This is a generic syllabus that reflects common practices within the course and program. The instructor teaching the course will personalize the information and may change content. Be sure to consult the syllabus for the specific course you are taking. 

Course Description

Explore the field of children's and young adult (YA) literature through reading and evaluation of children's and YA materials, with particular attention to diversity, equity, and inclusion. Design and evaluate instructional and promotional activities to engage all learners in reading.

Course Standards

ALA/AASL/CAEP School Librarian Preparation Standards

  • 2* Learner Diversity
  • 3* Learning Differences
  • 1* Reading Engagement

* Asterisks denote standards that compose the focus of the course.

Indian Education for All Essential Understandings (IEFA EU)

  • 2 Individual Diversity
  • 6 History is Subjective

Alaska Cultural Standards for Educators (AK CSforE)

  • A Local Ways of Knowing
  • C Participate in Community Events

Learning Outcomes

  • Locate and analyze a wide selection of children’s literature for use in K-12 school libraries, including content that emphasizes the unique needs of one’s district/school population and curriculum. (ALA/AASL/CAEP 3.1; IEFA EU 2, 6; AS CSforE A)
  • Evaluate and select quality literature for children using a variety of resources and applying criteria (reading, reviewing, skimming, and reading outside reviews) for literary excellence across genres. (ALA/AASL/CAEP 1.3)
  • Evaluate and select quality literature that reflects a wide range of diverse readers (e.g., diversity in race, ethnicity, culture, gender, sexual orientation, and religion) and to analyze literature for cultural authenticity and the absence of bias and stereotyping. (ALA/AASP/CAEP 1.2; IEFA EU 2)
  • Develop reading promotion strategies that reflect an understanding of the role of children’s literature in developing content knowledge as well as social, personal, and interpersonal insights throughout the school curriculum. (ALA/AASL/CAEP 3.1; IEFA EU 6)
  • Develop plans to provide leadership, collaboration opportunities, and reading motivation strategies in schools and in the broader community, to promote meaningful engagement with quality literature for students and other school community members. (ALA/AASL/CAEP 3.1; AK CSfor E A, C)

Readings

Beers, K. & Probst, R.E. (2020). Forged by reading: The power of a literate life. New York, NY: Scholastic Publishing, Inc.

In addition to the required textbook, supplemental readings, presentations, and other media may be provided within the course.

Instructional Methods

This class is conducted entirely online. The activities and content will be available asynchronously, meaning you can access and participate as your schedule permits. Any synchronous opportunities (such as web chats) are optional. All modules will be available from the first day of the course. You are welcome to work ahead, but please try not to get behind. It is expected that you will conduct readings, complete assignments, and participate in online discussion throughout each week.

Please note this is a 3-credit course (45 contact hours + 60 hours of homework) compressed into 6 (summer semester) or 8 (fall or spring semester) weeks. It is necessary to connect at least 3-5 times per week and spend 10-15 hours each week while the course is in session, either online or offline, working on course related assignments, to stay current and successfully complete the course. It’s a lot of work in a short period of time, but you can do it!

If you find yourself getting overwhelmed, confused, needing additional help, or if extenuating circumstances are impacting your ability to get your coursework done, please contact your instructor as soon as possible. We are always happy to work with you to find a solution.

Module Schedule

Each module you will be asked to complete a Think, Create, Share, and Grow activity.

  • In think you will read from the textbook and engage with other course content, such as additional readings and videos.
  • Createwill ask you to complete a learning task to dig into that’s week’s content.
  • In shareyou will post to our online discussion space.
  • Finally, in growyou’ll respond to your classmates, continue the conversation you started with your post, and reflect on your learning.

 

The details of each week’s assignment can be found in our course management system. You will see a folder for each week’s module in the Content section.

You are welcome to work ahead at any time, but please try not to get behind. If you find that you are struggling to keep up, or are having difficulty with the course material, please reach out to your instructor.

Course Schedule

  • Module 1 History of Children’s Literature
  • Module 2 Reading Motivation
  • Module 3 Evaluating Literature
  • Module 4 Collaboration
  • Module 5 Inclusion
  • Module 6 Book Challenges
  • Module 7 Award Winning Literature
  • Module 8 Reading Promotion

Attendance

“Attendance” in the form of weekly discussion participation is necessary to pass the course (see Assessment for more information). While this is an asynchronous course (i.e., we don’t all show up together at the same time each week), we’ll all contribute when it’s convenient for us each week (the beauty of an online course!). Instructors can be flexible with deadlines because we realize “life happens”; you might get sick or have an illness in the family, have a personal emergency, etc. You are not obligated to share personal details, but please let your instructor know if you are struggling in the course or if you need additional support. We understand how complex and unpredictable life can be and are happy to be flexible with deadlines on a case-by-case basis.

Discussion Guidelines

A major aspect of your expectation is to “dialogue” with your classmates. Each week, you’ll be asked to respond thoughtfully to a discussion prompt based on the course readings and/or assignments. While the hope would be that you would read each classmate’s postings each week, it can get daunting to try and keep up with 20+ individual classmate’s postings. However, try to read as many as you are able.

Each week, please try to choose different classmates to respond to thoughtfully and substantively.

Discussion Posts Criteria

  • Your initial discussion posts should include appropriate references to the literature to support your assertions. References may come from class readings or other relevant literature.
  • Use APA-style for all citations (in-text and works cited).
  • To encourage responses from your classmates, pose critical thinking or advice-based questions within your post.
  • Remember that thoughtful responses to your classmates will go beyond “yes, I agree” or “good ” Substantive and thoughtful responses don’t need to be long, but they need to demonstrate that you have put some thought into the topic and perhaps even did some research to make a meaningful response to at least one of your classmates' postings. Insightful comments may include expanding on an idea or a critique of an idea, lesson or proposal made by a classmate; suggesting websites or other materials that will support their endeavors; or pointing out laws or guidelines that might apply, asking probing questions that encourage them to think about a few ideas or new aspect of the problem, etc.
  • If you wish to make “pats on the back” or “me, too” comments, (short comments without substantive content), use emojis or send a private comment instead. These comments are not required, but they are often meaningful, appreciated, and helpful to the recipient.
  • Make discussion posts a conversation, not a speech. In other words, if a classmate (or the instructor) poses a question or makes a comment that suggests a response, please take a moment to respond.
  • Posts and responses need not be lengthy. Try to be concise yet thorough. Remember that we are all busy individuals.

Assignments

Throughout this course, you will be expected to read 3-5 middle grade / young adult novels or non-fiction books of your choice.

Additionally, you will make an Annotated Booklist of Books. This should be compromised of 20-25 additional titles that you will research / skim / evaluate without reading in their entirety. You will add to this list over the course of the semester. A template has been provided for you in Module 1, which you may use as is, modify, or adapt; or you may create your own template to keep track of your booklist.

Assessment

You are evaluated on the following:

Each module will be assessed as complete, incomplete, or missing using the rubric below. Additionally, the Annotated Booklist assignment has its own rubric, included with the assignment.

Missing

Incomplete

Complete

The share AND grow section of the module is missing in its entirety.

 

One or more components of the prompt/assignment or requirements outlined in the discussion guidelines are missing or incomplete.

All aspects of the prompt/assignment have been addressed and all discussion guidelines have been met.

 

Feedback

Comments posted in the discussion channels are for the purpose of growing as a learner, librarian, and educator. These comments, suggestions, and questions are to extend your learning and encourage you to think in new ways. They are not relevant to your grade. If you are asked to revise an assignment for an improved grade, the instructor will post feedback within the grades / assignment section within the course management system. You will have until the end of the course to make the requested changes.

Late and Revised Work

There is no penalty for late work in this class, but you will do better if you stay on top of your work. This course is fast paced and intense. Each time you get behind it gets harder to get caught up and makes more work for you later in the course.

Assessment reflects a moment in time. All assignments and modules can be completed and/or revised at any point during the course up until the final day.

Final Grade

Grade

Max Missing Components

Max Incomplete Components

Score on Annotated Booklist

A

0

2

Proficient

B

1

3

Proficient

C

2

4

Basic

D

3

5

Basic

F

4

6

Emerging

Incomplete Policy

Incomplete or "I" grades are processed by the faculty member and approved by the department head. To be considered for an "I" grade, the student must have completed 75% of the course and be passing the course. The form can be retrieved from the academic department.

Grade Review and Other Concerns

If you have a concern about a grade, this issue should be raised with the instructor before going to other levels. For grade review, one should comply with procedures delineated in the Student Handbook.  Please do not wait until the end of the semester if you feel that you are having problems in this class. Let me your instructor how I can help as soon as possible!

 

 

Module 1: History of Children’s Literature

The readings for module 1 are focused on grounding yourself in the history and evolution of children’s literature. The goal is to use this background information to begin to form an understanding of and mission for your school community / library.

Module Objectives

  • Identify ways in which the history of children’s and young adult literature might influence your instruction and reading promotion strategies

Think

Additionally, choose one or more of the following:

Create

Assignment: Annotated Booklist.

By the end of the course, you should have 20-25 books listed. For each book, include the title, author, age/interest level, a short summary, a purchasing source, and current price, at least one way to use the book in instruction or appeal to learners, and any possible issues you might encounter in the use of that title. For example, has the book been challenged? Are there references to religion or sexuality that teachers should be aware of? It is expected that you will read 3-5 books in their entirety. The rest you may add to your list based on reviews, recommendations, summaries, etc. If you can skim the book, that is recommended.

Additionally, you list must include a variety of books: different genres, age levels, perspectives, small and large publishers, award winners and new releases. Your list should celebrate diversity and inclusion. At the end of the course, your list will be evaluated based on the following rubric.

Annotated Booklist Rubric

Component

Emerging

Basic

Proficient 

The annotated booklist contains titles that articulate and model cultural competence and respect for inclusiveness, supporting individual and group perspectives (ALA/AASL/CAEP 1.2, 1.3; AK CSforE C & E; IEFA EU1, 6)

The list includes few books that represent diverse needs and interests.

The list has less than 6 titles representing diverse needs and interests.

The list contains a wide variety of titles representing many diverse needs and interests.

The list includes book suggestions that demonstrate knowledge of children’s and young adult literature that address the diverse developmental, cultural, social, and linguistic needs of all learners. Candidates use strategies to foster learner motivation to read for learning, personal growth, and enjoyment (ALA/AASL/CAEP 3.1; AK CSforE A; IEFA EU 2)

The list includes few references to or alignment with the candidate's school community’s demographics and needs.

The list includes a minimum or incomplete reference to or alignment with the candidate's school community’s demographics and needs.

The list includes a complete list of books in reference to or in alignment with the candidate's grade range, and school community’s demographics and needs.

Booklist suggests strategies to foster learner motivation to read for learning, personal growth, and enjoyment (ALA/AASL/CAEP 3.1, AK CSforE E; IEFA EU 6)

The booklist gives few suggestions for use by teachers. The fails to identify student interest by grade band, reading level, or interest or does so inconsistently. The list does not include how the book will be displayed, promoted, or embedded into instructional lessons.

The booklist includes limited or incomplete suggestions for use by teachers. The list provides limited reference to student interest by grade band, reading level, or interest. The list includes some ideas on how the book will be displayed, promoted, or embedded into instructional lessons.

The booklist includes extensive suggestions for use by teachers. The list references student interest by grade band, reading level, or interest.  The list includes a variety of ideas on how the book will be displayed and promoted within the library, or embedded into instructional lessons.

Overall Score

One or more criteria are scored at the emerging level.

Two or more criteria are scored at the basic level. All criteria are scored at the basic level or above.

Two or more criteria are scored at the proficient level. All criteria are scored at the basic level or above.

 

Annotated Booklist Template

Picture Books

Title, Author, Age/Interest Level

Short Summary

Source, Price

Reading Motivation / Curriculum Use Idea(s)

Possible Issues

 

 

 

 

 

 

Chapter Books / Novels

Intermediate Fiction

Title, Author, Age/Interest Level

Short Summary

Source, Price

Reading Motivation / Curriculum Use Idea(s)

Possible Issues

 

 

 

 

 

 

Middle Grade Fiction

Title, Author, Age/Interest Level

Short Summary

Source, Price

Reading Motivation / Curriculum Use Idea(s)

Possible Issues

 

 

 

 

 

 

Young Adult Fiction

Title, Author, Age/Interest Level

Short Summary

Source, Price

Reading Motivation / Curriculum Use Idea(s)

Possible Issues

 

 

 

 

 

 

Non-Fiction

Developing Readers

Title, Author, Age/Interest Level

Short Summary

Source, Price

Reading Motivation / Curriculum Use Idea(s)

Possible Issues

 

 

 

 

 

 

Intermediate Grades

Title, Author, Age/Interest Level

Short Summary

Source, Price

Reading Motivation / Curriculum Use Idea(s)

Possible Issues

 

 

 

 

 

 

Middle-Grade

Title, Author, Age/Interest Level

Short Summary

Source, Price

Reading Motivation / Curriculum Use Idea(s)

Possible Issues

 

 

 

 

 

 

Young Adult

Title, Author, Age/Interest Level

Short Summary

Source, Price

Reading Motivation / Curriculum Use Idea(s)

Possible Issues

 

 

 

 

 

 

Book Reviews / Lists

Book Review & Collection Websites

Book Review Journals available through the MSU Library for students.

  • Horn Book Guide
  • School Library Journal
  • Booklist

Share

Post at least twice in the #1history channel in response to the following prompt. Cite evidence from the module reading(s) to support your assertions.

Share the article you choose from the Think and briefly summarize it for your classmates. Then, reflect on several ways that children’s and young adult literature has changed from its beginnings. In what ways might this influence how you instruct your learners?

Grow

Complete the self-assessment checklist.

 

 

Module 2: Reading Motivation

One of the most common questions learners ask is “have you read every book in the library?” Librarians do not have the time to read each selection, and yet it is still important for librarians to locate and evaluate books that meet the needs of the community. This includes curriculum and educator needs, as well as inclusive choices that address learner interests and identity.

Module Objectives

Analyze the role of reading motivation in student achievement.

Think

  • Beers, K. & Probst, R.E. (2020). Part I: Change. In Forged by reading: The power of a literate life. New York, NY: Scholastic Publishing, Inc.
  • Arango, P. (2018). Motivation: Introduction to the Theory, Concepts, and Research. In: Orellana García, P., Baldwin Lind, P. (eds), Reading Achievement and Motivation in Boys and Girls. Literacy Studies, vol 15. Springer. https://doi-org.proxybz.lib.montana.edu/10.1007/978-3-319-75948-7_1

Additionally, choose one or more of the following:

Create

Add to your Annotated Booklist

Share

Post at least twice in the #2motivation channel in response to one or more of the following prompts. Cite evidence from the module reading(s) to support your assertions.

Option 1

“The humanities have not always yielded more humane people, in part, because we haven’t always taught our students to read with the possibility of change in mind. We’ve taught them to remember details and analyze literary techniques and the other niceties, but we haven’t always taught them to reflect on the implications of text for their own lives” (Beers & Probst, 2020, p. 21).

Reflect on the commercial reading curriculum that your school or district uses, or a curriculum you are familiar with. In what ways does it trivialize reading by what Beers & Probst call “niceties,” and in what ways does it encourage critical individualized thought. Have you ever had cause to question the way the curriculum teaches the experience of reading to students?

Option 2

“It has been said that books change us, and certainly they might, but perhaps it would be better if we thought not that books change us, but that books give us the opportunity to change ourselves. We, the readers, should remain responsible for who and what we become. If we let books change us, forge us into what their authors want us to become, we will have turned responsibility for our own lives over to others. We will think what someone else wants us to think, believe what someone else tells us to believe, value what someone else tells us to value, and we will have abandoned ourselves. We will then truly be metal under the smith’s hammer or clay in the potter’s hands” (Beers & Probst, 2020, p. 13).

Do you agree with the author’s premise? How might this change how you treat books and reading in the classroom? In the library?

Option 3

In 1938, Louise Rosenblatt explained in Literature as Exploration, that meaning emerges as the reader interacts—or to use her word—transacts with the text. Without the reader’s thoughts, memories, associations, and connections that come to mind while reading, the words remain merely ink spots on the page.

One question that often arises in the reading curriculum: What was the author’s meaning?  Louise explains that as an author this question always bothered her.  She wanted to have readers ask and answer - what meaning did you derive when interacting with the text? 

What questions do you ask when engaging learners with books? Do you determine the questions or are you reliant on a curriculum? Do you encourage them to find their own meaning? If not, how might this change their reading experience?

Option 4

Choose an idea from part one of the Forged by Reading, or one of your other reading choices, that struck you as important or meaningful and share a quote or summary of that idea. Write a question to help you engage with that text or idea and then answer your own question.

Grow

Complete the self-assessment checklist.

 

 

 

Module 3: Selecting Literature

Selecting literature for the school library can be a complex task. There are many factors to consider. Libraries must consider the interests of their learners, lived experiences of their population, the diversity of the school community, and the needs of both educators and learners. This module will introduce (or review) some of the methods librarians can use to evaluate and select literature for their libraries to ensure a collection that meets the needs of all learners and inspires learners to read for pleasure and growth.

Module Objectives

Identify strategies for selection that will improve learners’ attitudes toward reading.

Think

  • Hughes-Hassell, S. (2020). Understanding the world of resources. In Collection management for youth: Equity, inclusion, and learning (pp. 91-95). Chicago, IL: ALA Editions.
  • Hughes-Hassell, S. (2020). Selection tools. In Collection management for youth: Equity, inclusion, and learning (pp. 95-98). Chicago, IL: ALA Editions.

Additionally, read one or more of the following:

Create

Add to your Annotated Booklist

Share

Hughes-Hassell (2020, pp.100) sums up chapter 6 with the following.

“In this chapter, I have challenged some of the sacred cows associated with selection. For example:

  • We used to believe that selection was the sole responsibility of library staff. We now know that collection development must become a shared process.
  • We used to believe that our job was to collection the best resources, just in case. We now know that our job is to collect the most appropriate resources and to reserve funds for just-in-time purchases.
  • We used to believe that expert judgment should guide selection. We now know that the teaching-learning context and the characteristics of our specific learners dictate what is collected on-site and what is suggested for access. Although reviewers can sort and describe parts of the proliferating information world, they cannot be the primary judges of what should be purchased or made available for any one setting.
  • We used to believe that the library should contain all the resources and information that learners need. We now know that partnerships are critical to the creation of an information-rich environment for learning and that technology plays a key role in connecting learners with resources.

Post at least twice in the #3selection channel by choosing one (or more) of the threads in the challenge (matching the bullet points mentioned above) and listing three or four concrete steps you will take to make sure you implement that practice. Cite evidence from the module reading(s) to support your assertions.

Grow

Complete the self-assessment checklist.

 

 

 

Module 4: Curriculum & Collaboration

Collaboration with other educators is an important part of the school librarian’s job. Librarians are leaders in their schools, providing support to other educators to locate resources for various curricular purposes. When librarians collaborate they improve the self-efficacy of all educators, improve student learning outcomes, and help learners and educators get connected to relevant resources to support their curricular and personal learning journeys.

Module Objectives

Select books and activities based on a specific curricular need.

Think

Read one or more of the following:

Sources of Lesson Plans & Activities

Create

Add to your Annotated Booklist

Share

Choose one of the following scenarios from the #4curriculum channel, then locate a lesson plan or activity (you may use the resources in the Think section as a starting point) that would help the educator in that scenario. Write your post as if you were sending an email to the educator in question with a response to their request. Consider how you might encourage collaboration beyond the mere sharing of resources. Be sure the resources and activities you share are culturally responsive and meet the diverse needs of your school community. Don’t forget to include a link or attachment to the lesson / plan.

Scenario 1

Mrs. Jackson’s 3rd grade students are learning about presidents. She’s looking for some books they can read in class together and some activities they can do that will get her students interested in the topic.

Scenario 2

Mr. Umber is teaching his middle school students about immigration. He’s looking for a book list he can share with his learners that describe the immigrant experience. He wants his learners to develop empathy and see themselves and their families in their stories.

Scenario 3

Ms. Planchette wants her high school science students to be more comfortable with nonfiction reading, while still staying interested in science. She wants books that will spark their imaginations and teach them science facts at the same time. She was thinking about having them do book reports at the end of the semester, but she’s open to other ideas.  

Grow

Complete the self-assessment checklist.

 

 

 

 

Module 5: Inclusion

Include is one of the six shared foundations of the National School Library Standards. School librarians must be prepared to include in all areas of their practice, including in reading promotion. This modules presents information on why this is important and some introductory resources on how to go about diversifying the collection.

Module Objectives

Analyze the consequences of diversifying the library collection.

Think

  • Beers, K. & Probst, R.E. (2020). Part II: Power. In Forged by reading: The power of a literate life. New York, NY: Scholastic Publishing, Inc.

Additionally, read one or more of the following:

Sources of Diverse Literature

Also, visit the Book Review & Collection sources in Module 1 > Think.

Create

Add to your Annotated Booklist

Share

Respond twice in the #5inclusion channel to the following prompt. Cite evidence from the module reading(s) to support your assertions.

Is reading the doorway to power, privilege, and self-determination? What are the consequences of this question? How does representation in children’s and young adult literature affect your answer? Explain.

Grow

Complete the self-assessment checklist.

 

 

Module 6: Book Challenges

According to the American Library Association (ALA, 2023), in 2022, the [Office of Intellectual Freedom] “received a record number of 1,269 book challenges, the highest number of demands to ban books reported to ALA since the Association began compiling data about censorship in libraries. This nearly doubles the 729 challenges reported to OIF in 2021.” The ALA Code of Ethics states that “we uphold the principles of intellectual freedom and resist all efforts to censor library resources.” School librarians are on the front line of the current “culture wars” around banning books and must be prepared to defend their collections, handle parental complaints calmly and with professionalism, and help educate their colleagues and administrators about the value of a diverse collection that meets learners curricular and personal reading needs.

Module Objectives

Compare and contrast differing perspectives on book censorship in schools.

Think

Additionally, read one or more of the following:

Create

Add to your Annotated Booklist

Share

Respond twice in the #6challenges channel to the following prompt. Cite evidence from the module reading(s) to support your assertions.

Compare and contrast the first two articles in the Think section. How are their arguments different? What resonates with you? Do the ideas in each of these articles align with the library code of ethics and/or National School Library Standards? Use the other reading(s) you completed to support your argument. How does understanding differing perspectives on the issue aide you in dealing with book challenges?

Grow

Complete the self-assessment checklist.

 

 

 

Module 7: Award Winning Literature

Librarians have given, supported, and utilized literary awards for decades. There are many well-known and some lesser-known awards that are given out each year to books for children and young adults. These book lists and awards are one more tool in the collection development and reading promotion toolkit for the savvy librarian. This module provides an overview of many of the awards, the history behind them, the pros and cons of awards in literature, and how to use these books to promote reading.

Module Objectives

Assess the use of children’s and young adult book awards in librarianship.

Develop strategies to use award winning books and media in the school library.

Think

Award Lists

Please note there may be some cross over on these lists:

Lesson & Activities Ideas

Miscellaneous

Create

Add to your Annotated Booklist

Share

Respond twice in the #7awards channel to the following prompt. Cite evidence from the module reading(s) to support your assertions.

How should award winning books play a role in reading promotion in the school library?

Choose one award winning book to share with your classmates. Share the title, author, award, year it was a winner, a brief description, and one way you might promote this book in your classroom or library. Other than being an award winner, what makes this book special?

Grow

Complete the self-assessment checklist.

 

 

 

 

Module 8: Reading Promotion

Promoting reading goes hand in hand with developing reader motivation and creating lifelong readers. Reading incentive programs are a common way to develop motivation, but how reading inventive programs are designed can have a large impact on their effectiveness. In this module, you’ll read about the effectiveness of Accelerated Reader, one of the most used reading incentive programs, as well as many other options that exist for promoting reading in schools.

Module Objectives

  • Compare and contrast intrinsic and extrinsic motivation approaches to reading promotion.
  • Reflect on your learning in the course.

Think

Read one or more of the following:

Create

Complete your annotated booklist. Check your work against the rubric provided in Module 1 to make sure you have met all the requirements and are satisfied with your work.

Share

Post twice to the #8reading channel in response to the following prompt:

What are the pros and cons of using a reading incentive system? What does the ideal reading program look like in your school, classroom, or library? How do intrinsic and extrinsic rewards play a role in developing reading motivation?

ALSO

Share your completed annotated booklist in the #8promotion channel. Respond to at least two of your classmates’ booklists with reflections on their list. You might share a new book you discovered, a promotion or activity idea you gleaned, a way you have used one of the books they shared in the past, or ask questions.

Grow

Complete the self-assessment checklist.

Additionally, complete the course evaluations.