LIS 694 Virtual Librarianship
Fall 2012: Meets Thursdays 1:00 -
3:40 p.m. in HL 2K, online on the Web and in Second Life
Instructor: Dr. Diane Nahl, Professor
Office: HL 3C; Voicemail: 956-5809;
Email (quickest response): nahl@hawaii.edu
Office Hours: Email for appt.
Web Site: http://www2.hawaii.edu/~nahl/courses694.html
Course Google
Group: https://groups.google.com/a/hawaii.edu/forum/
- !forum/lis694-virtual-librarianship-grp
Seminar Description
The focus is on professionalization
in this hybrid technology-intensive seminar that takes place in a classroom
lab, online on the Web and in the immersive virtual world platform of Second Life (SL). The seminar allows students to
explore technology innovations in librarianship, including Web 2.0 applications,
online professional development services, and avatar-mediated library services.
Conducted in a collaborative, project-based, online, inworld, and classroom
workshop format.
·
Students
examine how technology is integrated in the careers of individual librarians in
a variety of settings; examine professional values and skill sets; reflect on
strengths and aspirations; prepare a personal tech inventory and a career
trajectory plan.
·
Students
participate in online professional development conferences and Webinars freely
offered by ALA, ACRL, Library 2.0, SJSU, and others; report on the impact of
session content and online environment; and reflect on the value of online
professional education.
·
Students
meet avatar librarians and collaborate on service projects; create interactive
collections, subject guides and pathfinders; acquire virtual world information
literacy (VWIL) including basic building skills; and master Second Life
information sharing and presentation tools.
·
Students
participate in professional social networking sites, blogs and services; join
professional online groups; manage online identity; and connect with
professionals online.
Significance for Librarians
21st century librarians
spend increasing proportions of professional time working online. LIS graduates
will be prepared to operate within the constantly evolving virtual workplace
and virtual education environment via courses examining online applications. Online,
Web 2.0 and VW education movements continue their growth. The millions of
tweens currently playing and learning online in virtual worlds for kids and
young adults will begin to enter college in three years, willing, prepared, and
expecting to learn within engaging virtual educational environments. Librarians
and educators are preparing for the increase in online participation by
pioneering work in virtual spaces, developing innovative approaches to traditional
functions and resources, meeting readers, information seekers and learners on virtual
ground, meeting the information needs of online users, and supporting and
collaborating with educators in virtual learning environments. In addition,
librarians and information professionals take full advantage of the national
and international professional networking capacity of online applications by
sponsoring frequent meetings and conferences for professional development and
presenting research.
Prerequisite: None. Helps if comfortable
using web applications, social networking sites, and learning new things.
Program Level Student
Learning Outcomes
This
seminar addresses the following learning outcomes of the LIS Program, enabling
students to:
1. Understand, apply, and articulate the history, philosophy,
principles, and ethics of library and information science and the related
professions.
1c) Develop and apply critical thinking skills in
preparation for professional practice
1d) Craft and articulate a professional identity
2. Develop,
administrate, assess, and advocate for information services by exercising
principled communication, teamwork, and leadership skills.
2b) Work effectively in teams
3. Organize,
create, archive, preserve, retrieve, manage, evaluate, and disseminate resources
in a variety of formats.
3b) Organize, create, archive and manage collections
of information resources following professional standards
3c) Search, retrieve and synthesize information from a
variety of systems and sources
4. Evaluate and
use the latest technologies, research findings, and methods.
4a) Evaluate systems and technologies in terms of
quality, functionality, cost-effectiveness and adherence to professional
standards
4b) Integrate emerging technologies into professional
practice
4c) Apply current research findings to professional
practice
5. Engage in
projects and assignments dealing with multicultural communities, and
representing diverse points of view.
5a) Communicate and collaborate with diverse
colleagues, information seekers and community stakeholders
Course Learning Outcomes
Students
will:
1.
Examine
the role of technology in a variety of library and information settings;
examine professional values and skill sets; reflect on strengths and
aspirations; prepare a personal tech inventory and a career plan.
2.
Critically review literature and conference presentations about and
report on experiences with virtual information services.
3.
Collaborate
with avatar librarians on service projects; acquire and demonstrate virtual
world information literacy (VWIL) and basic building skills.
4.
Create inworld interactive subject pathfinders to virtual locations
integrating Information from URLs and inworld resources, and master and demonstrate VW information
sharing and presentation tools.
5.
Join
and participate in professional social networking sites, blogs and services and
professional online groups; and manage professional online identity.
6.
Participate
in online professional development conferences and Webinars; report on the
impact of session content and online environment; and reflect on the value of
online professional education.
Course/Teaching
Philosophy
The goal of the
course is to enable students to acquire virtual abilities, to network with
librarians online, and to design professional and educational virtual projects.
The seminar
participants constitute a learning community since we are all exploring virtual
applications together. The seminar takes a
person-centered and hands-on approach to better understanding virtual
information work experience. Assignments involve students in participating in, creating,
and assessing interactive experiences in a variety of virtual environments.
The Career Trajectory Plan assignment helps students to focus on their
preparation for technology intensive careers. Students lead weekly online discussions on significant issues and ideas in virtual
librarianship, enabling students to gain a deeper understanding of a variety of
concepts as well as broad perspectives. Discussions draw on assigned readings,
professional blogs, online conference sessions, and reflections on use of Web
2.0 applications. The Virtual World Pathfinder
and Subject Guide assignment enables students to work collaboratively
exploring Second Life and creating subject guides linking virtual places
embedded with content and digital materials. Project Workshops facilitate
creating interactive information sharing objects and community exhibits.
Professional
Expectations
LIS graduate
students are responsible for observing the highest standards of intellectual
and personal integrity in every aspect of their careers at the University of
Hawaii. The profession promotes ethical and behavioral standards in public
service and dealings with colleagues in-person and online. LIS students are
expected to adopt these values and enact them in their interactions with fellow
students, faculty, staff and professionals. Be aware these behaviors are easy
to observe and evident to faculty asked to write references for scholarships, internships
and job applications. Please read the Professional Expectations Notice for LIS
Graduate Students at UH: http://www.hawaii.edu/lis/students.php?page=profexp
In consideration of all during
class, please turn off or set vibrate on mobile devices.
Teaching Method
Seminars promote the exchange of
ideas so attendance and constructive participation are required. Some sessions
will be online to be scheduled by consensus. Synchronous online attendance is
acceptable for FTF lab sessions. Primary emphasis is on examining and using Web
2.0 applications and reflecting on their value for librarians and libraries, creating
immersive learning projects, collaborative work, active online group
discussion, critical analysis, and presentation of experiences, readings, and
projects. Assignments are designed to promote these activities in conjunction
with guest instructors, demonstrations, Project Workshops, and practical
problem-solving exercises to enliven concepts and theories. Consult written
assignment instructions pp. 8-13.
Research Methods
Students will study and apply the
following research methods in course assignments: Information Retrieval method
to develop search strategies for project research; Participant-Observer method
to study naturally occurring activities in virtual information settings;
Content Analysis of user discourse to study online information practices. Image
Capture and Flow method to demonstrate evidence of participation and process.
Requirements
Readings
1. Kane, Laura Townsend, Ed.
2011. Working in the Virtual Stacks: The
New Library and Information Science. Chicago: ALA.
2. Gleick, James. 2011. The Information: A History, a Theory, a
Flood. New York: Vintage Books. [Free book by drawing for 10 students.]
Assigned reading from the texts is on
the course schedule and will be the focus of online discussions. Students
selectively present chapters and lead weekly online discussions. Additional
readings for exercises will be posted in the Google Group.
Assignments and Grading
|
Career
Trajectory Plan |
20% |
|
Blogs
& Web 2.0 Online Reflections |
25% |
|
Online
Conference & Literature Discussions |
20% |
|
VW
Pathfinder & Subject Guide |
25% |
|
Inworld Product (15%) |
|
|
Inworld Oral (10%) |
|
|
Class
exercises |
10% |
|
Total |
100% |
Grading Scale:
100-98 A+,
97-94 A, 93-90 A-; 89-87 B+, 86-83 B, 82-80 B-;
79-77
C+, 76-73 C, 72-70 C-; 69-67 D+, 66-63 D, 62-60 D-
Due Dates
One point (1) will be deducted each
day for late assignments. If you must miss class, you may attend the online
portion, and you are responsible for obtaining notes from classmates and
materials from the instructor.
Participation Requirements
Active class and online participation
is essential when discussing readings, practicing skills, and working in
groups. Class exercises and online discussions are central to the seminar's
purpose of examining virtual information systems. Students will present material
from weekly readings and all members are expected to participate in the online discussions.
Attendance is required, online attendance is permitted for certain sessions.
Two or more absences require written reports on the required readings for
missed sessions. Full points will be awarded only if all participation
requirements are met.
To
accomplish these requirements, students will:
1) Actively participate in class exercises and discussions.
2) Take written notes from lectures and readings that address the
material and promote thoughtful consideration of issues.
3) Prepare discussion activities, exercises, questions and present
observations, understandings, comments, insights, and criticism.
4) Listen and learn from each other's contributions through constructive
comments and reactions in discussions.
5) Create well thought-out responses for a professional level discussion.
Technology
Integration and Requirements
This course requires you to use a computer to produce all of the
written assignments. You may bring laptops, netbooks or tablets to class
provided (1) you bring your own
extension cord and (2) you do not use it for non-class activities in class.
PCs are available in the open LIS Alcove Lab in HL 3 and
during posted hours in HL 2K (first obtain an ICS student account—application forms available in class and the
LIS office HL 2). Your ICS lab account
must be renewed annually.
EMAIL: You are required
to obtain and use your free hawaii.edu
Gmail account and subscribe to lis-stu the LIS internal student mail
list [Not on the list? send UH email to lquiroga@hawaii.edu].
You are required to subscribe to and use the LIS 694 Google Group for
communication and updated course information. Required software is listed in
Assignment Instructions pp. 9-10
Students will submit assignments electronically via attachment or shared
Google Documents, use Jing for image capture and annotation,
and work collaboratively via Google+ Hangout.
Second Life: Seminar participants will
use the virtual world software for Second Life. Students are expected to join
SL groups, use relevant databases, the Web, and SL to find content for the
pathfinder assignment. Students will locate and study electronic resources
pertinent to the course topics, utilize several online database systems, and
prepare assignments integrating these activities.
1.)
Review the System Requirements, Recommended works best: http://secondlife.com/support/system-requirements/
2.)
To register for a free account and download the Second Life
Viewer software: Click the big orange Join
Now button. http://secondlife.com/?lang=en-US
3.)
Think carefully about choosing your avatar name, it cannot be changed,
although you can have multiple avatars. Shorter names are easier to manage.
Please choose a pronounceable name
that others can easily say and type.
4.)
Registering for a free SL
account requires name, birthdate and email. You get your account and avatar
immediately. Record your login name and password because you need it in class.
5.)
After choosing an avatar: Click the Download and
Install Second Life button http://secondlife.com/?lang=en-US
6.)
After registering, and downloading and installing the SL software you
can login for the first time. Open the software. Type your login name and password
and login. Your avatar will land at the main SL Orientation Area. Go through
the 6 orientation areas and do the short exercises.
7.)
Teleport to UH System Island opening the World Menu, select World Map.
In the search window type University of
Hawaii. The UH Islands map appears with a red circle in the center. Click
the Teleport button in the Map
window. Your avatar will land inside the UH Island Freebie Store.
8.)
*NOTE: If your system cannot
meet the Recommended Requirements and has difficulty with the SL Viewer, you
can try an alternate viewer that uses less system resources: Phoenix http://www.phoenixviewer.com/downloads.php
or Imprudence http://wiki.kokuaviewer.org/wiki/Downloads)
Second Life Guide (2011) created and maintained by Sharon LePage,
Director, Sullivan Family Library, Chaminade University: http://chaminade.libguides.com/secondlife
LIS 694 Fall 2012 COURSE SCHEDULE
(Subject to change)
|
Class |
Date |
Topics |
Assignments
& Due Dates |
|
(1) |
AUG |
Virtual
Librarianship and the Rise of Virtual Work |
Readings: Assig. Instructions, pp. 8-13 Exercise: My Technology
Inventory |
|
(2) |
AUG |
The Pace
of Change and the Rise of Technology in Libraries |
Readings: Kane Ch 1 |
|
(3) |
SEP |
Blended
Librarianship Professional
Social Networking |
Readings: Kane Ch 2 DUE: Linked-In profile,
Friends & groups |
|
(4) |
SEP |
Professional
Blogs and Microblogs |
Readings: Kane Ch 3 DUE: Twitter and
Professional blogs |
|
(5) |
SEP 20 |
Online
Subject Guides |
Readings: Kane Ch 4 DUE: Subject guide idea |
|
(6) |
SEP |
Managing
Your Professional Online identity |
Readings: Kane Ch 5 DUE Next Week: |
|
(7) Lib 2.0. Conf.
Oct. 3-5 |
OCT |
Digital
Curation |
Readings: Gleick Ch 1 & 2 |
|
(8) |
OCT |
Virtual
Worlds as Educational Learning Environments VW
Reference Service |
Readings: Gleick Ch 3 & 4; Mon Project Workshop |
|
(9) |
OCT 18 |
Creating Information Sharing Objects |
Readings: Gleick
Ch 5 & 6 Project Workshop |
|
(10) |
OCT 25 |
VW
Presentation Tools |
Readings: Gleick Ch 7 & 8 |
|
(11) |
NOV 1 |
Teaching
in SL |
Readings: Gleick Ch 9 & 10 Project Workshop |
|
(12) |
NOV 8 |
Maker
Spaces in Libraries |
Readings: Gleick Ch 11 & 12 DUE: SL Media Prim and
Interactive Poster DUE Next week: |
|
(13) Global Ed. Conf. Nov.
12-16 |
NOV |
15 Things (Web 2.0 tools) |
Readings: Gleick Ch 13 & 14 Exercise: 15 Things DUE: My
Career Plan; DRAFT: SL Pathfinder Project Workshop |
|
|
NOV |
Thanksgiving
Day Holiday |
|
|
(14) |
NOV |
Course
Evaluation |
Readings: Gleick Ch 15; deFreitas |
|
(15) |
DEC |
Online
Session in SL |
DUE:
Oral Pathfinder Project presentations in SL; All
assignments |
ASSIGNMENTS OVERVIEW
Literature
Discussions, Project Workshops, Class Exercises, Reports & Presentations
Google
group: https://groups.google.com/a/hawaii.edu/forum/#!forum/lis694-virtual-librarianship-grp
Weekly readings from the text are on
the Course Schedule. Students lead online discussions relating to the readings
in the Google Group. During the first class students sign-up for two online discussion
sessions on the 694 Google Spreadsheet. If two chapters or
articles are assigned that week, you must cover both. Plan your discussion sessions
to emphasize engagement and involvement with concepts and content.
Participants will also use the LIS 694 Google Group
to comment on exercises, assignments, experiences and events. The final class
session is online and features student pathfinders presented live inworld.
Collaborative weekly exercises and
Project Workshops build skills and help participants develop VW group projects.
Participants are required to complete in-class exercises.
Students prepare a written career
plan integrating their experiences with technologies over the term.
Professional
Blogs
Students will follow and read
professional and technical blogs and comment on these resources online in the
LIS 694 Google Group. Students post weekly comments about the content of blogs
to inform the class about news and resources, as a method for keeping up with
change in the profession and for spotting useful trends. The Kane text lists
blogs of many of the librarians interviewed and others can be found online. Students
may follow professional Twitter microbloggers. Choose some you like, the
following are recommended:
Robin
Ashford, George Fox University, OR http://librarianbydesign.blogspot.com/
Stephen
Abrams, Gale Cengage Learning http://stephenslighthouse.com/
David Lee King, Topeka and Shawnee County Public Library http://www.davidleeking.com/
Jessamyn
West, MetaFilter.com http://www.librarian.net/
Sarah
Houghton, San Rafael Public Library http://librarianinblack.net/librarianinblack/
Joining Professional
Online Groups and Conferences
Seminar participants join a minimum
of 6 professional, educational, and/or cultural groups. Groups are required in
the networking assignments and for VW building privileges:
1) Join 2 groups in Second Life: University
of Hawaii System; 2) Second Life Library 2.0
Your membership brings access
privileges, e.g., information sent in IMs, notices about events and activities,
and affiliation with helpful people with similar interests. You may wish to
join groups relevant to your pathfinder topic.
Inworld Time
In the second half of the term a
major part of each session is held in Second Life. Students must attend inworld
and in the Lab with some online only sessions. It is important to explore Second
Life to prepare for assignments.
Required
Online Conference Participation
Online conferences are a convenient
channel for updating professional knowledge, connecting to other librarians and
educators with similar interests and concerns, and practicing online
communication skills. The LIS profession has recently begun to offer free online
conferences in connection with universities and professional social networks. Videoconferencing
software such as Adobe Connect (Halawai at UHM), WebEx, Elluminate, and others
makes possible online conferences with hundreds of people. Participating in
online conferences is particularly important for professionals in remote and
rural locales such as Hawaii. Since travel budgets are challenged and time away
is hard to spare we are fortunate to be able to connect with colleagues online
in virtual conference venues.
For
this professionalization assignment students will:
1. Attend sessions in two
online conferences offered via video conferencing.
2. Join two conference networks
and fill out professional profiles at least one week before each conference.
3. Send Friend requests to
class members to begin a professional network within these networks, search for
others to Friend.
4. Choose sessions and plan for
online participation by downloading necessary plug-ins, conducting audio and
other system checks of the videoconferencing software, and logging in 15
minutes before sessions begin.
5. Actively participate by
entering information and responses into the online chat during sessions.
6. Copy and paste the online
chat from the sessions attended into a Google document and Share with nahl@hawaii.edu.
7. Students will comment on
sessions attended in the LIS 694 Google Group within a week after the
conference ends and in their My Career Plan report.
Library 2.0: The Future of
Libraries in the Digital Age
October 3-5, 2012
http://www.library20.com/page/2-012-strands
Join
Library 2.0 network and fill in your professional profile to attend the free
online conference.
http://www.library20.com/page/2-012-conference
Global Education Conference
November 12-16, 2012
http://www.globaleducationconference.com/page/2012-conference
Join
the Global Education network and fill in your professional profile to attend the
free online conference.
http://globaleducation.ning.com/main/authorization/signUp?
Grading criteria: Following instructions; posting in conference sessions,
posting comments about the sessions attended to LIS 694 Google Group; spelling
and grammar.
Required
Social Network Participation
Class exercises are designed to encourage
exploration of tools, profile development, professional group membership and
other aspects of rich media sites. For these assignments students will:
1. Join social networks by
setting up accounts, and filling in profile information, and sending Friend
requests to class members and others.
2. Examine professional online
communication tools to discover information channels and join or visit
professional sub-groups (Facebook, Twitter, LinkedIn, etc.).
3. Comment weekly on gleanings
from these sites in the LIS 694 Google Group, comment on their usefulness to
librarians and libraries, and include in My Career Plan.
4. Create pages and networks on
required sites (LinkedIn, Pinterest, LibGuides).
Digital Curation Tools
Evernote: http://evernote.com
LibGuides (UHM): https://libguides.com/login.php?iid=1075
Pinterest: http://www.grovo.com/pinterest?utm_source=tpin
Storify: http://storify.com/storify
TechSmith Screencast.com
Jing (for screen capture and annotation and screen casting)
http://www.techsmith.com/jing.html?gclid=CJHE84u2wLECFeUaQgodEGMAEA
Etsy Maker Space http://www.etsy.com/
Professional Social
Networking Tools
LinkedIn: http://www.linkedin.com
Twitter: http://twitter.com
Google+: (Google Hangouts for online meetings and screen sharing, UH
GMAIL will not work) https://plus.google.com/up/start/?continue=https://plus.google.com/?gpsrc%3Dgpmp0&type=st&gpcaz=6261d092
Facebook: https://www.facebook.com/
Ning: (free trial only, excellent for educators) http://www.ning.com
Scheduling and Polling Tools
Doodle: http://doodle.com
Whenisgood: http://whenisgood.net
PollEverywhere: https://www.polleverywhere.com/login
Required
Seminar Readings
The syllabus lists weekly readings. Each week a
student will lead an online discussion based on the assigned readings. Everyone
will participate in weekly online discussions and related class activities. The goal is to engage participants
to experience the issues within online environments. Students keep logs of posts
and responses on a Google spreadsheet.
• Readings
are intended to promote critical thinking and in-depth discussion of ideas and
concepts, and to help you apply technology concepts in assignments. What do these
readings tell us about technology integration that we can apply in our professional
and personal life?
• Emphasis is on critical analysis of readings and technology use.
Students will gain experience with a variety of software and professional
services.
Online Research Literature Discussions
Seminar participants lead two (2) sessions on the
readings via chat in the 694 Google Group. Choose readings for two
specific sessions and sign up on the Google Spreadsheet. You will be on the
schedule to lead the online discussion that includes the text chapter(s) and other
readings for that week.
Requirements
for Discussion Leaders:
1. On the Monday before the
session, post a question (or quote) or two and ask people to respond to one or
two questions only. Or give them a choice among several questions.
2. Post your own opening
discussion and address your own ideas, realizations and insights, as well as
the issues, concepts, ideas, controversies, challenges, etc. found in the
readings that contribute to the knowledge base and to assignments. It is not
necessary to address everything, be selective and integrate points you consider
to be most interesting and useful.
3. Respond to some of the
subsequent posts in the discussion, and after the discussion closes, summarize
the ideas people came up with by the end of Friday after the class session it
is due.
Requirements
for Discussion Participants:
1. On the Monday or Tuesday before
the week’s session, select questions and post your responses so others can
respond to your post before class Thursday.
2. Read and reply to at least
one other student’s response to the question(s) by Thursday class time.
Non-text
readings on the course schedule:
Oct 11: Mon, Lorri. 2009.
Questions and Answers in a Virtual World: Educators and Librarians as
Information Providers in Second Life. Journal of Virtual Worlds Research
2(1), (April), Pedagogy,
Education and Innovation in 3-D Virtual Worlds. https://journals.tdl.org/jvwr/article/view/398/452
Nov 29: de Freitas, Sara. 2008. Serious Virtual Worlds: A Scoping Study.
JISC e-Learning Programme. Online: http://www.jisc.ac.uk/media/documents/publications/seriousvirtualworldsv1.pdf
Grading criteria: Following instructions; responding to discussion
questions on time; logging posts on Google spreadsheet; spelling and grammar.
My Career
Trajectory Plan [2012-2017]
Due Nov 15
Where do you see yourself in the next five years in
your career? Throughout the term students will reflect on their future career
path and prepare a planned trajectory incorporating development of their
knowledge of and abilities with technologies over the next five years
(2012-2017). The assignment begins with constructing My Tech Inventory to map
current areas of competence and confidence, subsequently students construct
their plans as they interact with tools throughout the term.
My Tech Inventory
Create
a classified listing of all of the software and hardware or devices you are
familiar with (use complete names and versions if known). For each indicate the
number of your perceived level of confidence and expertise using these two scales:
Very Confident 10 9 8 7 6 5 4 3 2 1
Unsure Expert 10 9 8 7 6 5 4 3 2 1 Novice
My
Tech Inventory includes technology you do not own but use at school, work or
elsewhere as well as your own technology. For this assignment list but do not
identify which items you personally own.
Use
a Google Documents table or spreadsheet to list and group the items, sites, and
services you have used and currently use. Share the Inventory with nahl@hawaii.edu. Create the clusters that make sense to you and name the groupings. Be
prepared to discuss in class.
My Career Plan
After
creating your tech inventory, keep updating it during the term and making notes
about adoption of new (to you) software and hardware. Use the notes to prepare
a written plan that covers the next five years. Examine position descriptions
to identify necessary tech abilities.
Elements to address in the written
plan:
1. Technologies I want to
learn in the next five years and why.
a) List and describe the
technologies you intend to learn.
b) Describe tech abilities that
attract your attention given in position descriptions.
c) Describe your confidence and
expertise with My Tech Inventory items by the end of the term.
2. My Online Networking
Participation
a) List and describe the online
conference sessions you attended and in what ways the session chat impacted the
topic and interaction.
b) List and describe the
professional and technical blogs you have read this term.
c) List and describe blog
sources you plan to read.
d) List and discuss the social
network groups you joined and your pattern of “Liking” entries.
3. My Professional Values
a) Discuss your approach to
acquiring technology skills in a fast-paced profession and mobilized global
society.
b) Discuss some of the
librarians in Kane, especially in what ways you diverged from or identified
with their values and views toward technology in libraries and in librarian’s
work.
Grading criteria: Following instructions and addressing all points
under My Tech Inventory, 1, 2, and 3; subtitles, spelling and grammar; complete
citations.
Virtual World
Pathfinder
Due Nov 29
This assignment involves creating
subject guides, information sharing objects, and collections for SL information
seekers. Subject guides for digital collections linking to the Web and/or to
inworld material, and thematic SLURLs linking to SL locations embedded with
content can provide educators, students, and researchers greater access to
materials on particular topics. Portions of several sessions are devoted to lab
time for Project Workshops.
Students work in pairs to research,
create and post two Virtual Pathfinder exhibits
based on subject themes. Students will place their work on two exhibit areas
near the LIS Student Union and the CVL Reference Desk on Info Island and on UH
Island in Second Life. Students compile and build the subject guides on UHS and
the Community Virtual Library (CVL) hosts LIS student pathfinders and
exhibits..
Procedures
1. Explore CVL collections and
others to select a topic more specific than a major subject area. Write a s
scope note for the topic identifying the intended audience, focus and the
coverage of the topic.
2. Use CVL Reference Desk
resources on Info Island, periodical databases, and the SL Search function to
select and visit places in Second Life that would be useful to educators and
students.
3. Topics will be finalized
through consultation with the instructor and mentor librarian.
4. Develop evaluation criteria
for SL site selection based on Web site evaluation criteria, such as, site has to work well with no dead links or dead clicks,
interactive things work properly, accuracy of information, whether information
sources are cited, etc. Discuss how you applied these criteria in your site
selection process.
5. Create brief annotations for
pathfinder items, objects, URLs and Landmarks. Add your site selection criteria
explanation to the pathfinder in a Notecard.
6. All graphics used must be
public domain, copyright free, and cited somewhere in the pathfinder. Watch
this video on copyright: http://www.youtube.com/watch?v=CJn_jC4FNDo&feature=player_embedded
- !
7. Create and
texture prims and objects to present the content including interactive objects,
Notecards, Landmarks (teleports), and a media prim (MOAP). Set permissions in
the Edit pane to allow the exhibit to be copied by anyone.
8. CVL rotates
exhibits, so remove the pathfinder on time to permit another exhibit to be
placed.
9. Pathfinders will
be evaluated according to the grading criteria below.
Virtual Pathfinder and Exhibit
Resources
SL Search
Info Island Reference Desk resources and nearby CVL Community Virtual
Library collections: http://maps.secondlife.com/secondlife/Info%20Island/115/112/34
Relevant disciplinary databases open source and freely available
without subscription.
Sample Topics [not limited to
these!]
Maker spaces in libraries
Digital curation
The mobile revolution and the rise of
m-learning
Intellectual property protection in
virtual worlds
Grading criteria: Working links and teleports; sites relevant to
theme or subject; spelling and grammar; accurate and complete citations to SL,
Web, and traditional sources; useful evaluation criteria for resources; helpful
annotations; creativity in presentation.