INFO 200-03
INFO 200-13
Information Communities
Spring 2019 Syllabus

Dr. Michele A. L. Villagran
Email
Phone: 626-703-1903
Office Hours:
Virtual office hours & telephone advising by appointment.


Syllabus Links
Textbooks
CLOs
Competencies
Prerequisites
Resources
Canvas Login and Tutorials
iSchool eBookstore
 

Canvas Information: Courses will be available beginning January 24th at approximately 6:00 a.m. 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 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).

Course Description

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.

Mission of the School

The School of Information (iSchool) at San Jose State University educates professionals and develops leaders who organize, manage and enable the effective use of information and ideas in order to contribute to the well-being of our communities.

Getting Started
iSchool utilizes a content management system called Canvas for class communications, submitting assignments, and grade records. This course will be available on Canvas. 

Weekly class sessions run from Wednesday through Tuesday of each week. Weekly material and assignments will be visible in Canvas from the beginning of the semester for students' semester planning. Assignments are generally due TUESDAYS at 11:59 pm Pacific Time. NOTE: Set your calendars up to consider Pacific Time for due dates. Late assignments will not be accepted. 

Spring Session (January 24 - May 13, 2019).  Canvas site usually remains open 30 days after the close of class so remember to make copies of your work, blog comments, etc. for your portfolios.

Course Requirements

More detail on each assignment will be provided in Canvas.

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.  For more information, see Core Courses and Electives (http://ischool.sjsu.edu/current-students/courses/core-courses-and-electives).

Writing Requirement
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.

Blog Reports
Students will research and explore various topics related to their community group and report their findings on their blog. You will use the blog you created in INFO 203 for this class. You will also join a group on the Community Site to share and interact with classmates. Community Site titled Dr. Michele A. L. Villagran INFO 200 Spring 2019 (CLOs 14567)

Context Book Review/Reflective Essay
Students will read one book selected from a list provided, and write a 750-1000 word reflection relating the topic and focus of the book to libraries or information environments, technology and the focus of our course. Publish the report as a post on your blog AND ALSO to Canvas Assignments.

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 and research into their information community. Students will author seven blog posts of 300 words each minimum. Majority of posts have a guided topic for students to explore. 

I use a group at the Community Site titled Dr. Michele A. L. Villagran INFO 200 Spring 2019. Note: You are REQUIRED to join this group (click on the blue button that says "join group").  Submit your Blog URL here also. You are to post ALL your blog postings HERE AS WELL as AT CANVAS ASSIGNMENT page.

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 of its value to the community. (CLOs 1,5)

Literature Review
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)

Research Paper
The goal of this assignment is to give you experience in writing a graduate-level research paper.  You will be required to identify an information community to examine, locate and critically evaluate the scholarly and professional literature relating to that community’s information-seeking behavior and needs, gather additional data about your users’ information practices and preferences from community-based resources, and report on the results.  This assignment will also introduce you to the APA Publication Manual (6th ed.), the style manual used in most SLIS classes. You will be graded on the extent of your research, your description and critical analysis of your research findings, the evidence you provide in support of your discussion, the clarity and quality of your writing, and your mastery of APA formatting.  Successful completion of this paper satisfies San José State University’s Graduate Writing Assessment Requirement (GWAR). The text of your paper (excluding the title page, abstract, and reference list) should be a minimum of 3,000 words in length and no more than 3,500 maximum.  The reference list should have at least 20 sources, and the formatting should follow APA style. (CLOs 1,2,3,4)

Grading

Assignment Points Due Date
5 Reflective Blog Posts 20 points

See Course Calendar below, Canvas Assignments Page, and Canvas Calendar

Literature Review 20 points "
Information Sources Survey 10 points "
Context Book Review/Essay (blog posting at your blog site) 10 points "
Research Paper 30 points "
Commenting, Engagement,
and Participation in Course
Blogging Community & INFO 200 Community Blog Postings + Classmate Postings
10 points "


Assignment Deadlines

NOTE: Set your calendars up to consider Pacific Time for due dates as Canvas will consider your assignment late if you submit after time/day set. 

All work will be of graduate standard. This means:

  • No assignments submitted after the due date and time
  • Spelling, grammatical, and syntactical errors will not be allowed
  • All work cited should be in full accordance with the style format selected.

Late assignments will not be accepted. If you have an illness (medical certificate supplied) or a family tragedy, please contact the instructor.

Calendar

Week Topic/Module Assignment

 Using a Wednesday to Tuesday week.

Spring semester begins January 24.

Week 1: January 24-29

Information communities and the social construction of knowledge: introduction

I use a group at the Community Site titled Dr. Michele A. L. Villagran INFO 200 Spring 2019  

Blog Post #1 due Tuesday, January 29 @11:59 pm PT: 

Introduce yourself. Share whatever you'd like about your goals in our school and the profession as well as your background and interests. (Participation) Use Canvas Assignments for blog 1 to submit your blog URL to the instructor for grading and comments from Dr. Villagran. This means each blog you must submit to the group and to your Canvas Assignments Page as well.

Week 2: January 30 - February 5

 

Information users & information seeking behavior: theoretical overview  

Week 3: February 6-12

Information seeking behavior and information communities

Blog Post #2 due Tuesday, February 12 @11:59 PT:

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.

Week 4: February 13-19 Researching information communities  
Week 5: February 20-26 Connecting information users with information: Research-based information resources and services

Context Book Review/Reflective Essay due Tuesday, February 26 @11:59 PT

(This must be posted at BOTH your Blog site using Canvas Assignment Submit your URL) & at our course community blog site.

Get started at beginning of the course to select a book and obtain via a local library (use WorldCat) or via SJSU Library interlibrary loan.

Week 6: February 27-March 5

Community-generated information resources and services

Blog Post #3 due Tuesday, March 5 @11:59 pm PT:

Report on the information-seeking behavior and information needs of the chosen community. Utilize theories covered in the lectures and assigned readings.

Week 7: March 6-12 User experience Information Sources Survey Due Tuesday, March 12 @11:59 pm PT
Week 8: March 13-19 Ethical issues in information access  
Week 9: March 20-26 Legal issues in information access (Intellectual Freedom and American Law)

Blog Post #4 due Tuesday, March 26 @11:59 pm PT:  

Summarize one of the peer-reviewed articles relating to your information community you've found. Briefly describe the author's credentials (i.e. educational background, work experience, research and/or writing history if any shown),  the scope of the study, the methodology, and findings of the piece. What insights will inform your literature review and research paper? Hint: Look their name(s) up in Google, Wikipedia, King Library (Biography Reference Bank, Gale Biography in Content).

Week 10: March 27-April 2

Cesar Chavez day observed on April 1

Information and Misinformation

Blog Post #5 due Tuesday, April 2 @11:59 pm PT:

Report on an ethical or legal issue pertaining to your information community. Use the modules on ethical issues and intellectual freedom as resources to define and reflect on the issue.

Week 11: April 3-9

Spring Recess, April 1-5

Global librarianship Literature Review Due Tuesday, April 9 @11:59 pm PT

Week 12: April 10-16

Teaching and learning  
Week 13: April 17-23 Emerging technologies

Blog Post #6 due Tuesday, April 23 @11:59 pm PT:

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.

Week 14: April 24-30

Expanding Roles Term Paper Due Tuesday, April 30 @11:59 pm PT
Week 15: May 1-7 Final Reflections

Blog Post #7 due Tuesday, May 7 @11:59 pm PT: 

Personal reflection on information communities. What are you taking away from your explorations and research? What will inform your practice as an information professional? (Participation: Also submit your INFO 200 Community Blog activity link to show commenting activity for the term)

Week 16: May 8-13

Classes end May 13

Course Wrap Up SOTES and Review

GWAR

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.

Course Prerequisites

INFO 200 has no prerequisite requirements.

Course Learning Outcomes

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

  1. Define the concept of community within a framework of information creation, use, and exchange.
  2. Locate, synthesize, and properly cite research and professional literature relating to specific information communities.
  3. Describe the various theories and research devoted to information use and behavior.
  4. Articulate prominent issues related to diversity, special populations, emerging technologies, and ethics within the context of various information communities/environments.
  5. Identify various resources and services that information professionals utilize to serve their communities.
  6. Identify and describe current and emerging technologies that impact the creation, use, and exchange of information within communities.
  7. 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:

  1. 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.
  2. 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.
  3. I Use service concepts, principles, and techniques to connect individuals or groups with accurate, relevant, and appropriate information.
  4. J Describe the fundamental concepts of information-seeking behaviors.
  5. 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.
  6. M Demonstrate oral and written communication skills necessary for professional work including collaboration and presentations.
  7. 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.

Textbooks

Recommended Textbooks:

  • American Psychological Association (2009). Publication Manual of the American Psychological Association (6th ed.) Chicago: American Psychological Association. Available through Amazon: 1433805618. arrow gif indicating link outside sjsu domain
  • Hirsh, S. (2018). Information services today: An introduction (2nd ed.). Lanham, MD: Rowman & Littlefield Publishers. Available through Amazon: 1538103001arrow 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 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).

University Policies

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: http://www.sjsu.edu/gup/syllabusinfo/. 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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