Seminar in Information Science
Topic: Innovation and Participatory Practice in Libraries
Spring 2015 Greensheet
Ms. Monica R. Harris
Other contact information: Reach me on gmail chat (monicaharrisatwork)
Office location: Online
Office Hours: On Sundays or by appointment
Canvas Login and Tutorials
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.
This course is intended as an introduction to participation and creativity in libraries, with a focus on DIY culture, innovation, and developing creativity through play. Students will be focused on the value of active participation in experiential learning, and will understand changes in technology and youth culture online that are influencing the social revolution. They will also be asked to explore the power of innovation and play in a cultural organization. Students will also cover the DIY and Maker movements, particularly as they relate to STEM education in libraries and other areas for informal learning. Emphasis is placed on encouraging visiting patrons to engage with their libraries as a place for intellectual growth and curiosity, through the design of surprising interactive spaces and mentorship of visitors in content creation.
- Weekly Posts
Weekly Reflection Blog Posts (Due Each Week) - To cover a variety of topics (SLO #1, #3)
- One (Due Week Four) - Games and Learning (SLO #2)
- Two (Due Week Seven) - Case Study of Learning through Social Media (SLO #2) OR Innovation Style Analysis (SLO #5)
- Three (Due Week Nine) - Library or Museum Visit Report (SLO #3)
- Four (Due Week Twelve) - LIBR 287 Maker Faire (SLO #4)
- Final Project
Develop a makerspace or participatory space plan for the community of student's choice. Includes a one year budget, programming, and evaluation plan. (SLO #1, #2, #3, #4)
Course calendar is subject to change with fair notice.
- Week One
- Introduction to Participatory Culture and Learning in Libraries
- Why is Creation Important?
- Week Two
- Introduction to DIY Culture in Libraries
- Theory of Play in Learning
- Week Three
- Rise of Digital Youth Culture
- Emerging Media Practices
- Project: Games and Learning
- Week Four
- The Importance of Informal Learning
- Week Five
- Learning in a Culture of Change
- Week Six
- How an Organization Innovates
- The First Five Innovation Styles
- Week Seven
- The Last Five Innovation Styles
- Design Thinking
- Project: Case Study of Learning through Social Media OR Innovation Style Analysis
- Week Eight
- Participatory Exhibit Development in Nonprofits
- Week Nine
- Participatory Experiences and Hands On Learning
- Evaluation of Participatory Experiences and Content Creation
- Project: Library or Museum Visit Report
- Week Ten
- Introduction to Fab Labs and Makerspaces
- Digital Production: Audio, Video, and Print
- Week Eleven
- Computing: Coding, Linux, and Raspberry Pi
- Week Twelve
- Robotics and Electronics: Arduino, Sensors, and Lego
- Fabrication: 3D Printing, Laser Cutters
- Project: LIBR 287 Maker Faire
- Week Thirteen
- The Rise of Craft
- Practical Application and Examples in Libraries and Nonprofits
- Week Fourteen
- Wrap Up and Final Reflections
- Week Fifteen
- Final Project Due
Grading Weight Breakdown
- Class participation (10%)
- Weekly reflection blog posts (20%)
- Projects (four total) (40%)
- Final Project -- Development of Makerspace or Participatory Space Plan (30%)
Late Assignment Policy
Late assignments will be penalized 5% off the total possible points if turned in within the first 24-hour period after the specified due date and time, and 5% per 24-hour period (or fraction of a day) (including weekends) after that time, up to a week after the due date. Late assignments will be accepted with penalty up to one week after the due date. Assignments submitted at any later time without an approved excuse will not be accepted.
Other Relevant Information
Participation is extremely important in any graduate level course. You will learn more by respectfully challenging each other (and me) then you will from any text. The only way to truly engage with new material is by being an active participant. In an online class about the importance of participation, you may find that you're being asked to comment, reflect, and write more than in other classes you've taken.
A full ten percent of your grade in this class is determined by your level of participation in class discussion. My expectation is that you will not only submit a weekly blog reflection for your fellow students and myself to read, but that you will also present timely comments on others' blog reflections and add to discussions in the online class forums provided. If you comment thoughtfully and respectfully during each week's class, you can expect full credit for this ten percent. If you miss two weeks or more of commenting, expect a deduction. Students not commenting at all in class discussion and/or on student colleagues' blog posts will receive a zero for this portion of their overall grade.
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:
- Identify the library's role in STEM education.
- Understand models of learning by play and active participation within and outside the library community.
- Evaluate models for physical content creation in libraries.
- Use and evaluate maker tools.
- Identify and apply a personal innovation style.
Core Competencies (Program Learning Outcomes)
LIBR 287 supports the following core competencies:
- H Demonstrate proficiency in identifying, using, and evaluating current and emerging information and communication technologies.
- N Evaluate programs and services based on measurable criteria.
- Kelley, T., & Littman, J. (2005). The ten faces of innovation: IDEO's strategies for defeating the devil's advocate and driving creativity throughout your organization. New York, NY: Doubleday. Available through Amazon: 0385512074
- Martinez, S., & Stager, G. (2013). Invent to learn: Making, tinkering, and engineering in the classroom. Torrance, CA: Constructing Modern Knowledge Press. Available through Amazon: 0989151107
- Thomas, D., & Brown, J. (2011). A new culture of learning: Cultivating the imagination for a world of constant change. Createspace. Available through Amazon: 1456458884
- Ito, M. (2009). Hanging out, messing around, and geeking out: Kids living and learning with new media. Cambridge, MA: MIT Press. Available through Amazon: 0262013363
- Simon, N. (2010). The Participatory Museum. Santa Cruz, CA: Museum 2.0. Available through Amazon: 0615346502
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."
Campus Policy in Compliance with the American Disabilities Act
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