LIBR 210-02
LIBR 210-13
Reference and Information Services
Spring 2013 Greensheet

Professor Steve J. Tash
E-mail
Other contact information: mobile (949) 683-7151 9am-7pm PDT. Call or Text.
Office Hours: Virtual office hours with email, cell phone and IM.

Required Textbook: Kay Annm Cassell and Uma Hiremath. Reference and Information Services: An Introduction. Third Edition. 2013. Neal-Schuman. 978-1-55570-859-7

Students will be automatically enrolled in the D2L site for this course.

Course Description

Catalog Description: A process-oriented examination of how information professionals answer reference questions. The interpersonal skills required for effective question negotiation and the sources with which questions are answered are stressed.

Full Description: This course provides an overview of reference and information services. We will be examining and evaluating key information sources in a variety of formats and becoming familiar with professional resources. Because the field of librarianship is changing rapidly, we will be exploring various methods and models for delivering information and examining how emerging trends and ways to use new ideas and skills may impact the future of reference services and access to information.

Course Requirements

Course Assignments
All written assignments must be typed, double spaced, with a font of at least 12 points. They must also conform to APA style. 

• Library Field Evaluation (see alternative assignment below) (15 points--- supports SLO#4, SLO#6, SLO#8)
  Evaluating reference and information services from the user's perspective gives you a more complete view on reference service provision.  Write an analytical summary of and conclusions about your experience shadowing a reference librarian at the reference desk and studying other aspects of a reference services area. Use the grading criteria when writing about your summary of the experience and your conclusions.
  
  Grading Criteria:
  • A clear and robust summary and appraisal of the reference desk shadowing experience is provided.
  • The discussion of the experience is framed in terms of the criteria for conducting good reference interviews provided in the textbook by Cassell and Hiremath.
  • Describe or assess what types of web, print, and databases were used by the librarian to answer reference questions.
  • For the summary, describe your conclusions or reflections about what you learned because of this experience. For example, did anything unexpected occur? Did you think that Cassell and Hiremath's recommended steps for a reference interview worked in real life? What types of reference resources worked well when "in the trenches"? Did you learn anything new from talking with the reference librarian?
  • Support your assessment with concrete and substantive examples of the reference interviews you witnessed.
  • Good writing mechanics and grammar were used. (4-8 pages)
     
  Student Learning Outcomes addressed:
  • SLO#4:Describe the relationships between user needs, information resources, and relevant information technologies.
  • SLO#6: Evaluate reference services that address the needs of a diverse and changing society.
  • SLO#8: Begin to develop a personal philosophy of reference service.
     
• Reference Exercises (15 points-- supports SLO#1, SLO#2, SLO#4)
  Part of good information service is having an understanding of information resources: what they are, how they work, and what they include. In this assignment, you are responsbile for examining a variety of standard and common reference tools with instructor assignment questions in mind. 
  
  Each student will  be looking to find quality resources, not just any sources you locate on the web. Rationale is to assist a provided library user who needs both factual information and evaluative information.
  
  Reference exercise that will have you actually look for appropriate sources to information quest questions or examine specific types of resources or some kind of  reference activity.  In this assignment, you are responsbile for examining a variety of standard reference tools with specific instructor assignment questions in mind. The activities will be graded using the following criteria:
  
  Grading criteria:
  
  • (1) Correct responses were identified and (2) the source listed. 
  • Appropriate sources -- A variety of print and appropriate electronic reference resources were used to completely answer information requests. Only authoritative Web reference resources were utilized.
    
    
  Student Learning Outcomes addressed:
  • SLO1: Identify and assess the characteristics and functions of various types of reference sources.
  • SLO2:Use basic reference tools and searching techniques to answer a wide range of questions.
  • SLO#4: Describe the relationships between user needs, information resources, and relevant information technologies.
     
• Bibliographic Resources (15 points-- supports SLO#1, SLO#2, SLO#4)
  Another part of good information service is having an understanding of information resources: what they are, how they work, and what they include. In this assignment, you are responsbile for examining a variety of standard and common reference tools with instructor assignment questions in mind.
  
  Grading criteria:
  • (1) Correct responses were identified and (2) the source listed. 
  • Appropriate sources -- A variety of print and appropriate electronic reference resources were used to completely answer information requests. Only authoritative Web reference resources were utilized.
    
    
  Student Learning Outcomes addressed:
  • SLO1: Identify and assess the characteristics and functions of various types of reference sources.
  • SLO2:Use basic reference tools and searching techniques to answer a wide range of questions.
  • SLO#4: Describe the relationships between user needs, information resources, and relevant information technologies.
     
• Alternative Option for Assignment 1 Library Field Evalution.  (User Community Research Paper (15 points-- supports SLO#4, SLO#6, SLO#8)  
  Five page+ paper on a specific user community.  Describe in detail a specific user community that interests you. Include such points as their general level of education, language abilities, age range, and challenges they face in acquiring the information that they need. More specific assignment details located @course site.  Search the academic & popular literature (not just the LIS literature) and learn all you can about your user group.  
  
  Use the grading criteria and more specific details posted at course site when writing about your user community and your findings.
  
  Grading Criteria:
  • A clear and robust summary and appraisal of the user community under your microscope.
  • Provide a summary of the information needs and uses of a group that is of interest to you.
  • Provide examples of current research within paper after Searching Library Literature as well as general databases and references to help you define your group of users in terms of their information needs and information-seeking behavior. That is, typically, how do individuals in your chosen user community find the information that they need (from colleagues, neighbors, the local newspaper, the library, database, the Internet, television, etc.).
  • The final written report should be organized, proof-read and may be written in informal language. The report should include the following sections--Title page,  background, literature review, findings, conclusion and references page.
  • Follow APA style for paper format and references. Your completed double-spaced paper should be approximately 5+pages in length excluding title page and references page.  
  • Good writing mechanics and grammar were used. 
     
  Student Learning Outcomes addressed:
  • SLO#4: Describe the relationships between user needs, information resources, and relevant information technologies.
  • SLO#6: Evaluate reference services that address the needs of a diverse and changing society.
  • SLO#8: Begin to develop a personal philosophy of reference service.
     
• Reference Databases & Resources    (Prerecorded Presentation) (19 points--supports SLO#1, SLO#4, SLO#7)
  This option is designed to give students the opportunity to use some type of technology such as Collaborate or Jing for a 10-minutes introduction to a database at SJSU, a library in your area, or some kind of digital repository or some reference-related technology application such as a library app such as the WorldCat mobile application or social media applications. Each student will become thoroughly knowledgeable about this reference resource. The student will be able to objectively evaluate the resource, in terms of its usability, searchability, appropriateness for particular users (undergraduate, graduate, high school, public, etc).Each student will develop a presentation using blackboard collaborate or other media/technology to demonstate their resource to classmates.  Each student responsible for delivering a presentation.  This assignment will further your knowledge of reference sources as well as practice your instructional skills. The presentation can be developed as a PowerPoint slide presentation with voiceovers, a screencast using a free application such as Jing, a video posted on YouTube, an archived Collaborate session, or some other appropriate method of your choice.  Just be sure to allow yourself enough time in case you run into technology glitches.
  
  In addition to giving students to opportunity to teach in an online environment, these prerecorded sessions also provide the rest of the class with an introduction to some relevant databases or technologies that they might not otherwise become familiar with. There will be a Googledoc sign-up link located at course site.   You will need a generic Gmail account to login so you may want to set up a GMAIL account after you enroll in course.
  
  There will be an Elluminate/Collaborate Student Aide this term to assist you with technical issues. You should also make use of the SJSU SLIS Collaborate help desk. 
  
  Grading Criteria:
  • The student presenter introduced him or herself and explained the goals for the instructional session. 
  • Presentation was well organized and covered the major points about the selected topic, database, or technology application.
  • The presentation made clear how the database or technology might be useful for reference librarians.
  • The student presenter presented the materials clearly and succinctly.
  • The presentation was well designed.
  • The student presenter was knowledgeable about the topic selected and tied the topic to the core competency being addressed.
  • Provide a written outline of your presentation goals and objectives, value of this resource to librarians at your selected setting, technology used and a reference list(APA).
     
  Student Learning Outcomes addressed:
  • SLO1: Identify and assess the characteristics and functions of various types of reference sources.
  • SLO#4: Describe the relationships between user needs, information resources, and relevant information technologies.
  • SLO#7: Understand the relationship between reference service and information literacy instruction.   
     
• Reference interview Scenario and Analysis (15 Points--supports SLO#3)  
  Provide either a written script or a prerecorded presentation that illustrates the principals of a good reference interview. Choose a setting for the type of library you are interested in. Choose a topic appropriate for the setting, and use Cassell and Hiremath's suggested steps for a reference interview. Use some method to identify orflag Cassell and Hiremath's steps as they are addressed in your reference interview scenario. Include an analysis describing how your scenario addressed the steps of the reference interview. You may also want to use Reference Interview techniques shown in various videos and samples within our discussion board forums. However, you are free to supplement these possible  steps with additional appropriate resources. More specific instructions are given at course site under assignment dropbox. The prerecorded presentation can be developed as a PowerPoint slide presentation with voiceovers, a screencast using a free application such as Jing, a video posted on YouTube, an archived Collaborate session, or some other appropriate method of your choice.  Just be sure to allow yourself enough time in case you run into technology glitches
  
  Grading criteria:
  • The steps of the reference interview identified by Cassell and Hiremath were clearly addressed in the course of the interview scenario.
  • Two current outside scholarly articles on reference service are used and cited.
  • Topic and interactions were appropriate for the setting selected.
  • Appropriate resources and/or answers were utilized.
  • The script or video was well constructed and to the point.
  • Well written and grammatically correct.
  • A script is REQUIRED even when using a prerecording!
     
  Student Learning Outcomes addressed:
  • SLO#3: Conduct effective reference interviews.
     
• Class Participation -Discussion Board Forum - Grand Total= 21 Points--  supports SLO#3, SLO#4, SLO#5, SLO#6, SLO#7, and SLO#8)  
  Class participation is an important part of this course. I have topics posted for the discussion board forums. I expect students to ask good questions about the topics in question and respond constructively to others' postings. Your participation can take the form of active listening that incorporate or builds on comments by other students, thoughtful questions, suggestions, addressing related issues, and making observations based on personal or professional experiences and/or class readings. Although positive reinforcement is good, participation that does not add to the discussion (e.g., comments like "Yes, I agree" and "good Point" and LOL will not be counted toward your participation grade.
  
  Responding to other people’s comments is encouraged, as long as you’re actually contributing something to the conversation. 
  
  In your own postings show evidence of critical reading of the material. Indicate which work you’re referring to and what the basis of your thought or opinion is.
  
  Grading criteria -- Each discussion forum posting will be graded on:
  • Address the questions asked for the designated time period open for each forum.
  • Participate in on-going discussion for all of the discussion topics.
  • Used appropriate grammar and communicated in a professional manner.
  • Apply what you have learned in the textbook readings to the topics under discussion.  Demonstrate your grasp of the content in the textbook with text citations, and use at least one additional scholarly source  at some point in the discussions for most forums:
     
  Student Learning Outcomes addressed: 
  • SLO#3: Conduct effective reference interviews.
  • SLO#4: Describe the relationships between user needs, information resources, and relevant information technologies.
  • SLO#5: Describe current issues and trends in reference services, including the impact of technology on user needs and reference interactions.
  • SLO#6: Evaluate reference services that address the needs of a diverse and changing society.
  • SLO#7: Understand the relationship between reference service and information literacy instruction.  
  • SLO#8: Begin to develop a personal philosophy of reference service.

Course Outline
Assignment due dates are posted at the D2L course site however; they are all "subject to change with fair notice".

Assignment points/total

Course Format
This class is taught online via D2L and Blackboard Collaborate (previously Elluminate).  

Student Responsibilities

• As a student, you are expected to read and carefully consider all the readings, participate fully in all activities and discussions during the class duration, as well as turning in assignments by the designated time.
• Due dates are not negotiable. If the instructor needs to change a due date, you will be notified as soon as possible. Because due dates are not negotiable, procrastination should be avoided. If you employ procrastination as a time management tool, this can limit your time in dealing with unexpected problems. The instructor has the right not to accept late assignments or to add significant grade penalties. If you foresee any difficulty in completing your assignment on time, you need to contact the instructor at least 36 hours before the due date to request extension. In addition, as the instructor schedules grading time for assignments, students turning in late assignments may receive their assessment much later than the rest of the class.
• If you do not understand assignments, readings, etc., it is your responsibility to inform the instructor. If you are having difficulty, please contact me early so that we can resolve problems before your final grade is unchangeable. You may also ask for help from your classmates through the various discussion methods in Blackboard. You must complete all assignments to pass the course.
• If you are not able to attend the mandatory class meetings on Collaborate, you need to inform me at least 36 hours in advance.

Late Assignments
Except for medical reasons or other instructor authorized tardiness no late assignments will be excepted. If granted an extension your assignment grade will be reduced 10% of total score per day late. 

Readings

Core Journals
Finally, you should begin to become familiar with professional journals that address reference and information service issues appropriate to your career plans, e.g.:

• College & Research Libraries (Z671 .C6)
• Internet Reference Services Quarterly
• Journal of Academic Librarianship (Z671 .J58)
• Knowledge Quest (Z675.S3 K56)
• Medical Reference Services Quarterly (R118.2 .M4)
• Public Libraries (Z673.A5 .P88)
• Reference & User Services Quarterly (Z671 .R7)
• The Reference Librarian (Z711 .R43x)
• Reference Services Review (Z1035.1 .R43)

The call numbers listed above are drawn from the SJSU library catalog, but they should also help you to locate materials, if available, at any academic library to which you may have access. Each of the titles above is also available through the SJSU Electronic Journals List. 

Discussion Lists
Electronic discussion lists are an important part of professional dialogue and support for reference and information service librarians. All students in this class should subscribe to LIBREF-L, the largest electronic discussion list dedicated to issues in reference librarianship.

*Join LIBREF-L*

In addition to LIBREF-L, you will find a variety of electronic discussion lists dedicated to specific subject areas (e.g., history librarianship), to specialized service areas often administered as part of reference and information service programs (e.g., instructional services), and to the use of information technology as a means of delivering reference and information services.  Students may be especially interested in DIG_REF, the discussion list dedicated to digital reference services.

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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

LIBR 202. 

Student Learning Outcomes

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

1. Identify and assess the characteristics and functions of various types of reference sources.
2. Use basic reference tools and searching techniques to answer a wide range of questions.
3. Conduct effective reference interviews.
4. Describe the relationships between user needs, information resources, and relevant information technologies.
5. Describe current issues and trends in reference services, including the impact of technology on user needs and reference interactions.
6. Evaluate reference services that address the needs of a diverse and changing society.
7. Understand the relationship between reference service and information literacy instruction.
8. Begin to develop a personal philosophy of reference service.

Core Competencies (Program Learning Outcomes)

LIBR 210 supports the following core competencies:

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Textbooks

Required Textbooks:

• Cassell, K.A. & Hiremath, U. (2011). Reference and information services in the 21st century (2nd ed. revised). Neal-Schuman. Available through Amazon: 1555707408.

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Grading Scale

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

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;
  For core courses in the MLIS program (not MARA) — 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 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.
  
• A represents Exceptional work; a grade of "A" will be assigned for outstanding work only.

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

University Policies

General Expectations, Rights and Responsibilities of the Student

As members of the academic community, students accept both the rights and responsibilities incumbent upon all members of the institution. Students are encouraged to familiarize themselves with SJSU's policies and practices pertaining to the procedures to follow if and when questions or concerns about a class arises. See University Policy S90-5 at http://www.sjsu.edu/senate/docs/S90-5.pdf. More detailed information on a variety of related topics is available in the SJSU catalog at http://info.sjsu.edu/web-dbgen/catalog/departments/LIS.html. In general, it is recommended that students begin by seeking clarification or discussing concerns with their instructor. If such conversation is not possible, or if it does not serve to address the issue, it is recommended that the student contact the Department Chair as a next step.

Dropping and Adding

Students are responsible for understanding the policies and procedures about add/drop, grade forgiveness, etc. Refer to the current semester's Catalog Policies section at http://info.sjsu.edu/static/catalog/policies.html. Add/drop deadlines can be found on the current academic year calendars document on the Academic Calendars webpage at http://www.sjsu.edu/provost/services/academic_calendars/. The Late Drop Policy is available at http://www.sjsu.edu/aars/policies/latedrops/policy/. Students should be aware of the current deadlines and penalties for dropping classes.

Information about the latest changes and news is available at the Advising Hub at http://www.sjsu.edu/advising/.

Consent for Recording of Class and Public Sharing of Instructor Material

University Policy S12-7, http://www.sjsu.edu/senate/docs/S12-7.pdf, requires students to obtain instructor's permission to record the course and the following items to be included in the syllabus:

• "Common courtesy and professional behavior dictate that you notify someone when you are recording him/her. You must obtain the instructor's permission to make audio or video recordings in this class. Such permission allows the recordings to be used for your private, study purposes only. The recordings are the intellectual property of the instructor; you have not been given any rights to reproduce or distribute the material."
  • It is suggested that the syllabus include the instructor's process for granting permission, whether in writing or orally and whether for the whole semester or on a class by class basis.
  • In classes where active participation of students or guests may be on the recording, permission of those students or guests should be obtained as well.
• "Course material developed by the instructor is the intellectual property of the instructor and cannot be shared publicly without his/her approval. You may not publicly share or upload instructor generated material for this course such as exam questions, lecture notes, or homework solutions without instructor consent."

Academic integrity

Your commitment, as a student, to learning is evidenced by your enrollment at San Jose State University. The University Academic Integrity Policy F15-7 at http://www.sjsu.edu/senate/docs/F15-7.pdf 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 Student Conduct and Ethical Development website is available at http://www.sjsu.edu/studentconduct/.

Campus Policy in Compliance with the American Disabilities Act

If you need course adaptations or accommodations because of a disability, or if you need to make special arrangements in case the building must be evacuated, please make an appointment with me as soon as possible, or see me during office hours. Presidential Directive 97-03 at http://www.sjsu.edu/president/docs/directives/PD_1997-03.pdf requires that students with disabilities requesting accommodations must register with the Accessible Education Center (AEC) at http://www.sjsu.edu/aec to establish a record of their disability.

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