Seminar in Contemporary Issues
Topic: Crisis/Disaster Health Informatics
Fall 2013 Greensheet
D2L Login and Tutorials
D2L Information: This course will be available beginning August 21st 12:00 AM. You will be enrolled into the site automatically.
This course explores the inter-connectedness of information, people, and technologies in a crisis/disaster and the intersecting trajectories of social, technical and information perspectives in crises/disasters. In particular, it examines how information is generated, accessed, organized, coordinated, and disseminated during a crisis/disaster. The course also examines the multiple roles that libraries can play in crisis preparedness and response.
The course has an emphasis on crisis/disaster health information: for example, health information sources useful in crises/disasters; information dissemination during pandemics; health information provided by global related organizations, and agencies involved in crises/disasters. Students reflect on lessons learned from past crises and on strategies to manage future crises. This course equips students with the knowledge and skills to enable them to be key players in crisis response e.g. crisis/disaster health information specialists.
- Participation & engagement (Supports SLO1, SLO2, SLO3, SLO4, SLO5)
Students are required to make thoughtful contributions to class discussions, complete activities as posted on the course website (12 points - 4 discussion/activities, 3 points each).
- Blogs (Supports SLO1, SLO2, SLO3, SLO4, SLO5)
Students will write 4 blog postings which may include comments and reflections on: the weekly topics, an information perspective on a current crisis/disaster, blogs posted by crisis information commentators (8 points - 4 blog postings, 2 points each).
- Crisis informatics information resource (CIIR) (Supports SLO6)
Students will create a Crisis Informatics Information Resource on a crisis/disaster of their choice. The CIIR may be related to the final paper (20 points).
- Pandemic movie response (Supports SLO2, SLO3, SLO4, SLO5)
Students are required to give an information perspective response to a movie about a global pandemic. Students will need to buy/rent the movie (20 points).
- Final paper (Supports SLO1, SLO2, SLO3, SLO4, SLO5)
Students will develop a final paper proposal on a topic of their choice, write the paper (12 pages), make a presentation which will be shared with the class (Final paper 30 points, proposal 5 points, presentation 10 points (total 40 points).
Further information about the assignments is given on the D2L course website.
|Date||Topic and assignment due dates|
|Introductions, syllabus, course requirements|
|Defining crisis informatics
Crisis life cycle: preparation, response, and recovery
|Information needs and information behaviors in crises/disasters|
|Information systems used in crisis/disaster management
Using social media in crises/disasters
|Crowdsourcing and crowdmapping in crises/disasters
Digital volunteer organizations
|Using traditional technologies in crises/disasters
Human-centered responses to crises/disasters
|Roles for libraries and archives|
|Trust and information in crises/disasters
Final paper proposal due October 13th
|Disaster Health Information Outreach Network|
|Public health information
Information dissemination during pandemics
Crisis informatics information resource (CIIR) due October 27th
|Health information in humanitarian crises/disasters|
Pandemic movie response Nov 10th
|Global health organizations|
|"Mobile Healthcare Information For All" Project
Final paper due Nov 24th
Final paper presentation due Dec 1st
Grading and assignment due dates
|Participation & engagement||12 pts||TBA on D2L|
|Blogs||8 pts||Student choice|
|Crisis informatics information resource (CIIR)||20 pts||October 27th|
|Pandemic movie response||20 pts||November 10th|
|Final paper proposal||5 pts||October 13th|
|Final paper||25 pts||November 24th|
|Final paper presentation||10 pts||Decemebr 1st|
All assignments must be submitted by midnight (Pacific Time) on the day the assignment is due. Late assignments will be reduced by 20% of point value per day late. Please contact Dr.Hagar if a medical or a family/personal emergency prevents you from submitting an assignment on time.
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.
- Hagar, C. (Ed.). (2012). Crisis information management: Communication and technologies.. Oxford, UK: Chandos Publishing. Available through Amazon: 1843346478
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|
- 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
Dropping and Adding
Consent for Recording of Class and Public Sharing of Instructor Material
- "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."
Campus Policy in Compliance with the American Disabilities Act
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