LIS-S 672 Seminar on Literature for Youth
3 credits
- Prerequisite(s): LIS-S 500 and LIS-S 507
- Delivery: Online
- Semesters offered: Fall, Spring, Summer (Check the schedule to confirm.)
Description
These advanced topical seminars address a variety of topics related to youth literature. View individual course descriptions below for specific course focus. Students may take S672 twice during their program as long as they take two different seminar topics.
Informational Reading and Nonfiction Works
Informational reading and nonfiction works play a key role in both national recommendations and state standards. This emphasis is generating new demands for both school and public libraries as well as opportunities for collection development and collaboration. This course will explore a wide range of informational texts. In addition, it will examine issues related to selecting quality, complex texts, addressing the needs of reluctant readers, and engaging young people in stimulating reading experiences. From graphic biographies and histories to plant and animal field guides, libraries are full of engaging nonfiction for children and young adults. By pairing popular fiction with nonfiction books, identifying clusters of related works, introducing graphic novel-style nonfiction to reluctant readers, and tying engaging nonfiction works to online tools and eBook resources, librarians can attract new readers and promote essential 21st century skills. In addition, this course explores ways that readers’ advisory services can be used to connect nonfiction titles with readers through both direct and indirect means. Finally, nonfiction reading is fun! This course provides opportunities to read and analyze a wide range of nonfiction books for youth.
Read Like a Writer (offered in even-numbered years)
This three-credit graduate course examines children’s and youth literature from the point of view of the reader. We will be exploring high quality literature in an effort to broaden each other’s knowledge and experience with the hundreds of titles that rise to the top each year. Reading will be measured in terms of volume (see formula below). Additionally, this course is designed as a “seminar.” A seminar focuses on a particular subject of interest and participants are encouraged to learn through exploration, individual goal setting, sharing and discussion. As such, dialogue, discussion, and debate will play a central role in the seminar. While background information is provided for each topic and concept to get you started, it’s your job to jump into the professional literature along with the youth literature to come up with your own conclusions about the state of literature for youth. This truly is a class where your approach directly impacts your outcome.
Enduring Understandings for S672 “Read Like a Writer”:
- The caliber and sophistication of the writing affects a reader’s experience.
- Library professionals must have a sound foundational understanding of literacy theories and reading strategies, and an evolving pedagogy in relation to both areas.
- Responsive librarians anticipate customer needs and wants.
- Library professionals must stay abreast of high-quality literature.
- Librarians can inform and influence readers’ choices.
- The information inquiry cycle is the act of learning how to learn.
- Life-long learners communicate and share knowledge.
Essential Questions for S672 “Read Like a Writer”:
- How can we help young readers build awareness of writer’s craft?
- How does the caliber and sophistication of writing affect a reader’s development?
- How do various literacies (reading, writing, listening, graphic, visual) evolve?
- What techniques can a library professional use to support a reader’s evolution?
- What are the authoritative resources that help librarians select high-quality literature?
Representation in YA Literature
In this class we will take a critical multicultural literacy stance. This asks the reader to deconstruct how meaning, language, craft, and reading are used to exhibit the power dynamics of race, class and gender. Readers, like writers, exist within a sociopolitical context that is brought into the act of reading. Questions to consider when engaging in acts of literacy for young adults through a critical lens include: How is this text trying to make me feel? Who is represented and how? Who holds power and who does not? Whose voices are included? Whose voices are left out? Why do you think the author or illustrator makes those choices? What biases do I bring to the text? Students will meet with authors and explore marginalized voices that craft and innovate young adult literature. Students will explore the histories and politics of reading when they critically evaluate YA literature, engage in ways to promote literacy, reader response and readers’ advisory.
What’s Trending in Youth Literature (offered in odd-numbered years)
This three-credit graduate course examines current trends in children’s and youth literature publishing as they relate to libraries and their patrons. We will be exploring high quality literature in an effort to broaden each other’s knowledge and experience with the hundreds of titles that rise to the top each year. Reading will be measured in terms of volume (see formula below). Additionally, this course is designed as a “seminar.” A seminar focuses on a particular subject of interest and participants are encouraged to learn through exploration, individual goal setting, sharing and discussion. As such, dialogue, discussion, and debate will play a central role in the seminar. While background information is provided for each topic and concept to get you started, it’s your job to jump into the professional literature along with the youth literature to come up with your own conclusions about the state of literature for youth. This truly is a class where your approach directly impacts your outcome.
Enduring Understandings for S672 “What’s Trending in Youth Literature”:
- Change drives trends.
- Trends drive change.
- Library professionals must stay abreast of high quality literature.
- Responsive librarians anticipate customer needs and wants.
- Librarians can inform and influence readers’ choices.
- Societal changes in American culture are affecting school and public library collections.
- Library professionals must have a sound foundational understanding of literacy theories and reading strategies, and an evolving pedagogy in relation to both areas.
- The information inquiry cycle is the act of learning how to learn.
- Life-long learners communicate and share knowledge.
Essential Questions for What’s Trending in Youth Literature:
- What are some trends in children’s and youth literature?
- What techniques can a library professional use to “keep up” with trends?
- What are the authoritative resources that help librarians respond to trends?
- Can responsiveness be measured?
Program Learning Goals Supported
Instructors map their courses to specific LIS Program Goals. Mapped program goals drive the design of each course and what students can expect to generally learn.
Supported program goals will vary per course.
Learning Outcomes
Instructors develop learning outcomes for their courses. Students can expect to be able to achieve the learning outcomes for a given course after successfully completing the course.
Learning outcomes will vary per course.
Policies and Procedures
Please be aware of the following linked policies and procedures. Note that in individual courses instructors will have stipulations specific to their course.