Course Syllabus Fall 2011

CIMT 606Foundations of Libraries and Librarianship

Instructor: Dr. H. Scott Davis College of Education, University Hall, Rm 314C Indiana State University -- Terre Haute, IN 47809 24 hr. FAX: (812)237-4556 Cell: (812)239-5282 (no calls after 8:00 p.m. EST please) Email: Henry.Davis@indstate.edu NOTE: my preferred communications option for most things is email. University policy requires that you MUST use your ISU mymail accout for sending all mail. FYI, I HATE voice mail!

Office Hours: Since ours in an online course office hours will be virtual, i.e. via email, scheduled phone calls or appointments, etc. Please do NOT hesitate to call my cell before 8 p.m. EST. On campus/face-to-face office hours: 1:00-3:00 p.m. EST on Tues., Wed. and Thurs. PLEASE NOTE: given the frequency of unanticipated meetings that require my attendance, be aware that I may not always be available during my regular office hoursan appointment is always best! Course Technical Support: The Information Technology (IT) Division provides technical support for distance education courses and students. Direct ALL technical and access problems to them: 1-888-818-5465 or IT-Help@indstate.edu or http://ithelp.indstate.edu/ . Course Description: A 3-hour credit course designed to expose students to the multifaceted functions & responsibilities of libraries & librarianship & their roles in society. School & public libraries are emphasized. Reqred Textbook Text: Eberhart, George M., ed. The Whole Library Handbook 4: Current Data, Professional Advice, & Curiosa About Libraries & Library Services. Chicago: American Library Association, 2006. ISBN 0-8389-0915-9. Chowdhury, G. G., Paul F. Burton, David McMenemy, & Alan Poulter. Librarianship: The Complete Introduction. London: Facet, 2008. ISBN: 978-1-85604-617-6. Please acquire copies of the texts as soon as possible. Copies can be purchased directly from the publishers & are NOT stocked by the University Bookstore. American Library Association Store: http://www.alastore.ala.org/ 1-800-866-Shop ALA. E-mail:: ala-orders@PBD.com

Neal-Schuman: http://www.neal-schuman.com/ 1866-672-6657 or 212-925-8650. Neal-Schuman is Facet's US distributor & has promised a 10% discount for students in this class ordering the text directly from them. Texts are also generally available at cheaper prices through such online suppliers as: Amazon.com, Alibris.com, Abebooks.com, E-Bay.com, Half.com, Adall.com, etc. Accessibility Statement: Students with disabilities are provided equal educational opportunities at Indiana State University. These services are designed and arranged with individual documented needs in mind. For more information see: http://www.indstate.edu/sasc/programs/dss/accessibility.htm Course Proficiencies/Goalsupon completion of this course students will be able to:

Course Goals/Proficiencies
1. Identify current major topics & issues in library & information science, primarily in the United States. 2. Cite the underlying values that define the role of libraries & their historic mission in society. 3. Differentiate between the roles & functions of public libraries, school libraries, & other libraries. 4. Identify the factors that impact the policy, procedures, personnel, & program processes of libraries. 5. Discuss the importance of the organization of information & the responsibilities of libraries to provide this service to society. 6. Recognize the responsibility of the library to serve as a continuing education institution to nurture lifelong learning. Conceptual Framework for ISUs Teacher Education Program So as to better understand this course within the context of the overall teacher education program it is important to review the conceptual framework that provides the theoretical underpinnings which drive the development of our programs. The following text was developed by the faculty of the ISU College of Education to ensure your understanding of the theories and thinking that drive our practice: "Becoming a Complete Professional" is the overarching theme and conceptual model for all of Indiana State Universitys teacher educator preparation programs. Because the conceptual framework continues to provide the central focus for what we believe and what we do, universal student outcomes reflect performance-based teacher education in

Indiana. Programs have identified a set of student outcomes that serves as a conceptual framework for initial and advanced levels; all are linked to the conceptual model of "Becoming a Complete Professional." This model encompasses three broad areas that recognize the essential work and focus of an educator for initial and advanced teacher preparation:
o o o

Educator as mediator of learning, Educator as person, and Educator as member of communities.

The word complete acknowledges that, to be truly successful, an educator must be effective in all three of these areas. Similarly, the word becoming is included because a new graduate of one of the Universitys educator preparation programs is not yet a complete professional as a teacher, counselor, school psychologist, speech language pathologist, principal or superintendent. Each has only developed a solid foundation for becoming such a professional in the chosen role. The component "Educator as Mediator of Learning" deals with an educators professional skill as a mediator of students learning and/or of the progress individuals make in achieving their potential. The component "Educator as Person" represents the traits that make a successful educator justifiably respected and emulated by students. The component "Educator as Member of Communities" reflects the necessity of contributing to the various communities of which educators, as professionals, are members. To be proficient, an educator cannot simply be skillful as a mediator of learning or simply be respected and emulated by students or simply be a contributing member of relevant communities. Instead, a truly successful educator must at the same time be a competent mediator of learning, a person viewed as worthy of respect and even emulation by students, and a contributing member of the communities in which educators are expected to function. The establishment of a conceptual framework links to a central theme that allows the program to be thoroughly grounded in the best educational practices as illuminated by professional organizations and educational leaders. The foundation for all undergraduateteaching programs is the Interstate New Teacher Assessment Support Consortium (INTASC) standards. At the advanced program level, the standards of the National Board for Professional Teaching Standards (NBPTS); the American Association of School Librarians (AASL); the Council for the Accreditation of Counseling and Related Educational Programs (CACREP); the Interstate School Leaders Licensure Consortium (ISLLC); the American Psychological Association (APA); and, the American Speech and Hearing Association (ASHA) have provided guidelines for establishing student outcomes and for developing programs in teaching, school counseling, school administration, school psychology, and speech-language pathology.

rade Determination

Course Requirements: Students will be required to do two (2) projects for two of the six (6) numbered project proficiencies of the course (these will be assigned by the instructor). In addition to the two proficiency projects, students will take a midterm and final exam. Grading Rubric for Individual Assignments: Pts. Given 93-100 90-92 85-89 81-84 75-80 65-75 <65

A B+ B C+ C D F

= = = = = = =

Excellent work Good work Fair work Poor work Unacceptable work

Final Grade Determination: Midterm Proficiency projects Participation Final exam 25% 40% (20% ea.) 10% 25% 100%

IMPORTANT DATES/TIMES: Midterm Exam (covering proficiencies 1, 2 and 3) The test will be online, real time and you will have one (1.5) hours to complete it and return to the instructor as an email attachment. Two versions will be given; you MUST take one of the versions on either of the following dates and times: Thurs., 10/13, 6:00 p.m. EST OR Fri., 10/14, 8:00 p.m. EST

Final Exam (covering proficiencies 4, 5 and 6) The test will be online, real time and you will have one (1.5) hours to complete it and get it in the Digital Drop Box. Two versions will be given; you MUST take one of the versions on either of the following dates and times: Wed., 12/14, 8:00 p.m. EST OR Thurs., 12/15, 6:00 p.m. EST

IMPORTANT NOTE: Given that I am announcing test dates and times well in advance, unless there is a documented health or family-related emergency no make-up exams will be given. If you miss either or both of these tests you will receive a 0 for the exam. Grading Criteria:

Submit projects and other materials in the appropriate software format-- save text files as Word 2003 or Word 2007 files (.doc and .docx file extensions) or as Rich Text Format files (.rtf file extension). I expect thorough, reflective treatment in all work, with signs of synthesis when possible. More specifically, I will be evaluating projects with the following things in mind: Attention to instructionsthis criterion should not really require explanation; however, experience requires me to call attention to it. If you feel that you do not understand an assignment ask for clarification via the discussion board Ask the Professor. You will not make an A in this course if you fail to follow this grading criterion. Depth and breadth of treatmentthis criterion tends to be a bit more subjective and is more difficult to define. Simply, make sure you provide adequate coverage of whatever is called for in an assignmentmake sure you include all elements identified in an assignment. Remember, this is a graduate course. Submitted on time or by prior arrangement-- see statement on Late Work, below. Creativity/insights/original thinking-- again, another subjective criterion. Some examples of what I am looking for here are interesting analogies and metaphors in your descriptions and discussions of topics. Also, taking existing information and combining it with your own ideas and experiences to come up with original logical thoughts. This element will gain you points; not likely to cost you any. Writing mechanics/organization/attention to detail-- errors in spelling, subject/verb agreement, parallelism, sentence structure, organizational flow, etc., all tend to jump out at me and are problematic. Of course, I am talking here about assignments submitted for grading, not email (which is often done on the fly and is more forgivable in terms of grammar). As noted above, this is a 500- level course and the quality of writing for graduates should reflect your level of education and ability to articulate information clearly. You will not make an A in this course if you fail to follow this grading criterion. Regarding the participation component of your grade, this applies to timely submission of assignments; cooperating and collaborating with your classmates as might be required for any projects; self-sufficiency in terms of trying to solve problems you might encounter; and regular and constructive participation in discussion boards. Regarding the latter, the delivery platform for this course provides extremely detailed statistics regarding your online activities within the course site these statistics are reviewed carefully at the end of the course and weigh heavily in the assignment of a participation grade. EVERYONE should participate actively in discussion board activities!

Late Work: Given the nature of online/distance work, it is all too easy to procrastinate and develop an out of sight, out of mind habit. I will not accept late assignments unless arrangements have been made PRIOR to the announced due date. Make-up Work: I do not support the notion of make-up or extra credit workget it right the first timethis applies to every effort you make in this class. Style and Format of Completed Projects: While this is not a rhetoric and composition class, as noted above I do have certain expectations with regard to organization, grammar, spelling, coherence, etc. So, please remember to use practical tools like Spell Check and Grammar Check; however, remember that they alone will not catch everything. If you know you are not the best writer (and experience has taught me that many people overestimate their writing abilities), ask a colleague or friend to critique your draft before submittingif nothing else, they are likely to catch typos, grammatical and awkward sentence structuring that can only improve your work if corrected. If you are near a campus or public library that offers a writing lab, use the service! I particularly encourage any student whose first language is not English to seek writing and editing assistance prior to submitting assignments. Poorly written projects/papers will receive a poor grade. While most of the assignments for the course require no particular style manual, some may require formal citations (complete bibliographic information). In those cases use the APA Manual of Style ( ed.) available (or should be) in any public library or bookstore. Other format requirements each project MUST follow the following guidelines: A separate cover sheet clearly identifying you (name AND student ID number), the course number, the proficiency number, the project number that you selected, and the date. On the first body page of your project, restate, in full, (read as "verbatim") the project option that you have selectedfor some reason this has been problematic for some folks. All pages should be numbered (cover sheet may be page 1, but does not count as a real page in terms of a prescribed length for a project). Your last name and course number should appear as a header or footer on EACH page of the project, e.g. Davis, CIMT 656. Do NOT use cutesy or colored fontsstick to Times Roman or Arial, black type. Incorporation of pictures or illustrations, used appropriately, is encouraged, but dont over do it. Double-space all assignments --I wear trifocals and get bleary-eyed grading online!!!! Include the Project Submission Checklist (in Course Assignments) as the last page of your project (AFTER the bibliography or citations page). See notes on the submission checklist regarding compliance and penalties.

Naming your filesname all assignment word processing files with your last name, course number, and topic number. For example, John Smithwould name his proficiency 2 project file as smith656prof2.doc.

Method for Submitting ALL Completed Assignments: All assignments should be submitted as email attachments to the instructor ( Henry.Davis@indstate.edu ). Be sure to use your ISU email address and include an appropriate subject line with the email that gives me a clear heads up that it is an assignment for this course. Plagiarism: Plagiarism will result in an automatic zero points for any given project or exercise. More than one instance of plagiarism in a course will result in your failing the course. Please be aware that proven case(s) of plagiarism could have extremely dire consequences, not only for this course, but it could also result in your expulsion from the program and could follow you professionally. If you're not sure what plagiarism is, you should after the second special topic. You know what they say, ignorance of the law is no excuse. In the meantime visit the ISU Library plagiarism tutorial at http://lib.indstate.edu/tools/tutorials/plagiarism . A Final Grade of Incomplete: With rare exception, I do not give incompletes.
82011--HSD