This course is a service learning course which combines theory and practice to examine issues surrounding access to information for diverse populations. (3 credit hrs.)
This course examines social, political, and economic issues involved in providing equal access to information to diverse populations. Students will work within cohorts to discuss topics introduced in the readings. Weekly classroom and online discussions will be required. Classroom presentations and debates will take place during class sessions.
Through 30 hours of service learning, students will have "real world"
experiences with issues in community settings. Students will examine
the role of libraries in providing access to information and will
present findings from their service learning to support or refute
theoretical perspectives regarding equity of access to information to
diverse populations.
Information about service learning is available at the National Service Learning Clearinghouse (http://servicelearning.org/index.php). Students should become familiar with service learning by examining the links on the service learning website.
This course is designed to provide students with opportunites to engage in "real life" experiences that connect theory and practice.
By the end of this course students will have a good understanding of the following:
*critical equity of access issues
*political, social, philosophical, and economic implications of equity of access issues
*the American Library Association (ALA) position on providing equal access of information resources to citizens
*application of theory to real world experiences
Warschauer, M. (2003). Technology and Social Inclusion: Rethinking the Digital Divide. Cambridge, MA: MIT Press. ISBN 0-262-73173-8 (pb.) 0-262-23224-3 (hc.)
Drori, G. (2006). Global E-Litism. New York, NY: Worth Publishing. ISBN: 0-7167-5673-0.
These texts will be available from the UA Bookstore or other online bookstores. Additional readings will be assigned and available in the course homepage on D2L.
Course Reserves
Assigned readings are found on links provided in the Course Schedule
below or on Course Reserves at the Main Library of the UofA. A password
to access course reserves will be provided at the first class session on August 22, 2007.
The articles on Course Reserves are in alphabetical order. Some of them
are very short---others are much longer. Check the size of the article
before printing. You will notice that there are many more articles on
the Course Reserves than are assigned. The additional articles are on
Course Reserves for your information and are not required reading
unless specified in the course schedule below. Additional reading may
be announced (MBA) by the instructor on D2L. Additional readings will
be added if the provide newer information and/or if they provide a
better explanation of a topic under study.
The course requirement are:
Completion of assigned readings
Class/online participation (Absences may reduce grade.)
Two research papers
Each student must write two essays during the semester. Each essay is
worth 15 points. One of the essays must be a formal paper using APA 5th
edition format for in text citations and references. If you are not
familiar with APA 5th edition format, please refer to the library copy of APA 5th edition. Online APA formatting may not correspond to 5th edition. Points will be deducted from papers that do not
comply with this requirement. Topics of papers must be preapproved. An outline of the paper should be submitted to members of the cohort several weeks prior to the date the paper is due. Discussion of papers by members of the cohort is encouraged.
Website
Students will be required to provide a website for this course. The website will develop throughout the course. Assignments should be uploaded to the
students' website as soon as they have been corrected. The URL for the website must be submitted to the
instructor and to classmates as soon as possible. The student's website
should have a course homepage clearly identified (IRLS 551-791 Equity
of Access for Diverse Populations) and should include the following
sections: (1) Essay/Response (2) Service Learning Log and Fieldnotes
(3) Mid /Response/Reflection (4) Final Response/Reflection. It is
expected that students' websites will reflect professionalism,
creativity, organization, complete information, and easy access.
Service Learning
Students will be expected to participate in 30 hours of service
learning during the semester. The service learning site will be
assigned to you within the first weeks of the semester. Service
learning should begin in September. Please become familiar with service
learning by carefully reviewing the National Clearninghouse for Service
Learning. The site is available at
http://www.servicelearning.org/welcome_to_service-learning/service-learn....
You should provide information about what service learning is to those
you will be working with during the semester. Your responsibilities and
their responsibilities should also be discussed. You and your librarian
mentor should come to a clear understanding about what you will be
doing during the 30 hours. It should be made clear that you are not a
volunteer. You are at the site to learn, and those you work with will
learn from you. Reciprocity is an essential element of service
learning. Service learning is also an opportunity to integrate theory
and practice. You will be reading about equity of access issues and by
completing your service learning with students from diverse backgrounds
and where access to information, technical support, or resources may be
an issue. A log of the service learning experience should be maintained
and best practices should be identified and posted on you website
during the semester. Tips on keeping the log are provided here. You will also complete several self-reflections
about your experience.
Mid and Final Reflections
A mid and final reflection will be required. These reflections must provide comprehensive, analytical insights into the learning which has occured. Critical analysis of readings, discussions, and service learning must be evident in the reflections.
Additional Information:
D2L Course Homepage
Students will be enrolled in D2L, the course management tool. Notices and assignments will be posted on the course homepage on D2L. Students will be assigned to cohorts on D2L and will be able to form other discussion groups through D2L chat rooms.
Cohorts
Students will be assigned to a cohort of 3-4 class members. The cohort will conduct online discussions about course readings. These discussions will take place in class and online through D2L.
An OPEN discussion will also be available for students to share information
with members outside the cohort. All students are expected to participate in these open
disucssions of the week's topic. Comments posted should be thoughtful,
reflective, evaluative, critical. Please do not post comments that are
repetetive or statements such as "I agree with the other comments."
"These are awesome readings."
All assignments and due dates will be posted to our course homepage on D2L for your convenience. D2L will always have the most current information.
Course Schedule
A detailed schedule with assigned readings for each module will be distributed on the first day of class.
Further information will be provided on the first day of class.
Academic Code of Integrity
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.
Accommodating Disabilities
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.
Assignment Policies
<Put your own material for the stuff in red>
- How to submit your assignments: Assignments should be submitted to the Dropbox on D2L. Assignments should include student's name, date, and cohort. Assignments will be returned to students through D2L dropbox.
- Assignment due dates: Writing style used in this course is APA (5th edition). There are on-line writing resources that might be helpful in preparing assignments but they should conform to APA 5th edition. If English is not your first language, Dr. Overall will provide necessary assistance.
- Late Policy: To be announced.
Incompletes
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.
100 points
Mid and Final reflection=30 pts.
Research papers=30 pts. (15 points each)
Service Learning=30 pts.
Website=10 pts.
A=100-90
B=70-89
C=Below 70
Grades will be provided on D2L. A rubric for evaluating papers will be provided on D2L.
Patricia Montiel Overall, Ph.D.
Assistant Professor
(520) 626-8984
overall@u.arizona.edu
Office hours: Wednesday 5:00-6:30 pm and by appointment.
Room 10
1515 East First Street, Tucson, Arizona 85719 U.S.A. Tel: (520) 621-3565 E-mail: sirls@email.arizona.edu
