IRLS 588 Sec. 792
READERS’ ADVISORY SERVICES IN PUBLIC LIBRARIES
INSTRUCTOR: JENNIFER HENDZLIK
SPRING 2005 SYLLABUS
JANUARY 12-MAY 13, 2005

CONTACT INFO:
Jennifer Hendzlik, MLS
Reference Department Manager
2214 Brentwood Blvd.
Springfield, MO 65804

E-mail: jenniferh@mail.sgcl.org
Phone: 417-874-8130 (work)
417-753-4148 (home)
417-894-6084 (cell, if on the road)

COURSE DESCRIPTION:
The purpose of this course is to introduce students to readers’ advisory work in a public library setting. The emphasis of the course will be on genre fiction including mystery, romance, and science fiction, adventure, inspirational, western, horror, literary fiction and fantasy. Non-fiction readers’ advisory will be addressed. We will also explore readers’ advisory tools, the readers’ advisory interview, the appeal factor of books and different marketing tools that can be used to promote fiction in your library. This is a discussion-oriented course and will be reading intensive.

COURSE OBJECTIVES:
· To introduce students to the wonderful world of readers’ advisory.
· To introduce students to reference resources available in readers’ advisory services.
· To identify the elements of a book’s appeal.
· To introduce and train students on the readers’ advisory interview.
· To provide training and the practical experience needed to talk about books to patrons including book discussions and book talks.
· To provide a basic overview of the most popular genres of fiction.
· To understand the role of Non-fiction readers’ advisory in the public library.
· To gain a knowledge and understanding of the role fiction plays in a public library setting including marketing and programming.

TEXT:
Saricks, Joyce. The Reader’s Advisory Guide to Genre Fiction. ALA, 2001.
Saricks, Joyce. Readers’ Advisory Service in the Public Library. 2nd Edition. ALA, 1997.

The text should be available through online bookstores such as Amazon, Barnes & Noble or ALA’s website at: http://www.alastore.ala.org/.

CLASS OUTLINE:

Week Beginning Topic Assignments Due
Week 1: Jan. 12 Introductions · Create intro page in student space.· Discussion
Week 2: Jan. 18 History of Readers’ AdvisoryRA Reference Sources · Evaluation of RA reference resources due Jan. 23rd.· Discussion
Week 3: Jan. 24 Appeal FactorsRA InterviewSpeed Reading · Interview skits-what’s right/what’s wrong· Discussion
Week 4: Jan. 31 Mystery Genre · Genre Study· Discussion
Week 5: Feb. 7 Western Genre · Genre Study· Discussion
Week 6: Feb. 14 Romance Genre · Genre Study· Discussion
Week 7: Feb. 21 Science Fiction Genre · Genre Study· Discussion
Week 8: Feb. 28 Fantasy Genre · Genre Study· Discussion· Library visit midterm due March 6th
Week 9: March 7 Horror Genre · Genre Study· Discussion· Feedback on midterms
March 12-20 Spring Break Enjoy!
Week 10: March 21 Adventure/Suspense Genre · Genre Study· Discussion
Week 11: March 28 Christian Genre · Genre Study· Discussion
Week 12: April 4 Literary FictionHistorical FictionChick Lit etc… · Genre Study· Discussion
Week 13: April 11 Non-fiction Readers’ Advisory · Genre Study· Discussion
Week 14: April 18 Talking about books-Book Talks-Book Discussions · Discussion
Week 15: April 25 Book Discussion GroupsFinal Projects · Participation in book discussion group· Final project due May 1st.
Week 16: May 2 Final Project evaluationsMarketing Final Thoughts · Feedback & evaluation of peer projects.· Discussion

EVALUATION:
Assignments will be evaluated on the basis of the criteria provided, relevancy, understanding of topic, completeness, organization and creativity.

Assignments are due no later than midnight of the assigned due date. Students are expected to stay on top of their coursework and complete the course as scheduled. Exceptions will be made on a case-by-case basis with consideration to emergency situations that cannot be planned for or avoided. Personal responsibility is essential to a successful academic and professional career.

1. Evaluation of Readers’ Advisory Reference Sources: (20 points) Using the guidelines for evaluating reference materials, each student will evaluate a RA reference source and provide a 2-page evaluation of the book or electronic database.

2. Interview Skits: (10 points) The best way to learn how to conduct an RA interview is to get a lot of practice at it. I will have skits posted in which each of you will be assigned an example to evaluate.

3. Genre Studies: (10 points each genre) Due by the end of each week. The earlier you can post, the better for our discussions. In order to know a genre, you must read a genre. For each genre we discuss I will require the following:
· Read at least one book in the genre and turn in annotation.
· Evaluate one article or website that is dedicated to that genre. As an alternate to this evaluation you may develop an annotated booklist of 8 titles in a specific sub genre.
· Active/Critical discussion on WebCT with the rest of the class about the different characteristics and appeal of the genre as well as different ways the genre can be promoted in the library.

4. Midterm Library Visit/Evaluation: (60 points) With a better understanding of the RA interview I am sending you on an adventure to test your local library’s reference staff. Scripts will be provided for you to follow. You will need to record everything from staff reactions to your request to steps taken to help you in your search. More details will be provided. A 3-5-page paper outlining the experience will be turned in and discussed.

5. Book Discussion. (30 points) While most book discussions happen face to face, we are going to have a book discussion virtually. Due to the size of the class you will be broken into 4 different groups that will read 4 different titles. Titles will be assigned the first week of class with the actual discussion being done the week of April 25th. Criteria for evaluation will be provided. The 4 title choices are:
1. Secret Life of Bees by Sue Monk Kidd
2. Lolita by Vladimir Nabokov
3. Seabiscuit: An American Legend by Laura Hillenbrand
4. The Kite Runner by Khaled Hosseini
Each book is roughly 300-350 pages long and should be easily available at your local library and used bookstores. If you have trouble finding a copy of your assigned book, please let me know and I will get you a copy.

6. Final Project: (100 points) Due May 1st. Each student will select a genre to focus on. The student must create a website for fellow librarians to help learn about the genre. I will leave the choice of genre up to you, BUT if the class does not choose all the genres, I may assign certain genres for a better representation. The site does not have to be fancy; it just needs to be a one-stop resource to learn about the genre. The website should include:
· Definition, characteristics and appeal of the genre.
· The most popular sub genres and their definitions. Examples of authors and/or titles important.
· Annotated bibliography of reference resources that can be used to learn more information about the genre. Should include both book resources and articles.
· Annotated bibliography of websites that pertain to the genre.
· Include book annotations of titles read over the semester. I would prefer they include titles you have read, but I will accept 5 books that you have “speed read”. You should include at least 10 annotations.

7. Class Participation: (5 pts each week) You will be expected to fully participate in all class discussions and activities, demonstrating a knowledge and application of relevant readings and topics. On WebCT it is expected for you to contribute relevant postings each week. By relevant I mean a thoughtful response to a question or posing your own topic of discussion. Simply responding that you agree will not be counted towards your participation grade.

GRADING BREAKDOWN:

ASSIGNMENT POINTS
Evaluation of Readers’ Advisory Source 20 pts
Interview Skits 10 pts
Genre Studies (10 pts for each genre) 100 pts
Midterm Library Visit/Evaluation 60 pts
Book Discussion 30 pts
Final Project 100 pts
Participation (5 pts per week) 80 pts
Total Points: 400 pts

GRADING SCALE

Letter Grade Percentages
A 90-100
B 80-89
C 70-79
D 60-69
F 59 and below

SPECIAL NEEDS
Students who may need special consideration because of any sort of disability should notify the instructor before or during the first week of class.

ACADEMIC INTEGRITY The academic community of the University of Arizona and of the School of Information Resources and Library Science requires the highest standards of professional ethics and personal integrity from all members of the community. Violations of these standards are violations of a mutual obligation characterized by trust, honesty, and personal honor. As a community, we commit ourselves to standards of academic conduct, impose sanctions against those who violate these standards, and keep appropriate records of violations. The academic integrity statement can be found at: http://studpubs.web.arizona.edu/policies/cacaint.htm
COMPUTER LITERACY SKILLS Graduate students are expected to meet the minimum and recommended information technology literacy skills required of students in the School of Information Resources & Library Science.