Log Post #5 and Final Report

Week of 11/7

This is the week when final grades are handed in. Kindles are ordered for next term as well as e-textbooks in the MEMP program (the ARP program’s texts are mostly lab manuals developed by the IAR teaching staff, and are now loaded into the Kindles). This is the first time that 2nd term classes in the revised MEMP program will be delivered, so I am double-checking editions of books that may be different from the ones listed on the syllabi as submitted to the state. As an example, we’ve discovered that the QuickBooks text is now unavailable, and we must find an update. I am also responsible for updating the syllabi with regard to editions and page numbers as part of the being the MEMP administrator.

During new student orientation sessions, I addressed 70 new students about the library and its services, which include issuance of e-mail addresses.

The school catalog is still in disarray, but soon I will be asked to review it as part of our literacy functions.

I have completed shelf reading of the entire physical library book collection. There were lots of books shelved in error, and one book in particular that a faculty member wanted has turned up. I will be starting the process of weeding the collection next week. This has never been done according to Wendy, and it is now a desperate situation. There are too many books that are out of date; I see no reason to hold on to textbooks that have been revised. Wendy is leaving the weeding to me, with certain books to be evaluated by the Library Committee.

Hours in library this week – 21

Total Hours – 134


Week of 11/14

I’ve done a sizable amount of the weeding at this point, and there are more books that are out of date than I realized. I made a list and discussed this with Wendy, who reminded me that we have to have a certain amount of books on the shelves, and due to the buying freeze, we must be extra careful what we want removed.

Because of the transition from old program to new MEMP program, several textbooks are no longer being used and are coming in from faculty. Cengage Learning asks that we return such books to them for recycling; I have printed out labels for us to do that. There is some discussion as to the disposition of the other texts; in the past, Financial has re-sold them through Amazon. We are dealing with books on subjects like contracts, marketing and record labels that become out of date quickly, so I have already let Financial know that re-selling them may not be the best idea.

Kindles are being distributed to new students this week, and textbooks are being uploaded. Each student has a sign-off sheet to acknowledge that their device works (2 are already known to be defective and are being replaced) and that the necessary textbooks are accessible and usable.

Library use this week by students has been light since the term just began, but I expect this to change by week 3.

Hours in library this week – 20 ½

Total Hours – 154



In my work as a composer/arranger, an historian, teacher, and my many years as a professional in the publishing world, I’ve spent many hundreds of hours in libraries, and when I attended Queens College (CUNY) in the 1970s, I worked in the music library for a year, so the functions of a library serving higher education have been part of my DNA for many years. In joining the library staff, I have been able to learn more about the basic workings of the Learning Center, as well as be part of the fabric of change.

I have learned much about the KOHA system and the other functions currently in practice by the facility (checking books in and out, use of the photocopier, refreshing my memory about the Mac system since the library has Mac Computers, basic budgeting considerations).

The traditional responsibilities of a library are now joined by the elements of research demanded by our constant refinement of what makes up information literacy. I have been aware that many students in our school cannot do basic things such as attach files or even use a word processing program (Wendy informed me that this exists even in community colleges she has worked in). Even though there is a required computer course in the 1st term of the MEMP program, many of the ARP students are not prepared for advanced learning. On the one hand, our job is to prepare all students to get work in the music field, but we must also provide a link to further study via a college degree. Hence the importance of continuing to remake this facility into an active information literacy center.

One of the perks of having my ‘office’ in the library vs. my previous space in the faculty lounge allows all of the students to find and interact with me. In the past, I had little involvement with ARP students; because I am now visible to them, I have already assisted many in writing assignments, advanced research, and reinforced that the library is a friendly place, an alternative to studying at home, and a meeting place with other students.

The previous assistant in the library was not invested in the way the library functioned; most of the books that were misfiled were done so by him. Wendy said to me several weeks ago that there has been a real change, in particular because we have a new director and a new dean of students, both of whom realize the importance of this facility being a center of activity in addition to the computers students use to record and mix music tracks, and our recording studios.

So in writing this summation of my experiences here so far, I am filled with ideas of possibility, of a greater community of students not separated by program, and greater student facility in finding, evaluating and presenting information via the Kindles. These past weeks have been a wonderful introduction to the manifold worlds of a living, breathing resource center.


EDST 6310 Teaching Unit

My teaching unit consisting of three lesson plans is posted below. It was read by Wendy Roque (Learning Resource Center Librarian) and Jenelle Woodrup (Assistant Dean of Students) and tweaked accordingly. I am very happy with the way these turned out, as students really got a sense of doing advanced research and could appreciate the diversity of information at their fingertips, and particularly how easy it was once they got some practice. It certainly beats Wikipedia!!!!


Seton Hall University

College of Education & Human Services

Graduate Studies and Special Programs


EDST 6310 Teaching Unit


Name: Jeffrey Sultanof

Date: 11/16/16

Library: Learning Resource System – Institute of Audio Research, New York, NY 10003

Setting/Grade Level: Trade School/ ARP (Audio Recording and Production Diploma Program (ACCSC 1178) and MEMP (Music and Entertainment Management and Production) Diploma Program (ACCSC 1825)

Lesson Plans Teaching Unit Topic: The Learning Resource Center

  • Welcome to the Library
  • Web-based Research
  • Advanced Web-based Research


  1. General Characteristics: Students’ ages range from 19 – 40, with most between the ages of 25-34. Most students are male, primarily Black or Hispanic. Several have served in the military (Cohen, Farahani, Palumbo, 2015).
  2. Entry Competencies to the ARP/MEMP programs: High School diploma or GED. Several students have B.A degrees; one or two have M.A. degrees, the majority on subjects unrelated to music (Cohen, Farahani, Palumbo, 2015).
  3. What Accommodations and Modifications are needed for your audience?

At present, some students have asked for extra time to complete projects and exams, and have presented doctor’s notes or paperwork from the VA (Veterans Administration). Since all of the lessons involve a project which would be handed in via e-mail, this accommodation is built into the lesson. Dyslexia may be a presence as a cognitive learning disability at our school. Many students who are dyslexic may not have made this known for a variety of reasons, although they can have any number of accommodations if requested. Some programs we have recommended for use are:

  • Dragon Natural Speaking (voice recognition software).
  • Note-taking pens (InfoScan)
  • ReadingPen 2



  1. ISTE Standards
  1. Research and information fluency: Students apply digital tools to gather, evaluate, and use information.
  2. a) Plan strategies to guide inquiry
  3. b) Locate, organize, analyze, evaluate, synthesize and ethically use information from a variety of sources and media.
  4. c) Evaluate and select information sources and digital tools
  5. d) Process data and report results


  1. ISTE Technology Standards
  1. Creativity and innovation: Students demonstrate creative thinking, construct, knowledge, and develop innovative products and processes using technology
  2. Apply existing knowledge to generate new ideas, products or processes
  3. Create original works as a means of personal or group expression
  4. Use models and simulations to explore complex systems and issues


METHODOLOGY: The Lesson may include all or some of the following:

Collaborative Learning           Reporting                                  Problem Solving

Group Discussion                    Discovery/Inquiry      Technology/Delivery   Lecture



Videos X Reading Materials
Games Maps
Flat Pictures Objects/Artifacts
Manipulatives Guest Speakers
X Handouts



Video Media via sources like PBS LearningMedia PowerPoint Slides
X Web 2.0 Tools – Allows students to create their own projects. Augmented Reality (Aurasma and/or Thinglink)
Social Media Websites (Twitter, etc.) X Blog, Wiki, other Web-based communication
Online or Digital Gaming Digital Storytelling (Infographics, etc.)
Assistive Technology Devices (Type) Podcast
Smart Board Prezi
X Computers/Printers – Students may need to print out materials. X Internet/Websites: Please see below
X Basic software tools (Excel, Word, Access) – To begin preparing projects

 Time allocated for lessons: 45 Minutes (this is approximately half of a regular class session at this school).


LESSON ONE: Welcome to the Library

GOALS: A general introduction to what the Learning Resource Center has, what services it provides, the hours it is open, and exploring the library website (http://library.iar.edu/).

LEARNING OBJECTIVES: At the conclusion of the lesson, students will be able to:

  • Define and describe the services the library provides.
  • Access the library website
  • Execute a search for a book and supply information provided


Step 1: Introduction

  • Introduce myself and librarian Wendy Roque
  • “The library is an essential part of a school, and it can be a home away from home in many ways (solo studying, group studying, using the internet, meeting with other students, reading).”
  • “So many students only use one or two aspects of what a library provides. I am here to introduce what you will find at our library and some basics on how to use our services.”

Step 2: Essential Questions

  • What sorts of things can be found in a library? What is specific to our library?
  • How do you search for materials (books, DVDs, etc.)?
  • What is a call number?
  • In what ways can the librarian or associate help you?
  • How do you use the photocopy machine? (This machine operates differently from most copy machines, which necessitates an explanation as to how it is used, i.e. you need to copy from a file on a USB drive).

Step 3: Exploration

  • Ask students what their experiences have been in libraries. Ask them to specify whether they are discussing their school libraries, local or college libraries.
  • Discuss that our “Learning Resource Center” is specifically designed for exploration, discovery, tutoring, and discussion among colleagues and staff.
  • Briefly discuss the differences between Dewey Decimal and Library of Congress Classifications (LOC is usually used in college libraries).
  • Librarians are trained to provide information on materials that students can have access to in and out of the library (databases, interlibrary loan). “Pick their brains!”
  • Our photocopy machine requires you to load your document onto a USB and then print it. Copies cost 10 cents each. Demonstrate if this lesson is in the library itself.

Step 4: Application

            Students will follow the following steps provided in an answer sheet that they will fill out and hand in as a lab assignment.

  • Go to http://library.iar.edu
  • Scroll down under “library catalog” for Author
  • Type in the last name of “Borg.”
  • Answer the following questions:
  1. What is the name of the book listed?
  2. What is the subject listed?
  3. What is the call number?
  4. When you click on Google Preview, what elements do you find?
  5. Is the book available for checkout?

Step 5: Closure and Assessment

  • Go around the room and ask students about their experiences in completing the lab assignment.
  • “It is one of the elements of success to be information literate, and that is easier than it sounds. Using the services of a library can be fun, and the ability to do research is one more skill that can land you a job.”
  • “This is only one aspect of finding things in a library. We will discover more in future lessons.”


            Homework (The steps to the assignment must be included with your answers):

Go to the IAR library website:

  • In the left-hand column, scroll down to find “Subject”
  • Enter “Pro Tools”
  • How many books are displayed?
  • Which book is the most up to date? How do you know? (Aside: the most up-to-date version of Pro Tools is version 12. This is to make sure students select that version versus an older version of the program).
  • Is there a book with more than one physical copy on the library shelves? Name it.
  • Place a hold on at least one book.

This assignment should be submitted following the instructions under “Homework” in the syllabus.



Rubric: Library Website Project

Teacher Name: Mr. Sultanof

Student Name:     ________________________________________


CATEGORY 4 3 2 1
Organization Information is organized, with each item identified by number. Information is organized, with most items identified by number. Information is organized, but items are not numbered. The information appears to be disorganized.
Amount of Information All items are addressed and all are answered. All items are addressed and most are answered. All items are addressed, but at least four of them are not answered. Items were not addressed.
Quality of Information All answers are correct and clear. One or two answers are incorrect. Three or four answers are incorrect. Student need some tutoring to complete this assignment.
Internet Use Successfully uses website to find information and navigate within this site easily without assistance. Usually able to use website to find information and navigate within this sites easily without assistance. Occasionally able to use website to find information but needs some assistance to navigate it fully. Needs extensive assistance or supervision to use website.



LESSON TWO: Web-based Research (Digital Literacy I)


GOALS: Introduce the basics of doing research on the internet via search terms (including Boolean operators), finding websites and evaluating their currency, accuracy and relevancy.

LEARNING OBJECTIVES: At the conclusion of the lesson, students will be able to:

  • Identify three different search engines that are useful for research.
  • Search for websites via utilization of powerful search terms using search engines.
  • Evaluate websites for their currency, accuracy and usefulness depending of the project the student must complete.


Step 1: Introduction

  • “An experienced researcher uses at least three (3) different search engines to find websites to find information.”
  • “Search Engines are not created equal.”

Step 2: Essential Questions

  • How does a search engine work?
  • What is a Boolean operator?
  • How do we determine a useful website for our work?

Step 3: Exploration

  • Direct students to http://www.ppcblog.com/how-google-works/, which is an up-to-date infographic that takes into account searching via mobile devices. Review as a class. Encourage students to print it out and study it further.
  • “Not all search engines operate the same way. This is why when you search for a given subject on different search engines, the results may be different, sometimes radically so.” Please see https://www.mjmedia.co.za/pros-and-cons-of-the-three-major-search-engine/
  • Ask students if they can name Boolean operators.
  • Articulate the criteria for a website that is useful for research. “It is possible for a website that is not entirely trustworthy to still provide valuable information when you are evaluating results of your research.”

Step 4: Application

  • If this has not already been done, class selects three different search engines. These are written on the board.
  • Each student writes down a search term. Encourage students to use Boolean operators.
  • Using these search engines, put in your search term and report how many websites come up.
  • Choose two websites and answer the following questions:
  1. On first glance, is the information accurate?
  2. How current is this website?
  3. Is there anything that would suggest bias in the materials presented?
  4. How much information is on this website?
  5. Is the information easy to find?

Step 5: Closure and Assessment

  • Students review their work with a partner.
  • “Doing research via websites benefits from practice, not settling on the first websites you examine”
  • “This work is like a treasure hunt. Make it fun!!!”


            Homework (The steps to the assignment must be included with your answers):

  • Do a web search for a topic you are currently studying in one of your courses.
  • List the search term you used, which should include a Boolean operator.
  • Compare and contrast the websites that appear on the three search engines. List two websites that appear in two or three search engines, and at least one that is unique to one of them. Be sure to cite the websites using APA style.
  • Gather information from the websites and write a short summary of your findings.

This assignment should be submitted following the instructions under “Homework” in the syllabus.




Rubric: Web-based Research (Digital Literacy I)

Teacher Name: Mr. Sultanof

Student Name:     ________________________________________


CATEGORY 4 3 2 1
Organization Information is very organized, with each item identified by number. Information is organized, with most items identified by number. Information is organized, but items are not numbered The information appears to be disorganized.
Amount of Information All items are addressed and all are answered. All items are addressed and most are answered. All items are addressed, but at least four of them are not answered. Items were not addressed.
Quality of Information All answers are correct and clear. One or two answers are incorrect. Three or four answers are incorrect. Student need some tutoring to complete this assignment.
Internet Use Successfully uses suggested internet sources to find information and navigates within these sites easily without assistance. Usually able to use suggested internet sources to find information and navigates within these sites easily without assistance. Occasionally able to use suggested internet sources to find information and navigates within these sites easily without assistance. Needs assistance or supervision to use suggested internet sources and navigate within these sites.



LESSON THREE: Advanced Web-based Research (Digital Literacy II)


  • To introduce students to websites that feature thousands of pages of vintage periodicals and/or information.
  • Demonstrate how to use these resources in gathering first-hand source material.

LEARNING OBJECTIVES: At the conclusion of the lesson, students will be able to:

  • Prepare preliminary research for a paper or project utilizing materials found via websites that have historical data.
  • Compare and contrast the information on different websites.

WEBSITES: mediahistoryproject.org (digitized collections of vintage periodicals covering radio, theatre, motion pictures and television), http://chroniclingamerica.loc.gov/ (a website of historic newspapers on the Library of Congress website), and imdb.com (Internet Movie Database) are three websites that will be introduced.


Step 1: Introduction

  • “The internet now gives you access to millions of pages of first-hand historical data.”
  • “You can also find websites with loads of data, which can lead you to other data.”
  • “While this can be overwhelming, some concentrated digging will yield riches that were previously difficult to access.”

Step 2: Essential Questions

  • What is first-hand research? Give an example.
  • What is second-hand research? Give an example.
  • What do you do with all of this material when you are writing a sizable project for a class or thesis?

Step 3: Exploration

  • The internet has many historical artifacts that could only be examined at major libraries and collections, as well as websites that collect and organize information.
  • We will examine two different websites, one that is a virtual encyclopedia for movies and television (imdb.com), and one that reproduces older show business periodicals going back over one hundred years (mediahistory.org).
  • Comparing and contrasting these two websites, what is the function of each one? What is similar? What is different?

Step 4: Application

  • Using org, pick a magazine, open it up, and list the articles you found.
  • Comment on what is being advertised and how.
  • Is this a magazine for industry professionals or the general public? How can you tell?
  • What other information can you supply (type face, photos).

Step 5: Closure and Assessment

  • What was your experience in the application of this lesson?
  • Students speak about their experience in collecting the data?
  • “Did you have fun?”



  • Access the following website: http://chroniclingamerica.loc.gov/
  • Under search terms, list All States, From 1920 To 1922, Motion Pictures. Hit “Go.”
  • Choose a newspaper page that lists a motion picture title (if you are not sure, you can check this on com).
  • Answer the following questions:
  1. What is the name of the newspaper?
  2. What is the Date?
  3. What is the name of the Motion Picture listed?
  4. List at least three pieces of information found on that page.
  5. Go to com and search the title of the movie. Compare the information listed with the information on the chroniclingamerica.loc.com page. List three different pieces of information you find.

Rubric: Advanced Web-based Research (Digital Literacy II)

Teacher Name: Mr. Sultanof

Student Name:     ________________________________________


CATEGORY 4 3 2 1
Organization Information is very organized, with each item identified by number. Information is organized, with most items identified by number. Information is organized, but items are not numbered The information appears to be disorganized.
Amount of Information All items are addressed and all are answered. All items are addressed and most are answered. All items are addressed, but at least four of them are not answered. Items were not addressed.
Quality of Information All answers are correct and clear. One or two answers are incorrect. Three or four answers are incorrect. Student need some tutoring to complete this assignment.
Internet Use Successfully uses internet links to find information and navigates within these sites easily without assistance. Usually able to use internet links to find information and navigates within these sites easily without assistance. Occasionally able to use internet links to find information and navigates within these sites easily without assistance. Needs assistance or supervision to use internet links and navigate within these sites.


Cohen, D., Farahani, E., Palumbo, C. (2015). IAR Annual Report to ACCSC. New York, NY: Institute of Audio Research.



Log Post #4

Week of 10/24

More and more students are coming in to write Missed Quiz Essays. I’ve asked the Dean to send a memo reiterating the policy of these essays. I am filling out part of the rubric, but the instructor must fill out the rest given that the subjects covered are not my areas of expertise.

The specifics of the essay as presented in the syllabi having quizzes is posted below:



Here at IAR, quizzes are intended to provide a frequent and prompt assessment of each student’s progress.  Therefore unlike exams, IAR does not allow makeup quizzes.  Once per term, students who miss 2 quizzes in a lecture class will be offered the option to write an exploratory essay to compensate for 1 missing quiz grade.  While writing the essay is optional, please note that this will be the only opportunity students will have to improve their missing quiz grade from a 0.


  • Students will choose a topic that relates to the subject matter of the missed quiz.


  • Approval: Before writing, students must present the suggested topic to the instructor for approval within 3 days of the missed quiz.
  • Writing assistance: Students are required to consult with one of the IAR’s librarians prior to writing the essay for guidance. This is not optional. Please make an appointment immediately after the topic is agreed upon to ensure availability. The librarian will inform the teacher once the meeting has taken place. Students are also encouraged to have a librarian review their completed work prior to submission.
  • Due Date: The essay is due one week after the topic is approved. For clarity, students should ask teachers for an exact due date.

Content requirements:

Students are expected to write about:

  • What, when, why and how the relevant techniques, tools, concepts and/or theories are applied.
  • Why the information is important.
  • How the student intends to use this information in their careers.

It should be clearly stated whether a fact, opinion or preference is being discussed. Opinions and preferences must be justifiable.

Format requirements:

  • APA style formatting and citations
  • 4 pages minimum
  • 1 title page
  • 2 page minimum double-spaced essay
  • 1 reference page
  • The title page must include:
  • Students name
  • Section
  • Course name
  • Essay title
  • Instructor name
  • Date
  • Font = 12 point, Times New Roman
  • Margins = 1” on all sides
  • Page numbers on every page.
  • Your essay should also include a reference page. The reference section is a list of all the sources that were cited in your essay.  References should be listed alphabetically by the last name of the author, and should also be double-spaced. See examples to follow:
APA citation formats (for reference):


Format: Author Last name, First Initial. (Year). Book Title. Location: Publication Company.

Example: Mills, R. (2013). Mommie Dearest. New York, NY: Versace Inc.


Format: Author. (Year). Title Website. Retrieved from website

Example: Versace. (2014). Versace. Retrieved from http://us.versace.com/

Journal Article:

Format: Author. (Year). Article title. Journal, Volume Number, page(s).

Example: Mills, R. (2013).  Mixing your best. Drop it Like It’s Hot, 21, 24-35

Submission requirements:

  • Essays must be sent from the student’s IAR email address and submitted as an email attachment (.doc, .docx or .pdf format). The subject field must contain the student’s name and section. Paper copies or files sent from personal email addresses will not be accepted.


The essay will be graded on the following criteria:

Max. points: Criteria:
40 Factual accuracy: Proper use of terminology, accurate descriptions, traditional usage, etc.

·         40 points (Expression of depth, and clarity consistently observed)

·         30 points (Expression of depth, and clarity somewhat observed)

·         15 points (Expression of depth and clarity, rarely observed)

·         0 points (Unable to assess)

40 Attention to detail: Insights, expressed depth of knowledge, real world examples, alternate uses, etc.

·         40 points (Expression of depth, and clarity consistently observed)

·         30 points (Expression of depth, and clarity somewhat observed)

·         15 points (Expression of depth and clarity, rarely observed)

·         0 points (Unable to assess)

10 APA formatting and technical requirements followed: Format, spacing, proper citations, length, etc.

·         10 points (Requirements consistently observed)

·         5 points (Requirements somewhat observed)

·         0 points (Unable to assess)

10 Grammar: Sentence structure, punctuation, spelling, etc.

·         10 points (Proper grammar consistently observed)

·         5 points (Proper grammar somewhat observed)

·         0 points (Proper grammar rarely observed)

Total: 100


I understand that there will be slight modifications to the above for next term, but this is what was handed out for this term.

We are uploading the changes in the ACCSC Standards of Accreditation, which are out of date.

Shelf-read another four shelves. I am finding at least five books per shelf that must be re-shelved. My predecessor was not very careful!

I’ve decided to change the last lesson in the unit to Advanced Internet Research. Plagiarism is discussed in orientation and/or in Mastery Learning (IAR 103) in the MEMP program, and TBM (The Business of Music) in the ARP program, so upon discussion with the Assistant Dean, it was felt that a greater opportunity exists to present a more in-depth presentation of Internet Research. Students generally know only the basics because many of them have never needed to delve further than a certain point. As a trade school, we should be offering materials for students who wish to go on to an Associates or Bachelor degree in the future, and advanced information literacy warrants more in-depth presentation, but still user-friendly for the beginner.

Hours in library this week – 17 hours

Total Hours – 95 1/2 Hours


Week of 10/31

Wendy and I finally had the time for me to learn how to put books in the system using KOHA. It is a fascinating process in that we check whether such libraries as the Library of Congress, Columbia University, CUNY and a couple more schools have the book/DVD and can supply a full record that we can copy. One item came up that shows how interesting such a search can be. I donated a paperback copy of the Ron Chernow book on Alexander Hamilton. When searching, the ISBN number was different from what was on the book, which indicated to me that the book listed at LOC, Columbia, etc. was probably the hard-cover edition. A check with Amazon confirmed my suspicion, so the ISBN of the paperback was entered into the system rather than scanned in. Wendy was happy that I love filing and categorizing, and I’ve had wide experience in this area. After all, I’ve dug through finding aids for private collections, read and added to discographies of popular music, jazz and concert music, and learned various ways to search for things which may have been filed in the least likely places. Researchers are used to hunting!

I am gathering a list of books that the library should acquire/purchase. We currently have a freeze on ordering given that enrollment is still not on the level it was two years ago, although we are holding steady. Still, some books on the shelves are old and outdated, and in the industries we serve, such books are near worthless in my opinion. There is constant conversation about eventually having a part of this school as a research hub, but this cannot be considered until 1) We get a yes or no on degree granting, and 2) we have more new students enrolled. For now, the library’s main purpose is not as an archive, but a living collection of up-to-date materials in service of our students getting jobs.

The library is often filled from 12 PM on, and students are keeping me busy with writing and research help.

Hours in library this week – 17 ½ Hours

Total Hours – 113

Log Post #3

Week of 10/3

I’ve begun to think of the lesson plans that I will prepare for the Teaching Unit assignment. Wendy and I have been talking about this for a long time, long before I changed focus to the library instead of the technology degree. It always comes down to Information Literacy! Students are either somewhat skilled at finding information via websites, on-site research, evaluation of information, or they can’t even save a document. Such is the challenge of teaching at a trade school, but Wendy has made me aware that in her experiences in community colleges, students probably don’t have the skills for research beyond the most basic levels there either.

Wendy used to give a basic presentation on the library, its functions, uses, and availability of materials to the MEMP class, but this lapsed. She is delighted that this can now be re-instituted because I am here. So we’ve come up with three topics for lessons for both MEMP and ARP:

  • The IAR library – An Introduction: What a modern library is, what is its function in the school community, what you will find there, how to check out books, some basics on the LOC system (this is what we use here), basic rules.
  • Doing Research – The old way vs. the new way, search engines (not just Google!), evaluating websites, gathering information, Boolean operators.
  • Plagiarism – Paraphrasing, citations (this would include a review on APA style), exercises including true/false questions.

We can deliver these lessons when the next term starts in November (as a reminder, our terms are only 9 weeks long, and terms are continuous).

Whereas there were very few students coming in in earlier weeks, there are now 5-6 students by midday. I anticipate that by midterm week, we will be filled to capacity. We are still reviewing and correcting issues with personal e-mails and any Kindle issues.

Hours in library this week – 17

Total Hours – 51


Weeks of 10/10

School was closed on Columbus Day. Classes scheduled for that day will be re-scheduled for the end of the term (in a trade school, we are required by BPSS to cover all hours of class; if a class is cancelled, it must be re-scheduled).

Now that I am here, it has become the function of the library to proofread and correct the school catalog. This occupied a great deal of my time this week. There were many errors, the most egregious being that the listing of courses and their descriptions for the MEMP program were incorrect; they reflected the old program vs. the new one. New files were sent to the printer. I am to see a corrected proof in a couple of weeks. In a meeting with the Dean, I stressed the importance of any official document such as this one to be absolutely spotless, since this is sent to our accrediting agencies.

I began shelf-reading our collection; I was able to complete three shelves. There were several books misfiled, which doesn’t surprise me since the shelves have not been checked since the library opened in 2013.

Wendy is continuing to show me the KOHA system.

Two students needed writing help.

Hours in library this week – 10 ½

Total Hours – 61 ½


Week of 10/17

I prepared and sent information needed for end-of-term surveys, which students take during week 8 on Moodle. They can either do the surveys, at home, in a classroom with computers, or here. Many students do not have desktops or laptops, so they will take the surveys here. Each class has a different survey.

Wendy and I reviewed the periodicals that regularly come to the library. Currently we subscribe to Chronicle of Higher Education, Billboard, D.J. Times, and Music Connection. Next term we will explore subscribing to the Hollywood Reporter and Variety (in our re-design of the MEMP program, Barry Heyman and I gave more focus to the entertainment field in general and not just the music business). It all revolves around the budget. Enrollment is up from last year, so the funds may be there.

Shelf-read another four shelves.

Many students are coming in using the photocopier to print out resumes for their courses. I’ve been given information on how the machine works (they must print from a USB drive, and we supply one if there is a problem with theirs, as very often the copier does not recognize the USB students are given when they first come here). All students need personal assistance since few of them know how to use the copier.

Hours in library this week – 17

Total Hours – 78 1/2


Library Mission Statement

The mission statement of the library was never submitted. Here it is. This was created in 2013 by Wendy Roque:

Library Mission Statement

The Institute of Audio Research (IAR) Library is dedicated to supporting the school’s mission as a leader in the art, business, and technology of audio in all its forms. The IAR Library mission is to provide an environment where lifelong habits of learning are encouraged by providing access to information resources designed to meet the curriculum. In keeping with this mission the library seeks an active role in assisting students and faculty in learning how to use print and electronic information resources to support their educational and career needs.

The library’s collection developed out of a desire to meet the various needs of the students, faculty and staff of IAR. Therefore, books, eBooks and periodicals about the business of and technical aspects of the music, motion picture, multi-media, communications, consumer electronics and entertainment industries along with general education materials are the majority of works found in the collection along with additional teaching resources for faculty.

The library’s online catalog serves as the primary pathway to content information in print and electronic formats. Library faculty and staff create and maintain these tools to facilitate physical and online access to research resources within and beyond the library.

In keeping with the institutional goals of developing “graduates who are creative/technical problem solvers, effective collaborators, and life-long learners” IAR offers free tutorial services to students. The aim of this service is “to develop in students subject-matter expertise in audio recording technology or entertainment production sufficient to enter the industries served by IAR.”

While our primary responsibility lies with the students, staff and faculty of IAR we welcome artistic and scholarly interactions with a broader community of learners.

Library Policies

Student : loan periods –

Library Circulation – 2 weeks, up to 3 items

Must have your student ID to borrow items. Items may be renewed in person at the library circulation desk, unless the item is on hold for another patron. Please bring the item(s) you wish to renew to the library. All library material is due the week before the session ends.

Library Reserves – 2 hours

Must have your student ID to borrow reserve materials. Library reserve materials must not leave the library.

Library Reference & Periodicals

            Reference materials and periodicals may not leave the library.


Student fines –

The fine for overdue library materials is .25¢ per day for books and $1 for DVDs. The fine for overdue library reserve materials is $5 per day.

Overdue Notices:
As a courtesy, library staff will e-mail your student.iar.edu account if you fail to return an item on time. Be sure to check your .edu account periodically. Students are responsible for returning the materials on time and for paying any fines incurred, whether or not an overdue notice is received.

Libraries consulted

Berklee College of Music, Stan Getz Library

Eastern International College Library

The New School Library

New York University, Bobst Library

Queens College Libraries

San Francisco State University, Leonard Library


Log Post #2



Meeting with Dean Zack Goldberg and Wendy Roque. I will move into the library from the faculty office. My current schedule is library coverage Monday – Wednesday from 9:15 A.M. through 1:00 P.M. (my classes begin at 1:10 P.M.), and 9:15 A.M. through 3:30 on Thursdays.

During this meeting, we discussed the initiatives that can begin now that an additional library person is in the facility (previously, Dr. Richard Mills provided coverage for the library, but he was not interested in necessary protocol such as shelving, weeding and shelf reading; these things must be done during this term). In addition to the standard operations (providing space for students, checking books in and out, providing help with computers, writing and other services), we now have new challenges:

  1. Starting this term, the new, extensively overhauled MEMP program has been introduced, as well as the older program for terms 2 and 4 (there was no start for one term, hence there is no current 3). We need two sets of textbooks for the program, as well as two separate sets for the ARP program, which is in the third month of its new, overhauled program (term 4 is finishing the old program).
  2. Starting this term, all students will have Kindle Fires to use. The ARP students will only have lab manuals supplied electronically (their program consists of 60% lecture courses, 40% lab; each session in a lab is an assignment that must be completed for a grade); the 1st term MEMP students will have all textbooks supplied electronically.
  3. Although we are hopeful for a visit from the appropriate agency to be able to begin our A.A.S program, Zack believes that the visit should be treated as an ‘if’ rather than a ‘will,’ and the library should be designed with that guideline. At least 100 books have not been catalogued, several need to have their status changed from circulating to reserve, as several are now textbooks in the new program (textbooks in the old program must remain until that program stops being taught). The library has not been shelf-read and weeded in a long time, and these are priorities; the bulk of my time will be utilized in this way when I am not assisting students in writing assignments or the use of the computers in the library (several show a surprising lack of experience in using the computers; just this week, a student did not know how to attach a file to an e-mail).
  4. There will be a library meeting once a week to share information and progress with our initiatives.
  5. We will revitalize the outreach program, where I will go to first-term classrooms and introduce the services of the library and illustrate basic usage. Lesson plans will be handed in as part of this course’s assignments.
  6. We will evaluate and possibly re-design the handouts for library introduction, and basics of APA style.
  7. We will evaluate magazines that we currently subscribe to.

Wendy told both of us that she is very happy that I will now be in the library.

Hours – 2


Week of 9/19/2016

I have assisted our IT person (Daoning Dai) in obtaining Instructor editions of textbooks, as well as student textbooks for 1st term MEMP students (other students already have their textbooks, as they are given to students free and delivered to them during the 1st and 2nd term). It has been determined that instructors will not be getting Kindle Fires, and must use printed textbooks. In order to make sure that instructors return textbooks at the end of each term, all instructor editions will now be a part of the library, and will be checked out and in with any other book that circulates (In the past, instructors would obtain textbooks from the either myself or the department chair, resulting in our needing new copies if they were not returned).

Wendy has confirmed that the library space needs some re-design, moving computers to create space for two working librarians. Daoning has moved here as well for additional coverage.

We need to create a donation form; when Dr. Mills left, he removed several DVDs that he ‘donated’ and took them home. We must establish the practice that a donation is permanent, hence the form.

We will review any magazine subscriptions, print and/or electronic.

I am preparing lesson plans for the library outreach.

There are 4-5 students in the library at any given time. I am assisting new students in the use of the computers, as well as discussing how to use the photocopy machine (which necessitates payment).

I have learned some basics in the KOHA system the library uses. I can check books in and out.

Hours in library this week – 16 ½

Total Hours – 18 ½


Week of 9/26/16

There are at least 50 books that are being evaluated for removal. The process is:

  • Checking to see what edition is current if it is a textbook.
  • Checking the date (for our school, very often a book is outdated after two years).
  • Checking how much this book would sell for by checking Amazon.
  • Listing it on Amazon as a used book

Several books are published by Cengage, which encourages old instructor editions of textbooks to be sent back to them for recycling (they provide a mailing label for this). Wendy is reluctant to weed out too many older books that have call numbers because the state requires us to maintain a certain number of books as part of our accreditation, and there is a freeze on buying except under special circumstances. I’ve made the argument that any money we raise by selling older books should stay in the library, but we have to discuss this with Hubert, our financial officer.

There are two bulletin boards that have had little change in the last few months. Wendy assigned these to me. I polled students and faculty for suggestions for updating the boards. They include: breast cancer awareness, positive intimate relationships, and study tips for examinations. These will be discussed next week.

I was asked to get copies of artist and producer agreements for the MEMP department chair. I located the materials from the books on the stacks, as well as finding them on the internet. They were reviewed them with him for use in his and other instructor’s classes.


9/28/16 – Weekly library meeting. Attending: Daoning Dai (IT), Zack Goldberg (Dean), Jenelle Woodrup (Assistant Dean), Wendy Roque (Learning Resource System Librarian), myself.

  1. We are in the midst of solidifying library hours. Ideally, the library should be open longer for night students. It has been suggested that at least three days a week, the library should be open as late as 8:00 P.M.
  2. Since mid-terms are taking place soon, more and more students are gathering in the library and asking for assistance.


Hours in library this week – 15 1/2

Total Hours – 34


Introduction – EDST 6310 Library Log


This is my log for EDST 6310. My name is Jeffrey Sultanof, and I am a teacher at the Institute of Audio Research, a trade school for audio and music business studies located at University Place and 10th Street in New York City. We offer two courses of study leading to certificates: the ARP (Audio Recording and Production) and MEMP (Music and Entertainment Management and Production) programs. I am the Administrative Coordinator of the MEMP program, answerable to Barry Heyman, J.D. (program chair), as well as to Zack Goldberg, M.A. Dean of the Institute. My responsibilities include Student Advisor, maintaining and updating syllabi for the program, and assisting in the day-to-day operations of the MEMP program. Now with my responsibilities in the Institute’s library, I am also the Learning Resource System Administrator, overseen by Wendy Roque, M.A, M.L.S., the Learning Resource System Librarian.

To provide a bit more background, I am a composer/arranger/conductor/writer/historian who has worked in the entertainment profession since 1972 in various capacities. Academically, I have written articles and reviews for professional journals (Journal of Jazz Studies, Jazz Perspectives), as well as lectured at Queens College, Five Towns College and Rutgers University. I have done archival work at the Institute of Jazz Studies (Rutgers University), and have been invited to do archival work at the music collections of the Library of Congress and the Smithsonian Institution. I have certification in the New Jersey School System for K-5 and Music, as well as a New York State License to teach in trade schools. I have taught K through Masters level students and have assisted with Doctoral Theses in Music. I currently teach Mastery Learning (Freshman Seminar) and Business Communication.

I prepared description of the Institute and details about the library for a library budget prepared as an assignment for EDST 6315. The text in quotes comes from that document, with additional details:

“IAR is the oldest audio recording school in the world; it began as a trade school in 1969 to provide quality education in audio engineering and related subjects. Founder Albert P. Grundy taught the first classes which were given at the Barbizon Plaza Hotel, where rooms were rented as needed. In 1970, the school moved to its current location at 64 University Place in New York City.”

It is accredited by the Accrediting Commission of Career Schools and Colleges (ACCCS), and is licensed to operate by the New York State Education Department (NYSED). Its programs are registered by the NYSED Bureau of Proprietary School Supervision (BPSS).

“In August of 2013, IAR hired its first librarian, Wendy Roque, and in December of 2013, the Library/Learning Resource Center officially opened with 4 desktop Macintosh computers, 204 physical books (which included textbooks of all courses offered), 16 DVDs, 51 e-books and 2 periodicals. At this writing, there are 6 desktop Macintosh computers, 758 books, 1 CD-ROM, 305 DVDs (most of these were donations), and 18 periodicals. There are 982 e-books from Project Gutenberg, and 63 provided by our agreement with Overdrive, Inc. Many of these titles were recommended by the faculty themselves.

“There is a dedicated OPAC computer, and two desks for library personnel with a PC computer on each. The library occupies 450 square feet, a relatively small physical space. There is almost no shelf space left for physical books or videos.” One of my responsibilities is to weed the collection to remove old editions of textbooks, textbooks no longer in use, and multiple copies of books.


“In January of 2014, the staff at IAR began a self-study to determine the readiness of the institution to become a degree-granting school (A.A.). That study and the design of the proposed MEMP A.A. degree was submitted to the State of New York later in the year; this writer adapted the current MEMP syllabi for this purpose. As part of the application, a five-year plan for the Library and Learning Resource Center was also submitted.

“BPSS recently approved a major overhauling of the audio program, and this was introduced in the March, 2016 term. An extensive re-write of the MEMP program was submitted to the State of New York in March of 2016.”

This program was approved and introduced with the September 2016 term. Currently, we are running both programs to accommodate students enrolled prior to September. We are still awaiting approval to grant the A.A. degree.

Our student body ranges from people who have high school equivalency, ex-military personnel and college graduates, with an age range of 18 through 65.

In September, 2016, all students received a Kindle Fire. For ARP students, all lab manuals would now be provided electronically vs. printed; MEMP 1st term students would receive textbooks as e-books instead of printed copies. A new responsibility of the Resource Center is to find more new ways to incorporate the Kindle with current course work. We continue to discuss creating and using QR codes as learning possibilities, and this is being pursued by some faculty.

Here is IAR’s Institutional Mission Statement:

“The Institute of Audio Research is dedicated to the art, business and technology of audio in all its forms. As such, IAR serves the music, motion picture, multi-media, communications, consumer electronics, and entertainment industries, as well as other employment sectors that demand high quality trained audio technicians and entertainment producers. As a creative community, IAR brings to New York City Artists and scholars from around the world who share a passion for audio. It’s specialized campus, hands-on curriculum, and talented faculty develop in students subject-matter expertise, while also fostering a set of shared values. These include respect for diverse perspectives, creative expression, intellectual honesty, and personal responsibility. IAR seeks to develop graduates who are creative/technical problem solvers, effective collaborators and life-long learners. They possess the knowledge, skills and competencies necessary to join the audio and entertainment communities in entry-level capacities immediately following graduation or after further post-secondary study at IAR or another institution of higher learning.”

Tutoring is available, and the tutors meet students in the library. We also provide a writing consultation service; this will be one of my new responsibilities. We give 3-4 quizzes per course; if a student misses a quiz, it cannot be made up. If he/she misses two quizzes, the student has the option to write an essay based on the materials covered in the quiz. All students writing essays must see me for review of requirements as well as guidance. A rubric is used in grading. Requirements and the rubric are available upon request.

Currently, Wendy is here one-two days a week, and we communicate via e-mail, phone and text. The advantage of my switching my major allowed coverage in the library by my being here and assuming many of the responsibilities Wendy currently has.