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Fall 07

IRLS515-001 Organization of Information

Mon, 11/05/2007 - 15:45 — hongcui
COURSE NAME, NUMBER AND PREREQUISITES: 

Organization of Information

IRLS515

This is a core course for the SIRLS Masters degree. There are no course prerequisites.

COURSE DESCRIPTION: 

Official Course Description

Introduction
to the theories and practices used in the organization of information. Overview
of national and international standards and practices for access to information
in collections.

Specific Course Description

We will study the history, theories, and practices in the
organization of recorded information, print and digital. An introductory
course, IRLS 515 will survey the information and knowledge organization
techniques that exist or are emerging, such as controlled vocabularies and the
Semantic Web. We will focus on standards and tools that are used in large
text-based information environments. We will approach these fascinating topics
through intellectual discussions and hands-on exercises. We will be using the
D2L (Desire to Learn) learning support system. All course related materials can
be found there. Log on D2L at http://d2l.arizona.edu
using your UA username and password. A tutorial on using D2L will be given in
class. Further D2L help can be found at D2L@email.arizona.edu
or (520) 626-6804.

COURSE OBJECTIVES: 

The main goal of the course is to help students
become familiar with the concepts and practices of bibliographic and
non-bibliographic information organization and to nurture students’ interests
in exploring this field further. By the end of the course, the student will be
able to:

  • ·
    Understand the existing and new challenges
    involved in organization of information.
  • ·
    Define a number of approaches that have been
    used to organize information in different settings and for different purposes.
  • ·
    Compare and contrast the range of information
    organization approaches.
  • ·
    Describe the main theories of information
    organization in library settings.
  • ·
    Demonstrate basic skills in controlled
    vocabulary creation.
  • ·
    Demonstrate basic knowledge of at least two
    metadata standards.
  • ·
    Demonstrate basic skills in database
    construction.
  • ·
    Articulate the similarities and differences
    between foundational concepts such as a thesaurus, ontology, authority file,
    subject heading list, and library classification scheme
REQUIRED COURSE MATERIALS: 

Recommended
Course Readings

  • ·
    Taylor, Arlene. 2004. The Organization of
    Information. Englewood, CO: Libraries Unlimited. [This text offers good and
    comprehensive coverage on topics related to the organization of information
    with library school students as the target audience. It is a good textbook
    worth keeping for sometime to come]
  • ·
    Other course readings are online. Students will
    be able to access them without a fee.
COURSE REQUIREMENTS: 

Students will complete five
assignments. Assignments to be completed by a pair of students are marked with
a (P).

  1. Encoding Standards

  2. Metadata Schema
  3. Controlled Vocabulary

  4. Database

  5. (P) Metadata Crosswalk

 

COURSE, SCHOOL, AND UNIVERSITY POLICIES: 

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.

Attendance
Policy

Students are
expected to attend the class regularly. Frequent tardiness (>4) without
advanced notices to the Instructor will negatively affect student’s
participation mark. To receive the full participation mark, students need not
only be on time but also actively participate in class/T2L discussions.

Assignment Policies

·
All work must be turned in on the dates due by
midnight (12:00pm) Arizona time. Late work without prior notice to and approval
from the Instructor will receive 5% deduction for each late day. For
example, if your work is marked as 80% but you hand it in 1 min after the
midnight, your mark for that assignment will be 80%*.95=76%. Assignments late for 5 days will not be
marked unless an extension is granted by the Instructor.

·
An assignment is due on the same date the next
assignment is assigned. See the schedule for dates. The last assignment is due
on Dec. 3, 2007.

·
All work must be turned in using the D2L DropBox
link. Please DO NOT submit your work outside D2L to avoid losing your
assignments.

·
HTML format must be used for all written
assignments or report turned in for grading.

·
All work may be checked by Turnitin.com or other
tools made available to the Instructor.

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.

GRADING: 

Grade Breakdown

  1. Each assignment 18%
  2. Participation
    10%

Assignment of Course Grades

Course grades will be assigned as follows:
A=90+ (Superior Work)
B=80-89 (Very Good)
C=70-79 (Marginally Satisfactory)
F=0-69 (Failed to meet requirements)

 

INSTRUCTOR NAME AND CONTACT ADDRESSES: 

Instructor: Dr. Hong Cui

Instructor Office: SIRLS RM 21

Classroom:Social Science 224

Meeting time: 6:30-9:00PM Monday

Instructor office hours:
1:00-4:00PM Monday or by appointment. Posting questions on D2L is encouraged.

Instructor email: hongcui@email.arizona.edu (For
appointments only. Use [IRLS515 Appointment] on the subject line. Course
related questions should be posted on D2L).

IRLS550-001 Information Environments from Hispanic and Native American Perspectives

Sat, 08/18/2007 - 17:13 — janabrad
COURSE NAME, NUMBER AND PREREQUISITES: 

Information Environments from Hispanic and Native American Perspectives

IRLS 550

There are no pre-requisites for this course. It fulfills the cultural perspectives distribution requirement. Knowledge River Scholars are required to take this course. All SIRLS students are welcome.

 

COURSE DESCRIPTION: 

"The context for this course is information environments in a multi-cultural society. After an initial exploration of multi-culturalism, community and co-cultures in general, the course focuses on the perspectives of two co-cultures: Hispanics and Native Americans. The information environments include the media, museums, libraries, archives, and the Internet. 3 credit hours."

 

SIRLS Competencies

The course’s primary focus is on SIRLS competency C8: Students will demonstrate an understanding of how diversity contributes to the library and information professions and analyze information issues from diverse perspectives.

In addition, the course covers aspects related the following SIRLS competencies:

 

A1) Students will demonstrate understanding of basic principles, concepts, and terminology related to the creation, organization, management, access, and use of knowledge and information and will demonstrate the ability to apply them to practical problems.

 

A3) Students will demonstrate understanding of the use of information and communication technologies in the provision of information resources and services in libraries and other settings.C8) Students will demonstrate an understanding of how diversity contributes to the library and information professions and analyze information issues from diverse perspectives.

 

B5) Students will demonstrate knowledge of types of library and information professions, settings, services, and roles and be able to analyze key issues and potential approaches to these in the areas of their career interest.

 

B7) Students will demonstrate knowledge of the roles of interdisciplinary, interprofessional, and community collaboration and alliances in the provision of library and information services.

 

C9) Students will demonstrate an understanding of the values and service orientation of the library and information professions and their applications in their areas of career interest.

Teaching and Learning Methods

The instructor is a facilitator who sets up a learning environment, including goals and other pedagogical guides for each session. Students are then in charge of their own learning, both meeting the goals and extending their learning into areas that interest them. Classes are designed for students to explore what they have read and what they have discovered through exercises and share what they are learning with others. In addition, guest speakers will provide students with co-cultural perspectives in their areas of expertise.

Course Topics

The course will cover the topics below. The order of the topics may vary slightly depending on the availability of guest speakers. A final schedule of topics, dates and readings will be available early in the semester.

  • Introduction
  • Multi-Culturalism, Co-cultures and Community
  • Cultural Competency/Fluency
  • Different Ways of Knowing
  • Co-cultures and the Media: Publishing, Broadcasting, Music and Film
  • Cultural Heritage Institutions and Co-Cultures: tours
  • Museums and Co-Cultures
  • Archives and Co-Cultures
  • Libraries and Co-Cultures
  • Digital Information: Access and Literacy
  • Digital Information: Co-cultural Resources
  • Creating Digital Resources in Co-Cultural Communities: Group Projects
  • Working in Community; Community in Cyberspace
  • Indigenous Intellectual Property
  • Diversity in the Workplace
COURSE OBJECTIVES: 

Students will:

Develop a working understanding of what it means to be a multi-cultural society and the interactions within and among co-cultures and communities.

Explore major information environments from two co-cultural perspectives: Hispanic and Native American.

Practice professional skills, such as searching for information, expressing opinions clearly in person and in writing, working together in groups, and giving presentations.

 

REQUIRED COURSE MATERIALS: 

There are no books to purchase. Required readings will be available through password-protected electronic reserves, accessible through the University Library’s website. Supplementary readings are also available through electronic reserves. Occasionally, both required or supplementary readings will be available on the open Web.

COURSE REQUIREMENTS: 

Weekly Reading: Students are expected to read the weekly assignments before class and come to class prepared to discuss what the have read. Class discussion of readings is part of the participation grade (see below)

Weekly Searching Assignments: Students will be given a weekly searching assignment Students will also be expected to share what they found in in their blogs and in class. Assignments will be collected at the start of class. Grades consist of 1 point for satisfactory completion or 0 points for non-completion or unsatisfactory work. Late assignments will not be accepted. A truly exceptional job will earn an extra credit point. (15 points).

Weekly Blog Posting: In addition to sharing resources that they have discovered, students will be expected to share something interesting from their week’s reading and learning each week on their blogs. Each week’s blog will be worth one point. Failure to blog, or a blog of minimal contribution will not receive credit. Students will be informed if their blogs are not satisfactory. The blog may be completed at any time during the week, but must be done by the start of each class. (15 points).

Interview: Students will interview a professional in an information environment regarding co-cultural services in that environment and write up the interview following the assignment instructions. The interview, in paper format, is due at the start of class, September 17. (10 points)

Group Presentation: Students will form groups and identify a project in which information professionals facilitated the development of information resources for a co-cultural community. Students will present give a presentation of what they found to other students, using PowerPoint or other presentation software. Presentations will be presented on November 12.. A handout consisting of the text of the slides must also be submitted to the instructor, and may be distributed, if desired, to the class. (10 points; group grade).

Professional Development Activity: Students will select one professional development activity, attend, and write a report, emphasizing any co-cultural aspects or insights. The report may be submitted as completed, but no later than December 3. (10 points).

Final Search Log: Students will complete a "Search Log Sheet" for every searching assignment during the week. In addition, they should complete a sheet for every additional source that they search during the research for their final papers. Students should feel free to add to their search logs throughout the semester, as they become more proficient or use the source more often. All the search log sheets together will be due on December 10, along with the final paper. (10 points)

 

Final paper: Students will select a co-culture as the focus for their final paper and write a formal, academic paper on some aspect of information services to that group, following assignment instructions. The final paper should be submitted to the instructor's mailbox in the SIRLS office do later than noon December 10. (20 points)

Participation: A student's participation grade is based on regular attendance, participation in discussion, and participation in Q/A with guest lecturers. (10 points)

 

COURSE, SCHOOL, AND UNIVERSITY POLICIES: 

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

Assignments must be completed following the assignment instructions. Failure to follow all instructions may incur grading penalties. Assignment instructions will be distributed on the first day of class. Students are responsible for receiving, keeping and using these instructions.

Late policy: Weekly assignments (searching assignments and blogs) will not be accepted after the class for which they were assigned. Other assignments will be accepted after the due date ONLY for circumstances outside the student’s control. In most cases, permission to submit a paper late must be obtained before the due date.

Writing Style: All written work must be in a style that is understandable to the reader. In general, this means following standard English expression, sentence structure, usage and grammar.

Formal academic writing style is expected for the Interview Assignment, the Professional Development Report, and the Final Paper. Formal academic writing style includes clear overall organization, clear and formal paragraph development, concise and clear expression of ideas, avoidance of the first person, and use of standard English grammar, spelling and usage. Students who need help with formal academic writing are strongly encouraged to use the UA writing center resources. Online writing resources can also be founded at OWL, Purdue University’s online writing lab. For formal academic writing in 550, students are expected to use APA writing style.

Informal writing style, including use of the first person, is acceptable for searching assignments and in blogs.

IncompletesThe 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.

550 Policy on Incompletes:

A grade of I (incomplete) will only be given for circumstances beyond the student's control, and only if requested in advance of the final class. At the time of request, the instructor and the student will negotiate a due date, usually before the start of the next semester and rarely more than 4 weeks after the last class.

 

GRADING: 

Grading Criteria

All assignments will be graded on the following:

  • Compliance with instructions
  • Clear English prose, understandable to the reader.

Formal writing assignments (Interview Assignment, Professional Development Report, Final Paper) will be graded on the following:

  • Compliance with instructions
  • Clear organization, suited to the topic, including use of section headings
  • Clear paragraph development, focusing on one clear idea and supporting documents
  • Use of evidence to support claims, assertions, and opinions
  • Appropriate use and citation of source materials (APA Style)
  • Evidence of analytical thinking
  • Clear, concise expression of ideas
  • Standard English grammar, usage, punctuation and spelling, including avoidance of the first person
  • Freedom from proofing errors, including word omissions and errors spell-checkers miss.

Informal writing assignments (Weekly searching assignments and blogs) must be clear but can use informal style, including the first person. Evidence backing up opinions is nice to have but not required.

Grading Scale:

The University of Arizona allows only the following grades on transcripts: A, B, C, D, E, I or K.

The grading scale for formal writing assignments in 550 follows, with the corresponding UA grade in parentheses.

A: 95-100 (UA = A)

A-: 90-94 (UA = A)

B+ 87-89 (UA = B)

B: 84-86 (UA = B)

B-: 80-83 (UA = B)

C+: 77-79 (UA =C )

C: 74-76 (UA =C )

C-: 70-73 (UA =C )

D: 60-69 (UA=D)

F: below 59: (UA = E)

Grading for other assignments is by points, indicated on the syllabus.

 

INSTRUCTOR NAME AND CONTACT ADDRESSES: 

 

Jana Bradley

Professor and Director, SIRLS

Interim Knowledge River Coordinator

520-621-5217

janabrad@email.arizona.edu

Office Hours: Mondays, 1- 3

Other hours by appointment

Contact by email is encouraged

IRLS588-793 Issues in Indigenous Information Services

Thu, 08/16/2007 - 17:32 — mkd
COURSE NAME, NUMBER AND PREREQUISITES: 

IRLS 588 section 793

Last revised August, 2007

Course Syllabus for Issues in Indigenous Information Services

Perspective in Museums with American Indian Collections

Fall 2007 Instructor: Marty Kreipe de Montaño

COURSE DESCRIPTION: 

“Museum exhibitions and publications are not objective. Every exhibition and every publication has a viewpoint. Historically, most museums with Native American collections have been interpreted by non-Indians from a non-Indian perspective. This course examines voice, or perspective in museum exhibitions and the implications of different perspectives for learning. The role of the library in the museum world is also examined” 3 credit hours

 

 

This course will begin with an introduction to the history of ethnographic museums, which began as curio cabinets of the wealthy and today are often affiliated with universities and state historical societies. The class will examine historic labels and publications in several museums with American Indian collections including the Kansas Historical Society Museum, the University of Kansas Museum of Natural History, the Museum of the American Indian, Heye Foundation and its successor, the National Museum of the American Indian, Smithsonian Institution. Museum exhibitions that ignore the perspective of the people who created the objects on display risk alienating the very people whose lifeways they are trying to interpret. Ignoring Native American perspectives perpetuates stereotypes and provides little learning. Label copy and museum publications will be shared with students and examined for subtle and not so subtle bias built into different perspectives. We will visit local museums as a class and examine their interpretive perspectives. There will be a class project to develop an interpretive approach that is educational and culturally responsive. Results of the class project will be presented on a web site or a CD built by the class as a collective project. Course materials will include the text of labels and museum publications, articles on museum interpretation, images of exhibitions, on-line resources, and reflect on local museums. There will also be materials on libraries in museums with an emphasis on collection development and library expenditures.

The course will begin with an overview of the history of ethnographic museums and an examination of labels and museum publications from several museums. The instructor will share over 25 years of personal experience working in museums with American Indian collections. Especially pertinent to this course is the radical revamping of the Museum of the American Indian, Heye Foundation as it was re-invented as the Smithsonian Institution’s National Museum of the American Indian. The class will visit local museums to uncover interpretive philosophies and discover the perspective used in these museums. In the December class there will be a guest lecturer, the librarian at National Museum of the American Indian, Lynne Altstatt. Lynne will discuss the role of the library in the museum world and the history of the libraries at the National Museum of the American Indian and the old Museum of the American Indian, Heye Foundation. There will be class exercises concerning collection development and budgeting for museum libraries.

COURSE OBJECTIVES: 

As a result of taking this course students will understand that museum exhibitions of American Indian material culture affect people’s perceptions of American Indians and that all exhibitions have a perspective. Students should be able to identify perspective in museum exhibitions. Students will learn to evaluate words used to describe events, people, and artifacts to uncover the voice behind the label. Students will also gain an understanding of the importance of the museum library.

REQUIRED COURSE MATERIALS: 

1. Callander, Lee A. “I need no blanket: hide robes from the Great Plains” Museum of the American Indian, Heye Foundation Newsletter Vol. X #3, October, 1985.

 

2. Cobb, Amanda. “The National Museum of the American Indian as Cultural Sovereignty.” American Quarterly, June, 2005, Vol 57, #2 pp 485 – 506

 

3. Estoque, Justin. “The Native voice as it speaks through the architectural design of the National Museum of the American Indian.” June 26, 2005

 

4. Fisher, Mark “Indian museum’s appeal, sadly only skin-deep” Washington Post September 21, 2004 www.washingtonpost.com/wp-dyn/articles/A36831-2004Sep20.html

 

5. Force, Roland W. 1999 The Heye and the Mighty: Politics and the Museum of the American Indian. Honolulu: Mechas Press pp 3- 18

 

6. Fuller, Nancy J. “The museum as a vehicle for community empowerment: the Ak-Chin Indian community ecomuseum project.” Pp. 327 – 365 IN Karp, Ivan, Christine Mullen Kreamer and Stephen D. Lavine, eds. Museums and Communities: The Politics of Public Culture. Washington and London: Smithsonian Institution Press. 1992

 

7. Introduction “Museums and multiculturalism” IN Lavine, Steven D. and Ivan Karp, Exhibiting Cultures: The Poetics and Politics of Museum Display. pp. 1 – 9 Washington and London: Smithsonian Institution. 1991

 

8. Wedll, Joycelyn, “Learn about our past to understand our future: the story of the Mille Lacs Band of Ojibwe pp 89 – 98 IN National Museum of the American Indian The Changing Presentation of the American Indian: Museums and Native Cultures Washington, DC & New York, NMAI & U of Washington Press 2000

 

9. Rothstein, Edward “Museum Review: Museum with an American Indian voice” The New York Times. September 21, 2004

http://query.nytimes.com/gst/fullpage.html?res=9E01E4D71539F932A1575AC0A9629C8B63

 

10. Wallace, Kevin. “A Reporter At Large: Slim-Shin’s Monument” The New Yorker November 19, 1960

 

11. West, W. Richard, Jr. “The National Museum of the American Indian: Steward of the sacred” pp 7 – 17 IN Sullivan, Lawrence E. and Alison Edwards, eds. Stewards of the Sacred Washington, DC: American Association of Museums in cooperation with the Center for the Study of World Religions, Harvard University 2004

During the first class students will form teams and choose from the following to report to the class as a team.

a.) Hendry, Joy “Introduction” IN Reclaiming Culture: Indigenous People and self-Representation New York: Palgrave Macmillan 2005 pp1-27.

 

b.) -------“Museums are transformed”pp28—55

 

c.) ------- “Indigenous or alter-Native forms of cultural display” pp 81—104

 

d.)------ “Conclusions: what we can learn” pp 200—220

 

e.) Camerena, Cuauhtemoc and Teresa Morales “The power of self-interpretation: ideas on starting a community museum” pp 77-- 85 IN Cooper, Karen Coody and Nicolasa I. Sandoval, eds. Living Homes For Cultural Expression: North American Native Perspectives on Creating Community Museums. Washington, D. C. & New York: National Museum of the American Indian. 2006

 

f.) Clavir, Miriam. Preserving What Is Valued: Museums, Conservation, and First Nations. Vancouver & Toronto: UBC Press. pp 69—97. 2002 g.) Edwards, Alison & Lawrence E. Sullivan, “Stewards of the sacred” pp ix – xxi IN Sullivan, Lawrence E. and Alison Edwards, eds. Stewards of the Sacred Washington, DC: American Association of Museums in cooperation with the Center for the Study of World Religions, Harvard University 2004

COURSE REQUIREMENTS: 

Students are required to read the assignments, contribute to class discussions, visit two local museums as a class, give reports as part of a team, contribute to two class projects—1. A Web site or CD (either by contributing content, or by using technical skills), and 2. Contribute to the creation of an evaluation tool for Native American museum exhibitions, and write one paper.

 

 

In this class, collaboration is valued over competition. Students are encouraged to read and discuss the papers together. Reports will be given by small teams. Students with HTML and other Web skills are encouraged to share what they know with others. Some of the work on the Web site or CD, and the evaluation tool will be done in class, but more will be done outside of class. The Web site/CD will pull the material presented in the class together. Real examples of past and present museum exhibitions will be used to demonstrate themes and ideas presented in the course.

 

This course will consist of three weekends of face-to-face classes over the fall semester.

Students should start reading for this class on August 20, 2007 and all work should be finished by December 5, 2007.

 

Class One September 15 & 16

For Class One, read # 1, # 5, # 10

 

Class Two October 20 & 21

For Class Two, read # 2, # 3, # 4, # 6, # 7, #9

 

Class Three December 1 & 2

For Class Three, read # 8, # 11

COURSE, SCHOOL, AND UNIVERSITY POLICIES: 

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

The final paper should be submitted by email to: mkd@email.arizona.edu
  • 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.

GRADING: 

Reading assignments & contributing to class discussions =30%

Visit to two local museums=10%

Team report=10%

Contribution to Web site/CD=10%

Contribution to evaluation tool=10%

 

Individual paper= 30%

INSTRUCTOR NAME AND CONTACT ADDRESSES: 

Students can reach me via email mkd@email.arizona.edu by (cell) phone (301) 266-1592.

IRLS551-001 Equity of Access for Diverse Populations

Wed, 08/15/2007 - 13:35 — overall
COURSE NAME, NUMBER AND PREREQUISITES: 

IRLS 551Section-001

Issues in Information Resources: Equity of Access and Diverse Populations

There are no course prerequisities.

COURSE DESCRIPTION: 

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.

COURSE OBJECTIVES: 

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

REQUIRED COURSE MATERIALS: 

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.

 

COURSE REQUIREMENTS: 

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.

COURSE, SCHOOL, AND UNIVERSITY POLICIES: 

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.

GRADING: 

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.

INSTRUCTOR NAME AND CONTACT ADDRESSES: 

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

IRLS608-791 Planning and Evaluation of Library and Information Centers (Virtual)

Tue, 08/14/2007 - 20:57 — wilding
COURSE NAME, NUMBER AND PREREQUISITES: 

Planning and Evaluation of Library and Information Centers

IRLS 608-791

There are no pre-requisites; this course fulfills the management distribution requirement.

COURSE DESCRIPTION: 

This course will focus on the planning and evaluation cycle as an approach to assessing and developing various library and information services and organizations. Specific attention will be given to organizational environments and cultures, planning and design of library and information organizations, and the practical importance of measurement and evaluation, resource allocation, and human resources management.

COURSE OBJECTIVES: 

By the end of the semester, students will have demonstrated a theoretical and practical knowledge of:

  1. organizational planning and assessment;
  2. organizational structures and communications;
  3. the relationship of planning to resource allocation;
  4. staffing and human resource management;
  5. space planning and management; and
  6. leadership and supervision.
REQUIRED COURSE MATERIALS: 

The textbook for this class is:

Stueart, Robert D. and Barbara B. Moran. Library and Information Center Management. 7th edition. Libraries Unlimited, 2007. ISBN 978-1-59158-406-3..

It is available from the University of Arizona bookstore. There will be other readings assigned as the course progresses. They will be noted on the class site as they occur. Some assignments require students to locate appropriate readings on their own and report on them.

COURSE REQUIREMENTS: 

The effectiveness of this course will depend on the development of an active and engaged learning community in the online environment. It will require that students keep up with the content, readings, and assignments, and that they be active participants in the discussions related to the class. It will require that the instructor be actively engaged as well, meeting deadlines, communicating frequently, and providing feedback in a timely way. The assignments are described elsewhere. In addition to compliance with the code of integrity cited elsewhere, the instructor will expect that all assignments are completed on time, meet the specifications for that assignment, and are professional in appearance and grammatically correct.

COURSE, SCHOOL, AND UNIVERSITY POLICIES: 

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>

    • Completed assignments will be submitted via the D2L dropbox unless otherwise specified. Some completed assignments will be shared with other students. Assignments will normally be commented on and graded and returned to students via the dropbox.
    • Assignments will be expected to be submitted on or before the dates specified. The instructor will be willing to negotiate alternative dates as needed but only if such negotiation takes place prior to the due date. Late assignments that have not been negotiated beforehand will be accepted at the discretion of the instructor.
    • Assignments are expected to be professional in appearance; that is, they are neat, grammatically correct, with no spelling or typographical errors. Citations may be in any recognized format as long as they are consistent. (Please see the “Guide for Formal Written Assignments in Graduate School” in the contents area on D2L.)
    • One assignment will entail working in groups. Online group projects are challenging, but not impossible. Students will be expected to manage the process so that all group members are included in decisions, all share an equal responsibility for the product, and all participants are treated with respect.
  • 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.

GRADING: 

In order to receive a grade of B for the class, students will have to have completed all assignments for the class reflecting a good grasp of the topic. An A will signify that all work has been completed well and a substantial amount of the work has been completed excellently. In addition, to receive an A or B, students must be engaged actively in discussions throughout the semester. A C or lower will be given if some assignments are not completed or if a significant number of assignments are not completed acceptably or if students fail to participate in class discussions.

Each assignment will be graded, and each assignment will be given a percentage weight for the semester grade. Assignments will be given the following grades:

A (95-100)

A- (90-94)

B+ (85-89)

B- (80-84)

C+ (75-79)

C- (70-74)

D+(65-69)

D- (60-64)

E (59 or below)

University grades do not include + or -. Final grades will be computed on the work of the semester plus participation in class discussions. Students will receive a grade of A, B, C, D, or E for the semester unless we have negotiated an Incomplete.

Each assignment is due on the date specified. A student may negotiate a revised due date if necessary, but this must be done in advance. Assignments will be accepted late only at the discretion of the instructor.

A significant portion of the semester grade is dependent on active participation and engagement in the substance of the class including the discussion topics. There will be ongoing discussions throughout the semester. Students will be expected to read the postings in the discussion forum and to contribute their ideas and opinions on a continuing basis. Participation points will be given on the basis of the percentage of postings read and the number and quality of contributions. A substantive posting is one that contributes new information, new ideas, or new perspectives or one that moves the conversation along or into new areas.

INSTRUCTOR NAME AND CONTACT ADDRESSES: 

Instructor: Tom Wilding, Professor of Practice

Contact Information: SIRLS Room 8 Campus Phone: 621-5221Home Phone: (520) 229-3261Email: wilding@email.arizona.edu

Office Hours: Monday 1:30-3:00 PM; Thursday 10:00-12:00 PM. The instructor will be available at other times by appointment Virtual office hours will be held in the chat room and will be scheduled at various times, and the instructor would be happy to meet individually with students in the chat room, email or phone, so please arrange this with him.

IRLS608-001 Planning and Evaluation of Libray and Information Centers (face to face)

Tue, 08/14/2007 - 20:50 — wilding
COURSE NAME, NUMBER AND PREREQUISITES: 

Planning and Evaluation of Library and Information Centers

IRLS 608-001

No prerequisites; the course fulfills the management distribution requirement

 

COURSE DESCRIPTION: 

This course will focus on the planning and evaluation cycle as an approach to assessing and developing various library and information services and organizations. Specific attention will be given to organizational environments and cultures, planning and design of library and information organizations, and the practical importance of measurement and evaluation, resource allocation, and human resources management.

COURSE OBJECTIVES: 

By the end of the semester, students will have demonstrated a theoretical and practical knowledge of:

  1. organizational planning and assessment;
  2. organizational structures and communications;
  3. the relationship of planning to resource allocation;
  4. staffing and human resource management;
  5. space planning and management; and
  6. leadership and supervision.
REQUIRED COURSE MATERIALS: 

The textbook for this class is:

Stueart, Robert D. and Barbara B. Moran. Library and Information Center Management. 7th edition. Libraries Unlimited, 2007. ISBN 978-1-59158-406-3.

It is available from the University of Arizona bookstore. There will be other readings assigned as the course progresses. They will be noted on the class site as they occur. Some assignments require students to locate appropriate readings on their own and report on them.

COURSE REQUIREMENTS: 

The effectiveness of this course will depend on the development of an active and engaged learning community in the classroom setting and in D2L for any supplementary discussions. It will require that students keep up with the content, readings, and assignments, and that they be active participants in the discussions related to the class. It will require that the instructor be actively engaged as well, meeting deadlines, communicating frequently, and providing feedback in a timely way. The assignments are described completely in the D2L site for the course. In addition to compliance with the code of integrity cited elsewhere, the instructor will expect that all assignments are completed on time, meet the specifications for that assignment, and are professional in appearance and grammatically correct.

COURSE, SCHOOL, AND UNIVERSITY POLICIES: 

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>

  • Assignment Policies

    • Completed assignments will be submitted via the D2L dropbox unless otherwise specified. Some completed assignments will be shared with other students. Assignments will normally be commented on and graded and returned to students via the dropbox.
    • Assignments will be expected to be submitted on or before the dates specified. The instructor will be willing to negotiate alternative dates as needed but only if such negotiation takes place prior to the due date. Late assignments that have not been negotiated beforehand will be accepted at the discretion of the instructor.
    • Assignments are expected to be professional in appearance; that is, they are neat, grammatically correct, with no spelling or typographical errors. Citations may be in any recognized format as long as they are consistent. (Please see the “Guide for Formal Written Assignments in Graduate School” in the contents area on D2L.)
    • One assignment will entail working in groups. Students will be expected to manage the process so that all group members are included in decisions, all share an equal responsibility for the product, and all participants are treated with respect.

 

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.

GRADING: 

In order to receive a grade of B for the class, students will have to have completed all assignments for the class reflecting a good grasp of the topic. An A will signify that all work has been completed well and a substantial amount of the work has been completed excellently. In addition, to receive an A or B, students must be engaged actively in discussions in the classroom throughout the semester. A C or lower will be given if some assignments are not completed or if a significant number of assignments are not completed acceptably or if students fail to participate in class discussions.

Each assignment will be graded, and each assignment will be given a percentage weight for the semester grade. Assignments will be given the following grades:

A (95-100)

A- (90-94)

B+ (85-89)

B- (80-84)

C+ (75-79)

C- (70-74)

D+(65-69)

D- (60-64)

E (59 or below)

University grades do not include + or -. Final grades will be computed on the work of the semester plus participation in class discussions. Students will receive a grade of A, B, C, D, or E for the semester unless we have negotiated an Incomplete.

Each assignment is due on the date specified. A student may negotiate a revised due date if necessary, but this must be done in advance. Assignments will be accepted late only at the discretion of the instructor. Please use the dropbox in D2L for submitting assignments unless otherwise specified.

A significant portion of the semester grade is dependent on active participation and engagement in the substance of the class. Participation points will be given based on the instructor’s judgement about the participation level of each student. Substantive contributions are those that contribute new information, new ideas, or new perspectives or that move the conversation along or into new areas.

INSTRUCTOR NAME AND CONTACT ADDRESSES: 

SIRLS Room 8 Contact Information: Campus Phone: 621-5221Home Phone: (520) 229-3261

Email: wilding@email.arizona.edu

Office Hours: Monday, 1:30-3:00 PM; Thursday 10:00-12:00 PM. The instructor will be available at other times by appointment

IRLS521-791 Children and Young Adult Literature

Tue, 08/14/2007 - 15:51 — twadham
COURSE NAME, NUMBER AND PREREQUISITES: 

Children and Young Adult Literature

IRLS 521 Section 791

COURSE DESCRIPTION: 

COURSE DESCRIPTION

An introduction to children's and young
adult literature, both historical and contemporary. Major genres,
authors, illustrators and trends in children's and young adult
literature. Evaluation of library materials for children and young
adults. Reading competencies and interests of children and young adults.

What will we be covering in this course?
We will study all genres of both children's
and young adult literature, both current and classic titles.

Literature
studied will be current children's and young adult literature. Students
will read a broad variety of literature from both categories, although
those wishing to specialize in children's (or young adult) services may
focus their reading on literature appropriate children or youth. Students will read an additional 30 books beyond the required reading. These books
should include a variety of genres discussed in the required texts.

D2L will be
used for the course management. Instruction on D2L will be provided if necessary.

So how are we going to do this?

This
course is taught via lectures and class discussion.

What will be expected of you, the student?

  • It is essential that class members read the assigned books and come prepared to contribute to the discussion.
  • Interactions with fellow students and with
    instructor should be respectful. Differences of opinion are welcome.
    Students should make an effort to articulate and support their views with substantial
    information.

My hope is to
provide an enjoyable experience for you as you read children's and
young adult literature. I also hope that you will be able to develop a lifelong passion and interest for books for young readers.

 

COURSE OBJECTIVES: 

Course
Objective:

The objectives of this course are:

  1. To
    read, read, read children’s books. To experience as many children’s books
    as you can in one semester, for your own purpose and from your own
    perspective..
  2. To
    see more clearly how the books work and how they affect you. To sharpen your powers of observation
    and perception about children’s books and how you respond to them.
  3. To learn how to use children’s books in
    school and public library settings, and to help connect the right child
    with the right book at the right time.
REQUIRED COURSE MATERIALS: 

Texts:

Read the following texts by the
dates indicated on the syllabus. These
titles should be available at most major bookstores and online. You are welcome to obtain them from your
local library—don’t feel obligated to purchase them unless they are titles you
would like to have in your personal library.
Please make sure you have the books in time to read them before the date
they are discussed in class. The quality
of the class discussion will depend on your having read the books. If you have read any of these books in the
past, I’d ask you to please re-read them so that they are fresh in your minds
for the discussion. Because of the
number of books I’m asking you to read, I would suggest you pace yourself and
begin reading EARLY, preferably before the semester begins. Please also note that this list may be
subject to some minor change. I will
update this syllabus prior to the first day of class if adjustment is
necessary. Please check the syllabus on
the SIRLS web site.

 

I’ve included both older and more
recent classics on this list.

 

In addition to the assigned books
below, I would like you to read 30 additional children’s books of your own
choosing. I have indicated the number of
books in each category that I would like you to read along with the assigned
titles. These titles can be read at any
time during the semester and don’t need to be read to coincide with the class
discussion.

 

Assigned Reading

 

Classic Fiction: Tuck Everlasting by Natalie Babbitt

The
Long Winter by Laura Ingalls Wilder

1 title of your choosing

Picture Books: Millions of Cats by Wanda Gag

Curious George by H. A. Rey

Fables by Arnold Lobel

The Snowy Day by Ezra Jack Keats

The Polar Express by Chris Van Allsburg

Bread and Jam for Frances by Russell Hoban

The Stinky Cheese Man and Other Fairly
Stupid Tales by Jon Scieszka

“Let’s Get a Pup!” said Kate by Bob
Graham

Doctor
DeSoto and Amos and Boris by
William Steig

Flotsam by David Wiesner

Who Loves Me? by Patricia MacLachlan and
Amanda Shepherd

15
titles of your choosing, including 3 wordless or toddler books

Readers: The Cat in the Hat by Dr. Seuss

Frog and Toad Together by Arnold Lobel

3 titles of your choosing

Traditional Fantasy: Snow White and the Seven Dwarfs
Translated by Randall Jarrell, Illustrated by Nancy Ekholm Burkert

Seven Daughters and Seven Sons by
Barbara Cohen and Bahija Lovejoy

3 titles of
your choosing

Modern Fantasy: The Golden Compass by Philip Pullman

The Dark is Rising by Susan Cooper

The
Golden Dream of Carlo Chuchio by Lloyd Alexander

Harry Potter and the Deathly Hallows by
J. K. Rowling

The Mysterious Benedict Society by Trenton Lee Stewart

 

Poetry: Whiskers and Rhymes by Arnold Lobel

1 title of your choosing

Realistic Fiction: Clementine by Sara Pennypacker

The Higher Power of Lucky by Susan
Patron

Are Youth There God? It's Me Margaret by
Judy Blume

Harriet
the Spy by Louise Fitzhugh

Anastasia
Krupnik by Lois Lowry

From the Mixed-Up Files of Mrs. Basil E.
Frankeweiler by E. L. Konigsburg

2 titles of your choosing

Historical Fiction: The Invention of Hugo Cabret by Bryan Selznick

A Drowned Maiden's Hair by Laura Amy Schlitz

The True Confessions of Charlotte Doyle
by Avi

1
title of your choosing

 

Young Adult Literature: Twilight by Stephenie Meyer

American Born Chinese by Gene Luen Yang

1 title of your choosing

Biography: The Hero Schliemann: The Dreamer Who Dug for
Troy by Laura
Amy Schlitz

1 title of your choosing

Informational: Team Moon: How 400,000 People Landed Apollo
11 on the Moon by Catherine Thimmesh

3 titles of
your choosing

COURSE REQUIREMENTS: 

All students are required to:

1. Complete the
assigned reading (by the due dates indicated in the syllabus).

Value 10%

2. Reading
Record. In addition to the assigned
reading you are to read 30 books of your own choosing. The number of personal choice books in each
category are noted along with the assigned reading at the beginning of the
syllabus. Please don’t read books you
have previously read. Each of you should
keep a reading record that includes each book you read. The purpose of this assignment is for you as
a children’s literature practitioner to begin keeping a permanent, individual
record of the children’s books you have read.
You should record all of the children’s books you read during the
semester, including both the assigned texts and the 30 additional books of your
choice. You will be amazed at how useful
such a record will be. No matter how
much you understand the importance of reading, you need to be able to lay your
hands on good books to convince children that reading is a powerful, worthwhile
activity. Long after this class, your
reading record will immediately bring titles to mind and help convince the
children, teachers and parents you work with that you are, indeed, brilliant. Hopefully at the very least your reading
record will eliminate you having to spend the better part of an afternoon
rummaging through library shelves for that vaguely remembered book. Because this record should be useful to you
personally, you may choose the general format and organization. You may develop this record in whatever
format you are most comfortable with, anything from 3x5 cards to a Microsoft
Access database. What is important is
that you include information that will be important to you. The basic pertinent information that your
record should include for each book is:

Title

Place of Publication

Publisher

Publication Date

Type of Book (fiction, informational, etc.)

Genre (fantasy, realistic fiction, etc.)

Notes

Beyond this, I would strongly recommend that you include a
plot summary and/or other notes that will help remind you of particular
elements of the book you would like to remember. I sometimes find myself adding quotes or even
page references for future reference.

Value 30%

 

Due: Sept 28—Submit
sample book record in your chosen format to me for approval

Dec 4—Final book record due. If you have created your record in an
electronic format, I will accept it electronically. I will also accept a printout.

 

2. Book Lists. In the “real” world you may very often find
yourself making lists of books on particular topics (“What to read while you
are waiting for the next Harry Potter book”, or “Books with easy science
experiments” for example.) I’d like you
to create a book list of no fewer than 15 children’s books on a topic of your
choosing. The books ought to be for the
same general age of children—children are your audience, and 6th
graders probably won’t respond well to a list that includes “baby books”
alongside books of interest to them.
This booklist should be formatted either as a bookmark or trifold flyer
that could be handed out from your desk.

Value 10%

Due: Nov 13

 

3. Book Talks.
As a practicing professional you may be in situations where you will be doing
formal or informal book talks for groups of children. The purpose of book talking is to be an
“enthusiastic book advertisement” and to get kids so excited about particular
books that they will have to go out and read them. Each student will be required to book-talk no
fewer than two related books for the class.
These book talks may not be on books assigned in class. By “related” I mean that you should choose
books that have some sort of connection, whether it is through the author, the
genre or whatever. Together, your book
talks should be no longer than 10 minutes at the most. Author Joni Brodart has written a number of
books about book talking, should you need a resource.

Value 10%

Due: Oct 23-Nov 20 as assigned in class

 

4. Article. You are required to write an article focusing
on some aspect of children’s literature based on the format requirements of a
children’s literature journal of your choosing.
You should select a particular journal, and examine several issues to
see the types of articles and topics that the journal typically addresses. Your choice of journal may be influenced by
the topic you wish to write about or vice versa. You must find out what the journals’
requirements are for article submissions.
These are sometimes included in the journal. You might also need to contact the journal
directly for this information. Write
your article based on the specific requirements of the journal. Be prepared to discuss your article on the
last day of class. I will be evaluating
the final articles on suitability for actual submission to the journals. I’d like to see some published articles
coming from this assignment.

Among the journals you might consider are:

The Horn Book

School Library Journal

VOYA (Voice of Youth Advocates)

Children and Libraries

Value 40%

Due: Oct 9—Submit your article topic,
journal choice, and article submission guidelines for that journal

Dec 4—Final Article

COURSE, SCHOOL, AND UNIVERSITY POLICIES: 

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: How do you want students to submit assignments? Do you want them to include any particular identifying information on their assignments? Will assignments be returned to them, or will they just see a posted grade? Anything else that they'd need to know?
  • Assignment due dates: Since the Course Schedule section (above) will spell out specific due dates, this section is used to describe any late penalties and any particulars about exactly when items are due (e.g. "Surface-mailed assignments must be postmarked no later than the stated due date.")
  • Writing style: Are students supposed to use any particular writing style, such as APA or Chicago Manual? Are there any on-line writing resources that might be helpful to your students as they prepare their assignments? What if English is not their native tongue...is help available to them?
  • Late Policy

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.

GRADING: 

Late work will lose one letter grade from the grade it would
have gotten had it been turned in on time.
However, the final project, the article, will not be accepted late.

Assignments are due no later than 6:30 pm (the beginning of
class) on their assigned due date.

Please include your name at the top of all your assignments.

 

Grading Criteria:

 

A=90-100

 

B=80-89

 

C=70-79

 

D=60-69

 

F=59 and below

INSTRUCTOR NAME AND CONTACT ADDRESSES: 

Instructor: Tim Wadham,
Ph.D.

Children’s
Services Coordinator

Maricopa
County Library District

Location: Burton Barr Central Library, Phoenix Public Library.

Class Hours 6:30-9:00
pm, Tuesdays

Office Hours: 5:30-6:30 Tuesdays (in classroom), other hours by appointment

E-mail/phone: Twadham@email.arizona.edu/602.652.3045

IRLS571-791 Introduction to Information Technology

Fri, 08/10/2007 - 20:08 — trevors
COURSE NAME, NUMBER AND PREREQUISITES: 

Introduction to Information Technology

IRLS 471/571 Section 791

This course is an elective for the SIRLS Masters degree. There are no prerequisites

COURSE DESCRIPTION: 
Trevor's Head "This course is designed to introduce the basic concepts and applications of Internet-related information technology and its impacts on individual users, groups, organizations, and society. The topics in this survey course include computing basics, network applications, human computer interactions, computer-support cooperative work, social aspects of information systems, and some economic and legal issues related to digital services and products." (3 credit hours)

"If the automobile had followed the same development cycle as the
computer, a Rolls-Royce would today cost $100, get a million miles per
gallon, and explode once a year, killing everyone inside." -- Robert X.
Cringely.

Introduction to Information Technology is a course about computers, but it is not just
about computers. More than any other recent development, the computer,
and specifically Internet-related technology, has changed the way
humans interact with the world, information, and each other. To
understand social change in the digital age and the implications for
information professionals, it is necessary to have a broad
understanding of technology. This course will cover the history and
development of computers and networking, survey Internet technologies,
and describe some of the electronic tools that are found in modern
libraries. Students will be assigned hands-on projects that reinforce
important concepts. We will also look at the implications and
consequences of information technology such as collaboration, hacking,
access/ownership, free-inquiry, and information economics.

The purpose of this course is not to teach you how
to be an engineer, administrator, web mistress, or even a systems
librarian. Rather, upon completion of IRLS 471/571, you should be able
to intelligently discuss library and Internet technology with IT
professionals, make reasoned purchase recommendations, constructively
critique web sites, and present information online in an effective and
appealing manner. You should also understand enough about inevitable
technological change to help your institution plan for success.

General familiarity with computers will help on some assignments,
but as the semester progresses, we'll find that we all have strengths
and weaknesses when it comes to the course material. "1337 haxors"
may find some of the early tech-oriented assignments relatively easy,
but they won't necessarily have any advantage when it comes to the
contextual issues surrounding technology.

Course Contents

The course is composed of 5 interdependent units. We will spend from two to four weeks on each topic. In order, the units are as follows:

Unit 1: Introduction and History of Computing
Unit 2: Operating Systems, Networking,Programming Languages and Formal Troubleshooting
Unit 3: Internet Technologies
Unit 4: User Interface Design, Information Seeking Behavior and Website Evaluation
Unit 5: Library Technology and Social Issues

Course Delivery

This is a virtual course with the majority of interaction taking
place in the UofA's course management system, Desire2Learn (D2L). In
D2L we have access to email, announcements, discussion boards, an
assignment drop-box, a resource repository, a chat room, and a secure
grade book. We will use all of these features this semester. Many of
the online lectures include both video and sound. No on-campus
attendance is required.

A normal week will start on Tuesday when the Unit assignment (if
any) from the previous week will be due by 8:00pm. New lectures will be
posted on Wednesday. Announcements and discussion
postings may be added at any time. Every attempt will be made to
release the grades for Tuesday's ass