Fall+2012+Syllabus+(unabridged)

The syllabus serves as a formal document guiding our work together. Autonomy, mastery, and purpose -- Pink's three principles for intrinsic motivation -- are encouraged with many options for individual choice and commitment based on personal resonance, intellectual curiosity, and relevance.

toc

**LEAD **** and SERVE **** constitute the conceptual framework for all programs for ** **professional educators at NC State. They are the touchstones that assure that our ** **students graduate with the following: **

**LEAD: four forms of knowledge; general pedagogy, content-specific ** **pedagogical strategies, content or discipline knowledge as well as ** **<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-align: start; text-decoration: none; vertical-align: baseline;">knowledge of the context of education, including foundations, historical ** <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">**<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-align: start; text-decoration: none; vertical-align: baseline;">perspectives and school settings. **

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-align: start; text-decoration: none; vertical-align: baseline;">**<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-align: start; text-decoration: none; vertical-align: baseline;"><span style="background-color: transparent; color: #ff0000; font-family: Arial; font-size: 14.6667px; text-align: start; text-decoration: none; vertical-align: baseline;">SERVE: elements that show the range of skills and dispositions ** <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">**<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-align: start; text-decoration: none; vertical-align: baseline;">developed in our candidates; scholarly, ethical, reflective, valuing diversity ** <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">**<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-align: start; text-decoration: none; vertical-align: baseline;">and experienced in practical application of knowledge. **

<span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">**<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-align: start; text-decoration: none; vertical-align: baseline;">The Conceptual Framework may be found in its entirety at **

@http://ced.ncsu.edu/licensureaccreditation/conceptual-framework
= Course Syllabus =

** ECI 521601 – Teaching Literature for Young Adults **

 * Section 01 **
 * Summer Session 1, 2014 **
 * 3 Credit Hours **

Special Notes
There could be no more appropriate course for exploring new literacies and technologies than ECI 521: Learning Through Literature with Young Adults. We must learn how to learn in this new digital world that our students will inherit and shape. A major goal will be for all of us to expand our literacies, resources, tools, communities, and networks -- our personal learning environments -- so that this course opens up new possibilities for career- and lifelong-exploration. Toward this goal we will endeavor to create a community within our class and connect with networks beyond that are dedicated to young adult literature and learning and teaching with new literacies and technologies. To accomplish this, ECI 521 has become an "open" course meaning there is an open invitation to anyone interested in joining us at no cost for no credit. This is a new model for professional development and it offers ECI 521 for-credit students the opportunity to learn with a greater diversity of teachers, librarians, publishers, authors -- anyone interested in the latest and greatest young adult literature and how we can learn through it with young adults.

Course Description
In ECI 521: Teaching Literature for Young Adults, we explore the realities of teen life, literature, literacy, and learning in the 21st century. We do this through a partnership with an award-winning teen book club and by learning to integrate new literacies and technologies to engage and inspire students and ourselves. Both preservice and inservice teachers and librarians will benefit from learning how to encourage multiple responses to literature, to think critically about contemporary issues in the teaching of literature for young adults, and to design literature-based projects that encourage interdisciplinary learning through literature.

Learning Outcomes
Standards-Based Outcomes: An educator will demonstrate successful completion of this course by __ Professional Self __ Integrating learning, literacy, and literary theories to create learning experiences that engage young adults in learning about curriculum, social justice, critical literacy, and creativity through literature __ Literate Self __ modeling a fully and actively literate individual through transactions with literature for young adults and responses (both personal and critical) in multiple forms and media __ Virtual Self __ developing an effective online and inworld identity by learning to integrate new literacies and technologies into learning and teaching

Course Structure
The course design is based on principles of motivation described in Dan Pink's Drive (2009) and the work in personal learning environments and open education done by Stephen Downes (most recently in 2010). Pink (2009) explains that motivation depends on autonomy, mastery, and purpose -- "self-directed . . . devoted to becoming better and better at something that matters. And it connects that quest for excellence to a larger purpose" (pp. 80-81). Downes (2010) in the Personal Learning Environment/Network Knowledge open online course describes the need for diversity (in resources for learning), autonomy (ownership of the learning), connections (from within the course to communities of practice and networks beyond), and openness (no barriers) (retrieved on December 26 from http://www.slideshare.net/Downes/connectivist-learning-and-the-personal-learning-environment).

The course includes three basic projects – Reading the Latest and Greatest of Young Adult Literature (Individual book blogging and discussion), Trends and Issues in Learning Through Literature with Young Adults (weekly units of study led by groups), and Reflective Assessment with weekly critical self-reflection on contributions made to the course. Each week we meet real-time (Thursdays, 7 to 8:30 pm ET) in Google Hangouts.


 * Formative and Summative Assessment **

A Reflective Assessment Process is used.

The Reflective Assessment Process (RAP) has three components:

Contract Grading: We are essentially a community of practice defined by Wenger-Trayner as a group of people with a common purpose or passion who join together to learn all they can about how to achieve that purpose or fulfill that passion. It seems most appropriate then that your grade depends on your contributions to the community.

You determine your grade for the course by fulfilling a contract that spells out clearly what's required. The advantage is that know your personal goals for the course and your commitments to other coursework, job, and family. This is particularly important during the summer sessions when the brief duration leads to double-timed intensity. You prioritize and contract accordingly for the grade that best matches your goals and commitments. There's no less respect for a B well-earned with course goals met and other commitments fulfilled in a balanced way that enables you to enjoy the course. I remember students who lament that they had to read way too fast to enjoy the books and that needn't happen. You know by graduate school that grades are for accountability but it's what you take from the course and how you use it that will get you the position you want or enable you to achieve the credibility and success you desire.

Here's how the contract grading will work:

You decide how much work you can best accomplish, and, if you complete that work on time and satisfactorily, you will receive the grade for which you contracted. All work is graded satisfactory or unsatisfactory. There are rubrics for each project that describe satisfactory work very clearly. Unsatisfactory work may be revised and resubmitted for full credit if the revision and submission is within 24 hours of the feedback.

Critical Self-Reflection:

At the end of each week (Sunday midnight), you'll reflect on your personal learning and contributions in a blog post. This is public writing and open to the world. Then on a Google Doc that serves as the contract and reporting sheet, simply check off if you feel you have contributed satisfactorily for that week to the degree you had contracted and add any comments you feel relevant. This Google Doc is private to you and me. I'll review and provide feedback within 24 hours. You then have another 24 hours to revise and resubmit for full credit if you'd like.

Peer Assessment:

Each student will take the lead in contributing to one week's Collaborative Critical Inquiry. The student will work in a team of three to design the unit on an issue/topic related to teaching literature for young adults. This unit can take the form of creating a collaborative inquiry with pre and post-discussion activities, designing an experience to engage us with the issue, or even preparing us for some opportunity to reach out into the community/the real world and make a contribution. Possibilities abound. Leaders for each unit will be responsible for assessing each member's contribution. This will be accomplished via an online survey with each member assessing themselves as well. Results will be visible to all. I'll lead the first unit on the social nature of literature (beginning May 26).

COURSE GRADING

Requirements for a Grade of A:

(1) Class Attendance/Participation (includes reading/viewing/listening to unit resources and class participation) Class attendance each week is required. If you contract for an A in the course, you may miss no more than one class without an official (doctor or pre-approved) excuse. To be approved, you must include in your advanced request for pre-approval a plan for how you will make up any missed work.

(2) Weekly Book Blog (400-500 words or equivalent) Each week you will read and respond to a YA book. The first three weeks will be devoted to Printz books, the fourth to nonfiction, and the fifth to sequential art (graphic novels). You will read and then respond to the book in some form of self-expression to reflect upon what you take from your transaction with the book --- what Rosenblatt referred to as the aesthetic experience. The goal is not to summarize or review the book but to create something -- a poem, a drawing, an animation, a photograph, a podcast, a video (bookcast) -- something tangible. You then briefly reflect on your creation and what you learned about responding to literature in the process. Note that you must over the course of the semester create at least one bookcast -- a response using video. Rubrics for Weekly Book Blog. . . Rubric for Bookcast . ..

This book blogs are due each week on Wednesday by midnight. Each student should review the responses of other students and briefly comment before class time on Thursday at 7 pm.

3) Collaborative, Peer-Led Unit on a Selected Issue/Topic in Teaching Young Adult Literature Students will work in teams of three to research and design a unit on an important issue/topic related to teaching literature for young adults. Suggested issues/topics include: the freedom to read (providing books for a diversity of readers and censorship), the social connection and reading (book clubs), the Common Core and nonfiction literature, reading for social justice and positive social change. One student will serve as the leader and will be responsible for guiding the planning, equitable contributions, and assessing each member's contribution in the post-unit assessment survey.

These units will make a valuable contribution to our class and to the larger community of practice. Plan on posting your unit to a blog, wiki, Google site/doc by Sunday midnight for the week ahead.

4) Weekly Self-Assessment (400 - 500 words or equivalent) At the close of each week, each student will reflect briefly on their week's contributions in a blog post due by Sunday midnight. Then they will check off and add any comments to their Google Docs reporting sheet.

5) Two Assessment Conferences (virtual via Google Hangout) -- one during the first two weeks of class to discuss class requirements, personal goals and potential contributions and a second the final week of class for review and closure on the summer session's experience.

CONTRACT: I understand the requirements for an A for ECI 521 and agree to complete them satisfactorily. I also understand that I can schedule a conference (virtual or physical) at any time to review my progress and renegotiate this contract if necessary.

Name: Date:

Co-signed

Cris Crissman, PhD Date:

**Conferences**

Two Assessment Conferences (virtual via Google Hangout) -- one during the first two weeks of class to discuss class requirements, personal goals and potential contributions and a second the final week of class for review and closure on the summer session's experience.


 * Course Calendar and Rhythm **

Monday am -- <span style="font-family: trebuchet ms,verdana,arial,helvetica,sans-serif;">Sessions begin on Mondays of each week. On this day you will receive a weekly email with news and updates on projects, assignments, and special events. Wednesdays, midnight -- book blogs are due. Thursday, 7:00 pm - 9:00 pm ET -- Comments on fellow classmates' book blogs due prior to LIVE Class; LIVE Class Seminar at 7 pm Sundays, midnight pm -- critical self-reflection for the week blogged and contract fulfillment checked off on Google Docs reporting sheet


 * Delivery Systems: **

Technologies include Google Drive, Twitter, VoiceThread, Wikispaces, WordPress, and Google Hangouts. You may also choose additional tools based on the kind of multimedia responses you make to books and in your collaborative unit plans.

Instructor

 * Cris Crissman **


 * Online CV:** <span class="wiki_link_ext">@http://www.visualcv.com/iv9v4i9

**Email:** decrissm@ncsu.edu

**Course Info Site:** @http://courses.ncsu.edu/eci521/common/crissman/index.html

**Blog:** [|http://virtuallyfoolproof.com]

**Phone:** 919/247.7955

**Office Location:** Virtual Office, Bookhenge on NC State's Wolflands2 Island in Second Life

**Office Hours:** Available to meet actually on-campus or a convenient location and/or virtually via Second Life (2B Writer), Skype (criscrissman), or phone (919.247.7955) by appointment. Course Meetings: Live classes are held on Thursdays from 7 to 8:30 pm ET and meet virtually in Google Hangouts.

Course Materials
There are no textbooks. Young adult books are self-selected and may be checked out from public libraries. Also, D.H. Hill will often purchase eBooks if requested.


 * Additional Resources**

Edition: Current Web Link: @http://www.corestandards.org/
 * Common Core State Standards**

**Web Link:** []
 * NCTE/IRA Standards for English Language Arts **

**Web Link:** []
 * National Board Professional Teaching Standards, English Language Arts: Adolescence & Young Adulthood ** - //NBPTS//

**Web Link:** [|**http://groups.diigo.com/group/yal_eci521**]
 * Bookhenge Diigo Group ** - //ECI 521 Class Members & Instructor//

**Web Link:** [] **Cost:** No cost
 * The Code of Best Practices in Fair Use for Media Education ** - //Center for Social Media at American University//

** Tech Tools **

 * USB headset with microphone ** (approx. $30) or comparable set-up so no feedback from computer mic. Inexpensive ear phones/buds may work fine. We can test during our initial conferences in Google Hangouts.

//This material is required.// You will need it for multimedia production and LIVE classes.

Prerequisites
None.

Co-requisites
None.

Restrictions
None.

GEP Category
This course does not fulfill a General Education Program category.

GEP Co-requisites
This course does not fulfill a General Education Program co-requisite.

Transportation
This course will not require students to provide their own transportation. Non-scheduled class time for field trips or out-of-class activities is NOT required for this class.

Safety & Risk Assumptions
Literature for young adults is known for often pushing social boundaries. Please be forewarned that you may find some of the novels that we read as a group or you select as an individual to contain some material you consider offensive. Alternative texts may be assigned if preferred.

Also, though our meetings in Second Life will always be held on NCSU’s Wolflands Campus or the NCSU-affiliated USDLC Star Island, these are not private spaces and uninvited guests may be offensive. It is simply the 3-D Web and as the original Web and Web 2.0, there is potentially offensive material that finds us. We will do everything within our powers as builders in Second Life to minimize any threats of offensive material or occurrences. You are not required to explore other spaces in Second Life but if you choose to, please note that each island is identified with a rating (GP, PG, X, etc.) to indicate its target audience.

Grade Components include:
(1) Class Attendance/Participation (includes reading/viewing/listening to unit resources and class participation) Class attendance each week is required. If you contract for an A in the course, you may miss no more than one class without an official (doctor or pre-approved) excuse. To be approved, you must include in your advanced request for pre-approval a plan for how you will make up any missed work.

(2) Weekly Book Blog (400-500 words or equivalent) Each week you will read and respond to a YA book. The first three weeks will be devoted to Printz books, the fourth to nonfiction, and the fifth to sequential art (graphic novels). You will read and then respond to the book in some form of self-expression to reflect upon what you take from your transaction with the book --- what Rosenblatt referred to as the aesthetic experience. The goal is not to summarize or review the book but to create something -- a poem, a drawing, an animation, a photograph, a podcast, a video (bookcast) -- something tangible. You then briefly reflect on your creation and what you learned about responding to literature in the process. Note that you must over the course of the semester create at least one bookcast -- a response using video.

This book blogs are due each week on Wednesday by midnight. Each student should review the responses of other students and briefly comment before classtime on Thursday at 7 pm.

3) Collaborative, Peer-Led Unit on a Selected Issue/Topic in Teaching Young Adult Literature Students will work in teams of three to research and design a unit on an important issue/topic related to teaching literature for young adults. Suggested issues/topics include: the freedom to read (providing books for a diversity of readers and censorship), the social connection and reading (book clubs), the Common Core and nonfiction literature, reading for social justice and positive social change. One student will serve as the leader and will be responsible for guiding the planning, equitable contributions, and assessing each member's contribution in the post-unit assessment survey.

These units will make a valuable contribution to our class and to the larger community of practice. Plan on posting your unit to a blog, wiki, Google site/doc by Sunday midnight for the week ahead.

4) Weekly Self-Assessment (400 - 500 words or equivalent) At the close of each week, each student will reflect briefly on their week's contributions in a blog post due by Sunday midnight. Then they will check off and add any comments to their Google Docs reporting sheet.

5) Two Assessment Conferences (virtual via Google Hangout) -- one during the first two weeks of class to discuss class requirements, personal goals and potential contributions and a second the final week of class for review and closure on the summer session's experience.

Rubrics:

Weekly Book Blog (400 - 500 words or equivalent)

Letter Grades
This Course uses Standard NCSU Letter Grading.

Contracts stipulate letter grades of A and B.


 * 97 || ≤ || ** A+ ** || ≤ || 100 ||
 * 93 || ≤ || ** A ** || < || 97 ||
 * 90 || ≤ || ** A- ** || < || 93 ||
 * 87 || ≤ || ** B+ ** || < || 90 ||
 * 83 || ≤ || ** B ** || < || 87 ||
 * 80 || ≤ || ** B- ** || < || 83 ||
 * 77 || ≤ || ** C+ ** || < || 80 ||
 * 73 || ≤ || ** C ** || < || 77 ||
 * 70 || ≤ || ** C- ** || < || 73 ||
 * 67 || ≤ || ** D+ ** || < || 70 ||
 * 63 || ≤ || ** D ** || < || 67 ||
 * 60 || ≤ || ** D- ** || < || 63 ||
 * 0 || ≤ || ** F ** || < || 60 ||

** Requirements for Credit-Only (S/U) Grading **
Performance in research, seminar and independent study types of courses (6xx and 8xx) is evaluated as either "S" (Satisfactory) or "U" (Unsatisfactory), and these grades are not used in computing the grade point average. For credit only courses (S/U) the requirements necessary to obtain the grade of "S" must be clearly outlined.

** Requirements for Auditors (AU) **
Information about and requirements for auditing a course can be found at [].

** Policies on Incomplete Grades **
If an extended deadline is not authorized by the Graduate School, an unfinished incomplete grade will automatically change to an F after either (a) the end of the next regular semester in which the student is enrolled (not including summer sessions), or (b) by the end of 12 months if the student is not enrolled, whichever is shorter. Incompletes that change to F will count as an attempted course on transcripts. The burden of fulfilling an incomplete grade is the responsibility of the student. The university policy on incomplete grades is located at []. Additional information relative to incomplete grades for graduate students can be found in the Graduate Administrative Handbook in Section 3.18.F at []

** Late Assignments **
Please see ** Academic Regulations ** at [] for types of situations that may constitute legitimate conflicts. If such a conflict arises then contact your instructor ahead of time, if at all possible. Missed work must be made up within one week of the due date unless there are acceptable extenuating circumstances.

Please see ** Academic Regulations ** at [] for types of situations that may constitute legitimate absences. With an excused absence, late work may be made up with no late penalty. Late assignments should be made up within the next week after the missed class. For more information, please see ** Academic Regulations ** []

An Incomplete (IN) grade is available for work not completed because of a serious interruption in work not caused by the student’s own negligence. Any IN grade not removed by the end of the next regular semester in which you are enrolled will automatically become an F grade. For more information, please see ** Academic ** ** Regulations ** at []

** Attendance **
To earn full credit for the synchronous, real-time meeting requirements, students must consistently attend class and be thoroughly prepared. Students will lose credit for an unexcused absence. An official excuse would include a doctor's note or prior approval that includes the student's plans for making up any work. If unforseen technical problems prevent a student's participation in a LIVE Class, then the student may view the archive and blog about it for full credit.

** Absences **
Please see ** Academic Regulations ** at [] for types of situations that may constitute legitimate conflicts. If such a conflict arises then contact your instructor ahead of time, if at all possible. Missed work must be made up within one week of the class missed unless there are acceptable extenuating circumstances. Please see ** Academic Regulations ** at [] for types of situations that may constitute legitimate absences.

** Makeup Work **
With an excused absence (doctor's note or prior approval, late work may be made up with no late penalty. Late assignments should be made up within the next week after the missed class. For more information, please see **Academic Regulations** []

** Additional Excuses Policy **
Synchronous, real-time class meetings that are missed due to excused absences must be made-up by viewing the archived meeting and preparing a reflective essay as a blog post.

Academic Integrity
Students are required to comply with the university policy on academic integrity found in the **Code of Student Conduct** found at [] None.

Academic Honesty
See [] for a detailed explanation of academic honesty. None.

Honor Pledge
Your signature on any test or assignment indicates "I have neither given nor received unauthorized aid on this test or assignment."

Electronically-Hosted Course Components
This course may involve electronic sharing or posting of personally identifiable student work or other information with persons not taking or administering the course. Students will be asked to sign a consent allowing disclosure of their personally identifiable work. No student is required to sign the consent as a condition of taking the course. If a student does not want to sign the consent, he or she has the right to ask the instructor for an alternative, private means of completing the coursework.


 * Electronically-hosted Components: ** Electronically-hosted components include the blog host of choice (Blogger, Edublog, Glogster, Tumblr, WordPress, etc.), Diigo, Google Suite (Docs & Calendar), Twitter, VoiceThread, WallWisher, Wikispaces, and YouTube. Additional tools for communicating, collaborating, creating, managing, and curating may be selected by students.

Accommodations for Disabilities
Reasonable accommodations will be made for students with verifiable disabilities. In order to take advantage of available accommodations, student must register with the Disability Services Office ( [] ) located at 1900 Student Health Center, Campus Box 7509, 515-7653. For more information on NC State's policy on working with students with disabilities, please see the **Academic Accommodations for Students with Disabilities Regulation** at [|http://www.ncsu.edu/policies/academic_affairs/courses_undergrad/REG02.20.1.php.]

Non-Discrimination Policy
NC State University provides equality of opportunity in education and employment for all students and employees. Accordingly, NC State affirms its commitment to maintain a work environment for all employees and an academic environment for all students that is free from all forms of discrimination. Discrimination based on race, color, religion, creed, sex, national origin, age, disability, veteran status, or sexual orientation is a violation of state and federal law and/or NC State University policy and will not be tolerated. Harassment of any person (either in the form of quid pro quo or creation of a hostile environment) based on race, color, religion, creed, sex, national origin, age, disability, veteran status, or sexual orientation also is a violation of state and federal law and/or NC State University policy and will not be tolerated. Retaliation against any person who complains about discrimination is also prohibited. NC State's policies and regulations covering discrimination, harassment, and retaliation may be accessed at [] or [|http://www.ncsu.edu/equal_op.] Any person who feels that he or she has been the subject of prohibited discrimination, harassment, or retaliation should contact the Office for Equal Opportunity (OEO) at 515-3148.

Course Schedule, Updated 10/19/2012

 * NOTE: This Course Syllabus is subject to constant review and revision as I monitor and adjust instruction. Any changes will be made to copy on the wiki working syllabus and then tweeted and reported in the Course Blog. **

**Session 1. Orientation: Getting to Know You and the Course**
1. Sign Waiver and Consent Form (Complete by Thursday, Aug. 16, 11:59 pm). 2. Send a Check-In Message (email) to confirm that you received the "Let's Get Started" email and have begun work. Also, please share contact info and anything about learning needs/interests that may be helpful as we work together this semester. 3. Send "Live the Questions" Tweet for our FAQs and sign up for daily class newspaper digesting tweets and blog post at paper.li (Complete by Thursday, Aug. 23, 11:59 pm). ** NEWS FLASH: ** Here's a video explaining the purpose and process for our use of Twitter in ECI 521 -- "Twitter Is the Street." 4. Create Personal Class Trading Card (Complete by Thursday, Aug. 23, 11:59 pm). 5. Record Journey Book Reflection on Class "Journey Book" VoiceThread. (Complete by Thursday, Aug. 23, 11:59 pm). Heads-up that you will find rubric for the Journey Book Reflection on the Project Specs for Funds of Knowledge. 6. Join Class Diigo Group (Complete by Thursday, Aug. 23, 11:59 pm). 7. Complete a Funds of Knowledge Inventory and post it to a blog you create. WordPress strongly recommended (Complete by Sunday, Aug. 26, 11:59 pm). Heads-up that you will find rubric for the FOKI-Pre on the Project Specs for the Funds of Knowledge. 8. Critically Reflect on Session 1 in your blog (Complete by Sunday, Aug. 26, 11:59 pm).
 * (Thursday, Aug. 16 - Sunday, Aug. 26) / No LIVE Class Session, Aug. 23)**
 * ***Click here for direct link to details and tutorials for Orientation Tasks below . . . *****
 * To Do List:**

**Session 2. Immersion in YA Literature & Theories **
1. Choose a colleague to introduce and complete the Class Funds of Knowledge Inventory Matrix for him/her (Complete by Tuesday, Aug. 28, 11:59 pm). 2. Contribute to the Waves of Change CCI (Wave 1 by Thursday, Aug. 30; Wave 2 by Tuesday, Sept. 4; Wave 3 by Wednesday, Sept. 5; Wave 4 is LIVE Class, Thursday, Sept. 6) Theories are up! 3. Create a 3D Identity and begin to develop your virtual multiple intelligences. (Plan ahead for first LIVE Class on Sept. 6). 3. Schedule an Orientation Conference (Plan to meet by first LIVE Class on Sept. 6). You already have a Google Calendar account by virtual of your NCSU Google Mail, so you should be able to click on a slot of your choosing on the Appointment Calendar. The Google Scheduler is new so we may have kinks to work through. Here's a brief tutorial . .. 4. Begin The Printz of Literary Quality Collaborative Critical Inquiry and complete Steps 1 - 3: (Complete blog post by Sunday, Sept. 2). 5. Post a Critical Reflection on Session 2 6. RAP preFOKI (see rubric for preFOKI provided in RAP folder on Google DRIVE). Video intro: It's a RAP
 * (Monday, Aug. 27 - Sunday, Sept. 2) / No LIVE Class Session, Aug. 30)**
 * To Do List:**
 * Step 1: Review the rubric and exemplars for Collaborative Critical Inquiries -- see Assessment.
 * Step 2: Reflect on personal ideas about literary quality and layer on those of the American Library Association's official Printz Committee
 * Jot down notes that you will review later for your blog post.
 * Step 3: Read one of the top five YA titles named by the 2012 American Library Association's official Printz Committee or your first Eva Perry Printz book.
 * Blog your response (as a reader) and reflect briefly on the literary quality. Multimedia blogging encouraged. Give audio and/or video a try (www.soundcloud.com / www.eyejot.com )

**Session 3: Immersion Continues . . .**
1. Read your second Printz book (either the official Printz or Eva Perry Printz books) and blog (multimedia blogging encouraged). Post by Sunday, Sept. 9, 11:59 pm. 2. Work ahead on CCI -- What Is Young Adult Literature, Its Promise and Peril 3. Work ahead on bookcast. 4. Post a Critical Reflection on Session 3. 5. Don't forget to RAP it up!
 * (Monday, September. 3 - Sunday, September 9) / First LIVE Class Session, Bookhenge Open House, Thursday, September 6, 7 to 9 pm ET**

==**Session 4: What Is Young Adult Literature, Its Promise & Peril? (The Printz CCI continues . . .)**== Monday, September. 10 - Sunday, September 16 / LIVE Class Session in the Bookhenge, Thursday, September 13, 7 to 9 pm ET 1. Read third Printz book (official or Eva Perry) and blog (multimedia blogging encouraged). Post by Sunday, Sept. 16, 11:59 pm). 2. Conclude CCI -- What Is Young Adult Literature, Its Promise and Peril? (Blog by Tuesday, Sept. 11, 11:59 pm; respond by Wednesday, Sept. 12, 11:59 pm; discuss on Thursday, Sept. 13). 3. Post a Critical Reflection on Session 4. 4. RAP

Session 5: Printz Bookcast Festival
Monday, September. 17 - Sunday, September 23 / LIVE Class Session in the Bookhenge, Thursday, September 20, 7 to 9 pm ET 1. Bookcast Festival; Present bookcast on official Printz or Eva Perry Printz 2. Work ahead on CCI -- The Printz of Literary Quality. (Blog by Tuesday, Sept. 25, respond by Wednesday, 11:59 pm; Sept. 26, 11:59 pm; discuss on Thursday, Sept. 27, 7 to 9 pm ET) 3. Plan ahead for Marc Aronson Author Study & The Change Project by reading Aronson's Sugar Changed the World for Sept. 27 class. No blogging necessary but read with lens focused on social justice. 4. Post a Critical Reflection on Session 5. 5. RAP

**Session 6: Marc Aronson Author Study and The Change Project Begin . . .**
Monday, September 24 - Sunday, September 30 / LIVE Class Session in the Bookhenge, Thursday, September 27, 7 to 9 pm ET 1. Complete The Printz of Literary Quality CCI by reading the Aronson and Horne articles, viewing the 2012 Melinda Awards, and writing final blog post. 2. Introduction to Marc Aronson Author Study & The Change Project (During LIVE Class, Thursday, Sept. 27). Groups will form to collaborate on The Change Project, Part 1, Bittersweet CCI and Part 2, Aronson Book Clubs. 3. Work ahead on Sequential Art CCI -- Plan to meet in book clubs during LIVE Class, Thursday, Sept. 27 4. Post a Critical Reflection on Session 6. 5. RAP Printz CCI.

**Session 7: MidTerm Review / Fall Break**
Monday, October 1 - Sunday, October 7 / No LIVE Class Session; Fall Break October 4 - 5 1. FOKI-Mid due. Post to blog reflections on work so far and progress made toward course and personal goals (Post by Sunday, Oct. 7, 11:59 pm ET). **Heads-up: Copying & pasting from FOKI-Pre and simply adding current reflection is efficient approach to this task.** 2. Action Learning Project Preliminary Proposal due. **As conclusion to FOKI-Mid post, describe idea for Action Learning Project you would like to complete.** 3. Complete Course Midterm Feedback (Complete survey by Sunday, Oct. 7, 11:59 pm ET). To be emailed via NCSU mail on Sunday, Sept. 30. 4. Schedule Midterm Conference (Anytime after FOKI-Mid posted and before Sunday, Oct. 14). Appointment times will be posted by Sunday, Sept. 30. 5. Work on Sequential Art, Radical Change? Book Club Projects (Complete for presentation on Thursday, Oct. 11, LIVE Class). 6. No Critical Reflection due. 7. No RAP

Session 8: Sequential Art, Radical Change?
Monday, October 8 - Sunday, October 14 / LIVE Class Session in the Bookhenge, Thursday, October 11, 7 to 9 pm ET 1. Conclude Sequential Art, Radical Change CCI (Blog by Tuesday, Oct. 9, 11:59 pm; respond by Wednesday, Oct. 10, 11:59 pm; discuss during LIVE Class Oct. 11). Book Club Projects (Present on Thursday, Oct. 11, LIVE Class).

2. *Special Guest Speaker on Sequential Art, Radical Change? LIVE Class, Thursday, Oct. 11. 3. Work ahead on Nonfiction, the Neglected Stepchild CCI 4. Work ahead on The Change Project, Part 1, Bittersweet CCI contributions. 5. Post a Critical Reflection on Session 8. 6. No RAPs; RAP for Sequential Art to be completed after SA Book Club presentations on the 18th. 7. Heads-up that Lit Review Lite is due Oct. 28.

**Session 9: Sequential Art -continued**
Monday, October 15 - Sunday, October 21 / LIVE Class Session in the Bookhenge, Thursday, October 18, 7 to 9 pm ET 1. Work ahead on Whose Face Do I See? Post-Multicultural CCI (Blog by Tuesday, Oct. 23, 11:59 pm; respond by Wednesday, Oct. 24, 11:59 pm; discuss during LIVE Class Oct. 25). 2. Post a Critical Reflection on Session 9. 3. RAP Sequential Art CCI.

==Session 10: Whose Face Do I See? Post-Multicultural Literature== Monday, October 22 - Sunday, October 28 / LIVE Class on Thursday, October 25, 7 to 9 pm ET 1. Conclude Whose Face Do I See? Post-Multicultural CCI (Blog by Tuesday, Oct. 23, 11:59 pm; respond by Wednesday, Oct. 24, 11:59 pm; discuss during LIVE Class Oct. 25). 2. Complete Literature Review for Action Learning Project by Sunday, Oct. 28, 11:59 pm. Remember that Action Learning Project Proposal is included. 3. Work ahead on Bold Choices, Intellectual Freedom CCI (*VoiceThread by Monday, Oct. 29, 11:59 pm; respond with a Wild Card by Wednesday, Oct. 31, 11:59 pm; discuss during LIVE Class, Nov. 1). 4. Post a Critical Reflection on Post-Multicultural Literature CCI. 5. RAP MC CCI.
 * Speaker is always great to personalize presentation by learning about your perspectives ahead of time, so extra advance time needed for blogs.

==Session 11: Making Bold Choices: Intellectual Freedom and the Right to Read & Create for Students & Teachers== Monday, October 29 - Sunday, November 4 / LIVE Class Session in the Bookhenge, Thursday, November 1, 7 to 9 pm ET 1. Conclude Bold Choices, Intellectual Freedom CCI and meet with Guest Speaker. (*Please plan on creating VoiceThread responses as early as you can so our guest speaker will have time to review. At latest by Tuesday, Oct. 30, 11:59 pm; then review mini-podcasts of others and post one Wild Card by Wednesday, Oct. 31, 11:59 pm; discuss during LIVE Class, Nov. 1). 2. RAP Bold Choices CCI. 3. Post a Critical Reflection on Session 11.

**Session 12:** **The Change Project Presentations**
Monday, November 5 - Sunday, November 11 / LIVE Class Session in the Bookhenge, Thursday, November 8, 7 to 9 pm ET 1. Complete Nonfiction: The Neglected Stepchild CCI -- blog by Tues., Nov. 6, 11:59 pm, weave, comment by Wed., Nov. 7, and discuss during LIVE Class, Nov. 8). 2. Present arguments for Author Study/The Change Project, Part 1, Bittersweet. 3. Work ahead on Author Study/The Change Project, Part 2 projects... 4. Prepare to conclude Change Project, Author Study with Guest Author Interview. 5. RAP Nonfiction CCI 6. Post a Critical Reflection on Session 12.

Session 13:
Monday, November 12 - Sunday, November 18 / LIVE Class Session in the Bookhenge, Thursday, November 15, 7 to 9 pm ET 1. Present The Change Project, Part 2, CCIs (using Aronson Anchor Books). 2. Finalize questions for Aronson Author Study. 3. Post a Critical Reflection on Session 13.

==**Session 14: Work on Action Learning Projects / Thanksgiving Week**== Monday, November 19 - Sunday, November 25 / No LIVE Class Session; No Critical Reflection Post; No RAP; Happy Thanksgiving!

==**Session 15: **Marc Aronson, For Real in the Bookhenge!== Monday, November 26 - Sunday, December 2 / LIVE Class Session in the Bookhenge, Thursday, November 29, 7 to 9 pm ET 1. Interview Marc Aronson in the Bookhenge. 2. Prepare for Action Learning Presentations. 3. Post a Critical Reflection on Session 13. 4. RAP The Change Project 5. ClassEval (Opens Nov. 19, noon, and closes Dec. 5, 8 am).

==**Session 16: Action Learning Project Presentations**== Monday, December 3 - Sunday, December 9 / Last LIVE Class Session in the Bookhenge, Thursday, December 6, 7 to 9 pm ET 1. Action Learning Projects shared in LIVE Class 2. Complete FOKI-Post before Sunday, Dec. 9, 11:59 pm ET 3. Schedule Final Conference (Anytime after FOKI-Post posted and before Sunday, Dec. 9, 11:59 pm ET). 4. Complete ALP RAP; No FOKI-Post RAP required 5. ClassEval 6. No Critical Reflection Post



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