LSIS 5000 Syllabus OL. Spring 19 PDF

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NORTH CAROLINA CENTRAL UNIVERSITY School of Library and Information Sciences Durham, North Carolina

LSIS 5000 OL Foundations of Librarianship and Information Services (This class meets via Blackboard Collaborate –Monday 6:00 – 8:30 PM) Spring 2019 Instructor: Dr. Ismail Abdullahi E-mail: [email protected] Office 331 SYLLABUS

Course Description This course provides an historical development of the library and information profession. It explores major issues in the library as they involve their communities of users and sponsors. It analysis specific situation that reflect the professional agenda of these fields, including intellectual freedom, social responsibilities, intellectual property, professional ethics, community services, literacy, historical and international models, the function of various types of libraries and information organizations. It will examine information agencies and professionalism in general, focusing in particular on the interrelationships among their diverse issues. Student Learning Outcomes 1. Students will understand the historical development of the profession and how education and practice evolved. 2. Students will know the methods of communication which transmit knowledge and information in our society. 3. Students will know the major issues and problems of the library and information professionals. 4. Students will understand the issues of intellectual property, freedom of expression, censorship, publications, discrimination, employment practices, and education. 5. Students will understand the basic purposes of government and the complex relationships of citizens and institutions. 6. Students will know the current trends and issues in our society. Economic, political, social, and cultural.

7. Students will demonstrate an understanding of trends affecting information and library science.Students will understand the impact of technology and legislation on the profession. 8. Students will define the ethical roles of the information specialist, both professional and paraprofessional, within the context of practical daily activities.

Course Schedule:

January

7

Introduction and overview of library and information science What is library science? Individual definition/ group Definition. Why library science? Where do you place the library in our society? From Past to Present: The History and Mission of Libraries. Read: Rubin Chapter 2, p . 35-45 14

The Library as an Institution. An Organizational Perspective Read Rubin Chapter 3 p. 83-174

21

Transforming the Library: The Impact and Implications of Technological Change Read Rubin Chapter 4 p. 175-237

28

No class. Professor attends ALA Conference

February 4

11

18 25

March 4

Library and Information Science: An Evolving Profession Read Rubin Chapter 5 p. 239-304 Your topic, abstract and your outline are due February 11. Information Policy: Stakeholders and Agendas Read Rubin Chapter 8 p. 407-438 p. 438-486 Intellectual Freedom Read Rubin Chapter 9 p. 487-531 The Values and Ethics of Library and Information Science Read Rubin Chapter 10 p. 533-579

11

Spring Break

18

Major Library Associations, American Library Association (ALA) ala.org 2

25

Comparison Paper Due Standards for accreditation of Master’s Programs in Library and I information Studies Read Rubin Chapter Appendixes p, 595-607

April 1

IFLA/Unesco Public Library Manifesto 1994 Read Rubin p. 609-611

8

Work on your paper and presentation

1 5 Research Paper: (Double-spaced) DUE Presentations of Research Papers (Ten minutes each) 22

Presentations of Research Papers (Ten minutes each

29

Final Exam

Assignments: All written assignments are to be posted on Blackboard on due date. Grades will be determined as follows: 25 % Comparison Paper (4 to 5 pages) single spaced. Select five articles on a related topic or issue in library and information Science. The instructor must approve topics. Please email your topic to me by February 11 Compare the articles using narrative. ● ● ● ●

How do the authors differ in their views on the topic? What are the similarities in the articles? Are the points the author make defensible? What is your opinion of the topic, with which author (s) do you identify most? (Due March 25)

35% Research Paper: (Double-spaced) Write a research paper in which you analyze a significant issue confronting the library professional today such us technology, user needs, funding etc. Paper topics may be also selected from the areas covered in class or you may choose an issue of more personal interest that is relevant to the goals and objectives of the course. Your topic, abstract and your outline are due February 11. Your reference and formatting should adhere to the rules established in APA Publication Manual. Length of paper 10-12 pages. (Due April 15) 3

40% Final Examination

Grade Scale:

A B C F

Required Text:

92-100 83-91 70-82 Below 70

Rubin, Richard E. Foundations of Library and Information Science.  New York: Neal – Schuman, 2015 4th edition. The textbook may be ordered directly from the publisher http://www.neal-schuman.com or through web-based vendors such as Amazon at w  ww.amazon.com or Barnes & Noble at www.bn.com

Course Requirements Regular class attendance is obviously necessary in order to participate in the learning and discussions. Practice assertively presenting a point of view backed up by information you have gathered that is relevant to the topic and ready to participate in discussions based on your reading as well as your experience. Actively apply what you learn to class discussions, activities and assignments. Every student should demonstrate respect for the ideas, opinions, and feelings of all other members of the class. Successfully completing related to objectives listed above: Reading assignments must be completed each week. Readings not in the course books are provided through Blackboard or free on the Web. Be prepared to familiarize yourself with a large number of academic library related Websites. I shall evaluate ALL written according to the following criteria in addition to the specific requirements for each assignment: ● ● ● ●

Quality of the presentation----neat and error –free Quality of the writing---Clear, direct, and correct Quality of the organization---smooth, logical flow and content Quality and amount of reflection, analysis, and evaluation

All papers must be typed, single-spaced, with a font size of at least 12 points. They must also confirm to the style Manual of the American Psychological Association (APA) 6th 4

edition (2010). All assignment papers must be posted on blackboard. Professor will not accept submission of papers via email.

Academic Integrity: Students are required to demonstrate a high level of responsibility and academic honesty. Plagiarism is unacceptable and will be dealt with under the university’s policy on plagiarism. Late Assignments: Are accepted without penalty under exceptional (and documented ) circumstances. In unexceptional circumstances, grades for late assignments fall a half letter grade each day they are late. Incomplete Grades: Are also given in exceptional circumstances, which can include major health problems, emergency, death in family, natural disaster, or other major adverse events. Academic Integrity: Students are required to demonstrate a high level of responsibility and academic honesty. Plagiarism is unacceptable and will be dealt with under the university’s policy on plagiarism. Special Needs: It is student’s responsibility to notify his or her professor of special needs. Students requiring special accommodation should contact the professor after class or during office hours. The student is required to present a letter from the university to the Instructor indicating the needs for such accommodations.

Technical requirements: You must have access to the following: A computer, Internet/World Wide Web Access, Java-enabled Web browser, Microsoft Office (Particularly Word), and Adobe Acrobat Reader. You must be able to send and receive e-mail, including attachments. You should plan to check your e-mail and the Blackboard course site for Announcements. This course is run via Blackboard Collaborate. Student

Disability Services Students  with  disabilities (physical, learning, psychological, chronic medical,  etc.) who would liketorequest accommodationsandservicesare required to  register  with  the  Office of Student Disability Services (SDS) in Suite 120 in  the  Student  Services  Building.  Please  contact  the  SDS  Staff  at  (919)  5

530-6325 or  email[email protected]. If you are NEW to SDS, please contact  the office for an appointment. If you had accommodations previously, you  can  resubmit  a  request  by  visiting  our  website  atwww.nccu.edu/sdsand  clicking on theAccommodate Link. Students are expected to update their  accommodations  each  semester,  preferably  during the first 2 weeks of each  semester.  Student Support/Ombudsperson The  Student  Ombudsperson  is  available  to  assist  students  in  navigating  unexpected  life  events,  (e.g.  short-term  illness/injury,  loss  of  a  loved one,  personal crises) and guide them to the appropriate University or community  resources.  Students  may  also  receive  assistance  with  resolving  some  emergency  financial  concerns,  understanding  NCCU  policies  or  general  problem-solving  strategies.  Schedule  an  appointment  by  contacting  the  Student Ombudsperson in the Office of the Dean of Students, G-06 Student  Services Building, at (919) 530-7492 or[email protected]. 

Bibliography: American Library Association (ALA). (1995), Code of Ethics of the American Libra r y Association h ttp://www.ala.org/ala/issuesadvocacy/proethics/codeofethics/codeethics.cfm American Library Association (ALA) (2003), Office of Intellectual Freedom. http://www.ala.org/ala/aboutala/offices/oif/statementspols/statementspolicies.cfm American Library Association (ALA). (1996). Library Bill of Rights http://www.ala.org/ala/issuesadvocacy/intfreedom/librarybill/lbor.pdf American Library Association (ALA). (1980) AMA Principles of Medical Ethics . http://www.cirp.org/library/statements/ama/ Association of College and Research Libraries (ACRL). (2000). ACRL Statement on professional development . http://www.ala.org/ala/mgrps/divs/acrl/publications/whitepapers/acrlstatement.cfm Bates, M.E. (2003). That darned L-word. Online , 27(3) 80 Beile, P.M. and Adams, M.M. (2001). Other duties as assigned: Emerging trends in the academic library job market. College and Research Libraries. 64(4) 336-347.

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Belkin, N.J. (1980) Anomalous states of knowledge as a basis for information retrieval. Canadian Journal of Information Science, 5, 133-143. Berry, J. W. (2002) Addressing the recruitment and diversity crisis. American Libraries, 33 (2) 7. Bird, B. (2002) Solving the mystery: Children’s librarianship and how to nurture it APLIS , 15(1), 14-24. Bloomquist, Catherine (May-June 2012), Mentoring Gen-X Librarians. Public Libraries, 53(3) 30-34 Brown-Sica, Margaret 5 (May-June 2012). Library Spaces for Urban, Diverse Commuter Students: A participatory Action Research Project. College and Research Libraries. 73 (3) 217-231. Carpenter, Maria Taesil Hudson (January 2012) Cheerleader, Opportunity Seekers, and Master Strategist: ARL and Research Libraries. 73 (1) 11-32. Chatman, E.A. & Pendleton, V (1995) Knowledge gap, information-seeking and the poor. Reference Librarian, 49/50, 135-145. Crosby, O (2001). Information experts in the information age. Occupational Outlook Quarterly, 44(4), 398. Deeming, C. and Chelin, J. (2001). Make your own luck: a study of people changing career into librarianship. New Library World, 102(2), 13 Dowling, Kenneth E. Access to information: A Human right?  In Simora, Filmena, comp, ed., The Bowker Annual of Library and Book Trade Information, 32 ed. New York: Bowker Co. 1987: 64-68. Von Elm, C. Trump, J.F. Dugan, R.E. (2001). Managing Technology. Journal of Academic Librarianship, 27.1,33 Foster, Steven Paul (2000) The digital divide: Some reflections. International Information and Library Review, Academic Press, 2000; vol. 32; no.3-4, pp. 437-452 Froehlich, Thomas J. Survey and Analysis of Legal and Ethical Issues for Library and Information Services, Unesco Report ( Contract No. 401.723.4), Professional Series, Munich: G. K. Saur, 1977. Gordon, Rachel Singer (2006). Next Generation Librarianship: Examining the unique role GenX and GenY librarians can strengthen our future. America Libraries , March 2006, no 3, vol. 3, pp. 36-38. 7

Heins, M. & Cho, C. (2001). Internet filters: A public policy report , National Coalition Against Censorship. http://www.ncac.org/issues/internetfilters.html 

Hennen Jr, Thomas J. (2005). Is there a library Consolidation in your future? Mergers aren’t just for corporations anymore, and librarians must be ready for that inevitable call for consolidation. American Libraries . October, 36 (9) pp. 49-51 Kolb, D. M. and Schaffner, A.C. (2001). Negotiating what you’re worth. Library Journal, 126 (17), 52. Larue, James. (March/April 2014), The Public Library as Publisher. Public Libraries. 53 (2) March/April 12-18. Moore, Nick. Rights and Responsibilities in an information society. The Journal of Information, Law, and Technology (JILT) 1 Poppel, N. & Ashley, E.M. (July 1986), toward an understanding of the censor. Library Journal, 39-43. Public Library Association (PLA). (2000). Plain facts about Internet filtering software. http://www.ala.org/alaorg/oif/filtersandfiltering.html Rizzo, Joseph C. (2006) Preserving the Past by Looking into the Future: With little help, Carnegie libraries can successfully meld old and new American Libraries. March 37 (3), pp. 36-38. Rogers, M. and Shepard, P. (2003). Tackling Recruitment. Library Journal, 128(2), 40 Samover, Larry and Richard E. Porter. Communication Between Cultures 5 th edition Spear, M.J. (2002). The top 10 reasons to be a librarian. American Libraries, 33(9), 54 St. Lifer, E. (May 1,2000). The boomer brain drain: The last of a generation? Library Journal, 125 (8), 38 Vey, Jason and Alhaus, Elena (November-December 2011), Libraries without walls: The opening of the Carnegie Library at Pittsburgh’s Public Market Branch. Public Libraries. 50(6) 30-36 Weissinger, T. (2003). Competing models of librarianship: Do core values make a difference? Journal of Academic Librarianship, 29.1, 32

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