LIBR 559M: Social Media for Information Professionals – Course Syllabus 2015
Program: Master of Library and Information Studies (MLIS)
Year: Winter Session 2015: Monday January 5th 2015 to Friday April 10th, 2015
Location: UBC Connect is an enterprise-level learning management system (LMS) on the
Blackboard Learn 9 platform
Instructor: Dean Giustini, UBC academic librarian, iSchool Adjunct faculty member
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: http://hlwiki.slais.ubc.ca
Course goal: This course is a survey of the ubiquitous use of social media (SoMe) such as Google+,
Twitter, Facebook, YouTube and Wikipedia and how these web services-social tools can be
effectively applied in libraries and archives to deliver innovative information services. The course
provides opportunities to build foundational knowledge of the principles of social networking in
order to conduct more advanced information study and research in the field.
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 and deeply – as with other graduate work, you are invited to read texts
critically and find diplomatic ways to share your ideas (positive or negative) about what
Questions about course content or any of the assignments in LIBR559M?
CHECK THIS SYLLABUS! Or ask the instructor. dean.giustini@ubc.ca
you are reading. This online WISE course involves LIS students from schools from other
parts of the United States and New Zealand so keep this in mind as you share your ideas.
2. Participate daily in the discussions – it is important to demonstrate your academic
engagement in this course, and to do so daily. Consistency leads to mastery. The instructor
expects you to work at your learning daily and to manage your time accordingly. If your
goal from the outset is to invest minimal time, let your instructor know. Keep in mind that
your 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.
3. Take responsibility for your learning – as a graduate student in the information profession,
please take your 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 at the outset.
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 in the final week of term.
Required textbooks
There are no required texts. To deepen your knowledge of social media or read monographs that
comprehensively examine it, and the larger social and cultural media trends underpinning it, there
are three recently-published books you might consider:
Questions about course content or any of the assignments in LIBR559M?
CHECK THIS SYLLABUS! Or ask the instructor. dean.giustini@ubc.ca

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

Jenkins H, Ford S, Green J. Spreadable media: creating value and meaning in a networked
culture. New York, NY: New York University Press, 2013.
o “…Well-known media scholar Henry Jenkins maps fundamental changes taking
place in contemporary media, where corporations no longer control distribution of
‘the message’. He contrasts "stickiness" - aggregating content and attention in
central places - with "spreadability" - dispersing content widely through formal and
informal networks, some formal and approved many unauthorized. Stickiness has
been the measure of success in the broadcast era (and now central to the online
world), but "spreadability" describes how content travels through social media.
Following up on Convergence culture: where old and new media collide, the book
challenges the frameworks used to describe contemporary media from biological
metaphors such as "memes" and "viral" to the concept of "Web 2.0" and the
emerging "key influencers."
See the book’s website: http://spreadablemedia.org/

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.
Questions about course content or any of the assignments in LIBR559M?
CHECK THIS SYLLABUS! Or ask the instructor. dean.giustini@ubc.ca
Required readings: A weekly LIS 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 on Connect
All term
20%
Online reflections/ blogging (personal journaling)
First 2 posts are due on 16 Feb 2014
10 x 2 =
(min. 300 words each x 4 posts, total = 1200 words) Last 2 posts are due on 23 March 2014
20% total
Collaborative writing entry
January 26th, 2015
30%
Final group project
April 10th, 2015
30%
Course schedule:
Date
Theme
Topics & activities
Due this
week
5 Jan 2015 “Start to interact
Create a blog & use it to introduce yourself http://blogs.ubc.ca/faq/
Share
(Module I) and network with http://wiki.ubc.ca/Documentation:WordPress_Basics/Basics_1_Guide blog URL
your peers…”
in Week I
Share your current /past use of social media on your blog. Also
discussion
consider whether you will you use any social media tools during the
forum
course such as a personal dashboard such as HootSuite or Netvibes to
follow class blogs?
12 Jan
“Analyze
2015
Facebook, Twitter, Take notes as you watch them, and any questions that you have.
YouTube,
Watch the Jose Van Dijck & danah boyd presentations on YouTube.
Create
your wiki
Reflect on what you are hearing, and what you consider important or group
Wikipedia & social interesting. Share your ideas.
networking”
19 Jan
“Work with
2015
others"
Work with your groups to write your wiki entry of choice
Write
with your
(Module II)
group
26 Jan
“Read wiki
2015
entries"
Share your completed wiki entries
Questions about course content or any of the assignments in LIBR559M?
CHECK THIS SYLLABUS! Or ask the instructor. dean.giustini@ubc.ca
Wiki
entry due
2 Feb 2015 “Examine
(Module
collaboration
III)
tools”
Examine collaboration & productivity tools
9 Feb 2015 “Collaborate/share Collaboration and online safety in a mobile, networked world
but be safe”
16
Mid-term break
Mid-term break
February
Blogposts
I
23 Feb
“Ask research
2015
questions”
Write an outline for your final project
(Module
IV)
2 Mar
“Create context”
2015
9 Mar
Create a social media marketing plan for yourself / social media
policy for your library
“Evaluate metrics” Examine social media metrics & measuring impact
2015
(Module
V)
16 Mar
“Develop deeper
2015
understanding”
23 Mar
“Play & immerse” Play with mobile, augmented and immersive tools (video games, GPS- Blogposts
2015
Read about research in social media
geolocation, mobile social network tools/apps)
II
(Module
VI)
30 Mar
“Integrate and
2015
reflect on the
Integrate and bring together course content
course”
6 April
“Share projects”
Using social media in the future
2015
Group
project or
report
due
Attendance:
Questions about course content or any of the assignments in LIBR559M?
CHECK THIS SYLLABUS! Or ask the instructor. dean.giustini@ubc.ca
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 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:

Taking phrases, sentences, paragraphs, or statistical findings from a variety of sources and
piecing them together into an essay (piecemeal plagiarism);
Questions about course content or any of the assignments in LIBR559M?
CHECK THIS SYLLABUS! Or ask the instructor. dean.giustini@ubc.ca

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/academic-integrity. 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
There are four assignments in total in LIBR 559M.
1) Participation assignment throughout term – Value 20% (check in with the instructor at any
time to get feedback about your participation)
Participation in LIBR559M is considered an assignment. Part of the course is learning how to
manage your time (and use of social media) accordingly. View the participation assignment as
regularly putting money in the bank to show you are engaged academically and are working to
develop effective time management skills. In online courses, library and information science (LIS)
students are part of a learning community and enjoy daily online support and socialization. Each
graduate student is responsible for contributing to this learning environment – not just me, your
instructor. The course is designed for those who take charge of their learning, and who don't
Questions about course content or any of the assignments in LIBR559M?
CHECK THIS SYLLABUS! Or ask the instructor. dean.giustini@ubc.ca
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 posting all of your thoughts and ideas in the final
weeks of the course. This will not work for what we are trying to do, so thank you. Keep up-todate on what’s happening in the class and discussion forums, and check in daily. 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 LIBR 559M, you have two major opportunities to work with your 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:

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% (first blogpost in week I; and then two
further blogposts due on Feb 16th and two final blogposts March 23rd 2014 = 5 in total)
The blog assignment is an opportunity for you to explore concepts in class and to develop your
social media “voice”. Some of the best librarian and/or archivist blogs are thematic or look at
specific libraries or archives; typically these perspectives are reflected in the name of the blog.
Consider using this thematic approach when you create your blog; the approach you take can also
be fictional for a specific library or position you see yourself holding one day. I encourage
Questions about course content or any of the assignments in LIBR559M?
CHECK THIS SYLLABUS! Or ask the instructor. dean.giustini@ubc.ca
experimentation and creativity. In any case postings are a critical part of learning in this class.
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 January 5th to 12th 2015
o Two blogposts (300 words at least) due February 16th
o Two more blogposts (300 words at least) due March 23rd
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 or 5 students and write a wiki entry of about ~1000 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 from 2013
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 Any social media issue in the news
Questions about course content or any of the assignments in LIBR559M?
CHECK THIS SYLLABUS! Or ask the instructor. dean.giustini@ubc.ca
o
o
o
o
o
o
o
o
o
o
o
o
Uber: the pros and cons of ridesharing
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 2015.docx
4) Final group project OR report – worth 30% (due April 10th, 2014)
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
The paper should be 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
Questions about course content or any of the assignments in LIBR559M?
CHECK THIS SYLLABUS! Or ask the instructor. dean.giustini@ubc.ca

Send your final 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:
o 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 humancomputer interaction (HCI) principles (or some other theoretical perspective);
submit a report based on your planning for and development of the website
The 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:


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?)
Questions about course content or any of the assignments in LIBR559M?
CHECK THIS SYLLABUS! Or ask the instructor. dean.giustini@ubc.ca


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 2015.docx
Questions about course content or any of the assignments in LIBR559M?
CHECK THIS SYLLABUS! Or ask the instructor. dean.giustini@ubc.ca
LIBR559M Final
project
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
information 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