Seminar in Information Science
Topic: The Hyperlinked Library--Emerging Trends, Emerging Tech
Fall 2016 Syllabus
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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 CLOs.
- Context Book (Supports CLO #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 CLO #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 CLO #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 CLO #5): Students will draft a "director's brief" highlighting and exploring an emerging technology or trend with emphasis on origins, terminologies and uses in libraries or information environments. 20 points
- Participation & Seminar Engagement (Supports CLO #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
- Module 1 – Course Introduction
- Module 2 – Foundational Readings
- Module 3 – The Hyperlinked Library Model
- Module 4 – Participatory Service
- Module 5 – Hyperlinked Communities
- Module 6 – Transparency
- Module 7 – Planning for Emerging Technologies
- Module 8 – New Models
- Module 9 – New Horizons
- Module 10 – Mobile Information Environments
- Module 11 – Library as Classroom
- Module 12 – Infinite Learning
- Module 13 – Reflective Practice
- Module 14 – Creativity & Curiosity
- Module 15 –Virtual Symposium, Course Reflections
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.
INFO 200, other prerequisites may be added depending on content.
Course 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)
INFO 287 supports the following core competencies:
- C Recognize the diversity (such as cultural and economic) in the clientele and employees of an information organization and be familiar with actions the organization should take to address this diversity.
- F Use the basic concepts and principles related to the selection, evaluation, organization, and preservation of physical and digital information items.
- 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 or Informatics) — 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 if you wish to stay in the program. 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).
Per University Policy S16-9, university-wide policy information relevant to all courses, such as academic integrity, accommodations, etc. will be available on Office of Graduate and Undergraduate Programs' Syllabus Information web page at: https://www.sjsu.edu/curriculum/courses/syllabus-info.php. Make sure to visit this page, review and be familiar with these university policies and resources.
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