LIBR 281-04
LIBR 281-14
Seminar in Contemporary Issues
Topic: Learning Design for New Literacies
Spring 2013 Greensheet

Dr. Kristen Radsliff Rebmann
E-mail
Office: Hayden, Idaho (same timezone as CA - pacific time)
Office Hours: By appointment.
Panopto Lectures: Lectures will be recorded using Panopto.  Transcripts will be available for all lectures. See news section of our D2L course page for details and access to Panopto URLS. Collaborate Help Sessions (NOT MANDATORY): Tuesdays 12:00 pm to 12:30 pm or 8:00 pm -8:30 pm.  See news section of our D2L course page for details on times and access to Collaborate URLs.

This is an online-only class using D2L, Panopto, and Collaborate. Students will be automatically enrolled in the D2L class site on the first day of the semester.

The course begins via D2L on Wednesday January 23rd. Collaborate sessions will begin on Tuesday, January 29th at 12:00 pm pst. I will send more information about the first session as we approach this date through D2L news and via email.

***Student attendance at the Collaborate Help Sessions is not mandatory - recordings will be available.  ***

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 Requirements

Complete LIBR 203: Online Social Networking: Technology and Tools 
This is a mandatory 1 unit course that introduces students to the various e-learning tools used in the SLIS program, including Collaborate/Elluminate and Second Life. This coursemust be completed by all new SLIS students within the first 4 weeks of their first semester. If you have questions about this course, e-mail Debbie Faires or Dale David.

For more information, see http://ischool.sjsu.edu/classes/coursedesc.htm

Assignments and Extra Credit
Students will complete a short introduction of themselves via discussion forum, 4 projects, and 1 reflective essay. I will assign 1% extra credit if students complete SOTES or an evaluative survey. Simply complete the survey and post a message (to let me know) in the Extra Credit discussion forum in D2L at the end of the semester. More specific information regarding all assignments and extra credit will be made available on the D2L course website.

D2L and Collaborate Participation
***Please note: This course WILL NOT PLAY OUT VIA DISCUSSION FORUM but I will use the discussion forum in D2L to discuss course key concepts and issues beyond the scope of the course. Posting in the discussion forum is not mandatory.***  I also Prepare lectures in Panopto (with transcripts) and hold Collaborate help sessions.  Attendance at the Collaborate 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: LIBR 281 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 BlackboardIM or GoogleChat - feel free to talk with me this way as well.

Course Calendar

Week 1 – Introduction and Traditional notions of literacy (1/23-2/2)

Read.

Documents: Greensheet, Readings. Readings (Completely Read the Following as Soon as Possible):  "Course Narrative" located in the content section of the D2L Site &  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:  "Brief introduction via Discussion Forum" (due Thursday Week 2).

To Do (Assignments):

View LIBR 281 QUICK START (See D2L News Section for Access). Attend Collaborate Help Session: Tuesday (1/29) @ 12:00 pm pacific.

Week 2 – Critical Approaches to Education  (2/3-2/9)

Read.	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.   Freire, P. (1968). Pedagogy of the oppressed. New York: Seabury Press. Chapter 2. Handouts: Project #1 handout (due week 4).
To Do (Assignments):	By Tuesday of this week: Brief introduction via Discussion Forum. Please follow the guidelines in the handout to introduce yourselves! View Lecture and Transcript in Panopto. Attend Collaborate Help Session: Tuesday - Check News in D2L for time.

Week 3 – Approaches to literacy based on critical theory cont.  (2/10-2/16)

Read.	Readings: Freire cont.
To Do (Assignments):	View Lecture and Transcript in Panopto. Attend Collaborate Help Session: Tuesday - Check News in D2L for time.

Week 4 – From literacy to literacies  (2/17-2/23)

Read.	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.
To Do (Assignments):	By Monday of this week: Send completed Project #1 to me via dropbox. View Lecture and Transcript in Panopto. Attend Collaborate Help Session: Tuesday - Check News in D2L for time.

Week 5 – Critical Literacies (2/24-3/2)

Read.	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).
To Do (Assignments):	View Lecture and Transcript in Panopto. Attend Collaborate Help Session: NO HELP SESSION THIS WEEK.

Week 6 – Critical Literacies cont. (3/3-3/9)

Read.	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.
To Do (Assignments):	View Lecture and Transcript in Panopto. Attend Collaborate Help Session: Tuesday - Check News in D2L for time.

Week 7 – MIDTERM WEEK (3/10-3/16)

Read.	Readings: NO READINGS THIS WEEK
To Do (Assignments):	By Monday of this week: Send completed Project #2. Attend Collaborate Help Session: NO HELP SESSION THIS WEEK

Week 8 – Multiliteracies Pedagogical Framework (3/17-3/23)

Read.	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).
To Do (Assignments):	View Lecture and Transcript in Panopto. Attend Collaborate Help Session: Tuesday - Check News in D2L for time.

Week 9 – Multiliteracies Pedagogical Framework cont. (3/24-3/30)

Read.	Readings: No New Readings.
To Do (Assignments):	View Lecture and Transcript in Panopto. Attend Collaborate Help Session: Tuesday - Check News in D2L for time.

Week 10 – New Literacies (3/31-4/6)

Read.

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.

To Do (Assignments):

By Monday of this week: Send completed Project #3 to me via dropbox. View Lecture and Transcript in Panopto. Attend Collaborate Help Session: Tuesday - Check News in D2L for time.

Week 11 – Popular Literacies (4/7-4/13)

Read.	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 #4 handout (due week 13).
To Do (Assignments):	View Lecture and Transcript in Panopto. Attend Collaborate Help Session: Tuesday - Check News in D2L for time.

Week 12 – Informal Learning Environments  (4/14-4/20)

Read.	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 5/13 – Final Day of Instruction).
To Do (Assignments):	Attend Collaborate Help Session: NO HELP SESSION THIS WEEK.

Week 13 – Literacy Events Design (4/21-4/27)

Read.	Readings: Cobb, et al. Design Experiments in Educational Research; Brown, A. Design Experiments.
To Do (Assignments):	By Monday of this week: Send completed Project #4. View Lecture and Transcript in Panopto. Attend Collaborate Help Session: Tuesday - Check News in D2L for time.

Week 14 – Catch-up & Review (4/28-5/4)

Read.	Readings: NO READINGS THIS WEEK.
To Do (Assignments):	Attend Collaborate Help Session: Tuesday - Check News in D2L for time. Catch-up, review, and write your reflection paper!

 Week 15 – Wrap-Up (5/5-5/13) 

Read.	Readings: NO READINGS THIS WEEK.
To Do (Assignments):	Attend Collaborate Help Session: NO HELP SESSION THIS WEEK. By Monday 5/13 of this week: Send completed reflection paper to me via dropbox.

Spring 2013 Academic Calendar

http://www.sjsu.edu/provost/docs/2012-13_AY_Calendar_REVISED..pdf

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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 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:

1. Articulate major issues and problems related to metadata.
2. Apply current metadata terminology and concepts, including major content and encoding schemes for digital libraries.
3. Analyze and critically apply different approaches to metadata creation, storage, management, and dissemination within different information communities for different purposes.
4. 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.
5. Create descriptive metadata for digital resources, and design and plan metadata database templates for digital resource projects.
6. Demonstrate an understanding of information policy issues and services from an ethical standpoint, as well as noting the differences between professional ethics and legality.
7. Build the skills needed to make decisions on complex cases related to information access, services, technology and society.
8. 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:

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Textbooks

No Textbooks For This Course.

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Grading Scale

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) — 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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