LIBR 200-06
LIBR 200-15
LIBR 200-16
Information and Society
Fall 2006 Greensheet
Marc Lampson, MLIS, JD
E-mail
Emergencies: (206)523-3590
Office Location:At the Online Discussion Board entitled, “The Hallway.” I will also hold periodic, online, optional, synchronous chats within Blackboard.
Office Hours: Anytime in the Hallway or by email; phone calls between 10 a.m. and 10 p.m. only please, and only in emergencies. I am a chronic email checker, so I’m much more accessible through email.
| Greensheet Links Textbooks and Readings Course Requirements |
Resources Blackboard Blackboard Tutorials |
Students must self-enroll for this course on Blackboard before August 23, 2006. You will be required to use a password access code, which I will provide through the MySJSU Messaging system no later than August 20.
Course Description
This is a class designed to explore the complex social, economic, historical, and technological developments that influence the impact of information on society. The mission, values, and ethics of information professionals are also analyzed.
Course Objectives
Student Learning Outcomes:
- Know the foundations and structure of the information professions;
Assignments and evaluative measures in this course that further this outcome: Readings in the text; viewing the instructor’s presentations posted in Blackboard; writing a review of a professional association; review of a LIS periodical.
- Locate, evaluate, and utilize scholarly and professional literature;
Assignments and evaluative measures in this course that further this outcome: Literature review and annotated bibliography, and the research paper.
- Demonstrate in-depth understanding of major issues in library and information science.
Assignments and evaluative measures in this course that further this outcome: Readings in the text; viewing the instructor’s presentations posted in Blackboard; literature review and annotated bibliography; the research paper; class leadership and participation in the online Discussion Boards.
LIBR 200 supports the following SLIS Core Competencies:
- articulate the ethics, values and foundational principles of library and information professionals and their role in the promotion of intellectual freedom;
- compare the environments and organizational settings in which library and information professionals practice;
- recognize the social, cultural and economic dimensions of information use;
- understand the nature of research, research methods and research findings; retrieve, evaluate and synthesize scholarly and professional literature for informed decision-making by specific client groups.
In addition, this section supports the following SLIS Core Competencies:
- demonstrate oral and written communication skills necessary for group work, collaborations and professional level presentations.
Textbooks and Readings
Required Text
Available at the bookstore or through Amazon.com
- Rubin, R. E. (2004). Foundations of library and information science. New York: Neal-Schuman.
Other Required Reading
I will likely post links or references to additional articles to read for the course, but will determine this based upon my sense of how students are dealing with the workload and my sense of what would be useful for helping you achieve the course outcomes and objectives.
Optional
You may want to purchase the following:
- American Psychological Association. (2001) Publication manual of the American PsychologicalAssociation. 5th ed. Washington, D.C.: APA
On the other hand, I will post a presentation on APA Citation Style and there are many online aids and tutorials that can help you with APA citation style, some of which I will refer to in the presentation I post. Therefore, purchase the Manual if you want more in-depth information or a reference book for future use.
Course Requirements
Complete the New Student Technology Course
This is a mandatory short, self-paced online course on Blackboard that must be completed by all new SLIS students before orientation. The access code for this course will be sent to new students via MySJSU by July 1st. If you have questions about this course, e-mail Debbie Faires or Dale David.
For more information, see http://slisweb.sjsu.edu/slis/blackboardintro.htm
Blackboard Enrollment
Students must self-enroll for this course on Blackboard before August 23. You will be required to use a password access code, which I will provide through the MySJSU Messaging system.
Assignments
Assignments are intended to further the learning objectives and student outcomes for the course. In general students are expected to read the assigned chapters in the text, view the instructor’s presentations pertaining to the material in the course, listen to any audio content that is posted, and complete the following specifically evaluated assignments. Further details of these evaluated assignments will be provided as they are assigned during the course. The evaluated assignments for this course are the following:
- Review of a Library and Information Science Periodical
Please review a library and information science journal. You can select any of the journals from Rubin's book (Appendix A) for review. You can also select a journal that is not on the list but related to library and information science.
This assignment pertains to these student outcomes: Students will know the foundations and structure of the information professions and students will be able to locate, evaluate, and utilize scholarly and professional literature.
- Report on a Professional Association
Please write a report about a library and information science association. You can select any of the associations from Rubin's book (Appendix B). You can also select an association that is not on the list but related to library and information science.
This assignment pertains to this student outcome: Students will know the foundations and structure of the information professions.
- Literature Review and Annotated Bibliography
This assignment gets you started on your research paper by asking you to locate and evaluate 12 - 15 sources pertinent to your paper topic.
This assignment pertains to this student outcome: Students will be able to locate, evaluate, and utilize scholarly and professional literature.
- Research Paper
Write a formal research paper in which you analyze a significant issue confronting the information professional today. Paper topics may be selected from the areas covered in class or you may choose an issue of more personal interest that is relevant to the goals and objectives of this course. The text of your paper should be 15 to 20 pages in length. It will include an abstract at the beginning of the paper briefly telling the reader what the paper covers. The paper must also include a reference list that includes at least 20 citations. Note that this reference list is different from the bibliography that you submit earlier in the semester. The bibliography, while on the same topic, represents an early exploration of your topic. Therefore, some of the sources listed in your bibliography may not actually turn out to be useful to or to be referenced in your research paper and therefore will not appear in your reference list in your paper. The reference list lists only those sources actually cited in your research paper.
You will be graded on the extent of your research, your description and critical analysis of the topic, the evidence you provide in support of your argument, and the clarity and quality of your writing as well as your adherence to technical requirements such as page numbers, margins, font size, and proper citation. Your references and formatting should adhere to the rules established in the APA Publication Manual.
This assignment pertains to these student outcomes: Students will be able to locate, evaluate, and utilize scholarly and professional literature; students will demonstrate in-depth understanding of a major
issue in library and information science.
- Class Participation Through Blackboard Discussions and Assignments
Because this course is completely online, class participation must necessarily be through participation in Blackboard Discussion Boards. Students are expected to participate in these discussions in the ways discussed below, not only because they are responsible for the material covered, but also because their active participation contributes to the learning of the entire class.
The Discussion Board Assignment pertains to this student outcome: Students will demonstrate in-depth understanding of major issues in library and information science.
Class Leadership and Participation on Blackboard
Points will be given for leadership and participation in the Blackboard Discussion Boards as follows. It has been my experience over the years that discussions in discussion boards tend to stop when the instructor intervenes in the discussion. Too often people seem to think there is a “right” or “wrong” answer regarding a particular topic and tend to stop discussing the topic when the instructor speaks up. For this reason, my participation will be limited. The discussion boards are designed to encourage students to participate and discuss topics in a spirit of intellectual curiosity, interest, and mutual respect without being concerned about saying something “wrong” or overly concerned with saying something “right.” Therefore, I try to structure the discussions so that everyone participates, as follows:
- Class Leadership: Each time we begin a new chapter in the text, I will post a new Powerpoint Presentation pertaining to that chapter and I will post a Discussion Board in Blackboard on a particular topic pertaining to that chapter. In the Powerpoint Presentation I will pose at least one question or perhaps several questions to get the discussion in the Discussion Boards started. This is done to make a clear tie between our reading, my presentations regarding that reading, and your participation in discussing the material.
For each one of these Discussion Boards I will assign two students to be the provocateurs and one student to be a summarizer. The provocateurs are responsible for initially responding to the question or questions I posed in the Powerpoint presentations and are responsible for asking further questions or for otherwise moving the discussion forward. The summarizer’s role is to follow the discussion for a particular chapter and, as we reach the last day of discussing the chapter, to post in the Discussion Board a summary of the discussion. The summary should state in two or three or four paragraphs what the topic or topics were that we discussed, what significant or surprising or interesting points were raised, and, if possible, what the “sense of the class” is about the topic or topics we have discussed pertaining to the assigned chapter. Each provocateur or summarizer will receive 45 points, or 15% of the course grade, for this work.
- Class Participation: Even in weeks when you are not assigned provocateur or summarizer roles you are expected to participate in the discussions. The 30 points (10% of the course grade) assigned for this participation are assumed to have already been earned and can only be lost through an obvious lack of participation throughout the semester.
- Class Leadership: Each time we begin a new chapter in the text, I will post a new Powerpoint Presentation pertaining to that chapter and I will post a Discussion Board in Blackboard on a particular topic pertaining to that chapter. In the Powerpoint Presentation I will pose at least one question or perhaps several questions to get the discussion in the Discussion Boards started. This is done to make a clear tie between our reading, my presentations regarding that reading, and your participation in discussing the material.
Course Calendar
Subject to change with fair notice
The course assignments have been allotted the following point values for a maximum possible 300 points:
| Assignment | Worth | Due Date |
| 1. LIS Resource Review | 30 points/10% of grade | Sept. 24 |
| 2. Report on a Professional Association | 30 points/ 10% | Oct. 8 |
| 3. Literature Review & Annotated Bibliography | 75 points/25% | Nov. 5 |
| 4. Research Paper | 90 points/30% | Dec. 7 (Thursday) |
| 5a. Class Leadership on Blackboard – Provocateurs and Summarizers | 45 points/15% | Assigned Days |
| 5b. Class Participation on Blackboard | 30 points/10% | Throughout |
Note that all due dates fall on Sundays unless otherwise noted. Please submit all written assignments to the Digital Dropbox function in Blackboard, not by e-mail attachment.
Late Assignments
Points earned for late assignments will be reduced by10 percent for every 24 hour period between the due date and the submitted date.
Grading Scale
Letter grades are determined by the standard SJSU SLIS Grading Scale, which is as follows:
| 97-100 | A |
| 94-96 | A- |
| 91-93 | B+ |
| 88-90 | B |
| 85-87 | B- |
| 82-84 | C+ |
| 79-81 | C |
| 76-78 | C- |
| 73-75 | D+ |
In the final grading process, the highest number of points actually earned by a particular student in the course will be taken to be the top of the scale; all other grades will be determined in relation to the highest number of points actually earned. For instance, if the student earning the highest number of points earned 293 points of the 300 possible, then anyone earning 97% of 293 points (284 points) would receive an A, and so on.
Academic Integrity
Your own commitment to learning, as evidenced by your enrollment at San José State University, and the University's Academic Integrity Policy requires you to be honest in all your academic course work. Faculty are required to report all infractions to the Office of Judicial Affairs. The policy on academic integrity can be found at http://www.sjsu.edu/senate/F06-1.pdf
Reasonable Accommodation of Disabilities
If you need course adaptations or accommodations because of a disability,
please e-mail me as soon as possible. Presidential Directive 97-03 requires
that students with disabilities register with the Disability Resource Center
(DRC) to establish record of their disability.
No matter where students reside, they should contact the SJSU DRC to register. The DRC Web site: http://www.drc.sjsu.edu/
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