LIBR 200-15 (EXECUTIVE MLIS)
Information and Society
Fall 2005

Instructors: Dr. Ken Haycock | E-mail
Dr. Brooke Sheldon | E-mail
Voice: 778.999.1910

GREENSHEET

Textbooks | Course Requirements | Course Assignments

Students must self-enroll for this course on Blackboard. You will be required to use a password access code which I will provide using MYSJSU Messaging system.

Course Description

Explores the complex social, economic, historical, and technological developments that influence the impact of information on society. The mission, values and ethics of information professionals are also analyzed.
Prerequisites: Demonstrated computer literacy

Course Goal

To enable students to understand the basic context and foundations for the profession of librarianship.

Course Objectives

At the completion of the course, the student will be able to:

1. describe the role of information from historical, current and future perspectives;
2. identify the various information sectors within the environment and information related professions;
3. describe and evaluate issues involved win creating and disseminating information knowledge in society with particular attention paid to information literacy;;
4. understand the role of libraries and their relationships to other information providers;
5. identify and discuss the major values and codes of ethics association with the information professions;
6. describe the impact of cultural diversity on the provision of user services by libraries and other information providers;
7. describe and discuss important economic and policy issues related the creation and dissemination of information;
8. write an essay suitable to present to an identified audience.

This course supports the following SLIS objectives:

1. the foundation of information services;
2. advocacy and leadership for citizen access to information and knowledge resources;
3. evaluating and utilizing relevant research studies from a variety of disciplines.

Specific Objectives by Topic

Introduction/Overview
You should:

1. know the instructors and the course organization and expectations;
2. have had answered any initial concerns and questions regarding course content, schedules and assignments;
3. have met with your work team regarding course planning.

History of Libraries
You should:

1. know the historical development of libraries generally worldwide and more specifically in the United States;
2. know the elements that have endured over time.

Enduring Purpose
You should:

1. know the enduring purpose(s) of libraries and librarians;
2. understand the contribution that libraries and librarians have made over space and time.

Librarianship as a Profession
You should:

1. understand the components of recognized professions;
2. be able to compare librarianship against a standard for recognized professions.

Core Values and Ethics
You should:

1. understand the underlying core values and ethics of librarianship as a profession;
2. have particular knowledge of intellectual freedom and the role that librarians have played and continue to play in defending the public’s right to read, listen and view materials in the marketplace of information and ideas;
3. understand the role of professional associations in articulating core values and professional ethics.

Types of Libraries/ Issues
You should:

1. know the commonalities and differences among different types of libraries—Domain/Clientele; Basic Governance; Physical Quarters; Collection of Data Objects; Organization and Representation of Information; Staffing; Services/Programs; Budgeting; Cooperation with Other Libraries/Agencies; Quality Controls; Special Issues, Concerns, Observations.

Professional Associations and Literatures
You should:

1. know the different primary affiliations and organizations for professional librarians based on function and environment;
2. know and be able to demonstrate use of the professional literature, periodical and monographs, print and electronic, as available through the CSU Library system.

Role of State Agencies
You should:

1. understand the critical role that the state library and other state and federal agencies play in the life of the nation.

Related Professions and Institutions
You should:

1. know the basic design elements of archives and museums and other information and knowledge workers and institutions.

Information Policy and Politics
You should:

1. understand the importance of information policy in guaranteeing the citizen’s “right to know”;
2. be aware of current legislation and agreements and the implications for effective library services; examples include copyright and intellectual property, international trade agreements, freedom of information and protection of privacy, Internet “protection” legislation.

Current Trends and Issues
You should:

1. know the major issues and trends concerning the profession in the early part of the 21 st century as debated in the professional literature.

Textbooks

Required Text
Rubin, Richard RE. (2000). Foundations of library and information science. Updated version. New York: Neal-Schuman.

Additional Readings
Readings will be assigned to you by a team member for each class.

Recommended Texts
No additional texts are required.

Top of Page

Course Requirements

Complete the New Student Technology Course
This is a mandatory short, self-paced online course on Blackboard that must be completed by all new SLIS students before orientation. The access code for this course will be sent to new students via MySJSU by June 27. If you have questions about this course, e-mail Debbie Faires or Dale David.

For more information, see http://slisweb.sjsu.edu/slis/blackboardintro.htm

Course Format
This is a team-based course conducted as a project management exercise.

The course is based on the following principles of learning:

• learning requires the active participation of the student;
• people learn in a variety of ways and at different rates;
• learning is both an individual and a group process.

Consequently, a variety of strategies is used and group and individual responsibility are incorporated.

This is also a problem-based course with assessment based on evidence.

The instructors are available for assistance, clarification and support.

You will engage in several types of learning activities:

• to increase your awareness and broaden your understanding of the principles and theories underlying leadership and management practices;
• to provide you with opportunities to develop the reflective practitioner stance of the professional;
• to enable you to examine, discuss and reflect upon theory and applications, as well as personal beliefs, for the leadership and management of information agencies and services;
• to encourage you to engage in focused experiences;
• to develop and hone presentation skills essential to professional and staff development.

At the end of this graduate course, you should have learned as much or more direct content from your colleagues as you did from the instructors who orchestrated the learning through course design and advising.

Attendance
Regular attendance is expected of students in all their classes (including lectures, laboratories, tutorials, seminars, etc.). Please be present and on time for class or inform the instructor in advance (cell 778.999.1910), as you would any supervisor in a workplace; as there is no final examination, absence from two or more classes may result in failure.

Assignments Overview
Please see the Course Assignments section for more information.

Grading Scale
The breakdown for your course grade, based on the University Recommended Grading Scale for Graduate Students, is as follows:

Evaluation
Evaluation is based on both group and individual assignments, from team planning for the course to individual presentations. Individual, peer and instructor evaluations are included.

Evaluation in this course is an ongoing process. All completed work will be assessed for evaluative feedback. An important part of this process is the strengthening of your own self-evaluation skills—learning the process of critical, non-defensive scrutiny of your own performance. The better you are able to do this, the more your professional growth will continue after you leave the course. It is anticipated that students will spend the equivalent of a minimum of three hours of work outside class for each hour in class. All of these formative and summative procedures—an overall reflection of the student's satisfactory completion of all course requirements—are considered in the instructors’ determination of the final grade.

Should the course requirements or grading practices appear unclear or inconsistent, it is your right and responsibility to seek clarification from the instructors.

Other Course Policies
As this is an executive management track, reasonable behaviors of managers are expected:

1. please be present and on time for class or inform the instructor in advance; as there is no final examination, absence from two or more classes may result in failure;
2. submit assignments on time according to instructions; written assignments will not be accepted after the stated deadline without prior approval, and may be subject to a grade penalty;
3. contribute positively and productively to the professional growth of others in classes, team meetings, seminars and peer assessments;
4. complete readings and assignments to increase understanding of leadership and management issues;
5. complete assigned tasks with demonstrated understanding of process, competence in products and the ability to analyze objectively and critically one's performance;
6. submit assignments using word processing software.

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.

Reasonable Accommodation of Disabilities
Students who need accommodation due to a disability must register with SJSU's Disability Resource Center (DRC) during the first three weeks of the semester. The Center will work with the students to determine the disability, document it, and determine the services and accommodations necessary for student success. Then, the DRC will contact the faculty member to determine the types of consideration necessary.

Students attending the Fullerton campus should first contact the Disability Resource Center in San José since they are SJSU students. The DRC will then direct the students to supporting resources on the Fullerton campus.

The DRC Web site: http://www.drc.sjsu.edu/

Statement on Plagiarism
All assignments submitted must be your own work. Sources must be properly cited in papers as specified in class. The San Jose State University regulations governing plagiarism will be enforced. See the University policy as linked from the SLIS Faculty Handbook page on plagiarism http://slisweb.sjsu.edu/de/problems/plagiarism.htm, noting especially the SJSU Academic Integrity Policy: http://www2.sjsu.edu/senate/S04-12.pdf

Top of Page

Course Assignments

The assignments for this course are a series of problems.

Project Management
You have been assigned to a management work team. The team will choose a name and select a team leader for the duration of the course. The team will establish a project management plan to address the course goals, objectives and assignments.

Not all objectives will be covered in class; the team will need to plan for completion of that component, whether left to individual or group effort. In addition, one team member will lead a seminar for the team on at least one topic in class; advanced readings will be assigned by the team member. Evidence of learning will be included in the portfolio assessment (see below).

The project (i.e., the course) work plan will include team ground rules, set meeting times and a plan of action with specific, measurable and timed objectives and who is responsible. The plan will reflect the elements of effective project management, e.g., defining the task(s), profiles of the project manager and work team, goals, deliverables, structures, schedules, budget, controls, documentation, review. You will use project management software of your choice for at least part of the plan. Each team member must sign off on the plan. The team may need to learn more about project management beyond the class presentation.

A sample will be available on request; assessment criteria will be provided.

Team leaders will coordinate and facilitate the work of the team and be accountable for the team’s performance. An exit interview will be held with each team leader at the conclusion of the course to review overall achievement and each team member’s contributions and effectiveness.

The project management deliverable will be integrated with the same assignment in LIBR 204.

Due: August 05, 9 a.m. [20% of Final Grade]

Team Presentation
Your supervisor has asked that your team prepare at least one presentation for colleagues as part of a staff development program. The basic content will be presented in the first half of the class through a seminar with your team members and clarification by the instructor; the team presentation will focus on the current status in the field, an application of knowledge, a new development or analysis for one library, to be determined in advance with the instructor in order to avoid duplication with the content overview. The presentation will model the elements of effective presentations and adult learning presented in the course. Each team member will participate in the presentation.

An assessment instrument will be provided. Each presentation will be assessed by another team and by the instructor; in addition, individual contributions will be described and overall performance assessed in the team leader’s final project management assessment report.

Your team will make one team presentation in LIBR 204 and one or two presentations in LIBR 200.

Due: August 09-19 [20% of Final Grade]

Portfolio and Team/Peer Assessment
Your organization is introducing a newer approach to performance appraisal. Rather than the standard checklist and subjective assessment by your supervisor, it is using portfolios for the first time.

You are responsible for demonstrating that the goals/objectives [knowledge, skills and aptitudes] outlined in this course outline have been met. Personal and professional growth, accomplishments, learnings and contributions are to be represented in ways that constitute “authentic” evidence. Examples of evidence might include, but are not limited to: completed course assignments, research papers, materials from individual and group projects, self-reflective essays, a short paper applying a concept or topic to a work situation, self-assessment instruments, correspondence, taped presentations, involvement in associations and organizations, appropriate prior and current evaluations in other courses or projects, relevant experiences, considered observations, reports, publications. A simple summary of the course content and your opinion does not constitute integrated, reflective learning.

This self-assessment will be tied specifically to the course goals/objectives as outlined in this syllabus.

The portfolio will also include an expanded assessment of your work team’s performance during the course to demonstrate achievement of the objectives for working in teams. (No names are to be used in this specific section as you are describing team performance, which constitutes a collective responsibility.)

The team may need to learn more about portfolio assessment beyond these directions; this may form part of your project management plan.

A sample will be available on request.

The portfolio assessment will include the requirements for the portfolio assessment assignment for LIBR 204. It may be submitted in print or electronic form.

Alternately, the team leader will prepare a detailed assessment of the implementation of the project plan and individual performance.

You will also complete a separate peer assessment for members of your team. Criteria should be developed by the team; a sample will be provided.

The portfolio assessment should be written in a form and format to satisfy the writing requirement for the course.

Due: August 26, 5 p.m.

[Peer Assessment: please note that this 20% of the final grade includes the team assessments of another team’s presentations and individual assessment of team members’ contributions as outlined here.]

[Portfolio: 40% of Final Grade]

Top of Page