Seminar in Archives and Records Management
Spring 2015 Greensheet
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.
The Canvas site is a special consolidated site that permits students of both sections of this course to operate as one.
This class will cover in-depth Encoded Archival Description (EAD) version 2002 and EAD3, and provide an overview of Encoded Archival Context (EAC), the international standards for the presentation of archival descriptive information and records creator authority records on the World Wide Web. It will also provide information about the official transition to EAD3, expected in Winter 2015.
This class meets at the following location, dates and times:
- Via Blackboard Collaborate web conferencing:
- Optional introductory pre-class meeting - January 22, 2015,
6:00 p.m. to 8:00 p.m. PST (this meeting will be recorded)
- Attendance-optional weekly lecture on Monday evenings (starting Week 1, 1/26) from 6:00 - 8:00 PM PST (these lectures will be recorded)
- Attendance-optional code review sessions on four Wednesday evenings: 2/18, 3/18, 4/22, 5/13, 6:00 p.m. to 8:00 p.m. PST (these sessions will be recorded).
- Optional introductory pre-class meeting - January 22, 2015,
- Via Canvas:
- All other course activity, including Quizzes, will take place on Canvas. Any Power Point files used in the recorded lectures will be available separately for download via Canvas. Most weeks will have reading. Each week's lesson will have a discussion board on Canvas for you to post questions and observations. If a given Week's lesson generates a lot of questions I may record a supplemental lecture for clarification on particular topics.
Assignments and Grading
The course is structured as a series of Monday-Sunday weeks. Encoding assignments 1 - 4 are due on Sundays at 11:59 PM PST and submitted via the page created for each Assignment on the Canvas site. Each Quiz will be accessible at 9:00 AM PST on the Friday morning of its respective week, is due Sunday at 11:59 PM PST, and will be administered entirely in Canvas.
All due dates are noted below and will be posted on the Course Calendar on Canvas.
Grading will be based on a total accumulation of 100 possible points, distributed as follows:
|Four online quizzes @ 10 points each
(The quizzes are designed to make sure you are doing the assigned reading and any exercises in the lessons.)
|Four short encoding assignments @15 points each||60 points|
Please submit all encoding assignments to their respective Assignments area on Canvas. Your quizzes are administered through Canvas and do not require production of a separate document. Mandatory file naming conventions for encoding assignments will be discussed at the introductory class meeting. If you are not sure how to use Canvas Assignments and submit assignments, please consult the Canvas online tutorials.
If there is a discrepancy between a posted date on this syllabus and the Calendar tool on Canvas, the syllabus date shall prevail.
All assignments are due by 11:59 p.m. on their respective due date. Late submissions, or failure to adhere to the established file naming convention will cause a loss of 10% of the grade for that assignment.
|Encoding Assignment 1 - This supports SLO#4, SLO#5, SLO#7||Feb 22|
|Encoding Assignment 2 - This supports SLO#3, SLO#4, SLO#5, SLO#7||Mar 15|
|Encoding Assignment 3 - This supports SLO#3, SLO#4, SLO#5, SLO#7||Apr 26|
|Encoding Assignment 4 - This supports SLO#3, SLO#4, SLO#5, SLO#7||May 17|
|Quiz 1 - This supports SLO#1, SLO#2, SLO#6||
|Quiz 2 - This supports SLO#4, SLO#5, SLO#6||Mar 15|
|Quiz 3 - This supports SLO#4||Apr 19|
|Quiz 4 - This supports SLO#3, SLO#6||May 10|
There is no required physical text for this course.
There are a number of readings/tutorials and other sites provided via Canvas. These readings are links to web resources or are documents available for download.
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:
- Explain the origins of SGML/XML, the concept of a Document Type Definition (DTD) and XML schema.
- Explain the concept of text markup and how it enables text to be viewed on the World Wide Web with the use of a browser, along with basic client-server concepts.
- Explain the history of EAD/EAC, their development, relationships to other archival descriptive standards such as ISAD(G), ISAAR-CPF, and DACS, and significance for the archival community.
- Identify the structure of the EAD DTD, its element composition and other aspects, and how those elements relate to the individual components of an archival collection guide.
- Identify tools developed to aid in the encoding process.
- Identify consortia and individual institutions that have utilized EAD/EAC to markup and post their collection guides and authority records online.
- Markup a simple finding aid for viewing on the World Wide Web.
Core Competencies (Program Learning Outcomes)
LIBR 284 supports the following core competencies:
- G Demonstrate understanding of basic principles and standards involved in organizing information, including classification, cataloging, metadata, or other systems.
- H Demonstrate proficiency in identifying, using, and evaluating current and emerging information and communication technologies.
No Textbooks For This Course.
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|
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).
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."
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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