Course Materials: Fall Syllabus
S603: High Tech Libraries and Learning
Indiana University at Indianapolis
School of Library and Information Science
From blogs to wikis, today's learners have access to a wide range of technology tools and learning spaces. This course explores these technologies and examines how librarians and educators can facilitate high tech learning.
This page was designed for a graduate course at IUPUI. If you've stumbled upon the course and want to learn more about it, email Dr. Larry Johnson for more information.
Instructor Contact Information
Name - Larry Johnson, Ph.D.
Address - P.O. Box 206 Teasdale, Utah 84773
Dr. Johnson often travels during the semester. Email for the latest direct address.
Email - email@example.com or firstname.lastname@example.org
Online Course Materials
Course Materials - http://eduscapes.com/hightech
Syllabus - http://eduscapes.com/hightech/course/syllabus.htm
Requirements - http://eduscapes.com/hightech/course/require.htm
Checklist - http://eduscapes.com/hightech/course/checklist.htm
No required print text. All readings are online.
Recommended Online Resources
We have a variety of backgrounds and interests represented in this course. I've provided links to a few blogs that will be helpful in specific library areas. No specific assignments will be made, but the resources and links may be helpful in designing course projects. I've selected these based on their focus on professions in the field, technology, as well as their association with professional organizations. For links to personal blogs and other resources, look at the blogroll of the following blogs. If you're overwhelmed by blogs, consider using a new aggregator such as Google Reader to help you get organized.
- ALA Blogs - locate blogs from various organizations within ALA
- American Libraries Direct - electronic newsletter
- American Libraries Blog
- Library History
- LITA Blog
- Stephen's Lighthouse
Academic and Research Librarians
School Technology and Libraries
- AASL Blog
- Apps in Education
- Blue Skunk Blog
- Free Technology for Teachers
- Larry Ferlazzo's Blog
- NeverEndingSearch Blog
- School Library Monthly
- The Unquiet Librarian
- Go to School Library Journal and look under the pull down menu called BLOGS
Special Libraries and others
The following entry skills are required for this course:
- demonstrate basic computer skills related to keyboarding, operating system, and disk management.
- identify, select, access, and evaluate information found on the Internet and in the library.
- use technology as a personal and professional productivity tool for activities such a word processing (Microsoft Word) and desktop presentations (Microsoft PowerPoint).
- use a word processor, web development tool, or raw HTML for simple web page development.
- download trial versions of software from the web for evaluation purposes such as educational software (i.e., Inspiration) - directions are provided in class.
- download drivers and plugins such as Real Media, Windows Media Player, and/or QuickTime to play audio and video from the web. - directions are provided in class.
- use Oncourse for forums and information sharing.
High tech learning refers to the constantly evolving hardware, software, and networking tools and resources available to those wishing to acquire knowledge, skills, attitudes, or values through formal instruction or free inquiry. Because of the virtual nature of these digital tools and resources, high tech learning can occur anywhere, anytime. Libraries, educational institutions, museums, and community organizations all play a role in faciliating this type of learning.
This three-credit course explores high tech learning tools and spaces. Participants explore how technology tools can be used to produce texts, illustrations, photographs, sounds, videos, and animations for use in teaching and learning. Next, participants examine the role of librarians and educators in facilitating learning spaces through the use of technologies such as email, forums, blogs, virtual conferencing, collaborative web/wikis, social networks, course management systems, desktop spaces, and interactives. Along the way, participants examine evidence of the effectiveness of each technology as well as issues associated with their use.
This course will expand your thinking about the integral role of technology in a comprehensive school, academic, and/or public library setting. This course is taught entirely online including web-based readings and resources, threaded discussions, plus online activities. Choices allow graduate students with varied backgrounds and interests to select activities that meet their professional needs.
Students will be able to:
- identify essential questions and match learning needs to effective and efficient technology-rich learning environments.
- apply technology tools to produce texts, illustrations, photographs, sounds, videos, and animations for use in teaching and learning.
- identify, design, create, and facilitate learning spaces through the use of technologies such as email, forums, blogs, virtual conferencing, collaborative web/wikis, social networks, course management systems, desktop spaces, and interactives.
- evaluate evidence of the effectiveness of technology in learning.
- discuss key issues associated with high technology use.
The instructor will:
- encourage critical and creative thinking related to the use of technology for learning in libraries and classrooms.
- convey examples of theory, techniques, and models relevant to technology-rich learning.
- judge student performance fairly in accordance with the SLIS grading policy and the expectations for the assignments outlined in this syllabus.
- in the long term, increase the likelihood that professionals will support, promote, and facilitate effective uses of technology in learning.
S603 is a three-credit graduate course that may be used to complete:
- an elective for the MLS, MIS or IST degree with program advisor approval
- credit to renew a teaching license in school library media or other discipline area if approved by the certification advisor
- an elective for undergraduate teaching credentials
S603 also meets a portion of the new standards for Teachers of Library Media in Indiana as approved by the Professional Standards Board.
For a complete description of the requirements, go to the Course Requirements page.
For a nice checklist of the course activities, check out S603 Course Checklist.
The points awarded for each activity are indicated on the Course Requirements ppage. High expectations have been set for this course. Please notice that outstanding achievement will require careful attention to course criteria and exceptional quality in course assignments.
Final grades are based on the following range within the total 100 points possible:
F below 75
The meaning of the letter grades follows the SLIS Grading Policy:
A: Outstanding achievement. Student performance demonstrates full command of the course materials and evinces a high level of originality and/or creativity that far surpasses course expectations. The grade of A+ is not granted in SLIS, except in very exceptional cases.
A-: Excellent achievement. Student performance demonstrates thorough knowledge of the course materials and exceeds course expectations by completing all requirements in a superior manner.
B+: Very good work. Student performance demonstrates above-average comprehension of the course materials and exceeds course expectations on all tasks defined in the course syllabus.
B: Good work. Student performance meets designated course expectations, demonstrates understanding of the course materials, and has performed at an acceptable level.
B-: Marginal work. Student performance demonstrates incomplete understanding of course materials.
C+, C, C-: Unsatisfactory work and inadequate understanding of course materials.
D+, D, D-: Unacceptable work; course work completed at this level will not count toward the MLS degree.
F: Failing. May result in an overall grade point average below 3.0 and possible removal from the program.
A final grade of "I" or "Incomplete" will NOT be given except in extreme situations. Please let me know if you're having difficulty completing the requirements of this course.
Students needing accommodations because of disability must register with Adaptive Educational Services and complete the appropriate form before accommodations will be given. The AES office is located in Cavanaugh Hall 001E, 425 University Blvd., Indianapolis, IN 46202-5140 and may be reached by phone 317/274-3241 or 317/278-2050 TTD/TTY; by fax 317/274-2051; or by email email@example.com
For more information go to http://life.iupui.edu/aes/
A basic requirement of this course is that you will participate in class and conscientiously complete writing and reading assignments. Keep in touch with me if you are unable to attend class or complete an assignment on time. If you miss more than half our class assignments within the first four weeks of the semester without contacting me, you will be administratively withdrawn from this section. Our class has assignments each week; thus if you miss more than three assignment in the first four weeks, you may be withdrawn. Administrative withdrawal may have academic, financial, and financial aid implications. Administrative withdrawal will take place after the full refund period, and if you are administratively withdrawn from the course you will not be eligible for a tuition refund. If you have questions about the administrative withdrawal policy at any point during the semester, please contact me.”
Learn more at http://registrar.iupui.edu/withdrawal-policy.html