L.I.S 763 02 READERS ADVISORY SERVICES
GRADUATE
FALL 2008 (August 28 to December 11, 2008
SYLLABUS
CLASSES—THURSDAYS: 1:00 p.m. to 4:00 p.m.
Class times are subject to
negotiation over breaks. CLASSROOM—Crown 310B
INSTRUCTOR Bill Crowley, Ph.D. (Professor) Office: Rm. 344
Tel: (708) 524-6513 (Office); FAX: (708) 524-6657
Email: crowbill@dom.edu
OFFICE HOURS – Monday and Wednesday: 5:00 p.m. to 6:00 p.m. Thursday: 4:00 to 5:00 p.m. in Rm.
344,
I. COURSE
DESCRIPTION
A course on serving adult reading needs which addresses fiction (mystery, science fiction, romance, western, and more), nonfiction (self-help, biography, history) and links among the fiction and nonfiction genres. The relationship of readers’ advisory services with reference, and other library programs, research on adult reading, and with popular reading in an information society will be examined. Students will also gain experience in adult book discussions.
Prerequisites: 701, 703, 704.
II. REQUIRED TEXTS
Abbott, Lee K. "Twenty Things Good Stories Have in Common." Impromptu: A Newsletter, 12, no. 2 (1995, Autumn: 3 (Appendix G to syllabus)
Adult
Balcom, Ted. Book
Discussions for Adults: A Leader’s Guide.
Burns, Ann. “African
American Visions: Nearly 50 Trend-Setting Titles
for Your Collection” Library Journal 15
November 2006 http://www.libraryjournal.com/article/CA6383669.html (Accessed August 7,
2008)
Christian, Graham.
“Spiritual Living” Library
Journal, . I March 2008. http://www.libraryjournal.com/article/CA6532855.html
(Accessed August 7, 2008)
Crowley, Bill. “Rediscovering the History of Readers
Advisory Service. “ Public Libraries
44, no. 2 (January-February 2005): 37-41. http://www.ala.org/ala/pla/plapubs/publiclibraries/janfeb2005.pdf
(Accessed August 7, 2008) Note: The
entire January-February issue is online in PDF format.
Evanston
http://www.epl.org/index.php?view=article&catid=49%3Aafrican-american&id=353%3Aaf-amer-lit-2008&option=com_content&Itemid=290
(Accessed August 7, 2008)
Gruen. Sara. Water for
Elephants. (REQUIRED:
Bookstore & libraries)
Herald, Diana Tixier and Wayne A. Wiegand
(ed.). Genreflecting: A Guide to Popular Reading Interests 6th
ed. Westport
Hoffert, Barbara. “The Book Club Exploded.” Library Journal. 15 July 2006. http://www.libraryjournal.com/article/CA6349024.html (Accessed August 7,
2008)
Kuzyk, Raya. “A Reader at Every Shelf: New
Tech Tools and Library Innovations Take Patrons Well Beyond
the Bestsellers” Library Journal 15 February 2006 http://www.libraryjournal.com/article/CA6304423.html (Accessed August 7, 2008)
Kuzyk, Raya. “Brave New Genre—Spiritual Living
2006.” Library Journal Spiritual
Living supplement. 1 May 2006. http://www.libraryjournal.com/article/CA6328094.html (Accessed January 2, 2008)
[Payn, James]. "The Blessedness of
Books." Chambers's Journal of
Popular Literature, Science, and Art. 10 September 1864. (No. 37) (REQUIRED—provided)
Ross, Catherine Sheldrick,
Lynne (E.F.) McKechnie, and Paulette M. Rothbauer. Reading Matters: What the
Research Reveals about
Saricks, Joyce G. Readers'
Advisory Service in the Public Library, 3rd ed.
Turabian, Kate L. A
Manual for Writers of Term Papers, Theses, and Dissertations, 7th
ed. Revised by Wayne C. Booth, Gregory G. Colomb, and
Joseph M. Williams.
WebJunction Spanish Language Outreach
Program—Workshop Handout Packet. “Serving Spanish-Speaking Communities Success Checklist.” http://webjunction.org/222/articles/content/438094 click to page and then click again to
document. (Accessed August 7, 2008)
Whelan, Debra Lou. “Out and Ignored.” School Library Journal January 2006. http://www.schoollibraryjournal.com/article/CA6296527.html
(Accessed August 7, 2008)
ADDITIONAL
Beckwith, Harry. Selling the Invisible: A Field Guide to Modern Marketing.
Burgin,
Robert, ed. Nonfiction Readers’ Advisory. Westport , CT
Coles, Robert. The
Call of Stories: Teaching and the Moral Imagination.
Obama, Barack. “Bound to the Word.”
American Libraries.
August 2005, 48-52.
Saricks, Joyce. G. The
Readers’ Advisory Guide to Genre Fiction.
Shearer, Kenneth D. Guiding the Reader to the Next Book.
Shearer, Kenneth D. and Robert Burgin, eds.
The Readers’ Advisor’s
Companion.
Spratford, Becky Siegel and Tammy Hennigh Clausen. The Horror Readers’ Advisory: The Librarians
Guide to Vampires, Killer Tomatoes, and Haunted Houses.
Underhill, Paco. Why We Buy: The Science of Shopping.
REQUIRED
DATABASES
Students are required to use the NoveList and What Do I Read Next? databases
for preparation of their assigned annotations.
These databases are accessible for free through the Dominican University
Library Website, under A-Z list of Online resources at
http://domweb.dom.edu/library/Crown/Articles/alphalist.htm (Accessed August 7, 2008) You can locate these databases alphabetically on this list.
FICTION-L
All class members are asked to join the electronic reading
list Fiction_L (www.webrary.org/rs/flmenu.html)
(Accessed August 7, 2008)
STYLE GUIDE
Turabian, Kate L. A
Manual for Writers of Term Papers, Theses, and Dissertations, 7th
ed. Revised by Wayne C. Booth, Gregory G. Colomb, and
Joseph M. Williams.
ELECTRONIC
TURABIAN CITATIONS
COMPUTER ACCOUNTS
If you do not have email access, please obtain a free
account from
ADDITIONAL ELECRONIC
RESOURCES
·
Amazon.com
http://www.amazon.com/ (Accessed August 7, 2008)
·
Nassau Library System
Readers Advisory Resources http://www.nassaulibrary.org/libsites/readadvisory.htm
(Accessed August 7, 2008)
·
Overbooked http://www.overbooked.org/ (Accessed August 7, 2008)
· Stockton-San
Joaquin County Public Library “Reader's
Advisory Online Resources”
http://www.stockton.lib.ca.us/readadvi.htm (Accessed August 7, 2008)
·
Whichbook.net
http://www.whichbook.net/ (Accessed August 7, 2008)
·
Wichita
State University Libraries “Reader’s Advisory
Sites” http://library.wichita.edu/circulation/readersadvisory.htm (Accessed August 7, 2008)
· Wisconsin Library
Association “Readers Advisory Resources” http://www.wla.lib.wi.us/readers/RAresources.html
(Accessed
August 8, 2008)
III. LEARNING OBJECTIVES
GOAL OF THE
COURSE: L.I.S. 763 is designed to blend readers advisory theory and practice to enhance student
expertise in meeting the fiction and nonfiction leisure (voluntary) reading
needs of adult library users. To this end, it aims to strengthen student
written and verbal communication effectiveness. Course activities have been
devised to encourage the student to develop a philosophy of RA service grounded
in an understanding of and a commitment to effective service.
COURSE
OBJECTIVES
L.I.S. 763 Readers Advisory Services has several overlapping objectives:
A. to introduce students to the theory and practice of meeting adult reading needs through adult readers advisory service (RA);
B. to explore adult RA as a critical aspect of the learning roles of public, school, and academic libraries:
C. to introduce students to basic reference tools for adult RA;
D. to explore the historical development of adult American reading tastes;
E. to explore evaluating, selecting, and utilizing RA reference materials and other methods of facilitating access to fiction and non-fiction works sought by library customers;
F. to identify ongoing issues in delivering RA services;
G. to explore RA's place in a hierarchy privileging information and other educational programs;
H. to demonstrate the value of non-fiction in RA service;
I. to provide basic training in leading a book discussion group;
J. to explore such ethical issues as requiring staff to read on personal time;
K. to discern internal and external relationships among RA librarians and other library staff;
L. to understand factors impacting planning and budgeting for RA services;
M. to explore use of the Web for enhancing effective RA service;
N. to investigate marketing and other approaches for increasing the perceived value of RA services to potential readers within and without the library;
O. to comprehend the quintessentially educational nature of RA.
Relevant MLIS Program Objectives
- Articulating and applying a philosophy of service that incorporates an awareness of the legacy of libraries and information centers within our culture.
- Promoting the professional values of ethical responsibilities, intellectual freedom, and universal access to information;
- Identifying and analyzing information needs and opportunities of individuals and organizations, both within the traditional information service areas as well as the broader information sector;
- Developing creative solutions to information problems by integrating relevant models, theories, research and practices.
- Designing, implementing, and evaluating systems, technologies, services, and products that connect users with information.
- Practicing a variety of management, communication, and organizational skills to facilitate appropriate change within learning organizations.
- Teaching others to identify, analyze, organize and use information.
OVERVIEW
L.I.S. 763 Readers Advisory Services is a graduate course offered by a professional school. By design, the content is set at a higher level than normally found in library, information and media workshops or community college offerings. In combining practical instruction in techniques and tools with equally relevant research and theory, Readers Advisory Services tries to live up to the spirit of the following:
It’s the Law—The
Justification for RA Service
- "Establishment of
districts and libraries: To provide local public institutions of general
education for citizens of
SOURCES OF READING THEORY AND RA
SERVICE
In addressing reading theory, the course draws on a variety of sources, in
particular Catherine Sheldrick Ross, Catherine Sheldrick, Lynne
(E.F.) McKechnie, and Paulette M. Rothbauer’s
Reading Matters: What the Research
Reveals about
IV.
ASSIGNMENTS AND OTHER COURSE REQUIREMENTS PAPER FUNDAMENTALS
Papers, except the book annotations, will include a cover sheet with the
name of the class, student, and paper, plus the semester and date.
1. All
papers must have the “full” number of pages required. Remember that a
half-page is not a full page.
2. If
papers do not contain all the required pages, students will lose points. (With
highly intelligent LIS students, this is a simple but effective method of
separating “A” from “B” grades.)
3. Papers
will utilize standard one-inch margins.
4. Papers
will indent the first word of a new paragraph rather than separating paragraphs
with two double-spaced returns.
5. Papers
will be in 12-point type (preferably Times New Roman) and will be
double-spaced, with the exception of the notes and block quotations. (In the
“real world,” papers written in italics or bold type are virtually guaranteed
to offend managers.)
6. Pages
are to be numbered.
7. Citations
are in Turabian/University of
8. Papers
submitted after the due date will lose points before being marked for
content and style. The current
deduction standard is one point per day—out of the 5, 10, or 20 points for the
assignment.
9. Any
appendixes and attachments will not count for the required number of pages.
WRITING AND ANALYSIS ASSIGNMENT -
3 TYPED PAGES (MINIMUM)
This assignment involves a close reading of James Payn’s "The Blessedness of Books" contained in the December 10, 1864 issue of Chambers's Journal of Popular Literature, Science, and Art. Drawing on Joyce Saricks’s Readers' Advisory Service in the Public Library, 3rd ed., students will describe how they will serve any, many, or all of the individuals described in "The Blessedness of Books." (Article to be distributed.)
PERCENTAGE OF GRADE: 10%
BOOK ANNOTATIONS AND CLASS
"BOOK TALKS" - 1 TYPED PAGE PER ANNOTATION
- In addition to the class
texts, students will read five (5) books of “story.” Four (4) books will
be read in the genres and three of these four will be "book
talked." A fifth work, Sara Gruen’s Water for Elephants will be read for the class book
discussion. (Don’t panic!
"How to read a book in five minutes" will be discussed in the
first session.) Because students tend to be less familiar with the Inspirational
and Gay and Lesbian genres, all students will read a work in both
areas and will do a book talk on one. For the most part, students can read
and "book talk" works in areas they select, provided there is a
rough proportionality in the number of class reports. However, since
the class will have guest presenters on the Fantasy and SF, Romance, and
Gay, Lesbian, Bisexual, Transgendered genres only three (3) book talks can
be scheduled for those sessions. Students are urged to read in unfamiliar
genres. By the end of the class student book talks should take about ten
(10) minutes but longer book talks are acceptable while in the “learning
mode.”
**Eligible books for these assignments include any and all adult books
in a genre.**
Students
are reminded that Dominican’s University popular literature collection on the
“first” floor of Crown Library—the floor
with the circulation desk—has a wide spectrum of genre literature,
including cross-genre works such as the inspirational -romance-western or the
lesbian mystery.
Form of Annotations
Annotations, which are to be single-spaced but no more than one-page
in length, will follow a slightly amended version of the outline presented on
page 109 of the third edition of Joyce Saricks’s Readers'
Advisory Service in the Public Library. The addition consists of
including "Relevant Non Fiction Works and Authors" or "Relevant Fiction Works and
Authors" as the last category in the outline (Appendix C). Students
may use their annotations as a "prompt" for their class
presentations. Students are requested, if possible, to alternate between using NoveList and What Do I Read Next? to find similar
authors and related works. For locating relevant nonfiction works, students can
use any library catalog, existing/relevant annotated book list, or What Do I Read Next? Since the Fiction
Catalog is often used for weeding purposes, students can feel free to use it to
find related works.
PERCENTAGE OF GRADE: 20% (5% EACH)
TOPIC PAPERS- 8 TYPED PAGES EACH
(FALL-SPRING MINIMUM)
Students will complete two topic papers. One paper will serve
as the class midterm, the other will serve as the class final. However, each
student will decide for her or himself which of the topic areas to write
"in" to meet the deadlines for the midterm and final. All
students are strongly encouraged (but not required) to do a paper in Topic Area
1 - "Visit" for either the midterm or the final. (See Appendix B—
Topic Area 1 - RA Site Visit (STRONGLY ENCOURAGED): Students will "visit," in person, by telephone, via email, and/or fax, one or more public, academic, or other libraries offering RA service and will write a report on the "visits." The report should address: planning for RA service, budgeting, staffing, in-service training, hours of service, collection development, electronic (including web sites) or hard copy resources available, reading lists (electronic or hardcopy), expectation for staff reading after official work hours, tacit knowledge of the RA staff), nature of customer base, etc. Students may visit as part of a group and report as a group or individually.
- Group visits must involve an
actual trip to the library.
- Group reports will be marked
on a group basis. All involved will received the grade that would be
awarded to the best presenter in the group.
- All papers must be
individual papers and will be marked on an individual basis.
- Students are expected to
make their own contacts for the interview(s).
- Simply visiting the
web pages of one or more libraries is not sufficient to meet the visit
requirement. Students must communicate electronically and/or in person
with one or more "real" human beings!
- A listing of RA
librarians who have volunteered in the past to be interviewed is provided
in Appendix E.
Topic Area 2: The Social History of a Book (Borrowed with
permission from Dr. Linda Walling of the
- locate and read reviews of the book at the time it was written. How was it received when it first appeared? How long did it take the book "to have an impact"?
- research the times in which the book was written (historical events, social attitudes and values, economic situation, etc.)
- determine what has been the book's history since it was written. Has it stayed in print? Is it included in literary histories and/or books on the history of the genre? How dies it seem to compare to other books by the author? How has it influenced other books on the subject or in the genre?
- discuss the impact of the book with today's "reader." What about its possible future impact?
Topic Area 3: Is the Author Using a Formula? Is He or She Using It Effectively? In this option, the student will write a paper exploring how principles set forth by any author in any genre are applied (or not) in the author's own work or the work of another writer in the same genre. For example, J. R. R. Tolkien’s famed "On Fairy-Stories,” printed in both Tree and Leaf and The Monsters and the Critics, describes his standards for writing fantasy. It is thus possible for a student to determine whether or not Tolkien put his own theories to work in The Lord of the Rings or if other fantasy authors followed his “rules,” e.g., Robert Jordan in his Wheel of Time series.
Topic Area 4: Past, Present, or Emerging Issues in RA. In this option, the student will utilize the library literature and/or (where relevant) interviews and other personal communications to explore a critical issue in RA. Such issues can range from the 19th century controversy over advising readers on reading choices, the close connection of RA with education in the 1920s and 1930s, or the implications of submerging RA under “adult services” in the post WWII period. Current or emerging issues range from arguments for or against separate RA departments, whether RA is in danger of being considered the latest “flavor of the month,” whether “recreational” RA actually serves an “educational” purpose, etc.
Topic Area 5: Grow Your Own Genre. Recognizing
that “all RA is local RA,” this option allows the student to analyze a local
genre (“Chicago Lit” or “The Region Lit” for
Regardless of the topic areas selected, selected, the student will be
expected to write full eight (8) page papers. Attachments/ bibliographies are
not counted in the basic page. PERCENTAGE OF GRADE: PER
PAPER 20% (TOTAL 40%)
ATTENDANCE, LATENESS, CLASS PARTICIPATION, AND BLACKBOARD Quality class participation counts.
- ATTENDANCE: Students are expected to attend all classes and a grade may be affected if the student misses more than two sessions. However, additional absences resulting from "acts of God"--e.g., prolonged illness, similar illness of spouse or spousal-equivalent, child, etc.--can be addressed through an incomplete grade and make-up work.
- LATENESS: All member of the class, including the instructor, are expected to be in the classroom at the start of a class session. Chronic lateness will impact grades.
- BLACKBOARD The class and instructor will explore together the usefulness of “Blackboard” in advancing the aims of the course. Specific assignments will evolve over the duration of the class. See Appendix D Using Blackboard.
- NO DISPARATE TREATMENT: Everyone
in the class plays by the same open and available “rules.” PERCENTAGE
OF GRADE: 20%
CLASS REPORTS FOR MIDTERM OR FINAL Students
will deliver a report, ten to fifteen minutes long, on either their midterm or
final paper. "Appendix F Effective Public Presentations" should be
followed in the talks. PERCENTAGE
OF GRADE: 10%
GRADING SCALE
Final grades will be based on the
following scale:
A 100-95 B- 79-75
A- 94-90 C+ 74-70
B+ 89-85 C 69-65
B 84-80 C- 64 and below
The details of the grading policy
are outlined in the current GSLIS
Bulletin.
CLASS CALENDAR
This calendar is flexible but the instructor will provide reasons for
changes. As time allows the instructor will discuss various periods in the
history of American popular reading. Class times, subject to negotiation
over breaks, are from 1:00 p.m. to 4:00 p.m.
AUG. 28 Culture,
Introduction and Overview
· Class introductions/Completion of index cards.
· Negotiation of Student and Instructor Expectations.
· Review of syllabus.
·
"How To Read a Book in Five Minutes"
· "Defining Down RA” or Readers Advisory at the Bookstore Clerk Level
·
RA—a contribution to—or a diminution
of—librarian professionalism?
The three minimum rules of book talks and book annotations - 1.
Enough, 2. Not too much, and 3. The hook.
SEPT. 4 RA Tools and Theory
·
Sample book talk.
·
Electronic and hard copy RA Tools.
·
Reading theory and the “
·
Seating—where you sit today is where you sit
the rest of the semester.
Due Today Abbott, Lee K. "Twenty Things Good Stories Have in Common (Syllabus) Preface, Chapter 1 “The Company of Readers” and Chapter 4 “Adult Readers” in Reading Matters Chapter 2 “Reference Sources” in Readers’ Advisory Service in the Public Library Crowley, Bill. “Rediscovering the History of Readers Advisory Service.”
Return "Book Talks & Midterm/Final" Form to Instructor
SEPT.11 “Fantasy
and a Little SF”—Marlene Harris, Division Chief, Technical Services,
·
Distribution
of seating chart.
·
Book
talks by those assigned.
·
Guest
presentation by Marlene Harris.
Due Today: Chapter
10 “Science Fiction,” Chapter 11 “Fantasy,” and Chapter 12 “Horror” in Genreflecting.
Relevant students read
the book and complete the annotation
SEPT. 18 A “Nuts and Bolts” Approach for the 21st Century
Reader’s Adviser
Distribution of Seating Chart Discussion of
·
Providing RA service to one or more people
described in the "The Blessedness of Books" contained in the December
10, 1864 issue of Chambers's Journal of
Popular Literature, Science, and Art.
· Joyce Saricks’s Readers' Advisory Service in the Public Library, 3rd ed.
Due Today: Three (3) page paper describing how you would be applying the principles advocated by Joyce Saricks to one or more of the people described in “The Blessedness of Books.” The remaining chapters of Readers' Advisory Service in the Public Library.
SEPT. 25 Inspirational Literature Genre
· Book talks by those assigned to deliver them.
· Discussion of readings.
Due Today: All students are to read an inspirational book and complete the annotation.
·
Chapters
4 “Serving Today’s Reader” and 13 “Christian Fiction” in Genreflecting
·
Christian,
Graham. “Spiritual Living.”
·
Kuzyk, Raya. “Brave New Genre—Spiritual Living 2006.”
OCT. 2 Frontier/Western & Historical Genres
· Book talks by relevant students.
· Discussion of readings.
Due Today: Chapter
6 “Westerns” and Chapter 5 “Historical
Fiction” in Genreflecting
Relevant students read
the book and complete the annotation
OCT. 9 OFF
DU CAMPUS RA VISITS & REFLECTIONS (Off campus individual or group
activities)
Due by 10/14: Read Chapter 1 “Introduction: On the Social Nature of
Reading” and Chapter 2 “A Brief History of Readers’ Advisory” in Genreflecting and comment on the chapters in a
3-page paper posted on Blackboard by September 3, 2008. Note: If appropriate,
you can compare the information in these chapters with relevant other class
readings. Your paper should be posted to
the class Blackboard.
OCT.
16 MIDTERM PRESENTATIONS AND PAPERS
OCT. 23 Non-Fiction/History/Biography
Genres
·
Book talks
·
Discussion of readings
Due Today: All students read
·
Chapter 2—“Becoming a Reader: Childhood Years”
and Chapter 3—“Young Adults and
·
Chapter 3 “The Readers’ Advisory Interview” in Genreflecting
·
Relevant students read the book and do the
annotation
OCT. 30 Romance,
Women’s Fiction, Chick Lit—Dr. Diane Velasquez, Assistant Professor, GSLIS,
· Book talks
· Discussion of readings.
Due Today: All students
§ Read Chapter 9 “Romance” and Chapter 14 “Emerging Genres” in Genreflecting
§ Re-read Chapter 6 “Promoting and Marketing Readers’ Advisory Collections and Services” in Readers’ Advisory Service
NOV. 6 Mystery/Adventure/Thriller Genres
· Book talks.
· Discussion of readings.
Due Today: Chapter
7 “Crime” and Chapter 8 “Adventure” in Genreflecting. Re-read Chapter 5 “Background
for Readers’ Advisors” in Readers’ Advisory Service Relevant
students read book and complete one-page annotation
NOV. 13 African-American, Latino & Graphic Novel Genres
· Book talks
· Discussion of genres.
· Discussion of readings.
Due Today: “Using
Popular Black Fiction Subgenres to Develop or Expand African American User
Populations….” “Serving Spanish-Speaking communities Success Checklist.” Chapter 4—“Adult Readers”
and “In Conclusion—
NOV. 20 Gay/Lesbian/Bisexual/Transgender “Beyond the Margins or When Collection
Development Leads to Staff Development: The Building of a Transgender Resource
Collection” Bleue Benton,
Collection Development Manager,
- Book talks
- Presentation, with Q & A, on how the Oak Park Public Library developed a transgender genre collection.
Due Today:
§ Whelan, “Out and Ignored” School Library Journal and review the limited material in Genreflecting.
§ Re-read Chapter 7 “Training” in Readers’ Advisory Service
§ All students read a G/L/B/T book and do the annotation
***NOV.
27 THANKSGIVING—NO CLASS
DEC. 4 Ted Balcom: Leading Book
Discussions & Book Discussion
·
Training
in leading a book discussion.
·
Participation
in a book discussion of Sara Gruen’s Water for Elephants
Due Today: Read
Sara Gruen’s Water for Elephant. Barbara Hoffert, “The Book Club Exploded,” Library Journal
DEC. 11 FINAL
·
Final
presentations
·
All
final papers due.
APPENDIX A
Criteria for Evaluating Research Papers
(Does not apply to reports of visits)
(Thanks to Dr. Karen Brown)
Papers will be eight (8) pages which translates into roughly 2,000 words at the approximate rate of 250 words per page.
Your paper and bibliography will
be assessed according to the following criteria:
PAPER:
· Clarity of exposition:
- Coherent synthesis of the professional literature
- Logical train of thought
- Adequate connections between ideas, support of generalizations, choice of illustrative examples
· Persuasive presentation of position:
- Issue(s) selected are relevant and clearly explained
- Supporting reasons are sufficient, cogent, and appropriate
- Position is effectively supported
· Use of writing conventions:
- Proper grammar, spelling, and sentence structure
-
Appropriate use of citations and references
BIBLIOGRAPHY:
·
Reflects a careful review
of available literature related to the topic/issue
· Includes at least eight (8) sources in a variety of formats
· Follows proper bibliographic format as assigned by the instructor (Turabian/Chicago)
APPENDIX B
·
People have the right to decide freely whether or
not to participate in your class project. This means they voluntarily choose to
participate in the project based on an accurate understanding of its purpose,
procedures, risks, benefits, and any other factors that may affect their
willingness to participate.
·
Typically, written informed consent must be
obtained from participants to document their voluntary participation in your
project. Unless the Dominican University IRB has granted your instructor an
exemption for a specific class assignment, it will be necessary for you to have
participants complete an informed consent form prior to their participation in
your project. (An exception has been granted.) If applicable, your instructor
will provide you with an approved copy of an informed consent form.
·
If you want to obtain information from a minor (a
child under the age of 18), then you must obtain written permission from his or
her parent or guardian and assent from the minor. Do not obtain data from
minors without your instructor’s approval of your data collection plan. (Not applicable—this is adult RA.)
·
People who participate in surveys and interviews have
the right to confidentiality. Their answers to your questions should not be
associated with their identity unless they have signed an informed consent form
giving you permission to use their name.
·
If you want to take notes or make an audio or video
tape recording of your interview or observation, you must ask the person for
permission before you begin the interview.
·
Be sure to remove the participants’ names from the
information you collect. Assign them a number (e.g., “Respondent Number 1”) or a
pseudonym (“Mr. B.,” “Mrs. C.”) in any written or oral report you make based on
the information you collected.
·
You must minimize harm to the people who
participate in your class project. For
example:
- Is there
risk of criminal prosecution or loss of employment if the individual
participates in your project?
- Is there any
risk of physical injury?
- Is there any
risk of psychological harm, such as loss of self-esteem or emotional
disturbance?
- You must also
minimize harm to yourself. Students
should avoid unsafe situations at all times. Specifically, they should
(for example):
- Avoid unsafe
neighborhoods or locations
- Refrain from
walking alone at night
- Meet with
people they do not know in public places where other people will be
present.
APPENDIX C REQUIRED FORMAT FOR BOOK ANNOTATIONS
Author:
Title:
Publication Date:
Number of Pages:
Geographical Setting:
Time Period:
Series (If applicable):
Plot Summary:
Subject Headings:
Appeal:
Similar Authors and Works (why are
they similar?):
Relevant NonFiction
Works and Authors--if this work is fictional
Or Relevant Fiction Works and
Authors--if this is a nonfiction work:
Name:
Reproduced and adapted with
permission of Joyce G. Saricks. (This acknowledgment is NOT TO APPEAR on your
annotation.)
APPENDIX
D USING BLACKBOARD
What is Blackboard?
Blackboard is a web-based courseware
package that we will be using this semester.
You will be able to view and/or download copies of class materials,
receive e-mails about important changes to the class sch
Accessing Blackboard
To access Backboard from either on-or off-campus, go to the following web address:
[Note: Blackboard can also be accessed through Dominican’s Web site. To do this, use the pull down menu under “About Dominican University.” You will then see a listing for “DU Web Services.” That will lead you to a sub-menu listing Blackboard.]
Instructions for the 1st time you use Blackboard
(1) Click on the Create Account button.
(2) Enter your “official” first and last name
that you used to register for the course(s) with the
(3) After you have created a Blackboard account, you will simply click on the Login button the next time you want to access course information using Blackboard.
To “enroll” in your
Blackboard classes
(1) Click on the My Courses/Blackboard Course Catalog tab at the top of the Blackboard screen.
(2) Click on GSLIS under the Course Catalog listing.
(3) Click on the name of the GSLIS class for which you need to enroll or search for the course abbreviation/number (such as LIS701) without spaces.
(4) Click on the “enroll” button on the right hand side of the screen.
(5) Enter the enrollment access code provided in class.
(6) Click on the Submit button.
[Note: If you need to enroll in multiple classes you have to repeat steps 2-6.]
After you have enrolled in your course(s), a list of your Blackboard classes should appear under the My Courses heading on the My Institution page and under the Course List section on the My Courses/Blackboard Courses Catalog page. Click on the name of the course for which you want to obtain information.
Once you have
successfully logged on to your course page
There will be a set of buttons on the left side of the screen that will allow you to navigate around the site for that course. You may have to navigate around the site for that course. You may have to scroll down using the scroll bar to see all of these buttons. Note that we won’t be using all of these buttons because we are not using all the features of Blackboard. The following guide should help:
Announcements will be posted throughout the semester. I will use Announcements to alert you about important information related to your course work. Please check it regularly.
Course Documents will include the
syllabus and class sch
Complete documentation on using Blackboard is available at the following page:
http://domin.dom.edu/documents/blackboardstu.htm
[With thanks to Marjorie E. Bloss, Instructor, GSLIS and Dr. Rebecca Pliske.]
AN ADDITIONAL NOTE
Due to the large number of GSLIS courses using Blackboard, it is recommended that students type in their course number in the SEARCH box at the top of the screen after getting into the discipline category. They can either type it with a space (lis 771) or without a space (lis771). They will then be able to see the course, and click on the ENROLL button as always.
Using the SEARCH window IS documented in the latest edition of the student guide and also in the Flash-based "viewlet" demonstration of how to create a Blackboard account at the following URL:
http://domin.dom.edu/documents/blackboardstu.htm (Accessed August 8, 2008)
Appendix E. VOLUNTEERS FOR RA INTERVIEWS
Stacy Alesi
Library
Associate II
561-482-4554
alesis@pbclibrary.org or bookbitch@yahoo.com
Nora
Armstrong
Information
& Referral Manager/Adult Services Librarian
910)
483-7727, x204 / Fax: (910) 486-6661
Web
Address: http://www.cumberland.lib.nc.us
Julia Churchill
Senior Librarian
Oak Lawn
708-422-4990
Linda C. Conrath
Reference Librarian
708.428.5159
Karen Dini
Asst. Head of Adult Services
2 Friendship Plaza
630-458-3344
Jennifer Hendzlik
Reference
Manager, RA staff trainer & RA adjunct faculty for Syracuse University
& University of Arizona
Springfield-Greene
County Library District
417-874-8130
jenniferh@mail.sgcl.org or jhendzlik@gmail.com
Carrie A.
Herrmann
Public
Service Coordinator
8899 US 42
859-384-5550
Sarah
Johnson
Reference
Librarian
Booth
Library, Eastern
(217)
581-7538
Lucy M. Lockley, Collection Development Manager
St.
Charles City-County Library
636/441.2300,
Ext.1563
Denise
Lyons
Adult
Services Librarian
TX
75238
214-670-1350
Katherine L May
Reference Librarian
617-796-1380
Ricki Nordmeyer
Manager
Popular Services Department
847-324-3177
Brenda
O'Brien
Reference
Librarian, Adult/Young Adult Department
630-964-7899
C. L. Quillen
Branch
Manager
Tel. No:
732-295-1555 X22
quillen_c@oceancounty.lib.nj.us
Lauren Ryan
Adult Services/Reader's Advisory Librarian
908-526-4016 x172
lryan@sclsnj.org
www.somerset.lib.nj.us
Andrew
Smith
Readers'
Services Librarian
(757)
259-4050
Kimberly
Stack
RA
Librarian
(708)
795-8000 ext. 3005
Lissa Staley
Adult
Services Librarian
785-580-4555
Kathleen Stipek Alachua County Library District (FMG) 401 East University Avenue Gainesville, Florida 32601 352-334-3938 (voice) 352-334-3948 (fax)
Kaite Mediatore
Stover
Head of
Central Library's Readers & Circulation Services
14
816-701-4234
kaitestover@kclibrary.org
Trudy Timkovich
Reference
Librarian and Readers' Advisory Coordinator
One
317/579-0307
timkovicht@hepl.lib.in.us
Barry Trott
Adult
Services Director
757-259-4053
Email: btrott@wrl.org
Web
Address: http://www.wrl.org
Mary
Wilkes Towner
Adult
Services Librarian
The
(217) 367-4405
mtowner@tufl.info
Greta Ulrich
Reader’s Advisory Librarian
Niles Public Library District
(847) 663-6613
Rebecca Vnuk,
Adult
Services Director
Glen Ellyn
Public Library
Phone: (630)
469-0879
FAX: (630) 469-1086
Debbie
Walsh
Head of
Adult and Reader Services
Geneva
Public Library District
(630)232-0780
x227
Lynne Welch
Reference Librarian
Herrick Memorial Library
440-647-2120
welchly@oplin.org
www.wellington.lib.oh.us
David Wright
Librarian
Fiction
Department
(206) 386
4660
Jessica
Zellers
Customer
Service and Technology Director
Blackwater Regional
Library
757.653.2821
APPENDIX F—EFFECTIVE PUBLIC PRESENTATIONS
NOTE: A
first-rate review of presentation effectiveness can be found in Chapter 13
“Presenting Research in alternative Forums,” Sections 13.1 “Plan Your Oral
Presentation” and Section 13.2 “Design Your Presentation to be Listened To” on
pages 122-126 of the 7th edition of Turabian.
If using, remember to adjust to a ten-minute presentation from the
twenty-minute version discussed.
Note: The following remarks apply
to "public" speeches, committee presentations, and the like. They do
not pertain to ongoing classroom instruction. In a classroom, the necessity
to insure understanding of critical concepts may require the instructor, at
times, to read her or his remarks.
1. Unless a presenter is constrained by a shortage of time or chronic stage fright, reading a presentation represents a discourtesy to an audience. As such, it should be avoided. By definition, where a class knows about assignments weeks in advance, students have time to develop a talk and reduce it to key word memory aids.
2. If compelled by stage fright or time constraints to read her or his remarks, the speaker should remember that a presentation and a paper are two different entities. Each has a distinct audience. The audience for the paper is the instructor and the audience for the presentation is the class. A paper should never be read in lieu of a talk. Ideally, per item # 1, a talk should never be read except for key phrases serving as memory aids.
3. Even with handouts, the audience for a public presentation should never be expected to absorb more than a minimum of statistical data. More than a minimum number of dramatic statistics will bore your audience. Except at some (not all) professional conferences where research per se is emphasized, anecdotes about real human beings are to be preferred over statistics. Where statistics are provided, the presenter is expected to select the truly important for her or his audience to remember.
4. If an audience is expected to secure crucial information prior to a presentation, the speaker has the obligation--which cannot be delegated to the audience--to insure that such information is easily obtained and the audience alerted in time.
5. Handouts are good. PowerPoint slides, overheads—or even videos—can never fully substitute for handouts. Further, a verbal explanation can never take the place of a visual.
NOTE: A
first-rate review of presentation effectiveness can be found in Chapter 13
“Presenting Research in alternative Forums,” Sections 13.1 “Plan Your Oral
Presentation” and Section 13.2 “Design Your Presentation to be Listened To” on
pages 122-126 of the 7th edition of Turabian.
If using, remember to adjust to a ten-minute presentation from the
twenty-minute version discussed.
Revised August 8, 2008.
APPENDIX G "TWENTY THINGS
GOOD STORIES HAVE IN COMMON"
Lee K. Abbott, Professor of English
and Director, Creative Writing Program,
Date: Sun, 10 Jan 1999 16:10:11 -0500 (EST) To: Bill Crowley From: Lee K. Abbott Subject: Re: Use of "Twenty Things Good Stories Have in Common" with RA Syllabus
"Dear Bill,
….feel free to use my remarks in any way you think wise and subversive. And thanks. Lee"
______________________________________________________________________________
"Twenty Things Good
Stories Have in Common"
- Form is not different from meaning and is itself a gesture toward the meaning of the fiction. (Mark Schorer)
- There are no errors in tone (the language is controlled and consistent) (e.g., No "showing off," a writer serves character).
- Plot, as a casual relationship among events (E.M. FORSTER), is a function of character: it is not an independent element or scheme into which one merely plugs this or that character. No "trick" endings; no deus ex machina, no coincidence.
- Structurally, the story starts in the right place, a thing sometimes called (by John Clellon Holmes, among others) "Point of Entry." Eudora Welty suggests this has to do with "trouble," or, as it is called in other places, the abnormal which interrupts the normal.
- Once begun, the story has, yes, a middle and an end; along the way, it presents "obligatory" scenes.
- A story's scenes are, to use Henry James's word, "rendered" (Related to this is the notion that we as readers usually prefer our stories "shown" rather than "told.")
- Point of View is thematically significant and usually not violated. (Percy Lubbock)
- Dialogue is credible and life-like (See Mark Twain's "Fenimore Cooper's Literary Offenses" for a fuller explanation of this important observation.)
- The world of the story, its milieu and setting (R. V. Cassill) is evoked through texture and detail as the means by which story is itself--the pun is intended--authorized. ( See "Welty's essay, "Place," for the best Presentation of the argument.)
- The "facts" of
the story are correct; that is, if you write that
- There is an appropriate number of characters, all of whom have something significant to do in the story. (It is here that we get to talk, to the extent that talk is useful, about "round" and "flat" characters, as well as about such things as the "ficelle.") [BC NOTE: French for the "string" by which a puppeteer manages her or his puppets.]
- We must know who to care about (focal character). More than this we must have, as James notes, "the stout stake of emotion" planted for the subsequent action to swirl against.
- "Clarity is the style of all honest men" (James Whitehead). [BC NOTE: And all honest women.]
- Characters are human, not cliches or stereotypes of stock; they ought to have, in this regard, the same things as their makers do--jobs, a past, a place from which they escaped, etc.
- The reader must be made to understand, often explicitly, why things happen.
- We write prose, not writing. (This is a notion quite separate from, but just as important as, our obligation to spell, punctuate and use the grammar correctly.)
- We do not hector or harangue; no theme-mongering (art, says Aristotle, is to instruct and to entertain).
- Taste, personal and idiosyncratic and too often indefensible, is not an issue. Just because you hate science fiction doesn't mean that you are unable to tell good sci-fi from its cancer-causing counterpart; ditto with the western, the historical romance, the pulp confession, and anything else that to your high-handed self seems decidedly brutish and banal.
- Description is often transient, not static. (Nor is it, I should add, anything less than necessary.)
- Eschew the conventional wisdom.
"Twenty Things Good Stories Have in Common"
was reprinted with permission from the author. It appeared in the article
"Lee K. Abbott." Impromptu 12, no 2 (1995, Autumn): 1-5. (Published by the Department of English,
.