All information professionals will most probably be called upon to create or present some form of instruction in the scope of their jobs. Within information environments, this class explores models such as Mezirow’s concept of transformative learning, the USER model, and the Learning 2.0/23 Things program as well as developing concepts such as Jenkins’ transmedia navigation. Coursework answers these questions:
- How can we promote transformative learning via technology?
- How can we design instructional experiences that have high value for library learners?
- What emergent technologies are enhancing the way we learn and navigate information?
- How can Learning 2.0 learning programs enhance staff devlopment?
- How can Personal Learning Networks (PLNs) enhance professional practice?
- All assignments support Learning Outcome #1 in addition to other SLOs.
- Reflection Blogging (Supports SLO #6): Eight 200 word minimum blog posts will serve as a reflection journal for the modules included in our course content. 20 points
- Learning 2.0/23 Things Adaptation & Implementation (Supports SLO #3): In groups, students will adapt and create content for a Learning 2.0 program and implement the program for a library setting. Adaptation: 20 points, Implementation: 20 points
- Online Personal Learning Network (Supports SLO #4): Students will design and curate their own online personal learning network throughout the semester. A media presentation or written report and resource list will share the details of the network. 20 points
- Context Book Reports (Supports SLO #2): Students will read one book selected from a list provided, and write a 400 word reflection or create a media-based presentation relating the topic and focus of the book to transformative learning and new literacies. 10 points
- Participation & Seminar Engagement (Supports SLO #6): Students will interact weekly via the course learning community, various social tools, and via optional online meetings. Students will be actively reading and commenting on others’ blog posts as well as within the learning programs they’ve designed. A final reflection post will allow students to self-evaluate their participation and engagement. 10 points
Detailed information and rubrics will be available on the course community site. Students will utilize a WordPress-based community course site for blogging, sharing and interaction throughout the course.
Dates and topics subject to change.
- Week 1 – Course Introduction / Readings
- Week 2 – L2.0 Prep / Learning & Instruction Theory
- Week 3 – L2.0 Prep / Transformative Learning
- Week 4 – L2.0 Prep / Teaching Tech
- Week 5 – L2.0 Prep / The USER Method
- Week 6 – L2.0 Prep
- Week 7 – L2.0 Launch for all groups
- Week 8 – L2.0 / New Culture of Learning
- Week 9 – L2.0 / Personal Learning Networks (PLNs)
- Week 10 – L2.0 / PLNs: Exploration
- Week 11 – L2.0 / Trans Media Navigation & Digital Storytelling
- Week 12 – L2.0 / Games & Learning
- Week 13 – L2.0 / Learning Analytics
- Week 14 – L2.0 Course Wrap Up / PLN Presentations or Reports
- Week 15 – Flex Time / Course Reflections & Wrap Up
Grading will be based on 100 possible points. More information to come as assignments are finalized.
- All assignments are due on Sundays and must be turned in by midnight PST.
- Late submissions will be reduced by 20% of the total points possible for that assignment.
- If life circumstances require students to request an extension, please do so several days before the assignment is due or as soon as possible.
- Communication and interaction throughout the semester via the course site is expected and required.
Readings and other media for each course concept will be posted on the course site. Students are encouraged to share articles, blog posts and sites they find with the class via their blogs.
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.
LIBR 200, LIBR 202, LIBR 204, Other prerequisites may be added depending on content.
STUDENT LEARNING OUTCOMES
Upon successful completion of the course, students will be able to:
- Utilize models of engaged, technology-based learning within information positions of all kinds.
- Explain how new types of literacies impact the way we learn and consume information.
- Create a Web-based model of a user-focused, high value learning program.
- Utilize a personal learning network to enhance future professional practice.
- Engage learners within all information environments.
- Create and edit content for the Read/Write Web via various social technologies.
LIBR 281 supports the following core competencies:
- C Recognize and describe cultural and economic diversity in the clientele of libraries or information organizations.
- H Demonstrate proficiency in identifying, using, and evaluating current and emerging information and communication technologies.
- I Use service concepts, principles, and techniques to connect individuals or groups with accurate, relevant, and appropriate information.
- K Design instructional programs based on learning principles and theories.
- Booth, C. (2011). Reflective teaching, Effective learning: Instructional literacy for library educators. Chicago: ALA. Available through Amazon: 0838910521
- Thomas, D., & Brown, J. (2011). A new culture of learning: Cultivating the imagination for a world of constant change. Charleston, SC: CreateSpace. Available throughAmazon: 1456458884
The standard SJSU SLIS Grading Scale is utilized for all SLIS 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) — LIBR 200, LIBR 202, LIBR 204 — SLIS 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 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.
- 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 Grade Point Average (GPA) of 3.0.
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 members are required to report all infractions to the Office of Student Conduct and Ethical Development. The policy on academic integrity can be found athttp://www.sjsu.edu/studentconduct/Students/Student_Academic_Integrity_Process/.
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/