UNIVERSITY AT BUFFALO DEPARTMENT OF LIBRARY AND INFORMATION STUDIES

PROGRAM PRESENTATION APPENDIX SPRING 2012

University at Buffalo Program Presentation Spring 2012

Standard I. Mission, Goals, Objectives.

APPENDIX A1-1

APPENDIX I Contents Table App. I.1.

Planning for the Online MLS Program (2005-2009).

Table App. I.2A. Planning for the Required MLS Portfolio. Table App. I.2B. Implementation Plan for the Required MLS Portfolio. Table App. I.3A. SUNY Mission Statement. Table App. I.3B. University at Buffalo Mission Statement. Table App. I.3C. UB Graduate School of Education (GSE) Mission Statement. Table App. I.4A. LIS Program Objectives – 2nd Level Granularity. Table App. I.4B. LIS Program Objectives – 3rd Level Granularity. Table App. I.5A. Assessment Results: Program Objective 1 Met: “Graduates Understand the Foundations of Library and Information Studies.” Table App. I.5B. Assessment Results - Program Objective 2 Met: “Graduates Have the Domain Knowledge and Skills Required to Carry Out Information Functions.” Table App. I.5C. Assessment Results - Program Objective 3 Met: “Graduates Have General Knowledge and Skills Needed Across Professions.” Table App. I.5D. Assessment Results - Program Objective 4 Met: “Graduates Understand the Nature of the Library and Information Profession and the Roles, Responsibilities, and Values of Library and Information Professionals and are Prepared to Put Professional Values into Practice.” Table App. I.5E. Assessment Results – Program Objective 5 Met: “Graduates Understand the Importance of Personal Qualities Conducive to Professional Success.”

Department of Library and Information Studies “Transforming lives through information”

University at Buffalo Program Presentation Spring 2012

Standard I. Mission, Goals, Objectives.

APPENDIX A1-2

Table App. I.1. Planning for the Online MLS Program (2005-2009). Prepared by Dr. Kay Bishop. Spring 2005—Among the responses from a survey administered to students in Library and Information Studies (LIS) was an expressed student interest in more online LIS course offerings. August 11, 2005—Dr. Lorna Peterson, Associate Professor in the Department of Library and Information Studies (DLIS) wrote a document entitled “Support for MLS Distance Learning” in which she noted, “A recent survey shows that 50% of our student body wants more distance education options.” Peterson also stated in the document that she researched the online programs of ten institutions that deliver the MLS degree. September, 2007—GSE personnel worked with Dr. Robinson to prepare the documentation to obtain approval from GSE, UB, SUNY, and NYSED to plan and implement a MLS Online Program. November 13, 2007— Dr. Christine Kroll, Graduate School of Education Assistant Dean for Distance Learning, and Louise Lalli, Distance Learning Program Coordinator, met with twenty-three University at Buffalo LIS students at Monroe Community College in Rochester, NY to gather information about online courses. The students had interests in a variety of library specialty areas, and all but four of the students had taken online courses. Kroll’s written report from this meeting stated that the overall perception of the students was positive and that the students welcomed online course offerings. Course delivery concerns were also discussed. In her recommendations Kroll referred to the GSE cohort model for online programs and suggested having a “meet-and-greet time” for Rochester students if several Rochester area students enrolled in possible future LIS cohorts. December 7, 2007—Dr. Kroll attended the DLIS Faculty Council meeting and shared what she learned about online courses from the LIS students at the student sharing meeting which she and Lalli conducted in Rochester in November. January 28, 2008—Dr. Robinson announced at the DLIS Council meeting that approval for the MLS Online Program had been obtained from New York State. September 8, 2008—Dr. Kroll and Louise Lalli visited the DLIS Council meeting which included DLIS faculty, some DLIS staff, and student representatives to the Council. Kroll and Lalli explained the start-up procedures for GSE distance learning programs. Kroll noted that if LIS decided to be part of the GSE model, the first step that needed to be taken was designating a Faculty Program Director who would work out the details of the program with Dr. Kroll.

Department of Library and Information Studies “Transforming lives through information”

University at Buffalo Program Presentation Spring 2012

Standard I. Mission, Goals, Objectives.

APPENDIX A1-3

Table App. I.1. Planning for the Online MLS Program (2005-2009). Prepared by Dr. Kay Bishop. A long discussion of the program model and whether an M.L.S. degree could fit into the model followed the presentation. Other models including those used by institutions such as Florida State University and the University of Illinois were also discussed. Because the GSE model was already an established successful model, providing financial and full-time personnel support, those attending the Council meeting decided it would at that time provide the best choice for an online MLS program. The discussion also included how to develop a curriculum for one or more of the specialized LIS areas. It was suggested that a general reference curriculum could address the needs of students interested in academic and public librarianship, as well as some possible special libraries. A perusal of “Put a Buffalo in Your Library,” a DLIS Web page that helps employers identify UB job candidates, includes a high percentage of students listing reference in academic or public libraries as one of their specialization areas. Thus, the faculty and students attending the Council meeting thought this area could serve a definite need. September 8, 2008—Due to the current accreditation process, SUNY budget constraints, and faculty vacancies in DLIS it was moved by Dr. Melanie Kimball and seconded by Dr. Lorna Peterson that implementation of an MLS program should be postponed until fall 2010. Following a discussion the faculty members unanimously voted to begin a program in fall 2010, with continued planning and exploration to be handled by the Academic Programs Committee. Fall and Spring Semester of 2008-2009—Members of the Academic Programs Committee, which included three faculty members and one student, met virtually numerous times to discuss and propose the area of concentration and curriculum for the online program. March 19, 2009—Gail Dickinson, member of the ALA External Review Panel, sent via e-mail some questions about the online MLS program to Dr. Christine Kroll. As part of her response, Kroll noted the following: “As you know, the University at Buffalo (UB) is a part of the State University of New York (SUNY). As such we must adhere to SUNY policies when offering 50% or more coursework towards a degree. In the Graduate School of Education (GSE), we consider an online ‘program’ to be fully accessible to anyone in the world. Right now, DLIS offers distance learning selected courses that students may take and use towards their degree but ultimately, students must complete a portion of their coursework on-site in Buffalo to complete degree requirements. As of 2010, after a careful planning process, DLIS plans to offer a degree option that is fully online. I am involved as all programs that are delivered fully online are under my umbrella. As per SUNY/New York State Education Department (NYSED) guidelines, we have already been through a lengthy 4-step approval process to offer the degree fully online. Please note that each step is typically a process in that it requires additional

Department of Library and Information Studies “Transforming lives through information”

University at Buffalo Program Presentation Spring 2012

Standard I. Mission, Goals, Objectives.

APPENDIX A1-4

Table App. I.1. Planning for the Online MLS Program (2005-2009). Prepared by Dr. Kay Bishop. documentation and information before the packet is approved and moved to the next step. I assisted DLIS in preparing documentation that was approved by: 1. 2. 3. 4.

GSE Dean UB Graduate School/UB President SUNY NYSED

Once the packet was approved by NYSED, it was registered in the official NYSED database as an approved distance learning offering. This gives us permission to move forward with planning and offering a fully online MLS degree program.” March 2009 —Dr. Kroll met with Frances K. Groen and Edna Reid during the ALA Accreditation Panel’s visit at UB. Kroll explained the existing GSE online cohort programs, the roles the full-time personnel play in supporting programs and students, and the steps thus far taken in planning for the MLS program. April 27, 2009—At a DLIS Council meeting Dr. Ying Sun, Chair of the Academic Programs Committee (APC), presented the following curriculum for an online MLS degree focusing on general reference: Required Core Courses LIS 505 Introduction to Library and Information Studies LIS 506 Introduction to Information Technology LIS 518 Reference Sources and Services LIS 571 Organization and Control of Recorded Information LIS 581 Management of Libraries and Information Agencies Additional Courses LIS 515 Information Sources and Services in the Sciences LIS 516 Information Sources and Services in the Social Sciences LIS 517 Information Sources and Services in the Humanities LIS 523 User Education LIS 566 Digital Information Retrieval LIS 567 Government Information

Department of Library and Information Studies “Transforming lives through information”

University at Buffalo Program Presentation Spring 2012

Standard I. Mission, Goals, Objectives.

APPENDIX A1-5

Table App. I.1. Planning for the Online MLS Program (2005-2009). Prepared by Dr. Kay Bishop. LIS 587 Collection Development The area of reference and the suggested curriculum for the online program were approved by vote at the DLIS Council meeting, which included faculty and student representatives. May 2009—Dr. Judith Robinson, Department Chair, asked Dr. Kay Bishop, Associate Professor, to serve as Director of the Online Program. Dr. Bishop agreed to serve as Director for 2009-2010 and to meet with Dr. Christine Kroll and Louise Lalli to plan for the program. May, June 2009—Dr. Bishop drafted a tentative plan and curriculum schedule for the online program. It was sent to Dr. Judith Robinson, current Department Chair, and Dr. Dagobert Soergel, incoming Department Chair, for input and possible revisions. June 18, 2009—Dr. Bishop met with Dr. Kroll and Louise Lalli to discuss the LIS online program. Kroll and Lalli discussed the importance of the introductory course LIS 505 and the GSE full-time instructional designer, Jennifer Austin, immediately arranged for all of the fall 2009 LIS 505 classes to be captured digitally to use as part of the online course in fall 2010. Kroll reviewed the extensive support provided by the Online Programs office which has been handling the administration, including instructional design, of all online programs for GSE since 2001. June 20, 2009—Dr. Soergel appointed Robinson to take over as Director of the Online Program when she returns from sabbatical in fall 2010. He appointed Dr. Valerie Nesset as lead faculty instructor for LIS 505. Nesset agreed to teach the online version of LIS 505 in fall 2010 and has already met with Jennifer Austin to arrange for the digital capture of LIS 505 and to begin building the online course for fall 2010. June/July 2009— Bishop continued work on written plans for the program, making several drafts of the document, with input from Kroll, Lalli, Soergel, and Robinson. July 7, 2009—Bishop talked with Lalli via phone to obtain more information about the types of services that the online students receive from GSE. Lalli sent Bishop some examples of e-mail messages that she sends out to the students early in the program. These include customized e-mails bringing students through the online orientation, registration, and a tutorial of our web-based course management software, UBlearns. This process is currently used for existing GSE online students. It is designed for students to develop competence within the UBlearns environment before a course even begins, thus allowing them to focus on content from the

Department of Library and Information Studies “Transforming lives through information”

University at Buffalo Program Presentation Spring 2012

Standard I. Mission, Goals, Objectives.

APPENDIX A1-6

Table App. I.1. Planning for the Online MLS Program (2005-2009). Prepared by Dr. Kay Bishop. first day of class. July 2009—Bishop worked on a Program of Study for the online program students, with input from Soergel and Robinson. July 17, 2009—Bishop sent a message to the DLIS Faculty listserv describing briefly the steps that have been taken thus far in planning for the online program. July 2009—Bishop began writing a draft of the information for the MLS Online Program that will appear on the GSE Web pages. This draft will be sent out to faculty members before the September 3 DLIS Faculty Council meeting; a discussion of the online program will be held at that meeting. Faculty members were informed that Bishop was working on several documents for the online program and they would receive copies of those items before the September 3 Faculty Council meeting. July 27, 2009—Bishop met with Kroll regarding some questions relating to stipends to faculty and adjunct instructors. Kroll reviewed existing policies and procedures for compensating faculty and adjunct instructors. Kroll’s office takes the burden of sending and processing contracts and personnel paperwork from our department allowing our faculty to focus on instructional design and course delivery. July 28, 2009—In response to COA’s concern that there had not been planning for the online MLS program Bishop began work on a document listing all the planning done thus far by DLIS for the online program, beginning with the initial student interest for more online courses that was expressed in a DLIS survey administered in 2005. She sent to the DLIS faculty a draft of that document and solicited input from the faculty. August 13, 2009—Soergel sent a message to the DLIS faculty with attachments of drafts of four documents relating to the MLS Online Program: Online Program Information, Information for Web Pages, Planning for the Online MLS Program, and the Online Program of Study. He asked the faculty to send any comments to Bishop before the first Faculty Council meeting on September 3 and noted that discussion of the program would be on the agenda for that meeting. August 17, 2009—Soergel sent to the DLIS Advisory Board draft documents of the Online Program Information, Information for Web Pages, and Planning for the Online MLS Program. He requested input from the Advisory Board members and assistance in publicizing the program after official announcement of the program is made.

Department of Library and Information Studies “Transforming lives through information”

University at Buffalo Program Presentation Spring 2012

Standard I. Mission, Goals, Objectives.

APPENDIX A1-7

Table App. I.1. Planning for the Online MLS Program (2005-2009). Prepared by Dr. Kay Bishop. August 27, 2009—Soergel, Kroll, and Bishop met to discuss the online program. Soergel asked questions relating to admission procedures, the schedule for instructors to meet with the instructional designer, fee charges for online students, and technology resource assistance for online courses. Bishop made some revisions to the documents based on the information exchanged at the meeting. August 27, 2009—Bishop sent a message to the DLIS faculty and staff relating to possible admission procedures for the MLS Online Program and informed them that the procedures would be discussed at the Faculty Council meeting on September 3. Fall 2010 – First Online MLS (Reference) Cohort begins.

Department of Library and Information Studies “Transforming lives through information”

University at Buffalo Program Presentation Spring 2012

Standard I. Mission, Goals, Objectives.

APPENDIX A1-8

Table App. I.2A. Planning for the Required MLS Portfolio. Date

Activities

Results

Sept. 9, 2010. Academic Programs Committee (APC) meeting.

Discussion of outcomes assessment procedures by members of the APC. Possible culminating assessment projects identified: 1.a comprehensive exam; 2.a special integrative paper/project; 3.the master’s thesis; 4.the development of a portfolio.

The portfolio option was selected for the following reasons: 1.In line with procedures already developed by the Graduate School of Education (GSE) and stated as part of the Master’s Candidate Requirements; 2.A portfolio is already a requirement of the LIS Library Media Specialist (LMS) program; 3.A perusal of the outcomes assessment literature revealed that portfolios are common requirements in other LIS and professional programs; 4.Of the assessment methods examined, the portfolio would be the most beneficial to students in that it would require them to reflect on and document their learning.

Sept. 30 – Oct. 29, 2010. APC meetings.

Proposed format and requirements of the portfolio were investigated and discussed. Special attention was paid to the portfolio process used at Wayne State University (WSU).

Literature review of best practices for portfolio implementation within and beyond LIS.

Nov. 11, 2010. LIS Council Meeting

Portfolio requirement was presented and discussed at the meeting of the LIS Council.

The motion to initiate the portfolio requirement to begin with all students matriculating in Fall 2011 was unanimously passed with the understanding that more details on implementation and assessment procedures would be forthcoming and subject to approval by the LIS Council.

Nov. 12, 2010. APC meeting.

MGOs still being addressed at dept. level. APC agreed that MGOs and curriculum mapping would better inform the portfolio process.

APC agreed to adopt a modified version of WSU’s portfolio model, with permission.

Jan.-April 2011.

“Program Portfolio” requirements and implementation plan developed and sent to members of the APC for edits and comments.

Review and feedback used to refine the document. Results were the development of a “Study Planner and Portfolio” and plan for implementation.

Department of Library and Information Studies “Transforming lives through information”

University at Buffalo Program Presentation Spring 2012

Standard I. Mission, Goals, Objectives.

APPENDIX A1-9

Table App. I.2A. Planning for the Required MLS Portfolio. Date

Activities

Results

Despite delay in implementation (see Feb. 8, 2011,) the iterative process of reviewing and refining the document continued. Feb. 8, 2011. Email to faculty

Since the MGOs were still being developed, it was suggested by the APC member leading the portfolio development to push back full implementation to Fall 2012.

APC and the LIS faculty agreed to delay Portfolio implementation to Fall 2012. The Portfolio process would be “prototyped” in Fall 2011 and Spring 2012.

June 3, 2011.

Revised “Study Planner and Portfolio” and implementation plan sent to LIS students via the MLS-L listserv and LIS alumni via the LIS-LIST. Feedback solicited via an anonymous survey hosted on SurveyMonkey.

Survey feedback and input via direct email was used to further refine the portfolio document and implementation process.

Fall 2011

First prototype class. Includes a survey midterm and at the end of the course. Also includes a focus group of participants to comment of the portfolio process.

23 participants all of whom completed portfolios in various stages. 5 graduating students submitted full portfolios. Feedback used to refine the portfolio process and class content. Implement changes in Spring 2012 prototype class and solicit more feedback.

Department of Library and Information Studies “Transforming lives through information”

University at Buffalo Program Presentation Spring 2012

Standard I. Mission, Goals, Objectives.

APPENDIX A1-10

Table App. I.2B. Implementation Plan for the Required MLS Portfolio. Portfolio Planning: Implementation Timetable For students whose first semester of enrollment is/was Pre – Summer/Fall 2011 Summer/Fall 2011

Spring 2011 Summer/Fall 2012

Submission is a requirement for graduation? No – but submission will be encouraged No – but submission will be strongly encouraged from day 1 No – but submission will be strongly encouraged from day 1 Yes

Portfolio grade of “Satisfactory” is a requirement for graduation No No

No Yes

Portfolio Group 1 Plan: We will roll out the portfolio in August 2011 and offer a 1 credit hour LIS500 Special Topics course in Fall 2011. Participation by students already enrolled in the MLS program, especially those graduating in December 2011 will be encourages. We will ask them to create portfolios using the guidelines provided and both Dr. Battleson and Dr. White will work directly with those who wish to participate in this pilot. Feedback will be solicited from participants on all aspects of portfolio development. During this period, Dr. Battleson and a directed study student participating as an observer in the class will develop suggested “best practices” for students completing portfolios as well as a “best practices” document to assist faculty in portfolio-related faculty advisement. Drs. Battleson and White will formulate the process for final evaluation of the portfolio. These procedures will be presented to the faculty at various points throughout the Fall 2011 semester so that a list of accepted portfolio-related procedures will be in place before Spring 2012. At the end of the Fall 2011 we will enlist the help of all participants in the LIS500 class in providing feedback on the process and requirements of the portfolio. Comments and suggestions will be collected, analyzed and the results used to modify portfolio requirements and related documentation. Enrollment in LIS500 by students graduating in December 2011 will be crucial since the portfolios created will 1) allow us to verify the amount of time—presently estimated to be approximately 1 to 1.5 hours per portfolio—actually required by faculty to evaluate each student’s work, and 2) allow us to determine the degree to which our program learning outcomes/objectives are being met. The validity of the portfolio as a measure of program outcomes will need to be evaluated and practitioners as well as members of the LIS Advisory Board will be asked for input. Evidence of the portfolio as a valid measure of program objectives must be part of LIS’s Program Presentation and will be available for the ERP visit in

Department of Library and Information Studies “Transforming lives through information”

University at Buffalo Program Presentation Spring 2012

Standard I. Mission, Goals, Objectives.

APPENDIX A1-11

Table App. I.2B. Implementation Plan for the Required MLS Portfolio. Spring 2012. Update on Portfolio Group 1, December 2011: Twenty-three students enrolled in two sections of the LIS500 Special Topics class with a relatively even mix of 1st semester, mid-program and final semester students represented. In addition, there were three participants from the online cohort. While twenty-three students were officially enrolled, an additional ten students (mostly part-time students) asked to audit the course. The course was hybrid in nature, with seated classes captured on video for presentation to students in Rochester and in the online cohort. This method of course delivery proved effective and did not seem to adversely affect participation by students unable to attend seated classes. Feedback in the form of the UBCATS course evaluations and the survey sent to all students will support or refute this. Beginning the week of November 28, 2011, a survey was posted and all enrolled and auditing students in both sections of LIS500 were solicited for participation. This survey will provide valuable feedback on the portfolio requirements and process as well as the content of the portfolio class. At this writing, data are being collected which will then inform the questions to be asked during a planned focus group of class participants scheduled for the week of December 12, 2011. The results of the survey, the focus group and the UBCATS evaluations will provide valuable data to inform the second test class to be held in Spring 2012. Portfolio Group 2 Students in Portfolio Group 2 will take the LIS500 Special topics course in Spring 2012. Drs. Battleson and White will build on data collected from participants in Portfolio Group 1 and will furthermore deliver guest lectures on how to develop the Study Planner and Portfolio in all sections of LIS505, including those held in summer 2011 and those presented to the online cohort. LIS-GSA and other LIS student groups will be enlisted to determine from the student body whether additional information sessions are warranted. If LIS-GSA is in agreement, these information sessions, led by faculty or graduate assistants, will become a regular component of their services to the student body. This will be a period where the process will be put to the test from both student and faculty perspectives Feedback will continue to be solicited from the students in this group as they move through the process of building a portfolio. Most will graduate in December 2012 or May 2013 and their suggestions will help in further refining procedural documentation as well as the portfolio process. A few students from Portfolio Group 1 will be recruited for directed studies in Spring 2012 that will include the creation of a portfolio informational web page, templates and video tutorials. Students producing exemplary portfolios will be asked to offer their work as “examples” to be displayed on this website. Any identifying information will of course be changed or eliminated to preserve privacy unless the student wishes the identifying information to be included. All students participating in the group, whether enrolled or auditing, will be asked to participate in surveys and focus groups like those presented to Portfolio Group 1. This will allow any course modifications made as a result of the first round of surveys/focus groups to be further evaluated and will provide additional data for validating the portfolio as an outcomes measurement tool. Department of Library and Information Studies “Transforming lives through information”

University at Buffalo Program Presentation Spring 2012

Standard I. Mission, Goals, Objectives.

APPENDIX A1-12

Table App. I.2B. Implementation Plan for the Required MLS Portfolio. Portfolio Group 3 - For students beginning enrollment Summer/Fall 2012 Students in this group will be the first for whom submission of the portfolio and a grade of “satisfactory” will be required for graduation (as stated in their acceptance letters). Most will graduate in December 2013 or May 2014. Before the start of the Fall 2012 semester, the following resources will be available to all students: •

• •

A Study Planner and Portfolio Website that will provide the following: o Work Product Reflection Template o Sample work products o Samples of completed portfolios Online tutorial FAQ page

Lectures on the specifics of the portfolio requirements will continue to be held in all sections of LIS505 and with help from the LIS-GSA, students will be solicited for feedback throughout the semester to determine if additional information sessions are warranted. Ideally, a usability study of the portfolio website will be implemented by directed study students prior to the end of Fall 2012. Students in Groups 1-2 will provide the feedback needed to initiate the portfolio process. However, the process of soliciting feedback will not stop once the portfolio becomes a requirement. The feedback of students in Portfolio Groups 1-2 will be crucial as the process is further refined. Suggestions solicited from faculty during Spring 2012 will be incorporated as will a final “prototype evaluation” of the portfolio’s validity and usefulness as an outcomes measurement instrument. At the completion of the Spring 2012 semester the portfolio process will have been modified to include any final suggested improvements and will be well established for those students for whom completion of the portfolio with a grade of “satisfactory” is required for graduation. Still, continuous feedback from students for whom the portfolio is a requirement is necessary to ensure that the process evolves with the curriculum. -B.Battleson Created:May 2011 Updated: Nov. 2011

Department of Library and Information Studies “Transforming lives through information”

University at Buffalo Program Presentation Spring 2012

Standard I. Mission, Goals, Objectives.

APPENDIX A1-13

Table App. I.3A. SUNY Mission Statement. SUNY Mission Statement The mission of the state university system shall be to provide to the people of New York educational services of the highest quality, with the broadest possible access, fully representative of all segments of the population in a complete range of academic, professional and vocational postsecondary programs including such additional activities in pursuit of these objectives as are necessary or customary. These services and activities shall be offered through a geographically distributed comprehensive system of diverse campuses which shall have differentiated and designated missions designed to provide a comprehensive program of higher education, to meet the needs of both traditional and non-traditional students and to address local, regional and state needs and goals. In fulfilling this mission, the state university shall exercise care to develop and maintain a balance of its human and physical resources that: •

• •

•

•

•

•

recognizes the fundamental role of its responsibilities in undergraduate education and provides a full range of graduate and professional education that reflects the opportunity for individual choice and the needs of society; establishes tuition which most effectively promotes the university's access goals; encourages and facilitates basic and applied research for the purpose of the creation and dissemination of knowledge vital for continued human, scientific, technological and economic advancement; strengthens its educational and research programs in the health sciences through the provision of high quality general comprehensive and specialty health care, broadly accessible at reasonable cost, in its hospitals, clinics and related programs and through networks and joint and cooperative relationships with other health care providers and institutions, including those on a regional basis; shares the expertise of the state university with the business, agricultural, governmental, labor and nonprofit sectors of the state through a program of public service for the purpose of enhancing the well-being of the people of the state of New York and in protecting our environmental and marine resources; encourage, support and participate through facility planning and projects, personnel policies and programs with local governments, school districts, businesses and civic sectors of host communities regarding the health of local economies and quality of life; promotes appropriate program articulation between its state-operated institutions and its community colleges as well as encourages regional networks and cooperative relationships with other educational and cultural institutions for the purpose of better fulfilling its mission of education, research and service.

(NYS Education Law, Section 351, http://www.suny.edu/about_suny/mission.cfm)

Department of Library and Information Studies “Transforming lives through information”

University at Buffalo Program Presentation Spring 2012

Standard I. Mission, Goals, Objectives.

APPENDIX A1-14

Table App. I.3B. University at Buffalo Mission Statement. The University at Buffalo Mission Statement At the University at Buffalo, we view the tripartite mission of the public university – research, education, and public service – not as separate or discrete actions, but as interdependent activities continually informing and enriching each other. As a public research university, we value our institutional responsibility to bring the benefits of our research, scholarship, and teaching excellence to the members of our local and world communities in ways that enhance both our understanding of our world and the quality of life for all people. July 6, 2010, http://www.grad.buffalo.edu/faculty/UB_mission_statement.pdf

Table App. I.3C. UB Graduate School of Education (GSE) Mission Statement. Graduate School of Education Mission Statement Our Core Purpose To inform and prepare a profession to positively shape human development, education, and the information environment in local, national, and global contexts.

Our Mission GSE is a professional school with a social mission in the public interest. We create and apply knowledge informed by research on human development, educational policy, pedagogy, and information science. Our Values We believe that: • Education and knowledge positively transform peoples’ lives. • Excellent research is dynamic and recursive; it both informs and is formed by practice. • Our best work is created when we collaborate with partners within local, national, and global communities. • Ethical principles and professional standards are cornerstones of the Graduate School of Education at UB. This commitment is evident in research, teaching, and service both on campus and in all of our collaborative endeavors. We recognize that in the context of rapid societal change, our signature achievement must remain the development of dedicated professionals and scholarly products characterized by their integrity, as well as their intellectual excellence.

Department of Library and Information Studies “Transforming lives through information”

University at Buffalo Program Presentation Spring 2012

Standard I. Mission, Goals, Objectives.

APPENDIX A1-15

Table App. I.4A. LIS Program Objectives – 2nd Level Granularity. 1

Graduates understand the foundations of library and information studies. The nature of information, its historical roots as well as its generation, organization, and dissemination to and use by individuals, organizations, and society.

1.1

Graduates understand the nature of information and its role in learning, research and scholarship, business, society, and culture.

1.2

Graduates have a grounding in the history and development of the ways and means of communication (language and writing, information technologies) and their influence on the development of society and culture.

1.3

Graduates have a grounding in the history and development of information agencies, including libraries, and their influence on the development of society and culture.

1.4

Graduates understand the national and international systems of information and communication and the diverse types of information agencies, including libraries, archives, museums, publishing industry, media, Internet, etc.

1.5

Graduates understand the role of library and information services in a diverse global society, including the role of serving the needs of underserved groups. They are aware of national and international social, public, information, economic, and cultural policies, practices, and trends that interact with and influence the system of information and communication, including libraries, and their importance for the development of the partnerships and collaborations needed to make libraries vital parts of their communities.

1.6

Graduates understand the role of library and information services in a rapidly changing technological society and are equipped to respond to the evolving needs. This means they are aware of such trends, are able to spot emerging trends, and have the concepts needed to adapt information systems and services in response to these trends.

1.7

Graduates understand the legal framework within which information agencies, including libraries, operate, including laws relating to copyright, privacy, freedom of information, freedom of expression, equal rights (e.g., the Americans with Disabilities Act), and intellectual property.

1.8

Graduates understand the importance of research to the advancement of the field's knowledge base and demonstrate an awareness of some of the central research findings and research literature of the field.

1.9

Graduates understand the importance of contributions of library and information studies to other fields of knowledge.

1.10

Graduates understand the importance of contributions of other fields of knowledge to library and information studies. Graduates are familiar with and are able to apply an evolving body of knowledge that reflects the findings of basic and applied research from such relevant fields.

2

2.1

Graduates have the domain knowledge and skills required to carry out information functions. Including information needs assessment, collection management, knowledge organization, information technology, user services, and pedagogy and information literacy instruction. Graduates are able to analyze information needs and to design, promote, and assess information services. (related to 4.1 Management)

Department of Library and Information Studies “Transforming lives through information”

University at Buffalo Program Presentation Spring 2012

Standard I. Mission, Goals, Objectives.

APPENDIX A1-16

Table App. I.4A. LIS Program Objectives – 2nd Level Granularity. 2.2

Graduates are able to manage user-oriented collections of information resources and access, i.e. user-driven collection development and content management.

2.3

Graduates understand and are able to apply principles of knowledge organization for a wide range of applications, from organizing a collection to expert searching to support for learning.

2.4

Graduates have technological knowledge and skills needed for carrying out information functions. They understand the potential and the uses of technology by individuals and organizations. They are able to apply technology skills in the design and implementation of simple systems, such as websites, simple databases, arrangement of small library spaces, and in the use of complex systems. Armed with a knowledge of what is possible they are able to articulate user requirements to computer system analysts and programmers, architects, and other technology specialists, and ensure that systems as delivered meet these requirements.

2.5

Graduates understand and are able to apply the principles of information seeking and of reference and user services in different modes of communication (face-to-face, telephone, computer communication) for users of all ages and groups, including those with diverse styles of information use and diverse physical and intellectual abilities and needs. Graduates understand and are able to apply a wide range of advanced search techniques.

2.6

Graduates understand and are able to apply principles of pedagogy, including learning theories, instructional design, instructional methods, lesson planning, and assessment methods. This will allow them to function as effective teachers , instructors, mentors, and information counselors and to design instruction generally. In particular, they are able to promote information literacy / information competence / information fluency, including visual literacy and numerical and statistical literacy. (Information literacy encompasses concepts, processes, and skills used in seeking, evaluating, using and producing data / information / knowledge, including competence in social media).

3

Graduates have general knowledge and skills needed across professions. Skills in management, communication and collaboration, research, and critical thinking.

3.1

Graduates understand leadership principles and are able to successfully lead and manage information agencies, including libraries.

3.2

Graduates have skills in managing their own work, such as priority setting and time management.

3.3

Graduates are able to communicate effectively in multiple media, as receivers of communications (active listening, reading, interpreting graphs and images), as producers of communications (presenting, speaking, writing, visual design) and as collaborators.

3.4

Graduates are able to collaborate with people in other disciplines, professions, or professional positions.

3.5

Graduates understand and are able to apply a variety of research methods / methods of inquiry, exhibit critical thinking, and are able to assess and apply research findings.

4

Graduates understand the nature of the library and information profession and the roles, responsibilities, and values of library and information professionals and are prepared to put professional values into practice.

Department of Library and Information Studies “Transforming lives through information”

University at Buffalo Program Presentation Spring 2012

Standard I. Mission, Goals, Objectives.

APPENDIX A1-17

Table App. I.4A. LIS Program Objectives – 2nd Level Granularity. 4.1

Students understand career paths available in the information profession and are able to discern the career path(s) best suited to their abilities, strengths, and interests and design a plan of study that focuses on the objectives and competencies that support this (these) career path(s).

4.2

Graduates understand the nature of the information profession and the roles and responsibilities of information professionals.

4.3

Graduates understand the values of the profession and their importance and are prepared to put these values into practice.

4.4

Graduates are motivated to be reflective professionals: Reflect on their actions and be open to critique and suggestions from all sides.

4.5

Graduates have gained practical professional experience through a job or through in-service education.

4.6

Graduates are ready to serve as leaders and advance the field.

5

Graduates understand the importance of personal qualities conducive to professional success. The program fosters the development of professionals with these qualities.: • Poise and professional appearance. • Integrity. • Authenticity. • Interpersonal skills. • Empathy. • Tolerance. • Respectfulness. • Assertiveness . • Persistence. • Self-motivation.

• • • • • • • • • •

Creativity. Innovativeness. Resourcefulness. Flexibility / adaptability / versatility. Initiative. Being proactive. Enthusiasm. Passion. Energy. Positive thinking.

• Interest in learning / intellectual curiosity • Ability to work with others / team member. • Ability to follow rules and procedures, willingness "to serve as private before becoming a general" • Dependability. • Assumes responsibility. • Ability to work beyond job boundaries.

Department of Library and Information Studies “Transforming lives through information”

University at Buffalo Program Presentation Spring 2012

Standard I. Mission, Goals, Objectives.

APPENDIX A1-18

Table App. I.4B. LIS Program Objectives – 3rd Level Granularity. 1

Graduates understand the foundations of library and information studies. The nature of information, its historical roots as well as its generation, organization, and dissemination to and use by individuals, organizations, and society.

1.1

Graduates understand the nature of information and its role in learning, research and scholarship, business, society, and culture.

1.2

Graduates have a grounding in the history and development of the ways and means of communication (language and writing, information technologies) and their influence on the development of society and culture.

1.3

Graduates have a grounding in the history and development of information agencies, including libraries, and their influence on the development of society and culture.

1.3.1

Graduates are aware of forms of cultural memory (archives, museums…).

1.4

Graduates understand the national and international systems of information and communication and the diverse types of information agencies, including libraries, archives, museums, publishing industry, media, Internet, etc.

1.4.1

Graduates understand publishing as a business, published works as part of the market place and the economics of publication, and buying publications in a global context.

1.4.2

Graduates understand alternatives to traditional publishing, such as open access journals

1.5

Graduates understand the role of library and information services in a diverse global society, including the role of serving the needs of underserved groups. They are aware of national and international social, public, information, economic, and cultural policies, practices, and trends that interact with and influence the system of information and communication, including libraries. They understand the importance of these trends for the development of the partnerships and collaborations needed to make libraries vital parts of their communities. (3.1.6 deals with developing such partnerships.)

1.6

Graduates understand the role of library and information services in a rapidly changing technological society and are equipped to respond to the evolving needs. This means they are aware of such trends, are able to spot emerging trends, and have the concepts needed to adapt information systems and services in response to these trends.

1.7

Graduates understand the legal framework within which information agencies, including libraries, operate, including laws relating to copyright, privacy, freedom of information, freedom of expression, equal rights (e.g., the Americans with Disabilities Act), and intellectual property.

1.8

Graduates understand the importance of research to the advancement of the field's knowledge base and demonstrate an awareness of some of the central research findings and research literature of the field.

1.9

Graduates understand the importance of contributions of library and information

Department of Library and Information Studies “Transforming lives through information”

University at Buffalo Program Presentation Spring 2012

Standard I. Mission, Goals, Objectives.

APPENDIX A1-19

Table App. I.4B. LIS Program Objectives – 3rd Level Granularity. studies to other fields of knowledge. 1.10

Graduates understand the importance of contributions of other fields of knowledge to library and information studies. Graduates are familiar with and are able to apply an evolving body of knowledge that reflects the findings of basic and applied research from such relevant fields.

2

Graduates have the domain knowledge and skills required to carry out information functions. Including information needs assessment, collection management, knowledge organization, information technology, user services, and pedagogy and information literacy instruction .

2.1

Graduates are able to analyze information needs and to design, promote, and assess information services. (Related to 4.1 Management).

2.1.1

Graduates understand the role of the information agencies, including libraries, in the functioning of the communities or organizations they serve.

2.1.2

Graduates understand principles of information seeking and use behavior and are able to apply them to the design of information systems and services and to service to individual users.

2.1.3

Graduates are able to analyze and understand diverse users, their backgrounds, goals, problems, and tasks and the resulting information needs and are able to assess and evaluate information services and their outcomes.

2.1.3.1

Graduates are able to learn the structure, issues, and vocabulary of specific disciplines and application domains as, required.

2.1.4

Graduates understand and are able to apply the principles and methods used to assess the impact of current and emerging situations or circumstances on the design and implementation of appropriate services or resource development.

2.1.5

Graduates are able to design information services to meet a diversity of user needs, user communities, and user preferences.

2.1.6

Graduates are able to promote and explain the use of information and information services for learning, problem solving, and entertainment to reach a wide range of specific audiences. Graduates understand and are able to apply principles of marketing.

2.1.6.1*

Reading promotion: Graduates use a variety of strategies to promote leisure reading and model personal enjoyment of reading in order to promote habits of creative expression and lifelong reading.

2.1.7

Graduates are able to assess and articulate the quality, outcomes, and impact of information services through systematic studies and anecdotal evidence. See also 3.5 Methods of Inquiry

Department of Library and Information Studies “Transforming lives through information”

University at Buffalo Program Presentation Spring 2012

Standard I. Mission, Goals, Objectives.

APPENDIX A1-20

Table App. I.4B. LIS Program Objectives – 3rd Level Granularity. 2.2

Graduates are able to manage user-oriented collections of information resources and access, i.e. user-driven collection development and content management.

2.2.1

Graduates understand the concept and issues related to the lifecycle of data / information / knowledge, from creation through various stages of use to disposition.

2.2.2

Graduates are able to develop and maintain collections of informational, educational, and entertainment resources in a variety of formats that reflect the developmental, cultural, social, linguistic, professional, and technical needs of the users or organization to be served. This includes collecting and managing content created by the community and assistance in creating that content.

2.2.2.1

Graduates are able to manage and carry out the acquisition and disposition of resources or access to resources such as licensing, including evaluation, selection, purchasing, processing, storing, and deselection.

2.2.2.1.1

Graduates evaluate and select print, non-print, and digital resources using professional selection tools and evaluation criteria to develop and manage a quality collection designed to meet the diverse curricular, personal, and professional needs of all to be served.

2.2.2.2

Graduates are familiar with a wide range of literature (as applicable: children’s, young adult, adult, and professional literature) in multiple formats and languages to support, as applicable, reading for information, reading for pleasure, and reading for lifelong learning.

2.2.2.3

Graduates are able to collect and manage content created by the community and provide encouragement, leadership, and assistance in creating such content, for example by encouraging an oral history project that preserves the unique cultural heritage of a community.

2.2.2.4

Graduates are able to manage and carry out the preservation and conservation of resources.

2.2.3

Graduates are able to implement systems and policies for flexible, open, equitable access to materials in a variety of formats (including print, non-print, and digital formats) and information services, overcoming physical, social, and intellectual barriers.

2.3

Graduates understand and are able to apply principles of knowledge organization for a wide range of applications, from organizing a collection to expert searching to support for learning.

2.3.1

Graduates understand the principles of organization / representation/ modeling of data / information / knowledge and are able to apply this understanding to user-oriented system design, information architecture, instructional design, and user services.

2.3.2

Graduates understand the basics of search algorithms and are able to apply that understanding in searching.

2.3.3

Graduates are aware of advanced knowledge organization and processing techniques

Department of Library and Information Studies “Transforming lives through information”

University at Buffalo Program Presentation Spring 2012

Standard I. Mission, Goals, Objectives.

APPENDIX A1-21

Table App. I.4B. LIS Program Objectives – 3rd Level Granularity. and their potential for improving services to users. Examples are: Inferencing techniques and linguistic techniques as used in information retrieval, information extraction, etc. 2.3.4

Graduates are able to select or create the framework for organizing a collection of data / information / knowledge, either selecting suitable metadata schemes and knowledge organization systems or creating or adapting schemes for the specific collection and user purposes.

2.3.5

Graduates are able to apply schemes of organizing / representing / modeling of data/ information/ knowledge, metadata, cataloging, classification, ontology, and vocabulary standards in cataloging, indexing, and metadata creation and to deploy automated tools for this task.

2.3.5.1

Graduates know to reuse existing cataloging data / metadata when available rather than doing their own original cataloging or metadata creation: are aware of resources for sharing metadata, and are able to use these resources. For example: perform copy cataloging on existing records from OCLC vs. creating their own.

2.4

Graduates have the technological knowledge and skills needed for carrying out information functions. They understand the potential and the uses of technology by individuals and organizations. They are able to apply technology skills in the design and implementation of simple systems, such as websites, simple databases, arrangement of small library spaces, and in the use of complex systems. Armed with a knowledge of what is possible they are able to articulate user requirements to computer system analysts and programmers, architects, and other technology specialists, and ensure that systems as delivered meet these requirements. .

2.4.1

Graduates understand the role, uses, and potential of information communication, assistive/adaptive, and related technologies in information agencies, such as libraries, information centers, archives, museums, and schools, in other organizations, and in society.

2.4.2

Graduates are familiar with fundamental concepts, techniques, and issues of information, communication, assistive/adaptive, and related technologies, including principles of human-computer interaction and universal design.

2.4.2.1

Graduates understand basic principles of data structures, algorithms, and computer programming.

2.4.2.2

Graduates have a basic understanding of the networked environment and its hardware and software underpinnings.

2.4.2.3

Graduates are able to design and test through usability studies simple websites and databases and use a variety of social media tools and sites as well teach the use of these tools.

2.4.3

Graduates understand and are able to apply principles of designing facilities for information agencies, including libraries, that are conducive to individual and collaborative information access and learning.

Department of Library and Information Studies “Transforming lives through information”

University at Buffalo Program Presentation Spring 2012

Standard I. Mission, Goals, Objectives.

APPENDIX A1-22

Table App. I.4B. LIS Program Objectives – 3rd Level Granularity. 2.4.3.1

Graduates understand the principles of and can participate in the design of collaboration and learning spaces, physical or digital, with integral access to information and information production functionality that support learning, especially learning communities, and communities of practice. See also 2.6

2.4.4

Graduates are able to evaluate the suitability of existing and emerging information technologies to serve a range of needs and to assess and evaluate the specifications, efficacy, and cost efficiency of technology-based products and services.

2.4.4.1

Graduates understand the principles and techniques necessary to identify and analyze emerging technologies and innovations in order to recognize and implement relevant technological improvements.

2.4.4.2

Graduates integrate the use of emerging technologies as a means for effective and creative information transfer and communication.

2.4.5

Graduates able to deploy information, communication, assistive/adaptive, and related technologies as they affect the resources, service delivery, and uses of libraries and other information agencies as well as other organizations and society.

2.4.6

Graduates demonstrate the ability to use of information, communication, assistive/adaptive, and related technologies, in the design and adaptation of relevant learning experiences that engage all students in authentic learning through the. See also 2.6

2.4.6.1*

Graduates integrate the use of emerging technologies as a means for effective and creative teaching and to support P-12 students' conceptual understanding, critical thinking and creative processes.

2.4.7

Graduates are able to bring the perspective of professional ethics and prevailing service norms and applications to the application of information, communication, assistive/adaptive, and related technologies and tools.

2.5

Graduates understand and are able to apply the principles of information seeking and of reference and user services in different modes of communication (face-to-face, telephone, computer communication) for users of all ages and groups, including those with diverse styles of information use and diverse physical and intellectual abilities and needs. Graduates understand and are able to apply a wide range of advanced search techniques.

2.5.1

Graduates are able to interact successfully with and provide services to individuals of all ages and groups, in various communication media, to help users understand their problems / questions and elicit information needs (reference interview) and to provide consultation and guidance in the use of data / knowledge / information.

2.5.1.1

Graduates are able to provide equitable access to information services for all members of society, including groups that are disadvantaged or marginalized, such as people with disabilities, people with limited literacy, the poor, and people who are discriminated against for whatever reason. (also listed in professional values, 4.3.5)

Department of Library and Information Studies “Transforming lives through information”

University at Buffalo Program Presentation Spring 2012

Standard I. Mission, Goals, Objectives.

APPENDIX A1-23

Table App. I.4B. LIS Program Objectives – 3rd Level Granularity. 2.5.2

Graduates are able to select diverse information sources for the question at hand and to retrieve, evaluate, interpret, and synthesize the information found, tailored to the specific needs and background of users of all ages and groups.

2.5.2.1

Graduates understand and are able to use advanced search techniques used by expert searchers, such as fielded searching, truncation, phrase searching, and using knowledge structures, a in synonym and hierarchic expansion. {searching skills}

2.5.2.2

Graduates understand retrieval performance measures and are able to apply these measures to: the specification of individual search requirements; the determination of optimal search effort; the evaluation of search results; and the evaluation of an information system as a whole.

2.5.2.3

Graduates understand and are able to apply principles and techniques of competitive intelligence / business intelligence.

2.5.2.4

Graduates are familiar with and able to apply methods, techniques, and tools for information analysis and presentation, including data visualization. See also 3.5 and 3.3

2.5.3

Graduates are able to promote and support users’ lifelong learning through all services provided to users.

2.5.3.1

Graduates understand the role of the public library as family literacy center.

2.5.4

Graduates understand that information needs arise from and are embedded in the user's whole life situation and are able to recognize cases when referral to other sources of assistance is appropriate and to make such referrals in a sensitive manner or are able to provide further assistance (social worker librarian).

2.5.4.1

Graduates are able to work with other helping professionals, such as counselors, health care professionals, legal aid personnel, and adult educators, to provide seamless services to users.

2.6

Graduates understand and are able to apply principles of pedagogy, including learning theories, instructional design, instructional methods, lesson planning, and assessment methods. This will allow them to function as effective teachers, instructors, mentors, and information counselors and to design instruction generally. In particular they are able to promote information literacy / information competence / information fluency, including visual literacy and numerical and statistical literacy. (Information literacy encompasses concepts, processes, and skills used in seeking, evaluating, using, and producing data/ information/ knowledge, including competence in social media)

2.6.0*

Graduates can function as effective teachers who demonstrate knowledge of learners and learning and who model and promote collaborative planning, instruction in multiple literacies, and inquiry-based learning, enabling members of the learning community to become effective users and creators of ideas and information. Graduates design and implement instruction that engages students' interests and develops their ability to inquire, think critically, gain and share knowledge.

2.6.0.1*

Graduates are familiar with twenty-first century literacy skills, especially as

Department of Library and Information Studies “Transforming lives through information”

University at Buffalo Program Presentation Spring 2012

Standard I. Mission, Goals, Objectives.

APPENDIX A1-24

Table App. I.4B. LIS Program Objectives – 3rd Level Granularity. promulgated by AASL, advocate for consideration of these skills in the curriculum, are able to plan lessons and activities that help students to learn these skills are able to work with teachers to integrate development of these skills into the curriculum. 2.6.0.2*

Graduates are familiar with some of the widely used models for information literacy learning and instruction and are able to implement these models, either independently or working with other teachers.

2.6.1*

Graduates have knowledge of learners and learning.

2.6.1.1*

Graduates are knowledgeable of learning styles, stages of human growth and development, and cultural influences on learning.

2.6.1.2*

Graduates assess learner needs and design instruction that reflects educational best practice.

2.6.1.2.2*

Graduates make use of a variety of instructional strategies and assessment tools to design and develop digital-age learning experiences and assessments in partnership with classroom teachers and other educators.

2.6.1.3*

Graduates support the learning of all students and other members of the learning community, including those with diverse learning styles, physical and intellectual abilities and needs.

2.6.1.4*

Graduates base twenty-first century skills instruction on student interests and learning needs and link it to the assessment of student achievement.

2.6.2*

Graduates can function as effective and knowledgeable teachers.

2.6.2.1*

Graduates implement the principles of effective teaching and learning that contribute to an active, inquiry-based approach to learning.

2.6.2.1.1*

Establishes and maintains rapport with students.

2.6.2.1.2*

Treats all students in a fair and equitable manner.

2.6.2.1.3*

Promotes student interest, attention, and participation

2.6.2.1.4*

Creates situations that require students to synthesize, apply, compare, analyze, and evaluate information.

2.6.2.1.5*

Provides clear and coherent explanations

2.6.2.1.6*

Uses a variety of instructional methods

2.6.2.1.7*

Uses appropriate assessment procedures to determine student progress and subsequent instruction.

2.6.2.1.8*

Graduates understand the importance of collaboration on student learning in the learning process.

Department of Library and Information Studies “Transforming lives through information”

University at Buffalo Program Presentation Spring 2012

Standard I. Mission, Goals, Objectives.

APPENDIX A1-25

Table App. I.4B. LIS Program Objectives – 3rd Level Granularity. 2.6.2.2*

Graduates can document and communicate the impact of collaborative instruction on student achievement.

2.6.3*

Graduates can function as instructional partners to other educators.

2.6.3.1*

Graduates model, share, and promote effective principles of teaching and learning as collaborative partners with other educators.

2.6.3.2*

Graduates demonstrate how to collaborate with other teachers to plan and implement instruction of the AASL Standards for the 21st-Century Learner and state curriculum standards.

2.6.3.3*

Graduates acknowledge the importance of participating in curriculum development and of engaging in school improvement processes.

2.6.4

Graduates model multiple strategies for users (including, as applicable, students, teachers, and administrators) to locate, evaluate, and ethically use information for specific purposes.

2.6.5

Graduates model and communicate the legal and ethical codes of the profession.

2.6.6

Graduates promote and model digital citizenship and responsibility.

2.6.7

Graduates educate the community of users on the ethical use of information and ideas.

2.6.8

Graduates understand & are able to help users understand issues of Internet safety.

3

Graduates have general knowledge and skills needed across professions. Skills in management, communication and collaboration, research, and critical thinking.

3.1

Graduates understand leadership principles and are able to successfully lead and manage information agencies, including libraries. (See also 2.1.5)

3.1.1

Graduates understand and are able to apply general principles of management and leadership

3.1.2

Graduates are prepared to think out of the box and to be innovative, visionary, transformational leaders who command the management tools of planning and budgeting, including analysis of strength and weaknesses and opportunities and threats;. (See 2.1.5 for marketing)

3.1.2.1

Graduates understand and able to put into practice the concepts behind, issues relating to, and methods for, principled, transformational leadership.

3.1.2.2

Graduates are able to initiate and manage change.

3.1.2.3

Graduates understand and are able to apply principles of systems analysis and planning and budgeting and evaluating human, information, and physical resources in information agencies, including libraries. In particular, graduates understand and are able to apply the cycle of setting objectives, evaluation based on data, decision ˗

Department of Library and Information Studies “Transforming lives through information”

University at Buffalo Program Presentation Spring 2012

Standard I. Mission, Goals, Objectives.

APPENDIX A1-26

Table App. I.4B. LIS Program Objectives – 3rd Level Granularity. implementation (This relates to 2.1, analysis of information needs 3.1.2.4

Graduates understand and are able to apply the principles of effective project management. {project management skills}

3.1.2.5

Graduates understand and are able to apply the principles of effective quality control and cost control management, for example Balanced Score Card and TQM (Total Quality Management).

3.1.2.6

Graduates are able to document systems and procedures using appropriate formats, such as data flow diagrams or entity-relationship diagrams. This includes writing job descriptions and documenting software.

3.1.3

Graduates understand are able to work in the different functional areas of management: implementing systematic processes for getting the work of an organization done; finance; human resource management and empowering staff; customer service and marketing; and advocacy to reach diverse audiences to promote information services

3.1.3.1

Graduates are able to design and implement systematic processes for the work of an organization done. {business process engineering}

3.1.3.2

Graduates are able to manage the finances of an organization.

3.1.3.3

Graduates understand and are able to apply the principles of effective personnel practices and human resource development.

3.1.3.4

Graduates understand and are able to apply the principles of effective customer service, marketing, and public relations to adapt the services of an information agency to the needs of diverse users and increase service utilization for the benefit of the users (see also 2.1, especially 2.1.6)

3.1.3.5

Graduates understand and are able to apply the principles of effective advocacy and securing money and other resources for the work of their information agency.

3.1.4

Graduates will be able to recognize the nature and the importance of management in information agencies, including libraries, and gain insight into how to be a productive colleague in an organizational context.

3.1.5

Graduates understand and are able to apply principles of developing partnerships, collaborations, networks, and other structures with other close and distant information agencies, including different types of libraries.

3.1.6

Graduates are able to develop partnerships and collaborations with other organizations that can assist with and/or use information services and with all stakeholders within the communities served, thus making libraries vital parts of their communities. 1.5 deals with understanding influences on such partnerships This objective deals with collaboration with other organizations and groups, objective 3.4 with collaboration with people.

3.1.7

Graduates are equipped and motivated to advocate for the importance of people having the information that supports their work and life and of information services that

Department of Library and Information Studies “Transforming lives through information”

University at Buffalo Program Presentation Spring 2012

Standard I. Mission, Goals, Objectives.

APPENDIX A1-27

Table App. I.4B. LIS Program Objectives – 3rd Level Granularity. support that goal. This objective is also listed as 4.3.5 from the perspective of professional responsibility. 3.1.7.1*

Graduates advocate for twenty-first century literacy skills to support the learning needs of the school community. (ASSL2010#1.4.1)

3.1.8

Graduates are understand and are able to apply principles and techniques of fundraising.

3.2

Graduates have skills in managing their own work, such as priority setting and time management.

3.3

Graduates are able to communicate effectively in multiple media as receivers of communications (active listening, reading, interpreting graphs and images), as producers of communications (presenting, speaking, writing, visual design), and as collaborators.

3.3.1

Graduates are able to use a variety of computer-supported communication and collaboration tools, including social media.

3.3.2

Graduates are prepared to be effective meeting participants and leaders.

3.3.3

Communicates clearly and effectively and uses appropriate grammatical constructions and spelling conventions

3.3.4

Graduates are able to follow an accepted writing style for references and citations.

3.3.5

Graduates are able to produce a resume that is well designed and professional in appearance. Also belongs to 4.1

3.3.6

Graduates are able to effectively use a presentation tool

3.3.7

Graduates are able to effectively use a publishing tool

3.4

Graduates are able to collaborate with people in other disciplines, professions, or professional positions. Special cases are working with helping professional 2.5.4.1) and with teachers (2.6.3). This objective deals with collaboration with people, objective 3.1.6 deals with collaboration with other non-information organizations and groups. Objective 3.3.1 deals with tools for collaboration.

3.5

Graduates understand and are able to apply a variety of research methods / methods of inquiry, exhibit critical thinking, and are able to assess and apply research findings.

3.5.1

Graduates understand the fundamentals of quantitative and qualitative research methods, including evaluation and measurement.

3.5.1.1

Graduates understand and are able to apply principles of survey design and measurement, for example in marketing

3.5.2

Graduates are able to use creative inquiry and critical thinking to analyze complex

Department of Library and Information Studies “Transforming lives through information”

University at Buffalo Program Presentation Spring 2012

Standard I. Mission, Goals, Objectives.

APPENDIX A1-28

Table App. I.4B. LIS Program Objectives – 3rd Level Granularity. problems, create appropriate solutions, and make informed decisions. 3.5.3

Graduates are able to locate, evaluate, and use research findings and to assess the value of new research for improving practice.

4

Graduates understand the nature of the library and information profession and the roles, responsibilities, and values of library and information professionals and are prepared to put professional values into practice.

4.1

Students understand career paths available in the information profession and are able to discern the career path(s) best suited to their abilities, strengths, and interests and design a plan of study that focuses on the objectives and competencies that support this (these) career path(s).

4.1.1

Graduates are able to develop personal professional development plan including a plan of how continue to increase their knowledge and skills as library and information professionals

4.2

Graduates understand the nature of the information profession and the roles and responsibilities of information professionals.

4.2.1

Graduates understand and follow professional standards and ethics as well as legal requirements in the information profession, including certification and/or licensure requirements of specialized areas of the profession. (See 4.3 for detail)

4.2.2

Graduates understand the importance of diversity in the information profession. See also 4.3.4

4.2.3

Graduates understand the value of teaching and service to the advancement of the field.

4.2.4

Graduates understand the importance of and are prepared for continuing professional development and lifelong learning.

4.2.4.1

Graduates keep up with best practices and are open to and able to adapt to change.

4.2.5

Graduates model a strong commitment to the profession by participating in professional growth and leadership opportunities through membership in professional associations in the information field, …

4.2.6

Graduates are able to create their own professional network and have the beginnings of such a network at graduation.

4.3

Graduates understand the values of the profession and their importance and are prepared to put these values into practice.

4.3.1

Graduates are equipped and motivated to use information to transform lives and to promote equity, mutual respect, and a rich social fabric in a diverse society.

4.3.2

Graduates are equipped and motivated to use information to increase productivity and improve the standard of living for all.

Department of Library and Information Studies “Transforming lives through information”

University at Buffalo Program Presentation Spring 2012

Standard I. Mission, Goals, Objectives.

APPENDIX A1-29

Table App. I.4B. LIS Program Objectives – 3rd Level Granularity. 4.3.3

Graduates will demonstrate understanding of, respect for, and sensitivity to the diversity in society, including age, culture, economic means, ethnicity, language, physical and mental ability, race, and sexual orientation. {cultural competency} (See also 4.2.2)

4.3.4

Graduates are equipped and motivated to promote equity of access to information services for all members of society, including groups that are disadvantaged or marginalized, such as people with disabilities, people with limited literacy, the poor, and people who are discriminated against for whatever reason. (Also listed in knowledge about serving users. 2.5.1.1.)

4.3.5

Graduates are equipped and motivated to advocate for users and their right to have information; for libraries and other information agencies, their staff, and the information profession; and the services they provide. (This objective is also listed as 3.1.7 from the perspective of management skills.)

4.3.6

Graduates are equipped and motivated to promote democratic principles, promote and protect intellectual freedom (including freedom of expression, thought, and conscience), intellectual property, and the individual reader's/viewer's and listener's right to privacy. See also 2.5.3

4.4

Graduates are motivated to be reflective professionals: Reflect on their actions and be open to critique and suggestions from all sides.

4.4.1

Graduates are able to recognize their own strengths and weaknesses

4.4.2

Graduates respond positively to constructive suggestions and feedback

4.5

Graduates have gained practical professional experience – though a job or through inservice education.

4.6

Graduates are equipped and motivated to serve as leaders and advance the field.

5

Graduates understand the importance of personal qualities conducive to professional success. The program fosters the development of professionals with these qualities. • Poise and professional appearance. • Integrity. • Authenticity. • Interpersonal skills. • Empathy. • Tolerance. • Respectfulness. • Assertiveness . • Persistence. • Self-motivation.

• • • • • • • • • •

Creativity. Innovativeness. Resourcefulness. Flexibility / adaptability / versatility. Initiative. Being proactive. Enthusiasm. Passion. Energy. Positive thinking.

• Interest in learning / intellectual curiosity • Ability to work with others / team member. • Ability to follow rules and procedures, willingness "to serve as private before becoming a general" • Dependability. • Assumes responsibility. • Ability to work beyond job boundaries.

Department of Library and Information Studies “Transforming lives through information”

University at Buffalo Program Presentation Spring 2012

Standard I. Mission, Goals, Objectives.

APPENDIX A1-30

Table App. I.5A. Assessment Results: Program Objective 1 Met: “Graduates Understand the Foundations of Library and Information Studies.” Assessment Description

Type of data collected / analyzed

Time span of collected data and assessment activities 2009 Fall – 2011 Fall

Number of participants in each data set 4.575 grades

Types of Participants

Analysis of student course grades

Course grades mapped to LIS objectives

Analysis of LIS 505 final course grades

Course grades mapped to LIS objectives

2009 Fall – 2011 Fall

141 grades

UB LIS enrolled students; UB, GSE, LIS faculty and staff

Analysis of LIS 581 major project grades including class artifact Analysis of NYS test, Library Media Specialist (LMS) Analysis of Student Portfolios

Course grades mapped to LIS objectives

2009 Sum – 2011 Sum

409 grades

UB LIS enrolled students; UB, GSE, LIS faculty and staff

Scores on test sections, mapped to LIS Objectives

2009 Sum - 2011 Spr

UB LIS enrolled students

Portfolios from pilot group, scored on LIS Objectives Answers to survey questions, both select from list and free comments

2011 Fall

262 unique students from the UB LIS program 23 prototype portfolios created by program students 129 returned surveys of employers currently employing UB LIS graduates 681 returned surveys from UB LIS graduates

149 returned surveys

Alumni

Survey of employers (needs analysis and performance needs / quality of graduates) Survey of graduates (needs analysis and performance needs / quality of program in employing graduates) WILIS survey of UB LIS graduates (needs analysis & performance needs / quality of program in preparing grad for work and communication needs w/ program)

2011 Sum – 2011 Fall

Answers to survey questions, both select from list and free comments

2011 Sum – 2011 Fall

Answers to survey questions, both select from list and free comments

2009 Sum - 2010 Sum

UB LIS enrolled students; UB, GSE, LIS faculty and staff

UB LIS enrolled students, LIS faculty Advisory Board Members, employers

Advisory Board Members, Alumni

Department of Library and Information Studies “Transforming lives through information”

University at Buffalo Program Presentation Spring 2012

Standard I. Mission, Goals, Objectives.

APPENDIX A1-31

Table App. I.5B. Assessment Results - Program Objective 2 Met: “Graduates Have the Domain Knowledge and Skills Required to Carry Out Information Functions.” Assessment Description

Type of data collected / analyzed

Time span of collected data and assessment activities 2009 Fall – 2011 Fall

Number of participants in each data set 4.575 grades

Types of Participants

Analysis of student course grades

Course grades mapped to LIS objectives

Analysis of LIS 505 final course grades

Course grades mapped to LIS objectives

2009 Fall – 2011 Fall

141 grades

UB LIS enrolled students; UB, GSE, LIS faculty and staff

Analysis of LIS 581 major project grades including class artifact Analysis of NYS test, Library Media Specialist (LMS) Analysis of Student Portfolios

Course grades mapped to LIS objectives

2009 Sum – 2011 Sum

409 grades

UB LIS enrolled students; UB, GSE, LIS faculty and staff

Scores on test sections, mapped to LIS Objectives

2009 Sum - 2011 Spr

UB LIS enrolled students

Portfolios from pilot group, scored on LIS Objectives Answers to survey questions, both select from list and free comments

2011 Fall

262 unique students from the UB LIS program 23 prototype portfolios created by program students 129 returned surveys of employers currently employing UB LIS graduates 681 returned surveys from UB LIS graduates

149 returned surveys

Alumni

Survey of employers (needs analysis and performance needs / quality of graduates) Survey of graduates (needs analysis and performance needs / quality of program in employing graduates) WILIS survey of UB LIS graduates (needs analysis & performance needs / quality of program in preparing grad for work and communication needs w/ program)

2011 Sum – 2011 Fall

Answers to survey questions, both select from list and free comments

2011 Sum – 2011 Fall

Answers to survey questions, both select from list and free comments

2009 Sum - 2010 Sum

UB LIS enrolled students; UB, GSE, LIS faculty and staff

UB LIS enrolled students, LIS faculty Advisory Board Members, employers

Advisory Board Members, Alumni

Department of Library and Information Studies “Transforming lives through information”

University at Buffalo Program Presentation Spring 2012

Standard I. Mission, Goals, Objectives.

APPENDIX A1-32

Table App. I.5C. Assessment Results - Program Objective 3 Met: “Graduates Have General Knowledge and Skills Needed Across Professions.” Assessment Description

Type of data collected / analyzed

Time span of collected data and assessment activities 2009 Fall – 2011 Fall

Number of participants in each data set 4.575 grades

Types of Participants

Analysis of student course grades

Course grades mapped to LIS objectives

Analysis of LIS 505 final course grades

Course grades mapped to LIS objectives

2009 Fall – 2011 Fall

141 grades

UB LIS enrolled students; UB, GSE, LIS faculty and staff

Analysis of LIS 581 major project grades including class artifact Analysis of NYS test, Library Media Specialist (LMS) Analysis of Student Portfolios

Course grades mapped to LIS objectives

2009 Sum – 2011 Sum

409 grades

UB LIS enrolled students; UB, GSE, LIS faculty and staff

Scores on test sections, mapped to LIS Objectives

2009 Sum - 2011 Spr

UB LIS enrolled students

Portfolios from pilot group, scored on LIS Objectives Answers to survey questions, both select from list and free comments

2011 Fall

262 unique students from the UB LIS program 23 prototype portfolios created by program students 129 returned surveys of employers currently employing UB LIS graduates 681 returned surveys from UB LIS graduates

149 returned surveys

Alumni

Survey of employers (needs analysis and performance needs / quality of graduates) Survey of graduates (needs analysis and performance needs / quality of program in employing graduates) WILIS survey of UB LIS graduates (needs analysis & performance needs / quality of program in preparing grad for work and communication needs w/ program)

2011 Sum – 2011 Fall

Answers to survey questions, both select from list and free comments

2011 Sum – 2011 Fall

Answers to survey questions, both select from list and free comments

2009 Sum - 2010 Sum

UB LIS enrolled students; UB, GSE, LIS faculty and staff

UB LIS enrolled students, LIS faculty Advisory Board Members, employers

Advisory Board Members, Alumni

Department of Library and Information Studies “Transforming lives through information”

University at Buffalo Program Presentation Spring 2012

Standard I. Mission, Goals, Objectives.

APPENDIX A1-33

Table App. I.5D. Assessment Results - Program Objective 4 Met: “Graduates Understand the Nature of the Library and Information Profession and the Roles, Responsibilities, and Values of Library and Information Professionals and are Prepared to Put Professional Values into Practice.” Assessment Description

Type of data collected / analyzed

Time span of collected data and assessment activities 2009 Fall – 2011 Fall

Number of participants in each data set 4.575 grades

Types of Participants

Analysis of student course grades

Course grades mapped to LIS objectives

Analysis of LIS 505 final course grades

Course grades mapped to LIS objectives

2009 Fall – 2011 Fall

141 grades

UB LIS enrolled students; UB, GSE, LIS faculty and staff

Analysis of LIS 581 major project grades including class artifact Analysis of NYS test, Library Media Specialist (LMS) Analysis of Student Portfolios

Course grades mapped to LIS objectives

2009 Sum – 2011 Sum

409 grades

UB LIS enrolled students; UB, GSE, LIS faculty and staff

Scores on test sections, mapped to LIS Objectives

2009 Sum - 2011 Spr

UB LIS enrolled students

Portfolios from pilot group, scored on LIS Objectives Answers to survey questions, both select from list and free comments

2011 Fall

262 unique students from the UB LIS program 23 prototype portfolios created by program students 129 returned surveys of employers currently employing UB LIS graduates 681 returned surveys from UB LIS graduates

149 returned surveys

Alumni

Survey of employers (needs analysis and performance needs / quality of graduates) Survey of graduates (needs analysis and performance needs / quality of program in employing graduates) WILIS survey of UB LIS graduates (needs analysis & performance needs / quality of prog in preparing grad for work & com needs w/ program)

2011 Sum – 2011 Fall

Answers to survey questions, both select from list and free comments

2011 Sum – 2011 Fall

Answers to survey questions, both select from list and free comments

2009 Sum - 2010 Sum

UB LIS enrolled students; UB, GSE, LIS faculty and staff

UB LIS enrolled students, LIS faculty Advisory Board Members, employers

Advisory Board Members, Alumni

Department of Library and Information Studies “Transforming lives through information”

University at Buffalo Program Presentation Spring 2012

Standard I. Mission, Goals, Objectives.

APPENDIX A1-34

Table App. I.5E. Assessment Results – Program Objective 5 Met: “Graduates Understand the Importance of Personal Qualities Conducive to Professional Success.” Assessment Description Analysis of Student Portfolios Survey of employers (needs analysis and performance needs / quality of graduates) Survey of graduates (needs analysis and performance needs / quality of program in employing graduates)

Type of data collected / analyzed Portfolios from pilot group, scored on LIS Objectives Answers to survey questions, both select from list and free comments Answers to survey questions, both select from list and free comments

Time span of collected data and assessment activities 2011 Fall

2011 Sum – 2011 Fall

2011 Sum – 2011 Fall

Number of participants in each data set 23 prototype portfolios created by program students 129 returned surveys of employers currently employing UB LIS graduates 681 returned surveys from UB LIS graduates

Types of Participants UB LIS enrolled students, LIS faculty Advisory Board Members, employers

Advisory Board Members, Alumni

Department of Library and Information Studies “Transforming lives through information”

University at Buffalo Program Presentation Spring 2012

Standard II. Curriculum.

APPENDIX A2-1

APPENDIX II Contents Table App.II.1.

Course review schedule (core classes in bold).

Table App.II.2.

Correspondence of LIS Program Objectives and Courses with Standard II.2.

Table App.II.3.

ALA Core Competences Mapped to UB LIS Program Objectives and LIS Courses.

Figure App.II.1A. Suggested Functional Specializations within the Master of Library Science Figure App.II.1B. Type of Library Specializations Within the Master of Library Science. Figure App.II.2A. The Plan of Study of a Student Who Specialized in Public Librarianship, Specifically Children’s Services. Figure App.II.2B. The Plan of Study of a Student Who is Focusing on Special Collections and/or Archives. Figure App.II.2C. The Plan of Study of a Student Specializing in Health Sciences Librarianship. Figure App.II.2D. The Plan of Study of a Student Specializing in the Dual MA Music/MLS Music Librarianship Specialization. Figure App.II.3.

Buffalo and Erie Country Civil Service Requirements.

Table App.II.4A. Three-Year Course Plan - On Campus Program. Table App.II.4B. Three-Year Course Plan - Online Programs. Table App.II.5.

Examples of Area Institutions Where LIS Students are Continually Working in Practicum Situations and as Volunteers.

Table App.II.6.

Professional Standards.

Table App.II.7.

Course Offerings Summer 2009 – Spring 2012.

Department of Library and Information Studies “Transforming lives through information”

University at Buffalo Program Presentation Spring 2012

Standard II. Curriculum.

APPENDIX A2-2

Table App.II.1. Course review schedule (core classes in bold). Spring 2012

LIS506 Introduction to Information Technology LIS563 Digital Libraries LIS569 Database Systems

Fall 2012

LIS505 Introduction to Library and Information Studies LIS583 Public Libraries LIS584 Academic and Research Libraries

Spring 2013

LIS571 Organization and Control of Recorded Information LIS519 Selection, Acquisition, and Management of Non-Book Materials LIS587 Collection Development

Fall 2013

LIS518 Reference Sources and Services LIS566 Digital Information Retrieval LIS563 Digital Libraries

Spring 2014

LIS581 Management of Libraries and Information Agencies and LIS585 Management of School Library Media Centers LIS531 Marketing of Information Services

Fall 2014

LIS509 Introduction to Archives Management LIS513 Records Management LIS580 Intellectual Freedom

Spring 2015

LIS506 Introduction to Information Technology LIS534 Resources & Services for Children LIS535 Resources & Services for Young Adults

Department of Library and Information Studies “Transforming lives through information”

University at Buffalo Program Presentation Spring 2012

Standard II. Curriculum.

APPENDIX A2-3

Table App.II.2. Correspondence of LIS Program Objectives and Courses with Standard II.2. Standard II.2 Curriculum Requirement

UB LIS Program Objectives

Standard II.2a 1 Graduates understand the foundations of library The curriculum is concerned with and information studies. The nature of information, recordable information and knowledge, and its historical roots as well as its generation, the services and technologies to facilitate organization, and dissemination to and use by their management and use. individuals, organizations, and society.

UB LIS Courses that Support the Standard (Core in bold) LIS505, LIS506, LIS518, LIS571, LIS581/585 LIS513 LIS514, LIS524,LIS561, LIS562, LIS566, LIS569, LIS574

2 Graduates have the domain knowledge and skills required to carry out information functions. Including information needs assessment, collection management, knowledge organization, information technology, user services, and pedagogy and information literacy instruction. 3 Graduates have general knowledge and skills needed across professions. Skills in management, communication and collaboration, research, and critical thinking. 4 Graduates understand the nature of the library and information profession and the roles, responsibilities, and values of library and information professionals and are prepared to put professional values into practice.

Department of Library and Information Studies “Transforming lives through information”

University at Buffalo Program Presentation Spring 2012

Standard II. Curriculum.

APPENDIX A2-4

Table App.II.2. Correspondence of LIS Program Objectives and Courses with Standard II.2. Standard II.2 Curriculum Requirement Standard II.2b The curriculum … encompasses information and knowledge creation, communication, identification, selection, acquisition…

UB LIS Program Objectives 1 Graduates understand the foundations of library and information studies. The nature of information, its historical roots as well as its generation, organization, and dissemination to and use by individuals, organizations, and society.

UB LIS Courses that Support the Standard (Core in bold) LIS505, LIS506, LIS518, LIS571, LIS581/585 LIS515 LIS516, LIS517, LIS519, LIS522, LIS524, LIS532, LIS534, LIS542 LIS563, LIS580, LIS587

2 Graduates have the domain knowledge and skills required to carry out information functions. Including information needs assessment, collection management, knowledge organization, information technology, user services, and pedagogy and information literacy instruction. 3 Graduates have general knowledge and skills needed across professions. Skills in management, communication and collaboration, research, and critical thinking. 4 Graduates understand the nature of the library and information profession and the roles, responsibilities, and values of library and information professionals and are prepared to put professional values into practice.

Department of Library and Information Studies “Transforming lives through information”

University at Buffalo Program Presentation Spring 2012

Standard II. Curriculum.

APPENDIX A2-5

Table App.II.2. Correspondence of LIS Program Objectives and Courses with Standard II.2. Standard II.2 Curriculum Requirement Standard II.2c The curriculum … encompasses information and knowledge… organization and description, storage and retrieval, preservation, analysis, interpretation, evaluation, synthesis, dissemination, and management.

UB LIS Program Objectives 2 Graduates have the domain knowledge and skills required to carry out information functions. Including information needs assessment, collection management, knowledge organization, information technology, user services, and pedagogy and information literacy instruction. 3 Graduates have general knowledge and skills needed across professions. Skills in management, communication and collaboration, research, and critical thinking.

UB LIS Courses that Support the Standard (Core in bold) LIS505, LIS506, LIS518, LIS571, LIS581/585 LIS509, LIS510, LIS515, LIS516, LIS517, LIS522, LIS523, LIS524, LIS525, LIS531, LIS532, LIS534, LIS535, LIS542, LIS566, LIS567, LIS570, LIS574, LIS580, LIS583, LIS584, LIS586, LIS587, LIS588 LIS589

4 Graduates understand the nature of the library and information profession and the roles, responsibilities, and values of library and information professionals and are prepared to put professional values into practice.

Department of Library and Information Studies “Transforming lives through information”

University at Buffalo Program Presentation Spring 2012

Standard II. Curriculum.

APPENDIX A2-6

Table App.II.3. ALA Core Competences Mapped to UB LIS Program Objectives and LIS Courses. ALA Core Competency

UB LIS Program Objective

LIS Courses

1

Foundations of the Profession

1A

The ethics, values, and foundational principles of the library and information profession.

4

Graduates understand the nature of the library and information profession and the roles, responsibilities, and values of library and information professionals and are prepared to put professional values into practice.

LIS505, LIS506, LIS518, LIS581/585 LIS509, LIS510, LIS511, LIS512, LIS513, LIS515, LIS516, LIS517, LIS523, LIS524, LIS525, LIS531, LIS532, LIS535, LIS536, LIS567, LIS580, LIS584, LIS586, LIS587

1B

The role of library and information professionals in the promotion of democratic principles and intellectual freedom (including freedom of expression, thought, and conscience).

4

Graduates understand the nature of the library and information profession and the roles, responsibilities, and values of library and information professionals and are prepared to put professional values into practice.

LIS505, LIS506, LIS518, LIS581/585 LIS509, LIS510, LIS511, LIS512, LIS513,LIS515, LIS516, LIS517, LIS523, LIS524, LIS525, LIS531, LIS532, LIS535, LIS536, LIS567 LIS580, LIS584, LIS586, LIS587

1C

The history of libraries and librarianship.

1

Graduates understand the foundations of library and information studies. The nature of information, its historical roots as well as its generation, organization, and dissemination to and use by individuals, organizations, and society.

LIS505, LIS581/585 LIS509, LIS510, LIS535, LIS537, LIS538, LIS570, LIS580,

1D

The history of human communication and its impact on libraries.

1

Graduates understand the foundations of library and information studies. The nature of information, its historical roots as well as its generation, organization, and dissemination to and use by individuals, organizations, and society.

LIS505, LIS581/585 LIS509, LIS510, LIS515, LIS516, LIS517, LIS522, LIS535, LIS537, LIS567, LIS570, LIS580,

Department of Library and Information Studies “Transforming lives through information”

University at Buffalo Program Presentation Spring 2012

Standard II. Curriculum.

APPENDIX A2-7

Table App.II.3. ALA Core Competences Mapped to UB LIS Program Objectives and LIS Courses. ALA Core Competency

UB LIS Program Objective

LIS Courses

1E

Current types of library (school, public, academic, special, etc.) and closely related information agencies.

1

Graduates understand the foundations of library and information studies. The nature of information, its historical roots as well as its generation, organization, and dissemination to and use by individuals, organizations, and society.

LIS505, LIS581/585 LIS509, LIS510, LIS513, LIS515, LIS516, , LIS517, LIS534, LIS535, LIS567, LIS570, LIS580, LIS583, LIS584, LIS586, LIS587

1F

National and international social, public, information, economic, and cultural policies and trends of significance to the library and information profession.

1

Graduates understand the foundations of library and information studies. The nature of information, its historical roots as well as its generation, organization, and dissemination to and use by individuals, organizations, and society.

LIS505, LIS581/585 LIS509, LIS510, LIS515, LIS516, LIS517, LIS522, LIS535, LIS537, LIS567, LIS570, LIS580, LIS587

1G

The legal framework within which libraries and information agencies operate. That framework includes laws relating to copyright, privacy, freedom of expression, equal rights (e.g., the Americans with Disabilities Act), and intellectual property.

1

Graduates understand the foundations of library and information studies. The nature of information, its historical roots as well as its generation, organization, and dissemination to and use by individuals, organizations, and society.

LIS505, LIS581/585 LIS509, LIS510, LIS515, LIS516, LIS517, LIS522, LIS524, LIS534, LIS535, LIS536, LIS537, LIS542, LIS567, LIS568, LIS570, LIS580, LIS587

1H

The importance of effective advocacy for libraries, librarians, other library workers, and library services

4

Graduates understand the nature of the library and information profession and the roles, responsibilities, and values of library and information professionals and are prepared to put professional values into practice.

LIS505, LIS506, LIS518, LIS581/585 LIS509, LIS510, LIS511, LIS512, LIS513, LIS516, LIS523, LIS524, LIS525, LIS531, LIS532, LIS535, LIS536, LIS580, LIS583, LIS584, LIS586, LIS587

Department of Library and Information Studies “Transforming lives through information”

University at Buffalo Program Presentation Spring 2012

Standard II. Curriculum.

APPENDIX A2-8

Table App.II.3. ALA Core Competences Mapped to UB LIS Program Objectives and LIS Courses. ALA Core Competency

UB LIS Program Objective

LIS Courses

1I

The techniques used to analyze complex problems and create appropriate solutions.

3

Graduates have general knowledge and skills needed across professions. Skills in management, communication and collaboration, research, and critical thinking.

LIS505, LIS506, LIS581/585 LIS510, LIS513, LIS515, LIS516, LIS517, LIS523, LIS524, LIS525, LIS531, LIS532, LIS534, LIS535, LIS536, LIS542, LIS561, LIS563, LIS570, LIS583, LIS584, LIS586, LIS587

1J

Effective communication techniques (verbal and written).

3

Graduates have general knowledge and skills needed across professions. Skills in management, communication and collaboration, research, and critical thinking.

LIS505, LIS506, LIS518, LIS581/585 LIS510, LIS513, LIS515, LIS516, LIS517, LIS523, LIS524, LIS525, LIS531, LIS534, LIS535, LIS536, LIS537, LIS542, LIS561, LIS563, LIS567, LIS568, LIS570, LIS580, LIS584, LIS586, LIS587

1K

Certification and/or licensure requirements of specialized areas of the profession.

1

Graduates understand the foundations of library and information studies. The nature of information, its historical roots as well as its generation, organization, and dissemination to and use by individuals, organizations, and society.

LIS505, LIS581/585 LIS509, LIS510, LIS515, LIS516, LIS517, LIS522, LIS524, LIS534, LIS535, LIS536, LIS537, LIS542, LIS567, LIS570, LIS580, LIS587

4

Graduates understand the nature of the library and information profession and the roles, responsibilities, and values of library and information professionals and are prepared to put professional values into practice.

LIS505, LIS506, LIS518, LIS581/585 LIS509, LIS510, LIS511, LIS512, LIS513, LIS515, LIS516, LIS517, LIS523, LIS524, LIS525, LIS531, LIS532, LIS534, LIS535, LIS536, ,LIS542, LIS567, LIS583, LIS584, LIS586, LIS587

Department of Library and Information Studies “Transforming lives through information”

University at Buffalo Program Presentation Spring 2012

Standard II. Curriculum.

APPENDIX A2-9

Table App.II.3. ALA Core Competences Mapped to UB LIS Program Objectives and LIS Courses. ALA Core Competency

UB LIS Program Objective

LIS Courses

2

Information Resources

2A

Concepts and issues related to the lifecycle of recorded knowledge and information, from creation through various stages of use to disposition.

2

Graduates have the domain knowledge and skills required to carry out information functions. Including information needs assessment, collection management, knowledge organization, information technology, user services, and pedagogy and information literacy instruction.

LIS505, LIS506, LIS518, LIS571, LIS581/585 LIS509, LIS510, LIS511, LIS512, LIS513, LIS514, LIS515, LIS516, LIS517, LIS519, LIS522, LIS523, LIS524, LIS531, LIS532, LIS534, LIS535, LIS536, LIS542, LIS537, LIS561, LIS563, LIS566, LIS567, LIS568, LIS569, LIS583, LIS584, LIS586, LIS587, LIS589

2B

Concepts, issues, and methods related to the acquisition and disposition of resources, including evaluation, selection, purchasing, processing, storing, and deselection.

2

Graduates have the domain knowledge and skills required to carry out information functions. Including information needs assessment, collection management, knowledge organization, information technology, user services, and pedagogy and information literacy instruction.

LIS505, LIS506, LIS518, LIS571, LIS581/585 LIS509, LIS510, LIS511, LIS512, LIS513, LIS515, LIS516, LIS517, LIS519, LIS522, , LIS524, LIS525, LIS532, LIS534, LIS535, LIS536, , LIS561, LIS563, LIS566, LIS567, LIS568, LIS569, LIS584, LIS586, LIS587, LIS589

2C

Concepts, issues, and methods related to the management of various collections.

2

Graduates have the domain knowledge and skills required to carry out information functions. Including information needs assessment, collection management, knowledge organization, information technology, user services, and pedagogy and information literacy instruction.

LIS505, LIS506, LIS518, LIS571, LIS581/585 LIS509, LIS510, LIS511, LIS512, LIS513,LIS515, LIS516, LIS517, LIS519, LIS522, LIS524, LIS525, LIS531, LIS532, LIS534, LIS535, LIS536, , LIS561, LIS563, LIS566, LIS567, LIS568, LIS569, LIS584, LIS586, LIS587, LIS589

Department of Library and Information Studies “Transforming lives through information”

University at Buffalo Program Presentation Spring 2012

Standard II. Curriculum.

APPENDIX A2-10

Table App.II.3. ALA Core Competences Mapped to UB LIS Program Objectives and LIS Courses. ALA Core Competency 2D

Concepts, issues, and methods related to the maintenance of collections, including preservation and conservation.

3

Organization of Knowledge

3A

3B

UB LIS Program Objective

LIS Courses

2

Graduates have the domain knowledge and skills required to carry out information functions. Including information needs assessment, collection management, knowledge organization, information technology, user services, and pedagogy and information literacy instruction.

LIS505, LIS506, LIS518, LIS571, LIS581/585 LIS509, LIS510, LIS511, LIS512, LIS513, LIS515, LIS516, LIS517, LIS519, LIS524, LIS525, LIS531, LIS532, LIS534, LIS535, LIS536, , LIS561, LIS563, LIS566, LIS567, LIS568, LIS569, LIS584, LIS586, LIS587, LIS589

The principles involved in the organization and representation of recorded knowledge and information.

2

Graduates have the domain knowledge and skills required to carry out information functions. Including information needs assessment, collection management, knowledge organization, information technology, user services, and pedagogy and information literacy instruction.

LIS505, LIS506, LIS518, LIS571, LIS581/585 LIS509, LIS510, LIS511, LIS512, LIS513, LIS514, LIS515, LIS516, LIS517, LIS523, LIS524, LIS525, LIS532, LIS534, LIS535, LIS536, LIS537, LIS561, LIS563, LIS566, LIS567, LIS568, LIS569, LIS574, LIS583, LIS584, LIS586, LIS587, LIS589

The developmental, descriptive, and evaluative skills needed to organize recorded knowledge and information resources.

2

Graduates have the domain knowledge and skills required to carry out information functions. Including information needs assessment, collection management, knowledge organization, information technology, user services, and pedagogy and information literacy instruction.

LIS505, LIS506, LIS518, LIS571, LIS581/585 LIS509, LIS510, LIS511, LIS512, LIS513, LIS514. LIS515, LIS516, LIS517, LIS522, LIS523, LIS524, LIS525, LIS532, LIS534, LIS535, LIS536, LIS561, LIS563, LIS566, LIS567, LIS568, LIS569, LIS574, LIS583, LIS584, LIS586, LIS587, LIS589

Department of Library and Information Studies “Transforming lives through information”

University at Buffalo Program Presentation Spring 2012

Standard II. Curriculum.

APPENDIX A2-11

Table App.II.3. ALA Core Competences Mapped to UB LIS Program Objectives and LIS Courses. ALA Core Competency 3C

The systems of cataloging, metadata, indexing, and classification standards and methods used to organize recorded knowledge and information.

UB LIS Program Objective

LIS Courses

2

Graduates have the domain knowledge and skills required to carry out information functions. Including information needs assessment, collection management, knowledge organization, information technology, user services, and pedagogy and information literacy instruction.

LIS505, LIS506, LIS518, LIS571, LIS581/585 LIS509, LIS510, LIS511, LIS512, LIS513, LIS514, LIS515, LIS516, LIS517, LIS522, LIS523, LIS524, LIS525, LIS532, LIS534, LIS535, LIS536, ,LIS561, LIS563, LIS566, LIS567, LIS568, LIS569, LIS574, LIS583, LIS584, LIS586, LIS587, LIS589

4

Technological Knowledge and Skills

4A

Information, communication, 2 assistive, and related technologies as they affect the resources, service delivery, and uses of libraries and other information agencies.

Graduates have the domain knowledge and skills required to carry out information functions. Including information needs assessment, collection management, knowledge organization, information technology, user services, and pedagogy and information literacy instruction.

LIS505, LIS506, LIS518, LIS571, LIS581/585 LIS509, LIS510, LIS511, LIS512, LIS513, LIS515, LIS516, LIS517, LIS519, LIS523, LIS524, LIS525, LIS532, LIS534, LIS535, LIS536, , LIS561, LIS562, LIS563, LIS566, LIS567, LIS568, LIS569, LIS583, LIS584, LIS586, LIS587, LIS589

4B

The application of information, communication, assistive, and related technology and tools consistent with professional ethics and prevailing service norms and applications.

Graduates have the domain knowledge and skills required to carry out information functions. Including information needs assessment, collection management, knowledge organization, information technology, user services, and pedagogy and information literacy instruction.

LIS505, LIS506, LIS518, LIS571, LIS581/585 LIS509, LIS510, LIS511, LIS512, LIS513, LIS515, LIS516, LIS517, LIS523, LIS524, LIS525, LIS532, LIS534, LIS535, LIS536, , LIS561, LIS562, LIS563, LIS566, LIS567, LIS568, LIS569, LIS583, LIS584, LIS586, LIS587, LIS589

2

Department of Library and Information Studies “Transforming lives through information”

University at Buffalo Program Presentation Spring 2012

Standard II. Curriculum.

APPENDIX A2-12

Table App.II.3. ALA Core Competences Mapped to UB LIS Program Objectives and LIS Courses. ALA Core Competency

UB LIS Program Objective

LIS Courses

4C

The methods of assessing and evaluating the specifications, efficacy, and cost efficiency of technology-based products and services.

2

Graduates have the domain knowledge and skills required to carry out information functions. Including information needs assessment, collection management, knowledge organization, information technology, user services, and pedagogy and information literacy instruction.

LIS505, LIS506, LIS518, LIS571, LIS581/585 LIS509, LIS510, LIS511, LIS512, LIS513,LIS515, LIS516, LIS517, LIS519, LIS524, LIS525, LIS532, LIS534, LIS535, LIS536, LIS561, LIS562, LIS563, LIS566, LIS567, LIS568, LIS569, LIS583, LIS584, LIS586, LIS587, LIS589

4D

The principles and techniques necessary to identify and analyze emerging technologies and innovations in order to recognize and implement relevant technological improvements.

2

Graduates have the domain knowledge and skills required to carry out information functions. Including information needs assessment, collection management, knowledge organization, information technology, user services, and pedagogy and information literacy instruction.

LIS505, LIS506, LIS518, LIS571, LIS581/585 LIS509, LIS510, LIS511, LIS512, LIS513, LIS515, LIS516, LIS517, LIS519, LIS524, LIS525, LIS532, LIS534, LIS535, LIS536, LIS561, LIS562, LIS563, LIS566, LIS567, LIS568, LIS569, LIS583, LIS584, LIS586, LIS587, LIS589

5

Reference and User Services

5A

The concepts, principles, and techniques of reference and user services that provide access to relevant and accurate recorded knowledge and information to individuals of all ages and groups.

2

Graduates have the domain knowledge and skills required to carry out information functions. Including information needs assessment, collection management, knowledge organization, information technology, user services, and pedagogy and information literacy instruction.

LIS505, LIS506, LIS518, LIS571, LIS581/585 LIS509, LIS510, LIS511, LIS512, LIS513, LIS514, LIS515, LIS516, LIS517, LIS520, LIS523, LIS524, LIS525, LIS532, LIS534, LIS535, LIS536, LIS542, LIS561, LIS563, LIS566, LIS567, LIS568, LIS569, LIS583, LIS584, LIS586, LIS587, LIS589

Department of Library and Information Studies “Transforming lives through information”

University at Buffalo Program Presentation Spring 2012

Standard II. Curriculum.

APPENDIX A2-13

Table App.II.3. ALA Core Competences Mapped to UB LIS Program Objectives and LIS Courses. ALA Core Competency

UB LIS Program Objective

LIS Courses

5B

Techniques used to retrieve, evaluate, and synthesize information from diverse sources for use by individuals of all ages and groups.

2

Graduates have the domain knowledge and skills required to carry out information functions. Including information needs assessment, collection management, knowledge organization, information technology, user services, and pedagogy and information literacy instruction.

LIS505, LIS506, LIS518, LIS571, LIS581/585 LIS509, LIS510, LIS511, LIS512, LIS513, LIS515, LIS516, LIS517, LIS520, LIS523, LIS524, LIS525, LIS532, LIS534, LIS535, LIS536, LIS542, LIS561, LIS563, LIS566, LIS567, LIS568, LIS569, LIS583, LIS584, LIS586, , LIS589

5C

The methods used to interact successfully with individuals of all ages and groups to provide consultation, mediation, and guidance in their use of recorded knowledge and information.

2

Graduates have the domain knowledge and skills required to carry out information functions. Including information needs assessment, collection management, knowledge organization, information technology, user services, and pedagogy and information literacy instruction.

LIS505, LIS506, LIS518, LIS571, LIS581/585 LIS509, LIS510, LIS511, LIS512, LIS513, LIS515, LIS516, LIS517, LIS520, LIS523, LIS524, LIS525, LIS532, LIS534, LIS535, LIS536, LIS542, LIS566, LIS567, LIS568, LIS583, LIS584, LIS586, LIS589

5D

Information literacy/information competence techniques and methods, numerical literacy, and statistical literacy.

2

Graduates have the domain knowledge and skills required to carry out information functions. Including information needs assessment, collection management, knowledge organization, information technology, user services, and pedagogy and information literacy instruction.

LIS505, LIS506, LIS518, LIS571, LIS581/585 LIS509, LIS510, LIS511, LIS512, LIS513, LIS515, LIS516, LIS517, LIS520, LIS523, LIS524, LIS525, LIS532, LIS534, LIS535, LIS536, LIS566, LIS567, LIS568, LIS583, LIS584, LIS586, LIS589

Department of Library and Information Studies “Transforming lives through information”

University at Buffalo Program Presentation Spring 2012

Standard II. Curriculum.

APPENDIX A2-14

Table App.II.3. ALA Core Competences Mapped to UB LIS Program Objectives and LIS Courses. ALA Core Competency

UB LIS Program Objective

LIS Courses

5E

The principles and methods of advocacy used to reach specific audiences to promote and explain concepts and services.

2

Graduates have the domain knowledge and skills required to carry out information functions. Including information needs assessment, collection management, knowledge organization, information technology, user services, and pedagogy and information literacy instruction.

LIS505, LIS506, LIS518, LIS571, LIS581/585 LIS509, LIS510, LIS511, LIS512, LIS513, LIS523, LIS524, LIS525, LIS531, LIS532, LIS534, LIS535, LIS536, LIS537, LIS542, LIS568, LIS583, LIS584, LIS586, LIS587, LIS589

5F

The principles of assessment and response to diversity in user needs, user communities, and user preferences.

2

Graduates have the domain knowledge and skills required to carry out information functions. Including information needs assessment, collection management, knowledge organization, information technology, user services, and pedagogy and information literacy instruction.

LIS505, LIS506, LIS518, LIS571, LIS581/585 LIS509, LIS510, LIS511, LIS512, LIS513, LIS519., LIS523, LIS524, LIS525, LIS531, LIS532, LIS534, LIS535, LIS536, LIS537, LIS542, LIS568, LIS583, LIS584, LIS586, LIS587, LIS589

5G

The principles and methods used to assess the impact of current and emerging situations or circumstances on the design and implementation of appropriate services or resource development.

2

Graduates have the domain knowledge and skills required to carry out information functions. Including information needs assessment, collection management, knowledge organization, information technology, user services, and pedagogy and information literacy instruction.

LIS505, LIS506, LIS518, LIS571, LIS581/585 LIS509, LIS510, LIS511, LIS512, LIS513, , LIS519, LIS524, LIS525, LIS532, LIS534, LIS535, LIS536, LIS561, LIS563, LIS566, LIS567, LIS568, LIS569, LIS583, LIS584, LIS586, LIS587, LIS589

6

Research

6A

The fundamentals of quantitative and qualitative research methods.

3

Graduates have general knowledge and skills needed across professions. Skills in management, communication and collaboration, research, and critical thinking.

LIS505, LIS506, LIS581/585 LIS587, LIS575

Department of Library and Information Studies “Transforming lives through information”

University at Buffalo Program Presentation Spring 2012

Standard II. Curriculum.

APPENDIX A2-15

Table App.II.3. ALA Core Competences Mapped to UB LIS Program Objectives and LIS Courses. ALA Core Competency

UB LIS Program Objective

LIS Courses

6B

The central research findings and research literature of the field.

1

Graduates understand the foundations of library and information studies. The nature of information, its historical roots as well as its generation, organization, and dissemination to and use by individuals, organizations, and society.

LIS505, LIS506, LIS518, LIS571, LIS581/585 LIS509, LIS510, LIS534, LIS535, LIS536, LIS542, LIS570, LIS580, LIS587

6C

The principles and methods used to assess the actual and potential value of new research.

3

Graduates have general knowledge and skills needed across professions. Skills in management, communication and collaboration, research, and critical thinking.

LIS505, LIS506, LIS581/585 LIS510, LIS513, LIS516, LIS523, LIS524, LIS531, LIS535, LIS561, LIS563, LIS570, LIS584, LIS586,LIS587, LIS575

7

Continuing Education and Lifelong Learning

7A

The necessity of continuing professional development of practitioners in libraries and other information agencies.

4

Graduates understand the nature of the library and information profession and the roles, responsibilities, and values of library and information professionals and are prepared to put professional values into practice.

LIS505, LIS506, LIS518, LIS581/585 LIS509, LIS510, LIS511, LIS512, LIS513, LIS515, LIS516, LIS517, LIS523, LIS524, LIS525, LIS531, LIS532, LIS535, LIS536, LIS567, LIS580, LIS583, LIS584, LIS586, LIS587

Department of Library and Information Studies “Transforming lives through information”

University at Buffalo Program Presentation Spring 2012

Standard II. Curriculum.

APPENDIX A2-16

Table App.II.3. ALA Core Competences Mapped to UB LIS Program Objectives and LIS Courses. ALA Core Competency 7B

7C

The role of the library in the lifelong learning of patrons, including an understanding of lifelong learning in the provision of quality service and the use of lifelong learning in the promotion of library services.

Learning theories, instructional methods, and achievement measures; and their application in libraries and other information agencies.

UB LIS Program Objective

LIS Courses

2

Graduates have the domain knowledge and skills required to carry out information functions. Including information needs assessment, collection management, knowledge organization, information technology, user services, and pedagogy and information literacy instruction.

LIS505, LIS506, LIS518, LIS571, LIS581/585 LIS509, LIS510, LIS511, LIS512, LIS513, LIS515, LIS516, LIS517, LIS522, LIS523, LIS524, LIS525, LIS531, LIS532, LIS534, LIS535, LIS536, LIS537, LIS561, LIS563, LIS566, LIS567, LIS568, LIS569, LIS584, LIS586, LIS587, LIS589

4

Graduates understand the nature of the library and information profession and the roles, responsibilities, and values of library and information professionals and are prepared to put professional values into practice.

LIS505, LIS506, LIS518, LIS581/585 LIS509, LIS510, LIS511, LIS512, LIS513, LIS515, LIS516, LIS517, LIS523, LIS524, LIS525, LIS531, LIS532, LIS535, LIS536, LIS567, LIS580, LIS583, LIS584, LIS586, LIS587

2

Graduates have the domain knowledge and skills required to carry out information functions. Including information needs assessment, collection management, knowledge organization, information technology, user services, and pedagogy and information literacy instruction.

LIS505, LIS506, LIS518, LIS571, LIS581/585 LIS515, LIS516, LIS517, LIS523, LIS524, LIS525, LIS532, LIS534, LIS535, LIS536, LIS537, LIS542, LIS567, LIS568, , LIS583, LIS584, LIS586, LIS587, LIS589

Department of Library and Information Studies “Transforming lives through information”

University at Buffalo Program Presentation Spring 2012

Standard II. Curriculum.

APPENDIX A2-17

Table App.II.3. ALA Core Competences Mapped to UB LIS Program Objectives and LIS Courses. ALA Core Competency 7D

The principles related to the teaching and learning of concepts, processes and skills used in seeking, evaluating, and using recorded knowledge and information.

8

Administration and Management

8A

UB LIS Program Objective

LIS Courses

2

Graduates have the domain knowledge and skills required to carry out information functions. Including information needs assessment, collection management, knowledge organization, information technology, user services, and pedagogy and information literacy instruction.

LIS505, LIS506, LIS518, LIS571, LIS581/585 LIS509, LIS510, LIS511, LIS512, LIS513, LIS515, LIS516, LIS517, LIS523, LIS524, LIS525, LIS532, LIS534, LIS535, LIS536, LIS542, LIS561, LIS563, LIS566, LIS567, LIS568, LIS569, LIS583, LIS584, LIS586, LIS587, LIS589

The principles of planning and budgeting in libraries and other information agencies.

3

Graduates have general knowledge and skills needed across professions. Skills in management, communication and collaboration, research, and critical thinking.

LIS581/585 LIS509, LIS510, LIS513, LIS516, LIS523, LIS524, LIS525, LIS531, LIS570, LIS583, LIS584, LIS586, LIS587

8B

The principles of effective personnel practices and human resource development.

3

Graduates have general knowledge and skills needed across professions. Skills in management, communication and collaboration, research, and critical thinking.

LIS505, LIS581/585 LIS510, LIS513, LIS516, LIS523, LIS524, LIS525, LIS531, LIS570, LIS583, LIS584, LIS586, LIS587

8C

The concepts behind, and methods for, assessment and evaluation of library services and their outcomes.

2

Graduates have the domain knowledge and skills required to carry out information functions. Including information needs assessment, collection management, knowledge organization, information technology, user services, and pedagogy and information literacy instruction.

LIS505, LIS506, LIS518, LIS571, LIS581/585 LIS509, LIS510, LIS511, LIS512, LIS513, LIS523, LIS524, LIS525, LIS532, LIS534, LIS535, LIS536, LIS542, LIS561, LIS563, LIS566, LIS567, LIS568, LIS569, LIS583, LIS584, LIS586, LIS587, LIS589

Department of Library and Information Studies “Transforming lives through information”

University at Buffalo Program Presentation Spring 2012

Standard II. Curriculum.

APPENDIX A2-18

Table App.II.3. ALA Core Competences Mapped to UB LIS Program Objectives and LIS Courses. ALA Core Competency 8D

The concepts behind, and methods for, developing partnerships, collaborations, networks, and other structures with all stakeholders and within communities served.

UB LIS Program Objective 3

Graduates have general knowledge and skills needed across professions. Skills in management, communication and collaboration, research, and critical thinking.

LIS Courses LIS505, LIS581/585 LIS510, LIS513, LIS516, LIS523, LIS524, LIS525, LIS531, LIS534, LIS535, LIS536, LIS5LIS536, LIS542, LIS561, LIS563, LIS583, LIS584, LIS586, LIS587

Department of Library and Information Studies “Transforming lives through information”

University at Buffalo Program Presentation Spring 2012

Standard II. Curriculum.

APPENDIX A2-19

Figure App.II.1A. Suggested Functional Specializations Within the Master of Library Science. Suggested Programs Specializations Within the Master of Library Science. Required LIS505 Introduction to Library and Information Studies LIS506 Introduction to Information Technology LIS518 Reference Sources and Services LIS571 Organization and Control of Recorded Information LIS581 Management of Libraries and Information Agencies OR LIS585 Management of School Library Media Centers Except for School Library Media Centers, the courses for each specialization are suggestions, not requirements. Review this Guide and use it as the basis for consultation with faculty prior to submitting a Plan of Study.

➤ Courses Applicable to Most Specializations LIS570 History of Libraries and Media LIS575 Introduction to Research Methods LIS580 Intellectual Freedom

LIS526 Practicum LIS527 Special Projects LIS598 Directed Study LIS599 Thesis

For Specializations ➤ Useful for Selection/Collection Development LIS519 Selection, Acquisition and Management of Non-Book Materials LIS522 International Publishing and Bibliography LIS536 Multicultural and Special Population Materials for Children and Young Adults LIS580 Intellectual Freedom LIS587 Collection Development

➤ Useful for Information organization including Cataloging and Classification LIS513 Records Management LIS514 Indexing and Surrogation LIS574 Organization and Control of Recorded Information II

➤ Useful for Reference Service LIS511 Materials of Legal Practice LIS512 Legal Information Sources LIS523 User Education LIS563 Digital Libraries LIS567 Government Information LIS566 Digital Information Retrieval One or more from this group: LIS515 Information Sources and Services in the Sciences LIS516 Information Sources and Services in the Social Sciences LIS517 Information Sources and Services in the Humanities LIS520 Business Information Sources

➤ Useful for Information Technologies LIS514 Indexing and Surrogation LIS561 Information System Analysis and Design LIS562 Networking Technologies LIS563 Digital Libraries LIS566 Digital Information Retrieval LIS569 Data Management Systems Also consider courses in related departments, e.g. Computer Science, Communication, etc.

Department of Library and Information Studies “Transforming lives through information”

University at Buffalo Program Presentation Spring 2012

Standard II. Curriculum.

APPENDIX A2-20

Figure App.II.1B Type of Library Specializations Within the Master of Library Science. For Types of Libraries/Information Centers ➤ Public Libraries (Erie County Civil Service Rating for Librarian I www.gse.buffalo.edu/programs/lis/public_buffalo.asp) LIS519 Selection, Acquisition and Management of Non-Book Materials LIS531 Marketing of Information Services LIS580 Intellectual Freedom LIS583 Public Libraries LIS587 Collection Development One or more from this group LIS534 Resources and Services for Children LIS535 Resources and Services for Young Adults LIS536 Multicultural and Special Population Materials for Children and Young Adults LIS537 Storytelling LIS542 Resources and Services for Adults

➤ Academic Libraries LIS512 Legal Information Sources LIS522 International Publishing and Bibliography LIS523 User Education LIS567 Government Information LIS584 Academic and Research Libraries LIS587 Collection Development One or more from this group LIS515 Information Sources and Services in the Sciences LIS516 Information Sources and Services in the Social Sciences LIS517 Information Sources and Services in the Humanities

➤ School Library Media Centers See separate information sheet.

➤ Special Libraries / Information Centers • Music (See Special Brochure on LIS’s Music Librarianship Program)

• Health Sciences LIS515 Information Sources and Services in the Sciences LIS519 Selection, Acquisition and Management of Non-Book Materials LIS566 Digital Information Retrieval LIS586 Health Science Librarianship •

Technical/corporate LIS509 Introduction to Archives Management LIS510 Law Library Administration LIS512 Legal Information Sources LIS513 Records Management LIS514 Indexing and Surrogation LIS515 Information Sources and Services in the Sciences LIS520 Business Information Sources LIS559 Systems Administration–UNIX, Linux and Web Servers LIS562 Networking Technologies LIS563 Digital Libraries LIS566 Digital Information Retrieval LIS567 Government Information LIS569 Data Management Systems

(8/09)

Department of Library and Information Studies “Transforming lives through information”

University at Buffalo Program Presentation Spring 2012

Standard II. Curriculum.

APPENDIX A2-21

Figure App.II.2A. The Plan of Study of a Student Who Specialized in Public Librarianship, Specifically Children’s Services.

Department of Library and Information Studies “Transforming lives through information”

University at Buffalo Program Presentation Spring 2012

Standard II. Curriculum.

APPENDIX A2-22

Figure App.II.2B. The Plan of Study of a Student Who is Focusing on Special Collections and/or Archives.

Department of Library and Information Studies “Transforming lives through information”

University at Buffalo Program Presentation Spring 2012

Standard II. Curriculum.

APPENDIX A2-23

Figure App.II.2C. The Plan of Study of a Student Specializing in Health Sciences Librarianship.

Department of Library and Information Studies “Transforming lives through information”

University at Buffalo Program Presentation Spring 2012

Standard II. Curriculum.

APPENDIX A2-24

Figure App.II.2D. The Plan of Study of a Student Specializing in the Dual MA Music/MLS Music Librarianship Specialization.

Department of Library and Information Studies “Transforming lives through information”

University at Buffalo Program Presentation Spring 2012

Standard II. Curriculum.

APPENDIX A2-25

Figure App.II.3. Buffalo and Erie Country Civil Service Requirements.

Department of Library and Information Studies “Transforming lives through information”

University at Buffalo Program Presentation Spring 2012

Standard II. Curriculum.

APPENDIX A2-26

Table App.II.4A. Three-Year Course Plan - On Campus Program. Su2012 Fa2012

Sp2013

Su2013

Fa2013

Sp2014

Su2014 Fa2014

Sp2015

LIS 500 LIS 505 LIS 506 LIS 534 LIS 535 LIS 537 LIS 586 LIS 589

LIS 500 LIS 505 LIS 506 LIS 509 LIS 510 LIS 511 LIS 514 LIS 515 LIS 516 LIS 518 LIS 520 LIS 523 LIS 524 LIS 525 LIS 531 LIS 532 LIS 534 LIS 535 LIS 537 LIS 538 LIS 542 LIS 562 LIS 563 LIS 566 LIS 567 LIS 568 LIS 569 LIS 571 LIS 581 LIS 583 LIS 584 LIS 585 LIS 588

LIS 500 LIS 505 LIS 506 LIS 534 LIS 535 LIS 537 LIS 570* LIS 574 LIS 586 LIS 589

LIS 500 LIS 501 LIS 505 LIS 506 LIS 512 LIS 513 LIS 517 LIS 518 LIS 519 LIS 522* LIS 523 LIS 524 LIS 525 LIS 532 LIS 534 LIS 535 LIS 536 LIS 542 LIS 559* LIS 561 LIS 566 LIS 568 LIS 571 LIS 575 LIS 580 LIS 581 LIS 585 LIS 587 LIS 589

LIS 500 LIS 505 LIS 506 LIS 509 LIS 511 LIS 514 LIS 515 LIS 516 LIS 518 LIS 520 LIS 523 LIS 524 LIS 525 LIS 531 LIS 532 LIS 534 LIS 535 LIS 537 LIS 538 LIS 542 LIS 563 LIS 566 LIS 567 LIS 568 LIS 569 LIS 571 LIS 581 LIS 583 LIS 584 LIS 585 LIS 588

LIS 500 LIS 505 LIS 506 LIS 534 LIS 535 LIS 537 LIS 574 LIS 586 LIS 589

LIS 500 LIS 505 LIS 506 LIS 509 LIS 510* LIS 511 LIS 514 LIS 515 LIS 516 LIS 518 LIS 520 LIS 523 LIS 524 LIS 525 LIS 531 LIS 532 LIS 534 LIS 535 LIS 537 LIS 538 LIS 542 LIS 562* LIS 563 LIS 566 LIS 567 LIS 568 LIS 569 LIS 571 LIS 581 LIS 583 LIS 584 LIS 585 LIS 588

LIS 500 LIS 501 LIS 505 LIS 506 LIS 512 LIS 513 LIS 517 LIS 518 LIS 519 LIS 523 LIS 524 LIS 525 LIS 532 LIS 534 LIS 535 LIS 536 LIS 542 LIS 561 LIS 566 LIS 568 LIS 571 LIS 575 LIS 580 LIS 581 LIS 585 LIS 587 LIS 589

LIS 505 LIS 506 LIS 512 LIS 513 LIS 517 LIS 518 LIS 519 LIS 523 LIS 524 LIS 525 LIS 532 LIS 534 LIS 535 LIS 536 LIS 542 LIS 561 LIS 566 LIS 568 LIS 571 LIS 575 LIS 580 LIS 581 LIS 585 LIS 587 LIS 589

* Denotes elective courses offered bi-annually

Department of Library and Information Studies “Transforming lives through information”

University at Buffalo Program Presentation Spring 2012

Standard II. Curriculum.

APPENDIX A2-27

Table App.II.4B. Three-Year Course Plan - Online Programs. Su2012

Fa2012

Sp2013

Su2013

Fa2013

Sp2014

Su2014

Fa2014

Sp2015

REF2010* LIS515 LIS517 REF2011 LIS516

REF2011 LIS566

REF2011 LIS581

REF2011* LIS515

LIS587

LIS567

LIS523

LIS517

REF2012 LIS505

REF2012 LIS518

REF2012 LIS587

REF2012 LIS566

REF2012 LIS523

REF2012* LIS515

LIS506

LIS571

LIS516

LIS567

LIS581

LIS517

REF2013 LIS505

REF2013 LIS518

REF2013 LIS516

REF2013 LIS566

REF2013 LIS523

LIS506

LIS571

LIS587

LIS567

LIS581

REF2014 LIS505

REF2014 LIS518

LIS524

LIS571

LMS2011 LIS506

LMS2011 LIS532

LMS2011 LIS585

LMS2011 LIS535

LMS2011* LIS525 - E,S,P

LIS571

LIS568

LIS534

LIS500

LMS2012 LIS505

LMS2012 LIS518

LMS2012 LIS506

LMS2012 LIS532

LMS2012 LIS585

LMS2012 LIS535

LIS524

LIS538

LIS571

LIS568

LIS534

LIS500

LMS2013 LIS505

LMS2013 LIS518

LMS2013 LIS506

LMS2013 LIS532

LMS2013 LIS534

LIS524

LIS538

LIS571

LIS568

LIS585

LMS2012* LIS525 - E,S,P

*Completes program at end of this semester

Department of Library and Information Studies “Transforming lives through information”

University at Buffalo Program Presentation Spring 2012

Standard II. Curriculum.

APPENDIX A2-28

Table App.II.5. Examples of Area Institutions Where LIS Students are Continually Working in Practicum Situations and as Volunteers. Academic Libraries • UB Lockwood Library • UB Music Library • UB Health Sciences Library • UB Sears Law Library • UB Poetry and Special Collections • UB Central Technical Services • Buffalo State College • Canisius College • D’Youville College • Daemen College • Hilbert College • Trocaire College • Erie Community College • Finger Lakes Community College • Monroe Community College • Niagara University • University of Rochester • Rochester Institute of Technology • Nazareth College Public Libraries • Buffalo and Erie County Public Library (BECPL) system, Central, Audubon and other suburban and city branches. • Monroe County Public Library (Rochester), specifically the Rochester Central, Brighton and other suburban branches.

Hospital Libraries • Sister’s Hospital (Buffalo) • Kaleida Health System (Buffalo) • WNY Children’s Psychiatric Center Special Libraries • Buffalo and Erie Co. Historical Society • Albright Knox Art Gallery • WNED Public Radio • George Eastman House • Genesee Country Museum • Niagara County Historian’s Office • WNY Book Arts Collective Corporate Libraries/Info agencies • Bureau Veritas • Center for Inquiry • Army Corp of Engineers (Buffalo) • CH3 Biosystems Community Center/Neighborhood Libraries • Grant Street Neighborhood Center • Brighton Community Center (Tonawanda) • Cazenovia Community Center • Holland Reading Center (Holland, NY)

Department of Library and Information Studies “Transforming lives through information”

University at Buffalo Program Presentation Spring 2012

Standard II. Curriculum.

APPENDIX A2-29

Table App.II.6. Professional Standards. Program area

Standard used

Academic Libraries

The ALA Association of College and Research Libraries (ACRL) Standards for Libraries in Higher Education (June 2004 – the October 2011 standards will soon be introduced) and Guidelines for University Library Services to Undergraduate Students (June 2005): http://www.ala.org/acrl/standards/standardslibraries

Reference and User Services

The ALA Reference & User Services Association (RUSA) Professional Competencies for Reference and User Services Librarians guidelines found at http://www.ala.org/rusa/resources/guidelines/professional

Archives and Records management

SAA 2011 (Society for American Archivist) Guidelines for a Graduate Program in Archival Studies http://www2.archivists.org/gpas

Health Sciences Librarianship

Medical Library Association (AAHSL) Competencies for Lifelong Learning and Professional Success: The Educational Policy Statement of the Medical Library Association (2007). http://www.mlanet.org/education/policy/

LMS certification

American Association of School Librarians (AASL) policy statement. Standards for the 21st Century Learner (2007). http://www.ala.org/ala/mgrps/divs/aasl/guidelinesandstandards/learningstandar ds/standards.cfm New York State Education Department requirements for LMS certification

Music Librarianship

Music Library Association (MLA) Mission Statement (MLA, 2008): http://musiclibraryassoc.org/about.aspx?id=109

Law Librarianship

AALL Competencies of Law Librarianship (Revised 2010). http://www.aallnet.org/main-menu/LeadershipGovernance/policies/PublicPolicies/competencies.html

Department of Library and Information Studies “Transforming lives through information”

University at Buffalo Program Presentation Spring 2012

Standard II. Curriculum.

APPENDIX A2-30

Table App.II.7. Course Offerings Summer 2009 – Spring 2012. 2009 Sum

2009 Fall

LIS 501 Pedagogy For Slm Librns LIS 506 Intro To Info Technology LIS 518 Reference Srcs & Svcs LIS 525 School Media Ctr Prac LIS 535 Resrces & Srvcs Yng Adult LIS 538 Pedagogy For Slms LIS 571 Org Of Recorded Info 1 LIS 574 Org Of Recorded Info 2 LIS 581 Mgmt Of Lib & Info Agencs LIS 586 Health Sci Librarianship LIS 589 Music Librarianship 2

During the 2009-10 academic year, UB LIS offered 64 courses in 79 sections.

LIS 505 Intro To Libr & Info Stud LIS 506 Intro To Info Technology LIS 512 Legal Info Srcs LIS 514 Indexing And Surrogation LIS 517 Info Source In Humanities LIS 518 Reference Srcs & Svcs LIS 519 Sel Acq Mgmt Non Book Mat LIS 523 User Education LIS 524 Smc Field Experience LIS 525 School Media Ctr Prac LIS 531 Marketing Of Info Srvcs LIS 532 Curric Role Of Media Spec LIS 534 Resrces & Srvcs For Child LIS 535 Resrces & Srvcs Yng Adult LIS 536 Multicultural Materials LIS 561 Info Syst Anal And Des LIS 566 Digital Info Retrieval LIS 568 Computer Applic In Slmc LIS 571 Org Of Recorded Info 1 LIS 575 Intro To Research Meth LIS 581 Mgmt Of Lib & Info Agencs LIS 585 Mgt School Library Media LIS 587 Collection Development LIS 589 Music Librarianship 2 LIS 702 Map Cataloging (Con’t. Ed.) LIS 703 Web 2.0 In The Classroom (Con’t. Ed.) LIS 705 Cataloging For Schl Librns (Con’t. Ed.)

2010 Spring LIS 505 Intro To Libr & Info Stud LIS 506 Intro To Info Technology LIS 509 Intro To Archives Mgt LIS 510 Law Library Admin LIS 511 Mtrls Of Legal Practice LIS 518 Reference Srcs & Svcs LIS 520 Bus Info Sources LIS 522 International Publishing LIS 524 Smc Field Experience LIS 525 School Media Ctr Prac LIS 532 Curric Role Of Media Spec LIS 534 Resrces & Srvcs For Child LIS 535 Resrces & Srvcs Yng Adult LIS 562Networking Technologies LIS 563 Digital Libraries LIS 566 Digital Info Retrieval LIS 567 Government Information LIS 568 Computer Applic In Slmc LIS 569 Data Base Systems LIS 571 Org Of Recorded Info 1 LIS 580 Intellectual Freedom LIS 581 Mgmt Of Lib & Info Agencs LIS 583 Public Libraries LIS 584 Acad & Research Libraries LIS 585 Mgt School Library Media LIS 588 Music Librarianship 1

Department of Library and Information Studies “Transforming lives through information”

University at Buffalo Program Presentation Spring 2012

Standard II. Curriculum.

APPENDIX A2-31

Table App.II.7. Course Offerings Summer 2009 – Spring 2012. 2010 Sum

2010 Fall

LIS 505 Intro To Libr & Info Stud LIS 506 Intro To Info Technology LIS 518 Reference Srcs & Svcs LIS 525 School Media Ctr Prac LIS 535 Resrces & Srvcs Yng Adult LIS 538 Pedagogy For Slms LIS 571 Org Of Recorded Info 1 LIS 581 Mgmt Of Lib & Info Agencs LIS 586 Health Sci Librarianship LIS 589 Music Librarianship 2

LIS 505 Intro To Libr & Info Stud LIS 506 Intro To Info Technology LIS 512 Legal Info Srcs LIS 513 Records Management LIS 516 Info Sources In Socl Sci LIS 517 Info Source In Humanities LIS 518 Reference Srcs & Svcs LIS 519 Sel Acq Mgmt Non Book Mat LIS 522 International Publishing LIS 523 User Education LIS 524 Smc Field Experience LIS 525 School Media Ctr Prac LIS 532 Curric Role Of Media Spec LIS 534 Resrces & Srvcs For Child LIS 535 Resrces & Srvcs Yng Adult LIS 537 Storytelling LIS 561 Info Syst Anal And Des LIS 566 Digital Info Retrieval LIS 568 Computer Applic In Slmc LIS 571Org Of Recorded Info 1 LIS 575 Intro To Research Meth LIS 580 Intellectual Freedom LIS 581 Mgmt Of Lib & Info Agencs LIS 585 Mgt School Library Media LIS 587 Collection Development LIS 589 Music Librarianship 2 LIS 703 Web 2.0 In The Classroom (Con’t. Ed.) LIS 704 Access To Novelny Datak-5 (Con’t. Ed.) LIS 706 Teach Inter Use, Eth, Safety (Con’t. Ed.)

2011 Spring LIS 505 Intro To Libr & Info Stud LIS 506 Intro To Info Technology LIS 509 Intro To Archives Mgt LIS 511 Mtrls Of Legal Practice LIS 514 Indexing And Surrogation LIS 515 Info Sources In Sciences LIS 518 Reference Srcs & Svcs LIS 524 Smc Field Experience LIS 525 School Media Ctr Prac LIS 531 Marketing Of Info Srvcs LIS 532 Curric Role Of Media Spec LIS 534 Resrces & Srvcs For Child LIS 535 Resrces & Srvcs Yng Adult LIS 563 Digital Libraries LIS 567 Government Information LIS 568 Computer Applic In Slmc LIS 569 Data Base Systems LIS 571 Org Of Recorded Info 1 LIS 581 Mgmt Of Lib & Info Agencs LIS 583 Public Libraries LIS 584 Acad & Research Libraries LIS 585 Mgt School Library Media LIS 588 Music Librarianship 1

During the 2010-11 academic year, UB LIS offered 62 courses in 85 sections including 3 continuing education courses.

Department of Library and Information Studies “Transforming lives through information”

University at Buffalo Program Presentation Spring 2012

Standard II. Curriculum.

APPENDIX A2-32

Table App.II.7. Course Offerings Summer 2009 – Spring 2012. 2011 Sum LIS 500 Special Topics LIS 505 Intro To Libr & Info Stud LIS 506 Intro To Info Technology LIS 516 Social Sciences LIS 535 Resrces & Srvcs Yng Adult LIS 537 Storytelling LIS 538 Pedagogy for SLMS LIS 574 Org Of Recorded Info 2 LIS 586 Health Sci Librarianship LIS 587 Collection Development LIS 589 Music Librarianship 2

During the 2011-12 academic year, UB LIS offered 72 courses in 102 sections including 4 continuing education courses and 3 special topics.

2011Fall LIS 500 Special Topics-Creating A Prof Portfolio LIS 501 Special Topics-Pub Lib Srving Youth Dis LIS 505 Intro To Libr & Info Stud LIS 506 Intro To Info Technology LIS 512 Legal Info Srcs LIS 513 Records Management LIS 517 Info Source In Humanities LIS 518 Reference Srcs & Svcs LIS 519 Sel Acq Mgmt Non Book Mat LIS 523 User Education LIS 524 Smc Field Experience LIS 525 School Media Ctr Prac LIS 532 Curric Role Of Media Spec LIS 534 Resrces & Srvcs For Child LIS 535 Resrces & Srvcs Yng Adult LIS 536 Multicultural Materials LIS 542 Resrces & Srvcs For Adult LIS 561 Info Syst Anal And Des LIS 566 Digital Info Retrieval LIS 567 Government Information LIS 568 Computer Applic In Slmc LIS 571 Org Of Recorded Info 1 LIS 580 Intellectual Freedom LIS 581 Mgmt Of Lib & Info Agencs LIS 585 Mgt School Library Media LIS 587 Collection Development LIS 589 Music Librarianship 2 LIS 703 Web 2.0 In The Classroom (Con’t. Ed.) LIS 704 Access To Novelny Data K-5 (Con’t. Ed.) LIS 705 Access To Novelny Data 7-12 (Con’t. Ed.) LIS 706 Teach Inter Use, Eth, Safety (Con’t. Ed.)

2012 Spring LIS 500 Special Topics LIS 500 Special Topics-Creating A Prof Portfolio LIS 505 Intro To Libr & Info Stud LIS 506 Intro To Info Technology LIS 509 Intro To Archives Mgt LIS 511 Mtrls Of Legal Practice LIS 514 Indexing And Surrogation LIS 516 Info Sources In Socl Sci LIS 518 Reference Srcs & Svcs LIS 523 User Education LIS 524 Smc Field Experience LIS 525School Media Ctr Prac LIS 531 Marketing Of Info Srvcs LIS 532 Curric Role Of Media Spec LIS 534 Resrces & Srvcs For Child LIS 535 Resrces & Srvcs Yng Adult LIS 537 Storytelling LIS 538 Pedagogy for SLMS LIS 542 Resrces & Srvcs For Adult LIS 563 Digital Libraries LIS 566 Digital Info Retrieval LIS 567 Government Information LIS 568 Computer Applic In Slmc LIS 569 Data Base Systems LIS 571 Org Of Recorded Info 1 LIS 581 Mgmt Of Lib & Info Agencs LIS 583 Public Libraries LIS 584 Acad & Research Libraries LIS 585 Mgt School Library Media LIS 588 Music Librarianship 1

Department of Library and Information Studies “Transforming lives through information”

University at Buffalo Program Presentation Spring 2012

Standard III. Faculty.

APPENDIX A3-1

APPENDIX III Contents Table App.III.1. Courses taught by LMS Program Coordinator, Summer 2009–Fall 2011 Table App.III.2. Part-Time Faculty Teaching Competences, Summer 2009-Spring 2012. Table App.III.3. LIS Junior Faculty Mentoring Policy. Table App.III.4. LIS Pre-tenured Faculty Mentors, 2012. Table App.III.5. Faculty Service on LIS and GSE Committees, Summer 2009–Spring 2012. Table App.III.6. Faculty Activities in Professional Organizations, 2009-2012 Table App.III.7. Grants Awarded to Faculty, Fall 2009–Fall 2011. Table App.III.8. Faculty Degrees. Table App.III.9. Notable Examples of Faculty Liaison with the Field.

Department of Library and Information Studies “Transforming lives through information”

University at Buffalo Program Presentation Spring 2012

Standard III. Faculty.

APPENDIX A3-2

Table App.III.1. Courses taught by LMS Program Coordinator, Summer 2009–Fall 2011. Course Title

Course Number

School Media Center Field Experience

LIS 524

School Media Center Practicum

LIS 525

Management of School Library Media Centers Pedagogy for School Librarians

LIS 585 LIS 538

Semester Fa2009, Sp2010 Fa2010, Sp2011 Fa2011 Su2009, Fa2009 Sp2010, Su2010 Fa2010, Sp2011 Fa2011, Sp2012 Fa2010 Su2009, Su2010 Su2011

Department of Library and Information Studies “Transforming lives through information”

University at Buffalo Program Presentation Spring 2012

Standard III. Faculty.

APPENDIX A3-3

Table App.III.2. Part–Time Faculty Teaching Competences, Summer 2009–Spring 2012. Instructor

Teaching Areas

Courses Taught

Semesters Taught

Susan Allen Dir. of Libr. & Academic Technology. Nichols School Buffalo, N.Y. Toni Baller School Library Media Specialist Pittsford, N.Y. Brenda Battleson, Biblio. Database Mgr. Univ. at Buffalo Buffalo, N.Y. Rebecca Belford Music Cataloger/ Ref. Librarian Univ. at Buffalo Buffalo, N.Y. Rand Bellavia Dir, Montante Library D'Youville College Buffalo, N.Y. David Bertuca Associate Librarian Univ. at Buffalo Buffalo, N.Y. Marie Bindeman Director Lockport Public Library Lockport, N.Y. Timothy Binga Center for Inquiry Libraries Amherst, N.Y.

Computer Applications in the School Library Media Center+

LIS 568+

Computer Applications in the School Library Media Center+

LIS 568+

Fa2009 Sp2010 Fa2010 Fa2011 Sp2011

Intro to Library & Info Studies;* Mgmt of Libraries & Info Agencies;* Academic & Research Libraries Collection Development Music Librarianship II

LIS 505* LIS 581* LIS 584 LIS 587 LIS589

Su2009 Fa2009 Sp2010 Su2010 Fa2011

Collection Development

LIS 587

Fa2011

Org. & Control of Recorded Information I*

LIS 571*

Su2009 Su2010

Public Libraries

LIS583

Sp2012

Digital Libraries

LIS 563

Sp2011

Department of Library and Information Studies “Transforming lives through information”

University at Buffalo Program Presentation Spring 2012

Standard III. Faculty.

APPENDIX A3-4

Table App.III.2. Part–Time Faculty Teaching Competences, Summer 2009–Spring 2012. Instructor

Teaching Areas

Courses Taught

Semesters Taught

Gwen Cassidy Youth Services Librarian Lancaster Public Library Lancaster, N.Y. Catherine Collier Instructional Designer Nazareth College Rochester, N.Y. Suzanne Colligan Dudley Branch Mgr. Buffalo & Erie Co. Public Library Buffalo, N.Y. Mary Joan Connelly School Lib Media Specialist (retired) Buffalo City School District Buffalo, N.Y. Cynthia Ehlers, Reference Librarian Univ. at Buffalo Buffalo, N.Y. Beverly Federspiel, Director City of Tonawanda Public Library Tonawanda, N.Y. James Gerland Director, Informatics Computing Univ. at Buffalo Heidi Ginal Librarian Heim Elementary School Williamsville, N.Y.

Resources and Services for Young Adults+

LIS 535+

Sp2011

Intro to Library & Info Studies*

LIS 505*

Fa2011 Sp2012

Government Information

LIS 567

Sp2010 Sp2011

Intro to Library & Info Studies* Mgmt of School Library Media Centers+

LIS 505* LIS585+

Sp2011 Fa2011 Sp2012

Intro to Library & Info Studies* Reference Sources and Services*

LIS 505* LIS 518*

Res & Services for Children+ Resources & Services for Adults

LIS 534+ LIS 542

Intro to Information Technology*

LIS 506*

Sp2010 Fa2010 Sp2011 Fa2011 Sp2010 Fa2010 Sp2011 Fa2011 Su2009 Fa2011

Storytelling

LIS 537

Department of Library and Information Studies “Transforming lives through information”

Su2011 Sp2012

University at Buffalo Program Presentation Spring 2012

Standard III. Faculty.

APPENDIX A3-5

Table App.III.2. Part–Time Faculty Teaching Competences, Summer 2009–Spring 2012. Instructor

Teaching Areas

Courses Taught

Semesters Taught

Christopher Harris Coordinator, School Library System, Genesee Valley BOCES Leroy, N.Y. Eugene Harvey Reference Librarian Buffalo State College Buffalo, N.Y. Kim Davies Hoffman Ref. & Instruction Libr. SUNY Geneseo Geneseo, N.Y. Christopher Hollister Associate Librarian Univ. at Buffalo Buffalo, N.Y. Jonathan Jiras Tech. Services Librarian RIT Libraries Rochester, N.Y. Michael Lavin Bus./Mgmt. Librarian Univ. at Buffalo Buffalo, N.Y. Maureen Lindstrom Assoc. Dir. for Info. Commons Buffalo State College Buffalo, N.Y. Charles Lyons Scholarly Com. & Elect. Res. Librarian Univ. at Buffalo

Intro to Library & Info Studies*

LIS 505

Fa2011

Academic & Research Libraries

LIS 584

Sp2011 Sp2012

Reference Sources and Services*

LIS 518*

Sp2012

Reference Sources and Services*

LIS 518*

Intro to Information Technology*

LIS 506*

Fa2009 Sp2011 Fa2011 Sp2012 Fa2011

Business Information Sources

LIS 520

Sp2010

Reference Sources and Services*

LIS 518*

Su2010

Digital Information Retrieval

LIS 566

Fa2011

Department of Library and Information Studies “Transforming lives through information”

University at Buffalo Program Presentation Spring 2012

Standard III. Faculty.

APPENDIX A3-6

Table App.III.2. Part–Time Faculty Teaching Competences, Summer 2009–Spring 2012. Instructor

Teaching Areas

Courses Taught

Semesters Taught

Michelle Manley Children’s Librarian Niagara Falls Public Library, Niagara Falls, N.Y. Catherine Marriott Director of Tech. & Info. Services, Orchard Park CDS Orchard Park, N.Y. Terrence McCormack Head, Koren Center Sears Law Library Univ. at Buffalo Buffalo, N.Y. Nancy Nuzzo Director Music Library & Special Collections Univ. at Buffalo Buffalo, N.Y. Jessica Purvis Media Librarian Genesee Valley BOCES Leroy, N.Y. Joseph Riggie Systems Librarian Erie Community College Buffalo, N.Y. Diane Riley Director Technical Services Nazareth College Rochester, N.Y.

Resources and Services for Children+

LIS 534+

Fa2009

Curriculum Role of the Media Specialist+

LIS 532+

Selection, Acquisition & Mgmt. of Non-Book Materials

LIS 519

Fa2009 Fa2010 Sp2011 Fa2011 Fa2009 Fa2010 Fa2011

Music Librarianship I & II

LIS588 LIS589

Fa2009, Sp2010 Fa2010, Sp2011 Su2011 Sp2012

School Media Center Practicum+

LIS525+ LIS538+

Fa2011 Sp2012

Intro to Information Technology*

LIS 506*

Su2010 Su2011

Org. & Control of Recorded Information I*

LIS 571*

Fa2009 Fa2010

Department of Library and Information Studies “Transforming lives through information”

University at Buffalo Program Presentation Spring 2012

Standard III. Faculty.

APPENDIX A3-7

Table App.III.2. Part–Time Faculty Teaching Competences, Summer 2009–Spring 2012. Instructor

Teaching Areas

Courses Taught

Semesters Taught

James Sahlem Executive Director Supreme Court Library Buffalo, N.Y. David Schoen Library Director Niagara University Niagara Univ, N.Y. Diane Schwartz, PhD Library Director Buffalo General Hospital, Buffalo, N.Y. Robin Sullivan Instructional Designer Univ. at Buffalo Buffalo, N.Y. James Tammaro Region 8 Adv. Officer (retired) NY State Archives Buffalo, N.Y. Elise Torre Electronic Res. & Services Librarian Trocaire College Buffalo, N.Y. Marcia Trauernicht Head of Cataloging RIT Libraries Rochester, N.Y. Cynthia Tysik Associate Librarian Univ. at Buffalo Buffalo, N.Y.

Law Library Administration Materials of Legal Practice Legal Information Sources

LIS510 LIS511 LIS512

Fa2009, Sp2010 Fa2010, Fa2011 Sp2012

Mgmt of Libr & Info Agencies*

LIS 581*

Sp2011

Health Sciences Librarianship

LIS 586

Intro to Information Technology*

LIS 506*

Su2009 Su2010 Su2011 Fa2010 Fa2011

Archives Administration Records Management

LIS509 LIS513

Fa2009, Fa2010 Fa2011 Sp2010, Sp2011

Intro to Library & Info Studies*

LIS505*

Su2010

Org. & Control of Recorded Information I*

LIS571*

Sp2010 Sp2011

Info Sources in the Humanities

LIS517

Fa2011

Department of Library and Information Studies “Transforming lives through information”

University at Buffalo Program Presentation Spring 2012

Standard III. Faculty.

APPENDIX A3-8

Table App.III.2. Part–Time Faculty Teaching Competences, Summer 2009–Spring 2012. Instructor

Teaching Areas

Marketing Of Information Services Patricia M. Uttaro Director, Monroe County Library System Rochester, N.Y. Information Sources in the Sciences A. Ben Wagner Associate Librarian, Univ. at Buffalo Buffalo, N.Y. Org. & Control of Recorded Information II Diane Ward Bartello Poetry Cataloger Special Collections Univ. at Buffalo Buffalo, N.Y. Resources and Services for Young Adults;+ Britt White Young Adult Librarian, Public Libraries Buffalo and Erie Co. Public Library Central Branch Buffalo, N.Y. User Education Andrew Yeager Info Literacy Librarian Medaille College Buffalo, N.Y. * Course is required for the MLS program. + Course is required for the LMS program.

Courses Taught

Semesters Taught

LIS531

Sp2012

LIS 515

Sp2011

LIS 574

Su2009

LIS535+

Su2009 Fa2009 Su2010, Sp2011 Su2011, Fa2011

LIS583

LIS523

Department of Library and Information Studies “Transforming lives through information”

Fa2011

University at Buffalo Program Presentation Spring 2012

Standard III. Faculty.

APPENDIX A3-9

Table App.III.3. LIS Junior Faculty Mentoring Policy. Department of Library and Information Studies Junior Faculty Mentoring Policy Purpose: Recognizing that the practices, expectations, and choices confronting faculty seeking tenure should not be negotiated alone, the Department of Library and Information Studies will to each junior tenure track faculty member make available assistance in the form of a departmental mentor. The purpose of the mentor is to provide supporting advice to the junior faculty member in negotiating the various expectations for faculty success in the context of a research university and for developing a productive career in research, scholarship, teaching and service. Appointment of the mentor: The mentor is to be appointed during the junior faculty member's first semester in the department. The appointment is to be made by the Faculty Personnel Committee in consultation with the junior faculty member and the prospective mentor. The mentor must be a member of the department and must be tenured. It is expected that the mentoring relationship will continue throughout the junior faculty member's non-tenured career in the department. Should circumstances dictate (leave, retirement, etc.), or should the junior faculty member so request, a new mentor may be appointed. Duties of the mentor: The mentor should be available to discuss and to answer questions regarding teaching, research, and service, particularly insofar as these bear on matters of tenure. Where appropriate, the mentor should also offer advice on such matters. The mentor should report to the Faculty Personnel Committee and provide feedback to the department chair to assist the department chair in annual evaluations of the junior faculty member. Finally, should the department proceed with a tenure case, the mentor will assist in the preparation of the case. September 25, 2003

Table App.III.4. LIS Pre-tenured Faculty Mentors, 2012. LIS Faculty

Mentor

College/Department

Battleson

Thomas Feeley

Department of Communication

Nesset

Suzanne Miller Donald Pollock

GSE / Learning and Instruction Department of Anthropology

Perrault

Sharon Raimondi

GSE / Learning and Instruction

Sun

Dagobert Soergel

LIS

Wang

Dagobert Soergel

LIS

White

Larry Sanders

School of Management

Department of Library and Information Studies “Transforming lives through information”

University at Buffalo Program Presentation Spring 2012

Standard III. Faculty.

APPENDIX A3-10

Table App.III.5. Faculty Service on LIS and GSE Committees, Summer 2009–Spring 2012. Faculty Member

2009-2010

2010-2011

2011-2012

Battleson

N/A

LIS Accreditation Standard III: Faculty; LIS Academic Programs Committee; LIS Search Committee for New Faculty Hire;. LIS 581 Lead Faculty (interim); LIS-GSE Grievance Committee.

LIS ALA Accreditation: Standard III: Faculty; LIS Search Committee for New Faculty Hire, Chair; LIS Academic Programs Committee; LIS Admissions & Academic Standards Committee; LIS Portfolio Prototype Testing & Implementation; LIS-GSE Grievance Committee.

Bishop

LIS Academic Programs Committee; LIS Faculty Personnel Committee; GSE Personnel Committee; Director: MLS Online Reference Cohort Program

LIS ALA Accreditation Standard III: Faculty; LIS Faculty Personnel Committee; Director: MLS Online Reference Cohort Program (summer) GSE Personnel Committee; (on sabbatical Spring 2011)

LIS ALA Accreditation: Chapter Revision; LIS ALA Accreditation Standard I: Mission, Goals, and Objectives. LIS Faculty Personnel Committee; Director: MLS Online Reference Cohort Program.

Nesset

LIS Accreditation: Standard IV: Students Committee; LIS Academic Programs Committee; LIS Search Committee for Dept. Chair; LIS Ad Hoc Space Committee; LIS 505 Lead Faculty; GSE Technology Committee; GSE New Literacies Group; GSE Graduate Degrees Committee; GSE Executive Committee.

LIS ALA Accreditation: Standard IV: Students; LIS Academic Programs Committee; LIS Search Committee for New Faculty Hire; LIS Ad Hoc Space Committee; LIS 505 Lead Faculty; GSE Technology Committee; GSE New Literacies Group; GSE Graduate Degrees Committee; GSE Executive Committee.

LIS ALA Accreditation: Standard II: Curriculum; LIS ALA Accreditation: Standard IV: Students; LIS Academic Programs Committee, Chair; LIS Ad Hoc Space Committee; LIS 505 Lead Faculty; GSE Technology Committee; GSE New Literacies Group; GSE Executive Committee.

Department of Library and Information Studies “Transforming lives through information”

University at Buffalo Program Presentation Spring 2012

Standard III. Faculty.

APPENDIX A3-11

Table App.III.5. Faculty Service on LIS and GSE Committees, Summer 2009–Spring 2012. Faculty Member

2009-2010

2010-2011

2011-2012

Perrault

Director: LMS Program; LIS Academic Programs Committee; LIS Scholarship Committee, Chair; Lead Faculty – LMS courses; GSE Grievance Appeal Committee; GSE Decanal Committee

Director: LMS Program; LIS Academic Programs Committee; LIS Scholarship Committee, Chair; Lead Faculty – LMS courses.

Director: LMS Program; LIS ALA Accreditation: Chapter Integration; Lead Faculty – LMS courses.

Peterson

LIS Admissions & Academic Standards Committee; LIS Faculty Personnel Committee; LIS Scholarship Committee; GSE Executive Committee; GSE Personnel Committee.

LIS Admissions & Academic Standards Committee; LIS Faculty Personnel Committee; LIS Scholarship Committee; (On sabbatical Spring 2011).

LIS Faculty Personnel Committee; (on sabbatical Fall 2011).

Soergel

LIS Faculty Personnel Committee; LIS Info. Organization Faculty Search Committee; LIS Technology Committee; LIS 571 Lead Faculty; GSE Technology Committee.

LIS Faculty Personnel Committee; LIS 571 Lead Faculty; LIS Technology Committee; GSE Technology Committee.

LIS ALA Accreditation: Standard I: Mission, Goals & Objectives; LIS ALA Accreditation: Standard II: Curriculum; LIS ALA Accreditation: Standard V: Administration; LIS ALA Accreditation: Chapter Integration Committee; LIS Faculty Personnel Committee; LIS 571 Lead Faculty; LIS Technology Committee.

Sun

LIS Academic Programs Committee, Chair; LIS Admissions & Academic Standards Committee; LIS Ad Hoc Space Committee; LIS506 Lead Faculty.

LIS Admissions & Academic Standards Committee; LIS Ad Hoc Space Committee; LIS506 Lead Faculty.

LIS Accreditation: Standard III: Faculty; LIS Admissions & Academic Standards Committee; LIS Search Committee for New Faculty Hire; LIS Accreditation: Chapter

Department of Library and Information Studies “Transforming lives through information”

University at Buffalo Program Presentation Spring 2012

Standard III. Faculty.

APPENDIX A3-12

Table App.III.5. Faculty Service on LIS and GSE Committees, Summer 2009–Spring 2012. Faculty Member

2009-2010

2010-2011

2011-2012 Integration Committee; LIS Ad Hoc Space Committee; LIS506 Lead Faculty.

Wang

LIS ALA Accreditation: Standard IV: Students; LIS Chair Search Committee; LIS Technology Committee; GSE Graduate Degrees Committee; GSE Technology Committee.

LIS ALA Accreditation: Standard IV: Students; LIS Technology Committee; GSE Technology Committee.

LIS ALA Accreditation: Standard VI: Facilities & Resources; LIS Admissions & Academic Standards Committee, Chair; LIS Technology Committee; GSE Graduate Degrees Committee.

White

N/A

N/A

LIS ALA Accreditation: Standard I: Mission, Goals & Objectives; LIS Academic Programs Committee; LIS Admissions & Academic Standards Committee; LIS Search Committee for New Faculty Hire; LIS 581 Lead Faculty.

Department of Library and Information Studies “Transforming lives through information”

University at Buffalo Program Presentation 2012.

Standard III. Faculty.

APPENDIX A3- 13

Table App.III.6. Faculty Activities in Professional Organizations, 2009-2012. Faculty Member

Organizations and Subgroups

Battleson

American Library Association • Library Research Round Table • Social Responsibilities Round Table American Soc for Info Science & Tech • ASIST Education Committee, 2011• Classification Research SIG • Education for Information Science SIG • Information Needs Seeking and Use SIG; • Knowledge Mgt SIG Association for Library & Information Science Education Association of College & Research Libraries Association of Library Collections & Technical Services Beta Phi Mu Canadian Association for Information Science International Communication Association International Network for Social Network Analysis New York Library Association North American Serials Interest Group SUNY Librarians Association WNY/Ontario Association for College & Research Libraries

Bishop

American Association for School Librarians • Educators of Library Media Specialists American Library Association Association for Library & Info Science Education • Youth SIG Beta Phi Mu New York Library Association • NY SLMS Phi Kappa Phi Rochester Assoc of School Librarians School Librarians Association of Western New York

Donovan

American Educational Research Association • Resources, Education, Information & School Library SIG, Program Chair, 2011-2013; • Service Learning & Experiential Education SIG, Secretary/Treasurer, 2009-2010; Association for Education Communication & Technology • School Media & Tech Division, President-Elect, 2010-2011; Society for Information Technology & Teacher Education • Conference Program Committee, 2010; • Early Childhood SIG Vice-Pres, 2008-2010

Department of Library and Information Studies “Transforming lives through information”

University at Buffalo Program Presentation 2012.

Standard III. Faculty.

APPENDIX A3- 14

Table App.III.6. Faculty Activities in Professional Organizations, 2009-2012. Faculty Member

Organizations and Subgroups

Nesset

American Educational Research Association • Research, Education, Info and School Libraries American Library Association; American Society for Information Science & Technology • Information Needs, Seeking, and Use SIG; • 2009 Conference Organization Committee; Association for Library & Information Science Education • Nominating Committee (2008), • Youth SIG Canadian Association for Information Science • 2010 Conference Co-Chair • Reviewer, 2011 Conference International Society for Knowledge Organization; Quebec Library Association

Perrault

American Association of School Librarians (AASL) • Research and Statistics Committee 2008-Present • Committee Liaison American Library Association (ALA) Association of Libraries and Information Science Education • School Library Media SIG Co-chair 2010-1011 • Reviewer, LMC/Linworth Award, 2009 • Judging Coordinator Doctoral Poster Session 2008-2010 • Review, Program Proposals, 2009, 2011 International Association of School Librarians (IASL) • Research Committee 2008-Present • Reviewer, School Library Murofushi Award, 2009-2011 Council for Exceptional Children (CEC) New York Library Association/School Library Media Specialists (NYLA/SLMS) School Librarians’ Association of New York (SLAWNY) School Library Media Research Journal Editorial Board, 2007-Present.

Department of Library and Information Studies “Transforming lives through information”

University at Buffalo Program Presentation 2012.

Standard III. Faculty.

APPENDIX A3- 15

Table App.III.6. Faculty Activities in Professional Organizations, 2009-2012. Faculty Member

Organizations and Subgroups

Peterson

African American Librarians of Western New York American Library Association • Black Caucus; • Library History Round Table; Secretary/Treasurer, 2009-2011; • Library Research Round Table; • Social Responsibilities Round Table Art Libraries Society of North America Association for College & Research Libraries Association for Library & Information Science Education • President, 2010-2011; • President-Elect, 2009-2010; • Multicultural SIG; • Gender Issues SIG; • Library History SIG Association for the Study of African American Life and History Library & Information Technology Association New York Library Association Public Library Association References & Users Services Association WNY/Ontario Association for College & Research Libraries

Soergel

American Society for Information Science and Technology • Classification Research SIG; • Behavioral and Social Sciences SIG; • Education for Information Science SIG; • Numeric Databases SIG; Association for Computing Machinery Association for Library and Information Science Education DELOS Association for Digital Libraries Deutsche Gesellschaft für Dokumentation SALIS (Substance Abuse Librarians and Information Specialists)

Sun

American Society for Information Science & Technology Association for Computing Machinery • Information Retrieval American Society for Information Science & Technology Association for Computing Machinery • Information Retrieval American Library Association • Library Research Roundtable (LRRT) Steering Committee, Chair of Membership Sub-committee, 2010-2012 • Library Research Roundtable, Chair 2009-2010 • Library Research Roundtable Liaison to Library Research

Wang

White

Department of Library and Information Studies “Transforming lives through information”

University at Buffalo Program Presentation 2012.

Standard III. Faculty.

APPENDIX A3- 16

Table App.III.6. Faculty Activities in Professional Organizations, 2009-2012. Faculty Member

Organizations and Subgroups Interest Group (CILIP), 2010-2012 • Committee on Research and Statistics (CORS), 2010-2012 • Committee on Research and Statistics (CORS) Representative to NISO, 2011-2013 • Committee on Research and Statistics (CORS) Representative to ALA Education Assembly, 2011-2013 Association of Library and Information Science Education • Conference Paper Review Committee, 2010-2012 International Federation of Library Associations Library Leadership Administration and Management Association • Measurement, Assessment, and Evaluation of Services (MAES) • MAES Education Committee, 2011-2013 New York Library Association • Leadership and Management Group • Public Libraries Group Public Library Association

Table App.III.7. Grants Awarded to Faculty, Fall 2009–Fall 2011. Faculty Duration Agency Member (Year recieved) Perrault Western New York Higher Education 1 year (2009) Task Force Junior Research Grant, University at 1 year (2010) Buffalo American Association of School 1 year (2010) Librarians/ALA Civic Engagement Research 1 year (2011) Fellowship, University at Buffalo Soergel IMLS 1 year (2010)

Sun & Meloche Wang

Amount $1,500 $2,500 $2,500 $3,500

IMLS

3 years (2011)

UB Faculty Internationalization Fund

1 year (2010)

Total: $50,000 Buffalo: $12,000 Total: $413,000 Buffalo: $83,000 $2,000

Baldy Center Annual Research Grants, Baldy Center for Law and Social Policy, University at Buffalo

1 year (2009)

$1,800

Department of Library and Information Studies “Transforming lives through information”

University at Buffalo Program Presentation 2012.

Standard III. Faculty.

APPENDIX A3- 17

Table App.III.8 Faculty Degrees Faculty Member

Degree

Area of Degree

Battleson

Ph.D. M.L.S. B.A.

Communication Library & Information Studies History

State Univ.of New York, Buffalo State Univ.of New York, Buffalo State Univ.of New York, Fredonia

Bishop

Ph.D. M.A. M.Ed. B.A.

Library and Info Studies Library Science Guidance and Counseling English Education

Florida State University University of South Florida Washington State University Florida State University

Donovan

Ed.D. M.L.S. M.Ed. M.A. M.B.A. B.A.

Instr. Tech. & Dist. Learn. Library Science Early Child. Education Educational Leadership Business Administration General Studies

Nova Southeastern University Indiana University/Purdue Univ. Grand Valley State University Western Michigan University Eastern Michigan University University of Michigan

Nesset

Ph.D. M.LIS B.A.

Information Studies Library & Information Studies English

McGill University (Canada) McGill University (Canada) Queen’s University (Canada)

Perrault

Ph.D. M.L.S. B.S.

Teaching and Curriculum Library & Information Studies English

University of Rochester State Univ.of New York, Buffalo State Univ.of New York, Brockport

Peterson

Ph.D. M.S.L.S. B.A.

Prof. Studies in Educ. Library Science History and English

Iowa State University Case Western Reserve Dickinson College

Soergel

Ph.D. M.S. B.S.

Political Science Mathematics & Physics Physics

University of Freiburg (Germany) University of Freiburg (Germany) University of Freiburg (Germany)

Sun

Ph.D. M.S. M.L.I.S. B.S.

Information Studies Computer Science Library & Information Science Information Science

Rutgers University Rutgers University Peking University (China) Peking University (China)

Wang

Ph. D. M.S.

Library and Info Services Information Science

B.S.

Applied Physics

University of Maryland Institute of Scientific and Technical Information of China Xi’an Jiaotong University (China)

Ph.D. M.S.L.S. B.A.

Library & Information Studies Library & Information Studies History

Florida State University Florida State University University of Florida

White

Institution

Department of Library and Information Studies “Transforming lives through information”

University at Buffalo Program Presentation 2012.

Standard III. Faculty.

APPENDIX A3- 18

Table App.III.9. Notable Examples of Faculty Liaison with the Field. •

serving on the External Review Panel of the ALA Office for Accreditation;

•

serving as President-Elect (2009) and President (2010) of ALISE;

• providing financial support for student scholarships for attendance at the Western New York - Ontario ACRL conference; •

serving on the Library Advisory Boards of the Buffalo and Erie County Historical Society, the Erie Community College Library Resource Center, and the board of WNYLRC.

•

serving as consultants to public library systems around the country.

•

visiting a number of public libraries in the area

•

serving on the editorial boards of Education for Information, Knowledge Organization, Review of Information Science, and the Journal of Applied Ontology.

•

reviewing for ACM Transactions on Information Systems, American Reference Books Annual, Annual Review of Information Science and Technology, Children and Libraries, Education for Information, Information and Society, Information Processing & Management, Information Research, International Journal of Metadata, Semantics and Ontologies, Journal of Education in Library and Information Science, Journal of Information Science, Journal of Library and Information Science, Journal of the American Society for Information Science & Technology, Libraries and the Cultural Record, Library Journal, Library Quarterly, and SIMILE.

•

serving as grant reviewers for the NSF and IMLS;

•

serving on conference organizing committees for ASIS&T, the Canadian Association for Information Science, the International Society for Knowledge Organization; the International Conference on Biomedical Ontologies, and the International Conference on the Semantic Web and Digital Libraries;

•

serving on the advisory board of Library Media Connection.

•

serving as outside reviewers for tenure cases at other universities;

•

serving on the dissertation committees and as external readers for students at other universities;

Department of Library and Information Studies “Transforming lives through information”

University at Buffalo Program Presentation 2012.

Standard V. Administration. APPENDIX A5-1

APPENDIX V Contents. Figure App.V.1. GSE Organization Chart.

Department of Library and Information Studies “Transforming lives through information”

University at Buffalo Program Presentation 2012.

Standard V. Administration.

Figure App.V.1. GSE Organization Chart.

Department of Library and Information Studies “Transforming lives through information”

APPENDIX A5- 2