Seminar in Information Science
Topic: Production of Knowledge and Content in Libraries
Spring 2014 Greensheet
Ms. Monica R. Harris
Other contact information: Call or text my cell: 517.896.5460 or reach me on gmail chat (monicaharrisatwork)
Office location: Online
Office Hours: On Sundays or by appointment
D2L Login and Tutorials
D2L Information: This course will be available beginning 1/23. You will be enrolled into the site automatically.
This course is intended as an introduction to participation and creativity in libraries, with a focus on DIY culture, innovation, and developing creativity through play. Students will be focused on the value of active participation in experiential learning, and will understand changes in technology and youth culture online that are influencing the social revolution. They will also be asked to explore the power of innovation and play in a cultural organization, and will be asked to define their own innovation styles. Students will also cover the DIY and Maker movements, particularly as they relate to STEM education in libraries and other areas for informal learning. Emphasis is placed on encouraging visiting patrons to engage with their libraries as a place for intellectual growth and curiosity, through the design of surprising interactive spaces and mentorship of visitors in content creation.
- Weekly Posts:
Weekly Reflection Blog Posts (Due Each Week) - To cover a variety of topics (SLO: Identify the library's role in STEM education. and SLO: Evaluate models for physical content creation in libraries.)
- One (Due Week Three) - Games and Learning. (SLO 2: Understand models of learning by play and active participation within and outside the library community.)
- Two (Due Week Five) - Case Study of Learning through Social Media. (SLO 2: Understand models of learning by play and active participation within and outside the library community.)
- Three (Due Week Ten) - Library or Museum Visit Report. (SLO 3: Evaluate models for physical content creation in libraries)
- Four (Due Week Twelve) - LIBR 287 Maker Faire. (SLO 4: Use and evaluate maker tools)
Innovation Style Paper (Due Week Eight) (SLO 1: Identify and apply a personal innovation style.)
- Final Project:
Develop a Makerspace or participatory space plan for the community of student's choice. Includes a one year budgetary, programming, and evaluation plan. (Due Week Sixteen)
(SLO 2: Understand models of learning by play and active participation within and outside the library community. SLO 4: Use and evaluate maker tools. SLO 1: Identify the library's role in STEM education. SLO 3: Evaluate models for physical content creation in libraries.)
Week One (1/23-29):
Introduction to Participatory Culture and Learning in Libraries
Why is Creation Important?
Week Two (1/30-2/5):
Introduction to DIY Culture in Libraries
Theory of Play in Learning
Week Three (2/6-12):
Rise of Digital Youth Culture
Emerging Media Practices
Project Due: Games and Learning
Week Four (2/13-19):
The Importance of Informal Learning
Week Five (2/20-26):
Learning in a Culture of Change
Project: Case Study of Learning through Social Media
Week Six (2/27-3/5):
How an Organization Innovates
The First Five Innovation Styles
Week Seven (3/6-12):
The Last Five Innovation Styles
Week Eight (3/13-19):
Participatory Exhibit Development in Nonprofits
Paper: Innovation Style Paper Due
Week Nine (3/20-4/2, Excludes the week of Spring Recess):
Participatory Experiences and Hands On Learning
Week Ten (4/3-9):
Evaluation of Participatory Experiences and Content Creation
Project: Library or Museum Visit Report
Week Eleven (4/10-16):
Introduction to Fab Labs and Makerspaces
Digital Production: Audio, Video, and Print
Week Twelve (4/17-23):
Computing: Coding, Linux, and Raspberry Pi
Project: LIBR 287 Maker Faire
Week Thirteen (4/24-30):
Robotics and Electronics: Arduino, Sensors, and Lego
Week Fourteen (5/1-7):
Fabrication: 3D Printing, Laser Cutters
The Rise of Craft
Week Fifteen (5/8-13):
Practical Application and Examples in Libraries and Nonprofits
Final Project Due
- Class participation (10%)
- Weekly reflection blog posts (20%)
- Innovation Style Paper (20%)
- Projects (20%)
- Final Project -- Development of Makerspace or Participatory Space Plan (30%)
Late Assignment Policy
Late assignments will be penalized 5% off the total possible points if turned in within the first 24-hour period after the specified due date and time, and 5% per 24-hour period (or fraction of a day) (including weekends) after that time, up to a week after the due date. Late assignments will be accepted with penalty up to one week after the due date. Assignments submitted at any later time without an approved excuse will not be accepted.
Other Relevant Information
“New and stirring things are belittled because if they are not belittled the humiliating question arises 'Why then are you not taking part in them?” -HG Wells
Participation is extremely important in any graduate level course. You will learn more by respectfully challenging each other (and me) then you will from any text. The only way to truly engage with new material is by being an active participant. In an online class about the importance of participation, you may find that you're being asked to comment, reflect, and write more than in other classes you've taken.
A full ten percent of your grade in this class is determined by your level of participation in class discussion. My expectation is that you will not only submit a weekly blog reflection for your fellow students and myself to read, but that you will also present timely comments on others' blog reflections and add to discussions in the online class forums provided. If you comment thoughtfully and respectfully during each week's class, you can expect full credit for this ten percent. If you miss a week or two of commenting, expect a deduction. Students not commenting at all in class discussion and/or on student colleagues' blog posts will receive a zero for this portion of their overall grade.
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:
- Identify the library's role in STEM education.
- Understand models of learning by play and active participation within and outside the library community.
- Evaluate models for physical content creation in libraries.
- Use and evaluate maker tools.
- Identify and apply a personal innovation style.
LIBR 287 supports the following core competencies:
- H Demonstrate proficiency in identifying, using, and evaluating current and emerging information and communication technologies.
- N Evaluate programs and services based on measurable criteria.
- Ito, M. (2009). Hanging out, messing around, and geeking out: Kids living and learning with new media. Cambridge, MA: MIT Press. Available through Amazon: 0262013363
- Kelley, T., & Littman, J. (2005). The ten faces of innovation: IDEO's strategies for defeating the devil's advocate and driving creativity throughout your organization. New York, NY: Doubleday. Available through Amazon: 0385512074
- Martinez, S., & Stager, G. (2013). Invent to learn: Making, tinkering, and engineering in the classroom. Torrance, CA: Constructing Modern Knowledge Press. Available through Amazon: 0989151107
- Simon, N. (2010). The Participatory Museum. Santa Cruz, CA: Museum 2.0. Available through Amazon: 0615346502
- Thomas, D., & Brown, J. (2011). A new culture of learning: Cultivating the imagination for a world of constant change. Createspace. Available through Amazon: 1456458884
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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