LIS 724-01 Media Services and Production | Spring 2014 | Blended: TBD (Thu 6-9) & Online| January

y 9 May 1 Don Hamerly, Instructor | dhamerly@dom.edu | 708-524-6598 oPhone | 512-426-0433 iPhone Office Hours: Thursdays, 4:30p to 5:30p, Crown 311, or at other times and locales by appointment. Course Description Overview of media technologies used in the teaching/learning process. Emphasis is given to the relationship of learning theory to use of media (including interactive and multimedia technologies); the role of the school librarian in facilitating effective creation/production/use of media by students and teachers in elementary, middle, and secondary schools; copyright issues; and planning for technology. Learning Objectives Recognize the role of the librarian in an organization with respect to media production (Match to GSLIS Learning Goals and Outcomes: 1c, 2c, 2d, 3a, 3b, 3c, 3d, 4d, 5c, 5d, 5e, 5f, 5g Practice basic design principles (Match to GSLIS Learning Goals and Outcomes: 4b, 5g Use various multimedia tools and peripherals to create instructional materials (Match to GSLIS Learning Goals and Outcomes: 2c, 3b, 3c, 3d, 4d, 5c, 5d, 5e, 5f, 5g Compare selection issues for software and hardware, including pricing (Match to GSLIS Learning Goals and Outcomes: 2d, 3c, 3d Demonstrate some understanding of media literacy in today's multimedia environment (Match to GSLIS Learning Goals and Outcomes: 2a, 2c, 2d, 3b, 3c, 3d, 4a, 4b, 4c, 5g Model a collaborative creation process (Match to GSLIS Learning Goals and Outcomes: 2c, 2d, 3a, 4b, 4d, 5c, 5d, 5e, 5f, 5g Explore copyright issues as they apply to media production and use (Match to GSLIS Learning Goals and Outcomes: 1c, 2a, 2b Suggested Text & Equipment Williams, Robin. The Non-Designers Design Book. 3rd ed. Berkeley, California: Peachpit Press, 2008. ISBN 13: 978-0-321-53404-0 USB headset with microphone for taping OVERVIEW OF COURSE REQUIREMENTS List of Graded Assignments/Requirements (Explicit instructions for each will be available on the class site.) Community Participation Web Design Exercises (10) Personal Reflections (4) Usability Exercise (1) Website Planning Document, Part 1 Website Planning Document, Part 2 Final Website Project 20% 20% 12% 11% 6% 6% 25% 100% due by 9/18; 10/9; 10/30; 11/20; 12/11 due 9/11; 9/18; 9/25; 10/2; 10/9; 10/16; 10/23; 10/30; 11/6; 11/20 due by 9/18; 10/9; 10/30; 11/20 due 11/13 due 11/27 due 12/11 due 12/11

Updated 8/24/13 4:27 PM Dominican University | Graduate School of Library and Information Science List of Graded Assignments/Requirements (Explicit instructions for each will be available on the course site.) Community Participation Use the Canvas course site [https://dominicanu.instructure.com/courses/163374] multiple times a week to stay up to date with readings, assignments, discussions, and writing. In an online environment you must be a self-directed learner. You must maintain a regular connection with the course, with the exercises, with the readings, and with the writing activities of your course mates. To that end, I expect that you will use the social nature of the Web to build community with your course mates. You may earn points for community participation by interacting with other members of the class, including your instructor, in a number of ways. In order to meet the expectations for community participation, you should strive to do the following: Read all material. You should use the course readings to inform your community participation and your writing. You must integrate what you read with what you write. This is essential to the development of professional expertise and to the development of a collegial professional persona. Educate yourself and your peers. Successful completion of graduate programs and participation in professional life depend upon a willingness to demonstrate initiative and creativity. Participation in the professional and personal growth of colleagues is essential to ones own success as well as theirs. Such collegiality is at the heart of scholarship, so I encourage regular commentary among the students in the course via the course site. Spend at least 4-5 hours on work for each credit hour in the course. A 3-credit graduate course requires a minimum of 12-15 hours per week of work. Participate in community activities. Sharing openly and freely is much easier and more acceptable to some than to others. I do not want you to feel pressured to contribute every time someone posts something, but I do expect that you will be attentive to the activities of your peers and contribute when you feel comfortable to do so. Mix and match activities to compile your points, but participate at least once in each activity type. Complete all assignments on time. Late assignments are unacceptable unless you and I make an agreement at least 24 hours in advance of the due date. I will consider emergency situations if and when they arise. Ask for help from me during office hours, on the telephone, through email, or in any other appropriate way, whenever you have the slightest question, issue, or concern. Web Design Exercises Students will each complete ten (10) coding exercises to be posted to the Web. In order to post to the Web, each student shall contract with a Web hosting company for a domain name and server space. Personal Reflections Students will each post at least four (4) reflections of approximately 300 words each responding to any of the readings, class discussions, or topics of interest to the student. Usability Exercise Students will each conduct a usability exercise on a website of choice. Website Planning Document Students will each write a two-part website planning document of approximately 500 words: Part 1 will detail pre-planning for the final Web site project; Part 2 will reflect upon the completed final website project and the sum of knowledge gained from class. Final Website Project Students will each complete a final website project that demonstrates the cumulative coding and design skills learned throughout the semester. Format for Written Assignments Writing shall be appropriate to the task and grammatically correct. If writing is difficult for you (and for whom is it not, really), find someone whose skills you trust to proofread your written work, or go to the Academic Enrichment Center (Lower Level, Parmer Hall, 708/524-6682) for assistance. Use but do not trust your spell checker. 2

Updated 8/24/13 4:27 PM Dominican University | Graduate School of Library and Information Science Academic Honesty and Integrity "All students of the GSLIS are expected to observe high standards of academic honesty and integrity. Any student whose conduct violates such standards may be subject to disciplinary action as determined by due process." (GSLIS Bulletin, p. 18) The greatest threat to academic integrity is plagiarism. If you are not sure what constitutes plagiarism, see either or both of the following resources or any of a number of others like them on the Web: Purdues "Avoiding Plagiarism, http://owl.english.purdue.edu/handouts/research/r_plagiar.html Indianas How to Recognize Plagiarism," http://www.indiana.edu/~istd/definition.html. GSLIS GRADING POLICY (GSLIS Bulletin, p. 18)
Grade Grade Points Definition A AB+ B BC+ C CF 4.0 3.67 3.33 3.0 2.67 2.33 2.0 1.67 0.0 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; nearly flawless work. Excellent achievement. Student performance demonstrates thorough knowledge of the course materials and exceeds course expectations by completing all requirements in a superior manner. Good solid work. Student demonstrates strong comprehension of the course materials and exceeds course expectations on all tasks as defined in the course syllabus. Satisfactory acceptable work. Student performance meets designated course expectations, demonstrates understanding of the course materials and performs at an acceptable level. Marginal work. Student performance demonstrates incomplete, substandard understanding of course materials, or absence of required work; indicates danger of falling below acceptable grading standard. Unsatisfactory work. Student performance demonstrates unsatisfactory understanding of course materials and inability to meet course requirements. Unacceptable work. Student performance demonstrates incomplete and inadequate understanding of course materials. Poor work. Failing grade.

MY GRADING PRACTICE When I evaluate assignments, I assign points, not letter grades. I base the points I assign on rubrics, which I provide for all assignments. If you ever have a question or concern about why you received a score on a particular assignment, please ask. I welcome questions about grades as opportunities to think critically about the work were doing. If your semester point total 90 (is equal to or greater than 90), then you will have earned an A of some kind. If your semester point total 80, then you will have earned at least a B of some kind. Whether these are A, A-, B+, B, or B- depends upon the comparison of point totals for all students. For example, if a student earns a total of 90 points and the highest point total in the class is 98, the student may earn an A-. If, on the other hand, a student earns 90 points and the highest point total in the class is 91, then the student may earn an A. COURSE EVALUATION Near the end of the semester you will be asked to evaluate this course in an anonymous online form on myDU. Participating in the course evaluation is an important aspect of being a member of the Dominican community. We all, students and instructors alike, rely on feedback so that we might grow and improve. Dominican instructors are always looking for ways to improve student learning and we cant do it without your feedback and comments. Since the course evaluation is electronic, it can be completed at your convenience, outside of class. Although it is accessed using your Dominican username and password, all responses are submitted anonymously. Course instructors are not provided access to their course evaluation reports until after final course grades have been submitted to the Registrars Office, so you should feel confident in providing candid feedback, knowing that your evaluation will not affect your course grade. 3

Updated 8/24/13 4:27 PM Dominican University | Graduate School of Library and Information Science COURSE SCHEDULE The following schedule is likely stable but may change as we progress through the semester. Readings other than those in the required texts are available on the course site: https://dominicanu.instructure.com/courses/179731. All assignments are due by the start of class time on the due date. We will meet in person on the first available Thursday of each month. Plan to check in virtually on all other Thursdays.

Date 1/9 1/16 1/23 1/30 2/6 2/13 2/20 2/27 3/13 3/20 3/27 4/3 4/10 4/24 5/1

Meeting In class Online Online Online In class Online Online Online In class Online Online In class Online Online In class

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Assignment(s)

Readings

Period 4

Period 3

Period 2

Period 1