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UNIVERSITY OF WISCONSIN-MILWAUKEE School of Information Studies

L&I SCI 736 – Public Libraries Online SYLLABUS Fall 2013

Instructor: Catherine Hansen Location: NWQ 3483 Email: [email protected] Phone: 414-229-3304 Office Hours: By appointment, phone, chat, tinychat Fax: 414-229-6699 Cell: 414-687-3394

Meeting Time: Online. Our week will start on Weds. 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.

L&I SCI 736 Fall 2013 1 Catherine Hansen 5E. The principles and methods of advocacy used to reach specific audiences to promote and explain concepts and services. 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. (2011) Introduction to Public Librarianship (2nd ed). 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 -Rubin, R. E. (2008). Stepping back and looking forward: Reflections on the foundations of libraries and librarianship. The Portable MLIS. Westport, CT: Libraries Unlimited. Course overview;  Q: In this reading Ruben states, “Libraries … are not merely Sept. 4 important, they are essential.” Do you agree? Why or why not. The American Public Library: Week 1 -Brey-Casiano, C. (2009). Public libraries. In I. Abdullahi, Global library and information science: A textbook for students and educators (pp. 493- 504). IFLA Publications.

Sept. 11 The American Public Library: McCook 2 Week 2 History, Mission & Use -Hildenbrand, S. (1996). Women in library history: from the politics of L&I SCI 736 Fall 2013 2 Catherine Hansen library history to the history of library politics. In S. Hildebrand (Ed.), Reclaiming the American library past: writing the women in (pp. 1-23). New Jersey: Ablex Publishing Co.

-Battles, D.M. (2009). The history of public library access for African Americans in the South or, leaving behind the plow. Lanham, MD: Scarecrow Press. Chap. 7, (pp. 27-40); Chap. 9, (pp. 47-58); Chap. 21 (pp. 140-146).

Jones, P. A. jr. (1999). Libraries, immigrants and the American experience. Libraries, immigrants and free immigration 1876-1924. (pp 5-30). Westport, CN: Greenwood Press.

McCook 3

Sept. 18 The American Public Library: Willingham, Taylor L. 2008. "Libraries as Civic Agents." Public Library Week 3 continued… Quarterly 27: 97-110

McCook 5 -Moore, M. Y. (2005). Chapter 1: Getting started. The successful library 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 Leadership, Governance & Public Instruction. TE 2-1 – TE 2-4. Sept. 25 Organization Week 4 Policies - 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.

-What State Library Agencies Do. Whole Library Handbook. (2013)

-Handy resource: http://www.dpi.state.wi.us/pld/trusteefaq.html Oct. 2 Data: Community Analysis, State Library Assignment due Week 5 Marketing, • Know your community -Felker, K. (2008). Editorial board thoughts. Information Technology & • Developing a marketing plan Libraries, 27(2), 4-5. • Public Relations: Putting your best face forward - 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 Association. 1-7.

-Koontz, 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

L&I SCI 736 Fall 2013 3 Catherine Hansen 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

- OCLC. (2012). U.S. public libraries: A snapshot of priorities and perspectives. http://www.oclc.org/us/en/reports/us-public- libraries/214758usb-A-Snapshot-of-Priorities-and-Perspectives.pdf

Refer to McCook 5 -Allen, B. (2003). Public opinion and the funding of public libraries. Budgeting & Finance I Library Trends. 51:3, 414-423. • The Players: Director, Library - Division for Libraries, Technology, and Community Learning. (2007). Board, & Village Board/City Chapter 8: Developing the library budget. Trustee essentials: A handbook Oct. 9 Gov't for Wisconsin public library trustees. Madison: Wisconsin Department of Week 6 • Budget Allocation Public Instruction. TE 8-1 - TE 8-5. • State Law

http://www.libraryjournal.com/lj/communityfunding/849932- 268/permanent_shift_library_budgets_2010.html.csp Library observation/assessment due

McCook 6

- Cohn, J. M., & Kelsey, A. L. (2005). Chapter 2: Defining twenty-first century competencies: Determining standards for the modern library. Staffing Staffing the modern library: A how-to-do-it manual. New York: Neal- Oct. 16 • Paraprofessionals v. Schuman Publishers, Inc. 13-24. Week 7 Professionals debate • Unions - Auld, H. (2002). The benefits and deficiencies of unions in public libraries. Public Libraries. 41:3, 135-142.

-How to be a good employee. (article from somewhere…)

-Hyman, K. Visionary Leadership (ppt)

- 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 19: Write an LSTA grant. Fundraising for libraries: 25 proven ways to get more money for your library. New York: Grant Writing Neal-Schuman Publishers, Inc. 307-314. Oct. 23 Week 8 - 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.

L&I SCI 736 Fall 2013 4 Catherine Hansen McCook 8,9 - Sullivan, E. T. (2001). Teenagers are not luggage: They don’t need handling. Public Libraries. 40:2, 75-77.

- McCain, M. (2003). What’s so special about special needs? Public Public Services: Programming Libraries. 42:1, 51-54. and Outreach - Quezada, S. (2003). Nothing about me without me: Planning for library Oct. 30 Catering to the Demographic: services for people with disabilities. Public Libraries. 42:1, 42-46. Week 9 Adult, Seniors, Cultural, Children's & YA Programming - Mates, B. T. (2003). Chapter 4: Programming for seniors. 5-star programming and services for your 55+ library customers. Chicago: Multiculturalism in Libraries 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.

Budget assignment due

- Quint, B. (2008). Why isn’t print dead…yet? Information Today. 25:1, 7- 8.

-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.

- Bordeaux, A., & Boyd, M. (2007). Blogs, wikis, and podcasts: Social software in the library. The Serials Librarian. 52:3/4, 263-269. Cyberspace/ Cyberservices Web 2.0 - Bolan, K., Canada, M., & Cullin, R. (2007). Web, library, and teen • Books or bytes (or both) - what services 2.0. Young Adult Library Services. 5:2, 40-43. is a good mix of service delivery Nov. 6 methods? -Sauers, M.P. (2006). An Introduction to Blogs (Chapter 1) in Blogging and Week 10 • What services should or should RSS: A librarians guide (pp.1-9). Medford, NJ: Information Today, Inc. not be offered online? Digital Divide -Sauers, M.P. (2006). Podcasting in Blogging and RSS: A librarians guide (pp.119-121). Medford, NJ: Information Today, Inc. Social Media Planning -Ward-Crixell, K. (2007). Gaming Advocacy. School Library Journal, 53(9), 36-38.

-Farrelly, M.G. (2006). The Possibilities of YouTube. Public Libraries, 45(5), 34-35.

-Starr, J. (2007). LibraryThing.com: The Holy Grail of Book Recommendation Engines. Searcher, 15(7), 25-32.

- Blue, L. et al. (2007). Increasing Patron Traffic to Your Library's Web Links. Public Libraries, 46(1), 28-30. Nov. 13 River Bend Case Studies Week 11 See D2L Content page for case studies Nov. 20 Library Advocacy Programming assignment due

L&I SCI 736 Fall 2013 5 Catherine Hansen - Moore, M. Y. (2005). Chapter 4: Advocacy: A basic board responsibility. The successful library trustee handbook. Chicago: American Library Association. 22-27.

- 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 fundraising Week 12 - Illinois Library Association & American Library Association. (2004). • 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.

Nov. 27 Thanksgiving Thanksgiving Week 13 Editorial due

McCook 12 - Auld, H. (Ed.) (2002). Public libraries in the developing world. Public Public Libraries Around the Libraries. 41:1, 25-33. World • National Libraries of the World (website) Dec. 4 Can libraries play a significant role in development? Week 14 Video: Remote Access: Distant Libraries of the World The Library of the future -Stratigos, A., & Strouse, R. (2003). Library of the Future. Online, 27(1). What’s next? Clark, L. (2013) Stretching into the future with a national dialogue on public libraries. District Dispatch.

Library Services in the Digital Age. Pew Internet & American Life Project. Dec. 11 Audiobook Videos Due Week 15

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. L&I SCI 736 Fall 2013 6 Catherine Hansen DISCUSSION: (25 points) Attendance and active participation in class discussion is required. You must post a minimum of 3 times each week. Your first post should answer one of the weekly discussion questions and be posted by Thursday night of the week; your other posts should be a response to colleagues, a comment about something that you found particularly interesting about the topic, or a related topic. Substantive responses to the weekly discussion questions using course materials and outside information is expected, as well as responding to classmates posts. Comments such as “I agree” or “How interesting” don’t count! Discussion postings should also be spread throughout the week, making all of your comments on Tuesday night will gain you no favors. 5 of the discussion weeks will be graded, one of the weeks will be a self-assessment and I will grade the other 4. Guidelines for discussion are provided on d2l. I provide feedback on discussion posts the first couple of weeks so that you’ll understand my expectations.

Much of the learning in any course (online or onsite) takes place 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.

STATE LIBRARY ORGANIZATION PAPER: (10 points) Due Oct. 2 Choose a state and describe the history and structure of its state library. Who started it and why? What kinds of changes has it gone through since its inception? If there isn’t a state library explain why and what is used in its place. Is there a place in the state statutes that specifically refers to the governance of public libraries? If so what does it cover? 5-7 pages.

LIBRARY OBSERVATION/ASSESSMENT: (15 points) Due Oct. 16 Visit a public library (that you do not work at, or use much). Describe the community and the library. Fill out the spreadsheet found in D2L.There are a number of places to search for library and census data including: American Fact Finder (http://factfinder2.census.gov/faces/nav/jsf/pages/index.xhtml) , the DPI WI Public Service Data (http://dpi.wi.gov/pld/dm-lib-stat.html), and the IMLS Public Libraries in the US Survey (http://www.imls.gov/research/public_libraries_in_the_united_states_survey.aspx). Do not use Milwaukee Public Library or any of its branches.

Write your observations in a narrative format about how the library is used by patrons (computers always busy, people reading, attending programs, 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. 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). APA style, no abstract needed. (6-8 pages, not including the spreadsheet or photos)

BUDGET: (15 points) Due Nov. 6 An overview of the Leafyview Public Library will be provided, as part of the management team you will be responsible for revising the annual budget. Due to a budget cut handed down by the city you are expected to present the revised budget to your library board for approval. The changes you make to the budget must be justified in your paper. (More on this in D2L) L&I SCI 736 Fall 2013 7 Catherine Hansen PROGRAMMING: (10 points) Due Nov. 20 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 2 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 in D2L.

EDITORIAL: (10 pts.) Due Dec. 4 Respond to this article in an editorial format. http://www.wpri.org/Commentary/2008/5.08/Sc5.05.08/Sc5.05.08.html. Feel free to agree or disagree with any of the sentiments expressed in the piece. (2-4 pages). Please be sure to look at some websites about how to write an editorial – one place to start is: http://www.ehow.com/how_2104414_write-editorial.html.

AUDIOBOOK VIDEOS: (10 pts.) Due Dec. 11 Create a 3 minute video to promote audiobooks and the use of audiobooks at a public library in a positive way, utilizing the theme “Get Caught Listening”. Videos should not use any copyrighted material. Videos can be recorded using a webcam, smartphones, iPads, or using recording equipment that can be checked out at the UWM Libraries Media and Reserve desk. Need some inspiration? Check out some “Get Caught Listening” videos at: http://www.youtube.com/getcaughtlistening

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:

Graduate Students State Library Organization 10 pts. Library Assessment Paper 15 pts. Budget 15 pts. Programming 10 pts. Editorial 10 pts. Discussion 25 pts. Audiobooks Video 15 pts.

GRADING SCALE:

96-100 A 74-76.99 C

L&I SCI 736 Fall 2013 8 Catherine Hansen 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.

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 Fall 2013 9 Catherine Hansen

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