LIBR 281-12
Community Partnerships
Summer 2015 Greensheet

Morgan Rose Pershing
E-mail
Office location: Virtual

Canvas Information: Courses will be available beginning June 1st, 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

Public libraries are no longer your mother’s public libraries. Facing cuts in funding yet increasing use, the landscape has changed dramatically in recent years. Public libraries have expanded focus to include more programming and extending reach beyond the four walls of a physical space. What does that mean? More community partnerships. Community partnerships allow the library to work with institutions and people not traditionally thought of as partners. This is an excellent quid pro quo relationship; partners benefit by getting their message or education out to a huge population – the library’s patron base. In turn, libraries benefit by having new avenues in which to attract patrons and expose new people to all that a public library can provide for them. In this class, we will examine what makes up a community partnership, work to identify possible partners, and study some real, unique, and successful community partnerships in depth.

Course Requirements

Assignments

Week 1:

1. Discussion: Introduce yourself
2. Discussion: Community Connections Webinar and readings on community partnerships

Week 2:

1. Discussion: Case Study - Sustainable U Grant Project
2. Paper: 2-3 pages, explore community partnerships at your local library SLO 1, SLO 2

Week 3:

1. Discussion: Case Study - War Ink
2. Paper: 2-3 pages, examine two examples from the book "Librarians as Community Partners" SLO 2

Week 4:

1. Discussion: Case Study - Planned Parenthood and Queens Library
2. Final Paper: Create an original plan for a project using community partnerships SLO1

Course Calendar
subject to change with fair notice

1. Discussion: Introduce yourself Due July 13, 2015
2. Discussion: Community Connections Webinar and readings on community partnerships Due July 13, 2015
3. Discussion: Case Study - Sustainable U Grant Project Due July 20, 2015
4. Paper: 2-3 pages, explore community partnerships at your local library Due July 20, 2015
5. Discussion: Case Study - War Ink Due July 27, 2015
6. Paper: 2-3 pages, examine two examples from the book "Librarians as Community Partners" Due July 27, 2015
7. Discussion: Case Study - Planned Parenthood and Queens Library Due August 3, 2015
8. Final Paper: Create an original plan for a project using community partnerships Due August 3, 2015

Grading
Students can accumulate up to 100 points.
Late assignments will not be accepted.

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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 200, LIBR 202, LIBR 204, Other prerequisites may be added depending on content. 

Student Learning Outcomes

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

1. Identify potential community partnerships.
2. Explain the advantages of creating community partnerships.

Core Competencies (Program Learning Outcomes)

LIBR 281 supports the following core competencies:

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Textbooks

Required Textbooks:

• Smallwood, C (Ed.). (2010). Librarians as community partners. ALA Editions. Available through Amazon: 0838910068

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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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