Study Guide

Objective

After the course the student is able to define the stages of a customer service situation. S/he is able to put in practice the theory of customer service. The student is able to evaluate the meaning of a good customer service as a factor of customer satisfaction.
The student can define a service product and its components, describe the phases of a service process and recognize the elements of service quality and service gaps. The student can function in customer service operations in both external and internal customer service situations. The student recognizes various customer service situations and can analyze customer behaviour from the perspective of customer service in a library. The student is aware of current themes of the customer service. Students are able to assess the needs of clients from different cultural backgrounds.

Content

- Service
- Service quality and quality gaps
- The stages of a customer service situation , handling customers
- service products
- working in customer service in a library
- internal customers
- Service recovery and other special situations
- Dealing with different kinds of customers

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

The student has done the work and participated as instructed. The student can define a service product and its components, describe the phases of a service process and recognize the elements of service quality and service gaps. The student can function in customer service operations in both external and internal customer service situations. The student recognizes various customer service situations and can analyze customer behavior from the perspective of customer service in a library. The student is aware of current themes of the customer service.

Assessment criteria, good (3)

The student has done the work well and participated actively. The student can define a service product and its components, describe the phases of a service process well and recognize the elements of service quality and service gaps. The student can function in customer service operations in both external and internal customer service situations. The student recognizes various customer service situations and can analyze customer behavior from the perspective of customer service in a library. The student is aware of current themes of the customer service

Assessment criteria, excellent (5)

The student has done the work to an excellent standard and participated actively and constructively. The student can define a service product and its components, describe the phases of a service process in depth and recognize the elements of service quality and service gaps. The student can function in customer service operations in both external and internal customer service situations. The student recognizes various customer service situations and can analyze customer behavior from the perspective of customer service in a library. The student is aware of current themes of the customer service

Objective

After the course, the student can tell the meaning of outreaching services in a library work. S/he can separate different patron groups in outreaching work. The student can use different working methods in planning and implementing library services to different patron groups. The student can analyze special characteristics of mobile library, institutional libraries and home delivery services. The student knows the guidelines of accessible library services and s/he can tell how to improve the accessibility of library space and services. The student identifies the needs of clients of different cultural backgrounds.

Content

- accessibility of library services
- reaching and meeting new patron groups
- co-operation with local, regional organizations and other partners
- domiciliary and institutional services
- home delivery service
- mobile library service
- illustrations of projects and experiments (e.g. pop-up libraries)
- international guidelines of outreaching library services
- evaluation of the effectiveness of outreaching library services

Materials

Will be announced in the beginning of the course.

Teaching methods

Lectures, groupwork, assignments.

Employer connections

No practical training

Exam schedules

No exam

Student workload

Workload of the course is 135 h, of which virtual lessons and groupwork 25 h and independent work 110 h.

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

The student has completed all the course tasks but hasn't always followed the timetables. S/he can tell the most important tasks and customer groups of the outreaching library services in a public library. S/he can tell the most important partners in co-operation and what kind of co-operation is done. The student knows the guidelines of accessible library services and s/he can tell some examples how to improve the accessibility of library space and services.

Assessment criteria, good (3)

The student has completed all the course tasks according to the timetables and instructions. The student can analyse the tasks of outreaching library services in a public library. The student can identify the important organizations of co-operation and s/he can tell what kind of co-operation is done. The student can tell some new possibilities of co-operation. The student knows the guidelines of accessible library services and s/he can tell many examples how to improve the accessibility of library space and services.

Assessment criteria, excellent (5)

The student has completed all the course tasks according to the timetables and instructions. The student can tell a diversified analysis of the tasks and the future of outreaching library services in a public library and also as a part of society. The student can identify the important organizations of co-operation and s/he can tell what kind of co-operation is done. S/he can tell some new possibilities of co-operation. The student knows and can explain the meaning of the guidelines of accessible library services and s/he can tell a lot of examples how to improve the accessibility of library space and services.

Assessment methods and criteria

Numeric assessment 0-5. The assessment costs of the grades of assignments and activity at groupdiscussions and virtual lessons.

Assessment criteria, good (3)

The student has completed all the course tasks but hasn't always followed the timetables. S/he can tell the most important tasks and customer groups of the outreaching library services in a public library. S/he can tell the most important partners in co-operation and what kind of co-operation is done. The student knows the guidelines of accessible library services and s/he can tell some examples how to improve the accessibility of library space and services.

Assessment criteria, excellent (5)

The student has completed all the course tasks according to the timetables and instructions. The student can analyse the tasks of outreaching library services in a public library. The student can identify the important organizations of co-operation and s/he can tell what kind of co-operation is done. The student can tell some new possibilities of co-operation. The student knows the guidelines of accessible library services and s/he can tell many examples how to improve the accessibility of library space and services.

Assessment criteria, approved/failed

The student has completed all the course tasks according to the timetables and instructions. The student can tell a diversified analysis of the tasks and the future of outreaching library services in a public library and also as a part of society. The student can identify the important organizations of co-operation and s/he can tell what kind of co-operation is done. S/he can tell some new possibilities of co-operation. The student knows and can explain the meaning of the guidelines of accessible library services and s/he can tell a lot of examples how to improve the accessibility of library space and services.

Objective

After the course, the student can tell the meaning of outreaching services in a library work. S/he can separate different patron groups in outreaching work. The student can use different working methods in planning and implementing library services to different patron groups. The student can analyze special characteristics of mobile library, institutional libraries and home delivery services. The student knows the guidelines of accessible library services and s/he can tell how to improve the accessibility of library space and services. The student identifies the needs of clients of different cultural backgrounds.

Content

- accessibility of library services
- reaching and meeting new patron groups
- co-operation with local, regional organizations and other partners
- domiciliary and institutional services
- home delivery service
- mobile library service
- illustrations of projects and experiments (e.g. pop-up libraries)
- international guidelines of outreaching library services
- evaluation of the effectiveness of outreaching library services

Materials

Sosiaalinen kirjasto: lukemattomien mahdollisuuksien maailma.(2015). Toim. Laura Hokkanen. Avain.
Yleisten kirjastojen saavutettavuussuositus.(2017). Suomen kuntaliitto.
Other learning materials will be announced in the beginning of the course.

Teaching methods

Lectures, groupwork, assignments and learning diary.

Employer connections

No practical training

Exam schedules

No exam

Student workload

Workload of the course is 135 h, of which contact lessons 45 h, groupwork 10 h and 80 h independent work.

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

The student has completed all the course tasks but hasn't always followed the timetables. S/he can tell the most important tasks and customer groups of the outreaching library services in a public library. S/he can tell the most important partners in co-operation and what kind of co-operation is done. The student knows the guidelines of accessible library services and s/he can tell some examples how to improve the accessibility of library space and services.

Assessment criteria, good (3)

The student has completed all the course tasks according to the timetables and instructions. The student can analyse the tasks of outreaching library services in a public library. The student can identify the important organizations of co-operation and s/he can tell what kind of co-operation is done. The student can tell some new possibilities of co-operation. The student knows the guidelines of accessible library services and s/he can tell many examples how to improve the accessibility of library space and services.

Assessment criteria, excellent (5)

The student has completed all the course tasks according to the timetables and instructions. The student can tell a diversified analysis of the tasks and the future of outreaching library services in a public library and also as a part of society. The student can identify the important organizations of co-operation and s/he can tell what kind of co-operation is done. S/he can tell some new possibilities of co-operation. The student knows and can explain the meaning of the guidelines of accessible library services and s/he can tell a lot of examples how to improve the accessibility of library space and services.

Assessment methods and criteria

Numeric assessment 0-5. The assessment costs of learning diary, independent and groupwork and activity at contact lessons and groupwork.

Assessment criteria, good (3)

The student has completed all the course tasks but hasn't always followed the timetables. S/he can tell the most important tasks and customer groups of the outreaching library services in a public library. S/he can tell the most important partners in co-operation and what kind of co-operation is done. The student knows the guidelines of accessible library services and s/he can tell some examples how to improve the accessibility of library space and services.

Assessment criteria, excellent (5)

The student has completed all the course tasks according to the timetables and instructions. The student can analyse the tasks of outreaching library services in a public library. The student can identify the important organizations of co-operation and s/he can tell what kind of co-operation is done. The student can tell some new possibilities of co-operation. The student knows the guidelines of accessible library services and s/he can tell many examples how to improve the accessibility of library space and services.

Assessment criteria, approved/failed

The student has completed all the course tasks according to the timetables and instructions. The student can tell a diversified analysis of the tasks and the future of outreaching library services in a public library and also as a part of society. The student can identify the important organizations of co-operation and s/he can tell what kind of co-operation is done. S/he can tell some new possibilities of co-operation. The student knows and can explain the meaning of the guidelines of accessible library services and s/he can tell a lot of examples how to improve the accessibility of library space and services.

Objective

After the course the student can organize and categorize fiction to different genres. The student is able to name the valued novels of of the genres. S/he has read samples of important classics of various literary genres. S/he can promote, present and recommend genre fiction to customers.

Content

- Reading, presenting and promoting genre fiction
- Publishing critics about books in weblog or other platforms
- Group work of chosen genre
- Conversations about the books during lectures and at reading circles and / or social media
- Organizing a reading circle

Materials

Hosiaisluoma, Y. (2016). Kirjallisuusoppi: aapisesta äänirunoon; Hypen, K. (2006). Fiktiota! : levottomat genret ja kirjaston arki

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

The student has completed all the course tasks but hasn't allways followed the timetables. The student takes infrequently part to discussions. S/he has taken part in group work. The student has joined a few reading cirlces and has organized one. The student has shown little interest in developing new ways of promoting genre fiction in library.

Assessment criteria, good (3)

The student has completed the course tasks according to the timetables and instructions. S/he plays an active role in groupwork and takes often part in discussions during lectures and in reading circles. S/he has organized one reading circle and can lead discussions in reading circle. The student has shown interest in developing new ways of promoting genre fiction in library.

Assessment criteria, excellent (5)

The student has completed all the course tasks according to the timetables and instructions. S/he has played an active and enthusiastic role in groupwork and is eager to take part in discussions during lectures and in reading circles. S/he has organized one reading circle and can lead discussions in reading circle. The student has shown interest in the course topics and has searched further information about genre literature. The student has developed many new ways of promoting genre fiction in library.

Objective

Students acquire a general understanding of the library network and different kinds of libraries, as well as the development and the current status of libraries. Student can present Finnish library network and its organizations. The student can identify essential library associations and organizations as well as international cooperation. Students are able to present the library and information services at Seinäjoki University of Applied Sciences and to mention key sources of information for the library and information field. They know how to use library and information services.

Content

- different kind of library and information services and their history
- library legislation
- library services
- the code of ethics in the library and information field
- sustainable development and libraries
- library associations and international cooperation
- library and information services at Seinäjoki University of Applied Sciences

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

The student
- has been sufficiently active on the course
- can describe different types of library and information service organizations, their history and development
- can describe different library services and library education in Finland to some extend
- can identify some essential library associations and organization, international co-opetation possibilities
-knows the basics of sustainable library and how to act responsibly
- is able to present the library and information services at Seinäjoki University of Applied Sciences and to mention sources of information for the library and information field
- knows how to select sources, use databases and the Internet and how to use other relevant sources of information.

Assessment criteria, good (3)

The student
- has been active on the course
- can describe different types of library and information service organizations, their history and development
- can describe different library services and library education in Finland well
- can identify essential library associations and organization, international co-opetation possibilities
- knows sustainable library and code of ethics
- is able to present the library and information services at Seinäjoki University of Applied Sciences and to mention sources of information for the library and information field
- knows how to select sources, use databases and the Internet and how to use other relevant sources of information.

Assessment criteria, excellent (5)

The student
- has been active on the course and acted responsible
- can widely describe different types of library and information service organizations, their history and development
- can describe different library services and library education in Finland well
- can identify library associations and organization, has ability to utilize international co-opetation possibilities
-knows sustainable library and code of ethics and can apply them
- is able to present the library and information services at Seinäjoki University of Applied Sciences and to mention sources of information for the library and information field
- knows how to select sources, use databases and the Internet and how to use other relevant sources of information.

Objective

Students acquire a general understanding of the library network and different kinds of libraries, as well as the development and the current status of libraries. Student can present Finnish library network and its organizations. The student can identify essential library associations and organizations as well as international cooperation. Students are able to present the library and information services at Seinäjoki University of Applied Sciences and to mention key sources of information for the library and information field. They know how to use library and information services.

Content

- different kind of library and information services and their history
- library legislation
- library services
- the code of ethics in the library and information field
- sustainable development and libraries
- library associations and international cooperation
- library and information services at Seinäjoki University of Applied Sciences

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

The student
- has been sufficiently active on the course
- can describe different types of library and information service organizations, their history and development
- can describe different library services and library education in Finland to some extend
- can identify some essential library associations and organization, international co-opetation possibilities
-knows the basics of sustainable library and how to act responsibly
- is able to present the library and information services at Seinäjoki University of Applied Sciences and to mention sources of information for the library and information field
- knows how to select sources, use databases and the Internet and how to use other relevant sources of information.

Assessment criteria, good (3)

The student
- has been active on the course
- can describe different types of library and information service organizations, their history and development
- can describe different library services and library education in Finland well
- can identify essential library associations and organization, international co-opetation possibilities
- knows sustainable library and code of ethics
- is able to present the library and information services at Seinäjoki University of Applied Sciences and to mention sources of information for the library and information field
- knows how to select sources, use databases and the Internet and how to use other relevant sources of information.

Assessment criteria, excellent (5)

The student
- has been active on the course and acted responsible
- can widely describe different types of library and information service organizations, their history and development
- can describe different library services and library education in Finland well
- can identify library associations and organization, has ability to utilize international co-opetation possibilities
-knows sustainable library and code of ethics and can apply them
- is able to present the library and information services at Seinäjoki University of Applied Sciences and to mention sources of information for the library and information field
- knows how to select sources, use databases and the Internet and how to use other relevant sources of information.

Objective

The student be able to:
- explain how to plan, evaluate and develop library services
- presents concepts connected with projects
- present tasks connected with the different phases of the project cycle

Content

- anticipation of the future
- strategic planning process
- evaluation of the quality and impact of library services
- knowledge management as a support for development
- projects as tools for development

Materials

It will be announced at the start of the study period by topic.

Recommended reading e.g.

Hyötyä, tietoa, elämyksiä – kirjastojen vaikuttavuuden ulottuvuuksia. 2016. Helsinki: Kuntaliitto. (myös painettuna)

Listenmaa, J. (2023). Laita tieto töihin: Tiedolla johtamisen käsikirja. Alma Talent.

Opetus- ja kulttuuriministeriön kulttuuripolitiikan strategia 2025. (2017). Opetus- ja kulttuuriministeriö. http://urn.fi/URN:ISBN:978-952-263-466-5

SFS-ISO 16439:2016 Tieto ja dokumentointi. Kirjastojen vaikuttavuuden arvioinnin menetelmät ja toimenpiteet. Saatavissa: SeAmkin e-kirjastosta SFS Online -standardien kautta.

Tienari, J. & Harviainen, J. T. (2020). Strategiaopas kuntien päättäjille: Osallista ja hallitse. Alma Talent.

Tietojohtamisen käsikirja. 2020. Kirjastojen tietojohtamisen verkosto. Saatavana: https://avi.fi/tietoa-meista/toimintamme/tuotamme-tietoa/kirjastojen-tietojohtamisen-kasikirja

Teaching methods

Online lectures and/or recordings.
Expert guests.
Lesson assignments and exercises.
Ideation and preparation of the project plan in small groups.

Employer connections

During the episode, expert guests from working life. In the exercises of the course, authentic case examples from working life are used.

Exam schedules

No exam.

Student workload

The total amount of work is about 108 hours. Of this, about 20 t of joint online meetings, about 8-10 t of expert guests. In addition, working time reserved in the timetable for project assignments and presentations of plans. The rest of the course resource is independent work: familiarization with the materials, searching for information, independent study, familiarization with the different areas of the project and working on the project task.

Content scheduling

The study period starts in January and ends in early May.

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

Satisfactory 1-2
the student
- has participated sufficiently as instructed
- can identify methods for forecasting the future
- understand the meaning of strategic planning
- can present some methods and tools for service planning and development
can give a presentation about the development and evaluation of library services
- knows how to evaluate library services

Assessment criteria, good (3)

- the student has participated actively
- can present methods for forecasting the future
- can plan strategic development
- can present methods and tools for service planning and development
- nows how to evaluate library services and identify development targets

Assessment criteria, excellent (5)

- the student has participated actively and constructively
- can apply methods for forecasting the future
- has ability for strategic planning and can apply it to practice
- can present methods and tools for service planning and development
- nows how to evaluate library services both qualitatively and quantitatively and create development plans

Assessment methods and criteria

Participation in course work.
Active participation in the work that is the basis of the evaluation and returning the work according to the schedule
Written and oral learning tasks alone and in groups
Preparation of the project plan, its presentation in small groups and peer evaluation.

Assessment criteria, good (3)

the student
- has participated sufficiently as instructed
- can identify methods for forecasting the future
- understand the meaning of strategic planning
- can present some methods and tools for service planning and development
can give a presentation about the development and evaluation of library services
- knows how to evaluate library services

Assessment criteria, excellent (5)

- the student has participated actively
- can present methods for forecasting the future
- can plan strategic development
- can present methods and tools for service planning and development
- nows how to evaluate library services and identify development targets

Assessment criteria, approved/failed

- the student has participated actively and constructively
- can apply methods for forecasting the future
- has ability for strategic planning and can apply it to practice
- can present methods and tools for service planning and development
- nows how to evaluate library services both qualitatively and quantitatively and create development plans

Objective

The student be able to:
- explain how to plan, evaluate and develop library services
- presents concepts connected with projects
- present tasks connected with the different phases of the project cycle

Content

- anticipation of the future
- strategic planning process
- evaluation of the quality and impact of library services
- knowledge management as a support for development
- projects as tools for development

Materials

It will be announced at the start of the study period by topic.

Recommended reading e.g.

Hyötyä, tietoa, elämyksiä – kirjastojen vaikuttavuuden ulottuvuuksia. 2016. Helsinki: Kuntaliitto. (myös painettuna)

Listenmaa, J. (2023). Laita tieto töihin: Tiedolla johtamisen käsikirja. Alma Talent.

Opetus- ja kulttuuriministeriön kulttuuripolitiikan strategia 2025. (2017). Opetus- ja kulttuuriministeriö. http://urn.fi/URN:ISBN:978-952-263-466-5

SFS-ISO 16439:2016 Tieto ja dokumentointi. Kirjastojen vaikuttavuuden arvioinnin menetelmät ja toimenpiteet. Saatavissa: SeAmkin e-kirjastosta SFS Online -standardien kautta.

Tienari, J. & Harviainen, J. T. (2020). Strategiaopas kuntien päättäjille: Osallista ja hallitse. Alma Talent.

Tietojohtamisen käsikirja. 2020. Kirjastojen tietojohtamisen verkosto. Saatavana: https://avi.fi/tietoa-meista/toimintamme/tuotamme-tietoa/kirjastojen-tietojohtamisen-kasikirja

Teaching methods

Online lectures and/or recordings.
Expert guests.
Lesson assignments and exercises.
Ideation and preparation of the project plan in small groups/pair work.

Employer connections

During the episode, expert guests from working life. In the exercises of the course, authentic case examples from working life are used.

Exam schedules

No exam.

Student workload

The total amount of work is about 108 hours. Of this, joint online meetings about 8 t, expert guests about 8 t, online recordings 10-12 t. Project training, project presentations and feedback about 4 t. The rest of the course resource is independent work: familiarization with the materials, searching for information, independent study, familiarization with the different areas of the project and working on the project task.

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

Satisfactory 1-2
the student
- has participated sufficiently as instructed
- can identify methods for forecasting the future
- understand the meaning of strategic planning
- can present some methods and tools for service planning and development
can give a presentation about the development and evaluation of library services
- knows how to evaluate library services

Assessment criteria, good (3)

- the student has participated actively
- can present methods for forecasting the future
- can plan strategic development
- can present methods and tools for service planning and development
- nows how to evaluate library services and identify development targets

Assessment criteria, excellent (5)

- the student has participated actively and constructively
- can apply methods for forecasting the future
- has ability for strategic planning and can apply it to practice
- can present methods and tools for service planning and development
- nows how to evaluate library services both qualitatively and quantitatively and create development plans

Assessment methods and criteria

Participation in course work.
Active participation in the work that is the basis of the evaluation and returning the work according to the schedule
Written and oral learning tasks alone and in groups
Preparation of the project plan, its presentation in small groups and peer evaluation.

Assessment criteria, good (3)

the student
- has participated sufficiently as instructed
- can identify methods for forecasting the future
- understand the meaning of strategic planning
- can present some methods and tools for service planning and development
can give a presentation about the development and evaluation of library services
- knows how to evaluate library services

Assessment criteria, excellent (5)

- the student has participated actively
- can present methods for forecasting the future
- can plan strategic development
- can present methods and tools for service planning and development
- nows how to evaluate library services and identify development targets

Assessment criteria, approved/failed

- the student has participated actively and constructively
- can apply methods for forecasting the future
- has ability for strategic planning and can apply it to practice
- can present methods and tools for service planning and development
- nows how to evaluate library services both qualitatively and quantitatively and create development plans

Objective

The student can

-identify how library services are financed and governed
- describe the annual operating plan of the public economy
- analyze the economic situation of the municipal organization
- describe the structure of library budgeting and the principles of creating library budgets as part of the public economy

Content

-library services financing and government
-distinctive features of public-sector finances
- planning and monitoring finances and interpreting financial statements
- library budgets and the bases of their preparation
- public procurement

Materials

The most important materials:

Huikko, K., Korento, S., Korhonen, M., Lehtonen, S., Lindberg, E., Mehtonen, M., . . . Ylitalo, M. (2021). Kuntatalous: Monen muuttujan summa (5. uudistettu painos.). Suomen Kuntaliitto.

Korento, S., & Ylitalo, M. (2022). Kunnan ja kuntayhtymän talousarvio ja -suunnitelma (5. uudistettu painos.). Suomen Kuntaliitto. https://www.kuntaliitto.fi/julkaisut/2022/2165-kunnan-ja-kuntayhtyman-talousarvio-ja-suunnitelma

Other used material are announced during the course.

Teaching methods

Online teaching (time/place independent).
Expert guests.
Independent work, practice tasks preparing for the exam and the exam.

Employer connections

During the episode, expert guests from working life. Case examples from the workplace

Exam schedules

Course exam at the end of the spring semester (Exam). The second exam period is in the summer and the third in the fall. The exam can also be taken as an exam visit by visiting another university's EXAM exam room, if the organization has an agreement with SeAMK on this.

Student workload

The total load of the course is about 81 hours. Of this, about 6-8 hours of expert guests and about 20 hours of common course parts implemented with Moodle lesson tool. Rest independent students work on course assignments and exam preparation.

Content scheduling

The study period starts in mid-February and ends at the end of May.

Further information

The course can mainly be studied online at your own pace.As an exception to the previous are expert guests, the times of online talks will be announced separately in the course.

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

The student

-has participated sufficiently as instructed
- is able to describe the basic principles of public economy and features of public-sector finances
- can explain the basics principles of libraries economical planning

Assessment criteria, good (3)

The student

-has participated actively and according to instructions
- understands and is able to describe the principles of public economy and features of public-sector finances
- can explain the principles of libraries economical planning and the budget preparation at the annual level

Assessment criteria, excellent (5)

the student

-has participated actively and constructively according to instructions
- can define and explain principles of public economy and features of public-sector finances
-is able to apply the principles of libraries economical planning and and the budget preparation at the annual level

Assessment methods and criteria

Familiarization with the course materials.
Written learning assignments and exercises.
Exam (1-5)
Active participation in the work that is the basis of the evaluation and completion of the course according to the schedule.

Assessment criteria, good (3)

- has participated sufficiently as instructed
- is able to describe the basic principles of public economy and features of public-sector finances
- can explain the basics principles of libraries economical planning
-

Assessment criteria, excellent (5)

- has participated actively and according to instructions
- understands and is able to describe the principles of public economy and features of public-sector finances
- can explain the principles of libraries economical planning and the budget preparation at the annual level

Assessment criteria, approved/failed

- has participated actively and constructively according to instructions
- can define and explain principles of public economy and features of public-sector finances
- is able to apply the principles of libraries economical planning and and the budget preparation at the annual level

Objective

After the course the student
- will know the basics of the publishing business and the production and distribution network
- has command of the principles and methods for forming and developing collections
- will know how to evaluate collections

Content

- publishing activities and production of publications and distribution networks
- the various stages of work with library collections
- collection evaluation

Materials

Arminen, E., Logren, A., & Sevänen, E. (2020). Kirjallinen elämä markkinaperustaisessa mediayhteiskunnassa. Vastapaino.; Lahtinen, M. (2022). Kirja on pitkä ajatus. Warelia.; Avoimen tieteen artikkelipaketti; Wilén, R. & Kortelainen, T. (2007). Kirjastokokoelmien kehittämisen ja arvioinnin perusteet: Teoria, menetelmät, käytäntö. Yliopistopaino. (käytetään soveltuvin osin); Tuomi, P. (2011). Kirjojen keskellä: Kirjastonhoitaja kaunokirjallisuuden asiantuntijana. Avain. (myös kurssille soveltuvin osin); Reuhkala, I., & Kilpi, T. (2021). Kirjastot ja kaupallisuus. Oppian.; Johnson, P. (2018). Fundamentals of collection development and management. ALA Editions, 2018. ; Saponaro, M. Z. & Evans, G. E. (2019). Collection management basics. Developing library and information center collections (7. uud. p.). Libraries Unlimited, an imprint of ABC-CLIO, LLC.; Muu käytettävä materiaali Ilmoitetaan aihekohtaisesti opintojakson edetessä

Teaching methods

Online teaching: online meetings, expert lecture visits, lecture recordings.
Independent study: information acquisition, familiarization with literature and materials, group/pair work (oral and written tasks).

Employer connections

The study course has expert talks from working life and working life-oriented working on collection work.

Exam schedules

No exam.

Student workload

Total workload about 135 t, of which about 10 t of joint online meetings, about 10 t of expert visits, about 10-12 t of course recordings, and the rest independent individual work and group work on course assignments and exercises.

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

The student
- has been sufficiently active on the course
- can seek some scientific and professional information for his/her assignments
- can give a presentation of publishing and distribution channels
- can explain the stages involved in working with collections
- knows some of the evaluation methods

Assessment criteria, good (3)

The student
- has been active on the course
- can seek scientific and professional information for his/her assignments
- can give a presentation of publishing and distribution channels and is able to outline the future of publishing
- can explain the stages involved in working with collections and plan some targets for development for a library
- knows the evaluation methods for different collections

Assessment criteria, excellent (5)

The student
- has been very interactive in group work and on the course
- can seek scientific and professional information for his/her assignments
- can give a good presentation of publishing and distribution channels with a critical point of view
- has a comprehensive view of publishing in the assignments
- is able to outline the changes in the future of publishing
- can explain the stages involved in working with collections and plan some developing targets for a library
- knows the evaluation methods for different kinds of collections

Assessment methods and criteria

Active participation in course work.
Written and oral exercises and learning tasks, group work and course reflection. Active participation in the learning tasks that are the basis for evaluation and completion and working in the Study Course according to the set schedules.

Assessment criteria, good (3)

The student

- has been sufficiently active on the course
- can seek some scientific and professional information for his/her assignments
- can give a presentation of publishing and distribution channels
- can explain the stages involved in working with collections
- knows some of the evaluation methods

Assessment criteria, excellent (5)

The student

- has been active on the course
- can seek scientific and professional information for his/her assignments
- can give a presentation of publishing and distribution channels and is able to outline the future of publishing
- can explain the stages involved in working with collections and plan some targets for development for a library
- knows the evaluation methods for different collections

Assessment criteria, approved/failed

The student

- has been very interactive in group work and on the course
- can seek scientific and professional information for his/her assignments
- can give a good presentation of publishing and distribution channels with a critical point of view
- has a comprehensive view of publishing in the assignments
- is able to outline the changes in the future of publishing
- can explain the stages involved in working with collections and plan some developing targets for a library
- knows the evaluation methods for different kinds of collections

Objective

After the course the student
- will know the basics of the publishing business and the production and distribution network
- has command of the principles and methods for forming and developing collections
- will know how to evaluate collections

Content

- publishing activities and production of publications and distribution networks
- the various stages of work with library collections
- collection evaluation

Materials

Arminen, E., Logren, A., & Sevänen, E. (2020). Kirjallinen elämä markkinaperustaisessa mediayhteiskunnassa. Vastapaino.; Lahtinen, M. (2022). Kirja on pitkä ajatus. Warelia.; Avoimen tieteen artikkelipaketti; Wilén, R. & Kortelainen, T. (2007). Kirjastokokoelmien kehittämisen ja arvioinnin perusteet: Teoria, menetelmät, käytäntö. Yliopistopaino. (käytetään soveltuvin osin); Tuomi, P. (2011). Kirjojen keskellä: Kirjastonhoitaja kaunokirjallisuuden asiantuntijana. Avain. (myös kurssille soveltuvin osin); Reuhkala, I., & Kilpi, T. (2021). Kirjastot ja kaupallisuus. Oppian.; Johnson, P. (2018). Fundamentals of collection development and management. ALA Editions, 2018. ; Saponaro, M. Z. & Evans, G. E. (2019). Collection management basics. Developing library and information center collections (7. uud. p.). Libraries Unlimited, an imprint of ABC-CLIO, LLC.; Muu käytettävä materiaali Ilmoitetaan aihekohtaisesti opintojakson edetessä

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

The student
- has been sufficiently active on the course
- can seek some scientific and professional information for his/her assignments
- can give a presentation of publishing and distribution channels
- can explain the stages involved in working with collections
- knows some of the evaluation methods

Assessment criteria, good (3)

The student
- has been active on the course
- can seek scientific and professional information for his/her assignments
- can give a presentation of publishing and distribution channels and is able to outline the future of publishing
- can explain the stages involved in working with collections and plan some targets for development for a library
- knows the evaluation methods for different collections

Assessment criteria, excellent (5)

The student
- has been very interactive in group work and on the course
- can seek scientific and professional information for his/her assignments
- can give a good presentation of publishing and distribution channels with a critical point of view
- has a comprehensive view of publishing in the assignments
- is able to outline the changes in the future of publishing
- can explain the stages involved in working with collections and plan some developing targets for a library
- knows the evaluation methods for different kinds of collections

Objective

After the course the student
- will know the basics of the publishing business and the production and distribution network
- has command of the principles and methods for forming and developing collections
- will know how to evaluate collections

Content

- publishing activities and production of publications and distribution networks
- the various stages of work with library collections
- collection evaluation

Materials

Arminen, E., Logren, A., & Sevänen, E. (2020). Kirjallinen elämä markkinaperustaisessa mediayhteiskunnassa. Vastapaino.; Lahtinen, M. (2022). Kirja on pitkä ajatus. Warelia.; Avoimen tieteen artikkelipaketti; Wilén, R. & Kortelainen, T. (2007). Kirjastokokoelmien kehittämisen ja arvioinnin perusteet: Teoria, menetelmät, käytäntö. Yliopistopaino. (käytetään soveltuvin osin); Tuomi, P. (2011). Kirjojen keskellä: Kirjastonhoitaja kaunokirjallisuuden asiantuntijana. Avain. (myös kurssille soveltuvin osin); Reuhkala, I., & Kilpi, T. (2021). Kirjastot ja kaupallisuus. Oppian.; Johnson, P. (2018). Fundamentals of collection development and management. ALA Editions, 2018. ; Saponaro, M. Z. & Evans, G. E. (2019). Collection management basics. Developing library and information center collections (7. uud. p.). Libraries Unlimited, an imprint of ABC-CLIO, LLC.; Muu käytettävä materiaali Ilmoitetaan aihekohtaisesti opintojakson edetessä

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

The student
- has been sufficiently active on the course
- can seek some scientific and professional information for his/her assignments
- can give a presentation of publishing and distribution channels
- can explain the stages involved in working with collections
- knows some of the evaluation methods

Assessment criteria, good (3)

The student
- has been active on the course
- can seek scientific and professional information for his/her assignments
- can give a presentation of publishing and distribution channels and is able to outline the future of publishing
- can explain the stages involved in working with collections and plan some targets for development for a library
- knows the evaluation methods for different collections

Assessment criteria, excellent (5)

The student
- has been very interactive in group work and on the course
- can seek scientific and professional information for his/her assignments
- can give a good presentation of publishing and distribution channels with a critical point of view
- has a comprehensive view of publishing in the assignments
- is able to outline the changes in the future of publishing
- can explain the stages involved in working with collections and plan some developing targets for a library
- knows the evaluation methods for different kinds of collections

Objective

After the course the student identifies the genres and periods of Finnish literature in outline. The student identifies also the most important authors and their works of Finnish literature. The student can analyse and promote Finnish 21st century's Literature. The student can discuss about literature. The student is able to tell the meaning of finnish literature as a part of public library collection in Finland.

Content

- The highlights of Finnish history of Literature and the important authors
- The periods, genres and important authors from 1950 heretofore.
- library professional as a specialist of fiction
- Fiction from accessibility point of view: indexing, analysis and classification

Materials

Will be announced in the beginning of the course.

Teaching methods

Lectures, reading circles, practising in library, groupwork, exam.

Employer connections

The course includes a practical work-life assignment. Additionally, representatives from the professional field will visit the course.

Exam schedules

Exam at week 20.

Completion alternatives

-

Student workload

Total workload of the course is 135h, of which 55 h contact lessons and 80 h groupwork and independent work.

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

- the student participates most discussions and reading circles
- the student returns most of the assignments
- the student returns his learning diary which includes all required parts

Assessment criteria, good (3)

the student takes mostly actively part in discussions and reading circles
- the student returns assignments in time and most of them are well-done
- the student returns in time his reading diary which has some analytic parts
- the student uses some sources in reading diary

Assessment criteria, excellent (5)

- the student takes actively part in discussions and reading circles
- the student returns all well-done assignments in time
- the student is eager to plan and use new ways of reading promotion
- the student writes and retuns in time a reading diary which is analytic and evaluative
- the student uses diversified sources in reading diary

Assessment methods and criteria

Exam, groupwork, reading circles and activity at contact lessons.

Assessment criteria, approved/failed

The student has actively participated in contact lessons and pair work. They have completed all the course assignments and received at least a grade of 4. The student can comprehensively discuss the trends in Finnish literature from the 1950s to the present day and name significant authors from each decade. The student can explain the importance of easy-to-read literature in Finnish literature. They can name significant publishers of fiction and discuss the export of literature. The student can plan and organize an event that promotes Finnish literature.

Objective

After the course the student knows what the Finnish children's librarian does today and has done earlier. S/he can tell about the future and goals of children's library work. The student can choose suitable activities in children's department in the public library. (S)he can name the important organizations that co-operate with children´s library.

Content

The national and international goals and developing of children’s library services
The history of children's libraries
The collections and material types of children's department in the public library
Toddlers and children as customers
User generated library services for children and families with children
The activities of children's department: story hours, booktalk, reading diplomas, information skills instruction, media education
The co-operation between library, schools and day care centres
Developing services for children and families in public library

Materials

Study materials will be told in the beginning of the course.

Teaching methods

The course is conducted through classroom teaching and includes theoretical lessons as well as practical training in children’s library work. The course includes groupwork, an exam and independent assignments.

Employer connections

The course may include practising in children´s library.

Exam schedules

Moodle exam at week 4.

Student workload

Total workload of the course is 135 h, of which 40 h contact lessons and 95 h groupwork and independent work.

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

The student has completed all the course tasks but hasn't allways followed the timetables. The student can tell the most important tasks of the work of the children´s department in a public library. S/he can choose and propose the right materials for the children of different ages. The student can identify the important organizations of co-operation and s/he is able to tell what kind of co-operation is done. The student can name some methods to participate children and their parents in planning and implementing library services for them.

Assessment criteria, good (3)

The student has completed the course tasks according to the timetables and instructions. The student is able to analyse the tasks of children’s department in a public library. S/he can choose and propose in many ways the right materials for the children of different ages. The student can identify the important organizations of co-operation and s/he is able to tell what kind of co-operation is done. S/he is able to tell some new possibilities of co-operation. The student is able to compare methods to participate children and families in planning and implementing library services for them.

Assessment criteria, excellent (5)

The student has completed the course tasks according to the timetables and instructions. The student is able to tell a diversified analyse of the tasks and the future of children's department in a public library and also as a part of society. S/he can choose and propose in many ways the right materials for the children of different ages. The student can identify the important organizations of co-operation and s/he is able to tell what kind of co-operation is done. S/he can tell some new possibilities of co-operation. The student is able to develope new methods to participate children and families in planning and implementing library services for them.

Assessment methods and criteria

The course assessment consists of evaluating the Moodle exam, independent assignments, and group tasks, as well as participation in discussions at contact lessons.

Assessment criteria, good (3)

The student has participated in contact lessons and completed the course assignments. The student can explain the main goals of children’s library work. They can select and present materials suitable for different age groups. The student recognizes the key partners and forms of collaboration with maternity clinics, early childhood education, and schools. They can implement some of the working methods of children’s library work and find suitable ways to interact with children of different ages.

Assessment criteria, excellent (5)

The student has been active in the contact lessons and completed the course assignments well. The student can analyze the goals of children’s library work and it´s future. They can select and use many different methods when presenting materials suitable for different age groups. The student knows the key partners and forms of collaboration with maternity clinics, early childhood education, and schools. They can plan and implement many of the working methods of children’s library work and find suitable ways to interact with children of different ages.

Assessment criteria, approved/failed

The student has actively participated in the contact lessons and completed the course assignments excellently, using a variety of international sources. The student can comprehensively analyze the goals, current state, and future prospects of children’s library work. They can also explain its significance as part of library work and municipal services. The student can select and present materials suitable for different age groups using various methods. The student can evaluate collaboration with different partners and is active in its development. They can plan, implement, and evaluate various working methods of children’s library work and find suitable ways to interact with children of different ages.

Objective

After the course the student knows what the Finnish children's librarian does today and has done earlier. S/he can tell about the future and goals of children's library work. The student can choose suitable activities in children's department in the public library. (S)he can name the important organizations that co-operate with children´s library.

Content

The national and international goals and developing of children’s library services
The history of children's libraries
The collections and material types of children's department in the public library
Toddlers and children as customers
User generated library services for children and families with children
The activities of children's department: story hours, booktalk, reading diplomas, information skills instruction, media education
The co-operation between library, schools and day care centres
Developing services for children and families in public library

Materials

Hietanen, M. (2019). Lasten- ja nuortenkirjastotyö PiKe-alueella - Lämmöllä lukemisen tukena; Aerila, J. & Kauppinen, M. (2019) Sytytä lukukipinä. Pedagogisia keinoja lukuinnon herättelyyn; Heikkilä, M. (toim.). (2023). Lasten- ja nuortenkirjastotyön ideakirja 2023;Heikkilä-Halttunen, P. (2015). Lue lapselle! Opas lasten kirjallisuuskasvatukseen. Other study materials will be told in Moodle in the beginning of the course.

Teaching methods

The course is conducted through online teaching and includesTeams-meetings as well as reporting of practical training in children’s library work. The course may include groupwork, an exam and independent assignments.

Employer connections

Visitors from libraries. The course may include practising in children´s library.

Exam schedules

Moodle exam at week 5.

Student workload

Total workload of the course is 135 h, of which 15 h contact lessons and 120 h groupwork and independent work.

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

The student has completed all the course tasks but hasn't allways followed the timetables. The student can tell the most important tasks of the work of the children´s department in a public library. S/he can choose and propose the right materials for the children of different ages. The student can identify the important organizations of co-operation and s/he is able to tell what kind of co-operation is done. The student can name some methods to participate children and their parents in planning and implementing library services for them.

Assessment criteria, good (3)

The student has completed the course tasks according to the timetables and instructions. The student is able to analyse the tasks of children’s department in a public library. S/he can choose and propose in many ways the right materials for the children of different ages. The student can identify the important organizations of co-operation and s/he is able to tell what kind of co-operation is done. S/he is able to tell some new possibilities of co-operation. The student is able to compare methods to participate children and families in planning and implementing library services for them.

Assessment criteria, excellent (5)

The student has completed the course tasks according to the timetables and instructions. The student is able to tell a diversified analyse of the tasks and the future of children's department in a public library and also as a part of society. S/he can choose and propose in many ways the right materials for the children of different ages. The student can identify the important organizations of co-operation and s/he is able to tell what kind of co-operation is done. S/he can tell some new possibilities of co-operation. The student is able to develope new methods to participate children and families in planning and implementing library services for them.

Assessment methods and criteria

The course assessment consists of evaluating the Moodle exam, independent assignments, and group tasks, as well as participation in discussions at Moodle.

Assessment criteria, good (3)

The student has participated in online lessons and completed the course assignments. The student can explain the main goals of children’s library work. They can select and present materials suitable for different age groups. The student recognizes the key partners and forms of collaboration with maternity clinics, early childhood education, and schools. They can implement some of the working methods of children’s library work and find suitable ways to interact with children of different ages.

Assessment criteria, excellent (5)

The student has been active in online lessons and completed the course assignments well. The student can analyze the goals of children’s library work and it´s future. They can select and use many different methods when presenting materials suitable for different age groups. The student knows the key partners and forms of collaboration with maternity clinics, early childhood education, and schools. They can plan and implement many of the working methods of children’s library work and find suitable ways to interact with children of different ages.

Assessment criteria, approved/failed

The student has actively participated in online lessons and completed the course assignments excellently, using a variety of international sources. The student can comprehensively analyze the goals, current state, and future prospects of children’s library work. They can also explain its significance as part of library work and municipal services. The student can select and present materials suitable for different age groups using various methods. The student can evaluate collaboration with different partners and is active in its development. They can plan, implement, and evaluate various working methods of children’s library work and find suitable ways to interact with children of different ages.

Objective

Having completed the course the student can distinguish between learning theories, learning methods and guidance styles. S/he can explain how different learning theories and learning styles influence the tutoring process. The student can analyze tutorial situations as planned and target-oriented interactional situations. S/he can use varied teaching methods and choose suitable methods for each tutoring situation. The student knows how to function as a tutor in different learning environments. The student can plan, execute and evaluate individual and group tutoring situations for customers and colleagues. Students are also able to recognize the different cultural backgrounds of the participants in the guidance situation and are able to act in the situation with respect to each person.

Content

- introduction to learning theories and teaching methods
- stages of guiding process
- various target groups
- co-operation between library and school
- planning, executing and evaluating individual and group tutoring situations

Materials

Vehviläinen, S. (2014). Ohjaustyön opas. Yhteistyössä kohti toimijuutta; Krokfors, L., Kangas, M. & Kopisto, K. (toimi.). (2014). Pelit, pelillisyys ja leikillisyys opetuksessa; Ojanen, S. (2009). Ohjauksesta oivallukseen. Ohjausteorian käsittelyä.

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

The student has completed all the course tasks but hasn't always followed the instructions or timetables. The student can itemize briefly the elements of planning, implementation and evaluation of the teaching event. S/he can tell what kind of teaching and tutoring library work involves. The Student can tell about co-operation between library and school. The student can implement a small-scale teaching event in a group.

Assessment criteria, good (3)

The student has completed all the course tasks according to the instructions and timetables. The student can itemize and analyse the elements of planning, implementation and evaluation of a teaching event. S/he can organize different kinds of tutoring situations in libraries. The Student can tell about co-operation between library and school. As an active member of a group, the student can implement a teaching event that puts the theory of learning into practice.

Assessment criteria, excellent (5)

The student has completed all the course tasks according to the instructions and timetables. The student can itemize and comprehensively analyse the elements of planning, implementation and evaluation of a teaching event. S/he can propose and organize different kinds of tutoring situations in libraries. The Student can tell about co-operation between library and school. The student can implement, as an active and inspirational member of a group, a teaching event that puts the theory of learning into practice.

Objective

Having completed the course the student can distinguish between learning theories, learning methods and guidance styles. S/he can explain how different learning theories and learning styles influence the tutoring process. The student can analyze tutorial situations as planned and target-oriented interactional situations. S/he can use varied teaching methods and choose suitable methods for each tutoring situation. The student knows how to function as a tutor in different learning environments. The student can plan, execute and evaluate individual and group tutoring situations for customers and colleagues. Students are also able to recognize the different cultural backgrounds of the participants in the guidance situation and are able to act in the situation with respect to each person.

Content

- introduction to learning theories and teaching methods
- stages of guiding process
- various target groups
- co-operation between library and school
- planning, executing and evaluating individual and group tutoring situations

Materials

Vehviläinen, S. (2014). Ohjaustyön opas. Yhteistyössä kohti toimijuutta; Krokfors, L., Kangas, M. & Kopisto, K. (toimi.). (2014). Pelit, pelillisyys ja leikillisyys opetuksessa; Ojanen, S. (2009). Ohjauksesta oivallukseen. Ohjausteorian käsittelyä.

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

The student has completed all the course tasks but hasn't always followed the instructions or timetables. The student can itemize briefly the elements of planning, implementation and evaluation of the teaching event. S/he can tell what kind of teaching and tutoring library work involves. The Student can tell about co-operation between library and school. The student can implement a small-scale teaching event in a group.

Assessment criteria, good (3)

The student has completed all the course tasks according to the instructions and timetables. The student can itemize and analyse the elements of planning, implementation and evaluation of a teaching event. S/he can organize different kinds of tutoring situations in libraries. The Student can tell about co-operation between library and school. As an active member of a group, the student can implement a teaching event that puts the theory of learning into practice.

Assessment criteria, excellent (5)

The student has completed all the course tasks according to the instructions and timetables. The student can itemize and comprehensively analyse the elements of planning, implementation and evaluation of a teaching event. S/he can propose and organize different kinds of tutoring situations in libraries. The Student can tell about co-operation between library and school. The student can implement, as an active and inspirational member of a group, a teaching event that puts the theory of learning into practice.

Objective

Having completed the course the student can distinguish between learning theories, learning methods and guidance styles. S/he can explain how different learning theories and learning styles influence the tutoring process. The student can analyze tutorial situations as planned and target-oriented interactional situations. S/he can use varied teaching methods and choose suitable methods for each tutoring situation. The student knows how to function as a tutor in different learning environments. The student can plan, execute and evaluate individual and group tutoring situations for customers and colleagues. Students are also able to recognize the different cultural backgrounds of the participants in the guidance situation and are able to act in the situation with respect to each person.

Content

- introduction to learning theories and teaching methods
- stages of guiding process
- various target groups
- co-operation between library and school
- planning, executing and evaluating individual and group tutoring situations

Materials

Vehviläinen, S. (2014). Ohjaustyön opas. Yhteistyössä kohti toimijuutta; Krokfors, L., Kangas, M. & Kopisto, K. (toimi.). (2014). Pelit, pelillisyys ja leikillisyys opetuksessa; Ojanen, S. (2009). Ohjauksesta oivallukseen. Ohjausteorian käsittelyä.

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

The student has completed all the course tasks but hasn't always followed the instructions or timetables. The student can itemize briefly the elements of planning, implementation and evaluation of the teaching event. S/he can tell what kind of teaching and tutoring library work involves. The Student can tell about co-operation between library and school. The student can implement a small-scale teaching event in a group.

Assessment criteria, good (3)

The student has completed all the course tasks according to the instructions and timetables. The student can itemize and analyse the elements of planning, implementation and evaluation of a teaching event. S/he can organize different kinds of tutoring situations in libraries. The Student can tell about co-operation between library and school. As an active member of a group, the student can implement a teaching event that puts the theory of learning into practice.

Assessment criteria, excellent (5)

The student has completed all the course tasks according to the instructions and timetables. The student can itemize and comprehensively analyse the elements of planning, implementation and evaluation of a teaching event. S/he can propose and organize different kinds of tutoring situations in libraries. The Student can tell about co-operation between library and school. The student can implement, as an active and inspirational member of a group, a teaching event that puts the theory of learning into practice.

Objective

The student is able to:
- identify scientifical research phases, methods and practices
- plan research and deveplment projects based on theory
- understands principles of data management, research ethics, research permissions and data protection as part of researh process
- define and present thesis topic
- present research plan ans report research process both in writing and orally
- present completed thesis in seminar
- evaluate and give feedback concerning research process and scientifical texts of others

Content

Personal and group supervision of students in their thesis projects.
Tasks supporting the thesis project and different phases.
Defining the thesis topic, making a research plan and presenting it, attending and presenting thesis in its different phases in seminar sessions and peer evaluation.

Materials

Materials given by teacher

Teaching methods

Online meetings, independent work, oral and written assignments (tasks and exercises supporting the thesis process, seminar presentations, and peer reviews).

Exam schedules

No exams.

Student workload

The total workload of the course is approximately 108 hours, distributed between the spring and autumn semesters. There will be joint online meetings and seminar sessions every 2 weeks, each lasting 2-3 class hours, with an additional hour always reserved for extra seminar presentations. In addition, during the spring semester, there will be separate research plan seminars and interim seminar days and final thesis seminar during fall semester with longer appointments. Furthermore, students will engage in independent work on course assignments and seminar tasks.

realization.localizedApproveRejectDescription

A passing grade requires the successful completion and submission of all course assignments.

Content scheduling

The course begins in the spring semester and continues into the fall semester.

Further information

Participating in the course and starting the thesis process requires that the student has successfully completed the internship part of the studies.

Evaluation scale

Passed/failed

Assessment criteria, approved/failed

Active participation and making the assigned tasks succesfully.

Assessment methods and criteria

Written and oral learning tasks and exercises
Seminar presentations and peer review x 3
Active participation in the assessed tasks and submission of work according to the schedule.

Objective

Having taken the course, the student is able to distinguish between different reading communities and their ways of action. They are able to present the opportunities offered by the library in the field of communal reading. The student can also plan and lead different user groups, support reading as a hobby, as well as choose different working forms encouraging reading. They are able to activate and lead a reader-oriented literature discussion.

Content

- different ways and environments of communal reading
- communal reading
- communal reading and libraries
- reading promotion

Materials

Hokkanen, L. (2015). Sosiaalinen kirjasto: Lukemattomien mahdollisuuksien maailma. Avain.; Ahola, S. 2013. Lukupiirien aika : yhteisöllistä lukemista suomalaisissa lukupiireissä. Helsinki: Avain./ tai Aholan väitöskirja "Lukupiirien Suomi : Yhteisöllistä lukemista 149 suomalaisessa lukupiirissä 2009".; Kirjastot aikuisten lukemisen edistäjinä. 2018. Helsinki: Helsingin kaupunginkirjasto.; Tuomi, P. 2011. Kirjojen keskellä. Kirjastonhoitaja kaunokirjallisuuden asiantuntijana. Helsinkin: Avain.; Tuomi, P. (2017). Kaunokirjallisuus suomalaiselle yleiselle kirjastolle haasteena, rasitteena ja mahdollisuutena: Historiallis-argumentatiivinen tarkastelu suomalaisen yleisen kirjastolaitoksen suhteesta kaunokirjallisuuteen ja kirjalliseen järjestelmään. Oulun yliopisto. ; Fournier, M. D., Ostman, S. & Hall, T. D. (2020). Ask, Listen, Empower: Grounding Your Library Work in Community Engagement. American Library Association. ; Ekholm, K., Repo, Y., Winther-Jensen, T., Pitkänen, M. & Berndtson, M. (2021). Lukemisen aika: Eikö Suomessa lueta tarpeeksi? Kustannusosakeyhtiö Siltala.

Other material to be used will be announced subject-specific as the course progresses

Teaching methods

Contact teaching, expert guests and working life cooperation. Independent work and small group work. Oral and written assignments.

Employer connections

The course may have work-oriented assignments and expert guests.

Exam schedules

The course does not include an exam.

Student workload

In total about 135 hours, of which about 50 hours contact classroom teaching.

Content scheduling

Completion of the study course can already be started in the fall semester in terms of the reading circle assignment and participation in the book tips circle. However, the actual course teaching only starts in the spring semester.

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

The student

-has completed all the course tasks but has not always followed the instructions and timetables
-can shortly define the role of the library in communal reading
-can choose and use some methods of reading promotion
-can tell something about the importance of reading as a hobby.

Assessment criteria, good (3)

The student

-has completed all the course tasks according to the instructions and timetables
-can evaluate the role of the library in the promotion of communal reading
-is active and interested in the use of various methods in reading promotion
-can analyze the importance of reading as a hobby.

Assessment criteria, excellent (5)

The student

-has completed all the course tasks according to the instructions and timetables
-can evaluate the role of the library in the promotion of communal reading
-is active and interested in using various methods in reading promotion and can propose new ways to promote reading
-can analyze the importance of reading as a hobby in a comprehensive way

Assessment methods and criteria

Active participation in face-to-face teaching.
Written and oral course assignments (individual and group work).
Active participation in the work that is the basis of the evaluation and returning the work according to the schedule.

Assessment criteria, good (3)

The student

-has completed all the course tasks but has not always followed the instructions and timetables
-can shortly define the role of the library in communal reading
-can choose and use some methods of reading promotion
-can tell something about the importance of reading as a hobby.

Assessment criteria, excellent (5)

The student

-has completed all the course tasks according to the instructions and timetables
-can evaluate the role of the library in the promotion of communal reading
-is active and interested in the use of various methods in reading promotion
-can analyze the importance of reading as a hobby.

Assessment criteria, approved/failed

The student

-has completed all the course tasks according to the instructions and timetables
-can evaluate the role of the library in the promotion of communal reading
-is active and interested in using various methods in reading promotion and can propose new ways to promote reading
-can analyze the importance of reading as a hobby in a comprehensive way

Objective

After the course the student is able to define the stages of a customer service situation. S/he is able to put in practice the theory of customer service. The student is able to evaluate the meaning of a good customer service as a factor of customer satisfaction.
The student can define a service product and its components, describe the phases of a service process and recognize the elements of service quality and service gaps. The student can function in customer service operations in both external and internal customer service situations. The student recognizes various customer service situations and can analyze customer behaviour from the perspective of customer service in a library. The student is aware of current themes of the customer service. Students are able to assess the needs of clients from different cultural backgrounds.

Content

- Service
- Service quality and quality gaps
- The stages of a customer service situation , handling customers
- service products
- working in customer service in a library
- internal customers
- Service recovery and other special situations
- Dealing with different kinds of customers

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

The student has done the work and participated as instructed. The student can define a service product and its components, describe the phases of a service process and recognize the elements of service quality and service gaps. The student can function in customer service operations in both external and internal customer service situations. The student recognizes various customer service situations and can analyze customer behavior from the perspective of customer service in a library. The student is aware of current themes of the customer service.

Assessment criteria, good (3)

The student has done the work well and participated actively. The student can define a service product and its components, describe the phases of a service process well and recognize the elements of service quality and service gaps. The student can function in customer service operations in both external and internal customer service situations. The student recognizes various customer service situations and can analyze customer behavior from the perspective of customer service in a library. The student is aware of current themes of the customer service

Assessment criteria, excellent (5)

The student has done the work to an excellent standard and participated actively and constructively. The student can define a service product and its components, describe the phases of a service process in depth and recognize the elements of service quality and service gaps. The student can function in customer service operations in both external and internal customer service situations. The student recognizes various customer service situations and can analyze customer behavior from the perspective of customer service in a library. The student is aware of current themes of the customer service

Objective

The student can

-identify how library services are financed and governed
- describe the annual operating plan of the public economy
- analyze the economic situation of the municipal organization
- describe the structure of library budgeting and the principles of creating library budgets as part of the public economy

Content

-library services financing and government
-distinctive features of public-sector finances
- planning and monitoring finances and interpreting financial statements
- library budgets and the bases of their preparation
- public procurement

Materials

The most important materials:

Huikko, K., Korento, S., Korhonen, M., Lehtonen, S., Lindberg, E., Mehtonen, M., . . . Ylitalo, M. (2021). Kuntatalous: Monen muuttujan summa (5. uudistettu painos.). Suomen Kuntaliitto.

Korento, S., & Ylitalo, M. (2022). Kunnan ja kuntayhtymän talousarvio ja -suunnitelma (5. uudistettu painos.). Suomen Kuntaliitto. https://www.kuntaliitto.fi/julkaisut/2022/2165-kunnan-ja-kuntayhtyman-talousarvio-ja-suunnitelma

Other used material are announced during the course.

Teaching methods

Online teaching (time/place independent).
Expert guests.
Independent work, practice tasks preparing for the exam and the exam.

Employer connections

During the episode, expert guests from working life. Case examples from the workplace

Exam schedules

Course exam at the end of the spring semester (Exam). The second exam period is in the summer and the third in the fall. The exam can also be taken as an exam visit by visiting another university's EXAM exam room, if the organization has an agreement with SeAMK on this.

Student workload

The total load of the course is about 81 hours. Of this, about 6-8 hours of expert guests and about 20 hours of common course parts implemented with Moodle lesson tool. Rest independent students work on course assignments and exam preparation.

Content scheduling

The study period starts in mid-February and ends at the end of May.

Further information

The course can mainly be studied online at your own pace.As an exception to the previous are expert guests, the times of online talks will be announced separately in the course.

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

The student

-has participated sufficiently as instructed
- is able to describe the basic principles of public economy and features of public-sector finances
- can explain the basics principles of libraries economical planning

Assessment criteria, good (3)

The student

-has participated actively and according to instructions
- understands and is able to describe the principles of public economy and features of public-sector finances
- can explain the principles of libraries economical planning and the budget preparation at the annual level

Assessment criteria, excellent (5)

the student

-has participated actively and constructively according to instructions
- can define and explain principles of public economy and features of public-sector finances
-is able to apply the principles of libraries economical planning and and the budget preparation at the annual level

Assessment methods and criteria

Familiarization with the course materials.
Written learning assignments and exercises.
Exam (1-5)
Active participation in the work that is the basis of the evaluation and completion of the course according to the schedule.

Assessment criteria, good (3)

- has participated sufficiently as instructed
- is able to describe the basic principles of public economy and features of public-sector finances
- can explain the basics principles of libraries economical planning
-

Assessment criteria, excellent (5)

- has participated actively and according to instructions
- understands and is able to describe the principles of public economy and features of public-sector finances
- can explain the principles of libraries economical planning and the budget preparation at the annual level

Assessment criteria, approved/failed

- has participated actively and constructively according to instructions
- can define and explain principles of public economy and features of public-sector finances
- is able to apply the principles of libraries economical planning and and the budget preparation at the annual level

Objective

After the course the student can organize and categorize fiction to different genres. The student is able to name the valued novels of of the genres. S/he has read samples of important classics of various literary genres. S/he can promote, present and recommend genre fiction to customers.

Content

- Reading, presenting and promoting genre fiction
- Publishing critics about books in weblog or other platforms
- Group work of chosen genre
- Conversations about the books during lectures and at reading circles and / or social media
- Organizing a reading circle

Materials

Hosiaisluoma, Y. (2016). Kirjallisuusoppi: aapisesta äänirunoon; Hypen, K. (2006). Fiktiota! : levottomat genret ja kirjaston arki

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

The student has completed all the course tasks but hasn't allways followed the timetables. The student takes infrequently part to discussions. S/he has taken part in group work. The student has joined a few reading cirlces and has organized one. The student has shown little interest in developing new ways of promoting genre fiction in library.

Assessment criteria, good (3)

The student has completed the course tasks according to the timetables and instructions. S/he plays an active role in groupwork and takes often part in discussions during lectures and in reading circles. S/he has organized one reading circle and can lead discussions in reading circle. The student has shown interest in developing new ways of promoting genre fiction in library.

Assessment criteria, excellent (5)

The student has completed all the course tasks according to the timetables and instructions. S/he has played an active and enthusiastic role in groupwork and is eager to take part in discussions during lectures and in reading circles. S/he has organized one reading circle and can lead discussions in reading circle. The student has shown interest in the course topics and has searched further information about genre literature. The student has developed many new ways of promoting genre fiction in library.