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Post date: Apr 29, 2013 2:51:06 PM
LS 450: Introduction to Library and Information Studies
Independent Study, May Term 2013
Monday-Friday, 1:30-3:00 p.m. classroom instruction or independent activities
Meet in 226; then Library Conference Room or Classroom
Instructor: Karen Lehmann, Information Literacy Librarian
Contact Information: Vogel Library 226, karen.lehmann@wartburg.edu
Office: 319-352-8460 Cell Phone: 319-269-4692
Office Hours: 3:00-4:00 p.m. daily
Course Description and Rationale:
This course is designed to provide an overview of the library profession, from the historical foundations to the contemporary challenges of the 21st century. Special focus will be placed on public librarianship and/or other library services for children and young adults and the role played by a librarian as these special communities are served.
Textbook and Course Materials:
There is no required textbook for this course. Readings will be drawn from a variety of professional books, articles, and websites and will be available online or on reserve at Vogel Library.
Course Requirements:
As an independent study, the student will be responsible for the helping to shape the discussions, assignments, and ultimately, the course as a whole. Positive attributes for course success are curiosity, flexibility, and the desire to become actively engaged in exploring questions in a way that will lead to deeper understanding of the opportunities and challenges of the library profession.
Grades will be determined based on completion of writing assignments, projects, and observations.
Philosophy of Librarianship Essay 05%
Practical Librarianship Project 20%
Research Bibliography on Topic of Choice 15%
Librarian Interviews & Reflections 20%
Site Visit Field Notes & Observations 20%
Reflection and Reading Responses Journal 20%
Honesty and Ethics:
The seminar format of this course relies upon an open and respectful exchange of ideas. To this end, the Wartburg College Honor Code (http://www.wartburg.edu/academics/honorcode.html) is the benchmark for honest, ethical, and accurate expressions of critical thought. Plagiarism will not be tolerated, resulting in a minimum penalty of failing the assignment in question.
Students Needing Special Accommodations:
Section 504 of the Rehabilitation Act of 1973, Title II of the Americans with Disabilities Act of 1990, and the ADA Amendment Act of 2008 provides protection from illegal discrimination for qualified individuals with disabilities. Students requesting academic accommodations due to disabilities must arrange for such accommodations prior to affected assignment due dates by contacting Kelly Beck, Pathways Academic Success Associate.
Proposed Course Schedule:
The schedule may be affected by the information literacy teaching schedule of the instructor. Conflicts will be rescheduled or adapted as they arise.
WEEK 1: Library Foundations: History & Philosophy
Librarians: History, Stereotypes & the 21st Century
Monday/Tuesday/Wednesday/Thursday, April 29-May 2
· Review syllabus
· Discuss expectations, outcomes, & logistics.
· Discuss selected book on library history.
· Discuss stereotypes and roles of librarians over time and in the 21st century.
· Examine the variety of divisions in the American Library Association.
· Watch March of the Librarians—in class: do NOT do this ahead.
· Write reading responses to materials discussed or read independently.
1. For Monday:
Discussion:
· About selected book on the history of libraries and philosophical underpinnings of librarianship as a profession.
· Brainstorm desired course outcomes for the preface to the Reflection & Reading Responses Journal.
· Syllabus and assignments, including format for presentation of assignments.
· Consider ideas for Practical Librarianship Project and Research Bibliography projects.
2. For Tuesday:
ALA website exploration and journaling assignment. At http://www.ala.org investigate the following:
Ø Equity of Access
Ø Confidentiality
Ø Intellectual Freedom
Ø Intellectual Property
Ø Divisions of the Association
Discussion:
· ALA principles and Library Bill of Rights.
· Begin exploration of types of libraries and particular interests for this course.
DUE: List of desired outcomes as a Preface to the journaling process.
DUE: Reading Response to ALA Principles.
DUE: Reading response to The Library Bill of Rights (ALA website).
DUE: Reading Response to observations and comments related to selected library history book.
3. For Wednesday:
Discussion:
· ALA hierarchy and examine the variety of divisions in the American Library Association.
· ALA accreditation. At http://www.ala.org/accreditedprograms/ investigate the links and FAQs.
· Brainstorm librarians to interview and libraries to visit.
· Critique questions for interviews.
DUE: Write draft version of possible interview questions and plan for who to interview and when.
DUE: from the ALA website, journal about the divisions and advocacy issues which most interest you. Especially dig into PLA, ALSC, YALSA, AASL and their sections and roundtables.
DUE: Reflection about ALA accreditation process.
4. For Thursday:
Select and read one chapter in Arant [The Image and Role of the Librarian] (probably Church or Posner) or skim through Johnson [This Book is Overdue!] and read selections.
Look at the website about stereotypes and photo site listed in the Potential Reading List.
Check out the Intellectual Freedom Manual and reflect on the themes within it. Assigned chapter: “Challenges and Issues Today” by Morgan, p.37.
DUE: Reflection on stereotypes of librarians from the books and websites and how you fit or do not fit those stereotypes.
DUE: Reading reflection about “Challenges and Issues Today” and how those tie back to the issues we discussed on Tuesday.
Discussion:
· Watch March of the Librarians—in class: do NOT do this ahead.
· Discuss stereotypes and roles of librarians over time and in the 21st century.
Assignment for Monday, May 6:
o ExploreVogel Library resources on information literacy and the teaching roles of librarians.
o Select one source from the Potential Reading List to read further and journal (article or book).
o Select two web resources from the Reading List to explore the role of information literacy in public libraries.
o Look at the Project Information Literacy site and journal about the videos and findings. Watch and discuss at least Project Information Literacy video. What do students know and not know?
o Read Fasick,chapter, “Changing Literacies for the 21st Century”, p.57.
Assignment for Wednesday, May 8:
o Read and reflect on Harris [I Found it on the Internet].
WEEK 2: Information Literacy & Standards for Instruction
Children, Young Adults, and Students: Libraries in the Digital Age
Monday/Tuesday/Wednesday/Thursday, May 6-9, 2013
· Discuss information literacy in various library settings.
· Discuss information literacy search, definitions, types of literacies, & impact on 21st century librarians.
· Introduce Information literacy standards: AASL, ACRL.
· Discuss how to use standards as a baseline for educational excellence.
· Write reading responses to materials discussed or read independently.
· Begin conducting librarian interviews and reflecting on them.
· Begin to visit, observe, interview, participate (where possible) and journal at selected sites.
· Weds: discuss Harris book.
· Watch and discuss (in class) the TED talk on filter bubbles.
· Read and compare standards from AASL (K-12) and ACRL (College/University level).
Assignments:
DUE: Project proposal for Practical Librarianship Project.
DUE: Conduct and reflect on at least one Librarian Interview. Remember that they need an MLS to qualify.
DUE: Weds: reading reflection on Harris book.
DUE: Journal entries on information literacy book/ article, 2 public library web sources, Fasick chapter, nd Project Information Literacy.
DUE: Reading Response to comparison of K-12 and Academic standards.
DUE: Read Kolowich (What Students Don’t Know) and journal about how your experiences here at Wartburg (and those of your friends who don’t work in libraries) compare to this article and to what you have picked up from Project Information Literacy.
Assignment for Monday, May 13:
o Begin exploring Vogel Library, Waverly Public Library, or other libraries you have access to as you complete the annotated bibliography project.
o Read and journal about the Asheim article on selection.
o Investigate the Intellectual Freedom Manual and reflect on this assigned chapter: “Public Libraries and the Public Forum Doctrine” by Chmara, p.337.
o Find and explain at least 2 articles about censorship challenges that have taken place in public libraries in the past few years. Do you think they were handled correctly and if not, what would you have tried to do differently? What resources would you try to align to meet a challenge?
Assignment for Wednesday, May 15:
o Read and reflect on Hernon book [Reflecting on the Future of Academic and Public Libraries].
Assignment to be completed after you finish the Hernon book:
o Read and reflect on Nye & Barco [True Stories of Censorship Battles in America’s Libraries].
WEEK 3: Library Service to Children & Young Adults
Censorship and Selection of Library Materials
Monday/Tuesday/Wednesday/Thursday, May 13-16, 2013
· Discuss the role of technology in public library and other library settings, particularly preschool, children, and young adults.
· Investigate resources for selection and programming for children and young adults.
· Write reading responses to materials discussed or read independently.
· Finish conducting librarian interviews and writing reflections.
· Continue to visit, observe, interview, participate (where possible) and journal at selected sites.
· Complete Research Bibliography on Topic of Choice that involves the theme of this week.
Assignments:
DUE: Conduct and reflect on remaining Librarian Interviews.
DUE: Annotated Research Bibliography on Topic of Choice.
DUE: Reading reflections on censorship articles and the chapter in Intellectual Freedom Manual.
DUE: Weds: reading reflection on Hernon book.
DUE Friday or by arrangement: Reading reflection on Nye & Barco.
DUE: Field notes and observations from Site Visits.
Assignment for Monday, May 20:
o Search for wikis or blogs relating to school library students, public library practices, service to children or young adults, reading programs, etc.
o Visit ALA JobList and look at jobs for which you hope to become qualified.
WEEK 4: Graduate School and Professional Employment
Complete All Loose Ends Including Presentation and Philosophy
Monday/Tuesday/Wednesday/Thursday, May 20-23, 2013
· Complete and discuss field experiences and site visits.
· Look at ALA JobList and explore prospective jobs that appeal to you.
· Post a list of links to blogs that you found most appealing and intend to continue reading, if time permits.
· Complete and present Practical Librarianship Project.
· Complete and submit an updated Philosophy of Librarianship Essay for final examination.
Assignments:
DUE: List of links for wikis/blogs found and a brief explanation of the purpose of each one you chose.
DUE: Brief reflection on the job prospects for a new library science graduate and what types of positions you found appealing on ALA’s JobList.
DUE: Practical Librarianship Project. This includes a 10 minute presentation and the accompanying materials.
DUE: Final version of Philosophy of Librarianship Essay (remember to include your original application essay for comparison and growth).
Explanation of Assignments:
Philosophy of Librarianship Essay (5%) {Final “Take-Home” Exam}
The goal of this assignment is to develop a one-to-two page written statement articulating your philosophy of librarianship. This essay substitutes for a final exam in this course. The intention is to use your graduate school application as the framework for a new or reconstructed essay, based upon additional insights and knowledge you have gained from this course. This final statement will be due on the last day of May Term. The goal of this essay is both to gather your thoughts concisely, and to hone a document with elements you can potentially include with applications or use for other professional purposes. Topics covered in the statement might include your areas of interest within the library profession, career goals, personal history related to libraries or educational pursuits, research interests, and most importantly, the reasons behind your decision to become a librarian and how your understanding of the profession has grown through your experiences in this course. Please provide copies of both your original application essay and your new philosophy statement for comparison purposes.
Practical Librarianship Project (20%) {Due Week 4}
This assignment will provide an opportunity to get “hands-on” experience. The project may be one contained activity or ongoing throughout the term. You will work with your instructor or another librarian to develop, design, and implement your project and will be graded on the following elements:
1. Written project proposal
2. Literature review, if appropriate (discuss with instructor)
3. Application of best practices
4. 10 minute informative presentation before an audience of some sort, summarizing the project
5. 1-2 page executive summary and/or reflection
Examples of practical projects: creating a LibGuide for a specific purpose, designing (and possible helping to teach) a lesson for a specific age group and purpose, creating a library promotional activity for a specific population, selecting recommended materials for library purchase for a specific age group and topic, participating in some type of volunteer library programming at a local public library, evaluating public library websites from a variety of places, etc.
Research Bibliography on Topic of Choice (15%) {Due Week 3}
The end product of this assignment will be an annotated bibliography (MLA or APA format) on a topic that relates to library services for children or young adults. It is up to you to decide if the bibliography recommends actual sources to purchase or surveys the best professional resources on a given topic, but in addition to a minimum of 10 annotated sources (4-5 sentence summaries), it should include a 1-page explanation of why this topic was selected and what the significance is for public librarians. A variety of books, articles, websites, and media should be included, depending, of course, on their appropriateness for the selected topic. If you wish to add additional sources beyond ten, annotations are optional.
Librarian Interviews (20%) {Due Week 3: Interview Questions are Due Week 1}
Four interviews (including one at Vogel Library) will be conducted with librarians throughout the first 3 weeks of May term to gain additional anecdotal perspective on the profession. You may schedule interviews with any professional librarian (note: make sure public or school “librarians” have actually graduated from a masters degree program—not always a given), including persons you meet on site visits. Questions might include work responsibilities, specializations or academic background, and other items of personal interest. Submit a 1-2 page reflection on each interview. Additional interviews will be accepted for extra credit, with the instructor’s permission. A list of potential questions should be compiled, submitted, and critiqued by the instructor prior to conducting any interviews.
Site Visit Field Notes & Observations (20%) {Due Week 3}
Three site visits should be completed. The goal of site visits or field experience is:
· To observe librarians who work with children or youth in schools or public libraries
· To consider how standards are put into action in “real” library settings
· To explore the types of job responsibilities held by public or other librarians
· To possibly have hands-on volunteer experience, if allowed
· To meet a variety of librarians with classroom or administrative experience in order to compare duties, programming, staffing, collections, facilities, and other facets of library employment.
· To complete written reflections about these visits.
At this time, it is hoped to arrange site visits to Waverly Public Library (youth programming), Waverly-Shell Rock Middle School and/or High School Media Centers (class information literacy instruction), at least one additional public library, and the UNI Curriculum Library. Each time a visit is completed, a summary (minimum of one page) of observations and reflections will be submitted to the instructor for review.
Reflection and Reading Responses Journal (20%) {Due as Assigned}
An important concept in librarianship is lifelong learning—both personally and professionally. Much of your vocational support comes from professional organizations, continuing education and conference opportunities, or is published in specialized journals and/or books. It is also increasingly shared via new and evolving technologies and networks. An important component of this course is reading, exploring and then journaling as you navigate through multiple formats (blogs, websites, streaming media, etc.) in addition to traditional print sources. Remember that you are not limited to journal entries only on the required assignments—although please mark those that you wish to be formally assessed. Use your journal in creative ways as a tool for reminding yourself of ideas, resources, and anything else you find useful. Every entry helps to build your knowledge-base and serves as a professional “toolkit” for you.
For graded journal entries, include these components:
1. Reading: Citation for book, article, website, etc. if a formal source is used.
2. Reflection: Short summary of the content of the item examined and how this material contributed to your understanding of libraries, librarianship, information-seeking, pedagogy, or other themes.
3. Application: Do you foresee using this information? If so, how? If not, why not?
Potential Reading List by Themes (Additional Readings to be Added):
Library Foundations: History & Philosophy
ü American Library Association: Library Bill of Rights.
http://www.ala.org/ala/issuesadvocacy/intfreedom/librarybill/index.cfm
ü Battles, M. (2003). Library: An unquiet history. NY: W.W. Norton & Company.
027 B322 (on reserve for Lehmann)
ü Maxwell, N. K. (2006). Sacred stacks: The higher purpose of libraries and librarianship.
Chicago, American Library Association. 027 M45
ü Murray, S. A. (2009). The library: An illustrated history. Chicago: American Library
Association. 027.009 M967
Librarians
ü Arant, W. & Benefiel, D. R. (Eds.). (2002). The image and role of the librarian.
New York: Hawthorne. 020.92 Im1 (on reserve for Lehmann)
ü Image and the Librarian. (2000). College Park, MD.: College of Information Studies.
http://home.earthlink.net/~cyberresearcher/resources.htm#stereotypes (reading list)
http://home.earthlink.net/~cyberresearcher/stereotypes.htm (Stereotypes of Librarians)
ü Johnson, M. (2011). This book is overdue! How librarians and cybrarians can save us all.
NY: Harper Perennial. 021.2 J635 (on reserve for Lehmann)
ü This is what a librarian looks like. http://lookslikelibraryscience.com/about
Information Literacy and Standards for Instruction
ü AASL Standards for the 21-Century Learner http://www.ala.org/aasl/guidelinesandstandards/learningstandards/standards
ü AASL Toolkits, including School Librarian’s Role in Reading Toolkit
http://www.ala.org/aasl/aaslissues/toolkits/toolkits
ü American Association of School Librarians. (2009). Standards for the 21st-century
learners in action. Chicago: American Library Association.
CL 379.158 St24
ü Association of College and Research Libraries. (2000). Information literacy competency
standards for higher education. Chicago: American Library Association.
http://www.ala.org/ala/mgrps/divs/acrl/standards/standards.pdf
ü Common core: State standards initiative. http://www.corestandards.org (disciplines, not libraries)
ü Donham, J. (2003). My senior is your first-year student: High school transition to college.
Knowledge Quest 32(1), 32. Available in ERIC or Academic Search Complete
ü Donham, J. (2008). standards! standards! standards! Teacher Librarian. 35(4), 43-46. Available in Library, Information Science & Technology Abstracts database.
ü Fasick, A. M. (2011). From boardroom to Facebook: Children’s services in an
interactive age. Santa Barbara, CA: Libraries Unlimited.
CL 027.625 F263 (on reserve for Lehmann)
ü Kolowich, S. (2011). What students don’t know. Inside Higher Ed. Retrieved from http://www.insidehighered.com/news/2011/08/22/erial_study_of_student_research_habits_at_illinois_university_libraries_reveals_alarmingly_poor_information_literacy_and_skills
ü Leininger, M. A. OCLC and WebJunction. (2012) Information literacy and public libraries. OCLC and WebJunction. Retrieved from
http://www.webjunction.org/documents/webjunction/Information_Literacy_and_Public_Libraries.html
ü Project Information Literacy. http://projectinfolit.org/
ü State Library of Iowa. (2012). Information Literacy and the Role of the Public Library.
http://www.statelibraryofiowa.org/ld/k-p/new-lib-dir-man/services/info-lit
ü State Standards for school library programs. Almost every state has a document.
ü Example: http://www.cde.ca.gov/be/st/ss/documents/librarystandards.pdf (California public schools) OR google “iowa school library program guidelines” for a pdf (Iowa public schools)
The Library in the Digital Age (including Ethical Issues)
ü American Library Association. (2010). Intellectual freedom manual. Chicago: American
Library Association. O25.213 In8 2010 (on reserve for Lehmann)
ü Asheim, L. (1953). Not censorship but selection. Wilson Library Bulletin, 28, 63-67.
http://www.ala.org/ala/aboutala/offices/oif/basics/notcensorship.cfm
ü Butler, R. P. (2004). Copyright for teachers and librarians. NY: Neal-Schuman
Publishers. CL 346.730482 B988
ü Colbert, S. (Producer). (2009, January 8). The Colbert report [Television broadcast]. New York:
Comedy Central. (on copyright; other topics as well: Wikipedia, etc.)
http://www.colbertnation.com/the-colbert-report-videos/215454/january-08-2009/lawrence-lessig
ü Harris, F. J. (2011). I found it on the internet: Coming of age online. Chicago: ALA. 025.04 H241
ü Nye, V. and Barco, K. (2012). True stories of censorship battles in America’s libraries. Chicago:
ALA. 025.213 T766 (on reserve for Lehmann)
ü Pariser, E. (2011). Beware online “filter bubbles.“ TED.com. Retrieved from
http://www.ted.com/talks/eli_pariser_beware_online_filter_bubbles.html (or other TED talks)
The Future of Public Libraries
ü CABE & RIBA. (2004). 21st century libraries: Changing forms, changing futures. London: Building Futures.
ü The future of public libraries. (n.d.). What’s next: Top Trends / Helene Blowers
http://toptrends.nowandnext.com/2009/06/17/the-future-of-public-libraries/
http://www.heleneblowers.info/2009/07/future-of-public-libraries.html
ü Hernon, P. & Matthews, J. R. (Eds.), (2013). Reflecting on the future of academic and public librarians. Chicago: ALA. 027.473 R259 (on reserve for Lehmann)
ü Levien, R. E., (2011). Confronting the future: Strategic visions for the 21st century public library. Chicago: ALA. http://www.ala.org/offices/sites/ala.org.offices/files/content/oitp/publications/policybriefs/confronting_the_futu.pdf
ü Outsourcing and privatization / Keeping public libraries public. (2013). Chicago: American Library Association.
http://www.ala.org/tools/outsourcing
ü St. Paul Public Library. (2010). Driving forces executive summary: A guide to the future / A framework for the future. St. Paul, MN: St. Paul Library. [similar examples also on the web]
http://www.sppl.org/sites/default/files/rcl/images/management/driving_forces.pdf
http://www.sppl.org/sites/default/files/rcl/images/management/stories.pdf
ü University of Washington Information School. (2010) U.S. impact study. [includes a bibliography in addition to the public libraries study]
Library Services for Children and Young Adults
ü A wide variety of items will be investigated for the Annotated Bibliography Topic of Choice.
ü Fontichiaro, K. & Hamilton, B. (2011). School Libraries: What's Now, What's Next,
What's Yet to Come. Smashwords. Available as a free pdf download at
http://www.smashwords.com/books/view/96705
ü Grimes, S. (2006). Reading is our business: How librarians can foster reading comprehension.
Chicago: ALA. 027.8 G882
ü School Libraries Work! (Research Foundation Paper)
http://www.scholastic.com/content/collateral_resources/pdf/s/slw3_2008.pdf
ü Talking turkey about school libraries. http://www.americanlibrariesmagazine.org/inside-scoop/talking-turkey-about-school-libraries
Graduate School and Professional Employment
ü ALA JobList. http://joblist.ala.org/
ü Bates, M. (2010). Is an M.L.S. still relevant?. Online, 34(2), 64. Available online or through Academic Search Complete.
ü Hack School Library (a blog by, for and about library school students).
http://hacklibschool.wordpress.com/2012/01/03/2011-in-review
ü Library science jeopardy. http://terpconnect.umd.edu/~aubrycp/project/jeopardy.html
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