SU16 LIS 681: Books and Media for Children ­ SYLLABUS Online and June 9­11 | http://www.hawaii.edu/lis ​ ​

Rae­Anne Montague | HL 2F | [email protected] | Office hours: By appointment ​ ​

DESCRIPTION

History and criticism of children’s literature; contemporary books and media; trends in book publishing and media production; developmental needs and interests of children; selection and evaluation, and research studies.

STUDENT LEARNING OBJECTIVES

SLO 1 Understand, apply and articulate the history, philosophy, principles and ethics of library and information science and the related professions. 1a) Apply LIS theory and principles to diverse information contexts 1b) Demonstrate understanding of the historical context of information services and systems 1c) Develop and apply critical thinking skills in preparation for professional practice

SLO 2 Develop, administrate, assess, and advocate for information services by exercising principled communication, teamwork and leadership skills. 2b) Work effectively in teams 2c) Develop, manage, and assess information services for specific users and communities 2d) Create instructional and outreach programs

SLO 4 Evaluate and use the latest information technologies, research findings and methods. 4c) Apply current research findings to professional practice

SLO 5 Engage in projects and assignments dealing with multicultural communities and representing diverse points of view 5b) Demonstrate understanding of the social and cultural context of information services and systems

1 COURSE LEARNING OBJECTIVES

Students interested in providing library services to children in public, school, or community libraries; teachers; and anyone else interested in children and literature are encouraged to join this course. Those completing it will: ­ be exposed to a wide range of traditional and modern literature and materials for children, including highly recommended, popular, and controversial books ­ have the opportunity to evaluate literature for children according to standard criteria of literary criticism and to develop skills for the critical analysis of the various types of materials ­ examine professional literature and discuss research studies on children's materials ­ explore ways of using literature with children in the public or school library setting ­ understand the purpose and value of booktalking and have the experience of preparing booktalks ­ examine the complexities inherent in issues related to both censorship and multicultural materials ­ relate developmental needs and interests of children and literature ­ participate in a professional conference emphasizing children’s literature

PROFESSIONAL EXPECTATIONS

All students in the Program are expected to become familiar with and adhere to the Professional Expectations posted at http://www.hawaii.edu/lis/students/professional­expectations­notice

SCHEDULE

1. Introductions Online Session (May 23) ​ ​

Student Activities: ­ Review Syllabus. Post any questions on the Laulima Open Forum. ​ ​ ­ Laulima Introductions Forum responses by May 26. Review responses of classmates. ​ ​ ­ Register/post planner for Children’s Literature Hawaiʻi Conference ­ http://www.childrensliteraturehi.org (Note: Conference registration is free. ​ Students are not required to purchase membership or participate in paid sessions).

2 2. Historical Perspectives Online Session (May 26) ​ ​

Resources: - Albright, Megan, Kevin Delecki, & Sarah Hinkle. “The Evolution of Early Literacy: A History of Best Practices in Storytimes.” Children & Libraries: The Journal of the Association ​ for Library Service To Children. Spring 2009, 7(1), 13­18. ​ - Asheim, Lester. “Not Censorship But Selection.” Office of Intellectual Freedom of ALA, ​ ​ 2005. http://www.ala.org/advocacy/intfreedom/censorshipfirstamendmentissues/notcensorship - Harris, Violet J. “African American Children’s Literature: The First 100 Years.” Journal of Negro Education, Vol. 59, No. 4 (Autumn, 1990). ​ - Nel, Philip. “It’s A Wild World: Maurice Sendak, Wild Things, and Childhood.” 2013. - NPR. “Celebrating the 100th Birthday of Dr. Seuss: A New Book Looks Back at the Life of Theodor Geisel.” 2004. http://www.npr.org/templates/story/story.php?storyId=1668915

Student Activities: ­ Laulima Historical Perspectives Forum responses by June 1. Review responses of ​ ​ ​ classmates.

3. Exceptional Stories Online Session (May 31) ​ ​

Resources: ­ Adichie, Chimamanda Ngozi. “The Danger of A Single Story.” 2009. ​ https://www.ted.com/talks/chimamanda_adichie_the_danger_of_a_single_story ­ Everall, Annie & Viviana Quiñones, The World Through Picture Books. IFLA, 2015. ​ ​ http://www.ifla.org/files/assets/hq/publications/professional­report/136.pdf ­ Kiefer, Barbara & Melisa I. Wilson, “Nonfiction Literature for Children: Old Assumptions and New Directions.” Handbook of Research on Children’s and Young Adult ​ Literature . S. A Wolf, K. Coats, P. Enciso, & C. A. Jenkins (Eds.). New York: Routledge. 2011. ​ 290­299.

Student Activities: ­ Laulima Exceptional Stories Forum responses by June 4. Review responses of ​ ​ ​ classmates.

3

4. Diversity Online Session (June 3) ​ ​

Resources: ­ Finkelmeyer, Todd. “UW­Madison center sees hope for more diversity in children’s books.” UWM News, 2015. http://news.wisc.edu/uw­madison­center­sees­hope­for­more­diversity­in­childrens­books ­ Larrick, Nancy. “The All­White World of Children’s Books.” The Saturday Review. ​ ​ September 11, 1965, pp. 63­65. ­ Naidoo, Jaime Campbell. “The Importance of Diversity in Library Programs and Materials for Children.” ALSC, 2014. http://www.ala.org/alsc/sites/ala.org.alsc/files/content/ALSCwhitepaper_importance%2 0of%20diversity_with%20graphics_FINAL.pdf ­ Myers, Walter Dean. “Where Are the People of Color in Children’s Books?” NYT ​ Sunday Review. March 15, 2014. ​ http://www.nytimes.com/2014/03/16/opinion/sunday/where­are­the­people­of­color­in ­childrens­books.html ­ Zettervall, Sara. “Through a Distant Lens: Visions of Native Hawaiians in Children’s Picture Books.” Progressive Librarian 40. Fall/Winter, 2012, 109­124 ​ ​ http://progressivelibrariansguild.org/PL_Jnl/pdf/PL_40.pdf

Student Activities: ­ Conference Presentation Outline due June 5. ­ Laulima Diversity in Children’s Literature Forum responses by June 8. Review ​ ​ ​ responses of classmates.

5. Controversy Online Session (June 6) ​ ​

Readings: ­ ALA. About Banned and Challenged Books. http://www.ala.org/bbooks/about ​ ​ ​ ­ Crisp, Thomas. “It's Not the Book, It's Not the Author, It's the Award: The Lambda Literary Award and the Case for Strategic Essentialism.” Children’s Literature in ​ Education, 2011, 42:91­104. ​

Due: ­ Laulima Controversy Forum responses by June 12. Review responses of classmates. ​ ​ ​

4

6. Student Exchange Session (June 9 ­ 9 10 am­1 pm at UHM) ​ ​

Student Activities: ­ Show and Tell ­ Conference Presentation Demos

7. Hands­On Topics Session (June 9 ­ 2­5 pm at UHM) ​ ​

8. CLH Introduction Session (June 9 7­9: 15 pm at Tenney Theatre) ​ ​

9. CLH Featured Author and A Sessions (June 10 ­ 8:30 am­12:15 pm at Chaminade) ​ ​

10. CLH B and C Sessions ( June 10 ­ 1:30­4:30 pm at Chaminade) ​ ​

11. CLH Featured Illustrator and D3 Sessions ­(June 11 ­ 8:30­11:30 am at ​ ​ Chaminade)

Student Activity: ­ Group Presentation

12. CLH E, Screening, and Closing Sessions (June 11 ­ 1:30­4:30 pm at Chaminade) ​ ​

Student Activity: ­ Conference Journal entries due in Laulima Forum by June 15.

13. Librarians Enable Access Online Session (June 16) ​ ​

Resources: Project Enable http://projectenable.syr.edu ​

14. Wrap­Up Online Session (June 20) ​ ​

Student Activities: ­ Post link to Annotated Bibliographies by June 20. Review and provide feedback to ​ classmates. ­ Project Enable Completion by June 26. ­ Laulima Reflections Forum response by June 26. Review responses of classmates. ​ ​ ​ 5

CLASS READING LIST

We will discuss many books in class including those listed below. They are all available through HSPLS. Please become familiar with them ­ read them and consider book reviews ​ ​ ​ (e.g., SLJ , Booklist, Horn Book, Publishers Weekly , BCCB, etc.). ​ ​ ​ ​ ​ ​ ​ ​ ​ ​

The One and Only Ivan ­ Katherine Applegate ​ El Deafo ­ Cece Bell ​ The Crossover ­ Kwame Alexander ​ The Birchbark House – Louise Erdrich ​ Better Nate than Ever – Tim Federle ​ The Graveyard Book – Neil Gaiman ​ George ­ Alex Gino ​ What Do You Do With a Tail Like This? ­ Steve Jenkins ​ Ling & Ting: Not Exactly the Same! – Grace Lin ​ Frog and Toad are Friends – Arnold Lobel ​ Too Many Mangos: A Story About Sharing – Tammy Paikai ​ Wonder ­ RJ Palacio ​ The Adventures of Captain Underpants: An Epic Novel – Dav Pilkey ​ And Tango Makes Three – Justin Richardson and Peter Parnell ​ Under the Blood­Red Sun ­ Graham Salisbury ​ Battle Bunny – Jon Scieszka and Mac Barnett ​ The Invention of Hugo Cabret – Brian Selznick ​ Where the Wild Things Are – Maurice Sendak ​ Bomb: The Race to Build ­ and Steal ­ the World's Most Dangerous Weapon – Steve Sheinkin ​ Rump: the True Story of Rumpelstiltskin ­ Liesl Shurtliff ​ Counting by 7s – Holly Goldberg Sloan ​ Like Pickle Juice on a Cookie – Julie Sternberg ​ Smile ­ Raina Telgemeier ​ How I Became a Ghost: A Choctaw Trail of Tears Story – Tim Tingle ​ One Crazy Summer – Rita Williams­Garcia ​

6

ASSIGNMENTS

1. Session Responses (6 x 5) Complete activities posted in Laulima forums in conjunction with Introductions, Historical ​ Perspectives, Exceptional Stories, Diversity, Controversy, and Access sessions. ​ ​ ​

2. Show and Tell (15) You have been asked to give a 10­15 presentation to a group of children to peak their interest of a specific genre (e.g., adventure, biography, fantasy, folk tales, graphic novels, historical fiction, poetry, realistic fiction, science fiction, etc.). Select several books to share with this audience. First, demonstrate how you would present them to the children. Second, discuss why you chose them (e.g., reviews, recommendation, link to curriculum, favorite, special, local, etc.). Prepare a handout with key details to share with the class. Genre sign­up in Laulima forum. Presentations June 9 @ UHM.

3. Group Presentation (15) Our class will divide into three groups to consider effective practice for diverse collection development based on age groups (0­4; 5­8; 9­12 years). Questions to consider include: What facets of diversity are most important/represented? What are useful/online/local sources? What are top picks? What are connections to curricular/local/contemporary issues? What are concerns? Group sign­up in Laulima forum. Outlines due June 5. Demo/discussion June 9 at UHM. Presentations June 11 at Chaminade.

4. Conference Journal (5 x 5) Our class will attend eight CLH sessions. Choose five sessions to take/share notes with the class. Include key ideas presented and your own reflections. Minimum one page/session. Post in Laulima forum by June 15.

5. Annotated Bibliography (15) Select a topic of interest to research related to books and media for children. Identity a key question related to course content. Select 10 articles to inform inquiry in this area. Your research may include information from the following sources: reviews or articles from children's literature blogs or journals (Booklinks, Horn Book, School Library Journal, VOYA, ​ ​ etc.), online databases (Comprehensive Children's Literature Database), author websites, and children's literature scholarship (e.g., Children's Literature Association Quarterly, The ​ Lion and the Unicorn, etc.). You may use other sources as well. Create an annotated ​ 7 bibliography in Google Docs using a standard citation format. Share your topic on the Laulima Annotated Bibliographies forum by June 6. Post a link to your bibliography in the ​ ​ forum by June 20. ASSIGNMENT NOTES

­ Students are expected to participate fully in all course activities. ­ If you are interested in altering an assignment, please consult with the instructor in advance. ­ Our summer session schedule is condensed. Late assignments should be avoided. Cases will be considered on an individual basis with instructor discretion. ­ 98­100 A+ | 93­97 A | 90­92 A­ | 88­89 B+ | 83­87 B | 80­82 B­ | 78­79 C+ | 73­77 C

INCOMPLETE LIST OF RESOURCES OF INTEREST

­ ALA Association for Library Service to Children. http://www.ala.org/alsc ​ ­ American Indians in Children’s Literature. http://americanindiansinchildrensliterature.blogspot.com ­ Bartle, Lisa. R. The Database of Award­Winning Children’s Literature. http://www.dawcl.com/introduction.html ­ Center for Children’s Books. http://ccb.lis.illinois.edu ​ ­ Children’s Book Council. http://www.cbcbooks.org ​ ­ Cooperative Children’s Book Center. https://ccbc.education.wisc.edu ​ ­ International Board on Books for Young People. http://www.ibby.org ​ ­ International Children’s Digital Library. http://en.childrenslibrary.org ​ ­ Internet Archive Children’s Library. https://archive.org/details/iacl ​ ­ IFLA Guidelines for Library Services for Children. http://www.ifla.org/files/assets/libraries­for­children­and­ya/publications/guidelines­for ­childrens­libraries­services­en.pdf ­ Library of Congress Children’s Literature. http://www.loc.gov/rr/rarebook/digitalcoll/digitalcoll­children.html ­ NĒNĒ Award. http://nene.k12.hi.us ​ ­ Project Gutenberg Children’s Books. http://www.gutenberg.org/ebooks/search/?query=children ­ UHM Juvenile Literature Research Guide. http://guides.library.manoa.hawaii.edu/juvenile/research ­ We Need Diverse Books. http://diversebooks.org ​ ​ ​

...add to the list on the Laulima Resources of Interest forum. ​ ​

8