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IST 605

Reference & Information Literacy Services

Prerequisite/Co-requisite

There are no prerequisites or co-requisites for this course.

Audience

Graduate students pursuing at MSLIS degree.

Course Catalog Description The use of information resources and service provision in libraries. Assumes an integrated approach, combining print and electronic resources and comprehensive services in a broad range of contexts.

Course Purpose

Reference and information literacy services are core to all forms of librarianship and take center stage in all types of libraries: academic, public, school, and special. This course serves to introduce students to the essential ethics, techniques, and tools related to communicating with and teaching users. It also helps hone students’ burgeoning information search, evaluation, and use skills – skills that are of critical importance to the rest of the library and information science curriculum, as well as to students’ future professional careers. Credits IST 605 is a 3-credit course. Learning Outcomes

General A. Inventory reference and information literacy services professional

skills, apply them to current practice, and formulate a plan for future of acquisition of outstanding skills.

B. Articulate and reflect upon a personal and professional philosophy of reference and information literacy services.

C. Describe reference- and information literacy-related library services, expertise areas, and resources.

D. Observe and analyze reference and information literacy professional practice.

E. Apply professional ethics to reference and information literacy services contexts.

F. Engage rigorously as a class member, teammate, and leader. G. Communicate professionally and collegially with peers and library professionals.

Reference

H. Communicate using reference interview best practices. I. Identify and access reference resources. J. Analyze and evaluate reference resources using appropriate criteria.

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K. Acquire working knowledge of reference resources of recognized quality and utility (other wording: “standard reference resources”).

L. Analyze diverse user information needs. M. Match relevant, audience-appropriate resources to user needs. N. Summarize results of a user reference query in audience-accessible language.

Information Literacy & Instruction

O. Define information literacy. P. Develop expert information literacy skills. Q. Demonstrate facility with information literacy instructional planning, theory, pedagogy, and assessment.

Relevant MSLIS Program Outcomes

#6 Can perform and assess research based practices through the application of information literacy, inquiry, and research methods including data discovery, analytics and qualitative measures. #3 Can apply appropriate pedagogical and learning theory principles in the design, development, implementation, and assessment of library instruction and learning that contribute towards an information and technology literate society.

Course Materials The required text is available through the Syracuse University Bookstore. Smith, L. C., & Wong, M. (2016). Reference and Information Services: An Introduction, 5th ed. Santa Barbara, California: Libraries Unlimited. The recommended text may also be available at the bookstore: Ross, C. S., Nilsen, K., & Radford, M. L. (2009). Conducting the Reference Interview, 2nd ed. New York: Neal Schuman. Additional readings are available in Blackboard, library databases or

the open web. As future librarians, you are expected to locate these readings independently or, if stymied, ask for assistance.

Instructional Strategies & Structures In order to achieve course learning outcomes, the instructor employs the following instructional strategies:

readings

asynchronous lecture, activities, and discussion

synchronous lecture, activities, and discussion

library/librarian networking

hands-on activities

professional-level assignments

Strategies for Success

In order to be successful in this course, students should expect to

Read and view all course content

Complete all assignments in accordance with requirements, in detail, and on time

Engage rigorously in discussion and dialogue with classmates and the instructor

Communicate professionally and disagree respectfully

Overcome any learning challenges by proactively seeking assistance from the instructor

Overcome any technology barriers by proactively seeking help from Student Support

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Units

The course is structured around weekly units. Assignments are due one hour before the start of your weekly live

session. (Please see Assignment Format and Late Assignments sections of this syllabus.)

Brief Assignment Descriptions

There are three main assignments to complete in IST 605:

1) Reference Scenario (60% of total course grade) 2) Reference Observation and Interview (10% of total course grade) 3) Participation (30% of total course grade)

A brief description of each is below; more information is available online. Reference Scenario (60% of total course grade) For this multi-part assignment, you will begin with a typical reference scenario provided by the instructor. The reference scenario will include a description of a user, an information need conveyed by via a reference query, and additional context information. The deliverables (Parts A-I) for the assignment should be presented in a portfolio. Part A – Tailored Scenario (0 points) A tailored scenario with additional specifics (user needs analysis, library type, method of contact, etc.). The integrity of the original scenario must be maintained; questions about adding details to the scenario should be directed to the instructor. This tailored scenario will serve as a guiding focus as you complete the rest of the deliverables for this assignment. Part B – Source Collection & Analysis (30 points) A collection of 15 sources* that address the reference query. The collection must include

A print book

A database or index, ideally subject-specific.**

A scholarly article

A popular article

An almanac, handbook, manual, encyclopedia, directory, or yearbook (Chapter 18)

A dictionary (Chapter 19)

Reference sources from three of the following seven categories: o Gazetteer, map collection, or atlas (Chapter 20) o Biographical or genealogical source (Chapter 21) o Government document (Chapter 22) o Reader’s advisory source (Chapter 24) o Business source (Chapter 25) o Health or medicine source (Chapter 26) o Legal source (Chapter 28)

A data or statistics source (Chapter 23)

A primary or archival source (Chapter 27)

A website (not a collection of web documents)

An audio/visual/multimedia source

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* Where a RIS5 chapter heading is included in the list above, the sources should be pulled from the “List of Sources” at the end of each chapter, if possible. Any other source must receive prior instructor approval. ** Pull the database from the “List of Sources” at the end of Chapter 17 in RIS5, if possible. Any other database must receive prior instructor approval.

A detailed analysis of each source. Each source analysis must include all of the following components:

Source type (identify)

APA citation

Photo or screen shot

Description of the search process required to locate the source

Detailed evaluation of the source based on criteria appropriate and customized to the source type o Note: Source evaluations should use the criteria provided in Chapter 13 as well as the chapter of RIS5

from which the source is taken, as well as additional appropriate course content. For the database/index source, analyze the database using instructor-provided materials as well as the evaluation criteria listed in Chapters 13 and 17. Each evaluation criteria should be described and analyzed separately.

Identification of specific content extracted that addresses the user need Part C – Executive Summary (3 points) An executive summary of the answer to the reference query, written in language appropriate for the user. Part D – Reference Transaction Transcript (5 points) A transcript of a one-on-one reference transaction with the user. Part E – Professional Librarian Opinion (2 points) A description of the advice provided by a practicing, degreed/certified librarian about the methods, tools, or approach s/he might take if faced with the same reference query. Part F – Lesson Plan (10 points) A lesson plan for an instructional session. For this session, you should assume 10 to 25 users have questions similar to the one your reference scenario user posed. You have 1 hour to deliver a lesson addressing some aspect of the reference query process, e.g., narrowing the query focus, conducting the search, evaluating resources, using resources to create a product. The lesson plan must be formatted using the template provided. Part G – Portfolio Mark-Up (2 points) A comprehensive mark-up of the final portfolio using a key including relevant library standards, ethics, and other theories and practices covered in the course. Part H – Reflection (3 points) A reflection description of learning transfer, responding to the broad question: What did you learn from the Reference Scenario assignment experience that could be applied to your professional practice?

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Part I – Philosophy of Reference and Information Literacy Services (5 points) A one-page philosophy of library reference and information literacy services suitable for inclusion in a professional job application. Reference Observation & Interview (10% of total course grade)

For this assignment, you will work with a librarian who has a MLS-equivalent degree or school library certification. (If you choose, you may work with more than one librarian, as long as they are all degreed/certified.) You will arrange to observe/shadow the librarian(s) for 10 hours over the course of the semester. At least half of those hours must occur at a service point (physical or virtual reference desk). The remaining hours may be comprised of observing instruction sessions or “a day in the life” tasks, such as meetings, preparation of materials for users, collection maintenance, etc.

You will also interview the librarian(s); the “interview” may occur during multiple short sessions or one long meeting.

To complete this assignment, you are required to share at least one post per observation hour (10 minimum) connecting your experience, the librarian’s insight, your readings, other course content, etc. You may interweave the interview experience into your 10 required posts or add an additional post (#11) dedicated to interview content. You are also required to submit the content of your posts in one unified document to the instructor for grading.

Note: Your posts should be organized around the most significant themes that emerged during your observation at the reference desk and the librarian interview. They should also connect those themes to IST 605 course content. Posts should not be arranged chronologically or in transcript format.

For the interview, select a librarian you have observed providing reference service. Your goal is to find out as much as you can about how s/he provides reference service to his/her users. Note: It is very important that the librarian you choose actually performs reference service as a major facet of his/her job. Do some “homework” on your librarian and the questions you plan to ask first so that you appear professional and prepared. Possible questions are listed below. Required questions are labeled as such.

What is your definition of “reference service”? (Note: Be ready with your own definition.) How do you provide reference service to your user population? In other words, what does reference service

“look like” in your information environment? REQUIRED What types of reference questions do you receive? What are some specific examples? REQUIRED What kinds of patrons do you like working with the most? Why? Describe a recent reference transaction you had with a patron. What went well? What didn't? What would you

change if you could? REQUIRED What are the reference resources you use most often? REQUIRED What are the reference resources you feel a "rookie" librarian must know to work at the reference desk

alone? REQUIRED By what modes do you typically deliver reference service (in-person, email, chat, text, phone, etc.)? How do you decide which reference resources are best for different types of users in your environment? That is,

what criteria do you use to evaluate reference resources? REQUIRED (See Chapter 13, pp. 370–378, in RIS5 to prepare for this question.)

How useful do you find the following reference resource types? (Add list.) What are your goals for your reference service? What instructional strategies do you use at the reference desk? REQUIRED How do you evaluate your reference service overall? What statistics do you keep? Why did you choose to become a librarian in this environment or library type? Besides reference service, what are the other main components of your job?

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I’m considering becoming a librarian in an environment or library similar to the one you work in. What do you think I should focus on as I complete my graduate program? REQUIRED

What do you think I should consider when I begin to look for jobs? Can you recommend anyone else you think I should talk to about reference services?

This is not an exhaustive list of questions, nor are the questions above sequenced in any way. You will need to make your own plan for the interview. Note: Be sure to maintain the confidentiality of library patrons in all your posts.

Participation (30% of total course grade) You are expected to attend, participate, and engage rigorously in both synchronous and asynchronous lectures, activities, discussions, and assignments. Participation may include the following activities:

Discuss class assignments, including approaches, strategies, best practices, etc.

Review, summarize, and discuss course readings and suggest additional resources of interest.

Provide, request, and receive feedback, suggestions and constructive critique on class experiences and assignments.

Identify connections among activities, readings, assignments, and the libraries and librarians you observe and interview.

Explore, exchange, and share experiences with and discoveries of reference resources.

Learn from classmates’ library/librarian experiences and/or prior knowledge.

Pool ideas relevant to coursework.

Troubleshoot common obstacles.

Provide, request, and receive support and encouragement.

Build your own and your classmates’ confidence.

Identify and communicate issues that arise (questions about content, assignments, etc.) to the instructor.

When confusion, frustration, and/or doubt arises, initiate communication with the instructor.

Build community with classmates.

Maintain a positive and professional tone.

Focus on maintaining trust, observing boundaries, and managing what is working (or fixing what is not working).

Maintain confidentiality, especially with regard to libraries/librarians.

A few additional notes on participation . . .

Connection to Observation Libraries – Throughout the semester, it will be necessary to cite relevant experiences with your observation libraries/librarians. Be mindful when sharing sensitive information in discussion, and seek permission to post any content that may be confidential, private, or proprietary, including employee names or other items that your library may not want you to convey. At the same time, you should not reveal information that you learn about your classmates’ observation libraries/librarians outside this course.

Connection to Course Content & Readings – In order to maximize your learning, you should weave content from other activities, readings, assignments, etc. into your discussions. Be sure to cite the authors to give credit where credit is due. This not only complies with academic honesty policies, but also makes your opinions, points, or thoughts even stronger.

Focus on Analysis, Synthesis, and Evaluation – Strive to demonstrate higher order thinking skills in discussions. Below are two illustrations of Bloom's Taxonomy, a model that conveys lower and higher order thinking skills. While knowing, comprehending and applying new information is very important, stretch yourself! Gear your engagement toward analyzing, synthesizing, and evaluating what you learn.

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(Image source: http://social.chass.ncsu.edu/slatta/hi216/learning/bloom.htm)

For example, repeating content from the readings may indicate that you have a knowledge level understanding of content, which is very important. However, you should also be able to apply what you've learned from the course to your understanding of libraries/librarians. You could move further up the taxonomy by analyzing a library problem using content you've learned. You could also show your higher order skills by synthesizing many content examples into a new product or by evaluating the final product and identifying areas for continuing improvement.

Professional Tone – Always maintain a professional and polite tone in your discussions. Remember also that text comments often come across more forcefully than you intend, and jokes don't always translate into written comments well. It's a good idea to reread what you type before posting publically. Keep in mind that your classmates are also here to learn, and while differences of opinion are natural and productive in learning environments, they should be handled diplomatically. As you engage, ask yourself: Does this comment represent me as an information professional? How will it be perceived by my colleagues? Would I be embarrassed if this comment were read/heard by my future employers? It is not too soon to practice the professionalism you'll be expected to demonstrate as an information professional.

Outcomes to Assignment Crosswalk

OUTCOME ASSIGNMENT

A. Inventory reference and information literacy services professional skills, apply them to current practice, and formulate a plan for future of acquisition of outstanding skills.

Reference Observation & Interview H – Reflection G – Portfolio Mark-Up I – Philosophy

B. Articulate and reflect upon a personal and professional philosophy of reference and information literacy services.

I - Philosophy

C. Describe reference- and information literacy-related library services, expertise areas, and resources.

Reference Observation & Interview

D. Observe and analyze reference and information literacy professional practice.

Reference Observation & Interview E – Professional Librarian Opinion G – Portfolio Mark-Up H – Reflection

E. Apply professional ethics to reference and information literacy services contexts.

G – Portfolio Mark-Up

F. Engage rigorously as a class member, teammate, and leader. Participation

G. Communicate professionally and collegially with peers and library professionals.

Reference Observation & Interview E – Professional Librarian Opinion I – Philosophy H - Reflection

H. Communicate using reference interview best practices.

Reference Observation & Interview D – Reference Transaction Transcript

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I. Identify and access reference resources. B – Source Collection & Analysis

J. Analyze and evaluate reference resources using appropriate criteria.

B – Source Collection & Analysis

K. Acquire working knowledge of reference resources of recognized quality and utility (other wording: “standard reference resources”).

B – Source Collection & Analysis

L. Analyze diverse user information needs. A – Tailored Scenario F – Lesson Plan

M. Match relevant, audience-appropriate resources to user needs. B – Source Collection & Analysis D – Reference Transaction Transcript F – Lesson Plan

N. Summarize results of a user reference query in audience-accessible language.

C – Executive Summary D – Reference Transaction Transcript

O. Define information literacy. I - Philosophy

Assignment Format

Late Assignments You are expected to complete graded assignments by the deadlines listed in course materials. Late assignments drop

one letter grade each day they are late. Note: Use the LMS to submit late assignments so that they are accurately

timestamped.

Assignment Grading Scale The course assignments add up to 100 points. Use this grading scale to monitor your course grade.

A 95-100

A- 90-94

B+ 87-89

B 83-86

B- 80-82

C+ 77-79

C 73-76

C- 70-72

F 69 and below

File Types

Submit assignments as directed via the LMS. Major assignments should be submitted as .doc or .docx for text documents and .ppt or .pptx for presentations. Important: If I cannot open your files, they will be considered unsubmitted until you supply a file I can open, and the late policy will apply. Do not email assignments to my syr.edu email address unless directed.

Writing Expectations

Assignments should be prepared with a professional tone and with correct grammar, spelling, mechanics, etc. For assistance, contact the Syracuse University Writing Center (http://wc.syr.edu/index.html) or the Syracuse University Graduate Editing Center (http://wc.syr.edu/grad.html). Assignments should be formatted in Arial, Helvetica, or Calibri with main text in 12-point font with 1-inch margins and page numbers. Assignments may be either single- or double-spaced.

Citation Expectations

Citations should be formatted according to APA style. The following websites can help you create APA documents and citations:

Basics of APA Style, http://flash1r.apa.org/apastyle/basics/index.htm

APA Formatting & Style Guide, http://owl.english.purdue.edu/owl/resource/560/01/

KnightCite, http://webapps.calvin.edu/knightcite/

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General Schedule of Topics & Readings (May be updated throughout the semester, so watch for changes!)

Note: This course is structured around weekly units.

Online Week

Unit Outcome RIS5 Readings Soft

Assignment Start

Soft (ungraded) & Hard (graded)

Deadlines

1

Information Literacy,

Professional Standards and

Ethics, Library SERs, Professional

Practice

A. Inventory reference and information literacy services professional skills, apply them to current practice, and formulate a plan for future of acquisition of outstanding skills. C. Describe reference- and information literacy-related library services, expertise areas, and resources. D. Observe and analyze reference and information literacy professional practice. E. Apply professional ethics to reference and information literacy services contexts. O. Define information literacy. P. Develop expert information literacy skills.

Ch. 1 – History and Functions of Reference Services Ch. 2 – Ethics Ch. 6 – Models of Reference Service Ch. 9 – Training and Continual Learning for Reference Staff

Reference Observation & Interview Philosophy of Reference and Information Literacy Services

Post library/librarian for Reference Observation &

Interview (ungraded)

2-3 Reference Interview

G. Communicate using reference interview best practices.

Ch. 3 – The Reference Interview Ch. 11 – Reference Services for Children and Young Adults Ch. 12 – Reference Services for Diverse Populations Ch. 24 – Readers’ Advisory Services and Sources

Tailored Scenario Portfolio Mark-Up Reference Transaction Transcript

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4

Reference Resources:

Identification, Access,

Analysis, and Evaluation,

Part 1

I. Identify and access reference resources. J. Analyze and evaluate reference resources using appropriate criteria. K. Acquire working knowledge of reference resources of recognized quality and utility. P. Develop expert information literacy skills.

Ch. 13 – Selection and Evaluation of Reference Sources Ch. 16 – Ch. 28 (SKIM)

Source Collection &

Analysis

Professional Librarian Opinion

Tailored Scenario (ungraded)

5

Reference Resources:

Identification, Access,

Analysis, and Evaluation,

Part 2

I. Identify and access reference resources. J. Analyze and evaluate reference resources using appropriate criteria. K. Acquire working knowledge of reference resources of recognized quality and utility. P. Develop expert information literacy skills.

Ch. 15 – Search Strategies for Online Resources Reread Ch. 17 – Indexes and Abstracts

Professional Librarian

Opinion (ungraded)

6

User Needs Assessment;

Reference Management, Assessment, &

Marketing

L. Analyze user information needs. M. Match relevant, audience-appropriate resources to user needs. N. Summarize results of a user reference query in audience-accessible language.

Ch. 7 – Management of Reference Service Ch. 8 – Evaluation and Assessment of Reference Services Ch. 10 – Marketing and Promotion of Reference Services

Executive Summary Reflection

Reference Observation & Interview Due

(one hour prior to the start of the week 6 live session;

graded)

Source Collection & Analysis

(ungraded)

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7-9

Instruction Theory,

Pedagogy, Planning, & Assessment

Q. Demonstrate facility with information literacy instructional planning, theory, pedagogy, and assessment.

Ch. 4 – Instruction

Lesson Plan

Reference Transaction Transcript

(ungraded, week 7)

Executive Summary (ungraded, week 8)

Lesson Plan

(ungraded, week 9)

10 Semester

Reflections

B. Articulate and reflect upon a personal and professional philosophy of reference and information literacy services.

Ch. 29 – Creating the Future of Reference Service

11 Presentations

Reference Scenario Final Portfolio Due

(one hour prior to the start of the week 11 live

session; graded)

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Academic Integrity Syracuse University’s Academic Integrity Policy reflects the high value that we, as a university community, place on honesty in academic work. The policy defines our expectations for academic honesty and holds students accountable for the integrity of all work they submit. Students should understand that it is their responsibility to learn about course-specific expectations, as well as about university-wide academic integrity expectations. The policy governs appropriate citation and use of sources, the integrity of work submitted in exams and assignments, and the veracity of signatures on attendance sheets and other verification of participation in class activities. The policy also prohibits students from submitting the same work in more than one class without receiving written authorization in advance from both instructors. Under the policy, students found in violation are subject to grade sanctions determined by the course instructor and non-grade sanctions determined by the School or College where the course is offered as described in the Violation and Sanction Classification Rubric. SU students are required to read an online summary of the University’s academic integrity expectations and provide an electronic signature agreeing to abide by them twice a year during pre-term check-in on MySlice. For more information about the policy, see http://academicintegrity.syr.edu.

Note: Please do not share your IST 605 course assignments unless instructed or encouraged by the professor. It makes you vulnerable to academic integrity charges should someone use your work later on, as in those cases both students are typically "charged."

Students with Disabilities Syracuse University values diversity and inclusion; we are committed to a climate of mutual respect and full participation. If you believe that you need accommodations for a disability, please contact the Office of Disability Services (ODS), disabilityservices.syr.edu, located at 804 University Avenue, room 309, or call 315.443.4498 for an appointment to discuss your needs and the process for requesting accommodations. ODS is responsible for coordinating disability-related accommodations and will issue “Accommodation Authorization Letters” to students as appropriate. Since accommodations may require early planning and generally are not provided retroactively, please contact ODS as soon as possible. Our goal at the iSchool is to create learning environments that are useable, equitable, inclusive and welcoming. If there are aspects of the instruction or design of this course that result in barriers to your inclusion or accurate assessment or achievement, please meet with me to discuss additional strategies beyond official accommodations that may be helpful to your success. Religious Observances SU’s religious observances policy, found at supolicies.syr.edu/emp_ben/religious_observance.htm, recognizes the diversity of faiths represented in the campus community and protects the rights of students, faculty, and staff to observe religious holy days according to their tradition. Under the policy, students should have an opportunity to make up any examination, study, or work requirements that may be missed due to a religious observance provided they notify their instructors no later than the end of the second week of classes through an online notification form in MySlice listed under Student Services/Enrollment/My Religious Observances/Add a Notification.

Because this is an online course, conflicts between religious observances and course requirements are minimized. However, if you find yourself in a conflict situation, please notify the instructor prior to the second week of class for an accommodation.

Ownership and Educational Use of Student Work Student work prepared for University courses in any media may be used for educational purposes, if the course syllabus makes clear that such use may occur. You grant permission to have your work used in this manner by registering for, and by continuing to be enrolled in, courses where such use of student work is announced in the course syllabus. I intend to use academic work that you complete this semester for educational purposes in this course during this semester. Your registration and continued enrollment constitute your permission. I also intend to use academic work that you complete this semester in subsequent semesters for educational purposes. Before using your work for that purpose, I will either get your written permission or render the work anonymous by removing all your personal identification.

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Course Evaluations There will be an end of course evaluation for you to complete in Week 10 prior to your final exams week. This evaluation will be conducted online and is entirely anonymous. You will receive a notification from the Syracuse University Office of Institutional Research & Assessment (OIRA) department in your email account with the evaluation website link and your passcode. We faculty work hard to do the best possible job when preparing and delivering courses for our students. Please understand that not only does the school use the course evaluations to make decisions about the curriculum in order to improve where necessary, but they also use them to make decisions about faculty members. Please take the time and fill out the evaluation as your feedback and support of this assessment effort is very much appreciated.

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*Syllabus Change Policy The instructor reserves the right to update or alter this syllabus with sufficient notice to students.

Syllabus Attribution Statement This syllabus was designed by Megan Oakleaf, Professor of Record for IST 605.