Seminar in Library Management
Spring 2017 Syllabus
Canvas Information: Courses will be available beginning January 26th, 6am 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.
This is a one unit, four week course that provides a basic introduction to leadership theory and practice. While exploring contemporary theories, principles, and practices of leadership, the course explores effective leadership techniques with particular attention to their application in information organizations. The course will be characterized by high challenge, active participation, self-direction, and the encouragement of and respect for diverse viewpoints.
“Scholars tackle two kinds of subjects. Some, like dry-fly fishing and the iconography of sixteenth-century French poetry, can be plumbed to their depths. Others, like leadership, are so vast and complex that they can only be explored" (Bennis, Warren. 1996. The leader as storyteller. Harvard Business Review (Jan-Feb): 157).
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In this course, our exploration into leadership will include gaining insight into ourselves, being attentive to a variety of current and classic leadership scholars and their theories, focusing on current challenges of leadership within information organizations, and developing a research-based plan for our own individual ongoing leadership development. Assignments include an interview of a practicing organizational leader to bridge theory and practice.
We frequently hear the complaint that there is a need for more leaders, or more effective leaders. However, we believe, with the management consultant and theorist Peter Block, that " . . . we can and we must make our organizations more the kinds of places we want them to be . . .". That impact is most likely to occur with attention to our own individual and collective practice of leadership.
Only one book is required, the newest edition of the book Credibility: How leaders gain and lose it, why people demand it by Kouzes & Posner (2011).
Additional reading will be posted on Canvas or readily accessed through the internet.
Assignments and Course Calendar
|Unless otherwise indicated, assignments are due on Sundays at 11:59 pm California time.||Late postings do NOT receive credit/points.||Assignment details are provided within the course Canvas site.|
|Sunday, January 29, no later than 11:59 pm California time||Craft and post the initial assignment BEFORE doing any course reading.
||Post self introduction ; Definition . This assignment addresses learning outcome #2.|
|Sunday, February 5, no later than 11:59 pm||Faculty-designated articles from Harvard Business Review, as identified in the course Canvas site.||Integrated personal essay . This assignment addresses learning outcome #1.||Application of reading to information organizations . This assignment addresses learning outcomes #2 and #3.|
|WEDNESDAY, February 8||Watkins article (2012)||Share individually crafted interview questions . This assignment addresses learning outcomes #2 and #3.|
Sunday, February 12
|Begin reading Credibility (Kouzes & Posner, 2011).||
Research a faculty-designated leadership scholar; present findings . This assignment addresses learning outcome #1.
|Sunday, February 19||Review all classmates' research findings.||Interview report . This assignment addresses learning outcomes #2 and #3.||Thoughtful interaction with classmates' research findings (5)|
|THURSDAY, February 23, no later than 11:59 pm||
|100 total points are possible.|
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 case of illness or emergency.
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 the range and complexity of leadership theories and styles.
- Apply research-based best practices to significant areas of leadership responsibility.
- Identify and explain the extent of implementation of best practices by exemplary leaders.
- Develop a personal growth plan for continued leadership development.
Core Competencies (Program Learning Outcomes)
INFO 282 supports the following core competencies:
- D Apply the fundamental principles of planning, management, marketing, and advocacy.
- L Demonstrate understanding of quantitative and qualitative research methods, the ability to design a research project, and the ability to evaluate and synthesize research literature.
- M Demonstrate oral and written communication skills necessary for professional work including collaboration and presentations.
- Kouzes, J.M., & Posner, B. Z. (2011). Credibility: How leaders gain and lose it, why people demand it. San Francisco: Jossey-Bass. Available through Amazon: 0470651717
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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