1
LIBR 559M: Social Media for Information Professionals – Course Syllabus
Program: Master of Library and Information Studies (MLIS)
Year: (Winter session) January – April 2016
Location: IKBLC, Rm. 155 classroom
Instructor: Dean Giustini, UBC academic librarian, iSchool instructor
Office location: I use e-mail (and answer within a few hours of receiving it), instant messaging, Twitter &
Facebook. On Skype and Connect, I can schedule meetings for small groups.
Office phone: Dean (604) 875-4505
E-mail address: dean.giustini@ubc.ca
Course wiki page:
http://hlwiki.slais.ubc.ca/index.php/LIBR_559M_-_Social_Media_for_Information_Professionals,_2016
Course goal: This course is a survey of the use of social media such as Twitter, Facebook, YouTube and
Wikipedia and how these social media tools (and other, newer tools like them) are used in libraries and
archives to deliver innovative information services. The course provides an opportunity to build basic
knowledge of social networking trends and practices in libraries and archives in order to conduct more
advanced study and research.
Course objectives:
On completion of this course, students will be able to:
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Demonstrate a critical understanding of when to use social media within libraries and archives, and
other information-based organizations (Graduate competency 1, 2, 4)
Identify and analyze the pros/cons (affordances/constraints) of social media (Graduate
competency 1, 3)
Discuss what it means to use social media strategically to address information challenges
(Graduate competency 1, 2, 3)
Reflect critically on the use of social media; identify and critique major trends, tools and scholars in
the field (Graduate competency 1, 4, 5)
Evaluate social media in order to place it within a larger ecosystem of information literacy and
learning (Graduate competency 1, 2, 4, 5)
UBC iSchool’s Statement on Graduate Competencies http://slais.ubc.ca/programs/aboutdepartment/graduate-competencies/
Course expectations:
1. Read carefully – you are invited to read texts critically and find diplomatic ways to share ideas
(positive or negative) about what you are reading.
2. Participate daily in the discussions – it is important to demonstrate your academic engagement.
Consistency leads to mastery. The instructor expects you to work at your learning and manage your
time. If your goal is to invest minimal time, let your instructor know. Regular participation is critical
to exploring social media and to gaining a critical understanding of social media. Without regular
attempts at reading, considering and understanding the material, students will not meet their
learning goals, however minimal.
Questions about course content or any of the assignments in LIBR559M?
CHECK THIS SYLLABUS! Or ask the instructor. dean.giustini@ubc.ca
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3. Take responsibility for your learning – as a graduate student in the information professions, take
responsibility for learning seriously as your commitment will manifest in the quality of your work.
You may want to set specific goals for yourself in LIBR559M, and discuss them with your instructor.
4. Instructor’s responsibilities – students and instructor are able to work together to create a
learning atmosphere. Two-way feedback is encouraged. The instructor will evaluate assignments,
and provide feedback in a timely way. Providing feedback to graduate students includes their
participation in the class. Assignments are returned within one week; e-mail is answered within 24
hours. Concerns are addressed early, and resolved.
Sample topics in LIBR559M:
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Social media in the news
Affordances of social media tools and services
Best practices and “evidence-based” use of social media
Social media trends in information organizations (apps, makerspaces, iTunes, Spotify)
Collaboration and sharing with teams in knowledge-based organizations
Social media privacy, security and cyberbullying
Digital identity, digital citizenship, social capital, social network analysis
Geosocial networking
Prerequisites: ARST/LIBR 500, LIBR 501, LIBR 502 and LIBR 503 for students in the MLIS sand Dual
programs. NAS Core for students in MAS program.
Format of the course: One module or theme is adopted every two weeks. The final group project is due at
the end of term.
Required textbooks: There are no required texts. To deepen your knowledge of social media, read texts
that examine trends, and the larger social and cultural media context for those trends. Three recentlypublished books you might consider:

Mon L. Social media and library services. In: Synthesis lectures on information concepts, retrieval
and services. London: Morgan and Claypool, 2015.
o
“…The rise of social media technologies has created new ways to seek and share information for
millions of users worldwide, but also has presented new challenges for libraries in meeting users
where they are within social spaces. From social networking sites such as Facebook and Google+,
and microblogging platforms such as Twitter and Tumblr to the image and video sites of YouTube,
Flickr, Instagram, and to geotagging sites such as Foursquare, libraries have responded by
establishing footholds within a variety of social media platforms and seeking new ways of engaging
with online users in social spaces. Libraries are also responding to new social review sites such as
Yelp and Tripadvisor, awareness sites including StumbleUpon, Pinterest, Goodreads, and Reddit, and
social question-and-answer (Q&A) sites such as Yahoo! Answers—sites which engage social media
users in functions similar to traditional library content curation, readers' advisory, information and
referral, and reference services…”
http://hlwiki.slais.ubc.ca/images/f/f7/Social_media_and_library_service_morgan_and_claypool_20
15.pdf
Questions about course content or any of the assignments in LIBR559M?
CHECK THIS SYLLABUS! Or ask the instructor. dean.giustini@ubc.ca
3

Boyd D. It's complicated: the social lives of networked teens. New Haven, CT: Yale University
Press, 2014. Download the entire book for free on danah's website:
http://www.danah.org/itscomplicated/
o “…danah boyd, a social media scholar (PhD from the Berkeley iSchool) explores how
teenagers communicate through services such as Facebook, Twitter and Instagram and
asks questions about how social media affect the quality of teens’ lives. In doing so, boyd
uncovers some of the myths regarding teens’ use of social media, and explores identity,
privacy, safety, danger and bullying. boyd argues that society fails young people when
paternalism and protectionism hinder teenagers’ ability to be informed and engaged in
their interactions.
See boyd discuss ideas from her book:
https://www.youtube.com/watch?v=9QKq15WyGkA
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Van Dijck J. The culture of connectivity: a critical history of social media. Oxford University Press,
2013.
o “…European media scholar José van Dijck provides a straightforward analysis of our
contemporary digital–media world. She provides an analysis of Facebook, YouTube,
Twitter, Flickr and Wikipedia, and explains how the culture of connectivity is now part of
our lives. The goal she sets in the book is not to describe but critically examine the history of
social media. Her writing style makes the book an accessible and informative reading
experience…”
See Van Dijck discuss her ideas: https://www.youtube.com/watch?v=x-mdi63Zk58
Please let your instructor know of other texts that might be considered for use in LIBR559M, or texts that
you would like to bring to the attention of your peers.
Required readings: A weekly research paper is chosen to expose students to key research, scholars and
scholarly perspectives in the field of social media.
Course assignments, due dates and weighting in relation to final course mark:
Assignments
Due dates
Weight
Class participation
All term
20%
Online reflections/ blogging (personal journaling) (min.
First 2 posts are due on 16 Feb 2016
10 x 2 =
300 words each x 4 posts, total = 1200 words)
20% total
Last 2 posts are due on 23 March 2016
Collaborative writing entry
January 26th, 2016
30%
Final group project
April 5th, 2016
30%
Questions about course content or any of the assignments in LIBR559M?
CHECK THIS SYLLABUS! Or ask the instructor. dean.giustini@ubc.ca
4
LIBR 559M Course Schedule, January to April 2016
Date
Theme
Topics & activities this week
Due
5 Jan 2016
“Start to interact
Create a blog & use it to introduce yourself to your peers: http://blogs.ubc.ca/faq/
Share blog
Module I
and network…”
http://wiki.ubc.ca/Documentation:WordPress_Basics/Basics_1_Guide
via Connect
“Affordance”
In class, share your use of social media. Consider use of social media during course; or
a personal dashboard such as HootSuite or Netvibes to follow your peers’ blogs.
12 Jan 2016
“Analyze
Required reading: “The social media environment”. Ch 1, pgs 1-18. In: Mon L. Social
Facebook, Twitter, media and library services. London: Morgan and Claypool, 2015. Access from:
Create your
wiki group
http://hlwiki.slais.ubc.ca/images/f/f7/Social_media_and_library_service_morgan_and_claypool_2015.pdf
YouTube,
Wikipedia & social
networking”
Watch Van Dijck & boyd presentations in class. Take notes, pose questions you have.
Reflect on content and what you consider important or interesting. Share your ideas.
19 Jan 2016
“Work with
Module II
others"
“Participation”
26 Jan 2016
Required reading: Ellison, Nicole B. "Social network sites: definition, history, and
scholarship." J Computer‐Mediated Communication 13.1 (2007): 210-230.
Write with
your group
Start working with your group on writing your wiki entry
“Read wiki
Required reading: Pearson, Erika. "All the world wide web’s a stage: the performance
Wiki entry
entries"
of identity in online social networks." First Monday 14.3 (2009).
due
Share your completed wiki entries
2 Feb 2016
“Examine
Required reading: “Libraries and social media” & “Assessing social media sites”
Module III
collaboration
chapters 2 & 3, pgs 19-45. In: Mon L. Social media and library services. London:
“Collaboration”
tools”
Morgan and Claypool, 2015. Access from:
http://hlwiki.slais.ubc.ca/images/f/f7/Social_media_and_library_service_morgan_and_claypool_2015.pdf
Examine uses of social media in libraries, types of social media in libraries
9 Feb 2016
“Share safely”
Required reading: Ellis, Sally. "A history of collaboration, a future in crowdsourcing:
positive impacts of cooperation on British librarianship." Libri 64.1 (2014): 1-10.
Collaboration and online safety in a mobile, networked world
15 Feb
Mid-term
Mid-term break
23 Feb 2016
“Ask research
Required reading: Vanwynsberghe, Hadewijch, et al. "The librarian 2.0: identifying a
Module IV
questions”
typology of librarians’ social media literacy." J Librarianship Info Sci (2014).
“Creation”
Write an outline for your final project
1 Mar 2016
“Create context” Required reading: Vassilakaki & Garoufallou. "Library Facebook practices for creating
and promoting a professional profile." Program 49.3 (2015): 343-359.
Create social media marketing plans & profiles / social media for your library
8 Mar 2016
“Evaluate
Required reading: Weller, Katrin. "Accepting the challenges of social media research."
Questions about course content or any of the assignments in LIBR559M?
CHECK THIS SYLLABUS! Or ask the instructor. dean.giustini@ubc.ca
Blogposts I
5
Module V
metrics”
Online Information Review 39.3 (2015).
“Aggregation”
Examine social media metrics & impact
15 Mar 2016 “Develop deeper Required reading: Haustein, Stefanie, Rodrigo Costas, and Vincent Larivière.
understanding”
"Characterizing social media metrics of scholarly papers: the effect of document
properties and collaboration patterns." PLOS One 10.3 (2015): e0120495.
Research in social media
22 Mar 2016 “Play &
Required reading: Beck, Dennis, and Ross A. Perkins. "Review of educational research
Module VI
methods in 3D3C worlds: framing the past to provide future direction." Handbook on
immerse”
Blogposts II
3D3C Platforms. Springer International Publishing, 2016. 215-237.
“Immersion”
Play with mobile, augmented and immersive tools (video games, GPS-geolocation,
mobile social network tools/apps)
39 Mar 2016 “Integrate and
Required reading: “Evolving directions in social libraries”. Ch 4, pgs 49-58. In: Mon L.
reflect on the
Social media and library services. London: Morgan and Claypool, 2015. Access from:
course”
http://hlwiki.slais.ubc.ca/images/f/f7/Social_media_and_library_service_morgan_and_claypool_2015.pdf
Integrate and bring together course content
5 April 2016
“Share projects” Required reading: none this week
Group
project or
Using social media in the future
Attendance:
The calendar states: “Regular attendance is expected of students in all their classes (including lectures,
laboratories, tutorials, seminars, etc.)”. As LIBR559M is web-based, you are required to check into the Vista
platform at least three times a week. Ideally, you will check-in once daily. Students who are unavoidably
absent from Vista because of illness or disability should conference with their instructor about their
participation so that an arrangement can be made.
Evaluation: Assignments will be marked using the evaluative criteria given on the SLAIS web site.
Written & spoken English: Written and spoken work may receive a lower mark if it is, in the opinion of the
instructor, deficient in English.
Access & Diversity: Access & Diversity works with the University to create an inclusive living and learning
environment in which all students can thrive. The University accommodates students with disabilities who
have registered with the Access and Diversity unit: [http://www.students.ubc.ca/access/drc.cfm]. You
must register with the Disability Resource Centre to be granted special accommodations for any on-going
conditions.
Religious accommodation: The University accommodates students whose religious obligations conflict
with attendance, submitting assignments, or completing scheduled tests and examinations. Please let your
instructor know in advance, preferably in the first week of class, if you will require any accommodation on
Questions about course content or any of the assignments in LIBR559M?
CHECK THIS SYLLABUS! Or ask the instructor. dean.giustini@ubc.ca
report due
6
these grounds. Students who plan to be absent for varsity athletics, family obligations, or other similar
commitments, cannot assume they will be accommodated, and should discuss their commitments with the
instructor before the course drop date. UBC policy on Religious Holidays:
http://www.universitycounsel.ubc.ca/policies/policy65.pdf
Academic Integrity
Plagiarism
The Faculty of Arts considers plagiarism to be the most serious academic offence that a student can
commit. Regardless of whether or not it was committed intentionally, plagiarism has serious academic
consequences and can result in expulsion from the university. Plagiarism involves the improper use of
somebody else's words or ideas in one's work.
It is your responsibility to make sure you fully understand what plagiarism is. Many students who think
they understand plagiarism do in fact commit what UBC calls "reckless plagiarism." Below is an excerpt on
reckless plagiarism from UBC Faculty of Arts' leaflet, "Plagiarism Avoided: Taking Responsibility for Your
Work," (http://www.arts.ubc.ca/arts-students/plagiarism-avoided.html).
"The bulk of plagiarism falls into this category. Reckless plagiarism is often the result of careless research,
poor time management, and a lack of confidence in your own ability to think critically. Examples of reckless
plagiarism include:
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Taking phrases, sentences, paragraphs, or statistical findings from a variety of sources and piecing
them together into an essay (piecemeal plagiarism);
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Taking the words of another author and failing to note clearly that they are not your own. In other
words, you have not put a direct quotation within quotation marks;
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Using statistical findings without acknowledging your source;
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Taking another author's idea, without your own critical analysis, and failing to acknowledge that this
idea is not yours;
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Paraphrasing (i.e. rewording or rearranging words so that your work resembles, but does not copy, the
original) without acknowledging your source;
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Using footnotes or material quoted in other sources as if they were the results of your own research;
and
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Submitting a piece of work with inaccurate text references, sloppy footnotes, or incomplete source
(bibliographic) information."
Bear in mind that this is only one example of the different forms of plagiarism. Before preparing for their
written assignments, students are strongly encouraged to familiarize themselves with the following source
on plagiarism: the Academic Integrity Resource Centre http://help.library.ubc.ca/researching/academicintegrity. Additional information is available on the SAIS Student Portal http://connect.ubc.ca. If after
reading these materials you still are unsure about how to properly use sources in your work, please ask the
instructor for clarification.
Course assignments
Questions about course content or any of the assignments in LIBR559M?
CHECK THIS SYLLABUS! Or ask the instructor. dean.giustini@ubc.ca
7
There are four assignments in total in LIBR 559M.
1) Participation during term – Value 20% (check in with instructor at any time to get feedback)
Participation in LIBR559M is considered an assignment. Part of the course is learning how to manage your
time (and use of social media if you choose to do so) accordingly. View the participation assignment as
regularly putting money in the bank to show that you are engaged academically and are working to
develop effective time management skills for the course. In social media courses, library and information
science (LIS) students are part of a learning community and can enjoy daily support and socialization
through the use of online tools. Each graduate student is responsible for contributing to the weekly face to
face learning and the online environment in LIBR559M – not just me, your instructor. The course is
designed for those who take charge of their learning, and who don't require supervision or extrinsic
motivation. Some activities require high levels of collaboration and engagement, and should not be
completed in haste or isolation.
Twenty per cent (20%) of your final grade is based on consistent participation during term. Do not attempt
to make up for lack of participation by sharing all of your thoughts and ideas in the final weeks of the
course. Keep up-to-date on what’s happening in the classroom, and in the online discussion forums. Please
complete all submissions and activities on time.
Participation criteria in the course
Below are some criteria that will be used to determine your participation grade out of 20:
1.
2.
3.
4.
Engagement in activities, and a commitment to the learning community
Discuss activities, explore ideas, and share your well-formed thoughts with peers
Work collaboratively and engage in peer-to-peer sharing. Provide collegial support.
Assess your participation throughout the term. At the end of the course, please send me some
comments via e-mail to tell me how well you thought you did
5. Comment about your group. What participation mark (out of 10) did each member earn?
6. As a final participation activity, send me your assessment of your participation out of a possible 10
marks for yourself / as well as a mark for each of your group members
In LIBR559M, you have two major opportunities to work with peers on group projects. Effective
collaborative practices are critical to learning how to use social media effectively, and are a part of this
course, and your participation grade.
Handing in this assignment:
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Your instructor will get a sense of your participation based on the discussion forum posts, signing in
to UBC Connect, and getting feedback from your self-evaluation out of 10.
2) Blogging /online journal assignment – Value 20% (two separate submissions)
Questions about course content or any of the assignments in LIBR559M?
CHECK THIS SYLLABUS! Or ask the instructor. dean.giustini@ubc.ca
8
The blog assignment is an opportunity for you to explore concepts and to develop a social media “voice”.
Some librarian and/or archivist blogs are thematic and look at specific libraries or archives; their views are
reflected in the names of blogs. Consider using this approach when creating a blog; the approach you take
can be fictional for a specific library or position you see yourself holding one day. I encourage
experimentation and creativity. Postings are a critical part of learning. Access to your blog is limited to class
members who will be able to see your posts and make comments. Expect to post a minimum of five times
in total on your own blog during the course.
For this assignment each student is expected to:
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Establish their own UBC blog on WordPress in week I (see http://blogs.ubc.ca/faq/ &
http://wiki.ubc.ca/Documentation:WordPress_Basics/Basics_1_Guide
Create a blog, introduce yourself on your blog and your current /past use of social media
Share the URL or address of your first blogpost in the discussion forums
Read the blogs of your peers / other library & information professionals; make comments
Write a total of five posts over term (not in a flurry the day before they are due)
o Introductory blogpost (any length) due in first week of classes
o Two blogposts (300 words at least) due February 16th 2016
o Two more blogposts (300 words at least) due March 22nd 2016
Blog about readings and activities in class (or social media trends) such as:
o Social media in the news
o Ideas related to new social media tools i.e., Uber, Ello, other
o Attitudes towards social media you find interesting; research you find interesting
o Concepts and experiences of social media related to the course; your well-formed thoughts
on social media and its place as an information tool or channel
o In blogging your thoughts, find your comfort zone; be succinct as most people prefer to
read brief entries, and aim to be thoughtful i.e., precise and readable
o Demonstrate your critical thinking, evaluation of and comments about social media
Handing in this assignment:

Your instructor will view the progress on your blog throughout term. Once you have completed
your final blogpost let your instructor know that you are ready for evaluation.
3) Collaborative writing (group wiki entry) – worth 30% (due January 26th)
Group activity
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Form a group of 4 students and write a wiki entry of about ~1200 words
Write an wiki entry, not as an academic paper, but as overview of your topic
Ensure the entry reflects a simple, concise writing style (and factual) as seen in common reference
sources such as Wikipedia or other encyclopedias
Use one of either Vancouver style or APA Style to format your references
See some of the previous examples
http://hlwiki.slais.ubc.ca/index.php/LIBR559M_class_projects_2013
Select a timely topic (or formulate one of your own) along these lines:
o A social media issue prominent in the news
o Uber: the pros and cons of social ridesharing
Questions about course content or any of the assignments in LIBR559M?
CHECK THIS SYLLABUS! Or ask the instructor. dean.giustini@ubc.ca
9
o
o
o
o
o
o
o
o
o
o
o
Ello: an introduction to ad-free social networking
Facebook and shifting policies on privacy for users
Sex on the run: GPS tools, social media and “hooking up”
Music streaming on social media sites in Canada
Using Tumblr to instigate discussion in your community
Pinterest: its use for visual learners
Reddit vs. Twitter: a comparison of affordances
Social media as a cry for help: a review of Twitter and Facebook in mental health
Trends in social media: pick a type of library (e.g., public, academic, special)
Social media and the library manager: instruction, policy & research potential
Using Wikipedia to encourage public librarians to collaborate
Complete your entry using UBC Wiki < http://wiki.ubc.ca/Course:LIBR559M > or course pages on the
instructor’s HLWIKI (if the latter, tell me so I can create a page and a group login)
Handing in this assignment:

Please send the instructor a Word version of your wiki entry by the due date.

The file should be given a name that lists each member by last name in alphabetical order and then
the name and year of the assignment:
o
giustini giustini giustini wiki entry 2016.docx
4) Final group project OR report – worth 30% (due at start of final class)
a) Write a well-researched original paper about social media (or discuss your own idea with instructor):
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Form your own group with 2 or 3 peers and write a well-researched original paper about social
media, its principles, issues or trends (discuss your proposed research with the instructor as
early in term as you wish; send an outline or set up a meeting)
The paper should be analytical and synthesize the major issues of the future of libraries and /
or archives in a 2.0 world. The paper should add to the literature even if it is simply an update
on an important trend or issue.
Include a literature review or a scan of the scholarly literature, preferably both
Length around 10 pages at 250 words per page double-spaced (around ~2500 words)
Conduct a review of the scholarly literature about social media, one of its tools, or examine
how information professionals use a specific tool
Use either Vancouver style or APA Style to format your references
Send project outline to the instructor as early as possible for feedback and guidance
b) Alternatively – Write a well-presented and researched original report for your organization based
on a combination of your reading, evaluation and imagination:
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Form your own group with 2 or 3 peers and write a report based on a project in a hypothetical
information organization (discuss your proposed research with the instructor as early in term
as you wish; send an outline or set up a meeting)
Some possible approaches:
Questions about course content or any of the assignments in LIBR559M?
CHECK THIS SYLLABUS! Or ask the instructor. dean.giustini@ubc.ca
10
o
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design an hypothetical archive, museum or library 2.0 service targeting specific users
or services for your IT department; submit a report to your supervisor
o develop a social media strategy for your archive, museum or library and write up a
report with well-documented references for your library board or committee
o write this report with a clear understanding of the issues around using social media in
information organizations (i.e., the connection between culture of organization and
the political environment including whether any social media strategies or policies are
already in place)
o also: write report with an understanding of management responsibilities and
accountability for social media, especially skills development and communications
o OR create a website with social features for your information organization; ground
your decisions using graphic design, information architecture or human-computer
interaction (HCI) principles (or some other theoretical perspective); submit a report
based on your planning for and development of the website
Report should be 10 pages at 250 words a page double-spaced (around ~2500 words)
Use either Vancouver style or APA Style to format your references
Send your final project outline to the instructor as early as possible for feedback and guidance
To solidify your aims/purpose/goals for your final project, write an outline using the four points below. (If
your group does not want to use this outline, contact me for assistance in creating an outline tailored to
your group/project).
OUTLINE FORMAT EXAMPLE:

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
Aims of your project (what are the goals for your project? what is its purpose? who is your main
audience and how do you know they need/want to use the social media platform, tool, or project
you are proposing?)
Literature review (what have other archivists or librarians done on this topic; other archives or
libraries?)
Discussion of project timelines/deadlines. What will you produce or deliver (e.g., deliverables),
costs/budget at the end of the proposal?
Conclusion (how will this project grow in the future? how will you assess it annually? how will you
know you are successful?)
Handing in this assignment:

Please send the instructor a Word version of your wiki entry by the due date.

The file should be given a name that lists each member by last name in alphabetical order and then
the name and year of the assignment:
o
giustini giustini giustini wiki entry 2016.docx
Questions about course content or any of the assignments in LIBR559M?
CHECK THIS SYLLABUS! Or ask the instructor. dean.giustini@ubc.ca
11
Sample LIBR559M
Marking Rubric
5 out of 5
4
3
2 or 1
Content:
Value /5
The final project
presents the topic
extremely well and
clearly; it relates to
course directly.
Subject content is
excellent and cited.
The final project
presents topic and
ideas clearly; relates
to course. Subject
content is good.
The final project is
useful but not really
aligned class. It
includes essential
information but has
factual errors.
The final project is
not original and is
unconnected to
course. Content is
minimal with errors.
Structure:
/5
Final project is wellstructured and
organized
Final project is
structured and
organized
Final project is
organized but needs
some improvement
Final project is
neither wellstructured or
organized
Writing & research:
/5
Final report shows a
lot of evidence of
research, synthesis
and reading; cites
sources to form new
understanding
Final report shows
above average
evidence of reading.
Demonstrates
attempt to
synthesize and form
new meaning.
Final report shows
average attention to
style. Some attempt
is made to
synthesize
information and
form meaning.
Final report is weak.
There is little
evidence of reading
other information in
order to form sense
of topic.
Participationcollaboration
aspects:
/5
Considerable
evidence of
participation and
collaboration.
Contributes to
development of
knowledge-base for
fellow students.
Evidence of group
participation and
collaboration.
Contributes to
development of
student knowledge.
Group participation
and collaboration is
minimal.
Contributes
moderately to
development of
student knowledgebase.
Contributes little to
the development of
student course
knowledge-base.
Overall:
/10
Final project
exceeds
expectations
considerably
Final project is
above average in
meeting
expectations
Final project is
somewhat below
expectations
Final project falls
below course
expectations.
Questions about course content or any of the assignments in LIBR559M?
CHECK THIS SYLLABUS! Or ask the instructor. dean.giustini@ubc.ca