Seminar in Library Management: Workflow Assessment and Design in Collaboration with Technology Teams (1-Unit)
Summer 2018 Syllabus
Canvas Login and Tutorials
Canvas Information: Courses will be available beginning June 4th at 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. This one-unit course will run four weeks beginning Monday, June 25th and concluding Sunday, July 22nd. The course will open on Canvas June 25th at 6 am PT.
You will be enrolled in the Canvas site automatically.
This course will examine strategies and approaches to assessing and designing workflows within information organizations with a focus on taking advantage of current capabilities and technologies that may be disruptive to traditional workflow design and implementation. Often implementation of these workflows requires multi-team coordination between subject-area specialists and technologists. This course will discuss and identify strategies to structure cross-team collaboration for success.
This course will run four weeks beginning Monday, June 25th and concluding Sunday, July 22nd. All course activities occur online via Canvas.
Assignments in the course are designed to focus work on development of a complete workflow design and assessment plan. This plan will be built over the four weeks of the course.
- Response Paper - (10% of total grade) - This roughly 500-word response paper due in Week 1 is designed to consider the impact of new digital capabilities and workflows on the information service profession. This supports course learning outcomes #1 and #2.
- Plan Drafts - (20% of total grade) - Students will submit assigned portions of their final plans in Weeks 2 and 3 for 10% each week. This supports course learning outcomes #1, #2, #3, and #4.
- Workflow Design and Assessment Plan - (30% of total grade) - This plan due in Week 4 will be a 10 to 15-page proposal document for workflow design/redesign and assessment. It would be suitable for submission to funding authorities or higher leadership. This supports course learning outcomes #1, #2, #3, and #4. It will include the following:
- A broad description of the scope and purpose of the work
- Context and environment in which the workflow will exist
- Description/assessment of existing workflows (if any)
- Description/diagram of planned workflow
- Expected outcomes/improvements
- Design/Implementation team composition
- Leadership plan
- Description of required resources
- Development/Implementation timeline
- Communication/Engagement Plan
- Plan for workflow assessment/continuous improvement
- Online Discussion - (40% of total grade) - Much of the development of the workflow design and assessment plans will be done online through Canvas with collaborative peer review. Online engagement and discussion is a critical component of the course and students will be graded each week on the contributions they make to the overall discussion and the guidance and thoughtful input provided to other students on their projects. This supports course learning outcomes #1, #2, #3, and #4.
(June 25-July 1)
Introduction to Course
Workflow and Process Assessment at the Industry Level
Possibilities and Capabilities of Innovation
|Raskino & Waller pp. 1-80 (Chapters 1-4)
Mitchell pp. 1-38 (Chapters 1-3)
Review Woolcott & Neatrour website
|Response Paper and Online Discussion|
(July 2-July 8)
Workflow and Process at the Organizational Level
Building Digital Capability and Integrating Technology and Technologists into Workflow Assessment and Design
|Raskino & Waller pp. 81-136 (Chapters 5-7)
Mitchell pp. 39-59 (Chapters 4-5)
|Plan Draft #1 and Online Discussion|
(July 9-July 15)
Workflow and Process at the Individual Level
Leadership, Communication and Planning for Workflow Development
| Raskino & Waller pp. 137-186 (Chapters 8-10)
Mitchell pp. 60-81 (Chapters 6-7)
|Plan Draft #2 and Online Discussion|
(July 16-July 22)
|Synthesis and Development of Written Workflow Design Proposal||Final Workflow Design and Assessment Plan and Online Discussion|
The Raskino & Waller text is available on Amazon or elsewhere.
The Mitchell text is available without cost online. Library Workflow Redesign: Six Case Studies. Council on Library and Information Resources. https://www.clir.org/pubs/reports/pub139/
Students will be asked to review the website: Library Workflow Exchange. http://www.libraryworkflowexchange.org/
Additional readings or materials may be made available or linked through Canvas.
Grading rubrics and assignment expectations for all assignments will be available in Canvas during Week 1. The main assignment for this course is the development of a written document. Assessment of the document will examine the intellectual content, presentation of the material, as well as the quality of the writing and communication skills. Quality communication skills matter when communicating design and assessment.
Assignment Due Dates
All assignments are due at 11:59 pm PDT at the end of the week of assignment.
A full point will be assessed against the student for late assignments for each day the assignment is late, unless there are mitigating circumstances (such as illness or death) that are communicated to the professor ON or BEFORE the assignment is due.
Contacting the Instructor
I will be online daily through the course and will respond promptly to any questions or concerns via Canvas or email. Telephone appointments are also available. Most prompt replies will be in the evening hours of Eastern Daylight Time.
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 282 has no prerequisite requirements.
Course Learning Outcomes
Upon successful completion of the course, students will be able to:
- Assess workflows for efficiency and effectiveness.
- Design or redesign workflows to take advantage of current capabilities and technologies.
- Develop communication and engagement strategies to effectively implement workflows.
- Implement cross-team coordination and collaboration between stakeholders and technologists/specialists.
INFO 282 supports the following core competencies:
- H Demonstrate proficiency in identifying, using, and evaluating current and emerging information and communication technologies.
- N Evaluate programs and services using measurable criteria.
- Raskino, M., & Waller, G. (2015). Digital to the core: Remastering leadership for your industry, your enterprise, and yourself. New York: Bibliomotion, Inc. Available through Amazon: 1629560731
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:
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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