Spring 2018 Syllabus
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Canvas Information: Courses will be available starting the beginning of the term 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 in the Canvas site automatically.
Note: All INFO 200 students receive a complimentary student membership in a professional association, see: Complimentary Student Memberships in Professional Associations (http://ischool.sjsu.edu/current-students/resources/complimentary-student-memberships-professional-associations).
Examines information users and the social, cultural, economic, technological, and political forces that shape their information access and use. The different resources and services that information professionals provide for their user communities will also be addressed as well as ethical/legal professional practice. INFO 200 meets SJSU's graduate writing assessment requirement.
Note: iSchool requires that students earn a B in this 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.
Complete INFO 203 Online Learning: Tools and Strategies for Success. This is a mandatory 1 unit course that introduces students to the various e-learning tools used in the iSchool program, including Collaborate. For more information, see Core Courses and Electives (http://ischool.sjsu.edu/current-students/courses/core-courses-and-electives).
If the instructor finds that a student's writing is unacceptable, the instructor will require the student to sign up for online writing tutoring. The student will ask the tutor to confirm with the instructor that he or she is attending sessions.
Students will posts 7 different blog entries throughout the course on varies aspects of the community they’ve have chosen to study. Students will also be expected to read and comment on the blogs of other students. (CLOs 1, 4, 5, 6, 7)
Commenting, Engagement and Participation in Course Blogging Community
Students will demonstrate active participation and engagement through their blogs (including introductory and final reflective posts), commenting on classmates' blogs, project work, and use of the course site. A minimum of six well-articulated comments is required.
Context Book Review/Reflective Essay
Students will read one book selected from a list provided, and write a minimum 750-word reflection relating the topic and focus of the book to libraries or information environments, technology and the focus of our course. (CLOs 1, 3, 4, 6)
Information Sources Survey
Using LIS guides, databases, and other relevant professional resources, students will locate and describe two information sources created for and used by the community they are studying. The survey will include a critical description of each source and an assessment its value to the community. (CLOs 1, 5)
Students will write a literature review based on 10 to 12 books and articles about the community they’ve chosen to study. The literature review will assess the current research on the community by identifying the most influential authors and publications, major theories and findings, and continuing gaps. (CLOs 1, 2, 3)
Students will write a final paper based on their reading in the scholarly and professional literature and the data collected for each blog report. The final papers should include a literature review and critically assess the findings of their reports. The paper should be a minimum of 3000 words in length; the reference list should have at least 20 sources, and the formatting should follow the APA Publication Manual style (6th ed.). (CLOs 1, 2, 3, 4)
|5 Reflective Blog Posts||25 points|
|Literature Review||20 points|
|Information Sources Survey||10 points|
|Context Book Review/Reflective Essay||10 points|
|Research Paper||30 points|
and Participation in Course
All assignments are due by the date indicated in Canvas and the syllabus. 2 (1 for blog posts) points will be marked off for each day an assignment or blog post is submitted late unless prior arrangements have been made with the instructor.
|1||Information communities and the social construction of knowledge: introduction||Blog Reflection #1: Introduce yourself. Share whatever you'd like about your goals in our school and the profession as well as your background and interests. This blog reflection is part of the overall engagement and participation points.|
|2||Information users & information seeking behavior: theoretical overview|
|3||Information seeking behavior and information communities||Blog Reflection #2: Describe the Information Community you are choosing to explore for the course and the research paper. Utilize Durrance and Fisher's definition and characteristics of Information Communities to describe your choice to the class.|
|4||Researching information communities||Context Book Review/Reflective Essay|
|5||Connecting information users with information: Research-based information resources and services||Blog Reflection #3: Report on the information-seeking behavior and information needs of chosen community. Utilize theories covered in the lectures and assigned readings.|
|6||Community-generated information resources and services|
|7||User experience||Blog Reflection #4: Summarize a peer-review article related to your information community. Briefly describe the author's credentials, the scope of the study, the methodology, and findings of the piece.|
|8||Ethical issues in information access||Information Sources Survey|
|9||Legal issues in information access||Blog Reflection #5: Describe an ethical or legal issue pertaining to your information community. Use the models of ethical issues and intellectual freedom as resources to define and reflect on the issue.|
|12||Teaching and learning||Literature Review|
|13||Emerging technologies||Blog Reflection #6: From your research, report on your community’s use of emerging technologies. How do they use technology to advance the community or share information? This post could also be media-based: a video, other media, infographic.|
|15||Final Class Reflections and Research Paper
Blog Reflection #7: Personal reflection on information communities. What are you taking away from your explorations and research? What will inform your practice as an information professional? This blog reflection is part of the overall engagement and participation points.
This course satisfies the Graduate Writing Assessment Requirement (GWAR).
INFO 200 gives students graduate-level writing experience, including a literature review and research paper. Graduate-level academic writing is formal and logical. It involves the avoidance of bias, the inclusion of evidence, and the development of strong arguments. Scholarly writing uses concise, precise, and clear language, is cohesive, and utilizes a logically organized flow of ideas. Successful completion of the research paper satisfies San José State University's Graduate Writing Assessment Requirement (GWAR). If the instructor finds that a student's writing is unacceptable, the instructor will require the student to sign up for online writing tutoring. The student will ask the tutor to confirm with the instructor that he or she is attending sessions.
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 has no prerequisite requirements.
Course Learning Outcomes
Upon successful completion of the course, students will be able to:
- Define the concept of community within a framework of information creation, use, and exchange.
- Locate, synthesize, and properly cite research and professional literature relating to specific information communities.
- Describe the various theories and research devoted to information use and behavior.
- Articulate prominent issues related to diversity, special populations, emerging technologies, and ethics within the context of various information communities/environments.
- Identify various resources and services that information professionals utilize to serve their communities.
- Identify and describe current and emerging technologies that impact the creation, use, and exchange of information within communities.
- Engage and exchange across open social platforms via various media: text, audio, video.
Core Competencies (Program Learning Outcomes)
INFO 200 supports the following core competencies:
- A Demonstrate awareness of the ethics, values, and foundational principles of one of the information professions, and discuss the importance of intellectual freedom within that profession.
- 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.
- I Use service concepts, principles, and techniques to connect individuals or groups with accurate, relevant, and appropriate information.
- J Describe the fundamental concepts of information-seeking behaviors.
- L Demonstrate understanding of quantitative and qualitative research methods, the ability to design a research project, and the ability to evaluate and synthesize research literature.
- M Demonstrate oral and written communication skills necessary for professional work including collaboration and presentations.
- O (for students entering from Spring 2015) identify ways in which information professionals can contribute to the cultural, economic, educational, and social well-being of our global communities.
- American Psychological Association (2009). Publication Manual of the American Psychological Association (6th ed.) American Psychological Association. Available through Amazon: 1433805618.
- Hirsh, S. (2015). Information services today. Rowman & Littlefield. Available through Amazon: 1442239581
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 or undergraduate (for BS-ISDA);
For core courses in the MLIS program (not MARA, Informatics, BS-ISDA) — 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.
Graduate Students are advised that it is their responsibility to maintain a 3.0 Grade Point Average (GPA). Undergraduates must maintain a 2.0 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.
In order to request an accommodation in a class please contact the Accessible Education Center and register via the MyAEC portal.
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