Category Archives: SJSU SLIS

Fall Class: Transformative Learning & Technology Literacies

This is a course preview video for those SJSU SLIS students who may be interested in my fall class “Transformative Learning & Technology Literacies.”

All information professionals will most probably be called upon to create or present some form of instruction in the scope of their jobs. Within information environments, this class explores models such as Mezirow’s concept of transformative learning, the USER model, and the Learning 2.0/23 Things program as well as developing concepts such as Jenkins’ transmedia navigation.

Draft Syllabus (“Greensheet”) is here: http://tametheweb.com/2012/04/04/transformative-learning-and-technology-literacies-updated-for-fall-2012/

SJSU SLIS Faculty Institute Presentation Slides

After two days of faculty retreat, we are finishing the week with the SJSU SLIS Faculty Institute. Our faculty and adjuncts have gathered here in San Jose from all over for workshops and discussion about teaching. I’m doing a talk this afternoon on using social media in teaching. The slides are here:

http://dl.dropbox.com/u/239835/SLISStephensSocialMedia.pdf

Learning Everywhere: http://lj.libraryjournal.com/2012/04/opinion/michael-stephens/learning-everywhere-office-hours/

Hello, CIRI – Introducing SJSU SLIS Center for Information Research and Innovation (CIRI)

The Center for Information Research and Innovation (CIRI) at the San Jose State University School of Library and Information Science fosters research in our field, aimed at generating exemplary new practices and innovative products to benefit a global audience. We invite you to explore CIRI and learn more about our projects and our partners. If you are interested in joining us on our research journey, we’d like to hear from you.

http://slisweb.sjsu.edu/ciri/

Please check out the various pages – Current Projects for sure! –  and don’t miss our blog. Faculty will be sharing information and insights about research and teaching in LIS with the greater community. I just contributed my first post on Learning 2.0:

http://slisapps.sjsu.edu/blogs/wp/ciri/2012/05/13/learning2-0/

 

 

Transformative Learning 2.0 – And Some Thank Yous

In Library Journal this past month, I explored the concept of “learning everywhere.”  Here’s a snip:

This semester, I’m teaching a new class based on Mezirow’s concepts of transformative learning, the work of Char Booth in the arena of user instruction, and the Learning 2.0 model…. We’re working with consultant Polly-Alida Farrington, who teamed up three groups of my students with two libraries and a school library consortium in New York State. Over the course of our 15-week semester, each group is adapting, designing, and running a “mini-23 Things” for its assigned organization.

It’s been a fun, chaotic, and messy experience. In our weekly group chats online, the mantra has become “Learn by doing….” Real-world messiness offers a level of experience unmatched by classroom activities. This high-tech/high-touch experience sets the students on course for getting jobs and taking on future projects.

The class has been incredible. Three groups of students created Learning 2.0 websites for three insitutions:

Over the course of the semester the students adapted Learning 2.0 content and then ran a 5-6 week course for staff at each institution.

Here’s the cool thing. We’ve archived all of the modules the students created for their programs here: http://thehyperlinkedlibrary.org/learning20/

We want them to be available for any future Learning 2.0 programs or just for individual library staff to explore. Please share far and wide.

I also want to take a bit of space here to thank some important folks:

  • Everyone at the project sites above who worked with my students and participated in the programs. I took a step back and let the groups interact and plan with the point people and I am most pleased at how successful it was.
  • Special thanks to Polly-Alida Farrington, who volunteered her time to work with us – coordinating the project sites and meeting with us in our online workspace throughout the planning stages of the projects.
  • A huge shout out and thank you to Char Booth. We used her incredible book Reflective Teaching, Effective Learning: Instructional Literacy for Library Educators as our text. Char also gave her time, lecturing for us and coming back to answer questions during a project debrief.
  • And, of course, a big thank you to the brave students who took this class. it was the first time I had ever done such a project-based learning experience. I am knocked out by their work and the high quality of their reflections of the process. They also designed their own online personal learning networks as part of the course. Very impressive work!
I look forward to teaching the class next semester and will be looking around for libraries to partner with for the mini Learning 2.0s.

 

Heading to Chicagoland – Learning 2.0 Focus Groups this Week

I wanted to share with you a little bit about what I will be doing Monday & Tuesday of this week. You may remember the news about the grant I received:

http://slisweb.sjsu.edu/people/happenings/2011/happenings2011dec16.htm

I was awarded the grant by SJSU to begin studying the impact of  Learning 2.0 in US libraries. We’re starting with a pilot project as outlined in the grant proposal:

Three public libraries in the Chicago metropolitan area will partner in this study. All three libraries have offered Learning 2.0 programs within the last five years, and all three library directors have agreed to participate in this study. The libraries include Mount Prospect Public Library, a mid-size public library where more than 100 staff members participated in the program in 2008; Schaumburg Township District Library, the second largest public library in Illinois, where 146 staff participated in the program in 2007; and Skokie Public Library, a suburban library where 154 employees participated in the program in 2007.

The survey instrument will be based on the question set used in the Australian study.  All staff at each site study library will be invited to participate in the web-based survey.  In addition, the investigator will duplicate the focus group procedures utilized in the Australian study.  Questions will be used to gather perceptions and insights about the results of the Learning 2.0 program, including perceptions regarding what aspects of the program worked well and the lasting impact of the program. The study will include three focus groups at each participating library.  Internal announcements to all employees will be used to gather participants. All employees who are interested in participating in the focus groups will be added to a list, and participants will be randomly selected from the pool, reducing the chance of bias in any group.  

 So, Monday and Tuesday I’ll be running the focus groups in all three locations. I’m looking forward to visiting these outstanding Chicagoland libraries.

My Courses in WISE

I am happy to announce both of my fall  2012 courses will be available in the WISE program:

 Web-based  Information Science Education (WISE) is a unique and groundbreaking opportunity in online Library and Information Science (LIS) Education.

Leading schools in the information field have extended their reach outside the traditional classroom to broaden the educational opportunities available to their students. The WISE Consortium uses advanced technology as a means to enrich LIS education and foster relationships among students, faculty, and universities, through course sharing an cooperative pedagogical training.

The vision of this initiative is to provide a collaborative, cost-effective distance education model that will increase quality, access, and diversity of online education opportunities in Library and Information Science.

Transformative Learning: http://wiseeducation.org/classinfo.aspx?classid=972

The Hyperlinked Library: http://wiseeducation.org/classinfo.aspx?classid=962

Transformative Learning and Technology Literacies – Updated for Fall 2012

Course Description

All information professionals will most probably be called upon to create or present some form of instruction in the scope of their jobs. Within information environments, this class explores models such as Mezirow’s concept of transformative learning, the USER model, and the Learning 2.0/23 Things program as well as developing concepts such as Jenkins’ transmedia navigation. Coursework answers these questions:

  • How can we promote transformative learning via technology?
  • How can we design instructional experiences that have high value for library learners?
  • What emergent technologies are enhancing the way we learn and navigate information?
  • How can Learning 2.0 learning programs enhance staff devlopment?
  • How can Personal Learning Networks (PLNs) enhance professional practice?

Course Prerequisites: LIBR 200, 202, 204 required. Other prerequisites may be added depending on content.

Course Requirements

Assignments:

  • All assignments support Learning Outcome #1 in addition to other SLOs.
  • Reflection Blogging: Eight 200 word minimum blog posts will serve as a reflection journal for the modules included in our course content. 20 points
  • Learning 2.0/23 Things Adaptation & Implementation: In groups, students will adapt and create content for a Learning 2.0 program and implement the program for a  library setting. Adaptation: 20 points, Implementation: 20 points
  • Online Personal Learning Network:  Students will design and curate their own online personal learning network throughout the semester. A media presentation or written report and resource list will share the details of the network. 20 points
  • Context Book Reports: Students will read one book selected from a list provided, and write a 400 word reflection or create a media-based presentation relating the topic and focus of the book to transformative learning and new literacies. 10 points
  • Participation & Seminar Engagement: Students will interact weekly via the course learning community, various social tools, and via optional online meetings. Students will be actively reading and commenting on others’ blog posts as well as within the learning programs they’ve designed. A final reflection post will allow students to self-evaluate their participation and engagement. 10 points

Detailed information and rubrics will be available on the course community site. Students will utilize a WordPress-based community course site for blogging, sharing and interaction throughout the course.

Course Calendar
Dates  and topics subject to change.

  • Week 1 – Course Introduction / Readings
  • Week 2 – L2.0 Prep / Learning & Instruction Theory
  • Week 3 – L2.0 Prep / Transformative Learning
  • Week 4 – L2.0 Prep / Teaching Tech
  • Week 5 – L2.0 Prep /  The USER Method
  • Week 6 – L2.0 Prep
  • Week 7 – L2.0 Launch for all groups
  • Week 8 – L2.0 / Personal Learning Networks (PLNs)
  • Week 9 – L2.0 / PLNS 2
  • Week 10 – L2.0 / PLNs: Exploration
  • Week 11 – L2.0 / Trans Media Navigation & Digital Storytelling
  • Week 12 – L2.0 / Games & Learning
  • Week 13 – L2.0 / Learning Analytics
  • Week 14 – L2.0 Course Wrap Up / PLN Presentations or Reports
  • Week 15 – Flex Time / Course Reflections & Wrap Up

Course Grading
Grading will be based on 100 possible points. More information to come as assignments are finalized.

  • Late assignments will lose 10% of point value per day late.
  • If life circumstances require students to request an extension, please do so several days before the assignment is due.
  • Communication and interaction throughout the semester via the course site is expected.

Textbooks and Readings

Readings and other media for each course concept will be  posted on the course site. Students are encouraged to share articles, blog posts and sites they find with the class via their blogs.

Course Prerequisites

LIBR 200LIBR 202LIBR 204Other prerequisites may be added depending on content.

Student Learning Outcomes

Upon successful completion of the course, students will be able to:

  1. Utilize models of engaged, technology-based learning within information positions of all kinds.
  2. Explain how new types of literacies impact the way we learn and consume information.
  3. Create a Web-based model of a user-focused, high value learning program.
  4. Utilize a personal learning network to enhance future professional practice.
  5. Engage learners within all information environments.
  6. Create and edit content for the Read/Write Web via various social technologies.

Core Competencies

LIBR 281 supports the following core competencies:

  1. C Recognize and describe cultural and economic diversity in the clientele of libraries or information organizations.
  2. H Demonstrate proficiency in identifying, using, and evaluating current and emerging information and communication technologies.
  3. I Use service concepts, principles, and techniques to connect individuals or groups with accurate, relevant, and appropriate information.

Textbooks

Required Textbooks:

  • Booth, C. (2011). Reflective teaching, Effective learning: Instructional literacy for library educators. Chicago: ALA. Available through Amazon: 0838910521 arrow gif indicating link outside sjsu domain
  • Thomas, D., & Brown, J. (2011). A new culture of learning: Cultivating the imagination for a world of constant change. Charleston, SC: CreateSpace. Available through Amazon: 1456458884 arrow gif indicating link outside sjsu domain

The Hyperlinked Library–Emerging Trends, Emerging Tech – Updated for Fall 2012

Course Overview

“The new tools provide powerful options for working with data, text, sound, and images. …. There is, predictably, an increasing departure in information handling from the simple pattern of read, think, then write. Computers are used for so much more than the traditional notion of “computing.’”

–Michael Buckland, Redesigning Library Services, 1992

What emerging trends are changing library services? What does a connected world of “continuous computing” mean for 21st Century libraries. This course provides a roadmap toward becoming theHyperlinked Library: transparent, participatory, playful, user-centered and human, while still grounded in our foundations and values.

Library scholars have noted the ongoing impact of technology on libraries and have called for a redesign of services to meet the evolving needs of users. Virtual communities have thrived online since the early 1980s. New media and social sites are part of the next incarnation of the World Wide Web, where digital tools allow users to create, change, and publish dynamic content of all kinds.  The evolving Web and related emerging technologies are signifiers of a broader cultural shift: toward an open, collaborative and participatory society. This course examines emerging technologies within a framework of participatory, hyperlinked library service: a model of creating, extending, updating and evaluating libraries via a user-centered approach.

The Hyperlinked Library is an open, participatory institution that welcomes user input and creativity. It is built on human connections and conversations. The organizational chart is flatter and team-based. The collections grow and thrive via user and staff involvement. Librarians are tapped in to user spaces and places online to interact, have presence and point the way.

Casey & Savastinuk describe the participatory service model: “It is a model for library service that encourages constant and purposeful change, inviting user participation in the creation of both the physical and the virtual services they want, supported by consistently evaluating services. It also attempts to reach new users and better serve current ones through improved customer-driven offerings.”

This course will examine various theories of library service, the advent of social networking tools, the creation of online collaboration and communities via those tools and their adoption by libraries as well as the rise of Library 2.0 thinking, a service philosophy born out of discussions of Web 2.0 and participatory library services. Students will experience an immersive learning environment via a wide range of tools. We will discuss the definition of participatory service, explore some key trends that impact the model, and examine what this shift means for libraries and information work in the 21stCentury.

Course Prerequisites: LIBR 200 required. Other prerequisites may be added depending on content.

Course Requirements

Assignments

  • All assignments support Learning Outcome #1 in addition to other SLOs.
  • Context BookStudents will read one book selected from a list provided, and write a 500 word reflection or create a media-based presentation relating the topic and focus of the book to libraries, technology and participatory service. 20 points
  • Reflection BloggingTen 200 word minimum blog posts will serve as a reflection journal for the modules include in our course content. 20 points
  • Emerging Technology/Social Media Plan:  A clearly articulated policy for the use of emerging technologies/social media within a library or information environment can guide the development of participatory services. Students will draft a sample emerging technology/social media plan for the library or environment of their choice. 20 points
  • Director’s BriefStudents will draft a “director’s brief” highlighting and exploring an emerging technology in libraries with emphasis on origins, terminologies and uses in libraries or information environments.  20 points
  • Participation & Seminar EngagementStudents will interact weekly via the course learning community, various social tools as directed, and via optional online meetings. Students will be actively reading and commenting on others’ blog posts. Students will share their work via blogs and other media in a virtual symposium held in the last two weeks of class.  A final reflection post will allow students to self-evaluate their participation and engagement. 20 points

Course Calendar
Dates subject to change 

  • Week 1 – Course Introduction & Foundational Reading
  • Week 2 – Foundational Reading Continued
  • Week 3 – The Hyperlinked Library Model
  • Week 4 – Participatory Service
  • Week 5 – Reaching All Users
  • Week 6 – Transparency
  • Week 7 – Planning for Emerging Technologies 1
  • Week 8 – Planning for Emerging Technologies 2
  • Week 9 – User Experience
  • Week 10 – Learning & New Literacies
  • Week 11 – Mobile & Geo-Social Information Environments
  • Week 12 – The Commons & Digital Curation
  • Week 13 – Reflective Practice & Participatory Service
  • Week 14 – Virtual Symposium (asyncronous)
  • Week 15 – Course Reflections & Wrap Up

Course Grading
Grading will be based on 100 possible points. More information to come as assignments are finalized.

  • Late assignments will lose 10% of point value per day late.
  • If life circumstances require students to request an extension, please do so several days before the assignment is due.

Textbooks and Readings

Foundational readings inlude:

  • Buckland, Michael. Redesigning Library Services: A Manifesto at
    http://sunsite.berkeley.edu/Literature/Library/Redesigning/html.html
  • Casey, M. E., & Savastinuk, L. C. (2007). Library 2.0 : a Guide to Participatory Library Service.
  • Lankes, R. D., Silverstein, J., & Nicholson, S. (January 01, 2007). Participatory Networks: The Library As Conversation. Information Technology and Libraries, 26,4, 17. (avaliable online)

Each student will read a recent book related to course content and report on it. A list will be provided.

Readings for each course concept will be  posted on the course site. Students are encouraged to share articles, blog posts and sites they find with the class via their blogs.

Course Prerequisites

LIBR 200Other prerequisites may be added depending on content.

Student Learning Outcomes

Upon successful completion of the course, students will be able to:

  1. Demonstrate an understanding of the principles, concepts, and ideas of participatory library service.
  2. Demonstrate an understanding of emerging technologies and how they relate to information services and environments.
  3. Articulate a planning strategy for services built within the framework of the participatory service model.
  4. Synthesize current thinking about cultural and technological change within a framework of libraries and information work.
  5. Articulate and synthesize current use of and an overview of an emerging technology in the form of a report intended for current awareness and planning.
  6. Use various online tools to experience, discuss, and evaluate course concepts as they relate to library services.

Core Competencies

LIBR 287 supports the following core competencies:

  • C Recognize and describe cultural and economic diversity in the clientele of libraries or information organizations.
  • F Use the basic concepts and principles related to the selection, evaluation, organization, and preservation of physical and digital items and collections.
  • H Demonstrate proficiency in identifying, using, and evaluating current and emerging information and communication technologies.

Tweeting Professors

http://chronicle.com/blogs/wiredcampus/professors-with-personal-tweets-get-high-credibility-marks/30635

So the assistant professor in communications at Elizabethtown College designed anexperiment for 120 students at the college and has just reported the results. It turns out that professors with personal Twitter streams appear to be more credible than those who stick to business. The study, co-authored with Jamie Bartolino, one of her students, appears in the most recent issue of Learning, Media and Technology.

The researchers created three accounts on Twitter for three fictional “professors” named Caitlin Milton, Caitlyn Milton, and Katelyn Milton. One account was filled personal tweets (“Feeling good after an early morning swim at the rec center”), the second with scholarly ones (“Working on a study about how social-networking sites can be used in educational settings.”), and the third with a combination.

To Ms. Johnson’s surprise, when the students were surveyed, they rated the personal professor the highest on measures of competence, trustworthiness, and caring—which adds up to credibility.

This is from last year, but it’s nice to see supporting evidence for one of my beliefs about teaching: bringing even a little bit of yourself can be beneficial to students and the learning environment.