LIBR 220-04
LIBR 220-13
Resources and Information Services in Professions and Disciplines
Topic:
Library Services for Older Adults
Fall 2006 Greensheet
Allan Kleiman
E-mail
| Greensheet Links Required Text Course Requirements |
Resources Blackboard Blackboard Tutorials |
Students must self-enroll in the Blackboard site for this course. Access codes will be sent out via my.sjsu.
Course Description
This course focuses on planning, developing and expanding library programs and services for older adults and the baby boomers. Topics to be discussed include: issues of aging, information resources, reading interests, “special needs,” technology training, in-library programming and outreach.
Students are encouraged to develop their own specialized topics for investigation which they will develop into their final report/exam.
The class incorporates a mix of electronic discussions, readings and assignments. The question to be considered throughout the course: Are libraries effectively serving the needs of older adults? What do they need to do? and How will libraries provide services to the baby boomers?
Prerequisite: LIBR 210
Course Objectives
At the completion of the course, the student will be able to:
- Understand the aging process
- Understand the learning styles of older adults
- Identify and meet the information needs of older adults
- Market library services to older adults and baby boomers
- Integrate technology training in the library service plan for older adults
- Build and maintain quality library collections that meet the needs of the older adult population, their families and caregivers
- Develop in-library and outreach programs that meet the needs of community seniors
- Discover the “top” senior sites on the web easily navigate them
- Understand the “special needs” of seniors with disabilities
- Prepare for the diversity of the “boomer” generation as it also ages
This course supports the following SLIS Core Competencies:
- articulate the ethics, values and foundational principles of library and information professionals and their role in the promotion of intellectual freedom;
- compare the environments and organizational settings in which library and information professionals practice;
- recognize the social, cultural and economic dimensions of information use;
- apply the fundamental principles of planning, management and marketing/advocacy;
- design, query and evaluate information retrieval systems;
- use the basic concepts and principles related to the creation, evaluation, selection, acquisition, preservation and organization of specific items or collections of information;
- demonstrate proficiency in the use of current information and communication technologies, and other related technologies, as they affect the resources and uses of libraries and other types of information providing entities;
- use service concepts, principles and techniques that facilitate information access, relevance, and accuracy for individuals or groups of users;
- describe the fundamental concepts of information-seeking behaviors;
- understand the nature of research, research methods and research findings; retrieve, evaluate and synthesize scholarly and professional literature for informed decision-making by specific client groups;
- demonstrate oral and written communication skills necessary for group work, collaborations and professional level presentations;
- evaluate programs and services on specified criteria; and
- contribute to the cultural, economic, educational and social well-being of our communities.
Required Text
There is no required text for this course. Please see the Outline & Blackboard Reading List for more information. All required readings are available from the King Library Electronic Reserves Module, via electronic full text databases or are web based articles, web sites, and position papers that can be located easily on the web. Weekly readings are posted in the Class Documents section of Blackboard and will be distributed at the class meeting.
Required readings will be available full text via the King Library or the Blackboard SLIS website.
Course Requirements
Class Location & Meeting Schedule
This is a 100% web based course. It is encouraged that students meet in the Blackboard Classroom for discussion each Tuesday evening beginning August 29th at 10pm EDT or 7pm PDT for one hour of discussion.
Course Format
This is a web based course. Blackboard will be used for ALL course activities.
This class incorporates a mix of readings, assignments, and discussions via the Blackboard electronic discussion boards as well as the BLOG. Blackboard will be used for supplemental course activities and reading discussions.
Expectations
Each student is expected to contribute substantive comments to the class discussion of weekly assignments and to complete assignments on or before deadline dates. Points will be deducted from assignments submitted after deadline.
SENIORSERV and BLOG
It is highly recommended that every student in this class become a member of the SENIORSERV listserv. To join, SeniorServ, send an e-mail request to: listproc@ala.org, subject (blank) and in the body of the e-mail type: SUBSCRIBE SENIORSERV John Doe.
In addition, it is also advised to view and comment on the www.libraryolderadults.blogspot.com BLOG on a regular basis as well. The BLOG will keep you up-to-date in areas of library service to older adults and the baby boomers.
APA
Students are encouraged to use APA (5th edition) format for papers and assignments.
All assignments must be your own work with sources properly cited in papers.
San Jose State University codes and rules governing plagiarism are in effect.
Assignments
The assignments for this course are:
- Local Library Visit
Local Library visit will be used to allow students to examine demographics of the population that the library serves as well as to “checklist” current library services for older adults and boomers. - Collection Development Booklist
Students will be asked to prepare an annotated booklist and will have a choice of a variety of topics. - Web Site
Examination of major websites used by older adults and the aging network are the focus of the web site assignment. - Programming
As part of the programming assignment, students will develop a series of programs for their library aimed for older adults and baby boomers as well as ones suitable for outreach. - "Special Needs"
The “special needs” assignment will allow students to explore disabilities and aging and how we respond as libraries to these conditions. - Boomer
With the changing in demographics affecting every community, students will be asked to “Boomerize” their library. - Term Paper
The final paper will permit students to choose from a variety of topics relevant to this course or to choose a topic of personal interest to them relating to the libraries and older adults.
Grading Percentages
The grading percentages for this course is as follows:
| Assignment | Due Date | Percentage of Grade |
| Class participation in discussions, BLOGS, etc. | ongoing | 15% |
| Assignment 1 – Local Library Visit. | 9/12/06 | 10% |
| Assignment 2 – Collection Development Booklist | 9/26/06 | 10% |
| Assignment 3 – Web Site Assignment | 10/10/06 | 10% |
| Assignment 4 – Programming Assignment | 10/24/06 | 10% |
| Assignment 5 – “Special Needs” Assignment | 11/07/06 | 10% |
| Assignment 6 – Boomer Assignment | 11/21/06 | 10% |
| Assignment 7 - Term Paper | 12/05/06 | 25% |
For additional details see Assignments & Grading/Weekly Outline pages.
Class Participation
Class participation includes contributions to discussions, exercises and activities on Blackboard site. Students must respect one another’s opinions in Discussion Board threads regarding library services and issues related to bias, diversity, ageism, racism, gender orientation, homelessness & privilege.
Assignment Submission
Assignments must be submitted electronically as email attachments written using Microsoft Word and sent to the instructor unless other arrangements are made in advance.
Late Assignments
Late assignments will not be accepted without prior notification and approval of the instructor and with the understanding that there may be a decrease in the number of points earned for the assignment.
Grading Policy
Generally, everyone begins this course with a grade of “B”, the standard grade for graduate level work. If you complete the assignments on time and as required, you will maintain that “B” grade.
If you submit sub-standard work, you will receive a sub-standard grade (B- or below). If you submit above standard work, you will receive an above standard grade (B+ or better).
Above standard work is defined as work that clearly displays one or more of the following criteria:
- Originality in the approach to the assignment
- Greater depth or analysis of the subject matter
- Overall treatment of the assignment above and beyond what the assignment calls for
- Superior organizational, written, or communication skills in the presentation of the material.
- Correct usage of academic English (or Spanish), spelling, grammar, and composition are expected. Points will be deducted for failure to do so.
Grading Scale
The standard SJSU SLIS Grading Scale is utilized for all SLIS courses:
| 97-100 | A |
| 94-96 | A- |
| 91-93 | B+ |
| 88-90 | B |
| 85-87 | B- |
| 82-84 | C+ |
| 79-81 | C |
| 76-78 | C- |
| 73-75 | D+ |
Academic Integrity Policy
Your commitment to learning, as evidenced by your enrollment at San Jose State University, and the University’s Academic Integrity Policy requires you to be honest in all your academic course work. Faculty members are required to report all infractions to the Office of Judicial Affairs. The policy on academic integrity can be found at
http://www.sjsu.edu/senate/F06-1.pdf
The University emphasizes responsible citizenship and an understanding of ethical choices inherent in human development. Academic honesty and fairness foster ethical standards for all those who depend upon the integrity of the university, its course, and its degrees.
Student Role
It is the role and obligation of each student to:
- Know the roles that preserve academic integrity and abide by them at all times. This includes learning and following the particular rules associated with specific classes, exams and/or course assignments. Ignorance of these rules is not a defense to the charge of violating Academic Integrity Policy.
- Know what the consequences of violating the Academic Integrity Policy will be, student’s appeal rights, and the procedures to be followed in the appeal.
- Foster academic integrity among peers.
Definitions of Academic Dishonesty
1.1 Cheating
At SJSU, cheating is the act of obtaining or attempting to obtain credit for academic work through the use of any dishonest, deceptive, or fraudulent means. Cheating at SJSU includes, but is not limited to:
1.1.1 |
Copying, in part or in whole, from another’s test or other evaluation instrument including homework assignments, worksheets, lab reports, essays, summaries, quizzes, etc; |
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1.1.2 |
Submitting work previously graded in another course unless this has been approved by the course instructor or by departmental policy |
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1.1.3 |
Submitting work simultaneously presented in two courses, unless this has been approved by both course instructors or by the department policies of both departments. |
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1.1.4 |
Using or consulting, prior to, or during an examination, sources or materials not authorized by the instructor |
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1.1.5 |
Altering or interfering with the grading process |
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1.1.6 |
Sitting for an examination by a surrogate, or as a surrogate |
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1.1.7 |
Any other act committed by a student in the course of their academic work which defrauds or misrepresents, including aiding or abetting in any of the actions defined above. |
1.2 Plagiarism
At SJSU plagiarism is the act of representing the work of another as one’s own without giving appropriate credit, regardless of how that work was obtained and/or submitting to fulfill academic requirements. Plagiarism at SJSU includes but is not limited to:
1.2.1 |
The act of incorporating the ideas, words, sentences, paragraphs, or parts of, and/or the specific substance of another’s work, without giving appropriate credit, and/or representing the product as one’s own work |
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1.2.2 |
Representing another’s artistic/scholarly works such as musical compositions, computer program, photographs, paintings, drawing, sculptures, or similar works as one’s own. |
For further information go to: http://www.sjsu.edu/senate/F06-1.pdf
If you would like to include in your paper any material you have submitted, or plan to submit, for another class, please note that SJSU’s Academic Integrity policy F06-1 requires approval by instructors.
You are responsible for understanding the policies and procedures about add/drops, academic renewal, withdrawal, etc.
Reasonable Accommodation of Disabilities
If you need course adaptations or accommodations because of a disability,
please e-mail me as soon as possible. Presidential Directive 97-03 requires
that students with disabilities register with the Disability Resource Center
(DRC) to establish record of their disability.
No matter where students reside, they should contact the SJSU DRC to register. The DRC Web site: http://www.drc.sjsu.edu/
Incompletes
SLIS discourages the awarding of an incomplete. An incomplete is only supposed to be granted if a student has finished most of the work but has been hit with a serious medical or family emergency (such as a death). They should be able to provide supporting documentation. Not managing time efficiently or taking too many classes is not a reason to award an incomplete.
SLIS Vision 2010
"The School of Library and Information Science will be recognized as a leader in education in Library and Information Science, delivering innovative, high quality programs across the continent and beyond."
In our profession, of course, core values guide our service ethic. At SLIS our values have been articulated as:
- Learning
We value education above all. The academic freedom of faculty and students is vital to our role of promoting lifelong learning through intellectual inquiry, scholarship, and the pursuit of knowledge. SLIS also fosters independence and personal responsibility for tomorrow's leaders. - Student and Faculty/Staff Success
We place our highest priority on ensuring academic success, personal growth, and the achievement of benchmarks. - Excellence
We hold ourselves to the highest standards and support continual improvement and innovation in all we do. - Integrity
We are accountable for our actions and expect honesty and fairness in all our work and interactions. - Diversity
We value and respect diversity, inclusion, civility, and individual uniqueness, and we recognize the strength these factors bring to our community and learning environment. All of our interactions reflect trust, caring and mutual respect. - Community
We value collaborative relationships within and beyond the campus in order to best serve our mission.
Our strategic plan specifies four strategic directions, each with specific goals and objectives (see our newly designed website for more information).
- To focus the management of school operations on strategic planning, effective communication, equitable support for all members of the school community, stewardship, quality customer service, and accountability.
- To develop standards and support for faculty development and renewal.
- To design new programs and specializations for delivery across disciplinary and geographic boundaries.
- To enhance curricular and program quality.
SLIS is committed to the professions and disciplines it serves. We are one team, one school.
School of Library & Information Science
One Washington Square - San José, California USA, 95192-0029
Phone: 408-924-2490
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