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Course Syllabus

Title: Children's/YA Literature/EDLI 200

Credits: 3
Instructor: Kimberley Musante, M.Ed, and Elizabeth Redford, MLS
Meeting dates and times: June 29-Aug. 3, 2015
Locations: On-site meetings in the library at Essex Middle School, 60 Founders Road, Essex;
also Blackboard Online
Course Description:
Effective library media specialists promote reading for learning, personal growth, and
enjoyment.This course is designed as a survey of the context and merit of children's (CH) and
young adult (YA) literature, that is, books written for and read by readers from ages Pre K-Grade
12. The course will examine major trends in children's and young adult literature, and current
issues in the selection of reading materials in multiple formats to support reading for
information, reading for pleasure, and reading for lifelong learning. The course also includes a
focus on best practice in reading and literacy instruction that enhances opportunities to meet the
diverse interests and abilities of all readers. (ALA/AASL Standards for Initial Preparation of
School Librarians 2010, Standard 2).
Within this course students will explore topics related to the promotion of and engagement with
childrens and young adult literature for diverse learners.
Examination of a wide range of childrens, young adult, and professional literature in
multiple formats and languages to support reading for information, reading for pleasure,
and reading for lifelong learning.
Strategies to promote leisure reading and model personal enjoyment of reading in order
to promote habits of creative expression and lifelong reading.
Collection development issues for equitable access to reading and information materials
in print and digital formats that support the diverse developmental, cultural, social, and
linguistic needs of P-12 students and their communities.
Collaborative opportunities with colleagues to reinforce a wide variety of reading
instructional strategies to ensure P-12 students are able to create meaning from text and
enjoy reading.

The potential for emerging technologies, multiple literacies, and social media to improve
reading experiences for learners in an increasingly global world.
Learning Outcomes:
Upon the completion of this course, students and teachers will be able to:
Read, discuss, and write about a broad range of literature for young people.
Use selection and evaluation criteria to develop a collection of reading resources that
promotes reading for enjoyment and meets the diverse information needs and interests of
all readers. Criteria will include Vermont-specific literature programs.
Promote reading for children, young adults and other education professionals through the
use of high-quality and high-interest literature in print and digital formats that reflect the
diverse developmental, cultural, social and linguistic needs of their P-12 students and
Use authentic and engaging instructional strategies to reinforce classroom reading
instruction in support of lifelong learning and to build an appreciation for literature in
support of personal and creative pursuits of P-12 students and other members of the
school community.
Collaborate with other educators to reinforce classroom reading instruction through the
use of a variety of reading strategies across multiple literacies that enhance P-12 students'
ability to create meaning from text.
Describe how the school library media program supports and enhances a literature based
curriculum through the use of emerging formats such as ebooks, audiobooks, assistive
technology, and social media.

General Course Information

Course Policies:
Students are expected to fully participate in this course, in both the online and face to
face sessions. If a student is having difficulty meeting course requirements, it is expected
that he or she will contact the instructor to create a plan to address missing (or
inadequate) work.
Attendance Expectations:
The delivery of the course uses blended learning modules that include face to face sessions that
are integrated with online learning activities. Face to face meetings will allow for discussion,

content presentation, and guest speakers related to topics addressed within the online modules.
If an absence is unavoidable, the student is expected to contact the instructor in a timely manner.
Students are expected to log-on to Blackboard regularly, spending approximately four-five hours
participating in each online class session.
The official policy for excused absences for religious holidays: Students have the right to
practice the religion of their choice. Each semester students should submit in writing to their
instructors by the end of the second full week of classes their documented religious holiday
schedule for the semester. Faculty must permit students who miss work for the purpose of
religious observance to make up this work.
Contributions in Class:
Be prompt for face to face meetings, participate fully in class discussion, and be prepared
with the assignments for the day.
Participate in substantive online discussions and collaborative projects as directed.
Academic Honesty & Professionalism:
All students are required to be familiar with and adhere to the Academic Honesty Policy
Accommodations will be provided to eligible students with disabilities. Please obtain an
accommodation letter from the ACCESS office and see one of the instructors early in the course
to discuss what accommodations will be necessary. If you are unfamiliar with ACCESS, visit
their website at http://www.uvm.edu/access to learn more about the services they provide.
ACESS: A-170 Living Learning Center, University of Vermont, Burlington, VT 05405. PH:
802-656-7753, TTY: call 711 (relay), Fax: 802-656-0739, Email: access@uvm.edu, Instant
Messenger: UVM access. General office hours: 8:30am - 4:30pm Monday through Friday.
Call to make an appointment.
Required Readings:
Keifer, Barbara Z. Charlotte Hucks Childrens Literature: a brief guide/Barbara Z. Kiefer,
The Ohio State University, Cynthia Tyson. (2nd edition). New York: McGraw Hill, 2014.
Chance, Rosemary. Young Adult Literature in Action: a Librarians Guide (2nd Edition).
Santa Barbara, California: Libraries Unlimited, 2014.
ISBN: 978-1-61069-244-1.

Telgemeier, Raina. Smile

Choose one of the following (to be determined at first class meeting)
Kadohata, Cynthia.Thing about Luck
Williams-Garcia, Rita. P.S. Be Eleven
McNeal, Tom. Far, Far Away
Additional articles & handouts provided during the course.
Additional readings to complete projects will also be required.

Electronic Submissions/Internet Use:

Assignments will be submitted through the UVM Blackboard and email systems
Grades will be based upon participation in class and in online discussion, thoughtfulness of
responses, and quality of projects.
97-100 points=A+; 94-96=A; 90-93=A-; 87-89=B+; 84-87=B; 80-83=BFormat for Expected Work:
Students will be expected to write brief responses to discussion topics based on required
readings, complete individual exercises for class presentation, and produce final projects.
Specific format requirements will be provided with each assignment.
Scoring Rubrics:
Evaluation throughout the course will include both formative and summative assessments, with
rubrics provided for each assignment.
Percentage Contribution of Each Assignment:

Goodreads bibliography of 25 titles - 50%

Diversity Statement - 10%
Book Promotion Project - 25%
Reflection on the class - 5%
Blackboard assignments weeks 4 - 10%

Goodreads bibliography - Due July 27

One of our learning goals for this class is for students to engage thoughtfully with a breadth of
literature for children and young adults. Another learning goal is for students to use technology
for and about reading. In support of these goals, you will read and listen to at least 25 print,
online and audio books and create an annotated bibliography on the social cataloging site
Any of the required readings for this class may be used to fulfill any of the categories below and,
if applicable, a single title may be use to fulfill more than one category -- in other words, books
may count for more than one assignment and more than one category. Your bibliography
should represent a variety of genres and include examples of fiction and non-fiction. At least
50% of your books must have been published in the last 10 years.
For this assignment, you are expected to read widely, both in terms of reading level and book
types. We have established a minimum number of titles that need to be read in each of the
following categories/genres: Picture Books (2); Easy Readers (2); Middle-Grade(2); YA(2);
Nonfiction (2); Traditional Literature (2); *Series (1); and *Classics (1); Graphic
Novel/Comic Book (1); Audio Book (audio only) (1); Tumblebook (1); PebbleGo (1); World
Book Online (1). Additionally, one book must also be read online at ICDL- International
Childrens Digital Library website: http://en.childrenslibrary.org/.

*Series books, please choose a volume from one of the following series: Captain Underpants;
Geronimo Stilton; Maximum Ride; Diary of a Wimpy Kid; Matched; Cherub
*Classics, please choose one of the following books to read in its original from (shortened and/or
simplified adaptations will not be accepted for this assignment): Little Women, Tom Sawyer,
Black Beauty, Alice in Wonderland, Five Children and It, The Secret Garden, The Jungle Book,
Pinocchio, Treasure Island or Heidi.
Instructions for creating bibliography:
Set up an account on Goodreads (in-class activity) and share your account information
with the instructors
Create a bookshelf: Go to My Books, then bookshelves (edit), then Add a shelf called
EDLI 200 Bibliography.
Read and review books. As you read each book, create a Goodreads entry for it. Do this
by searching for the book, adding it to your Read shelf, assigning it a rating, and writing a

brief review for it. Reviews may be written in list format or as paragraphs, as long as the
organization is clear. The review should include the following information:
Categories/Genres for this class fulfilled by this book
Estimate of age level of interest
Estimate of reading level
Brief description
Identify at least 2 characteristics of this genre and subgenre and discuss how they
appear in your book
In what ways and how well does the book as a whole serve its intended audience?
Awards if any
Links to published reviews from professional sources e.g. ALA, Booklist, Kirkus,
SLJ, etc. if any
Goodreads entries for online books/resources will probably have to be created
manually. To do this, search for your online book/resource in Goodreads.
Goodreads will return a results that probably will not include what you are
looking for. Click the line to the right of the search box that says Add a Book
Manually and fill in the information as best you can to create a new entry. Take a
look at my Goodreads entry for Humpback Whale for one possible format.

Diversity Statement (due July 13)

After you have completed the readings for Week 3, write a one to two page essay on your beliefs
about inclusion of books for and about people from diverse groups in your library (or future
library) collection. Include a statement about how people from diverse groups should be
represented in the books in your library. Include at least two specific strategies you will use to
ensure that your library contains books with diverse appeal and content. Your essay should refer
to at least two of the readings for Week 3.

Book Promotion Project ( due August 3)

Choose one of the books you are reading and create a product to promote it. Suggested ideas (but
not limited to them) might be a book talk, book display, book trailer, or pinterest page. Criteria
includes: audience, hook, true to book, creativity and originality.

Reflection on the class (due August 3)

Write a 300 to 500 word essay to analyze and reflect on the class.

What activities have you found most helpful in helping you meet your hopes and dreams
from the beginning of the class?
What was your biggest ah-hah moment?
What was your biggest takeaway?
Blackboard assignments weeks 3 and 4 (July 13 and 20)
Week 3 - Diversity statement
Week 4 - Chance - pg 126, Assignments in Action: Answers to #1 and #2
Share knowledge and questions about supporting literacy in the classroom and
assessments used

Instructional Sequence
Course Outline:
Week 1: June 29, 2015 11AM-3PM - Essex Middle School
General course overview
Introduction and overview of course expectations, description of assignments,
Blackboard training.
Hopes and dreams
Review sources
Picture books
Required readings due for this class meeting:
Huck: chapters 1-3
Chance: chapter 1

Week 2: July 6, 2015 11AM-3PM - Essex Middle School

YA vs. Childrens Literature
Vermont Reading Programs: Red Clover, DCF, GMBA
Fiction: Realistic, historical, fantasy, science fiction
Required readings due for this class meeting:
Huck: Chapters 5,7,8
Chance: Chapters 3 & 4
Selected book group choice: DCF title
Realistic fiction: Thing About Luck
Historical fiction: PS Be Eleven
Fantasy/Sci Fi: Far Far Away

Week 3: July 13 - Online - Blackboard


Fiction online
Controversial issues
Diverse books
Genre: Traditional
Required readings due for this class meeting:
Huck: Chapter 4
Chance: Chapters 6 & 7
Tumblebooks - read one fiction picture book and explore all features
ICDL- International Childrens Digital Library website: http://en.childrenslibrary.org/. :
read one traditional story

Read Childrens Books: Still an All-White World? from the SLJ website

Visit: We Need Diverse Books

Read: Where to Find Diverse books
Visit American Indians in Childrens Literature Blogspot
Read: How to tell the difference
Visit: Guys Read
Read: Guys and Reading and Books for Guys
Assignment due on Blackboard : Diversity Statement

Week 4: July 20 - Online - Blackboard

Informational books
Nonfiction online
Eduspeak: supporting literacy in the classroom
Readings due for this class meeting:
Huck: Chapters 9 & 10
Chance: Chapter 5
Read: The Fuss over Nonfiction
Read: Key Shifts in English Language Arts and watch video: Learn about the Common
Core in 3 minutes
Read Common Core in Real Libraries
Read Leveled Reading Systems Explained and visit Guided Reading Leveling Chart
Read: PebbleGo: read Crocodiles and explore all features
Assignments Due on Blackboard:

Share your knowledge and questions about:

What reading assessment tools are used in schools (ex. DRA, etc.)
How school libraries are supporting literacy in the classroom
Evaluate one of the nonfiction titles in your bibliography using the Evaluating
Nonfiction Books evaluation form found in Huck (pg. 258).

Week 5 - July 27 - Essex Middle School - 11AM-3PM

Comics and Graphic Novels
eReading formats and devices
Overdrive - computer and devices
Nooks and Kindles
Readings due for this class meeting:
Smile by Raina Telgemeier
Huck: Chapter 6 plus pages 80-81
Chance: Chapter 23.
In class Activities:
Class discussion of Smile
Hands on time with eReaders: if you have an ereader device, please bring to class
Conferring time and time to work on final projects
Assignment due this class period:
Goodreads Bibliography due

Week 6 - August 3, 2015 - Essex Middle School - 11AM-3PM

Using Childrens and YA Literature
Readings due this class meeting:
Huck: Chapter 11
In Class Activities:
Share book promotion projects

Class reflection discussion/how did we meet your hopes and dreams?

Assignments due this class meeting:
Book Promotion Projects
Reflection on Class