Seminar in Information Science
Topic: The Hyperlinked Library--Emerging Trends, Emerging Tech
Spring 2013 Greensheet
D2L Login and Tutorials
D2L Information: This course will be available beginning 8-22-2012. You will be enrolled into the site automatically. I will send more information about course access as we approach this date through MySJSU.
“The new tools provide powerful options for working with data, text, sound, and images. …. There is, predictably, an increasing departure in information handling from the simple pattern of read, think, then write. Computers are used for so much more than the traditional notion of “computing.’”
--Michael Buckland, Redesigning Library Services, 1992
What emerging trends are changing library services? What does a connected world of “continuous computing” mean for 21st Century libraries. This course provides a roadmap toward becoming the Hyperlinked Library: transparent, participatory, playful, user-centered and human, while still grounded in our foundations and values.
Library scholars have noted the ongoing impact of technology on libraries and have called for a redesign of services to meet the evolving needs of users. Virtual communities have thrived online since the early 1980s. New media and social sites are part of the next incarnation of the World Wide Web, where digital tools allow users to create, change, and publish dynamic content of all kinds. The evolving Web and related emerging technologies are signifiers of a broader cultural shift: toward an open, collaborative and participatory society. This course examines emerging technologies within a framework of participatory, hyperlinked library service: a model of creating, extending, updating and evaluating libraries via a user-centered approach.
The Hyperlinked Library is an open, participatory institution that welcomes user input and creativity. It is built on human connections and conversations. The organizational chart is flatter and team-based. The collections grow and thrive via user and staff involvement. Librarians are tapped in to user spaces and places online to interact, have presence and point the way.
Casey & Savastinuk describe the participatory service model: “It is a model for library service that encourages constant and purposeful change, inviting user participation in the creation of both the physical and the virtual services they want, supported by consistently evaluating services. It also attempts to reach new users and better serve current ones through improved customer-driven offerings.”
This course will examine various theories of library service, the advent of social networking tools, the creation of online collaboration and communities via those tools and their adoption by libraries as well as the rise of Library 2.0 thinking, a service philosophy born out of discussions of Web 2.0 and participatory library services. Students will experience an immersive learning environment via a wide range of tools. We will discuss the definition of participatory service, explore some key trends that impact the model, and examine what this shift means for libraries and information work in the 21st Century.
- All assignments support Learning Outcome #1 in addition to other SLOs.
- Context Book (Supports SLO #4): Students will read one book selected from a list provided, and write a 500 word reflection or create a media-based presentation relating the topic and focus of the book to libraries, technology and participatory service. 20 points
- Reflection Blogging (Supports SLO #2): Ten 200 word minimum blog posts will serve as a reflection journal for the modules include in our course content. 20 points
- Emerging Technology/Social Media Plan (Supports SLO #3) A clearly articulated policy for the use of emerging technologies/social media within a library or information environment can guide the development of participatory services. Students will draft a sample emerging technology/social media plan for the library or environment of their choice. 20 points
- Director's Brief (Supports SLO #5): Students will draft a "director's brief" highlighting and exploring an emerging technology in libraries with emphasis on origins, terminologies and uses in libraries or information environments. 20 points
- Participation & Seminar Engagement (Supports SLO #6): Students will interact weekly via the course learning community, various social tools as directed, and via optional online meetings. Students will be actively reading and commenting on others' blog posts. Students will share their work via blogs and other media in a virtual symposium held in the last two weeks of class. A final reflection post will allow students to self-evaluate their participation and engagement. 20 points
Dates subject to change
- Module 1 – Course Introduction & Foundational Reading
- Module 2 – Foundational Reading Continued
- Module 3 – The Hyperlinked Library Model
- Module 4 – Participatory Service
- Module 5 – Reaching All Users
- Module 6 – Transparency
- Module 7 – Planning for Emerging Technologies 1
- Module 8 – Planning for Emerging Technologies 2
- Module 9 – User Experience
- Module 10 – Learning & New Literacies
- Module 11 – Mobile & Geo-Social Information Environments
- Module 12 – The Commons & Digital Curation
- Module 13 – Reflective Practice & Participatory Service
- Module 14 – Virtual Symposium (asyncronous)
- Module 15 – Course Reflections & Wrap Up
Grading will be based on 100 possible points. More information to come as assignments are finalized.
- Late assignments will lose 10% of point value per day late.
- If life circumstances require students to request an extension, please do so several days before the assignment is due.
Foundational readings include:
- Buckland, Michael. Redesigning Library Services: A Manifesto at
- Casey, M. E., & Savastinuk, L. C. (2007). Library 2.0 : a Guide to Participatory Library Service. (Provided by instructor)
- Lankes, R. D., Silverstein, J., & Nicholson, S. (January 01, 2007). Participatory Networks: The Library As Conversation. Information Technology and Libraries, 26,4, 17. (avaliable online)
Each student will read a recent book related to course content and report on it. A list will be provided.
Readings, video and other media for each course concept will be posted on the course site. Students are encouraged to share articles, blog posts and sites they find with the class via their blogs.
Course Workload Expectations
Success in this course is based on the expectation that students will spend, for each unit of credit, a minimum of forty-five hours over the length of the course (normally 3 hours per unit per week with 1 of the hours used for lecture) for instruction or preparation/studying or course related activities including but not limited to internships, labs, clinical practica. Other course structures will have equivalent workload expectations as described in the syllabus.
Instructional time may include but is not limited to:
Working on posted modules or lessons prepared by the instructor; discussion forum interactions with the instructor and/or other students; making presentations and getting feedback from the instructor; attending office hours or other synchronous sessions with the instructor.
Student time outside of class:
In any seven-day period, a student is expected to be academically engaged through submitting an academic assignment; taking an exam or an interactive tutorial, or computer-assisted instruction; building websites, blogs, databases, social media presentations; attending a study group;contributing to an academic online discussion; writing papers; reading articles; conducting research; engaging in small group work.
LIBR 200, Other prerequisites may be added depending on content.
Student Learning Outcomes
Upon successful completion of the course, students will be able to:
- Demonstrate an understanding of the principles, concepts, and ideas of participatory library service.
- Demonstrate an understanding of emerging technologies and how they relate to information services and environments.
- Articulate a planning strategy for services built within the framework of the participatory service model.
- Synthesize current thinking about cultural and technological change within a framework of libraries and information work.
- Articulate and synthesize current use of and an overview of an emerging technology in the form of a report intended for current awareness and planning.
- Use various online tools to experience, discuss, and evaluate course concepts as they relate to library services.
LIBR 287 supports the following core competencies:
- C Recognize and describe cultural and economic diversity in the clientele of libraries or information organizations.
- F Use the basic concepts and principles related to the selection, evaluation, organization, and preservation of physical and digital items and collections.
- H Demonstrate proficiency in identifying, using, and evaluating current and emerging information and communication technologies.
No Textbooks For This Course.
The standard SJSU School of Information Grading Scale is utilized for all iSchool courses:
In order to provide consistent guidelines for assessment for graduate level work in the School, these terms are applied to letter grades:
- C represents Adequate work; a grade of "C" counts for credit for the course;
- B represents Good work; a grade of "B" clearly meets the standards for graduate level work;
For core courses in the MLIS program (not MARA) — LIBR 200, LIBR 202, LIBR 204 — the iSchool requires that students earn a B in the course. If the grade is less than B (B- or lower) after the first attempt you will be placed on administrative probation. You must repeat the class the following semester. If -on the second attempt- you do not pass the class with a grade of B or better (not B- but B) you will be disqualified.
- A represents Exceptional work; a grade of "A" will be assigned for outstanding work only.
Students are advised that it is their responsibility to maintain a Grade Point Average (GPA) of 3.0.
Your own commitment to learning, as evidenced by your enrollment at San José State University, and the University's Academic Integrity Policy requires you to be honest in all your academic course work. Faculty members are required to report all infractions to the Office of Student Conduct and Ethical Development. The policy on academic integrity can be found at http://www.sjsu.edu/studentconduct/Students/Student_Academic_Integrity_Process/.
Reasonable Accommodation of Disabilities
If you need course adaptations or accommodations because of a disability, please e-mail me as soon as possible. Presidential Directive 97-03 requires that students with disabilities register with the Accessible Education Center (AEC) to establish record of their disability.
No matter where students reside, they should contact the SJSU AEC to register. The AEC Web site: http://www.sjsu.edu/aec
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