Mary E. Brown, Ph.D.
Associate Professor and Chairperson
Information Science
Brown@SouthernCT.edu
Resources for Students:
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ILS 565 Library Management Syllabus
Spring 2003
NOTE: Please print a copy of this page and keep it nearby for ready reference.
REQUIRED TEXT AND RESOURCES
Montana, P. J. & Charnov, B. H. (2000). Management (3rd Edition). Hauppauge, NY: Barronšs Educational Series. ISBN 0-7641-1276-7. $15.95. Available through Amazon.com
Mentor who is currently in a management position, preferably in an organization/position to which the student the student aspires. (See Mentoring/Coaching Module for details and forms.)
Another management book of your choice. The other sections of ILS 656 are using Stueart, R.D. & Moran, B.B. (2002). Library and Information Center Management (6th Edition). Libraries Unlimited. ISBN 1-56308-990-4 (paperback, about $50). [Check your local library for good selections that can be borrowed.]
A book on proposal writing of your choice. One suggestion: Miner & Miner (2003) Proposal Planning & Writing, Oryx Press. [1998 version is by Miner, Miner, & Griffith] [Check your local library for good selections that can be borrowed.]
A book on a special management issue/interest of your choice. Suggestions: Hills' 1992 Becoming a Manager; Mastery of a New Identity (Harvard Business School); Wolf & Carter's 1999 Managing a Nonprofit Organization (Simon & Schuster). [Check your local library for good selections that can be borrowed. For more 'trendy' titles, ask the instructor.]
COURSE DESCRIPTION
An examination of the general principles and practices of library management. This course fulfills one of the requirements for the Master of Library Science degree at SCSU. Enrollment in this course is limited to 20 students.
COURSE OBJECTIVES
Upon successful completion of this course students will:
- Develop personal objectives for ILS 565
- Develop a personal philosophy about management based on readings and hands-on and/or mentoring experiences
- Develop a professional style/persona in electronic communications
- Develop case studies in management of information-related organizations/groups
- Establish a continuing learning plan about management based on mentoring experiences and develop an annotated classified bibliography
- Write a proposal integrating many of the functions of management: planning, objective setting, staffing, budgeting, evaluating and disseminating information
PRE-REQUISITES & REQUIREMENTS
Pre-/Co-requisites: ILS 501, ILS 503.
COURSE CALENDAR
- Section I [Weeks 1-2]
- Week 1 [1/21-1/27]
- Read: chpts 1-4 Montana & Charnov
- Due: personal introduction and nickname
1-2 mini-cases
1-3 annotations
- Week 2 [1/28-2/3]
- Read: chpts 5-7 Montana & Charnov
- Due: Goal-setting assignment
2-3 mini-cases [3-5 total]
1-3 annotations
- Section II [Weeks 3-4]
- Week 3 [2/4-2/10]
- Read: chpts 8-11 Montana & Charnov
- Due: 2-5 mini-case responses
1-3 annotations
- Week 4 [2/11-2/17]
- Read: chpts 12-14 Montana & Charnov
- Due: 3-5 mini-case responses [5-10 total]
1-3 annotations
- Section III [Weeks 5-7]
- Week 5 [2/18-2/24]
- Read: chpts 15-17 Montana & Charnov
- Due: 1-2 mini-case critiques
1-3 annotations
- Week 6 [2/25-3/3]
- Read: chpts 18-19 Montana & Charnov
- Due: 2-3 mini-case critiques
1-3 annotations
- Week 7 [3/4-3/10]
- Read: chpts 20-22 Montana & Charnov
- Due: 2-5 mini-case critiques [5-10 total]
1-3 annotations
- Section IV [Weeks 8-11]
- Week 8 [3/11-3/17]
- Read: chpt 23 Montana & Charnov
- Due: Draft of Impact, Adaptability, Design
1-3 annotations
- Week 9 [3/18-3/23(31)]
- Read: chpts 24-25 Montana & Charnov
- Due: Draft of Management Plan, Personnel, Project Evaluation, Dissemination, Sustainability
1-3 annotations
- Spring Break [3/24-3/29]
- Week 10 [4/1-4/7]
- Read: Appendix 2 Montana & Charnov
- Due: Draft of Abstract, Schedule of Completion, Detailed Budget by Year, Summary Budget, Budget Justification
1-3 annotations
- Week 11 [4/8-4/14]
- Read: Appendix 1 Montana & Charnov
- Due: Completed Proposal assembled as an Application Package
1-3 annotations
- Section V [Week 12]
- Week 12 [4/15-4/21]
- View: video
- Due: Continuing Learning Plan
Classified Annotated Bibliography
1-3 annotations [12-36 total]
- Section VI [Week 13]
- Week 13 [4/22-4/28]
- Due: Final Exam: Case study based on video of your choice
GENERAL POLICIES
Each student will
- assume responsibility for your learning
- use the provided learning guides and resources; conduct data
searches when necessary
- manage your time effectively (plan a schedule and practice
time management)
- ask for assistance when you need it; avoid unnecessary frustration
and confusion
- remain active in the Message Center, Email, threaded discussions and
other activities
- prepare all work at graduate performance levels
- follow good online etiquette
The instructor will
- provide assistance/knowledge in facilitating understanding of the
course content
- guide students through the course
- facilitate discussion through questioning, probing, examples, etc.
- provide feedback
- maintain records
- mark exams/assignments and maintain records within 15 working days
- respond to messages on Tuesdays and Thursdays
GRADING POLICIES
Write a brief (no more than one page) summary of your background. You may write about your family, early education, employment, and/or personal interests. For one position/activity describe the nature of your responsibilities and list three to five major accomplishments. Also create a nickname for yourself. The nickname, rather than your given name, will be used to identify your work shared with classmates through the instructor's website. (The instructor reserves the right to reject any nickname and either ask the student to submit another nickname or to assign one to the student.) [The introduction will comprise 5% of the final grade.]
Each student will write a job description for themself as a student in ILS 565, create performance appraisals for the job description, participate in cross-training of fellow students in skills needed for their job description, and participate in self-evaluation and peer-evaluation. [The goal setting assignment will comprise 10% of the final grade.]
With thier mentor, each student will create three-five mini-case studies (1-page maximum each) based on issues a manager has encountered. Each mini-case will include a keyword(s) that best describes the type of situation(s) or problem(s) the case exemplifies and 2-5 references (articles, book chapters, books) that might give insight into ways to deal with the issue(s). Each bibliographic reference is to be in APA style.[The mini-cases (developed) will comprise 10% of the final grade.]
Each student will select 5-10 mini-cases (which he/she did not create) and write a response to each (500-750 words), characterizing the issue(s) it contains, and the key questions to consider. Each student should work independently (without his/her mentor) on each response. [The mini-cases (responses) will comprise 15% of the final grade.]
Each student will work first with his/her mentor and then with classmates in groups of 2-3 to critique responses to 5-10 mini-cases. [The mini-cases (critiqued) will comprise 15% of the final grade.]
Students will work in small groups of 3-5 to write a proposal to fund a solution to one mini-case. The proposal will follow IMLS Guidelines. Mentors may be used as resources for background information and to critique drafts of sections and the full proposal; however, mentors may not participate in the actual planning or writing of the proposal. [The proposal will comprise 15% of the final grade.]
Each student will develop, with his/her mentor, a continuing learning plan and compile a personal classified and annotated bibliography to support his/her plan, using, if appropriate, items submitted by classmates (as annotations or bibligraphy items with mini-cases). [The continuing learning plan and bibliography will comprise 10% of the final grade.]
Each student will also be completing readings of his/her choice and sharing insights and new knowledge with classmates through annotations. Each annotation should begin with the bibliographic reference to the portion annotated (i.e. chapter, article, personal interview), written in APA style and include a keyword that best describes the knowledge gained. Annotations (less bibliographic entry) are expected to be concise entries of 50-150 words. [The annotations will comprise 10% of the final grade.]
All students will participate in a final examination, which will be due during the final week of the course. The final exam will cover management principles and methods. Each student is to select a video in which a character is working with and through other people to accomplish the objectives of both an organization and its members and in which each of the following are demonstrated: management activities, technical activities, responsibility, authority, and accountability. Write the script as a case study; characterize the management issue(s) the video contains and the key questions to consider in handling each issue. The final exam may be submitted as an individual or as a collaborative group work (2-5 students/group). Group submissions must also include a definition of each member's roll in the project, how participation will be assessed, and the assessment of participation. [The final exam will comprise 10% of the final grade.]
The journal is a non-graded assignment in which the student, a specified intervals, comments on the course. Four entries are requested:
- Write a narrative describing what you expect to gain from this course, your feelings about online versus onground courses, and why you chose to study online during this semester. Be sure to mark the entry with the title "BEGINNING REFLECTIONS - FIRST WEEK OF CLASS".
- Write a narrative describing what you have gained from this course so far, your feelings toward this mode of instruction, and problems you may have encountered--including any solutions you may have already found. Be sure to mark the entry with the title "THIRD WEEK REFLECTIONS -- date".
- Write a narrative describing your current feelings toward this mode of instruction, and any problems or successes you have had since the third week's journal entry. Be sure to mark the entry with the title "REFLECTIONS FROM THE MIDDLE - date".
- Write a narrative describing your current feelings toward this mode of instruction, and highlight problems or successes you have had over the course of the semester. An overall critique of the course and suggestions on how it can be improved for future classes would be appreciated. Be sure to mark the entry with the title "REFLECTIONS FROM THE END - date".
Journal entries should be submitted to the instructor during the first, third, sixth, and thirteenth weeks.
All assignments will be graded on a 6-point scale where 6=Outstanding, 5=Strong, 4=Adequate, 3=Limited, 2=Seriously flawed, 1= Fundamentally deficient, and 0=Unable to evaluate. This scoring convention is after the GRE Scoring Guide. Adapted and in more detail this is:
- 6 Outstanding.
- Presents a cogent, well-articulated/presented response to the assignment and demonstrates mastery of the elements of effective writing/presentation. The work typically: develops the assignment with insightful reasons and/or persuasive examples, sustains a well-focused, well-organized discussion/presentation, expresses ideas clearly and precisely, uses language fluently with varied sentence structure and effective vocabulary, demonstrates superior facility with the conventions of standard written English but may have minor flaws
- 5 Strong.
- Presents a well-developed assignment and demonstrates a strong control of the elements of effective writing/presentation. The work typically: develops the assignment with well-chosen reasons and/or examples, is focused and generally well organized, expresses ideas clearly and well, uses varied sentence structure and appropriate vocabulary, demonstrates facility with the conventions of standard written English but may have minor flaws
- 4 Adequate.
- Presents a competent rendering of the assignment. The work typically: develops the assignment with relevant reasons and/or examples, is adequately organized, expresses ideas clearly, demonstrates adequate control of language but may lack sentence variety and/or may have some flaws in standard written English.
- 3 Limited.
- Demonstrates some competence in fulfilling the assignment but is clearly flawed. Exhibits one or more of the following: vague or limited development of the assignment, weak in the use of relevant reasons or examples, poorly focused and/or poorly organized, has problems expressing ideas clearly, uses language imprecisely and/or lacks sentence variety and/or contains occasional major errors or frequent minor errors in grammar, usage, or mechanics
- 2 Seriously Flawed.
- Demonstrates serious weakness in fulfilling the assignment. Exhibits one or more of the following: is unclear or seriously limited in developing the assignment, provides few relevant reasons or example, is unfocused and/or disorganized, contains numerous errors in grammar, usage, or mechanics that severely interferes with meaning
- 1 Fundamentally Deficient.
- Exhibits one or more of the following: contains numerous errors in content, either of omission or accuracy or both; provides little evidence of the ability to develop or organize a coherent response to the assignment; pervasive pattern of errors in grammar, usage, or mechanics that severely interferes with meaning
- 0 Unable to be evaluated.
- Not submitted on time or off assignment or merely copies the assignment
GRADE EQUIVALENTS
- 5.5-6=A [5 mini-cases, 10 responses, 10 critiques, 30-36 annotations at this score or better]
- 4.5-5=B [4 mini-cases, 7 responses, 7 critiques, 18-24 annotations at this score or better]
- 3.5-4=C [3 mini-cases, 5 responses, 5 critiques, 12 annotations at this score or better]
- 2.5-3=D
- below 2.5=F
Each student is expected to participate in weekly online discussions and
activities. Each student will be responsible for leading a number of online
discussions based on assigned and supplementary readings (and shared summaries
of these readings).
Attendance is automatically monitored and recorded by the OnlineCSU courseware.
While it is expected that every student will participate regularly, there may be times when illness, official university activities, etc., force a student to miss a day(s) of online activity. Final course grades may be lowered for each unexcused absence from online activity. Attendance for the purpose of this course is defined as a combination of frequency and duration of activity in any given week. A student who does not participate--or participates only marginally--in any one week can expect to have their final grade lowered by 10% for each week of "absence" from the course. For example, a student does not participate for a week and has not received written permission from the instructor for the absence; if the student's grade would otherwise be an "A" (4.0), it is now a B+ (3.6) and if the student's grade would otherwise be an "A-" (3.7), it is now a B+ (3.3). [A=4.0; A-=3.7-3.9; B+=3.3=3.6; B=3.0-3.2; any average below 3.0 (B) is below expected graduate level performance.]
PRE-COURSE READING/ASSIGNMENT/EXERCISE
Prior to beginning this course, please read carefully all materials in this syllabus.
Please review university and department requirements for a graduate degree. You will find each student is required to complete a thesis, pass a qualifying exam, or submit a special project. The special project will be documented in a portfolio.
Please review the department's policies on Behavior in Electronic Communication and Academic Honesty
Be sure to explore and become familiar with the various links under "Resources for Students" on the left side of each webpage.
FACULTY BIO
Professor Brown received the Ph.D. in Information Studies from Drexel University. Her major area of concentration is information systems and her minor area of concentration is management of organizations, including course work in social systems sciences (Wharton, University of Pennsylvania) and additional work in cognitive psychology, intelligent tutoring systems and statistics (Princeton University). She also holds a ALA-accredited Master of Science in Library and Information Science (Drexel University) and a Bachelor of Science in Secondary Education (West Chester University). Her current research interests are in categorization and naming of thematic information, electronically offered courses, information-seeking behavior, and usability testing.She is published in leading journals in psychology and in information science, and has been a presenter at conferences and workshops on Distance Education, Digital Libraries, Web-Based Testing, Grantsmanship, and Managing a WebSite for Classroom Support. She is a successful grantwriter (federal, state, local levels) and has served as a reviewer for federal and local funding agencies.
On this class site, every effort has been made to acknowledge the work of others. Any omission is unintentional. If anyone finds an oversight, please contact me at brown@southernct.edu immediately so that any error can be corrected.
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