and other log items.
- Quality: layout (title page, contents,
arrangement of items, format) clear and attractive; grammar and spelling
excellent. Log items are almost all chosen from either the text or a
standard selection aid (e.g., The Horn Book Magazine or School
Library Journal); any enhancements to the log (e.g., annotations, age
levels, notes of thematic relevance for booklists or teaching units) are
useful and well written. Writing on all sections appropriate to its
purpose (e.g., Newbery nomination addresses ALSC terms and criteria effectively
and makes a strong case that the book is truly distinguished). Anything
added to the portfolio (e.g., essay, article critiques) is appropriate,
thoughtful, and effective in meeting one or more of the course
objectives.
- Meets the standard (B):
- Quantity: includes title page, table of
contents, accounts based on at least three exercises, and a log listing
all required items: Wind in the Willows, Charlotte's Web,
and Witness or an approved alternative, and all other items in
order by week due
- Quality: layout (title page, contents,
arrangement of items, format) clear; grammar and spelling good; selection
sources given for items on log, and almost all are chosen from either the
text or a standard selection aid (e.g., The Horn Book Magazine or School
Library Journal); writing on all sections appropriate to its purpose
(e.g., Newbery nomination addresses ALSC terms and criteria)
- Approaches the standard (B- or below):
- Quantity: may lack required items; log may be
shorter than 40 items
- Quality: layout (title page, contents,
arrangement of items, format) may be difficult to follow; grammar and
spelling may be flawed; no selection sources may be given for items on
log, or most may be chosen by word of mouth or shelf availability;
discussion of exercises may be mechanical, not showing understanding of
or appreciation for their purpose; writing or approach may be
inappropriate (e.g., Newbery nomination may claim that nominated title is
distinguished because of the moral lesson it teaches or its potential
popularity with readers, or for some other reason explicitly ruled out by
the terms of the award).
|
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|
Attendance policy: Meetings have been scheduled for the sake of establishing class community and working with material (like storytelling and picture books) that doesn't translate so easily into an online course. It is expected that students will make every reasonable effort to attend. Active participation in class discussion and exercises will raise the participation grade. It is recognized that attendance will not always be possible, and that a student may be forced to miss one or more sessions; a single absence, or an excused absence, will not lower the participation grade. Some content will be available online; there will be no individual make-up sessions. |
|||
|
Dates |
Loc |
Topics |
Readings & Assignments |
|
Jan 24 |
K |
Introduction: Censorship, didacticism, and what's suitable |
Have your picture
taken, or bring a photo you'd like scanned for the class gallery |
|
Jan 31 |
O |
Collection development and
materials selection |
Exercise: Compare print & online reviews |
|
Feb 7 |
K |
Folk tales and myths |
|
|
Feb 14 |
K |
Picture books:
Criteria for selection |
Assignment: Resource guide (Feb 14-Mar 21) |
|
Feb 21 |
O |
Picture books for
young children: ABCs, 123s, and concept books |
|
|
Feb 28 |
O |
Nonfiction: Criteria
for selection |
Exercise: Pathfinder or annotated list (select this or March 7 exercise) |
|
Mar 7 |
O |
Reference services to
children: Question-answering, readers' advisory, and instruction |
Exercise: Reference practice questions (select this or Feb 28 exercise) |
|
Mar 14 |
|
Spring break |
|
|
Mar 21 |
K |
Narrative nonfiction:
Biographies and social studies |
In class: Be prepared with a 2-minute booktalk of your favorite book so far |
|
Mar 28 |
O |
Fiction: Criteria for
selection |
Assignment: online seminar reports due March 28 - April 18 |
|
Apr 4 |
O |
Fiction for emergent
readers; series books |
Newbery nominations: post titles |
|
Apr 11 |
K |
Realistic fiction:
Contemporary and historical |
In class: Be prepared with discussion-starting questions about Witness (Karen Hesse), Bat 6 (Virginia Euwer Wolff), or a title cleared with instructor |
|
Apr 18 |
O |
Fantasy: The
geography of magic |
|
|
Apr 25 |
O |
Poetry, music, and popular culture |
Early portfolios will be returned on May 2 if possible |
|
May 2 |
K |
The LSC 530 Newbery
Free-for-All |
Assignment: portfolio |
