LIBR 220-13
Resources and Information Services in Professions and Disciplines
Topic: Embedded Librarians/Embedded Libraries: Embedding the Library into the Fabric of Higher Education
Spring 2014 Greensheet

M. Farkas
E-mail
Other contact information: When emailing about the class, please put LIBR220 in the subject line
Office location: Virtual 
Office Hours: Virtual meetings by appointment

D2L Information: This course will be available beginning 1/17/14. You will be enrolled into the site automatically. This class will take place in D2L and across your blogs. The majority of written work will take place through blogging. 

Course Description

This course will explore the creative and proactive strategies academic libraries are employing to embed librarians, library presence, library collections, research support, and library instruction into the curriculum, student success initiatives, and patron points of need. In an era in which some students and faculty bypass the library entirely, librarians are developing innovative services that take them outside the library — both online and face-to-face — to provide services where their patrons are. This requires deep knowledge of one’s patrons and the academic environment, as well as an understanding of best practices for collaboration. We will explore best practices for embedding the library into the fabric of higher education through the literature as well as through significant written reflection and discussion.

Course Requirements

Assignments

• Environmental Scan or Population Exploration (15 points) Assignment supports SLO 6 In this assignment, you will explore a specific library, college/university, department, or population to develop a better understanding of needs and trends.
• Annotated bibliography (20 points): Assignment supports SLO 1, SLO 2, SLO 3, SLO 4, and SLO 5 You will create an annotated bibliography of a specific approach to embedded librarianship including your thoughts on the efficacy of that  approach
• Embedded proposal (25 points): Assignment supports SLO 1, SLO 2, SLO 3, SLO 4, SLO 5 and SLO 6 You will develop a detailed proposal for developing an embedded library program. This can be a group or individual project and we will decide together how to approach the assignment in the first week of classes.
• Participation (40 points): Participation activities support SLO 1, SLO 2, SLO 3, SLO 4, SLO 5, and SLO 6 Participation is measured based on fulfillment of your weekly expectations of blogging, commenting on your classmates’ blog posts, and voting for your favorite post each week.

Course Calendar (subject to change with fair notice)

Grading

• Extra credit will be given based on the quality of your blog posts. Students each week will be required to vote for their favorite and most insightful blog post that is not their own. The three students whose blog posts have received the most votes over the term will receive 3 points added to their final grade.
• If there is a situation that requires you to turn in an assignment late, you must contact me in advance of the due date in order to make arrangements. This is the only way that a late assignment will receive full credit. Assignments that are up to two days late will only receive a maximum grade of 75%. Assignments that are two days to one week late will only receive half credit. I will not accept any assignment (without prior discussion) more than 1 week late.

Textbook Information
There is no required textbook to purchase. All required readings will come from articles, book chapters, and blog posts available on the Web or through library databases. They are all resources freely available to students. There will be readings from the following eBooks that are available through the SJSU King Library:

• Kvenild, Cassandra, and Kaijsa Calkins. Embedded Librarians: Moving Beyond One-Shot Instruction. Chicago: Association of College and Research Libraries, 2011.
• Shumaker, David. The Embedded Librarian: Innovative Strategies for Taking Knowledge Where It’s Needed. New Jersey: Information Today, 2012.
• Zabel, Diane. Reference Reborn: Breathing New Life into Public Services Librarianship. Santa Barbara, Calif: Libraries Unlimited, 2011.
• Duke, Lynda M, and Andrew D. Asher. College Libraries and Student Culture: What We Now Know. Chicago: American Library Association, 2012.

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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 210. 

Student Learning Outcomes

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

1. Identify key print and online research resources useful for finding moving images and moving image-related information.
2. Demonstrate effective use of film and media resources.
3. Evaluate at least two institutions with collections that include moving images.
4. Identify the broad issues involved in collecting, cataloging, preserving and providing access to film and media.
5. Describe the federal and state governmental units that make primary law and the types of primary law they make.
6. Identify the major types of primary law and secondary authority for both federal and state jurisdictions.
7. Locate the nearest brick-and-mortar law library and find materials in it.
8. Identify and describe the relative merits and shortcomings of the major print and online (both "free" and "pay-for-view") legal resources.
9. Use print and online sources to find the major types of primary law and secondary authority for both federal and state law.
10. Answer questions from patrons about basic legal resources, and direct patrons to the best sources for legal information.
11. Develop strategies for defining search terms to use with "finding tools" in print, online, and pay-for-view legal resources.
12. Create guides ("pathfinders") for patrons needing legal information.

Core Competencies (Program Learning Outcomes)

LIBR 220 supports the following core competencies:

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Textbooks

No Textbooks For This Course.

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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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