EDSL610: Marketing, Public Relations, & Promotion
Summer 2009
Instructor: Cindy Schmidt
Telephone: 434-395-2966
Home Telephone: 434-736-0101
Work Mailing Address:
Longwood University, Hull 220
201 High St.
Farmville, VA 23909
Office: Hull 220
Office Hours: by appointment
Email: schmidtcm@longwood.edu
Fax: 434-395-2148
Home Mailing Address:
11795 Lunenburg Co. Rd.
Keysville, VA 23947
Meeting Times and Location:
This course will meet online between May 18, 2009 and July 31, 2009. Students are
NOT required to be online at a specified time each week. However, there may be some
weeks when students are required to be online for a virtual class meeting; in such
instances, students will be notified in advance and provided a choice between several
different days and times to virtually attend the session. In addition, students may
request additional virtual, online class meetings if needed or desired.
Course Description:
Theories and concepts used in marketing, public relations, and promotion for school
library media centers. Provides school library media specialists with the knowledge,
skills, and dispositions necessary to develop effective marketing plans, implement
strategies for good public relations, and design activities and materials for promotion of
their program in order to increase use of resources and facilities and improve
awareness of the role of the school library media specialist in student learning.
Required Texts:
Fisher, P. H., Pride, M. M., & Miller, E. G. (2006). Blueprint for your library marketing
plan: A guide to help you survive and thrive. Chicago: American Library
Association. (You do NOT need to purchase this one; it is available as an
ebook through the Greenwood Library at Longwood so you can read it
online.)
Walters, Suzanne. (2004). Library marketing that works! New York: Neal-Schuman.
Course Objectives:
Course objectives are coded to Longwood University’s Department of Education
Conceptual Framework and to the ALA/AASL Standards for Initial Programs for School
Library Media Specialist Preparation:
Conceptual Framework (CF):
I=Content Knowledge
II=Planning
III=Learning Climate
IV=Implementation/Management
VI=Communication
VII=Technology
VIII=Diversity
IX=Professional Dispositions
Schmidt--EDSL 561--1
V=Evaluation/Assessment
ALA/AASL Program Standards;
1. Use of Information and Ideas
Efficient and Ethical Information-Seeking Behavior
Literacy and Reading
Access to Information
Stimulating Learning Environment
2. Teaching and Learning
Knowledge of Learners and Learning
Effective and Knowledgeable Teacher
Information Literacy Curriculum
3. Collaboration and Leadership
3.1 Connection with the Library Community
3.2 Instructional Partner
3.3 Educational Leader
4. Program Administration
4.1 Managing Information Resources: Selecting,
Organizing, Using
4.2 Managing Program Resources: Human,
Financial, Physical
4.3 Comprehensive and Collaborative Strategic
Planning and Assessment
Knowledge: The student will be able to
1. describe, identify, and explain the concepts of marketing, public relations, and
promotion. (AASL 1.4, 3.1, 4.1) (CF I)
2. explain the relationship between successful library programs and
marketing/promotion activities. (AASL 1.4, 2.1, 3.1, 3.3, 4.2, 4.3) (CF I, II, III,
IV, V, VI, IX)
3. identify methods of collecting data pertaining to the use and perception of library
collection, programs, and services. (AASL 1.1, 1.4, 3.1, 4.2, 4.3) (CF II, V, VII)
4. identify target populations for marketing activities. (AASL 1.1, 1.4, 2.1, 2.2, 3.1,
3.2, 3.3, 4.2, 4.3)
Skills: The student will be able to
1. create a marketing plan for his/her library to facilitate positive public relations, to
promote the library programs and services, and to provide improved customer
service. (AASL 1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 4.1, 4.2, 4.3) (CF I,
II, III, IV, V, VI, VII, VIII, IX)
2. use technology effectively in the school library media center for providing
programs and services and marketing them to patrons, administrators, parents,
and the community. (AASL 1.1, 1.3, 1.4, 2.1, 2.2, 2.3, 4.1, 4.2, 4.3) (CF II, IV, V,
VI, VII)
3. analyze data collected utilizing a variety of methods in order to customize the
school library media collection and/or program to meet the needs of the patrons.
(AASL 1.1, 1.3, 1.4, 2.1, 2.2, 3.1, 3.2, 3.3, 4.1, 4.2) (CF I, II, III, IV, V, VI, VII,
VIII, IX)
Dispositions: The student will be able to
1. understand the importance of accuracy, professional appearance, and
professional image in all collection and presentation of data. (AASL 1.1, 1.3, 1.4,
3.3, 4.1, 4.3) (CF VI, VII, IX)
2. appreciate the importance of positive public relations and promoting services and
resources. (AASL 1.1, 1.3, 2.3, 3.2) (TC I, VI, VII, IX)
3. approach and embrace new ideas, services, and programs, as appropriate, when
they are identified. (AASL 3.1) (CF I, VII, IX)
Schmidt--EDSL 561--2
Course Schedule:
Unit 1-Introduction (May 18)
 Virtual Handshakes
 Syllabus
 Blackboard features/help
 Review off-campus library database access
 Self Assessment
 Longwood WebMail account
 Blackboard e-mail information
 Online@Longwood policies review
 Contact information
Note: See the Assignments section of the syllabus for complete
assignment details.
Assignments:
1. Post an introduction of yourself to the Virtual Handshake forum of the
Discussion Board by May 26.*
2. By May 26, complete the self-assessment survey found under Course
Materials, Unit 1.*
3. By May 26, review course syllabus and e-mail the instructor with any
questions.
4. By May 26, review Blackboard FAQs and Library Helpful links which can be
found under Course Materials, Week 1.
5. By May 26, login to your Longwood Webmail account. Be sure that you
EITHER check this account on a regular basis OR set it up to forward email to
your preferred email address. Plan to check email and Blackboard on a
regular basis, at least every other day.
6. By May 26, take a look at Online@Longwood (www.longwood.edu/online),
particularly the section on Student Responsibilities. Email the instructor if you
have any questions.
7. By May 26, post contact information as a Word document in the Assignment
Feature of Blackboard.
8. By May 26, login to Blackboard and verify your email address under Personal
Information. You may change your Blackboard email address to one other
than your Longwood email. To do so, check out the directions at
http://www.longwood.edu/helpdesk/blackboard/bb6help/changeemail.htm,
and make sure that your email program will accept Blackboard messages
before changing the email account. NOTE: All course correspondence will be
sent via the email account in Blackboard.
Unit 2: Strategic Planning (May 26)
 Definitions
Schmidt--EDSL 561--3

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
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Invisible Librarian
Mission Statements
Relationship Marketing
SWOT Analysis
Long-Term Goals
Readings:
1. Walters, Chapters 1, 2, & 6
2. Read the Introduction in Woodward, J. A. (2005). Creating the customerdriven library. Chicago: American Library Association. (NOTE: This is
available through Longwood’s library as an ebook, but only one
reader can access it at a time so if it’s unavailable when you try
it, check back later.)
3. Read Chapter 1, 6, & 7 in Blueprint for your library marketing plan: A
guide to help you survive and thrive (2006) by Fisher, Pride, & Miller.
(NOTE: This is available through Longwood’s library as an ebook,
but only one reader can access it at a time so if it’s unavailable
when you try it, check back later.)
Assignments:
1. Read assigned readings and review all course materials posted in this
unit’s folder.
2. Contribute to discussion topic(s) as posted in the Discussion Board.*
3. Article Summary (Assignment 1)-post summary to the Discussion Board
of Blackboard by June 1 and post response to at least one classmate’s
summary by June 8.
4. Market Audit (Assignment 2)-due to the Assignment Feature of
Blackboard by June 8.
5. Mission Statement (Assignment 3)-due to the Assignment feature of
Blackboard by June 15.
6. SWOT Analysis (Assignment 4)-due to the Discussion Board of
Blackboard by June 15.
7. Long-term Goals (Assignment 5)-due to the Assignment feature of
Blackboard by June 22.
Unit 3: Planning (June 1)
 Segmentation
 Market Research
 Data Collection
 Creating surveys
 Public Relations
 Promotion
Readings:
Schmidt--EDSL 561--4
1. Walters, Chapters 3, 4, 5, & 7
2. Read Chapters 2, 5, & 8 in Blueprint for your library marketing plan: A
guide to help you survive and thrive (2006) by Fisher, Pride, & Miller.
(NOTE: This is available through Longwood’s library as an ebook,
but only one reader can access it at a time so if it’s unavailable
when you try it, check back later.)
Assignments:
1. Read assigned readings and review all course materials posted in this
unit’s folder.
2. Contribute to discussion topic(s) as posted in the Discussion Board.*
3. Data Collection (Assignment 6)-due to the Assignment feature of
Blackboard by June 29.
4. Survey (Assignment 7)-due to the Assignment feature of Blackboard by
July 6.
Unit 4: Marketing Plan
 Part 1-Attracting new patrons
o Identifying target groups
o Strategies
o Promotional Activities
 Part 2-Patrons Visiting More Often
o Identifying target groups
o Strategies
o Promotional Activities
 Part 3-Patrons using more services when they visit
o Identifying target groups
o Strategies
o Promotional Activities
 Priorities, funding, and timetables
Readings:
1. Read Chapters 3, 4, 9, & 10 and look at Marketing Plan Worksheets in the
Appendix of Blueprint for your library marketing plan: A guide to help you
survive and thrive (2006) by Fisher, Pride, & Miller. (NOTE: This is
available through Longwood’s library as an ebook, but only one
reader can access it at a time so if it’s unavailable when you try
it, check back later.)
Assignments:
1. Read assigned readings and review all course materials posted in this
unit’s folder.
2. Contribute to discussion topic(s) as posted in the Discussion Board.*
Schmidt--EDSL 561--5
3. Promotional Activity (Assignment 8)-due to the Assignment feature of
Blackboard by July 13.
4. Public Relations Campaign (Assignment 9)-due to the Assignment
feature of Blackboard by July 20.
5. Marketing Plan (Assignment 10)-due to the Assignment feature of
Blackboard by July 27.
Course Requirements:
1. Students are expected to check Blackboard announcements and e-mail
frequently. It is recommended that you do this every couple of days.
2. All assignments should include the student’s name, date, and course number
within the body of the document and the student’s name in the file name of
assignments posted to the assignment feature of Blackboard.
3. All assignments should be submitted according to the instructions given in the
syllabus and Blackboard.
4. Assignments should be submitted on or before their due date. Credit may be
deducted for unexcused late submission. Students are expected to communicate
with the instructor if there is a need to submit a late assignment.
5. Students are expected to follow Netiquette in class discussions via Blackboard by
being respectful of other’s opinions and comments. Appropriate and professional
language should be used at all times.
6. In addition to the assignments, there will be class discussions posted by the
instructor to the Discussion Board throughout the semester. They will be related
to assigned readings and course materials. After reviewing the appropriate
course materials, students are required to respond to the instructor’s original
thread. Students are also required to maintain a dialog with classmates on the
topic for the week. Discussion Board responses must be reflective, indicating
deep thought on the topic, and/or contribute meaningfully to the discussion in
some way. Discussion Board posts contribute heavily to the class participation
portion of the course grade. Comments such as “I agree” or “Me, too” will not
be considered as legitimate responses; instead, you would need to respond, “I
agree/disagree because . . .” and explain your thoughts.*
Assignments:
1. Article Summary-Select an article from the resource list at the end of the
syllabus. Sign up for your article in the article selection section of Blackboard.
No duplication of articles is allowed and selection is on a first come, first served
basis. Read your chosen article and post a summary to the discussion board of
Blackboard by June 1. In your summary, include a recommendation for your
classmates regarding the article (Highly Recommend, Recommend, Not
Recommend). Post a response to at least one classmate’s article by June 8.
2. Market Audit-Conduct a marketing audit of a school library media center.
Examine the environment, customers, products/services, place, price, promotion,
people, servicescape, process, and competition for the library media center.
Schmidt--EDSL 561--6
Write a paper examining each of these aspects. (About 1 paragraph for each
items would be appropriate.) Due to the Assignment feature of Blackboard by
June 8.
3. Mission Statement-Write a mission statement for the school library you
examined in your market audit. Submit to the Assignment feature of Blackboard
by June 15.
4. SWOT Analysis-Conduct a SWOT analysis of the same school library due to the
Discussion Board by June 15.
5. Long-term Goals-Generate a list of long-term goals for your library media
center to be submitted to the Assignment feature of Blackboard by June 22.
These goals should be based on your market audit, mission statement, and
SWOT analysis. Introduce your list with a brief paragraph on how these tools
helped you to generate your goals.
6. Data Collection -Create a plan for collecting pertinent data in your library
media center. Include examples of any surveys and timelines for collecting the
data. Due to the assignment feature of Blackboard by June 29.
7. Survey-Generate a survey for collecting data from students, staff, or
parent/community in order to better develop your program. Due to the
assignment feature of Blackboard by July 6.
8. Promotional Activity-Design a promotional activity and submit a description of
the activity and supporting materials. It can promote the library in general,
reading, use of a particular resource, book club, etc. Due to the assignment
feature of Blackboard by July 13.
9. Public Relations Campaign- Design a public relations campaign and submit a
description of the campaign and supporting materials. It can be directed to a
particular target population or be a generalized campaign. Due to the assignment
feature of Blackboard by July 20.
10. Marketing Plan-Design a three-part school library marketing plan in accordance
with the directions provided by the instructor. Due to the assignment feature of
Blackboard July 27.
Course Evaluation:
Attendance/Participation
Article Summary
Market Audit
Mission Statement
SWOT Analysis
Long-term Goals
Data Collection Strategies
Survey
Promotional Activity
Public Relations Campaign
Marketing Plan
15%
5%
10%
5%
5%
5%
5%
10%
10%
10%
20%
Schmidt--EDSL 561--7
A = 94-100
B = 86-93
C = 78-85
F = Below 78
Attendance:
No face-to-face class meetings are required. In addition, students are not required to
be online at a specified time each week; however, there may be some weeks when
students are required to be online for a virtual class meeting. In such instances,
students will be provided with advance notice and a choice between several different
dates and times to virtually attend the session. (In addition, students may request
additional virtual, online class meetings if needed or desired.) Frequent checks of e-mail
and Blackboard are required as is active participation in the discussion board.
Accommodations:
Any student who feels s/he may need an accommodation based on the impact of a
physical, psychological, medical, or learning disability should contact the instructor
privately. If you have not already done so, please contact the Office for Disability
Services (103 Graham Building, 395-2391) to register for services.
Technical Assistance:
Longwood provides a toll-free number (877-267-7883) for distance education students.
You can reach User Support Services, the Library Reference Desk and the Graduate
Studies Office during working hours. Check the various web pages for working hours of
each department. After working hours you can leave a message for the Library and
Graduate Studies. You can email User Support Services at helpdesk@longwood.edu
after working hours and will get a response on the next working day.
Program Reminder Information:
No more than nine Longwood non-degree graduate hours may be counted towards a
degree, certificate or licensure program. Students are expected to apply to a Longwood
graduate program prior to enrolling in classes. At the latest, all application materials
should be received before the completion of six hours. Application materials are
available by contacting the Office of Graduate Studies (434-395-2707 or
graduate@longwood.edu) or on our Web site at
www.longwood.edu/graduatestudies/apply.htm.
Evaluation of the Instructor:
At the conclusion of the course, each student will have the opportunity to evaluate the
course instructor.
Honor code:
Each student is expected to follow Longwood University’s policy for the Honor Code.
See the latest edition of the Longwood University Graduate Catalog, available online at
http://web.lwc.edu/academic/affairs/catalog_home.htm
Selected Additional Resources:
Schmidt--EDSL 561--8
Books:
1. Alman, S. W. (2007). Crash course in marketing for libraries. Westport, Conn.:
Libraries Unlimited.
2. Andronik, C. M. (2003). School library management (5th ed.). Worthington,
Ohio: Linworth Pub.
3. Bradburn, F. B. (1999). Output measures for school library media programs. New
York: Neal-Schuman Publishers.
4. Brown, C. R. (2002). Interior design for libraries: Drawing on function & appeal.
Chicago: American Library Association.
5. Doucett, E. (2008). Creating your library brand: Communicating your relevance
and value to your patrons. Chicago: ALA.
6. Doyle, M. (2007). 101+ great ideas for teen library web sites. New York: NealSchuman Publishers.
7. Fisher, P. H., Pride, M. M., & Miller, E. G. (2006). Blueprint for your library
marketing plan: A guide to help you survive and thrive. Chicago: American
Library Association. (ebook)
8. Goldsmith, F. (2005). Graphic novels now: Building, managing, and marketing a
dynamic collection. Chicago: ALA.
9. Graef, R., & Naughton, R. (1991). PR notebook for school librarians.
Worthington, Ohio: Linworth Publishing Co.
10. Hart, K. (1999). Putting marketing ideas into action. London: Library Association
Publishing.
11. Hernon, P., & Whitman, J. R. (2001). Delivering satisfaction and service quality :
A customer-based approach for libraries. Chicago: American Library Association.
12. Hill, A., & Fisher, J. D. (2002). Tooting your own horn: Web-based public
relations for the 21st century librarian. Worthington, Ohio: Linworth Pub.
13. Junion-Metz, G., & Metz, D. L. (2002). Instant web forms and surveys for
children's/YA services and school libraries. New York: Neal-Schuman.
14. Jurewicz, L. & Cutler, T. (2003). High-tech, high-touch: Library customer service
through technology. Chicago: ALA.
15. Karp, R. S. (2002). Powerful public relations: A how-to guide for libraries.
Chicago: American Library Association.
16. Lindsay, A. R. (2004). Marketing and public relations practices in college libraries.
Chicago: College Library Information Packet Committee, Association of College
and Research Libraries.
17. MacDonell, C. (2005). Essential documents for school libraries : I've-got-it!
answers to I-need-it-now! questions. Worthington, Ohio: Linworth Pub.
18. Matthews, B. S. (2009). Marketing today’s academic library: A bold new
approach to communicating with students. Chicago: ALA.
19. Matthews, J. R. (2007). The evaluation and measurement of library services.
Westport, Conn.: Libraries Unlimited.
20. Nebraska Educational Media Association, & Library Power. (2000). Guide for
developing and evaluating school library media programs (6th ed.). Englewood,
Colo.: Libraries Unlimited.
Schmidt--EDSL 561--9
21. Pfeil, A. (2005). Going places with youth outreach: Smart marketing strategies
for your library. Chicago: ALA. (e-book)
22. Powerful public relations: A how-to guide for libraries. (2002). Chicago: ALA.
23. Reed, S. G. (2004). 101+ great ideas for libraries and friends. New York: NealSchuman.
24. Skaggs, G. (2008). Look, it’s books!: Marketing your library with displays and
promotions. Jefferson, NC: McFarland.
25. Siess, J. A. (2003). The visible librarian: Asserting your value with marketing and
advocacy. Chicago: American Library Association.
26. Snyder, T. (2000). Getting lead-bottomed administrators excited about school
library media centers. Englewood, Calif.: Libraries Unlimited.
27. Strategic marketing in library and information science. (2002). Binghamton, NY:
Haworth Information Press.
28. Todaro, J. B. & Smith, M. L. (2006). Training library staff and volunteers to
provide extraordinary customer service. New York: Neal-Schuman.
29. Toor, R. & Weisburg, H. K. (2007). New on the job: A school library media
specialist’s guide to success. Chicago: ALA.
30. Valenza, J. K. (2004). Power tools recharged: 125+ essential forms and
presentations for your school library information program. Chicago: American
Library Association.
31. Wadham, T. (2007). Libros esenciales : Building, marketing, and programming a
core collection of spanish language children's materials. New York: NealSchuman Publishers.
32. Weingand, D. E. (1997). Customer service excellence: A concise guide for
librarians. Chicago: American Library Association.
33. Wolfe, L. A. (2005). Library public relations, promotions, and communications: A
how-to-do-it manual (2nd ed.). New York: Neal-Schuman Publishers.
34. Wood, E. J., & Young, V. L. (1988). Strategic marketing for libraries: A
handbook. New York: Greenwood Press.
35. Woodward, J. A. (2005). Creating the customer-driven library. Chicago: American
Library Association. (ebook)
Journal Articles:
1. Advocacy grows @ your library. (2004). American Libraries, 35(2), 32-36.
2. Baldock, C. (1993). Marketing libraries: A survival course? Library Management,
14(1), 4.
3. Borsche, J. K. (2005). Marketing the school library. PNLA Quarterly, 69(3): 6, 268.
4. Brewerton, A. (2003). Inspired! award-winning library marketing. New Library
World, 104(7/8), 267.
5. Bridges, A. (2006). Advocacy: Key to your library's success. College & Research
Libraries News, 67(10), 642.
6. Burkman, A. (2004). A practical approach to marketing the school library. Library
Media Connection, 23(3): 42-3.
Schmidt--EDSL 561--10
7. Bush, G. (2007). Telling our school library story. Knowledge Quest, 36(1), 40-43.
8. Freda, C. (2007). Promoting your library program: Getting the message out.
Knowledge Quest, 36(1), 48-51.
9. Fullner, S. K. (2007). Is your fish dead? Create your library brand. Library Media
Connection, 25(6), 32-33.
10. Gambles, B., & Schuster, H. (2003). The changing image of Birmingham
libraries: Marketing strategy into action. New Library World, 104(9), 361.
11. Geier, D. B. (2007). Prevent a disaster in your library: Advertise. Library Media
Connection, 25(4), 32-33.
12. Gordon, R. S., & Stephens, M. (January 2007). Get online, get found, get in the
know! Computers in Libraries, 27(1), 48-9.
13. Hahn, J. (2005). The techniques and benefits of observation inspired customer
service. Library Mosaics, 16(4), 14.
14. Hainer, E. (2005). Advocacy: school librarians and advocacy: Part of the
problem, or part of the solution? Knowledge Quest, 33(5), 27-29.
15. Hartzell, G. (2007). How do decision-makers become library media advocates?.
Knowledge Quest, 36(1), 32-35.
16. Herzog, B. (2007). Outreach to parents and community. Library Media
Connection, 25(6), 22.
17. Holt, G. (2003). Library branding for young adolescents: Learning from Barbie
and Mickey. The Bottom Line, 16(2), 76.
18. Johns, S. (2007). Advocacy: AASL puts the puzzle together. Knowledge Quest,
36(1), 4-7.
19. Koontz, C. M., & Rockwood, P. E. (2001). Developing performance measures
within a marketing frame of reference. New Library World, 102(4/5), 146.
20. Levitov, D. (2007). One library media specialist's journey to understanding
advocacy: A tale of transformation. Knowledge Quest, 36(1), 28-31.
21. Neuhaus, C., & Snowden, K. (2003). Public relations for a university library: A
marketing programme is born. Library Management, 24(4/5), 193.
22. Osif, B. A. (2006). Branding, marketing, and fund-raising. Library Administration
& Management, 20(1), 39-43.
23. Schroer, W. J. (2003). Too much customer service? Library Journal, 128(14), 54.
24. Scott, D. M. (December 2006). Really simple marketing. EContent, 29(10), 64.
25. Shutzer, C. B. (2007). Reaching out. Library Media Connection, 25(6), 27.
26. Simonyi, S. (2007, January January). Time for a change. Knowledge Quest,
35(3), 24-29.
27. Spalding, H. H., & Wang, J. (2006). The challenges and opportunities of
marketing academic libraries in the USA. Library Management, 27(6/7), 494.
28. Speas, B. (2007). Direct and indirect promotion of the school library. PNLA
Quarterly, 71(2), 10-13.
29. Todaro, J. (2006). The power of persuasion: Grassroots advocacy in the
academic library. College & Research Libraries News, 67(4), 228-9, 268.
30. Tuccillo, D. (March 2007). Standing room only. School Library Journal, 53(3), 468.
Schmidt--EDSL 561--11
31. Van Dusen, M. (2007). Open up with community outreach. Library Media
Connection, 25(6), 24-26.
32. Wisniewski, J., & Fichter, D. (2007). Electronic resources won't sell themselves:
Marketing tips. Online (Weston, Conn.), 31(1), 54-57.
Schmidt--EDSL 561--12