libr 559m syllabus 2015

Questions about course content or any of the assignments in LIBR559M? CHECK THIS SYLLABUS! Or ask the instructor. [email protected]

4 January 2015

LIBR 559M: Social Media for Information Professionals – Course Syllabus 2015

Program: Master of Library and Information Studies (MLIS)

Year: Winter Session 2015: Monday January 5th 2015 to Friday April 10th, 2015

Location: UBC Connect is an enterprise-level learning management system (LMS) on the

Blackboard Learn 9 platform

Instructor: Dean Giustini, UBC academic librarian, iSchool Adjunct faculty member

Office location: I use e-mail (and answer within a few hours of receiving it), instant messaging,

Twitter & Facebook. On Skype and Connect, I can schedule meetings for small groups.

Office phone: Dean (604) 875-4505

E-mail address: [email protected] Course wiki: http://hlwiki.slais.ubc.ca

Course goal: This course is a survey of the ubiquitous use of social media (SoMe) such as Google+,

Twitter, Facebook, YouTube and Wikipedia and how these web services-social tools can be

effectively applied in libraries and archives to deliver innovative information services. The course

provides opportunities to build foundational knowledge of the principles of social networking in

order to conduct more advanced information study and research in the field.

Course objectives: On completion of this course, students will be able to:

Demonstrate a critical understanding of when to use social media within libraries and archives, and other information-based organizations (Graduate competency 1, 2, 4)

Identify and analyze the pros/cons (affordances/constraints) of social media (Graduate competency 1, 3)

Discuss what it means to use social media strategically to address information challenges

(Graduate competency 1, 2, 3) Reflect critically on the use of social media; identify and critique major trends, tools and

scholars in the field (Graduate competency 1, 4, 5) Evaluate social media in order to place it within a larger ecosystem of information literacy

and learning (Graduate competency 1, 2, 4, 5)

UBC iSchool’s Statement on Graduate Competencies http://slais.ubc.ca/programs/about-department/graduate-competencies/

Course expectations: 1. Read carefully and deeply – as with other graduate work, you are invited to read texts

critically and find diplomatic ways to share your ideas (positive or negative) about what

mailto:[email protected]


http://hlwiki.slais.ubc.ca/

http://slais.ubc.ca/programs/about-department/graduate-competencies/

http://slais.ubc.ca/programs/about-department/graduate-competencies/


you are reading. This online WISE course involves LIS students from schools from other parts of the United States and New Zealand so keep this in mind as you share your ideas.

2. Participate daily in the discussions – it is important to demonstrate your academic engagement in this course, and to do so daily. Consistency leads to mastery. The instructor expects you to work at your learning daily and to manage your time accordingly. If your

goal from the outset is to invest minimal time, let your instructor know. Keep in mind that your regular participation is critical to exploring social media and to gaining a critical

understanding of social media. Without regular attempts at reading, considering and understanding the material, students will not meet their learning goals, however minimal.

3. Take responsibility for your learning – as a graduate student in the information profession, please take your responsibility for learning seriously as your commitment will manifest in

the quality of your work. You may want to set specific goals for yourself in LIBR559M, and discuss them with your instructor at the outset.

4. Instructor’s responsibilities – students and instructor are able to work together to create a learning atmosphere. Two-way feedback is encouraged. The instructor will evaluate assignments, and provide feedback in a timely way. Providing feedback to graduate students includes their participation in the class. Assignments are returned within one week; e-mail is answered within 24 hours. Concerns are addressed early, and resolved.

Sample topics in LIBR559M:

Social media in the news

Affordances of social media tools and services Best practices and “evidence-based” use of social media

Social media trends in information organizations (apps, makerspaces, iTunes, Spotify) Collaboration and sharing with teams in knowledge-based organizations Social media privacy, security and cyberbullying Digital identity, digital citizenship, social capital, social network analysis Geosocial networking

Prerequisites: ARST/LIBR 500, LIBR 501, LIBR 502 and LIBR 503 for students in the MLIS sand Dual

programs. NAS Core for students in MAS program.

Format of the course: One module or theme is adopted every two weeks. The final group project

is due in the final week of term.

Required textbooks

There are no required texts. To deepen your knowledge of social media or read monographs that

comprehensively examine it, and the larger social and cultural media trends underpinning it, there

are three recently-published books you might consider:



Boyd D. It's complicated: the social lives of networked teens. New Haven, CT: Yale University Press, 2014. Download the entire book for free on danah's website:

http://www.danah.org/itscomplicated/ o “…danah boyd, a social media scholar (PhD from the Berkeley iSchool) explores how

teenagers communicate through services such as Facebook, Twitter and Instagram and asks questions about how social media affect the quality of teens’ lives. In doing so, boyd uncovers some of the myths regarding teens’ use of social media, and explores identity, privacy, safety, danger and bullying. boyd argues that society fails young people when paternalism and protectionism hinder teenagers’ ability to be informed and engaged in their interactions.

See boyd discuss ideas from her book: https://www.youtube.com/watch?v=9QKq15WyGkA

Jenkins H, Ford S, Green J. Spreadable media: creating value and meaning in a networked culture. New York, NY: New York University Press, 2013.

o “…Well-known media scholar Henry Jenkins maps fundamental changes taking

place in contemporary media, where corporations no longer control distribution of ‘the message’. He contrasts "stickiness" - aggregating content and attention in central places - with "spreadability" - dispersing content widely through formal and informal networks, some formal and approved many unauthorized. Stickiness has been the measure of success in the broadcast era (and now central to the online world), but "spreadability" describes how content travels through social media.

Following up on Convergence culture: where old and new media collide, the book challenges the frameworks used to describe contemporary media from biological

metaphors such as "memes" and "viral" to the concept of "Web 2.0" and the emerging "key influencers."

See the book’s website: http://spreadablemedia.org/

Van Dijck J. The culture of connectivity: a critical history of social media. Oxford University Press, 2013.

o “…European media scholar José van Dijck provides a straightforward analysis of our contemporary digital–media world. She provides an analysis of Facebook, YouTube, Twitter, Flickr and Wikipedia, and explains how the culture of connectivity is now part of our lives. The goal she sets in the book is not to describe but critically

examine the history of social media. Her writing style makes the book an accessible and informative reading experience…”

See Van Dijck discuss her ideas: https://www.youtube.com/watch?v=x-mdi63Zk58

Please let your instructor know of other texts that might be considered for use in LIBR559M, or

texts that you would like to bring to the attention of your peers.


http://www.danah.org/itscomplicated/

http://www.danah.org/itscomplicated/

https://www.youtube.com/watch?v=9QKq15WyGkA

http://spreadablemedia.org/

https://www.youtube.com/watch?v=x-mdi63Zk58


Required readings: A weekly LIS research paper is chosen to expose students to key research,

scholars and scholarly perspectives in the field of social media.

Course assignments, due dates and weighting in relation to final course mark:

Assignments Due dates Weight

Class participation on Connect All term 20%

Online reflections/ blogging (personal journaling)

(min. 300 words each x 4 posts, total = 1200 words)

First 2 posts are due on 16 Feb 2014

Last 2 posts are due on 23 March 2014

10 x 2 =

20% total

Collaborative writing entry January 26th, 2015 30%

Final group project April 10th, 2015 30%

Course schedule:

Date Theme Topics & activities Due this

week

5 Jan 2015

(Module I)

“Start to interact

and network with

your peers…”

Create a blog & use it to introduce yourself http://blogs.ubc.ca/faq/

http://wiki.ubc.ca/Documentation:WordPress_Basics/Basics_1_Guide

Share your current /past use of social media on your blog. Also

consider whether you will you use any social media tools during the

course such as a personal dashboard such as HootSuite or Netvibes to

follow class blogs?

Share

blog URL

in Week I

discussion

forum

12 Jan

2015

“Analyze

Facebook, Twitter,

YouTube,

Wikipedia & social

networking”

Watch the Jose Van Dijck & danah boyd presentations on YouTube.

Take notes as you watch them, and any questions that you have.

Reflect on what you are hearing, and what you consider important or

interesting. Share your ideas.

Create

your wiki

group

19 Jan

2015

(Module II)

“Work with

others"

Work with your groups to write your wiki entry of choice Write

with your

group

26 Jan

2015

“Read wiki

entries"

Share your completed wiki entries Wiki

entry due


http://blogs.ubc.ca/faq/


http://hlwiki.slais.ubc.ca/index.php/HootSuite

http://netvibes.com/


2 Feb 2015

(Module

III)

“Examine

collaboration

tools”

Examine collaboration & productivity tools

9 Feb 2015 “Collaborate/share

but be safe”

Collaboration and online safety in a mobile, networked world

16

February

Mid-term break Mid-term break Blogposts

I

23 Feb

2015

(Module

IV)

“Ask research

questions”

Write an outline for your final project

2 Mar

2015

“Create context” Create a social media marketing plan for yourself / social media

policy for your library

9 Mar

2015

(Module

V)

“Evaluate metrics” Examine social media metrics & measuring impact

16 Mar

2015

“Develop deeper

understanding”

Read about research in social media

23 Mar

2015

(Module

VI)

“Play & immerse” Play with mobile, augmented and immersive tools (video games, GPS-

geolocation, mobile social network tools/apps)

Blogposts

II

30 Mar

2015

“Integrate and

reflect on the

course”

Integrate and bring together course content

6 April

2015

“Share projects” Using social media in the future Group

project or

report

due

Attendance:



The calendar states: “Regular attendance is expected of students in all their classes (including lectures, laboratories, tutorials, seminars, etc.)”. As LIBR559M is web-based, you are required to

check into the Vista platform at least three times a week. Ideally, you will check-in once daily. Students who are unavoidably absent from Vista because of illness or disability should conference with their instructor about their participation so that an arrangement can be made.

Evaluation: Assignments will be marked using the evaluative criteria given on the SLAIS web site.

Written & spoken English: Written and spoken work may receive a lower mark if it is, in the

opinion of the instructor, deficient in English.

Access & Diversity: Access & Diversity works with the University to create an inclusive living and learning environment in which all students can thrive. The University accommodates students

with disabilities who have registered with the Access and Diversity unit: [http://www.students.ubc.ca/access/drc.cfm]. You must register with the Disability Resource Centre to be granted special accommodations for any on-going conditions.

Religious accommodation: The University accommodates students whose religious obligations conflict with attendance, submitting assignments, or completing scheduled tests and

examinations. Please let your instructor know in advance, preferably in the first week of class, if you will require any accommodation on these grounds. Students who plan to be absent for varsity athletics, family obligations, or other similar commitments, cannot assume they will be accommodated, and should discuss their commitments with the instructor before the course drop date. UBC policy on Religious Holidays: http://www.universitycounsel.ubc.ca/policies/policy65.pdf Academic Integrity Plagiarism The Faculty of Arts considers plagiarism to be the most serious academic offence that a student

can commit. Regardless of whether or not it was committed intentionally, plagiarism has serious academic consequences and can result in expulsion from the university. Plagiarism involves the

improper use of somebody else's words or ideas in one's work.

It is your responsibility to make sure you fully understand what plagiarism is. Many students who think they understand plagiarism do in fact commit what UBC calls "reckless plagiarism." Below is

an excerpt on reckless plagiarism from UBC Faculty of Arts' leaflet, "Plagiarism Avoided: Taking Responsibility for Your Work," (http://www.arts.ubc.ca/arts-students/plagiarism-avoided.html).

"The bulk of plagiarism falls into this category. Reckless plagiarism is often the result of careless research, poor time management, and a lack of confidence in your own ability to think critically.

Examples of reckless plagiarism include:

Taking phrases, sentences, paragraphs, or statistical findings from a variety of sources and piecing them together into an essay (piecemeal plagiarism);


http://www.slais.ubc.ca/RESOURCES/slais-marking.htm

http://www.students.ubc.ca/access/drc.cfm

http://www.universitycounsel.ubc.ca/policies/policy65.pdf

http://www.arts.ubc.ca/arts-students/plagiarism-avoided.html


Taking the words of another author and failing to note clearly that they are not your own. In

other words, you have not put a direct quotation within quotation marks;

Using statistical findings without acknowledging your source;

Taking another author's idea, without your own critical analysis, and failing to acknowledge that this idea is not yours;

Paraphrasing (i.e. rewording or rearranging words so that your work resembles, but does not copy, the original) without acknowledging your source;

Using footnotes or material quoted in other sources as if they were the results of your own research; and

Submitting a piece of work with inaccurate text references, sloppy footnotes, or incomplete

source (bibliographic) information."

Bear in mind that this is only one example of the different forms of plagiarism. Before preparing for their written assignments, students are strongly encouraged to familiarize themselves with the

following source on plagiarism: the Academic Integrity Resource Centre http://help.library.ubc.ca/researching/academic-integrity. Additional information is available on the SAIS Student Portal http://connect.ubc.ca. If after reading these materials you still are unsure about how to properly use sources in your work, please ask the instructor for clarification.

Course assignments

There are four assignments in total in LIBR 559M.

1) Participation assignment throughout term – Value 20% (check in with the instructor at any time to get feedback about your participation)

Participation in LIBR559M is considered an assignment. Part of the course is learning how to

manage your time (and use of social media) accordingly. View the participation assignment as

regularly putting money in the bank to show you are engaged academically and are working to

develop effective time management skills. In online courses, library and information science (LIS)

students are part of a learning community and enjoy daily online support and socialization. Each

graduate student is responsible for contributing to this learning environment – not just me, your

instructor. The course is designed for those who take charge of their learning, and who don't


http://help.library.ubc.ca/researching/academic-integrity

http://connect.ubc.ca/


require supervision or extrinsic motivation. Some activities require high levels of collaboration and

engagement, and should not be completed in haste or isolation.

Twenty per cent (20%) of your final grade is based on consistent participation during term. Do not

attempt to make up for lack of participation by posting all of your thoughts and ideas in the final

weeks of the course. This will not work for what we are trying to do, so thank you. Keep up-to-

date on what’s happening in the class and discussion forums, and check in daily. Please complete

all submissions and activities on time.

Participation criteria in the course

Below are some criteria that will be used to determine your participation grade out of 20:

1. Engagement in activities, and a commitment to the learning community 2. Discuss activities, explore ideas, and share your well-formed thoughts with peers 3. Work collaboratively and engage in peer-to-peer sharing. Provide collegial support.

4. Assess your participation throughout the term. At the end of the course, please send me some comments via e-mail to tell me how well you thought you did

5. Comment about your group. What participation mark (out of 10) did each member earn? 6. As a final participation activity, send me your assessment of your participation out of a

possible 10 marks for yourself / as well as a mark for each of your group members

In LIBR 559M, you have two major opportunities to work with your peers on group projects.

Effective collaborative practices are critical to learning how to use social media effectively, and are

a part of this course, and your participation grade.

Handing in this assignment:

Your instructor will get a sense of your participation based on the discussion forum posts,

signing in to UBC Connect, and getting feedback from your self-evaluation out of 10.

2) Blogging /online journal assignment – Value 20% (first blogpost in week I; and then two

further blogposts due on Feb 16th and two final blogposts March 23rd 2014 = 5 in total)

The blog assignment is an opportunity for you to explore concepts in class and to develop your

social media “voice”. Some of the best librarian and/or archivist blogs are thematic or look at specific libraries or archives; typically these perspectives are reflected in the name of the blog. Consider using this thematic approach when you create your blog; the approach you take can also be fictional for a specific library or position you see yourself holding one day. I encourage



experimentation and creativity. In any case postings are a critical part of learning in this class. Access to your blog is limited to class members who will be able to see your posts and make

comments. Expect to post a minimum of five times in total on your own blog during the course. For this assignment each student is expected to:

Establish their own UBC blog on WordPress in week I (see http://blogs.ubc.ca/faq/ & http://wiki.ubc.ca/Documentation:WordPress_Basics/Basics_1_Guide

Create a blog, introduce yourself on your blog and your current /past use of social media

Share the URL or address of your first blogpost in the discussion forums Read the blogs of your peers / other library & information professionals; make comments

Write a total of five posts over term (not in a flurry the day before they are due) o Introductory blogpost (any length) due January 5th to 12th 2015

o Two blogposts (300 words at least) due February 16th o Two more blogposts (300 words at least) due March 23rd

Blog about readings and activities in class (or social media trends) such as:

o Social media in the news o Ideas related to new social media tools i.e., Uber, Ello, other

o Attitudes towards social media you find interesting; research you find interesting o Concepts and experiences of social media related to the course; your well-formed

thoughts on social media and its place as an information tool or channel o In blogging your thoughts, find your comfort zone; be succinct as most people

prefer to read brief entries, and aim to be thoughtful i.e., precise and readable o Demonstrate your critical thinking, evaluation of and comments about social media


Your instructor will view the progress on your blog throughout term. Once you have completed your final blogpost let your instructor know that you are ready for evaluation.

3) Collaborative writing (group wiki entry) – worth 30% (due January 26th)

Group activity

Form a group of 4 or 5 students and write a wiki entry of about ~1000 words Write an wiki entry, not as an academic paper, but as overview of your topic

Ensure the entry reflects a simple, concise writing style (and factual) as seen in common reference sources such as Wikipedia or other encyclopedias

Use one of either Vancouver style or APA Style to format your references See some of the previous examples from 2013

http://hlwiki.slais.ubc.ca/index.php/LIBR559M_class_projects_2013 Select a timely topic (or formulate one of your own) along these lines:

o Any social media issue in the news


http://blogs.ubc.ca/faq/


http://hlwiki.slais.ubc.ca/index.php/LIBR559M_class_projects_2013


o Uber: the pros and cons of ridesharing o Ello: an introduction to ad-free social networking

o Facebook and shifting policies on privacy for users o Sex on the run: GPS tools, social media and “hooking up” o Music streaming on social media sites in Canada

o Using Tumblr to instigate discussion in your community o Pinterest: its use for visual learners

o Reddit vs. Twitter: a comparison of affordances o Social media as a cry for help: a review of Twitter and Facebook in mental health

o Trends in social media: pick a type of library (e.g., public, academic, special) o Social media and the library manager: instruction, policy & research potential

o Using Wikipedia to encourage public librarians to collaborate

Complete your entry using UBC Wiki <http://wiki.ubc.ca/Course:LIBR559M> or course pages on

the instructor’s HLWIKI (if the latter, tell me so I can create a page and a group login)


Please send the instructor a Word version of your wiki entry by the due date.

The file should be given a name that lists each member by last name in alphabetical order

and then the name and year of the assignment:

o giustini giustini giustini wiki entry 2015.docx

4) Final group project OR report – worth 30% (due April 10th, 2014)

a) Write a well-researched original paper about social media (or discuss your own idea with

instructor):

Form your own group with 2 or 3 peers and write a well-researched original paper

about social media, its principles, issues or trends (discuss your proposed research with the instructor as early in term as you wish; send an outline or set up a meeting)

The paper should be analytical and synthesize the major issues of the future of libraries and / or archives in a 2.0 world. The paper should add to the literature even if it is

simply an update on an important trend or issue. Include a literature review or a scan of the scholarly literature, preferably both The paper should be around 10 pages at 250 words per page double-spaced (around

~2500 words)

Conduct a review of the scholarly literature about social media, one of its tools, or examine how information professionals use a specific tool

Use either Vancouver style or APA Style to format your references


http://wiki.ubc.ca/Course:LIBR559M


Send your final project outline to the instructor as early as possible for feedback and guidance

b) Alternatively – Write a well-presented and researched original report for your organization based on a combination of your reading, evaluation and imagination:

Form your own group with 2 or 3 peers and write a report based on a project in a

hypothetical information organization (discuss your proposed research with the instructor as early in term as you wish; send an outline or set up a meeting)

Some possible approaches: o design an hypothetical archive, museum or library 2.0 service targeting specific

users or services for your IT department; submit a report to your supervisor o develop a social media strategy for your archive, museum or library and write

up a report with well-documented references for your library board or

committee o write this report with a clear understanding of the issues around using social

media in information organizations (i.e., the connection between culture of organization and the political environment including whether any social media

strategies or policies are already in place) o also: write report with an understanding of management responsibilities and

accountability for social media, especially skills development and communications

o OR create a website with social features for your information organization; ground your decisions using graphic design, information architecture or human-

computer interaction (HCI) principles (or some other theoretical perspective); submit a report based on your planning for and development of the website

The report should be 10 pages at 250 words a page double-spaced (around ~2500 words)

Use either Vancouver style or APA Style to format your references

Send your final project outline to the instructor as early as possible for feedback and guidance

To solidify your aims/purpose/goals for your final project, write an outline using the four points

below. (If your group does not want to use this outline, contact me for assistance in creating an outline tailored to your group/project).

OUTLINE FORMAT EXAMPLE:

Aims of your project (what are the goals for your project? what is its purpose? who is your main audience and how do you know they need/want to use the social media platform,

tool, or project you are proposing?) Literature review (what have other archivists or librarians done on this topic; other

archives or libraries?)



Discussion of project timelines/deadlines. What will you produce or deliver (e.g., deliverables), costs/budget at the end of the proposal?

Conclusion (how will this project grow in the future? how will you assess it annually? how will you know you are successful?)


Please send the instructor a Word version of your wiki entry by the due date.

The file should be given a name that lists each member by last name in alphabetical order

and then the name and year of the assignment:

o giustini giustini giustini wiki entry 2015.docx



LIBR559M Final

project

5 out of 5 4 3 2 or 1

Content:

Value /5

The final project

presents the topic

extremely well and

clearly; it relates to

course directly.

Subject content is

excellent and cited.

The final project

presents topic and

ideas clearly; relates

to course. Subject

content is good.

The final project is

useful but not really

aligned class. It

includes essential

information but has

factual errors.

The final project is

not original and is unconnected to course. Content is

minimal with errors.

Structure: /5

Final project is well -structured and organized

Final project is structured and organized

Final project is organized but needs some improvement

Final project is

neither well-

structured or

organized

Writing & research: /5

Final report shows a lot of evidence of

research, synthesis and reading; cites sources to form new understanding

Final report shows

above average

evidence of reading.

Demonstrates

attempt to

synthesize

information and

form new meaning.

Final report shows

average attention to

style. Some attempt

is made to

synthesize

information and

form meaning.

Final report is weak. There is l ittle

evidence of reading other information in order to form sense of topic.

Participation-collaboration

aspects: /5

Considerable

evidence of

participation and

collaboration.

Contributes to

development of

knowledge-base for

fellow students.

Evidence of group

participation and

collaboration.

Contributes to

development of

student knowledge.

Group participation

and collaboration is

minimal.

Contributes

moderately to

development of

student knowledge-

base.

Contributes l ittle to the development of

student course knowledge-base.

Overall: /10

Final project

exceeds

expectations

considerably

Final project is

above average in

meeting

expectations

Final project is somewhat below

expectations

Final project falls below course

expectations.


libr 559m syllabus 2015

Documents

ubiquitous use of social

graduate work

field graduate competency

course wiki

course objectives

graduate student

web servicessocial tools

graduate competencies