Until I'm fully in the QC systems and can log into the class LMS, I'm going to use this olde blog for class content. Maybe we'll even stick with it!
Here's what the syllabus says for Week 1:
- Faculty Introduction
- Student Introductions
- Syllabus and Schedule
- Activity: What is Information?
Professor intro and class expectations (5 minutes)(15 minutes - 5 in the room, 10 to discuss)
I'll introduce myself, and then we can talk about any ground rules we want to have for the class. We'll do this in small groups, which I hope will ease awkwardness about sharing our needs and concerns.
Student intro questions (pick whichever you like to respond to) (30 minutes)
- pronouns
- your relationship to libraries
- something that impacts how you interact with the world--could be identities, astrological sign, birth order place, MBTI type, etc.
- a smell you like
Syllabus and Schedule (10 minutes)
- Tuesdays aren't always Tuesdays!
- How to access the readings
- Next week's readings
- How to communicate with me and with each other
Break (10 minutes)
Depending on how long other things take, the break could happen sooner, or if we have consensus, we can skip the break and try to end class earlier
What is information? exercise
(2o minutes for the exercise; the rest of the time to discuss, possibly in small groups)
The above link will take you to a Google slide and ask you to make a copy. Do it!
The slide is meant to mimic graph paper. There are four quadrants. You'll work with them one at a time. If you have graph paper handy, feel welcome to use that instead.
If time: Zotero!!!!
Next Time
I like to start class with people sharing what they feel joy or gratitude for, so be ready for that.
Can we get one person to introduce each text?
- Give us an overview of the article
- What is the argument
- What is a question you have for the class
Bates, M. J. (2005). Information and knowledge: An evolutionary framework for information science. Information Research: An international electronic journal, 10(4), n4.
Fallis, D. (2015). What Is Disinformation? Library Trends, 63(3), 401–426.