IST 613: Library Planning, Marketing & Assessment 613: Library Planning, Marketing ... as being a minor part of your work during ... to the assignment? Project Plan – The project

IST 613 M002 Spring 2016 Page 1

IST 613: Library Planning, Marketing & Assessment Syllabus Modified on Feb. 22016 (class title corrected)

Instructor: Jill Hurst-Wahl Phone: (315) 443-1070

Office: Hinds Hall, room 208 E-mail: [email protected]

Office Hours: Thursdays, 2:00 - 4:00 p.m.

Class Time: Thursdays, 5:00-7:45 p.m. Classroom: Hall of Languages, Room 207

Class Dates: Jan. 21 – Apr. 28, 2016

Prerequisite / Co-requisite: None.

Description:

Course Purpose: On a regular basis, librarians must understand their user base, plan their services

based upon the needs of users, market their services to those users, and assess the success of those

services. The goal of this class is to focus on those activities as applied to the core functions of the

library, focusing on the development of print and electronic library collections, systems, and public

service.

Catalogue Course Description: User-focused planning, marketing, and assessment activities that

support core functions of libraries, such as collection development, systems, and public services.

User-focused planning, marketing, and assessment activities that support core functions of

libraries, such as collection development, systems, and public services.

Learning Outcomes: After taking this course, the students will be able to:

Articulate the roles of information professionals focused on library planning, marketing, and

assessment.

Analyze and report on user needs.

Employ project planning strategies.

Understand the marketing and advocacy needs of libraries.

Create a project plan for a library-related service.

Create a marketing plan for a library-related service.

Create an assessment plan for a library system/service.

Rethink or refine ways in which the library can deliver value and impact.

Develop recommendations to help a library create and communicate increased value and

impact.

Bibliography/ Texts / Supplies – Required: Both of the textbooks below are available in hardcopy

through the SU Bookstore or through other booksellers. You may also want to check if a second

year student has a copy for you to buy or borrow. In addition, the textbooks are available digitally

(and at no additional cost) through the SU Libraries. Use the search box on the library’s homepage

(library.syr.edu) to search on a textbook title. You can download or print those sections that you

need for the weekly readings.

Rubin, Rhea Joyce. Demonstrating Results: Using Outcome Measurement In Your Library.

Chicago: American Library Association, 2006. eBook Academic Collection (EBSCOhost). Web.

22 Oct. 2014.


Fisher, Patricia H., Marseille M. Pride, and Ellen G. Miller. Blueprint For Your Library Marketing

Plan: A Guide To Help You Survive And Thrive. Chicago: American Library Association, 2006.

eBook Academic Collection (EBSCOhost). Web. 22 Oct. 2014.

Bibliography / Texts / Supplies– Additional:

Additional Reading: Additional required readings will be available on through SU Libraries databases

or the open web.

Related Books: The following books are being used by your instructor during the semester. These

books may be available for your use through the SU Libraries or at a public library in the region:

Beckwith, Harry. Selling the Invisible. New York: Warner Books, 1997.

de Bono, Edward. Six Thinking Hats. New York: Little, Brown & Co., 1985.

Gelb, Michael J. How to Think like Leonardo da Vinci: Seven Steps to Genius Every Day.

New York: Delacorte Press, 1998.

Godin, Seth. Tribes: We Need You to Lead Us. New York: Penguin Group, 2008.

Heath, Chip, and Dan Heath. Made to Stick: Why Some Ideas Survive and Others Die. New

York: Random House, c2007.

Supplies:

Each team will need be able to meet once with its host librarian at the librarian’s place of work.

For many teams, that will require access to a car in order to travel to the library. If meeting in

person is not an option (due to distance), the team should arrange a meeting via phone, Skype

or some other means.

Student teams may want to use an online collaboration tool such as Google Drive, Evernote,

Wiggio or Zoho, or another web 2.0 tool (e.g., Skype or DropBox) in order to work on the

assignments and share information. Teammates should come to a consensus on what would

work best for them and be willing to train each other if necessary.

200-300 sheets of paper (non-scrap) for printing the assignments.

Hardcopy versions of assignments – handed in prior to the last class – will need to be either

stapled or kept together with paper/binder clips.

For the last class, each student team will present a poster on its project and will need to have

access to the supplies necessary for that endeavor.

At the last class, students should dress in appropriate business or business casual attire (i.e., no

jeans). Students may want to dress in business or business casual attire when they meet with

their host librarians early in the semester. The idea is look more like a professional than a

student.

At the end of the semester, each team will need a binder and a CD (or USB drive or some other

means of delivering a digital file) in order to give a print and digital version of the final

documents to the host librarian. A copy of the final documents is also handed into the

instructor and needs to be “fastened” together (e.g., binder, binder clips, etc.).

Note:

While the use of color graphics and text looks nice, printing in color is more costly. Teams

may want to limit their use of color; even in the final binder (e.g., do not have color text on

every page).


Past classes have found that printing in color in Hinds Hall is less costly than printing in color

in the SU Libraries. Please check on printing costs before you print!

The poster should be in color (or have color); however, teams should consider how to do so in a

cost effective manner.

Requirements:

Assignments: The assignments for this class are outlined below. Students are encouraged to

ask questions in class or via Blackboard in order to clarify the assignments. All assignments

are to be handed in promptly at the beginning of class on the day on which they are due.

When working on the assignments, you are encouraged to refer to the information presented

here in the syllabus. The requirements as stated in the syllabus become the basis for assessing

work on each assignment. There is addition “help” on the assignments available in Blackboard

under “Assignment Help.”

All assignments for this class are group assignments. During week 1, you will create three-

person teams that will work together throughout the semester. All teammates are

expected to participate in the creation of each document; however, you may want to select

one person to be the lead on each document (assignment). That lead person would also be

responsible for coordinating any revisions to that document after feedback has been

received from the instructor.

Each team will work with a library/librarian that has an idea for a new product or service. The

host librarian is responsible for describing the idea to the team and answering follow-up

questions in a timely manner. The host librarian is not responsible for providing detailed

feedback on the documents during the semester. The host librarian is responsible for attending

the last class on April 28 (Bird Library’s Peter Graham Scholarly Commons).

In order to limit the impact on your host librarian, please designate one person who will

be the primary contact for your team with the host librarian. That way, the librarian will

not be fielding emails and phone calls from every member of the team.

Before the midterm break, each group (or a designated representative from each group)

must schedule 30 minutes to meet with the instructor in order to discuss the project on

which the group is working. If the entire group is unable to meet with the instructor, the

meeting can be audio recorded. During the meeting, questions or concerns about the plans will

be discussed and preliminary feedback on the team’s work relationship will be received. (10

points)


Literature Review (15 points) –

What is a literature review? A literature review is a body of text that aims to review the critical

points of current knowledge and/or methodological approaches on a particular topic. Literature

reviews are created using secondary sources and do not report any original work.

Your task - You will research the literature about your proposed service/product and look for

literature (articles, presentations, etc.) that discuss the planning, marketing and assessment of

similar services/products. You may want to investigate comparable services in non-library

settings as well. Consider looking at library, business, educational, or other literature, as

appropriate.

You may look at the literature review as being a minor part of your work during the semester;

however, relevant sections of the literature review are included in each of the plans. Thus it is a

critical component of the work you will be doing.

Evidence of Learning - You will develop a literature review synthesizing the relevant literature

on the planning, marketing, and assessment of this type of service/system. Your goal is to

integrate the best resources you can find on the topic. You will use this literature to inform the

decisions you make as you create project, marketing, and assessment plans for the

service/system.

A literature review is organized idea by idea, not source by source. Please do not organize

source by source.

Example of source by source organization:

Smith says this.

Jones says this.

Zhang says this.

Miller says this.

Example of idea by idea organization:

Dogs are cute and helpful. (Pretend there's more of an introduction here.)

Dogs are very cute. They are cute because they have floppy ears (Smith 34). They are

cute because they have waggly tails (Jones 55). They are cute because they are happy

when you get home from work (Miller 104).

Dogs are also helpful. They are helpful because they get your paper for you (Jones 57).

They encourage you to exercise (Zhang).


(Pretend there's a conclusion here.)

The following websites (among others) offer guidance on literature reviews:

http://writingcenter.unc.edu/handouts/literature-reviews/

http://www.class.uidaho.edu/mihelich/UNC%20Lit%20Review.pdf

http://www.wisc.edu/writing/Handbook/ReviewofLiterature.html

Please note that the literature review must have a works cited page and either in line citations or

footnotes (depending on the writing style used).

Team Member Reflections:1,2 Once your literature review is complete, each teach member

will write a half-page reflection and submit it through Blackboard. (Pay attention in class

about how you are to submit ALL of your Team Member Reflections!!!) The reflection is a

place to communicate with the instructor about your thoughts on the assignment and to address

questions such as:

What did you learn?

What do you still need to learn or what questions do you still have?

How did your teammates contribute to the assignment?

How did you contribute to the assignment?

Project Plan – The project plan counts for 15 points toward your course grade.

Task - You will gather strategic planning documents from the host library (e.g., long-range

plans, mission statement). Using those documents, information from the literature review,

course materials, your own ingenuity, and the project plan template (below), you will develop a

business model project plan for a service/system to be offered by the host library.

Evidence of Learning – The creation of a coherent and executable plan will provide evidence of

your learning.

The project plan should include the following components:3 (Please write the plan using this

order for the topics.)

1 Please note that you do not give your reflections to the host librarian. 2 The reflection is a serious document and should be treated as such. For more information on how to write a reflection

paper, read “Reflective writing: a basic introduction” from University of Portsmouth,

http://www.port.ac.uk/media/contacts-and-departments/student-support-services/ask/downloads/Reflective-writing---a-

basic-introduction.pdf 3 The Project Plan outline is based on materials provided and activities included in a workshop conducted for NCSU

Libraries department heads, unit heads, and assistant heads by NCSU College of Management faculty members Lynda

Aiman-Smith and Mitzi Montoya-Weiss during Spring 2000 ("Applications of Business Models to the Library: Service

Portfolio Mapping").

http://writingcenter.unc.edu/handouts/literature-reviews/

http://www.class.uidaho.edu/mihelich/UNC%20Lit%20Review.pdf

http://www.wisc.edu/writing/Handbook/ReviewofLiterature.html

http://www.port.ac.uk/media/contacts-and-departments/student-support-services/ask/downloads/Reflective-writing---a-basic-introduction.pdf

http://www.port.ac.uk/media/contacts-and-departments/student-support-services/ask/downloads/Reflective-writing---a-basic-introduction.pdf


Title for the New Service

Introduction

Briefly describe:

o the service

o the general goals of the service

o the need for the service

o the user community.

Relationship to Library Strategic Planning

Identify connection of service to mission, vision, values, or strategic planning

documents of the library.

User Needs Assessment

Identify & describe key internal stakeholders.

Identify & describe key external stakeholders.

Identify service users.

Describe user needs based on internal (within library) assessments (data or feedback

from library staff, observations of current gaps in service portfolio, etc.).

Describe user needs based on available external (library user community) assessments

(user surveys, feedback, focus groups, etc.).

Analyze benefits and opportunities, costs and risks that the new service would create for

users. Describe the importance/impact for users.

Estimate demand for the service.

Relevant Literature

Highlight information from the literature review assignment that informs the Project

Plan.

Recommendations for Action

Goals/Outcomes – List goals and outcomes of new service.

Budget – Describe resource requirements and an estimated budget (including start up costs,

ongoing maintenance costs, technical requirements, etc.).

Responsible Parties –

Identify staff responsible for service, competencies required, time commitments,

workflow plans, and deliverables.

Action Plan & Timeline –

Provide an action plan for service implementation, assessment and maintenance.

Include a timeline for development and rollout.

Include a communication plan for both internal and external stakeholders.

Pilot-Test – Include provisions for prototyping or pilot-testing, if appropriate.


Scalability – Include provisions for scalability.

SWOT – Provide a SWOT (strengths, weaknesses, opportunities, threats) analysis for the

service/system.

Limitations – Provide a list of assumptions and limitations of this plan.

Team Member Reflections Pay attention in class about how you are to submit ALL of

your Team Member Reflections!!!

Marketing Plan4 – The marketing plan counts for 15 points toward your course grade.

Task - You will develop a marketing plan for a new/revised service/system offered by your host

library.

Evidence of Learning - The creation of a coherent and executable plan will provide evidence of

your learning.

The marketing plan should include the following components:

Introduction

Describe any existing marketing efforts for this service/system.

Identify the needs/gaps in marketing this service/system.

Relevant Literature

Highlight information from the literature review assignment that informs the Marketing

Plan.

Marketing Goals and Outcomes

List goals and outcomes for marketing the service/system. (Note: These are not the

same as the Project Plan goals and outcomes.)

Target Audiences

Identify & describe the internal target audiences for marketing efforts.

Identify & describe the external target audiences for marketing efforts.

Positioning Statement

Provide the positioning statement for the service/system overall.

Key Messages

Provide a key message for each target audience.

4 Adapted from an ALA document formerly at

http://www.ala.org/ala/pla/plaevents/plaspringsymp/springsympprog/marketinghandout.pdf


Message Delivery Strategies Tools – Identify and describe the marketing tools used to promote the service/system.

Action Plan & Timeline – Provide an action plan for implementation of marketing tools.

Include a timeline for development and rollout.

Budget – Describe marketing resource requirements and estimate a marketing budget.

Responsible Parties – Identify staff responsible for marketing, competencies required, time

commitments, and deliverables.

Mockups of Selected Marketing Methods

Team Member Reflections Pay attention in class about how you are to submit ALL of your

Team Member Reflections!!!

Assessment Plan – The assessment plan counts for 15 points toward your course grade.

Task - You will collect examples of assessment plans. Then, you will develop an assessment

plan for a service/system offered by the host library.

Evidence of Learning - The creation of a coherent and executable plan will provide evidence of

your learning.

The assessment plan should include the following components:

Introduction Goals of the Service – State the service goals. (Note: These should be the same as the Project

Plan goals.)

Outcomes of the Service – State the service outcomes. List in order of priority for

assessment. Briefly explain the rationale for the order. (Note: These should be the same as the

Project Plan outcomes.)

Relevant Literature Highlight information from the literature review assignment that informs the Assessment Plan.

Assessment Plan for Outcomes (Repeat this section for each outcome.)

Outcome – State outcome.

Target Audience – Identify target audience for this outcome.

Methods & Tools for Evidence Collection – Identify tools and methods for collecting

assessment data about this outcome.

Recommendations for Pilot Assessment – Describe how the tools and methods

described above should be piloted before full deployment.

Alternative Methods & Tools – Identify alternative tools and methods for collecting

assessment data about this outcome.


Analysis of Evidence (Data Plan) – Describe who and how assessment data for this

outcome will be analyzed.

How Assessors Will Know the Outcome Has Been Met – Describe assessment results

that will demonstrate achievement of this outcome.

Result Scenarios & Decision Making Indicators – Predict possible assessment

results. Predict possible decisions made as a result of different assessment scenarios.

Recommendations for Reporting – List suggestions for reporting assessment data.

Responsible Parties – Identify staff responsible for assessment planning, deployment,

analysis, reporting, etc.

Timeline – Provide a timeline for assessment of this outcome.

Timeline for Continuous Assessment & Impact Rubric

Describe a continuous assessment cycle incorporating all service/system outcomes.

Separately, develop a rubric with criteria, performance levels, and detailed performance

descriptions to evaluate the service impact.

Team Member Reflections Pay attention in class about how you are to submit ALL of your

Team Member Reflections!!!

Poster on the Complete Project & Completed Plans for the Host Librarian (15 points) – At

the last class (location TBD), each team will present a poster about their project. Suggestions

of what might be presented on the poster will be discussed earlier in the semester.

At the last class, each team will give a copy of the final “binder” to their host librarian, along

with a digital copy (without the reflections). A copy of the final “binder” is also given to the

instructor. In addition, a final reflection will be due from each team member.

Please note that team members should dress in appropriate business attire for the last class.

Examples of Past PMA Documents: Examples of PMA documents can be found at in

Blackboard. Please note that these examples are several years old and were created under

slightly different assignment criteria. In addition, none of the examples is perfect. You should

use these examples in order to understand how others have approached this assignment, while

being mindful of the criteria set in this syllabus.

Assignment Style Guide:

Assignments should be prepared in a professional manner with correct grammar, spelling,

citations, etc.

All assignments should be single-spaced and use Times New Roman, 12-point font.

(Section headers may be formatted differently.)

Use a running header that contains the last names of your team members on the left and the

page number on the right.

Use consistent heading and subheading formats. Try to be consistent across assignments.


The works cited page must be in MLA or APA format. You cannot vary this by

assignment. If you do the first assignment using MLA, then all of the assignments must use

MLA.

In the body of your text, use either in-line citations or footnotes, whichever is appropriate

for the citation style that you are using.

Submitting Assignments: As a team, please give one hardcopy version your assignment to the

instructor on its due date. In addition, each team member is to submit his/her reflection in

Blackboard. Reflections are to be submitted in Blackboard for each assignment.

Late Assignments: No late assignments will be accepted; however, every plan – along with the

literature review – must be present in the final package that is given to the host librarian.5

Group Assignments: All of assignments during this class are group assignments. During week

1, you will form groups of three people each and will work with the same team of students for

the entire semester. During the semester, group members will confidentially evaluate each

other’s contributions. That evaluation will be taken into account for both the assignment

grades and the class participation grade.

All members of the group will receive the same grade unless there are circumstance that dictate

otherwise. Assignments are assessed using the rubric at the end of this document. Lower

grades are given when requirements are ignored or when papers contain errors (e.g.,

spelling or grammar).6 Students should pay particular attention to any comments that

are written on the papers, because they will show where improvements can be made.

Grading: Each assignment is worth a specific number of maximum points (see assignment details).

Points earned from the assignments will be tallied for your final grade.7 The scale for final grades

is as follows:

A 96 - 100 B- 76 - 80

A- 91 - 95 C+ 71 - 75

B+ 86 - 90 C 66 - 70

B 81 - 85 F ≤ 65

All members of the group will receive the same grade unless there are circumstance that dictate

otherwise. Assignments are assessed using the rubric at the end of this document. Lower grades

are given when requirements are ignored or when papers contain errors (e.g., spelling or

grammar).8 Students should pay particular attention to any comments that are written on

5 If you are having problems completing an assignment, please discuss your situation with the instructor before the

assignment is due for guidance and advice. Any extenuating circumstances should be discussed with the instructor when

they arise. 6 If you are using MS Word on a Mac, be aware that some have experienced problems with the spell check feature and

noticed that it did not catch all of the misspelled words. 7 Meeting with the instructor: 10%; literature review: 15%; project plan: 15%; marketing plan: 15%; assessment plan:

15%; participation: 15%; poster & final package: 15%. 8 If you are using MS Word on a Mac, be aware that some have experienced problems with the spell check feature and

noticed that it did not catch all of the misspelled words.


the papers, because they will show where improvements can be made.

Note that final grades will be posted in Blackboard after the last class. Final grades are due to the

Registrar by May 17 and will also be available in MySlice.

Course Specific Policies on attendance, late work, make up work, examinations if outside normal

class time, etc.:

Attendance & Class Participation (15 points): This is a face-to-face, on-campus course. Your active

and constructive involvement in the class sessions will help to ensure that you receive the most

benefit from this class and that that you can contribute to your team’s project. In other words,

active participation is important. Like the professional environment, it is expected that you will be

in class every week and that you will consistently appear on time. You are expected to ask

questions and seek clarification, when something in unclear to you. In addition, you are expected

to actively participate with your teammates in class, during team meetings, and on your PMA

documents. Attendance will be taken throughout the semester. Like the professional work

environment, not all absences are will be excused. Excused absences include:

Religious observances arranged according to official SU procedures.

Serious illness

Death in the family

Out-of-town travel for a professional interview appointment

Travel required for business

Conference attendance

Unexcused absences, as well as the lack of in-class or group participation, will affect your

participation grade.

Additional Information: It is suggested that students check Blackboard 1-2 times per week for any

new information from the instructor or classmates. Your use of Blackboard, however, will not

factor into your grade for the class.

Academic Integrity: Syracuse University’s Academic Integrity Policy holds students accountable for

the integrity of the work they submit. Students should be familiar with the policy and know that it

is their responsibility to learn about course-specific expectations, as well as about university policy.

The university policy governs appropriate citation and use of sources, the integrity of work

submitted in exams and assignments, and the veracity of signatures on attendance sheets and other

verification of participation in class activities. The policy also prohibits students from submitting

the same written work in more than one class without receiving written authorization in advance

from both instructors. The presumptive penalty for a first offense by an undergraduate student is

course failure, accompanied by a transcript notation indicating that the failure resulted from a

violation of Academic Integrity Policy. The standard sanction for a first offense by a graduate

student is suspension or expulsion.

For more information and the complete policy, see http://academicintegrity.syr.edu/academic-

integrity-policy/

http://academicintegrity.syr.edu/academic-integrity-policy/

http://academicintegrity.syr.edu/academic-integrity-policy/


Disability-Related Accommodations: If you believe that you need accommodations for a disability,

please contact the Office of Disability Services (ODS), http://disabilityservices.syr.edu, located in

Room 309 of 804 University Avenue, or call (315) 443-4498, TDD: (315) 443-1371 for an

appointment to discuss your needs and the process for requesting accommodations. ODS is

responsible for coordinating disability-related accommodations and will issue students with

documented Disabilities Accommodation Authorization Letters, as appropriate. Since

accommodations may require early planning and generally are not provided retroactively, please

contact ODS as soon as possible.

Religious Observances Policy: SU religious observances policy, found at

http://supolicies.syr.edu/emp_ben/religious_observance.htm, recognizes the diversity of faiths

represented among the campus community and protects the rights of students, faculty, and staff to

observe religious holidays according to their tradition. Under the policy, students are provided an

opportunity to make up any examination, study, or work requirements that may be missed due to

are religious observance provided they notify their instructors before the end of the second week of

classes. For fall and spring semesters, an online notification process is available through

MySlice/StudentServices/Enrollment/MyReligiousObservances from the first day of class until

the end of the second week of class.

Course Calendar: The course calendar lists readings for the semester; however, additional readings

may be assigned as needed. Readings are listed in four categories:

Read – If a reading is categorized under “read”, then it is mandatory that you read and

understand the material. These reading assignments will help you understand the topic and the

assignments.

Review – Readings categorized under “review” may present information from a different point

of view or duplicate other material. You should review these items to ensure that you

understand the material. You might do the review by skimming or quickly reading the text. If

the concepts are not clear to you, then you may need to read in-depth.

Skim – Items marked “skim” should be looked at and skimmed through. They are likely items

that you need to be aware of because of the topic, author, or importance to the profession.

Optional – These items are for your information and may be read, if you so desire. You might

also want to bookmark them for later use.

URLs can quickly become invalid due a web site being reorganized. If you come across a URL

that no longer works, please put the item’s title in an Internet search engine and look for an item

with the exact same title. If you find a new URL, please post it in Blackboard for your classmates.

If you cannot locate a new URL for the item – after you have searched for it yourself – then

contact the professor.

http://disabilityservices.syr.edu/

http://supolicies.syr.edu/emp_ben/religious_observance.htm


Week Topic Reading Assignment

1 – Jan. 21

Course

Introduction

Planning,

Marketing, &

Assessment

Overview

Literature

Reviews

Read:

Course syllabus

Kellsey, Charlene. "Writing the literature review: Tips for academic librarians." College & Research

Libraries News 66.7 (2005): 526-7, 534. Library Lit & Info Full Text. Web. 4 Jan. 2011.

View video on “How to Read an Academic Paper” in Blackboard under “Assignment Help”

View two videos on “Writing the Literature Review” in Blackboard under “Assignment Help”

Review:

Past PMA documents in Blackboard under “Assignment Help”

Sample Literature Reviews (note that the literature review may only be part of the article):

o Mounce, Michael. "Working Together: Academic Librarians and Faculty Collaborating to

Improve Students' Information Literacy Skills: A Literature Review 2000-2009." The Reference

Librarian 51.4 (2010): 300-20. Library Lit & Info Full Text. Web. 4 Jan. 2011.

o Fagan, Jody Condit. "Usability Studies of Faceted Browsing: A Literature Review." Information

Technology and Libraries 29.2 (2010): 58-66. Library Lit & Info Full Text. Web. 4 Jan. 2011.

Selection of:

Host Library,

Host Librarian

& Service

Teammates

This is done in-

class. (ungraded)

2 – Jan. 28

User Needs

Assessment

In-class

exercise:

Team building

Read:

Casey, Michael E., and Laura C. Savastinuk. Library 2.0: A Guide To Participatory Library Service.

Medford, N.J.: Information Today, 2007. eBook Academic Collection (EBSCOhost). Web. 29 Dec.

2014. Chapter 2, pp. 11-18.

Dymer, Chuck. "Six Hats to Manage Your Next Meeting." Successful Meetings 53.9 (2004): 30-31.

Hospitality & Tourism Complete. EBSCO. Web. 5 Jan. 2011.

Gibbons, Susan. Techniques to understand the changing needs of library users. IFLA Journal, ISSN

0340-0352, 06/2013, Volume 39, Issue 2, pp. 162 – 167.

http://www.ifla.org/files/assets/hq/publications/ifla-journal/ifla-journal-39-2_2013.pdf

3 – Feb. 4

Defining Users

Getting Sticky

Group

exercises:

Fisher

Worksheets

2&3

Read:

Fisher and Pride. Blueprint for Your Library Marketing Plan: A Guide to Help You Survive and

Thrive. Chicago: American Library Association, 2006.

o Chapter 2 (Mining Data, p. 11-23)

Hines, Samantha Schmehl. "Made to Stick: The Book by Chip and Dan Heath, Adapted to a Library

Audience." PNLA Quarterly 73.1 (2008): 22-3. OmniFile Full Text Mega. Web. 4 Jan. 2011.

Heath, Chip, and Dan Heath. "Finding Just Enough of That Sticky Stuff." Brandweek 48.5 (2007):

21-4. OmniFile Full Text Mega. Web. 4 Jan. 2011.

Group exercises:

Fisher

Worksheets 2&3

(ungraded)

http://www.ifla.org/files/assets/hq/publications/ifla-journal/ifla-journal-39-2_2013.pdf


4 – Feb. 11 Strategic

Planning

Creating a

project

overview

Read:

Linn, M. (2008) "Planning strategically and strategic planning", The Bottom Line, Vol. 21 Iss: 1,

pp.20 – 23. Emerald Insight

Germano, M. and Shirley M. Stretch‐Stephenson. Strategic value planning for libraries. The Bottom

Line 2012 25:2, 71-88. Emerald Insight

Velasquez, Diane. Library Management 101: A Practical Guide. Chicago: ALA Editions, an imprint

of the American Library Association, 2013. eBook Academic Collection (EBSCOhost). Web. 29

Dec. 2014. Chapter 5, pp. 77-89.

Literature Review

In-class exercise:

Creating a project

overview

(ungraded)

5 – Feb. 18 Project

Planning:

Goals &

Outcomes

Read:

Fitsimmons, Gary (2013) "Developing a vision for the library", The Bottom Line: Managing library

finances, Vol. 26 Iss: 3, pp.95 – 97. Emerald Insight

Rubin, Rhea J. Demonstrating Results: Using Outcome Measurement in Your Library. Chicago,

American Library Association, 2006.

o Chapter 1 (What, When, and Why of Outcome Measurement, p 1-18)

o Chapter 2 (Determine Outcomes, p 19-31)

o Chapter 3 (Make the Outcomes Measurable, p 32-41).

Optional:

Shaping Outcomes, http://www.shapingoutcomes.org/

In-class exercises:

(1) Creating goals

& outcomes; (2)

Rubin, Tool Kit

A, Workform 2-5

(ungraded)

6 – Feb. 25 Project

Planning:

Tools &

Techniques

Project

Planning Q&A

Read:

Cervone, H. Frank (2010) "Applied digital library project management: Using decision tree analysis

to clarify multipath problems", OCLC Systems & Services: International digital library perspectives,

Vol. 26 Iss: 1, pp.14 – 17. Emerald Insight.

Massis, B. E. (2010). Project management in the library. New Library World, 111(11), 526-529.

ProQuest.

Simon, C. (2011). An examination of best practices and benchmarking in corporate libraries. The

Journal of Management Development, 30(1), 134-141. ProQuest.

Snyder, Herbert and Elisabeth Davenport, (1997) "What does it really cost? Allocating indirect

costs", The Bottom Line, Vol. 10 Iss: 4, pp.158 – 164. Emerald Insight

Eveans, G. Edward (2001) "The in’s and out’s of library budget preparation", The Bottom Line, Vol.

14 Iss: 1, pp.19 – 23. Emerald Insight

In-class exercise:

Creating a project

budget (ungraded)

http://www.shapingoutcomes.org/


7 – Mar. 3 Marketing Read:



o Chapter 1 (Strategic Plans, p 1-10)

o Chapter 3 (Developing the Marketing Plan, p 24-29)

o Chapter 4 (Marketing Plan Introduction, p 30-42)

o Chapter 5 (Target Markets: Will the Service Meet Their Needs? p 43-50)

Optional (school libraries):

Wallace, Virginia. "What Works? Marketing? Public Relations? Yes, and More--Advocacy

Background." School Library Media Activities Monthly 29.9 (2004): 49-51. Library Literature

database

Schrock, Kathy. "ABC's of Marketing." School Library Journal 49.11 (2003): 36-37. Library

Literature database

Burkman, Amy. "A Practical Approach to Marketing the School Library." Library Media Connection

23.3 (2004): 42-43. Library Literature database

Optional (special libraries):

Chmelik, Samantha. "Market Research for Libraries." Information Outlook 10.2 (2006): 23-25.

(Available through the Library Literature database via SU Libraries)

Lee, Deborah. "Market Research: Market Segmentation and Libraries." Library Administration and

Management 18.1 (2004): 47-48. Library Literature database

Lee, Deborah. "Market Research: Laying the Marketing Foundation." Library Administration and

Management 17.4 (2003): 186-88. Library Literature database

Project Plan

Bring to class

marketing

materials that you

admire and/or

dislike (ungraded)

8 – Mar. 10

No on-

campus

class. The

lecture will

be delivered

through

Blackboard.

Marketing

Marketing

Q&A

Read:

Snyder, Herbert and Elisabeth Davenport, (1997) "What does it really cost? Allocating indirect

costs", The Bottom Line, Vol. 10 Iss: 4, pp.158 – 164. Emerald Insight.

Dempsey, Kathy. “What Marketing Experts Think is Most Important.” (Chapter 5) Accidental

Library Marketer. Medford, NJ: Information Today, 2009. eBook Academic Collection (EBSCO)



o Chapter 6 (Assessing the Current Marketing Situation: How Does Your Service Stack Up

in the Marketplace, p. 51-65)

o Chapter 7 (Setting Goals and Objectives with Supporting Strategies: The Art of Focusing

In-class exercises:

Fisher Worksheet

4 (ungraded)


Your Resources, p. 66-74)

o Chapter 8 (Promotion: Assessment, Goals, Objectives, and Strategies, p. 75-82)

o Chapter 9 (Implementing Your Strategies, p. 83-89)

o Chapter 10 (Closing Thoughts, p. 90-93)

Spring Break: March 13-20

9 – Mar. 24

Assessment

Impact &

Culture of

Assessment

Read:

Lakos, Amos, and Shelley Phipps. "Creating a Culture of Assessment: A Catalyst for Organizational

Change." Portal: Libraries and the Academy 4.3 (2004): 345-361. Library Literature database

Poll, Roswitha (2014) "Did you enjoy the library? Impact surveys in diverse settings", Performance

Measurement and Metrics, Vol. 15 Iss: 1/2, pp.4 – 12. Emerald Insight.

Optional:

Critical Issue: Reporting Assessment Results (with audio files),

http://www.rogersschools.net/common/pages/DisplayFile.aspx?itemId=3497293

10 – Mar. 31 Assessment

Methods

Read:



o Ch 4 (Design the Data Plan)

o Tool Kit B

o Tool Kit D

o Tool Kit E

o Tool Kit F



o Ch 4 (Design the Data Plan, p 42-62)

o Ch 5 (Prepare for Implementation, p 63-75)

Marketing Plan

In-Class Exercise:

Rubin, Workform

8-12 (ungraded)

11 – Apr. 7 Assessment:

More Method

Reporting

Results

Read:



o Chapter 6 (Make the Most of Your Results, p 76-82)

Hiller, Steve (2012). What are we measuring, and does it matter? Information Outlook, 16(5), 10-

12,41. Retrieved from ProQuest.

http://www.rogersschools.net/common/pages/DisplayFile.aspx?itemId=3497293


Assessment:

Q&A

Haswell, M. (2012). Benchmarking: A powerful management tool. Information Outlook, 16(5), 13-

15. Retrieved from ProQuest.

Optional:

Kyrillidou, M., & Cook, C. (2008). The evolution of measurement and evaluation of libraries: A

perspective from the association of research libraries. Library Trends, 56(4), 888-909. ProQuest

12 – Apr. 14 In-class review

of projects

Poster Session

Advice

Read:

Designing Communications for a Poster Fair, http://www.personal.psu.edu/drs18/postershow/

Creating Effective Poster Presentations | An Effective Poster, http://www.ncsu.edu/project/posters/

Designing Conference Posters, http://colinpurrington.com/tips/poster-design

McMillan, Don. Life After Death by PowerPoint 2012.

https://www.youtube.com/watch?v=MjcO2ExtHso

Assessment Plan

Bring your

project &

marketing plans

to class for cross-

team analysis &

advice.

13 - Apr. 21 PMA workshop

& Final Q&A

None

14 – Apr. 28

Poster Session

with host

librarians

None

Class will be in Bird Library’s Peter Graham Scholarly Commons

Setup from 4 – 5 p.m. Poster session from 5 – 7 p.m.

Final PMA

“binder”

Poster

http://www.personal.psu.edu/drs18/postershow/

http://www.ncsu.edu/project/posters/index.html

http://www.ncsu.edu/project/posters/

http://colinpurrington.com/tips/poster-design

https://www.youtube.com/watch?v=MjcO2ExtHso