Children´s Library Services (5cr)

Evaluation scale

1-5

Objective

After the course the student knows what the Finnish children's librarian does today and has done earlier. S/he can tell about the future and goals of children's library work. The student can choose suitable activities in children's department in the public library. (S)he can name the important organizations that co-operate with children´s library.

Content

The national and international goals and developing of children’s library services
The history of children's libraries
The collections and material types of children's department in the public library
Toddlers and children as customers
User generated library services for children and families with children
The activities of children's department: story hours, booktalk, reading diplomas, information skills instruction, media education
The co-operation between library, schools and day care centres
Developing services for children and families in public library

Materials

Hietanen, M. (2019). Lasten- ja nuortenkirjastotyö PiKe-alueella - Lämmöllä lukemisen tukena; Aerila, J. & Kauppinen, M. (2019) Sytytä lukukipinä. Pedagogisia keinoja lukuinnon herättelyyn; Heikkilä, M. (toim.). (2023). Lasten- ja nuortenkirjastotyön ideakirja 2023;Heikkilä-Halttunen, P. (2015). Lue lapselle! Opas lasten kirjallisuuskasvatukseen. Other study materials will be told in Moodle in the beginning of the course.

Teaching methods

The course is conducted through online teaching and includesTeams-meetings as well as reporting of practical training in children’s library work. The course may include groupwork, an exam and independent assignments.

Employer connections

Visitors from libraries. The course may include practising in children´s library.

Exam schedules

Moodle exam at week 5.

Student workload

Total workload of the course is 135 h, of which 15 h contact lessons and 120 h groupwork and independent work.

Assessment criteria, satisfactory (1)

The student has completed all the course tasks but hasn't allways followed the timetables. The student can tell the most important tasks of the work of the children´s department in a public library. S/he can choose and propose the right materials for the children of different ages. The student can identify the important organizations of co-operation and s/he is able to tell what kind of co-operation is done. The student can name some methods to participate children and their parents in planning and implementing library services for them.

Assessment criteria, good (3)

The student has completed the course tasks according to the timetables and instructions. The student is able to analyse the tasks of children’s department in a public library. S/he can choose and propose in many ways the right materials for the children of different ages. The student can identify the important organizations of co-operation and s/he is able to tell what kind of co-operation is done. S/he is able to tell some new possibilities of co-operation. The student is able to compare methods to participate children and families in planning and implementing library services for them.

Assessment criteria, excellent (5)

The student has completed the course tasks according to the timetables and instructions. The student is able to tell a diversified analyse of the tasks and the future of children's department in a public library and also as a part of society. S/he can choose and propose in many ways the right materials for the children of different ages. The student can identify the important organizations of co-operation and s/he is able to tell what kind of co-operation is done. S/he can tell some new possibilities of co-operation. The student is able to develope new methods to participate children and families in planning and implementing library services for them.