Syllabus
it.coe.uga.edu/~mfitzger/6380/syllabus.html
EDIT 6380: Cataloging for Automated School Media Centers
Summer Semester, 2005
Last update 5-24-05: ready for June 1

Gwinnett University Center, Room 1460 maybe (Bldg A)

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Schedule

June 1, 2, 6, 7, 8: 8am-12 noon; 1pm-5pm

Dr. Mary Ann Fitzgerald
604C Aderhold Hall
(706) 542-4030 (please leave a message if no answer)
mfitzger at uga.edu
http://it.coe.uga.edu/~mfitzger

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.  Members of last year's class may loan you copies as well.

Intner, S.S. & Weihs, J. (2001). Standard Cataloging for School and Public Libraries (3rd ed.). Libraries Unlimited. ISBN 1563087812.

Mortimer, M. (1999). Learn Dewey Decimal Classification (Edition 21). Rowman & Littlefield. ISBN 0810836947.

Understanding MARC Bibliographic (free for download)

AASL Standards for SLMS Preparation (free for download)

Also, try to locate and borrow a copy of the following tools. Older editions of these tools are better than nothing.

• Sears List of Subject Headings, 18th ed. H.W. Wilson.
• Abridged Edition 14, 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.

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.

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. 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.
2. 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.
3. 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 prior to my reading it.  Standards for mechanical perfection are indicated in each assignment rubric: nearly perfect for patron or public materials, and a little less stringent for materials only I will see.
   
4. 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.  Most times, I will ask for both written and electronic versions.  Acceptable file formats include: .doc, .htm, .html (these are preferred); .rtf; .txt. Remember to double space when possible and appropriate. Number pages.  Please do not use bulky binders or folders - a simple staple is sufficient, or spiral binding if the project is larger.  Use a 12-point font. In most cases, 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.  If you choose to mail an assignment, check to make sure it arrived.
   
5. As scholars, it is essential for you to give credit to any other sources consulted in the course of completing any assignment. List these in a reference list near the end of the project, and please follow APA style (4th or 5th edition acceptable).
6. 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.
   
7. 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.
8. Tracking. Your final grade should come as no surprise to you if you keep up with your scores. I will use the WebCT Gradebook.
9. Academic honesty. All policies of the University of Georgia regarding academic honesty apply to this class.

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. 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.

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 lab policies established by UGA and the Gwinnett University Center.
• 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.
• 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.  I will try to model this behavior - and so you may not always get direct answers.  Do everything you can to find your own answers, including asking your peers.
• 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.
• We will not criticize people we know who are working in the field.  Instead, we will 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:

• Email: When I need to say something to the whole class at once, I'll use SLM-L (slm-l@listserv.uga.edu). It's essential that you receive these messages throughout your participation in the SLM program.  You're welcome to pose questions over the listserv as well - you'll be asking all your UGA SLM colleagues, some of whom have already graduated.
• Daily agenda. For each class day, I will do my best to post an agenda. Please read the agenda before class. You are responsible for details on this agenda even if you don't attend class.
• Folder system: this semester, due to the brevity of the course, we won't use folders as much - a departure from my usual pattern.
• Assignment pages:  post your assignments on your personal web-based Assignment Page as much as you can this semester. It serves as a handy backup when paper copies get lost or when I don't have them with me.  Feel free to visit other students' pages. Please don't share the assignment pages with people outside the class, however.  Your online assignment page - kept up to date each semester - can form the beginning of your final M.Ed. portfolio or a job-hunting portfolio.  Due to the abbreviated nature of this course, we won't be as rigorous about Assignment Pages as usual.  Members of Cohort 5 are encouraged to get started on their AP, but I know this might not be realistic yet.
• We will use WebCT mainly for the gradebook.  You're welcome to use the communication tools, but I won't structure any bulletin board or other online activities unless requested.

University of Georgia computing policies can be found here.
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