UWSSLEC Virtual Libraries: Syllabus

Description

To solve problems, to spark curiosity, to inspire dreams," (St Joseph's Co. Public Library).

The University of Wisconsin-System School Library Education Consortium prepares professionals for the schools who support student multimedia literacy and democratic access to information. As Internet applications expand, those who create, store and provide access to information, from the Library of Congress to businesses, institutions and individuals are putting more and more information into digital form. This information may be in visual, textual, graphic or video format. Libraries are changing from individual, discrete, physical institutions to collaborative, distributed, integrated and virtual organizations. In turn, librarianship is also changing. Library members and their librarians need an understanding of the bodies engaged, funding available, issues and players involved, technologies required, and the skills and strategies needed. The magnitude of change is requiring an unprecedented level of cooperation and collaboration.  Even the shifts are shifting as we move to libraries and librarians that are virtual and mobile and the emphasis shifts from custodian of artifacts to leadership and innovation through communication .

Competencies

1. Understand the issues, standards, protocols, technologies, collaborations and consortia that support collection development, services and knowledge creation in digital and virtual libraries and web connected communities.
2. Understand the ethical and societal issues of virtual and digital libraries
3. Be prepared to support physical and intellectual access to information in virtual environments, conversation and communication and creation of knowledge in a community.
4. Develop skill in the tools, services and communication strategies required to develop and support digital libraries and their communities.
5. Support development of multimedia and conversational literacies required to take advantage of virtual and digital libraries.
6. Explore changing relationships with and among members of information communities in digital and virtual environments
7. Be prepared to reconceptualize the nature of libraries and librarianship in a digital and virtual world.

As you engage in this course, your charge is to: 
 
1.  Consider the importance of conversations in the collaborative development of knowedlge. 
2.  Explore the developing world of digital libraries and librarianship in networked enviroments.
3.  Participate in developing a collaborative and customizable library environment
4.  Reflect on the interrelated roles of librarians, teachers, students and expertsin a world of virtual libraries and virtual learning environment

Required Technologies for This Class

1. Home broadband (Test your connection at speedtest.com)
2. A webcam.  These range from $25.00 to $60:00, or perhaps you can borrow one for the duration of the course.  You will be using it to communicate with your group, communicate with the instructor and to experiment.  They are available at KMart, Walmart, BestBuy, Nextag.com, etc.  Check http://wize.com/web-cameras/t56834-video-chat and similar sites for comparisons.

Background Materials

Google Skills
**(2006) Dornfest, Bausch & Calishain. Google Hacks:Tips and Tools for Finding and Using the World's Information. O'Reilly
(2004) Milstein & Dornfest. Google: The Missing manual. O'Reilly
(2006) Gibson & Erle. Google Maps Hacks: Tips and Tricks for Geographic Searching and Remixing. O'Reilly
(2003) Calishain, Dornfest & Adams. Google Pocket Guide. O"Reilly.

Information Resources
(2004) Tomaiuolo. The Web Library: Building a World Class Personal Library with Free Web Resources. Cyberage Books. 0-910965-67-6
(2004) Schlein, Alan M. Find It Online: The Complete Guide to Online Research. Fourth Edition

Trends

**(2008)  Luppicini, Rocci .  Handbook of Conversation Design for Instructional Applications.  University of Ottowa, Canada
**(2004) Viadhyanathan, Siva. The Anarchist in the Library: How the clash between freedom and control is hacking the real world and crashing the system.
**(2002) Deegan, Tanner. Digital Futures: Strategies for the Information Age. Neal-Schumann, 1-55570-437-9
(2004) Tennant, Roy. Managing the Digital Library

Other
(2000)Lankes, Collins, Kasowitz. Digital Reference Service in the New Millenium, Neal-Schumann 1-55570-384-4
(2002) Lee. Electronic Collection Development. Neal-Schumann. 1-55570-440-9
(2002) Norlin. Usability Testing for Library Web Sites. ALA. 0-8389-3511-7
(2000) Laughlin. Library Networks in the New Millenium: Top Ten Trends. Association of Specialized and Cooperative Library Agencies. ALA. 8389-7914-9
(1999) Garlock, Piontek. Designing web Interfaces to Library Services and Resources. ALA. 0-8389-0742-3
(1999) Minkel, Feldman. Delivering Web Reference Services to Young people. ALA. 0-8389-0743-1

• Additional readings as assigned. Many will be available through either Badgerlink or UW-Whitewater Library

Information Resources (Brief list)

This is a carefully culled list of key pages that lead to the most important information. Detailed topical resources will be provided in each week.

• Lankes, R.D., Participatory Libraries.  Http://ptbed.org, also http://quartz.syr.edu/rdlankes/presents.php
• D-Lib http://www.dlib.org/ Premier journal reporting on digital library issues.
• ARIADNE http://www.ariadne.ac.uk/ by UKOLN, Published 4 times annually, based at University of Bath, funded by JISC
• JISC Libraries of the Future http://www.jisc.ac.uk/librariesofthefuture
• IFLANet http://www.ifla.org/II/ International Federation of Library Associations. Well developed resources.
  IASL http://www.iasl-slo.org International Association of School Librarians
  School Library Journal http://www.schoollibraryjournal.com
• LII.Org www.lii.org Karen Schneider and the team of librarians. US emphasis.Search: digital libraries
• ALA TechSource e.g., How OPACS Suck. http://www.techsource.ala.org/blog/2006/03/how-opacs-suck-part-1-relevance-rank-or-the-lack-of-it.html
• Candy Schwartz, especially digital libraries http://gslis.simmons.edu/blogs/candy/462/462-resources/   Faculty member at Simmons GSLIS. Interesting home pages. Carefully selected. See also http://gslis.simmons.edu/blogs/candy/lis-resources/
• OCLC http://www.oclc.org/
• OCLC Research: Automatic Subject Analysis and other topics http://www.oclc.org/research/projects/auto_class/default.htm
• Berkeley Digital Library Tools for Digital Libraries http://sunsite.berkeley.edu/Tools/ Brief list of tools for developing a digital library. Dated.
• BUBL Link http://www.bubl.ac.uk/ Specifically, Digital Libraries http://link.bubl.ac.uk/digitallibraries/Open Source Application Primer,http://webjunction.org/do/DisplayContent?id=1170 by Eric Lease Morgan on WebJunction (http://webjunction.org/do/DisplayContent?id=1216).

Examples: Digital Libraries and Virtual Libraries

These are a tiny sample of global developments in digital libraries.

• Colorado Digitization Project http://www.cdpheritage.org/
• New Zealand Digital Library http://www.nzdl.org/cgi-bin/library
• Australian National Library Digital Services Project http://www.nla.gov.au/initiatives/projects.html
• Berkeley Digital Library http://sunsite.berkeley.edu/
• American Memory Project http://memory.loc.gov/ammem/index.html LOC Digital Collections http://www.loc.gov/library/libarch-digital.html
• Oxford Digital Library http://www.ouls.ox.ac.uk/bodley
• www,uwsslec.org Library
• NSDL http://www.nsdl.org/about/
• Badgerlink Song Database http://songbase.badgerlink.net
• Internet Scout Project http://scout.wisc.edu/Archives/index.php
• ECB SurfReport http://www.ecb.org/surf/index.htm
• Springfield Township High School Virtual Library http://mciu.k12.pa.us/~spjvweb/ (Valenza)

Required Tools

You will need access to a computer matching expectations on UWSSLEC.org, relevant software for web page development, and internet access for communication, Web use, assignment completion, etc. It is the main vehicle for communication, instruction, collaboration and access to resources. 

Google Account, including video
Delicious Account
Flickr Account
RefWorks AccountRefworks.com RWUWisWhite
Netvibe Account
Firefox Toolbar
Skype
Jabber merlin.uww.edu

Topic Outline

Introduction and Overview Participatory Librarianship Learning and Innovation Collaboration and Diversity 21st Century Physical Context Networks: LANS, WANS, Regional Nets, Internet Wires and Wireless: Phone, DSL, Fiber Network hardware & software Language development Access Providers: institution, school, home Radical Change Organizational and Societal Contexts Development of the Internet Library Networks and Networked Libraries Information Drives the Economy, Learning Society and Global Change National, International and Local Collaboration and Development Everything is a Database Catalog to OPAC to ILS to ILS and Knowledge Management MARC, CORC, Dublin, Metadata, AACR2, RDF Databases, Web Databases Standards, Protocols, OpenSource, XML Interoperability, Where are Libraries and Librarians Going? Digital Resources Digital libraries Hybrid Libraries Virtual Libraries Subject Gateways Portals Collaboration and Customization Who is Pushing the Edge? Projects and Leaders in US, UK, EU Digital Libraries Knowledge Management Community Information Systems Integrated Everything

Collection Development Ownership versus Access Free or Fee Languages and translations Cooperation Public Engagement Virtual and Collaborative Reference Telephone Ask A… Realtime / Chat Expert Systems and Bots FAQs Web Forms and Form handlers 24/7 Remote Users Meaning of remote The Distant User User Authentication User Services Portals and Portlets One-Stop Search Interface, Filters, Customization by User User Educaton and Training Skills, Knowledge and Dispositions for the New Librarians Self Assessment Web Skills and Technologies Resources Services Legacy Rules and New Strategies Change - Everything Beta So – What about Schools and School Librarians?? Potential for Experimentation Personal Knowledge Base Personal Skill Development Personal Dispositions Professional Development

Standards

NCATE/AASL

AASL http://www.ala.org/ala/mgrps/divs/aasl/index.cfm
AASL Learning Standards http://www.ala.org/ala/mgrps/divs/aasl/guidelinesandstandards/guidelinesandstandards.cfm
Background: www.sldirectory.com/libsf/resf/evaluate.html
NCATE/AASL Program Standards http://www.ncate.org/Standards/NCATEUnitStandards/UnitStandardsinEffect2008/tabid/476/Default.aspx

Wisconsin DPI

Wisconsin Library Media: www.dpi.state.wi.us/dltcl/imt/lmslic.html
Addressed in this course:
DPI P1, P2, P3, P4, CGD,1, CGD2, A1, A2, CM1, CM2, T1, T2, T3, L1, L2

Grants leg, self eval, self-dir, advocate, partnership with staff, copyright

Assignments

Course Policies

Attendance

Attendance is required. Each online session and face-to-face meeting is a significant part of the course experience and grade. Medical emergencies require a doctor's note.

Work undertaken in class, as well as your preparation for class and participation in discussion will be part of the course grade. Work and information missed through non-attendance or non-participation in discussion groups will affect your grade and is your responsibility.

Unforeseen events such as illness or dangerous driving conditions due to weather may come up, making it impossible to attend an on campus session.   It is rare that the university is closed for inclement weather, but when in doubt, listen to the local radio stations, check your email, and / or contact the department secretary (262-472-1380) by 3:30 pm on the day of class.  Please use your judgment when the weather is bad.  If you have a personal emergency, you should provide documentary evidence.

It is the responsibility of the student to make up any missed work and in-class assignments.  Classmates should be contacted for notes and assignments from the session. 

Your WebTime. You should plan on going on the web at least three times each week.

Insructor Response Time: I will also go on the web three times a week to review your work and give feedback where needed through the D2L Email. If you need to get hold of me immediately, call me (262 472-1463, Home 262 473-7838) or call the secretary (262 472-1380)

Learning

The course outline identifies the competencies sought. Assignments are designed for the specific purpose of providing a context for developing competencies. Class work will consist of a mix of prior readings, lecture, discussion, practical exercises, investigations and projects.

Modern library work expects professionals who are integrators, collaborators, colleagues, access engineers and leaders. Above all, it expects a broad background, an excellent memory and outstanding people skills. Consequently, problem solving exercises and projects will be undertaken both individually and in collaboration with a partner. Exchange of ideas is encouraged, expected and is part of performance expectations. Class sessions and project work are devoted to investigations, practical performance tasks and discussion, learning comes through the interchange of ideas in conversation with the instructor and with fellow students. Advance reading of associated material is important to this approach, expected and sought. 

This class addresses difficult concepts and expects use of a range of established and emerging technologies. Some training will be provided to facilitate the development of skills. Also, there will be opportunity to share ideas and develop skills through collaboration with class-mates. Reflection on work undertaken, and modification in the face of editorial response, is an essential aspect of professional life and a habit you are expected to develop as you progress through the program. Feedback from both peers and instructor is a deliberate part of the class. 

Preparation for Class

This is crucial. It is vitally important to have completed units and assignments that precede a unit.. In addition, self discipline and self-direction are essential in any class that addresses a substantial range of content. Please be sure to meet posted deadlines for readings, email submissions, web activities, discussions, and contacts. This course has a deliberately paced weekly structure.

Mutual Assistance

It is sometimes diffcult to tell whether somebody is falling behind until it is too late. Watch yourself and watch your peers to see if they need help. Above all else, this is a collaborative environment for a collaborative and supportive profession.The Austin Lounge Lizards sing a song about some guy who gave drunks a dirty name. Mediocrity is not an option - a weak library media specialist hurts everybody. Mutual assistance is in everybody's interest. Don't get stuck or frustrated. Contact a colleague, call me, chat with whoever. If you see somebody struggling, jump in. Respect each others time by taking turns when needing assistance.

Self-Starting and Persistence

Library media specialists are confronted with rapidly changing technologies and circumstances on a routine basis. The ability to identify and explore the issues, address your own learning needs and assist others in theirs is crucial to the self-direction, flexibility and rapid adaptation required in an effective professional. You will be expected to monitor, identify and address your own learning needs for completing assignments.

Grades and Grading Policies

Evaluation is based on professional performance. The percentages given represent relative weightings among assignments. Grades are assigned on the basis of professional levels of performance. I subscribe to Candy Schwartz (http://web.simmons.edu/%7Eschwartz/myfaq.html) definitions:

* A: A great job, well presented, and creative
* A-: Extra effort was apparent
* B+: Assignment completed as required; basic expectation met
* B: Done, but with problems
* B- and lower: Sins of omission or commission
* A/A-, A-/B+, B+/B, etc.: Borderline grades

Professionals are driven by self-evaluation, peer evaluation and a concern for quality. They go beyond basic expectations. Assignments handed in on the due date will be the work graded and late work, if accepted, will result in point reductions. You are advised to consult with the instructor for feedback prior to the due date. Routine problems are pursued collaboratively and are graded S/NS on the basis of good faith effort and reasonable performance. Overall grading is A-F with added discrimination of +/-. If in doubt, discuss assignments with peers and the instructor.

University Policies

The University of Wisconsin-Whitewater is dedicated to a safe, supportive and non-discriminatory learning environment. It is the responsibility of all undergraduate and graduate students to familiarize themselves with University policies regarding Special Accommodations, Misconduct, Religious Beliefs Accommodation, Discrimination and Absence for University Sponsored Events. (For details please refer to the Undergraduate and Graduate Timetables; the "Rights and Responsibilities" section of the Undergraduate Bulletin; the Academic Requirements and Policies and the Facilities and Services sections of the Graduate Bulletin; and the "Student Academic Disciplinary Procedures" [UWS Chapter 14]; and the "Student Nonacademic Disciplinary Procedures" [UWS Chapter 17]).

Special Accommodations

Students who have a handicapping condition that may require special accommodations during class or testing should inform the instructor prior to the start of the first class.

Religious Beliefs Accommodation

"Board of Regents policy states that students' sincerely held religious beliefs shall be reasonably accommodated with respect to scheduling all examinations and other academic requirements. Students must notify the instructor, within the first three weeks of the beginning of classes (within the first three weeks of summer session and short courses), of the specific days or dates on which they will request accommodation from an examination or academic requirement. For additional information, please refer to the section in the University Bulletin and the Timetable titled, Accommodation of Religious Beliefs."

Academic Misconduct

The University believes that academic honesty and integrity are fundamental to the mission of higher education and of the University of Wisconsin System. The University has a responsibility to promote academic honesty and integrity and to develop procedures to deal effectively with instances of academic dishonesty. Students are responsible for the honest completion and representation of their work, for the appropriate citation of sources, and for respect of others' academic endeavors. Students who violate these standards are subject to disciplinary action. UWS Chapter 14 identifies procedures to be followed when a student is accused of academic misconduct. For additional information, please refer to the section in the Student Handbook titled, Student Academic Disciplinary procedures.

Absence for University Sponsored Events

University policy adopted by the Faculty Senate and the Whitewater Student Government states that students will not be academically penalized for missing class in order to participate in university sanctioned events. They will be provided an opportunity to make up any work that is missed; and if class attendance is a requirement, missing a class in order to participate in a university sanctioned event will not be counted as an absence. A university sanctioned event is defined to be an intercollegiate athletic contest or other such event as determined by the Provost. Activity sponsors are responsible for obtaining the Provost's prior approval of an event as being university sanctioned and for providing an official list of participants. Students are responsible for notifying their instructors in advance of their participation in such events and obtaining any assignments.