Fall 2019 Syllabus
Canvas Login and Tutorials
Canvas Information: Courses will be available beginning August 21st, 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 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.
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. For more information, see INFO 203 Online Learning.
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.
Context Book Review/Reflective Essay
Students will read one book selected from a list provided below, and write a reflection relating the topic and focus of the book to libraries or information environments, technology and the focus of our course.
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.
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)
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)
|6 Reflective Blog Posts
|Information Sources Survey
|Context Book Review/Essay
and Participation in Course
All assignments are due on Sundays (except last blog post) and must be turned in by midnight. Late submissions will be reduced by 20% of the total points possible for that assignment.
An overview of the submission dates will be available on the course site in a word document in the first week's folder (entitled submission dates), as well as linked to all assignments. All assignments will be considered late that are not turned into the appropriate assignment link by the designated date unless otherwise negotiated with the instructor within school policies.
|Information communities: introduction
|Researching information communities
|Information seeking behavior 1
|Information seeking behavior 2
|Information Communities & Diverse Information Needs
|Research-based Information Resources
|Community-based Information Resources
|Intellectual Freedom & Information Communities
|Information & Misinformation
|Global Information Communities
|Teaching and learning
Other Relevant Information
A weekly video will be posted providing communication and overview of the week's assignments and topics.
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
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.
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 prequisite 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, and emerging technologies within the context of various information communities/environments.
- Identify various resources and services that information professionals utilize to serve their communities.
- Explain how libraries and information centers create and offer learning opportunities related to specific information communities.
- Identify ways in which information professionals serve specific information communities in a global context.
- Identify and describe current and emerging technologies that impact the creation, use, and exchange of information within communities.
- Create and deliver high quality reflections on course themes across open social platforms via various media: text, audio, video.
Core Competencies (Program Learning Outcomes)
INFO 200 supports the following core competencies:
- C Articulate the importance of designing programs and services supportive of diversity, inclusion, and equity for clientele and employees.
- 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.
- J Describe the fundamental concepts of information-seeking behaviors and how they should be considered when connecting individuals or groups with accurate, relevant and appropriate information.
- K Design collaborative or individual learning experiences based on learning principles and theories.
- 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 professional leadership and communication skills.
- O (For students entering from Spring 2015 onwards) Understand global perspectives on effective information practices that are supportive of cultural, economic, educational, or social well-being.
- American Psychological Association (2009). Publication Manual of the American Psychological Association (6th ed.) American Psychological Association. Available through Amazon: 1433805618.
- Hirsh, S. (Ed.) (2018). Information services today: An introduction (2nd ed.). Rowman & Littlefield. Available as free eBook through King Library
The standard SJSU School of Information Grading Scale is utilized for all iSchool courses:
|97 to 100
|94 to 96
|91 to 93
|88 to 90
|85 to 87
|82 to 84
|79 to 81
|76 to 78
|73 to 75
|70 to 72
|67 to 69
- 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.
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