INFO 282-12
Seminar in Library Management
Topic: Community Leadership
Spring 2021 Syllabus
Dr. Deborah Hicks
E-mail
Office Hours: Virtual office hours. See Canvas for times.
| Syllabus Links Textbooks CLOs Competencies Prerequisites |
Resources Canvas Login and Tutorials iSchool eBookstore |
Canvas Information: Courses will be available beginning January 27th, 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
Application of management theory to specific problems. Readings and discussions of the development of effective strategies for planning and implementing organizational change. Specific content of the course changes each time it is offered.
The information professions have recently recommitted to their community-focused orientation. As a result, information professionals have taken on important leadership roles in their communities. These roles are not necessarily formal. Instead, they highlight an alternative side to traditional conceptions of leadership that highlight social responsibility. In this course, students will work in groups with an information organization, selected by the professor, on a virtual community-focused project. This hands-on work will be supplemented with readings and discussions about four socially responsible leadership approaches: Social Change Leadership, Servant Leadership, Feminist Leadership, and Collaborative Leadership to help students learn about their own socially responsible leadership capacity. Each of these approaches focuses on leadership as a process, not a position, that impacts change for the benefit of others. Learning will be via bi-weekly online modules, project reports, instructor and peer feedback, and hands-on experience meeting an information organization's needs.
Course Requirements
Assignments
Critical Reflections: 30 points
A total of 6 critical reflections about the readings will be due throughout the term. Each reflection is worth 5 points each. Full points will be given if the reflection includes a critical review of existing knowledge and assumption, connection to class content and literature, and connection to personal experiences. Students will complete these individually. (Course Learning Outcomes: #1, #2)
Project Reports: 25 points
A total of 5 progress reports on the project will be due throughout the term. Each report is worth 5 points each (25 points total). To be completed as a group. (Course Learning Outcomes: #3, #4)
Group Ground Rules: 10 Points
Students will submit collectively written group ground rules that address group goals, expectations for roles, plan for accountability, timeline for work, and a plan for dealing with problems. Ground rules should be clear and actionable. (Course Learning Outcomes: #3, #4)
Self- and Peer Assessments: 5 points
Students will complete self- and peer-evaluations. Self- and peer-evaluations will be based on Group Ground Rules and completed individually. (Course Learning Outcomes: #3, #4)
Community Project Forum: 20 points
Students will present their leadership projects to the class part of a virtual forum. Students will complete this in teams (15 points). Students will then individually participate in the forum by watching presentations, making constructive comments, asking and answering questions (5 points). Community partners will also be invited to this forum to share their experiences. (Course Learning Outcomes: #3, #4)
Final Report: 10 points
Teams will submit a final report that includes a statement signed by the site community partner the team has conducted the project to their satisfaction. (Course Learning Outcomes: #3, #4)
Course Calendar
|
Week |
Topic |
Assignments |
Readings |
|---|---|---|---|
|
1 Jan 27 – Jan 31 |
Introduction to Course and Service Learning |
Introductions
|
No Required Readings |
|
2 Feb 2-7 |
Introduction to Traditional Leadership Theories |
Critical Reflection: Traditional Leadership Theories
|
Goethals, G. R., Soresenson, G. J., MacGregor Burns, J. (2004). Encyclopedia of Leadership. SAGE. (eBook) Following entries:
|
|
3 Feb 8-14 |
Meet with Community Partner |
Group Ground Rules
|
No Required Readings |
|
4 Feb 15-21 |
The Social Change Model of Leadership
|
Critical Reflection: Social Change Model of Leadership
|
Milton, S., & Meade, Q. H. (2018). More than just a student voice: Facilitating student leadership development through the library student liaison program. Journal of Library Administration, 58(4), 346-363. doi: 10.1080/01930826.2018.1448650 Komives, S. R., & Wagner, W. (2016). Leadership for a better world: Understanding the social change model of leadership development. Wiley. (eBook) |
|
5 Feb 22-28 |
Continue to work on project |
Progress Report
|
No Required Readings |
|
6 March 1-7 |
Servant Leadership |
Critical Reflection: Servant Leadership
|
Katopol, P. (2015). Everybody wins: Servant-Leadership. Library Leadership & Management, 29(4). https://journals.tdl.org/llm/index.php/llm/article/view/7161/6344 Lo, P., Allard N., Wang, N., & Chiu, D. K. W. (2020). Servant leadership theory in practice: North America’s leading public libraries. Journal of Librarianship and Information Science, 52(1), 249-270. doi: 10.1177/0961000618792387 Nalani Meulemans, Y., & Matlin, T. (2019). Are you being served? Embracing servant leadership, trusting library staff, and engendering change. Library Leadership & Management, 34(1). doi: 10.5860/llm.v34i1.7399 |
|
7 March 8-14 |
Continue to work on project |
Progress Report
|
No Required Readings |
|
8 March 15-21 |
Feminist Leadership |
Critical Reflection: Feminist Leadership
|
Lew, S., & Yousefi, B. (Eds.) (2017). Feminists among us: Resistance and advocacy in library leadership. Library Juice Press. (eBook) Neigel, C. (2015). LIS leadership and leadership education: A matter of gender. Journal of Library Administration, 55, 521-534 |
|
9 March 22-28 |
Continue to work on project |
Progress Report
|
No Required Readings |
|
Spring Break: March 29 – April 3 |
|||
|
10 April 5-11 |
Collaborative Leadership |
Critical Reflection: Collaborative Leadership
|
Calvert, K. (2018). Collaborative Leadership: Cultivating an Environment for Success. Collaborative Librarianship, 10(2), 79-90. Dewey, B. I. (2020). The power of empathetic and collaborative leadership. Library Leadership & Management, 34(2). https://journals.tdl.org/llm/index.php/llm/article/view/7427 Hines, S. (2020). Case study in collaborative leadership: Joint conference of librarians of color. Collaborative Librarianship, 12(1), Article 9. https://digitalcommons.du.edu/collaborativelibrarianship/vol12/iss1/9 |
|
11 April 12-18 |
Continue to work on project |
Progress Report
|
No Required Readings |
|
12 April 19-25 |
Identifying Your Leadership Style |
Critical Reflection: Personal Leadership Philosophy
|
TBD |
|
13 April 26 – May 2
|
Continue to work on project |
No assignment due
|
No Required Readings |
|
14 May 3-9 |
Community Project Forum |
Community Project Forum
|
No Required Readings |
|
15 May 10-16 |
Course Wrap Up
|
Self- and Peer-Reviews; Final Report
|
No Required Readings |
Grading
| Assignment | Point Value |
|---|---|
| Critical Reflections | 30 points |
| Project Reports | 25 points |
| Group Ground Rules | 10 points |
| Self- and Peer Assessments | 5 points |
| Community Project Forum | 20 points |
| Final Report | 10 points |
Late Policy
All assignments must be submitted before 11:59 pm Pacific Time on the due date, with the exception of all group work. Grades will be reduced for any late work, each day late, by ten percent (10%). Please contact the instructor prior to a deadline in the case of illness or emergency. Additional late policy details are available in Canvas.
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, INFO 204.
Course Learning Outcomes
Upon successful completion of the course, students will be able to:
- Identify and articulate their own approach to personal leadership.
- Compare leadership theories related to the information professions.
- Apply leadership theories while working on a community-focused project for an information organization.
- Practice professional communication skills via team work, progress reports, project deliverables, and online presentations.
Core Competencies (Program Learning Outcomes)
INFO 282 supports the following core competencies:
- M Demonstrate professional leadership and communication skills.
Textbooks
No Textbooks For This Course.
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 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.
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