LIBR 204-13
Information Professions 
Spring 2015 Greensheet

Wayne Disher
E-mail
Phone: 408-421-0111
Office Location: Online
Office Hours: By arrangement


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Getting Started

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.

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: http://ischool.sjsu.edu/current-students/courses/core-courses-and-electives

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.

Discussion
Students will perform a series of required activities relating to the information professions and their organizational analysis.  While some of these discussion board activities are not graded, students are required to participate or be penalized up to an entire grade reduction.  (Student Learning Outcomes: #1, #3, #6)

Regular Assignments
The semester will be broken into "Units".  Each unit will run for a duration of roughly 2 to 3 weeks.  Each week within the unit contains several activities, reading, discussions, online work, and collaboration.  Each unit will have one graded assignment. Units One through Four have graded assignments that account for 10 points each.  The weight of this accummulated 40 points will be 20% of your entire grade.

Week Topic/Module Assignment
  UNIT ONE: Organizations  
1 Information Professions introduction (Evans Chapter 1); Operating Environment (Evans Chapter 2); (Disher Chapters 1-2) Discussion 1: Introductions including any particular area of current/future interest in the information professions and organizations.
2 Responsibility (Evans Chapter 5); Delegating (Evans Chapter 6); Organization design (Disher Chapter 3) Discussion 2: Scholarly article summary and key takeaways on the topic of accountability, responsibility or delegation.
3 Decision Making (Evans Chapter 7); Problem Solving (Disher Chapter 11); Planning Your Career (Evans Chapter 21) Due:  Resume and ePortfolio assignment due.
  UNIT TWO: Teams & Problem Solving  
4 Building Teams (Evans Chapter 14) (Disher Chapter 10); Teams set for Unit Five presentation Discussion 3: Successful virtual teams
5 Leadership (Evans Chapter 13) (Shaara, "The Killer Angels"); Power and Authority (Disher Chapter 4); Councils, Boards & Commissions (Disher Chapter 9) Discussion 4: The Art of Followership
  UNIT THREE: Planning & Communicating  
6 The Planning Process (Evans Chapter 4) (Disher Chapter 6);

Discussion 5: Strategic Plans - A Case history

Due: SWOT Analysis

7 Communicating (Evans Chapter 8); Addressing Diversity (Evans Chapter 15) (Disher Chapter 8) Due:Communication case history
  UNIT FOUR: Managing Staff & Budgets  
8 Motivating (Evans Chapter 12); Staffing (Evans Chapter 16) (Disher Chapter 7);  
9 Managing Money (Evans Chapter 17) (Disher Chapter 5

Discussion 6:  Library budget comparison discussion

Due: Library budget reduction

10 Library Communities (Disher Chapter 13) Discussion 7:  Trend watching
  UNIT FIVE: Managing Library Facilities  
11 Managing and Planning Physical Facilities (Evans Chapter 19) (Disher Chapter 12)  
12 Assessment, Quality Control and Operations (Evans Chapter 10) Discussion 8: Prepare for the worst: Sharing an emergency/disaster plan
13 Managing Technology (Evans Chapter 18) Discussion 9:  Emerging Technology - The Horizon Report 
  UNIT SIX: Change; Legal & Ethics Issues  
14 Changing and Innovating (Evans Chapter 9) (Disher Chapter 15); Legal Issues and Library Management (Evans Chapter 3) Discussion 10:  Matching Innovations to Environment
15 Marketing and Advocacy (Evans Chapter 11) Ethics (Evans Chapter 20) Discussion 11: Marketing and Advocacy for the contemporary LIS organization.
16   Due:  Management Response

Units Five and Six each have larger assignments worth 100 points each.  They each are weighted 40%.  While you will find detailed information about each graded assignment appearing in the Unit itself here is a brief rundown of what you'll be doing this semester in terms of graded assignments. 

  • Unit One's 10 point graded assignment involves a Career Development
    assignment in which 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)
  • Unit Two's 10 point graded assignment will ask you to read a case history involving communication and diversity in an organization and asks you to think about how you'd resolve a challenging issue. (Student Learning Outcomes 1, 2, and 6).
  • Unit Three's 10 point graded assignment asks you to learn about a strategic planning process called SWOT analysis and to submit a SWOT analysis of a library of your choice.  (Student Learning Outcomes 2 & 3)
  • Unit Four's 10 point graded assignment asks you to read over several case histories involving the creation of a library's budget.  After reading over the budget scenarios, you will be asked to consider what you would do in both situations and submit a paper explaining how you handled one of the cases.  (Student Learning Outcomes 1, 2, 3, and 8)

End of Term Assignments
There are two large assignments near the end of the semester.  One is a group assignment and one will be an analytical assignment:

  • Group Assignment: Students will be assigned to a team for a project conducting a "visualized critique"--a sort of performance audit--of a library information organization. Each member of the team visits a library on their own, and each brings back to the team's member the potential organizational weaknesses and threats they identify. The team as a whole will analyze each member's pictures an information.  The team will then choose ten items to work on as a group. Students analyze such things as managment decisions, facility maintenance, customer service, community outreach, the library's mission and vision, the library's efficiency, and the library's effectiveness. During the semester--through online collaboration--the team will articulate strategic recommendations for improving the library. In an online presentation to the instructor, the group shares there recommendations regarding their chosen ten items, and articulates how these recommendations will significantly solve the issues they have identified.  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 3, 5, & 8)
  • Analytical Management Response Presentation: Students will be asked to choose to investigate and respond to one of several common administative problems information professionals are confronted with in today's library environments. Students will utilize an alternate format (e.g. website, wiki, podcast, video, Powerpoint, Prezi, etc.) to produce and present their response to one of the issues using information they gather in research, as well as information gleamed through course readings and reflection.  More detail will be provided by your instructor. (Student Learning Outcomes 1, 3, & 6)

Grading

Assignment % of grade Due Date
Discussion Forum participation   See calendar
Unit One:  Career Development 5% Feb 08, 2015
Unit Two: SWOT analysis 5% Feb 26, 2015
 Unit Three:  Workplace communication and diversity 5% Mar 16, 2015
Unit Four:  Budgets 5% April 4, 2015
Unit Five:  Group Visualized Critique Presentation 40% April 24, 2015
Unit Six:  Analytical Management Response Presentation 40% May 13, 2015

Due Dates and Late Assignments
Due dates are not negotiable. As a rule, I do not accept late assignments. If extraordinary circumstances prevail, however, an accepted late assignment will receive a penalty of at least one grade.

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.

Textbooks

Required Textbooks:

  • Disher, Wayne (2010). Crash Course in Public Library Administration. Santa Barbara: Libraries Unlimited. Available through Amazon: 1598844652 arrow gif indicating link outside sjsu domain
  • 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
  • Shaara, M. (1987). The Killer Angels (any edition will be acceptable). New York: Ballantine Books. Available through Amazon: 0345348109. arrow gif indicating link outside sjsu domain

Recommended Textbooks:

  • American Psychological Association (2009). Publication Manual of the American Psychological Association (6th ed.) Chicago: American Psychological Association. Available through Amazon: 1433805618. 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 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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