Seminar in Contemporary Issues
Topic: Transformative Learning and Technology Literacies
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.
All information professionals will most probably be called upon to create or present some form of instruction in the scope of their jobs. Within information environments, this class explores models such as Mezirow’s concept of transformative learning, the USER model, and the Learning 2.0/23 Things program as well as developing concepts such as Jenkins' transmedia navigation. Coursework answers these questions:
- How can we promote transformative learning via technology?
- How can we design instructional experiences that have high value for library learners?
- What emergent technologies are enhancing the way we learn and navigate information?
- How can Learning 2.0 learning programs enhance staff devlopment?
- How can Personal Learning Networks (PLNs) enhance professional practice?
- All assignments support Learning Outcome #1 in addition to other SLOs.
- Reflection Blogging (Supports SLO #6): Eight 200 word minimum blog posts will serve as a reflection journal for the modules included in our course content. 20 points
- Learning 2.0/23 Things Adaptation & Implementation (Supports SLO #3): In groups, students will adapt and create content for a Learning 2.0 program and implement the program for a library setting. Adaptation: 20 points, Implementation: 20 points
- Online Personal Learning Network (Supports SLO #4): Students will design and curate their own online personal learning network throughout the semester. A media presentation or written report and resource list will share the details of the network. 20 points
- Context Book Reports (Supports SLO #2): Students will read one book selected from a list provided, and write a 400 word reflection or create a media-based presentation relating the topic and focus of the book to transformative learning and new literacies. 10 points
- Participation & Seminar Engagement (Supports SLO #6): Students will interact weekly via the course learning community, various social tools, and via optional online meetings. Students will be actively reading and commenting on others' blog posts as well as within the learning programs they've designed. A final reflection post will allow students to self-evaluate their participation and engagement. 10 points
Detailed information and rubrics will be available on the course community site. Students will utilize a Wordpress-based community course site for blogging, sharing and interaction throughout the course.
Dates and topics subject to change.
- Week 1 – Course Introduction / Readings
- Week 2 – L2.0 Prep / Learning & Instruction Theory
- Week 3 – L2.0 Prep / Transformative Learning
- Week 4 – L2.0 Prep / Teaching Tech
- Week 5 – L2.0 Prep / The USER Method
- Week 6 – L2.0 Prep
- Week 7 – L2.0 Launch for all groups
- Week 8 – L2.0 / New Culture of Learning
- Week 9 – L2.0 / Personal Learning Networks (PLNs)
- Week 10 – L2.0 / PLNs: Exploration
- Week 11 – L2.0 / Trans Media Navigation & Digital Storytelling
- Week 12 – L2.0 / Games & Learning
- Week 13 – L2.0 / Learning Analytics
- Week 14 – L2.0 Course Wrap Up / PLN Presentations or Reports
- Week 15 – Flex Time / Course Reflections & Wrap Up
Grading will be based on 100 possible points. More information to come as assignments are finalized.
- All assignments are due on Sundays and must be turned in by midnight PST.
- Late submissions will be reduced by 20% of the total points possible for that assignment.
- If life circumstances require students to request an extension, please do so several days before the assignment is due or as soon as possible.
- Communication and interaction throughout the semester via the course site is expected and required.
Readings 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, 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.
- Booth, C. (2011). Reflective teaching, Effective learning: Instructional literacy for library educators. Chicago: ALA. Available through Amazon: 0838910521
- Thomas, D., & Brown, J. (2011). A new culture of learning: Cultivating the imagination for a world of constant change. Charleston, SC: CreateSpace. Available through Amazon: 1456458884
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.