ENG 240 (3) (4) Juvenile LiteratureSouth Dakota State University, Fall 2013

Online—D2L (Desire to Learn)Instructor: Dr. Nicholle S. Schuelke

Phone: by request E-mail: nicholle.schuelke@sdstate.eduOffice: online Office Hours: online chat 1:00 pm Wednesdays

Appointments are available as needed on an individual basis. Contact Dr. Schuelke via email to schedule such an appointment.

"'Isn't it splendid to think of all the things there are to find out about?  It just makes me feel glad to be alive -- it's such an interesting world.  It wouldn't be half so interesting if we knew all about everything, would it?  There'd be no scope for the imagination then, would there?” Anne of Green Gables

TEXTS:

Textbook:Russell, D. L. (2012). Literature for children: A short introduction (7th ed.). New York: Pearson.

Paperback Books:Clements, Andrew. Frindle.Hesse, Karen. Out of the Dust.Selznick, Brian. The Invention of Hugo Cabret.Truman, Terry. Stuck in Neutral.

Picture Books:Required picture books are listed in the Schuelke’s Sets section of the coursework prompts file.

Journal Articles:These journal articles are in .pdf format and are provided in the individual content modules as designated on the course schedule. Print these articles out for use.

Additional:Numerous other readings are assigned ranging from website, assigned and student-selected children’s (picture books) and adolescent books (novels) from designated titles. This information is shared in the Schuelke’s Sets section of the coursework prompts. You are not required to purchase all of the paperback and picture books. These you may borrow from a library or someone who has the title.

This course does require that you have access to a library with a children’s section. Some books are on reserve at Briggs library on campus (for ease of student access). Using a Nook or Kindle is a possibility for your use; however, it could impact your aesthetic experience (particularly with the picture books).

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COURSE DESCRIPTION:

A survey of the history of literature written for children and adolescents, and a consideration of the various types of juvenile literature. This course emphasizes extensive reading and the evaluation of literature appropriate for children. It provides experience in understanding the criteria for selecting and using literature at various stages in their development. Coursework includes the exploration of diverse types of literature for children and adolescent and discussion of the elements of the various genres.

The nature of a course in children’s and adolescent literature challenges us to imagine the relationship with the child, adolescent, and adult world in terms of literacy, morality, innocence, and experience. Viewing such literature poses questions not only about form and artistry, but also broad questions about class, education, social mores, and the importance of “youth” as an institution.

This course will embrace these “wonderings” by studying these aspects: the criteria for evaluating the quality of books, authors, and illustrators the theories which render literature a meaningful experience

Coursework modules “open” or begin on Tuesdays and “close” or end on Mondays at 11:55 pm. Follow the course schedule closely.

LEARNER OBJECTIVES: By the end of this course, the student should be able to do the following:

1. Survey the range and diversity of literature written for children and adolescents.

Assessment Goals Assessment Strategies1a. Recognize and identify major authors of literary works intended for children.

Quiz items, discussion posts, picture book annotations, final exam

1b. Recognize and identify major illustrators of literary works intended for children.

Quiz items, discussion posts, picture book annotations, final exam, daily work.

1c. Recognize and identify major genres of literary works intended for children.

Quiz items, discussion posts, picture book annotations, final exam, daily work.

2. Analyze the literary elements present in children’s literature.

Assessment Goals Assessment Strategies2a. Identify and discuss the literary elements present in the assigned works of children’s literature.

Quiz items, discussion posts, picture book annotations, final exam, papers.

2b. Classify and describe specific literary elements in words of children’s literature as they relate to the developmental and reading levels of children.

Quiz items, discussion posts, picture book annotations, final exam, daily work.

2c. Interpret various examples of literature for children.

Discussion posts, picture book annotations, daily work.

2d. Evaluate various examples of literature for children.

Picture book annotations, daily work.

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2e. Analyze themes and issues present in children’s literature, particularly the themes that address children, their lives and interests, and their needs and growth.

Discussion posts, papers.

3. Evaluate literary works based on their ability to delight and to teach.

Assessment Goals Assessment Strategies3a. Apply specific literary terminology when evaluating children’s literature.

Quiz items, discussion posts, picture book annotations, final exam, papers.

3b. Evaluate literary works intended for children based upon suitability (curricular or otherwise).

Discussion posts, picture book annotations, daily work.

3c. Select one or more literary works intended for children that furthers a child’s understand of literary aesthetics.

Picture book annotations, daily work.

3d. Recognize the personal value that children’s literature can offer.

Quiz items, discussion posts, final exam, papers.

GRADING SCALE:

A: 90-100%B: 80-89%C: 70-79%D: 60-69%F: 0-59%

COURSE POLICIES, PRACTICES, AND PROCEDURES for an ONLINE course

The policies contained in this syllabus do not connote a legal contract but represent the instructor’s attempt to treat all students equitably in an academic community.

Online Course Format: This course, in the online format, affords certain opportunities, but also present some obstacles. The method of electronic delivery will offer you certain liberties with your time and independence with your interaction with the content; however, it does require that you be disciplined and timely in your engagement with the content.

So that you can effectively interact with the materials and activities and meet the course objectives, you need to log in D2L and participate regularly. I perceive regular participation as a minimum of three log-ins during the “school week”—Monday-Friday. Coursework modules “open” or begin on Tuesdays and “close” or end on Mondays at 11:55 pm. This gives you the chance to work on course content during the “school week” and follow up the following Monday. Theoretically, if you use your time wisely during the “school week,” you can balance your workload to avoid weekend work. This course allows for such freedom. However, there are deadlines related to discussion boards and chats that are prescriptive with times. As such, it is important that you read the Coursework Prompt portions carefully to recognize those deadlines.

It is expected that a student would engage in course materials found in D2L content modules (handouts, lectures, links) for 3 hours “in online class.” An additional 4-6 hours is to be expected on finding books, reading, writing, and chat tasks. This time (for tasks) varies dependent upon individual student rates for literacy practices.

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All coursework is completed or submitted in the D2L, using quiz, discussion, chat, or dropbox features. No assignments should be emailed to the instructor.

Professionalism: I set high expectations for students in my courses—with regard to quality of work and to your professional interactions with one another. As such, I expect students to practice positive engagement, communication, and collaboration skills appropriate for the learning environment. Often, the students enrolled in this course intend to seek careers in the fields of education or library science. As such, I expect students to practice positive engagement, communication, and collaboration skills appropriate for the discipline—in both the online classroom and in email communication to one another.

We are all individuals with different backgrounds, ability levels, and ideas. This is valuable. In fact, it is what makes the learning process more inspiring. But this is only possible when courtesy and kindness abound, even when different perspectives are present. Quite often we will observe these differences in the stories or connections we share about literature. These stories acts as guides for us as readers of literature: questioning our purposes, searching for growth, and exploring our worlds. Stories often express our desires and longings. But more importantly, stories challenge us to move beyond our own worlds and consider other’s perspectives. For these reasons, students must maintain an open mind, respectful of the stories, views, and opinions that others bring to the classroom—even in the online format. I am hopeful that as we explore juvenile literature, we might recognize the trials and tribulations of human nature in the lives of children and adolescents.

Refer to the “Netiquette” link on the course homepage for additional information related to civil discourse in the online venue.

Instructor Feedback:

Students receive feedback on coursework through a variety of methods: Word documents uploaded to the D2L grades with rubric comments. Word documents uploaded to the D2L grades of the student’s paper with commentary using the

comments feature in Word. Brief comments through the D2L grades. Audio comments through D2L grades. Individual emails. Interaction with student ideas in discussion posts.

Work will be evaluated within a week of submission. It is imperative that you read the feedback provided to help guide you towards meeting the course objectives. If a student feels more information or guidance is needed, the student is encouraged to email the instructor with specific questions.

Late Work:

All deadlines are noted on the course schedule and in the D2L calendar. Coursework modules “open” or begin on Tuesdays and “close” or end on Mondays at 11:55 pm. Each individual assignment also lists the deadline in D2L. Discussion, chats, and quizzes may not be made up; if you miss a deadline for these assignments, it is not possible to earn those points. Late papers receive a 50% deduction. The final exam cannot be submitted late.

Students who are ill or absent due to a university-sponsored event can submit work without penalty. To receive this time extension for an excused university-approved activity or medical/family emergencies, you must submit the appropriate documentation and request approval prior to the due date. The nature of this guideline is to provide equitability to all students.

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Technology can, upon occasion, be unreliable, which can be problematic to a student. If this occurs, evidence (working drafts, written drafts, printouts…) that the project had been evolving is necessary. Missing the deadline due to an uploading error on the part of the student is not grounds for an extension. If D2L is not working and an assignment is due, continue to check the system for usability. If a system-wide problem exists, I will change a deadline.

Communication:

Since this is an English course, it is expected that all student communication should use coherent, effective, and error-free prose. Use standard edited English, write in complete sentences (avoiding text-like abbreviations), and edit before publishing. This includes paper submission, discussion posts, and email communication. A general writing rubric for this course is available in D2L.

In your email communication, address the instructor as Dr. Schuelke. I will reply to emails typically within 24-48 hours of your inquiry. If you do not receive a response in that time, respectfully email again.

Format of Word Submissions:

All submissions should be typed, double-spaced, in 12-point font of Times New Roman with standard one inch margins. Do not put extra spaces between the paragraphs. A new paragraph should be indicated by indenting five spaces or by using the tab button.

Papers do not require a title page. Use the following as a guide for the top of your papers:

Your Name Example: Susie SmithDr. Schuelke Dr. SchuelkeENG 240 (3) (4) ENG 240-3Assignment Name Reader Identity Paper

Name your document with your last name and the brief name of the assignment as such, using WordFiles:Lastname.assignment.docx (or .doc, or .rtf)

Example: Schuelke.ReaderIdentity.docs

Files with the extension .wps or .pages will not be accepted.

DISABILITY SERVICES:

South Dakota State University is committed to providing reasonable accommodation for students with physical, learning, and/or other types of disabilities. Any student who feels s/he may need an accommodation based on the impact of a disability should contact Nancy Hartenhoff-Crooks, Coordinator of Disability Services (605-688-4504 or Fax, 605-688-4987) to privately discuss your specific needs. The Office of Disability Services is located in room 065, the Student Union.

FREEDOM IN LEARNING:

Students are responsible for learning the content of any course of study in which they are enrolled. Under Board of Regents and University policy, student academic performance shall be evaluated solely on an academic basis and students should be free to take reasoned exception to the data or views offered in any courses of study. Students who believe that an academic evaluation is unrelated to academic standards but is related instead to judgment of their personal opinion or conduct should first contact the instructor of the course. If the student

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remains unsatisfied, the student may contact the department head and/or dean of the college which offers the class to initiate a review of the evaluation.

ACADEMIC HONESTY:

As a member of an academic community, you are responsible for your actions as a student, thinker, writer, and speaker. This includes the demonstration of respect for self and others by recognizing and acknowledging the use of intellectual property—ideas, facts, and wording gleaned through the research process. By accurately documenting this intellectual property, you uphold our academic community’s concern for academic honesty by demonstrating ethical practices in documentation.

The English Department announces herewith that it will not tolerate plagiarism—representing another’s work as one’s own—in any form. Students must abide by the principles governing academic research and writing, the first and foremost of which is honesty.

In college courses, you are continually exposed to and engaged with other’s ideas—through texts, lecture, class discussions, research, and writing. Consequently, it is imperative that credit is given where credit is due. Students will be held accountable for plagiarism, whether intentional or unintentional. The following kinds of academic dishonesty are defined:

Intentional acts of academic dishonesty include plagiarism (presenting someone else's words or ideas as your own) and collusion (allowing other people to write, revise, or alter significantly the text of a paper that is to be your work alone).

Unintentional acts of academic dishonesty are often inadvertent mistakes whereby a student forgets inclusion of bibliographic information.

Penalties for academic dishonesty are relative to the severity of the case. For unintentional plagiarism, the student will receive a zero. Work submitted that is intentionally plagiarized will fail the assignment and the course. Additionally, a letter will be sent to the Dean of Student Affairs explaining the nature of the infraction. Indeed, plagiarism can result in failure of the course.

TECHNOLOGY:

This course requires basic keyboarding and word-processing skills, including the ability to attach files and navigate websites.

The technical requirements students must have related to hardware and software is clarified on the main page of our course in the upper lefthand corner.

If you have any technical problems or questions with your online course, the SDSU computer support number is 605-688-6776 and the SDSU Instructional Technology Center at 605-688-6312. A toll free number is 1-800-952-3541. Email SDSU.SupportDesk@sdstate.edu . See the course homepage for more information.

Technical Problems: Sometimes unfortunate circumstances do arise, and online classes have been known to shut down and not allow any access to students or instructors, sometimes for days at a time. If this happens, we will adjust the due times as necessary. If this is the case and you have immediate questions, you can email me at: nicholle.schuelke@sdstate.edu

All student papers should be submitted using Microsoft Word. It is recommended that file have the one of the following file extensions: .doc .docx .rtf. File extensions ending in .pages cannot be opened. Those working with a Mac may need to change formatting to meet this requirement.

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Tools to Navigate D2L web site:

The following are found in the yellow toolbar on top of the Course Home.

Content: This is the most important link since it contains all of your course information, including the syllabus, assignments, handouts, notes, links, etc.

Discuss: This is used as the discussion board for discussion posts assigned for each module. Other uses can include if you would like to post a comment or a question to the class about an assignment. Please read any new posts and respond, if necessary. We will also use this for numerous discussion assignments. For more information and directions on how to post and respond, refer to the “Student Guides” box located in the bottom-right widget (box) of the homepage.

Dropbox: Submit all assignments before the due time (the dropbox will close immediately and not allow late submissions). I will grade each assignment and post the score in the drop box. For more information/directions on how to submit work, refer to the “Student Guides” box located in the bottom-right widget of the homepage.

Collaborate: This is the location for live chats. If you would like to visit with me during office hours, click on this tab and find the office hours “room.” To engage in the literature chat with your peers, click on the “room” titled after the book you have selected.

Course Email: To email, either reply to one I have sent, or click on this link, then “compose” and use the address book link to choose the recipient. Compose your message and send.

Grades: Here you can view your work as it is graded.

Other helpful widgets on the homepage:

SDSU Getting Started: This offers your syllabus, technical requirements, netiquette rules, standards of conduct and the student opinion survey link which you should complete at the end of the course.

SDSU Course Info: This offers general course and instructor information and important links.

Updates: New emails are listed here..

Events: Due date reminders and assignments appear here.

Student Guides: This offers a variety of links for directions for using D2L.

SDSU Resources: This provides helpful links to the library, bookstore, etc.

SDSU Technology Support: For technical help.

Calendar: This is helpful to print because it lists all drop box assignments.

The syllabus results from the instructor’s effort to represent fairly the plan for this course. Circumstances may cause the instructor to make changes in the plan, but such changes will not be capricious and will be made in a timely fashion. Please speak with your instructor if there is anything in the syllabus you find unclear.

Coursework modules “open” or begin on Tuesdays and “close” or end on Mondays at 11:55 pm.

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