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LIS 683 Services in Libraries
Spring, 2013, Thurs. 5-7:40
Instructor: Rebecca Knuth
Syllabus
ACCESSIBILITY
Office Phone : 956-5810
Email knuth@hawaii.edu
Office Hours: Tues, 2-4:45, Thurs. 2-4:45; when door open
COURSE DESCRIPTION:
LIS 683 covers services and programming for libraries. It focuses on public library services with special
attention to all ages and disadvantaged patrons. While utilizing local speakers, the course addresses both
local and national trends and patterns. This course is intended for LIS students, librarians who plan to
provide or are already providing library services and programming, and interested others.
PREREQUISITE: None
LIS PROGRAM LEARNING OBJECTIVES
This course addresses the following objectives of the LIS Program, enabling students to:
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To demonstrate an understanding of the history, philosophy, principles, policies, and ethics of
library & information science and technology
To demonstrate an understanding of the development, organization, and communication of
knowledge
To demonstrate theoretical understanding of and basic competencies in evaluating, selecting and
organizing information sources
Apply basic competencies and knowledge that are essential for providing, managing, and
designing information services and programs in a variety of information environments
To demonstrate the professional attitudes and the interpersonal and interdisciplinary skills needed
to communicate and collaborate with colleagues and information users
To demonstrate theoretical understanding of and basic competencies in evaluating, selecting, and
organizing information sources
To demonstrate an understanding of the principles of administration applicable in libraries,
archives, and information centers
To demonstrate the professional attitudes and the interpersonal and interdisciplinary skills needed
to communicate and collaborate with colleagues and information users
To demonstrate basic competencies required for instructional program development in particular
information environments
Faculty incorporate their research findings in the courses they teach
COURSE LEARNING OBJECTIVES
Students who complete this course will:
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have been exposed to a wide range of sources on the theory and practice of library services
provision and programming
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have scrutinized a library or libraries in terms of physical plant, programs, and policies
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have up-to-date knowledge about service and programming realities and planning in Hawaii
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have utilized a variety of print and non-print materials appropriate for use in programming
and improving services
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have discussed the complexities inherent in issue and policies related to access and service to
special populations, including the handicapped, latchkey children, and the homeless
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have formulated rationales for the provision of programming to children in all developmental
stages and learned the essential elements in program planning
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have articulated the purpose and value of booktalking, storytelling, humanities programming,
reading promotion, and outreach programs
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have up-to-date knowledge of issues concerning filtering and electronic (Internet access) and
the status of pertinent legislation
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have formulated a philosophy of library service
STUDENT LEARNING OUTCOMES
SLO 1: Understand, apply and articulate the history, philosophy, principles and ethics of library and
information science and the related professions.
1a) Apply LIS theory and principles to diverse information contexts
1c) Develop and apply critical thinking skills in preparation for professional practice
1d) Craft and articulate a professional identity
SLO 2: Develop, administrate, assess, and advocate for information services by exercising principled
communication, teamwork and leadership skills.
2c) Develop, manage, and assess information services for specific users and communities
2d) Create instructional and outreach programs
2e) Demonstrate the ability to advocate effectively for information services
SLO 3: Organize, create, archive, preserve, retrieve, manage, evaluate, and disseminate information
resources in a variety of formats.
3a) Demonstrate understanding of the processes by which information is created, evaluated, and
disseminated.
3b) Organize, create, archive and manage collections of information resources following professional
standards
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SLO 5: Engage in projects and assignments dealing with multicultural communities and representing
diverse points of view.
5a) Communicate and collaborate with diverse colleagues, information seekers and community
stakeholders
5b) Demonstrate understanding of the social, cultural, political, and economic context of information
services and systems
COURSE/TEACHING PHILOSOPHY: I believe that instructors and students form communities in which
they share in learning. Each person's enthusiasm, expression of thoughts and perspectives, and positive and
supportive behavior contributes to a learning environment where people can expand their worlds and build
a foundation for future learning. As an instructor, my role is to participate as one of the learners while
facilitating student learning by structuring experiences and content.
TEACHING METHODS: Readings and assignments based on a synthesis of readings and observations and
interviews in public libraries. Presentations, demonstrations, written assignments, lectures, videos, visiting
speakers, small group & team work, discussions.
RESEARCH METHODS: Evaluative observation, case study, interview, content analysis.
INSTRUCTOR'S EXPECTATIONS
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Students will attend all class sessions and, as a courtesy to the instructor and other students,
will be on time. If unable to attend a particular session, the student should contact Dr. Knuth
and explain the circumstances and make up the class within two weeks. Students who do not
do this will lose 3 points per missed class.
The assigned readings are an integral part of the class and the expectation is that each one will
be carefully and thoughtfully read. The assignments and class discussion are built around their
content.
All assignments shall be completed by the beginning of the class session that it is due unless
arrangements (preferably prearranged) are made. This is important because class sessions
involve student input and insights gained from assignments. All students should bring copies
or the originals of their assignments to class for use in discussions. It is wise to keep copies or
back-up files of assignments in case of loss. Students will turn in assignments at the end of
class. Please do not miss class because you have not done the assignment. I would prefer that
you attend class rather than miss out (just let me know the circumstances why you will be
turning in your assignment late).
No personal computers should be brought into class.
PROFESSIONAL EXPECTATIONS
All students in the LIS Program are expected to become familiar with and adhere to the Professional
Expectations posted at http://www.hawaii.edu/slis/students/profexp.html
TECHNOLOGY REQUIREMENTS
Students are expected to use word processing for assignments, automated systems (library catalog, indexes,
etc.), the WEB to enhance the content of assignments, and PowerPoint.
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COURSE INFORMATION
Texts: One the first night, students will be given a syllabus and the first few weeks’ readings. There is no
textbook, but there will be a large packet of readings to be purchased--arrangements will made during the
first or second class.
Grades: Grades on each assignment will be A+, A, A-, B+, B, B-, C+..... For final grades, weighting will
be based on approximately these percentages #1, 3, 4, 5, 6, 7, 9 are 10% each. #2 and 10 are 5% each. 15
minute presentations are 20% each.
Assignments: See table for topics, readings, and due dates; complete bibliography below
Assignment #1: REPORT on a public library: be sure to cover physical plant, organization of space,
maintenance, signage, meeting room, internet provision, apparent priorities in terms of organization, and
security arrangements. Describe the library’s style in 3 words or less. What kind of atmosphere does the
building and surrounding area convey? Who is the target market and what is their lifestyle?
Pick up a few copies of paper communications put out by that particular library (as opposed to general
HSPLS materials). Find out the programming schedules for libraries in your area through December;
tentatively decide on visitations for #6A, #6B, #6C.
Assignment #2: REACTION. Read ALA website about Grants, Awards and Scholarships. Select one grant
and one award or scholarship that you and/or your library could imagine receiving. Write a paragraph on
each, explaining why.
Assignment #3: SHORT ORAL PRESENTATION. Give a 4 minute oral presentation on topic.
Assignment #4: ESSAY—Read the five articles carefully. Write a 3-4 page essay, double space, 10-12
point font synthesizing the articles. The topic of the essay is the importance of the librarian’s role in
reaching out to the community. You do not need a separate bibliography but you should weave citations
from the articles into your essay.
Assignment#5: QUESTIONS/INTERVIEW. Carefully read your articles. Make a list of questions to ask
your local librarian about problem patrons: unsupervised and disruptive children, and teens as a group, the
homeless, the mentally disturbed; vandalism. Incidents in their library. Interview the librarian and write up
synopses of his/her answers. Issue of security guards. The paper may be organized question by question or
the questions may be listed first and the answers synthesized into a descriptive paper. The assignment’s
grade will be based on the quality of the questions and the adequacy of the summary/ies of the answers.
Assignments#6: OBSERVATIONS. Observe three programs at your local library. Try to vary the type of
programs as suggested below. Write a description for each program including: name of library,
person/group giving presentation, number and description of attendees and their responses. Describe the
program. What were the objectives of the program as far as you could determine? Was there an evaluation
done afterward? What was good about the program and what could be improved (in your opinion). #4A
should be an adult or community oriented program. #6B should be a program geared to the younger child:
baby, toddler, pre-school, story book, or storytelling program. #6C should be geared for young adult or
school-age children.
Assignment #7a: Pick an area of service and put together a Bibliography of books and resources that would
support you in doing a specific job: (YA services, children’s services, reader’s advisory, reference,
electronic resources, etc.—check with me if not sure). Check for any ALA and Libraries Unlimited
publications in your area as well as books available in the UH system. 7b. You have $1000 to spend on a
professional library. Specify which books/materials you would purchase and prices. 7c. List an
organization (such as YALSA) and its publications, journals, & electronic resources. Single-space, 10 font.
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Assignment #8: MEMORIZATION. Memorize and prepare a song and finger game appropriate for preschoolers) to teach the class. Please avoid ones you already know such as “Here’s the church” or “itsybitsy: spider.”
Assignments #9: PROPOSAL: Think about a real or imaginary target library and the community it serves.
Create a proposal for a new outreach program (3-page, double-spaced). Assume reasonable funding could
be available and reasonable librarian time and resources could be devoted to the project. Be sure to give
your project a name (like project Leap). Specify the program’s purpose and rational, target group, materials
required, implementation, evaluation methods, and a rough budget.
Assignment #10: JOB DESCRIPTIONS: Choose a specialization in public librarianship (Children’s,
Young adult, Reference, etc.) and collect job descriptions from at least three sources. Analyze them for
skills and background demanded (criteria). Prepare a summary of your findings.
PRESENTATION: Prepare an approximately 15 minute informative powerpoint presentation on an
assigned topic. Might include scanned images, short video clips, handouts, samples of books or materials,
or anything that would enhance class interest and understanding.
BIBLIOGRAPHICAL INFORMATION ON SOURCES FOR THE CLASS READINGS
In the interest of comprehensiveness and richness on content, readings from the following books have been substituted for
a textbook. Students will be provided the readings for sessions 1 & 2 with their syllabus; arrangements for the purchase of
Xerox copies of the rest of the readings will be announced at the first class meeting.
Alloway, Catherine (ed.) The Book Stops Here: New Directions in Bookmobile Service.
Metuchen, NJ: Scarecrow Press. 1990. [Z686. B64 1990]
American Libraries. A variety of articles—2001-2009
Baker, Augusta and Ellin Greene. Storytelling Art and Technique. 2nd ed. New York: R R Bowker. 1987.
Basu, S.G. Public Library Services to Visually Disabled Children. Jefferson. NC: McFarland. 1991.
[Z711.92.V57.B37 1991]
Brown, Barbara. Programming for Librarians. New York: Neal-Schuman. 1992. [Z716.4.B7 1992]
Carlson, Ann. The Preschooler and the Library. Metuchen, NJ: Scarecrow Press. 1991. [Z718.1 C28 1991]
Chattoo, Calmer D. “The Problem Patron: Is There One in Your Library?” The Reference Librarian Nov.
75/76 2002
Chelton, Mary K. The “Problem Patron” Public Libraries Created. The Reference Librarian Nov. 75/76 2002.
Comito, Lauren et al. Grassroots Library Advocacy, ALA 2012.
Cooper, Julia. “How to Evaluate Your Library’s Physical Environment.” MLS Marketing Service
Vol. 21, May/June 2007. available http://www.infotoday.com/MLS/may07/Cooper.shtml
DeSalvo, Nancy. Beginning with Books: Library Programming for Infants, Toddlers and
Preschoolers. Hamden, Conn.: Library Professional Publications. 1993. [Z781.3.D48. 1993]
Dequin, Henry. Librarians Serving Disabled Children and Young People. Littleton, CO:
Libraries Unlimited. 1983.
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, Strategies, and Programs. Phoenix, AZ: Oryx Press, 1991. [Z718.2.06 D69 1991]
Fasick. Adele and others (eds). Lands of Pleasure. Metuchen, NJ: Scarecrow Press. 1990.
[720.S64.L36 1990]
Fox. Beth. The Dynamic Community Library: Creative, Practical and Inexpensive Ideas for the
Director. Chicago: American Library Association. 1988. [716.4.F69 1988]
Greene, Ellin. Books, Babies, and Libraries. Chicago: American Library Association. 1991.
[Z718.1.G68 1991]
Fasick. Adele. Managing Children’s Services in the Public Library. Englewood, CO: Libraries
Unlimited. 1991. [Z718.1.F385. 1991]
Jeffrey, Debby Ann. Literature Beginnings: Programs for Babies and Toddlers. Chicago:
American Library Association. 1995. [Z718.2.U6.J44 1995]
Jones, Patrick. Connecting Young Adults and Libraries: A How-To-Do It Manual. New York:
Neal-Schuman. 1992.
Jones, Taffy. Library Programs for Children. Jefferson, NC: McFarland. 1989. [Z718.1.J65
1989]
Marino, Jane and Dorothy Houlihan. Mother Goose Time: Library Programs for Babies and their
Caregivers. New York: H.S. Wilson. 1992. [Z718.1.M277 1992]
McCook, Katherine de la Pena and Gary Rolstad (eds). Developing Readers’ Advisory Services:
Concepts and Commitments. New York: Neal-Schuman. 1993. [Z711.4.D48 1993]
Nichols, Judy. Storytimes for Two-Year-Olds. Chicago: American Library Association. 1987.
[Z718.3.N5 1987]
Public Libraries 24 (1) 1985: 24-26
Public Library Online, “Meeting the Needs of Divcerse Communities,” Oct. 25, 2012.
Public Library Online, “Library Lovers’ Art Auction,” Oct. 24, 2012.
Public Library Online, “Teens are Teens: A Book Club for Somali Girls.” Dec. 28, 2012.
Quezada, Shelley and Ruth Nickse. Community Collaborations for Family Literacy Handbook.
New York: Neal-Schuman. 1993. [Z716.45.Q49 1993]
Rubin, Joyce. Intergenerational Programming. New York: Neal-Schuman. 1993. [Z711.7.R83
1993]
Tisdale, Sallie. Silence Please: The Public Library as Entertainment Center. Harper’s Magazine
294(1762). March. 1997.
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Salter, Jeffrey and Charles Salter. Literacy and the Library. Englewood, CO: Libraries
Unlimited. 1991. [Z716.45.S24 1991]
Schuman, Bruce. River Bend Revisited: The Problem Patron in the Library. Phoenix, AZ: Oryx
Press. 1984. [Z716.4.S5 1984]
Sheavel, Evelyn. Courtly Love in the Shopping Mall: Humanities Programming for Young
Adults. Chicago: American Library Association. 1991. [Z718.5.S5. 1991]
Simpson, Martha. Summer Reading Clubs: Complete Plans for 50 Theme-Based Library
Programs. Jefferson, NC: McFarland. 1992. [Z718.1.S57.1992]
Staerkel, Kathleen (ed) Youth Services Librarians as Managers: A How-To-Guide from
Budgeting to Personnel. [Z718.2.U6.Y68 1995]
Trotta, Martha. Managing Library Outreach Programs: A How to Do it Manual for Librarians.
New York: Neal-Schuman. 1993. [Z711.7.T76 1993]
Tuggle, Ann and Dawn Heller. Grand Schemes and Nitty-Gritty Details: Library PR That Works.
Littleton, CO: Libraries Unlimited. 1987. [Z716.3.T83 1987]
Walling, Linda and Marilyn Karrenbrock. Disabilities, Children, and Libraries: Mainstreaming
Services in Public Libraries and School Library Media Centers. Libraries Unlimited. 1993.
[Z711.92.H3.W35 1993]
Walter, Virginia. Output Measures for Public Library Service to Children: A Manual of
Standardized Procedures. Chicago:: American Library Association. 1992. [Z718..1.W35 1992]
Weibel, Marguerite. The Library as a Literacy Classroom: A Program for Teaching. Chicago:
American Library Association. 1992. [Z716.45.W44 1992]
Wright, Kieth and Judith Davie. Library and Information Services for Handicapped Individuals.
3rd ed. Englewood, CO: Libraries Unlimited. 1989. [Z711.92.H3 W74 1989]
“The Wrong Way Over EBooks: Libraries versus Publishers.”
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CLASS SCHEDULE
IN CLASS
1
Jan.
10
2
Jan.
17
Introduction
Programming & Services
Factors in Developing a Plan
Evaluation/Communication
Physical Plant/Image
Programs and Planning
Video 10317 is the Customer Always Right
3
Jan
24
ASSIGNMENTS
Planning: Evaluation; Sources on Services
ALA Website; Organizations
Resources on evaluating services
Class activity: Public Libraries Magazine
American Libraries
***Social media, Web 2.0 __________
***Public Library Association &
www.publiclibrariesonline.org __________
*Public Libraries
Readings:
Cooper, How to Evaluate…. 1-4
Fox 73-73 (image)
Lear, xiii-xviii
Brown 79-93, 111-117, 119-124 (Logistics)
Tuggle 166-187 (Communicate in Print)
Dickman 1-9 (Planning)
Assignment #1Physical Plant
Readings:
Walter 51-60 (Evaluating)
Walter 54-60, + (Output Measures)
Rayward 24-26 (Qualitative eval)
Fasick 87-102 (Annual R.)
^^Dougherty, Prescription for Financial
Recovery
Assignment #2
Read ALA website about Grants, Awards and
Scholarships. Select one grant and one award
or scholarship that you could imagine
receiving. Write a paragraph on each,
explaining why.
*American Libraries & PLs______________
Assignment #3: 4 minute oral presentation
*ALA Publications _____________________
*ALA Graphics _____________
DVD 6201 Putting Customers First (37)
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4
Jan.
31
Library Advocacy
* “@your library”—Campaign for America’s
libraries _____________
Reed, “Amalgamating for Advocacy”
Alire, “52 Ways to make a Difference”
“Library Lovers’ Art Auction”
Assignment #3: 4 minute oral presentation
*Participation@your library
*Advocacy Clearing House __________
*Campaign for the World’s Libraries ______
*Visibility@your library __________
*Smart Card@your library & “Smartest
Card” initiatives; Library card sign-up week
______
*Tough Economy Advocacy of Libraries
_________
*Step up to the Plate@your library ________
*Every child Ready to read@your library
________
*Advocacy University __________________
*ALSC KIDS!@your library _________
*ALA Library Champions _________
*AASL School Library Campaign@your
library _____________
*National Library Week__________
* Grassroots Advocacy Webinars__________
*Ilovelibraries.org _______________
*YALSA’s@ you library ________________
*21st century Literacy@your library________
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Feb. 7
*ALA Advocacy Plan _________
*Frontline Advocacy for Public Libraries
____________
Alternatives Within
Friends Groups/Advisory Council
Intergenerational Programming
*Friends of the Library _____________
*Authors for Libraries _____________
*Trustee Academy ___________
*United for Libraries ____________
Video: ADA and your Library 13212
Volunteers
6:30 Speaker: (Friends of the Library: Byrd
Cesare )
[Jan Kamiya]
*State of America’s Library report
_________________
*Library Day on the Hill & Legislative Day
Toolkit ____________
Readings:
Fox 1-14 (Volunteers)
Rubin 3-30, 31-40 (Intergenerational
Volunteers)
Tisdale 65-74 (Library as Entertainment)
Assignment #3: 4 minute oral presentation
10
6
Feb.
14
Services for Special Populations
Handicapped (Laws, Standards, Disabilities)
Homebound, Seniors
Readings:
Deguinn (Attitudes 65-81, Programs 126-144)
Walling 330-349 (Mainstreaming)
Videos: from Library for the Blind &
Physically Handicapped
*ASCLA-Libraries Serving Special
Populations Section Services and Resources
___________________
***History of the NLS ___________
***Hawaii LBLH (programs, activities,
equipment) ______________________
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Feb.
21
Reaching Out: Alliances/PR
Funding & Grants
Prof. Associations
***Grant writing and Libraries __________
***(Combined Community-Public Libraries,
+’s and –‘s, concept, local)______________
***HSPLS Hi Tech Academy __________
***Coffee shops in Libraries ____________
Read Me A Story Video
Expanding the Walls /Outreach
8
Feb.
28
Readings:
Fasic 139-168 (Visibility)
Tuggle 14-83 (Partnerships)
Allen 149-161 (Cooperation)
Des Enfants 22-40 (Fundraising/Grants)
Fox 42-61 (Fundraising)
^^Stembridge, Fundraisers R Us
Assignment #4 Essay
Readings:
Trotta 43-63 (Outreach)
***Bookmobiles ___________
Greene 91-105 (Networking & Outreach)
***Office of Intellectual Freedom & Banned
Book Week _________
***Foreign language Collections (national
and local) ____________________
***Audiobooks in libraries _____________
***Services for Homebound __________
Booktalking with Joni Bodart Video 1275
Barber & Wallace: Power of technology
Jones, Booktalking
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March
7
Services as Response
Latchkey Children; unsupervised, disruptive
children, at risk kids; homeless
Activity: discuss cases in small groups
*** Latchkey children ___________
***Libraries and Homeless/street people:
Issues including court cases
_____________________
Readings:
Schuman (Case studies)
Jones 201-214 Confidentiality 1038-40 (YA)
Chattoo, “The Problem patron: Is There One
in Your library?”
Chelton, “The Problem Patron: Public
Libraries Created”
Jones, “Young and Restless in the Library”
Assignment #5 Questions/Interview
***Vandalism & Libraries ____________
***ALA Libraries, Children, and Filtering
Issues, laws _______________
10
March
14
Community/Culture
***HeritageQuest/Ancestry Library
______________
Readings:
Perrault 93-102 (Humanities Prog)
Shaevel 2-19 (YA Humanities)
Rader 342-348
Durrance and Rubin 90-96 (Adult H)
***Family History Library & FamilySearch
____________________
Assignment 6A: Program
***Bedbugs & Libraries___________
***Geneology print materials ____________
Speaker: Hawaiian Pacific-Collection HSL:
Patrick McNally 6:30
11
March
21
Library as Educator
***Homeschooling (the phenomenon &
Library support)_______________________
Readings:
Salter 1-15 (Functional Illiteracy)
Weibel 3-23 (Role in Literacy)
Quezada 3-35 (Family/Com Literacy)
***Literacy Programs in Libs & local literacy
programs_________________
***Public schools and libraries __________
Assignment #7 Bibliography
Video: Close to Home 13149 (Family
literacy)
March
25-29
Spring Break
12
12
April
4
13
April
11
Young Adult Services
***Teen Tech Week, Teen Read Week, and
Promotions for Teens _________________
Jones 11-23 (YA in Libraries)
Jones 75-112 (YA Reference)
“Teens are Teens: A Book Club for Somali
Girls.”
Cart, Teens and the Future of Reading
Lundin, “The Company We Keep: Advisory
Service for Youth.”
Guest speaker: Edna Weeks, YA librarian
Assignment #6B Program
Children’s Programming
Readings:
Marino 1-39 (Mother Goose)
Nichols 1-19 (Toddler story time)
Desalvo 1-31 (Preschool)
Jeffrey 1-32, 36-45 (Baby/Toddler/Child
Dev.)
Carlson 63-69 Preschool
***Wecasts, webinars, and podcasts
_______________
Baby-toddler programs
Read-alouds
Pre-school programs
14
April
18
Video: Libraries are for Babies Too 13196
Assignment #8 Memorization
Speaker: Curt Fukumoto 6:30
Assignment #6C: Program
Reading Promotions & Reader’s Advisory
Student-generated programs
***Summer Reading Programs___________
15
April
25
Readings:
Kane 62-69 (Storytelling)
Baker 1-25 (Storytelling)
***Book Clubs (in general and in terms of
libraries)_____________
Smith 21-29 (Reader’s Advisory)
Cozzens 190-192 (Book clubs)
Sarricks 40-73
***Social Media, Web 2.0, & Libraries
_____________
*** Future libraries & Services __________
Jones, Booktalking
Booktalking with Joni Bodart Video 1275
Assignment #9 Create a Program
*** Intro to EBOOKs ________________
*** EBooks in HSPL ___________________
The Job & Competencies
6:30 Speaker: Hawaii State Librarian:
Richard Burns or Stacy Kano
[Being a public librarian, types of jobs; skills;
Current situation on hiring, etc/; categories,
staff structure]
“The Wrong Way Over EBooks: Libraries
versus Publishers.”
System wide coordinators
Turner 35-61
Assignment #10 Job Description
Evaluations