New York City College of Technology

LIB 1201 HD50, Research & Documentation for the Information Age

Prof. Nandi Prince, Email: nprince@citytech.cuny.edu

 

 

Hybrid: Monday 10-11:15a.m. via Zoom,

  Wednesday 10:00-11:15 AM, Namm, N922A

Office Hours: via Zoom on Mon 3:00 – 3:50pm & Room L440 on Wed 9 -9:50am or (phone by appt.)

Zoom link for all online classes & office hours: https://us02web.zoom.us/j/83684826794?pwd=OGk0NERZcFdEdEowUDZIVVJWRTFpZz09

 

 

Course Communications

1. Our class is hybrid, which means that some classes are on campus and some are online. On Mondays we meet via Zoom at 10-11:15 p.m. On Wednesdays we meet in the Namm building, classroom N922A. However, please review the syllabus as they are some exceptions.
2. Students are expected to check Black Board and Open Lab regularly for course announcements, additional readings and projects. Direct communication with me should be through your City Tech email only. Email subject line “LIB1201

HD30FirstNameLastName-Topic, e.g. LIB1201HD50John Doe – Research Paper. All email communication will be read and replied to between Monday and Friday, excluding Tuesday. If you wish to have an individual consultation, a telephone conference or Zoom meeting may be arranged outside of office hours.

3. We will use: Blackboard, OpenLab and Zoom. Please see course site for “How to Videos”.

Course Description

In this course we will explore issues in research and documentation for text (in print and online), images, sound, and multimedia. You will investigate where information comes from and how it is organized in both traditional and emerging media. We will examine the ethics of information use and determine how to critically evaluate sources. Throughout the course, you will create and present research and documentation projects using traditional and emerging media and technologies. You should expect to spend 4-6 hours outside of class time preparing for class each week.

 

Learning Outcomes

• Please see the course and general education learning outcomes tables at the end of the document.

 

READINGS

This is a writing intensive course! No Required Textbook!

Materials to read or watch are assigned for each class and listed on the syllabus. You are expected to complete the reading for each class day prior to the class meeting day.

Reliable access to the internet and to a computer with word processing software are essential for successful completion course assignments. For technical support contact http://it.citytech.cuny.edu/, you may email the  student’s help desk at StudentHelpDesk@citytech.cuny.edu between or call them at 718-260-4900 between 9:00 am and 5:00 pm.

Blackboard and OpenLab will serve as a discussion forum that you will use throughout the term. You will also form groups. Use these opportunities to demonstrate understanding and thoughtfulness of the course. You will focus on your group, but you are free to observe the conversation from other groups as well.

 

Assignments and Grading: Your grade in this course will be based on: •Participation in class discussions and in-class assignments, 15% •Blog posts 20% • Topic selection and Proposal, 5% Annotated bibliography, 10% •Research paper, 20% •Online documentation project, 15% •Class presentation, 15%. Rubrics for each assignment are on Blackboard.

Assignments

Participation 15%: This grade rewards those who participate in large and small group discussions actively, attentively, and put in the extra work needed to improve their skills. Blog Contributions 20%: Short blog posts related to the assigned readings are required throughout the course. You will need to post all 10 blog entries, and respond to your classmate posting. You must post your own blog by the assigned date and be prepared to discuss in class. You will interact with your fellow classmates online by posting and commenting  on their blogs. Research Project 35%: The research project is comprised of topic selection and proposal 5%; Annotated Bibliography 10%; and Research Paper 20%. More details and guidelines for each component of the assignment will be posted on the course website and discussed in class. Each student will write an argumentative 5-page paper, not including the bibliography. You will first select any topic covered in the lectures and identify a specific arguable issue approved by me. You must use fives sources, 2 must be peer- reviewed. More details and guidelines for the assignment will be provided during the lectures and posted to Blackboard.

 

 

Online Technology Group Project 30%: In self-selected groups, students will build an OMEKA online resource and collaboratively document their process.  You will first select a topic of interest, using collections from the Library of Congress (LOC). Utilizing LOC materials, you will conduct research and compile data to create digital projects; be sure to have your specific topic under this umbrella approved by the professor. Present an online exhibit detailing the research you have done on your chosen topic pertaining to migration and identity-based communities using Omeka. The project is divided into two sections and each is worth 15%. Creating the online OMEKA group project is 15% and the group oral presentation is 15%.

Online OMEKA documentation project

Each group must upload their Omeka project to Blackboard  by Wednesday, December 7 by 5:00pm, include the following:

Remember as part of the grade,

• OMEKA URL
• Group responsibility checklist.

Include  members of the groups ;task assigned to each person and due date

how many times did you meet as a group and who were present? How did you document your collaboration: Google spreadsheet; Dropbox; Word document; etc.  3) A reflective journal of 1 paragraph about yourself and the project, which includes (non-onerous individual work). Your personal learning discovery about the project, (if they are 4 members in a group you will include 4 journals). Only talk about yourself here, think of it as a diary entry.

What did you learn about yourself doing the project?

What did you do well?

What did you enjoy?

What would you do differently?

4) Peer assessment evaluation. If they are four members in a group, you will each include 4 assessments.

OMEKA Peer Assessment Evaluation

Name___________________________________________                        Date_________________

3=done well       2= done okay     1= not as expected         0= not done

Attribute	Myself	John	Sue	Jackie	Leslie
Participated in group discussions	0	1	2	3	0
Helped keep the group on task and worked together	1	2	3	0	1
Listened to other group members ’ideas and Open to suggestions	3	2	3	0	3
Knew what was expected of him,her,them	2	3	2	1	0

Topic for Technology project: Identity and identity-based communities

Students will use LOC materials to conduct research and compile data to and create digital projects.

 

OMEKA Group Oral Presentation 15%:

Group Oral Presentation and discussion forum 15%: Each student group will give a 10 minute class presentation describing their topic.  Each student in the group must take a turn presenting a portion of the presentation they contributed to.

 

Full details and requirements for each assignment will be discussed in class and posted on the course site.

Mid-Term Self Evaluation Due October 24^th

Compose a response and post to Blackboard, with answers to each of the following questions. No need to use an attachment, just write and cut and paste your answers directly into the email. You are welcome to approach this self-evaluation either as a series of answers to questions or as a less formal letter to me about the course.

1. Evaluate your work on the blog. What aspects of your work are the strongest? What could have used more work? How has your thinking evolved from one week to the next? Feel free to use the posted rubric to assess your own work.
2. How would you characterize your involvement in discussions so far? What are your strengths and weaknesses in this regard?
3. Have you completed all assigned work for the course (Worksheets, Blog entries /comments, Topic proposal, Annotated Bibliography)?
4. What letter grade would you give yourself for the first half of the course and why? Consider preparedness, the strength of your written work, your participation in discussion, and your goals for the semester.
5. How is the course meeting your personal learning goals?
6. (Optional): What questions do you have for me at this point? About the subjects of the class? About your work/ progress this semester? Are there any aspects of your work that you would particularly like feedback on?

Self- Evaluation Due December 14^th

Compose a response and post to Blackboard, with answers to each of the following questions. No need to use an attachment, just write and cut and paste your answers directly into the email. The questions are less prescriptive than on the mid-term self-evaluation, in order to give you an opportunity to reflect on the course in a way that feels appropriate to you.

Write  short evaluation of your performance in this class (250-500 words), addressing the following questions: How many blog entries/comments did you produce? Were you prepared for each class week? Did you do all the required readings and worksheets? How would you characterize your overall effort, interest, and commitment to the class? Did your engagement increase or decrease as the semester went  along? How did you meet the goals for this course? What letter grade would you give yourself for this class and why? Consider preparedness for class, the strength of your written work and other assignments, and your participation in discussions.

Netiquette” is the portmanteau for “network etiquette”, or the do’s and don’ts of online communication. The ground rules to observe when on online are:

• respecting the right of each person to disagree with others;
• responding honestly but thoughtfully and respectfully, using language that others will not consider foul or abusive;
• always signing your name to any contribution you choose to make;
• respecting your own privacy and the privacy of others by not revealing information you deem private and that you feel might embarrass you or others;
• being constructive in your responses to others in the class;
• being prepared to clarify statements that might be misunderstood or misinterpreted by others.
• honoring their right to their opinions

One good way to avoid problems is to reread your postings before sending them. Something written in haste may not say what you really think, after the heat of the moment has passed.

A Special Note About Anger…

• Do not send messages that you have written when you are angry. You will almost always be sorry because anger almost always inspires anger in others.
• In the online world, angry messages are known as “flaming” and are considered bad behavior.
• Do not send messages that are written all in uppercase; this is the visual equivalent of SHOUTING. It is considered aggressive, and in the online world, it is considered bad behavior. If you ever feel like shouting a message, take a deep breath and wait until you have calmed down before responding. Then, respond in a calm and factual manner.

Resources

Wellness: I also encourage you to take advantage of City Tech’s support resources by calling

718-260-5030 or visiting the Counseling Services Center

(http://www.citytech.cuny.edu/students/counseling/services.shtml). They can help address personal topics, and offer support for college-related stress.

Library: Website – https://library.citytech.cuny.edu/; Need to chat with a librarian: https://library.citytech.cuny.edu/help/ask/index.php

Accessibility Statement: City Tech is committed to supporting the educational goals of enrolled students with disabilities in the areas of enrollment, academic advisement, tutoring, assistive technologies and testing accommodations. If you have or think you may have a disability, you may be eligible for reasonable accommodations or academic adjustments as provided under applicable federal, state and city laws. You may also request services for temporary conditions or medical issues under certain circumstances. If you have questions about your eligibility or would like to seek accommodation services or academic adjustments, please contact the Center for Student Accessibility at 300 Jay Street room L-237, 718 260 5143 or http://www.citytech.cuny.edu/accessibility/.

The Academic Integrity Statement: Academic Integrity: Students and all others who work with information, ideas, texts, images, music, inventions and other intellectual property owe their audience and sources accuracy and honesty in using, crediting, and citing sources. As a community of intellectual and professional workers, the college recognizes its responsibility for providing instruction in information literacy and academic integrity, offering models of good practice, and responding vigilantly and appropriately to infractions of academic integrity. Accordingly, academic dishonesty is prohibited in The City University of New York and is punishable by penalties, including failing grades, suspension and expulsion.

Syllabus – Tentative Course Schedule (subject to change as dictated by the needs of the class). Please check the assignment each week before completing them. Our focus throughout the semester will be to enhance your research skills. Each unit will show the value of information and documentation to create and present projects using traditional and emerging media and technologies.  

Readings listed for each class day should be completed prior to class arrival, be prepared to discuss. Abbreviations: BB: Blackboard; OP: OpenLab

 

Week 1 The Information Landscape, Media, Production and Research Activity
Mon 8/29, Zoom	Course Introduction Syllabus overview OpenLab account registration Blackboard discussion board Information and Research Introduction
Wed, 8/31 N922A	Processing, Distribution and how it changes Readings: Badke, William B “Welcome to the Information Fog.” Research Strategies: Finding Your Way Through the Information Fog. 4th ed. Bloomington, IN: Universe, Inc., 2011. https://books.google.com/books?id=u_NlJjqlzPQC&printsec=copyright#v=onepage&q&f=false   https://www.nytimes.com/2019/03/25/arts/design/sackler-museumsdonations-oxycontin.html   https://sites.psu.edu/jmb7609/types–of–info/ Blog Post # 1 due: a)Discuss what Badke meant by “gatekeeping” ? b) Respond to a peer’s post by engaging in a discussion about the negatives &positives of gatekeeping.
Week 2
Wed, 9/7 N922A	Information Cycle: time frame of an event affects the types of information available https://www.youtube.com/watch?v=f-17MbjEws4 The information cycle: https://docs.google.com/document/d/1NTdu1lLjrygC0mzK9PjHg3Er6MWR1ONHw_sfZt82EMo/edit?usp=sharing Blog Post # 2 due: a)Understanding the information cycle is helpful, list some factors & explain why they are important when doing your research paper? b)  Respond to a peer’s post by engaging in a discussion about what types of information would be available on  the Vietnam war vs the Ukrainian-Russian conflict?
Mon, 9/12 Zoom	Alternative media: zines, underground newspapers & presses, Blogs, wikis, ephemera, etc. https://depts.washington.edu/moves/altnews_intro.shtml https://www.nypl.org/about/divisions/general-research-division/periodicalsroom/zines   https://web.archive.org/web/20150530144950/http://www.rebeccablood.net /essays/weblog_history.html Blog post # 3 due: What type of sources are zines? Identify and review a specific zine collection from a library and discuss how the content provides a different perspective to standard scholarly sources. Engage in a discussion with one of your peers about their posted zine.
Week 3	Multimedia
Wed, 9/14 N922A	Social Media Caulfield, Mike.  Web Literacy for students factchecker https://webliteracy.pressbooks.com/chapter/four-strategies/   Smith, Aaron; Anderson, Monica. March 1, 2018. “Social Media Use in 2018.” Pew Research Center  https://www.pewinternet.org/2018/03/01/social-media-usein-2018/   Ronson, Jon. “How One Stupid Tweet Blew Up Justine Sacco’s Life.” The New York Times, The New York Times, 12 Feb. 2015, http://www.nytimes.com/2015/02/15/magazine/how-one-stupid-tweetruined-justine-saccos-life.html   Fake News: How A Partying Macedonian Teen Earns Thousands Publishing Lies. NBC News   https://twitter.com/sacklerpain   Blog Post # 4 due:  a) According to Caulfield discuss one important item to check source credibility. b)  Respond to a peer’s post by sharing with them 4/5 guiding question you ask yourself when evaluating your sources?
Mon, 9/19 Zoom	Multimedia, Organizing and Preserving Information What is a Primary Source: https://www.youtube.com/watch?v=cHTtpYYbhm0   What is an archive: https://www.youtube.com/watch?v=URhWOKyve-I   A brief introduction to archives: https://www.youtube.com/watch?v=dPINe9vugNw     Blog Post #5 due: What is meant by an archival source? List 5 items that are considered primary sources. After reading a peer’s post, list a specific example of an item and include the citation, i.e, what archive it resides in.
Week 4	(Weeks 4-8 Current Issues in Information and Media)
Wed, 9/21 N922A	Copyright   Zhu, Q. (2001) We are all too Sensitive When it Comes to Awards! — Cai Guoqiang and the Copyright Infringement Problems Surrounding Venice’s Rent Collection Courtyard https://www.moma.org/momaorg/shared/pdfs/docs/learn/intnlprograms/6. %20CCA_Web_We%20Are%20All%20Too%20Sens.pdf   https://petapixel.com/2018/07/02/court–rules–copying–photos–found–oninternet-is-fair-use/     Blog Post # 6 Due: What is meant by copyright infringement?
Wed, 9/28 N922A	Metadata: information about information, taxonomies and controlled Vocabularies Reading: Review – Harpring, Patricia. “Introduction to Controlled Vocabularies (Getty Research Institute).” Understanding Formal Analysis, J. Paul Getty Museum, Los Angeles, 2010. http://www.getty.edu/research/publications/electronic_publications/intr o_controlled_vocab/what.html. About taxonomies & controlled vocabularies. (n.d.). Retrieved August 22, 2019, from http://www.taxonomies-sig.org/about.html Blog Post # 7 due: According to Harping how does controlled vocabularies facilitate in finding information?
Week 5
Thur, 9/29 Zoom Mon Class meets	Access: digital divide, and social justice; and Practical application  SPARC, Open Data.   https://sparcopen.org/wp- content/uploads/2017/04/Open-Data-Factsheet_SPARC.11.10-2.pdf   Engle, M. (n.d.). Libguides: How to prepare an annotated bibliography: the annotated bibliography. Retrieved July 28, 2020, from   https://guides.library.cornell.edu/annotatedbibliography/home   McMullen, S. (n.d.). Libguides: Writing an annotated bibliography: tips. Retrieved July 28, 2020, from https://rwu.libguides.com/c.php?g=58268&p=37480   Annotated Bibliography. Creating, summarizing and evaluating sources for an annotated bibliography. APA style examples. Blog Post #8 due: Describe in great detail what an evaluative annotated  bibliography should contain, write a sample AB on the article and offer feedback on a peers post. Topic Proposal Due 9/29
Mon, 10/3 Zoom	Fair Use Cox, Krista L. March 1, 2018. “Celebrating Fair Use Week: An Interview with Peter Jaszi.” Above the Law. https://abovethelaw.com/2018/03/celebrating-fair-useweek-an-interview-with-peter-jaszi/   Finkel, Jori. (Nov 3, 2017 After ‘Hope,’ and Lawsuit, Shepard Fairey Tries Damage Control https://www.nytimes.com/2017/11/03/arts/design/shepard-fairey-damagedchinatown.html   Blog Post # 9 Discuss what circumstances due to Fair Use gives users the right to use copyrighted material without permission.
Week 6
Wed, 10/12 N922A	Privacy: changing definitions, challenges of networked digital media biases.   Barry, Christian. April 13, 2015. Is downloading really stealing? The ethics of digital piracy. http://theconversation.com/is-downloading-really-stealing-theethics-of-digital-piracy-39930   Scott, M. Zuckerberg: Facebook will apply EU data privacy standards globally. Politico. Available at: https://www.politico.eu/article/zuckerberg-facebook-eudata-will-apply-privacy-standards-globally/  https://www.ifla.org/publications/node/11174   Blog Post # 10 due : According to Barry, what are the fundamentalist protectors’ stance on intellectual property & provide feedback on a peers post? Annotated Bibliography Due 10/12
Mon, 10/17 Zoom	Information Ethics, Citizen Journalism, Social Justice Jones, Barbara, 2011. Is the Line Between Librarianship and Journalism Blurring?https://americanlibrariesmagazine.org/2011/07/27/is-the-linebetween-librarianship-and-journalism-blurring/ Keller, J. (2011, April 4). Photojournalism in the age of new media. Retrieved August 22, 2019, from The Atlantic website: https://www.theatlantic.com/technology/archive/2011/04/photojour nalism-in-the-age-of-new-media/73083/   Baker, S. (n.d.). When philanthropists’ reputations become problematic for art institutions. Retrieved July19, 2019, from Forbes website: https://www.forbes.com/sites/samanthabaker1/2019/04/01/whenphilanthropists-reputations-become-problematic-for-art-institutions/  https://library.nmu.edu/guides/userguides/webeval.htm         Amy Mitchell, Jesse Holcomb and Michael Barthel.(Dec 15, 2016). Most Americans believe that Fake news is Sowing Confusion by https://www.journalism.org/2016/12/15/many-americans-believe-fakenews-is-sowing-confusion/
Week 7
Wed, 10/19 N922A	Addressing Gaps in Wikipedia; Linked Data: Using Wikipedia to look at how Data is Organized   Inside the Alexa–Friendly World of Wikidata (Wired Magazine 2/19)    Kent, W. (2021, September 27). What can querying Wikidata do for me? Wiki Education. https://wikiedu.org/blog/2021/09/27/what-can-querying-wikidata-do-for-me/
Mon, 10/24 Zoom	Levine-Clark, Michael. 2015. “E-book Usage on a Global Scale: Patterns, Trends and Opportunities”. Insights 28 (2): 39–48. DOI: http://doi.org/10.1629/uksg.240 Cohen, Dan, 2019. “The Books of college Libraries are Turning into Wallpaper.” The Atlantic. https://www.theatlantic.com/ideas/archive/2019/05/collegestudents-arent-checking-out-books/590305/ Ozer, Nicole A. 2010. “Digital Books: A New Chapter for Reader Privacy.” ACLU of Northern California. https://www.aclunc.org/sites/default/files/asset_upload_file434_999 6.pdf In class exercise: (1) sorting sources and methodology. (2) List the attributes you will use to choose the sources you will include in your research paper. These should be the ones you think are most important in destemming whether a source is appropriate for your research. Assignment:  List 2 pieces of data that digital book providers collect and describe how that the information is different from a library according to the Digital books article by Ozer,N.
Week  8
Mon 10/24 Zoom	Authority: Subject Expertise   Badke, William. Expertise and Authority in an Age of Crowdsourcing. http://williambadke.com/BadkeExpertiseAuthority.pdf Critical Thinking – RECAP Distinguish scholarly vs popular; Define Peer Reviewed Mid-Term Self Evaluation Due October 24th
	Complex Evaluation – Authority Bias, Multiple Data Sources In-class worksheet
Week  9
Wed, 10/26, N922A	The Research Paper, Selecting and Refining a Research Topic, Formulate Search Strategies Browsing, Keyword searching, subject searching, Boolean logic. Essential questions and the thesis statement. Library Guides: Information Literacy Tutorial: Module 4. Searching a Database. Delaware County Community College Library. http://libguides.dccc.edu/c.php?g=386828&p=2624489 Inform students of Mid-term grade on or before October 27.
Mon, 10/31 Zoom	Algorithmic bias   Joy Buolamwini: How I’m fighting bias in algorithms https://www.ted.com/talks/joy_buolamwini_how_i_m_fighting_bias_in_algorith ms?utm_campaign=tedspread&utm_medium=referral&utm_source=tedcomshar e   Andreas Ekstrom:The morals bias behind your Google results https://www.ted.com/talks/andreas_ekstrom_the_moral_bias_behind_your_sear ch_results?utm_campaign=tedspread&utm_medium=referral&utm_source=tedco mshare   Eli Pariser: Beware online “filter bubbles” https://www.ted.com/talks/eli_pariser_beware_online_filter_bubbles?utm_camp aign=tedspread&utm_medium=referral&utm_source=tedcomshare   Grind, Kirsten, et al. “How Google Interferes with its Search Algorithms and Changes Your Results; the Internet Giant Uses Blacklists, Algorithm Tweaks and an Army of Contractors to Shape what You See.” Wall Street Journal (Online), Nov 15, 2019. ProQuest.
Wed, 11/2 N922A	Searching for Library Resources; Efficient Internet Searches to Retrieve Relevant Information Specialized DB’s • Getting more out of Google – “hidden features” • Other general search engines – Bing, Wolfram, etc. • Specialized search engines – law, medicine, etc. Finding and citing information from the Internet. Using browsers, search tools, find and cite authoritative information on a selected topic on the Internet. Sources: Periodicals – Print Indices; References Sources, Encyclopedias
Mon, 11/7 Zoom	Ethical Use of Information – Rationale for Documentation and Citation Plagiarism Paraphrasing Types of Quotes Peer Review Workshop
Week 11 Using Information and Media
Wed, 11/9 N922A	Confronting Confirmation Bias: Giving Truth a Fighting Chance in the Information Age By Alan C. Miller. https://newslit.org/updates/alan-miller-tacklesconfirmation-bias-in-ncss-journal/   Fake News, Combatting Viral Stories How fake news go viral by Mahehswari,Sapna https://docs.google.com/document/d/10eA5mCZLSS4MQY5QGb5ewC3VAL6pLkT53V_81ZyitM/mobilebasic.
Mon, 11/14 Zoom	Documentation: standards, methods and styles for citing text and non-text media Finding and citing newspaper, magazine, and journal articles. Identify articles on a selected topic using the City Tech College library databases. Formulate citations for identified articles. Research Paper Due  11/14
Wed, 11/16 N922A	Documentation: Standards and Practical Applications, Citation tools & Managers Reference Lists Authority of Paper Non-traditional sources
Week  12
Mon 11/21 Zoom	Government Documents:  Retrieving and Citing; Accessing government information – Census, CDC, Congressional bills
Wed, 11/23 N922A	Multimedia Source Material Attribution, Creative Commons Licenses Paraphrasing
Mon, 11/28   Zoom	Digital & Data visualization – Infographic and ethical issues Data Visualization & Digital Humanities Artificial Intelligence: https://www.nytimes.com/2018/10/18/business/an-aiglossary.html Julia Angwin, Jeff Larson, Lauren Kirchner, Surya Mattu.“Machine Bias”. ProPublica. May 23, 2016.https://www.propublica.org/article/machinebias-risk-assessments-in-criminal-sentencing Zorich, Diane M.  2012“Transitioning to a Digital World: Art History, its Research Centers, and Digital Scholarship.” Journal of Digital Humanities.  Vol1, No 2, 2012. http://journalofdigitalhumanities.org/1-2/transitioning-to-a-digitalworld-by-diane-zorich/
Week  13
Wed, 11/30 N922A	Evaluating Literature Reviews
Mon, 12/5 Zoom	Net Neutrality http://www.ala.org/advocacy/intfreedom/netneutrality   Research Consultation
Week 14
Wed, 12/07 N922A	Group Projects Share Omeka project link for feedback by emailing Professor on 12/7 at 5 pm (extended to 12/14 at 5:00pm)
Mon, 12/12 Zoom	Group work
Wed, 12/14	Final Group Project Presentations, Pt 1 OpenLab (Reading day) Self- Evaluation Due December 14th Share Omeka project link for feedback by emailing Professor by 12/14 at 5 pm (extended deadline)
Week 15
Mon, 12/19  Zoom	Group work OpenLab Incorporate feedback into your Omeka projects and upload to course site by 12/19 at 11:15 am (end of class).
Wed, 12/21 N922A	Final Group Project Presentations, Pt 2 OpenLab

 

 

Learning Outcomes

Course Intended Learning Outcomes & Assessment Methods

 

Learning outcome	Assessment method
Upon successful completion of the course the student is able to	To evaluate students’ achievement of the learning objectives the instructor will
Describe the ways that information is produced and organized in a variety of formats	Review annotated bibliographies
Create and articulate a relevant, manageable research topic for your assignments	Scaffold the process of topic selection and research question development
Successfully search for and acquire appropriate information about your research topic in a variety of media and formats	Lecture/workshop the research process; assess in-class learning activity
Critically evaluate and select information sources for your assignments and projects	Evaluate annotated bibliography and Works Cited component of research paper
Use information ethically and responsibly with an awareness of copyright and fair use	Evaluate annotated bibliography sources and discuss intellectual property in context of public blog posts
Synthesize information on a topic from a variety of sources and present your analysis in writing and orally	Scaffold the research paper with critical feedback on synthesis of information sources
Apply documentation methods and citation styles appropriately in your own work	Evaluate Works Cited component of research paper and online documentation project

 

 

General Education Learning Outcomes & Assessment Methods:

 

Learning outcome	Assessment method
Upon successful completion of the course the student is able to	To evaluate students’ achievement of the learning objectives, the instructor will
Community/Civic Engagement: Apply knowledge and analyze social, political, economic, and historical issues.	Evaluate research paper and assess students’ capacity to analyze current information issues in relation to socio-political and economic contexts.
Professional/Personal Development: Work with teams, including those of diverse composition. Build consensus	Assess student contributions to final group project and informal group activities.
Global/Multicultural Orientation: Demonstrate proficiencies and capacities in dealing with a diverse society	Assess student contributions to class discussions, blog posts, and group work
Information Literacy: Gather, interpret, evaluate, and apply information discerningly from a variety of sources.	Evaluate information resources selected and synthesized in assignments, including the research project and group assignment