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Mary E. Brown, Ph.D., Professor
Information Science

Southern Connecticut State University
501 Crescent Street, New Haven, CT 06515

Department of Information and Library Science
Fax: 1.203.392-5780 / Phone: 1.203.392-5781
Toll Free: 1-888-500-SCSU, then press 4

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ILS 300 Home

ILS 300 Syllabus

Week 1 : Syllabus Day 1 (T/M) Day 2 (W/T) Day 3 (R/W) Day 4 (F/R)
Week 2 : Monday Tuesday Wednesday Thursday Friday
Week 3 : Monday Tuesday Wednesday Thursday Friday
Week 4 : Monday Tuesday Wednesday Thursday Friday
Week 5 : Monday Tuesday Wednesday Thursday Friday

UNIT 4

UNIT 4 READING ASSIGNMENT

Read in Butler at least five poems found on pp. 63-69

UNIT 4 LECTURE

Relating theories of development to selecting books for children

PSYCHOSOCIAL CRISIS THEORY (Erikson)

Infancy Early
Childhood		 Middle
Childhood		 Late
Childhood		 Adolescence
This child needs to begin to be exposed to a variety of experiences, through books, of trust and mistrust (the good stranger -- The Care Bears; the bad stranger -- Little Red Riding Hood). This child seems to like books that deal with relationships between parent and child.

Stories in which the characters experience conflict when their actions throw them into opposition with others are important.

This child will learn through characters what it is to take on more responsibility for their actions.

Literature is a testbed where the child can safely experience life. Offer the child a good balance of realistic fiction and fantasy.

[NB: Erikson marks late childhood as 7-11 years].

Informational books which teach mastery of new tasks are very important..

Children like to read of other children's struggles to prove, for example, to their father, that they are competent in some area.

[N.B. Erikson marks adoles-cence as 11 years and up].

Literature includes a range of realistic fiction which can give them a chance to interact with situations in which other teenagers are searching for identity.

Stories in which characterization is worked out with enough depth so that characters' fears and joys are evident throughout as they strive to discover themselves and to experience success.

COGNITIVE STAGE THEORY (Piaget)

Infancy Early
Childhood		 Middle
Childhood		 Late
Childhood		 Adolescence

This child needs to hear language.

Basic needs (warmth, companionship) can be established with cuddling during reading books aloud.

Discovery of the physical self can be facilitated with books such as Dr. SessŐ The Foot Book.

Books can be used to help develop large motor skills.

 This child likes concept books dealing with time (before-after), distance (near-far), size (tall-short), mass (big-small), color, shape, differences between "between" and "through," the nature of love, death.

This child likes nursery rhymes and folk tales that humanize animals.

 Interested in realistic fiction particularly w/ characters child can relate.

Loves fantasy and stories that relate human characteristics to animals.

Expose to many kinds of stories so child can test out his or her growing knowledge.

Can introduce more fully developed characters that talk about feelings and motives.

Sees characters in absolutes: all brave, all cunning, etc.

 This child like mysteries and puzzles in stories.

This child can handle historical fiction and biographies of real people.

Stories with flashbacks and future time.

Chapter books.

 Stories that require the reader to suspend disbelief and enter into a story that is far removed physically from their lives but which embodies the universal concerns and beliefs of which they are becoming aware.

Books that expand their view of the world.

MORAL STAGE THEORY (Kohlberg)

Infancy Early
Childhood		 Middle
Childhood		 Late
Childhood		 Adolescence
There is not been research to establish that value formation does occur as a result of experience with literature. Nevertheless, children can be exposed to a wide variety of good literature--all "good" literature essentially deals with values--so they can learn to empathize with the difficulties of people of many cultures in decision making.

SOCIAL LEARNING THEORY (Bandura)

Infancy Early
Childhood		 Middle
Childhood		 Late
Childhood		 Adolescence
This theory suggests that children may be able to experience vicarious learning through books.

ZONE OF PROXIMAL DEVELOPMENT (Vygotsky)

Infancy Early
Childhood		 Middle
Childhood		 Late
Childhood		 Adolescence
Combined with the Social Learning Theory suggests that children may be able to gain achieve some assisted performance through well written and instructive books.


UNIT 4 QUIZ ON LECTURE

After reading and reviewing the Unit 4 lecture, please take the quiz in WebCT (SCSU Vista)



UNIT 4 WRITING ASSIGNMENT

Revise your Type Three writing into a Type Four writing based on classmates' (and others) suggestions. Type Four writings (500 words) are expected to be a substantial improvement over the Type Three assignment. BE SURE TO NOTE TYPE 4 IN THE TITLE (Type 4: Toys and Games).



UNIT 4 PEER EDITING

IF WE USE THE WIKI: The professor will read, comment on, and score (grade) Type 4 Writings.

IF WE USE THE THREADS: After you have entered your Type Four writing, read the entry immediately before yours and make suggestions for improving the writing, based on the focus correction areas (FCAs). [First person will need to read the last entry.] NOTE: The professor will read, comment on, and score (grade) Type 4 Writings.

On this class site, every effort has been made to acknowledge the work of others. Any omission is unintentional. If anyone finds an oversight, please contact me at brownm6@southernct.edu immediately so that any error can be corrected.

           

                       

    Last Modified Wednesday, April 23, 2008

This site is maintained by Mary E. Brown, Ph.D. Art work by Valerie Samandar from photograph of the sculpture "Serie Metafisica XVIII" (1983), by Herk Van Tongeren, on Southern's campus near Morrill Hall.