INFO 200-02 / 12
SPRING 2017 SYLLABUS
Dr. M. Stephens
Office Hours: Virtual office hours.
Canvas Information: Courses will be available beginning January 26th, 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.
Note: All INFO 200 students receive a complimentary student membership in a professional association, see: 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: 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.
Context Book Review/Reflective Essay
Students will read one book selected from a list provided below, and write a 500 word 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 Review
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||20 points||TBA|
|Literature Review||20 points||TBA|
|Information Sources Review||10 points||TBA|
|Context Book Review/Essay||10 points||TBA|
|Research Paper||30 points||TBA|
and Participation in Course
All assignments are due on Sundays and must be turned in by 5 p.m. Late submissions will be reduced by 20% of the total points possible for that assignment.
|1||Information communities and the social construction of knowledge: introduction||Blog Post #1 Due|
|2||Information users & information seeking behavior: theoretical overview|
|3||Information seeking behavior and information communities||Blog Post #2 Due|
|4||Researching information communities||Context Book Review/Reflective Essay Due|
|5||Connecting information users with information: Research-based information resources and services||Blog Post #3 Due|
|6||Community-generated information resources and services|
|7||User experience||Information Sources Review Due|
|8||Ethical issues in information access||Blog Post #4 Due|
|9||Legal issues in information access|
|10||Community informatics||Blog Post #5 Due|
|12||Teaching and learning||Literature Review Due|
|13||Emerging technologies||Blog Post #6 Due|
|15||Final Reflections||Blog Post #7 Due|
|16||Term Paper Due|
This course satisfies the Graduate Writing Assessment Requirement (GWAR).
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.
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.
- American Psychological Association (2009). Publication Manual of the American Psychological Association (6th ed.) Chicago: American Psychological Association. Available through Amazon: 1433805618.
- Hirsh, S. (2015). Information services today. Lanham, MD: Rowman & Littlefield. Available through Amazon: 1442239581
The standard SJSU School of Information Grading Scale is utilized for all iSchool courses:
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 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:
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