LIBR 282-01
Digital Asset Management
Spring 2014 Greensheet

John Horodyski
Office Hours: Via email, and telephone advising can be arranged.

Greensheet Links
iSchool eBookstore

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

Course Description

This course is designed to introduce students to the fundamental concepts, terminology, practice and application of digital asset management in the public and private sector. It will feature discussions on metadata, workflow, taxonomy, data security, and preservation of digital assets.

Course Requirements

D2L Site
This course will include participation via the D2L site.

DAM Reading Briefs
There will be readings assigned for seven (7) of the units with a one (1) page summary brief required.

Online Participation
There will be ongoing online participation on the LIBR 282 SJSU D2L Discussion Board.

Blogs to follow (RSS feeds preferable):
Follow the two blogs listed below, preferably using RSS feeds.  Over the course of the semester, please comment on three posts from three separate blogs by submitting a paragraph of 100-250 words to the D2L Discussion Board.  Be prepared to speak to the class briefly about the posting and your comment. Copy and paste the original posting on the assignment and be sure to include your name, date and “blog comment assignment” with the title of the blog in the upper left corner of the page. 

There will be three projects starting with:

  • Project #1 (Supports SLO #1, #3)
    • A metadata analysis of an online digital collection of photographs with the intent to identify vocabulary design, retrieval requirements, and licensing issues. You will use Flickr and post a digital collection of 15 – 20 images from your personal collection, each of them applied with metadata (tagging in Flickr terms).
    • Format will be a 3 -4 page report detailing your metadata analysis and organization of your digital collection emailed to me including a link to your Flickr site.
    • Due by end of day (EOD) Friday, Februray 28, 2014.
  • Project #2 (Supports SLO #1, #3)
    • An analysis of a digital video collection to identify issues related to its access, content, format, and eventual repurposing by users as well as a metadata analysis.
    • Format will be a 3 -4 page report and metadata fields for the video clips.
    • Due by end of day (EOD) Monday, March 31, 2014.
  • Project #3 (Supports SLO #1-4)
    • The third project will build upon the experience of the previous two projects and will be to create a project plan for a digital asset management implementation. This project plan will be up to you to decide what the DAM system will be comprised of and what its objectives will be. You will need to determine what the assets would be (i.e. images, videos, graphics, etc.), how many you will use, etc. for this imaginary DAM system.
    • Format will be a 12 - 15 page report.
    • Due by end of day (EOD) Monday, May 12, 2014.

Course Calendar
These are the weekly topics that will be covered in reading and blackboard discussions.

  • Week 1 - Unit 1: Concepts and Terms
  • Weeks 2 – 3 - Unit 2: Image Databases / Collections / DAM Systems
  • Weeks 4 – 5 - Unit 3: Metadata
  • Weeks 6 – 7 - Unit 4: Workflow
  • Weeks 8 – 9 - Unit 5: Taxonomy
  • Weeks 10 – 11 - Unit 6: Data security
  • Weeks 12 – 13 - Unit 7: Preservation of digital assets
  • Weeks 14 – 15 - Unit 8: Project Management

Course Grading

  1. There will be no “extra credits” available for this course.
  2. Percentage weight assigned to class assignments
    1. Discussion Board / Blog Participation - 10%
    2. Unit Readings Summary Brief - 10%
    3. Project #1 - 20%
    4. Project #2 - 25%
    5. Project #3 - 35%
  3. I will not accept any late assignments. If the assignment is submitted late, then there will be no grade assigned and you will receive “0.”

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 200, LIBR 204

Student Learning Outcomes

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

  1. Describe the grant-seeking process.
  2. Conduct research to locate sources of grant funding, analyze grantmaker guidelines, and assess whether potential funding sources match an organization and a specific project.
  3. Describe funder perspectives and know how to communicate effectively with prospective grantmakers.
  4. Write persuasive material that clearly articulates purpose, responds to the needs of an audience, uses the appropriate voice and tone, and builds stakeholder support.
  5. Analyze an organization's grant-seeking practices, identify areas of potential improvement, and prioritize grant-seeking opportunities.
  6. Assess specific library needs and future service development, identifying appropriate projects for grant funding.
  7. Develop a competitive grant proposal, including budgets, implementation plans, and evaluation criteria.
  8. Discuss social information tools from an overarching and strategic perspective, and explain how they fit into competitive and other intelligence work.
  9. Use social tools for information collection and supplementing of traditional competitive intelligence tools.
  10. Use social tools from a competitive intelligence standpoint, and understand the specific implementations of these tools.
  11. Describe how competitive intelligence communities are using these tools for professional purposes.
  12. Demonstrate the ability to conduct competitive work using social tools.

Core Competencies (Program Learning Outcomes)

LIBR 282 supports the following core competencies:

  1. D Apply the fundamental principles of planning, management, marketing, and advocacy.
  2. E Design, query and evaluate information retrieval systems.
  3. H Demonstrate proficiency in identifying, using, and evaluating current and emerging information and communication technologies.
  4. I Use service concepts, principles, and techniques to connect individuals or groups with accurate, relevant, and appropriate information.
  5. N Evaluate programs and services based on measurable criteria.


Required Textbooks:

  • Austerberry, D. (2013). Digital asset management (2nd ed.). Focal Press. Available through Amazon: 0240808681. arrow gif indicating link outside sjsu domain

Recommended Textbooks:

  • Krogh, P. (2006). The DAM book: Digital asset management for photographers. O'Reilly Media, Inc. Available through Amazon: 0596100183. arrow gif indicating link outside sjsu domain
  • Mauthe, A., & Thomas, P. (2004). Professional content management systems: Handling digital media assets. John Wiley & Sons. Available through Amazon: 0470855428. 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;
    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 More detailed information on a variety of related topics is available in the SJSU catalog at 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 Add/drop deadlines can be found on the current academic year calendars document on the Academic Calendars webpage at The Late Drop Policy is available at 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

Consent for Recording of Class and Public Sharing of Instructor Material

University Policy S12-7,, 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 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

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 requires that students with disabilities requesting accommodations must register with the Accessible Education Center (AEC) at to establish a record of their disability.

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