INFO5025 INFM120 Technologies for Information Services...

Unit study package code: INFO5025

Mode of study: Area External

Credit Value: 25.0

Pre-requisite units: Nil

Co-requisite units: Nil

Anti-requisite units: 313707 (v.0) LIS125 Technologies for Information Services or any previous version AND INFO1005 (v.0) LIS125 Technologies for Information Services or any previous version

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]: 209Room: 337Consultation times:

Twitter: @infoventurer

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

Administrative contact: Name: Julie KivuyoPhone: +618 9266 1128Email: HUM-

[email protected]: 208Room: 428

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

Unit Outline

INFO5025 INFM120 Technologies for Information Services OpenUnis SP 1, 2015

DVC EducationOUA Programs

INFO5025 INFM120 Technologies for Information ServicesOUA 20 Feb 2015 OUA Programs, DVC Education

Page: 1 of 27CRICOS Provider Code

WA 00301J, NSW 02637BThe 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/

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

Syllabus Use of information and communication technologies in Information Services. Covers the basics of networked computing and the internet; the operation of web search engines; database management; multimedia and large content sharing sites; Web 2.0; social media and the information professional; security, ethical use and archiving of digital information; portals and data remix; and emerging trends in information management technologies.

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.

The unit involves weekly, 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 how 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, team work deadlines and computing requirements by carefully reading this unit outline. There is something due for Assessment Two or Assessment Four in most weeks.

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 Describe and evaluate the use of media-making and online collaborative technologies within an information services context

4 Research and contextualise the practical application and theoretical issues raised by evolving technological tools in information management services

5 Communicate effectively using scholarly writing, written reports, multimedia, and social media

DVC Education OUA Programs




Curtin's Graduate Attributes

Learning Activities 1. WHAT YOU WILL BE LEARNING

Each topic is designed to take about two weeks and includes topic notes, key readings and usually a task to be completed toward Assessment Two. The calendar at the end of the unit outline indicates the weeks that you should work on each topic.

Topic 1 Infrastructure: hardware, platforms, operating systems, software

Topic 2 The Internet and the World Wide Web

Topic 3 Data: structure, customisation and security

Topic 4 Data remix and Web 2.0

Topic 5 Multimedia and Social media

Topic 6 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 l Direct access http://lms.curtin.edu.au.

2.2 WHAT TO DO EACH WEEK

Each teaching week all students are expected to:

l read new announcements in the Blackboard Announcements section. Blackboard menu item: Announcements l read any material added by the Unit Coordinator and other students to the Blackboard Discussion Boards (at least three times

weekly. Daily is recommended to make sure you see any clarifications about assessments). Blackboard menu item: Conversation > Discussion Board

l read Topic Notes. Blackboard menu item: Unit Content > Topics, Readings and Tasks l read essential readings. Blackboard menu item: Unit Content > Topics, Readings and Tasks l read the supplementary readings for the topic according to your interest and time. Blackboard menu item: Unit Content >

Topics, Readings and Tasks l work on hands-on tasks and learning responses in an online Learning Journal toward Assessment Two or Assessment Four.

Blackboard menu item: Assessment > Assessment Two or Assessment Four l work with team members to a mutually agreed timetable toward Assessment Three

2.3 QUERIES AND COMMENTS AND CLARIFICATION

All queries and comments about the unit should be posted to the Blackboard Discussion Boards first. This lets students help

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://lms.curtin.edu.au/

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

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 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 only for personal communications with other students or your Tutor or Unit Coordinator.

2.2 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 “KathrynTIS151”.

2.3 USING ONLINE LEARNING JOURNALS

You will submit Assessments One, Two 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 (eg. pdfs and WORD documents) will not be read or marked unless you have been specifically asked to add them.

Do not cut and paste into a Learning Journal post 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.

Please ensure that any screenshots have been re-sized to a width of 750px or less before they are embedded in a post. One of the competencies in this unit is taking a screenshot and resizing it so it is clear to a support person, but does not take up too much storage space. Assessment One will show you how to re-size and embed images. Images that are uploaded as a file with a link to click to download, rather than embedded so that they can be seen in an entry, will not be marked. The Learning Journal has a setting where it automatically changes the display size of your image to 300px, however your marker will be able to click on the image and see it at correct size.

The journal for each assessment is under the ASSESSMENT > Assessment number menu 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 Two 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.

Note that 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 docuement 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. As a guideline, you should already be competent in at least 70% of the PC-based tasks outlined in the short movies at Google’s “Teach Parents Tech” site. http://www.teachparentstech.org/watch . It is strongly suggested that before you start the unit you





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

http://www.teachparentstech.org/watch

ensure you are familiar with the types of tasks under the headings “the basics”, “world wide web”, “communication” and “media” in these short movies.

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 project. l Microsoft WORD (To allow you to install and use the Zotero plugin for A2) 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 12.5 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 almost every week. It involves working in a team with other students. 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.

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:

1. Check that you have provided all information requested in the question. 2. Check that the work is submitted in the right place (e.g. Correct Learning Journal / Blackboard Discussion Board/

Blackboard Dropbox/ file upload) 3. Check your final piece against the marking criteria for the assessment in the unit outline 4. 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. You must do

this for the report component of Assessment Three, which is submitted using a TurnItin Dropbox.

During submission you cannot check your Assessment One or Assessment Two or the multimedia component of Assessment Three

or Assessment Four. 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 . 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. LATE SUBMISSION

For Assessments One and Three, late work will be accepted with a late penalty as follows. Work 1-6 days late will be marked with a 10% penalty for each day it is submitted late. Work not submitted or submitted 7 or more days late will not be marked.

If you do not have a formal extension for Assessments Two and Four, which have continuous deadlines, components date stamped one to six calendar days late will only be marked if you contact the Unit Coordinator before the component is due to arrange late submission. You will incur a penalty of one mark if this happens. You may request this once only for one component for Assessment Two and once only for one component for Assessment Four.

Components that are seven or more calendar days late, or are missing, will receive zero marks.

9. 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.

10. FEEDBACK

You may request verbal (live or via Skype/phone) feedback on your Learning Journal or participation 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 what type of 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 for Assessment Two and/or Assessment Four so that you have an idea of how you are going in the unit.





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

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

Learning Resources Essential texts

The required textbook(s) for this unit are:

l Burke, J. (2013). Neal-Schuman Library Technology Companion: A Basic Guide for Library Staff (4th ed.). Chicago: Neal-Schuman, an imprint of the American Library Association.

This can be downloaded for free from Curtin Library as an ebook: http://www.curtin.eblib.com.au.dbgw.lis.curtin.edu.au/patron/FullRecord.aspx?p=1492915

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

http://booko.com.au/9781555709150/The-Neal-Schuman-Library-Technology-Companion-Fourth-Edition

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.

Recommended texts

You do not have to purchase the following textbooks but you may like to refer to them.

l Grellier, J. & Goerke, V. (2014). Communications skills toolkit: Unlocking the secrets of tertiary success. 3 ed. Melbourne: Cengage Learning.

You do not have to purchase this textbook but it is strongly advised. All of it will be extremely useful in your tertiary studies. You will need to read Chapter 8 – Report Writing for Assessment Three. This chapter can be downloaded from Curtin Library’s e-Reserve readings using your student login at http://edocs.library.curtin.edu.au/eres_display.cgi?url=dc60270585.pdf

Other resources

Topic notes, readings and tasks will be released on Blackboard (Under Unit Content > Topics, Readings, Tasks ) at least one week before they are due to be studied.

Lectures to internally-enrolled Curtin students will be delivered on Thursday mornings. A recorded version of the lecture should be available to all students via the Blackboard unit. The lectures do not exactly repeat the Topic notes, but develop themes and ideas from the notes and readings to help with understanding. There will not necessarily be a recorded lecture each week.

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.

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/

Archives

l Library of Congress. (n.d.). The Signal: Digital Preservation. Retrieved from http://blogs.loc.gov/digitalpreservation/

l Smithsonian Institution Archives. (n.d.). Retrieved from http://siarchives.si.edu/

l Theimer, K. (n.d.). ArchivesNext: well, what will come next?. Retrieved from http://www.archivesnext.com/





http://www.curtin.eblib.com.au.dbgw.lis.curtin.edu.au/patron/FullRecord.aspx?p=1492915

http://booko.com.au/9781555709150/The-Neal-Schuman-Library-Technology-Companion-Fourth-Edition

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

http://edocs.library.curtin.edu.au/eres_display.cgi?url=dc60270585.pdf

http://www.readwriteweb.com/

http://techcrunch.com/

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

http://blogs.loc.gov/digitalpreservation/

http://siarchives.si.edu/

http://www.archivesnext.com/

l Visser, J. (n.d.). The Museum of the Future: thoughts, examples and best-practices for innovation in museums and the cultural sector. Retrieved from http://themuseumofthefuture.com/

Records Management

l Future Proof – Protecting our digital future: A State Records initiative for the NSW Government. (n.d.). Retrieved from http://futureproof.records.nsw.gov.au/

l Archives Outside: for people who love, use and manage archives. (n.d.). . Retrieved from http://archivesoutside.records.nsw.gov.au/

Libraries

l Abram, S. (n.d) Stephen's Lighthouse: illuminating library industry trends, innovation and information. Retrieved from http://stephenslighthouse.com/

l American Library Association. (n.d.). ALA TechSource Blog. Retrieved from http://www.alatechsource.org/blog

l Griffey, J. (n.d.). Pattern Recognition. Retrieved from http://jasongriffey.net/wp/

l Jan, S. (n.d.). Librarian in Black: amazingly informed and therefore properly opinionated. Retrieved from http://librarianinblack.net/librarianinblack/

l King, D. L. (n.d.). David Lee King: social web, emerging trends, and libraries. Retrieved from http://www.davidleeking.com/





http://themuseumofthefuture.com/

http://futureproof.records.nsw.gov.au/

http://archivesoutside.records.nsw.gov.au/

http://stephenslighthouse.com/

http://www.alatechsource.org/blog

http://americanlibrariesmagazine.org/perpetualbeta

http://librarianinblack.net/librarianinblack/

http://www.davidleeking.com/

Assessment Assessment schedule

Detailed information on assessment tasks

1. ASSESSMENT ONE : Technology tools setup (10%)

Due Thursday Week 2 (Date is on Unit Calendar 23:59 AWST) Aim: Set up technological tools for the unit. Clarify own goals for unit. Experience with reflective writing.

Activity: Complete subtasks using the Blackboard Assessment One Learning Journal and various online sites.

Instructions: Found at Blackboard sidebar menu >ASSESSMENT> Assessment One.

Marking criteria

You will receive a marked rubric and a single total mark for this assessment. Whole class feedback will be provided.

Most tasks can only be completed correctly or not at all (eg. Online signup for Assessment Three). These will get full marks or no marks.

Tasks with written expression involved (eg. Reflection, Learning Goals) will be marked on:

l evidence of critical engagement with the material (i.e. thinking about the material and drawing logical conclusions that are well explained). Learning goals are personal and subjective, so cannot be right or wrong - however how well they are explained can be marked.

l evidence of understanding technological terms and processes (don't call something a "thingie"). l suitable grammar, expression and spelling for university work

.

Task Value % Date DueUnit Learning Outcome(s)

Assessed

1Exercise 10 percent Week: Week 3

Day: Thursday Time: 23:59 AWST

2,5

2

Investigation 30 percent Week: Continuous assessment with ongoing deadlines. Day: See unit calendar for deadlines Time: 23:59 AWST

1,2,5

3Report 40 percent Week: Week 10

Day: Thursday Time: 23:59 AWST

1,3,5

4

Reflection 20 percent Week: Continuous assessment with ongoing deadlines. Day: See unit calendar for deadlines Time: 23:59 AWST

1,4,5





2. ASSESSMENT TWO Hands-on tasks plus engagement and professional conduct (30%)

Ongoing deadlines

1. Aim:

l Demonstrate practical proficiency in set technological tasks. l Demonstrate growing critical thinking, subject mastery and support for the learning environment.

2. Components:

l A. 5/6 of mark, Five hands-on Topic Tasks completed in your Assessment Two Learning Journal. l B. 1/6 of mark, Engagement and professional conduct on Blackboard Discussion Board

3. Deadlines:

Continuous Deadlines

Each task has its own weekly deadline as indicated on the unit calendar below, with something due about every fortnight. Tasks must be entered in the Assessment Two Learning Journal with a date/time stamp before 23:59 AWST on the day it is due.

Late penalties

If you have not been granted a formal extension then tasks date stamped one to six calendar days late will only be marked if you contact the Unit Coordinator before the task is due to arrange late submission. You will incur a penalty of one mark if this happens. You may request this for one task only.

Tasks that are seven or more calendar days late, or are missing, will receive zero marks.

4. Feedback:

You will receive marks on a marking rubric and then a single total mark and one comment for the whole assessment. As outlined under “Learning Activities” in the unit outline, you may request detailed verbal feedback on your A2 Learning Journal at any time.

5. Instructions and marking criteria for each component.

5.1. Hands-on Topic Tasks (5/6 of marks)

5.1.1 Instructions for Topic Tasks

You need to complete the Topic notes and readings before you start the associated Assessment Two task. Tasks will be released with the Topic notes, at least one week before the Topic is studied.

Task instructions are at Blackboard > Unit Content > Topics, Readings, Tasks > Tasks. These often involve watching movies and will need you to download and install software and to explore sites on the World Wide Web. Please ensure that you read the task early during the Topic to allow yourself enough time to complete it.

These Tasks will be submitted as an entry in your online Learning Journal at Blackboard > ASSESSMENT > Assessment Two.

5.1.2 Marking Criteria for Topic Tasks

Were all instructions followed ?

Were practical aspects of the task completed accurately ?

Was the task completed carefully to a professional standard?





5.2 Engagement and professional conduct (1/6 of marks)

This unit should involve you understanding more about how people request and give support in a technological environment. For some of you, you will be learning to be more precise with your technological language, document better the steps you have already tried and to have a go at finding the answer online before asking. Others of you will be able to model this for fellow students. Others will have a wide technological knowledge or recent experience with study and will (hopefully) gain greater understanding of how to offer support in a way that helps the requester better understand the problem and how to solve it.

You will also be required to take part in discussions about the material in the topic notes. Students are expected to lead these conversations and keep them going, although the tutor will be monitoring the boards most days. To achieve ANY marks for this component, during the assessment period you must start or add to AT LEAST three separate threads under "Topic discussions" on the unit Discussion Board:

l at least once during Weeks 1-4 l at least once during Weeks 5-8; and l at least once from Week 9 onward.

5.2.1 Marking criteria

On Blackboard and in other interactions with classmates and tutors how well does the student demonstrate commitment to both his/her own learning and to creating a positive learning environment for staff and other students?

Is the student able to conduct a professional discussion about disciplinary matters using scholarly language and expression?

3. ASSESSMENT THREE Team analytic report and individual multimedia project. (40%)

Due: Thursday, Week 10. (Date is on unit calendar. 23:59 WST) Team analytic report: 60% of total marks for this assessment (ie. 24 marks for the entire unit).

Individual multimedia piece: 40% of total marks for this assessment (ie. 16 marks for entire unit)

Aim:

l Scenario-based task designed to give students real-life experience with online collaborative technologies and teamwork.

l Using collaborative technologies to work with 2-4 other students to complete an analytic business report comparing and evaluating mobile operating systems for mobile phones for use in an information-service.

l Produce an individual multimedia report evaluating the suitability of collaborative technologies for an information service.

1. Instructions for Team analytic report.

You may be interested in reading the following blog post before you begin your team work:

Brown, S. (2013, February 1). Survival Tips for LIS Distance Learners and their Group Projects. Hack Library School. Retrieved from http://hacklibschool.wordpress.com/2013/02/01/survival-tips-for-lis-distance-learners/

1.1 Team Work Deadlines

Please read this thoroughly by the end of Week One and clarify any uncertainties about the requirements or deadlines





using the Blackboard Discussion Board.

The assessment instructions involve a number of sub-deadlines to ensure that group work goes smoothly. Please read the details below but particularly note that the work involves these dates:

1.2 Teamwork and Team Action Plan

You will work in teams of three to five for this assignment. You should have already set up your teams as part of Assessment One.

Team members may be reallocated by the unit coordinator to new groups between the Curtin census date and Wednesday Week 5 if team numbers fall to just one or two members. Any student affected by this will be offered extra time to complete the team part of the assessment. The workload should be similar for students in teams of three and teams of five, as managing online communication tools will be a lot easier with a smaller number, although each member may write a little more.

By Thursday Week 3 , contact your other team members using the email function on the side menu of the Blackboard unit and begin working together on the team action plan. If you withdraw from the unit before this date, please notify your team members. The email function will send email to the Curtin Student email address, so please ensure that you are checking this via Oasis. It is the responsibility of other students in the same group to contact their tutor as soon as possible after Thursday Week 3 if any member has not been in contact.

Decide together your team action plan and any ground rules by Thursday Week 4 . Each member must add a copy of the team action plan/ ground rules as a separate entry in their Assessment Three Action Plan Journal by Thursday Week 4. Please do not upload any files for this, but use the text editor.

Nominate a “Team Reporter” who must email the Unit Coordinator and other team members the following information by Thursday Week 4. Please use Blackboard email to cc. the Unit Coordinator and your team members in the same message. Do not attach files, but include the summary of the team action plan in the body of the email :

l confirmation that all members of the team have made contact ( a “yes” will do, no proof needed) l names of team members l the three collaborative tools you think you will be using. (this may ultimately change as you try them out) l Short paragraphs that outline your team action plan and any ground rules that you have decided about working

together. At a bare minimum it should include: l how often you will contact each other, what method you will use and expectations for communication if this

needs to be varied l how you will be dividing the workload – who is doing what (specific tasks with names next to them with specific

deadlines please) l deadlines that you have set.

l A checkpoint by Thursday Week 7 where some work needs to have been submitted by all members. What that work is, how it will be submitted and the exact deadline. Action to be taken by other members if work is not submitted or not satisfactory. Mediation by the unit coordinator is rarely needed, but this checkpoint should clarify whether this will be likely so team members have time to deal with this. This is a team project, so it is not OK to just reallocate the work and work around the person who has not submitted satisfactorily. If the action to be taken involves contacting the Unit

Do what? By when? (23:59 WST. Dates on Unit Calendar)

Sign up for a team as part of Assessment One Thursday Week 2Contact other team members by Blackboard email Thursday Week 3Decide Team Action plan and add to own Assessment Three Team Action PlanLearning Journal (10 marks penalty if not done)

Thursday Week 4

The nominated Team Reporter emails required information to Unit Coordinator Thursday Week 4Unit coordinator reallocates teams that have only one or two members (Students will receive an extension)

Between Census Date and Wednesday Week 5

Students must be working in a group with an action plan by this date or will receive zero marks for this part Assessment Three

Thursday Week 5

Last day for team mediation Tuesday Week 9Assessment submitted Thursday Week 10





Coordinator, please indicate in your team action plan the likely action (eg. exact marks/percentage penalty) you would request her to support.

1.3 Variation of Marks

There will be a 10 mark penalty for any team member who has not done the following by Thursday Week 4:

l made contact with all other team members via Blackboard email l worked with others to create the plan in a timely way l added the action plan to their Assessment Three Team Action Plan Learning Journal.

Students who are not working in a team with a submitted action plan by Thursday Week 5 will not be able to complete this part of Assessment and will receive a mark of zero for the team report component.

As long as all team members have made some contribution to the report and kept to the agreed team action plan, all team members will receive the same mark for the analytic report component. You are adults who are expected to work in an adult and professional way on this task. You should create your team action plan carefully to ensure that roles and deadlines are realistic and that everyone understands the ground rules. You need to commit to do whatever you agree.

Students who do not follow their agreed action plan to the satisfaction of other team members may receive a lower mark than other team members, after team mediation with the unit coordinator. Students unable to work in a team will be unable to complete the assessment, thus receive a mark of zero for this component of Assessment Three. It is up to team members to request mediation in a timely way if required, by Monday Week 9 at the latest. Please ensure that you have discussed the matter initially in your team with all members and that all members are copied into an email to the Unit Coordinator outlining:

l The parts of the action plan not being followed to the satisfaction of the team. l How the team agrees that marks should be varied. This could be conditional on work being submitted within an agreed

new timeframe or contact being made according to a new schedule. l Any changes you would like to make to the action plan until the assessment is submitted (eg. frequency or method of

contact).

1.4 Scenario

You manage the Woogatha, Kooloomilling, Wubbaning, Barrabarraginup or Mooloomoolooli branch of the Australian Whatsit Information Service that provides whatsit-related information to government, corporations and the public.

The AWIS uses desktop PCs with the latest Windows Operating system and Microsoft Office Suite. Staff also use organisation-issued iPhones and iPads in field-work.

You report directly to the extremely busy Chief Whatsits Officer, Rosemary Thyme. She has a PhD in Whatsitology and 35 years of technical experience in the field, including 20 years in managerial positions where she has proved to be an effective, fair and extremely competent manager. Her understanding of modern non-Whatsit technology is extremely limited. Although she is curious and intelligent she needs even the most basic technological terms and concepts explained in plain, simple language. Her managerial success has been partly because she is smart enough to surround herself with people with greater technological knowledge, get them to research and evaluate new developments, and to listen to them when they do.

Sometimes Dr Thyme's initial requests for technological information can be a bit vague and use technological language inaccurately. Through experience you have learned that you should not request further clarification as it will be even more confusing. You should instead make sure that in any response to a request for information you are very clear about what you believe her vague requests meant, giving accurate information that does not highlight her misunderstanding in a way that might embarrass you both.

Dr Thyme simply does not have time to read reports more than once or to ask questions to clarify information in them. She often follows up references and citations in reports to make sure that she understands the point being made, so expects the point they are supporting to be clear and the references themselves to be authoritative, current and unbiased. She expects her staff to understand this and to produce clear, comprehensive business reports that can be understood by an intelligent and extremely busy technological novice.

1.5 The email brief from Dr Thyme

You have received the following email from Rosemary giving you a brief for investigations.

Hello,





I am concerned that we are getting "vendor lock-in" with our reliance on our iPhones in AWIS, and want to get some information about mobile OSs for mobile phones before I talk to the IT people about this. My son at the Australian Thingamibob Centre has been issued with an Android phone and was showing me that it works very well with some of the things they want to do in their office. I believe that they are investigating phones that use Windows Phone at the New Zealand Whatsits Information Service.

Could you five please work together to produce one of our standard business reports into the issue? You know the required layout. Can you please use online collaborative tools from the list that was circulated in the last meeting? We will kill two birds with one stone and field-test the online tools to write the report. Can you please report back to me individually using multimedia as we discussed in the meeting last week - killing three birds with the same stone I guess... Details are all in the minutes of the last meeting.

The question I really want answered in the business report is "How do the iOS, Android and Windows Phone mobile Operating Systems compare on mobile phones for a number of business functions, and what developments are likely to happen with them in the next year or so ?"

For the comparison of features, please compare the most recent versions as on Monday 20 April 2015 AWST.

Can you please find the most authoritative sources to answer this? I don't want just opinions. I want solid, recent facts please. I want the sources to be reliable and authoritative. I would expect you to look at some of the technical specifications produced by the organisations that make the OSs or some specifications of the hardware running them, and to use these in the report along with other sources. Please refer me to primary sources for statistics, so if another source is quoted in an article to support a fact, please locate and read the quoted source and use that as the reference. Please do not go and buy or examine actual phones running the OSs. I am interested in comparing the operating systems for phones that fit in a large pocket, not tablets.

I don't want you to discuss all possible business functions, just the ones below. Can you please create a table in Appendix A of the report giving a summary of how each OS performs on each function, with citations to support the points made? Can you then choose the six most important functions and describe them in more detail under their own headings in the body of the report. Please let me know under each heading what you understand each function to be, why it is important to the AWIS, what factors you looked at when measuring it, which OS you think performs best on it, and any likely future developments in the area to watch out for.

I know some features do not work in Australia but do in other parts of the world. Please weight them as though they worked in Australia when making your comparison, but do mention if they do not yet work here.

If there is an easy way to install an app or something to compensate for a feature that is not strong for one of the six main features for any of the OSs, please mention that under the same heading.

Here is my list:

1. Personal assistant like Siri or Google Now or Cortana

2. Built-in maps

3. Able to work on documents and spreadsheets that you started on one of our office PCs

4. Ease of back up

5. Usability of start up screen

6. Has those widget-y things

7. Frequency of useful updates

8. Errors and problems in the past. Known reliability

9. Data security

10. Is it widely used by businesses?

11. Expense of hardware running the OS

12. Number of apps available for it

13. Expense of apps available for it

14. Can our organisation develop its own apps for it?

15. Ease of porting our information and settings from our current iPhones?

16. Battery life of devices using the OS





17. Is it easy to customise features ?

18. Lots of popular games and sites with apps for it?

Oh, and in the introduction to the report, can you please give me a bit of background for each OS - how long it has been around, amount of market share, what it does and any other information you think would make good background.

Please let me know in the recommendation whether you think we should seriously re-consider our use of iOS for mobile phones based on the information you have researched and presented.

I look forward to receiving your report,

Dr Rosemary Thyme

1.6 Standard layout and other expectations for the report

Your task is to collaboratively produce a 1750-2500 word analytic business report. (Word count does not include coversheet, table of contents, appendices or references. It includes all other elements. Words over 2500 will not be marked).

To ensure a professional finish and to assist with reading and writing comments, you must use: * 1.5 line spacing and leave a line space between paragraphs * Left and right margins = 3cm; top and bottom margins = 2.5cm * A standard font and font size. Times New Roman 11 -12 or Arial 10 – 11. * In .doc or .docx format. Do not save as .pdf. * Name the file in the format [lastname]CurtinTIS151A3 (e.g. GreenhillCurtinTIS151A3.doc)

Your report should follow the language suggestions and style for an analytic report outlined in Chapter Eight of the optional text book for this unit: Grellier, J. & Goerke, V. (2014). Communications skills toolkit: Unlocking the secrets of tertiary success. 3 ed. Melbourne: Cengage Learning.

This chapter can be downloaded from Curtin Library’s e-Reserve readings for this unit at http://edocs.library.curtin.edu.au/eres_display.cgi?url=dc60270585.pdf

Your report should include:

l a cover sheet that includes the word count and the names of all team members, but is otherwise suitable for the scenario and an analytic report

l contents page l executive summary (under 300 words) l introduction l separate heading for each of six evaluative criteria chosen for more detailed comparison l conclusion l recommendation l reference list if you refer to external sources l Appendix A containing a table showing how ALL OSs meet EVERY criterion (not just the six criteria that you choose for

detailed evaluation) l Appendix B listing the online collaborative tools used during the creation of the report l Appendix C which is a copy of the email that was sent to Dr Rosemary Thyme when the report was attached.

Please search the web and locate some analytic reports relevant to our discipline if you are unfamiliar with the style and layout. One useful example (although some components and the referencing style are different to that required for this exercise and should not be copied) is:

Australian Library and Information Association. (2013). Library and information services. The future of the profession. Themes and scenarios 2025. Discussion paper, 1 May 2013. Canberra, A.C.T. Retrieved from https://www.alia.org.au/sites/default/files/documents/advocacy/The%20Future%20of%20the%20Profession.pdf

1.7 Appendix A

Please create a table for ALL 3 of the OSs and ALL 18 of the evaluation criteria. Add it as Appendix A. It is up to you how you present the data in the table, as long as you have a cell that describes each criterion for each OS and it is easy for the reader to independently compare the information. Please make sure the header rows are visible on each page of the table.





http://edocs.library.curtin.edu.au/eres_display.cgi?url=dc60270585.pdf

https://www.alia.org.au/sites/default/files/documents/advocacy/The%20Future%20of%20the%20Profession.pdf

Ensure you indicate the source of your information in the table using APA6 style. For this task you may use footnotes in the table, although this is not strictly allowed with APA6 formatting. The references themselves should be listed in the general reference list that is at the end of the body of the report. Below is an example table showing APA6 footnotes that will be accepted.

Example Table

1.8 Six detailed criteria in the body of the report

Select the six evaluation criteria listed above that you consider most important for deciding the OS to use for the AWIS. Provide more detailed evaluations according to these criteria in the body of the report. The three OSs should be described/compared/evaluated within each of your six most important criteria rather than discussing each OS on its own. Do not just repeat large chunks of information from Appendix A without further explanation and analysis.

Please explain what each criterion means and why it is an important consideration for the AWIS , using external sources to back up the information if necessary. For technical specifications, do not just give numbers and symbols in this section, but explain what the number means (eg. "Clarity of screen suitable for visually impaired people", "extremely reliable backup format") and whether this is adequate for the AWIS. 1.9 Online Collaboration tools

Use at least three of the following collaboration tools to work with your team in preparing the report. You will be reporting on these in the second part of the assessment, so please make sure you use them enough to present solid evidence backing a sound critical opinion. Please rely mainly on these rather than emailing each other or on using Facebook.

This will involve creating profiles on the services. You can use the gmail account you created for Assessment One for this. If you would like to use another online collaboration tool instead please contact the Unit Coordinator for approval. Please do not use Facebook.

You should not use any paid access version of any of the software unless you already use it for other purposes. Do not use products all from one provider (eg. Google Groups and Google Plus and Google Drive).

1) Doodle – event scheduling http://www.doodle.com/ 2) Google Drive – (especially shared documents feature) https://drive.google.com/ 3) Google Groups – collaborative space http://groups.google.com 4) Google Plus (including hangouts) – social networking and group video conferencing https://plus.google.com/ 5) Pbworks – wiki and collaborative tools http://pbworks.com 6) Wikispaces – wiki http://wikispaces.com 7) Wetpaint Central – wiki http://www.wetpaintcentral.com/ 8) Primary Pad – collaborative real-time workspace http://primarypad.com/ 9) WordPress.com – blogging platform http://wordpress.com 10) Blogger – blogging platform http://www.blogger.com 11) Skype conference call – Skype call with more than two parties http://www.skype.com 12) Dropbox – file sharing http://www.dropbox.com/ 13) Evernote – digital scrapbook http://evernote.com 14) World of Warcraft – multiuser game (only use if you already use WoW. Do not set up an account just for this exercise) 15) Diigo – social bookmarking and more http://www.diigo.com/ 16) ooVoo – video chat http://www.oovoo.com/ 17) Twiddla – co-browsing software http://www.twiddla.com/ 18) Any Meeting http://anymeeting.com/ 19) Popplet visual ideas organizer – http://popplet.com/ 20) Basecamp – project management- (Use the free account only ) https://signup.37signals.com/basecamp/Free/ 21) Remember the Milk – shared to do lists http://rememberthemilk.com/

22) Scribblar (online whiteboard) http://www.scribblar.com/





23)Thinkbinder http://www.thinkbinder.com/

1.10 Submission

The report should be checked well before submission using the "Turnitin Presubmission Checking Tool". Please see the information about TurnItIn earlier in this unit outline.

Each group member should individually upload to Blackboard, within 3 hours of each other, an identical copy of the report following the instructions under "Assessment Three" on the Blackboard sidebar. This should be possible to coordinate using online collaborative tools. Part of the competency that should be demonstrated in this exercise is the ability to create a single master-file, share it with others and upload identical copies from different sites using different hardware/software configurations. Please double-check that you have uploaded a .doc and not a .pdf.

1.11 Marking criteria Please proof-read your report and ensure that you have fulfilled all the criteria below before submitting it.

TOPIC SPECIFIC – 50% of mark for group report

1. Was every section requested present in the report? 2. Did the report fit the scenario ? 3. Did the transmission email fit the scenario ? 4. Was the table in Appendix A easy to understand 5. Was the information in Appendix A correct? 6. All criteria included in Appendix A ? 7. Was there evidence of searching for the most relevant and informative and authoritative sites? 8. Were the six criteria chosen suitably important for the organisation? 9. Were the criteria and their importance explained clearly?

10. Terms and concepts used correctly? 11. Terms and concepts clearly explained so that a novice can understand ? 12. Was the recommendation supported by the evidence in the report? 13. Appendix B listing 3 tools? 14. Was the report evaluative, not just descriptive?

ANALYSIS – 25% of mark for group report

15 Was the reasoning in the analysis coherent, logical and sensible? 16 Was each new idea clearly defined? 17 Does the writing interest and engage the reader? 18 Were all facts backed up with external sources where necessary? 19 Were external sources relevant to the point they supported? 20 Was there critical engagement with external sources? 21 Was there evidence of the writer’s own thoughts and ideas? REPORT STRUCTURE, SCHOLARLY WRITING, GENERAL – 25% of mark for group report REPORT STRUCTURE 22 Was the language suitable for an analytic report? 23 Were the spelling, punctuation and grammar suitable? 24 Were any figures, graphs and screenshots clearly labelled? Were screenshots readable? 25 Were appendices appropriate? 26 Was reference made to the screenshots, figures or appendices to contextualise them? SCHOLARLY WRITING 27 Was there correct APA6 in-text citation? 28 Was there a correct APA6 reference list? 29 Where there were direct quotes, was this correctly indicated?





http://www.thinkbinder.com/

30 Where there was paraphrase was this correctly indicated? 31 Was it very clear what was the author’s idea and what was an idea from external sources? 32 Was there evidence of evaluation and synthesis of external sources, not just quotation and description? 33 Lack of plagiarism GENERAL 34 Were all the instructions in the assignment followed? 35 Was word count indicated on the cover sheet? 36 Was it within the word count? 37 Was the assignment handed in on time? 38 Report uploaded within three hours of the co-authors? 39 Is there evidence that the work has been sufficiently proof-read?

PART TWO: 40% of the mark for this assessment– Individual multimedia report

2.1 Instructions

You are to individually create a four to six minute multimedia piece that answers the question:

“For a 25-branch national information service, what are the key advantages and disadvantages to the organisation of using the collaborative tools from the list of possibilities for the team report? Discuss using as examples the three tools on the list that you used when creating the report. Make sure you cover issues of data security, privacy and management of corporate profiles and accounts".

The piece is intended as a report back to the busy manager who requested the evaluation of mobile OSs.

You should extrapolate from your small team work project to examine “bigger picture” issues of scaling up the use of tools like these across a larger workplace.

Your evaluation should be based on your own experience of using the tools for this assignment, not on external reviews, although you may include information from external sites when considering privacy, security and account management, but you should not have to. Please focus on the tools used and how well they worked, how they will scale up, and managerial considerations for using the tools across the organisation, not how well your group worked together.

The report may use just audio, be a movie or other format, as long as the question is answered and the communication is appropriate for a business report back to a busy manager. It needs to be submitted correctly, including upload to YouTube or Soundcloud and embedding in your Learning Journal. Please make sure you are familiar with the submission requirements well before the due date. The multimedia piece MUST:

l include at least 30 seconds of audio of your speaking. l be four to six minutes long. (Any material after the 6 minute mark will not be viewed nor marked) l include your first name l include the names of the tools you used l include examples from each of the three tools from the list that you actually used in your team l give advantages and disadvantages in a way that shows critical and analytic thinking, not just a description l make clear the difference between using tools for a one-off private project and implementing them organisation-wide,

particularly from a managerial point of view l include correct media credits for anyone else’s material that is used, and only use material that you can legally load to

a third party site l be uploaded to http://soundcloud.com (audio) or http://youtube.com (movie) l be able to be accessed for marking, so not made private l be embedded using embed code in an entry in your Assessment Three Individual Piece Journal, headed “Assessment

Three – Individual Multimedia Piece”.This journal has a slightly different interface to the other learning journal but you will complete an exercise as part of Topic 4 Task that will give you experience with using embed code in this kind of journal.

l have an accompanying separate entry in your Assessment Three Individual Piece Journal that includes only: l the name of any tools you used to create the multimedia file l a link to the multimedia file on SoundCloud or Youtube l the name of the tools discussed in the piece





Before Week 8 you will be provided with some information about how to record straight to Soundcloud or how to use Audacity to create an audio file, export it to MP3 and upload it to Soundcloud. This exercise is exploratory and partly about you learning how to use these tools for yourself so there will be minimal information provided.

Below is a list of tools that you may also consider using to create the multimedia file, but for which you will not receive instruction.If you chose to use one of these, please upload a test file in the same format to YouTube before you start making your file to make sure you understand how to do this technically. Please pay particular attention to making sure you attribute correctly any intellectual content that you did not create yourself, and that you have legal right to use and upload this intellectual content to a site like YouTube. * direct movie upload to YouTube from your webcam * movie created with your movie camera or phone and uploaded to YouTube * Windows Movie Maker * Windows Live Movie Maker (later version) * iMovie on an Apple Mac * Final Cut Pro on an Apple Mac * Camtasia screencast software 2.2 Marking criteria Main criteria that markers will be using for this part of the assessment are:

CONTENT – 50% of mark for individual piece

l Understanding of how the collaborative tools are intended to work l Understanding of the technological needs of an organisation that are important to an information service manager l Critical engagement with the strengths and weaknesses of the tools l Ability to explain why or why not the tools are suitable for a 25-branch national information service l Clear understanding and discussion of privacy, security and management of corporate profiles l Illustrates points with concrete examples from project work

MESSAGE – 35% of mark for individual piece * Whether the piece is logical * Whether the piece is engaging and interesting for the intended listener/viewer * Whether the tone and language are suitable for the audience * Whether the tone, language and expression are suitable for the medium * Whether the message is clearly expressed * Whether the audio can be heard clearly * Technical details do not distract from the message (eg.background noise, bad lighting, soft audio, uneven frame rate, blurry focus)

FORM AND INSTRUCTIONS – 15% of mark for individual piece * Whether any external material was attributed correctly * Embedded in Learning Journal correctly * Uploaded correctly * Whether the deadline was met correctly * All instructions followed

.

4. ASSESSMENT FOUR Goal reflection and demonstration of topic understanding (20%)





Ongoing deadlines

1. Aim:

l Demonstrate reflective consideration of unit goals l Contextualise, within the employment duties of information professionals, the material covered in each topic. l Locate recent, scholarly material related to each topic. l Demonstrate critical thinking and engagement with topic materials and readings

2. Components:

In your Assessment Four Learning journal you will create eight new entries. Remember to use scholarly writing and to support factual claims with authoritative sources using APA6 citation and referencing.

3. Deadlines

Each entry has its own weekly deadline as indicated on the unit calendar below, with something due about every fortnight. Entries must be posted in the Assessment Four Learning Journal with a date/time stamp before 23:59 AWST on the day it is due.

Due dates are:

l A4.1 Topic 1 Thursday Week 3 l A4.2 Topic 2 Thursday Week 5 l A4.3 Topic 3 Thursday Week 8 l A4.4 Goal reflection halfway Thursday Week 8 l A4.5 Topic 4 Thursday Week 11 l A4.6 Topic 5 Thursday Week 12 l A4.7 Topic 6 Thursday Week 13 l A4.8 Goal reflection final Thursday Week 13

Late penalties

If you have not been granted a formal extension then entries date stamped one to six calendar days late will only be marked if you contact the Unit Coordinator before the task is due to arrange late submission. You will incur a penalty of one mark if this happens. You may request this for one entry only.

Entries that are seven or more calendar days late, or are missing, will receive zero marks.

4. Feedback:

You will receive marks on a marking rubric and then a single total mark and one comment for the whole assessment. As outlined under “Learning Activities” in the unit outline, you may request detailed verbal feedback on your A4 Learning Journal at any time. I strongly encourage you to seek this before the entry for Topic 4.

5. Instructions and marking criteria for each component.

5.1. Two reflections on goals for unit

Please make a new entry for A4.4 and a new entry for A4.8 by the date due. Title them "Goal Progress Halfway" and "Goal Progress Final". The goal reflections are about your experience but should involve clearly explained sensible reasoning and concrete examples to back what you are saying. They can be answered without using external references, unless you are making factual claims that need authoritative support.

1. Rewrite your three goals from Assessment One in each entry so that your marker knows what these are.

2. Goal 1 ( one sentence only) Did anything happen to bring you closer to learning goal 1 in the last 7 weeks? If so, what? If not, why and how could you have modified your action or goal in response?

3. Goal 2 (one sentence only) Did anything happen to bring you closer to learning goal 2 in the last 7 weeks? If so, what? If not, why and how could you have modified your action or goal in response?

4. BHAG (one sentence only)





Did anything happen to bring you closer to your BHAG in the last 7 weeks? If so, what? If not, why and how could you have modified your action or goal in response?

5. Write a short reflective paragraph about any other aspect of your progress in the unit so far.

6. (For A4.8 "Goal Progress Final" ONLY) From your teamwork experience, what is one tip about how to make teamwork effective, that you would give to teams attempting something similar in the workplace?

5.2. One entry for each of the six topics in the unit

These entries should not discuss material submitted for any other assessment, so should not include information about the team report, multimedia report or the tasks. Any material discussing these will not be marked.

By the deadline for each topic (see unit calendar) please create a new entry called "Topic [number] " and use the following headings:

1. Contextualisation in the profession 2. Recent scholarly journal article 3. New Learning 4. Final thoughts

Here is what to write under each heading:

1.Contextualisation in the profession

Use the resources under the "Information Services job information" heading below (or similar resources) to find a currently existing or advertised job in an information service, performed by somebody who needs an Information Studies degree or equivalent, that you think would require knowledge of the material covered in this Topic. You can select just one concept/tool covered during the two week period. Please specify using dot points ONLY:

l the job title (e.g. Records manager; Young peoples services librarian ) l the name and type of information service (e.g. Attorney General's Department records section; Yarra Plenty Library

Service public library) l the relevant concept or tool used in this position (e.g. setting parameters for large application-layer software; using

social media software such as blogs and wikis) l what activity performed in the position you think would use the knowledge from that topic (e.g. to set up an EDRMs to

suit the organisation; to create a "teen reads" blog) l a correct APA6 citation for the source in the reference list at the end of the reflection.

Information Services job information If you do not know what type of jobs are available and/or are unfamiliar with different types of information services, please do some research. Try looking at :

l staff directories on websites for large libraries l state and federal public service job vacancies online. l Australian Library and Information Job Vacancy listing ( http://www.alia.org.au/jobs ) l Records and Information Management Professionals Association Careers ( http://careers.rimpa.com.au/careers/ ) l Library and Information Technology Association job listing of the American Library Association

( http://www.ala.org/lita/professional/jobs/looking ) l Links from the Library Day in the Life Project wiki ( http://librarydayinthelife.pbworks.com/w/page/16941198/FrontPage )

2. Recent scholarly journal article

Search the library and information science subject-specific databases that are listed in the Curtin Library Libguide located here: http://libguides.library.curtin.edu.au/content.php?pid=185599&sid=1558723 . Find an authoritative, scholarly journal article published in 2013 or later that discusses both:

l connecting people and information l one aspect discussed in the Topic

Write a one sentence summary of the article (e.g. "Jayne Carlyle, reference librarian at Harvard Law School, compares the perceived merits of blogs and wikis by sampling 25 librarians in North American university libraries that have used both tools for more than four years" ) .

Write another sentence that indicates how the article relates to both information services and an aspect of the topic being discussed (e.g. The use of blogs and wikis in information services, such as libraries examined in Carlyle's study, was discussed in the section about social media in Topic 5").





http://www.alia.org.au/jobs

http://careers.rimpa.com.au/careers/

http://www.ala.org/lita/professional/jobs/looking

http://librarydayinthelife.pbworks.com/w/page/16941198/FrontPage

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

Provide both a correct APA6 reference for the article and indicate the specific library and information science subject-specific database that you used to locate the work.

3. New Learning

(one to two paragraphs plus references in the reference list at the end of the entry. Any paragraphs beyond two will not be marked)

In this topic what did you learn about the way that you or others or information professionals or information services approach or use technological tools or new ideas about technologies? If you did not learn anything new, then please re-visit the topic readings and read outside topics with which you are familiar.

Do not just list points covered in the topics and lectures here. You are expected to synthesize several points covered across a the Topic, back up your own ideas and express your own opinion in a scholarly way, not to submit a list that looks like study notes.

4. Final thoughts (optional)

(one paragraph plus references in the reference list at the end of the reflection. Any more than one paragraph will not be marked.)

Please add any other reflections about the material/readings/activites/subject matter for the unit. You may comment on other assessed material such as the tasks in this paragraph if you like. This is your chance to further demonstrate growth of subject knowledge, critical thinking and insight.

6. Marking Criteria

1. Reflections 20%

1. Is there evidence of understanding of unit goals and of insighful reflection on unit progress ?

2. Demonstration of understanding of Topic materials 60%

1. Is there evidence of a growth of subject knowledge and critical thinking and insight into the topic notes and readings 2. For the Topic summaries does the entry demonstrate, in a scholarly way, what the student has learned by using:

1. correct technological terms 2. references to any relevant reading from the assigned readings 3. evidence of reading outside unit material 4. contextualisation of the topics within the information services profession 5. contextualisation of the topics within previous experience with technology or how it is used outside of the

profession if appropriate

3. Were the positions described actual postions that required an information studies qualification? 4. Were the duties highlighted relevant to the topic material? 5. Was the reading summarised accurately and clearly? 6. Did the reading have a correct APA6 reference and indicate the database used?

3. Writing and referencing 20%

1. Are factual claims supported with authoritative sources using correct APA6 referencing? 2. Was the level of analytic thought suitable for postgraduate university work ? 3. Are the expression, grammar and spelling suitable for university-level work ?

Pass requirements

You will pass the unit as long as you:

l submit attempts for all assessments (ie. submit some work toward Assessment One, some work toward Assessment Two, some work toward Assessment Three and some work toward Assessment Four).





l obtain a total mark of 50% or more for 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 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





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

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

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

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

‘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

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

Supplementary assessments

Supplementary assessments are not available in this unit.

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: library.curtin.edu.au.

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.

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

Additional information Unit Hashtag - #TIS151

This unit is being studied by two separate groups of students, with separate Blackboard Units. This includes students enrolled through Curtin University directly and enrolled through Open Universities Australia at postgraduate level. The unit number is different for each of these student groups. Thus the unit coordinator will sometimes use "TIS151" to refer to the unit when something is relevant to both groups. The hashtag is used on social media, chiefly Twitter. #TIS151 stands for Technologies for Information Services 2015 Delivery 1 .

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, although for this unit, which emphasises online collaboration between students, you are expected to check it daily.

HUM-DIS email list

Information Studies at Curtin University operates an email listserv called HUM-DIS. All Information Studies students MUST join HUM-DIS in order to keep in touch with internal administrative matters and employment opportunities. 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.

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.





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

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

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

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

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

Recent unit changes We welcome feedback as one way to keep improving this unit. Students are encouraged to provide unit feedback through eVALUate, Curtin's online student feedback system (see evaluate.curtin.edu.au/info/).

Recent changes to this unit include:

1. Clarification of key and supplementary readings

2. Fewer, more relevant readings each week

3. Reduction in the number of weekly tasks

4. Removal of Postgraduate reading summary requirement

4. Greater proportion of marks allocated to tasks and reflections

5. Assessment instructions consolidated and moved to unit outline

6. Marking rubrics and more marking feedback included

7. Rubrics integrated with Learning Journals

8. Marking criteria explicitly stated

9. Topics consolidated from eleven to five with longer to study each topic

10. Topics notes and readings and learning outcomes all available as one document

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





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

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

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

http://evaluate.curtin.edu.au/

Program calendar Technologies for Information Services Calendar – Semester 1 2015

All work due 23:59AWST on the day due.

This calendar is available for download as a single page from the Blackboard unit

Week Begin Date

TOPIC A2 Learning Journal

A4 Learning Journal

A1 and A3

1. 2 March Infrastructure: Hardware, platforms, operating systems, software

2. 9 March Infrastructure: Hardware, platforms, operating systems, software

A1 Thurs Wk 2 (10%)

3. 16 March The Internet and the World Wide Web

Topic 2 Task Zotero

Thurs Wk 3

19 March 2015

Topic 1 A4.1

Thurs Wk 3

19 March 2015

Must have emailed other Team Members by Thurs Wk 3

19 March 2015

4. 23 March The Internet and the World Wide Web

Team Reporter must have emailed Unit Coordinator & Action Plan must be in A4 Learning Journal by Thurs Wk 4

26 March 2015

5. 30 March Data: structure, customization and security

Topic 3 Task 1 Koha

Thurs Wk 5

2 April 2015

Topic 2 A4.2

Thurs Wk 5

2 April 2015

Teams with under three members reallocated between census date and Thurs Wk 5.

6. 6 April

7. 13 April

8. 20 April Data: structure, customization and security.

Topic 3 Task 2 Data Security

Thurs Wk 8

23 April 2015

*Topic 3 A4.3

*A4 Goal progress checkpoint 1 A4.4

Thurs Wk 8

23 April 2015

9. 27 April Data remix and Web 2.0 Tuesday Week 9 (28 April 2015) – last day for team mediation if required.

10. 4 May Data remix and Web 2.0

A3: (Evaluating Technology and multimedia exercise) due

Thurs Wk 10 7 May 2015





11. 11 May Multimedia and Social media Topic 4 Task Libguides

Thurs Wk 11

14 May 2015

Topic 4 A4.5

Thurs Wk 11

14 May 2015

12. 18 May Multimedia and Social media Topic 5 NO TASK

Topic 5 A4.6

Thurs Wk 12

21 May 2015

13. 25 May Trends in Technologies for Information Services.

Topic 6 Task Tech Trend Summary

Thurs Wk 13

28 May 2015

*Topic 6 A4.7

*A4 Goal progress checkpoint 2 A4.85

Thurs Wk 13

28 May 2015

14. 1 June NO EXAMS FOR THIS UNIT





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