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UNIVERSITY OF WISCONSIN-MILWAUKEE School of Information Studies

L&I SCI 736 – Public Libraries Online SYLLABUS Spring 2011

Instructor: Catherine Hansen, Location: Bolton Hall Rm 518 Email: [email protected], Phone: 414-229-3123 Office Hours: By appt, phone, chat, tinychat, meebo Fax: 414-229-6699

Meeting Time: Tuesdays are the beginning of our week. All readings and assignments will correspond with this.

GENERAL DESCRIPTION: This course explores the roles performed by public libraries in meeting educational, informational, recreational, and cultural needs. Using a seminar format of reading and discussion, and drawing on the perspectives of guest speakers from the library field, the class will look at current and future challenges facing those in public library service. This course provides an overview and analysis of issues, trends and concerns relating to public libraries in the United States.

OBJECTIVES: Upon completion of the course, students will have an in-depth understanding of the: - Role played by public libraries in American life - Organizational structure and governance of public libraries - Elements that create a dynamic public library

ALA COMPETENCIES: 1C. The history of libraries and librarianship. 1H. The importance of effective advocacy for libraries, librarians, other library workers, and library services. 1I. The techniques used to analyze complex problems and create appropriate solutions. 1J. Effective communication techniques (verbal and written). 1K. Certification and/or licensure requirements of specialized areas of the profession. 4A. Information, communication, assistive, and related technologies as they affect the resources, service delivery, and uses of libraries and other information agencies. 4B. The application of information, communication, assistive, and related technology and tools consistent with professional ethics and prevailing service norms and applications. 4D. The principles and techniques necessary to identify and analyze emerging technologies and innovations in order to recognize and implement relevant technological improvements. 5A. The concepts, principles, and techniques of reference and user services that provide access to relevant and accurate recorded knowledge and information to individuals of all ages and groups. 5E. The principles and methods of advocacy used to reach specific audiences to promote and explain concepts and services.

L&I SCI 736 Spring 2011 1 Catherine Hansen 5F. The principles of assessment and response to diversity in user needs, user communities, and user preferences. 5G. The principles and methods used to assess the impact of current and emerging situations or circumstances on the design and implementation of appropriate services or resource development. 7B. The role of the library in the lifelong learning of patrons, including an understanding of lifelong learning in the provision of quality service and the use of lifelong learning in the promotion of library services. 8A. The principles of planning and budgeting in libraries and other information agencies. 8B. The principles of effective personnel practices and human resource development. 8C. The concepts behind, and methods for, assessment and evaluation of library services and their outcomes. 8D. The concepts behind, and methods for, developing partnerships, collaborations, networks, and other structures with all stakeholders and within communities served.

METHOD: Lecture/Discussion/Debate/Presentation Students with special test and note-taking needs should contact the instructor as early as possible for accommodations.

TEXT:

REQUIRED: De la Pena McCook, K. (2004) Introduction to Public Librarianship. New York, NY: Neal-Schuman Publishers Readings also are assigned from a variety of sources. They are available through the D2L course site or the Internet.

COURSE SCHEDULE:

WEEK: TOPICS: Reading; Assignments McCook 1, 3 -Ruben, R. E. (2008). Stepping back and looking forward: Reflections on the foundations of libraries and librarianship. The Portable MLIS. Course overview; Jan 25 Westport, CT: Libraries Unlimited. The Public Library:  Q: In this reading Ruben states, “Libraries … are not merely Week 1 History, Mission & Use important, they are essential.” Do you agree? Why or why not.

http://www.ala.org/ala/alonline/resources/slctdarticles/12wayslibraries. cfm -Which of these are most important? Least? Why? Feb 1 Leadership, Governance & McCook 5 Week 2 Organization -Moore, M. Y. (2005). Chapter 1: Getting started. The successful library Policies trustee handbook. Chicago: American Library Association. 1-7.

- Division for Libraries, Technology, and Community Learning. (2002). Chapter 2: Who runs the library? Trustee essentials: A handbook for Wisconsin public library trustees. Madison: Wisconsin Department of Public Instruction. TE 2-1 – TE 2-4.

L&I SCI 736 Spring 2011 2 Catherine Hansen - Sheldon, B.E. (2008). Another look at leadership. The Portable MLIS. Westport, CT: Libraries Unlimited.

- Moran, B.B. (2008). Management: An essential skill for today’s librarians. The Portable MLIS. Westport, CT: Libraries Unlimited.

-"Policies and Circumstances" Webinar Recording http://blip.tv/file/4302756 Hand out referred to in the webinar: http://www.scribd.com/full/40202013?access_key=key- btcpwx0a843zd05f31q

-Handy resource: http://www.dpi.state.wi.us/pld/trusteefaq.html -Shontz, M. L., Parker, J. C., & Parker, R. (2004). What do librarians think about marketing? A survey of public librarians' attitudes toward the marketing of library services. Library Quarterly. 74:1, 63-84.

-Felker, K. (2008). Editorial board thoughts. Information Technology & Libraries, 27(2), 4-5.

- Blackstead, K. J., & Shoaf, E. C. (2002). Chapter 1: Synergy in library public relations, marketing, and development activities. Powerful public relations: A how-to guide for libraries. Chicago: American Library Data: Community Analysis, Association. 1-7. Marketing, • Feb 8 Know your community - Banks, P., Marini, P. J., & Wilson, M. S. (2002). Chapter 2: News releases, • Developing a marketing plan photo releases, public service announcements. Powerful public relations: Week 3 • Public Relations: Putting your A how-to guide for libraries. Chicago: American Library Association. 8-17. best face forward -Koontza, C.M., Juea, D.K., Lance, K.C. (2005) Neighborhood-based in- library use performance measures for public libraries: A nationwide study of majority–minority and majority white/low income markets using personal digital data collectors. http://www.ugr.es/~alozano/Translations/5ABNeighborhoodbasedinlibra ryuse.pdf

-Brehm-Heeger, P., Edwards, G. (2010). Remaking One of the Nation's Busiest Main Libraries. Public Libraries Online 49(6) http://www.publiclibrariesonline.org/magazines/featured- articles/remaking-one-nations-busiest-main-libraries Feb 15 Budgeting & Finance I Library assessment due Week 4 • The Players: Director, Library Refer to McCook 5 Board, & Village Board/City -Allen, B. (2003). Public opinion and the funding of public libraries. Gov't Library Trends. 51:3, 414-423. • Budget Allocation • State Law - Holt, G. (2002). Economics: Budgeting for the twenty-first century. The Bottom Line: Managing Library Finances. 13:1, pp. 1-5.

- Division for Libraries, Technology, and Community Learning. (2007). Chapter 8: Developing the library budget. Trustee essentials: A handbook for Wisconsin public library trustees. Madison: Wisconsin Department of Public Instruction. TE 8-1 - TE 8-5.

- Budgeting: http://dpi.state.wi.us/pld/ae13.html or

L&I SCI 736 Spring 2011 3 Catherine Hansen Special Libraries http://www.libsci.sc.edu/bob/class/clis724/SpecialLibrariesHandbook/Bu dgets%20and%20Financial%20Management.htm

http://www.libraryjournal.com/lj/communityfunding/849932- 268/permanent_shift_library_budgets_2010.html.csp - Nelson, S., Altman, E., & Mayo, D. (2003). Chapter 1: Results require resources. Managing for results: Effective resource allocation for public libraries. Chicago: American Library Association. 13-28.

-Ashman, A. B. (2003). A Comparative Examination of Public Library Fundraising. Public Library Quarterly, 21(2), 47-57.

Budgeting & Finance II Feb 22 - Holt, G. (2002). Economics: Long-range financial planning for libraries. Time for working on The Bottom Line: Managing Library Finances. 15:3, 125-128. Week 5 assignment -Division for Libraries, Technology, and Community Learning. (2007). Chapter 9: Managing the library's money. Trustee essentials: A handbook for Wisconsin public library trustees. Madison: Wisconsin Department of Public Instruction. TE 9-1 - TE 9-4.

-Hage, C. L. (2004). Chapter 4: Securing library financing. The public library start-up guide. 40-49. Budget assignment due McCook 6 - Lynch, M. J. (2003). Public library staff: How many is enough? American Libraries. 34:5, 58-59.

- McCune, B. F., & Nelson, C. (1995). Chapter 1: Begin at the beginning. Recruiting and managing volunteers in libraries: A how-to-do-it manual. New York: Neal-Schuman Publishers, Inc. 1-19. Staffing and Unions • Do librarians get paid what - Cohn, J. M., & Kelsey, A. L. (2005). Chapter 2: Defining twenty-first they are worth - why or why century competencies: Determining standards for the modern library. March 1 not? Staffing the modern library: A how-to-do-it manual. New York: Neal- Week 6 • Paraprofessionals v. Schuman Publishers, Inc. 13-24. Professionals debate • Unions - Cohn, J. M., & Kelsey, A. L. (2005). Chapter 5: Outsourcing and insourcing: Exploring the options and issues in today’s library. Staffing the modern library: A how-to-do-it manual. New York: Neal-Schuman Publishers, Inc. 45-55.

- McLean, C. (2005). The not-so-odd couple: Libraries and unions. Alki. 21:2, 11-12.

- Auld, H. (2002). The benefits and deficiencies of unions in public libraries. Public Libraries. 41:3, 135-142. March 8 -Kahn, M. B. (2003). Introduction. Disaster Response and Planning for Week 7 Disaster Planning, Libraries. 2nd ed. Chicago: American Library Association. 1-4. Conservation & Preservation • Formulating a disaster plan - Holderfield, A. (2007). A library disaster. Illinois Libraries. 86:4, 11-15. • Conservation v. Preservation - Kuzyk, R. (2007). Serving through disaster. Library Journal. 132:5, 26-29.

L&I SCI 736 Spring 2011 4 Catherine Hansen - Dickerson, L. (2006). Building from disaster: Lessons from Hurricane Katrina. Alki. 22:1, 16-19.

- Pinnell-Stephens, J. (2005). Saving the stories: Alaska libraries rescue two Native oral history resources. American Libraries. 36:11, 46-47 . - Tolbert, S. L. (1997). Preservation in American public libraries: A contradiction in terms? Public Libraries. 36:4, 236-245. - Swan, J. (2002). Chapter 3: Exploring funding through successful grant writing. Fundraising for libraries: 25 proven ways to get more money for your library. New York: Neal-Schuman Publishers, Inc. 47-66.

- Swan, J. (2002). Chapter 15: Securing matching grants or gifts. Fundraising for libraries: 25 proven ways to get more money for your Grant Writing library. New York: Neal-Schuman Publishers, Inc. 273-279. Meg Diaz(Director of the - Swan, J. (2002). Chapter 19: Write an LSTA grant. Fundraising for Milwaukee Public Library March 15 libraries: 25 proven ways to get more money for your library. New York: Week 8 Foundation) Neal-Schuman Publishers, Inc. 307-314.

- Gerding, S. (2006). Writing successful library grant proposals. Public Libraries. 45:5, 31-3.

- Barber, P., & Crowe, L. D. (1993). Ten commandments for successful grants. Getting your grant: A how-to-do-it manual for librarians. New York: Neal-Schuman Publishers, Inc. 2.

March 22 Spring Break Week 9 McCook 8,9 Grant writing assignment due - Meyers, E. (1999). The coolness factor: Ten libraries listen to youth. American Libraries. 30:10, 42-45.

- Sullivan, E. T. (2001). Teenagers are not luggage: They don’t need handling. Public Libraries. 40:2, 75-77.

Public Services: Programming - McCain, M. (2003). What’s so special about special needs? Public and Outreach Libraries. 42:1, 51-54. Mar. 29 Catering to the Demographic: Week 10 Adult, Seniors, Cultural, - Quezada, S. (2003). Nothing about me without me: Planning for library Children's & YA Programming services for people with disabilities. Public Libraries. 42:1, 42-46.

- Mates, B. T. (2003). Chapter 4: Programming for seniors. 5-star programming and services for your 55+ library customers. Chicago: American Library Association. 34-41.

- Robertson, D. A. (2005). Chapter 1: Making the case for cultural programming. Cultural programming for libraries: Linking libraries, communities, and culture. Chicago: American Library Association. 1-7.

April 5 Dawn Lauber - Quint, B. (2008). Why isn’t print dead…yet? Information Today. 25:1, 7- Week 11 Cyberspace/ Cyberservices 8. L&I SCI 736 Spring 2011 5 Catherine Hansen - Coyle, K. (2003). E-books: It’s about evolution, not revolution. Library Journal Net Connect. Fall, 8-12. - King, D. (2002). Access to e-serials and other continuing electronic resources at Kansas City public library. The Serials Librarian. 41:3/4, 271- 279.

-Litzer, D., & Barnett, A. (2004). Local history in e-books and on the web: One library’s experience as example and model. Reference & User Services Quarterly. 43:3, 248-57.

-Bell, L., Pope, K., Peters, T., & Galik, B. (2007). Who's on third in SecondLife? From library 2.0 to library 3-D. Online. 31:4, 14-18. (www.onlinemag.net) Web 2.0 • Books or bytes (or both) - what - Bordeaux, A., & Boyd, M. (2007). Blogs, wikis, and podcasts: Social is a good mix of service delivery software in the library. The Serials Librarian. 52:3/4, 263-269. methods? • What services should or should - Bolan, K., Canada, M., & Cullin, R. (2007). Web, library, and teen not be offered online? services 2.0. Young Adult Library Services. 5:2, 40-43. Digital Divide - Anonymous. (2007). LibraryThing for libraries. Library Journal Net Connect. Summer, 3.

- Klein, L. R. (2004). Phoenix gets it right. Library Journal. 129:12, 34-36.

-Sauers, M. P. - An Introduction to Blogs (Chapter 1) - Sauers, M. P. - Podcasting - Sauers, M. P. - An Introduction to RSS (Chapter 5) -Ward-Crixell, K. - Gaming Advocacy - Farrelly, M. G. - The Possibilities of YouTube -Starr, J. - LibraryThing.com: The Holy Grail of Book Recommendation Engines - McClure, M. - Case Study: Rolling Out a Robust Library Experience -Blue, L., et al. - Increasing Patron Traffic to Your Library's Web Links

Programming assignment due April 12 More eservices? Week 12 River Bend Case Studies See D2L Content page for case studies - Moore, M. Y. (2005). Chapter 4: Advocacy: A basic board responsibility. The successful library trustee handbook. Chicago: American Library Association. 22-27. Library Advocacy - Hage, C. L. (2004). Chapter 13: Promoting the library. The public library • Mission statements, start-up guide. Chicago: American Library Association. 146-155. community partnerships, and April 19 fundraising - Illinois Library Association & American Library Association. (2004). Week 13 • Identifying target groups Library advocacy: Influencing decision makers. Chicago: Illinois Library • Designing the library message Association. 1-16.

- Wallace, L. K. (2008). Library advocate's handbook. Chicago: American Library Association, Public Information Office. 1-40.

L&I SCI 736 Spring 2011 6 Catherine Hansen McCook 12 - Auld, H. (Ed.) (2002). Public libraries in the developing world. Public Libraries. 41:1, 25-33.

- de Jager, K., & Nassimbeni, M. (2007). Information literacy in practice: Peter Lor Engaging public library workers in rural South Africa. IFLA Journal. 33:4. Public Libraries Around the 313-322. World April 26 • Can libraries play a significant - Ahmad, P. (2008). The national library of Pakistan: An overview. IFLA Week 14 role in development? Journal. 34:1, 90-98. Video: Remote Access: Distant Libraries of the World The Library of the future What’s next? - Simon, M. - Will the Library Survive the Internet? What Patrons Value in Public Libraries

-Stratigos, A., & Strouse, R. - Library of the Future

-Sullivan, M. - The Fragile Future of Public Libraries Challenge Response due May 3 Renovation/Self Checkout/Sorter New technologies… Week 15

May 10 Michael Weber Watch Video of Mike Weber Week 16 MPL Security

ASSIGNMENTS:

Written assignments are due on the specified date. Grades will be reduced for late papers (one full grade for each week or part thereof). I do understand that life happens, so if you need an extension you must ask before the due date. Assignments will be graded and posted within two weeks of the due date, barring any catastrophic delays on my end. (I’ll let you know if there’s a problem.)

You may not resubmit work that has already been used in fulfillment of the requirement of this or any other course. Rules of academic conduct require that you not use the work of others without clearly indicating it as such. Academic misconduct may result in a lowered grade, no credit for a given assignment, or removal from the course.

You must use APA style, no abstract needed. It is expected students will consult and appropriately cite the research and professional literature where merited. Grades will also be reduced for papers that include irrelevant content to “fill up space” to meet the length specifications for a paper.

DISCUSSION: (25 points) Participation in class discussions is required. Much of the learning in any course (online or onsite) occurs in the exchange of ideas and experiences that takes place in the discussion area. It’s an opportunity to broaden your horizons and learn from your colleagues.

You are required to post a minimum of three times per week. Your first post should be a response to the week’s topic – pick something that you found particularly engaging, different or interesting. You’ll want to be sure to bring in the readings or outside readings/websites/commentary in this first post to show your L&I SCI 736 Spring 2011 7 Catherine Hansen engagement with the topic. This post needs to be made by Tuesday, the first day of our week. The other two posts should show meaningful engagement with your group. Responding to others posts, clarifying points and bringing in outside materials are the kinds of things I’m looking for in these posts. These posts should also be spread throughout the week. Contributing two posts on Monday night is frowned upon. Comments such as “I agree” or “That’s how we do it here” are fine, but will not earn points. Please see the Discussion rubric posted in the Content section of D2L, that will give you an idea of what I’m looking for. I will give you individual feedback on your posts the first couple of weeks so you’ll know what my expectations are for this. I will be grading 4 of the discussion weeks at random, and you will be responsible for one self-assessment.

LIBRARY ASSESSMENT: Feb. 15 (15 points) Visit a public library (that you do not work at, or use much). Describe the community and the library. Give descriptive statistics about the community including population and socio-economic profile (average income, employment, education level, etc.). Include information about the library itself, the age of the library, any development plans for the future, number of volumes. Be sure to describe what the library looks like - its physical condition both inside and out. Take photographs outside and ask if you can take interior photographs (let the librarian in charge know that you're completing a class assignment).

Include your observations about how the library is used by patrons (computers always busy, people reading, attending programs, etc. use worksheet provided) and your sense concerning the interactions between staff and patrons. Look around the library and observe how the building is designed, is signage understandable and helpful? Is the public space open and accessible or fragmented and difficult to navigate (or somewhere in between)? What is the overall atmosphere of the library and how do the design elements of the building displays, placement of service points, and public areas and furniture contribute to it. APA style, no abstract needed. (8-12 pages)

BUDGET: March 1 (15 points) An overview of the Leafyview Public Library will be provided, as director of the library you will be responsible for revising the annual budget. See d2l for assignment details.

GRANT WRITING: March 29 (15 points) You will find a suitable funding source for a public library (pick what size you'd like to work with), and fill out Parts I and II of the Wisconsin Common Grant Application (available on d2l, this is a shortened version of the real thing which is available online if you'd like to see it) in the assignments section of d2l. Include a budget sheet for the project.

PROGRAMMING: April 12 (20 points) You've recently accepted a position as an Outreach and Programming Specialist for a library. Choose a specific city, for example, Columbus OH, Santa Fe, NM, Spokane, WA. Provide a plan for a program for 4 separate population groups (i.e. new immigrants, senior citizens, young urban adults, homeless). Include a justification for why the library should reach out to this group (you must support your recommendation with data) and include a marketing plan. Assume you have a limited budget, but that you have time to arrange the programs. You have an adequately sized community room to use. Use the Library Program Planning worksheet provided.

CHALLENGE RESPONSE May 3: (10 pts.) A patron has filled out a challenge form for the title XYZ. The library director has asked you to write the initial response to the patron concerning whether or not the title should be retained according to your library’s policies. (2-4 pages)

L&I SCI 736 Spring 2011 8 Catherine Hansen A brief note about grading: The University of Wisconsin uses a grade of “A” to indicate “Outstanding” work, therefore if you do what you are asked and you do it correctly you will be graded according to the scale below and get a “B”. That is your starting point from which you move up or down. Extra points will be given for outstanding work. So if you want an A, ask yourself if what you are doing is truly “Outstanding”?

EVALUATION:

Undergraduate Students Graduate Students Library Assessment Paper 15 pts. 15 pts. Budget 15 pts. 15 pts. Grantwriting 15 pts. 15 pts. Programming 20 pts. 20 pts. Challenge Response 10 pts. 10 pts. Discussion 25 pts. 25 pts.

GRADING SCALE:

96-100 A 74-76.99 C 91-95.99 A- 70-73.99 C- 87-90.99 B+ 67-69.99 D+ 84-86.99 B 64-66.99 D 80-83.99 B- 60-63.99 D- 77-79.99 C+ Below 60 F

UWM AND SOIS ACADEMIC POLICIES

The following links contain university policies affecting all SOIS students. Many of the links below may be accessed through a PDF-document maintained by the Secretary of the University: http://www.uwm.edu/Dept/SecU/SyllabusLinks.pdf. Undergraduates may also find the Panther Planner and Undergraduate Student Handbook useful (http://www.uwm.edu/Dept/OSL/DOS/Handbook2005-06.pdf). For graduate students, there are additional guidelines from the Graduate School (http://www.uwm.edu/Dept/Grad_Sch/StudentInfo/), including those found in the Graduate Student and Faculty Handbook: http://www.uwm.edu/Dept/Grad_Sch/Publications/Handbook/.

Students with disabilities. If you will need accommodations in order to meet any of the requirements of a course, please contact the instructor as soon as possible. Students with disabilities are responsible to communicate directly with the instructor to ensure special accommodation in a timely manner. There is comprehensive coverage of issues related to disabilities at the Student Accessibility Center (http://www.uwm.edu/Dept/DSAD/SAC/MainOffice.html ), important components of which are expressed here: http://www.uwm.edu/Dept/DSAD/SAC/SACltr.pdf.

Religious observances. Students’ sincerely held religious beliefs must be reasonably accommodated with respect to all examinations and other academic requirements, according to the following policy: http://www.uwm.edu/Dept/SecU/acad%2Badmin_policies/S1.5.htm. Please notify your instructor within the first three weeks of the Fall or Spring Term (first week of shorter-term or Summer courses) of any specific days or dates on which you request relief from an examination or academic requirement for religious observances.

L&I SCI 736 Spring 2011 9 Catherine Hansen Students called to active military duty. UWM has several policies that accommodate students who must temporarily lay aside their educational pursuits when called to active duty in the military (see http://www3.uwm.edu/des/web/registration/militarycallup.cfm), including provisions for refunds, readmission, grading, and other situations.

Incompletes. A notation of “incomplete” may be given in lieu of a final grade to a student who has carried a subject successfully until the end of a semester but who, because of illness or other unusual and substantial cause beyond the student’s control, has been unable to take or complete the final examination or some limited amount of other term work. An incomplete is not given unless the student proves to the instructor that s/he was prevented from completing course requirements for just cause as indicated above (http://www.uwm.edu/Dept/SecU/acad%2Badmin_policies/S31.pdf).

Discriminatory conduct (such as sexual harassment). UWM and SOIS are committed to building and maintaining a campus environment that recognizes the inherent worth and dignity of every person, fosters tolerance, sensitivity, understanding, and mutual respect, and encourages the members of its community to strive to reach their full potential. The UWM policy statement (http://www.uwm.edu/Dept/SecU/acad%2Badmin_policies/S47.pdf) summarizes and defines situations that constitute discriminatory conduct. If you have questions, please contact an appropriate SOIS administrator.

L&I SCI 736 Spring 2011 10 Catherine Hansen

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