LIBR 526 - Literature and Other Materials for Young Adults (web-delivered)
University of British Columbia
School of Library, Archival, and Information Studies
2013 Summer Session, Term 2
July 2-August 9, 2013
Course Syllabus
Jeff Katz, Adjunct Professor
Email Address: [email protected] (or via Connect email)
Skype Address: jeff.katz177
Office Hours: “Live” email hours for each week will be posted at the
beginning of the respective week in the “Announcements” area. The
instructor also is available by appointment. All email messages sent
to the instructor will be responded to promptly – generally within one
day of receipt.
COURSE GOALS:
This course acquaints prospective professionals with materials that are intended for use
by and with young adults. The course provides students with an opportunity to develop
basic standards for the selection and evaluation of materials; to learn about recent
research concerning young adults and their information needs, reading interests, tastes,
and development; and to become prepared for and comfortable with the establishment
of young adult readers advisory services and a young adult library collection.
Additionally, the goal of this course is to help students develop a knowledge and
appreciation of young adult literature and resources in print, audiovisual, and electronic
formats.
COURSE OBJECTIVES:
Upon successful completion of this course, students will be able to:

Discuss the historical development of young adult literature and significant
authors

Relate the genres, formats, and content of young adult literature to the different
stages of young adult recreational interests, information needs, and development

Apply professional techniques for sharing resources with young adults

Define the various genres in young adult literature and their place in adolescent
reading

Identify and discuss an international selection of authors for young adults

Discuss major developments, trends, and issues in young adult literature and
publishing

Develop and apply criteria for the selection and evaluation of print, audiovisual,
and electronic materials for young adults for library and school media collections
and circulation

Identify professional selection resources available to teachers, librarians, and
other adults concerned with young adults and their information needs

Demonstrate familiarity with resources, review journals, research, and critical
theory in young adult literature

Discuss and respond effectively to intellectual freedom challenges to all types of
young adult materials

Demonstrate a professional attitude towards intellectual freedom challenges
(following both the CLA and ALA Bill of Rights)
COURSE TOPICS:

History of young adult literature

Development and characteristics of young adults

Reading, viewing, and listening interests of young adults

Notable YA authors and titles

YA “best books” lists and YA literature awards and award winners

Material selection criteria and YA collection development

Genres of young adult literature

Trends and issues in young adult literature and resources

Intellectual freedom and censorship

Electronic and audiovisual resources for young adults
Prerequisites:
MLIS and Dual MAS/MLIS students: LIBR 500, LIBR 501, LIBR 503
MAS students: completion of MAS core and permission of the SLAIS Graduate Adviser
PRESENTATION AND EVALUATION:
A variety of instructional approaches will be utilized, including: lecture/discussion,
assigned readings, website viewing and evaluation, viewing and/or listening to
audiovisual resources, in-class sharing of work prepared out of class, out-of-class
development of projects, and student group work. In addition to participating in class
discussions, students will be expected to complete the following three assignments:



Two “Mini-Essays” on YA Resources Topics (25%)
Reading Log (25%)
Group Presentation (including “Self/Peer Evaluation”) (30%)
Please note that class participation (including participation in threaded discussions) will
account for 20% of each student’s overall grade.
COURSE FORMAT:
LIBR 526 is delivered via the Web using Blackboard Connect software
REQUIRED & RECOMMENDED READING:
There is no textbook for this course. However, every student is required to read a
minimum of 12 YA books for the period of the course. These books will be shared and
discussed by students in the final course assignment, the Reading Log (due on
Monday, August 12, by 11:59 PM PST). Required reading includes the 5 YA books
described below, 7 books described in the Reading Log assignment instructions,
and a wide range of articles that will be highlighted in each of the course’s 6
Modules. Additionally, I would like all students to be familiar with (either by actual
reading or review) 25 (plus 2) “classic” YA, pre-2000 novels. These 25 + 2 books,
plus further details, are described below.
Required Reading
All students are required to read the following 5 books. These books may be borrowed
from the library or purchased. They are generally available in paperback format and
may be found in most public libraries and bookstores.

One novel written by our special guest author, Eric Walters, and, in connection
with our Week 6 special guest, Andrew Wooldridge (Publisher at Orca Book
Publishers), one title published in the Orca Soundings series (written by an
author other than Eric Walters). A list of all Orca Soundings titles may be
accessed by using the following URL:
http://www.orcabook.com/client/client_pages/Orca_Soundings_Info.cfm. This
totals two books. Choice of title(s) is up to each student.

One of the following three books: Keesha’s House, by Helen Frost; Split Image,
by Mel Glenn; OR Stop Pretending: What Happened When My Big Sister Went
Crazy, by Sonya Sones.

One of the following three books: Persepolis, by Marjane Satrapi; Skim, by
Mariko & Jillian Tamaki; OR American Born Chinese, by Gene Luen Yang.

One YA non-fiction title. Choice of title(s) is up to each student and may
represent any non-fiction subject. For guidance, feel free to use YA award lists
and bibliographies, such as the YALSA Excellence in Nonfiction Award lists,
Michael L. Printz Award lists (inlcuding honor books), Norma Fleck Award for
Canadian Children's Non-Fiction lists, etc.
In each module, a number of specific readings will be assigned. These are primarily
online articles and many are linked from the course site. In those instances where
articles are not accessible via course site links, it is the student’s responsibility to find
these articles through university databases or journal collections. Many are also
available in public library databases and journal collections. Every effort has been made
to cite articles that are accessible via links or that are easily and widely accessible via
library school databases, from popular and important professional journals. Please post
an inquiry under the Discussion topic "Questions and Answers" should you have
difficulty finding the articles.
Selected video clips, audio segments and websites also form part of the required
reading/viewing/listening for each module.
Required readings/viewings will be indicated clearly. Each module also will contain
bibliographies for further reading. These are not required reading, but for your extended
knowledge if you wish to pursue them during the course and for your further
understanding when the course has finished.
Strongly Recommended Readings
It is strongly recommended that students also become familiar with (or read) the
following four YA novels in preparation for our discussion of "The Great Debate: Quality
vs. Popularity" (Module 2). These are not required, but will provide greater insight into
the topic and ongoing debate:

A Step From Heaven, by An Na

You Don’t Know Me, by David Klass

Postcards From No Man’s Land, by Aidan Chambers

Twilight, by Stephenie Meyer
It is also strongly recommended that students become familiar with the following
"spectacular six" YA Reference sources:

Young Adult Literature: From Romance to Realism, by Michael Cart (2010,
revised edition of Cart’s original 1996 work, From Romance to Realism: 50 Years
of Growth and Change in Young Adult Literature)

Teen Genreflecting 3: A Guide to Reading Interests, by Diana Tixier Herald
(2010)

Literature for Today’s Young Adults (9th Edition), by Alleen Pace Nilsen et al.
(2012)

Connecting Young Adults and Libraries (4th Edition), by Michael Gorman and
Tricia Suellentrop (2009, the latest edition of a landmark work originally written by
Patrick Jones and first published in 1992)

Exploding the Myths: The Truth About Teenagers and Reading, by Marc Aronson
(2001)

I Found It on the Internet: Coming of Age Online, by Frances Jacobson Harris
(2005)
Recommended Reading: YA “CLASSICS” (Pre-2000)
Please be familiar with the following 25 (plus 2) YA novels prior to the start of the
course:

Seventeenth Summer, by Maureen Daly (1942)

The Catcher in the Rye, by J.D. Salinger (1951)

The Diary of a Young Girl, by Anne Frank (first published in English in 1952)

The Outsiders, by S.E. Hinton (1967)

The Contender, by Robert Lipsyte (1967)

The Pigman, by Paul Zindel (1968)

I’ll Get There. It Better Be Worth the Trip, by John Donovan (1969)

Go Ask Alice, by Anonymous (1971)

The Chocolate War, by Robert Cormier (1974)

Forever, by Judy Blume (1975)

Z for Zachariah, by Robert O’Brien (1975)

Dragonwings, by Laurence Yep (1975)

Hold Fast, by Kevin Major (1978)

Annie On My Mind, by Nancy Garden (1982)

The Secret Diary of Adrian Mole, Age 13 ¾, by Sue Townsend (1982)/Bridget
Jones’s Diary, by Helen Fielding (1996)/Angus, Thongs and Full-Frontal
Snogging, by Louise Rennison (1999)

In Search of April Raintree, by Beatrice Culleton Mosionier (1983)

Maus, by Art Spiegelman (1986)

Hatchet, by Gary Paulsen (1987)

Weetzie Bat, by Francesca Lia Block (1989)

The Silver Kiss, by Annette Curtis Klause (1990)

My Friend’s Got This Problem, Mr. Candler, by Mel Glenn (1991)

Smack (or Junk), by Melvin Burgess (1996)

Monster, by Walter Dean Myers (1996)

Holes, by Louis Sachar (1998)

In the Forests of the Night, by Amelia Atwater Rhodes (1999)
COURSE ASSIGNMENTS, DUE DATES, & WEIGHT IN RELATION TO FINAL
COURSE GRADE:
Threaded Discussions
and Class Participation
Group Presentation
Mini Essays (2)
Reading Log
Ongoing
Mon., July 8-Students
assigned to groups
Sun., July 14 -Choice of
topic and mode of
presentation emailed to
Instructor
Tues., Aug. 6-Groups
post completed
presentations
Fri., Aug. 9-Each group
posts summary of
comments on other
group presentations
Fri., Aug. 9-Complete
self/peer evaluation
form
Sunday, July 28
Monday, August 12
20%
30%
25%
25%
Assignment Descriptions
NOTE: Detailed instructions/guidelines are posted in the “Assignments” section of the Course
Introduction.
Class Participation (20%)
You are expected to read assigned book sections and articles, as well as review assigned websites and
videos and podcasts and be prepared to cite them during class discourse on the Discussion Board.
Unless otherwise noted, participation in all Discussion Board topics is required.
Mini-Essays (25%)
This assignment is designed to expand and deepen each student’s knowledge of YA literature and
resources by exploring some of the major issues and titles in the field. Each student will choose two
essay topics from a list of six and complete two short essays. Mini-Essays are to be submitted in a single
file using the “Assignments” section of the Course Menu Due Date: End of Module 4 – Sunday, July
28, 2013 – 11:59 p.m. (PST)
Group Presentation (30% in total, of which 5% is for Self/Peer Evaluation)
An activity that gives students an opportunity to work creatively with fellow students and explore topics
that may or may not be covered in the course. After the final presentation (which will be made via the
Discussion Board to all other students), each group will have a chance to evaluate and comment on all
other group presentations (also via Discussion Board). Following this exercise, each student will be
asked to complete a “Self/Peer Evaluation Form,” which will provide the instructor with confidential
feedback about the work of each student within a given group during the planning and design process.
Self/Peer Evaluations will be submitted using the “Assignments” section of the Course Menu.
Students will be assigned to groups by the instructor at the beginning of Module 2 (Monday, July
8). Groups will then submit their choice of topic and mode of presentation to the instructor by
email at the end of Module 2 (Sunday, July 14). Group presentations will be submitted at the
beginning of Module 6 (Tuesday, August 6) and feedback from other groups will be posted by
Friday, August 9. Self/Peer Evaluation forms also will be due on Friday, August 9.
Reading Log (15%)
Each student is expected to read a minimum of 12 YA books by the end of the course. These books are
to be newly-read, as opposed to YA books that may have been read prior to the beginning of the class.
Please see the full assignment description in the “Assignments” section of the Course
Introduction for details about books that may be used for the Reading Log. At the very end of the
course, each student will submit her or his “Reading Log” to the instructor, following the directions
outlined in the “Assignments” section of Course Menu.
Due Date: Monday, August 12, 2013 – 11:59 p.m. (PST)
COURSE SCHEDULE (WEEK BY WEEK):
Week
Topic Module
1
Module 1: Introduction to the Course
July 1-7
Topic 1: Defining Young Adults:
Development & Characteristics
National
Holiday: Mon.,
July 1 (Canada
Day)
Topic 2: Defining YA Literature & A
Brief History
2
Module 2
July 8-14
Topic 1: Selection Criteria for Print &
Non-Print Materials
Topic 2: The Great Debate: Quality vs.
Popularity
Topic 3: YA Awards
3
Module 3
July 15-21
Genres 1
Learning Activities and
Assignments
Online Discussions & Course
Readings
(Please introduce yourself in the
Discussions area by Friday, July
5!)
Online Discussions & Course
Readings
Group Presentation Tasks:
Mon., July 8 – Students
Assigned to Groups
Sun., July 14 – Deadline for
Choice of Topic and Mode of
Presentation to be emailed to
Instructor by liaison for each
group (by 11:59 PM PST)
Online Discussions & Course
Readings
Topic 1: Science Fiction and Fantasy
Topic 2: Historical Fiction
Topic 3: “Crossover” Books: Children’s
and Adult Books with YA Appeal,
Picture Books for Teens, and More
4
Module 4
July 22-28
Topic 1: Genres 2: Multicultural Fiction
& The Rise of the Political Novel
Topic 2: Controversial Issues in YA
Literature: Censorship and Other Hot
Topics
Online Discussions & Course
Readings
Assignment 1 - Mini Essays
(Due Sunday, July 28, by 11:59
PM PST)
Special Guest: Interview with YA
Author, Eric Walters (recorded)
5
Module 5
July 29-Aug. 4
Topic 1: Graphic Novels, Manga, and
Anime
Online Discussions & Course
Readings
Topic 2: Poetry and Novels in Verse
6
Module 6
August 5-11
Topic 1: Non-Fiction and Reference
Resources
Holiday: Mon.,
August 5 (BC
Day)
Topic 2: Technology and Future
Trends
Course Evaluations
Online Discussions & Course
Readings
Assignment 2 - Group
Presentation
Tuesday, August 6 - Each group
posts completed presentation to
Discussion Board (submitted by
group liaison) - by 8:00 AM
(PST)
Friday, August 9 - Each group
posts summary of comments
about other group presentations
(submitted by group liaison) - by
11:00 AM (PST)
Fri., August 9 - Each student
submits Self/Peer Evaluation by 11:59 PM (PST)
Special Guest: Interview with Orca
Books Editor, Andrew Wooldridge
(recorded)
7
August 12-18
Assignment 3 - Reading Log
(Due Monday, August 12, by
11:59 PM PST)
ATTENDANCE:
The calendar states: “Regular attendance is expected of students in all their classes
(including lectures, laboratories, tutorials, seminars, etc.). Students who neglect their
academic work and assignments may be excluded from the final examinations.
Students who are unavoidably absent because of illness or disability should report to
their instructors on return to classes.
This offering of LIBR526 is a web-based version, and, thus, attendance at on-campus
classes is not required. Most of the above-mentioned policy therefore does not apply.
However, students “who neglect their academic work and assignments” in other ways
than by non-attendance will be penalized. For instance, late submissions for
assignments or other activities may not be accepted or may be given a failing grade
unless there are exceptional circumstances and other arrangements have been made
and agreed to in advance.
EVALUATION:
Grading for assignments is on a point-for-percentage basis using the evaluative criteria
given on the SLAIS website: http://www.slais.ubc.ca/RESOURCES/slais-marking.htm.
Prior arrangements must be made with the instructor for assignment extensions. Late
penalties may be imposed; these will be discussed when extensions are requested.
WRITTEN & SPOKEN ENGLISH REQUIREMENT:
Written and spoken work may receive a lower mark if it is, in the opinion of the
instructor, deficient in English.
ACCESS & DIVERSITY:
Access & Diversity works with the University to create an inclusive living and learning
environment in which all students can thrive. The University accommodates students
with disabilities who have registered with the Access and Diversity unit:
http://www.students.ubc.ca/access/drc.cfm/
You must register with the Disability Resource Centre to be granted special
accommodations for any ongoing conditions.
RELIGIOUS ACCOMMODATION:
The University accommodates students whose religious obligations conflict with
attendance, submitting assignments, or completing scheduled tests and examinations.
Please let your instructor know in advance, preferably in the first week of class, if you
will require any accommodation on these grounds. Students who plan to be absent for
varsity athletics, family obligations, or other similar commitments, cannot assume they
will be accommodated, and should discuss their commitments with the instructor before
the course drop date. UBC policy on Religious Holidays:
http://www.universitycounsel.ubc.ca/files/2010/08/policy65.pdf
ACADEMIC INTEGRITY:
Plagiarism:
The Faculty of Arts considers plagiarism to be the most serious academic offence that a
student can commit. Regardless of whether or not it was committed intentionally,
plagiarism has serious academic consequences and can result in expulsion from the
university. Plagiarism involves the improper use of somebody else’s words or ideas in
one’s work.
It is your responsibility to make sure you fully understand what plagiarism is. Many
students who think they understand plagiarism do in fact commit what UBC calls
“reckless plagiarism.” Below is an excerpt on reckless plagiarism from UBC Faculty of
Arts’ leaflet, “Plagiarism Avoided: Taking Responsibility for Your Work”
(http://www.arts.ubc.ca/arts-students/plagiarism-avoided.html).
“The bulk of plagiarism falls into this category. Reckless plagiarism is often the result of
careless research, poor time management, and a lack of confidence in your own ability
to think critically. Examples of reckless plagiarism include:







Taking phrases, sentences, paragraphs, or statistical findings from a variety of
sources and piecing them together into an essay (piecemeal plagiarism);
Taking the words of another author and failing to note clearly that they are not
your own. In other words, you have not put a direct quotation within quotation
marks;
Using statistical findings without acknowledging your source;
Taking another author’s idea, without your own critical analysis, and failing to
acknowledge that this idea is not yours;
Paraphrasing (i.e. rewording or rearranging words so that your work resembles,
but does not copy, the original) without acknowledging your source;
Using footnotes or material quoted in other sources as if they were the results of
your own research; and
Submitting a piece of work with inaccurate text references, sloppy footnotes, or
incomplete source (bibliographic) information.”
Bear in mind that this is only one example of the different forms of plagiarism. Before
preparing for their written assignments, students are strongly encouraged to familiarize
themselves with the following source on plagiarism: the Academic Integrity Resource
Centre: http://help.library.ubc.ca/researching/academic-integrity. Additional information
is available on the SLAIS Student Portal: http://connect.ubc.ca.
If after reading these materials you still are unsure about how to properly use sources in
your work, please ask the Instructor for clarification.
Students are held responsible for knowing and following all University regulations
regarding academic dishonesty. If a student does not know how to properly cite a
source or what constitutes proper use of a source it is the student’s personal
responsibility to obtain the needed information and to apply it within University
guidelines and policies. If evidence of academic dishonesty is found in a course
assignment, previously submitted work in this course may be reviewed for possible
academic dishonesty and grades modified as appropriate. UBC policy requires that all
suspected cases of academic dishonesty must be forwarded to the Dean for possible
action.
ADDITIONAL COURSE INFORMATION:
If you have questions or concerns or require other information, please contact the
course instructor by email: [email protected].