SJSU SLISsers - Recently Updated Pages

Professional/Career Tips

jamiethelibrarian — Mon, 18 Jul 2011 01:33:24 CDT

Use this section to encourage and empower fellow SLISsers to break out of their comfort zones, develop skills, and have fun in the process!

Building your Online Personal Brand - Tips on creating an online identity that will help you in your job hunt.

Characteristics of a Healthy Library/Work Environment--something to consider when applying for jobs

Conference Presentations and Poster Sessions

Developing an Elevator Pitch
3 tips to Lift Your Elevator Pitch off the Ground Floor
One Minute Commercial
15 Second Pitch
How to Write a Killer Elevator Pitch

Conference/Seminar Tips
Recommended Reading

Conference/Seminar Tips by Elizabeth Horan
So You Want to Attend a Library Conference? ER&L 2007 and Suggestions for First-Time Conference Goers by Xan Arch
Conference Attendance Advice by Erin Dorney
Make the Most Out of Your Conference by Kiyomi Deards
Networking and Socializing by Melissa Wong (SLIS lecturer)
Five Tips For a Better ALA Conference Experience by StevenB at ACRLog
Why You Can't Afford to NOT Go To a Conference As a Student by Jamie Renton

Considering a PhD

Leadership

Negotiating Internships

Networking

Presentation Tips

Publishing

Relocating

Residencies
Recommended Reading

Academic Librarian Wanted; Professional Experience Required: The Library Residency Program by Kristine Macalalad

Salary Negotiation

Two-Body Problem--The two-body problem is the growing predicament couples find themselves in where both partners seek employment within the same geographic area. Such employment options are typically limited so what are couples to do?

Expanded Course Descriptions

xtineconwell — Sun, 17 Jul 2011 20:41:35 CDT

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.

Publishing

TLBrowning — Sat, 16 Jul 2011 11:04:19 CDT

Sometimes we forget to consider the opportunities wide open to us. Use this space to share your experiences and tips in publishing. Where did you publish? Are there different kinds of publishing? How useful are student publications? What was it like to work with an editor? What was it like to be an editor?

Keep in mind that there are a number of different publication venues. You have your

brochures that you contribute to/design at work anyway
student publications like the SLIS Descriptor and the Call Number that are excellent ways to reach your peers, get some experience working with an editor, and seeing your name in "lights."
association newsletters where they are frequently looking for relevant articles.
letters to the editor & laymen publications are great places to reach non-library users and related professionals
scholarly publications which are the most competitive publications in this list.

PUBLICATIONS OPEN TO GRAD STUDENTS--see editorial requirements

Association newsletters
SLIS Descriptor
Call Number
LISjob.com has articles about careers
Library Student Journal
UCLA's interActions student peer-reviewed journal

RESOURCES

Check out Rachel Singer Gordon's short book The Librarian's Guide to Writing for Publication.
Ask your professors! Your professors can be great resources for you as you consider publishing some of your academic work. Typically professors have areas of specialization and may already be affiliated to relevant publications in those areas.

For New/Prospective Students

KWescott — Thu, 07 Jul 2011 18:49:16 CDT

Here's some advice for new and prospective students:

Not sure if distance education is right for you? Check out the following information. Some of them include brief quizzes to test your readiness.

From Hagerstown Community College: Distance Education Readiness
From Cuesta College (San Luis Obispo Community College District: Distance Education is for Whom?
From Anne Arundel Community College: Online Self Quiz

Get the best computer and internet connection you can afford! In this program, you will be doing things that will require a computer with a fast processing speed and a lot of RAM memory (not to be confused with the available memory your computer has to save documents, images, and videos. Have I confused you? Check out the Buying Your Next Computer Guide.)
Familiarize yourself with the technologies used at San Jose's School of Library and Information Science and watch the videos below to get introduced to them.

Introduction to ANGEL Learning Management System by Dale David

Introduction to D2L. This is the new learning Management System that is now being used instead of ANGEL.

Introduction to Elluminate by minidaffodil

LIBR 289 Advanced Topics in Library and Information Science (e-Portfolio)

Library-Angelique — Thu, 17 Mar 2011 11:27:26 CDT

Establishing a system of organization early on for your materials will help when it comes time to do your e-Portfolio. The following is an example.

Create a folder for each class and within each of these create more folders: Assignments, Lectures, Handouts, Powerpoints, E-Portfolio (or Final Assignments), Graded Assignments, Discussion Board Posts, etc. Within these folders organize by assignment, if necessary: (Assignment 1: Instructions, Blank Assignment Page,Rough Drafts, Files Turned In, Instructor Feedback, etc.)

In the E-Portfolio folder for each class, keep a copy of the Green Sheet, Course Calendar, Roster (with email addresses), your grades, and a Word Doc called E-Portfolio. On this document, log: class name, professor name and contact info, semester you were in the class, team member names and contact info, lists of the exact file used to turn in final product for each assignment (very helpful, especially when you go through several drafts and revisions), a short description of each assignment, and all of the competencies potentially supported by this class and what piece of evidence might be used to show that it supports this competency. This might sound like a lot of work, but it's really not if you start with everything organized in this way. At the end of each semester, just take some time to put some info into this "E-Portfolio" page for each class.

Finally, keep all emails organized by class. Some of them may come in handy for proof of team work, leadership skills, etc.

A few other back-up strategies to avoid disaster:

1.) E-mail your final versions of your course assignments to yourself and just keep them in an e-Portfolio folder in your e-mail account.
This method assumes you have a secure e-mail account (e.g. web-based like Yahoo! or GMail) with plenty of memory. I have actually rescued a few assignments just from looking over old emails.

2)Saving copies of all your SLIS files in an USB flash drive is another back-up strategy to save all of your work. Make sure you do this in a regular basis. Drawing entire folders into the flash drive is an easy and fast way to save all of your work. Make sure to place the flash drive in a safe location. I also had copies of my SLIS files on my desktop computer, and laptop. Back up in three places.

Sad story - I lost an entire semester because I only had things backed up twice. My laptop hard drive crashed and destroyed everything. Not to worry, as I had a flash drive and backup copies on my desktop, right? Wrong! The desktop files did not have that last semester on it. I lost the flash drive before I could copy that one semester onto it. So, I lost all the files from two classes. One of the classes was my LIBR240 course, which was all web files that did not get saved after that semester. While I still attain the knowledge in my brain, and was actually able to reconstruct some evidence, it was not optimal. Dozens (or even hundreds?) of hours of work down the drain.

Angelique's tips for writing ePortfolio:

1) During the semester you begin, start right away and don't wait until too late to get started. You only have 12 weeks to write the entire thing, and that includes revising and editing.

2) Don't worry about the evidence. It is more important that your writing prove your competency. You can always create new evidence if you can't come up with any. It's not the best situation, but it has been done.

3) Save everything, including Elluminate recordings! Even discussion posts can be used as evidence.

4) Remember to breathe. You will prevail.

Scholarships

AlphieGarcia — Thu, 17 Mar 2011 01:39:20 CDT

Provide links and a short description. Thanks for sharing these best kept secrets!

SCHOOL LIBRARIANSHIP

PUBLIC LIBRARIANSHIP

Public Library Staff Education Program (PLSEP)

California public library and county law library staff pursuing a MLIS or Library Support Staff Certification are eligible to apply for this scholarship, which provides tuition reimbursement.

PLP video advertising PLSEP.

http://www.youtube.com/watch?v=C1naKcnoJQs

ACADEMIC LIBRARIANSHIP

Scholarship to attend ACRL in Seattle, March 2009

SPECIAL LIBRARIANSHIP

OTHER

SJSU's College of Sciences and Arts (CASA) offers a lottery grant. Students and faculty are encouraged to apply. Basically you decide what you want money for, submit a proposal, then get denied or approved. Several SLISsers have already been awarded monies. Note: Check this site regularly, SJSU seems to upload this information only as it nears the application deadline.
Dean's SLIS Graduate Scholarship offers $500 to one student in a school year and is not based on financial need. Note: Check this site regularly, SJSU seems to upload this information only as it nears the application deadline.
ALA Spectrum awards scholarships of $5000 to numerous students of diverse cultural backgrounds who show promise as future leaders in the field.
The Frederic G. Melcher Scholarship

Awards up to $6,000 through the Association for Library Service to Children (ALSC), to those intending on pursuing a MLS degree, and working in children’s librarianship.

Intellectual Property Rights

lcoffin2 — Wed, 16 Mar 2011 20:54:43 CDT

Speak English, please! What are intellectual property rights? What does this have to do with library & information science? Who receives protection, and for what?

Here is what Wikipedia has to say about intellectual property rights:

Intellectual property (IP) is a term referring to a number of distinct types of creations of the mind for which a set of exclusive rights are recognized—and the corresponding fields of law.[1] Under intellectual property law, owners are granted certain exclusive rights to a variety of intangible assets, such as musical, literary, and artistic works; discoveries and inventions; and words, phrases, symbols, and designs. Common types of intellectual property include copyrights, trademarks, patents, industrial design rights and trade secrets in some jurisdictions.

In non-technical terms, intellectual property can be anything including poems, songs, movies, etc. Usually, the person who created the work has sole rights for any changes to their work or money-making opportunities (unless they give up the rights, or unless the work is owned by their employer).

What do intellectual property rights have to do with libraries and librarians?

A lot, according to the ALA. The ALA code of ethics for librarians states that we must "recognize and respect intellectual property rights." This can mean not allowing someone to copy a whole book and sell it, or making one's own backup copies of a work for the library. While patron use of materials generally falls under fair use, we must be as vigilant as possible that we do not violate these with either for-profit or copyright-violating duplication.

The owner of the copyright receives protection under the law in the form of being able to sue others for infringing on their rights. For example, a library, internet service provider, or even a college could be sued for giving students internet access that allows them to download illegal copies of songs).

The ALA website has some information on intellectual freedom and a little on intellectual property. Although it doesn't define the basics, it may help to get you acquainted with a librarian perspective. You can also find information on copyright (which ties into intellectual property) at http://www.copyright.gov/ .

Characteristics of a Healthy Library

emg.stucki — Wed, 16 Mar 2011 12:48:33 CDT

When applying for jobs, it is important to observe and consider characteristics of your potential employers. While we won't have a crystal ball telling us exactly what it would be like to work somewhere, this list can help us know what to expect.

Administration and colleagues are open to new ideas.

Good give and take between the library board and the Library Director.

Emphasis from the Library Director on down being on outstanding customer service.

A positive relationship with the community you serve.

Resources and staff! Understaffed departments barely can keep up, or are constantly putting out "fires". Without resources it is difficult to be cutting edge and innovative if you don't have the proper computers, software, time to learn the software, etc.

Working in a positive environment is very, very important. If you are working with a group of
Debbie and Donald Downers, that don't share the same high energy, positive work ethic you do, work is miserable, and you need to get out and quickly.

It is also important that you work in a work culture that you agree with. Is it hierarchical, friendly, task-oriented, people-oriented, etc.

Turnover is very low turnover, because the employees are happy, well compensated and love their job!

Good relationship between departments.

Humor/Study Break

emg.stucki — Wed, 16 Mar 2011 12:38:13 CDT

Now don't hold back on us, we know you've got a story or two that could tickle us silly! We could all use a little laugh so share some with us.

No offense Nancy Pearl, but those doll makers didn't do you justice! Proudly displaying my Super Hero Action Figure Librarian, I packed her up after a few months. I'd grown tired of hearing child after child at my elementary school library get the giggles from their librarian's nose-picking man-doll! =)

Announcing the New Built-in Orderly Organized Knowledge Device, Otherwise Known as the BOOK!
It's a revolutionary breakthrough in technology: no wires, no electric circuits, no batteries, nothing to be connected or switched on. It's so easy to use even a child can operate it. Just lift its cover. Compact and portable, it can be used anywhere--even sitting in an armchair by the fire--yet it is powerful enough to hold as much information as a CD-ROM. Here's how it works: each BOOK is constructed of sequentially numbered sheets of paper (recyclable), each capable of holding thousands of bits of information. These pages are locked together with a custom-fit device called a binder which keeps the sheets in their correct sequence. By using both sides of each sheet, manufacturers are able to cut costs in half. Each sheet is scanned optically, registering information directly into your brain. A flick of the finger takes you to the next sheet. The book may be taken up at any time and used by merely opening it. The "browse" feature allows you to move instantly to any sheet, and move forward and backward as you wish. Most come with an "index" feature, which pinpoints the exact location of any selected information for instant retrieval. An optional "BOOKmark" accessory allows you to open the BOOK to the exact place you left it in a previous session--even if the BOOK has been closed. BOOKmarks fit universal design standards; thus a single BOOKmark can be used in BOOKs by various manufacturers. Portable, durable and affordable, the BOOK is the entertainment wave of the future, an many new titles are expected soon, due to the surge in popularity of its programming tool, the Portable Erasable-Nib Cryptic Intercommunication Language Stylus...
IFLA Library Humor Site

If you want a good laugh, check out the IFLA humor website for library knock knock jokes, lightbulb jokes, the "laws" of
working in a library, and more. http://archive.ifla.org/I/humour/humour.htm

Library Science Jeopardy

Test your knowledge of all things Library Science. Test your coworkers' knowledge. http://terpconnect.umd.edu/~aubrycp/project/jeopardy.html

Networking

ebeckrest — Tue, 15 Mar 2011 02:16:46 CDT

For some of us, networking doesn't come easily. Others of us find it not so challenging. Either way, share your tips and experiences here.

Recommended Reading:

Power Networking for Introverts by Amanda Quist

Online Social Networking
Making professional contacts doesn't necessarily have to occur in person. Meeting people on facebook or twitter can lead to a very satisfying professional
networking experience.

On Twitter, search for the tag #followalibrarian to find librarians or library students who are active on twitter. These people often post helpful links and tips that will benefit you professionally. Having a network of librarians on twitter is also good as a support group if you have a question about libraries.

When I wen to the ALA conference in San Diego, I sat down with a resume adviser. One of the questions I posed was how to get into networks. She gave me a couple networks to look for:
CLA, SLA, AIM, Library Associates, C Berger, Axel roth and Associates.
Hope these help!

Internships

cemitra — Tue, 12 Oct 2010 01:42:16 CDT

For internships, you have two options: apply to established internships or create your own.

The advantages of established internships is that they will typically provide a quality internship that will prepare you professionally. The downside is that they may not be best suited to you geographically and/or be best suited to your interests.

Creating your own internship is as easy as contacting a prospective internship site and asking them to host you. Lay out what your goals and interests are and then complete any forms required by the school (if you want to receive credit. Even if you don't want to receive credit, use SLIS's guidelines to help ensure that your internship will give you the experience you need to get a job.) If you already have a dream library or information center where you would like to intern, it's fine to start the internship approval process right away. There is not reason to wait until SLIS starts sending out information about internships. Besides, the site might look favorably on you and respect you for being so ahead of the game.

Lastly, read the experience of other students in the full-text archive of published articles.

You can also read:

Practicum Insights by Mana Tominaga
A Non-Traditional Library: My Practicum at San Diego State's Slide Library by Felicia Palsson
A Practicum at World Images by Katie Melville
From the Ground Up: Managing Content Guerrilla Style by Michael J. Ludwig
Community College Internship: Great Rewards by David Gross

Buying Your Next Computer

mcmccormack — Mon, 11 Oct 2010 23:04:41 CDT

Buying a new computer can be extremely stressful considering the cost and the technical aspects one must understand.

Without speaking too much "geek", here are some tips:

The image to the right displays important specifications (specs) when purchasing your next computer.
Keep in mind SJSU's home computing requirements. Also note that some requirements are for programs like Second Life that your instructors may or may not require you to have. So be safe and assume that you WILL need to meet these requirements because it's likely you'll have at least one instructor who will require it.
Processor. The better your processor, the quicker you can surf the web and more importantly, finish your assignments! Metaphorically, it'll tell you how quickly you can go from 0--60mph.
Operating System. Windows 7 Home Premium or better. Thankfully, the time when new computers are sold with Vista is pretty much over, which should be a relief for everyone who had to endure Microsoft's slow dog of an operating system.
Memory. More memory, means more space for you have to add programs/software AND more space for your computer to run those programs/software. Programs and software are like people, they need a space to be--like a bed to sleep in or a chair to sit in--but they also need space to wiggle around in and do whatever it is they like to do. By the way, memory refers to RAM memory... There are two kinds of memory--that which is reserved for your programs and software, and that which is used for your own personal use to save your files (e.g. audio, video, etc.) and documents (e.g. MS Word, MS Excel, etc.) The second kind of memory is what is referred to as the "hard drive."
Video Cards. Powerful graphical processing is particularly required for today's gamers, as well as those involved in video production, 3D animation, and computer-aided design (CAD) and computer-aided manufacturing (CAM).
Hard Drive. The hard drive refers to the memory in your computer's hard drive. This is where you save your files (e.g. audio, video, etc.) and documents (e.g. MS Word, MS Excel, etc.) So, more space allocated to your hard drive, means more space for your documents, videos, images, audio files, etc.
Optical Drive. Getting an optical drive that can write is a good idea, especially since the price of media (CDs, DVDs) are going down. It's one way to back up your files and get them off of your hard drive.

So now what?

For more information. To discuss this with a professional who can help you determine which computers best fit your needs (see SJSU's home computing requirements) and your budget, you can visit your local Best Buy retailer. I don't say this because I get commission for every customer I refer, but because the sales people there don't either. That means that they get paid the same paycheck whether you buy the cheapest or the most expensive computer there. That also means that the information they provide is unbiased and best of all--free! They are also pretty friendly. Watch out though, word has gotten out so please be considerate of the sales people when you are asking dozens of questions and there are five other people waiting to do the same.

For a good deal. If you are looking for a PC (personal computer) check out Dell. They have unbeatable prices and they are an environmentally-conscious company.

Mac or PC? And what's the difference? Check out this article.

Good luck with your next purchase!

Digital Divide

mcmccormack — Mon, 11 Oct 2010 22:36:54 CDT

What exactly is the digital divide and what does it mean for the LIS profession? Why is this important and how might it impact your job? Share your experiences and your views here.

The digital divide is that gap between those who have and use technological devices such as computers frequently, and those who don't, can't or fear it. A big part of reference duties in our library system is showing people how to log onto a computer, get to a website, save a file, print, or use email.

You can also read:

Jessamyn West on the Digital Divide by Mana Tominaga.

Technology

JLMosel — Mon, 11 Oct 2010 20:50:13 CDT

We will always need help and support when it comes to technology. In this section, provide tools and tips you think will be most beneficial to fellow classmates. And please, no "geek speak." I'm sure we'd all prefer you explain things as if you were speaking to a 10-year old. Wait, scratch that. Pretend you were speaking to your great grandmother... and she's hard of hearing!

Buying Your Next Computer will help you make an informed decision.

Blackboard is a tool SLISsers are familiar with, but if you are new to the program or new to online education, go here.
As of the spring 2011 semester, SJSU-SLIS will be switching to the D2L (Desire 2 Learn) platform.

D2L will be the online learning platform as of Spring 2011.

Elluminate anyone?

Web 2.0... Was there even a Web 1.0?

Second Life? I can barely take care of my first life, let alone a second life!

RefWorks ... great citation tool -- RefGrab pulls in those websites, too! Excellent tutorials under the Help menu. But remember, as with many import tools, what comes in is what goes out -- check that what comes into RefWorks is (a) spelled correctly, (b) has correct spacing between words, and (c) uses caps and lower case properly for APA style.

Zotero ... great FREE citation tool that works with Mozilla Firefox. Excellent tutorials on Zotero website. Computer-specific; to make available on another computer, must export/import "My Library".

Radio Frequency Identification (RFID)

D2L

JLMosel — Mon, 11 Oct 2010 20:49:08 CDT

As of the spring 2011 semester, SJSU-SLIS will be switching to the D2L (Desire 2 Learn) platform. In the announcement of the learning platform change, SLIS director Sandy Hirsch stated that D2L is very similar to Angel (now owned by Blackboard).

San Jose State has put together an introduction to D2L that includes a list of resources. There is also a PDF quick start guide that includes screenshots.

Students who will doing their e-portfolio in the spring will be able to use either Angel or D2L. However, for Spring 2011, if a student opts to use Angel for their e-portfolio, they will not have six-months access; thus, if a student wishes to have access following graduation, one should use D2L or another e-platform approved by the student's e-portfolio advisor.

Presentation Tips

246cindys — Sun, 10 Oct 2010 22:34:13 CDT

PowerPoint Presentation
Check out these great tips when preparing your PowerPoint slides:

Online Trainings
Following InfoPeople's example,

"The training should contain a mix of lecture-demonstration and exercises. A good guideline is that the 35% of the time should be you presenting material and 65% of the time students should be participating through exercises or group discussion. Try not to lecture for more than 15-20 minutes at a time."
Your one-hour PowerPoint "presentation should be anywhere from 20-60 slides, depending on the topic."
"Training participants should leave the workshop with something tangible."

Other things to keep in mind: (Some tips taken from Ten Tips for a Killer Presentation)

Be yourself, show your personality
Talk to your audience, not at them
Be honest. Presentations don't have to be perfect. Allow yourself to make mistakes and be prepared to learn from them for your next presentation.

Engage your audience
Keep your audience interacting with you and others.
You can have participants:

answer questions in the chat area
answer poll questions
draw/write on the whiteboard
use the laser pointer tool to point to parts of a slide or image

Give participants time to use the tool you are describing and thendiscuss their experience. Let them DO, not just listen and watch.

Elluminate

monicab427 — Sun, 10 Oct 2010 17:04:55 CDT

Elluminate is a web-conferencing tool that we all have access to through SLIS. It allows users to communicate and share in real time. Some professors use Elluminate to hold virtual class meetings and office hours. It’s also a great resource for group meetings when working on a team project.

For more information, check out the Student Guide to Using Elluminate. You can request to have a session set up by filling out this form.

Another great Elluminate product that we all have access to is Elluminate Publish. This allows you to create mp3 (audio), mp4 (video) and other file types from recordings of Elluminate meetings. This comes in handy when you give a class presentation using Elluminate and want to save it as evidence for the e-Portfolio. For instructions and more information on using Elluminate Publish visit Using Elluminate Publish on the SLIS website.

Negotiating Internships

cinnamar — Fri, 12 Dec 2008 18:54:39 CST

How does one go about approaching institutions about their internships? Or how should a person approach an institution that does not have an internship in place?

It's not as hard as you might think.

After I had completed my core courses (just 200, 202, and 204 at the time) I knew that I wanted and needed to get some practical experience, so I sent emails to several libraries that I was interested in working in. I let them know who I was, what courses I was taking, my professional interests, and why I was interested in working at their library. (Do some research to select libraries that may be a good match for you. You'll also find the contact names and email addresses that you will need on the library website.)

A few let me know that they were not interested in or able to support an internship at that time.

A couple didn't reply at all.

One, however, was very interested. We scheduled an interview and we arranged an internship for the next semester. I acquired some great practical experience, met others in the field, got to know the inner workings of the library, and created an internship log that I used to help satisfy several of the core competencies for my ePortfolio.

So "cold calling," as it's sometimes known, can work, but be aware that a lack of a formal internship structure can be a mixed blessing. If no one knows what to do with you, you may end up doing repetitive paraprofessional level tasks. If you plan to approach a library or organization that does not have an internship in place, have an idea--or better, several--of possible projects that you would like to undertake. Don't leave the burden of keeping you occupied and filling your required hours solely to their discretion. You'll be happier and have a more worthwhile experience if you have some goals sketched out in advance.

Information Exchange for SJSU SLIS Students

LibraryPaige — Sat, 30 Aug 2008 17:54:26 CDT

Be successful as an online student at SJSU SLIS. Not all learning takes place in the classroom so take the lead in your education. Join our student-managed site and add your knowledge today!

Click on one of the buttons below to learn more about a topic, or read further to learn how to be more successful as an online student and in the library and information science field.

Students at the San Jose State University's School of Library and Information Science program (SJSU SLIS) typically learn online. Infrequent face-to-face meetings can result in a loss of soft information. Soft information often builds from casual conversations in the hallway or over lunch. Topics include

This wiki is designed to help alleviate that loss by encouraging everyone in the program, and those who have since left (SLISsers) to share what they've learned about

So read, learn, and don't forget to add your own thoughts and suggestions!

Click on the orange RSS image to stay up-to-date on changes to this wiki.

How to Add to this Wiki

Search Tips

Two-Body Problem

LibraryPaige — Fri, 22 Aug 2008 20:20:08 CDT

The two-body problem is the growing predicament couples find themselves in where both partners seek employment within the same geographic area. Such employment options are typically limited so what are couples to do? Below are readings and resources that might help.

Resources for Academic Couples by Eric Jensen includes a list of academic institutions that try to accomodate these couples
Career Talk: What to Do About the 'Two-Body Problem' by Mary Morris Heiberger and Julia Miller Vick
A compilation of blog posts with some very helpful and insightful posts
Long-Distance Relationship: is it for you? - Part 1: Questions and Advice by Chris Pearson
Long-Distance Relationship: is it for you? - Part 2: Story Time by Chris Pearson
Making a Long-Distance Marriage Work by Diane F. Haddad
The Center for the Study of Long-Distance Relationships FAQs--Answers questions and provides statistics of such relationships
Love and Academia--an online community
Love on the Road, Not on the Rocks by Mary Ann Albright
Long-Distance Relationships: Coping Strategies by Zandria
The long-distance relationship goes mainstream: 3 tips for survival by Penelope Trunk which is targeted more to millenials
Long-Distance Relationships: A Bane of Academic Life by Leslie Madsen Brooks
There's even a book written and published by the John Hopkins University Press called The Two-Body Problem: Dual-Career-Couple Hiring Practices in Higher Education by Lisa B. Wolf-Wendel, Susan Twombly, and Suzanne Rice. Here's an article describing the book and a review.
Universities and the Two-Body Problem by Susan Landau
Going Overseas to Solve our Two-Body Problem by Helen Atwood

SJSU SLISsers - Recently Updated Pages

Professional/Career Tips

Expanded Course Descriptions

Publishing

For New/Prospective Students

LIBR 289 Advanced Topics in Library and Information Science (e-Portfolio)

Scholarships

Intellectual Property Rights

Characteristics of a Healthy Library

Humor/Study Break

Announcing the New Built-in Orderly Organized Knowledge Device, Otherwise Known as the BOOK!

IFLA Library Humor Site

Library Science Jeopardy

Networking

Internships

Buying Your Next Computer

Digital Divide

Technology

D2L

Presentation Tips

Elluminate

Negotiating Internships

Information Exchange for SJSU SLIS Students

Two-Body Problem

Resources for Academic Couples by Eric Jensen includes a list of academic institutions that try to accomodate these couples

Career Talk: What to Do About the 'Two-Body Problem' by Mary Morris Heiberger and Julia Miller Vick

A compilation of blog posts with some very helpful and insightful posts

Long-Distance Relationship: is it for you? - Part 1: Questions and Advice by Chris Pearson

Long-Distance Relationship: is it for you? - Part 2: Story Time by Chris Pearson

Making a Long-Distance Marriage Work by Diane F. Haddad

The Center for the Study of Long-Distance Relationships FAQs--Answers questions and provides statistics of such relationships

Love and Academia--an online community

Love on the Road, Not on the Rocks by Mary Ann Albright

Long-Distance Relationships: Coping Strategies by Zandria

The long-distance relationship goes mainstream: 3 tips for survival by Penelope Trunk which is targeted more to millenials

Long-Distance Relationships: A Bane of Academic Life by Leslie Madsen Brooks

There's even a book written and published by the John Hopkins University Press called The Two-Body Problem: Dual-Career-Couple Hiring Practices in Higher Education by Lisa B. Wolf-Wendel, Susan Twombly, and Suzanne Rice. Here's an article describing the book and a review.

Universities and the Two-Body Problem by Susan Landau

Going Overseas to Solve our Two-Body Problem by Helen Atwood

This is a good article about a discussion in higher education about the Realities of Dual Careers. The comments are also really insightful.