LIBR 281-13
Seminar in Contemporary Issues
Topic: Building Learning Commons
Spring 2015 Greensheet

Dr. David V. Loertscher
Home Phone: 801.532.1165
Mobile phone:
Office location:
Salt Lake City, UT
Office Hours: anytime by email or phone

Greensheet Links
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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.

Course Description

An investigation of the concepts of learning coomons and maker spaces in various types of libraries across the United states and Canada with an opportunity to interact with,  examine, build, construct a meaningful project surrounding those concepts.

Course Requirements

Together as a class, a state of the art study will be done of learning commons and maker spaces in academic, public, school, and speial libraries and other community organizations. The class will construct a QuickMOOC based on this investigation that will be available to anyone wanting to investigate the topics by themselves. Students will then design a semester project based on their own questions and that can be done as individuals, or small groups.

Course Calendar

First half of the semester: QuickMOOC constructed by all class members.

Second half of the semester: Individual or small grooup projects deesigned by individual or small groups of students.

The class website is at:


  • 25% QuickMOOC construction (SLOs #1, #2, #3, #4, Comptencies H, K, M)
  • 25% Project (SLOs #2, #4, #5, #6, Competencies H, K, M)
  • 50% participation points for online workshops.

Other Relevant Information
Workshops scheduled every two weeks require attendance for participation points as the class creates, examines, and builds knowledge about learning commons and makerspaces.

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. Apply flowcharts to a wide range of copyright issues libraries face.
  7. Demonstrate facility with tools to determine copyright status of a work and assess legality of including in digital collections.
  8. Demonstrate knowledge of U.S. copyright law, library/archive copyright exceptions (17 U.S.C. Sect. 108), TEACH Act, Fair Use guidelines, and DCMA exceptions.
  9. Make a good faith Fair Use copyright analysis in multiple scenarios.
  10. Exhibit familiarity with the process of seeking permission, particularly through the Copyright Clearance Center.
  11. Evaluate publisher copyright policies, Creative Commons licensing, and self-archiving rules.
  12. Define information privacy and articulate its fundamental concepts.
  13. Explain the ethical positions of professional library, archival, and information management associations concerning information privacy.
  14. Discuss the origins of information privacy and identify the laws and agencies that protect or enforce information privacy in the United States.
  15. Discuss common information privacy approaches and security controls used in information environments including libraries, hospitals, corporations, and government agencies.
  16. Develop detailed project plans collaboratively and effectively with a team, and then execute those plans collegially and thoughtfully with that team.
  17. Demonstrate a sophisticated understanding of a chosen library issue (generated authentically from the needs of an LWB partner community) by sourcing, evaluating, and synthesizing information to develop a coherent, accurate background paper as part of the final team project.
  18. Analyze the information synthesized on that issue to develop a community-focused, highly contextualized, and realistic set of recommendations/solutions/products for LWB and the partner community.
  19. Describe the current job market for information professionals, no matter where they are in their careers.
  20. Discuss the broad set of skills and interests that LIS professionals bring to the marketplace.
  21. Use online networking and career tools to connect with potential employers, recruiters, customers, and clients.
  22. Raise the visibility of their online profile and professional skills.
  23. Develop a broad and flexible perspective on their own careers.

Core Competencies (Program Learning Outcomes)

LIBR 281 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. D Apply the fundamental principles of planning, management, marketing, and advocacy.
  4. E Design, query and evaluate information retrieval systems.
  5. F Use the basic concepts and principles related to the selection, evaluation, organization, and preservation of physical and digital items and collections.
  6. G Demonstrate understanding of basic principles and standards involved in organizing information, including classification, cataloging, metadata, or other systems.
  7. H Demonstrate proficiency in identifying, using, and evaluating current and emerging information and communication technologies.
  8. O Contribute to the cultural, economic, educational and social well-being of our global communities.


No Textbooks For This Course.

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 More detailed information on a variety of related topics is available in the SJSU catalog at 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 Add/drop deadlines can be found on the current academic year calendars document on the Academic Calendars webpage at The Late Drop Policy is available at 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

Consent for Recording of Class and Public Sharing of Instructor Material

University Policy S12-7,, 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 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

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 requires that students with disabilities requesting accommodations must register with the Accessible Education Center (AEC) at to establish a record of their disability.

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