Prerequisites:

None

Office:

442 Communications Building [865.974.7918]
Email: wrobins1@utk.edu
http://web.utk.edu/~wrobinso
Hours: 4.00 - 6.00 Tuesday
Other times by appointment

Disabilities

If you need course adaptations or accommodations because of a documented disability or if you have emergency information to share, please contact the Office of Disability Services at 191 Hoskins Library at 865-974-6087. This will ensure that you are properly registered for services. You should also inform the teacher.

Catalog Description

Mission, status and history of academic libraries and academic librarianship inn community colleges, colleges, and universities; trends in higher education, information technology, and government's impact on public, technical, and administrative services.

Scope:

The purpose of this course is to introduce contemporary academic libraries in the United States. The broad nature of the subject means that the course cannot attempt to be comprehensive, but will focus on several important functional areas. The major focus of the course will be on the changes in academic libraries resulting from flux in higher education and information technology. Some emphasis will be given to employment in academic libraries.

Schedule:

The following is a tentative schedule of topics to be covered in the course. The nature of the topic, the amount of class discussion, and the discovery of new material may result in changes. We may not be able to cover all of the topics listed below. The limited time frame means that some important academic library aspects will not be covered in class. This is the second time that I have taught the course and the first time using desktop delivery so we will need to be somewhat flexible and patient.

With the exception of the last two class meetings, each class meeting will be devoted to discussion of chapters in our textbooks. Please read and be prepared to discuss each chapter before that meeting. Regular reading of the Chronicle of Higher Education will provide much needed background for responding to questions.

Required Textbook

The Academic Library: Its Content, Its Purpose, and Its Operation by John M. Budd (Englewood, Colorado: Libraries Unlimited, 1998) and Lyle's Administration of the College Library (Lanham, MD: Scarecrow Press, 1997). I have just been told (November) that the Budd text is now out of print. I hope that you will be able to find copies in your friendly neighborhood academic library. We may be able to have chapters digitized at UT Libraries Reserves. A copy is available at UT via NetLibrary.

*Those needing a fuller knowledge of public and technical services in the academic library should browse thoughtfully in Introduction to Technical Services by Evans (7th Ed.), especially chapters 1, and 21, and Introduction to Library Public Services by Evans, especially chapters 1,4,5,6,7, and 12

Teaching Methods:

Class time combines lecture and discussion. Questions and comments on the lecture topics are solicited and class participation is assumed. Ordinarily, this course emphasizes discussion over lecture. We shall see how this works in the desktop setting.

Class Attendance:

Class attendance is not required. However, attendance and class participation may be considered in the final evaluation of student work. Failure to attend class and participate in discussions could result in a lower final grade.

The teacher will post a note on the SIS and DE discussions lists if he is unable to meet with the class. He will also attempt to inform the School secretary who will post a note on the class room door.

The University, because of its residential nature, rarely closes even when the weather is awful. The School does not have a dangerous weather policy but leaves these decisions to individual faculty members. If the University is open, but road conditions are dangerous where you live or you are anxious about future road conditions, stay at home. The teacher will not come to the University to meet with the class if roads are dangerous where he lives. The teacher may be able to teach from home if the weather is bad, but he has a slow dial-up connection.

Outcomes:

When you successfully complete this course, you should be able to:

• Identify and discuss current trends and problems in contemporary academic librarianship
• Identify and discuss current trends and problems in higher education
• Discuss notable trends in the history of academic libraries; and
  
• Identify and discuss solutions to problems facing academic libraries

Assignments:

All written work must be typed or word processed. DE students will use the BlackBoard DropBox to deposit their papers. Knoxville students may use the DropBox or hand in papers at the end of the class. Work is due no later that 11.59 on the due day.

Late work will be accepted within one week of the due date. Late work will receive a grade penalty. WITH an appropriate reason stated before the due date, students may be allowed additional time without penalty. Illness and family problems are examples of appropriate reasons.

In addition to assignment specifics, all written work will be evaluated in terms of these criteria:

• Quality of the presentation--neat and free from error
• Quality of the writing--clear, direct, and correct
• Quality of the organization--smooth, logical flow of content
• Quality and amount of reflection, analysis, and evaluation and
• Use of the appropriate literature/sources.

The following convention is used in evaluating student work:

• A..... 93 - 100 points.....exceptional
• B+... 86 - 92.............admirable
• B..... 80 - 85.....Competent, professional response
• C+... 75 - 79.....Unsatisfactory response
• C..... 70 - 74.....Decidedly unsatisfactory response

Please note that a competent, professional response earns a grade of B. In order to earn a grade higher than B, additional depth and analysis most be visible. Normally that extra depth would be seen in helpful evaluative comments and in comparisons.

1. Using a variety of appropriate sources, research an academic library of your choice and create a current profile. Please begin with a brief profile or characterization of the college or university and then focus on the library. In your close, draw conclusions from the data that you have gathered. The essay is worth 30 points.

The purpose of this assignment, and the one immediately below, is to prepare you for an interview with a particular library (prospective employer). This assignment should also be helpful in acquainting you with a contemporary academic library. If you work in an academic library, please select another one.

In the interview itself, you need to be able to provide the interviewers with evidence that you have done your homework and are familiar with the library. You also need to be able to ask appropriate questions about the library when asked or when the interviewer runs out of steam and you need to keep the session going.

Here are a few questions to get you started. You can probably think of others.

• What, if anything, is unique about the library?
• Any sign of innovation or creativity?
• Any indication of what the culture might be in this library
• Anything that raises flags or that you might be concerned about?
• How successful do they appear to be?
• Are staff and budget reasonable for what they want to do?
• Can you create at least three specific questions that you would like to ask about the library?

I am looking for:

• Use of a variety of print and digital resources
• Thoughtful organization of data gathered
• Thoughtful conclusions

2. Using a variety of appropriate sources, research the community or place where your library is located and create a current profile. Please select a community where you do not live. In your close, draw conclusions from the data that you have gathered. The essay is worth 30 points.

While the primary focus must be on the library, especially the opportunities for professional growth, the community is also important. If you are not comfortable in the community, it will be difficult to be happy at work.

Here are a few questions to get started. You can probably think of others.

• What, if anything, is unique about the community?
• Employment opportunities for spouse or companion?
• What is the weather like?
• Is the cost of living reasonable when compared to Knoxville or places where you have lived before?
• Does the cost of housing seem reasonable?
• What about the quality of public schools?
• Is there a reasonable variety of cultural activities?
• Anything that raises flags or that you might be concerned about
• Can you create at least three questions that you would like to ask about the community during your interview?

I am looking for:

• Use of a variety of print and digital resources
• Thoughtful organization of data gathered
• Thoughtful conclusions

3. Prepare a resume suitable for applying for an academic library position. You may wish to use the placement hints material on my WWW site as well as other sources. The resume is worth 15 points.

I am looking for:

• Effective use of a standard format
• Clear, direct writing
• Persuasive enumeration of your skills and experiences
• Four references on an attached sheet
• No errors

4. Prepare a cover letter to accompany your resume. Apply for a position found in the Chronicle of Higher Education or College & Research Library News. The cover letter is worth 10 points.

I am looking for:

• Effective use of a standard format
• Clear, direct, correct writing
• Persuasive match between position requireds and desireds and your skills and experience
• No errors

5. Identify a major problem facing higher education by browsing in the Chronicle of Higher Education. Review the current literature on this problem and summarize that. Discuss the likely impact of this problem upon academic libraries. What should the academic library do to prepare for and react to this problem? The paper is worth 50 points.

I am looking for:

• Evidence that you are familiar with the most important aspects of the topic
• Thoughtful use of a variety of appropriate materials, including periodical literature
• Thoughtful linkage of the problem to library policies, procedures, and practices
• Some consideration of appropriate solutions
• Evaluation and analysis as well as description
• Your own thoughtful opinions and views

6. Evaluate the WWW site of an academic library of your choice (but not the one where you work) from the perspective of a somewhat unsophisticated undergraduate student. How successful is this site? What might be done to make it better? This paper is worth 25 points.

I am looking for:

• Evidence that you are familiar with the purpose of an academic library WWW site
• Evidence that you can identify and discuss what a typical users needs from an academic library WWW site (most important)
• Evidence that you can evaluate site design, including organization, and suggest specific improvements.
• Clear statements that this aspect is successful or not because....

7. In lieu of a final examination, prepare a five minute speech on your philosophy of academic librarianship. Please hand in a reasonably detailed outline. The presentation is worth 5 points. Assignment specifications here may change depending upon class size.

I am looking for:

• An opening that grabs the attention of the audience
• Interesting, important intellectual content
• Smooth flow of content
• Clear summary close
• Reasonable eye contact
• Clear, pleasant easily heard voice
• Some gestures and movement away from the podium

A Few WWW Sites:

Introduction

sunsite.berkeley.edu/Libweb/Academic_main.html.Libraries on the Web: U.S.A. Academic Libraries is a comprehensive, current list of academic library WWW sites.

National Organizations

www.arl.org/. The Association of Research Libraries is probably the most organization most associated with the leading academic libraries in the U.S., especially in representing academic research libraries before the Federal government. ARL compiles research library statistics which are important at the Fisher Library at the University of Virginia and are often used to compare libraries. The National Center for Education Statistics also collects data via its . Academic Library Survey

www.rlg.org/toc.html.The Research Libraries Group includes leading academic libraries as well as other information agencies. It is particularly active in collection development and management initiatives, both national and international.

www.ala.org/acrl.The Association of College and Research Libraries is the ALA division devoted to academic libraries.

Academic Library Placement

www.ala.org/hrdr/guide/main.html. The American Library Association maintains the Guide to Employment Sources in the Library and Information Professions.

The University of Illinois Graduate School of Library and Information Science www.lis.uiuc.edu/gslis/resources/jobs.html maintains a comprehensive list of library position resources.

wings.buffalo.edu/sils/alas/usamap/index.html. The student ALA chapter at the Buffalo School of Library and Information Science maintains this comprehensive WWW site. The U.S. map makes it easy to find positions in a particular state.

web.syr.edu/~jryan/infopro/jobs.html. The Jobs for Information Professionals site has many useful features including library postings.

Academic360.com provides a brief list of sites that include position announcements.

chronicle.com/jobs/. The Chronicle of Higher Education is the affirmative action advertising medium for higher education. The WWW site is free but position announcements are delayed one week. Most academic library positions are found under L.

The second most popular advertising medium for academic library positions is the College & Research Libraries News. These position announcements are available via the ACRL WWW site. Position announcements are current.

Although not nearly as useful, position announcements in American Libraries are also available. www.ala.org/education/.

db.arl.org/careers/index.html.The Career Resources Online Service of the Association of Research Libraries was established to "provide job hunters with an easy-to-use resource for finding positions in ARL libraries.

Job Seeking

There are many, many WWW sites devoted to various aspects of seeking employment. Most will cover cover letters, resumes, and interviewing. Here are just a few sites that you may find useful.

www.drexel.edu/academics/teachered/jobint.html. Job interview help in more detail from Drexel University.

www.jobweb.com/catapult/guenov/restips.html. Jobweb includes a variety of resources, including a good guide to resume writing.

cpp.camden.rutgers.edu/JobSearch Tutorials.html. Rutgers at Camden has a good succinct introduction to resumes, cover letters, and interviewing.

www.upenn.edu/careerservices/wharton/coverlet_wharton.html. The Wharton School also does an excellent job with cover letters and is aimed at a graduate student audience.

Warning

This is an introductory survey course which is intended to present basic information about academic libraries. The course is not comprehensive. Rather, you should leave the course with the feeling that your foot is in the door, and that you know enough to continue your education on your own. Obviously, one short course cannot give you the background or competencies necessary for a professional lifetime spent working in an academic library.

***Please see the teacher if you have special needs, objectives or problems.