Syllabus
it.coe.uga.edu/~mfitzger/6380/syllabus.html
EDIT 6380: Cataloging for Automated School Media Centers
Summer Semester, 2008
7-1-08

Location: UGA/Gwinnett, Room TBA

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Schedule

Hybrid course format: approximately 1/2 online (online portions are assynchronous)
Face-to-face Meetings: 9a-3p, Saturdays: May 17, June 14, July 12

Dr. Mary Ann Fitzgerald (MAF)
604C Aderhold Hall
(706) 542-4030
mfitzger@uga.edu
http://it.coe.uga.edu/~mfitzger
For other contact info, see WebCT/6380 Home Page

This course prepares media specialists for cataloging materials in machine-readable (MARC) record format for automated catalogs.  The student learns to use the Dewey Decimal Classification System for classifying all types of materials, the Sears subject headings for categorizing materials, and MARC software for creating records in machine-readable (MARC) format.

Objectives (Expected Learning Outcomes):

1. The student will demonstrate ability to assign subject headings to all types of materials using the Sears Subject Headings guidelines.
2. The student will demonstrate ability to classify all types of materials according to the Dewey Decimal Classification Scheme.
3. The student will demonstrate understanding of and ability to create machine-readable (MARC) records for automated library catalogs based on appropriate cataloging information obtained through #1 and #2 above.

These competencies break down into topics listed further down.
 

"Acceptable" AASL Competencies Relevant to This Course

Competency	Course Stimuli	Student Evidence: All should be summarized in Capstone
Access to information:  Candidates identify barriers to equitable access to resources and services.	Access Enabler Project: Pre-read ALA Access document. Brainstorm list of barriers Form groups to tackle one Create access enabler tool Share tools across class	Access enabler tool could be MARC records, webliography, pathfinder, webquest, job aid, signage, strategy set...
Access to information:  Candidates facilitate access to information in print, non-print, and electronic formats.	Access Enabler and Bibliography assignments:  Include multiple formats in enabler project Include multiple formats in bibliographies	Access enabler (is specific in resources accessed) Bibliography project includes multiple formats Service project may provide an application opportunity
Stimulating learning environment:  Candidates plan and organize library media centers according to their use by the learning community.	Case studies; field trip  in-class activity: diorama, floorplan Service project: observe, pose questions	Reflection in service project
Information literacy curriculum: Candidates incorporate technology to promote efficient and equitable access to information beyond print resources.	Practice with MARC records Bibliography requires searching	Service project artifact Access Enabler may incorporate tech Bibliography process log
Connection with the library community: Candidates demonstrate the potential for establishing connections to other libraries and the larger library community for resource sharing, networking, and procedures.	Explore ways that "outside" agencies may help you solve information access problems.	Required part of Bibliography May be a part of Access Enabler
Managing information resources: Candidates organize the library media facility and its collections - print, nonprint, and electronic - according to standard accepted practice.	Practicing with MARC records; Downloading MARC records; Work with Sears subject headings	Service project log Bibliography - subject headings
Comprehensive and collaborative strategic planning and assessment: Candidates collaborate with teachers and administrators to develop a library media program plan that aligns resources, services and information literacy standards with the school's goals and objectives.	Link to curriculum mapping, program planning, selection process	Bibliography ties to curriculum and suggests instructional uses of resources

 
  "Target" AASL Competencies Relevant to This Course

Competency - includes all of the Acceptable ones above, and:

Access to information:  Candidates plan strategically to ensure physical and intellectual access to information for the entire school community.

Connection with the library community: Candidates employ strategies to ensure connections between the school community and the larger library world of public, academic, special libraries, and information centers.

Managing program resources: Candidates organize, manage and assess all human, financial, and physical resources of the library media program.

Texts and Supplies
Available through online book vendors.  

Kaplan, A., & Riedling, A. (2006). Catalog it! A guide to cataloging school library materials (2nd ed.). Worthington, OH: Linworth. ISBN 1-58683-197-6.  Use the first edition only if you find it free somewhere - you will have to do some work to fill in a couple of new sections.

Mortimer, M. (2007).  Learn Dewey Decimal Classification (Edition 22). TotalRecall Publications. ISBN 978-1-59095-804-9.  Earlier editions unacceptable because Dewey itself has upgraded to 22nd.

• Sears List of Subject Headings: H.W. Wilson.
• Abridged Dewey Decimal Classification. 

If you have access to any kind of automation software at your school, this may prove helpful.  Bring any demo disks of such software that you might have picked up at a conference. 

Extremely helpful: MARC Magician software, either full version or demo, or any other MARC composition software.  Do not, however, try to purchase this for the sole purpose of this class.

1. Introduction of cataloging, classification, subject headings, and machine-readable records for school library media centers.
2. Foundation knowledge and practice in assigning subject headings using the Sears Subject Headings guidelines.
3. Foundation knowledge and practice in assigning classification numbers using the Dewey Decimal Classification scheme.
4. Foundation and practice in creating MARC record fields for automated cataloging systems.
5. Practice inputting MARC records into automated software, such as MARC Magician, for downloading into automated catalogs.

Current Topics

1. The Philosophy of Information Access
2. Information Organization in the 21st Century
3. Tools
4. Paradigm Shifting in the Cataloging World

Instructional Strategies

Research
Peer interaction
Evaluation of others' work
Personal reflection
Workshop activities
Case studies and scenarios
Assignments (see below)
Class discussions and small group discussions
Readings in texts and of current scholarly and practical articles
Presentations (learn by teaching)
Idea sharing
Making connections to field experiences
Hands-on practice with authentic materials
Field trip (we hope)

Assignments
 

Grading Policy

1. Projects are constructed to be as authentic as possible.  They are often large and challenging, but they are also realistic.  Detailed rubrics are provided to guide students to a high standard of performance.
2. Grading Scale: There is no A+.  A=94-100. A-=90-93. B+=87-89. B=84-88. B-=80-83. C+=77-79. C=74-78. C-=70-73. D+=67-69. D=64-68. D-=60-63.F=0-59.
3. A lot of thought goes into pacing assignments and arranging deadlines to be reasonable both for you to complete the assignments and for me to properly evaluate them.  As professionals, we mutually expect deadlines to be met. Please contact me if you have a problem with meeting a particular deadline. If an assignment is late, its score may be reduced. Also, please check with me if you feel that a deadline needs to be rescheduled, either for you personally or for the class as a whole.  In this term, the July 21 deadline is absolute due to the number of students in the class and the deadline for grade submission.
   
4. Incompletes: the Graduate School has strongly discouraged instructors from giving these.  As a general rule, I do not give the grade of "I" (for incomplete) without documentation of medical emergency, death in the family, or some other extreme circumstance.  It's your job to contact me if you find yourself unable to finish the coursework by the normal due date.
5. Collaborative option.  I have specified the preferred mode for each assignment - individual or group. Collaboration has many benefits. However, it is possible to use another mode, especially for individuals to complete group assignments.  Please let me know if you want to exercise this option for any assignment.  All members of a group receive the same grade for their group's product.  Please also let me know if there are serious working difficulties in a group that somehow compromise the learning opportunities for any group member.  If a problem develops, begin documenting the problem from your perspective.  In other words, if you feel that a team member is compromising their own learning through inadequate participation, then you should feel justified in expressing this as a concern and documenting it.
   
6. Communication and writing skills are essential for media specialists, Master’s candidates, and Specialist candidates. Therefore, all writing must comply with grammatical and spelling rules and should look professional in a visual sense. Please use a word processor and laser or inkjet printer and avail yourself of the spelling and grammar-checking tools provided by your software. Web sites and projected materials should receive the same level of proofreading and care that printed papers do.  If errors or appearance detract from the quality of an assignment, the score will reflect this problem. I reserve the right to return severely flawed assignments to you without a grade so that you may repair them prior to my reading.  Most assignments have a "mechanics" criterion. Items that are written for public consumption in real life -- such as web pages -- should be as close to perfect as possible, in keeping with the professionalism expected of you in the field.  Items that are more reflective or just for me to evaluate will not be held to such a high standard. 
7. Format.  Most assignment descriptions specify the form in which each assignment should be turned in. Please pay careful attention to this detail. For example, I may request prints, email attachments, a web address, or a combination of these.   Number pages.  Please do not use bulky binders or folders - a simple staple is sufficient, or spiral binding if the project is large. To save paper, it's ok to print on recycled paper (backs of discarded sheets). It's also ok to print front and back, if you also staple down the side like a book. Use a 12-point font, serif for print and sans serif for online or projected. You should also post your assignment on your assignment page - unless privacy will be compromised (as in the case of Field Experiences).  This provides a sharing opportunity for all class members and provides digital backup for print assignments.  I may request online submission through WebCT.  With these many alternative modes, it is critical that you check the submission details provided with each assignment.
   
8. As scholars, it is essential for you to give credit to any other sources consulted in the course of completing any assignment. Use in-line citations as appropriate.  List these in a reference list near the end of the project, and please follow APA style (5th edition).
9. Resubmit option. I believe in mastery learning, a learning model in which students have the opportunity to keep working at a skill until they have accomplished it. If you receive less than a 90% score on any assignment, you may correct the problem(s) and resubmit up until the final due date.  If you choose to use this option, you must resubmit the original assignment and scoring sheet/rubric along with your revised assignment.    It is my philosophy that every student can achieve an A with sufficient effort.
10. Tracking. Your final grade should come as no surprise to you if you keep up with your scores. I will use the WebCT Gradebook.
11. Academic honesty. All academic work must meet the standards contained in "A Culture of Honesty." Students are responsible for informing themselves about those standards before performing any academic work. More information about academic honesty can be found at http://www.uga.edu/honesty/.

In this class, participation is of the utmost importance. As in many graduate classes, a major benefit is interacting with your peers. To miss any class seriously compromises your learning. I expect you to have a professional attitude of wanting to participate and to contribute fully in this class, and to give it a high priority in your plans.

This class has a reduced number of hours for meetings balanced by significant online work. We scheduled classes according to student preferences as far as democratically possible.   To miss scheduled classes or discussions seriously compromises your learning.

However, family and job responsibilities at times interfere, and I understand this fact of life. Please let me know ahead of time if you need to be absent, to help my planning process.  

I do not wish to be in the position of judging whether an absence should be excused or not. I will simply take attendance and figure this as a percentage of your Participation score. If I feel that excessive absences have compromised your learning, this will be reflected in your score in that category.  A pattern of absences across your semesters of work with us will cause problems, so strive to avoid this.

One of my pet peeves is to be asked: "Sorry I was absent - what did I miss?" You are responsible for material missed, and it's up to you to ask your friends about what happened, without placing any further burden on me. I cannot repeat events that happened in class, although I make many resources available to you through this website.  The agenda will usually help you to figure out what happened.  Please talk with classmates to help you with this.  You are welcome to arrange a meeting with me so that we can plan an avenue for you to fill in the gaps in your learning, but it's your responsibility to take the initiative.

Since this class is required for certification, the schedule is unusual and concentrated, and some people will have work obligations, I am willing to be more flexible than usual with people who have special situations.  Please let me know and we will discuss how to handle the scheduling conflict.

This semester, we will try some new virtual capture techniques as a way of dealing with unavoidable absences and to enrich the learning for everyone.  I will ask each class member to participate in this effort, in part because it will expose participants to new technologies.  See Absentee Givebacks.

Special Needs
If you need special assistance due to a physical or learning disability, please let me know. I will be happy to accommodate you in any way that I can.
 

Ground Rules

• Participants must comply with all computer policies established by UGA.
• Please do not hesitate to take comfort breaks as needed. Several breaks will be provided.
• I prefer to operate on a first name basis.
• Feel free to interrupt with points and questions.  I will also feel free to redirect when things seem to get off track.
• Cell phones: please turn the ringer off during class and leave the room if you must take a call.
• There are NO stupid questions.  As media specialists, one of your jobs is to empower students to find their own answers.  First, explore on your own, using the research skills and resources available to you.  Second, ask your professional peers.  Finally, if you're still not satisfied, ask a member of the instructional team.
• Conversely, as a student in the class, it is your responsibility to help other students as much as you can.  We need an atmosphere of mutual learning and inquiry.  Also, troubleshooting and teaching another person to do something are very effective ways of bolstering your own understanding.  Media specialists usually enjoy helping other people solve problems and questions.
• We will not criticize people we know who are working in the field.  Instead, we may criticize ineffective practices and strive to discover more effective ones.
• Please avoid monopolizing discussions, and avoid side conversations during presentations. Lots of time for talking will be provided!  These two little things make many class members uncomfortable and frustrated.

I strive to be organized. The following procedures will help us all manage our resources and time.

Communication:

• Methods for "pushing" messages to you:
• Urgent, must-see items will come over SLM-L with this class named in the message header.
• I will blog about many topics that are less urgent but still important enough for the entire class to hear.  The blog for this class is cohort7.wordpress.com.  I highly recommend that you subscribe to it via RSS or email.
• I use my website for posting public information that changes only periodically.
• I use WebCT/Resources for items that need to be protected behind a password.
• WebCT is not ideal for email, but you should check for notifications on your MyWebCT page every day or two.
• I am building indices for my web-based materials in my Del.icio.us account. 
  
• I will email you directly about individual matters.  Make sure that I have your primary email address.  We prefer you to use your UGA account for email for many reasons; remember that you can usually have UGAMail imported into another preferred email service.
• Make sure that I have your most current phone numbers and mailing address. 
  
• Ways you may contact me:
• My communication policy is have the "door" open as much as possible.  I get up very early and don't mind early phone calls.  You can also call me at night, but I may be asleep after 9pm. 
  
• Most things, however, can be done through email (mfitzger@uga.edu). I strive to clear my Inbox each day, with the exception of weekends and travel days.
• You are welcome to call me at my home telephone number.  While this number is not private, I will protect it to a certain degree; you can find it on the WebCT homepage for this class.  I have an answering machine and I check it regularly.
  
• It is difficult for me to return phone calls via long distance, because of cumulative cost (UGA does not reimburse off-campus long distance). 
  
• Skype is an excellent way to talk for free.  My Skype name is maryannfitzgerald.  You can also IM me through Skype.
• If all else fails, try my cell number (also on the WebCT homepage) or Amanda at the office (706-542-3810).
• I've pretty much abandoned fax technology in favor of scanned images sent through email.  If the need for this comes up, let's talk.
• US Mail: my home mailing address is also on the WebCT homepage.  I visit Athens irregularly, and so mail sent there may be forgotten for days or weeks.  If I know something has been mailed, I will remember to have staff check on it for me.
  

• All course materials may be found from within WebCT.  In addition, most course materials may be found from http://it.coe.uga.edu/~mfitzger/6380.
• Agenda. A day or so before class, I will post an agenda for the next class's events. Please read the agenda on the evening before class. Some students find it helpful to print out a copy and bring it to class.  You are responsible for details on this agenda even if you don't attend class.
• Folder system:  each student will have a folder that we will exchange each class. Pick it up at the beginning of class, and return it at the end.  I will distribute graded work through these folders, and you should place any printed assignments in the folder. Please remove them when they've been graded.  Also, check for any handouts that we might need as you pick up your folder.
• In general, I try to use very little paper and constantly strive to use even less.  I use recycled paper if possible and invite students to do the same.  Many assignments will be submitted online.
• Assignment pages:  post your assignments on this page. Feel free to visit other students' pages. Remember that anything posted on Assignment Pages is public. Your online assignment page - kept up to date each semester - can form the beginning of your final certification portfolio.  Make sure to keep electronic copies of all your projects, even if you don't house them in your own web space. 
• We will use WebCT as needed, for the Gradebook, and as inspiration strikes.  We will not use it heavily for bulletin board purposes, although you are welcome to use this feature on your own. Chat and interactive audio are also available to you within WebCT.  We can also set up discussion boards that are private within groups, at your request.  Also, set the email function within WebCT to forward to your usual email account. I prefer to use normal email rather than WebCT email.
• When you see errors or inconsistencies (large or small) in course materials, please point them out to me.

Research

As a college professor interested in the scholarship of teaching and learning, I routinely collect, analyze, interpret, and report data as it concerns my courses, the cohort model, and the SLM Program. This allows continual improvement over time, and the opportunity to add to the body of knowledge regarding library education. My teaching journal, any electronic exchanges or online sessions, and especially samples of student work and reflections are all of interest for research purposes.  No extra work whatsoever is assigned for research purposes. No videotaping or audiotaping will be used for this purpose. Analysis will occur after semester grading is complete. If you prefer that your work in this class not be considered for purposes of research, please email your preference to me; I will cheerfully remove your material from analysis.  You may opt out at any point now or in the future.  We plan for this research to be an ongoing examination of teaching and learning within the SLM Program.  If we learn anything of value, we will publish our findings.  However, your name will never appear in any publication or presentation.   You will be given a letter explaining this research more thoroughly.