INFOST 722 (201) Entrepreneurship in Libraries and Information Services Organizations

UNIVERSITY OF WISCONSIN-MILWAUKEE SCHOOL OF INFORMATION STUDIES

INFOST 722 (201) Entrepreneurship and Innovation for LIS Professionals

SYLLABUS

Fall 2017 (September 5 – December 14)

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Instructor: Dr Shana R Ponelis Location: NWQB 3420 E-mail: [email protected] Phone: 414-229-2514 Office hours: TBA Skype: shanaponelis

Meeting Times & Location: Online (D2L)

UWM Help Desk E-mail: [email protected] Phone: 414-229-4040 Online: http://GetTechHelp.uwm.edu

CATALOG DESCRIPTION: Introduces entrepreneurial concepts and practices in the library and information science professions, examines alternative career options, and provides an opportunity to apply entrepreneurial methods and processes. 3 credits.

PREREQUISITES: INFOST 501(P) or consent of instructor.

GENERAL DESCRIPTION: As traditional libraries undergo disruptive changes, the employment landscape is increasingly unpredictable and competition for traditional LIS positions has become more intense. However, there have never been as many diverse opportunities for qualified information professionals to pursue. Information is a change agent and as such LIS graduates can add value to individuals, communities, organizations and broader society in INFOST 722 (201) Entrepreneurship in libraries and information services organizations Fall 2017 a variety of ways. Entrepreneurial knowledge, skills and attitudes are increasingly required in libraries and other information-based organizations to innovate and adapt to fast-changing circumstances, to solve community’s problems, and to support socio- economic development through provision of information products and/or services.

In this class we explore the history and development of entrepreneurship in LIS, alternative career options in the information field, both for the intrapreneur who works within an organization and the entrepreneur who works independently, discuss the importance of entrepreneurial thinking in information-based organizations and how to promote an innovative culture, equip you with the necessary knowledge and skills to identify, analyze and exploit information-based opportunities by developing a plan to secure support and funding, either within a library setting or as an independent information professional.

Disclaimer: Please note that legal, tax and accounting considerations are of critical importance when considering an independent business. This course does not cover these due to the complex nature thereof. Please be sure to consult a qualified professional for advice applicable to your particular situation.

COURSE OBJECTIVES AND LEARNING OUTCOMES: After successful completion of this course you will be able to (assignments used as evidence for assessment):

1. Explain entrepreneurial concepts and practices in the context of library and information science professions over time (discussion). 2. Enhance entrepreneurial attitude and aptitude of future librarians and information professionals (discussion, assignment 1, assignment 6). 3. Explore a range of alternative career options for librarians and information professionals and critically evaluate potential future career options (discussion, assignment 2). 4. Identify, prioritize and justify the key success factors for intrapreneurs and/or entrepreneurs (discussion, assignment 3). 5. Reflect on the potential opportunities and challenges for (a) entrepreneurs and entrepreneurship within information professions and (b) intrapreneurship within libraries and information services organizations (discussions, assignment 6). 6. Analyze the information needs of entrepreneurs in the community and recommend ways in which libraries can meet these information needs (discussion). 7. Identify, analyze and critically evaluate potential intrapreneurial and/or entrepreneurial opportunities within library and information professions (discussion, assignment 4). 8. Develop a business plan/business model canvas for an identified opportunity whether inside an already existing information-based organization or as an independent information-based business using an appropriate format (discussion, assignment 5).

2 INFOST 722 (201) Entrepreneurship in libraries and information services organizations Fall 2017

This course covers the following core competencies identified by the American Library Association (ALA):

 1F. National and international social, public, information, economic, and cultural policies and trends of significance to the library and information profession.  1I. The techniques used to analyze complex problems and create appropriate solutions.  1J. Effective communication techniques (verbal and written).  4D. The principles and techniques necessary to identify and analyze emerging technologies and innovations in order to recognize and implement relevant technological improvements.  8D. The concepts behind, and methods for, developing partnerships, collaborations, networks, and other structures with all stakeholders and within communities served.

TEACHING METHOD: Independent reading of required reading material guided by instructor’s weekly course message distributed via e-mail and posted on D2L, asynchronous online discussions on D2L, individual and small group written assignments submitted on D2L, student presentations, invited speakers (depending on availability).

Students with special test and note-taking needs should contact the instructor as early as possible for accommodations. See policies below.

WORK LOAD: Study leading to three semester credits represents an investment of time by the average student of not fewer than 144 hours (= 48 hours/credit x 3 credits) for reading of course materials, conducting research, completing assignments, participating in class discussions and all other course-related activities listed that are necessary to meet the learning outcomes. Please note that students are assessed on their performance, not on the time spent on course-related work.

TEXTS:

REQUIRED:  Dority, K. G. (2016). Rethinking Information Work: A Career Guide for Librarians and other Information Professionals. Second edition. Libraries Unlimited: London. (ISBN: 978-1610699594).  Skrzeszewski, S. (2006). The Knowledge Entrepreneur. Lanham, MD: The Scarecrow Press. (ISBN: 978-1610699594). RECOMMENDED:  Bates, M. E. (2010). Building and Running a Successful Research Business: A Guide

for the Independent Information Professional. Second edition. Medford, NJ: Information Today.  Harriman, J. H. P. (2008). Creating your library’s business plan. New York, NY: Neal-Schuman Publishers.

All required reading from recommended texts will be provided on D2L. Additional required readings are also assigned from a variety of sources for topics (listed below) that will be made available on D2L. URLs for web-based articles are accurate at the starting date of the course; if the link doesn’t work please do a search on the website using the article title. Recommended reading is not available on D2L; please consult the Golda Meir Library (GML). You are also encouraged to avail yourself of other relevant resources in GML collection.

TECHNICAL REQUIREMENTS AND SKILLS: To be able complete this course you will need:

 access to a computer with an Internet connection and web browser to access the D2L class site, websites with required reading/viewing, the UWM Libraries website, and to conduct research,  access to a reader to open Adobe Acrobat files (PDF format),  access to word-processing software (preferably MS Word)* and the ability to use basic word-processing functionality**,  access to spreadsheet software (preferably MS Excel)* and the ability to use basic word-processing functionality**.

Please contact the UWM Help Desk if you require general technical assistance (contact details listed on first page).

* Through the Microsoft Imagine Program students enrolled in one or more SOIS courses can download this licensed software at no cost. For general information including eligibility, support, and technical details please see: http://uwm.edu/informationstudies/resources/it/tutorials/#eAcademy.

If you are using a Mac you will need to install VMware Fusion to allow you to run MS Visio. VMware Fusion is available at not cost from http://uwm.edu/informationstudies/resources/it/tutorials/#eAcademy. Note that the performance will depend greatly on the specifications of your machine. A new high-end Mac with 6 or 8GB of RAM will run Visio in VMware flawlessly. An older Mac with 2 or 4GB or RAM will have more trouble. If you do not want to deal with the hassle of running VMware you can use the Virtual Lab: http://uwm.edu/informationstudies/resources/it/sois-virtual-computer-lab/.

If you have questions or need assistance with the above, please contact the SOIS Tech Office for support during regular office hours:

 Monday – Thursday: 8AM-9PM  Friday: 8AM-5PM  Saturday: Closed  Sunday: 11AM-3PM (TBC)

The SOIS Tech Office can be reached at via e-mail at [email protected], the drop in tech support office (NWQ 3432), or phone 414-229-4707.

** All UW-Milwaukee students, faculty and staff have access to lynda.com, an online subscription library that teaches the latest software, creative, and business skills through high-quality instructional videos featuring recognized industry experts. If you want to refresh and/or update your skills, visit http://www.uwm.edu/lynda and log in with your ePantherID and password.

COURSE SCHEDULE: DISCUSSION DROPBOX THEME ASSIGNMENTS ASSIGNMENT(S) Start # Please refer to the section Post response by Friday 11:59 pm Due on Sunday following week date below for the required and CDT/CST on D2L, post substantive start date by 11:59 p.m. CDT/CST recommended READING for response by Sunday 11:59 pm on D2L (except where indicated each topic. CDT/CST. otherwise). Course overview and Introduce yourself introduction Sept 5 Journal entry* 1 Entrepreneurial Entrepreneurship and libraries + librarianship librarians Journal entry* The entrepreneurial and 2 Sept 11 Individual assignment 1: innovative mindset in LIS Entrepreneurial self- assessment Fostering intrapreneurship in Sept 18 The non-traditional path Journal entry* 3 libraries Journal entry* Key lessons to be learned from 4 Sept 25 The independent path Individual assignment 2: entrepreneurs Alternative paths in the information industry LIS and entrepreneurship Meeting information needs of Oct 2 Journal entry* 5 in the community entrepreneurs Journal entry* LIS and entrepreneurship Fostering entrepreneurship in 6 Oct 9 Individual assignment 3: in the community communities Informational interview with entrepreneur of your choice Idea generation and Journal entry* Oct 16 Most admired innovations 7 opportunity identification Idea generation and Oct 23 Journal entry* 8 opportunity identification 9 Oct 30 Business planning Role of formal business plans Journal entry* Journal entry* Business planning Evaluating opportunities and Nov 6 10 (continued) business plans/models (part 1) Individual assignment 4: Opportunity identification Business planning Evaluating opportunities and Nov 13 Journal entry* 11 (continued) business plans/models (part 2) 12 Nov 20 Thanksgiving recess **NO CLASS** 13 Nov 27 Economics of information Journal entry* Journal entry* Work on business 14 Dec 4 **Group assignment 5: plan/model assignment Business plan/model document + presentation Business planning Business plan/model Dec 11 Journal entry* 15 (continued) presentations Individual assignment 6: Dec 16 Final exam 16 Reflection (due Dec 23) * At least seven journal entries spread fairly evenly across the semester are required but will not be graded. It should be used in the final Reflection assignment. ** You have the option to work individually if you want to work on a business plan for your organization or yourself

COURSE POLICIES

Contacting me: I will respond to class-related emails during normal work hours, and will generally reply the same day as received (an e-mail sent after working hours, however, may not be replied to until the next morning). Please be sure to use your UWM e-mail account, identify yourself and the course, and always use proper and professional e-mail etiquette. (There’s a good guide to student email etiquette here: http://www.ust.udel.edu/action/Current%20Students/Academics/email.aspx.)

Late submissions: Late assignments are not accepted. Please make use of all opportunities to earn credit when it is available. Below is UWM’s policy on “special consideration,” which I strive to follow closely:

Special Consideration: The principle of equal treatment of all students shall be a fundamental guide in responding to requests for special consideration. No student should be given an opportunity to improve a grade that is not made available to all members of the class. This policy is not intended to exclude reasonable accommodation of verified student disability, or the completion of work missed as the result of religious observance, verified illness, or justified absence due to circumstances beyond the student's control.

Comments: This policy applies to requests for special consideration both before and after a course is completed (See also Grade or Record Changes). It is usually impossible to make opportunities for grade improvement available to all students in a course after the course has ended. Examples of unacceptable opportunities for an individual student include extra work, retaking an examination, taking an extra examination, or an extension of time on an assignment or examination. The policy on incompletes (UWM Select Policies and Procedures, S-31) explains the circumstances in which a student may be given extra time for the completion of a course. This policy should reassure students who are not seeking special consideration and it should also protect instructors from student pressure for special consideration.

(https://www4.uwm.edu/secu/policies/saap/upload/S29.htm)

ASSIGNMENT INSTRUCTIONS AND DESCRIPTIONS

Assignments The instructor will provide any assistance upon a students’ inquiry; however, you are responsible for your own effort to complete the assignments. If you do not understand an assignment or have any questions on the assigned readings, it is your responsibility to

8 INFOST 722 (201) Entrepreneurship in libraries and information services organizations Fall 2017 inform the instructor well before the assignment due date. It is your responsibility to find out about the instructor’s availability. Do not postpone contacting with the instructor until the last minute!

Discussion assignments

Instructions A discussion forum for each topic is available on D2L. Post your initial post before 11:59 p.m. on the Friday following the Start Date and post at least 1 substantive response to one of your fellow student’s initial posts before 11:59 p.m. on the Sunday following the Start Date. I will post where appropriate I will post in the discussion thread. I will post the grades as well as my comments and feedback during the following week. Late posts will not be graded. Please do not attach documents but enter your text directly into the discussion dialog box.

 Initial post: Except for the Introduction post you need to provide your answer together with your motivation in your first post. If you refer to any sources please include references.  Response post: You need to substantively address one or more statements in another student’s post. Single sentence “Me too” posts are not acceptable.  Assessment criteria: The rubric for assessment of discussion posts is provided as an appendix to the syllabus.

In cases where a discussion runs over more than one week then we simply repeat the process, another initial post in week two by Friday an a response post by the second Sunday. The nature of some topics is such that you will have an opinion and as you read more of the readings and your fellow students’ posts you may change your mind or have other additional ideas to share.

Discussion assignments will be posted on D2L.

Written assignments

Instructions Written assignments are due on the dates specified in the Course Schedule in the applicable drop box on D2L. Written assignments are to be typed, preferably word-processed. Papers are to be double-spaced using a 12-point kerned font such as Times New Roman with 1 to 1.25 inch margins. You may not resubmit work that has already been used in fulfillment of the requirement of this or any other course.

Please rely on a commonly used style manual for your submissions (e.g. Harvard, Chicago, APA, MLA) that are available in the Library or UWM Bookstore or may be purchased through online book vendors. If you are uncertain about how to cite electronic sources, consult one of the many electronic guides to citing electronic sources available on the net. Minimal reference content includes: author (if known), date (if given), title, URL, and date accessed.

Suggested lengths are given for the assigned papers although quality is much more important than

9 INFOST 722 (201) Entrepreneurship in libraries and information services organizations Fall 2017 quantity. Grades will be reduced for papers that include irrelevant content to “fill up space” to meet the length specifications for a paper. Carefully honed, mellifluous prose is as important as substantive content and is also evaluated so keep the following in mind when writing your assignments: o In written communication you need to select your words more carefully and make your meaning absolutely clear. Avoid repetition, colloquial language and jargon, sexist language, contractions and awkward syntactical constructions o Develop paragraphs fully and include transitions between paragraphs. Transitions are essential to maintain continuity in your writing. o Where appropriate use a limited number of succinct headings and subheadings to structure your paper. o Underline or italicize when required. o Avoid footnotes. o Follow the style manual of your chosen reference and citation style carefully. Try to avoid excessive and repeated lengthy quotes. When quoting be sure that the quote is relevant to your point and introduce your quotes in a suitable manner, for example, X (2011) states, “…”, According to X (2011), “libraries …”, X agrees when she writes “…”, etc.)

Written assignments will be posted on D2L.

EVALUATION:

Assignment Weight Discussion assignments 20 1. Entrepreneurial self-assessment 10 2. Alternative paths in the information industry 10 3. Informational interview 10 4. Opportunity identification 15 5.Business plan/model 15 5. Presentation of business plan/model 5 Journal entries [required for reflection paper] - 6. Final assessment: Reflection paper 15 Total 100

GRADING SCALE:

A B C D F

A 96-100 B+ 87-90 C+ 77-79 D+ 67-69 F 0-60

A- 91-95 B 84-86 C 74-76 D 64-66

B- 80-83 C- 70-73 D- 60-63

UWM and SOIS Academic Policies

The following link will take you to UWM pages/links that contain university policies affecting all UWM students.

http://www.uwm.edu/Dept/SecU/SyllabusLinks.pdf

Undergraduates may also find the Panther Planner and Undergraduate Student Handbook useful (http://www4.uwm.edu/dos/student-handbook.cfm).

For graduate students, there are additional guidelines from the Graduate School (http://www.graduateschool.uwm.edu/students/current/), including those found in the Graduate Student and Faculty Handbook: http://www.graduateschool.uwm.edu/students/policies/expanded/.

The following link will take you to pages/links that contain SOIS policies affecting all SOIS students.

http://www4.uwm.edu/sois/resources/formpol/policies.cfm

APPENDIX A: RUBRIC FOR ASSESSMENT OF DISCUSSION ASSIGNMENTS

Criteria EXCELLENT (A letter SATISFACTORY (B letter UNSATISFACTORY (C grade) grade) letter grade and below) Content Student refers to more than one Student refers to at least one Student could have written the idea learned from the course new idea learned, but otherwise answer without doing any of materials doesn’t demonstrate new the course reading at all learning Referenced specific, relevant Failed to refer to specific course material that Occasional reference to course course material, or references demonstrates material was read material, but reader has to show that material was not read and understood figure out the connection to the or understood answer/not entirely relevant to If required, gave relevant discussion If required, gave an irrelevant example from own experience example, or didn’t write it up and explained it clearly so even If required, gave an example, clearly enough to be an outside could understand but the reader has to work hard understood. to understand it in the context References additional, relevant of the question material, own research in addition to course material/reading

Quality of Divided into appropriate Paragraphs are used but points Written as a single big block of writing paragraphs are not separated logically text

Poor spelling and grammar Correct spelling and complete distracts the reader Poor spelling and grammar grammatical sentences makes it hard or impossible to understand Clearly answers all parts of the Reader has to try to figure out question whether the answer is “all Some parts of the question are there” not answered

Easy to follow line of thought Some ideas are made clear but not all Rambling post makes it hard or impossible to follow Response explained thoroughly Some parts of the post are explained better than others Post explained so briefly that reader has to guess what is Writing is careful and precise, meant shows student’s interest and Writing occasionally involvement with the issue interesting and persuasive but Answer is vague, generic, dull, presentation not consistent brief, as if the writer is just throughout trying to do the minimum necessary to get the assignment over with

Timeliness Posted on time Posted on time Post is late

Responses Posted multiple substantive Posted at least one substantive Did not post a response or responses response response was lacking in substance or unrelated to the original post

APPENDIX B: RUBRIC FOR ASSESSMENT OF DROPBOX ASSIGNMENTS

LETTER CONTENT FORM LANGUAGE AND WRITING STYLE GRADE VOCABULARY Excellent critical and Excellently organized and Standards of spelling, Use of language is entirely conceptual analysis. presented. Argument punctuation, vocabulary appropriate to context, Subject matter concisely and use and grammar are function and intention. comprehensively and systematically developed extremely high. Mistakes A accurately presented. with a very well though are rare. Well argued. Relevant out introduction and reading effectively conclusion. incorporated. Good critical and Well organized and Standards of spelling, Use of language is conceptual analysis. presented. Argument punctuation, vocabulary appropriate to context, Subject matter effectively concisely and use and grammar are good. function and intention. B covered and accurately systematically developed Few errors occur. presented. Well argued. with a well-thought out Relevant reading introduction and effectively incorporated. conclusion. Rather more descriptive Fairly well organized and Standards of spelling, Slight limitation of style than critical and presented. The writing is punctuation, vocabulary and mastery of appropriate conceptual. Although the coherent and ideas are use and grammar are idiom. analyses may lack clarity developed but not always reasonably accurate. C in parts, the student concisely and Errors do occur but understands the subject systematically. The essay generally they do not matter fairly well. has an introduction and a interfere with Evidence of relevant conclusion but they may communication. reading but not always not be well integrated effectively used. within the body of the essay. Perfunctory. Largely Organization and The essay is intelligent but Use of style and descriptive. presentation acceptable. contains a fair number of conveyance of tone is Understanding of subject An attempt has been made errors in spelling, present but not consistent. matter is incomplete. to develop an argument punctuation, vocabulary Little evidence of reading. but is rather unsystematic use and grammar. and sometimes contains D redundant an/or irrelevant material. An attempt has been made to write an introduction and conclusion but may bear little relation to the body of the essay. Perfunctory. Almost Organization and The essay is not always Stylistically poor and entirely descriptive. presentation poor. Little intelligible. There are frequently inappropriate. Narrow in conception. attempt has been made to frequent errors of spelling, Little evidence of develop an argument. punctuation, vocabulary E understanding or of There is redundant and/or use and grammar. reading. Contains irrelevant material. The inaccuracy. May have introduction and misinterpreted the conclusion, if they exist at question. all, are weak. Very little evidence of Organization and The essay is frequently Stylistically very poor and understanding or of presentation very poor. unintelligible. There are frequently inappropriate. reading. Contains serious No attempt has been made many errors of spelling, inaccuracies. May have to develop an argument. punctuation, vocabulary F misinterpreted the Much redundant and use and grammar. question. irrelevant material. Often no introduction or conclusion. 1. Essay not handed in 0 2. Question was disregarded entirely