SJSU SLISsers - Recently Updated Pages

Expanded Course Descriptions

Mellen22 — Fri, 26 Jun 2009 13:47:08 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.

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.

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.
.
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. Learn to write & design web pages including PHP and JAVA Script; use Blogs, learn about twitter and other new technology tools.

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; JavaScript and/or PERL 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?)

(XML and XSLT; 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?)

LIBR 247. Vocabulary Design.

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.

LIBR 251. Web Usability

LIBR 256. Archives and Manuscripts.

LIBR 257. Records Management.

LIBR 259. Preservation Management.

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.

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

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.

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.

Presentation Tips

LibraryPaige — Wed, 29 Oct 2008 01:31:36 CDT

PowerPoint Presentations: 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.

Technology

mdriscoll — Thu, 16 Oct 2008 13:46:30 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.

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)

Scholarships

israelcsus — Sun, 12 Oct 2008 11:25:37 CDT

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

SCHOOL LIBRARIANSHIP

PUBLIC LIBRARIANSHIP

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.

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

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

International Opportunities

LibraryPaige — Sun, 03 Aug 2008 19:49:16 CDT

ASSOCIATIONS

International Federation of Library Associations and Institutions is THE international LIS association. They work with governments and other institutions on information policies, intellectual freedom, intellectual property rights, etc.
Knowledge Management Africa. KMAfrica is a continental participatory network: an agent and electronic platform in knowledge sharing and dynamic best-practice in Africa. (Taken from website 11/17/07)

CONFERENCES

IFLA's World Library and Information Congress is a great place to get introduced to international issues in LIS.

SCHOLARSHIPS

The Rovelstad Scholarship is awarded to those attending their first international conference.

OTHER RESOURCES

The Pratt-SILS Summer in Italy offers a short summer course on Italy's libraries.
SJSU's International and Extended Studies department may be able to work with you to design your own international opportunity.

Salary Negotiation

LibraryPaige — Sun, 03 Aug 2008 19:42:34 CDT

It can often be difficult to discuss money and put on price on our worth. Nevertheless, it is all too important that we expect and propose to be compensated fairly. All too often, the perception of our value as LIS professionals does not match our contributions to society.

Please use this space for your experiences and suggestions to negotiate a fair salary.

To determine a competitive salary, check these resources out:

Placements & Salaries 2006: What's an MLIS Worth? By Stephanie Maatta -- Library Journal, 10/15/2007
Salary.com allows you to search by title and region
Bureau of Labor Statistics lets you find wages by occupation & area
Salaries in Higher Education by HigherEd.com

Relocating

LibraryPaige — Mon, 21 Jul 2008 00:51:31 CDT

Relocating can be very stressful to do, much less consider doing. Please provide suggestions that can help others ease the strain of moving.

When having to consider the prospect of moving in order to get a job, Find Your Spot can help you think about what you want in your future city/town.
These community analysis websites can help you learn more about the areas you'll move to as well as give you an idea of your future service population.
If you are considering relocating to work in academic libraries, the Princeton Review and Peterson's can help you learn more about the student bodies at prospective schools.
You also want to consider the cost of living relative to the area you are relocating to or considering relocating to. Here are some helpful sites that can help you prepare for any challenges.

SalaryExpert.com's Cost of Living Calculator lets you narrow in on specific zip codes and specific expenses.
Bankrate.com's Cost of Living Comparison Calculator outlines how much you can expect to pay in your current location compared to your future location.
Sperling's Cost of Living Comparison not only compares salaries, but demographics as well.

Professional/Career Tips

LibraryPaige — Sat, 19 Jul 2008 21:28:52 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!

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

Conference Presentations and Poster Sessions

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

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?

For New/Prospective Students

LibraryPaige — Sat, 19 Jul 2008 21:03:20 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.

Site Map

LibraryPaige — Tue, 01 Jul 2008 14:12:09 CDT

About SLISsers
Awareness, Advocacy, Activism
Blackboard
Buying Your Next Computer
Call Number full-text archives--actually redirects you to SLISsers' sister wiki,
Characteristics of a Healthy Library/Work Environment
Conference Presentations and Poster Sessions
Digital Divide
Diversity
Doctorate--Consideration of
Elluminate
e-Portfolio
Expanded Course Descriptions
First time visitors
For New/Prospective Students
Humor/Study Break
Information Literacy
Intellectual Property Rights
Internships
Internships--Negotiating
International Librarianship
International Opportunities
Leadership
Negotiating Internships
Networking
PhD--Consideration of
Presentations in Elluminate, Giving Classroom
Positions in Student Organizations
Poster Sessions, Giving Conference
Presentation Tips
Presentations, Giving Conference
Professional/Career Tips
Publishing
Relocating
Salary Negotiation
Second Life
SLIS Descriptor full-text archives--actually redirects you to SLISsers' sister wiki,
"SLISsers Full-Text Archives"
Standing Ovation
Student Organizations, Positions in
Two-Body Problem
Web 2.0

Elluminate

LauraHW — Fri, 20 Jun 2008 12:03:09 CDT

Internships

LibraryPaige — Wed, 28 May 2008 22:40:17 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.)

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

Leadership

LibraryPaige — Wed, 28 May 2008 22:39:09 CDT

Leadership can come in the form of elected positions, personal development, facing a challenge, working in a group, and a variety of other situations. Share your experiences with leadership here.

To learn more about positions in SLIS student organizations, go here.

Recommended Reading:

Two articles about resiliency in the face of politics and unemployment in "To the Dark Side of the Library and Back" and "May You Be Spared: Lessons Learned After the Shattering of my Rose-Tinted Glasses" both by Jackie Davis.
Profile of an Alum: Annie Knight by Paige Fujisue

Search Job Titles

LibraryPaige — Wed, 21 May 2008 20:57:16 CDT

Considering how large the field of library and information science is, many job titles fall beyond the range of "librarian." To help job seekers find all available positions, the following list of job titles was created to help them insert all appropriate search terms. Many (or all) of these originated from Michelle Mach. Job titles containing "librarian," "library," and "libraries" have been removed from her list. Feel free to add to this list.

Note: Some job titles appearing here may depend heavily on education or experience in another field, i.e. "Information Technology Specialist." Furthermore, some of these job titles do not appear to be professional positions requiring an MLIS.

Academic Information Coordinator

Adult Services Coordinator

Archives Researcher

Associate Director for Information and Technology

Audiovisual/Special Materials Cataloger

Automation Manager

Bibliographic Database Maintenance

Bibliographic Database Manager

Bibliographic Instruction Coordinator

Business Information Coordinator

Business Information Specialist

Cataloger

Category Architect

Children's Services Coordinator

Collection Services Coordinator

Community Web Site Coordinator

Computer Services Manager

Consultant

Content Manager

Coordinator for Assessment and Continuous Improvement

Coordinator for Bibliographic Control and Electronic Resource Services

Coordinator, Information Services

Coordinator, Information Systems and Technology

Coordinator of Programs and Promotions

Coordinator of Reference and Information Services

Curator

Curator of Manuscripts

Cybrarian

Data Services Specialist

Database Editor

Database Management Librarian Cataloger

Development and Community Relations Officers

Digital Acquisitions Coordinator

Digital Archivist

Digital Archive Database Specialist

Director of Educational Information Resources

Director of Electronic Learning

Director of Information Technology Development Services

Director, Information Technology Services

Director of Networking and Resource Sharing

Distance Learning Consultant

Document Analyst

Document Manager

Document Services Coordinator

Electronic Content Manager

Electronic/Information Services Coordinator

Electronic Infomation Specialist

Electronic Resources Access Specialist

Electronic Resources Cataloger

Electronic Resources Coordinator

Electronic Resources Officer

Electronic Resources Support Officer

Electronic Text and Imaging Center Coordinator

Fine Arts Bibliographer

Fine Arts Collection Development Coordinator

Grants Manager and Subject Specialist

Head, Access and Media Services

Head, Automation

Head of Cataloging/Documents

Head of Cataloging & Electronic Access

Head of Children's Services

Head of Collection Development

Head, Desktop Support Services

Head, Document Delivery Services

Head of Information and Access Services

Head, Information Services

Head of Instructional Services

Head of Interlibrary Loan

Head of Public Services

Head of Reference

Head of Reference/Adult Services

Head, Scholarly Publishing Office

Head of Technical Services

Humanities Bibliographer

Imaging Coordinator

Information Advisor

Information Analyst

Information Architect & Research Specialist

Information Associate

Information Broker

Information and Computer Literacy Instructor

Information Consultant

Information Coordinator

Information Manager

Information Officer

Information Research Analyst

Information Researcher

Information Resource Officer

Information Resources Specialist

Information Services Specialist

Information Specialist

Information Technology Specialist

Information and Training Specialist

Interface Specialist

Knowledge Analyst

Knowledge Architect

Knowledge Integrator

Knowledge Manager

Knowledge Network Specialist

Knowledge Resource Specialist

Learning Resources Co-ordinator

earning Resources Officer

Learning Resources Team Leader

Manager, External Content

Manager of Information Services

Manager, Electronic Text and Imaging Center

Manuscripts Cataloger

Media Center Coordinator

Media Coordinator

Media Services Head

Media Specialist

Media Specialist/Cataloger/Automation Trainer

Media/Technology Specialist

Metadata Development Specialist

Microcomputer Training Specialist

Monograph Cataloger

Network Administrator

Network Services Coordinator

Network Systems Administrator

Photoarchivist

Print and Digital Monographic Cataloger

Product Analyst

Project Manager

Reader's Advisor

Reference and Adult Services Coordinator

Reference Archivist

Research Analyst

Research Services Team Leader

Resource Services Manager

Resource Center Manager

Senior Information Analyst

Senior Information Management Specialist

Senior Information Researcher

Serials Cataloger

Serials/Database Cataloger

Sound Recordings Archivist

Strategic Information Manager

Systems Architect

System Coordinator

Systems Curator

Team Leader, Information Arcade

Technical Information Specialist

Technical Services/Automation Coordinator

Technological Information Manager

Technology Consultant

Technology/Information Content Coordinator

Technology Support Manager

Technology Team Leader

Trainer and Database Maintenance Coordinator

Training and Outreach Officer

University Archivist

Web Manager

Web Officer

Webmistress

Web/Systems Developer

World Wide Web Administrator

Positions in Student Organizations

cwakai — Fri, 16 May 2008 14:08:38 CDT

Current officers--Use this area to define your responsibilities to better explain just what your position entails. Include the number of hours you spend in your position, what you enjoy about it, its challenges, and the ways it has rewarded you personally and professionally. You may include the qualities you think are helpful to have in these positions and the specific SLIS competencies that are demonstrated through your position.

ALASC--American Library Association, Student Chapter
The ALA Student Chapter at San Jose State University is intended to foster student participation in the American Library Association, to sponsor professional and social events for the students of the School of Library and Information Science, and to provide a supportive environment in which students can work and learn together.--Taken from their website 2/27/2008.

Chair--

Direct and have the ultimate responsibility for the functioning of the organization and its relationship with ALA Headquarters
Act as the executive authority on all matters concerning membership, publications, and ALA sponsored projects and activities
Responsible for reporting all official correspondence received and sent by ALASC to the members
Call regular and special meetings when necessary
Preside at all executive meetings and meetings of membership
Communicate the activities, needs and suggestions of the members of the ALA to the faculty sponsor, and any other body that is concerned
Announce nominations for the next elections and designate a polling place.
Update and renew ALASC's recognition status.
Communicate directly with the Chair of other organizations

It is helpful to have good technology skills. It is helpful (although not required) to live near San Jose. Good communication skills are beneficial. The ability to keep organized is necessary. Having vision and not being afraid to call upon others for ideas and help is also helpful. This is a commitment and an opportunity, as with most things, you will get out of it what yo put into it.

Events Coordinator--

Plan and coordinate activities for ALASC, which in the past has included the Luminary Lecture series, volunteering at libraries, panels, and social activities
Reserve rooms, pick dates/times, and announce activities in a timely fashion
Work with Treasurer and other officers to apply for funding for larger activities
Work with other student organizations to coordinate activities
Interact with students to encourage involvement in ALASC activities

There is a great guide to planning activities that was created by a previous coordinator. You can talk to students to get ideas, or look through some of the previous activities to see things that we've done. It's great fun to put together events, and can help enhance your management skills!

Treasurer--

Establish and maintain banking arrangements for the organization; although it is not required, it is advantageous to live near (or within driving distance of) campus in order to do this;

Collect and disburse funds as directed;

Report on the financial condition of the organization;

Responsible for exhausting all possible sources of funding;

Maintain accurate records of all financial matters transacted by ALASC;

Communicate directly with the Treasurer of other organizations;

Webmaster--

Responsible for updates and maintenance of the ALASC website, using HTML to make edits and add new content (mostly updating the newsletter content and new chapter event information)
It would be helpful to have experience using HTML editor and familiarity with webpage design, such as what you learn in LIBR 240 class
Ensure that the web pages meet validation standards for XHMTL and CSS, which they do now
Time commitment is not too much--mostly a few hours every two months, when the new copy of the newsletter comes out; also, updates needed when new activities are announced

SLIS Descriptor Editor--

Responsibilities include soliciting articles for the bi-monthly publication, announcing new issue releases, working with writers to help them look their best by providing both positive feedback and suggested changes, layout and design for each issue, and converting the final work into .pdf to help the webmaster upload the new issue.
Software used to design the SLIS Descriptor has included MS Word and MS Publisher. Clip art and toondoo.com (a free comic strip generator) has been used for graphics.
As a bi-monthly publication, time is more heavily spent during the weeks before publication release. Normally that has taken 2-3 weeks of communicating w/writers and organizing the layout. Time spent on editing can vary from an estimated 2-10 hours per issue. Time spent on layout can vary from 4-10 hours an issue (but I have lots of fun with that so maybe I spend more time on it than most people would.)
Rewards--You get to interact with a lot of people are simply interesting! I've found that students have a lot to contribute to the field and it's a lot of fun encouraging fellow students to realize that they really do have something to offer others. It's about encouraging others' voices; it's about empowering others; it's about having an outlet for creativity when designing layouts; it's about creating a community by introducing others' voices, personalities, and faces; it's about educating others and helping them make sense of all this information overload. As a student publication, we can talk to each other peer-to-peer which is helpful since the field is so vast.
Challenges--It is a committment and it will require time you have and time you don't always have. One thing that has helped me continue on is what the previous editor told me--do it as long as it's fun, and it has been... even when it's been a pain in the butt! =)
You can also read "A Note from the Guest Editor" by Sami Lange and "Editor Says Farewell" by Sarah Krygier.

LISSTEN--Library and Information Science Students to Encourage Networking
LISSTEN is the student organization of San Jose State University's School of Library and Information Science and the faculty and staff of the program are considered associate members.

President--

Preside at all meetings of the organization. S/he shall be the official spokesperson of the organization, representing the policies, views and opinions of the organization in its relations with the campus and community at large.

Plan meeting agendas.
Organize the planning of the LISSTEN calendar of events.
Approve all expenditures and newsletter articles.
Serve as cosigner on all bank accounts with the Treasurer.
Act as a liaison between the Board, Faculty Advisor, Alumni, other student organizations, and office staff of north and south facilities.
Supervise committee chairs.
Oversee board members and make sure tasks are complete.
Administer election process for the new Board.
Manage the LISSTEN Blackboard course site.

Vice President--

Help President with duties, as needed.
Step in for President where needed.
Serve as a committee chairs.
Attend all three Board meetings.
Perform all other duties assigned by the President.

Secretary--

Take minutes at all the meetings.
File minutes and submit required copies to all organization members including the webmasters for the
LISSTEN website.
Check campus mail once a month, or arrange for someone to check it.
Type up documents as needed for the President or Board.
Update the LISSTEN student handbook during each semester with an orientation. Submit handbook
changes to the webmasters and have print copies available at orientation.
Be responsible for all organization correspondence and keep copies of all correspondence on file.
Serve as a committee chair.
Attend all three Board meetings.

Treasurer--

Handles all financial affairs and budgeting of the organization. S/he maintains AS Agency Accounts in the organization’s name, which requires signatures of the Treasurer, President and Advisor.
Reimburse only those expenses that have been approved by the President.
Prepare budget estimates for Board approval.
Issue checks for approved reimbursement and contracts.
Balance checkbook against bank statements.
Serve as the Fundraising committee chair.
Attend all three Board meetings.

The Call Number Editor--

Oversee production of three (August, November, and February) newsletters per school year. More newsletter editions may be published throughout the school year if decided upon by the Newsletter editor and the President.
Collect articles from staff, students, and alumni.
Obtain President’s approval for each article.
Provide newsletters for distribution during Fall and Spring orientation.
Edit all articles and obtain approval of at least one other page editor. If a page editor is not officially assigned, the Newsletter Editor will invite LISSTEN board members to help in the page editing process.
Serve as a committee chair, if needed.
Attend all three Board meetings.
Design layout for print version of the newsletter.
Convert print version of newsletter and other necessary documents to PDF format so that the newsletter may appear in PDF on the LISSTEN Web site.

Webmaster--

Update web page design in some way annually.
Manage website pages with the knowledge that there may be minor updating on a weekly basis.
Post newsletter editions in html and PDF formats for all newsletter issues.
Serve as a committee chair, if needed.
Attend all three Board meetings.

Historian--

Save copies of all pertinent LISSTEN correspondences, flyers, newsletters, etc. in print and electronic format as available.
Organize print records in a logical manner and present them at the end of the term in a three-ring binder to the President and the Board.
Serve as a committee chair, if needed.
Attend all three Board meetings.

SAASC--Society of American Archivists, Student Chapter
"SAASC provides a sense of community among the students in the SJSU SLIS Archival Studies program track. Since so many in our program are Distance Education students, this group allows people to connect with fellow students and professional archivists. The repository tours we take and speakers we have provide us with more knowledge about the field. These activities also provide networking opportunities!

There are two SAASC branches; a North Branch, based at the San José State University campus, and a South Branch, based at the California State University Fullerton campus." --Taken from their website 2/27/2008.

Chair--
Vice Chair--
Events Coordinator--
Secretary-- The most recent SAASC Constitution (revised 2004) states the following duties for Secretary:
1. "Maintain a complete and current roster of all members (if deemed necessary by the Executive Committee and the general membership)." This means, for example, a secretary might keep track of new members by
using and updating a simple an Excel spreadsheet. This is very easy as there are only a few new SAASC
members a year who email their application to the Secretary.
2. "Record the minutes of each meeting and make them available to all members no later than one week after
the meeting." This is also a relatively simple task only necessary when there are officer meetings to
document.
3. "Assist with the compilation of the Annual Report for SAA."

Personal initiative determines the extent a secretary goes beyond what is stated here.
Treasurer--
Webmaster--

Networking

LibraryPaige — Thu, 01 May 2008 23:02:35 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

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

LibraryPaige — Wed, 09 Apr 2008 22:09:46 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, pertinent 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.

You can contact your advisor as early as your first semester and begin getting an idea of what he or she expects for the e-Portfolio. Your advisor might even let you enroll in his/her 289 Blackboard class. This will allow you to see all posted guidelines for the Portfolio and to keep an eye on the Discussion Board where people who are currently working on it are talking. Also, the Plone site you will (probably) create for your portfolio can be established at any time.

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.

2.) Do the same thing with Plone. Every student has a Plone account.
It should take less than an hour to get your account active, set your
options to "private", create a folder, and put your key documents
(term papers, etc.) in the folder. Just slap anything in there, you
can delete it later. This method has the added benefit of getting
started with Plone.

SJSU SLISsers - Recently Updated Pages

Expanded Course Descriptions

Negotiating Internships

Presentation Tips

Technology

Scholarships

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