LIBR 281-05
LIBR 281-14
Seminar in Contemporary Issues
Topic: New Perspectives on Literacy 
Fall 2011 Greensheet

Dr. Kristen Radsliff Rebmann
E-mail

Office: Hayden, Idaho (same timezone as CA - pst)
Office Hours: By appointment.
Elluminate Sessions (NOT MANDATORY): Tuesdays 11:00 am to 12:00 pm pst (password is donut).


Greensheet Links
Textbooks and Readings
Course Requirements
Resources
D2L

iSchool eBookstore
 

This is an online-only class using D2L and Elluminate. Students will be automatically enrolled in the D2L class site on the first day of the semester. I will send more information about course access as we approach this date through MySJSU.

The course begins via D2L on Wednesday August 24th. Elluminate sessions will begin on Tuesday, August 30th at 11:00 am pst. 

Course Description

Course explores traditional approaches to literacy as well as Multiliteracies, New Literacies, and Popular Literacies lines of research. Frameworks are presented to inform the design of interventions and artifacts to promote learning within libraries and other informal learning environments.

Course Prerequisites
Demonstrated computer literacy. Students need to know how to download software, zip and unzip files, work with folders, and elementary computer trouble shooting. Students need to know how to download software, zip and unzip files, work with folders, and elementary computer trouble shooting.

Course Objectives

Student Learning Outcomes

  • Students will understand literacy as a socially and culturally situated concept and be aware of dominant and emerging models which support and guide research in the field;
  • Students will have the ability to define a set of terms reflecting fundamental concepts of literacy which have emerged from multiple approaches to the subject and use them in discussions of their projects for the class;
  • Students will be able to articulate fundamental concepts of multiple approaches to literacy and employ them in the design and evaluation of learning environments and curricula.

LIBR 281 supports the following MLIS Core Competencies:

  • K. Design training programs based on appropriate learning principles and theories;
  • M. Demonstrate oral and written communication skills necessary for group work, collaborations and professional level presentations;
  • N. evaluate programs and services on specified criteria;

Course Requirements

Assignments and Extra Credit

Students will complete a short Introduction via Discussion Forum, multiple projects, and a reflection paper. I will assign 1% extra credit if students complete SOTES. Simply complete the survey and post a message (to let me know) in the SOTES-Extra Credit discussion forum at the end of the semester. More specific information regarding all assignments and extra credit will be made available on the course website.

ASSIGNMENT WEIGHT
Introductions/Short Biography via Discussion Forum 5%
Projects - 4 total 80% @ 20% each 
Reflection paper 15%
Extra Credit - Completion of Sotes 1%
TOTAL 101%

D2L and Elluminate Participation
I hold weekly Elluminate lecture/workshop sessions on Tuesdays and occasionally use the discussion forum in D2L to discuss course ideas and issues beyond the scope of the course. Posting in the discussion forum is not mandatory. Attendance at the Elluminate sessions is also not mandatory - recordings will be available. **Part of participation in this course includes listening well to others and engaging with opposing viewpoints. You are expected to be respectful and thoughtful in responding to each other and in responding to the course materials.

Help! How do I …?
I will create a discussion forum in D2L for general questions regarding due-dates, structure of assignments, and clarification of concepts. Please post your general questions here so that all students may benefit. Feel free to contact me via email at kristen.rebmann@sjsu.edu . Placing the words: 281 question and your section number in the subject field will guarantee that your email will get to my high priority folder so that I can get back to you promptly (usually within 24 to 48 hours). Sometimes you might see me in google chat - feel free to talk with me this way as well.

Course Calendar

Week 1 – Introduction and Traditional notions of literacy (8/24-9/3)

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Documents: Greensheet, Readings.
Readings:  Stein, M. K. (2004). Reform ideas that travel far afield: The two cultures of reform in New York City's District #2 and San Diego. Journal of Educational Change, 5, 161-197.
Handouts:  "Brief introduction via Discussion Forum" (due Thursday Week 2)

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(Assignments):

Attend First Elluminate Session: Tuesday (8/30) @ 11am pst - donut


Week 2 – Critical Approaches to Education  (9/4-9/10) 


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Readings: Freire, P. (1968). Pedagogy of the oppressed. New York: Seabury Press. Chapter 2.
Handouts: Project #1 handout (due week 4).

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(Assignments):

By Tuesday of this week: Brief introduction via Discussion Forum. Please follow the guidelines in the handout to introduce yourselves!
Attend Elluminate Session: Tuesday @ 11am pst - donut

Week 3 – Approaches to literacy based on critical theory cont.  (9/11-9/17)

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ReadingsFreire cont.

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(Assignments):
Attend Elluminate Session: Tuesday @ 11am pst - donut

Week 4 – From literacy to literacies  (9/18-9/24)

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Readings: Cole, M., & Keyssar, H. (1985). The concept of literacy in print and film. In D. Olson, N. Torrance, & A. Hildyar (Eds.), Literacy, Language, and Learning: The Nature and Consequences of Reading and Writing (pp. 50-72). Cambridge, UK: Cambridge University Press.

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(Assignments):

By Monday of this week: Send completed Project #1 to me via dropbox.
Attend Elluminate Session:  NO LECTURE THIS WEEK.

Week 5 – Critical Literacies (9/25-10/1)


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Readings: Comber, B. (2002, July). Critical Literacy: Maximizing children's investments in school learning. Draft discussion paper presented at the Resource Teachers: Literacy Training Programme, Christchurch, New Zealand.

Handouts: Project #2 handout (due week 7).

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(Assignments):
Attend Elluminate Session: Tuesday @ 11am pst - donut


Week 6 – Critical Literacies cont. (10/2-10/8)


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Readings: Luke, A., & Freebody, P. (1997). Critical literacy: An introduction. In S. Muspratt, A. Luke, & P. Freebody (Eds.), Constructing critical literacies: Teaching and learning textual practice (pp. 1-18). Cresskill, NJ: Hampton Press, Inc.

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(Assignments):

Attend Elluminate Session: Tuesday @ 11am pst - donut

Week 7 – MIDTERM WEEK (10/9-10/15)


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Readings: NO READINGS THIS WEEK

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(Assignments):

By Monday of this week: Send completed Project #2.
Attend Elluminate Session: Tuesday @ 11am pst - donut

Week 8 – Multiliteracies Pedagogical Framework (10/16-10/22)

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Readings: The New London Group. (2000). A pedagogy of multiliteracies designing social futures. In B. Cope & M. Kalantzis (Eds.), Multiliteracies: Literacy learning and the design of social futures (pp. 9-38). London: Routledge.
Handouts: Project #3 handout (due week 10).

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(Assignments):

Attend Elluminate Session:  NO LECTURE THIS WEEK.

Week 9 – Multiliteracies Pedagogical Framework cont. (10/23-10/29)

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Readings: Gee, J. P. (2000). Cyber-schooling and technological change: Multiliteracies for new times. In Bill Cope & Mary Kalantzis for the New London Group (Eds.), Multiliteracies: Literacy learning and the design of social futures (pp. 69-91). London: Routledge.

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(Assignments):

Attend Elluminate Session: Tuesday @ 11am pst - donut

Week 10 – New Literacies (10/30-11/5)

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Readings: Asselin, M. (2004). New literacies: Towards a renewed role of school libraries. Teacher Librarian, 31(5), 52-53.

Leu, D., Jr., Kinzer, C., Coiro, J., & Cammack, D. (2004). Toward a theory of new literacies emerging from the Internet and other information and communication technologies [Electronic version]. In R. Ruddell & N. Unrau (Eds.), Theoretical models and processes of reading (5th ed., pp. 1570-1613). Newark, DE: International Reading Association.

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(Assignments):

By Monday of this week: Send completed Project #3 to me via dropbox.
Attend Elluminate Session: Tuesday @ 11am pst - donut

Week 11 – Popular Literacies (11/6-11/12)

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Readings: Dyson, A. H. (1997). Writing superheroes: Contemporary childhood, popular culture, and classroom literacy. New York: Teachers College Press.

Alvermann, D. E. (2001). Literacy identity work: Playing to learn with popular media. Journal of Adult and Adolescent Literacy, 45(2), 118-122.

Handouts: Project #3 handout (due week 13).

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(Assignments):

Attend Elluminate Session: Tuesday @ 11am pst - donut

Week 12 – Informal Learning Environments  (11/13-11/19)

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Readings: Greenfield, P., & Lave, J. (1982). Cognitive aspects of informal education. In D. A. Wagner & H W. Stevenson (Eds.), Cultural perspectives on child development (pp. 181-207). San Francisco: W.H. Freeman and Company.

Handouts: Reflection paper prompt handed out (due 12/8 – Final Day of Instruction).

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(Assignments):
Attend Elluminate Session: Tuesday @ 11am pst - donut

Week 13 – Literacy Events Design (11/20-11/26)

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Readings: Cole, M. (In press). Creating and sustaining alternative educational activities: Diversity as a tool for educational design. New York: Russel Sage.

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(Assignments):

By Monday of this week: Send completed Project #4 to me via dropbox.
Attend Elluminate Session: Tuesday @ 11am pst - donut

Week 14 – Catch-up & Review (11/27-12/3)

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Readings: NO READINGS THIS WEEK.

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(Assignments):

Attend Elluminate Session: Tuesday @ 11am pst - donut

Catch-up, review, and write your reflection paper!

 Week 15 – Wrap-Up (12/4-12/8) 

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Readings: NO READINGS THIS WEEK.

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(Assignments):

Attend Elluminate Session: NO LECTURE THIS WEEK.
By Thursday 12/8 of this week: Send completed reflection paper to me via dropbox.

FALL 2011 Academic Calendar

http://www.sjsu.edu/includes/calendars/academic/1112aycalendar.pdf 

Textbooks and Readings

***All readings can be accessed online via D2L.***

No Textbooks For This Course.

Grading Scale

The standard SJSU School of Information Grading Scale is utilized for all iSchool courses:

97 to 100 A
94 to 96 A minus
91 to 93 B plus
88 to 90 B
85 to 87 B minus
82 to 84 C plus
79 to 81 C
76 to 78 C minus
73 to 75 D plus
70 to 72 D
67 to 69 D minus
Below 67 F

 

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) — INFO 200, INFO 202, INFO 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 3.0 Grade Point Average (GPA).

University Policies

General Expectations, Rights and Responsibilities of the Student

As members of the academic community, students accept both the rights and responsibilities incumbent upon all members of the institution. Students are encouraged to familiarize themselves with SJSU's policies and practices pertaining to the procedures to follow if and when questions or concerns about a class arises. See University Policy S90-5 at http://www.sjsu.edu/senate/docs/S90-5.pdf. More detailed information on a variety of related topics is available in the SJSU catalog at http://info.sjsu.edu/web-dbgen/catalog/departments/LIS.html. In general, it is recommended that students begin by seeking clarification or discussing concerns with their instructor. If such conversation is not possible, or if it does not serve to address the issue, it is recommended that the student contact the Department Chair as a next step.

Dropping and Adding

Students are responsible for understanding the policies and procedures about add/drop, grade forgiveness, etc. Refer to the current semester's Catalog Policies section at http://info.sjsu.edu/static/catalog/policies.html. Add/drop deadlines can be found on the current academic year calendars document on the Academic Calendars webpage at http://www.sjsu.edu/provost/services/academic_calendars/. The Late Drop Policy is available at http://www.sjsu.edu/aars/policies/latedrops/policy/. Students should be aware of the current deadlines and penalties for dropping classes.

Information about the latest changes and news is available at the Advising Hub at http://www.sjsu.edu/advising/.

Consent for Recording of Class and Public Sharing of Instructor Material

University Policy S12-7, http://www.sjsu.edu/senate/docs/S12-7.pdf, requires students to obtain instructor's permission to record the course and the following items to be included in the syllabus:

  • "Common courtesy and professional behavior dictate that you notify someone when you are recording him/her. You must obtain the instructor's permission to make audio or video recordings in this class. Such permission allows the recordings to be used for your private, study purposes only. The recordings are the intellectual property of the instructor; you have not been given any rights to reproduce or distribute the material."
    • It is suggested that the syllabus include the instructor's process for granting permission, whether in writing or orally and whether for the whole semester or on a class by class basis.
    • In classes where active participation of students or guests may be on the recording, permission of those students or guests should be obtained as well.
  • "Course material developed by the instructor is the intellectual property of the instructor and cannot be shared publicly without his/her approval. You may not publicly share or upload instructor generated material for this course such as exam questions, lecture notes, or homework solutions without instructor consent."

Academic integrity

Your commitment, as a student, to learning is evidenced by your enrollment at San Jose State University. The University Academic Integrity Policy F15-7 at http://www.sjsu.edu/senate/docs/F15-7.pdf 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 Student Conduct and Ethical Development website is available at http://www.sjsu.edu/studentconduct/.

Campus Policy in Compliance with the American Disabilities Act

If you need course adaptations or accommodations because of a disability, or if you need to make special arrangements in case the building must be evacuated, please make an appointment with me as soon as possible, or see me during office hours. Presidential Directive 97-03 at http://www.sjsu.edu/president/docs/directives/PD_1997-03.pdf requires that students with disabilities requesting accommodations must register with the Accessible Education Center (AEC) at http://www.sjsu.edu/aec to establish a record of their disability.

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