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College of Professional and Global Education · School of Information

Seminar in Services to Children and Young Adults - Outreach Services to Teens and Children
INFO 267

  • Spring 2023
  • Section 11
  • 2 Unit(s)
  • 03/13/2023 to 05/15/2023
  • Modified 05/22/2023

Canvas Information: Course will be available March 13th, 6 am PT.

You will be enrolled in the Canvas site automatically.

Contact Information

J. Snow
Email
Other contact information: I'm happy to meet with you on Zoom, through email, Skype if and when questions/issues arise.
Office location: I don't have an office on campus.
Office Hours: I don't have specific office hours, but I am more than happy to meet with you online with hours that work for both of us.

Course Information

This 2-unit course runs from March 13th - May 15th. 

Course Description and Requisites

This course will provide an overview of outreach services to teens and children in public libraries and will also introduce advocacy, training, and program evaluation of both traditional and innovative library-based programs; it will suggest approaches to serve underrepresented youth

Requisites

INFO 200, INFO 204, INFO 260A, or INFO 261A.

Classroom Protocols

Expectations

Students are expected to participate fully in all class activities. It is expected that students will be open-minded and participate fully in discussions in class and debate in a mature and respectful manner. Use of derogatory, condescending, or offensive language including profanity is prohibited. Disagreement is healthy and perfectly acceptable. Expressing disagreement should always include an explanation of your reasoning and, whenever possible, evidence to support your position. In accordance with San José State University's Policies, the Student Code of Conduct, and applicable state and federal laws, discrimination based on gender, gender identity, gender expression, race, nationality, ethnicity, religion, sexual orientation, or disability is prohibited in any form.

Program Information

Course Workload

Success in this course is based on the expectation that students will spend, for each unit of credit, a minimum of forty-five hours over the length of the course (normally 3 hours per unit per week with 1 of the hours used for lecture) for instruction or preparation/studying or course related activities including but not limited to internships, labs, clinical practica. Other course structures will have equivalent workload expectations as described in the syllabus.

Instructional time may include but is not limited to:
Working on posted modules or lessons prepared by the instructor; discussion forum interactions with the instructor and/or other students; making presentations and getting feedback from the instructor; attending office hours or other synchronous sessions with the instructor.

Student time outside of class:
In any seven-day period, a student is expected to be academically engaged through submitting an academic assignment; taking an exam or an interactive tutorial, or computer-assisted instruction; building websites, blogs, databases, social media presentations; attending a study group; contributing to an academic online discussion; writing papers; reading articles; conducting research; engaging in small group work.

Course Goals

Core Competencies (Program Learning Outcomes) Supported

INFO 267 supports the following core competencies:

  1. C Articulate the importance of designing programs and services supportive of diversity, inclusion, and equity for clientele and employees.
  2. N Evaluate programs and services using measurable criteria.

Course Learning Outcomes (CLOs)

Upon successful completion of the course, students will be able to:

  1. Apply professional standards, tools, and best practices in the information field and across specialized areas.
  2. Communicate effectively to different audiences through use of oral, written, and visual formats across multiple media.
  3. Critically analyze and apply research.
  4. Evaluate and create information services and/or systems to reflect and respond to the needs of diverse communities and stakeholders.

Course Materials

Textbooks

Required Textbooks:

  • Snow, J. (2020). Outreach services for teens: A starter guide. ALA Editions. Available through Amazon: 0838948154.

Course Requirements and Assignments

Outline of course content: 

Week 1Part One: Defining Outreach and the History of Outreach Services 

Articles to Read 

Question for discussion board: How is outreach defined in all the articles and chapters? Do the definitions differ and if not, what are the commonalities? Site some examples of outreach services from each. If you are on the school librarian track, how do you see incorporating the definition from both the book and the articles into your work as a school librarian? Write at least a 350-word response to the questions posed and write it like you would a blog post. Please use the template from the YALSA Blog for your blog post http://yalsa.ala.org/blog/. Instead of the write-up for the discussion board you may submit a video of yourself responding to the questions and an overview of both the book chapter and the ALSC paper, up to a maximum of 4 minutes to be posted on the discussion board. Deadline by March 19. The lecture, the readings and the discussion participation are required. 
 

Week 2Part Two: Defining Outreach and Part One of How to Create Partnerships 

Articles to Read 

Assignment: Identify a teen services or children’s services outreach librarian in a library system anywhere in the United States. Reach out to them by phone or email and ask if you could interview them solely for informational purposes, for a class (none of it will be shared in a public facing way other than for class purposes). Submit a 600-word paper on the interview by utilizing the suggested questions as well as your own. You may submit a video where you talk about the interview and address the suggested questions. If you choose this option, be sure it is up to six minutes maximum. Due date: March 26, 2023 

  1. What is your title? 

  2. Does your library have an outreach services department or is outreach done solely by librarians on an individual basis? 

  3. What type of outreach do you provide and to whom?  

  4. How often do you provide services to those groups; weekly, monthly? 

  5. Are goals and outcomes identified before providing outreach by you or your institution and if so, what are those goals? 

  6. How do you report to the library administration on the outreach services you or your department provide? 

  7. What resources would you recommend for someone new to outreach to look for ideas for inspiration as well as best practices? 

  8. Could you describe a day in the life of an outreach services librarian? 
     

Helps to fulfill course learning outcomes #1 and #3 

Helps to satisfy Core Competencies M, and N 

The lecture, the readings (unless specified) and the assignment are required. There is no discussion question this week. 

Week 3 NO CLASS, RECESS 

Week 4Part Two: How to Identify and Create Partnerships.  

Links and articles to read 

Question for discussion board: Imagine you are a librarian in a city, how do you see working with incarcerated parents and hospitals in terms of what was laid out in both articles; Reading on the Inside and the Reach Out and Read Program? How might you go about connecting with a prison/jail and offering early literacy services? What steps in connecting the library to the prison/jail were shared in the Reading on the Inside article? What type of early literacy programs do you see offering to the prison/jail? If you are on the school librarian track, how do you see this type of work being incorporated into the school setting, is this something you would be able to do and if so, outline a partnership? 

Write at least a 400-word response to the questions posed. Deadline by April 9. 

The lecture, the readings, the discussion question, and the response are all required. There is no assignment this week. 

Week 5How to Identify Goals and Outcomes for Outreach Services 

Articles to Read 

  • Velasquez, J. (2019). Young Adult Outreach: An Examination of Outreach Attempts at Branch Libraries in a Large Urban Public Library System, Journal of Library Administration, 59:2, 202-213 (REQUIRED)  
  • Yarrow, A. (2018). Trends in Mobile and Outreach Services. Public Library Quarterly. (REQUIRED) 
  • Read chapters 3-5 in Outreach Services for Teens (REQUIRED) 

Assignment: Your library does not offer outreach services. You are the children’s or the teen librarian (your choice) in a branch for a library system of 15 branches and a Main Library. You are interested in working with a Head Start agency and a group home that serves teens in foster care. One of the organizations has reached out directly to your library and the other you are interested in working with because you know that the group home is not being serviced by a library nor do they have library services. Prepare an outreach plan for serving both organizations. Include in your plan; 

  1. Identify a REAL library that does not have outreach services as part of its overall focus. This will be “your” library for this project. Look at the strategic plan of this library; is serving the underserved and underrepresented populations part of the plan. Are there any parts of the strategic plan that you can tie into providing outreach services? 

  2. Provide an overview of each of the organization's mission, scope, and focus of services.  

  3. Amount of time per week you would be working with each organization. This would include time in the library preparing for the visits as well as time out of the library offering services/programs. Think about this in terms of hours per week. 

  4. What would the outreach consist of? For example, are you offering story times or book deposits and book talks to each organization? 

  5. Identify two goals and outcomes for this outreach.  

  6. How will you evaluate the outreach services you provide? 

  7. How will you share this outreach with the library administration? 

This should be a professionally written document of up to 800 words that could be used to share with library administration for them to understand what their staff is providing as well as be used as the promotion on this work internally and externally. Due date: Deadline is April 16, 2023 

Helps to fulfill course learning outcomes #1 and #3

Helps to satisfy Core Competencies C and N 

The lecture, the readings (unless stated as recommended), and the assignment are required. There is no discussion question this week. 
 

Week 6Looking at mission statements of libraries, strategic plans, and job descriptions of youth outreach, teen outreach services and children’s outreach librarian positions. Staffing Outreach Services 

Articles to Read 

Question for discussion board: In the 2019 Snow article, what is stated as different NOW for teens aging out of foster care? How do you see that benefiting teens in foster care, how can that help them? How do you see libraries connecting and serving teens in foster care as sited from the 2019 article and the 2009 article? What are your own thoughts on how libraries could support and provide services for teens in foster care? If you are on the school librarian track, how do you see working with youth in foster care in the school library?  

Write at least a 400-word response to the questions posed. Deadline April 23. 

The lecture, the readings and the discussion question and response are required. There is no assignment this week.  

Week 7Outreach in the Real World   

Articles to Read 

Assignment: Find 3 job descriptions for teen outreach services librarians and/or children’s outreach services librarians that provide outreach services that you find compelling. Share the job description and answer these questions;  

What are the libraries/library systems the job descriptions are for? Provide one example of a job description you looked at.  

What websites did you look at to find job descriptions? Please cite them. 

What percentage of the jobs are focused on outreach services? 

Does the job description define outreach and if so, how is it defined? 

What spoke to you about the job descriptions? 

Do you have a clear idea of what you would be doing in terms of providing outreach? 

Is this a job you would apply for, if yes why if not why? 

Provide the job description links or the actual job descriptions. Write up to 500 words evaluating the job descriptions and responding to the questions. Deadline is April 30, 2023 

Helps to fulfill course learning outcomes #1 and #3

Helps to satisfy Core Competencies M, and N 

The lecture, the readings and the assignment are required. There is no discussion question and response this week. 

Week 8Create a Core Collection for Outreach 

Articles to Read 

Question for discussion board: Having read all the articles and chapters, what do you see as resources to help build a core collection for providing books for your outreach partnerships? Site the sources and how you would use them. Write at least a 350-word response to the questions posed and write it like you would a blog post. Please use the template from the YALSA Blog for your blog post http://yalsa.ala.org/blog/. Deadline by May 7, 2023. 

The lecture, the readings, and the discussion question and response are required. There is no assignment this week.  

Week 9Putting it all Together. How to Provide Outreach Services.  

Articles to Read 

Assignment: Choose three books that may be of interest to teens or children and write up book talks on each of them based on the criteria below. Include a list of the three books and the book talks. My assessment will be based on whether you followed the criteria below. In addition to the submission of the list of three books and book talks, prepare a spoken booktalk on one of the books and submit by video. Booktalks should be a maximum of three minutes. Due date: May 14, 2023 

Criteria (based on Quick Picks for Reluctant Readers) 

  • High interest "hook" in first 10 pages 
  • Well-defined characters 
  • Sufficient plot to sustain interest 
  • Plot lines developed through dialog and action 
  • Familiar themes with emotional appeal for teenagers 
  • Believable treatment 
  • Single point of view 
  • Touches of humor when appropriate 
  • Chronological order 

 
Helps to fulfill course learning outcomes #1 and #2

Helps to satisfy Core Competencies M, and N 

The lecture, the readings and the assignment are required. There is no discussion question and response this week. 

Grading Information

The standard SJSU School of Information Grading Scale is utilized for all iSchool courses:

97 to 100A
94 to 96A minus
91 to 93B plus
88 to 90B
85 to 87B minus
82 to 84C plus
79 to 81C
76 to 78C minus
73 to 75D plus
70 to 72D
67 to 69D minus
Below 67F

 

In order to provide consistent guidelines for assessment for graduate level work in the School, these terms are applied to letter grades:

  • C represents Adequate work; a grade of "C" counts for credit for the course;
  • B represents Good work; a grade of "B" clearly meets the standards for graduate level work or undergraduate (for BS-ISDA);
    For core courses in the MLIS program (not MARA, Informatics, BS-ISDA) — INFO 200, INFO 202, INFO 204 — the iSchool requires that students earn a B in the course. If the grade is less than B (B- or lower) after the first attempt you will be placed on administrative probation. You must repeat the class if you wish to stay in the program. If - on the second attempt - you do not pass the class with a grade of B or better (not B- but B) you will be disqualified.
  • A represents Exceptional work; a grade of "A" will be assigned for outstanding work only.

Graduate Students are advised that it is their responsibility to maintain a 3.0 Grade Point Average (GPA). Undergraduates must maintain a 2.0 Grade Point Average (GPA).

University Policies

Per University Policy S16-9 (PDF), relevant university policy concerning all courses, such as student responsibilities, academic integrity, accommodations, dropping and adding, consent for recording of class, etc. and available student services (e.g. learning assistance, counseling, and other resources) are listed on the Syllabus Information web page. Make sure to visit this page to review and be aware of these university policies and resources.

Course Schedule

 

Assignment 

Due Date 

Percentage of Final Grade 

Interview with Children’s or Teen Outreach Services Librarian 

March 26, 2023 

15% 

Outreach Services Plan 

April 16, 2023 

25% 

Job description evaluation 

April 30, 2023 

15% 

Book talk presentation 

May 14, 2023 

25% 

Participation in bi-weekly discussion board posts on articles and readings 

Week 1 by March 19 

Week 4 by April 9 

Week 6 by April 23 and  

Week 8 by May 7 

20% 

Assessment Plan 

How your assignments will be evaluated  

Grading:  

Assignment 1 –      15 points 

Assignment 2 –      25 points 

Assignment 3 –      15 points 

Assignment 4 –      25 points 

Bi-weekly discussion board responses-  20 points (5 points each)