LIS 646
Academic Libraries
Syllabus

Instructor
Sharon Almquist Internet email: almquists@nku.edu. Please post course questions on the Blackboard discussion board or send me email using the Blackboard Private Messages function.

Office Hours
Emails generally will be answered within 48 hours excluding weekends and holidays. Chats are available upon request.

Textbook
Budd, John M. (2005). The Changing Academic Library: Operations, Cultures, Environments. ACRL Publications in Librarianship no. 56. Chicago: ALA. IBSN: 0-8389-8318-9.

Course Description
The course will cover the problems of organization and management of university, college, and community college libraries including their resources, functions, and services. Current developments and trends, such as the virtual library, ebooks, electronic resources management, electronic reserves, websites, and outsourcing of services, will be examined.

This is an active learning course and requires frequent participation from you in the lesson discussion boards. Nothing can be learned effectively in a vacuum. The course is a reading and discussion forum in which you will examine various resources and develop solutions to problems academic libraries face, and will face, in support of their constituencies. Several expert guests will join our discussions.

Goals
Prepare students to understand the functions and environment of institutions, libraries, librarians, faculty, managers, administrators, and leaders in an academic setting by:

  1. introducing them to the history, culture, status, and terminology of academic libraries and institutions of higher education,
  2. exploring important current and past issues and trends in academic librarianship,
  3. examining the roles and responsibilities of that group known as "faculty"

Objectives

  1. Trace the development of academic libraries, higher education, and the role of the teaching faculty in the United States and describe their contemporary environment.
  2. Outline the educational role and administrative functions of the academic library within its institutional setting.
  3. Identify major differences in types and sizes of academic institutions and their libraries.
  4. Identify current major trends and issues of higher education in general and of academic libraries in particular.
  5. Identify journals, associations, and other sources of information about current trends and issues.
  6. Examine situational case studies and suggest solutions to the problems they pose.

Methodology

  1. assigned readings from the textbook and additional online sources
  2. discussions on the lessons/lectures/readings
  3. lesson projects
  4. guest participation
  5. lectures
  6. wrap-up worksheets showing learning experiences

Netiquette & Collegiality
Netiquette and collegiality come under the heading "What we all already know, but talk about anyway." As you know, every time you link to enter UNT sites, your communications are open for others to see. If you are not careful, these communications may violate UNT policies. Online communications are emails, discussion board postings, chats, attachments, links, and instant messages. So, to review... Do not use language that is:

  • Harassing
    Threatening
    Discriminatory (Terms such as "idiot" and "moron" are examples of inappropriate discourse when referring to colleagues.)
    A copyright violation
  • Profane (even if the profanity is abbreviated)

Do not:

  • Send obscene pictures
  • Send offensive email (with offensive being in the view of the receiver)
  • Insult anyone
  • Insult anyone’s ideas or thoughts (disagreement is all right, insulting people is not)
  • the use of excessive ???? or !!! or comments in ALL CAPS. This is equivalent to SHOUTING at someone and can be construed as hostile or insulting behavior.

If you have any doubts, don’t send it! I respect collegiality and hope you do as well.

Lesson Discussions-Projects forum - Goals
The goals of this active learning process are to not only introduce you to the complexities of academia, academic libraries and librarians, but also to address ACRL's (Association of College and Research Libraries) information literacy skills and outcomes, which state:

"Information literacy forms the basis for lifelong learning. It is common to all disciplines, to all learning environments, and to all levels of education. It enables learners to master content and extend their investigations, become more self-directed, and assume greater control over their own learning. An information literate individual is able to:

  • Determine the extent of information needed [Determine if additional information is needed to complete the discussion or project.]
  • Access the needed information effectively and efficiently [Access the lectures and readings as assigned. Add additional information as necessary. Use the Internet effectively.]
  • Evaluate information and its sources critically [Ask questions. Take advantage of interacting with your peers, guests, and the professor in the discussions forum.]
  • Incorporate selected information into one's knowledge base [Synthesize the information presented both in the lectures and readings as well as different viewpoints presented by others in the discussions and projects.]
  • Use information effectively to accomplish a specific purpose
  • Outcomes Include:
    1. Organizes the content in a manner that supports the purposes and format of the product or performance (e.g. outlines, drafts, storyboards) [In our case, participating in the lesson discussions, projects, and filling out the Wrap-up Worksheet.] Articulates knowledge and skills transferred from prior experiences to planning and creating the product or performance [Using your own experiences to enhance the discussions.]
    2. Integrates the new and prior information, including quotations and paraphrasings, in a manner that supports the purposes of the product or performance [Referencing lectures and readings as well as adding new information to support your position or argument.] ...

The information literate student revises the development process for the product or performance.
Outcomes Include:

  1. Maintains a journal or log of activities related to the information seeking, evaluating, and communicating process [Again, maintaining and filling out the Wrap-up Worksheet.]
  2. Reflects on past successes, failures, and alternative strategies [Reflecting on learning experiences and the success of your postings in the Wrap-up Worksheet.]
    The information literate student communicates the product or performance effectively to others.
    Outcomes Include:
    1. Chooses a communication medium and format that best supports the purposes of the product or performance and the intended audience [In the case of the discussion questions, using the forum effectively to interact with his/her peers, guests, and the professor.]
    2. Uses a range of information technology applications in creating the product or performance [Includes using Blackboard text discussions, voice discussions, and attachments such as Word or PowerPoint.] ...
  • Understand the economic, legal, and social issues surrounding the use of information, and access and use information ethically and legally--Excerpted from ACRL, Information Literacy Competency Standards for Higher Education, available online: http://www.ala.org/ala/acrl/acrlstandards/informationliteracycompetency.htm

Lesson Discussions-Projects forum - Requirements per lesson pairs
Lessons are presented in pairs, e.g., lessons 1 & 2 are presented at the same time and the assignments for them are due are the same time.

Your assignments for these lessons encompass the content presented in the lectures and readings for both each lesson pair. For each pair of lessons, you will post in the Lessons: Discussions-Projects forum (available from the Home Page, click on the Discussions & Projects link). Discussion topics and projects are already listed there.

Requirement #1: Participate in one (1) question thread discussion. I have already posted the questions for you. You may pick out one that is of particular interest to you. While you are only required to participate in one discussion thread, please feel free to comment in as many threads as you like. Be sure to keep track of your comments, and dates of discussion postings, on your lesson wrap-up worksheet. You do not need to add anything to the subject heading of your postings; simply respond.

Requirement #2: Complete one (1) project. I have posted a number of projects from which you may choose. For each project, read the project description and post your response in the form of comments either in the text box within Blackboard, as a Word attachment, or a presentation (PowerPoint attachment) as a response to the original project thread. For your posting, add your last name to the end of the subject heading: e.g., Project Choice #1-ACRL guidelines critique-Shepherd.

Group or Individual? For the lesson projects, you may choose to work individually or as a group (2-5 individuals). When you submit the project, simply include the names of all of those who worked on the project as part of the subject heading and also in the body of the project itself.

Question: How is the project grade figured if I choose to work in a group?

Answer: Each member of the group will receive the same grade since you chose to work together. You are all still required to fill our the Wrap-up Worksheet individually.

Requirement #3: At the end of the lesson, fill out and submit the Lesson Wrap-up Worksheet. The Worksheet is due about three days after the end of each pair of lessons. (Check the calendar for exact due dates.) Use the worksheet to help you focus on how to handle your discussions about academic libraries and to identify ways that you may improve your online discussion skills. You are also asked to describe three learning experiences that resulted from your participation in the lessons' activities.

Learning experiences: an opportunity for your to reflect on and analyze what you learned from the lesson' discussions (including interactions with the professor and/or guests), project, lectures, or readings. List at least three areas in which your knowledge base was expanded and compare this to what you have already learned in class or were already aware of.

Wrap-Up Worksheets
Download each lesson wrap-up worksheet using the Blackboard DropBox available from the main menu Lesson wrap-up worksheets link. Each worksheet is in HTML for greatest compatibility across platforms and programs. Worksheets allow you the opportunity to track your progress through each lesson and the course.

Major Project
One major interview project is required for 90 points. You may choose to work individually or as a group (maximum 3 people). You may select from one of the choices below.

Choice #1: Interview an administrator or non-librarian faculty member at an institution of higher education
Discover how this individual, a non-librarian, views librarians and the role of the library in his/her area of expertise. Interview this individual by phone, email, chat, or in person.

Develop a list of at least 10 questions. Post your questions and summarize the responses to each under "Project" in the Discussion Forum. Submit the complete report, which should also include your analysis, conclusions, and comments on the interview, to the professor by clicking on the "Assignments" link and selecting "Project". Reports must be submitted in rich text format, file extension .rtf. Critique another student's report.

Choice #2: Interview an academic librarian
An academic librarian's place in the academy: faculty, professional, or academic status, staff, in between?

Interview by phone, email, chat, or in person an academic librarian in a field of interest to you, e.g., cataloging, reference, media, rare books, music, etc.

Develop a list of at least 10 questions. Post your questions and summarize the responses to each under "Project" in the Discussion Forum. Submit the complete report, which should also include your analysis, conclusions, and comments on the interview, to the professor by clicking on the "Assignments" link and selecting "Project." Reports must be submitted in rich text format, file extension .rtf. Critique another student's report.

Guest Questions
We have several guests for the course. They will check in periodically throughout the semester. You are required to formulate three (3) questions total and post both questions in the Guest Questions discussion board. If you want a specific guest to answer a specific question, put the last name of the guest in the subject heading after your topic. For example, you have a question about collections in community colleges and you want Lois Schultz to address this question specifically. The subject heading would read: Collections in Community Colleges-Schultz.

Chats
Depending on availability, chats with guests may be scheduled. These chats are non-mandatory, but you will receive one bonus point (added to your total points) for attending them. The professor usually schedules one or two open and informal chats per semester. Like the guest chats, these chats are non-mandatory. Unlike the guest chats, you do not receive any points for attending.

Paper
A formal written "paper" is not required.

Course Schedule
Please consult the course schedule for a complete listing of when all assignments as due. Due dates are also posted in the Blackboard calendar, which will generate an online reminder for you.

Extra Credit
No assignments for extra credit will be made under any circumstances. A student who is having trouble with regular assignments is strongly encourages to contact the professor as early as possible for personal advising.

Scavenger Hunts/Bonus Points
Participation in the scavenger hunts will generate bonus points, which I differentiate from extra credit. There are 10 scavenger hunts in all: one for each lesson. These hunts have limitations, such as:

  • I assign one bonus point each to the first three (3) people who email me in Blackboard with the correct response
  • You may begin submitting answers after time (such as 11 a.m.) on date (September 23rd)

Grade Options
Grading is based on points and their corresponding percentages to letter grades. Grades are not curved. Assignments received after the due date and without prior approval will be given zero points. In the case of an emergency, please contact the professor via email ASAP. If you cannot get to a computer, call the LIS office and ask them to get in touch with me. Decimal points of .5 and above are rounded up to the next whole number except in the case of borderline grades where the rounding would push the grade up one full level. In that instance, the decimal points are rounded downward.

To calculate your final course grade I factor in the following points:

Activity
Possible Points
Introducing Yourselves & Introductory Assignment
10
Wrap-up worksheets (5 sheets X 30 points each): includes discussion participation, take a look mini projects, and learning outcomes.
150
Major Project

90
Guest Questions: (3 questions X 2 points each)
6
Guest Chats (bonus points: 1 point each.) These are non-mandatory and are offered only if our guests are available.)

1 x the total number of chats-not included in the total

Scavenger Hunts/Bonus Questions (10 total) 10-not included in the total
Total points possible
256

Letter Grades
The number of points are then given the following letter grades:

Letter Grade

Percentage

Point Range
A 90-100%

231-256
B 80-89%

205-230
C 70-79%

180-204
D 60-69%

154-179

F

 59% and below

Below 153

Grade descriptions:

  • "A" Excellent work that considerably exceeds the stated course requirements.
  • “B” Good to very good work that generally exceeds the stated course requirements.
  • “C” Fair to poor work that minimally meets the stated course requirements.
  • "D" and "F" Did not meet the stated course requirements. Did not participate in the course.

Expectations of the Course*

I expect from students:

  • You will treat everyone in the class, including the professor, with the respect due to all human beings.
  • You will participate in class, give your full attention to the material, and conduct yourself in an appropriate manner.
  • You will agree to do the work outlined in the Syllabus and in the Start Here section on Blackboard on time as stated in the Course Schedule and the Blackboard calendar.
  • You will acknowledge that previous academic preparation (e.g., writing skills) will affect your performance in this course.
  • You will acknowledge that your perception of effort, by itself, is not enough to justify a distinguished grade.
  • You will not plagiarize or otherwise steal the work of others.
  • You will not make excuses for your failure to do what you ought.
  • You will accept the consequences -- good and bad -- of your actions.
  • You will be honest and professional in all evaluations.

Students can expect from me:

  • I will treat you with the respect due to all human beings.
  • I will treat you as an individual.
  • I will not discriminate against you on the basis of your identity or your well-informed viewpoints.
  • I will manage the class in a professional manner. That may include educating you in appropriate behavior.
  • I will prepare carefully for every class by posting lectures and updating information and additional readings as needed.
  • I will teach only in areas of my professional expertise. If I do not know something, I will say so and will seek to find an answer.
  • I will pursue the maximum punishment for plagiarism, cheating, and other violations of academic integrity.
  • I will investigate every excuse for nonparticipation and non completion of assignments.
  • I will make myself available to you through discussion boards, email, and chat.
  • I will follow published rubrics closely when evaluating your work.
  • I will provide you with professional support and write recommendations for you if appropriate.
  • I will be honest with you.
  • Your grade will reflect the quality of your work and nothing else.
  • I am interested in your feedback about the class, but I am more interested in what you learned than how you feel.

Incomplete
No incomplete grades will be given for this course except upon written petition for just cause.

Withdrawal
The Graduate Catalog describes and explains withdrawal policies and deadlines. The UK semester course schedule lists specific deadlines. A grade of Withdraw (W) or Withdraw-Failing (WF) will be given depending on a student's attendance record and grade earned. Please note that a student who simply stops attending class and does not file a withdrawal form may receive an F.

Policies

ADA Accommodation
Anyone with a disability that will require accommodations under the terms of federal regulations must present a written accommodation request to the instructor by the second class meeting. You may also contact the Office of Equal Opportunity, Heather Conger, 257-8927, hyork2@email.uky.edu, in the Office of Institutional Equity and Equal Opportunity. Go to http://www.uky.edu/eForms/alphaindex.php for the ADA reasonable accommodation request form.

Academic Misconduct
Cheating and disciplinary action for cheating is defined by the student policy manual. Plagiarism and cheating refer to the use of unauthorized books, notes, or otherwise securing help in a test; copying tests, assignments, reports, or term papers; representing the work of another a one's own; collaborating, without authority, and with another student during an examination or in preparing academic work; or otherwise practicing scholastic dishonesty.

Academic dishonesty matters may first be considered by the faculty member who may assign penalties such as failing, reduction or changing of a grade in a test, course, assignment, or other academic work, denial of a degree and/or performing additional academic work not required of other students in the course. If the student does not accept the decision of the faculty member, he/she may have his;/her case heard by the academic department chairperson or head for review of his/her case. If the student does not accept the decision of the academic department chairperson, he/she may then follow the normal appeal procedures listed in Disciplinary Procedures.

Descriptions of other academic misconduct can be found at Section 6.3, Part II of the U.K. Student Rights and Responsibilities, (http://www.uky.edu/StudentAffairs/Code/) and you are expected to have read and understood that document. Cases of suspected offenses will be handled according to the procedures described in Section 6.4, Part II of the U.K. Student Rights and Responsibilities. The minimum punishment will result in an E grade for this course with no exceptions.

This syllabus is an active document and may be changed at any time. The instructor will notify students of any changes.

!!! It is imperative that you read through the Start Here/Course Overview section available within the course on Blackboard for a full discussion of the requirements and expectations for this course.

*Adapted with permission from: Benton, Thomas H. (2006, June 9). A Tough-Love Manifesto for Professors. The Chronicle of Higher Education.

This page was last updated on August 14, 2007.