INFO 204-15
INFO 204-16
Information Professions
Spring 2022 Syllabus

Dr. Ruphina Ozoh
Office: Virtual
Phone: 678-860-4730
Office Hours: Available via email. Telephone appointments scheduled as needed.

Syllabus Links
Canvas Login and Tutorials
iSchool eBookstore

Canvas Information: Courses will be available beginning January 26th at 6 am PT unless you are taking an intensive or a one-unit or two-unit class that starts on a different day. In that case, the class will open on the first day that the class meets.

You will be enrolled in the Canvas site automatically.

Course Description

As they respond to the information needs of clients and communities, information organizations face complex and exciting challenges. This course will help prepare students to take on these challenges by providing them with an understanding of the organizations and environments in which information professionals work, traditional and emerging professional roles, and core management and leadership theories. This knowledge will help students understand the similarities and differences amongst information organizations, explore different specializations and career paths, apply professional values to ethical decision-making, and to develop core management and leadership skills. This course prepares students to be active participants in their professional communities and networks and to become collaborative professionals ready to take on management and leadership roles.

Note: iSchool requires that students earn a B in this course. If the grade is less than B (B- or lower) after the first attempt you will be placed on administrative probation. You must repeat the class the following semester. If -on the second attempt- you do not pass the class with a grade of B or better (not B- but B) you will be disqualified.

Course Requirements

Complete INFO 203 Online Learning: Tools and Strategies for Success. This is a mandatory 1 unit course that introduces students to the various e-learning tools used in the iSchool program, including Collaborate. For more information, see: INFO 203 Online Learning.

Writing Requirement
If the instructor finds that a student's writing is unacceptable, the instructor will require the student to sign up for online writing tutoring. The student will ask the tutor to confirm with the instructor that he or she is attending sessions.

The emphasis of this course will be on leadership as noted on the CLOs. Consequently, I will be emphasizing leadership attributes and expectations throughout the semester.

Weekly Schedule and Activities

Schedule subject to change with fair notice



Course Materials

Activity/Due Date




Class Introduction, Growth and Evolution


Chapter 1: The Transformative Information Landscape: What It Means to be an Information Professional Today

Chapter 2: Libraries, Communities, and Information: Two Centuries of Experience

Chapter 3: Librarianship: A Continuously Evolving Profession


Changing World, Changing Libraries New Literacies, New User Needs, and Leadership for Change. (2012). Reference & User Services Quarterly, 52(2), 84–89.


Public Libraries: The Next Level | Rebecca Raven | TEDxBrampton

Virtual Tour of the SJSU King Library

Discussion post


Due January 30


January 31- February 6 

Information Sectors


Chapter 6: Literacy and Media Centers: School Libraries

Chapter 7: Learning and Research Institutions: Academic Libraries

Chapter 8: Community Anchors for Lifelong Learning: Public Libraries

Chapter 9: Working in Different Information Environments: Special Libraries and Information Centers

Chapter 10: Digital Resources: Digital Libraries


Engeszer, R. J., Olmstadt, W., Daley, J., Norfolk, M., Krekeler, K., Rogers, M., Colditz, G., Anwuri, V. V., Morris, S., Voorhees, M., McDonald, B., Bernstein, J., Schoening, P., & Williams, L. (2016). Evolution of an academic-public library partnership. Journal of the Medical Library Association, 104(1), 62–66

Moreland, D., & Kammer, J. (2020). School and Public Library Collaboration: Opportunities for Sharing and Community Connections. Knowledge Q TE-SHYANG TAN, TUNG-LIANG

Discussion post




Due February 6


February 7-February 13

Innovative Services/

Digital Platforms

User Experience


Chapter 11: Information Intermediation and Reference Services

Chapter 12: Metadata, Cataloging, Linked Data, and the Evolving ILS

Chapter 14: User Experience


Dr. Marie Radford - Virtual Library Reference Services

Discussion post




Due February 13



14 – 20



Chapter 37: Leadership Skills for Today’s Global Information Landscape


Gwyer, R. (2018). “This is an Opportunity for Librarians to Reinvent Themselves, but it is about Moving Out of their Areas”: New Roles for Library Leaders? New Review of Academic Librarianship, 24(3/4), 430–443.

Marcum, D. B. (2016). Library leadership for the digital age. Information Services & Use, 36(1/2), 105–111

Mcmanus, A. (2017). Serving to Lead. Reference & User Services Quarterly, 57(2), 86–88

Guest Speaker:


Discussion post



Assignment 1: Challenges Facing Libraries

Due February 20



21 -27 


Change Management/Strategic Planning


Chapter 19: Strategic Planning

Chapter 20: Change Management


How to Perform a SWOT Analysis

The Morgan Library & Museum Strategic Plan-2019

No Discussion Post


Work on Organizational Analysis project


Reading materials and videos will help prepare you for the Organizational Analysis Project


February 28- March 6 

Managing Human and Non- Human Resources


Chapter 21: Managing Budgets

Chapter 22: Managing Personnel

Chapter 24: Managing Collections

Chapter 25: Managing Technology

Guest Speaker:


Discussion post



Due March 6


March 7- 13

Remote Services of the Digital Era,

Hyperlinked Libraries


Chapter 15: Accessing Information Anytime and Anywhere: Access Services

Chapter 17: Hyperlinked Libraries


Brown, A. K. G. (2019). Technology: The Haves, the Have Nots, and the Not Quite Enoughs. Reference & User Services Quarterly, 58(3), 132–133.

Rahimi, A., Soleymani, M. R., Hashemian, A., Hashemian, M. R., & Daei, A. (2018). Evaluating digital libraries: a systematized review. Health Information & Libraries Journal, 35(3), 180–191.

Discussion post



Due March 13



14 – 20

Polices and Challenges


Chapter 29: Information Policy

Chapter 35: Intellectual Freedom

Discussion post


Due March 20



21 – 27 




Chapter 28: Advocacy


Kachel, D. E. (2020). The Library Website as an Advocacy Tool. Teacher Librarian, 47(4), 61–63.


Library Advocacy: Berlin on Bike!

Discussion post


Assignment 2-

Organizational Analysis: Part 1. Environmental Scan


Due: March 27


April 4- 10 




Chapter 4: Diverse Information Needs

Chapter 5: Diversity, Equity of Access and Social Justice


van der Linden, K., Bartlett, J., & Beheshti, J. (2014). New Immigrants’ Perceptions and Awareness of Public Library Services. Canadian Journal of Information & Library Sciences, 38(2), 65–79.

Guest Speaker:



Librarian JJ Pionke on Diversity, Equity, and Inclusion in Libraries: "It's personal to me"

Queens Library Adult Learner ESOL Program pt 1



Discussion post





Due April 10



11 – 17

Career Development


Chapter 36: Career Management Strategies for Lifelong Success

No Discussion Post

Use the e-Portfolio and the University's Career Development Resources to enhance your resume.


April 18- 24


Facilities Management



Chapter 23: Innovative Library and Information Services: The Design Thinking Process


Haywood, A. (2007). Plant City’s Not So Extreme Makeover -- Library Edition (Links to an external site.)Florida Libraries, 50(2), 21–23.

Houston, A. M. (2015). Revisiting Library as Place (Links to an external site.)Reference & User Services Quarterly, 55(2), 84–86. 

Kowalski, S. (2011). New Perspectives on a Familiar Space (Links to an external site.)Teacher Librarian, 39(2), 8–12.

MARTIN, A. M., WESTMORELAND, D. D., & BRANYON, A. (2011). New Design Considerations That Transform the Library into an Indispensable Learning Environment (Links to an external site.)Teacher Librarian, 38(5), 15–20.

Su Ikin. (2010). Our Library Their Space: The Dunedin City Library Teen Space (Links to an external site.)APLIS, 23(2), 61–66.

Link (Links to an external site.)


San Diego's New Central Library - a center for learning, literacy and education

Discussion post



Assignment 2-

Organizational Analysis: Part 2. Strategic Plan

Due April 24


April 25 – May 1

Public Relations/Marketing


Chapter 27: Communication, Marketing, and Outreach Strategies

Discussion post


Due: May 1


May 2- 8

Managing Data and Data Analysis


Chapter 26: Managing Data and Data Analysis in Information Organizations


Coates, H. L., Carlson, J., Clement, R., Henderson, M., Johnston, L. R., & Shorish, Y. (2018). How Are We Measuring Up? Evaluating Research Data Services in Academic Libraries. Journal of Librarianship & Scholarly Communication, 6, 1–33.

Farney, T., & Tonyan, J. (2016). Measuring the Success of Your Social Media Presence with Google Analytics. Library Technology Reports, 52(7), 38–42.

Discussion post

Assignment 2-

Organizational Analysis: Part 3. Insights Gained/Peer Review


Due: May 8


May 9-15




New/Popular Trends in Information Organizations




Ask a Librarian!

Discussion post



Assignment 3-

Professional Synthesis of Management Topics

Due: May 15

Course Structure

INFO 204 will be conducted in an asynchronous manner. There will be no live sessions organized by the instructor.

Discussion Forum

This class will consist of lectures and discussions, comparable to the ones held in a traditional classroom. The weekly reading assignments will consist of mandatory textbook sections and recommended scholarly journal articles. Occasionally, some articles may be assigned as required reading. Short YouTube videos and prerecorded guest speaker sessions will be provided for some units. While the videos and prerecorded guest speaker sessions added will make the class experience more exciting and fun, they were selected for their educative and informative values. Additional materials may be added when necessary.

Participation in the discussion forum is mandatory as it is a platform designed for all to exchange information gained from the textbook, scholarly articles, videos, prerecorded guest speaker sessions and personal experiences and observations.

Students will be required to provide substantive comments to each discussion topic with a minimum of 200 words by the deadlines noted. In addition, students will be required to respond to at least two students for each discussion session. While a specific length is not required when commenting on the posts made by other students, such comments must go beyond the "great post" or "I agree with that" type of message.

Comments made by the instructor and students to each discussion topic will stimulate a classroom discussion and give students the opportunity to interact and learn from the instructor and one another.

Discussion participation will be evaluated based on the quality of the work submitted as related to the topic, instead of the number of posts generated at the end of the course. Supports CLOs: 1,2,3,4,5,6,7,8,9.


Assignment 1: Challenges Facing Libraries in the 21st Century

Students will produce a well-written essay on the topic "Challenges Facing Libraries in the 21st Century." You are required to synthesize the information gathered from the textbook(s), journal articles, and your personal experiences when completing this work. This paper should be 8-10 pages of double line spacing. Supports CLOs: 2,4,5,6,8.

Assignment 2: Group Project-Organizational Analysis

Students will be divided into small groups to develop a three to five-year strategic plan for an information organization of their choice. Each group will operate as the strategic planning committee of the selected information organization. The assignment consists of three Parts:

1. Each team will conduct an environmental scan and SWOT analysis (strengths, weaknesses, opportunities, and threats) of their chosen information organization. Teams will then use this information to draft vision, mission, and value

statements for the organization. Submit 20-25 pages of double line spacing. Annual reports and other company information will be accepted on the bibliography section. Only one submission should be made by a group member.

2. Based on the first part of the project, the group will articulate strategic directions for the information organization. Submit 15-20 pages of double line spacing. Only one submission should be made by a group member.

3. Insights gained/Peer review. Summary of the insights gained from the project and a peer review of other team members should be submitted by each student in 1-2 pages of double line spacing.

Please note that your grades for Parts 1 and 2 are subject to change as a result of the reviews provided by team members. 

Sample documents would be provided for Parts 1 and 2. Supports CLOs: 2,3,4,5,6,7,9

Assignment 3: Professional Synthesis of Management Topics

In a culminating synthesis, students will reflect and respond to some of the major themes of INFO 204. Any topic(s) as noted on the attached course calendar selected should be addressed with an information center management in mind. Students will be required to synthesize the information gathered from textbooks and journal articles when completing this work. Also, information gleaned from the videos, prerecorded guest speaker sessions as well as personal experiences and observations should be considered while producing this work. Students will utilize an alternate format (e.g. website, wiki, podcast, video, PowerPoint, Prezi, etc.) to produce and present their culminating assignment. This assignment will be graded based on the depth, quality, organization and clarity of the submissions.

Sample documents would be provided. Supports CLOs: 2,5,6,8.

Evaluation Criteria for ALL Assignments:

Quality of the presentation- neat, orderly, and free of mistakes

Quality of the writing- clear and concise

Quality of the organization- logical flow

Page requirements: Please note that your title page and bibliography section would not count for all projects.

Requirements for Assignments:

  • Double Line Spacing
  • 12 Point Font for most areas
  • APA Format.  All bibliography entries should be arranged in an A-Z format and indented

NOTE: Professional behavior is required when conducting any assignments at libraries either physically or virtually.

All discussion posts and assignments should be submitted by 11:59 pm PACIFIC STANDARD TIME.

This is a graduate program and students are expected to be responsible with regard to deadlines. However, if there is an extenuating circumstance that would prevent a student from meeting a specific deadline noted, the instructor should be contacted so that the student can be accommodated.


  • Discussions: Discussion posts should be made within the assigned period only except if approved by the instructor.
  • Assignments: One point will be deducted each day an assignment is submitted late. Assignments submitted after 7 days will not be accepted.



Point Value

Due Dates


2 points each

(26 points total)


Assignment 1: Challenges Facing Libraries in the 21st Century

15 points

February 20

Assignment 2: Group Project-Organizational Analysis

Part 1. Environmental Scan – 20 points

Part 2. Strategic Plan – 20 points

Part 3. Insights Gained/Peer-Review – 5 points

March 27


April 24

May 8

Assignment 3: Professional Synthesis of Management Topics

14 points

May 15

Course Workload Expectations

Success in this course is based on the expectation that students will spend, for each unit of credit, a minimum of forty-five hours over the length of the course (normally 3 hours per unit per week with 1 of the hours used for lecture) for instruction or preparation/studying or course related activities including but not limited to internships, labs, clinical practica. Other course structures will have equivalent workload expectations as described in the syllabus.

Instructional time may include but is not limited to:
Working on posted modules or lessons prepared by the instructor; discussion forum interactions with the instructor and/or other students; making presentations and getting feedback from the instructor; attending office hours or other synchronous sessions with the instructor.

Student time outside of class:
In any seven-day period, a student is expected to be academically engaged through submitting an academic assignment; taking an exam or an interactive tutorial, or computer-assisted instruction; building websites, blogs, databases, social media presentations; attending a study group;contributing to an academic online discussion; writing papers; reading articles; conducting research; engaging in small group work.

Course Prerequisites

INFO 204 has no prequisite requirements.

Course Learning Outcomes

Upon successful completion of the course, students will be able to:

  1. Describe the similarities and differences between various information organizations and professional roles from historical, current, and future perspectives.
  2. Recognize the roles and activities of managers in information organizations.
  3. Explain strategic planning processes and skills.
  4. Identify and choose appropriate assessment tools for evaluating organizational effectiveness.
  5. Synthesize (including reviewing, using and properly citing) the professional and research management and leadership literature.
  6. Demonstrate leadership abilities through collaborative teamwork.
  7. Analyze and assess their own and others leadership abilities through self-reflection and peer review.
  8. Apply management theories and principles, professional values, and ethical frameworks to organizational issues and decision-making using scenarios and case studies.
  9. Create and deliver high quality reports, presentations and organizational documents that communicate to internal and external stakeholders organizational values, missions, and priorities.

Core Competencies (Program Learning Outcomes)

INFO 204 supports the following core competencies:

  1. A Demonstrate awareness of the ethics, values, and foundational principles of one of the information professions, and discuss the importance of those principles within that profession.
  2. B Describe and compare organizational settings in which information professionals practice.
  3. D Apply the fundamental principles of planning, management, marketing, and advocacy.
  4. M Demonstrate professional leadership and communication skills.
  5. N Evaluate programs and services using measurable criteria.


Required Textbooks:

  • Hirsh, S. (Ed.) (2018). Information services today: An introduction (2nd ed.). Rowman & Littlefield. Available as free eBook through King Libraryarrow gif indicating link outside sjsu domain

Recommended Textbooks:

  • American Psychological Association (2020). Publication manual of the American Psychological Association (7th ed.). American Psychological Association. Available through Amazon: 1433832178. arrow gif indicating link outside sjsu domain

Grading Scale

The standard SJSU School of Information Grading Scale is utilized for all iSchool courses:

97 to 100 A
94 to 96 A minus
91 to 93 B plus
88 to 90 B
85 to 87 B minus
82 to 84 C plus
79 to 81 C
76 to 78 C minus
73 to 75 D plus
70 to 72 D
67 to 69 D minus
Below 67 F


In order to provide consistent guidelines for assessment for graduate level work in the School, these terms are applied to letter grades:

  • C represents Adequate work; a grade of "C" counts for credit for the course;
  • B represents Good work; a grade of "B" clearly meets the standards for graduate level work or undergraduate (for BS-ISDA);
    For core courses in the MLIS program (not MARA, Informatics, BS-ISDA) — INFO 200, INFO 202, INFO 204 — the iSchool requires that students earn a B in the course. If the grade is less than B (B- or lower) after the first attempt you will be placed on administrative probation. You must repeat the class if you wish to stay in the program. If - on the second attempt - you do not pass the class with a grade of B or better (not B- but B) you will be disqualified.
  • A represents Exceptional work; a grade of "A" will be assigned for outstanding work only.

Graduate Students are advised that it is their responsibility to maintain a 3.0 Grade Point Average (GPA). Undergraduates must maintain a 2.0 Grade Point Average (GPA).

University Policies

Per University Policy S16-9, university-wide policy information relevant to all courses, such as academic integrity, accommodations, etc. will be available on Office of Graduate and Undergraduate Programs' Syllabus Information web page at: Make sure to visit this page, review and be familiar with these university policies and resources.

In order to request an accommodation in a class please contact the Accessible Education Center and register via the MyAEC portal.

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