LIBR 267-02
LIBR 267-11
Children and Information Technology
Spring 2013 Greensheet

Dr. Debbie Weissmann
E-mail
Office Hours: Available via email and Collaborate


Greensheet Links
Textbooks
SLOs
Competencies
Prerequisites
Resources
D2L Login and Tutorials
iSchool eBookstore
 

D2L Information: This course will be available beginning January 23, 2012. You will be enrolled into the site automatically. Please log in to our class' D2L site no later than January 27, 2012 and familiarize yourself with the course materials.

Collaborate Information: Check your connection and computer no later than January 27th, 2012 to ensure proper settings for Collaborate participation at: http://ischool.sjsu.edu/current-students/technology-support/blackboard-collaborate-web-conferencing/getting-started   

Course Description

This course examines issues related to children's use of information technologies.  Topics covered will include the information technologies used by children, legal considerations, children's information seeking behaviors, children as information creators, and information literacy curricula for children.

Course Requirements

Mode of Instruction
This course will be entirely asynchronous.  We will use D2L for online discussions, for the submission of assignments, and for accessing readings and course materials.  Attendance at the synchronous office hours in Collaborate is optional.

Assignments
For due dates, detailed requirements, and grading rubrics see documentation in D2L.

  • Weekly Reading.  Students are expected to complete the weekly reading assignments. Students are expected to incorporate the ideas from the weekly readings, by elaboration, questioning, or drawing conclusions in our group discussions. 
     
  • Group Discussion.  Students are expected to participate in group discussions each week by providing relevant comments, a reaction, or a point of view.  Grading based upon number of comments, depth of thought, and relevancy to topic. (3% of total grade)
     
  • Small Group Presentation. Each week a group, composed of 3 or 4 students, will provide a short presentation of the main points of the week's readings.  Presentations can take the form of a slide show, anchorman-style monologues, theater dialogue, animation, or skit.  Students are encouraged to be creative and utilize the creative, academic, and technological strengths of each member of the group in creating their presentation.  Additionally, each group will be expected to provide a bibliography for the class with a minimum of 5 additional resources related to the week's readings.  Grading will be based on the clarity of presentation, depth of topic coverage, academic rigor of bibliographic resources and demonstrated added-value of each group member. Supports SLO #7 (3% of total grade)
     
  • Definitions.  Students will provide definitions to 10 concepts we will be discussing in class. If sources are utilized, sources must be cited adhering to the rules established in APA Publication Manual. Grading will be based upon clarity and context-appropriateness of definitions. Supports SLO #1 (5% of total grade)
     
  • Interview. Students will write up an interview protocol and conduct an interview of a 'Children and Information Technology' stakeholder i.e. a teacher, children's librarian, or parent. Presentation of this assignment will be a 3-5 page paper that includes the interview protocol, findings from interview, and reflection on the interview process.  Grading will be based upon clarity of ideas, clarity of writing, demonstration of new knowledge. Supports SLO #2, SLO #3 (10% of total grade)
     
  • Point of View. Students will choose a federal, state, or local policy regulating children's use of information technology and write a 3-5 page paper explaining the policy and arguing for or against the value or appropriateness of the policy. Sources must be cited adhering to the rules established in APA Publication Manual.  Grading will be based upon depth and clarity of explanation, clarity of writing, demonstrated understanding of the policy, and logical reasoning of the argument. Supports SLO #3, SLO#4SLO #5, SLO #6 (15% of total grade)
     
  • Research Paper. Students will analyze a significant issue related to Children and Information Technology.  Paper topics may be selected from the topics covered in class or from an issue of personal interest that is relevant to the goals and objectives of this course.   The text of the paper should be 12 to 15 pages in length; the reference list should include at least 20 citations.  Sources must be cited adhering to the rules established in APA Publication Manual. Grading will be based on the clarity of ideas, the clarity of writing, and demonstrated understanding of topic and its attendant issues. Supports SLO #1, SLO #3, SLO #7 (40% of total grade) In addition, students will submit their proposed Topic, Bibliography, and Outline at indicated intervals during the semester. (9% of total grade)
     
  • Individual Presentation. Students will present the main ideas of their research papers to their peers in any form other than as a research paper. Students are encouraged to be creative in their presentations.  Grading will be based clarity and logic, of topic explanation and creativity in presentation. Supports SLO #3 (10% of total grade)
     
  • Peer Review.  Students will provide constructive criticism on their own presentation, pointing out the strengths and weaknesses of their presentation as well as provide constructive criticism for 4 of their classmate's presentations. Grading will be based upon depth of reflection. (5% of total grade)

Course Calendar

  • Week 1: Introduction
  • Week 2: Children Online - Definitions Due
  • Week 3: Children and Information Technologies
  • Week 4: Technologies Advantages and Limitations  - Interview Due
  • Week 5: Children in the Role of Information Seekers 
  • Week 6: Children in the Role of Information Providers 
  • Week 7: Federal Policies  - Point of View Due
  • Week 8: Seminal Cases 
  • Week 9: Current Debates
  • Week 10: K- 6 Information Literacy Curricula  - Research Paper Topic Due
  • Week 11: Conducting Research with Young Subjects  - Research Paper Bibliography Due
  • Week 12: Core Research Skills  - Research Paper Outline Due
  • Week 13:  Other Issues 
  • Week 14: Final Papers  - Research Paper Due
  • Week 15:  Sharing and Reviewing Presentations  - Presentation of Research Due

Weekly calendar subject to change with fair notice.

Grading

  • Group Discussion Participation - 3 points
  • Small Group Presentation - 3 points
  • Definitions - 5 points
  • Interview - 10 points
  • Point of View Paper - 15 points
  • Topic for Research Paper - 2 points
  • Bibliography for Research Paper - 2 points
  • Outline for Research Paper - 5 points
  • Research Paper - 40 points
  • Individual Presentation - 10 point
  • Peer Review of Presentations - 5 points
  • Total Points Available: 100 points

Late or Missed Work .5 Point Deduction Per Day

Other Relevant Information:

  • Lectures will be available on Monday at 4pm each week.
  • Assignments are due Sunday 11:59pm PST prior to the Monday lecture.

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.

Course Prerequisites

LIBR 200LIBR 204LIBR 260Aor LIBR 261A

Student Learning Outcomes

Upon successful completion of the course, students will be able to:

Core Competencies (Program Learning Outcomes)

LIBR 267 supports the following core competencies:

  1. LIBR 267 has no supported core competencies defined in the database.

Textbooks

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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