Wednesday, August 4, 2010
"Copyright and Intellectual Property Right Guidelines which Pertain to Librarians"
Copyright and intellectual property rights are a major issue within the library and information profession. A librarian needs to know which books and articles can be copied and how many copies are permitted. Librarians tend to favor more generous interpretations of copyright and intellectual property rights. It is the librarian’s duty to provide materials for their patrons, materials which can both be checked-out and copied. If the copy right and intellectual property rights laws are too strict a librarian will not be able to serve the public in the capacity of a librarian.
There are two doctrines which support the librarian’s professional goals to disseminate and circulate information for free or at a relatively low cost. These doctrines are the “Right of First Sale” and “Fair Use” (Rubin, 2004 p. 142). The doctrine which allows librarians to check items out on loan is the "Right of First Sale" (Rubin, 2004 p. 142). “Under this right, the owner of a lawfully made copy is authorized ‘without the authority of the copyright owner, to sell or otherwise dispose of the possession of that copy. . .’ (17 U.S.C., Section 109 [a] [1988])” (Rubin, 2004 p. 142).
The "Fair Use" doctrine mediates issues that “fall outside the control of the copyright owner” (Rubin, 2004 p. 142). “When an individual makes a copy under the fair-use doctrine, he or she is not required to get permission from the copyright owner” (Rubin, 2004 p. 142). There are four different criteria which are the determinants of whether a use of material is a “Fair Use” of material (Rubin, 2004 p.142):
1) The purpose and character of the use, including whether such is of a
commercial nature or is for nonprofit educational purposes;
2) The nature of the copyright work;
3) The amount and substantiality of the portion used in relation to the
copyrighted work as a whole;
4) The effect of the use upon the potential market for or value of the
copyrighted work (17 U.S.C. Section 107)(Rubin, 2004 p. 142-143).
The overall approach of the American Library Association (A.L.A) to copyrights issues is to be very liberal with what can be copied and how many copies can be made. A.L.A. is interested in providing information for the library patron, not on limiting information due to strict copyright laws. Where copyright laws are not in place, as with electronic reserves A.L.A. came up with their own interpretation of “Fair Use” as it pertains to electronic reserves.
A.L.A. joined with the A.C.R.L., the Association of College and Research Libraries, and has drawn up, again, very liberal guidelines. “. . .the ACRL statement takes a liberal view of the amount that can be copied in so far as it is to meet relevant teaching objectives of an instructor, and minimizes the importance of the effect such use may have on the market, if the use is for legitimate educational purposes” (Rubin, 2004 p. 145).
Works Cited in A.P.A. Format
8-4-2010 3:09 a. m. (E.S.T.)
According to the reference guidelines provided at Purdue Owl:
http://owl.english.purdue.edu/owl/resource/560/08/
and citation guidelines
http://owl.english.purdue.edu/owl/resource/560/03/
Rubin, R. E. (2004). Foundations of Library and Information Science: 2nd Edition. New York: Neal-Schuman Publishers, Inc.
Tuesday, August 3, 2010
Original Document: "Reflection Journal" How was the creation of the final "strategic plan" process?
(No Due Date was Specified on my Grade Book Page on 7-31-2010, at when My Reflection Journal was Due. I double checked and made a copy of my grade page which includes the absent due date that was listed there for the reflection journal. Part of this assignment was turned in on 8-1-2010 prior to 11:59 p. m. (E.S.T.). I was uncertain, due to the fact that Ms. Swaine was no longer my instructor, if an additional reflection journal submission was appropriate, for library management, summer 2010).
Group 1 CEO Bayo Cary
REFLECTION JOURNAL
TEMPLATE (*Note--The reflection templates were provided by Ms. Kim of: library management, summer 2010, F.S.U., however, the original template provide to me has been altered. No author of the template was specified, therefore, no A.P.A. references are being provided.)
______________________________________________________________________
Student Name: Bayo Cary
Team Number: Group 1
Type of Information Organization: Technology Seattle, Washington
Role in the Strategic Plan: CEO
LIS 5480 Management of Information Organizations
Reflection Journal
Group #1 Planning Session
Documentation:
A.) What I Did: I showed up and attempted to discuss what type of information organization we were going to base on final project on. My team members did not attend. I decided on technology and assigned myself the CEO and gave the other members roles as well. I understood from the class chat that it was permissible, if the other group members did not attend the group meetings, to go ahead and assign roles. This was the first group meeting that I was made aware of and the first group meeting that I attended. Had I been informed of more, I would have been present. I never missed a meeting or a class while I have been enrolled in the library management class.
B.) What my Team Did:
Analysis: My team began communicating on the discussion board. I responded. I asked several times when we would be meeting again. When no one responded I sent emails to my fellow group members. They responded that they preferred to keep the discussion to the discussion board. I agreed. The next meeting was confirmed by a fellow group member and I agreed to attend.
Evaluation: Group 1 is not working well together. Although, I am not having trouble delegating responsibility, the rest of the group seems to have difficulty communicating: honestly, effectively, and in a timely manner with both me and with each other. This is unfortunate because it is difficult to work as a group when no one is willing to do any of the work. Or when someone does all of the work but does not receive enough appreciation, money, praise, etc. for their work which is commiserate to the effort extended or the quality of work provided or attribution for their contributions. I have a very bad feeling, after the plagiarism incident which occurred in the last group that I participated in, that my fellow group members expect me to do all the work.
Comments on Resources: No resources were provided by nay group members but me. I hope there will be more to write about next week. I am very “hopeful” that this group may be better than the last. It would be really nice if we could all get along and work together.
Group #2 Planning Session
Documentation:
A.) What I Did: I came to the group meeting that was scheduled and confirmed. My group members did not show up. I wanted to discuss where the technology information facility was located that what we were going to be writing about. I waited a while. Then I left. I was disappointed that no one else came. I posted to the group discussion board regarding the fact that everyone else missed the meeting. They said that the meeting had been rescheduled. I confirmed the time of the next meeting and agreed to attend.
B.)What my Team Did: The team and I decided that Seattle Washington was a good place for the technology information center to be located. Another team member was in charge of research and provided data for the submission of assignment 1 that was due today 7-9-2010. I critiqued the data that was submitted and stated that the information about the library in Seattle was incomplete, insufficient, not very realistic, and was not expressed in terms that were clear enough.
Analysis: I thought that there was no excuse for continually missing meetings and that the students should have tried to contact me and renegotiate if they were going to be unable to meet at a time that we had already agreed upon. I think that the group members should not have chosen to use only what is available on Blackboard to communicate. They should have felt comfortable writing each other emails about the final project.
Evaluation: Group 1 is not working cooperatively or cohesively. I am doing most of the work. Too many meeting has been missed by fellow group members and there have been too many excuses about absences. I am feeling like I am being taken advantage up and that my fellow group members believe that I should do all the work because I am the CEO. I think that it is unfair and if they thought that they could have done it any better then, they should have sincerely, tried.
Comments on Resources: (All team members begin responding to resources this week)
My team members were not providing an adequate amount of resources. Not even enough to make it worthwhile to record what little effort other team group members made. I am sorry to say that my team members appear to be lazy and unwilling to exert themselves. I think that they are not serious enough students to be in a graduate studies program and should have done something else instead. I am not happy about doing all off the work when I am supposed to be working in a group. And I am not willing to continue to do so after I graduate from FSU.
Group #3 Planning Session
Documentation:
A.)What I Did: I again attempted to attend the meeting that was scheduled and agreed upon. However, I was frustrated by the previous lack of contributions provided by my fellow group members. I chose to request that they decide to let me out of the group. They declined and continued to expect me to do the majority of the work. They also communicated to the professor that I had not been at the meeting and made it seem like I was not interested in working with the group. However, they made the mistake of sending me emails about the meeting that they lied and said that I did not attend. I wrote the professor and let her know that I had not missed the meetings and that she must have misunderstood what the students told her.
B.) What my Team Did: My team tried to dissuade me from leaving the group. Then they sent me several emails about my departure, even though the group had decided on no email communication. I responded to their pleas to stay very calmly and quietly and then let them know that they were taking advantage of me and expecting me to do all the work with no commiserate recognition for all the work that I had done. I told them that I was not the giving tree and that I would only continue to be CEO until I completed the class. I followed up my displeasure with the group experience by writing the professor of the course, Dr. Kim, and requesting to be allowed to work alone for the second time in the same class. I have never had that problem in any other university, in any other town, in any other class. I think that it is very abnormal and unfortunate. She failed to reply to my request and seemed very reluctant to agree with me even though she had offered before, and committed to me that she would allow me to work on my own, but was unable to keep her word and follow through with what we both had agreed upon.
Analysis: The group is still not working well together. The lines of communication are down. I had to complete the final draft of the assignment on my own. In addition, the corrections I suggested were never made. The amount of information made available could have been easily provided by a third grader. The final draft is not up to standard and does not reflect the quality or quantity of work that I complete on my own. I am certain that this will not in any way affect my grade for the final project or my grade in the class. Many students, particularly in this class, seem to have difficulty doing their work on their own or producing a high quality or work.
Evaluation: Working in a group may be helpful for some individuals, however, combining someone who still is struggling with basic grammar and research skills with someone who has advanced research and writing techniques is not beneficial to either individual. I have been in college for almost 15 years. My G.P.A. is a perfect 4.0. and I am not interested in working with a group of people who are not as capable as myself and who are not able to keep up.
Comments on Resources: (All team members) The team members did not discuss resources, however, a draft was posted to the file exchange of what my group members believed would be an accepted draft to submit for a grade for assignment 1 for the final project. I was disappointed by the quality of work, but they did not want my help, so I simply made a few corrections and contributed what I thought had been left out. Then as the groups CEO I submitted the assignment for a grade. I expect we will all do well.
Class #4 Planning Session Plans are Due July 7th 2010 prior to 11:59 p. m. and should be submitted by the groups CEO, Bayo Cary, prior to when it is due.
Documentation:
A.)What I Did: We did not meet a fourth time. The group members never showed up anyway and the assignment was already submitted. I was disappointed, yet again.
B.) What my Team Did: My team members have been traveling all over the country attending ALA meeting in Washington, etc. . The course is online and there is Internet available at almost every hotel. However, my group members have still been unable to make the group meetings, to communicate with me about their inability to attend prior to missing the meeting, and then they repeat the same mistake again. Einstein says that if you do the same things you should expect to get the same results and that is the definition of insanity.
Analysis: The group is not working well together. The group members are not trying hard enough to contribute as individuals. They continue to expect me to do all the work. I can do bad all by myself and would prefer to take total control and ignore their suggestions and their opinions because they are not helpful at all, they do not follow through, and they expect me to be greatful to them for allowing me to be part of their underachieving group. If I am going to do tons and tons of work then my fellow group members need to be greatful to me. I deserve attribution. Plagiarism is a very serious academic offense. I am sorry that some people in the FSU Graduate School of Library and Information Science have not taken the time to read the student honor code.
Evaluation: This particular classroom environment which is being facilitated by Dr. Kim seems to be full of students who do not know what it means to be honest and fair and hard working. I am sorry that things in this class are so different from things in the other classes that I have taken at FSU. Perhaps there needs to be higher standards when deciding on who is let into the FSU graduate school program in library and information science. Students reflect the university that they attend. Students which have poor morals and ethics damage the reputation of the university where they were lucky enough to have had the opportunity to be educated.
Comments on Resources: (All team members) None of my team members showed up yet again. No resources were contributed by anyone but me. I truly hope that I get credit for what I have contributed by my professors and fellow group members. However, I would never again trust someone on the basis of their color and assume that all people of one race or another are trust worthy or nicer or even less abusive than anyone else. I have copy upon copy upon copy of all of my work. I have sent it all over the country and all over the world for that matter, for very safe keeping. If anyone challenges me as to the legitimacy of my work, or my grades, or my contributions, I am ready and willing to file a complaint, to press charges, and to bring-it.
REFLECTION JOURNAL
8-3-2010 11:46 p. m. (E.S.T.)
______________________________________________________________________
Student Name: CEO: Ms. Bayo E.Cary
Team Number: Independent
Type of Information Organization: Public Library
Role in the Strategic Plan: CEO
LIS 5480 Management of Information Organizations
Reflection Journal
Class #1 Planning Session: Elluminate 7-26-2010 6:00 p .m. (E.S.T.)
Documentation:
A.) What I Did: CEO: Ms. Bayo Elizabeth Cary:
There were no class planning sessions with other group members to document or discuss. I only had one casual meeting in Elluminate (7-26-2010 at 6:00 p m.), which was less than the allotted two hour class time period, with the temporary instructor for the second portion of my library management course. Ms. Swaine is no longer my instructor, and has not been so, for some time now.
I asked questions at the aforementioned Elluminate meeting regarding how the final assignments were to be completed. A very small amount of information regarding the requirements for completing the final assignments was provided to me. It was agreed upon, at the meeting, however, that Ms. Swaine would provide me with the template(s) that I required to complete the final assignments, as well as directions to complete the final assignments (grading criterion as well), and any additional information that I would require in order to successfully complete the final assignments.
I explicitly stated, at the only Elluminate meeting that Ms. Swaine and I had, that I would need to contact her again, to clarify issues in relation to the final assignments directions. I had difficulty communicating with Ms. Swaine after that first and only meeting in Elluminate meeting on 7-26-2010. I sent Ms. Swaine numerous email messages. She did not answer the questions that I posited in my email communication to her. Ms. Swaine did not deal with the issues related to: my grade page, the final assignment directions (grading criteria), the additional templates that were needed to complete the final assignments, the extension of the due date for the final assignment, etc.,
I had three email addresses at F.S.U., for Ms. Swaine. Those email addresses, systematically began to become unavailable to me right after our only Elluminate meeting. I let Ms. Swaine know at that point that I was beginning to have difficulty reaching her by email. On 8-1-2010, my questions regarding my final assignments were all still unanswered; two of my final assignments were due on that date by 11:59 p. m. (E.S.T.). Ms. Swaine, was entirely unavailable to me the entire day of 8-1-2010, by all three email address that I had for her. She only provided me with one of them. The other two email addresses, for Ms. Swaine at F.S.U., I had to search for on the F.S.U. website.
B.) What my Team Did:
I worked on my final assignments completely on my own. I altered the template that I utilized for the strategic plan and others as well. I let Ms. Swaine, know by email, that it would be necessary to alter the template(s). I applied the knowledge that I gained from the class readings in library management as well as previous knowledge gained in the library and information science program, to fill out the final assignments (templates), with no directions.
Analysis:
I did not have the opportunity to begin working on my final assignments, that were due on 8-1-2010, until approximately 4:30 p. m. on the actual due date. I spent a great deal of time on 8-1-2010 attempting to contact Ms. Swaine, and attempting to discuss the same issues with Dean Dennis, that I had attempted to resolve with Ms. Swaine, regarding the completion and submission of the final assignments.
Evaluation:
Working with Ms. Swaine has been difficult at best. She did not provide the final assignments materials that she offered to provide, other than one template which needed to be altered, and which I could not, and did not use in the end. She did not answer the questions that I posited in my emails. She systematically became less and less available for questions and communication. She then became completely unavailable, on the due date of two of the final assignments, prior to providing me with the information that I required to complete the final assignments.
Original Document: "How Swaine Falied to Provide Academic Instruction and Resources"
(This is Not legal Document)
8-2-2010 4:25 p. m. (E.S.T.)
To Whom It May Concern:
Ms. Swaine is no longer my instructor for the library management course, and has not been for some time now. However, I did attempt to reach her yesterday to re-negotiate when the final assignments were due. In addition, I was waiting for another email from Dean Dennis. Dean Dennis told me that Ms. Swaine was willing to negotiate when the final assignments were due. It was, therefore, necessary for me to delay the start my final assignments until: approximately 4:30 p. m. on 8-1-2010, and then it was necessary for me to figure out how to complete the final assignments, prior to being able to actually complete the final assignments, that were due yesterday (8-1-2010) by 11:59 p. m. (E.S.T.).
Thank You.
I Require Your Assistance in the Following Matters:
1) Someone other than Ms. Swaine must grade my final assignments:
Explanation Regarding the Grading of My Final Assignments:
Someone, other than Ms. Swaine, needs to grade my final assignments. Ms. Swaine is no longer my instructor, and has not been my instructor for the library management course for quite some time. She only met with me once in Elluminate, on (Monday) 7-26-2010 at 6:00 p. m. (E.S.T.)
I need my final assignments to be graded by tomorrow 8-3-2010 at 5:00 p. m. (E.S.T.), and for my finals grades on my final assignments, as well as my final grade in the course to be posted to my grade book page, on 8-3-2010, by 5:00 p. m. (E.S.T.) as well. In addition, at the time in which, my final assignments grades are being posted to my grade book page, my grades on my grade book page need to be updated.
2) My Grades t to be Accurate to Date and Be Available to me:
Explanation Regarding Mis-Calculated Grades:
I earned a 59 on my ethics assignment. I made a copy o f my grade on 7-28-2010. The grade for my ethics assignment is a 59 on that page. When I made a copy of my grade book page on 7-30-2010, the grade had been lowered to a 57. In addition, the grades which are currently present on my grade book page are tallied wrong. I could go in to details, but it is a simple addition error, the grade currently posted on my grade page should be higher, even without the additional 2 points that are due to me for my ethics assignment.
(*Note-All the assignments which I need to turned in, for library management (summer 2010), were previously posted to my grade book page as of: 7-30-2010.)
3) There were no directions provided for the final assignments, no grading criterion, and no additional templates were provided:
Explanation Regarding Completion of Final Assignments:
I was unable to contact Ms. Swaine entirely, although I did check back in to the Blackboard site frequently yesterday (8-1-2010), to see if she had simply provided the directions and additional templates that I required there. I waited most of the day, until approximately 1: 30 p. m. (E.S.T.). Ms. Swaine never provided me with directions or additional templates for the final assignments, or grade criterion either. She failed to up-date my grades on my grade page as well. I responded to the email that I received from Dean Dennis, and tried very hard to get in contact with Ms. Swaine by email. I looked through the entire F.S.U. directory and additional “School” related pages.
I have three email addresses for Ms. Swaine: lindasawaine@cci.fsu.edu, lindaswaine@ci.fsu.edu, and lswaine@fsu.edu, none of her F.S.U. email addresses were working yesterday (8-31-2010). I emailed the School of library and information science department, to let them know of my serious problem, regarding not being able to contact Ms. Swaine (It was also an F.S.U. email address, which I had no difficulty sending email to). This is not the first time that this situation has occurred with Ms. Swaine. I informed Ms. Swaine of this problem previously, and I let her know that she could not be my instructor if:
1. I was unable to contact her;
2. she was unwilling to answer my questions;
3. and she was unwilling to:
A. update my grade page;
B. and fix the miscalculated grades on the page;
C. provide instructions;
D. provide grading criterion;
E. provide templates for my final assignments.
I expect a grade of an “A” for my final assignments:
1. I had no directions to complete the final assignments that were due
yesterday;
2. I had no directions for the final assignments;
3. Ms. Swaine provided me with no additional templates; and
4. I had no grading criterion for any of the final assignments as well.
(*Note--It is too late to make the above mentioned resources available to me, I have already submitted the final assignments that were due yesterday, on time, 8-1-2010,by 11:59 p. m. E.S.T.)
I had to utilize the knowledge that I have gained throughout my past two years (fall 2008-summer 2010) in the program, in order to figure out how to fill out the template that I had to alter. I let Ms. Swaine know, right away, after she emailed me a template for the final assignments (but no directions or grading criterion) that it would be necessary for me to alter the template.
I attempted to speak to Ms. Swaine yesterday regarding many pertinent issues that I needed to have addressed and questions that still remained unanswered pertaining to the final assignments, most of which, I previously mentioned above. However, some of the other issues that I needed to discuss are enumerated below:
1. the use of a different template (provided by my previous instructor for the
course);
2. the continued need to alter the template regardless of which template I
utilized,;
3. the need to later the text format which she suggested (Calibri);
4. the need to submit my final assignments in Word Perfect documents; and
5. my continued need for both additional templates and grading criterion.
4)Submission of Grade to the Registrar’s Office:
Explanation regarding final grade submission:
I need to be able to see my final grade for the library management course, summer 2010, in print and online, prior to it being submitted to the registrar’s office for summer 2010 graduation. Ms. Swaine, as I have already explained is no longer my instructor for the library management course. Therefore, someone other than Ms.Swaine needs to submit my final grade to the registrar’s for summer 2010 graduation (August 7, 2010). I need to see my final grade for the library management course by 5:00 p. m. (E.S.T.) tomorrow (8-3-2010). My final assignments should not take long to grade, due to the fact that:
1. I had no directions to complete the final assignments that were due
yesterday;
2. I had no directions for the final assignments;
3. Ms. Swaine provided me with no additional templates; and
4. I had no grading criterion for any of the final assignments as well.
Therefore, there is nothing to base my final assignments grades on.
Thank you again for your continued assistance in the situation related to my library management course, summer 2010. I appreciate your help. I have worked very long and hard for this Master’s Degree. I have never, in any class in this entire program, turned in an assignment late or incomplete. I have never, in any class, in this entire program, received a grade for any assignment, which was less than an “A.” I have never, in this entire program, received a final grade of less than an “A.” I expect that this situation will be resolved quickly. I am cutting and pasting the original copy of my final assignments, which were due yesterday, and which I submitted on time. I appreciate your prompt response. Thank you again.
(This is not a Legal Document.)
Sincerely,
Ms. Bayo Elizabeth Cary
8-2-2010 4:25 p. m. (E.S.T.)
To Whom It May Concern:
Ms. Swaine is no longer my instructor for the library management course, and has not been for some time now. However, I did attempt to reach her yesterday to re-negotiate when the final assignments were due. In addition, I was waiting for another email from Dean Dennis. Dean Dennis told me that Ms. Swaine was willing to negotiate when the final assignments were due. It was, therefore, necessary for me to delay the start my final assignments until: approximately 4:30 p. m. on 8-1-2010, and then it was necessary for me to figure out how to complete the final assignments, prior to being able to actually complete the final assignments, that were due yesterday (8-1-2010) by 11:59 p. m. (E.S.T.).
Thank You.
I Require Your Assistance in the Following Matters:
1) Someone other than Ms. Swaine must grade my final assignments:
Explanation Regarding the Grading of My Final Assignments:
Someone, other than Ms. Swaine, needs to grade my final assignments. Ms. Swaine is no longer my instructor, and has not been my instructor for the library management course for quite some time. She only met with me once in Elluminate, on (Monday) 7-26-2010 at 6:00 p. m. (E.S.T.)
I need my final assignments to be graded by tomorrow 8-3-2010 at 5:00 p. m. (E.S.T.), and for my finals grades on my final assignments, as well as my final grade in the course to be posted to my grade book page, on 8-3-2010, by 5:00 p. m. (E.S.T.) as well. In addition, at the time in which, my final assignments grades are being posted to my grade book page, my grades on my grade book page need to be updated.
2) My Grades t to be Accurate to Date and Be Available to me:
Explanation Regarding Mis-Calculated Grades:
I earned a 59 on my ethics assignment. I made a copy o f my grade on 7-28-2010. The grade for my ethics assignment is a 59 on that page. When I made a copy of my grade book page on 7-30-2010, the grade had been lowered to a 57. In addition, the grades which are currently present on my grade book page are tallied wrong. I could go in to details, but it is a simple addition error, the grade currently posted on my grade page should be higher, even without the additional 2 points that are due to me for my ethics assignment.
(*Note-All the assignments which I need to turned in, for library management (summer 2010), were previously posted to my grade book page as of: 7-30-2010.)
3) There were no directions provided for the final assignments, no grading criterion, and no additional templates were provided:
Explanation Regarding Completion of Final Assignments:
I was unable to contact Ms. Swaine entirely, although I did check back in to the Blackboard site frequently yesterday (8-1-2010), to see if she had simply provided the directions and additional templates that I required there. I waited most of the day, until approximately 1: 30 p. m. (E.S.T.). Ms. Swaine never provided me with directions or additional templates for the final assignments, or grade criterion either. She failed to up-date my grades on my grade page as well. I responded to the email that I received from Dean Dennis, and tried very hard to get in contact with Ms. Swaine by email. I looked through the entire F.S.U. directory and additional “School” related pages.
I have three email addresses for Ms. Swaine: lindasawaine@cci.fsu.edu, lindaswaine@ci.fsu.edu, and lswaine@fsu.edu, none of her F.S.U. email addresses were working yesterday (8-31-2010). I emailed the School of library and information science department, to let them know of my serious problem, regarding not being able to contact Ms. Swaine (It was also an F.S.U. email address, which I had no difficulty sending email to). This is not the first time that this situation has occurred with Ms. Swaine. I informed Ms. Swaine of this problem previously, and I let her know that she could not be my instructor if:
1. I was unable to contact her;
2. she was unwilling to answer my questions;
3. and she was unwilling to:
A. update my grade page;
B. and fix the miscalculated grades on the page;
C. provide instructions;
D. provide grading criterion;
E. provide templates for my final assignments.
I expect a grade of an “A” for my final assignments:
1. I had no directions to complete the final assignments that were due
yesterday;
2. I had no directions for the final assignments;
3. Ms. Swaine provided me with no additional templates; and
4. I had no grading criterion for any of the final assignments as well.
(*Note--It is too late to make the above mentioned resources available to me, I have already submitted the final assignments that were due yesterday, on time, 8-1-2010,by 11:59 p. m. E.S.T.)
I had to utilize the knowledge that I have gained throughout my past two years (fall 2008-summer 2010) in the program, in order to figure out how to fill out the template that I had to alter. I let Ms. Swaine know, right away, after she emailed me a template for the final assignments (but no directions or grading criterion) that it would be necessary for me to alter the template.
I attempted to speak to Ms. Swaine yesterday regarding many pertinent issues that I needed to have addressed and questions that still remained unanswered pertaining to the final assignments, most of which, I previously mentioned above. However, some of the other issues that I needed to discuss are enumerated below:
1. the use of a different template (provided by my previous instructor for the
course);
2. the continued need to alter the template regardless of which template I
utilized,;
3. the need to later the text format which she suggested (Calibri);
4. the need to submit my final assignments in Word Perfect documents; and
5. my continued need for both additional templates and grading criterion.
4)Submission of Grade to the Registrar’s Office:
Explanation regarding final grade submission:
I need to be able to see my final grade for the library management course, summer 2010, in print and online, prior to it being submitted to the registrar’s office for summer 2010 graduation. Ms. Swaine, as I have already explained is no longer my instructor for the library management course. Therefore, someone other than Ms.Swaine needs to submit my final grade to the registrar’s for summer 2010 graduation (August 7, 2010). I need to see my final grade for the library management course by 5:00 p. m. (E.S.T.) tomorrow (8-3-2010). My final assignments should not take long to grade, due to the fact that:
1. I had no directions to complete the final assignments that were due
yesterday;
2. I had no directions for the final assignments;
3. Ms. Swaine provided me with no additional templates; and
4. I had no grading criterion for any of the final assignments as well.
Therefore, there is nothing to base my final assignments grades on.
Thank you again for your continued assistance in the situation related to my library management course, summer 2010. I appreciate your help. I have worked very long and hard for this Master’s Degree. I have never, in any class in this entire program, turned in an assignment late or incomplete. I have never, in any class, in this entire program, received a grade for any assignment, which was less than an “A.” I have never, in this entire program, received a final grade of less than an “A.” I expect that this situation will be resolved quickly. I am cutting and pasting the original copy of my final assignments, which were due yesterday, and which I submitted on time. I appreciate your prompt response. Thank you again.
(This is not a Legal Document.)
Sincerely,
Ms. Bayo Elizabeth Cary
Original Document: "Completion of Library Management, Summer 2010, Assignments due on 8-1-2010 by 11:59 p. m. (E.S.T.)"
Public Library: Independence Library (Fictional)
Independence, New Mexico
Strategic Plan
Team: Independent: CEO Ms. Bayo E. Cary
Type of Information Organization: Public Library
CEO: Ms. Bayo E. Cary
Research & Development Director: N/A
Action Plan Leader #1: N/A
Action Plan Leader #2: N/A
Action Plan Leader #3: N/A
Action Plan Leader #4: N/A
Action Plan Leader #5: N/A
Public Library: Independence Library (Fictional)
Independence, New Mexico
Strategic Plan
Part #1: Background: Public Library of Independence, N.M. (Fictional)
New Mexico has historically been one of the poorest states within the United States of America. The school system in New Mexico has been under funded for a period of time which extends far into the past. Overall education and therefore, literacy rates within the state of New Mexico have been unreasonably low for far too long. The state of New Mexico is comprised of a heterogeneous population. Native American and Latnio/a Americans form a substantial portion of the New Mexico population.
Due to the fact, that overall, education, is such a neglected issue in the state of New Mexico, and the fact that over-all literacy rates in the state are low, the state of New Mexico has recently opened a new public library (2008). The public library, which will be located in Independence, N. M. is intended to serve the population in the surrounding town, which at present, is approximately 100,000 full-time residents. The Independence library serves many individual’s in the community, who have been designated as being a minority: women; Latino/a; Native American, Black, and Asian.
During this time of economic struggle, the majority of the residents who access Independence Library, due so to utilize information services which are online. Five years ago the economy in the United States was in much better condition. However, five years ago in the U.S., Internet access was not as widely available to the general public—not even in public libraries. Now, almost every public library in the United States provides free Internet access to anyone who needs access.
The Gates Foundation is a private foundation, which has been a key contributor to adding Internet connections to public libraries across the country. The Gates Foundation has contributed many computers and other hardware to many public libraries across the country as well. E-rate is a federally sponsored government program, which also contributes funds to wire public libraries from one end of the United States to the other.
Independence Library was established to provide free Internet access to everyone in the Independence community. However, the majority of the individual’s who access the Internet at Independence Library are: minority, elderly, are members of a low socio-economic group, or are living below the national poverty level. Very few individual’s with a university degree or who are White access the Internet from Independence Library. In America, individuals who are: well educated, affluent, or White, generally access the Internet from home.
The Internet provided at the public library in Independence provides an opportunity for individuals who are unemployed to: file for unemployment benefits, file for social security benefits, apply for food stamps and cash assistance, apply for other employment opportunities, build and submit resumes for different jobs, and many other activities which are now mainly allocated to the Internet. Many people, especially immigrants, choose to use the Internet to, keep in touch with family in other countries via email. There are also numerous language translators that can be located online, for full documents and for brief statements(i.e. Google Translator).
The public library in Independence serves over a 2,000 people a week. People of all races and ages visit Independence Library. To deal with the low literacy rate in the community, basic reading classes are offered by library volunteers and local AmeriCorps members. The AmeriCorps program, is the national PeaceCorps initiative program, which was initiated by President Clinton. AmeriCorps has established working relationships within communities all across America since its inception during the Clinton Administration. AmeriCorps programs work with all types of service orientated organizations throughout the country ( i.e. The United Way).
The public library in Independence provide numerous other educational programs which provide instruction to patrons on: how to access the Internet, how to effectively and efficiently utilize a computer and search the net, how to engage in library research (online and in the stacks), etc.. Independence Library is guided by the principles published by the American Library Association (A.L.A.). A.L.A. guidelines cover issues such as: patron privacy, the provision of information materials, intellectual freedom in general, and other access to information issues and concerns, etc. , A.L.A. guidelines are all written down and published in various formats, many of the A.L.A. guidelines are available online.
Level 3 - “Global”
Independence Library is relatively isolated from the global community. Although there are community members in Independence who have family, who live abroad, the community is not supported by the International market. The Internet is one of the easiest and best ways for individuals in Independence to connect with other people who live overseas. The Internet which is provided for the community, by the public library, is a “life preserver.”
Independence Library relies on funding from the American Government and from other non-for-profit American companies. International support is rarely generated for libraries in America, particularly public libraries. Presently, due to the down-turn in the economy, funding for public libraries has been cut back all across the country. Not only are public libraries in America being forced to deal with smaller budgets, many public libraries in America are being forced to reduce their library staff size as well.
Level 2 - “Organizational”
The traditional organization of a public library relies on a hierarchical system, with the director at the top, and the support staff at the bottom. Today’s library environment, however, is becoming more linear. Newer ideology, in library management practices, support the concept of implementing a work environment in which many staff members are encouraged to contribute and work independently. This is important, particularly at a time, when there is such a small amount of funding available. Library staffs are being asked in many public libraries across America, to cross train, and to know well, how to work in more than one specialty area within the library environment.
Level 1 - “The User/Information Match”
The user information match is never perfect, according to some critics. Access to the Internet is available to everyone in the Independence community, regardless of race, socio-economic status, or age. Reference librarians at Independence Library assist patrons with locating information both online and in the stacks. A letter of reference from someone who has a local address, a local driver’s license, local shot records, proof of attendance at a local school or university, and many other forms of identification are adequate for gaining access to a library card in Independence.
All books and Internet services are accessible to all adults with a library card. There are a few information access restrictions for children and teens. Over-all, the information user match in the Independence Library is very good. The library staff accepts suggestions from patrons, and they make suggestions as well. The library services in Independence are constantly improving.
Vision Statement
“We are Celebrating Life and Providing Access Information”
Mission Statement
Independence Library provides free access to information to everyone in the Independence community regardless of: race, socio-economic status, living status, employment status, education obtained, language spoken, disability, or age, etc. In order to connect community members with resources, which are relevant to their lives, we have made a commitment to provide our services to anyone who requires assistance in accessing information. By keeping our doors open late in to the evening, and on the weekends, anyone who needs help accessing information in the Independence community, is welcome to visit the public library.
Part #3: SWOT (References Posted in: Appendix B)
Strengths (Internal)
Weaknesses (Internal)
Opportunities (External)
Threats (External)
Internal Strengths:
1. Well Educated Staff (The staff members are graduates of A.L.A. accredited programs. )
2. National Funding Support (E-Rate)
3. Diverse Selection of Materials
4. Internet Access to Everyone
5. Educational Programs (Literacy, Internet/Computer Related, ESL)
Internal Weaknesses:
1. Funding Deficits
2. Limited Numbers of Available Staff or Volunteers
3. Limited Number of Computer Terminals
4. Not Enough Community Outreach or Cooperation with Local Businesses
5. The Over-all Community Patron Use of the Library’s Services is not High Enough
External Opportunities:
1. AmeriCorps Volunteers and other Volunteer Groups in the Community
2. Adding Access to Local University Online Research Related Databases (Wilson Web)
3. Increasing Visits by Currently Publishing Author for Book Talks
4. Increasing the Amount of information About the Library that is Accessible via the Web through Web 2.0 Tools such as: flickr
5. Making more Local Library Favorites Available Online as ebooks
External Threats:
1. State Funding (It is limited.)
2. Community Interest (Interest in what is available at the public library fluxes.)
3. FCC Regulations Regarding Internet Access and the Accessibility of Information via the Web
4. High illiteracy Rates due to a Dearth of National Public School Funding
5. Physical Access to the Library (The availability of city Bus service to and from the library location.)
Part #4: Strategic Outcomes and Strategies
Strategic Outcome(s):
(*Note: Strategic Outcome Statements)
1. Internet Access is successfully provided to the Entire Community for Free.
2. Additional Educational Programming will be provided through the Public Library to anyone who is Interested.
3. Librarians are Continually Updating Their Knowledge Regarding the Library Information Environment and, Therefore, are Always Providing a Professional High-Quality Information Environment.
Strategy Area #1: (Strategic Outcome Statement #1) Internet Access
Supporting Statement: The library will continue to apply to the government program, E-Rate, which subsidises Internet access for public libraries. In addition, the library staff will also search for other grant possibilities, through the federal government, as well as through private organizations.
Strategy Area #2: (Strategic Outcome Statement #1) Internet Access
Supporting Statement: The library will continue to: add additional computer terminals so that more patrons will be able to access the Internet. Staff who are knowledgeable in the area of technology and information science will continue to be hired, in order to facilitate the maintenance and up-dating of the library computers and related equipment.
Strategy Area #3: (Strategic Outcome Statement #2) Educational Programming
Supporting Statement: The library will join efforts with volunteers and community agencies to provides instruction in educational areas which are relevant to accessing information, both online and in the stacks. We will provide classes in: Internet/computer use and operation, research skills, and other basic literacy related areas.
Strategy Area #4: (Strategic Outcome Statement #2) Educational Programming
Supporting Statement: School children in the community, will be invited to visit the public library, through the public school system. The children who visit the library through school, will be given a lesson in: online research skills, documentation of sources, and research conducted through the books available in the stacks. The visits will be frequent and continual and will extend in to the summer holiday, for those students who are interested in continuing to learn research skills.
Strategy Area #5: (Strategic Outcome Statement #3) Knowledgeable Staff
Supporting Statement: Advanced degree programs, in library studies, are available from many universities all over the U.S..
Part #5: Action Plan
Action Plan Increasing Information Access
Action Plan Leader’s Name: (CEO) Ms. Bayo Elizabeth Cary, Independence Library Staff
Rationale (*Note: “Steps”)
The library’s information access facilities, over-all patron skills, and the over-all knowledge of the library staff need to be updated and increased. Libraries are information environments. Information environments require up-to-date materials and computer/Internet hardware. Individuals who access information through the library need to be able to comprehend the information that is available to them. It is necessary for library staff to receive continuing educational training in order to provide adequate assistance to patron’s who seek information in a library, continuing education by library staff improves the: “user information match.”
Unified format:
Step #1 (Rationale) Internet Access Needs to be Available To Everyone.
Minorities and Americans living in rural areas in America presently have limited access to the Internet. Government programs: local, national, and National, are very quickly being moved online. Some employment opportunities are only advertised online. Opportunities related to college education, in particular, are only easily accessed online, such as : applications for federal financial aid and college application forms.
Timeline: Internet access will be increased with the assistance of an outside agency, such as the Federal government. Qualified library staff will apply for Federal grant money. Data from the library will be required to apply for the grant. I estimate that it will take 1 year from start to finish, from when the grant application is acquired, until when the grant application can be submitted.
Responsibility: Library Director, Library Staff (technology staff), Federal government
Step #2: (Rationale) It is Necessary to be Literate in order to Comprehend what is Printed in the Stacks and on the Internet.
If an individual cannot read, then that individual will have difficulty accessing information in a library. Libraries provide most information in English text format. Almost all information, accessible online in America, is in English text format. It is necessary to be able to read to benefit from the information available in the library. If an individual cannot read, then free access to the library is not of much use to that individual.
Timeline: Educational programs based on increasing patron literacy will be implemented through the use of volunteers, through joint programs which involve other programs which already exist in the community, and through the provision of information resources in other languages which are in high use in the community.
Responsibility: Library Director, Library Staff, Volunteers (AmeriCorps, United Way)
Step #3: (Rationale) Knowledgeable Librarians and Staff
Information services are continually evolving. Information changes over night or in seconds sometimes. Information professionals need to be able to keep up with the newest trends in the information environment (i.e. social tagging). Due to the ever changing environment of the information profession, it is necessary for information professionals to engage in continuing education programs. Online programs in both library studies and information studies are available at universities all over the country.
Timeline: The library will pay for the continuing education of all library staff. It takes about a month to apply for a graduate studies program. There are several supplemental materials which must be submitted, including letters of reference. Sometimes a standardized exam is required. The GRE needs to be scheduled well in advance. It takes a while for results to be released to the universities that an individual is applying to. Financial aid may also be a factor, and should be taken into consideration. Admission/Financial Aid requirements and submission dates should be checked in advance.
Responsibility: All Library Staff
Budget:
· The library plans to apply for a Federal grant to pay for the Action Plan Listed above.
· The Federal government grant will allocated for only the Action plan that is mention in the grant application.
· My budget estimates and their resources are presented in parentheses next to each itemized expense.
(*Note-Example)
Budget 1999
Requested Actual
Amount Amount Preliminary
2009 Received 2010
Internet Access (ATT DSL) 12,000 12,000 12000
Educational Supplies (College Books) 17,000 17,000 17,000
Online Courses ( F.S.U Tuition) 25,000 25, 000 25,000
miscellaneous expenses (Estimate) 1,000 1,000 1,000
Total 55, 000 55, 000 55, 000
Evaluation:
Objective: Continued Funding of Action Plan
Internal/ External:
(Funding Related Objectives)
Staff will continue to increase their knowledge about funding available through Federal Agencies and other non-for-profit agencies. Staff members will learn, through experience an instruction how to: conduct surveys, gather patron demographic information, and analysise information in order to successfully apply for more grant money. The library will continue to hire only students who graduate from A.L.A. accredited programs, or who have earned equivalent degrees in other countries. All members of the library staff must be willing to engage in continuing education courses.
1. Patron survey, regarding the over-all satisfaction of patrons with the services provided by the library. The survey will be available at both: the reference desk and book circulation desk. The results will be analysised and then they will be made available to both library staff and patrons. The survey results will be utilized to apply for another Federal grant the following year.
2. Attendance at library educational classes will be counted an recorded. Individual’s demographic information will also be recorded. However, all personal information related to the educational program participants will be restricted to library staff. The participant information will remain anonymous, other than the demographic information. Library staff will try to increase class attendance, and will save the information in order to apply for another Federal grant, the following year.
3. Records of additional certificate sand degrees earned by library staff, which are paid for by the library, will be recorded. Library staff will be expected to contribute a statement regarding their online educational experience as well as what they learned to the library staff records. The information regarding the continuing education of library staff will be utilized to apply for another Federal grant, the following year.
Part #6: Appendices
Appendix A: Strategic Plan Resources
Works Cited
According to Purdue Owl Online A.P.A Format
Access Florida. (2006). Florida Department of Children and Families. Retrieved from http://www.myflorida.com/accessflorida/
ALA: A Perfect Storm Brewing: Budget Cuts Threaten Library Services at Time of Increased Demand. (2010, March 4). A Perfect Storm Brewing: Budget Cuts Threaten Library Services at Time of Increased Demand. Retrieved from http://www.ala.org/ala/research/initiatives/plftas/issuesbriefs/issuebrief_perfectstorm.pdf
Aqili, S. V., & Moghaddam, A. I. (2008). Bridging the Digital Divide: The Role of Librarians and Information Professionals in the Third Millennium. The Electronic Library 26, no.2. Retrieved from http://www.emeraldinsight.com.proxy.lib.fsu.edu/Insight/ViewContentServlet?contentType=Article&Filename=Published/EmeraldFullTextArticle/Articles/2630260207.html
Baker, B. D., & Green, P. C. III. (2009). Equal Educational Opportunity and the Distribution of State Aid to Schools: Can or Should School Racial Composition Be a Factor? Journal of Education Finance, 34. Retrieved from http://vnweb.hwwilsonweb.com.proxy.lib.fsu.edu/hww/results/results_single_fulltext.jhtml;hwwilsonid=PIA0WTEVJ4FYBQA3DIMSFF4ADUNGIIV0
Belcher, C. (2009, December 10). Less than Half of African Americans and Hispanics Regularly Use Internet- Yet Overwhelmingly Majority Agrees that Internet Access is Critical to Success in Education, Business, Community and Family Life. Business Wire. Retrieved from http://www.businesswire.com/portal/site/home/permalink/?ndmViewId=news_view&newsId=20091210005194&newsLang=en
Bill Clinton. (2010, March 8) In Encyclopædia Britannica Online. Retrieved from http://www.britannica.com/EBchecked/topic/121813/Bill-Clinton
Bulger, K. (2007, April 12). A Brief History of the Digital Divide. Retrieved from http://digitalartscorps.org/node/717
Burnett, G., Jaeger, P.T., & Thompson, K. M. (2008, February 13). Normative Behavior and Information: The Social Aspects of Information Access. Library and Information Science Research, 30. Retrieved from http://www.sciencedirect.com.proxy.lib.fsu.edu/science?_ob=ArticleURL&_udi=B6W5R-4RTTKSD-1&_user=2139768&_coverDate=03%2F31%2F2008&_rdoc=1&_fmt=high&_orig=search&_sort=d&_docanchor=&view=c&_acct=C000054272&_version=1&_urlVersion=0&_userid=2139768&md5=4b965a3017073f7944bc0bd641f06c91
Cable News Network LP, LLLP.. (2005). Special Report: The Clinton Years. Retrieved from http://www.cnn.com/SPECIALS/2001/clinton/
Carvin, A. (2000, January/February). Mind the Gap: The Digital Divide as the Civil Rights Issue of the New Millennium. Retrieved from http://infotoday.com/mmschools/jan00/carvin.htm
Chandler, A. D. Jr., & Cortada, J. W. (2000). A Nation Transformed by Information: How Information has Shape The United States From Colonial Times To The Present. New York, NY: Oxford University Press
Clinton, W. J. (1996, April 17). Executive Order #12999. Retrieved from http://www.gsa.gov/Portal/gsa/ep/contentView.do?contentType=GSA_BASIC&contentId=10722
Davis, A. (2010, April 19). National Broadband Plan Vital to Closing Digital Divide, FCC Tells Senate Committee. Retrieved from http://www.civilrights.org/
Davis, D. M., Bertot, J. C., & McClure, C. R. (2010, April 14). Public Library Funding & Technology Access Study. Retrieved from http://www.ala.org/ala/research/initiatives/plftas/2008_2009/librariesconnectcommunities3.pdf
Dimaggio, P., & Hargittai, E. (2001). From the ‘Digital Divide’ to `Digital Inequality’: Studying Internet Use As Penetration Increases*. Retrieved from http://www.webuse.umd.edu/webshop/resources/Dimaggio_Digital_Divide.pdf
Evans, J. (1996). How-to Guide Overview of NetDay 1996. Retrieved from http://www.netday.org/howto_overview.htm
Fitchard, K. (2009, January 26). Broadband Obama. Connected Planet Online. Retrieved from http://connectedplanetonline.com/residential_services/commentary/telecom_broadband_priority_090201/index.html
Free Application for Federal Student Aid (FAFSA). (2010, March 28). Free Application for Federal Student Aid. Retrieved from http://www.fafsa.ed.gov/
Gallagher, M. D., & Cooper, K. B. (2004, September). A Nation Online: Entering the Broadband Age. Retrieved from http://www.ntia.doc.gov/reports/anol/NationOnlineBroadband04.htm
Garlin, G. II. (2010, March 18). Protecting Internet Freedom will Close the Digital Divide. Period. End of Story. [Save the Internet]. Retrieved from http://www.savetheinternet.com/blog/10/03/18/protecting-internet-freedom-will-close-digital-divide-period-end-story
Gates, B. (2000, December). Shaping the Internet Age. Retrieved from http://www.microsoft.com/presspass/exec/billg/writing/shapingtheinternet.mspx
Gates, B. S. (2004). New Report on Libraries and the Digital Divide . Retrieved From http://www.pewinternet.org/Press-Releases/2004/New-Report-on-Libraries-and-the-Digital-Divide.aspx
Gates, B. (2010). Bill and Melinda Gates Foundation: All Lives Have Equal Value. Retrieved from http://www.ask.com/bar?q=How+did+the+government+fund+library+computers%3F&page=1&qsrc=121&dm=all&ab=6&u=http%3A%2F%2Fwww.gatesfoundation.org%2Flibraries%2FPages%2Funited-states-libraries.aspx&sg=qLRhrr%2FEzbjE0natSz%2B9BGteQ02ccy%2BGcBCaBVkJDPI%3D&tsp=1272797634934
Appendix A: Action Plan Resources
APPENDIX B: Data Sources
Grotticelli, M. (2009, September 14). FCC gears up for massive broadband initiative. Broadcast Engineering. Retrieved from http://broadcastengineering.com/news/fcc-gears-up-massive-broadband-initiative-091409/
Government. (2009, October 3) Merriam Webster. Retrieved from http://www.merriam-webster.com/dictionary/government
Hargittai, E. (2002, April). Second -Level Digital Divide: Differences in People's Online Skills. First Monday. Retrieved from http://firstmonday.org/
Hoffman, D. L., & Novak, T. P. (1998, April 17). Bridging the Racial Divide on the Internet. SCIENCE, 280. Retrieved from http://www.cybercultura.it/pdf/1998_Bridging_Digita_Divide.pdf
Horton, J. (2004). Is The Serpent Eating its Tail? The Digital Divide and African Americans. The Journal of Technology Studies, 30. Retrieved from http://newfirstsearch.oclc.org.proxy.lib.fsu.edu/WebZ/FSPage?pagetype=return_frameset:linktype=servicelink:sessionid=fsapp7-47969-g8oy498p-d4nc89:entitypagenum=33:0?entityframedscrolling=yes:entityframedurl=http%3A%2F%2Fwww.lib.fsu.edu:entityframedtitle=:entityframedtimeout=30
Horrigan, J. B. (2009, January 21). If Obama builds it will they log on? Retrieved from http://pewresearch.org/pubs/1085/stimulating-broadband
House, T. W. (n.d.). About the White House Presidents. Retrieved from http://www.whitehouse.gov/about/presidents/GeorgeWBush/
Internet. (2009, September 23) In Encyclopedia Britannica Online. Retrieved from http://www.britannica.com/EBchecked/topic/291494/Internet
Irving, L. (1995). Falling Through The Net: A Survey of the "Have Nots" in Rural and Urban America. Retrieved from http://www.ntia.doc.gov/ntiahome/fallingthru.html
Irving, L. (1999). Falling Through the Net: Defining the Digital Divide. Retrieved from http://www.ntia.doc.gov/ntiahome/fttn99/contents.html
John Major. (2010, March 8). In Encyclopedia Britannica Online. Retrieved from http://www.britannica.com/EBchecked/topic/358992/John-Major
Kolstad, A. J., & White, S. E. (n.d.). National Assessment of Adult Literacy. Retrieved from http://nces.ed.gov/naal/index.asp
Koizumi, K. (2010, January 18). Science and Engineering Indicators 2010: A Report Card for U.S. Science, Engineering, and Technology. Retrieved from http://www.whitehouse.gov/blog/2010/01/18/science-and-engineering-indicators-2010-a-report-card-us-science-engineering-and-tec
APPENDIX C: Presentation Plan
Appendix C: Presentation Plan
Justification of Strategic Plan:
Independence library has implemented the above mentioned action plan in order to increase Internet accessibility to all community members. Libraries require current materials and technology access hardware and software. Patrons who access information through the library need to be able to easily understand what they are accessing. It is necessary for library staff to receive additional educational training in order to provide adequate assistance to patron’s who require assistance in seeking information in a library resources. The outcome of the action plan which has been implemented will be increased access to the Internet by the local Independence community members and a better over -all understanding, by the community members, of the information that they are accessing at the library.
APPENDIX D: Stakeholders
Appendix D: Stakeholders
Community Members: Stake: Free information Access
Library Staff: Stake: Increased Knowledge Regarding the Information Environment
Literacy Challenged Community Members: Stake: Free Education in Reading the English Language
Computer/Internet Challenged: Stake: Free Education in How to Access Internet Information
TimeLine:
Time Line: CEO: Ms. Bayo Elizabeth Cary
(*Note--All calendar formatting was lost, therefore, the calendar data was deleted, but is on the original copy.)
The references provided for the strategic plan are based on A.P.A. guidelines which are provided by Purdue Owl online. The web pages at Purdue Owl are change frequently and reference guidelines are periodically altered. I documented my resources to the best on my ability based on the reference guideline which are currently available to me. As previously stated, some of my strategic plan is based on a template that was available in Ms. Kim’s class. I do not know who created the template, so I am unable to document that source.
CEO: Strategic Plan: Ms. Bayo E. Cary
Self-Evaluation
Completing the Strategic plan was difficult, but I worked my way through it. Ms. Swaine never provided me with directions for the strategic plan, for the reflection journal, or for the self –evaluation. I completed the entire assignment on my own, with no direction, although I did download a template from the previous half of the library management course. I let Ms. Swaine know, that it would be necessary for me to alter, whatever template I decided to use—somewhat. There was no other way to inter the information. The templates provided to me, were not well organized, and would have been difficult to comprehend, if they had not been altered.
The references provided for the strategic plan are based on A.P.A. guidelines which are provided by Purdue Owl online. The web pages are changes and guidelines are periodically altered. I documented my resources to the best on my ability based on the reference guideline which are currently available to me. As previously stated, some of my strategic plan is based on a template that was available in Ms. Kim’s class. I do not know who created the template, so I am unable to document that source.
Independence, New Mexico
Strategic Plan
Team: Independent: CEO Ms. Bayo E. Cary
Type of Information Organization: Public Library
CEO: Ms. Bayo E. Cary
Research & Development Director: N/A
Action Plan Leader #1: N/A
Action Plan Leader #2: N/A
Action Plan Leader #3: N/A
Action Plan Leader #4: N/A
Action Plan Leader #5: N/A
Public Library: Independence Library (Fictional)
Independence, New Mexico
Strategic Plan
Part #1: Background: Public Library of Independence, N.M. (Fictional)
New Mexico has historically been one of the poorest states within the United States of America. The school system in New Mexico has been under funded for a period of time which extends far into the past. Overall education and therefore, literacy rates within the state of New Mexico have been unreasonably low for far too long. The state of New Mexico is comprised of a heterogeneous population. Native American and Latnio/a Americans form a substantial portion of the New Mexico population.
Due to the fact, that overall, education, is such a neglected issue in the state of New Mexico, and the fact that over-all literacy rates in the state are low, the state of New Mexico has recently opened a new public library (2008). The public library, which will be located in Independence, N. M. is intended to serve the population in the surrounding town, which at present, is approximately 100,000 full-time residents. The Independence library serves many individual’s in the community, who have been designated as being a minority: women; Latino/a; Native American, Black, and Asian.
During this time of economic struggle, the majority of the residents who access Independence Library, due so to utilize information services which are online. Five years ago the economy in the United States was in much better condition. However, five years ago in the U.S., Internet access was not as widely available to the general public—not even in public libraries. Now, almost every public library in the United States provides free Internet access to anyone who needs access.
The Gates Foundation is a private foundation, which has been a key contributor to adding Internet connections to public libraries across the country. The Gates Foundation has contributed many computers and other hardware to many public libraries across the country as well. E-rate is a federally sponsored government program, which also contributes funds to wire public libraries from one end of the United States to the other.
Independence Library was established to provide free Internet access to everyone in the Independence community. However, the majority of the individual’s who access the Internet at Independence Library are: minority, elderly, are members of a low socio-economic group, or are living below the national poverty level. Very few individual’s with a university degree or who are White access the Internet from Independence Library. In America, individuals who are: well educated, affluent, or White, generally access the Internet from home.
The Internet provided at the public library in Independence provides an opportunity for individuals who are unemployed to: file for unemployment benefits, file for social security benefits, apply for food stamps and cash assistance, apply for other employment opportunities, build and submit resumes for different jobs, and many other activities which are now mainly allocated to the Internet. Many people, especially immigrants, choose to use the Internet to, keep in touch with family in other countries via email. There are also numerous language translators that can be located online, for full documents and for brief statements(i.e. Google Translator).
The public library in Independence serves over a 2,000 people a week. People of all races and ages visit Independence Library. To deal with the low literacy rate in the community, basic reading classes are offered by library volunteers and local AmeriCorps members. The AmeriCorps program, is the national PeaceCorps initiative program, which was initiated by President Clinton. AmeriCorps has established working relationships within communities all across America since its inception during the Clinton Administration. AmeriCorps programs work with all types of service orientated organizations throughout the country ( i.e. The United Way).
The public library in Independence provide numerous other educational programs which provide instruction to patrons on: how to access the Internet, how to effectively and efficiently utilize a computer and search the net, how to engage in library research (online and in the stacks), etc.. Independence Library is guided by the principles published by the American Library Association (A.L.A.). A.L.A. guidelines cover issues such as: patron privacy, the provision of information materials, intellectual freedom in general, and other access to information issues and concerns, etc. , A.L.A. guidelines are all written down and published in various formats, many of the A.L.A. guidelines are available online.
Level 3 - “Global”
Independence Library is relatively isolated from the global community. Although there are community members in Independence who have family, who live abroad, the community is not supported by the International market. The Internet is one of the easiest and best ways for individuals in Independence to connect with other people who live overseas. The Internet which is provided for the community, by the public library, is a “life preserver.”
Independence Library relies on funding from the American Government and from other non-for-profit American companies. International support is rarely generated for libraries in America, particularly public libraries. Presently, due to the down-turn in the economy, funding for public libraries has been cut back all across the country. Not only are public libraries in America being forced to deal with smaller budgets, many public libraries in America are being forced to reduce their library staff size as well.
Level 2 - “Organizational”
The traditional organization of a public library relies on a hierarchical system, with the director at the top, and the support staff at the bottom. Today’s library environment, however, is becoming more linear. Newer ideology, in library management practices, support the concept of implementing a work environment in which many staff members are encouraged to contribute and work independently. This is important, particularly at a time, when there is such a small amount of funding available. Library staffs are being asked in many public libraries across America, to cross train, and to know well, how to work in more than one specialty area within the library environment.
Level 1 - “The User/Information Match”
The user information match is never perfect, according to some critics. Access to the Internet is available to everyone in the Independence community, regardless of race, socio-economic status, or age. Reference librarians at Independence Library assist patrons with locating information both online and in the stacks. A letter of reference from someone who has a local address, a local driver’s license, local shot records, proof of attendance at a local school or university, and many other forms of identification are adequate for gaining access to a library card in Independence.
All books and Internet services are accessible to all adults with a library card. There are a few information access restrictions for children and teens. Over-all, the information user match in the Independence Library is very good. The library staff accepts suggestions from patrons, and they make suggestions as well. The library services in Independence are constantly improving.
Vision Statement
“We are Celebrating Life and Providing Access Information”
Mission Statement
Independence Library provides free access to information to everyone in the Independence community regardless of: race, socio-economic status, living status, employment status, education obtained, language spoken, disability, or age, etc. In order to connect community members with resources, which are relevant to their lives, we have made a commitment to provide our services to anyone who requires assistance in accessing information. By keeping our doors open late in to the evening, and on the weekends, anyone who needs help accessing information in the Independence community, is welcome to visit the public library.
Part #3: SWOT (References Posted in: Appendix B)
Strengths (Internal)
Weaknesses (Internal)
Opportunities (External)
Threats (External)
Internal Strengths:
1. Well Educated Staff (The staff members are graduates of A.L.A. accredited programs. )
2. National Funding Support (E-Rate)
3. Diverse Selection of Materials
4. Internet Access to Everyone
5. Educational Programs (Literacy, Internet/Computer Related, ESL)
Internal Weaknesses:
1. Funding Deficits
2. Limited Numbers of Available Staff or Volunteers
3. Limited Number of Computer Terminals
4. Not Enough Community Outreach or Cooperation with Local Businesses
5. The Over-all Community Patron Use of the Library’s Services is not High Enough
External Opportunities:
1. AmeriCorps Volunteers and other Volunteer Groups in the Community
2. Adding Access to Local University Online Research Related Databases (Wilson Web)
3. Increasing Visits by Currently Publishing Author for Book Talks
4. Increasing the Amount of information About the Library that is Accessible via the Web through Web 2.0 Tools such as: flickr
5. Making more Local Library Favorites Available Online as ebooks
External Threats:
1. State Funding (It is limited.)
2. Community Interest (Interest in what is available at the public library fluxes.)
3. FCC Regulations Regarding Internet Access and the Accessibility of Information via the Web
4. High illiteracy Rates due to a Dearth of National Public School Funding
5. Physical Access to the Library (The availability of city Bus service to and from the library location.)
Part #4: Strategic Outcomes and Strategies
Strategic Outcome(s):
(*Note: Strategic Outcome Statements)
1. Internet Access is successfully provided to the Entire Community for Free.
2. Additional Educational Programming will be provided through the Public Library to anyone who is Interested.
3. Librarians are Continually Updating Their Knowledge Regarding the Library Information Environment and, Therefore, are Always Providing a Professional High-Quality Information Environment.
Strategy Area #1: (Strategic Outcome Statement #1) Internet Access
Supporting Statement: The library will continue to apply to the government program, E-Rate, which subsidises Internet access for public libraries. In addition, the library staff will also search for other grant possibilities, through the federal government, as well as through private organizations.
Strategy Area #2: (Strategic Outcome Statement #1) Internet Access
Supporting Statement: The library will continue to: add additional computer terminals so that more patrons will be able to access the Internet. Staff who are knowledgeable in the area of technology and information science will continue to be hired, in order to facilitate the maintenance and up-dating of the library computers and related equipment.
Strategy Area #3: (Strategic Outcome Statement #2) Educational Programming
Supporting Statement: The library will join efforts with volunteers and community agencies to provides instruction in educational areas which are relevant to accessing information, both online and in the stacks. We will provide classes in: Internet/computer use and operation, research skills, and other basic literacy related areas.
Strategy Area #4: (Strategic Outcome Statement #2) Educational Programming
Supporting Statement: School children in the community, will be invited to visit the public library, through the public school system. The children who visit the library through school, will be given a lesson in: online research skills, documentation of sources, and research conducted through the books available in the stacks. The visits will be frequent and continual and will extend in to the summer holiday, for those students who are interested in continuing to learn research skills.
Strategy Area #5: (Strategic Outcome Statement #3) Knowledgeable Staff
Supporting Statement: Advanced degree programs, in library studies, are available from many universities all over the U.S..
Part #5: Action Plan
Action Plan Increasing Information Access
Action Plan Leader’s Name: (CEO) Ms. Bayo Elizabeth Cary, Independence Library Staff
Rationale (*Note: “Steps”)
The library’s information access facilities, over-all patron skills, and the over-all knowledge of the library staff need to be updated and increased. Libraries are information environments. Information environments require up-to-date materials and computer/Internet hardware. Individuals who access information through the library need to be able to comprehend the information that is available to them. It is necessary for library staff to receive continuing educational training in order to provide adequate assistance to patron’s who seek information in a library, continuing education by library staff improves the: “user information match.”
Unified format:
Step #1 (Rationale) Internet Access Needs to be Available To Everyone.
Minorities and Americans living in rural areas in America presently have limited access to the Internet. Government programs: local, national, and National, are very quickly being moved online. Some employment opportunities are only advertised online. Opportunities related to college education, in particular, are only easily accessed online, such as : applications for federal financial aid and college application forms.
Timeline: Internet access will be increased with the assistance of an outside agency, such as the Federal government. Qualified library staff will apply for Federal grant money. Data from the library will be required to apply for the grant. I estimate that it will take 1 year from start to finish, from when the grant application is acquired, until when the grant application can be submitted.
Responsibility: Library Director, Library Staff (technology staff), Federal government
Step #2: (Rationale) It is Necessary to be Literate in order to Comprehend what is Printed in the Stacks and on the Internet.
If an individual cannot read, then that individual will have difficulty accessing information in a library. Libraries provide most information in English text format. Almost all information, accessible online in America, is in English text format. It is necessary to be able to read to benefit from the information available in the library. If an individual cannot read, then free access to the library is not of much use to that individual.
Timeline: Educational programs based on increasing patron literacy will be implemented through the use of volunteers, through joint programs which involve other programs which already exist in the community, and through the provision of information resources in other languages which are in high use in the community.
Responsibility: Library Director, Library Staff, Volunteers (AmeriCorps, United Way)
Step #3: (Rationale) Knowledgeable Librarians and Staff
Information services are continually evolving. Information changes over night or in seconds sometimes. Information professionals need to be able to keep up with the newest trends in the information environment (i.e. social tagging). Due to the ever changing environment of the information profession, it is necessary for information professionals to engage in continuing education programs. Online programs in both library studies and information studies are available at universities all over the country.
Timeline: The library will pay for the continuing education of all library staff. It takes about a month to apply for a graduate studies program. There are several supplemental materials which must be submitted, including letters of reference. Sometimes a standardized exam is required. The GRE needs to be scheduled well in advance. It takes a while for results to be released to the universities that an individual is applying to. Financial aid may also be a factor, and should be taken into consideration. Admission/Financial Aid requirements and submission dates should be checked in advance.
Responsibility: All Library Staff
Budget:
· The library plans to apply for a Federal grant to pay for the Action Plan Listed above.
· The Federal government grant will allocated for only the Action plan that is mention in the grant application.
· My budget estimates and their resources are presented in parentheses next to each itemized expense.
(*Note-Example)
Budget 1999
Requested Actual
Amount Amount Preliminary
2009 Received 2010
Internet Access (ATT DSL) 12,000 12,000 12000
Educational Supplies (College Books) 17,000 17,000 17,000
Online Courses ( F.S.U Tuition) 25,000 25, 000 25,000
miscellaneous expenses (Estimate) 1,000 1,000 1,000
Total 55, 000 55, 000 55, 000
Evaluation:
Objective: Continued Funding of Action Plan
Internal/ External:
(Funding Related Objectives)
Staff will continue to increase their knowledge about funding available through Federal Agencies and other non-for-profit agencies. Staff members will learn, through experience an instruction how to: conduct surveys, gather patron demographic information, and analysise information in order to successfully apply for more grant money. The library will continue to hire only students who graduate from A.L.A. accredited programs, or who have earned equivalent degrees in other countries. All members of the library staff must be willing to engage in continuing education courses.
1. Patron survey, regarding the over-all satisfaction of patrons with the services provided by the library. The survey will be available at both: the reference desk and book circulation desk. The results will be analysised and then they will be made available to both library staff and patrons. The survey results will be utilized to apply for another Federal grant the following year.
2. Attendance at library educational classes will be counted an recorded. Individual’s demographic information will also be recorded. However, all personal information related to the educational program participants will be restricted to library staff. The participant information will remain anonymous, other than the demographic information. Library staff will try to increase class attendance, and will save the information in order to apply for another Federal grant, the following year.
3. Records of additional certificate sand degrees earned by library staff, which are paid for by the library, will be recorded. Library staff will be expected to contribute a statement regarding their online educational experience as well as what they learned to the library staff records. The information regarding the continuing education of library staff will be utilized to apply for another Federal grant, the following year.
Part #6: Appendices
Appendix A: Strategic Plan Resources
Works Cited
According to Purdue Owl Online A.P.A Format
Access Florida. (2006). Florida Department of Children and Families. Retrieved from http://www.myflorida.com/accessflorida/
ALA: A Perfect Storm Brewing: Budget Cuts Threaten Library Services at Time of Increased Demand. (2010, March 4). A Perfect Storm Brewing: Budget Cuts Threaten Library Services at Time of Increased Demand. Retrieved from http://www.ala.org/ala/research/initiatives/plftas/issuesbriefs/issuebrief_perfectstorm.pdf
Aqili, S. V., & Moghaddam, A. I. (2008). Bridging the Digital Divide: The Role of Librarians and Information Professionals in the Third Millennium. The Electronic Library 26, no.2. Retrieved from http://www.emeraldinsight.com.proxy.lib.fsu.edu/Insight/ViewContentServlet?contentType=Article&Filename=Published/EmeraldFullTextArticle/Articles/2630260207.html
Baker, B. D., & Green, P. C. III. (2009). Equal Educational Opportunity and the Distribution of State Aid to Schools: Can or Should School Racial Composition Be a Factor? Journal of Education Finance, 34. Retrieved from http://vnweb.hwwilsonweb.com.proxy.lib.fsu.edu/hww/results/results_single_fulltext.jhtml;hwwilsonid=PIA0WTEVJ4FYBQA3DIMSFF4ADUNGIIV0
Belcher, C. (2009, December 10). Less than Half of African Americans and Hispanics Regularly Use Internet- Yet Overwhelmingly Majority Agrees that Internet Access is Critical to Success in Education, Business, Community and Family Life. Business Wire. Retrieved from http://www.businesswire.com/portal/site/home/permalink/?ndmViewId=news_view&newsId=20091210005194&newsLang=en
Bill Clinton. (2010, March 8) In Encyclopædia Britannica Online. Retrieved from http://www.britannica.com/EBchecked/topic/121813/Bill-Clinton
Bulger, K. (2007, April 12). A Brief History of the Digital Divide. Retrieved from http://digitalartscorps.org/node/717
Burnett, G., Jaeger, P.T., & Thompson, K. M. (2008, February 13). Normative Behavior and Information: The Social Aspects of Information Access. Library and Information Science Research, 30. Retrieved from http://www.sciencedirect.com.proxy.lib.fsu.edu/science?_ob=ArticleURL&_udi=B6W5R-4RTTKSD-1&_user=2139768&_coverDate=03%2F31%2F2008&_rdoc=1&_fmt=high&_orig=search&_sort=d&_docanchor=&view=c&_acct=C000054272&_version=1&_urlVersion=0&_userid=2139768&md5=4b965a3017073f7944bc0bd641f06c91
Cable News Network LP, LLLP.. (2005). Special Report: The Clinton Years. Retrieved from http://www.cnn.com/SPECIALS/2001/clinton/
Carvin, A. (2000, January/February). Mind the Gap: The Digital Divide as the Civil Rights Issue of the New Millennium. Retrieved from http://infotoday.com/mmschools/jan00/carvin.htm
Chandler, A. D. Jr., & Cortada, J. W. (2000). A Nation Transformed by Information: How Information has Shape The United States From Colonial Times To The Present. New York, NY: Oxford University Press
Clinton, W. J. (1996, April 17). Executive Order #12999. Retrieved from http://www.gsa.gov/Portal/gsa/ep/contentView.do?contentType=GSA_BASIC&contentId=10722
Davis, A. (2010, April 19). National Broadband Plan Vital to Closing Digital Divide, FCC Tells Senate Committee. Retrieved from http://www.civilrights.org/
Davis, D. M., Bertot, J. C., & McClure, C. R. (2010, April 14). Public Library Funding & Technology Access Study. Retrieved from http://www.ala.org/ala/research/initiatives/plftas/2008_2009/librariesconnectcommunities3.pdf
Dimaggio, P., & Hargittai, E. (2001). From the ‘Digital Divide’ to `Digital Inequality’: Studying Internet Use As Penetration Increases*. Retrieved from http://www.webuse.umd.edu/webshop/resources/Dimaggio_Digital_Divide.pdf
Evans, J. (1996). How-to Guide Overview of NetDay 1996. Retrieved from http://www.netday.org/howto_overview.htm
Fitchard, K. (2009, January 26). Broadband Obama. Connected Planet Online. Retrieved from http://connectedplanetonline.com/residential_services/commentary/telecom_broadband_priority_090201/index.html
Free Application for Federal Student Aid (FAFSA). (2010, March 28). Free Application for Federal Student Aid. Retrieved from http://www.fafsa.ed.gov/
Gallagher, M. D., & Cooper, K. B. (2004, September). A Nation Online: Entering the Broadband Age. Retrieved from http://www.ntia.doc.gov/reports/anol/NationOnlineBroadband04.htm
Garlin, G. II. (2010, March 18). Protecting Internet Freedom will Close the Digital Divide. Period. End of Story. [Save the Internet]. Retrieved from http://www.savetheinternet.com/blog/10/03/18/protecting-internet-freedom-will-close-digital-divide-period-end-story
Gates, B. (2000, December). Shaping the Internet Age. Retrieved from http://www.microsoft.com/presspass/exec/billg/writing/shapingtheinternet.mspx
Gates, B. S. (2004). New Report on Libraries and the Digital Divide . Retrieved From http://www.pewinternet.org/Press-Releases/2004/New-Report-on-Libraries-and-the-Digital-Divide.aspx
Gates, B. (2010). Bill and Melinda Gates Foundation: All Lives Have Equal Value. Retrieved from http://www.ask.com/bar?q=How+did+the+government+fund+library+computers%3F&page=1&qsrc=121&dm=all&ab=6&u=http%3A%2F%2Fwww.gatesfoundation.org%2Flibraries%2FPages%2Funited-states-libraries.aspx&sg=qLRhrr%2FEzbjE0natSz%2B9BGteQ02ccy%2BGcBCaBVkJDPI%3D&tsp=1272797634934
Appendix A: Action Plan Resources
APPENDIX B: Data Sources
Grotticelli, M. (2009, September 14). FCC gears up for massive broadband initiative. Broadcast Engineering. Retrieved from http://broadcastengineering.com/news/fcc-gears-up-massive-broadband-initiative-091409/
Government. (2009, October 3) Merriam Webster. Retrieved from http://www.merriam-webster.com/dictionary/government
Hargittai, E. (2002, April). Second -Level Digital Divide: Differences in People's Online Skills. First Monday. Retrieved from http://firstmonday.org/
Hoffman, D. L., & Novak, T. P. (1998, April 17). Bridging the Racial Divide on the Internet. SCIENCE, 280. Retrieved from http://www.cybercultura.it/pdf/1998_Bridging_Digita_Divide.pdf
Horton, J. (2004). Is The Serpent Eating its Tail? The Digital Divide and African Americans. The Journal of Technology Studies, 30. Retrieved from http://newfirstsearch.oclc.org.proxy.lib.fsu.edu/WebZ/FSPage?pagetype=return_frameset:linktype=servicelink:sessionid=fsapp7-47969-g8oy498p-d4nc89:entitypagenum=33:0?entityframedscrolling=yes:entityframedurl=http%3A%2F%2Fwww.lib.fsu.edu:entityframedtitle=:entityframedtimeout=30
Horrigan, J. B. (2009, January 21). If Obama builds it will they log on? Retrieved from http://pewresearch.org/pubs/1085/stimulating-broadband
House, T. W. (n.d.). About the White House Presidents. Retrieved from http://www.whitehouse.gov/about/presidents/GeorgeWBush/
Internet. (2009, September 23) In Encyclopedia Britannica Online. Retrieved from http://www.britannica.com/EBchecked/topic/291494/Internet
Irving, L. (1995). Falling Through The Net: A Survey of the "Have Nots" in Rural and Urban America. Retrieved from http://www.ntia.doc.gov/ntiahome/fallingthru.html
Irving, L. (1999). Falling Through the Net: Defining the Digital Divide. Retrieved from http://www.ntia.doc.gov/ntiahome/fttn99/contents.html
John Major. (2010, March 8). In Encyclopedia Britannica Online. Retrieved from http://www.britannica.com/EBchecked/topic/358992/John-Major
Kolstad, A. J., & White, S. E. (n.d.). National Assessment of Adult Literacy. Retrieved from http://nces.ed.gov/naal/index.asp
Koizumi, K. (2010, January 18). Science and Engineering Indicators 2010: A Report Card for U.S. Science, Engineering, and Technology. Retrieved from http://www.whitehouse.gov/blog/2010/01/18/science-and-engineering-indicators-2010-a-report-card-us-science-engineering-and-tec
APPENDIX C: Presentation Plan
Appendix C: Presentation Plan
Justification of Strategic Plan:
Independence library has implemented the above mentioned action plan in order to increase Internet accessibility to all community members. Libraries require current materials and technology access hardware and software. Patrons who access information through the library need to be able to easily understand what they are accessing. It is necessary for library staff to receive additional educational training in order to provide adequate assistance to patron’s who require assistance in seeking information in a library resources. The outcome of the action plan which has been implemented will be increased access to the Internet by the local Independence community members and a better over -all understanding, by the community members, of the information that they are accessing at the library.
APPENDIX D: Stakeholders
Appendix D: Stakeholders
Community Members: Stake: Free information Access
Library Staff: Stake: Increased Knowledge Regarding the Information Environment
Literacy Challenged Community Members: Stake: Free Education in Reading the English Language
Computer/Internet Challenged: Stake: Free Education in How to Access Internet Information
TimeLine:
Time Line: CEO: Ms. Bayo Elizabeth Cary
(*Note--All calendar formatting was lost, therefore, the calendar data was deleted, but is on the original copy.)
The references provided for the strategic plan are based on A.P.A. guidelines which are provided by Purdue Owl online. The web pages at Purdue Owl are change frequently and reference guidelines are periodically altered. I documented my resources to the best on my ability based on the reference guideline which are currently available to me. As previously stated, some of my strategic plan is based on a template that was available in Ms. Kim’s class. I do not know who created the template, so I am unable to document that source.
CEO: Strategic Plan: Ms. Bayo E. Cary
Self-Evaluation
Completing the Strategic plan was difficult, but I worked my way through it. Ms. Swaine never provided me with directions for the strategic plan, for the reflection journal, or for the self –evaluation. I completed the entire assignment on my own, with no direction, although I did download a template from the previous half of the library management course. I let Ms. Swaine know, that it would be necessary for me to alter, whatever template I decided to use—somewhat. There was no other way to inter the information. The templates provided to me, were not well organized, and would have been difficult to comprehend, if they had not been altered.
The references provided for the strategic plan are based on A.P.A. guidelines which are provided by Purdue Owl online. The web pages are changes and guidelines are periodically altered. I documented my resources to the best on my ability based on the reference guideline which are currently available to me. As previously stated, some of my strategic plan is based on a template that was available in Ms. Kim’s class. I do not know who created the template, so I am unable to document that source.
Original Document: Ms. Swaine is completely unavailable! What about the final asssignments Instructions?
8-1-2010 4:21 p. m. (E.S.T.)
Dear Dean **********,
I am unable to contact Swaine. I have tried all 3 web addresses which are provided by the F.S.U. directory. I have diligently searched the F.S.U. website, and I am unable to locate any other email addresses for Swaine. I had some last minute issues regarding the submission of the final assignments. I have let her know numerous times before that it is difficult to reach her and that I would need to be able to contact her: up until the time when I receive verification of the submission of my final grades to the registrar's office, as well as verification of my final Master's degree reflecting summer 2010 graduation, and my official transcript with the statement of my degree earned included (ALA accredited). I have no way of reaching her now.
Although, she is no longer my instructor, she did want me to turn my final assignments in to the submission link to the class. I will turn my final assignments in to you instead. There are no directions for the final assignments and there is no grading criteria for the final assignments available either. My grades on my grade page are still incorrect. Can you please fix these problems for me? Thank you for your time, attention, and continued support.
Sincerely,
Ms. Bayo Elizabeth Cary
From: postmaster@admin.fsu.edu
To: bayoecary@hotmail.com
Date: Sun, 1 Aug 2010 15:51:43 -0400
Subject: Delivery Status Notification (Failure)
This is an automatically generated Delivery Status Notification.
Delivery to the following recipients failed.
***************
--Pièce jointe du message transmise--
From: bayoecary@hotmail.com
To: ******************
Subject: The assignments are being turned in today, 8-1-2010, by 11:59 p. m. (E.S.T.), which is the due: date/time, which I have not agreed to, on my grade book page.
Date: Sun, 1 Aug 2010 15:51:41 -0400
8-1-2010 3:50 p. m. (E.S.T.)
This email was previously sent to you twice. Your email account at: lswaine@fsu.edu is inactive as well. You should have it fixed. It is difficult to reach you. You should be more accessible to me. Contacting you has been an on-going problem over the past three weeks. You should correct this problem.
Thank you,
Bayo Cary
Date: Sun, 1 Aug 2010 15:37:03 -0400
From: MAILER-DAEMON@ms4.ucs.fsu.edu
To: bayoecary@hotmail.com
Subject: Returned mail: see transcript for details
The original message was received at Sun, 1 Aug 2010 15:37:02 -0400
from col0-omc3-s2.col0.hotmail.com [65.55.34.140]
----- The following addresses had permanent fatal errors -----
<***************>
(reason: 550 5.1.1 unknown or illegal alias: ************)
----- Transcript of session follows -----
... while talking to [128.186.6.123]:
>>> DATA
<<< 550 5.1.1 unknown or illegal alias: lsawine@fsu.edu 550 5.1.1 <*************>... User unknown
<<< 554 5.5.0 No recipients have been specified.
--Pièce jointe du message transmise--
From: bayoecary@hotmail.com
To: *****************
Subject: FW: You are no longer my instructor. I will submit my assignments today by 11:59 p. m. (E.S.T.) as currently indicated as the due date/time on my grade book page..
Date: Sun, 1 Aug 2010 15:37:01 -0400
8-1-2010 3:35 p. m. (E.S.T.)
This email was previously sent to you. Your email account at : *************** is inactive still. I have already notified you of this problem. You should have it fixed. It is difficult to reach you.
Thank you,
Ms. Bayo Elizabeth Cary
Dear Dean **********,
I am unable to contact Swaine. I have tried all 3 web addresses which are provided by the F.S.U. directory. I have diligently searched the F.S.U. website, and I am unable to locate any other email addresses for Swaine. I had some last minute issues regarding the submission of the final assignments. I have let her know numerous times before that it is difficult to reach her and that I would need to be able to contact her: up until the time when I receive verification of the submission of my final grades to the registrar's office, as well as verification of my final Master's degree reflecting summer 2010 graduation, and my official transcript with the statement of my degree earned included (ALA accredited). I have no way of reaching her now.
Although, she is no longer my instructor, she did want me to turn my final assignments in to the submission link to the class. I will turn my final assignments in to you instead. There are no directions for the final assignments and there is no grading criteria for the final assignments available either. My grades on my grade page are still incorrect. Can you please fix these problems for me? Thank you for your time, attention, and continued support.
Sincerely,
Ms. Bayo Elizabeth Cary
From: postmaster@admin.fsu.edu
To: bayoecary@hotmail.com
Date: Sun, 1 Aug 2010 15:51:43 -0400
Subject: Delivery Status Notification (Failure)
This is an automatically generated Delivery Status Notification.
Delivery to the following recipients failed.
***************
--Pièce jointe du message transmise--
From: bayoecary@hotmail.com
To: ******************
Subject: The assignments are being turned in today, 8-1-2010, by 11:59 p. m. (E.S.T.), which is the due: date/time, which I have not agreed to, on my grade book page.
Date: Sun, 1 Aug 2010 15:51:41 -0400
8-1-2010 3:50 p. m. (E.S.T.)
This email was previously sent to you twice. Your email account at: lswaine@fsu.edu is inactive as well. You should have it fixed. It is difficult to reach you. You should be more accessible to me. Contacting you has been an on-going problem over the past three weeks. You should correct this problem.
Thank you,
Bayo Cary
Date: Sun, 1 Aug 2010 15:37:03 -0400
From: MAILER-DAEMON@ms4.ucs.fsu.edu
To: bayoecary@hotmail.com
Subject: Returned mail: see transcript for details
The original message was received at Sun, 1 Aug 2010 15:37:02 -0400
from col0-omc3-s2.col0.hotmail.com [65.55.34.140]
----- The following addresses had permanent fatal errors -----
<***************>
(reason: 550 5.1.1 unknown or illegal alias: ************)
----- Transcript of session follows -----
... while talking to [128.186.6.123]:
>>> DATA
<<< 550 5.1.1 unknown or illegal alias: lsawine@fsu.edu 550 5.1.1 <*************>... User unknown
<<< 554 5.5.0 No recipients have been specified.
--Pièce jointe du message transmise--
From: bayoecary@hotmail.com
To: *****************
Subject: FW: You are no longer my instructor. I will submit my assignments today by 11:59 p. m. (E.S.T.) as currently indicated as the due date/time on my grade book page..
Date: Sun, 1 Aug 2010 15:37:01 -0400
8-1-2010 3:35 p. m. (E.S.T.)
This email was previously sent to you. Your email account at : *************** is inactive still. I have already notified you of this problem. You should have it fixed. It is difficult to reach you.
Thank you,
Ms. Bayo Elizabeth Cary
Sunday, August 1, 2010
Ms. Bayo Elizabeth Cary: University Education, Thus Far, and Honors and Awards (Summer 1994- Summer 2010)
University Education (Summer 1994-Summer 2010)
Florida State University
Master's Degree (August 7, 2010)
Major: Library and Information Science
Concentraion: Information Science, Fall 2008 - Summer 2010
Florida State University
Tallahssee, Florida
University of Florida
Bachelor's Degree (August 2008)
Major: English
Concntrations: English and Psychology, 2004 - 2008
The University of Florida
Gainesville, Florida
Santa Fe Community College
Associate of Arts Degree (April 2004)
Major: English
Concentrations: English and Honors Program Honors Courses, 2000 - 2004
Santa Fe Community College
Gainesville, Florida
Florida State University
Major: Chemistry
Concentrations: Science, Psychology, Business, English, 1997-2000
Florida State University
Tallahassee, Florida
Florida State University College of Law
Minority Summer Law Program
Concentrations: Introduction to: Legal Theory, Legal Document Analysis, Moot Court, Legal Writing, Legal Research, etc., Summer 1998
Florida State College of Law
Tallahassee, Florida
Keiser College
Concentration: Accounting, 1996 - 1997
Keiser College
Tallahassee, Florida
Agnes Scott College
Major: Dance and Drama
Concentrations: Dance and Drama, Fall 1994
Agnes Scott College
Decatur, Georgia
Honors and Awards
Barry Law Academic Law School Academic Scholarship
Intended for fall 2010 Matriculation, Summer 2010
Barry Law
Orlando, Florida
Florida Coastal Law School Academic Scholarship
Intended for fall 2010 Matriculation, Summer 2010
Florida Coastal Law School
Jacksonville, Florida
Herbert Lehman Undergraduate Scholarship
Minority Scholarship for Undergraduate Study, 1994, 1996-2000, and 2008
Legal Defense Fund
New York, N.Y.
Phi Theta Kappa Honor Society
Academic Honors Society
Santa Fe Community College, 2003-2004
Gainesville, Florida
MPLE Pre-Law Undergraduate Scholarship
Highly Recommended by a Dean a Florida State College of Law
Intended for Undergraduate Study, Summer 1998
Florida State University
Tallahassee, Florida
Florida State University College of Law Scholarship
Minority Summer Law Program, Summer 1998
Florida State University College of Law
Tallahassee, Florida
Florida State University College of Law Superlatives
Several Superlatives Received: "Best Written Legal Argument," etc.
Minority Summer Law Program, Summer 1998
Florida State College of law
Tallahassee, Florida
W.E.B.DuBois (Minority) Honor Society
Academic Honors Society, 1997-1999
Florida State University
Tallahassee, Florida
Santa Fe Community College Dance Scholarship
Summer 1994
Santa Fe Community College
Gainesville, Florida
Santa Fe Community College Minority Academic Scholarship
Intended for Enrollment for Academic Study, Summer 1994
Santa Fe Community College
Gainesville, Florida
Teaching Scholarship
Granted June 1994
Granted Upon High-School Graduation from:
P.K. Yonge Research and Developmental High-School
The University of Florida Lab School
Gainesville, Florida
Interests: Varied, Many, and Everyday Increasing Exponentially
Reading, Writing, Researching, Web 2.0, Information Science, Foreign Languages (Spanish, Russian, and French), Math Theory, Philosophy, Physics, Buddhism, The Human Brain, Human Intelligence, Astronomy, Psychology, Psychiatry, Law and Legal Theory, Great Britain and all things British: BBC programming,Victorian/Elizabethan authors, prose syntax/semantics, Lexicons: subtle and varied meaning of
words, etc.
Florida State University
Master's Degree (August 7, 2010)
Major: Library and Information Science
Concentraion: Information Science, Fall 2008 - Summer 2010
Florida State University
Tallahssee, Florida
University of Florida
Bachelor's Degree (August 2008)
Major: English
Concntrations: English and Psychology, 2004 - 2008
The University of Florida
Gainesville, Florida
Santa Fe Community College
Associate of Arts Degree (April 2004)
Major: English
Concentrations: English and Honors Program Honors Courses, 2000 - 2004
Santa Fe Community College
Gainesville, Florida
Florida State University
Major: Chemistry
Concentrations: Science, Psychology, Business, English, 1997-2000
Florida State University
Tallahassee, Florida
Florida State University College of Law
Minority Summer Law Program
Concentrations: Introduction to: Legal Theory, Legal Document Analysis, Moot Court, Legal Writing, Legal Research, etc., Summer 1998
Florida State College of Law
Tallahassee, Florida
Keiser College
Concentration: Accounting, 1996 - 1997
Keiser College
Tallahassee, Florida
Agnes Scott College
Major: Dance and Drama
Concentrations: Dance and Drama, Fall 1994
Agnes Scott College
Decatur, Georgia
Honors and Awards
Barry Law Academic Law School Academic Scholarship
Intended for fall 2010 Matriculation, Summer 2010
Barry Law
Orlando, Florida
Florida Coastal Law School Academic Scholarship
Intended for fall 2010 Matriculation, Summer 2010
Florida Coastal Law School
Jacksonville, Florida
Herbert Lehman Undergraduate Scholarship
Minority Scholarship for Undergraduate Study, 1994, 1996-2000, and 2008
Legal Defense Fund
New York, N.Y.
Phi Theta Kappa Honor Society
Academic Honors Society
Santa Fe Community College, 2003-2004
Gainesville, Florida
MPLE Pre-Law Undergraduate Scholarship
Highly Recommended by a Dean a Florida State College of Law
Intended for Undergraduate Study, Summer 1998
Florida State University
Tallahassee, Florida
Florida State University College of Law Scholarship
Minority Summer Law Program, Summer 1998
Florida State University College of Law
Tallahassee, Florida
Florida State University College of Law Superlatives
Several Superlatives Received: "Best Written Legal Argument," etc.
Minority Summer Law Program, Summer 1998
Florida State College of law
Tallahassee, Florida
W.E.B.DuBois (Minority) Honor Society
Academic Honors Society, 1997-1999
Florida State University
Tallahassee, Florida
Santa Fe Community College Dance Scholarship
Summer 1994
Santa Fe Community College
Gainesville, Florida
Santa Fe Community College Minority Academic Scholarship
Intended for Enrollment for Academic Study, Summer 1994
Santa Fe Community College
Gainesville, Florida
Teaching Scholarship
Granted June 1994
Granted Upon High-School Graduation from:
P.K. Yonge Research and Developmental High-School
The University of Florida Lab School
Gainesville, Florida
Interests: Varied, Many, and Everyday Increasing Exponentially
Reading, Writing, Researching, Web 2.0, Information Science, Foreign Languages (Spanish, Russian, and French), Math Theory, Philosophy, Physics, Buddhism, The Human Brain, Human Intelligence, Astronomy, Psychology, Psychiatry, Law and Legal Theory, Great Britain and all things British: BBC programming,Victorian/Elizabethan authors, prose syntax/semantics, Lexicons: subtle and varied meaning of
words, etc.
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