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Last revised July 31, 2006

Course Syllabus for Public Libraries In The 21st Century


Summer 2006 Instructor: Howard Zogott

COURSE NAME, NUMBER, AND PREREQUISITES

Public Libraries In The 21st Century

IRLS 562-001

Prerequisite: None

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COURSE DESCRIPTION AND OBJECTIVES

During an intensive week, students will explore the traditional and emerging issues facing the twenty-first century public library leader and gain useful, practical tools. But most importantly through extensive reading and group discussion along with meeting current public library leaders and users, students will begin to understand that to be a successful public library leader, each will need to develop his or her own vision of what a public library is in the twenty-first century.

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A Dozen Issues To Start With...

REQUIRED COURSE MATERIALS

* = Required

Libraries of the Future

* Libraries of the Future Bibliography compiled by Carol R. Gurstelle October 1999. http://www.metronet.lib.mn.us/forlibs.cfm?id=176

* Libraries – Future. http://www.infography.com/content/795897082330.html

“Is Your Organization Creative Enough? It had better be – the future belongs to the best ideas, not the best products A GMJ Q & A With Jim Clifton, Chairman and CEO of Gallup” (2006) Gallup Management Journal. http://gmj.gallup.com/print/?ci=22693

Creighton, Kim and Jensen, Bruce. (2001) “The Public Library of the Future” Library Journal. (August 15) http://www.libraryjournal.com/index.asp?layout=articlePrint&articleid=CA149819

Fenner, John and Audrey. (2004) “The Future in Context: How Librarians Can Think Like Futurists.” Library Philosophy and Practice. 7:11 (Fall) http://www.webpages.uidaho.edu/~mbolin/fenner2.htm

* Frey, Thomas. “The Future of Libraries: Beginning the Great Tranformation.” Da Vinci Institute. http://www.davinciinstitute.com/page.php?ID=120

Keller, Michael, Reich, Victoria and Herkovic, Andrew C.(2003) First Monday.

http://www.firstmonday.org/issues/issue8_5/keller/index.html

Twenty First Century Libraries

Besser, Howard. “The Shape of the 21st Century Library.” Pp133-146 in Information Imagineering: Meeting at the Interface. Milton Wolf et. Al. (eds). Chicago: ALA, 19??. http://www.gseis.ucla.edu/~howard/Papers/peters.html

* Raphael, Molly. “Why Do Libraries Matter in the 21st Century?” Pp. 115-122 in Perspectives, Insights & Priorities: 17 Leaders Speak Freely of Librarianship. ed. Norman Horrocks. Lanham, MD: Scarecrow Press, 2005.

* Rodger, Eleanor Jo. (2002) “Value & Vision: Public Libraries Must Create Public Value Through Renewal and Reinvention.” American Libraries. (November) 50-54.

St Lifer, Evan. (2001) “What Public Libraries Must Do To Survive.” Library Journal (April 1) http://www.libraryjournal.com/index.asp?layout=articlePrint&articleid=CA74712

Schneider, K.G. (2006) “the 21st Century Library…” Free Range Librarian. (February 20). http://freerangelibrarian.com/2006/02/the_21st_century_library.php

Trends

Bridges, Karl. (2002) “Thoughts on the Future of Library Computing: Implications of the Use of Handheld Computers for Library Service.” Library Philosphy and Practice. 5:1 (Fall) http://www.webpages.uidaho.edu/~mbolin/bridges.html

Buschman, John. (2005) “On Libraries and the Public Sphere.” Library Philosophy and Practice. 7:2 (Spring). http://www.webpages.uidaho.edu/~mbolin/buschman.htm

* Cartwright, Helen. (2004) “Change in Store? An Investigation into the impact of the book superstore environment on use, perceptions and expectations of the public library as a space, place and experience. Library and Information Research 28 (88): 13-26.

* Cloonan, Michele V. and Dove, John G. (2005) “Ranganathan Online.” Library Journal. April 1: 58-60.

* Fabos, Bettina (editor) (2005) The Commercialized Web: Challenges for Libraries and Democracy. Library Trends. (Spring Issue)

Ikehara, C. (2003) “Reading in the 21st-Century.” World Future Society http://www.wfs.org/ikehara03.htm

Zanin-Yost, Allessia. (2004) “Digital Reference: What the Past Has Taught Us and What the Future Will Hold.” Library Philosophy and Practice. 7:1 (Fall) http://www.webpages.uidaho.edu/~mbolin/zanin-yost.htm

Leadership

* Breen, Bill. (2005)“The Clear Leader.” Fast Company. (March) http://pf.fastcompany.com/magazine/92/clear-leader.html

Clay III, Edwin S. (2000) “Entrepreneurs in the Public Library: Reinventing an Institution.” Library Trends ( ) http://www.findarticles.com/p/articles/mi_m1387/is_3_48/ai_63165618/print

* Conchie, Barry. (2004) “The Seven Demands of Leadership: What separates great leaders from the rest?” Gallup Management Journal. (May 13) http://gmj.gallup.com/content/default.asp?ci+11614

 

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COURSE POLICIES

Academic Code of Integrity

Students are expected to abide by The University of Arizona Code of Academic Integrity . 'The guiding principle of academic integrity is that a student's submitted work must be the student's own.' If you have any questions regarding what is acceptable practice under this Code, please ask an Instructor.

Accommodating Disabilities

The University has a Disability Resource Center . If you anticipate the need for reasonable accommodations to meet the requirements of this course, you must register with the Disability Resource Center and request that the DRC send me, the Instructor, official notification of your accommodation needs as soon as possible. Please plan to meet with me by appointment or during office hours to discuss accommodations and how my course requirements and activities may impact your ability to fully participate.

Assignment Policies


Attendance

Attendance is required and participation in discussions is expected.  Students are expected to be familiar with the required readings.

Incompletes

The 1997-8 University of Arizona General Academic Manual, p.23 reads

The grade of I may be awarded only at the end of a semester, when all but a minor portion of the course work has been satisfactorily completed. The grade of I is not to be awarded when the student is expected to repeat the course; in such a case the grade of E must be assigned. Students should make arrangements with the instructor to receive an incomplete grade before the end of the semester ...

If the incomplete is not removed by the instructor within one year the I grade will revert to a failing grade.

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GRADING

Participation in Class 15%

Interview assignment 20%

Presentation 15%

Daily assignments 25%

Final assignment 25%

Students who do more than the requested work on an assignment i.e.: 10 annotations rather than 6 annotations can earn “borderline insurance,” meaning that if a grade is right on the borderline, consideration may be given to bumping it up.

Grading

A

100—95 …
Outstanding achievement. Student performance demonstrates full command of the course materials; a high level of originality and/or creativity that surpasses course expectations.

94—90
Excellent achievement. Student performance demonstrates thorough knowledge of course materials and exceeds course expectations; completes requirements in a superior manner.

B

89—85
Good solid work. Student performance demonstrates strong comprehension of the course materials and exceeds course expectations on all tasks as defined in the course syllabus.

84—80
Satisfactory acceptable work. Student performance meets course expectations; demonstrates understanding of course materials and performs at an acceptable level.

C

79-75
Marginal work. Student performance demonstrates incomplete understanding of course materials; absence of required work.

74-70
Unsatisfactory work. Student performance demonstrates unsatisfactory understanding of course materials and inability to meet course requirements.

D

69—60
Unacceptable work. Student performance demonstrates incomplete and inadequate understanding of course materials.

F

59 and less
Failing grade.

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INSTRUCTOR

Howard Zogott is the Director of the Cranbury Public Library (www.cranburypubliclibrary.org) in Cranbury New Jersey. I have worked in public libraries for 35 years. I am looking forward to the give and take of the classroom and hope to learn much from the students in this course.

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