Department of Library & Information Studies • University of North Carolina at Greensboro
The LIS Capstone Course Description Development of a professional portfolio as a final unifying experience and as a review of program learning outcomes.
SPRING2012 William A. Kealy, Ph.D. 403 School of Education Building E-mail Address: wakealy@gmail.com
Important UNCG & LIS Dates JAN 09: Spring classes begin JAN 13: drop for tuition refund JAN 16: MLK holiday-UNCG closed
Course Overview The Capstone represents the culmination of your scholastic efforts and intellectual growth that have occurred during your journey towards your MLIS degree. The course entails completion of a one-credit final project in which you demonstrate your professional development by creating an "annotated" portfolio. This portfolio represents both what you have accomplished in your coursework and your philosophy of librarianship through reflective commentary on the work presented therein. The Capstone serves as a final experience for all students to allow them to reflect on their acquired knowledge, their understanding of all how the elements of the program fit together, and how their program creates a bridge into their professional careers.
JAN 17: application to graduate JAN 27: plan of study (Grad. Sch.) FEB 10: prof. development plan FEB 24: resumes due MAR 02: last day for W drop MAR 03-12: spring break MAR 16: paper/project draft due APR 06: UNCG closed APR 13: Portfolio web posted APR 13: Capstone Portfolio due APR 24: last day of classes APR 25: graduation clearance date MAY 04: spring graduation
Learning Outcomes Upon successful completion of this course, you will demonstrate acquired knowledge of the LIS program learning outcomes. These outcomes are: • The student assesses the philosophy, principles, and ethics of the library and information field. • The student identifies, evaluates, conducts, and applies current research and thought in library and information studies and in other fields. • The student applies and values user education principles in the teaching of information literacy. • The student designs services to meet the information needs of all users and communities. • The student engages in professional development and service and identifies specializations and related professional organizations as relevant to individual interests. • The student applies appropriate technology for effective information services. • The student applies advocacy, marketing, and communication principles for entrepreneurial leadership. • The student effectively collaborates for the achievement of individual, organizational, professional, and societal goals.
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Attendance and Maintaining Contact There is no attendance per se for this course. Rather, you will complete the capstone course on an individual basis with periodic optional meetings of the class on Elluminate. The syllabus provides a list of deliverables for your capstone project as well as the specifications and due dates for each item. Since the course is self-paced, it is very important that you pay attention to deadlines and stay in communication. In that regard, you are responsible for regularly checking your email for course-related information. You may consult with me at any time during the semester through email, Elluminate, Skype, or telephone (send me a contact number via email). Keep in mind that LIS faculty members no longer have personal office telephone numbers. Please use the following email address for all matters related to this course: wakealy@gmail.com Capstone Portfolio Components Your portfolio for the MLIS degree will consist of the following prescribed elements: • A current resume or vitae • A professional development plan that describes the student’s plans for the first five years of his/her professional life in terms of continuing education, professional involvement, and career activities • A final product (see below) • Artifacts chosen by the student as evidence of having acquired the program's learning outcomes Final Product Description The Final Product should demonstrate your understanding of the aforementioned student learning outcomes as well as your breadth and depth of knowledge about the theories of library and information science and their application to your specialization (e.g., academic, public, or special libraries). Typically, the product is a paper of roughly 10-15 pages (single-spaced 11 or 12-point font) that builds a case for having acquired the learning outcomes expected of a successful MLIS graduate. Artifacts, such as products and projects developed in LIS courses, serve as evidence supporting the assertion that one has achieved a particular learning outcome. For example, consider the learning outcome "identifies, evaluates, conducts, and applies current research and thought in library and information studies and in other fields." An argument that demonstrates attainment of this intellectual skill might take the form of a discussion about a research project completed in a course. Within this discussion may be a hyperlink that, when clicked, branches the reader to the related artifact that, in this case, could be the full report on this research. Alternatives to a written report are possibilities that you may consider: a graphic novel, video, or other kind of multimedia production. Further, there are several options available for how you disseminate and share your product such as online submission or making a presentation to an audience. If you choose to present your work in an unconventional way, we will need to discuss your proposed approach early in the semester. Breadth and Depth of Your Project When making a case for having acquired a specific learning outcome, you should strive to do so with a degree of depth and breadth. Consider the learning outcome mentioned in the previous example. One Copyright © William A. Kealy 2009
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might simply state that a research project was completed in a course and provide a sketch of the work in just a few sentences. On the other hand, one could discuss the research in greater depth by providing, for instance, the particular insights and knowledge gained from having completed the research as well as the ramifications that this experience may have for one's future professional performance. Similarly, an account of the understanding gained with respect to research skills may be expressed with greater breadth by, for example, stating how this learned capability applies to not only librarianship in general but also to one's area of specialty. Performance Assessment There are no letter grades for LIS 698; participants receive grades of either Satisfactory or Unsatisfactory. Your final portfolio and project will be evaluated using the attached rubric. Note that the rubric lists, in the second column, the eight categories of learning outcomes previously stated. The three columns to the right of each outcome contain behavioral statements that exemplify, respectively, Unacceptable, Acceptable, and Target performances. Each of these statements represents a numerical value that is reported in the last column to the right. Finally, the first column specifies whether one or more artifacts have been cited as evidence for having attained the corresponding learning outcome. At the bottom of the rubric you will see a row that reports an overall score on this effort. This global score is not necessarily an average of the preceding scores; one could conceivably perform on an Acceptable level (albeit minimally) on each of the eight measures and yet receive an overall rating of Unacceptable. However, given that this is graduate degree the expectation is that you will strive for "target" performances versus those that are merely acceptable. More importantly, this project represents the culmination of your years of scholarly dedication and hard work in the discipline of librarianship. As such, this capstone project also represents a wonderful opportunity to celebrate and dignify this achievement giving it your best effort. Project Support Elluminate. This is a synchronous online technology that allows several of us to talk, ask questions, and exchange tips and information. On selected evenings from 5:30-7:00 PM, I hold optional Elluminate sessions where you can ask questions and get specialized assistance on the computer applications used in the course. Elluminate also serves as my "virtual office" where we can meet by appointment. To take full advantage of this technology, you'll need a microphone and speakers attached to your computer. An even better practice is to use a headset with boom mic. Consider buying one (can be purchased at Target, Wal-Mart, Radio Shack, etc. for under $20). The best deal for this may be buying one online. All Elluminate sessions are recorded, allowing you to view/review one at a later time. The URL for Elluminate (and my virtual office) as well as the link to the recorded sessions will be provided later in the semester. At that time, I'll provide more information on how to logon and use Elluminate. Exemplary Capstone Websites. At lis.uncg.edu/capstone you can examine the capstone submissions from last semester. These vary greatly in quality; the ones that you will want to emulate and use as guidance for your own work are those by Chae, Geczi, Lytal, and Sherouse. It is also worth examining http://lovinlindy.com/lisprofile/wp-content/uploads/2011/04/Simpson_RevisedStatementofProfValues.pdf to see a capstone paper that was written with an outstanding level of depth and breadth. Course Inclusion Students with disabilities may ask for reasonable accommodation under the American Disabilities Act. In order to receive special accommodations and services, you should first make an appointment with an Copyright © William A. Kealy 2009
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Office of Disability Services (ODS) counselor at the beginning of the semester. ODS will then provide me with a letter requesting the special accommodation. For more information on this, call ODS (336.334.5440), visit their website ods.dept.uncg.edu/resources/policy.html#S7 or send them an e-mail message: ods@uncg.edu.
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Course Calendar
APRIL
MARCH
FEBRUARY
JANUARY
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17 Graduation Application Due
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27 Plan of Study due @ Grad. School
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10 Professional Development Plan
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15 Elluminate resume workshop
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22 Elluminate Wordpress session
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24 Resumes Due
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29 Elluminate Kompozer session
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16 Draft of paper (or project mockup)
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6 upload final website-based capstone
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13 Capstone Portfolio Deadline
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4 Spring Commencement
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Capstone Rubric and Clearance Form Department of Library and Information Studies Semester: Fall _____ Spring _____ Summer_____
Artifact(s)
LIS Student Learning Outcomes
The student assesses the philosophy, principles, and ethics of the library and information field.
The student identifies, evaluates, conducts, and applies current research and thought in library and information studies and in other fields.
The student applies and values user education principles in the teaching of information literacy.
Unacceptable (1-2) •Final product does not sufficiently demonstrate knowledge of the area. •The artifacts included in the student portfolio are not appropriate evidence of knowledge in this area. •Final product does not sufficiently demonstrate knowledge of the area. •The artifacts included in the student portfolio are not appropriate evidence of knowledge in this area.
•Final product does not sufficiently demonstrate knowledge of the area. •The artifacts included in the student portfolio are not appropriate evidence of knowledge in this area.
Student________________________________ ID Number_______________
Acceptable (3-4)
Target (5-6)
•Final product demonstrates knowledge of the philosophy, principles, and ethics of the library and information field.
•Final product demonstrates a breadth and depth of understanding in the philosophy, principles, and ethics of the library and information field.
•The artifacts included in the student portfolio demonstrate knowledge of the area.
•The artifacts included in the student portfolio demonstrate a thorough knowledge of the area and give evidence of specialization.
•Final product demonstrates an understanding in the areas of identifying, evaluating, conducting, and applying current research and thought in the field.
• Final product demonstrates a breadth and depth of understanding in the areas of identifying, evaluating, conducting, and applying current research and thought in the field.
•The artifacts included in the student portfolio demonstrate knowledge of the area.
•The artifacts included in the student portfolio demonstrate a thorough knowledge of the area and give evidence of specialization.
•Final product demonstrates an understanding of user education principles in the teaching of information literacy.
•Final product demonstrates a breadth and depth of understanding in user education principles in the teaching of information literacy.
•The artifacts included in the student portfolio demonstrate knowledge of the area.
•The artifacts included in the student portfolio demonstrate a thorough knowledge of the area and give evidence of specialization.
Score
May 2011
The student designs services to meet the information needs of all users and communities.
The student engages in professional development and service and identifies specializations and related professional organizations as relevant to individual interests.
The student applies appropriate technology for effective information services.
The student applies advocacy, marketing, and communication principles for entrepreneurial leadership.
•Final product does not sufficiently demonstrate knowledge of the area. •The artifacts included in the student portfolio are not appropriate evidence of knowledge in this area. •Final product does not sufficiently demonstrate knowledge of the area. •The artifacts included in the student portfolio are not appropriate evidence of knowledge in this area. •Final product does not sufficiently demonstrate knowledge of the area. •The artifacts included in the student portfolio are not appropriate evidence of knowledge in this area. •Final product does not sufficiently demonstrate knowledge of the area. •The artifacts included in the student portfolio are not appropriate evidence of knowledge in this area.
•Final product demonstrates an understanding of designing services to meet information needs of all users and communities.
•Final product demonstrates a breadth and depth of understanding in designing services to meet information needs of all users and communities.
•The artifacts included in the student portfolio demonstrate knowledge of the area.
•The artifacts included in the student portfolio demonstrate a thorough knowledge of the area and give evidence of specialization.
•Final product demonstrates an understanding of professional development and service in professional organizations.
•Final product demonstrates a breadth and depth of understanding in professional development and service in professional organizations.
•The artifacts included in the student portfolio demonstrate knowledge of the area.
•The artifacts included in the student portfolio demonstrate a thorough knowledge of the area and give evidence of specialization.
•Final product demonstrates an understanding of using appropriate technology for effective information services.
•Final product demonstrates a breadth and depth of understanding in using appropriate technology for effective information services.
•The artifacts included in the student portfolio demonstrate knowledge of the area.
•The artifacts included in the student portfolio demonstrate a thorough knowledge of the area and give evidence of specialization.
•Final product demonstrates an understanding of advocacy, marketing, and communication principles for entrepreneurial leadership.
•Final product demonstrates a breadth and depth of understanding in advocacy, marketing, and communication principles for entrepreneurial leadership.
•The artifacts included in the student portfolio demonstrate knowledge of the area.
•The artifacts included in the student portfolio demonstrate a thorough knowledge of the area and give evidence of specialization.
May 2011
The student effectively collaborates for the achievement of individual, organizational, professional, and societal goals.
•Final product does not sufficiently demonstrate knowledge of the area. •The artifacts included in the student portfolio are not appropriate evidence of knowledge in this area.
Overall Considerations
The final product meets the Capstone presentation requirements.
Check
•Final product demonstrates an understanding of effective collaboration to achieve individual, organizational, professional, and societal goals.
•Final product demonstrates a breadth and depth of understanding for effective collaboration to achieve individual, organizational, professional, and societal goals.
•The artifacts included in the student portfolio demonstrate knowledge of the area.
•The artifacts included in the student portfolio demonstrate a thorough knowledge of the area and give evidence of specialization.
Unacceptable (1-2)
Acceptable (3-4)
Target (5-6)
•Final product does not meet the requirement of an original and professional presentation in electronic format.
•Final product is an original and professional presentation in an electronic format utilizing a website or other web 2.0 tool and contains no errors.
•Final product is an original and professional presentation in an electronic format utilizing a website or other web 2.0 tool and contains no errors. The product is easy to navigate with appropriate links.
Required Elements Current resume or vitae
Score
Total Score
Signatures Advisor:
Date:
Dept. Chair:
Date:
Professional development plan Original Statement of Professional Values from LIS 600 Artifacts chosen by student to support the student learning outcomes
May 2011