Digital Asset Management
Spring 2014 Greensheet
Students will be automatically enrolled in the D2L site for this course.
This course is designed to introduce students to the fundamental concepts, terminology, practice and application of digital asset management in the public and private sector. It will feature discussions on metadata, workflow, taxonomy, data security, and preservation of digital assets.
This course will include participation via the D2L site.
DAM Reading Briefs
There will be readings assigned for seven (7) of the units with a one (1) page summary brief required.
There will be ongoing online participation on the LIBR 282 SJSU D2L Discussion Board.
Blogs to follow (RSS feeds preferable):
Follow the two blogs listed below, preferably using RSS feeds. Over the course of the semester, please comment on three posts from three separate blogs by submitting a paragraph of 100-250 words to the D2L Discussion Board. Be prepared to speak to the class briefly about the posting and your comment. Copy and paste the original posting on the assignment and be sure to include your name, date and “blog comment assignment” with the title of the blog in the upper left corner of the page.
- Digital Asset Management: http://digitalassetmanagement.org.uk/
- DAM News http://digitalassetmanagementnews.org/
- DAM Foundation http://damfoundation.org/
- DAM IT - The Blog - http://www.webdamsolutions.com/digital-asset-management/
- Digital Asset Management Blog http://damblog.daydream.co.uk/
There will be three projects starting with:
- Project #1 (Supports SLO #1, #3)
- A metadata analysis of an online digital collection of photographs with the intent to identify vocabulary design, retrieval requirements, and licensing issues. You will use Flickr http://www.flickr.com/ and post a digital collection of 15 – 20 images from your personal collection, each of them applied with metadata (tagging in Flickr terms).
- Format will be a 3 -4 page report detailing your metadata analysis and organization of your digital collection emailed to me including a link to your Flickr site.
- Due by end of day (EOD) Friday, Februray 28, 2014.
- Project #2 (Supports SLO #1, #3)
- An analysis of a digital video collection to identify issues related to its access, content, format, and eventual repurposing by users as well as a metadata analysis.
- Format will be a 3 -4 page report and metadata fields for the video clips.
- Due by end of day (EOD) Monday, March 31, 2014.
- Project #3 (Supports SLO #1-4)
- The third project will build upon the experience of the previous two projects and will be to create a project plan for a digital asset management implementation. This project plan will be up to you to decide what the DAM system will be comprised of and what its objectives will be. You will need to determine what the assets would be (i.e. images, videos, graphics, etc.), how many you will use, etc. for this imaginary DAM system.
- Format will be a 12 - 15 page report.
- Due by end of day (EOD) Monday, May 12, 2014.
These are the weekly topics that will be covered in reading and blackboard discussions.
- Week 1 - Unit 1: Concepts and Terms
- Weeks 2 – 3 - Unit 2: Image Databases / Collections / DAM Systems
- Weeks 4 – 5 - Unit 3: Metadata
- Weeks 6 – 7 - Unit 4: Workflow
- Weeks 8 – 9 - Unit 5: Taxonomy
- Weeks 10 – 11 - Unit 6: Data security
- Weeks 12 – 13 - Unit 7: Preservation of digital assets
- Weeks 14 – 15 - Unit 8: Project Management
- There will be no “extra credits” available for this course.
- Percentage weight assigned to class assignments
- Discussion Board / Blog Participation - 10%
- Unit Readings Summary Brief - 10%
- Project #1 - 20%
- Project #2 - 25%
- Project #3 - 35%
- I will not accept any late assignments. If the assignment is submitted late, then there will be no grade assigned and you will receive “0.”
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 204.
Student Learning Outcomes
Upon successful completion of the course, students will be able to:
- Describe the grant-seeking process.
- Conduct research to locate sources of grant funding, analyze grantmaker guidelines, and assess whether potential funding sources match an organization and a specific project.
- Describe funder perspectives and know how to communicate effectively with prospective grantmakers.
- Write persuasive material that clearly articulates purpose, responds to the needs of an audience, uses the appropriate voice and tone, and builds stakeholder support.
- Analyze an organization's grant-seeking practices, identify areas of potential improvement, and prioritize grant-seeking opportunities.
- Assess specific library needs and future service development, identifying appropriate projects for grant funding.
- Develop a competitive grant proposal, including budgets, implementation plans, and evaluation criteria.
- Discuss social information tools from an overarching and strategic perspective, and explain how they fit into competitive and other intelligence work.
- Use social tools for information collection and supplementing of traditional competitive intelligence tools.
- Use social tools from a competitive intelligence standpoint, and understand the specific implementations of these tools.
- Describe how competitive intelligence communities are using these tools for professional purposes.
- Demonstrate the ability to conduct competitive work using social tools.
Core Competencies (Program Learning Outcomes)
LIBR 282 supports the following core competencies:
- D Apply the fundamental principles of planning, management, marketing, and advocacy.
- E Design, query and evaluate information retrieval systems.
- H Demonstrate proficiency in identifying, using, and evaluating current and emerging information and communication technologies.
- I Use service concepts, principles, and techniques to connect individuals or groups with accurate, relevant, and appropriate information.
- N Evaluate programs and services based on measurable criteria.
- David Austerberry (2007). Digital Asset Management, 2nd Edition . St. Louis: Focal Press. Available through Amazon: 0240808681.
- Krogh, P. (2006). The DAM book: Digital asset management for photographers. Sebastopol, CA: O'Reilly Media, Inc. Available through Amazon: 0596100183.
- Mauthe, A., & Thomas, P. (2004). Professional content management systems: Handling digital media assets. West Sussex, UK: John Wiley & Sons Ltd. Available through Amazon: 0470855428.
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."
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