Spring 2018 Syllabus
Canvas Login and Tutorials
Canvas Information: Courses will be available beginning January 24, 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 in the Canvas site automatically.
Expectations of Faculty
As the faculty person for this course, I am committed to the success of every student, while holding all of us to high standards appropriate for a graduate program of study. I will be prepared each week; I check e-mail daily. I also anticipate accessing the online course site every day, unless I am on travel without internet access (I'll let you know if I have travel that keeps me away from Canvas for a day or two). I will comment on or grade assignments promptly with the goal of returning them to you within seven days of the due date, with feedback to help you continue to lift the quality of your work. By appointment, I can be available for a telephone call if that is needed in addition to any e-mail communication; I do not share my telephone number, but I'm glad to place a call to you. I live in southern California and sometimes have been able to meet with iSchool students "in person". I believe that together we are responsible for creating and sustaining a safe environment that facilitates learning, openness, personal growth, and mutual trust and respect. I am passionate and positive about teaching and learning, with a life mission to recognize and realize possibilities, and to facilitate that growth for others.
Beginning the first week of our academic term, a posting to the Canvas discussion forum and/or a graded assignment submitted to a drop box is assigned almost every week. These postings, often requiring thoughtful engagement and discussion interaction with classmates, will be due on most Sundays starting January 28 and continuing for the next fifteen weeks (through and including Sunday, May 13). Several of the postings are study group (team-based) assignments. These develop the course learning outcome #7: Experience and assess working in teams. In other weeks, the discussion will be in response to assigned reading. Points vary, depending on the nature of the discussion forum assignment for the week. Two individual papers (a structured exploratory essay plus an interview report) will be submitted to the discussion site for sharing with everyone. The discussion location on Canvas is the “heart” of our work together. Across the term, there is potential to earn 70 out of the course total of 225 points through work presented through discussions. Visit Discussions on Canvas several times every week.
Other individual coursework will be submitted to a private dropbox that only faculty can access to read your postings. Canvas designates these drop boxes as “Assignments”; classmates will not see your submitted work in this location. Here you will post your resume, an assessment of the dynamics of a team-based organizational analysis, and, late in the term, a statement of your own philosophy of management, and an individual creative synthesis of your experiences in INFO 204. This “Assignments" location will also be the place to turn in five short individual and private journals in response to a Harvard Business Review article; that journal writing related to the practice of management is distributed across five weeks. In previous terms, students have found the journals assignment to be very popular and valuable; it offers an opportunity to observe managerial decisions and actions in response to the theory captured in the article.
Detailed guidance for every assignment is provided through Canvas. Please ask me if you need clarification on expectations. I will always telephone a student if we need that communication mode. I designate the first discussion forum location as a place to post any questions you may have that ask for assignment or course clarification; using that Canvas feature means both your question and my response are visible to everyone, which can be helpful.
INFO 204 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. The 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.
Complete INFO 203 Online Learning: Tools and Strategies for Success
This is a mandatory one unit course that introduces students to the various e-learning tools used in the iSchool program. For more information, see: For more information, see: Core Courses and Electives (http://ischool.sjsu.edu/current-students/courses/core-courses-and-electives).
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.
Using LIS databases and other relevant resources, students will read, analyze and respond to a scholarly article on transferable skills and competencies in the modern knowledge economy for library and information science (LIS) professionals. (Course Learning Outcomes: #1, #2, #3, #6). The essay will be shared with classmates through a discussion forum.
Working collaboratively in faculty-designated small groups, students will assume responsibility in teams to create an organizational analysis, in two parts, for an existing information organization. In the first part, each team will draft vision, mission and value statements for the organization. In addition, teams will produce a literature review and conduct an environmental scan including a SWOT analysis (strengths, weaknesses, opportunities, and threats). Based on findings of the first part of the project, the group will articulate strategic directions for the information organization as the second half of the project. Goals will be measured by appropriate criteria specified and presented by the team. An annotated bibliography will also be included in this second part of the report. A peer review regarding individual contributions and performance on the team will be included and considered in determining the final individual grades for the team project. This is a major course assignment. (Course Learning Outcomes: #2, #4, #5, #6, #7, #8 plus Core Competencies B, D, M & N)
Students will be introduced to the extensive university Career Development online resources and are asked to submit their resumes. In addition, students will also utilize the e-Portfolio function in the Canvas learning management system. (Course Learning Outcome: #3)
Each student will identify a managerial leader with whom to conduct an interview; the experience will be shared in a paper posted to the discussion forum. Depending on the specific focus of the interview, this assignment will address one or more of the Course Learning Outcomes, with the exception of #7. In addition, the assignment addresses Core Competency B.
Philosophy of Management
This is an individual essay that expresses values foundational for professional practice and managerial leadership. The paper addresses Course Learning Outcomes #2, #4, #6 and Core Competencies A and M.
A culminating creative individual synthesis requires students to reflect and respond to the major elements of INFO 204 and the information professions, supported and informed by the course and supplemental scholarly and professional material. Students will utilize an alternative format (e.g. website, wiki, podcast, video, Powerpoint, Prezi, etc.) to produce and present this culminating assignment. (Potential for any or all Course Learning Outcomes as well as Core Competency M)
|Discussion Forum||5 or 10 points each (varies)||Eight discussions, scheduled throughout the term in response to course readings|
|Five Journals||5 points each||Journal assignment begins February 4|
|Exploratory Essay||15 points||February 18; shared through the Discussion Forum|
|Organizational Analysis (Team-based)||50 + 10 points||Part One on March 11; Part Two on April 8. Individual group dynamics reports earn 5 points each|
|Career Development||15 points||March 18|
|Interview Report||10 points||April 29, shared through the Discussion Forum|
|Philosophy of Management||10 points||May 6|
|Professional Synthesis||20 points||May 13|
All assignments must be submitted before midnight (California time) on Sundays unless otherwise indicated. Late work will not receive credit/points. When possible, please contact faculty prior to a deadline in case of illness or emergency.
Overview of Course Calendar and Schedule
Please note that no graded assignments are due on Sunday, April 1 and Sunday, April 22. Other work will be underway, however.
|Assignments are due by 11:59 pm California time on Sunday of each week unless an exception is noted.||INFO 204
Dr. Carol H. Sawyer
|Late assignments will NOT receive credit (points).|
|Due Date||Required Reading
Specified reading should be completed before each week’s Due Date.
Additional short readings may be added throughout the term.
|Discussion Board Posting
|The term begins on Wednesday, January 24.
The initial graded assignments are due on Sunday, January 28.
|This week is a time to explore our course Canvas site and start reading. Begin reading with Part I of Hirsh (38 pages); plan to complete that reading by February 4.|
|Sunday, January 28
||Read Harvard Business Review article by Gosling & Mintzberg ("5 Minds of a Manager").||
Definition due by 11:59 pm California time [5 points possible].
Sunday, February 4
Your reading of Part I of Hirsh should be completed at this time.
Now “jump ahead” and read Part VII in Hirsh (24 pages).
Read Fraser-Arnott article as you begin work on the Exploratory Essay; see guidance provided in the Canvas module for February 11
Be sure to read through all classmates’ definitions and self-introductions, found on the discussion forum.
|Sunday, February 11||Complete all reading of Hirsh, Part II (approximately 78 pages).||Personal journal posting |
|Read Part III of Hirsh (approximately 55 pages); read Kelley’s article from Rotman Magazine||Personal journal posting ||Exploratory Essay  plus "organizational persona" discussion based on Kelley |
||Read Part IV of Hirsh (34 pages)||Personal journal posting ||Change-based discussion |
|Team-based organizational analysis is underway.||
||Read Part V of Hirsh (72 pages). Wagner & Harter first reading completed (introduction and last chapter; approximately 14 pages)); r||
Final personal journal posting 
|Culture-related discussion |
|March 11||Read Part VI of Hirsh (86 pages). Continue reading in Wagner & Harter; (the book has a total of approximately 200 pages, with required reading assigned across three weeks)||
Team-based Organizational Analysis Report (Part 1) First group dynamics report 
|March 18||Complete all reading in Wagner & Harter; read first 107 pages of Mintzberg||Resume posted ; SJSU Career Center services accessed; e-Portfolio work ||Discussion posting in response to exploration of Career Center |
|March 25||Reading of Mintzberg now completed||
Team-based Organizational Analysis Report (Part 2)  andSecond Individual group dynamics report 
|April 15||Read Watkins article from HBR.||Individual "Big Questions" developed and posted for discussion |
Interview Report shared and discussed 
|Individual philosophy of management paper |
||Individual creative professional synthesis |
Details on all assignments are posted on the course Canvas site.
All students are asked to contribute to the SOTES course evaluation near the close of the term.
Other Relevant Information:
Additional short reading assignments may be posted on Canvas or readily accessed through the Internet. Two required books (one from Mintzberg and another from Wagner & Harter) will supplement and enhance our required basic text, edited by Hirsh, providing additional richly detailed research-based professional narratives that are also highly readable. Discussion-based assignments link these and other short readings. Required reading is well paced across the term; the detailed course schedule indicates the number of pages to be read each week, to support planning and time allocation.
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 204 has no prerequisite requirements.
Course Learning Outcomes
Upon successful completion of the course, students will be able to:
- Describe the role of information and the information profession in various contexts, and from historical, current and future perspectives.
- Identify and discuss the professional values and ethics of library and information science.
- Explore a number of professional opportunities and related supports available to information professionals.
- 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.
- Understand analytical and strategic planning processes and skills.
- Identify various information stakeholders and the information environments that provide for their needs.
- Experience and assess working in teams.
- Review, use and properly cite the professional and research literature of management and leadership.
Core Competencies (Program Learning Outcomes)
INFO 204 supports the following core competencies:
- B Describe and compare organizational settings in which information professionals practice.
- 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.
- N Evaluate programs and services using measurable criteria.
- Hirsh, S. (2015). Information services today. Rowman & Littlefield. Available through Amazon: 1442239581
- Mintzberg, H. (2013). Simply managing. Berrett-Koehler Publishers, Inc. Available through Amazon: 1609949234
- Wagner, R., & Harter, J. K. (2006). 12: The elements of great managing. Gallup Press. Available through Amazon: 159562998X.
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 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).
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.
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