LIBR 284-10
Seminar in Archives and Records Management
Topic: Genealogy in Libraries
Summer 2007 Greensheet
Kory L. Meyerink, MLS
E-mail
Location: Salt Lake City, Utah
| Greensheet Links Textbooks and Readings Course Requirements |
Resources Blackboard Blackboard Tutorials SLIS e-Bookstore |
Students will self-enroll in Blackboard between about May 25th and June 2nd. As a recently added course, students will have some influence on how the course proceeds in terms of content and presentation. After all, it’s your needs we’re tying to meet!
Course Description
In-depth study of current issues and practices in providing library reference services to genealogists. The course addresses reference tools, collection development, community and referral sources, Internet usage and information seeking behavior of patrons conducting genealogical and biographical research.
Value of Course
Genealogy, also called family history, is a popular and growing leisure pursuit, encouraged by increased access to information on the Internet. However, the local library and its collection remains a core resource for most genealogists, amateur and professional. As such, genealogists are among the most dependable, loyal and consistent of a library’s patrons. They provide volunteers, and have saved library collections and budgets all across America. Fostering that relationship is a significant task in most highly successful libraries.
Course Prerequisites: Libr 200, 202, 204. Also, Libr. 210 is recommended.
Course Objectives
Student Learning Outcomes
This course should prepare librarians to serve their genealogical patrons with expertise and accuracy. At the completion of this course, students should be able to do the following:
- Explain the nature and methods of the genealogical research process.
- Identify and use the major reference tools needed for United States research.
- Understand the major kinds of genealogical sources researchers use.
- Conduct an effective genealogical reference interview, by understanding the information needs of family historians.
- Develop a genealogical collection that meets the needs of their library patrons, through the evaluation, selection and acquisition of appropriate source records.
- Select appropriate reference tools and genealogical sources to acquire for their library’s collection.
- Refer patrons to the most appropriate genealogical collection(s) for their needs.
- Identify the most useful Internet sites for their patrons, and determine if one or more subscription sites are appropriate for their library, in order to facilitate appropriate information access.
- Enhance their library’s own website to reflect their genealogical services and collections.
- Conduct and report on foundational genealogical research, which will demonstrate their proficiency in using print, electronic and original genealogical sources.
- Understand and apply the “Genealogical Proof Standard” as the standard system of creating modern genealogical accounts (i.e.: information structures)
- Learn how to continue their education in genealogical sources and techniques.
This section of LIBR 284 supports the following SLIS Core Competencies:
- 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;
- Understand the system of standards and methods used to control and create information structures and apply basic principles involved in the organization and representation of knowledge;
- 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.
Textbooks and Readings
Required Texts
- Meyerink, K. (1998) Printed Sources: A Guide to Published Genealogical Records (Salt Lake City: Ancestry). ISBN: 0916489701. Purchase through Amazon, etc.
- The United States Research Outline and the accompanying state research outlines available online at <www.familysearch.org> Select “Search” then “Research Helps” then “Sorted by Document Type” and choose “Research Outline”
- An introductory “how to” book about genealogical research, chosen from bibliography posted in Blackboard for this course.
A variety of other readings from books, Internet sites, and journals (on-line and off) will be required during the term.
Also choose one of the following three books:
- Helm, M. and A.L. Helm. (2004) Genealogy Online for Dummies 4th ed. ( : For Dummies). ISBN:0764559648
- Hendrickson, N. (2003) Finding Your Roots Online (Cincinnati: Betterway Books). ISBN: 1558706356
- Porter, P.B. (2001) Online Roots: How to Discover Your Family’s History and Heritage with the Power of the Internet. (Nashville: Rutledge Hill Press, 2001). ISBN: 1401600212
Go to SLIS e-Bookstore.
Recommended Texts
Students will likely want to access the following reference books at a local library or Family History Center:
- Szucs L.D. and S.H. Luebking (1997) The Source: A Guidebook of American Genealogy, 2nd ed. (Salt Lake City: Ancestry) [Note: third edition being released Summer 2006.]
- Eichholz, A. (2004) Ancestry's Red Book: American State, County & Town Sources, 3rd ed. (Salt Lake City: Ancestry)
- Hansen, H. (2006) The Handybook for Genealogists, 11th ed. (Logan, Ut: Everton Pub.) [Or, the 2002 10th edition.]
Go to SLIS e-Bookstore.
On-line Resources
Students will need, at some points during the term, on-line access to at least two major genealogy subscription websites: HeritageQuest Online (a ProQuest product) and Ancestry.com. Either or both may be available through a local public library. However, Ancestry Library Edition is only available within subscribing libraries. [Note: Carlsbad, California provides a library card to anyone, regardless of residence, upon request; Oakland may also. Both provide remote access to HeritageQuest Online.] Neither of these appear to be currently available through either San Jose State University library, or the San Jose City Public Library. Other subscription databases, available through the university library, will also be used.
Course Requirements
Course Format
The course will conducted using Blackboard and Elluminate from June 7 - August 3. Be sure to acquire the necessary equipment and training to use Elluminate (i.e.: a computer microphone).
Class Location & Meeting Schedule
Totally online (June 1 - August 6).
Although conducted on-line, the class will meet in Blackboard’s “Chat” or via Elluminate for one hour each Thursday evening (specific time to be determined by a survey of the students). Attendance is expected for at least 75% of these sessions.
In addition to the weekly chat, I encourage the use of the course discussion board and email. Post general questions to the discussion board. Send specific questions to me via email. I will check email each morning and night, and will reply as soon as possible, usually within the day. When sending email, begin the subject line with: SLIS, and then your topic (this will limit lost email).
Other Requirements and Comments
- Genealogical knowledge or experience is NOT a prerequisite for this course. Such experience would be helpful but some course content is oriented in this direction. The best way to serve genealogical patrons is to have experienced proper genealogical research yourself.
- Students should plan to spend about 120 to 150 total hours during the term involved in this course. This includes reading texts, researching, writing assignments, and class interaction. This means about 12 to 15 hours per week.
- Most assignments will be written papers, submitted in Word or WordPerfect (or Rich Text if necessary) vial email to the instructor.
- Each week will have assigned readings in preparation for the Thursday evening meeting and for various assignments.
- This is an intensive course that requires consistent and regular attention to all discussion on Blackboard and Elluminate, and continuous preparation and effort - no exceptions.
- Students taking more than one or two courses and having other responsibilities may find this course too time-consuming to adequately meet all requirements for an A and some may have problems earning a B grade.
- All students are graded on the same basis regardless of workload, personal, medical, or technical problems, which are each student's responsibility.
- Since this is a full semester course compressed into a summer session, the due dates for assignments will be tight and this cannot be avoided.
Anticipated Assignments
| Attendance/Participation | 90 points |
| Report of visit to at least one local genealogical resource center | 80 points |
| Book report of an introductory genealogy instruction (how-to) book | 50 points |
| Survey of local referral resources | 80 points |
| Internet-oriented Pathfinder | 80 points |
| Proposal for library Internet data site | 80 points |
| Research report on own ancestor | 150 points |
| Genealogical collection development policy | 100 points |
| Patron needs survey | 80 points |
| 2 quizzes on reading assignments in Printed Sources | @ 30 points |
| Final exam | 150 points |
Grading
The assignments are worth a total of 1000 points and will be graded as objectively as possible based on content and quality of writing and presentation. The total points will be converted to a percentage for calculation of the final grade.
Grading is based on a combination of:
- Following instructions provided with exercises. Points are deducted for not following instructions.
- Completing all assignments and submitting them on time.
- Quality, professional-caliber writing that, as appropriate to the assignment, includes thought process, strategies, and/or findings.
- You must also integrate what you have learned from readings and class discussion.
Overall grading for this course incorporates consideration of creativity, thoroughness, thoughtfulness, and originality. Successful course participants will:
- Post a brief bio and statement of purpose to the Blackboard Discussion Board prior to our first Thursday evening session.
- Read the required textbooks cited above and other reading assignments as posted to Blackboard.
- Initiate and contribute to discussion on Blackboard weekly with substantive and thoughtful comments.
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+ |
| 70-72 | D |
| 67-69 | D- |
| Below 67 | F |
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/
Academic Integrity
Your own commitment to learning, as evidenced by your enrollment at San José 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 Student Conduct and Ethical Development. The policy on academic integrity can be found at http://sa.sjsu.edu/student_conduct.
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