INFO5007 Technologies for Information Services Semester 2...

Acknowledgement of Country We respectfully acknowledge the Indigenous Elders, custodians, their descendants and kin of this land past and present.

Syllabus The use, evaluation and communication of technologies to maintain and improve information services. Examines the practical and operational application of computing infrastructure, data provision and maintenance; and user experience and interfaces, within the disciplinary use by librarians, records managers and archivists.

Unit study package code: INFO5007

Mode of study: Fully Online

Tuition pattern summary: This unit does not have a fieldwork component.

Credit Value: 25.0

Pre-requisite units: Nil

Co-requisite units: Nil

Anti-requisite units: Nil

Result type: Grade/Mark

Approved incidental fees: Information about approved incidental fees can be obtained from our website. Visit fees.curtin.edu.au/incidental_fees.cfm for details.

Unit coordinator: Title: MsName: Kathryn GreenhillPhone: (+618) 9266 7173Email: [email protected]: Building: 209 - Room: 337Consultation times: Twitter: @infoventurer

Teaching Staff: Name: Kathryn GreenhillPhone: (+618) 9266 7173Email: [email protected]: Building: 209 - Room: 337

Administrative contact: Name: MCCA Teaching Support TeamPhone: +618 9266 7598Email: [email protected]: Building: 208 - Room: 428

Learning Management System: Blackboard (lms.curtin.edu.au)

Unit Outline

INFO5007 Technologies for Information Services Semester 2, 2016

Faculty of Humanities Department of Information Studies

INFO5007 Technologies for Information Services Bentley Campus 18 Jul 2016 Department of Information Studies, Faculty of Humanities

Page: 1 of 23CRICOS Provider Code 00301J

The only authoritative version of this Unit Outline is to be found online in OASIS

http://fees.curtin.edu.au/incidental_fees.cfm

http://lms.curtin.edu.au/

Introduction Welcome.

This unit provides an introductory overview of the technological applications and issues you need to understand to complete an Information Studies course and to function as an information professional. The focus is on the use of technology in information services, particularly in libraries.

This unit is deliberately designed to give the same opportunity for incremental and social learning as a traditional face-to-face classroom. Small components of assessment due weekly make sure that students understand one concept before progressing to other concepts that build on this. A discussion board assessment gives contact with other students and provides opportunity to talk to other students about all aspects of the unit.

The unit involves practical, hands-on use of a wide variety of technological tools. The aim is to take you from feeling maybe overwhelmed by technology to confident that with regular perseverance and practice you can understand and evaluate the constantly changing technological toolkit in information services.

The aim of this unit is not just to learn about specific technologies – although you will. The relevance of the tools to information services is contextualised in the notes, discussions and assessments. Learning about the individual tools is not as important as understanding how their use can challenge and shift assumptions about managing personal and organisational information. By the end of the unit you should understand more about how to assess unfamiliar technologies and about the way you and others learn about unfamiliar information technologies. You should understand how to make responsible decisions about the application of technology in your workplace and its incorporation in your practice as an information professional.

Please ensure that you understand the weekly task deadlines, discussion board deadlines and computing requirements by carefully reading this unit outline. There is something due around every second or third week.

This unit is easily passed with a regular consistent effort each week. It is very difficult to pass this unit if you try to complete the assessed work at the last minute.

Unit Learning Outcomes All graduates of Curtin University achieve a set of nine graduate attributes during their course of study. These tell an employer that, through your studies, you have acquired discipline knowledge and a range of other skills and attributes which employers say would be useful in a professional setting. Each unit in your course addresses the graduate attributes through a clearly identified set of learning outcomes. They form a vital part in the process referred to as assurance of learning. The learning outcomes tell you what you are expected to know, understand or be able to do in order to be successful in this unit. Each assessment for this unit is carefully designed to test your achievement of one or more of the unit learning outcomes. On successfully completing all of the assessments you will have achieved all of these learning outcomes.

Your course has been designed so that on graduating we can say you will have achieved all of Curtin's Graduate Attributes through the assurance of learning process in each unit.

On successful completion of this unit students can: Graduate Attributes addressed

1 Evaluate the features and functions, and important social and professional issues related to technology for information services

2 Assess and apply information management technologies to successfully complete a range of information profession related tasks

3 Research and contextualise the practical application and theoretical issues raised by

evolving technological tools in information management services 4 Communicate effectively using scholarly writing, written reports, multimedia, and social

media





Curtin's Graduate Attributes

Learning Activities IMPORTANT INFORMATION ABOUT THIS UNIT OUTLINE

This unit involves three months of work, so it is unlikely you can digest the unit outline all in one sitting or from one reading. You are expected, however, to read through the entire unit outline as soon as you can, and to finish this before you start other work in the unit.

If you are unsure about any aspect of the unit, please start with the <CTRL> <F> function on the electronic version of this document to use "Find" to search for information.

Please watch the unit walkthrough movie, which will be published during week 1. It demonstrates how the online Blackboard unit and this unit outline relate. You are advised to re-read the unit outline from front to back again in Week 3, as often things sink in better after you have been studying for a while.

1. WHAT YOU WILL BE LEARNING

Module 1 takes a week and involves getting ready for the unit, including completing Assessment One, which sets you up with all the tools and basic skills you need to complete the other assessments.

Each of the other three modules take around four weeks to complete.

The calendar at the end of the unit outline indicates the dates of the weeks that you should work on each topic within the module.

l Module 2 Weeks 2-5 - Technological infrastructure l hardware, operating systems,mobile and cloud computing l the Internet and the World Wide Web l software development, choice and customisation

l Module 3 Weeks 6-10 - Data provision and maintenance l data structure and customisation l data security and integrity, l data remix

l Module 4 Week 10 onward - User experience and interfaces l user experience and universal design l multimedia and social software l trends in technologies for information services

2. WHAT YOU WILL BE DOING

2.1 USING BLACKBOARD

You will be studying, communicating with other students and submitting assessment work through Curtin's online Learning Management System, Blackboard. Both these links work:

l Oasis portal http://oasis.curtin.edu.au

Apply discipline knowledge Thinking skills (use analytical skills to solve problems)

Information skills (confidence to investigate new ideas)

Communication skills Technology skillsLearning how to learn (apply principles learnt to new situations) (confidence to tackle unfamiliar problems)

International perspective (value the perspectives of others)

Cultural understanding (value the perspectives of others)

Professional Skills (work independently and as a team) (plan own work)

Find out more about Curtin's Graduate attributes at the Office of Teaching & Learning website: ctl.curtin.edu.au





http://webct.curtin.edu.au/


http://ctl.curtin.edu.au/

l Direct access http://lms.curtin.edu.au.

2.2 WHAT TO DO EACH DAY (or AT LEAST 3 TIMES PER WEEK)

l read new announcements in the Blackboard Announcements section. l Blackboard menu item: COMMUNICATION >Announcements

l read any material added by your tutor and other students to the Blackboard Discussion Boards (Daily is recommended to make sure you see any clarifications about assessments).

l Blackboard menu item: Conversation > Discussion Board

2.3 WHAT TO DO FOR EACH MODULE

l PLAN FIRST l read the post called "What to do and Learning Outcomes" first in Module Notes.

l Use this to write in your diary which bit you will do each week. l Read the Learning Outcomes to work out how familiar you are with the subject matter and to

allow for any extra work you will need to do if you are very unfamiliar with the material. l Blackboard menu item: Module # > Module # Notes and Readings

l read the topic notes. l Blackboard menu item: Module # > Module # Notes and Readings

l read essential readings. l Blackboard menu item: Module # > Module # Notes and Readings

l read the supplementary readings for the topic according to your interest and time. l Blackboard menu item: Module # > Module # Notes and Readings

l make one post to the Discussion Board for the Module, as per instructions in Assessment Two l work on hands-on tasks for Assessment Three (Modules 2 and 3) or a multimedia piece for Assessment Four

(Modules 3 and 4), as guided in the "What to do and Learning Outcomes". The assessments build on the topic notes and readings, so you are told which material you need to complete before attempting the assessment components.

Not all the material you will cover is released on the first day of the semester. Material is released incrementally so that you build your knowledge and skills before attempting material that relies on these.

2.4 QUERIES, COMMENTS, CLARIFICATION AND EMAILING THE TUTOR

All queries and comments about the unit should be posted to the Blackboard Discussion Boards first. This lets students help each other and makes sure that any information provided by the tutor is available to everyone. You are expected to keep up to date with what is being asked on the Blackboard Discussion Boards. Before you post a question you are expected to have used <CTRL> F to see whether the information is in the unit outline and to use the search box to search the Blackboard Discussion Boards for existing information on the topic.

You are encouraged to form a supportive learning environment. "Study groups" meeting in person or using social media such as Facebook can be useful. Please be aware that these are not a substitute for clarification of information by a tutor on Blackboard. In the past students have completed assessments incorrectly when they relied on inaccurate information about unit requirements from sources outside of Blackboard or the unit outline.

Please use the Blackboard email function for personal communications with other students or your Tutor or Unit Coordinator. Please only email the unit coordinator using Blackboard email, as this is filtered into a priority inbox and automatically provides information about the unit in which you are enrolled. Email sent directly to the unit coordinator's email address is not likely to receive a timely reply.

2.5 CREATING PROFILES ON ONLINE SITES

You will create profiles and use tools and services on the World Wide Web. Do not use any of your existing profiles. Create new profiles specifically for use as a student at Curtin University. You will create a new gmail account as part of Assessment One to use to create profiles on websites. Materials created using your online profiles need to have a






tone and content appropriate for sharing with your classmates in a university course. Profiles used for class work must be publicly accessible, not locked from public view. How much identifying personal information you share on these accounts is your decision. In previous semesters, many students have created a profile name like “KathrynGTIS162”.

2.6 USING ONLINE LEARNING JOURNALS

You will submit Assessments One, Three and Four in separate online Learning Journals. To meet the unit aim that you learn to communicate using online media, you are expected to use the editor to create entries and to embed multimedia in your entries when instructed. Assessment One involves learning how to use the editor. Uploaded files (e.g. pdfs and WORD documents) will not be read or marked unless you have been specifically asked to add them to your Learning Journal or a Discussion Board.

Do not cut and paste into a Learning Journal entry from formatted wordprocessing programs like WORD or from webpages. This leaves messy code underneath that can make your work look bad or stop you from being able to save it. If you do want to cut and paste from elsewhere, please paste the cut text to a .txt document using a program like Notepad or TextEdit, SAVE the file in .txt format, then cut the text again for pasting in the Learning Journal from this document.

The Blackboard Guide to using the Learning Journals is here: http://help.blackboard.com/en-us/Learn/9.1_SP_10_and_SP_11/Student/040_Tools/Journals

Only you and your marker can view your Learning Journal.

The journal for each assessment is under the Assessment number on the Blackboard sidebar. Please make sure you are entering content into the correct Learning Journal for the Assessment, as each separate Learning Journal is linked to a marking rubric. Material for an Assessment that has been submitted to another journal will not be read or marked. For the final task for Assessment Four you are specifically instructed to post items to the Blackboard Discussion Boards as well as to the Learning Journal. Please make sure you do this, as if you only post to one and not to the other your work will not be marked.

Each entry in each Learning Journal will be stamped with the date/time that it was saved . This will be used to determine whether the entire work in an entry was submitted on time. Do not add more material to an entry after a deadline or else all your work in that post will be marked as late.

You are required to keep backups of your work. Please copy and paste your journal entry into a WORD document and save this on your home computer before you submit it.

3. COMPUTING SKILLS

The unit assumes that you have a basic knowledge of the Windows operating system, Microsoft Office applications and using a web browser. These skills will not be taught. You may find sources such as Lynda.com or your local TAFE useful if you need to upgrade your computing skills before attempting this unit.

4. COMPUTER ACCESS

To successfully complete this unit you must have accessible computing facilities that allow you to view and hear multimedia, including reliable access to the Internet. Requirements are:

l a computer with the Microsoft Windows operating system. You may use an Apple Mac OS X, Linux or other operating system, but most instruction material will use Microsoft Windows as an example. You should be able to complete all required work on all operating systems, but if you are unable to do so you will need to borrow a Windows PC for that work.

l most of the assessed tasks cannot be completed on a mobile device such as an iPad, so you must have access to a desktop or laptop computer to complete these

l administrative access privileges on your computer that allow you to install software. Please note that many workplaces prevent software downloads on work computers. If you intend to use a work computer you will need to double-check before Week One that you can install software.

l a microphone (either built-in or as part of a headset) to record audio on your computer for a multimedia





http://help.blackboard.com/en-us/Learn/9.1_SP_10_and_SP_11/Student/040_Tools/Journals

http://help.blackboard.com/en-us/Learn/9.1_SP_10_and_SP_11/Student/040_Tools/Journals

project. l Microsoft WORD (To allow you to install and use the Zotero plugin for A3) l You must use the most recent stable version of the Firefox web browser for all work involving the World Wide

Web in this unit, including Blackboard access. Downloading and installing Firefox is part of Assessment One.

If you do not have access to the computing facilities listed above please contact the Unit Coordinator before the end of Week One to discuss whether you will be able to complete the unit.

5. TIME DEVOTED TO THE UNIT

You should allocate at least 12 hours per week per unit. Fewer hours are likely to result in poor grades or failure.

This unit requires you to complete or submit something every two or three weeks. It involves contributing regularly to discussion boards. You cannot wait and then do all the assessments late at night or over a couple of days, so you must carefully allocate your time for this.

You are strongly advised to set aside two uninterrupted periods of four hours each at a regular time each week when you study this unit; one period to complete topic notes/readings, one period to complete hands-on tasks, discussions and multimedia report for assessment. With this schedule you would still need to complete a further four hours each week.

If you are unable to commit this time then it is likely that your work will not demonstrate your capabilities and that this will be reflected in your marks. If you find family, work and leisure commitments are impacted by study then please consider changing the number of units you are enrolled in before the census date.

6. ESSENTIAL ACTION FOR EACH ASSESSMENT

For every assignment in this unit, you are expected to “pre-mark” your own work so that you discover and make improvements before the marker marks your work. Before submitting your work you must:

l Check that you have provided all information requested in the question. l Check that the work is submitted in the right place (e.g. Correct Learning Journal / Blackboard Discussion

Board) l Check your final piece against the marking criteria for the assessment in the unit outline l Submit your draft to TurnItIn where possible, make any corrections and then submit the corrected final copy

7. UNIVERSITY REQUIREMENT TO USE TURNITIN

The University requires that students check their work using the TurnItIn plagiarism-checking software before submission.

Submission in this unit is via Learning Journal and Discussion Board, which are not checked automatically via TurnItIn. You can, however, voluntarily run your work through the "TurnItIn Presubmission Checking Tool" available on the Blackboard sidebar from the menu Assessments > Check HERE with TurnItIn before submitting work . When you are happy with what you have written, copy and paste your work into a WORD doc and upload it to the TurnItIn Presubmission Tool to see the Originality Report. To use the checking tool for the next assessment, just overwrite the old assessment with the next one during upload.

The "Originality Report" that you receive from TurnItIn will tell you:

1. Whether there is some work that is from somewhere else that you have not attributed properly (eg. by in-text citation and referencing).

2. Whether you have engaged with many external sources or have written your work without using any of these.

You are expected to have checked your work before submission to make sure that you have cited accurately and engaged with authoritative external sources where required.

You can find out more about Curtin's use of TurnItIn at: http://academicintegrity.curtin.edu.au/students/turnitin.cfm .





http://academicintegrity.curtin.edu.au/students/turnitin.cfm

You can find more about Academic Integrity at Curtin by reading the Academic Integrity booklet that every student should read in their first week at Curtin: http://academicintegrity.curtin.edu.au/global/studentbook.cfm.

8. DUE DATES AND RETURN OF WORK

Assessments are due at midnight AWST on the due date. Assessments are due on Thursdays to allow staff to support students, who may have last minute enquiries, during the working week.

The Curtin University Assessment and Progression Manual requires that assessments are usually returned 15 working days after submission, with 20 working days being acceptable in some circumstances. All marked worked is moderated by a second marker before return to students, which lengthens the process.

9. PERSONAL FEEDBACK SESSIONS

You may request verbal (live or via Skype/phone) feedback on your work at any time during the unit. This will be general discussion about how you are going and where you could improve, rather than an estimate of the numerical mark you would be awarded. To do this you will need to make an appointment with the Unit Coordinator and give at least one week's notice to allow your work to be read. You are strongly encouraged to do this at least once before Week 8 so that you know how you are going and can make any improvements while it can count.

10. RECORDED LECTURES

Lectures for internal Curtin-enrolled students were recorded in Semester One 2016.

The content is substantially similar to what is covered now, however the unit has been reorganised. It was previously organised in six topics, not four modules. Some topics (e.g. Web 2.0 and Library 2.0) are no longer covered and some topics (e.g. Universal design) have been added. The topics were presented in more or less the same order as they are in the current modules.

There are references to previous assessments that are no longer relevant. There are references to menus in Blackboard that are no longer there. Recorded versions of the lectures via iLectures are available under Blackboard Unit > Recorded Lectures. The lectures do not exactly repeat the notes, but develop themes and ideas from the notes and readings to help with understanding. You are strongly advised to listen and watch the lectures, particularly those that deal with data in Module 3.

Learning Resources Essential texts

The required textbook(s) for this unit are:

l Burke, J. (2016). Neal-Schuman Library Technology Companion: A Basic Guide for Library Staff (5th ed.). Chicago: Neal-Schuman, an imprint of the American Library Association.

If you want to purchase a print copy that will arrive by Week One, you may want to consider looking on Booko.com.au:

https://booko.com.au/9780838913826/The-Neal-schuman-Library-Technology-Companion-A-Basic-Guide-for-Library-Staff

(ISBN/ISSN: 9780838914274)

l Curtin University Library, (n.d.). LibGuides. Referencing. APA 6th-ed. Retrieved from http://libguides.library.curtin.edu.au/content.php?pid=141214&sid=1335391

Please ensure you have downloaded the most recent version of this guide and know how to cite and reference using APA6 style.

(ISBN/ISSN: 0)





http://academicintegrity.curtin.edu.au/global/studentbook.cfm



http://libguides.library.curtin.edu.au/content.php?pid=141214&sid=1335391

Other resources Module topic notes and readings

Module notes and readings will be released on Blackboard at least two weeks before they are due to be studied.

All readings are online and linked from the Readings list except those from the text book. Some readings are administered by Curtin Library’s E-Reserve service so require your Curtin login and password for access.

Lectures and workshops - live and recorded

Please see "Learning Activities" for information about these.

Online resources for keeping up to date

Technology for information services changes rapidly. During this unit you are advised to regularly follow updates on at least one of these sites:

Technology General

l ReadWriteWeb. (n.d.). Retrieved from http://www.readwriteweb.com/ l TechCrunch. (n.d.). Retrieved from http://techcrunch.com/ l Fennell, M. (n.d.). Download This Show. Retrieved from

http://www.abc.net.au/radionational/programs/downloadthisshow/

Assessment Assessment schedule

Detailed information on assessment tasks

1.

Task Value % Date DueUnit Learning Outcome(s)

Assessed

1Exercise 10 percent Week: Week 2

Day: Thursday Time: 23:59 AWST

2,4

2

Reading response 30 percent Week: Continuous assessment with ongoing deadlines. Day: Last component due Thursday Week 14 Time: 23:59 AWST

3,4

3

Practical 30 percent Week: Continuous assessment with ongoing deadlines. Day: Last component due Thursday Week 8 Time: 23:59 AWST

1,2,4

4Report 30 percent Week: 12

Day: Thursday Time: 23:59 AWST

1,4





http://www.readwriteweb.com/

http://techcrunch.com/

http://www.abc.net.au/radionational/programs/downloadthisshow/

ASSESSMENT ONE - 10% 1.1 Aim

This assessment makes sure you can use the technology needed to complete the unit, and that you are set up for the next assessments.

1.2 Due

Thursday Week 2 23:59 AWST

1.3 Where to find instructions l This unit outline l Blackboard unit > MODULE 1 > Assessment One > Assessment One questions l Blackboard unit > MODULE 1 > Assessment One > Nominate A2 Reading/Question Module here

1.4. Word count / length

Each part below should be a separate entry in your A1 Learning Journal with the entry title as instructed. You should have 7 separate entries when you submit your work. The instructions tell you exactly what to put in each entry.

1.5 Submission l Blackboard unit > Module 1 > Assessment One > Assessment One Learning Journal l See information about using the Learning Journals above. Uploaded files (e.g. pdf or WORD docs) will

not be read nor marked. 1.6 Feedback

l You will receive a marked rubric. 1.7 What to do

You must read and follow the instructions online, not guess what is required from the description below.

1. Install Firefox (1 mark) 2. Demonstrate proficiency with the Learning Journal editor (2 marks) 3. Take the required screenshot and embed it in a Learning Journal entry (1mark) 4. Embed a specified YouTube clip in a Learning Journal entry (1 mark) 5. Introduce yourself on the Discussion Board and to your tutor (1 mark) 6. Set up a Gmail account and send an email as instructed (1 mark) 7. Set two Learning Goals for the unit (2 marks) 8. POSTGRADUATES ONLY - Sign up for one Module reading and two responses and record the due date

(1 mark)

1.8 Marking criteria

Markers will use these criteria when assessing your work. Please read these through immediately after reading the instructions and BEFORE you commence work on the assessment. Before final submission, please re-read the instructions and use the list below as a checklist.

1. Were the technical tasks completed correctly to get the result instructed ? 2. Is all the requested information there ? 3. Is the student name in the address bar in Firefox ? 4. Is just part of the screen shown in the Firefox screenshot ? 5. Is there something in the Firefox screenshot that clearly identifies that this is Firefox and not another

browser? 6. Is the version of Firefox clear in the screenshot? 7. Are the screenshots no more than 500px wide? 8. Are the screenshots clearly readable ? 9. Are the images and clips embedded and visible in the entry, not links to uploaded files ?

10. Did the gmail email have the correct subject heading ? 11. Was the email successfully sent to the tutor ? 12. Is the SMART goal Specific, Measurable, Achievable, Relevant and Timebound? 13. Does the SMART goal relate to what can be achieved within 14 weeks of the unit ? 14. Does the SMART goal demonstrate understanding of the material to be covered in the unit?





15. Did the student sign up correctly for a reading and two responses? 16. Is the date due for the reading summary in the Learning Journal ?

1.9 Late submission

Students without an extension will be penalised 1 mark per day late up to six days late. Work 7 or more days late without an extension, or not submitted, will score zero for this assessment.

2.

2. ASSESSMENT TWO - 30% 2.1 Aim

1. As part of Assessment One you will chose a Module for your summary and questions. 2. You will find, summarise and share on the Module discussion board one authoritative, recent scholarly

journal article relevant to one of the Modules. 3. You will provide two stimulus questions for classmates about the material in the chosen Module. 4. You will answer, in a scholarly way, two stimulus questions from other students on each of the other

two Module Discussion Boards

2.2 Due

You signed up for a summary/question for Module 2 or Module 3 or Module 4 as part of Assessment One and wrote this in your A1 Learning Journal. You chose one of these dates and should have circled it on your unit calendar:

l Module 2 Thursday Week 4 l Module 3 Thursday Week 10 l Module 4 Thursday Week 13

You will submit your answer to ONE stimulus questions from other students for EACH of the other two Modules, two answers in total. You will need to answer by two of these deadlines. You should circle these on your unit calendar.

l Module 2 - Answers by Thursday Week 5 l Module 3 - Answers by Thursday Week 11 l Module 4 - Answers by Thursday Week 14

You are encouraged to respond to other stimulus questions in the Module where you asked a question, however this response will not be marked.

You may, and are encouraged to, also respond to more than one stimulus question for each of the other modules. In this case, the marker will look at all of your responses and choose to mark the one they consider to be best for each of the two other modules.

2.3 Where to find instructions l This unit outline

2.4 Word count / length l Summary (1-4 paragraphs). Marking will stop after 4 paragraphs l Stimulus question (1-2 sentences) l Answer (1-3 paragraphs) Marking will stop after 3 paragraphs l Paragraphs must follow paragraph structure, so each one should be about a single topic, with a topic

sentence and supporting sentences. Where a single paragraphs consists of two or three topics squished together, the work will be marked as though each topic was its own paragraph.

2.5 Submission l Blackboard unit > COMMUNICATION > Discussion Board > A2 Module # Posts for each of the three

modules 2.6 Feedback

l You will receive three marked rubrics due to a quirk in the way Blackboard has to be set up. Each rubric has rows worth 60, 20 and 20. If you submitted the summary/question for that module, you will be marked out of 60 and receive a mark of zero for the other two rows. For modules where you provide an answer, you will receive a mark out of 20 for one row and zero for the other two rows. Your





final grade will include the total mark from the three rubrics. 2.7 What to do

Part 1 - WHAT TO DO - Reading summary and stimulus questions (60% of the marks for this assessment)

Please use the Curtin University Subject Specific Databases listed on the Information Studies Libguide here (http://libguides.library.curtin.edu.au/content.php?pid=185599&sid=1558723) to locate a recent (2014 or later ONLY), authoritative scholarly reading related to any aspect of the Module, focusing on using technology to connect information and people. Indicate in your entry which database you used.

On the discussion board for the Module, create a thread and add to a single entry

1. The APA6 citation and link for the reading. 2. The name of the database you used to locate the reading 3. A brief summary of the reading (1 – 4 paragraphs strictly. Any paragraphs beyond 4 will not be

marked.). Please ensure that you back up factual claims (including author’s biographical information) with authoritative sources using correct APA6 citation. Ensure that you clearly indicate what is your own idea and what is the article author's by correct paraphrase and in-text citation. Your summary should not be dot points, but in flowing, coherent prose that answers the following questions:

l Who is the author and how are they qualified to make comment on the topic? (Do not just list their qualifications, explain how this is relevant to the points in the article).

l Who is the intended audience? l What is the reading about? Is it to provide information only or are opinions or arguments

expressed? l State which topic or idea in the Module the article relates to, and how. l Briefly summarise the main points/arguments. l Does the author present reliable evidence to make the claims that they do? l Are the conclusions logically based on the evidence presented? l Anything else that you think it is important to add.

4. Two questions for further discussion about technology to connect people and information based on either the reading, the notes, lectures or other readings for the Module. They should be open-ended and prompt discussion. They should relate to the professional work of librarians, archivists or records managers. For example:

l If the internet should be filtered to protect innocent children, as claimed in the reading, what are the technical implications of this for libraries that provide public internet access?

l Should an organization’s archives include in its collecting area mashups created by third parties from Linked Open Data released by the organization?

l Should libraries or records managers provide classes about how to maintain personal or corporate privacy when using social media ?

Part 2 - WHAT TO DO - Answer to stimulus questions (20 % for each answer)

For one Module that you did not provide a reading summary, go to another student’s Reading Summary and provide a short response (1-3 paragraphs) to one of the questions raised by the other student. Ensure that you select a question that allows your answer to meet the marking criteria. You are expected to use scholarly writing conventions, so back up any statements of fact or opinion with authoritative citations and use spelling, grammar and expression suitable for university work.

Do the same for the other Module for which you have not yet provide a summary or response.



1 ARTICLE SUMMARY AND TWO STIMULUS QUESTIONS - 60%

1. Is the resource from 2014 or later?





http://libguides.library.curtin.edu.au/content.php?pid=185599&sid=1558723

2. Is the resource sufficiently scholarly? 3. Is the resource sufficiently authoritative? 4. Is the resource relevant to the material discussed in the module? 5. Does the student explain clearly how the article is relevant to the material discussed in the module? 6. Does the student identify which material in the module is relevant to the article? 7. Is the resource citation in correct APA6 style? 8. Is the source database identified and from Curtin University library? 9. Is each question appropriate and likely to stimulate relevant thought and discussion?

10. Is there evidence of understanding or a growth of subject knowledge, critical thinking and insight into technologies for information services?

11. Does the summary demonstrate, in a scholarly way, what the student has learned by using disciplinary-specific concepts described using disciplinary-specific language ?

12. Does the student clearly and logically summarise the article and back this up with sound reasoning and authoritative sources where necessary?

13. Is the spelling, punctuation and grammar suitable? 14. Is each new idea clearly defined? 15. Does the writing interest and engage the reader? 16. Are all facts backed up with external sources where necessary? 17. Are external sources relevant to the point they supported? 18. Is there evidence of the write's own thoughts and ideas? 19. Is the tone and expression suitable? 20. Is there correct APA6 in-text citation? 21. Is there a correct APA6 reference list? 22. Where there are direct quotes, is this correctly indicated? 23. Where there is paraphrase is this correctly indicated? 24. Is it very clear what is the author's idea and what is an idea from external source? 25. Is there lack of any other plagiarism? 26. Is the post submitted by the deadline? 27. Is the post no more than four paragraphs? 28. Are there two questions? 29. Are all instructions followed?

2 QUESTION RESPONSES - 40%

1. Is there evidence of understanding or a growth of subject knowledge, critical thinking and insight into technologies for information services?

2. Does the answer demonstrate, in a scholarly way, what the student has learned by using disciplinary-specific concepts described using disciplinary-specific language?

3. Is the student’s answer relevant to the question? 4. Does the student clearly and logically explain their opinion and back this up with sound reasoning and

authoritative sources where necessary? 5. Is the spelling, punctuation and grammar suitable? 6. Is each new idea clearly defined? 7. Does the writing interest and engage the reader? 8. Are all facts backed up with external sources where necessary? 9. Are external sources relevant to the point they supported?

10. Is there evidence of the write's own thoughts and ideas? 11. Is the tone and expression suitable? 12. Is there correct APA6 in-text citation? 13. Is there a correct APA6 reference list? 14. Where there are direct quotes, is this correctly indicated? 15. Where there is paraphrase is this correctly indicated? 16. Is it very clear what is the author's idea and what was an idea from external source? 17. Is there lack of any other plagiarism? 18. Is each answer submitted by the deadline?





19. Are all instructions followed? 20. Is each answer 1-3 paragraphs long?

2.9 Late submission

Make sure you obtain a formal extension if you need to submit late work for a module summary or answer.

Students without an extension will be penalised 1 mark per day late up to six days late for each late module. Work 7 or more days late for each module, without an extension, or not submitted, will score zero.

3. ASSESSMENT THREE - 30% 3. 1 Aim

l Demonstrate practical proficiency in three set technological tasks. 3.2 Due

Tasks must be entered in the Assessment Three Learning Journal in a SEPARATE entry for each task, with a date/time stamp before 23:59 AWST on the day it is due. See the calendar at the end of this unit outline for the exact dates.

l Zotero Thursday Week 4

l Koha Thursday Week 6

l Libguides Thursday Week 8

3.3 Where to find instructions l This unit outline l Blackboard unit > MODULE 2 > Assessment Three > Assessment Three tasks

3.4 Word count / length l Screenshots must be resized to less than 750px wide before upload. You may use more than one

screenshot if you cannot fit the image clearly on one image. Remember that Blackboard Learning Journals resize your screenshots to look like they are 300px in the entry, but the marker will view them at full size.

l The Koha exercise also includes a written passage that should be no more than 200-300 words long. 3.5 Submission

l Blackboard unit > MODULE 3 > Assessment Three > Assessment Three Learning Journal

Each Task should be submitted as a separate entry before the deadline. Please see notes about using your Learning Journal above. Please remember that screenshots need to be visible in your entry and that any uploaded files will not be read nor marked.

3.6 Feedback l You will receive a marked rubric.The rubric rows will match the main headings in the marking criteria

and marks will be apportioned as indicated. 3.7 What to do

Each task requires you to complete a sequence of steps, following either written instructions or watching a movie. You will be asked to take and embed a screenshot in a Learning Journal entry at some points to show that you have completed the task correctly. You should have made sure in Assessment One that you have skills to create and embed screenshots. One task also requires a written response in the entry in your Learning Journal.

Please double-check that your computing configuration meets the requirements outlined above in the unit outline. If you have not completed a similar task previously on the computing equipment you are using, factor this in when planning your time. You will explore sites on the World Wide Web as part of this, so please make sure you use the Firefox web browser.



ZOTERO Task - 10 marks





1. Are all instructions followed? 2. Are practical aspects of the task completed accurately? 3. Is the task completed carefully to a professional standard? 4. Is the task completed in a way that demonstrates an understanding of disciplinary terms, concepts and

conventions? 5. Is the correct metadata present for each entry? 6. Are all the items in the reference list formatted correctly? 7. Are the correct citations inserted correctly? 8. Is the exercise completed using the plugin? 9. Is the list of harvested items correct?

KOHA Task - 10 marks

1. Are all instructions followed ? 2. Are practical aspects of the task completed accurately ? 3. Is the task completed carefully to a professional standard? 4. Is the task completed in a way that demonstrates an understanding of disciplinary terms, concepts and

conventions ? 5. Do the values in the table demonstrate understanding of how it would be used in a library ? 6. Is there critical engagement with the reading ? 7. Are three accurate risks identified? 8. Are three accurate opportunities identified? 9. Would the paragraph be suitable as a summary in a longer essay?

10. Is every statement of fact or opinion that was not the student’s own backed with in-text citation ? 11. Are paragraph numbers given? 12. Is the reference list formatted correctly ?

LIBGUIDES Task - 10 marks

1. Are all instructions followed ? 2. Are practical aspects of the task completed accurately ? 3. Is the task completed carefully to a professional standard? 4. Is the task completed in a way that demonstrates an understanding of disciplinary terms, concepts and

conventions ? 5. Are all the elements requested present? 6. Did the RSS feed populate successfully ? 7. Is the student’s own box successfully completed?

3.9 Late submission

Make sure you obtain a formal extension if you need to submit late work for a task.

Students without an extension will be penalised 1 mark per day late up to six days late for each late task. Work 7 or more days late for each task, without an extension, or not submitted, will score zero.

4. ASSESSMENT FOUR 30% 4. 1 Aim

l To prepare a multimedia report about the relevance of a technology, suitable as a business report for a manager in an information service, and post it to your Learning Journal.

l To prepare a very short multimedia report (or written passage) about the relevance of the same technology, suitable for other students and post it to a Blackboard Discussion Forum and your Learning Journal.

4.2 Due

Thursday, Week 12.





4.3 Where to find instructions l This unit outline l Blackboard unit > MODULE 3 > Assessment Four > Assessment Four – what to do

4.4 Word count / length

See “Submission” below

4.5 Submission

More detailed instructions about what to add to each post are in the instructions on Blackboard.

A Three separate entries in Blackboard unit > MODULE 3 > Assessment Four > Assessment Four Learning Journal

1. One entry titled “A4 Other information”. You will be instructed what to add here.

2. One entry titled “A4 Multimedia piece” including just an embedded YouTube or Soundcloud player for your piece, plus a clickable hot-linked URL. LENGTH: Pieces should be 4-7 minutes long. Pieces shorter than this will be penalised 3 marks. Pieces longer than this will not be marked after the 7 minute mark.

3. One entry titled “A4 Discussion Board sharing” recording the date/time you posted to the Discussion Board and an entry identical to the one you posted to the Discussion Board (see B. below). Do not post a screenshot of your entry, but reconstruct it in your Learning Journal

B One entry on Blackboard unit > COMMUNICATION > Discussion Board > A4 Technology summary – post here

This should include EITHER

1. just an embedded YouTube or Soundcloud player for your piece, plus a clickable hot linked URL. LENGTH: Pieces should be no more than 2 minutes long. Pieces longer than 2 minutes will not be marked after the 2 minute mark; OR

2. a 200-400 word written entry. You may add screenshots to this if you wish.

4.6 Feedback l You will receive a marked rubric. l Each row of the rubric will be worth the same proportion as the marking criteria below. This lets you

know how to proportion your effort. l Your work will be marked holistically within each row of the rubric. This means that the marker will make

an overall single judgment of how well the work meets all the listed criteria in the row. There will not be a small proportion of marks assigned to each marking criteria that is totaled at the end, nor will you start with a perfect score and have marks subtracted for each marking criteria not met. This is recognised pedagogical best practice.

4.7 What to do

Please see instructions under Blackboard unit > MODULE 3 > Assessment Four > Assessment Four instructions.

You will receive some instruction about how to create a multimedia piece well in advance of submission. This exercise is exploratory and partly about you learning how to use these tools for yourself so there will be minimal information provided. By that stage of the unit, however, you will have developed skills to give it a go fearlessly.

The main focus, as you can see from the proportioning of the marking criteria below, is on demonstrating that you can communicate about technology to a specific audience. The assessment is deliberately weighted so that technical skills at recording are worth less than demonstrating intelligent appropriate analysis.

Please make sure that you have the computing equipment specified above in the unit outline, and that you have tested that it works with the tools and sites where you plan to use it well in advance.


Markers will use these criteria when assessing your work. Please read these through immediately after reading the instructions and before you commence work on the assessment. Before final submission, please re-read the instructions and use the list below as a checklist.





CONTENT – 50% of mark

1. Does the piece fit the scenario ? 2. Does the piece suit the audience ? 3. Does the piece show understanding of how the technological tool is intended to work? 4. Does the piece demonstrate understanding of how technology is used in the type of

information service chosen? 5. Is the piece analytic rather than just descriptive? 6. Is there a clear description of how the chosen technology has been used in an information service or

workplace? 7. Is evidence provided to back claims about how the technology is being used 8. Is the source of evidence recent and authoritative? 9. Is there a logical, well supported argument about whether the service should pay attention to the

technology? 10. Are there two sensible suggestions about how the service could use the technology ? 11. Are there two sensible advantages and disadvantages of technology? 12. Is there critical engagement with the strengths and weaknesses of the tools? 13. Are likely future skills identified? 14. Are reliability issues identified and evidence for this conclusion provided?

MESSAGE – 30% of mark

1. Is the piece logical? 2. Is the piece engaging and interesting for the intended audience? 3. Is the tone and language suitable for the audience? 4. Is the tone, language and expression suitable for the medium? 5. Is the message is clearly expressed? 6. Does the audience have to read a lot of information independently or stop and start the piece to make

sense of it? 7. Can the audio be heard clearly? 8. Do technical details distract from the message (e.g. background noise, bad lighting, soft audio, uneven

frame rate, blurry focus)?

TECHNICAL INSTRUCTIONS – 10% of mark

1. Is any external material attributed correctly? 2. Is a YouTube or Soundcloud player for the piece embedded in Learning Journal correctly? 3. Is the piece uploaded to YouTube or Soundcloud correctly? 4. Is the deadline met? 5. Is the wiki edited correctly? 6. Is the wiki screenshot correctly in the journal? 7. Is all information requested provided? 8. Are there the correct three posts in Learning Journal? 9. Is there one post on the discussion board in the correct place?

10. Does the hyperlink on the URL work? 11. Are all technical instructions followed?

DISCUSSION BOARD POST - 10% of mark

1. Does the piece suit the audience? 2. Does the piece show understanding of how the tool is intended to work? 3. Is the description of the way the technology could be used sensible? 4. Is the piece logical? 5. Is the piece engaging and interesting for the intended audience?





6. Is the tone and language suitable for the audience? 7. Is the tone, language and expression suitable for the medium? 8. Is the message clearly expressed? 9. Are factual claims supported by authoritative claims that are correctly attributed?

10. Is spelling, grammar, expression suitable for university work? (if written piece) 11. Can audio be heard clearly? (if multimedia) 12. Do technical details distract from the message (e.g. background noise, bad lighting, soft audio, uneven

frame rate, blurry focus)? (if multimedia)

4.9 Late submission

Make sure you obtain a formal extension if you need to submit late work.

Students without an extension will be penalised 3 marks per day late up to six days late. Work 7 or more days late, without an extension, or not submitted, will score zero.

Pass requirements

There are two requirements to receive a "pass" grade in the unit.

1. An over all mark of 50% across the different assessments in the unit. 2. All assessments must be attempted and submitted (ie. submit some work toward Assessment One, some work

toward Assessment Two, some work toward Assessment Three and some work toward Assessment Four).

Failure to attempt and submit an assessment will result in a "Fail-incomplete" grade for the unit irrespective of the mark achieved.

You may receive less than 50% for any individual assessment; however, as long as your Final Mark is 50% or more, you will still pass the unit.

Fair assessment through moderation

Moderation describes a quality assurance process to ensure that assessments are appropriate to the learning outcomes, and that student work is evaluated consistently by assessors. Minimum standards for the moderation of assessment are described in the Assessment and Student Progression Manual, available from policies.curtin.edu.au/policies/teachingandlearning.cfm

Late assessment policy

This ensures that the requirements for submission of assignments and other work to be assessed are fair, transparent, equitable, and that penalties are consistently applied.

1. All assessments students are required to submit will have a due date and time specified on this Unit Outline. 2. Students will be penalised by a deduction of ten percent per calendar day for a late assessment submission

(eg a mark equivalent to 10% of the total allocated for the assessment will be deducted from the marked value for every day that the assessment is late). This means that an assessment worth 20 marks will have two marks deducted per calendar day late. Hence if it was handed in three calendar days late and given a mark of 16/20, the student would receive 10/20. An assessment more than seven calendar days overdue will not be marked and will receive a mark of 0.

Assessment extension

A student unable to complete an assessment task by/on the original published date/time (eg examinations, tests) or due date/time (eg assignments) must apply for an assessment extension using the Assessment Extension form (available from the Forms page at students.curtin.edu.au/administration/) as prescribed by the Academic Registrar. It is the responsibility of the student to demonstrate and provide evidence for exceptional circumstances beyond the student's control that prevent them from completing/submitting the assessment task.

The student will be expected to lodge the form and supporting documentation with the unit coordinator before the





http://policies.curtin.edu.au/policies/teachingandlearning.cfm

http://students.curtin.edu.au/administration/

assessment date/time or due date/time. An application may be accepted up to five working days after the date or due date of the assessment task where the student is able to provide an acceptable explanation as to why he or she was not able to submit the application prior to the assessment date. An application for an assessment extension will not be accepted after the date of the Board of Examiners' meeting.

All requests for extension must be submitted to the Unit Coordinator using the Assessment Extension form available from the Current Students forms webpage, or as a Quick Form through your my studies tab in OASIS.

Extensions are normally only granted when arranged prior to the deadline and due to exceptional circumstances beyond a student's control. Extensions are approved at the discretion of the Unit Coordinator and only when a student provides documentary evidence in support. Such exceptional circumstances that may warrant approval of an Assessment Extension include, but are not limited to:

l Student injury, illness or medical condition of such significance that completion of the assessment task was not possible;

l Family issues (for example, family injury or illness, bereavement etc) of such significance that completion of the assessment task was not possible;

l Commitments to participate in elite sport or other activities that warrant favorable consideration; l Commitments to assist with emergency service activities (for example, bushfire protection); l Unavoidable and unexpected work commitments (for example, relocation, changes to fly-in/fly-out schedules).

Where the grounds for applying for an Assessment Extension are injury, illness, disability or medical condition of the student (or a family member), the student will be required to provide a signed statement from a medical practitioner registered by the relevant National Medical Board (http://www.medicalboard.gov.au/) in the form prescribed by the Academic Registrar. Statements signed only by a pharmacist are unacceptable.

A School or Faculty may require students to provide a medical certificate or signed statement as described above from a specific medical practitioner or range of medical practitioners where this is considered warranted. Letters of support from the Disability Service, including Curtin Access Plans* are also acceptable if relevant to the case.

*Note: A Curtin Access Plan is a formal communication document from the Counselling and Disability Services recommending ‘reasonable adjustments’ for students with disabilities/medical conditions.

Where the grounds for applying for an Assessment Extension are work commitments, a letter from the employer clearly supporting the student’s claim is required.

In other situations, documentation appropriate to the circumstances will be required as determined by the unit coordinator, Head of School, or Board of Examiners.

Deferred assessments

Supplementary assessments

Supplementary assessments are not available in this unit.

Reasonable adjustments for students with disabilities/health circumstances likely to impact on studies

A Curtin Access Plan (CAP) is a document that outlines the type and level of support required by a student with a disability or health condition to have equitable access to their studies at Curtin. This support can include alternative exam or test arrangements, study materials in accessible formats, access to Curtin’s facilities and services or other support as discussed with an advisor from Disability Services (disability.curtin.edu.au). Documentation is required from your treating Health Professional to confirm your health circumstances.

If you think you may be eligible for a CAP, please contact Disability Services. If you already have a CAP please provide it to the Unit Coordinator at the beginning of each semester.

If your results show that you have been granted a deferred assessment you should immediately check OASIS for details.





http://students.curtin.edu.au/administration/forms.cfm

http://www.oasis.curtin.edu.au/

http://life.curtin.edu.au/health-and-wellbeing/CAP.htm

http://life.curtin.edu.au/health-and-wellbeing/disability_services.htm

http://life.curtin.edu.au/health-and-wellbeing/disablity_services_eligibility.htm#/health-and-wellbeing/10126.htm

http://life.curtin.edu.au/health-and-wellbeing/contact_disability_services.htm

Referencing style

The referencing style for this unit is APA 6th Ed.

More information can be found on this style from the Library web site: http://libguides.library.curtin.edu.au/referencing.

Copyright © Curtin University. The course material for this unit is provided to you for your own research and study only. It is subject to copyright. It is a copyright infringement to make this material available on third party websites.

Academic Integrity (including plagiarism and cheating) Any conduct by a student that is dishonest or unfair in connection with any academic work is considered to be academic misconduct. Plagiarism and cheating are serious offences that will be investigated and may result in penalties such as reduced or zero grades, annulled units or even termination from the course.

Plagiarism occurs when work or property of another person is presented as one's own, without appropriate acknowledgement or referencing. Submitting work which has been produced by someone else (e.g. allowing or contracting another person to do the work for which you claim authorship) is also plagiarism. Submitted work is subjected to a plagiarism detection process, which may include the use of text matching systems or interviews with students to determine authorship.

Cheating includes (but is not limited to) asking or paying someone to complete an assessment task for you or any use of unauthorised materials or assistance during an examination or test.

From Semester 1, 2016, all incoming coursework students are required to complete Curtin’s Academic Integrity Program (AIP). If a student does not pass the program by the end of their first study period of enrolment at Curtin, their marks will be withheld until they pass. More information about the AIP can be found at: https://academicintegrity.curtin.edu.au/students/AIP.cfm

Refer to the Academic Integrity tab in Blackboard or academicintegrity.curtin.edu.au for more information, including student guidelines for avoiding plagiarism.

Information and Communications Technology (ICT) Expectations Curtin students are expected to have reliable internet access in order to connect to OASIS email and learning systems such as Blackboard and Library Services.

You may also require a computer or mobile device for preparing and submitting your work.

Please see the ICT requirements under 3. "Computer Skills" and 4. Computer Access" in the "Learning Activities" section of this unit outline.

For general ICT assistance, in the first instance please contact OASIS Student Support: oasisapps.curtin.edu.au/help/general/support.cfm

For specific assistance with any of the items listed below, please contact The Learning Centre: life.curtin.edu.au/learning-support/learning_centre.htm

l Using Blackboard, the I Drive and Back-Up files l Introduction to PowerPoint, Word and Excel





http://libguides.library.curtin.edu.au/referencing

https://academicintegrity.curtin.edu.au/students/AIP.cfm

http://academicintegrity.curtin.edu.au/

https://oasisapps.curtin.edu.au/help/general/support.cfm

http://life.curtin.edu.au/learning-support/learning_centre.htm

Additional information OASIS Portal

You should regularly go to the OASIS portal (http://oasis.curtin.edu.au) for general student information and announcements from the University, and also to access your personal details. It is a requirement of your enrolment that you check your OASIS account at least once a week.

HUM-DIS email list

All Information Studies students MUST join the HUM-DIS email list to keep in touch with internal administrative matters and employment opportunities. This is run by the Information Studies Department for OUA and Curtin students.

Instructions on joining are at: https://lists.curtin.edu.au/mailman/listinfo/hum-dis

Note: The HUM-DIS group is different to the Blackboard discussion forum used for this unit.

As this unit is offered through Open Universities, certain enquiries must be directed to particular areas.

Please see the information below to accurately direct your inquiry, should you have one.

Enrolment

It is your responsibility to ensure that your enrolment is correct - you can check your enrolment through the eStudent option on OASIS, where you can also print an Enrolment Advice.

Student Rights and Responsibilities It is the responsibility of every student to be aware of all relevant legislation, policies and procedures relating to their rights and responsibilities as a student. These include:

l the Student Charter l the University's Guiding Ethical Principles l the University's policy and statements on plagiarism and academic integrity l copyright principles and responsibilities l the University's policies on appropriate use of software and computer facilities

Information on all these things is available through the University's "Student Rights and Responsibilities" website at: students.curtin.edu.au/rights.

Student Equity There are a number of factors that might disadvantage some students from participating in their studies or assessments to the best of their ability, under standard conditions. These factors may include a disability or medical condition (e.g. mental illness, chronic illness, physical or sensory disability, learning disability), significant family responsibilities, pregnancy, religious practices, living in a remote location or another reason. If you believe you may be unfairly disadvantaged on these or other grounds please contact Student Equity at [email protected] or go to http://eesj.curtin.edu.au/student_equity/index.cfm for more information

You can also contact Counselling and Disability services: http://www.disability.curtin.edu.au or the Multi-faith services: http://life.curtin.edu.au/health-and-wellbeing/about_multifaith_services.htm for further information.

It is important to note that the staff of the university may not be able to meet your needs if they are not informed of your individual circumstances so please get in touch with the appropriate service if you require assistance. For general wellbeing concerns or advice please contact Curtin's Student Wellbeing Advisory Service at: http://life.curtin.edu.au/health-and-wellbeing/student_wellbeing_service.htm





http://oasis.curtin.edu.au/

https://lists.curtin.edu.au/mailman/listinfo/hum-dis

http://students.curtin.edu.au/rights/

mailto:[email protected]

http://eesj.curtin.edu.au/student_equity/index.cfm

http://www.disability.curtin.edu.au/

http://life.curtin.edu.au/health-and-wellbeing/about_multifaith_services.htm

http://life.curtin.edu.au/health-and-wellbeing/student_wellbeing_service.htm

Recent unit changes Students are encouraged to provide unit feedback through eVALUate, Curtin's online student feedback system. For more information about eVALUate, please refer to evaluate.curtin.edu.au/info/.

Recent changes to this unit include:

1. Material covered decreased by around 20%

2. Number of essential readings decreased

3. Workload halved

4. "Hands on" components of assessment Instructions moved from Unit Outline to Blackboard unit to streamline unit outline.

5. New rubrics added to all assessments.

6. Teamwork component removed and replaced with discussion board tasks

To view previous student feedback about this unit, search for the Unit Summary Report at https://evaluate.curtin.edu.au/student/unit_search.cfm. See https://evaluate.curtin.edu.au/info/dates.cfm to find out when you can eVALUate this unit.





http://evaluate.curtin.edu.au/info/index.cfm

https://evaluate.curtin.edu.au/student/unit_search.cfm

https://evaluate.curtin.edu.au/info/dates.cfm

Program calendar All work is due 23:59 AWST on the day due

Week Begin Date

MODULE FOR STUDY

Rough guide to topics to cover

A1, A3, A4 Assessment due

dates

A2 due dates (you will have work due on 3 of these

dates. Circle them as soon as you have signed up

during A1)

1. 1-Aug MODULE 1: Setting up

2. 8-Aug MODULE 2: Technology

Infrastructure

Why know ICT? Hardware, Operating Systems, mobile and

cloud computing

A1 Thursday Week 2 11 August


Infrastructure

Internet and the Worldwide Web


Infrastructure

Software development, choice and

customisation

A3 Zotero Task Thursday Week 4

25 August

A2 M2 Reading summary and question

25 August

5. 29-Aug

6. 5-Sep MODULE 3: Data provision and maintenance

What is a database?/ data structure and

customisation

A3 Koha Task Thursday Week 6 8

Sept

A2 M2 Response

8 Sept


What is a database?/ data structure and

customisation


Data security and integrity

A3 Libguides Task Thursday Week 8

22 Sept

9. 26-Sep

10. 3-Oct MODULE 3: Data provision and maintenance

Data remix A2 M3 Reading summary and question

6 October

11. 10-Oct MODULE 4: User experience and

interfaces

What is UX? User experience and universal

design

A2 M3 Response

13 October

12. 17-Oct MODULE 4: User Multimedia and social A4 Multimedia





experience and interfaces

media Report Thursday Week 12. 20

October


interfaces

Multimedia and social media

A2 M4 Reading summary and question

27 October


interfaces

Trends in technologies A2 M4 Response

3 Nov





INFO5007 Technologies for Information Services Semester 2...

Documents

Transcript of INFO5007 Technologies for Information Services Semester 2...