Social Computing is a virtual course taken on-line through the Desire2Learn (D2L) Learning Management System. This course explores topics in social computing including aspects of computing popularly referred to as Web 2.0 and Library 2.0. Well-known examples of social computing include blogs, wikis and social networks such as MySpace and FaceBook. Social computing actually encompasses a wide range of software and applications that can have a significant impact on communities of users.
Libraries today use social software to improve and vitalize library services, promote collaboration, improve communication with patrons, build local community and extend the notion of library as place to include both the physical and the virtual.
Libraries also use social software to manage planning and project management, streamline internal communications and business processes, and document institutional knowledge and memory.
Libraries have found that social software can have drawbacks and unintended consequences. Libraries increasingly find it necessary to develop effective policies covering aspects of social software. Problems can include inappropriate use, privacy violations, hacking, cyber-bullying and harassment, computer viruses and “malware”, the digital divide and a number of other problems. Some critics raise serious and reasoned concerns about the impact of many of today’s trends in social computing on the mission and vision of the library and the future of librarianship.
In this class, you will consider social computing and social software from the perspective of the librarian or other information professional. You will learn how to use a variety of types of social software and how libraries are using social software today. Your studies will include consideration of best practices, how libraries approach social computing policy issues, and how programs and projects built around social software can be effectively planned, implemented and evaluated. In the course of your studies, you will also consider the impact of social computing on the mission and vision of the library and how social computing could change the role of librarians in the 21st century.
Students in this course will:
Casey, Michael E. Savastinuk, Laura C. (2007). Library 2.0 : A guide to participatory library service. Medford, N.J: Information Today.
(See http://books.infotoday.com/books/Library20.shtml)
Farkas, M. G. (2007). Social software in libraries : Building collaboration, communication, and community online. Medford, N.J: Information Today.
(See http://books.infotoday.com/books/SocialSoftwareInLibraries.shtml)
All other required resources will be freely available on the Web or posted in eReserves. A password for eReserves will be provided to you once class starts.
Optional and supplemental readings will be provided as the course progresses.
Your computer should have the latest version of one of the following browsers: Internet Explorer, Firefox or Mosaic browser. These should be updated with all available patches or security features.
Visit http://help.d2l.arizona.edu/forstudents.htm#browser and run the browser check to make sure your system is compatible with D2L. You should also have or be able to download plug-ins for your browser including Flash (http://www.adobe.com/shockwave/download) and the free Quicktime player (http://www.apple.com/quicktime/download/).
Broadband connectivity (DSL or Cable) is strongly recommended.
Your computer should be equipped with speakers and a microphone or you can purchase a headphone/microphone set (under $20).
A computer video camera or some other video recording device is optional.
You will explore several examples of social software and some of them may involve creating free accounts at various websites. If you have privacy concerns, you may wish to obtain a free mail account (e.g. Hotmail, Yahoo mail, etc.) for purposes of these exercises.
There are 15 weekly units to this course, each opening up on a Monday. Each unit will open with a lecture of some sort which will include at least one written lecture, reading, a mixed media presentation, a guest lecture or other guiding document.
Each unit will be accompanied by weekly assignments including assigned readings and audio/video clips to listen to or watch, one or more personal blog entries you will create and guided discussion topics. From time to time, short quizzes covering terminology and key concepts will be posted. All assignments, readings, and regular weekly activities for a unit must be completed by Sunday at 11:00 pm Tucson time before the next module begins, unless otherwise instructed.
There are also four projects you will complete, three individual projects and a final group project. These assignments will be due on the date and time indicated in the course schedule below. Late assignments will not be accepted except in documented extreme cases involving circumstances beyond the student's control. Late work accepted with prior approval may be penalized one full letter grade.
There is no final exam.
This course is asynchronous, which means that you don't have to check in at any specific time. You do need to check in to the D2L course site, though, at least five days a week. You are required to participate in guided discussions, and these can't wait until the last minute. You also need to keep up with the readings and assignments and your classmates will be depending on you for discussion and feedback. If you fall behind, you will have a difficult time catching up.
The expectations for participation and effort in this course are the same as for any UA School of Information Resources and Library Science master's level course. You should plan on spending, on average, at least ten hours per week on course activities and study. Pace yourself throughout the week and ask questions earlier rather than later.
COURSE SCHEDULE
Details of the schedule are subject to change as the course unfolds.
See the attached PDF of the course schedule.
Students are expected to abide by The University of Arizona Code of Academic Integrity. 'The guiding principle of academic integrity is that a student's submitted work must be the student's own.' If you have any questions regarding what is acceptable practice under this Code, please ask an Instructor.
The University has a Disability Resource Center. If you anticipate the need for reasonable accommodations to meet the requirements of this course, you must register with the Disability Resource Center and request that the DRC send me, the Instructor, official notification of your accommodation needs as soon as possible. Please plan to meet with me by appointment or during office hours to discuss accommodations and how my course requirements and activities may impact your ability to fully participate.
The 1997-8 University of Arizona General Academic Manual, p.23 reads
The grade of I may be awarded only at the end of a semester, when all but a minor portion of the course work has been satisfactorily completed. The grade of I is not to be awarded when the student is expected to repeat the course; in such a case the grade of E must be assigned. Students should make arrangements with the instructor to receive an incompete grade before the end of the semester ...
If the incomplete is not removed by the instructor within one year the I grade will revert to a failing grade.
Class participation, 15%, 150 points
Individual Blog, Group Wiki, 20%, 200 points
Policy Assignment, 5%, 50 points
Podcast Assignment, 15%, 150 points
Annotated Bibliography Assignment, 20%, 200 points
Group Assignment, 25% (individual grade, 15%; group grade, 10%), 250 points.
Course Total 1000 points
90%-100% - A – Assignments are well articulated, timely and responsive; all required elements (including links, attachments, etc.) are present. The writing is clear and free of all but minor stylistic or grammatical errors.
80%-89% - B – Assignments are somewhat off-topic or lacking clear relevancy; some required components are incomplete or have structural problems or errors. The writing demonstrates problems with style, grammar or clarity.
70%-79% - C – Assignments are clearly off-topic or non-responsive; required elements are missing or demonstrate significant structural problems or errors. The writing does not meet minimum graduate-level expectations for style, grammar and clarity.
90% - 100%, 900-1000 points, A
80% - 89%, 800-899 points, B
70% - 79%, 700-799 points, C
Your class participation grade is a measure of your participation in class discussions and quizzes. Each week, one or more topics for online discussion will be posted, usually based on assigned readings. You are expected to contribute substantively to the discussions and to be helpful to your fellow students. As a rule of thumb, a good post is at least 100 words and addresses issues raised by the topic. Good responses to posts are at least 25 words and consist of more than simple acknowledgement of agreement or disagreement.
You should expect to provide at least one post and two responses to the posts of your fellow students each week that meet these guidelines. You may also provide shorter posts, nods of agreement and those other things that make discussions interesting, but your grade will reflect the content your substantive posts and responses. Good writing practices are expected.
It is perfectly acceptable to disagree with opinions expressed in the posts of your instructor or fellow students, but you are expected to demonstrate professionalism and respect at all times. Personal attacks, flames, and lack of respect will not be tolerated in the discussion boards.
There will also be a some short true-false multiple choice quizzes posted occasionally throughout the course covering terms and concepts introduced in the lecture or reading. Their primary purpose is to help reinforce key words, acronyms and important ideas. The quizzes themselves will not be graded and you may take them as many times as you like. However, you must take them. If you don’t take a quiz at least once in the week it is released, it will adversely impact your class participation grade.
Each of you will make weekly entries in a blog. Access to a blog will be provided or you may select the blog host of choice. The blog is intended to be a weekly diary of your activities, thoughts or independent study. You may include personal commentary on the readings, outside resources reviewed or evaluated, interesting articles or web sites, comments on relevant blogs of others, or other findings of interest. You are encouraged to read the blogs of your fellow students and comment if and as appropriate.Each of you will also contribute to a Wiki that will be set up to document best practices for various social software applications.
Based on your readings to date, describe a problem libraries face that relates to or results from some aspect of social computing or social software. In 400-500 words, describe the problem citing one or more examples from your readings and discuss how library service is affected. Write a library policy you believe will address the problem you have identified.
Each of you will record a podcast or video blog covering a relevant topic of your choice in social computing. The recording should be at least three minutes in duration. You will create, edit and post the recording to your UA web-space along with an RSS:XML file that could be used to subscribe to the podcast. Instructions, tools and links to any necessary or optional free software will be provided.
Each student will prepare an annotated bibliography on a topic in Social Computing or Library 2.0. For details on what an annotated bibliography is, see
http://www.library.cornell.edu/olinuris/ref/research/skill28.htm or
http://owl.english.purdue.edu/handouts/general/gl_annotatedbib.html.
You may use either MLA or APA format. Your annotated bibliography should include at least 10 resources, and the annotations should be at least 150 words in length. At least half the resources should come from scholarly publications, peer-reviewed journals, or other authoritative sources.
Small groups of three to five students each will collaborate to develop a plan to implement a new technology or social software application in a library setting. The plan should address elements that will be explored in the units on project planning and evaluation. The project should include a presentation and paper. The presentation should be approximately 15 minutes in length. The group paper should be 1,500 to 2,000 words. The presentation will be recorded using synchronous virtual meeting software. Groups should use social software applications to collaborate on project development and document in an appendix to the paper how social software contributed to (or hindered) project success. Students will receive two grades, an individual grade and a group grade. Further details on the project will be described when the unit on project planning begins.
Bruce Fulton
Communications and Outreach Librarian
The University of Arizona
School of Information Resources and Library Science
1515 E First Street
Tucson, AZ 85719
520-626-4631
Virtual and Face to Face office hours will be announced when class starts.
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