LIB 5050: Information and Management Technology
in Libraries and Educational Media Centers/ 3 credit hours
Course Syllabus
Fall 2009
Dept. of Leadership and Educational Studies
Appalachian State University
Instructor: Dr. Robert Sanders
Office Hours: Monday through Friday, 9:00 – 2:00, and by appointment.
Office: 318E Duncan Hall Phone: (828) 2627236
Home Phone: (828) 262-3219 E-mail:
FAX: (828) 262-6035
Course Description:
Library automation and technology for administrative and instructional applications in libraries and media centers. Explores current and emerging technologies of computers, CDROM, video, telecommunications, interactive video, and multimedia, and relates them to the instructional, bibliographic and administrative roles of the educational and public librarian. Assesses available systems for library networking and for building level computer applications, including integrated automated library systems.
Textbooks and Recommended Bibliography/References/Reading:
Required:
Courtney, N. (Ed) (2007) Library 2.0 and beyond: Innovative technologies and tomorrow’s user.
Westport, CT: Libraries Unlimited, Inc.
Wisner, W.H. (2000). Whither the postmodern library?: Libraries, technology, and education in the information age. West Jefferson, NC: McFarland & Co, Inc.
Theory/Pedagogy
Social Constructivism
The methodologies and strategies selected to create a rich and engaging learning environment for this course are done so with much care and thought, and are based on a significant body of research in the area of social constructivism. To better understand why we do what we do in this class, please review the Reich College of Education Conceptual Framework, an excellent primer on this theory and how it applies to teaching and learning here at Appalachian State University:
< http://www.ced.appstate.edu/Conceptual_Framework.htm>.
Action Learning or Service Learning
The primary method of teaching this course will be through an experiential learning approach. For those students currently employed or working in a library, they may choose to do an Action Learning/Action Research project. For those students who are not currently working in a library, a Service-Learning approach would be recommended. See brief descriptions of both below.
Experiential learning is “the sort of learning undertaken by students who are given a chance to acquire and apply knowledge, skills and feelings in an immediate and relevant setting. Experiential learning thus involves a, 'direct encounter with the phenomena being studied rather than merely thinking about the encounter, or only considering the possibility of doing something about it.' (Borzak 1981: 9 quoted in Brookfield 1983). Reproduced from the encyclopaedia of informal education [www.infed.org]
Brookfield, S. D. (1983) Adult Learning, Adult Education and the Community Milton Keynes Open University Press.
Borzak, L. (ed.) (1981) Field Study. A source book for experiential learning, Beverley Hills: Sage Publications.
Action Learning/Action Research
“Action learning can be defined as a process in which a group of people come together more or less regularly to help each other to learn from their experience” (Dick, 1997). “…Action informs reflection and is informed by it. The reflection produces the learning (in action learning) or research (in action research). Think of both learning and research as understanding. In both, the action is changed as a result of the learning/research, and leads to more learning/research” (Dick, 1997).
“Action research is known by many other names, including participatory research, collaborative inquiry, emancipatory research, action learning, and contextual action research, but all are variations on a theme. Put simply, action research is “learning by doing” - a group of people identify a problem, do something to resolve it, see how successful their efforts were, and if not satisfied, try again” (O’Brien, 2001).
Through an action learning/action research process participants will be able to:
· Explore an issue, challenge, problem, or opportunity related to the focus of this course.
· Plan a project, response, or intervention to address the aforementioned challenge, problem, etc.
· Put this plan into action.
· Reflect on the process to identify what worked, what didn’t, and what could be modified when the cycle was repeated.
Dick, B. (1997). Action learning and action research [On line]. Available
at http://www.scu.edu.au/schools/gcm/ar/arp/actlearn.html
O'Brien, R. (2001). Um exame da abordagem metodológica da pesquisa ação [An Overview of the Methodological Approach of Action Research]. In Roberto Richardson (Ed.), Teoria e Prática da Pesquisa Ação [Theory and Practice of Action Research]. João Pessoa, Brazil: Universidade Federal da Paraíba. (English version) Available: http://www.web.ca/~robrien/papers/arfinal.html (Accessed 20/1/2002)
Service-Learning
Service-learning is “a teaching method which combines community service with academic instruction as it focuses on critical, reflective thinking, and civic responsibility. Service-learning programs involve students in organized community service that addresses local needs, while developing their academic skills, sense of civic responsibility, and commitment to the community” (Campus Compact, 2003). In the context of this course, the community partner is defined as a school or public library, and the larger community defined as the library community of practice.
For this course, students not working in a library can choose to participate in a form of Service-Learning called Community Based Participatory Research (CBPR). CBPR is “collaborative, change oriented research that engages… students and community members in projects that address a community identified need (Strand, et al. 2003). Engaging students in CBPR “offers higher education a distinct form of engaged scholarship and a transformative approach to teaching and learning” (Strand, et al., 2003). This course offers students an opportunity to work collaboratively with a community partner in search of solutions to address issues and challenges of that partner organization. The ultimate goal of this engaged activity is “social action for the purpose of achieving social change and social justice” (Strand, et al., 2003).
Campus Compact. (2003). Introduction to service-learning toolkit: Readings and resources for faculty.
Providence, RI: Brown University.
Strand, K., Marullo, S., Cutforth, N., Stoecker, R., & Donohue, R. (2003). Principles of best practice
for community-based research. Michigan Journal of Community Service Learning. 9(3), 5-15.
Class Schedule
Shaded Classes are Face-to-Face
Non-shaded classes are in AETZone
Week / ALP Phases / In Class / Journal (blogspot.com) / Learning Set(Any tool in AETZone) / Action/Service Learning Project / Literature
Circle
(Discussion Boards)
F2F Class One
Date: Aug 26 / 1) Ex
Explore / · Explore Commons –AET Zone
· Review Syllabus
· Set up blog and discussion board accounts
· Explain Interview Assignment / · Analysis of and reflections on librarian interview / · Explore AETZone – Meet other students / · Conduct interview of librarian / · Begin reading shared texts
· Discussion of texts*
Sept 2 / 2)
Explore / · Reflect on Action Learning Project
· Use journal template and questions for reflection doc / Conduct interview of librarian / · Continue reading shared texts
· Discussion of text*
F2F Class Two
Date: Sept 9 / 3)
Explore / · Select Learning Sets
· Model Learning Sets
· Core Learning Episode: Technology Stations
· Core Learning Episode: Overview of Action Learning: Exploration and Reflection
· Brainstorm Core Learnings and Electives / · Reflect on project ideas
· Reflect on Action Learning Planning Process / · Review Learning Set Documents
· Discuss potential Action Project with Learning Set – Utilize Learning Set Documents
· Identify needed Core Learnings or Electives: email instructor if necessary or arrange on own for the Learning Set / · Begin exploring potential project ideas / · Continue reading shared texts
· Discussion of text*
Sept 16 / Explore / Elective Meeting in Zone: TBD / · Reflect on Action Learning Project
· Use journal template and questions for reflection doc / Learning Set meeting / · Continue reading shared texts
· Discussion of text*
F2F Class Three
Date: Sept 23 / 4)
Explore / · Technology Case Study – in class analysis with Learning Set
· Core Learning Episode: Writing and Modifying the Plan (Overview of AL tools)
· Core Learning Episode: Overview of Action Learning: Planning and Reflection
· Learning Set Roundtable / · Reflect on Action Learning Project
· Use journal template and questions for reflection doc / · Discuss Action Project with Learning Set – utilize Learning Set Documents
· Identify needed Core Learnings or Electives: email instructor if necessary or arrange on own for the Learning Set
· Write Case Brief – due in two weeks / · Decide on project focus
· Complete Action Learning Planning Tools (Planning Master and Project Clarification)
· Begin Action project – Explore, Plan, and Reflect / · Continue reading shared texts
· Discussion of texts*
Sept 30 / 5)
Explore / Elective Meeting in Zone: TBD / · Reflect on Action Learning Project
· Use journal template and questions for reflection doc / Learning Set meeting / · Continue reading shared texts
· Discussion of text*
F2F Class Four
Date: Oct 7 / 6)
Plan / · Core Learning Episode: TBD
· Learning Set Roundtable
· Core Learning Episode: Overview of Action Learning: Action and Reflection / · Reflect on Action Learning Project
· Use journal template and questions for reflection doc / · Discuss Action Project with Learning Set – utilize Learning Set Documents
· Identify needed Core Learnings or Electives: email instructor if necessary or arrange on own for the Learning Set / · Continue Action project –Explore, Plan, and Reflect / · Continue reading shared texts
· Discussion of texts*
· Case brief posted
Oct 14 / 7)
Plan / Elective Meeting in Zone: TBD / · Reflect on Action Learning Project
· Use journal template and questions for reflection doc / Learning Set meeting / · Continue reading shared texts
· Discussion of text*
· Discussion of case study briefs
F2F Class Five
Date: Oct 21 / 8)
Plan / · Core Learning Episode: TBD
· Learning Set Roundtable / · Reflect on Action Learning Project
· Use journal template and questions for reflection doc / · Discuss Action Project with Learning Set – utilize Learning Set Documents
· Identify needed Core Learnings or Electives: email instructor if necessary or arrange on own for the Learning Set / · Continue Action project –Explore, Plan, and Reflect
· Schedule Action phase of project / · Continue reading shared texts
· Discussion of texts*
· Complete reading of Wisner Text – to be discussed during class six
Oct 28 / 9)
Act / Elective Meeting in Zone: TBD / · Reflect on Action Learning Project
· Use journal template and questions for reflection doc / Learning Set meeting / · Continue reading shared texts
· Discussion of text*
Nov 4 / 10)
Act / Elective Meeting in Zone: TBD / · Reflect on Action Learning Project
· Use journal template and questions for reflection doc / Learning Set meeting / · Continue reading shared texts
· Discussion of text*
F2F Class Six
Date: Nov 11 / 11)
Act / · Core Learning Episode: Preparing Final Report and for AL Expo
· Core Learning Episode: Seminar on Wisner Text
· Learning Set Roundtable / · Reflect on Action Learning Project
· Use journal template and questions for reflection doc / Discuss Action Project with Learning Set – Utilize Learning Set Documents / · Begin working on AL Expo Prezo
· Begin working on Final Report
· Modify action learning plan based on data collected from implementation – Plan, Act, and Reflect / · Continue reading shared texts
· Discussion of texts*
Nov 18 / 12)
Act / Elective Meeting in Zone: TBD / · Reflect on Action Learning Project
· Use journal template and questions for reflection doc / Learning Set meeting / · Continue reading shared texts
· Discussion of text*
Nov 25 / 13)
Act / Elective Meeting in Zone: TBD / · Reflect on Action Learning Project
· Use journal template and questions for reflection doc / Learning Set meeting / · Continue reading shared texts
· Discussion of text*
Dec 2 / 14)
Act / · Action Learning Expo
· Course Evaluation and survey / · Reflect on Action Learning Project
· Use journal template and questions for reflection doc / Discuss Action Project with Learning Set – Utilize Learning Set Documents / · AL Expo Prezo due / ---
Dec 9 / 15) / Final Date to turn in ALAR Project Report and complete discussions/blogs
*Essential questions raised in text regarding beliefs, assumptions, values, attitudes, author's "story," and lessons learned, connections to other shared readings.
Course Discussion Boards
§ Literature Circle – ALL read
§ Water Cooler – ALL read
§ Action Learning Process issues – ALL read
§ Chapter Discussions – ALL read
Course Assignments
NOTE: All assignments should be completed at the time indicated and are to be submitted as indicated (turn in, posted to blog, included in portfolio, etc.). All assignments must be word-processed unless noted otherwise. Sources should be properly cited when applicable according to the bibliographic citation method of the APA Manual (5th ed.). Save everything in case there is a discrepancy about work turned in.
1. Interview
Identify a media coordinator or public librarian to interview. The purpose of this interview is twofold:
1) It is for you to better understand how technology is or isn’t being used in school or public libraries and what issues, problems, or opportunities librarians are facing related to the effective use of information and management technologies, and
2) It is an opportunity for you to forge a partnership for your Action/Service Learning project (see Action/Service Learning Project assignment below).
Prepare 10-20 questions to collect data. You might consult your course text to help you formulate questions to ask. Once the data is collected, you will need to analyze it and draw conclusions on your findings. This interview may be helpful in identifying issues and problems you may want to consider for your action learning project. Your thoughts and ideas should be shared in your personal journal/blog, which is to be posted before Class 2.
2. Case Study (with Learning Set) – Analysis: In class / Group Case Brief
Part one: Students will work in their learning set to read and analyze a case study related to library technology. Each group will write a case brief (outline to be shared in class) and post this brief to the appropriate discussion board. Due October 7