LIBR 200-14
Information Communities
Spring 2015 Greensheet
Intensive Format

Dr. Kevin Bontenbal
E-mail
Phone: 805-546-3117


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

Getting Started

Canvas Information: Courses will be available beginning January 22nd, 12:01am PST unless you are taking an intensive or a one unit or two unit class that starts on a different day. In that case the class will open at 12:01am PST on the first day that the class meets.

You will be enrolled into the Canvas site automatically.

Since this class is conducted completely online, it is your responsibility to check the class web site at least once a week for announcements and keep track of assignment due dates.

You must be extremely organized, disciplined and self-motivated in order to complete an online course successfully. Though you can access the course materials online anytime, plan to set aside time each week to complete the readings and assignments. It’s too easy to get behind quickly.
Furthermore, this course is in the intensive format which means that would normally be covered in sixteen weeks has been condensed into only seven weeks. The same amount of content and assignments will be covered in this course as the regular sixteen week course which means you will have less time to complete assignments and less time between assignments.

Note:  All LIBR 200 students receive a complimentary student membership in a professional association, see: http://ischool.sjsu.edu/current-students/resources/complimentary-student-memberships-professional-associations

Course Description

Examines information users and the social, cultural, economic, technological, and political forces that shape their information access and use. The different resources and services that information professionals provide for their user communities will also be addressed as well as ethical/legal professional practice. LIBR 200 meets SJSU's graduate writing assessment requirement.

Note: For core courses in the School of Information program (not MARA) — LIBR 200, LIBR 202, LIBR 204 — 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. Students are advised that it is their responsibility to maintain a Grade Point Average (GPA) of 3.0.

Course Requirements

Complete LIBR 203 Online Learning: Tools and Strategies for Success
This is a mandatory 1 unit course that introduces students to the various e-learning tools used in the iSchool program.  For more information, see: http://ischool.sjsu.edu/current-students/courses/core-courses-and-electives

Writing Requirement
If the instructor finds that a student's writing is unacceptable, the instructor will require the student to sign up for online writing tutoring.  The student will ask the tutor to confirm with the instructor that he or she is attending sessions.

Blog Reports
Students will posts 8 different blog entries throughout the course on varies aspects of the community they’ve have chosen to study.  Students will also be expected to read and comment upon the blogs of other students. (SLOs 1, 4, 5, 6, 7)

Students will write a reflective essay on any topic related to the community they’ve chosen to study. The reflective essay should be a minimum of two pages, double-spaced. (SLOs 1, 2, 3, 4)

Literature Review
Students will write a literature review based on 10 to 12 peer-reviewed books and articles about the community they've chosen to study.  The literature review will assess the current research on the community by identifying the most influential authors and publications, major theories and findings, and continuing gaps. (SLOs 1, 2, 3, 4)

Information Sources Survey
Using LIS guides, databases, and other relevant professional resources, students will locate and describe 10 information sources created for and used by the community they are studying. The survey will include a critical description of each source and an assessment of its value to the community. (SLOs 1, 5)

Research Paper
Students will write a final paper based on their reading in the scholarly and professional literature and the data collected for each blog post and literature review.   The text of the research paper should be 4000 words (approx. 12-15 pages in length - this does not include the title page, abstract, or reference list). The reference list should have at least 20 sources (not all these sources need to be cited in the text of the paper). The formatting (including your references should follow the APA Publication Manual style (6th ed.). The research paper will be graded on the extent of research, description and critical analysis of the topic, the evidence provided in support of any arguments, and the clarity and quality of writing   (SLOs 1, 2, 3, 4)

Assignment Points

Assignment Points
 8 Blog Posts (5 points each) 40 points
 Literature Review 10 point
 Information Sources Survey 10 point
 Reflective Essay 10 point
 Research Paper 30 point

Assignment Deadlines
All assignments are due by the date indicated in Canvas and the syllabus. 2 (1 for blog posts) points will be marked off for each day an assignment or blog post is submitted late unless prior arrangements have been made with the instructor.

Week Topic/Module Assignment
1

Information Communities and the
Social Construction of
Knowledge: Introduction

Information Users and
Information-Seeking Behavior:
Theoretical Overview

Blog Post: Personal
Introductions
2

Information Seeking and
Information Communities

Researching Information
Communities

Blog Post: Information
community choice
3

Connecting Information Users
with Information: Research-
Based Information Sources and
Services

Community-Generated
Information Resources and
Services

Reflective Essay Due

Blog Post: Report on the
information-seeking behavior and
information needs of chosen
community

4

User Experience

Ethical Issues and Information
Communities

Blog Post: Report on your
community's perceptions of
information services
5

Intellectual Freedom and
American law

The Information Professional

Blog Post: Report on an
ethical or legal issue pertaining to
your information community

Information Sources Survey  
Due

6

Special Populations and Multiculturalism


Teaching and Learning

Blog Post:Report on any issue concerning special populations or multiculturalism related to your community

Literature Review Due
7

Emerging Technologies

Creation Culture

Course Wrap-up/Term Paper/SOTES

Blog Post: Report on your
community's use of emerging
technologies

Blog Post: Personal
reflection on information
communities

Research Paper Due

GWAR

This course satisfies the Graduate Writing Assessment Requirement (GWAR).

INFO 200 gives students graduate-level writing experience, including a literature review and research paper. Graduate-level academic writing is formal and logical. It involves the avoidance of bias, the inclusion of evidence, and the development of strong arguments. Scholarly writing uses concise, precise, and clear language, is cohesive, and utilizes a logically organized flow of ideas. Successful completion of the research paper satisfies San José State University's Graduate Writing Assessment Requirement (GWAR). If the instructor finds that a student's writing is unacceptable, the instructor will require the student to sign up for online writing tutoring. The student will ask the tutor to confirm with the instructor that he or she is attending sessions.

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 has no prerequisite requirements.

Student Learning Outcomes

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

  1. Define the concept of community within a framework of information creation, use, and exchange.
  2. Locate, synthesize, and properly cite research and professional literature relating to specific information communities.
  3. Describe the various theories and research devoted to information use and behavior.
  4. Articulate prominent issues related to diversity, special populations, emerging technologies, and ethics within the context of various information communities/environments.
  5. Identify various resources and services that information professionals utilize to serve their communities.
  6. Identify and describe current and emerging technologies that impact the creation, use, and exchange of information within communities.
  7. Engage and exchange across open social platforms via various media: text, audio, video.

Core Competencies (Program Learning Outcomes)

LIBR 200 supports the following core competencies:

  1. A Articulate the ethics, values, and foundational principles of library and information professionals and their role in the promotion of intellectual freedom.
  2. C Recognize and describe cultural and economic diversity in the clientele of libraries or information organizations.
  3. I Use service concepts, principles, and techniques to connect individuals or groups with accurate, relevant, and appropriate information.
  4. J Describe the fundamental concepts of information-seeking behaviors.
  5. L Demonstrate understanding of quantitative and qualitative research methods and of the evaluation and synthesis of research literature.
  6. M Demonstrate oral and written communication skills necessary for professional collaboration and presentations.

Textbooks

Recommended Textbooks:

  • American Psychological Association (2009). Publication Manual of the American Psychological Association (6th ed.) Chicago: American Psychological Association. Available through Amazon: 1433805618. arrow gif indicating link outside sjsu domain

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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