INFO 232-11
Issues in Public Libraries
Spring 2017 Syllabus

R. Barefoot
E-mail
Office Location: Online
Office Hours: Virtually, by appointment only
Class Days/Time: Online, asynchronous

Canvas Information: Courses will be available beginning January 26th, 6 am PDT 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.

Course Description

This course will identify and investigate issues that impact how public libraries operate today and how they impact communities. Topics covered will include three (3) categories; Libraries as Community, Operations and Management, and Innovation and Change. Within these categories, we will delve further into the library as the hub for civic connection, customers in their environments, digital access to popular collections, operational efficiencies, customer service, technology, creative enterprise and innovation, security, change management challenges, strategic planning, working with partners and stakeholders, and more. Whether in a small rural experience or a large urban setting this course will appeal to you.

Course Requirements

There will be several activities supporting the learning objectives as well as understanding the fundamentals of public library issues, services and operations explored as displayed below. In addition to weekly quizzes and discussions, there will be assignments where you will document and turn in your findings in a group or individually as noted.

There is one required reading Textbook and two required reading pdf reports that will be discussed in depth throughout the course as well as other smaller article readings:

• Garmer, Amy K. (2016). Libraries in the Exponential Age: Moving from the Edge of Innovation to the Center of Community. Retrieved http://www.aspeninstitute.org/policy-work/communications-society/our-work/dialogue-public-libraries .
• Garmer, Amy K. (2014). Rising to the Challenge: Re-Envisioning Public Libraries. Retrieved from http://www.aspeninstitute.org/policy-work/communications-society/our-work/dialogue-public-libraries .
• Gross, Valerie. (2013) Transforming Our Image, Building Our Brand: The education advantage. Retrieved from http://discover.sjlibrary.org/iii/encore_sjpl/record/C__Rb4444133

Course Calendar
"subject to change with fair notice"

Assignment Point Breakdown and Due Dates

1. Bi-Weekly Discussions using Canvas (2 points each) Engage in meaningful and thoughtful discourse about the coursework, readings, your own scholarly research, library experiences and observations, and other information about the challenges facing public libraries. Discussions close each Sunday 11:59PM (CLO #1-11)
2. Bi-Weekly Quizzes: (1 point per question, number of questions vary per quiz) Check your knowledge on content taught during the 2-week periods. Quizzes due at the end of each of these 2-week periods on Sundays 11:59PM (CLO #1-11)
3. Walkabout: (10 points) Visit a public library you have never visited before. Using the checklist provided assess the customer service, public environments, programs, popular collections, website and online resources, self-directed spaces, signage and wayfinding in the library. Observe/participate in one program, i.e. storytime, Makerspace program, teen program, senior program, etc. Report on your findings. You may utilize the checklist structure for your report if you like. Due Feb 5. (CLO #1, CLO #5, CLO #7, CLO #8, CLO #9, CLO #10, CLO #11)
4. Group Project: Analytical Investigation #1- (10 points) Using the SJSU library research and select a journal article published 2013 or later that talks about the challenges of homelessness and how they are being addressed. Why and how have they become a priority in public library service efforts. Provide a report on your findings. Due Mar 19. (CLO #1-11)
5. Individual Research: Analytical Report on eLearning Around the Globe - Group(10 points) T he two-part project is as follows: Research and analyze how various public library efforts around the world are transforming culture, communities, civic rights and responsibilities in order to solve real threats to library access for at-risk groups. Also address how eLearning among populations has impacted these public libraries and their approach when solving challenges of serving at-risk groups. Turn in your 7-page, double-spaced paper. Please include photos, media uploads and website links as appropriate. Due Apr 16. (CLO #1, CLO #2, CLO #6, CLO #9, CLO #10, CLO #11)
6. Final Group Project: Community Profile- (16 points) R ead "How to Write a Community Profile" and experiment with the tools presented. Once ready to begin the final project select a public library your team has not yet explored before to use as your example. The library need not be physically nearby. The research for this report will emphasize virtual exploration. *Groups turn in their team member project task assignments you devise by March 5. a) Analyze their mission statement and community profile that includes community demographics. b) With your group, use the recommendations and inspiration from the course content, Garmer reports, and V. Gross book to design your team's new vibrant, engaged and innovative online Community Profile presentation that best promotes a higher level of connection for today's workforce and internal City/County executive management. c) Include in-depth analytics on services and resources with projections of where your library is going. Use effective application of marketing trends in the structure of your content and presentation. Your online, media and photo rich presentation may be equivalent to a 10-page, double-spaced report. Due May 16. (CLO #1, CLO #2, CLO #3, CLO #6, CLO #7, CLO #9)

Grading
Extra credit options are unavailable.

All assignments must be submitted by 11:59PM (PST) on the day the assignment is due. Late assignments will be reduced by 20% of point value per day late. Please contact Instructor, Ruth Barefoot, if a medical or a family/personal emergency prevents you from submitting an assignment on time. Student participation will be assessed per occurrence where dialog has been requested on discussions, posts and assignments. Attendance and participation is required throughout the course. All students will be expected to participate, support an atmosphere of collegial respect, be prompt when arriving for discussions and turn in course requirements by/before their due date.

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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

INFO 200. 

Course Learning Outcomes

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

1. Discuss factors influencing the historical development of public libraries, and consider their current and possible future roles.
2. Describe public library governance: organizational and legal structures, political relationships, funding, and library board functions and responsibilities.
3. Identify the reasons for and enumerate the steps involved in the planning process for public libraries.
4. Create a model for evaluating public library effectiveness.
5. Demonstrate an appreciation of the importance of marketing public library services and materials.
6. Discuss basic concepts of fiscal management in public libraries.
7. Examine and analyze technological issues related to public libraries.
8. Describe ways to appropriately and legally deal with personnel and patron issues in a diverse society, and recognize the importance of training and written policies and procedures.
9. Define key planning elements in constructing a new facility.
10. Discuss various types of programming, outreach, services, and volunteer programs.
11. Identify the unique challenges of working as a library professional in a public library setting.

Core Competencies (Program Learning Outcomes)

INFO 232 supports the following core competencies:

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Textbooks

Required Textbooks:

• Gross, V.J. (2013). Transforming our image, building our brand: The education advantage. Libraries Unlimited. Available from Amazon 1598847708.

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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 or undergraduate (for BS-ISDA);
  For core courses in the MLIS program (not MARA, Informatics, BS-ISDA) — 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.

Graduate Students are advised that it is their responsibility to maintain a 3.0 Grade Point Average (GPA). Undergraduates must maintain a 2.0 Grade Point Average (GPA).

University Policies

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: https://www.sjsu.edu/curriculum/courses/syllabus-info.php. 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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