Syllabus

Department of Library & Information Studies • University of North Carolina at Greensboro

The LIS CapstoneCourse DescriptionDevelopment of a professional portfolio as a final unifying experience and as a review of program learning outcomes.

Course OverviewThe Capstone represents the culmination of your scholastic efforts and intellectual growth that have occurred during your journey towards your MLIS degree. The course entails completion of a one-credit final project in which you demonstrate your professional development by creating an "annotated" portfolio. This portfolio represents both what you have accomplished in your coursework and your philosophy of librarianship through reflective commentary on the work presented therein. The Capstone serves as a final experience for all students to allow them to reflect on their acquired knowledge, their understanding of all how the elements of the program fit together, and how their program creates a bridge into their professional careers.

Learning OutcomesUpon successful completion of this course, you will demonstrate acquired knowledge of the LIS program learning outcomes. These outcomes are: The student assesses the philosophy, principles, and ethics of the

library and information field. The student identifies, evaluates, conducts, and applies current

research and thought in library and information studies and in other fields.

The student applies and values user education principles in the teaching of information literacy.

The student designs services to meet the information needs of all users and communities.

The student engages in professional development and service and identifies specializations and related professional organizations as relevant to individual interests.

The student applies appropriate technology for effective information services.

The student applies advocacy, marketing, and communication principles for entrepreneurial leadership.

The student effectively collaborates for the achievement of individual, organizational, professional, and societal goals.

Attendance and Maintaining Contact

LIS–698 1

SPRING2012William A. Kealy, Ph.D.403 School of Education Building E-mail Address: [email protected]

Important UNCG & LIS DatesJAN 09: Spring classes begin

JAN 13: drop for tuition refund

JAN 16: MLK holiday-UNCG closed

JAN 17: application to graduateJAN 27: plan of study (Grad. Sch.)FEB 10: prof. development planFEB 24: resumes dueMAR 02: last day for W drop

MAR 03-12: spring break

MAR 16: paper/project draft dueAPR 06: UNCG closed

APR 13: Portfolio web postedAPR 13: Capstone Portfolio dueAPR 24: last day of classes

APR 25: graduation clearance date

MAY 04: spring graduation

There is no attendance per se for this course. Rather, you will complete the capstone course on an individual basis with periodic optional meetings of the class on Elluminate. The syllabus provides a list of deliverables for your capstone project as well as the specifications and due dates for each item. Since the course is self-paced, it is very important that you pay attention to deadlines and stay in communication. In that regard, you are responsible for regularly checking your email for course-related information.

You may consult with me at any time during the semester through email, Elluminate, Skype, or telephone (send me a contact number via email). Keep in mind that LIS faculty members no longer have personal office telephone numbers.

Please use the following email address for all matters related to this course: [email protected]

Capstone Portfolio ComponentsYour portfolio for the MLIS degree will consist of the following prescribed elements:

A current resume or vitae A professional development plan that describes the student’s plans for the first five years of his/her

professional life in terms of continuing education, professional involvement, and career activities A final product (see below) Artifacts chosen by the student as evidence of having acquired the program's learning outcomes

Final Product DescriptionThe Final Product should demonstrate your understanding of the aforementioned student learning outcomes as well as your breadth and depth of knowledge about the theories of library and information science and their application to your specialization (e.g., academic, public, or special libraries). Typically, the product is a paper of roughly 10-15 pages (single-spaced 11 or 12-point font) that builds a case for having acquired the learning outcomes expected of a successful MLIS graduate. Artifacts, such as products and projects developed in LIS courses, serve as evidence supporting the assertion that one has achieved a particular learning outcome. For example, consider the learning outcome "identifies, evaluates, conducts, and applies current research and thought in library and information studies and in other fields." An argument that demonstrates attainment of this intellectual skill might take the form of a discussion about a research project completed in a course. Within this discussion may be a hyperlink that, when clicked, branches the reader to the related artifact that, in this case, could be the full report on this research.

Alternatives to a written report are possibilities that you may consider: a graphic novel, video, or other kind of multimedia production. Further, there are several options available for how you disseminate and share your product such as online submission or making a presentation to an audience. If you choose to present your work in an unconventional way, we will need to discuss your proposed approach early in the semester.

Breadth and Depth of Your ProjectWhen making a case for having acquired a specific learning outcome, you should strive to do so with a degree of depth and breadth. Consider the learning outcome mentioned in the previous example. One might simply state that a research project was completed in a course and provide a sketch of the work in just a few sentences. On the other hand, one could discuss the research in greater depth by providing, for instance, the particular insights and knowledge gained from having completed the research as well as the ramifications that this experience may have for one's future professional performance. Similarly, an account of the understanding gained with respect to research skills may be expressed with greater breadth by, for example, stating how this learned capability applies to not only librarianship in general but also to one's area of specialty.

Performance Assessment

Copyright © William A. Kealy 2009 LIS–698 2

There are no letter grades for LIS 698; participants receive grades of either Satisfactory or Unsatisfactory. Your final portfolio and project will be evaluated using the attached rubric. Note that the rubric lists, in the second column, the eight categories of learning outcomes previously stated. The three columns to the right of each outcome contain behavioral statements that exemplify, respectively, Unacceptable, Acceptable, and Target performances. Each of these statements represents a numerical value that is reported in the last column to the right. Finally, the first column specifies whether one or more artifacts have been cited as evidence for having attained the corresponding learning outcome.

At the bottom of the rubric you will see a row that reports an overall score on this effort. This global score is not necessarily an average of the preceding scores; one could conceivably perform on an Acceptable level (albeit minimally) on each of the eight measures and yet receive an overall rating of Unacceptable. However, given that this is graduate degree the expectation is that you will strive for "target" performances versus those that are merely acceptable. More importantly, this project represents the culmination of your years of scholarly dedication and hard work in the discipline of librarianship. As such, this capstone project also represents a wonderful opportunity to celebrate and dignify this achievement giving it your best effort.

Project SupportElluminate. This is a synchronous online technology that allows several of us to talk, ask questions, and exchange tips and information. On selected evenings from 5:30-7:00 PM, I hold optional Elluminate sessions where you can ask questions and get specialized assistance on the computer applications used in the course. Elluminate also serves as my "virtual office" where we can meet by appointment. To take full advantage of this technology, you'll need a microphone and speakers attached to your computer. An even better practice is to use a headset with boom mic. Consider buying one (can be purchased at Target, Wal-Mart, Radio Shack, etc. for under $20). The best deal for this may be buying one online. All Elluminate sessions are recorded, allowing you to view/review one at a later time. The URL for Elluminate (and my virtual office) as well as the link to the recorded sessions will be provided later in the semester. At that time, I'll provide more information on how to logon and use Elluminate.

Exemplary Capstone Websites. At lis.uncg.edu/capstone you can examine the capstone submissions from last semester. These vary greatly in quality; the ones that you will want to emulate and use as guidance for your own work are those by Chae, Geczi, Lytal, and Sherouse. It is also worth examining http://lovinlindy.com/lisprofile/wp-content/uploads/2011/04/Simpson_RevisedStatementofProfValues.pdf to see a capstone paper that was written with an outstanding level of depth and breadth.

Course InclusionStudents with disabilities may ask for reasonable accommodation under the American Disabilities Act. In order to receive special accommodations and services, you should first make an appointment with an Office of Disability Services (ODS) counselor at the beginning of the semester. ODS will then provide me with a letter requesting the special accommodation. For more information on this, call ODS (336.334.5440), visit their website ods.dept.uncg.edu/resources/policy.html#S7 or send them an e-mail message: [email protected].


Course CalendarSUN MON TUE WED THU FRI SAT

JAN

UAR

Y

8 9 10 11 12 13 14

15 16 17 GraduationApplication Due

18 19 20 21

22 23 24 25 26 27 Plan of Study due @ Grad. School

28

29 30 31 1 2 3 4

FEBR

UAR

Y

5 6 7 8 9 10 Professional Development Plan

11

12 13 14 15 Elluminateresume workshop

16 17 18

19 20 21 22 ElluminateWordpress session

23 24 Resumes Due 25

26 27 28 29 ElluminateKompozer session

1 2 3

MAR

CH

4 5 6 7 8 9 10

11 12 13 14 15 16 Draft of paper (or project mockup)

17

18 19 20 21 22 23 Post draft web-site w/ components

24

25 26 27 28 29 30 31

APRI

L

1 2 3 4 5 6 upload final web-site-based capstone

7

8 9 10 11 12 13 Capstone Portfolio Deadline

14

15 16 17 18 19 20 21

22 23 24 25 26 27 28

29 30 1 2 3 4 SpringCommencement

5

6 7 8 9 10 11 12


S P R I N G B R E A K

Capstone Rubric and Clearance FormDepartment of Library and Information Studies

Semester: Fall _____ Spring _____ Summer_____ Student________________________________ ID Number_______________

Artifact(s) LIS Student Learning Outcomes Unacceptable (1-2) Acceptable (3-4) Target (5-6) Score

The student assesses the philosophy, principles, and ethics of the library and information field.

•Final product does not sufficiently demonstrate knowledge of the area.

•The artifacts included in the student portfolio are not appropriate evidence of knowledge in this area.

•Final product demonstrates knowledge of the philosophy, principles, and ethics of the library and information field.

•The artifacts included in the student portfolio demonstrate knowledge of the area.

•Final product demonstrates a breadth and depth of understanding in the philosophy, principles, and ethics of the library and information field.

•The artifacts included in the student portfolio demonstrate a thorough knowledge of the area and give evidence of specialization.

The student identifies, evaluates, conducts, and applies current research and thought in library and information studies and in other fields.



•Final product demonstrates an understanding in the areas of identifying, evaluating, conducting, and applying current research and thought in the field.


• Final product demonstrates a breadth and depth of understanding in the areas of identifying, evaluating, conducting, and applying current research and thought in the field.


The student applies and values user education principles in the teaching of information literacy.



•Final product demonstrates an understanding of user education principles in the teaching of information literacy.


•Final product demonstrates a breadth and depth of understanding in user education principles in the teaching of information literacy.


•Final product does not sufficiently demonstrate

•Final product demonstrates an understanding of designing

•Final product demonstrates a breadth and depth of understanding in designing

May 2011

The student designs services to meet the information needs of all users and communities.

knowledge of the area.


services to meet information needs of all users and communities.


services to meet information needs of all users and communities.


The student engages in professional development and service and identifies specializations and related professional organizations as relevant to individual interests.



•Final product demonstrates an understanding of professional development and service in professional organizations.


•Final product demonstrates a breadth and depth of understanding in professional development and service in professional organizations.


The student applies appropriate technology for effective information services.



•Final product demonstrates an understanding of using appropriate technology for effective information services.


•Final product demonstrates a breadth and depth of understanding in using appropriate technology for effective information services.


The student applies advocacy, marketing, and communication principles for entrepreneurial leadership.



•Final product demonstrates an understanding of advocacy, marketing, and communication principles for entrepreneurial leadership.


•Final product demonstrates a breadth and depth of understanding in advocacy, marketing, and communication principles for entrepreneurial leadership.


The student effectively collaborates for the achievement of individual,


•Final product demonstrates an understanding of effective collaboration to achieve individual, organizational,

•Final product demonstrates a breadth and depth of understanding for effective collaboration to achieve individual, organizational, professional, and societal

May 2011

organizational, professional, and societal goals.


professional, and societal goals.


goals.


Overall Considerations Unacceptable (1-2) Acceptable (3-4) Target (5-6) Score

The final product meets the Capstone presentation requirements.

•Final product does not meet the requirement of an original and professional presentation in electronic format.

•Final product is an original and professional presentation in an electronic format utilizing a website or other web 2.0 tool and contains no errors.

•Final product is an original and professional presentation in an electronic format utilizing a website or other web 2.0 tool and contains no errors. The product is easy to navigate with appropriate links.

Check Required Elements Signatures Total Score

Current resume or vitae Advisor: Date:

Professional development plan

Original Statement of Professional Values from LIS 600 Dept. Chair: Date:

Artifacts chosen by student to support the student learning outcomes

May 2011

Syllabus

Documents

Transcript of Syllabus