LIBR 204-11
Information Professions
Spring 2015 Greensheet
Intensive Course: March 16 - May 13

Dr. Sue Alman
Office Hours:
Virtual office hours- Wednesday (8-9 pm ET). Synchronous advising by appointment

Greensheet Links
Canvas Login and Tutorials
iSchool eBookstore

Canvas Information: Courses will be available beginning January 22nd, 12:01am PST 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 at 12:01am PST on the first day that the class meets.

You will be enrolled into the Canvas site automatically.

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.

Core Competencies
In addition to the core competencies listed here, this course section ONLY supports an additional competency due to a major assignment (see below):

  • O: Contribute to the cultural, economic, educational, and social well-being of our global communities. 

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.

Personal Blog and Discussion Posts
Students will perform a series of activities relating to the information professions and their organizational analysis, and they will keep a personal blog that reflects the ideas generated from each topic.  The blog entries will be added to the Discussion Forum to share thoughts, ideas, opinions with the entire class.

(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
*This assignment provides experience toward COMP O: Contribute to the cultural, economic, educational, and social well-being of our global communities.

Working together in small groups, students will review and compare strategic plans for two information organizations--one in North America and one in another developed or developing country. The group will then review and assess the strategic plans of each organization and write a 10-page report that addresses the following items. 

  • Identification of the envrionmental factors impacting each information organization
  • Strengths, Weaknesses, Opportunities and Threats that affect each information organization
  • Assess and critique the Vision and Mission Statements, Goals, Objectives, and Assessment Measures.  Discuss whether the components are realistic (why/why not) and suggest alternative courses of action.

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
Personal Blog and Online Discussion 3 points each
(30 points total)
Weekly as noted on the Calendar
Exploratory Essay 15 points April 2, 2015
Organizational Analysis 30 points May 11, 2015
Career Development 10 points May 3, 2015
Professional Synthesis 15 points May 9, 2015

Assignment Deadlines
All assignments must be submitted before 11:59 pm PT on the date due.  Grades will be reduced for any late work, each day late, by twenty percent.  Please contact instructor prior to a deadline in the case of illness or emergency.

Calendar: NOTE - There are 15 modules that will be covered in this 7.5-week course--2 modules each week. The first module will be covered on Monday-Tuesday-Wednesday, and the second module will be covered on Thursday-Friday-Saturday. Students will be expected to read the materials, complete the assignments, and participate in class discussions according to the dates listed below. Dates and assignments are subject to change in the final syllabus.

Week Dates Topic/Module Assignment  
1A 3/16-3/18 Information Professions Introduction (Chapter 1); Operating Environment (Chapter 2) Personal Blog and Discussion Posts: Word Cloud Introductions including any particular area of current/future interest in the information professions and organizations.  
1B 3/19-3/21 Responsibility (Chapter 5); Delegating (Chapter 6); Exploratory Essay assignment instructions shared Personal Blog and Discussion Posts: Scholarly article summary and key takeaways on the topic of accountability, responsibility or delegation.  
    Spring Break: March 23-27; Cesar Chavez Day: March 31    
2A 3/30-4/1 Marketing and Advocacy (Chapter 11) Personal Blog and Discussion Posts: Marketing and Advocacy for the contemporary LIS organization.  
2B 4/2-4/4 Legal Issues and Library Management (Chapter 3); Decision Making (Chapter 7) Due:  Exploratory Essay (4/2/15)  
3A 4/6-4/8 Building Teams (Chapter 14); Organizational Analysis teams announced and assignment instructions shared Personal Blog and Discussion Posts: Successful virtual teams  
3B 4/9-4/11 The Planning Process (Chapter 4); Leading (Chapter 13) Personal Blog and Discussion Posts: Leadership characteristics; Progress Report due for Organizational Analysis  
4A 4/13-4/15 Communicating (Chapter 8); Changing and Innovating (Chapter 9).    
4B 4/16-4/18 Motivating (Chapter 12); Staffing (Chapter 16); Career Development assignment instructions shared Personal Blog and Discussion Posts: Online Career Resources and post current job description/opening to be used in Module 14's Career Development assignment.   
5A 4/20-4/22 Managing Money (Chapter 17) Personal Blog and Discussion Posts:  20% budget cut; Due:  Progress Report of Organizational Analysis (4/22/15)  
5B 4/23-4/25 Managing Technology (Chapter 18) Personal Blog and Discussion Posts:  Emerging Technology - The Horizon Report  
6A 4/27-4/29 Managing and Planning Physical Facilities (Chapter 19) Personal Blog and Discussion Posts: Prepare for the worst: Sharing an emergency/disaster plan  
6B 4/30- 5/2 Assessment, Quality Control and Operations (Chapter 10); Instructions for Professional Synthesis shared    
7A 5/4-5/6 Planning Your Career (Chapter 21) Personal Blog and Discussion Posts: Cover Letter and voting; Due: (5/3/15) Career Development assignment (Resume submitted and two artifacts loaded to ePortfolio in Canvas)  
7B 5/7-5/9 Addressing Diversity (Chapter 15) Due: Group Report Organizational Analysis (5/9/15)  
8 5/11-5/13 Ethics (Chapter 20) Due:  Professional Synthesis--posted to Discussion Forum (5/11/15) AND Personal Blog  

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 prerequisite 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.). New York, NY: ALA Neal-Schuman. Available through Amazon: 1555709095arrow 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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