Seminar in Contemporary Issues
Topic: Diversity Issues in Information Environments
Fall 2012 Greensheet
This course is delivered online using the D2L Course Management System. Students will be automatically enrolled in the D2L site for this course. The course will be available to students on August 22, 2012.
This 3-unit seminar will investigate various types of environments/venues, and organizational settings - physical and virtual - in which information professionals may operate, and examine characteristics of diverse users. These venues include public, academic, and special libraries/information centers, archives, museums and cultural centers. Information producers, resources, functions and services will be evaluated, while major concepts of cultural values, identity, language, ability, and information seeking behaviors will be explored. Issues and trends will be addressed.
Lectures, assignments, discussions and announcements will be on D2L. The primary requirements for this web based course are:
Papers and Exercises
To demonstrate learning, students will complete:
- Information Environment Assessment (Supports SLO #1): A library visit report or evaluation of an information environment to assess responsiveness to the needs and interests of the diverse group(s) being served in these settings.
- Short analytical papers based on the findings from the Assessment, or Current Issues on such topics as:
- Identification and description of the characteristics of diverse clientele (Supports SLO #2)
- Identification and discussion of diverse information environments and library types (Supports SLO #3)
- Methods for identifying resources and communication channels for service delivery to diverse patrons (Supports SLO #4)
- Nontraditional producers of content and materials (Supports SLO #5)
- Concepts of cultural values and information seeking behaviors of diverse clientele (Supports SLO #6)
- Short diversity exercises (Supports SLO #1)to increase student knowledge of different populations in our library service communities and information environments
- A final project exploring trends and current diversity issues (Supports SLO #7)
- Research paper
- Advocacy paper or diversity initiative proposal for providing services or enriching the information environment of an underserved population of patrons/potential patrons)
- Other research (with prior approval from the instructor)
Each weekly unit will have a corresponding Discussion Forum. The questions in these discussion forums provide opportunities to engage in meaningful cognitive exchanges about scholarly research, interpretations of the readings, and library experiences and observation as they pertain to libraries/information centers and diversity. This form of class participation may also include analyzing case studies, role playing, and posting relevant citations to support positions about issues.
Participation in the online discussions is essential for success in this course. Students are expected to post at least two comments on each discussion topic, one -an original contribution, and the other in response to another student’s post.
Students are expected to keep abreast of diversity issues affecting all types of library and information centers through:
- association and interaction with working librarians and library professionals;
- observations in various library settings; and
- by regularly reading professional literature, monitoring relevant listservs, and scanning websites, newspapers and other journals.
The following topics on diverse information environments and users will be covered in this course:
- Introduction /Definitions and descriptions of diverse clientele
- Historical perspectives pertaining to information institutions, libraries, and knowledge centers and their services to diverse groups
- Understanding the behaviors of information users in diverse environments
- Equity issues (including language, abilities – literacy, disabilities, socioeconomic factors - homelessness, working poor, etc.)
- Information Producers /Publishers of print/electronic and multimedia materials for diverse clientele (Gender Studies, ESL/ELL, reluctant readers, immigrants)
- Global diversity and international information issues (literacy, technology, access, cross-cultural competence, co-operation across continents)
- Roles of interdisciplinary, inter-professional, geo-political, social, and philosophical perspectives of stakeholders involved in the provision of information services to diverse communities
- Technology and its impact on diverse environments
- Sustainability in information environments
Grades will be assigned based on how well students demonstrate:
- understanding of diversity and how it affects the delivery of library programs, and services, and the diversification of its collections;
- critical, reflective, and innovative thinking skills;
- ability to articulate the ways that philosophical perspectives influence our understanding of underserved populations in our library service areas
- originality in the approach to the assignment
- greater depth of analysis and overall treatment than required by the assignment
- superior organizational, written, or communication skills in the presentation of the material.
Grades for class participation will be based on your performance in terms of concrete, cognitive, and relevant contributions to the discussions or issues for analysis. Concrete would include the number of times you participate in class discussions, quality and substantive comments as well as the number of times you provide links to outside sources of interest. Cognitive activities include the depth of your posts, critical evaluation of the readings by comparing them to other authors/sources/best practices, providing new ways of looking at an idea or suggesting new sources or leads for the class, and bringing up new ideas or questions.
No extra credit will be available.
Assignment due dates are located in the D2L course site. They are subject to change with fair notice.
Late assignments will not be accepted without prior notification and approval of the instructor, and with the understanding that there may be a reduction in number of points earned for the assignment. Incompletes will be assigned ONLY in cases of documented family or medical emergency.
The readings and articles will also be available through the King Library, the Internet, and/or the course site. Current topics will be taken from library, technology, diversity, and information science journals, and other appropriate media pertaining to information environments and diverse communities.
- American Library Association - diversity articles and publications
- Galens, J. et al. (eds.Gale Encyclopedia of Multicultural America. (2nd Ed.) New York: Gale Research Inc., 2000.
- International Federation of Library Associations (IFLA) - articles and publications
- Metoyer-Duran, C. Gatekeepers in Ethnolinguistic Communities. Norwood, NJ: Ablex Pub., 1993.
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, LIBR 202, LIBR 204, Other prerequisites may be added depending on content.
Student Learning Outcomes
Upon successful completion of the course, students will be able to:
- Articulate major issues and problems related to metadata.
- Apply current metadata terminology and concepts, including major content and encoding schemes for digital libraries.
- Analyze and critically apply different approaches to metadata creation, storage, management, and dissemination within different information communities for different purposes.
- Critically analyze and compare different metadata standards and their applicability to different contexts, and apply basic metadata quality metrics to assess the relative quality of different types of descriptive metadata.
- Create descriptive metadata for digital resources, and design and plan metadata database templates for digital resource projects.
- Demonstrate an understanding of information policy issues and services from an ethical standpoint, as well as noting the differences between professional ethics and legality.
- Build the skills needed to make decisions on complex cases related to information access, services, technology and society.
- Analyze the importance of professional conduct in the workplace, including those elements related to interpersonal interactions, sensitivity to organizational culture, ability to take initiative and risks, and socially responsible behavior as it relates to ethical (professional) dilemmas.
Core Competencies (Program Learning Outcomes)
LIBR 281 supports the following core competencies:
- A Articulate the ethics, values, and foundational principles of library and information professionals and their role in the promotion of intellectual freedom.
- C Recognize and describe cultural and economic diversity in the clientele of libraries or information organizations.
- E Design, query and evaluate information retrieval systems.
- F Use the basic concepts and principles related to the selection, evaluation, organization, and preservation of physical and digital items and collections.
- G Demonstrate understanding of basic principles and standards involved in organizing information, including classification, cataloging, metadata, or other systems.
No Textbooks For This Course.
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|
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).
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."
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.
Download Adobe Acrobat Reader to access PDF files.
More accessibility resources.