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**Instructor: Floyd Pentlin**
 * = ** LIS 5270 ORGANIZING INFORMATION **
 * 3 Credit Hours – FALL 2013 **
 * Department of Educational Leadership & Human Development **
 * University of Central Missouri **
 * Warrensburg, MO **

"But for the purposes of research, buried treasure isn’t treasure." [|source] ||=  || media type="youtube" key="a_uzUh1VT98" width="560" height="315"

The course is conducted asynchronously using Blackboard course management software (course access is at [] There are no on-campus classes. There will be some kind of assignment each week. Students are expected to refer to the textbook, Blackboard discussions, and standard cataloging tools throughout the course.
 * Course Description **

The basic format of the class will be to alternate practice with application. Besides learning the principles of copy and original cataloging, a significant amount of time will be spent exploring different processes for organizing information using Web applications and software. School librarians spend less and less time doing original cataloging as the demands for technology and instructional integration increase. Because time is such a factor, we will emphasize copy cataloging (finding and building upon the MARC record in another database – such as [|MOBIUS], Missouri’s union catalog, that matches the item you want to add to your collection) as a means for adding records to your catalog.

As technology has become a dominant force in retrieving information, organization of information from the Web has increased in importance. Rather than spending the semester solely looking at MARC records as an organizational tool for our collection we will be exploring various ways librarians can organize information from the World Wide Web. Organizing information by school librarians has broadened dramatically in scope.

In addition to the projects and practices, there will be Skype sessions that will discuss certain topics of interest to cataloging students. The Skype sessions are required as your attendance would be in a face-to-face class -- although there is always an alternative to the Skype discussion if you cannot be present for the Skype discussion itself. There is no penalty for the written alternative.

None
 * Prerequisite **

Floyd C. Pentlin Office Hours: By appointment
 * Instructor Information **

Phone Home: 660-747-2196

E-mail Office: fpentlin@ucmo.edu (will return messages within 24 hours) – The best way to contact me. I read my e-mail regularly. Home: calaf@charter.net

Skype fcpen2008 If you logon to Skype and see that I am also online (a green checkmark by my name) by all means voice or text mail me immediately.

If you have questions be sure to post them to the FAQ Forum in the DISCUSSION BOARD. Someone in the class may know the answer before I can respond.

For more of my professional and personal background be sure to look at the PENTLIN INFO link in Blackboard.

There are is one textbook for this class
 * Text and Related Material **
 * Weihs, Jean and Sheila S. Inter. //Beginning Cataloging//. Santa Barbara: Libraries Unlimited, 2009. Print.


 * Course Software **
 * OPTIONAL - Mitinet MARC Magician -- free download. The software is to be removed from your machine after the class is completed. This software is Windows only.
 * OPTIONAL - BestMARC - a Web-based cataloging program http://best-marc.com
 * REQUIRED - Skype – a free download at []

**Supplementary Material for LIS classes (you won't be needing it for this specific class)**
 * // MLA Style Manual and Guide to Scholarly Publishing // . New York: Modern Language Association of America, 2008. Print.
 * Missouri Department of Elementary and Secondary Education. //Standards for Missouri School Library Media Centers//. 21 Apr. 2009. Web. 31 July 2009. <[]>.

If you don’t want to purchase the //MLA Style Manual and Guide to Scholarly Publishing// (2008) for formatting and citing references, I have a Web site for you. This PDF file will answer most of your questions, although I recommend purchasing a hard copy of the //MLA Style Manual// to use in conjunction with the Web summary below. This is a wonderful 58-page PDF file outlines the major points of citation MLA paying particular attention to citation of electronic resources.
 * Supplementary Material for the Class (not required but suggested) **
 * “Documenting Sources: A Hacker Handbooks Supplement: Guides lines Based on the MLA Style Manual and Guide to Scholarly Publishing, Third Edition (2008).” Bedford/St. Martins. 2008. PDF. 1 June 2009. <[]>.

MLA no longer requires the use of the URL in citations. This is okay for scholarly publishing, but it is a nuisance in retrieving material for a class. For my classes, you are to include the URL enclosed in angle brackets at the end of any citations of information that comes from the free Web.
 * Special Note About MLA Citation for My Classes **
 * MLA also does not want the URL to be underlined or hyperlinked. We **will ignore** that rule as well for the purposes of this class. Please make sure that the URLs are live. I should be able to click on the URL and it will take me to the information you are citing from the free (non-subscription) Web source.
 * NOTE: Do **not** use URLs for articles cited from subscription databases. The links will not allow the reader to access the information directly when the reader is off campus.


 * Required Discussion Group Subscription **

**LIBSCI** Send e-mail to: libsci-list+subscribe@ucmo.edu subject line: (blank) body: Subscribe libsci firstname lastname

**CONCEPTUAL FRAMEWORK** **Belief Statement ** The Central educator is a competent, caring, reflective practitioner committed to the premise that all can learn.

Mission As a cornerstone of the institution since 1871, the University of Central Missouri's Teacher Education Program develops teachers and other school professionals who are well grounded in theory, display competence in content knowledge and instructional strategies, and possess the dispositions to ensure success for all learners. The Teacher Education Program prepares individuals as professional educators for an ever-changing, culturally diverse population. Faculty and candidates provide support and service to schools in meeting their present and future challenges by developing communities that learn through research and scholarly activities. Educator preparation is a campus-wide responsibility, a commitment that reflects the honor and worth of serving a vital profession.

Credit Hour Definition A credit hour is an amount of work represented in intended learning outcomes and verified by evidence of student achievement that is an institutionally established equivalency that reasonably approximates not less than: (1) one hour of classroom or direct faculty instruction and a minimum of two hours of out of class student work each week for approximately fifteen weeks for one semester hour of credit or the equivalent amount of work over a different amount of time; or (2) at least an equivalent amount of work as required in (1) of this definition for other activities as established by an institution, including laboratory work, internships, practica, studio work, and other academic work leading toward the award of credit hours. Institutionally established reasonable equivalencies for the amount of work described above in paragraph (1) of this definition for the credit hours awarded, as represented by verifiable student achievement of intended learning outcomes. ​

Objectives of the Course linked to the Missouri Standards for Professional Educators (MoSPE) – Librarians. Because organization of information covers so many aspects of school librarianship, this course will touch on all seven standards as indicated below. The standards with relevant quality indicators are listed below.
 * Course Objectives/Student Learning Outcomes **

1.2 Collaborates effectively with classroom teachers and other educators. // Week 1 – Curation of the Web // // Week 2 – Organizing the Web: Netvibes // // Week 3 – Organizing the Web: Only2Clicks and LiveBinders // // Week 4 – Organizing the Web: LibGuides //
 * Standard #1 Teaching for Learning **

2.3 Selects reading materials in multiple formats to facilitate maximum access for all members of the school community. // Week 1 – Curation of the Web // // Week 2 – Organizing the Web: Netvibes // // Week 3 – Organizing the Web: Only2Clicks and LiveBinders // // Week 4 – Organizing the Web: LibGuides //
 * Standard #2 Reading and Literacy **

2.4 Models a variety of research-based literacy strategies. // Week 1 – Curation of the Web // // Week 2 – Organizing the Web: Netvibes // // Week 3 – Organizing the Web: Only2Clicks and LiveBinders // // Week 4 – Organizing the Web: LibGuides //

3.1 Provides access to information for students, teachers, staff, and administrators to satisfy all learning needs. // Week 1 – Curation of the Web // // Week 2 – Organizing the Web: Netvibes // // Week 3 – Organizing the Web: Only2Clicks and LiveBinders // // Week 4 – Organizing the Web: LibGuides // // Week 6 – AACR2 and RDA // // Week 8 – Access Points // // Week 9 – Main Entry // // Week 10 – Subject Headings // // Week 11 – Subject Headings // // Week 12 – Classification // // Week 13 – Enhanced Records // // Week 15 – Online catalogs and the future of Dewey //
 * Standard #3 Information and Knowledge **

3.2 Teaches information literacy skills to build proficiency for student-driven research and individual creation of knowledge through critical thinking. // Week 1 – Curation of the Web // // Week 2 – Organizing the Web: Netvibes // // Week 3 – Organizing the Web: Only2Clicks and LiveBinders // // Week 4 – Organizing the Web: LibGuides //

3.3 Promotes equitable access to resources in a variety of formats and services for a variety of needs. // Each week addresses the issue of information retrieval and access //

4.1 Provides leadership by articulating ways in which school libraries contribute to student achievement. // Week 1 – Curation of the Web // // Week 2 – Organizing the Web: Netvibes // // Week 3 – Organizing the Web: Only2Clicks and LiveBinders // // Week 4 – Organizing the Web: LibGuides //
 * Standard #4 Leadership and Advocacy **

4.2 Advocates for dynamic school library programs and positive learning environments by collaborating and connecting with the school community. // Week 1 – Curation of the Web // // Week 2 – Organizing the Web: Netvibes // // Week 3 – Organizing the Web: Only2Clicks and LiveBinders // // Week 4 – Organizing the Web: LibGuides //

5.1 Administers the school library media program using research-based data to analyze and improve services in alignment with the school’s mission to support student achievement. // Week 13 – Enhanced Records //
 * Standard #5 Program Management and Administration: **

5.2 Selects, acquires, catalogs, retrieves, integrates, circulates, preserves, and deselects information resources. // Each week addresses the issue of information retrieval and access //

5.3 Manages fiscal, physical, and personnel resources. // Each week addresses the issue of information organization that specifically impacts fiscal and physical resources. //

5.5 Develops policies and procedures in support of the library program. // Week 15 – Online catalogs and the future of Dewey //

6.2 Continually upgrades technological skills to enhance student and teacher learning. // Week 1 – Curation of the Web // // Week 2 – Organizing the Web: Netvibes // // Week 3 – Organizing the Web: Only2Clicks and LiveBinders // // Week 4 – Organizing the Web: LibGuides //
 * Standard #6 Technology Integration: **

6.3 Integrates technology tools to communicate and facilitate learning. // Week 1 – Curation of the Web // // Week 2 – Organizing the Web: Netvibes // // Week 3 – Organizing the Web: Only2Clicks and LiveBinders // // Week 4 – Organizing the Web: LibGuides //

7.1 Seeks opportunities to grow professionally by taking advantage of information, events and services provided by local, state, and national organizations. // Week 15 – Online catalogs and the future of Dewey //
 * Standard #7 Professional Development: **

Upon completion of this course, the students will be able to demonstrate the following critical knowledge, skills, and dispositions
 * Student Learning Outcomes **
 * Understand the impact of information classification
 * Define terms relevant to the field of bibliographic control
 * List and describe the elements of descriptive cataloging
 * Identify specific MARC tags and demonstrate the ability to find definitions for unfamiliar tags
 * Produce cataloging records that conform to currently acceptable standards
 * Produce original catalog records for print, non-print and electronic materials
 * Discuss emerging technological advances in the organization of information
 * Apply different approaches to organizing information using free and subscription Web tools
 * Understand how the information needs of the library patron can be met through various organizational structures

Will you come out of this class as a cataloger? You will not. What you will come out of the class is being able to make intelligent decisions about the kinds of information your catalog should have in order to best support the students and staff who use your catalog and you will become proficient in the art of copy cataloging. Cataloging is something you have to do every day in order to become proficient. You will be too busy for that as a school librarian and it is not something you should spend time doing. You will do original cataloging only when you can't buy or copy the records from another source but you need to be able to determine whether the records you do buy are complete and if they are not complete where you can find the information to complete the record.


 * Course Requirements **

This course will be conducted both asynchronously with a synchronous option. There will be class meetings via Skype which is the preferred mode of conversation although there will be a written alternative. Please clear your calendars for these meetings if at all possible. If you cannot participate in the required class discussion meetings, you will need to reflect on each of the readings on Blackboard. Participation reflects on the disposition of candidates seeking a degree in school librarianship.
 * Instructional Method **

The rest of the class will be conducted through Blackboard. Assignments, discussions, and practice papers will be uploaded through indicated links on Blackboard.

**Overview of the course** This course will emphasize the principles of building MARC records for the purpose of organizing library collections through the online catalog. We will be discussing the contents of the MARC record, the need for records to be as complete as possible, and what standard tools are used in the construction of these records.

School librarians do not spend much time developing MARC records from scratch. There simply isn’t time, and considering the ease and the relatively inexpensive process of obtaining professionally constructed records there isn’t a need for librarians to develop this skill. Nevertheless, it is important that school librarians understand what a well-constructed record looks like because the quality of purchased records can vary a great deal. Not only does the quality vary from source to source, records also include incorrect information. For this reason the librarian needs to compare the information contained in the record to the physical item in hand.

Since the emphasis will not be on developing MARC records from scratch, students will be spending a great deal of time becoming proficient at using copy cataloging. While copy cataloging saves time and money there are inherent difficulties. One of the important aspects of using copy cataloging is to realize that just because you find a record with the same title as the item you are wanting to add to your local collection doesn’t mean that all of the information in the record matches the information on your local item.

Besides learning what excellent MARC records look like, this class will be paying a great deal of attention to other methods of organizing information for school patrons. There is so much information available on the World Wide Web that librarians need to take the lead in curating information for students and staff. This class will look at both subscription and freely available applications to assist with this process.

The first part of the course will deal with organizing information from the Web and the main part of the course will deal with MARC records. We will conclude the course with a discussion of how to make the catalog a more important component of the students’ educational process.

All assignments are due by 11:59 pm Monday. The class is structured to give students who are also working full time to use the weekends for assignments. Not all assignments will be easily accomplished during a weekend and so time needs to be set aside during the week as well. It is anticipated that you will need to spend at least 2 hours outside of class for every hour that the class meets – thus it is reasonable to expect that will spend at least 9 hours minimum per week for this class.
 * Assignments **

I always give feedback on each of your assignments with individual feedback found for the projects in the grade section. I will grade assignments and post grades within one week. You may always ask for more feedback.

Skype sessions are indicated in the calendar.

Please be aware that I am not generally available to you on the weekend should you have a last minute question. This would be an excellent time to post your question to the FAQ section of Blackboard, as someone else in the class may know the answer to your question.

Each project has separate evaluation points that are identified in the assignment itself.
 * Organizing the Web Projects (1 @ 30 points and 1 @ 40 points) **

In order to make the sessions more meaningful, large classes will be divided into two sections. The calendar will tell you if there is one or two sessions for your class. If there are two sessions you will be given a choice of which session you would like to be in. With fewer people in a session there is more opportunity for everyone to participate. If you are unable to be present for the Skype session there will be an alternative writing assignment. I have created a rubric for Skype discussions that is included in the COURSE INFORMATION link.
 * Skype Discussions (5 @ 25 points) **

In order to apply the concepts of what have practiced during the previous week, there will be three projects that will give you the opportunity to apply the information that was the topic of the previous week’s reading/viewing assignments.
 * Cataloging Assignments (1 at 25 points and 2 at 30 points). **

I have created a rubric for the cataloging assignments in the COURSE INFORMATION link. Grading standards are as follows: A 90-100%; B=80-89%; C=70-79%; D=60-69%, F=≤59%
 * Grading **

All assignments are due by 11:59 pm on the assigned dates. Late papers will not be accepted without penalty barring previous notification of exceptional circumstances.

Late work will lose 10% of the grade each day. After five days the assignment will no longer be accepted. Assignments must be submitted early if you know you will be absent when an assignment is due. Incomplete grades for the course will NOT be issued upon request. Work cannot be resubmitted for a higher grade.

To get started with the course, go to: [] You will need your UCM username and password to log in to the course. If you do not know, or cannot remember your information, please refer to this document: []
 * Technology Requirements/Blackboard Navigation **

All of the information you need concerning Blackboard hardware, software, and plug-ins can be accessed from the Blackboard login page or at []

If you are new to Blackboard, this tutorial walks you through the process of getting started, beginning with performing a browser check: []

As soon as you log into my course, you will see a welcome announcement called Getting Started that will provide your orientation to how the class will work and where everything is located.

Synchronous meetings will take place through Skype [], a free application that you can download to your computer. If your computer has a Web cam then we will be able to see you during the discussion. You will be able to see whoever is live during the discussion.
 * Software **

You will need software to create original catalog records. Your choice is You will be exploring a variety of Web 2.0 tools for organizing information. These tools are all free downloads and work with Windows and Macintosh.
 * 1) Use you own library’s catalog system
 * 2) Use Mitinet’s BestMARC which is a free download []
 * 3) Use Mitinet’s MARC Magician which is a free download for Windows computers only. The software is to be removed from your machine as soon as class is completed. [] . Specific download instructions will be found in the COURSE INFORMATION link.

You will need a headset - for the Skype discussion. Using a computer’s built-in microphone has proven to be inadequate for the audio quality that is needed for this class and even worse it provides feedback that disrupts the class discussion. For the class I simply use the earphones with built-in microphone that came with my iPhone and iPod.
 * Hardware **

The asynchronous component of the class (uploading assignments) will take place on Blackboard. The course access is at [|http://ucmo.blackboard.com/webapps/login/.]
 * Blackboard **

The best way to contact me is by email. I do my best to return student emails within 24 hours, including weekends and holidays. If I am out of town, I will post an announcement on Blackboard stating my anticipated time for returning emails. Unless you specifically request otherwise, my emails to you will be directed to your UCM email address. There is also an FAQ thread on the discussion board. That’s the place to post questions of general interest to the entire class. If you have a question about your grade or a confidential matter, please do NOT use the FAQ. If you’d like to meet with me in person, you’re welcome to make an appointment.
 * Communication and Support **

UCM provides Blackboard Technical Support in a variety of ways: - Phone: (660) 543-8484Hours: M-F 7:30 am - 5:00 pm - e-mail: bbhelp@ucmo.edu - Live Chat can be accessed from the Blackboard login page, when available - You can submit an electronic request for Blackboard help on this form: [] - Tutorials and Help information available on the Blackboard login page may be helpful UCM technical support for issues unrelated to Blackboard can be accessed at this webpage: []


 * Course and University Policies and Procedures **


 * Academic Honesty: ** Honesty in all endeavors is essential to the function of society. Honesty in the classroom among students and between students and faculty is a matter that should concern everyone in the university community. Please see the Central Handbook for the complete policy, student responsibilities, and procedures for enforcement. http://www.ucmo.edu/student/documents/honest.pdf.


 * Student Conduct: ** Each student who enrolls at Central Missouri assumes an obligation to abide by the rules and regulations of the University as well as the local, state, and federal laws. A description of student rights and responsibilities is available in the Student Handbook, and online: []


 * Early Alert ** : As part of the College of Education commitment to building a positive, student-centered learning community that supports the success of every student, this faculty member participates in the UCM Early Alert Program.


 * ADA ** : Students with documented disabilities who are seeking academic accommodations should contact the Office of Accessibility Services, Union 222, (V) (TTY) 660-543-4421. ADA of 1990 requires post-secondary educational institutions to inform students with disabilities of their right to equal opportunity in education and the availability of accommodations.

University of Central Missouri Office of Accessibility Services, ADA/504 Office: Elliot Union 222 Warrensburg, MO 64093 Contact: Barbara Mayfield mayfield@ucmo.edu Phone: 660.543.4421 Fax: 660.543.4724

UCM’s Learning Management System meets ADA Compliance standards. Compliance Web site: Blackboard’s Commitment to Accessibility []

Phone: (660) 543-4154 Email: reference@libserv.ucmo.edu AIM: JCKLReference RefChat: [|http://library.ucmo.edu/chat]
 * Library Services ** : Get help @ your library! You may access your library account, the online catalog, and electronic databases from James C. Kirkpatrick Library’s website at [|http://library.ucmo.edu] . For research assistance, you may contact the Reference Desk: