MEDT 7478 N01 Fall, 2012
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AUTOMATING SCHOOL LIBRARY MEDIA CENTERS MEDT 7478-N01
Semester Hours
3
Semester/Year
Fall, 2012
Time/Location
Online
Instructor
Dr. Phyllis R. Snipes
Office Location
Room 148 Education Annex
Online Office Hours Monday - Friday, 10 a.m. to 12 p.m. and on campus by appointment
Telephone
Direct Line: 678-839-6154
Department Line: 678-839-5259
Home Phone: 770-214-5521
Email
psnipes@westga.edu
Fax
678- 839-6153
Online Support
Distance Helpline: (678) 839-6248
Distance Helpline after hours: 1-877-855-3238 (Toll free)
CourseDen Home Page
https://westga.view.usg.edu/
CourseDen Help & Troubleshooting
http://www.westga.edu/~distance/webct1/help
UWG Distance Learning
http://distance.westga.edu/
UWG On-Line Connection
http://www.westga.edu/~online/
Distance Learning Library Services
http://westga.edu/~library/depts/offcampus/
Ingram Library Services
http://westga.edu/~library/info/library.shtml
University Bookstore
http://www.bookstore.westga.edu/
COURSE DESCRIPTION
Introduction to school library media automation procedures including CIP, AACR2, and MARC
records, and the operation and maintenance of automation systems.
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CONCEPTUAL FRAMEWORK
The conceptual framework of the College of Education at UWG forms the basis on which
programs, courses, experiences, and outcomes are created. With the goal of Developing
Exemplary Practitioners, our programs incorporate ten descriptors, clustered into three
interrelated and overlapping themes, that demonstrate our commitment to (a) Professional
Excellence [knowledgeable, reflective, inquisitive]; (b) Field-Based Inquiry [decisive, adaptive,
proactive, leading]; and (c) the Betterment of Society [collaborative, culturally sensitive,
empathetic]. These themes and descriptors are integral components of the conceptual framework
and provide the basis for developing exemplary practitioners who are prepared to improve
schools and communities. National standards (AASL) also are incorporated as criteria against
which candidates are measured.
The mission of the College of Education is to provide excellence in the initial and advanced
preparation of professionals for a variety of settings, to foster an innovative learning community,
and to empower a faculty committed to teaching and dissemination of knowledge. This course's
objectives, activities, and assignments are related directly to the conceptual framework and
national standards, as identified below.
APPROACHES TO INSTRUCTION
This course will be delivered 100% online. This requires the minimum online equivalent of
2,250 minutes of instruction (seat-time) and an additional minimum of 4,500 minutes of
supporting activities.
As such, you will be required to complete the following online activities during this course:
1 Class attendance and participation 112.5 min. instruction 225 min. supporting act.
on posted activities, formative
assessment, UWG course
evaluation
2 Qwik Start Guide / Tutorial
562.5 min. instruction 1125 min. supporting act.
3 Online OPAC tours
112.5 min. instruction 225 min. supporting act.
4 AACR2R / CIP / MARC
270 min. instruction
540 min. supporting act.
activities
5 Copy cataloging
112.5 min. instruction 225 min. supporting act.
6 MARC Magician
45 min. instruction
90 min. supporting act.
7 Current Topic / Research – plus 3 315 min. instruction
630 min. supporting act.
discussions on postings
8 OPAC Training aid and 3
180 min. instruction
360 min. supporting act.
critiques
9 Readings and associated
180 min. instruction
360 min. supporting act.
assignments:
- Evolution (20)
- System Backup (10)
- Database (30)
- Library 2.0 Chapters 1 & 2 (20)
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10 Examination
247.5 min. instruction 495 min. supporting act.
11 Field Experience
112.5 min. instruction 225 min. supporting act.
It is anticipated that students will need to work independently for twice the number of minutes of
instruction listed above to complete the online activities. Since students work at various paces in
an online environment, the total number of minutes required to complete the course will vary
among students. The minutes listed are an approximation.
COURSE OBJECTIVES
Students will:
1. identify and use various sources for prepared cataloging
(Intner & Weihs, 2001).
(Conceptual Framework Descriptors: Knowledgeable _ Professional Excellence)
(Standards: AASL 2.3, 3.1, 4.1)
2. define the MARC standard based on AACR2R cataloging rules and generate MARC records
using CIP data
(Bilal, 2002; Fritz & Fritz, 2002; Furrie, 2003; Intner & Weihs, 2001; Piepenburg, 2002)
(Conceptual Framework Descriptors: Decisive, Knowledgeable _ Professional Excellence,
Field-Based Inquiry)
(Standards: AASL 2.1, 2.2, 2.3, 3.1, 4.1)
3. discuss how automation impacts access to information for special groups
(Intner & Weihs, 2001)
(Conceptual Framework Descriptors: Culturally Sensitive, Empathetic, Proactive _ FieldBased Inquiry, Betterment of Society)
(Standards: AASL 1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 4.1)
4. describe the process involved in automating a school library media center
(Bilal, 2002; Cohn, Kelsey, & Fiels, 2001; Kochtanek & Matthews, 2002; Saffady, 1999).
(Conceptual Framework Descriptors: Knowledgeable _ Professional Excellence)
(Standards: AASL 1.3, 3.1, 4.1, 4.2, 4.3)
5. identify and evaluate the hardware and software components of a library automation system
(Bilal, 2002; Cohn, Kelsey, & Fiels, 2001; Kochtanek & Matthews, 2002; Saffady, 1999).
(Conceptual Framework Descriptors: Decisive, Knowledgeable _ Professional Excellence,
Field-Based Inquiry)
(Standards: AASL 4.1, 4.2, 4.3)
6. identify sources of library automation products and services
(Bilal, 2002; Cohn, Kelsey, & Fiels, 2001; Kochtanek & Matthews, 2002).
(Conceptual Framework Descriptors: Decisive, Inquisitive, Knowledgeable _ Professional
Excellence, Field-Based Inquiry)
(Standards: AASL 1.3, 2.3, 3.1, 3.3, 4.1, 4.2, 4.3).
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TEXTS, READINGS, INSTRUCTIONAL RESOURCES AND REFERENCES
Required Texts:
Furrie, B. (2000). Understanding MARC bibliography: machine-readable cataloging. (6th ed.).
(Available from the LOC as a .pdf download at: http://www.loc.gov/marc/umb/ ).
Library 2.0 and Beyond: Innovative technologies and tomorrow’s user. (2007). Englewood, CO:
Libraries Unlimited.
Students will also use MARC Magician in class. Additional readings will come from technologyrelated periodicals and journals available online through GALILEO.
Required Instructional Resource
Tk20 Subscription
These are available at the University Bookstore or at
http://westga.tk20.com/campustoolshighered/start.do. If
you have purchased a subscription previously, DO NOT resubscribe. For more information about this resource, see
http://www.westga.edu/coe/index_550.php. For assistance,
email tk20@westga.edu.
Course References
American Association of School Librarians (2009). Empowering Learners: Guidelines for school
library media programs. Chicago: American Library Association.
Bilal, D. (2002). Automating media centers and small libraries. Englewood, CO: Libraries
Unlimited.
Chan, L.M. (1994). Cataloging and classification (2nd ed.). New York: McGraw-Hill.
Cohn, J., Kelsey, A., & Fiels, K. (2001). Planning for integrated systems and technologies. New
York: Neal-Schuman.
Fritz, D., & Fritz, R. (2002). Marc 21 for everyone: A practical guide. Chicago, IL: ALA.
Intner, S. & Weihs, J. (2001). Standard cataloging for school and public libraries (3rd ed.).
Westport, CT: Libraries Unlimited.
Kaplan, A.G. & Riedling, A.M. (2002). Catalog it! A guide to cataloging school library
materials. Worthington, OH: Linworth.
Kochtanek, T., & Matthews, J. (2002). Library information systems: From library automation
to distributed information access solutions. Englewood, CO: Libraries Unlimited, Inc.
McCorskey, M. (1994). Cataloging nonbook materials with AACR2R and MARC. Chicago:
American Association of School Librarians.
Piepenburg, S. (2002). Easy MARC: A Simplified Guide to Creating Catalog Records for Library
Automation (4th ed.). Castle Rock, CO: F &W Associates.
Piepenburg, S. (1996). More easy MARC: Format integration. Castle Rock, CO: F &W
Associates.
Saffady, W. (1999). Introduction to automation for librarians (4th ed.). Chicago, IL: ALA.
Taylor, Arlene G. (2000). Wynar’s introduction to cataloging and classification (9th ed.).
Englewood, CO: Libraries Unlimited.
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ASSIGNMENTS, EVALUATION PROCEDURES, AND GRADING
Assignments
The following are general descriptions of the projects required for the course. These projects are
described in separate documents for each project under the ASSIGNMENTS Tab as well as
specific Organizer Boxes on CourseDen. The Tentative Class Schedule lists specific due dates
for each project.
Project 1: Class Attendance, Participation and Reflections 5%
Students will attend and participate in class through virtual sessions and CourseDen; they will
complete class exercises and homework as outlined in the syllabus. Some exercises will allow
for sharing resources; most will be independent. Points will also be received for posting
formative assessment, program reflection, and myUWG course and distance evaluations.
(Objectives 1, 2, 3, 4, 5, 6; teacher observation)
Project 2: Automation System Qwik Start Guide / Tutorial 25%
(Individual OR district group project; group of 4 recommended) Each group (or individual, if
you choose to work alone) will develop a Qwik Start Guide for using the major components of
the selected automation system. You will also develop a tutorial on additional features of the
OPAC. The Qwik Start Guide will include the basic how-tos for using the automation system
(check in, check out, bibliography generation, OPAC searching, patron searching overdue
notices, and circulation reports). The tutorial will include features such as generating
bibliographies; generating circulation statistics (by time period or content category); adding,
editing, and deleting patron records; adding, editing, and deleting catalog records; and utilities
that are frequently used (that may be unique to a given automation system – i.e., automated
ordering, serials, etc.). Specific questions to be covered in the Qwik Start Guide and Qwik Start
Tutorial will be posted on CourseDen. Follow the rubric posted for this assignment and you will
do well.
(Objectives 1, 2, 3, 4, 5, 6; rubric)
Project 3: Online OPAC tours 5%
Students will participate in an online tour of existing OPACs in order to identify good MARC
records and discuss authority control issues.
(Objectives 2, 3, 5; observation and discussion)
Project 4: CIP/MARC Activities 12%
 CIP
 MARC Activities (Due as assigned in syllabus) http://www.abcclio.com/BookCompanion.aspx?id=2147498231
 MARC Tutorial
http://www5.oclc.org/downloads/tutorials/connexion/marctagging/imtread1/index.html
(Objectives 1, 2, 4; grade sheet)
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Project 5: Copy cataloging Activity 5%
Students will review selected copy cataloging websites and, through field experience,
successfully import MARC records from an online source, such as Library of Congress, into the
automation system.
(Objectives1, 2, 4; checklist)
Project 6: MARC Magician Activity 2%
Students will participate in an online MARC Magician activity to see how a collection of MARC
records can be edited and updated in order to achieve authority control of the database. Students
will be graded based on discussion of questions posted at the discussion board after viewing the
tutorial: http://www.mitinet.com/Products/MARCMagician.aspx
(Objectives 2, 4, 5; checklist)
Project 7: Current Topic Research / Interview 14%
(This is an individual project, but submitted and discussed within a small group.) Students will
sign up for a current topic in the area of automation and through an interview, survey, or search
of Listserv archives, prepare a 2-3 page reflection/application on how that topic is treated within
school library media centers. Within one week after posting to the Discussion Board, students
must respond to each group member posting with good, solid feedback on the findings.
(Objectives 1, 2, 3, 4, 5, 6; written report)
Project 8: OPAC Training/Job Aid, Plan, & Critiques 8%
Each person will develop a training aid for a specific target audience of students, faculty, or
media center staff covering a component of the OPAC. The training aid (PowerPoint, webpage,
screensaver, sign, brochure, etc.) will help the target audience recall and do some task related to
the automation system and should take into account the diverse groups that may be included in
the target audience (special needs, ESOL, etc.). The training/job aid should incorporate standard
communication and design principles and should include a descriptive plan for how the training
aid will be used. Students will post their projects to CourseDen for other students to critique.
Each student will critique 3 training aids posted by classmates (choose any 3). Projects will be
graded based on accuracy, design, creativity, organization, & communication.
Suggested Topics. Potential topics include (but are not limited to) OPAC searching for students
or teachers, using the OPAC to check out materials for students or teachers, use of online OPAC
for parents at home, creating and modifying MARC records for media aides, etc. If you’re
unsure about the suitability of your topic idea, run it past the instructor!
(Objectives 3, 6, 8; teacher observation, rubric).
Project 9: Readings and Associated Assignments 8%
Students will complete required reading assignments and post responses as required in the
Tentative Schedule.
(Objectives 1, 2, 3, 4, 5, 6; written report)
Project 10: Final Examination 11%
The final examination will be based on the textbook readings, class discussions, and working
knowledge of MARC and automation systems.
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(Objectives 1, 2, 3, 4, 5, 6; online exam)
Project 11: Volunteer Experience: Automation Systems 5%
Work directly with a school library automation system and input MARC records. A variety of
formats should be entered into the system (book, CD, DVD, computer file, etc.). Records should
be input through manual entry, download from disk/CD, and download from online source. Basic
rules for development of MARC records should be used in entering original cataloging
information into the OPAC. Students will submit an evaluation and time log of their field
experience as well as a summary of all field experience hours to date.
(Objectives 1, 2, 3, 5, 6; checklist, observation, written report)
Evaluation Procedures
Activity
% Points
Type of
Assessment
Teacher
observation
Due Date
1 Class attendance and
participation on posted
activities, formative
assessment, UWG
course evaluation
2 Qwik Start Guide /
Tutorial
3 Online OPAC tours
4 AACR2R / CIP /
MARC activities
5 Copy cataloging
5% (50 points)
25% (250 points)
Rubric
Nov. 5 to Assignment Drop Box
5% (50 points)
12% (120 points)
Posting
Grade sheet
6 MARC Magician
7 Current Topic /
Research – plus 3
discussions on postings
8 OPAC Training aid
and 3 critiques
2% (20 points)
14% (140 points)
9 Readings and
associated assignments:
- Evolution (20)
- System Backup (10)
- Database (30)
- Library 2.0 Chapters 1
& 2 (20)
10 Examination
8% (80 points)
Postings
Due as indicated on Tentative
Schedule
11% (110 points)
Grade sheet
11 Field Experience
5% (50 points)
FE
guidelines
Final Exam available Nov. 12
Final Exam due Nov. 26
Dec. 3 to Assignment Drop Box
5 % (50 points)
8% (80 points)
Formative assessment: Oct 1-8
UWG course evaluation: when
available at UWG email
Aug. 27 to Assignment Drop Box
Due as indicated on Tentative
Schedule
Grade sheet Oct. 8 and Oct. 15 to Assignment
Drop Box
Participation Nov. 19 to Discussion Board
Rubric
Sept. 4 to group Discussion Board
Sept. 10 responses to group
Discussion Board
Rubric
Oct. 29 to Discussion Board
Nov. 12 critiques due to
Discussion Board
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Grading Policy
Grades will be assigned according to State University of West Georgia standards:
A = 100-90%; B = 89-80%; C = 79-70%; F = below 70%
CLASS, DEPARTMENT, AND UNIVERSITY POLICIES
ACADEMIC HONESTY
Students are expected to adhere to the highest standards of academic honesty. Plagiarism occurs
when a student uses or purchases ghostwritten papers. It also occurs when a student utilizes the
ideas or information obtained from another person without giving credit to that person. If
plagiarism or another act of academic dishonesty occurs, it will be dealt with in accordance with
the academic misconduct policy as stated in the latest Connection and Student Handbook and the
Graduate Catalog.
Disciplinary procedures described in the latest State University of West Georgia Connection and
Student Handbook will be followed when violations take place. Infractions may include cheating,
plagiarism, disruptive behavior, and disorderly conduct.
CLASS ATTENDANCE AND PARTICIPATION
Class requirements
 Failure to complete online assignments will be counted as ‘class’ absences. Late assignments,
for which there is no legitimate reason, will be assessed a 10% penalty per day.
 Poor writing, lack of proper APA citations, or instances of plagiarism can result in
point reduction or a failing grade regardless of point spread listed on the syllabus.
 Students are required to check CourseDen email and discussion board at least 3 times each
week. If students post questions on CourseDen, responses will be sent within 48 hours of
student posting.
 Students must participate in online chats (if scheduled).
 Students will complete the assigned online activities by the specified timelines. If students
have any problems they are to contact the Distance Office for assistance and the instructor
immediately. The help line e-mail address is on page one of this syllabus as well as the
distance office e-mail address and phone number. If this plan fails, call the Distance Learning
Office and then the instructor for assistance.
 Do not wait to ask for help with CourseDen. Seek assistance immediately. Failure to
complete online assignments and accesses will be counted as ‘class’ absences.
 Students will attend class and be prepared with materials and readings according to the
schedule indicated in the Tentative Class Outline, participate in CourseDen discussion board
discussions, and respond to topics presented. Internet and CourseDen access are required.
 Free MS software is available to UWG students. For details, go to
http://www.westga.edu/~mcastu/.
 Students are expected to keep up with the SCOOP and registration deadlines so they do not
miss registration dates.
 (Objectives # 1,2,3,4; disposition; teacher observation)
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DISABILITY POLICY
All students are provided with equal access to classes and materials, regardless of special needs,
temporary or permanent disability, special needs related to pregnancy, etc. If you have any
special learning needs, particularly (but not limited to) needs defined under the Americans with
Disabilities Act, and require specific accommodations, please do not hesitate to make those
known, either yourself or through the Coordinator of Disability Services, Dr. Ann Phillips.
Students with documented special needs may expect accommodation in relation to classroom
accessibility, modification of testing, special test administration, etc. For more information,
please contact Disability Services at the University of West Georgia:
http://www.westgaedu/studentDev/index_8884.php . Any student with a disability documented
through Student Services is encouraged to contact the instructor right away so that appropriate
accommodations may be arranged. In addition, certain accommodations (which will be discussed
in class) are available to all students, within constraints of time and space.
STUDENT WORK
All projects must be completed to be graded. The official communication method will be through
CourseDen and campus email (MyUWG). Students are required to post assignments and
field experience to Foliotek.
Questions should be posted to the DB under the Questions topic area. It is each student’s
responsibility to read these questions on a regular basis (at least 3 times per week) because they
may pertain to students’ common questions.
LATE WORK
Students are expected to submit assignments on time. All components must be completed to
receive a grade. Valid reasons for submitting work late must be cleared by the professor in
advance. It is the student’s responsibility to contact the professor when extenuating
circumstances take place. Class participation points will be deducted for each day late. Late
online assignments such as DB postings will result in a loss of points. All assignments are due by
midnight unless otherwise indicated.
PROFESSIONAL CONDUCT
Students are expected to conduct themselves professionally. Acting professionally is an essential
quality for all professionals who will be working in the schools. Professionalism includes but is
not limited to the following:





Participating in interactions and class activities in a face-to-face or online environment in a
positive manner.
Collaborating and working equitably with students in the class.
Actively participating in class each week.
Turning in assignments on time.
Arriving at and leaving class punctually.
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

Treating class members, colleagues, and instructor with respect in and out of the classroom.
Eliminating interruptions in class. (This includes cell phones, beepers, and disruptive
behavior during class meetings or during online chats).
Students who display a lack of professionalism will be contacted by the instructor immediately
after the violation takes place and informed of the consequences. If there is a second violation
the student will meet with a departmental committee and may be dismissed from the program for
at least one year.
Student e-mail policy: University of West Georgia students are provided a MyUWG email
account which is the official means of communication between the University and students. It is
the student's responsibility to check this email account for important University related
information.
CLASS OUTLINE
Date
1
August 20
Topics & Assignments due
 Text purchase!!
 Post Introduction at Roster on CourseDen
 Sign up for current topic research/interview
 Post automation system name and version at discussion board
 Library 2.0 Chapters 1 and 2 Readings – Questions from
chapters (post to CourseDen drop box prior to optional F2F
session)
 CIP 10 books at home (post to Assignment Drop Box)
 MARC Introduction (not MAC supported)
http://www5.oclc.org/downloads/tutorials/connexion/marctaggi
ng/imtread1/index.html (post confirmation that you viewed the
tutorial at Assignment Drop Box)
 Print out MARC handout from LOC website:
http://www.loc.gov/marc/umb/
Drop/Add: August 20-26
Fees must be paid by Aug. 27, 6:00 p.m. or you will be dropped from the course
Conduct OPAC tours and post findings to Assignment Drop Box
2
Aug. 27
CIP, MARC, and AACR2r discussion
OPTIONAL F2F –
Lab 205 Ed. Center
Databases discussion
Set dates for any online meetings
3
Sept. 4
4
Sept. 10
5
Sept. 17
Post Current Issue/Research (*responses due Sept. 10)
Post *Current Issues/Research Responses due to group Discussion
Board
Post CIP/MARC Activity 1
http://www.abc-clio.com/BookCompanion.aspx?id=2147498231
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Post CIP/MARC Activity 2
http://www.abc-clio.com/BookCompanion.aspx?id=2147498231
Post CIP/MARC Activity 3
http://www.abc-clio.com/BookCompanion.aspx?id=2147498231
Anonymous Formative Assessment available on home page
Oct. 1: Last day to apply for SPRING, 2013 graduation
Post Copy cataloging 1 – Sources for copying and purchasing
6
Sept. 24
7
Oct. 1
8
Oct. 8
9
Oct. 15
10
Oct. 22
Post Anonymous Formative Assessment due on home page
Oct. 12, 5:00 p.m.: Last day to withdraw with a grade of “W” rather than “F”
Post Copy cataloging 2 – Sources for copying and purchasing
11
Oct. 29
12
Nov. 5
13
Nov. 12
14
Nov. 19
15
Nov. 26
16
Dec. 3
Post Databases and modules - Updating and maintaining the collection
database – Post to discussion board (also post audio discussion)
Post Automation system back up discussion
Post OPAC Training Aid (*responses due Nov. 12)
Post Evolution of automation systems discussion
Post Handbook/Qwik Start guide to Assignment Drop Box
Post Group Participation form due at Assignment Drop Box WITH
Handbook submission
Post *OPAC Training Aid responses
Final examination available as assignment
Post MARC Magician assignment at Discussion Board.
Tutorial at:
http://www.mitinet.com/Products/MARCMagician.aspx
Complete UWG Course Evaluation at your UWG email when
available
Post Final Examination posted by midnight
Post Field Experience
December 8: Fall Graduation
Due Date Chronology
Aug.20-27
Purchase texts
Introduction at Roster
Automation System name and version at Discussion Board
Sign up for current topic research/interview – on home page
Readings from Library 2.0: Chapters 1 and 2 – Respond to questions and post
prior to optional F2F session on Aug. 27
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CIP 10 books at home – to Assignment Drop Box
MARC Introduction – confirmation to Assignment Drop Box
Print out MARC handout from Library of Congress website
Aug. 27
OPAC tours
OPTIONAL on-campus meeting (205 Ed. Center)
to Assignment Drop Box
Sept. 4
Current Issue/Research (responses due 9-10) to Discussion Board
Sept. 10
Current Issues/Research responses
to Discussion Board
Sept. 17
CIP/MARC Activity 1
to Assignment Drop Box
Sept. 24
CIP/MARC Activity 2
to Assignment Drop Box
Oct. 1
CIP/MARC Activity 3
Anonymous Formative Assessment
to Assignment Drop Box
available on Home Page
Oct. 8
Copy cataloging 1
Anonymous Formative Assessment
to Assignment Drop Box
due at Home Page
Oct. 15
Copy cataloging 2
to Assignment Drop Box
Oct. 22
Databases & Modules (including audio)
Automation System Backup
at Discussion Board AND wimba
at Discussion Board
Oct. 29
OPAC Training Aid (responses 3-28)
Evolution of automation systems
at Discussion Board
at Discussion Board
March 17
UWG Spring Break
Nov. 5
Qwik Start Guide/Tutorial w/ Group Part.
to Assignment Drop Box
Nov. 12
Responses to OPAC Training Aid
Final Exam (available)
at Discussion Board
available on home page
Nov. 19
MARC Magician response
at Discussion Board
Nov. 26
UWG Student Evaluations due
FINAL EXAMINATION
(link at your MyUWG email)
to Assignment Drop Box
Dec. 3
Field Experience
to Assignment Drop Box