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SYLLABUS: OUTLINE & ASSIGNMENTS
ECU LIBS 7050: Seminar on Public Libraries
Prerequisites: LIBS 6010, 6012, 6014, 6018, 6026, 6031, 6042.
Dr. Patrick Valentine
102 Umstead Bldg., mail stop 172, East Carolina University, Greenville, NC 27858
ValentineP@ecu.edu
Phone: 252-737-1570
Fax: 252-328-4368
Office Hours Tuesdays, 10-11 a.m., by Web-Conferencing and by Appointment
Catalog Description: Characteristics, operations, and problems of public libraries.
This course combines textbook and current readings with field experience and
cooperative work in a range of libraries to explore the characteristics, operations, and
problems of public libraries.
The final project is to develop a realistic strategic services plan for a selected public
library.
Textbooks:
Ann E. Prentice, Public Libraries in the 21st Century. Libraries Unlimited, 2011.
ISBN 978-1-59158-853-5 (paperback) or 978-1-59158-855-9 (ebook). [Different text from last year]
Marilyn Johnson, This Book Is Overdue: How Librarians and Cybrarians Can Save Us
All! Harper Perennial, 2010. 978-0-06-143161-6 (pbk.) or e-book.
Electronic Resources: Instructor will periodically assign additional readings or resources for
students and hold video conferences. Students are encouraged to have a computer microphone
for video conferences.
The MLS Objective for students entering program between Fall 2005 and Summer 2009 is
#7. Teach, both individually and in collaboration with other information professionals, diverse
user groups to access effectively and efficiently the resources and services available to them in a
variety of library settings.
The MLS Objective for students entering program during or after Fall 2009 is
#8. Instruct individually, and in collaboration with other information professionals/ educators,
diverse user groups to access effectively and efficiently the resources and services available to
them in a variety of library settings.
Standards Addressed in Reflection at end of course
All students must include
American Library Association Core Competences of Librarianship
ALA Core Competence #1 Foundations of the Profession
1A. The ethics, values, and foundational principles of the library and information
profession.
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1B. The role of library and information professionals in the promotion of democratic principles
and intellectual freedom (including freedom of expression, thought, and conscience).
1C. The history of libraries and librarianship.
1E. Current types of library (school, public, academic, special, etc.) and closely related
information agencies.
1F. National and international social, public, information, economic, and cultural policies and
trends of significance to the library and information profession.
1G. The legal framework within which libraries and information agencies operate.
1H. The importance of effective advocacy for libraries, librarians, other library workers, and
library services.
1I. The techniques used to analyze complex problems and create appropriate solutions.
1J. Effective communication techniques (verbal and written).
ALA Core Competence #8 Administration and Management
8A. The principles of planning and budgeting in libraries and other information agencies.
8C. The concepts behind, and methods for, assessment and evaluation of library services and
their outcomes.
8D. The concepts behind, and methods for, developing partnerships, collaborations, networks,
and other structures with all stakeholders and within communities served.
8E. The concepts behind, issues relating to, and methods for, principled, transformational
leadership.
ECU Course Objectives:
To understand the history, development, structure, and governance of public libraries in
the United States
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To be able to identify and understand the services, populations and issues of public
libraries.
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At the end of the course, students will:
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Be able to identify and understand the services, populations and issues of public
libraries
Be able to understand and identify current and future issues of importance to public
libraries
Be able to develop and defend recommendations for how an issue might be addressed
and resolved in a particular public library.
Course Calendar is at end of this Syllabus
Student Evaluation
Evaluation is based on a point system that is further explained in the rubrics included with the
Assignments and may be changed with written notification by the instructor.
Assignments & Discussions
Course Artifact
Final Grade
70
30
Total:
100 points
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Students’ work will be graded on the following scale:
A=93-100 points: Above proficient. Student meets or exceeds course requirements and demonstrates the
ability to integrate concepts covered in class sessions and readings. Student demonstrates superior ability
to think logically and critically. Student work is thoughtful. Student communicates ideas clearly and
concisely. Student shows positive interaction and cooperation.
B= 85-92 points: Proficient. Student meets course requirements and demonstrates an understanding of
concepts covered in class sessions and readings. Student communicates ideas clearly, but less well
written and concisely than expected of a student producing superior work. Student participates in class
well.
C=77-84 points: Below proficient. Work is not creative, but minimally meets objectives. Student written
work is not well-stated and contains grammatical or other errors.
F=0-76 points: Poor performance. Student does not meet objectives. Assignments and discussions are
poor quality.
I= Incomplete: Indicates inability, for reason beyond student’s control, to complete course requirements
by the end of the term in which the course is offered. Independent verification of inability to complete
requirements may be required. A grade of incomplete will be conferred only in consultation with the
instructor.
W=Withdrawal from the course within the time period specified by the university. Students are expected
to make an A or B.
Major assignments submitted late may be subject to a deduction of 1 point, plus .5 point for every
subsequent week late.
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CLASS POLICIES
All participants must have a working knowledge of computers and be familiar with using the
Internet.
All participants will need access to the Internet in order to receive course information and submit
assignments.
All participants will be required to use their ECU email accounts and ECU’s Blackboard. The
email service can be accessed anywhere from the web by going to
http://www.piratemail.ecu.edu and Blackboard at https://blackboard.ecu.edu/.
All participants will be required to turn in all assignments.
Citations: Use APA style Reference List and include DOI citations or URLs. Handy short APA
guides are at Purdue and Cornell.
All participants will submit assignments per the schedule as determined by instructor.
Incompletes may be considered but only as a result of serious and unexpected health and life
situations; documentation for incompletes is required in writing with appropriate signatures or
other evidence; incompletes must be made promptly upon schedule made by instructor and a
letter grade will be deducted. Students who are unable to complete assignments when due are
expected to withdraw from the course.
Assignments are to be double-spaced, 12 pt font, 1 inch margins.
All students will post their class Artifact (the Collection Development Policy) and Reflection
essay to their Portfolio or SETS before receiving a final grade for the course. Students who fail to
post the required portfolio documents by the deadline noted in the calendar will have their
course grade lowered by one letter.
THE MISSION OF THE MASTER OF LIBRARY SCIENCE PROGRAM
The mission of the graduate program in library science, reflecting the missions of East Carolina
University and the College of Education, is to prepare professionals for service in librarianship and allied
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fields through teaching, research, and publications, and to serve these professions through leadership and
partnership activities.
ADA COMPLIANCE
East Carolina University seeks to comply fully with the Americans with Disabilities Act (ADA). Students
requesting accommodations based on a disability must be registered with the Department for Disability
Support Services located in Slay 138, (252) 737-1016 (Voice/TTY).
Student Support
Technical Support
The email address for online help is http://portfolio.coe.ecu.edu/sets. The College of Education
provides additional technology support through the COE Technology Center and East Carolina
University provides support through its Information Technology and Computing Services.
ECU Writing Center
The University’s Online Writing Lab (OWL) gives Distance Education students the opportunity
to consult with a trained writing center consultant via email.
Joyner Library
And, especially for distance education students, http://www.ecu.edu/cs-lib/Distance/index.cfm.
Teaching Resources Center
One of the great resources made available to ECU’s MLS students is the Teaching Resources
Center located in the University’s Joyner Library. This facility, the largest of its type in North
Carolina, provides a wide range of pedagogical resources for the use of students in Education
and Library Science.
Honor Code
Academic integrity is expected of every East Carolina University student. Assignment and
course grades will be reduced for violations.
Professionalism & Ethics
All of you are in training to become professionals and some of you are already working as
librarians. Certainly when you finish your courses, you will be a professional and be considered
by others as a professional. We will therefore expect professional conduct in this class as
outlined in East Carolina University’s Honor Code and ALA’s Core Competences.
Part of being a professional is producing good quality work, well thought out and written, well
researched and presented. Part of being a professional is adhering to high ethical standards of doing
your own work and properly citing the works of others.
Part of being a professional is seeking improvement, which means asking questions, searching for
relevant information, probing the answers given, responding to and critiquing the work of others. Part of
being a professional is accepting appropriate criticism.
It would not be professional for me to set high standards for you and not follow them myself. I intend
for my supervision, responses and critiques to be professional and thorough, although also sometimes
light hearted. If I fail you, it is your duty to remind me.
And if you fail me, I shall remind you.
Patrick M. Valentine
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Overview of Assignments
Unit 1: Essay: What Are Public Libraries?
Standard Criteria: History and philosophy of public libraries in America.
Objective: Students are introduced to history and ideology of
American public libraries.
Students read about the history and purpose of public libraries.
Each student writes a brief essay identifying two factors that
have affected the development of public libraries in the United
States during the last 150 years, defending their choices. Students
select and describe a web tool or site dealing with library history
and respond to other students’ writings.
Assessment: Students gain an appreciation of the purpose and
past of public libraries in the United States through reading,
web-searching, writing and collaboration.
Boston Public Library
Reading room, 1914
Unit 2: Political, Economic and Social Trends
Standard Criteria: Assessing the trends which
affect a public library.
Objective: Students present and discuss the issues
affecting American public libraries.
Assessment: Students have an understanding of the
typical political, economic and social situations of a
contemporary public library.
Unit 3: Communications
Standard Criteria: Communications in a public library
Objective: Students examine role of communications in a public library.
Students examine and assess formal and informal lines of communications in a
partner public library. Students interview a public librarian about
communications in their partner library.
Assessment: Students learn about roles, methods and importance of
communications through field work and reporting.
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Unit 4: Administration
Standard Criteria: Administration in a public library
Objective: Students examine roles of administration and board of
trustees in a public library.
Students study library administration and examine role played by
trustees in a partner public library. Students attend and report on a Board
of Trustees meeting.
Public Library of Charlotte Mecklenburg
Final Assignment – Strategic Services
Artifact & Reflection
Standard Criteria: Creating & Planning Strategic Services.
Objective: Students write selected aspects of a sample strategic
services plan for their partner library.
The Strategic Services Plan is the culminating activity of this course.
In consultation with the instructor, student will plan and write two
major service strategies for the partner library. This is a plan, not a
description of the library or a policy manual.
Assessment: Students present an articulate and practical plan for to
standard services for an American public library.
Students reflect on course using Course Objectives.
New York Public Library
US Archives, no date
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A = Above Proficient
Score
LIBS 7050 Public Library Seminar General Rubric
Content
Conventions
 Is well thought out
and accurate.
 No spelling or
grammatical
errors; high-level
use of vocabulary.
 Clearly reflects
application of
critical thinking.
 Clearly addresses
assignment
criteria.
B = Proficient
 Is thought out and
largely accurate.
 Reflects some
application of
critical thinking.
 Addresses all
assignment
criteria.
 Data consistent
with intent of
assignment.
 All references
cited correctly.
 1 to 3 spelling or
grammatical
errors; good use of
vocabulary and
word choice.
 Data consistent
with intent of
assignment.
C = Below Proficient
 References
appropriately
used.
 Provides
inconsistent
information for
standards.
 Has no apparent
application of
critical thinking.
 Has no clear goal.
 Has significant
factual errors,
misconceptions, or
misinterpretations.
 More than 4
spelling or
grammatical
errors; poor use of
vocabulary and
word choice.
 Data inconsistent
with intent of
assignment.
 References
wrongly used or
cited.
Organization
 Organization is
clearly focused
and structured.
 Information is
constructed in a
logical pattern to
support the
conclusions.
 Organization is for
the most part
focused and well
structured.
 Information
follows a logical
pattern and to a
large degree
supports the
conclusions.
Presentation
 Format enhances the
content.
 Presentation captures
audience attention.
 Presentation is
innovative.
 Format enhances the
content.
 Presentation is well
organized and clear.
 Presentation follows
standard conventions.
 Organization is
unfocused and
haphazard.
 Presentation appears
sloppy and/or
unfinished.
 Information does
not support the
conclusions or
irrelevant
information is
included.
 Format does little to
enhance content.
 Presentation has little
clear organization.
 Little information
is given or has
little apparent
pattern.
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7050 Public Library Seminar
Dr. Patrick Valentine
ECU Fall 2011 Calendar
ValentineP@ecu.edu
Units
Introductions
Classes Start Tuesday, August 23
Points
Topics & Readings
Assignments Due By Midnight
11:59 pm
Introductions & Partner Libraries
Partner Libraries
What's Your Favorite Library Blog & Why
Sept 2
Blog
Chat
5
# 1: Essay
20
History & Philosophy of Public Libraries
Friday
Sept 16
Sept 5, Labor Day
# 2: Discussions
15
Political, Economic & Social Trends
Friday
Sept 30
Banned Books Week
Friday
Oct 14
ECU Fall Break
Chat
# 3: Interview
Librarian
To be determined
September 24−October 1, 2011
To be determined
15
Communications
& Report
# 4: Attend Trustee
15
Administration & Public Relations
Meeting & Report
Chat
Friday
Nov 11
ECU Fall Break Oct 8 - 11
Nov 28: Last Day to
withdraw without a grade
To be determined
Artifact &
Reflection
30
Total
100
Strategic Services
Friday
Dec 2
Reflection & Artifact Posted
Dec 15
Fall 2011
Grades Turned In