San Jose's course descriptions are typically one or two sentences in length, incorporate a lot of jargon, and aren't able to really give students a good idea of what they should enroll in. Please provide a fuller description of classes you have taken. In your responses, please try to address

• the audience it's intended for (academic librarians, special librarians?)
• what you learn in plain language
• how strongly you recommend taking this class before you graduate
• if there are any alternatives to taking this class

For instructor ratings by SLIS students, go to the sjsumlis yahoo group.


LIBR 200. Information & Society. Provides an introduction to the field and its relevant issues. This class has a lot of reading about different aspects of the library science field such as Academic, Public, School Librarian, Special, etc. Most sections of this class require one large research paper due at the end of the term. Writing the paper is broken down into steps which are related back to general research skills and library skills. Early assignments might include evaluating different types of information sources and writing a literature review.

LIBR 202. Information Retrieval. A fast-paced and thorough introduction to the backbone of library science: organization using databases. Students are split into groups and must work together virtually to create, populate, and then test two databases. The class also covers philosophies concerning information seeking and retrieval and how these affect the database creator and the library professional. This class is a prerequisite for most of the technical classes.

LIBR 203. Online Social Networking: Technology and Tools. It's half techie boot camp and half social mixer. Libr 203 provides an overview of the technologies used in the program with hands-on practice so you'll know how to successfully submit that assignment that you've slaved over all semester. It will help you overcome any fears that you may have regarding Elluminate, Second Life, blogging and social networking. You'll also get the chance to meet and learn more about your fellow newbies in the program. Designed to be thorough but very low stress (1 unit). It starts 4 weeks before the start of the semester and ends 4 weeks after the start of the semester. All work must be done by the end of this time, but is not required at any particular time. Required for all students.

LIBR 204. Information Organizations & Management. Provides managerial concepts and teaches how they can be applied to libraries and information centers. Interestingly, little has been published about managing libraries so most content has to be borrowed from other fields. This course is one of three (200, 202, 204) required to be taken within the first sixteen units. I would highly recommend taking this class in the first semester since much of the content comes up again in latter classes especially the classes about special issues in the various departments.

LIBR 210. Reference and Information Services. Introduces you to various print and online reference resources and some of the functions performed by reference librarians. These functions include the reference interview, roving reference, bibliographic instruction, evaluation of reference materials and reference collection management. Unfortunately, I found (personal experience) that since I was not able to regularly utilize these resources to help patrons (like if I actually were librarian at a reference desk and could immediately apply what I'd learned in class to my job,) I knew that I would quickly forget what I'd learned. I'd recommend taking this course closer to graduation so these resources will be fresher in your memory. Just an extra two cents from another person here: This course is a prerequisite for several other courses necessary for somebody concentrating in Reference Services and Instruction. If you think you might be choosing this concentration, or think you might need some specialized searching, law library, government, or business source courses, you will probably want to take this as soon as possible. It all depends on what options you want to keep open.

LIBR 220. Resources and Information Services in Professions and Disciplines.
The official course rotation for LIBR 220 lists the following topics: Business, Digital Humanities, GIS, GLBT, Film and Media, Law, Medical / Health Sciences, Music, Older adults, Patents, Science and Technology. Also sometimes offered is Readers’ Advisory Genres and Techniques.

Readers’ Advisory is currently taught by Dr. Joni Richards Bodart, who also teaches classes in collection management and young adult materials. The most recent course greensheet is from Fall 2010. The course covers readers’ advisory for adults, although the techniques could certainly be applied to work with children and teens as well. Readers’ advisory is most useful for those considering work in public libraries, although some academic libraries have begun to support students’ pleasure reading (Elliott, 2007). Readers’ advisory is sometimes overlooked in the current focus on information science and in LIS education. Since providing leisure reading is an important component of public library service, the readers’ advisory class is highly recommended for those who expect to do any work with those who read for pleasure.

In the SJSU class in Fall 2010, assignments included reading and evaluating 30 books in a variety of genres, visiting three libraries to evaluate their readers’ advisory service, leading and promoting a book discussion and participating in discussions led by other students, and creating bookmarks and other passive readers’ advisory materials. As currently designed, the class does not include any assignments that contribute to a comprehensive understanding of genres, although the textbooks do cover this aspect of the subject. Alternatives to the course include self-study, starting with Fiction_L, the Morton Grove Public Library’s email list for discussions of readers’ advisory (including help with “stumpers”), the Adult Reading Round Table website discussing genre studies and more, and the Readers’ Advisor Online blog.

Elliott, J. (2007). Academic Libraries and Extracurricular Reading Promotion. Reference & User Services Quarterly 46, no. 3 (Spring 2007): 34–43. Available at http://www.rusq.org/2008/01/05/academic-libraries-and-extracurricular-reading-promotion/

LIBR 221. Government Information Sources. Introduces you to various print and online resources either provided by the government or about the government. You learn the history of the Government Printing Office, the Congressional Record, the Library of Congress, and many, many other sources. You will become well-versed in putting together legislative history, looking up statistics through the Bureau of the Census, and finding out who serves in a specific government post. Although the class I took was entirely online, I did need to do certain assignments at government depository libraries; this might be an issue for some who cannot travel easily to a major library with lots of government documents going back many years. A very good course for anybody interested in reference work.

LIBR 228. Advanced Information Resources and Services.

LIBR 230. Issues in Academic Libraries.

LIBR 231. Issues in Special Libraries and Information Centers.
This course describes the special library – what it is and what makes it different from academic or public libraries, its trends and issues. You will explore the different kinds of special libraries and the advantages and disadvantages of working in this part of the field. See more details here and here.
Course Prerequisites: LIBR 200 and LIBR 204.
LIBR 232. Issues in Public Libraries.

LIBR 233. School Library Media Centers.

LIBR 234. Intellectual Freedom Seminar. Introduces prospective librarians to the underlying ethical principles of the profession. You will learn about the Library Bill of Rights, Code of Ethics, the profession's stance on censorship, challenged materials, the influence of local, state, and national governments on libraries and their operations, and come face to face with your own biases and beliefs: the good, the bad, and the ugly. Recommended for all students.

LIBR 240. Information Technology Tools and Applications. This is a very fast paced class where you learn to write & design web pages including PHP and JAVA Script; use Blogs, learn about twitter and other new technology tools. Additionally, this class introduces you to XML, Wordpress, and inserting widgets into the content within the pages you create from scratch using a WYSIWYG (what you see is what you get) interface. The most recent course greensheet is posted to the SJSU SLIS site. Each assignment builds on the previous weeks assignment so it is essential to complete all work and not miss a lecture. Some previous knowledge of computer systems/jargon is helpful. If you aren't very tech savvy consider taking LIBR 246 Web 2.0.

LIBR 241. Automated Library Systems.

LIBR 242. Database Management. Introduces the underlying structures and functions of relational databases and distributed database management systems (DDBMS). (Every library has one. We call it the ILS.)

LIBR 243. Systems Analysis. Essentially, this is a course in problem-solving. Students will learn to evaluate and improve existing 'systems' (i.e., ways of doing things), streamline workflows and overcome obstacles.

LIBR 244. Online Searching. Familiarizes students with various databases and with creating effective search strategies. Much of the class involves using DIALOG, an amazingly powerful--but not especially user friendly--electronic database. Learning this system allows you to focus on constructing your search strategies effectively and efficiently. Mostly intended for special librarians due to the emphasis placed on searching DIALOG, but useful for all.

LIBR 245. Advanced Online Searching.

LIBR 246. Information Technology Tools and Applications - Advanced.
(XML and XSLT and XPATH) (anyone who describes this course, can you also please explain why someone might take this focus rather than any other? What difference do these tools make? What LIS fields typically utilize these?) XML is the basis for HTML and EAD. After taking this class it would be pretty easy to teach yourself EAD. This is probably a course that could be taken through a community college for less cost, although it might be difficult to find.

(JSP and/or ASP and/or AJAX) (anyone who describes this course, can you also please explain why someone might take this focus rather than any other? What difference do these tools make? What LIS fields typically utilize these?)

(PHP/MySQL) (anyone who describes this course, can you also please explain why someone might take this focus rather than any other? What difference do these tools make? What LIS fields typically utilize these?) PHP is a programming language for web pages. It allows the programmer to capture information from forms, and to format information on web pages on the fly. MySQL is a programming language for databases that is open source. The MySQL portion of the class was very minimal, but it might serve as enough of an introduction to SQL that you would know what someone was talking about if it was mentioned. This is probably a course that could be taken through a community college for less cost.

(Web 2.0) Explores Web 2.0 technologies (social networking services, lifestreaming, blogging, wikis, etc.) and their application in the LIS world. Focus on online marketing and branding, collaboration tools, and user experience. Lots of hands-on dabbling in Web 2.0 technologies including (but not limited to) Facebook, blogging services, RSS feeds, and Twitter. Most assignments are submitted via posts in personal blogs set up by students. Great class for those unfamiliar with Web 2.0 technologies or for those who want to use them to promote and enhance LIS services.

LIBR 247. Vocabulary Design. Covers subject indexing. Index a journal article. Research IR thesauruses for a specific domain. Interview someone who creates and maintains a thesaurus. Create a thesaurus as a group project. Write a back-of-the book index. Create a complete metadata scheme for an existing collection as a group project.

LIBR 248. Beginning Cataloging and Classification. Teaches the rules necessary to adequately identify materials (mostly books in this class, some serials, and some electronic documents.) The reason why there are so many rules is because publishers create whatever they want however they want which results in materials with so many parameters by which they can be identified. To be certain that users can find the exact thing they are looking for, catalogers have devised very detailed means by which to catalog (describe) basically everything under the sun. An alternative to this class is 247, Vocabulary Design.

LIBR 249. Advanced Cataloging and Organization of Information.

LIBR 250. Design and Implementation of Instructional Strategies for Information Professionals. I found this class to be quite difficult but rewarding. Educational theories are introduced and discussed. Instructional design includes setting goals for teaching concepts to students and deciding how best to plan lessons to achieve those goals. Those who have a teaching background have a definite advantage to the theory in this class, but it is not required. Information competency and information literacy standards and concepts are discussed. There is plenty of discussion and group work. Be prepared to spend a lot of time on this class, both reading and preparing assignments. Anybody considering reference service or teacher librarianship would benefit greatly from this class. As for others, I think it will prove useful to academic and public librarians needing to show users how to get the most out of their libraries.

This class is for learning the instructional systems that designed for both academic and school libraries. Libr 250 class can definitely help the one who would like to be a teacher librarian in future. Here is the link you are able to see the course structure of this class. https://sites.google.com/site/libr250/home

LIBR 251. Web Usability

LIBR 256. Archives and Manuscripts. This course is a broad overview of the theory and practice of managing archival documents. Assignments provide exposure to working archivists via an interview, archival repositories via a tour, creating finding aids with a virtual hands-on collection of documents and exposure to collection rights, donor communication, preservation, processing, digitization, archival reference and also websites featuring special collections. I recommend this course for anyone interested in learning more about archival documents and processing.

LIBR 257. Records Management.

LIBR 259. Preservation Management. Soak a book in water and rescue it. Lots of discussion board postings. Create a dictionary of preservation terms as a group project. Large final paper on a topic of your choice.

LIBR 260. Resources for Children, Ages 0-6. This class is now two classes; one where the focus is the literature for the age group and the other is for the programming. When I took it, it was one class that incorporated both aspects

LIBR 261. Resources for Children, Ages 6-12. See Libr 260 above. This class is important for any future public librarian, children's librarian, and, of course, school librarians. Children's literature has been experiencing a revolution in the publishing world within both fiction and non-fiction. Penny Peck's class in Special Session included responding to a weekly discussion topic but not to other students. There was no group work. This course was more like a correspondence course than a true online course. Five assignments included reviews of easy readers; review of a folk tale; a lesson plan for a juvenile book club with recommendations of five simlar books; a selection review of ten non-fiction books to expand a topic; and a fifty book reader's guide data base, complete with all original reviews. Miss Penny rapidly replies to all e-mails and provides model projects for all assignments. Even though a student reads extensively in this course, a true feel for the juvenile section of the library is given, and Miss Penny is a very fair grader. Do not expect to cover any picture books in this course. Younger picture books are covered in LIBR 260 and older picture books are now covered in the new Special Session course, specificly about them.

LIBR 262. Resources for Young Adults. See Libr 260 above. Currently taking the YA portion that is advocacy and services for youth ages 12 to 18 years.

LIBR 266. Collection Management. Introduction to the various aspects of knowing which materials are the best for your patrons. Teaches the various philosophies and strategies to balance the needs of your various patron groups with the limitations of your budget. Considers the various formats (print or electronic) of materials. Introduces you to the issues that electronic vs. print acquisitions can mean (e.g. ownership in print and thus limited access to many, or borrow information in order to maximize access to many). Also introduces the fact that publishers will each have their own contracts with regard to electronic material. These contracts may seem straightforward at first but issues like "what happens when one of the serials they carry goes out of print? Do we still pay the same price for our bulk subscription to many serials?" "If we subscribe electronically to X serial for Y years, once our subscription runs out, will we still have access to those Y years?" Very interesting and complex topics get touched upon. Very important as collection development affects public, academic, & special librarians.

LIBR 267. Seminar in Services to Youth.

LIBR 275. Library Services for Racially and Ethnically Diverse Communities. You may want to read "Why Diversity Courses Should be a Requirement for the MLIS" by Elissia Buell.

LIBR 280. History of Books and Libraries.

LIBR 281. Seminar in Contemporary Issues.
(Digital Copyright)

(Publishing for the Profession) You get hands on experience writing for a variety of audiences: letters to the editor, writing for lay audiences, writing for fellow LIS professionals in magazines like ALA's American libraries, and a taste for writing for scholarly publications. You learn to assess a publication's audience and how well it doesn't match the audience you intended when you wrote a piece. It's a very practical course for anyone considering writing for the profession. One classmate noted that he thought he was interested, but after this class he was able to determine that he wasn't really interested in going that direction. Furthermore, you get hands on experience constructively critiquing others' work which helps you develop as a writer yourself. Putnam, the instructor, also has many ties in the field who speak highly of her ability to clearly see your strengths and the areas in which you need to develop. She is highly encouraging, yet wants to be sure look your best when your name and articles get published.

(Information Policy & Cultural Perspectives)

(International and Comparative Librarianship)

LIBR 282. Seminar in Library Management.

(Correctional Library Management) This was one of the most interesting classes I have taken at SJSU. We learned about many different aspects to prison librarianship: who they serve, why they exist, special problems unique to prison libraries, legal research, the importance of safety and professionalism, collection management, etc. Some people in the class had experience in prison libraries, but most had no experience. Some of us came away with the desire to seek careers in correctional libraries, while others decided it was not for them. Recommended for anyone considering prison library work, or anybody working in a public library. (A segment of public library patrons are re-entering society after doing prison time. This course helps to underscore some of the needs of these patrons. In addition, some public library systems provide library service to prisons, rather than having a separate library system run by the department of corrections.)

LIBR 283. Marketing of Information Products and Services.

LIBR 284. Seminar in Archives and Records Management.
(Electronic Records)

(Oral History)

(Digitization)

(EAD)

(Experimental 284)
285. Research Methods.
(General Research Methods). Gave an overview of a variety of research methods. Tried to help students understand the similarities and differences. I found it to be a bit too general and I was not able to really grasp the concept of a number of research methods. In some ways this class has whet my appetite to learn more about the different ways to conduct research.

(Historical Research).

(School Library Media Programs).

(Evaluating Services & Programs). I would recommend this to anybody who thinks they might ever be in a position to manage, or help to manage, a library. We examined the reasons and theories for evaluation of libraries, as well as models and techniques used. During this course, I overcame my aversion to looking at statistics. Our assigned teams would crank out a research paper and PowerPoint presentation every two weeks based on case-study scenarios. It's a great way to look at all areas of library services and collections.

(Action Research).

(Reference Evaluation).

(Youth Program Evaluation).
LIBR 286. Interpersonal Communication Skills for Librarians.
This is an invaluable class focusing on building healthy relationships in the workplace and in personal relationships. The course covers verbal and nonverbal communication; communicating across cultures; how to listen effectively; empathizing and supporting others; handling conflict, and much more. Each assignment is fun, interesting, and applicable to the library setting.

LIBR 287. Seminar in Information Science.
(Information Literacy) You will learn about various standards for information literacy or information competency, which are goals for teaching users how to acquire information they need. Subjects covered include the Digital Divide, evaluating user's search strategies, bibliographic instruction, evaluation of sources, and instructional strategies. Discussion participation is a big part of the grade. You are expected to contribute at least one substantive post each week and respond to at least two of your fellow students' posts. We each did an instructional presentation on Elluminate at the end of the semester, and we were expected to respond to all presentations, noting two things we liked about it and including one suggestion for improvement. There was also a big research paper at the end of the semester.

LIBR 289. Advanced Topics in Library and Information Science (e-Portfolio). From what I understand, it is kind of like writing a letter of recommendation for yourself covering each competency listed by SJSU. It is basically a series of written documents uploaded onto a website (Plone or other approved site) convincing others that yes you are now competent in this area, and this is the evidence to back up these statements. Alumni, is this accurate?

Recommended Reading:

• How to Succeed at the e-Portfolio Without Really Worrying by Daria DeCooman
• e-Portfolio Student Handbook

LIBR 292. Professional Experience: Projects.

LIBR 293. Introduction to Data Networking.

LIBR 294. Professional Experience: Internships.

LIBR 295. School Library Field Work.

LIBR 298. Special Studies.

LIBR 299. Thesis.