Instructor Contact and Office Hours

• Email is best: librarysteve@yahoo.com
• Yahoo IM: librarysteve  | AOL IM: librarysteveg | Gtalk: profg67
• Twitter: librarysteve [We'll use twitter for "Virtual Office" functions]
• Office: n/a

Statement about Learning Disabilities

Dean Karen Novick (knovick@scils.rutgers.edu) should be notified if students need any special accommodation due to learning disabilities or physical disabilities.

Catalog Description:

This class will focus on how technology is used in society to communicate information, ideas, practices, thoughts, and opinions. It will further examine how technology creates new communities and learning environments. Concentration on various types of social software and their use will be emphasized. Lastly, we will explore how libraries and information agencies can take advantage of this software to better inform and communicate with their various audiences.

Pre-Requisite(s)/Co-Requisite(s)

Pre-requisite: 17:610:550 - Information Technologies in Libraries and Information Agencies

Instructional Objectives:

In this Course we will:

• Explore the background of computer based socialization and networking
• Experiment with various types of Social Software
• Review how the library world and society as a whole is using Social Software

Learning Objectives:

Upon completing this course students will be able to:

• Explain what the Web 2.0/Library 2.0 concept is – how it is different from past experience/practice, and why that shift is important to libraries & librarians
• Demonstrate the use of social technologies for information collection, management, dissemination, promotion and collaboration.
• Create a functioning example of the use of social software & programs for a library or information agency that improves services, builds community, and helps staff work and communicate more effectively.

Organization of Class:

Below is a general schedule, more detail is included in each section on class wiki available at http://russl.pbwiki.com

*For Summer, some classes will combine, some will have to be eliminated.

Grading/Assessment

• [STUDENT RESPONSIBILITY - IT IS THE STUDENT'S RESPONSIBILITY TO STAY AWARE OF GRADES THROUGHOUT THE SEMESTER...]
• Grade Points:
  • A = 92-100; Outstanding
  • B+ = 89-91;
  • B = 82-88; Good
  • C+ = 79-81;
  • C = 72-78; Satisfactory
  • F = 71 and below
• Grade Breakdown
  •  Homework Projects: 75pts
    • Homework projects will be completed on time. Given the nature of the course (we all depend on each other), late submissions will not be possible and will therefore be penalized. Each project will be graded with an x, p. or 0. x = completed on time; p = partial credit (late or incomplete); 0 = not done (not done or woefully inadequate). Weight of the x and p are relative to the amount of homework projects (e.g. 15 homework assignments = 5pts - x; 2.5pts - p)
      • For any grade of p or 0, 1 week will be allowed from assignment of original grade to bring a p to an x or a 0 to a p
  • Final: 25pts
    • (Individual/Small Group Project) Students will perform a simple needs assessment/evaluation of an information organization and provide a project proposal for the implementation of social software application(s) at that organization. Students' will also prototype the service they're creating. Approval needed for topic area/approach, but generally limitless.
      • All projects will be informally present ed in the last class.
      • See Final Page for more info
• Redo/Revision/Extra Credit Policy
  • There will be no chances for “redos”/revisions/extra credit beyond the process above.

Reading/Resources:

 Books to Purchase* (Available at RU Bookstore and via Barnes and Noble):

   (1401302378) Anderson, C. (2006). The Long Tail: Why the Future of Business Is Selling Less of More. New York: Hyperion.

   (0763622591) Anderson, M. (2004). Feed. Cambridge: Candlewick.

   (1578517087) Brown, J., & Duguid, P. (2002). The Social Life of Information. Boston, Massachusetts: Harvard Business School Press.

   (157387275X) Farkas, M. (2007). Social Software in Libraries: Building Collaboration, Communication, and Community Online. Medford, New Jersesy: Information Today, Inc..

   (1594481946) Johnson, S. (2005). Everything Bad is Good for You. New York: Riverhead Hardcover.

  Articles:

  Abram, S., & Luther, J. (2004). Born with the Chip. Library Journal. 129, 34-37.

http://www.libraryjournal.com/index.asp?layout=articlePrint&articleid=CA411572

  Casey, M., & Savastinuk, Laura (9.1.2006). Library 2.0. Library Journal. 131, 40-42.

http://www.libraryjournal.com/article/CA6365200.html

 Other:

  Throughout the weeks there will also be Websites/Blog posts to read, Podcasts to listen to, Vodcasts/Screencasts to watch

*It will be your responsibility to have access to all books throughout the entirety of the class

Equipment/Software Needed:

Although this class will utilize mostly web based services, there will be some software that will be computer platform dependent to Windows, Additionally the Instructor principally uses a Windows based PC so the majority of teaching materials will be presented to the Windows platform.

 Equipment:

• Access to Broadband connected computer
• Digital Camera (no quality requirements)
• Digital Camera w/video or Cam or CamCorder
• Microphone/Headphones (or combo)

 Software:

• Audacity (for podcasting)
• Yahoo Instant Messenger, AOL Instant Messenger, Gtalk IM Client
• Other software will be downloaded as needed

Participation Policy

Learning strategies for this course focus on interactive, constructive learning.  Each session will provide a range of learning experiences that will integrate formal input, personal and professional experiences, understandings developed through required reading and other homework exercises, discussion, reflection and action.  Class activities will provide opportunities for students to develop a range of intellectual abilities, such as analyzing, synthesizing, evaluating, critiquing and reflecting on ideas and viewpoints.  Students are also required to actively engage with the literature of the field, both in preparation for and reflection on each session, and as part of the assessment process. 

An inquiring mind, a critical spirit, looking for the interconnectedness of ideas, taking risks, appreciating diversity of background and experience are part of this development.    

Accordingly, participation in each class session is an important requirement as it provides an indicator of engagement with the course, learning needs, and important foundations for all class assignments.  The availability of course material and notes online does not represent a replacement of class attendance/participation.  In fact, the online materials are merely a starting point for this class. Your instructor has the discretion to lower grades based on excessive absences or late attendance.  Students should inform the instructor, in advance when possible, of conditions warranting absence from class participation.  University regulations identify five recognized grounds for absences.  These are:

• Illness requiring medical attention;
• Curricular or extracurricular activities approved by the School;
• Personal obligations claimed by the student and recognized as valid  (for example, death / serious illness of relative or family member);
• Recognized religious holidays (the university posts official dates in the various Catalogs);
• Severe inclement weather causing dangerous travel conditions; (note that the university formally advises via the Rutgers Web site if classes are cancelled do to weather)

Written documentation is strongly recommended for absenteeism.  The course instructor will determine if an absence is excused or unexcused.

Academic integrity and Student Support Services

Students are expected to take the initiative to become aware of university policies and services that will help them succeed in their academic work. They are responsible for following the guidelines specified in the university’s academic integrity policy, procuring information literacy skills needed to succeed in academics, seeking advisement when needed, and taking advantage of support services. The following websites are recommended for these purposes:

Rutgers’ Policy on Academic Integrity Policy for Undergraduate and Graduate Students

http://teachx.rutgers.edu/integrity/policy.html

Guidelines for the university’s policy are explained, along with explicit information on violations of policy, consequences of infractions, and administration of the Academic Integrity Policy.

Plagiarism and Academic Integrity

http://www.scc.rutgers.edu/douglass/sal/plagiarism/intro.html

Rutgers University Libraries provide an interactive lesson designed to teach students about avoiding infractions of academic integrity policies.

Rutgers University Libraries and Information Literacy Instruction

http://www.libraries.rutgers.edu/

The library website provides informal instruction through the How do I? link as well as a Library Instruction link to support services such as customized classes, research guides, learning tools, and workshops.

Training for e-companion Courseware

https://ecompanion.rutgers.edu/

When a face-to-face course is also delivered through the e-companion website students can access a  Flash demo as well as email assistance requests.

Disability Support Services

http://studentaffairs.rutgers.edu/disability/

The Office of Disability Services provides links to information about services that are in compliance with ADA and Section 504.

School of Communication, Information and Library Studies

http://www.scils.rutgers.edu/

SCILS website provides news and information about events, academic programs, courses, and faculty/staff

Course Calendar

See "Organization of Course" for general overview and Individual Classes on russl.pbwiki.com for specific reading and homework assignments