INFO 287-12
Seminar in Information Science
Topic: STEM in Libraries
Spring 2016 Greensheet

Jennifer Hopwood, MLIS

(240) 317-7380
Virtual Office Hours: By appointment.

The My SJSU e-mail is the best way to reach me! I will attempt to return e-mails within 24 hours Monday to Friday. I do check e-mail on the weekends but can’t guarantee the frequency. In person meetings via blackboard can be scheduled as well.

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Canvas Information: Courses will be available beginning January 28th, 6 am PT 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 on the first day that the class meets.

You will be enrolled into the Canvas site automatically.

Course Description

STEM is an acronym that stands for Science, Technology, Engineering, and Mathematics. STEM inclusion in libraries has been trending over the last couple of years because of the increased emphasis on STEM education initiatives. This course will  focus on incorporating elements from the STEM fields into collection development and programming for youth services at the library.

Course Requirements:

  • Recorded Lessons: In each unit, you may be responsible for viewing the recording of a lesson presentaiton. These sessions will contain clarification of assignments as well as information about the topic being addressed that week. Students should complete viewing of sessions each week before submitting assignments. At the end of each session, there will be a code that will need to be submitted for participation credit. (CLOs: 1-6)

  • Readings: In each unit, you may be responsible for textbook readings, a lecture reading, selected article readings, and one or more children's/young adult books representative of unit topics and themes. (CLOs: 1-6)

  • Lesson Labs: Each week, you will conduct a lesson lab or other exploration and share the results in a discussion forum, written assignment, or by completing a lesson sheet. Students may focus their assignments on the age group of their choice: pre-school, school-age, or young adult. Written assignments are based on assigned activities, 1-2 pages in length. Rubrics and additional details for each specific assignment will be introduced during the course. (CLOs: 2, 3, 4, 5)

  • Discussion Boards As this is an asynchronous class, discussion boards are key to being a successful student. Each week we will have at least one discussion board assignment. Assignments may be in the form of a question that needs to be answered. Please make your initial post by midweek, and respond to at least two other students' posts by the end of the week. (CLOs: 1, 6)

  • Course Project: Throughout the course, we will be creating components of an implementation plan that will include sample programming plans, funding sources, marketing plan, and program evaluation plan. Rubrics and additional details for each specific assignment will be introduced during the course. (CLOs: 2, 3, 5, 6)

Course Calendar
(subject to change with fair notice)
Full assignment details are posted on the Canvas course page.

Dates Topics
January 28 Spring semester begins
February 1: Week One Introduction to Course
What is STEM?
Course Project Introduction 
February 8: Week Two Collection Development &
Readers Advisory
February 15: Week Three Exploring STEM Resources
February 22: Week Four Diversity in STEM
February 29: Week Five Evaluating New Media
March 7: Week Six Turning STEM into STEAM
March 14: Week Seven STEM Programming:
Passive Programming
March 21: Week Eight STEM Programming:
Group Activities
March 28 Spring Break
April 4: Week Nine Marketing
April 11: Week Ten Funding &
April 18: Week Eleven Evaluating Your STEM Program
April 25: Week Twelve Peer Review of Course Project Rough Drafts
May 2: Week Thirteen Future of STEM in Libraries
May 9: Week Fourteen Course Projects Due
May 16 Classes End

Assignments must be submitted by 11:59pm PT on the due date posted on the course calendar. Late submissions will be docked 5% per day late. Assignments will not be accepted 7 days after the established due date. There is no extra credit available.

Your final grade will be determined by the quality of your work and your full participation in the class. The instructor will observe the following assignment weighting:

  • Course Participation 10%
  • Lesson Labs 30%
  • Discussion Boards 20%
  • Course Project 40%

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

INFO 287 has no prequisite requirements.

Course Learning Outcomes

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

  1. Identify current issues in STEM Librarianship.
  2. Select fiction and nonfiction titles for STEM readers advisory.
  3. Identify resources that are available to libraries implementing STEM.
  4. Review and evaluate new media for appropriateness.
  5. Develop and implement STEM learning experiences.
  6. Initiate effective STEM outreach, partnership, marketing, and funding plans.

Core Competencies (Program Learning Outcomes)

INFO 287 supports the following core competencies:

  1. D Apply the fundamental principles of planning, management, marketing, and advocacy.
  2. F Use the basic concepts and principles related to the selection, evaluation, organization, and preservation of physical and digital information items.
  3. H Demonstrate proficiency in identifying, using, and evaluating current and emerging information and communication technologies.


Required Textbooks:

  • Hopwood, J. L. (2015). Best STEM resources for nextgen scientists: The essential selection and user's guide (Best Books). Libraries Unlimited. Available through Amazon: 1610697219arrow gif indicating link outside sjsu domain
  • Smallwood, C., & Gubnitskaia, V. (2013). How to STEM: Science, technology, engineering, and math education in libraries. Scarecrow Press. Available through Amazon: 0810892731arrow gif indicating link outside sjsu domain

Recommended Textbooks:

  • Moomaw, S. (2013). Teaching STEM in the early years: Activities for integrating science, technology, engineering, and mathematics. Redleaf Press. Available through Amazon: 1605541214arrow gif indicating link outside sjsu domain
  • Suen, A., & Duke, S. (2013). Teaching STEM and Common Core with Mentor Text. Libraries Unlimited. Available through Amazon: 1610694260arrow 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 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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