LIBR 204-16
Information Professions
Fall 2014 Greensheet

Dr. Carol H. Sawyer
Phone: contact phone with area code
Office Hours: Virtual office hours. Telephone and in-person advising by appointment

Greensheet Links
Canvas Login and Tutorials
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Getting Started

This course will be available on Canvas beginning August 25, 2014. You will be enrolled into the site automatically.

Expectations of Faculty

As the faculty person for this course, I am committed to the success of every student, while holding all of us to high standards appropriate for a graduate program of study. I will be prepared each week; I check email daily. I anticipate accessing the online course site at least three times weekly and more likely every day, unless I am on travel (I'll let you know if I have travel that keeps me away from Canvas for a day or two). I will comment on or grade assignments promptly with the goal of returning them to you within seven days of the due date, with feedback to help you continue to lift the quality of your work. By appointment, I can be available for a telephone call if that is needed in addition to any email communication; I am usually available mornings for such a telephone conversation. I live in southern California, and sometimes have been able to meet with iSchoolstudents "in person". I believe that together we are responsible for creating and sustaining a safe environment that facilitates learning, openness, personal growth, and mutual trust and respect. I am passionate and positive about teaching and learning, with a life mission to recognize and realize possibilities, and to facilitate that growth for others.

Course Design/Structure

Beginning on Thursday, August 28th, the first week of our academic term, a posting to the Canvas discussion forum is required. These discussion postings, often requiring thoughtful engagement and interaction with classmates, will be mandatory and due every Sunday starting September 7 and continuing for the next eleven weeks (through November 16). Several of the discussion forum postings are study group (team-based) assignments. These develop the course learning outcome #8: Experience and assess working in teams. In other weeks, the discussion will be in response to assigned reading. Points vary, depending on the nature of the discussion forum assignment for the week. Two individual papers (an exploratory paper plus an interview report) will be submitted to the discussion site for sharing with everyone. The discussion location on Canvas is the “heart” of our work together. Across the term there is potential to earn 95 out of the course total of 150 points through work presented through Discussions. Visit Discussions on Canvas several times every week.

Other individual coursework will be submitted into a private drop box that only faculty can access to read your postings. Canvas designates these drop boxes as “Assignments”; classmates will not see your submitted work in this location. Here you will post your resume, an assessment of the dynamics of a team-based organizational analysis, and, late in the term, your own statement of your philosophy of management, and a synthesis of your experiences in LIBR 204. This “Assignments” location will also be the place to turn in five short individual and private journals in response to a Harvard Business Review article; the journal writing is spread across five weeks. This very popular assignment is an opportunity to observe managerial decisions and actions in response to the theory captured in the article.

Detailed guidance for every assignment is provided through Canvas. Please always ask me if you need clarification on expectations.

Course Description

Examines the organizations and environments in which information professionals work.  This course explores different specializations and career paths, professional communities, networks and resources, ethical and legal frameworks. This course also introduces management and leadership theories and concepts and applies them to different information environments. A special focus is placed on management responsibilities in order to emphasize the importance of these skills in the professional workplace.

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 LIBR 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.  For more information, see:

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.

Students will perform a series of activities relating to the information professions and their organizational analysis.  (Student Learning Outcomes: #1, #3, #6)

Exploratory Essay
Using LIS databases and other relevant resources, students will read, analyze and respond to a recent scholarly article on transferable skills and competencies in the modern knowledge economy for library and information science (LIS) professionals. (Student Learning Outcomes: #8)

Organizational Analysis
Working together in small groups, students will assume roles on teams to create an organizational analysis, in two parts, for an information organization. In the first part, each team will draft vision, mission and value statements for the organization.  In addition, teams will produce a literature review and conduct an environmental scan including a SWOT analysis (strengths, weaknesses, opportunities and threats). Based on findings of the first part of the project, the group will articulate strategic directions for the information organization in the second half of the project. Goals will be measured by appropriate criteria specified and presented by the team to their classmates.  An annotated bibliography will also be included in this second part of the report. A peer review regarding individual contributions and performance on the team will be included and considered in the final grade for the team project.  (Student Learning Outcomes:  #2, #5, #8)

Career Development
Students will be introduced to the extensive School Career Development online resources and will asked to submit their resume.  In addition, students will also utilize the ePortfolio function in the Canvas learning management system. (Student Learning Outcomes: #4, #7)

Professional Synthesis
A culminating synthesis allows students to reflect and respond to the major elements of LIBR 204 and the information professions, supported and informed by the course and supplemental scholarly material. Students will utilize an alternate format (e.g. website, wiki, podcast, video, Powerpoint, Prezi, etc.) to produce and present their culminating assignment. (Student Learning Outcomes: #1, #8)


Assignment Points Due Date
Discussion Forum 5 points each
(40 points total)
Eight discussions, scheduled hroughout the term in response to course readings
Exploratory Essay 10 points September 14
Organizational Analysis 30 points Part One on October 12; Part Two on November 2
Career Development 10 points October 19th
Professional Synthesis 15 points December 7th

Assignment Deadlines
All assignments must be submitted before midnight (California time) on Sundays unless otherwise indicated.  Late work will not receive credit/points.  Please contact instructor prior to a deadline in the case of illness or emergency.

Course Calendar

Overview of Course Calendar and Schedule

Assignments are due by 11:59 pm California time on Sunday of each week, unless an exception is noted. LIBR 204
Information Professions
Dr. Carol H. Sawyer
Late assignments will NOT receive credit (points).
Due Date Required Reading

Specified reading should be completed before each week’s Due Date.

Additional short readings may be added throughout the term.
Assignment Due
[points possible]
Discussion Board Posting
[points possible]
The term begins on Monday, August 25th

The initial assignment is due on Thursday, August 28th.

No assignment is due on Sunday, August 30, because of the holiday weekend in the United States.
This week is a time to explore our course Canvas site and start reading. Begin reading with Part I of Evans and Alire (80 pages); plan to complete that reading by September 7th.   Post your individual definition of management [5]. This initial assignment is due no later than Thursday, August 28thth. DO NO RESEARCH; write only from your life experiences.
Thursday, August 28thth

Addressing 204 learning outcomes 1, 3 & 5
    Definition due by 11:59 pm California time [5 points possible].
Sunday, September 7th

Addressing learning outcomes 1 & 3 and also Core Competency A.
Your reading of Part I of Evans and Alire should be completed at this time.   Post self-introduction to designated discussion on Canvas; see guidance for details [5].
Sunday, September 14th

Learning outcomes 1, 2, 5, 9 and Core Competencies 3 & 4.
No later than September 14th, read Gosling & Mintzberg HBR article, foundational for five personal journals due over five weeks.

Also complete your reading of chapters 4, 5, 6 & 7 of Evans & Alire (approximately 100 pages)
  Exploratory essay [10]
September 21st

Learning outcomes 5, 6, 7 & 9; also Core Competency 3
Read chapters 8, 9, 10 and 11 of Evans & Alire (approximately 100 pages). First personal journal posting based on HBR article [3] Change-based discussion [5]
September 28th

Learning outcomes 8 & 9
Begin reading Part III of Evans & Alire (pace this reading across two weeks, 130 pages); begin reading Dan Pink’s book Drive; visit Pink’s website and view Drive-related YouTube videos. Personal journal posting [3] First study group assignment [5]
October 5th

Learning outcomes 5, 8 & 9
Your reading of Part III of Evans & Alire should be completed; also finish reading Dan Pink's book Drive and Kelley’s article from Rotman Magazine Personal journal posting [3] Personal statement related to the book Drive [5]; "Organizational persona" discussion based on Kelley [5]
October 12th

Learning outcomes addressed are primarily 6 & 7; Core Competencies B, C and D.
Wagner & Harter first reading completed (introduction and last chapter); begin reading Hamel’s book and explore related video websites Personal journal posting [3] Team-based Organizational Analysis Report (Part 1); [15]
October 19th

Learning outcome 4
Reading in Part V of Evans & Alire (approximately 45 pages) completed. Final personal journal posting [3]

Resume posted; SJSU Career Center services accessed; e-portfolio work [5]
Discussion in response to exploration of Career Center [5]
October 26th

Learning outcomes 5 & 9
Hamel reading completed in preparation for discussion; continue reading Wagner & Harter   Hamel-based discussion [5]
November 2nd

Learning outcomes 2, 3, 9, and Core Competencies C, D and E
Reading of Wagner & Harter completed.   Culture-related discussion [5]; team-based Organizational Analysis Report (Part 2); [15]
November 9th

Learning outcomes addressed may be 1, 3, 4, 5, 6 & 7; these will differ depending on the interview focus. Also learning outcome 8.
  Individual Team Assessment Report [5] Interview paper shared and discussed [10]
November 16th

Learning outcomes 1-7; also Core Competencies A, B, C.
    Individual "Big Questions" developed and posted for discussion [5]
November 23rd   Individual philosophy of management paper [10]; addresses course learning outcome 3.  
NO ASSIGNMENT IS DUE NOVEMBER 30TH; this is Thanksgiving weekend in the United States      
December 7th

Learning outcomes addressed are potentially any: 1-9.
  Individual professional synthesis [15]  
Details on all assignments are posted on the course Canvas site.

Other Relevant Information:

Additional short reading assignments may be posted on Canvas or readily accessed through the Internet. Required books from Hamel, Pink, and Wagner & Harter supplement and enhance our basic text from Evans and Alire, providing richly detailed research-based professional narratives that are also highly readable. Discussion-based assignments link to each publication.

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 204 has no prequisite requirements.

Student Learning Outcomes

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

  1. Describe the role of information and the information profession in various contexts, and from historical, current and future perspectives.
  2. Identify the most significant areas of research in library and information science in historical and current contexts.
  3. Identify and discuss the professional values and ethics of library and information science.
  4. Explore a number of professional opportunities and related supports available to information professionals.
  5. Identify, discuss and compare key management concepts such as leadership, change, advocacy, and decision making, as well as the roles and activities of managers and leaders.
  6. Understand analytical and strategic planning processes and skills.
  7. Identify various information stakeholders and the information environments that provide for their needs.
  8. Experience and assess working in teams.
  9. Review, use and properly cite the professional and research literature of management and leadership.

Core Competencies (Program Learning Outcomes)

LIBR 204 supports the following core competencies:

  1. A Articulate the ethics, values, and foundational principles of library and information professionals and their role in the promotion of intellectual freedom.
  2. B Describe and compare the organizational settings in which library and information professionals practice.
  3. D Apply the fundamental principles of planning, management, marketing, and advocacy.
  4. M Demonstrate oral and written communication skills necessary for professional collaboration and presentations.
  5. N Evaluate programs and services based on measurable criteria.


Required Textbooks:

  • Evans, G. E., & Alire, C. (2013). Management basics for information professionals (3rd ed.). ALA Neal-Schuman. Available through Amazon: 1555709095arrow gif indicating link outside sjsu domain
  • Hamel, G. (2012). What matters now: How to win in a world of relentless change, ferocious competition, and unstoppable innovation. Jossey-Bass. Available through Amazon: 1118120825arrow gif indicating link outside sjsu domain
  • Pink, D. H. (2009). Drive: The surprising truth about what motivates us. Riverhead. Available through Amazon: 1594488843. arrow gif indicating link outside sjsu domain
  • Wagner, R., & Harter, J. K. (2006). 12: The elements of great managing. Gallup Press. Available through Amazon: 159562998X. 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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