Seminar in Library Management
Spring 2017 Syllabus
Dr. Debra K Buenting
Other contact information: 719-685-0829
Office location: Colorado Springs
Office Hours: by appointment
Canvas Login and Tutorials
Canvas Information: Courses will be available beginning January 26th, 6 am PT 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 on the first day that the class meets.
You will be enrolled into the Canvas site automatically.
The Public Communication Campaigns course is intended to prepare information professionals in the design, implementation, and marketing of various initiatives related to branding, events, programs and other library activities. Communication scholars Rice, Atkin, Rogers and Storey define public communication campaigns as “purposive attempts to inform or influence behaviors in large audiences and featuring an array of mediated messages in multiple channels generally to produce non-commercial benefits to individuals and society.” It takes specific strategies to understand, persuade and motivate clientele to use information products and services. This course will introduce students to the potential of public communication campaigns and give them the tools to actually carry out targeted campaigns by identifying needs, narrowing goals, designing campaigns based on sound research, and conducting solid evaluation to measure success.
Learn to advocate for information initiatives that serve the public.
- Conduct a simple Internet search of 3 successful public communication campaigns outside the information field; you will likely find many related to health and other community development initiatives. For example, you can visit The Communication Initiative website at: http://www.comminit.com/global/ and browse campaigns that may be of special interest to you; you can also conduct a general Internet search. During week 1 you will also locate one academic study of a campaign. You can search in Google Scholar or use online databases to find articles in communication or other journals. You can also use one of the articles in your textbook (chapters 13-23) or look up one of the articles mentioned in your assigned chapters. Write an abstract and post with full citation to the discussion board. This assignment fulfills CLO#1: Analyze and target specific audiences with specific messages.
- Find three library & information communication campaigns. A place to start would be the ALA website at http://www.ala.org . You can also conduct an Internet search for campaigns that may have been carried out at particular libraries or other institutions, and also search YouTube. Try to find at least one example that had formative and evaluation research built into the campaign. Campaigns should represent at least two different media strategies (TV or video, radio, print, social media, websites, etc.) Post an abstract and full citation of your top pick in the discussion board. This assignment fulfills CLO#1: Analyze and target specific audiences with specific messages and CLO#3: Research, design, and roll-out effective communication campaigns using media as diverse as radio, television, print and social networking.
- Research an academic article describing the design and evaluation of an information-based campaign (i.e. library). This assignment fulfills CLO#4: Understand and implement essential marketing, branding and advertising of programs and initiatives based on sound theory, planning, and evaluation.
- Create a press release for the campaign you are designing (and submitting next week). This assignment fulfills CLO#2: Communicate effectively with the press and clientele about various initiatives.
- Create a 10-15 page proposal for a public communication campaign. The paper will include the following:
- Details of the issue/problem to be addressed
- Description of the target audience
- Goals of the campaign clearly defined
- Strategy for conducting formative research
- Details of study design
- Detailed description of the media chosen
- Budget and fund-raising strategy
- Campaign timeline
- Strategy for conducting evaluation research
|1||Introduction to Course, Communication Campaigns Overview||Read:
|2||Campaign Design & Evaluation||Read:
- Online discussions 75 X 4
- Grades will be accessed based on thorough timely posts that demonstrate understanding of key concepts and critical thinking and accurate writing. The discussion board is a place of active engagement between the professor and the students and also between students; it is considered a vital learning environment for collaborative learning.
- Assignment 1
- Assignment 2
- Assignment 3
- Grades for article reviews/abstracts will be based on accurate identification of problem to be solved, target audience, decription of the campaign design, media used & success of initiative.
- Assignment 4
- Grades will be accessed on clear communication of campaign written in appropriate journalistic style for media outlets
- Assignment 5
- Grades will be accessed on successful execution of the assignment details listed above. A detailed rubric will be provided.)
- Assignments should be submitted by due date. Late work will be assessed with a 20% penalty.
Other Relevant Information
Online education is about reading, processing, discussing and writing about ideas. It is anticipated that students will be fully engaged in the course, engaging in online discussions frequently and submitting assignments as required. Education should be fun, so we will attempt to have an entertaining learning environment.
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.
INFO 200, INFO 204.
Course Learning Outcomes
Upon successful completion of the course, students will be able to:
- Analyze and target specific audiences with specific messages.
- Communicate effectively with the press and clientele about various initiatives.
- Research, design and roll-out effective communication campaigns using media as diverse as radio, television, print and social networking.
- Understand and implement essential marketing, branding and advertising of programs and initiatives based on sound theory, planning and evaluation.
Core Competencies (Program Learning Outcomes)
INFO 282 supports the following core competencies:
- D Apply the fundamental principles of planning, management, marketing, and advocacy.
- M Demonstrate oral and written communication skills necessary for professional work including collaboration and presentations.
- Rice, R.E., & Atkin, C.K. (2012). Public communication campaigns (4th ed.). Thousand Oaks CA: SAGE Publications. Available through Amazon: 1412987709
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|
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 or Informatics) — 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 if you wish to stay in the program. 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).
Per University Policy S16-9, university-wide policy information relevant to all courses, such as academic integrity, accommodations, etc. will be available on Office of Graduate and Undergraduate Programs' Syllabus Information web page at: http://www.sjsu.edu/gup/syllabusinfo/. Make sure to visit this page, review and be familiar with these university policies and resources.
In order to request an accommodation in a class please contact the Accessible Education Center and register via the MyAEC portal.
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