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Last revised June 19th, 2006

Course Syllabus for LIS 561-001 Academic Libraries & Higher Education


Instructor: Julia Gelfand , Adjunct Faculty


COURSE NAME, NUMBER, AND PREREQUISITES

Academic Libraries & Higher Education

LIS 561-001

Course prerequisites: There are no prerequisites for this course

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MEETING SCHEDULE

Course Meeting Room - SIRLS Conference Room

Class Meeting Schedule – This course will be taught as an intensive seminar with options to complete work via distance in the week immediately following the class. The course will move at a pretty fast pace to cover the issues and provide the overview to reference services and evaluation. The course is scheduled to meet for a total of 45 hours. Every student is expected to have easy ongoing access to eMail and an ability to access attachments, and a course listserv will be established to support ongoing discussions about issues, assignments and provide a means to share information, submit assignments, etc.

Friday, July 21, 2006 from 1-5 with a break in afternoon

Saturday, July 22, 2006 from 8-5 with a break in both morning & afternoon and for lunch

Sunday, July 22, 2006 from 8-2 with a morning , lunch & afternoon break

Friday, July 28 from 1-5

Saturday, July 29, 2006 from 8-5

Sunday, July 30, 2006 from 8-2

Friday, August 4 from 1-5

Saturday, August 5 from 8-5

Sunday, August 6 from 8-2

All course work is due by Wednesday, August 9 so that students graduating at the end of the summer session will have posted grades. Only exceptions for the granting of an Incomplete will be due to health or family emergencies. A class listserv will be created for online communications with the class. Students are expected to actively read eMail on a daily basis throughout the course.

You may want to bring cold drinks and lunch; as it is uneven what is open on weekends on campus.

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COURSE DESCRIPTION

This course will serve as an overview of academic libraries and the issues concerning those organizations. Coverage will include the community college movement, land grant institutions and public universities, the liberal arts colleges, research universities, distance education, tertiary and professional education and specialized institutions. Higher education will be reviewed via economic, social and political issues. Guest lecturers will be invited. Students will gain a basic understanding about academic library funding, administration, management, leadership, authority and how the library must support trends in higher education including accreditation, growth, development/advancement, scholarly communication, intellectual capital, technology alliances, academic and administrative computing, commercial partnerships, instructional services, academic planning, library real-estate, governance and related topics.

Students will be required to:

· participate in discussion both in class and online

· keep up with course readings & assignments

· complete several short exercises

· submit a short seminar paper and participate in a small group in which each member shares the content of their research paper with the class that demonstrates an understanding of best practices for reference services and reference content evaluation

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COURSE OBJECTIVES

The intensity of this course will drive the objectives that are:

1. Students should learn what the major functions of an academic library are in the range of academic library environments and what the current trends of service delivery models suggest.

2. Students will develop a basic understanding of higher education, with the focus being the American experience but also appreciate the differences with foreign practices

3. Students will learn strategies for identifying ways to engage in strategic planning for academic libraries in a changing environment

4. Students will learn about trends in scholarly communications practices, good examples and have a baseline about what the major issues are in scholarly publishing, such as institutional repositories, authors retention of copyright, etc.

5. Students will develop proficiencies in interpersonal communications in order to articulate positions from different viewpoints

6. Students will consider methods of incorporating new and emerging technologies to achieve potential in launching a variety of appropriate services and engaging in collaboration with other academic and administrative units on a campus.

7. Students will become aware of policy, governance and management issues associated with the provision of library services in a variety of institutional settings covering the community college, undergraduate experience, graduate research institution, distance education, via consortia, networks, and in public and private sectors.

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REQUIRED COURSE MATERIALS

Several sources will be used, but students are encouraged to acquire the following text - will be available at the U of A Bookstore:

Budd, John M.

The Changing Academic Library: Operations, Culture and Environments.

Chicago , IL : Association of College & Research Libraries, 2005.

ISBN: 0838983189

Other readings as assigned. Students are expected to become familiar with the following publications:

Chronicle of Higher Education - available online via Sabio & selectively in LexisNexis NEWS

under University Papers

Times Higher Education Supplement (British)

Daedalus from the American Academy of Arts & Sciences - published by MIT Press

EDUCAUSE Review - http://www.educause.edu/pub/er/

University Business - http://www.universitybusiness .com/page.cfm?p=1

College & Research Libraries & College & Research Libraries News ( ALA )

Journal of Academic Librarianship (on ScienceDirect )

Portal (on Project Muse)

Library Trends

Association of Research Libraries (ARL) Bimonthly Reports and SpecKits

http://www.arl.org/newsltr /index.html

And be able to comfortably search and manipulate the following databases & websites:

ERIC (EBSCO)

Teacher Reference Center (EBSCO)

Emerald Database

Library Literature &/or Wilson Library Literature and Information Science Index Fulltext

Library, Information Science & Technology Abstracts (EBSCO)

INSPEC

American Library Association & Association of College & Research Libraries

http://www.ala.org/acrl

 

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COURSE REQUIREMENTS

This course will emphasize the intellectual and practical tool set librarians will need to understand and work successfully in academic libraries. The assignments are designed to meet student needs in order to become a confident about how academic libraries function. Each assignment will be fully explained in class. The instructor advocates that effective and active learning takes place when students are engaged in discussion and exchange.

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COURSE POLICIES

Academic Code of Integrity

Students are expected to abide by The University of Arizona Code of Academic Integrity . 'The guiding principle of academic integrity is that a student's submitted work must be the student's own.' If you have any questions regarding what is acceptable practice under this Code, please ask an Instructor.

Accommodating Disabilities

The University has a Disability Resource Center . If you anticipate the need for reasonable accommodations to meet the requirements of this course, you must register with the Disability Resource Center and request that the DRC send me, the Instructor, official notification of your accommodation needs as soon as possible. Please plan to meet with me by appointment or during office hours to discuss accommodations and how my course requirements and activities may impact your ability to fully participate.

Assignment Policies

All written work must be submitted in typed form with sufficient citations and references and can be delivered in person or sent electronically. All students should retain a copy of all submissions as backup.

Incompletes

The 1997-8 University of Arizona General Academic Manual, p.23 reads

The grade of I may be awarded only at the end of a semester, when all but a minor portion of the course work has been satisfactorily completed. The grade of I is not to be awarded when the student is expected to repeat the course; in such a case the grade of E must be assigned. Students should make arrangements with the instructor to receive an incomplete grade before the end of the semester ...

If the incomplete is not removed by the instructor within one year the I grade will revert to a failing grade.

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GRADING

The following grid will be the basis of successful completion of the course. Every student has the potential to earn the highest grade as no curve will be used. Class attendance is compulsory. All work must be submitted in grammatical English and typed in 12-point font by the last day of the class, unless medical or personal emergency takes place. Students are expected to use standard and consistent citation practice for appropriate formats, such as APA, MLA, Chicago , Turabian , etc.

Students will be graded on the following scale based on a 100 point maximum. At the conclusion of the course, each student will get a full review of all completed work. When possible, assignments will be graded and evaluated and returned to the students during the course, in order that students can chart progress and know how well they are doing.

90-100 A

80-89 B

70-79 C

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CONTACTING ME

Contact Information: Applied Sciences Librarian, University of California , Irvine

Irvine, CA 92623-9556

E-mail: jgelfand@uci.edu

Office Phone: 949-824-4971; Office Fax: 949-824-3114

Home Phone: 949-786-4842; Home Fax: 949-559-5424

Cell Phone: 949-307-6630

Office Hours : Fridays from 10-12 on days when class meets. Do NOT hesitate to contact me in between meetings by eMail or by phone. This is an intensive class & time passes quickly.

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ADDITIONAL INFORMATION AND ASSIGNMENTS

Daily Course Plans and Assignments (subject to revision by instructor):

Friday, July 21

Introduction of Course, Instructor and Students

Review of Glossary

History of Higher Education

Reading Assignment:

Budd text, Chapters 1, 6, 2

Weiner, Sharon Gray, "The History of Academic Libraries: A Review of the Literature," (2005) Library Philosophy and Practice 7 , #2, Spring - http://libr.unl.edu:2000/LPP /weiner.htm

Bush, Vannevar , "As We Think," (2005) Atlantic Monthly , July, available at http://www2.theAtlantic.com /atlantic/atlweb/flashbks /computer/tech.htm and at http://www.isg.sfu.cal~duchier /misc/vbush and also available reprinted in its entirety via the ACM Digital Library and through links in Google Scholar

Weick , Karl E., (1976) "Educational Organizations as Loosely Coupled Systems," Administrative Science Quarterly 21 ,1 : 1-19 (available via JSTOR)

Gallos , Joan L., (2002) "The Dean's Squeeze: The Myths and Realities of Academic Leadership in the Middle," Academy of Management Learning and Education 1 ,2 : 164-173 (available via EBSCO Academic Search Premier)

Owens, Irene, (1999), "The Impact of Change from Hierarchy to Teams in Two Academic Libraries: Intended Results versus Actual Results Using Total Quality Management," College and Research Libraries 60 ,6 : 571-584 (available via EBSCO's LISTA)

Saturday, July 22

Review News

The Library as Building

Higher Education: Structure

Academic Libraries: Structure

Faculty Status

Public & Private Higher Education in the US

Cultural Diversity in Libraries (staffing/collections/programmi ng)

Group meeting time

Reading Assignment:

Budd text, Chapters 10, 11

Poole , Carolyn E., and Denny, Emmett, "Technological Change in the Workplace: A Statewide Survey of Community College Library & Learning Resources Personnel," (2001) College & Research Libraries, November :503 -515]

Higher Learning Commission, Institutional Accreditation: An Overview 2003 at

http://ncahigherlearningcommiss ion.org/overview/2003Overview .pdf

McElrath , Eileen, (2002), "Challenges that Academic Library Directors are Experiencing as Perceived by Them and Their Supervisors," College and Research Libraries 63, 4: 304-321. ( available via EBSCO's LISTA)

Sunday, July 23

Review News

Accreditation

Community College Movement & Libraries

Joint Use Libraries

Guest Speaker: Charles Moore, from Maricopa Community College, Mesa - about community colleges libraries and learning resource centers

Technology in Libraries

Group Meeting Time

Reading Assignment:

Budd, Chapters 7, 8, 9

Friday, July 28

Review News

Undergraduate Liberal Arts Experience, Institutions

Information Literacy

Relevant Collections

Guest Speaker:

Reading Assignment:

Budd, Chapters 4, 5

Review Internal Conflicts Guidelines - distributed in class

" Phoenix Rises: The University's Online Program Attracts Students, Profits, and Praise" in CHE November 1, 2002 issue, "Campus Profile: University of Phoenix " ( http://www.educause.edu/ir /library/pdf/cem9636.pdf - or other more recent articles about the University of Phoenix and for profit education

Saturday, July 29

Group Meeting Time

Land Grant Universities , Comprehensive Research Institutions

Library Consortia

Area Studies, Diversity & Multiculturalism in Academic Libraries

Networks

Interpersonal Communication in Libraries/Conflict Resolution/Competing Demands

Guest Speakers: Dr. Tom Wilding, University Librarian Emeritus, University of Texas , Arlington ; & Dr. Stephen Stillman , Emeritus Professor of History and Librarian

Reading Assignment

Lombardi, John, "Academic Libraries in a Digital Age" (2000), D-Lib Magazine , vol 6 #10, October. http://dlib.org/dlib/october00 /lombardi/10lombardi.html

Sunday, July 30

Role of Technology in Higher Education & Academic Libraries

Correspondence Education, Distance Education

Alternative Education

Digital Libraries

Guest Speaker from the University of Phoenix

Reading Assignment:

Budd, Chapter 3

Wittenberg , Kate, "Beyond Google: What Next for Publishing?" Chronicle of Higher Education , June 16, 2006 : B20 or on online version.

Friday, August 4

Scholarly Communication & Economics of Scholarly Publishing

Guest Speaker - Allyson Carter, PhD, Acquisitions Editor, University of Arizona Press

Reading Assignment:

Chapter by C.J. Grycz in MacDonald, Lindsay (ed.)  Digital Heritage: Applying Digital Imaging to Cultural Heritage , Butterworth-Heinemann (an imprint of Elsevier), Amsterdam , 2006 - book is on order at U of A Library and chapter will be put on Reserve

Saturday, August 5

Group Meeting Time

State of International Academic Libraries

IFLA, International Conferences

Partnerships/Collaborations

Guest Speaker - Chet Grycz , Publishing Consultant , Research Scientist and curator of books and collections at the Internet Archive offers his perspective on the future of books, libraries, and the Internet.

Sunday, August 6

Presentations of Groups

The Future of Academic Libraries

Course Evaluation & Debriefing

COURSE PROJECTS & ASSIGNMENTS - there are several assignments in addition to keeping up with the reading - each should be sent to the instructor as an attachment in MS Word by the deadlines via eMail with the following Subject Line: Last Name - Assignment #.doc - example) Gelfand-2.doc

1. Classroom Participation – this is a key part of this course, because it gives you a forum in which to hear other people's thinking and develop your own ideas. You should come prepared to class. Each class meeting will begin with a very brief pick-up on the last session and a new sharing event relevant to themes covered in the class. 5 Points

2. Review of Journal Articles & Websites - Identify, read and abstract 2 journal articles or book chapters published since 2002, each from different sources that are on themes relevant to academic libraries and higher education in the course that interest you. Write an overview statement bringing them together and then provide abstracts for each selection. Make sure that you provide complete citation. Then review two relevant websites covering pertinent issues such as consortia, governance, accreditation, faculty roles, leadership, etc. This will be distributed via eMail listserv to entire class. An abstract should reflect the following components for the citation:

Author

"Title of Article,"

Source of Article, volume #, issue #, page, date

If online resource, provide where found and date read

Subject coverage/Hypothesis or Question Studied

Method of Study & Where

Findings

What makes this interesting

Conclusions

Due Friday, July 28, 2006 - 20 points

1. Interview - Hypothetical Scenario is that you are a journalist for the Chronicle of Higher Education or an education editor for a major US daily newspaper. You are preparing to interview an academic library leader, meaning the director of an academic library or an active leader in the profession. Compose 10 questions you would ask about leadership in this contemporary time and contrast this with 5 questions you would have asked a decade ago. In your essay suggest the context of the questions and what potential answers may suggest for planning and managing an academic library for the next decade. Provide imaginary scenario introducing your subject.

Due Sunday, July 30 - 15 points

2. Essay/Case Study - write a 4-5pp overview comparing a strategic plan and mission statement for a community college library and one other form of higher education, ie ) research library, liberal arts institution, You will want to create some hypothetical yet relevant scope note and case scenario indicating demographics of campus population, residential or commuting situation, program strengths, academic goals, etc. Criteria will be distributed in class.

Due Wed., August 2, 2006 - 25 points

Or visit 2 different academic libraries (community college & research library for example) and write-up unique features. You will establish criteria for definitions of uniqueness. They may include: Telephone menus - voice activation; payment options for fines & other fees; promotions of library services; User ratings and feedback methods; Pre-notification eMails of collection or service information; PDA or iPod support; access to eBooks &/or audio books; WiFi ; Unique Special Collections; Self-services; access to Multimedia; Task-Driven Kiosks; Roving staff; Outsourcing; Art & Exhibitions; etc.

5. Group Assignment - class members will be divided into 4 groups (dependent upon class enrollment): Community College, Liberal Arts Undergraduate institution, Research Library, Distance Education or Off-Campus Programs. Groups are composed of "librarians" and will examine how to explain to faculty the current status of Scholarly Communications and how they should be concerned about transitional issues related to publishing, collection development, cost of materials, teaching trends, textbooks, copyright, institutional or digital repositories, Public & Private Higher Education in the US . You will prepare a strategy for how to engage them in any of the following arenas using a Best Practices Model:

· Faculty activism (e.g. editorial board control, author rights, copyright management, and self-archiving)

· New publishing models

· Role of digital repositories

· Legislative and policy advocacy

Different ideas or models can be relayed and additional materials will be distributed in class about this assignment. Students will share the progress of their group effort on Sunday, August 6. All members of a group will share the group grade; and each student will write up their individual contribution and submit by August 9. Group Grade is 15 points. Individual Term Paper is worth 20 points for a total of 35 points. There will be meeting times during class set aside for group planning sessions.

ADDITIONAL RESOURCES

ACRL Blog

Code of Ethics for Information Professionals in Academic Libraries

Generations (Canadian Library Assocation )

IMLS Surveys of Library Technology in Academic Libraries (2002)

Global Issues in Higher Education (2006)

CORDIS (European Union Focus)

Internet Public Library Resources on Higher Education

Europa's World of Learning (online or in print)

The CJCLS/Community and Junior College Library Newsletter

Focus on the Center for Research Libraries ( http://www.crl.org )

Library Hotline (LJ/SJ Newsletter)

Progressive Librarian

University Business White Papers & Case Studies

Resource Shelf

Beloit College's Mindset Lists

.

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