Seminar in Information Science
Topic: The Hyperlinked Library--Emerging Trends, Emerging Tech
Spring 2015 Greensheet
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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.
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“The new tools provide powerful options for working with data, text, sound, and images. …. There is, predictably, an increasing departure in information handling from the simple pattern of read, think, then write. Computers are used for so much more than the traditional notion of “computing.’”
--Michael Buckland, Redesigning Library Services, 1992
“The potential connections are vast. Hyperlinks are the connections made by real individuals based on what they care about and what they know, the paths that emerge because that’s where the feet are walking, as opposed to the highways bulldozed into existence according to a centralized plan.”
--David Weinberger, “The Hyperlinked Organization,” The Cluetrain Manifesto, 1999.
What emerging trends are changing library services? What does a connected world of “continuous computing” mean for 21st Century libraries. This course provides a roadmap toward becoming the Hyperlinked Library: transparent, participatory, playful, user-centered and human, while still grounded in our foundations and values.
Library scholars have noted the ongoing impact of technology on libraries and have called for a redesign of services to meet the evolving needs of users. Virtual communities have thrived online since the early 1980s. New media and social sites are part of the next incarnation of the World Wide Web, where digital tools allow users to create, change, and publish dynamic content of all kinds. The evolving Web and related emerging technologies are signifiers of a broader cultural shift: toward an open, collaborative and participatory society. This course examines emerging technologies within a framework of participatory, hyperlinked library service: a model of creating, extending, updating and evaluating libraries via a user-centered approach.
The Hyperlinked Library is an open, participatory institution that welcomes user input and creativity. It is built on human connections and conversations. The organizational chart is flatter and team-based. The collections grow and thrive via user and staff involvement. Librarians are tapped in to user spaces and places online to interact, have presence and point the way.
In Library 2.0: A Guide for Participatory Service, Casey and Savastinuk describe the participatory service model: “It is a model for library service that encourages constant and purposeful change, inviting user participation in the creation of both the physical and the virtual services they want, supported by consistently evaluating services. It also attempts to reach new users and better serve current ones through improved customer-driven offerings.”
This course will examine various emerging theories of library service, the use of social networking and other technological tools, the creation of online collaboration and communities via those tools, and their adoption by libraries. We will discuss the definition of participatory service, explore some key trends that impact the model, and examine what this shift means for libraries and information work in the 21st Century. Students will experience an immersive learning environment via a wide range of tools.
- All assignments support Learning Outcome #1 in addition to other SLOs.
- Context Book (Supports SLO #4): Students will read one book selected from a list provided, and write a 500 word reflection or create a media-based presentation relating the topic and focus of the book to libraries, technology and participatory service. 20 points
- Reflection Blogging (Supports SLO #2): Five 200 word minimum blog posts will serve as a reflection journal for the modules include in our course content. 20 points
- Emerging Technology/Community Engagement (Supports SLO #3) A clearly articulated roadmap for the use of emerging technologies/community engagement within a library or information environment can guide the development of participatory services. Students will draft a sample emerging technology/community engagement plan for the library or environment of their choice. 20 points
- Director's Brief (Supports SLO #5): Students will draft a "director's brief" highlighting and exploring an emerging technology in libraries with emphasis on origins, terminologies and uses in libraries or information environments. 20 points
- Participation & Seminar Engagement (Supports SLO #6): Students will interact weekly via the course learning community, various social tools as directed, and via optional online meetings. Students will be actively reading and commenting on others' blog posts. Students will share their work via blogs and other media in a virtual symposium held in the last two weeks of class. A final reflection post will allow students to self-evaluate their participation and engagement. 20 points
Dates subject to change
- Module 1 – Course Introduction & Foundational Reading
- Module 2 – Foundational Reading Continued
- Module 3 – The Hyperlinked Library Model
- Module 4 – Participatory Service
- Module 5 – Hyperlinked Communities
- Module 6 – Planning for Emerging Technologies 1
- Module 7 – Planning for Emerging Technologies 2
- Module 8 – Transparency
- Module 9 – New Horizons, New Models
- Module 10 – Mobile Information Environments
- Module 11 – Library as Classroom
- Module 12 – Learning Everywhere
- Module 13 – Reflective Practice
- Module 14 – Virtual Symposium (asyncronous)
- Module 15 – Course Reflections & Wrap Up
Grading will be based on 100 possible points. More information to come as assignments are finalized.
- All assignments are due on Sundays and must be turned in by midnight PT.
- Late submissions will be reduced by 20% of the total points possible for that assignment.
- If life circumstances require students to request an extension, please do so several days before the assignment is due or as soon as possible.
- Communication and interaction throughout the semester via the course site is expected an required.
Foundational readings include:
- Buckland, Michael. Redesigning Library Services: A Manifesto at
- Casey, M. E., & Savastinuk, L. C. (2007). Library 2.0 : a Guide to Participatory Library Service. (Provided by instructor)
- Mathews, B. (2012, April). Think like a startup [White paper]. at http://vtechworks.lib.vt.edu/bitstream/handle/10919/18649/Think%20like%20a%20STARTUP.pdf?sequence=1
Each student will read a recent book related to course content and report on it. A list will be provided.
Readings, video and other media for each course concept will be posted on the course site. Students are encouraged to share articles, blog posts and sites they find with the class via their blogs.
Students will create accounts at our Wordpress-enabled course community. This is required for success in this course. Students will be expected to use the course Web site multiple times a week to stay up to date with readings, assignments, participation and blogging.
This is a way for students to experience the emerging social nature of the web – similar systems are being used in library settings all over the world. Librarians are working, writing and sharing in open, online systems created for interaction with each other and with library users. The course site utilizes the WordPress software package to create an open, interactive environment for sharing and discourse. You must create an account on the site and publish an open blog but no one in class is required to share their full name, photo or any other details. The use of avatars and aliases is acceptable.
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, Other prerequisites may be added depending on content.
Student Learning Outcomes
Upon successful completion of the course, students will be able to:
- Demonstrate an understanding of the principles, concepts, and ideas of participatory library service.
- Demonstrate an understanding of emerging technologies and how they relate to information services and environments.
- Articulate a planning strategy for services built within the framework of the participatory service model.
- Synthesize current thinking about cultural and technological change within a framework of libraries and information work.
- Articulate and synthesize current use of and an overview of an emerging technology in the form of a report intended for current awareness and planning.
- Use various online tools to experience, discuss, and evaluate course concepts as they relate to library services.
Core Competencies (Program Learning Outcomes)
LIBR 287 supports the following core competencies:
- C Recognize and describe cultural and economic diversity in the clientele of libraries or information organizations.
- F Use the basic concepts and principles related to the selection, evaluation, organization, and preservation of physical and digital items and collections.
- 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|
- 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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