INFO 204-11
Information Professions
Fall 2019 Syllabus

Dr. Susan W. Alman
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Telephone and in-person advising by appointment.


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Textbooks
CLOs
Competencies
Prerequisites
Resources
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Canvas Information: Courses will be available beginning August 21 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.

You will be enrolled in the Canvas site automatically.

Course Description

As they respond to the information needs of clients and communities, information organizations face complex and exciting challenges. This course will help prepare students to take on these challenges by providing them with an understanding of the organizations and environments in which information professionals work, traditional and emerging professional roles, and core management and leadership theories. This knowledge will help students understand the similarities and differences amongst information organizations, explore different specializations and career paths, apply professional values to ethical decision-making, and to develop core management and leadership skills. This course prepares students to be active participants in their professional communities and networks and to become collaborative professionals ready to take on management and leadership roles.

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.

Course Requirements

Complete INFO 203 Online Learning: Tools and Strategies for Success. This is a mandatory 1 unit course that introduces students to the various e-learning tools used in the iSchool program, including Collaborate.  For more information, see INFO 203 Online Learning.

Writing Requirement
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.

Assignment Deadlines

All assignments must be submitted before 11:59 pm PT on the date due.  Grades will be reduced for any late work, each day late, by twenty percent.  Please contact the instructor prior to a deadline in the case of illness or emergency.

Calendar: Students will be expected to read the materials, complete the assignments, and participate in class discussions according to the dates listed below. 

Assessments

Weekly Discussion Postings – 45 points (3 points/week)

    • Weekly discussion posts made on-time
      • Post a response to the weekly topic/question(s). This is an opportunity for you to share thoughts, ideas, and opinions with the entire class. 
    • Respond to a minimum of two (2) posts made by other students
    • Discussion Posts Due Weekly
    • Course Learning Outcomes: #1#2,#5
    • Core Competencies: A, B, D, O

Planning for the Future Essay – 15 points (Due 10/14)

  • This 5-page essay will enable you to look for scholarly resources that will help to prepare you to participate in strategic planning.  The theme of this paper is on the ways to plan for future library services by examining the environment, preparing vision and mission statements, setting goals and objectives, and determining outcome measurements.
    • Course Learning Outcomes: #3, #5
    • Core Competencies: D, N
Library Management Issue Infographic – 15 points (Due 11/11)
  • Infographic that provides a review of a critical issue facing library managers:
    • Details about topics and infographic suggestions will be available at the beginning of the term.
  • Course Learning Outcomes: #1, #2, #5#9
  • Core Competencies: A,B,D,M

Organizational Analysis 3-parts - 25 Points Total 

Part 1: 500-word Essay on How to Be an Effective Team Member in Online Groups – 5 points (Due 9/16) 

Part 2: Group Report and Presentation – 15 points (Due 11/29)

  • Course Learning Outcomes:  #2, #3, #4, #6, #7, #9
  • Core Competencies: D, M, N, O
Part 3: 1-page Peer- and Self-Review – 5 points (Due 12/2)

Weekly Schedule and Activities

August 21 – December 9

Week

Topic/Module

CORE

Assignment

1A 
Aug. 21-24

Introductions & Logistics

 

Post Introduction and Listen to

Class Overview

1
Aug. 25-31

History of the Profession

Intro to Organizations

Textbook:

Chapter 1: The Transformative Information Landscape: What It means to be an Information Professional Today

Chapter 2: Libraries, Communities, and Information: Two Centuries of Experience 

Chapter 3: Librarianship: A Continuously Evolving ProfessionHistory of the Profession

Weekly Discussion Post

 

2
Sept. 1-7

Working in Teams

Chapter 37: Leadership Skills for Today’s Global Information Landscape

Working in Teams
Community Tool Box. (2018). Building teams: Broadening the base for leadership. Retrieved from https://ctb.ku.edu/en/
table-of-contents/leadership/leadership-ideas/team-building/main

Weekly Discussion Post

 

3
Sept. 8-14

Core Professional Values

Chapter 5: Diversity, Equity of Access, and Social Justice

And, three of the following. Please ensure that one represents an information sector that you are interested in exploring for your future career and one that you are unfamiliar with:

Chapter 6: Literacy and Media Centers: School Libraries

Chapter 7: Learning and Research Institutions: Academic Libraries

Chapter 8: Community Anchors for Lifelong Learning: Public Libraries

Chapter 9: Working in Different Information Environments: Special Libraries and Information Centers

Chapter 10: Digital Resources: Digital Libraries

Weekly Discussion Post

 

4
Sept. 15-21

Traditional and Emerging Roles

Chapter 11: Information Intermediation and Reference Services

Chapter 12: Metadata, Cataloging, Linked Data, and the Evolving ILS

Chapter 13: Analog and Digital Curation and Preservation 

Chapter 16: Teaching Users: Information and Technology Instruction

Weekly Discussion Post

500-word Essay on How to Be

an Effective Team Member in Online

Groups – Due 9/16

5
Sept. 22-28

Organizational Environments

Textbook: 29 Information Policy

Article:  Katopol, P. (2012). Managing change with environmental scanning. Library Leadership & Management, 29(1). Retrieved from https://journals.tdl.org/llm/index.php/
llm/article/view/7121/6317

Weekly Discussion Post

 

6
Sept. 29-Oct.5

Organizational Planning

Textbook: Chapter 19: Strategic Planning

 

Weekly Discussion Post

 

7
Oct. 6-12

Leadership, Change, and Innovation – Organizational Culture

Textbook: Chapter 20 Change Management

Chapter 23: Innovative Library and Information Services: The Design Thinking Process

Weekly Discussion Post

 

8
Oct. 13-19

Ethics and Decision Making

Textbook: Chapter 30: Information Ethics

Koufogiannakis, D. A., & Brittle, A. (Eds.) (2016). Being evidence-based in library and information practice. Retrieved from http://ebookcentral.proquest.com.
libaccess.sjlibrary.org/lib/sjsu/detail.action?docID=4718664

Read: Chapter 2: A New Framework for EBLIP and one (1) of the following: 

Chapter 9: Academic Libraries

Chapter 10: Public Libraries

Chapter 11: Health Libraries

Chapter 12: School Libraries

Chapter 13: Special Libraries 

Weekly Discussion Post

Planning for the Future Essay: Due 10/14

 

9
Oct. 20-26

Assessment and Evaluation

Farkas, M. (2013). Building and sustaining a culture of assessment: Best practices for change leadership. Reference Services Review, 41, 13‐31. doi: 10.1108/00907321311300857

Magnus, E., Belanger, J., & Faber, M. (2018). Towards a critical assessment practice. In the Library with the Lead Pipe. Retrieved from http://www.inthelibrarywiththeleadpipe.org/
2018/towards-critical-assessment-practice/

Reuter, K., & Silipigni Connaway, L. (2018). User-centered assessment: Leveraging what you know and filling in the gaps [Webinar]. Retrieved from https://www.webjunction.org/
events/webjunction/user-centered-assessment.html 

Weekly Discussion Post

 

10
Oct. 27-Nov. 2

Financial Management

Textbook: Chapter 21 – Managing Budgets

Book Chapter and Web Resource:

American Library Association. (n.d.). Making budget presentations. Retrieved from http://www.ala.org/advocacy/advleg/
advocacyuniversity/budgetpresentation

Velasquez, D. L. (2013). Financial management. In D. L. Velasquez (Ed.), Library management 101: A practical guide (pp. 161-176). Chicago, IL: ALA Editions. Retrieved from https://ebookcentral-proquest-com.libaccess.sjlibrary.org/
lib/sjsu/detail.action?docID=1672832

Weekly Discussion Post

 

11
Nov. 3-9

Advocacy

Textbook:

Chapter 27: Communication, Marketing, and Outreach Strategies

Chapter 28: Advocacy

Weekly Discussion Post

 

12
Nov. 10-16

Personnel Management

Textbook:

Chapter 22: Managing Personnel

Weekly Discussion Post

Library Management Issue Infographic Due: 11/11

13
Nov. 17-23

Technology Management

Textbook:

Chapter 25: Managing Technology

Chapter 26: Managing Data and Data Analysis in Information Organizations

Chapter 32: Information Licensing

Weekly Discussion Post

 

14
Nov. 24-30

Facilities Management

Book Chapter and Article:

Holderman, S. (2012). Be prepared: Writing a practical disaster manual. Library Leadership & Management, 26(2). Retrieved from https://journals.tdl.org/llm/index.php/llm/
article/view/6288

Weekly Discussion Post

Group Report & Presentation: Due 11/29

15
Dec. 1-7

Team Projects & Wrap-up

36 Career Mgt

Peer- & Self-Review: Due 12/2

 

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 204 has no prerequisite requirements.

Course Learning Outcomes

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

  1. Describe the similarities and differences between various information organizations and professional roles from historical, current, and future perspectives.
  2. Recognize the roles and activities of managers in information organizations.
  3. Explain strategic planning processes and skills.
  4. Identify and choose appropriate assessment tools for evaluating organizational effectiveness.
  5. Synthesize (including reviewing, using and properly citing) the professional and research management and leadership literature.
  6. Demonstrate leadership abilities through collaborative teamwork.
  7. Analyze and assess their own and others leadership abilities through self-reflection and peer review.
  8. Apply management theories and principles, professional values, and ethical frameworks to organizational issues and decision-making using scenarios and case studies.
  9. Create and deliver high quality reports, presentations and organizational documents that communicate to internal and external stakeholders organizational values, missions, and priorities.

Core Competencies (Program Learning Outcomes)

INFO 204 supports the following core competencies:

  1. A Demonstrate awareness of the ethics, values, and foundational principles of one of the information professions, and discuss the importance of those principles within that profession.
  2. B Describe and compare organizational settings in which information professionals practice.
  3. D Apply the fundamental principles of planning, management, marketing, and advocacy.
  4. M Demonstrate professional leadership and communication skills.
  5. N Evaluate programs and services using measurable criteria.

Textbooks

Required Textbooks:

  • Hirsh, S. (2018). Information services today: An introduction (2nd ed.). Lanham, MD: Rowman & Littlefield Publishers. Available through Amazon: 1538103001arrow gif indicating link outside sjsu domain

Grading Scale

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
Below 67 F

 

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).

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: 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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