Monday, December 9, 2013

One more extra credit opportunity

When this class began I mentioned to you all that even though it was titled "the information society," I was going to refuse to give you an easy definition of that term, since the whole point of the class was to consider all the diverse and sometimes contradictory aspects of technology, knowledge, and social life that might fit into that concept.  Well, anyway, here we are at the end of the semester and I wonder if you have any better idea of what "the information society" is all about than when you started.  

It would be easy for me to ask you to write a 250-word blog post arguing for one particular definition of "the information society" for 0.5 points of extra credit.  But in this class we don't take the easy way out.  No, we push ourselves to imagine and communicate in new ways.  So here's your extra credit challenge:

(1) Draw a picture that encapsulates your view of "the information society."  Be creative.  Maybe use some color?  "Picture" means anything visual; diagrams or graphs or comics are all OK.  Labels and arrows and stick people are fine.  So what if you aren't an artist?  You don't have to be Lynda Barry to do this.  But I do want it to be hand-drawn.

(2) Digitize that picture (scan, photograph, hand-trace using a digitizing stylus, whatever) and upload it in a post to your discussion section weblog.

(3) In that same post, write a 250-word explanation or justification of your picture (you didn't think I'd let you get away with not writing, did you?).

This is worth 0.5 points of extra credit if you get it done by the end of this week, or Friday December 13 at 5pm central time.  

This week in LIS 201 (week 15)

Week 15: Student presentations


  • Each TA will submit one student presentation for screening before the whole course. You may bring snacks if you like.
  • Last fifteen minutes: Fill out overall course evaluation (professor leaves room).


  • Work on your multimedia book review and bring your questions to section.
  • If problems with your slide show were discovered when screened by your TA, fix them and repost.  You must have a working slide show to receive credit for the assignment.


  • First five minutes: Make-up quiz! (Only if you missed one of the regularly-scheduled quizzes with an excused absence.)
  • Workshop for the final analytic, multimedia book review.
  • Last ten minutes: Fill out discussion section evaluations (TA leaves room).

Tuesday, December 3, 2013

This week in LIS 201 (week 14)



  • Same format as last exam.


  • None.  (Not yet, anyway.)


  • Begin work on your multimedia book review.


  • Continue to screen the remainder of the slideshow presentations and discuss them.
  • Discuss strategies for multimedia book review project.
  • Graded paper #2 handed back to students.
  • Graded exam #2 handed back to students.


For your last online activity, you will reflect on your own online experience in this course.
  • The "hybrid" or "blended" course approach of LIS 201 — combining in-person lecture, in-person discussion section, and online activity and writing — is an increasingly popular mode of educational delivery in higher education. Do a web search and see if you can find a few other examples of hybrid/blended courses, either at UW-Madison or at other universities. How do these examples differ from our approach in LIS 201?
  • Think about your own experience with this course. For example: Did the online portions connect with the in-person portions? Did you feel that you were a more effective student in the physical world or the virtual world? Were you able to learn more about your fellow students from online or offline (face-to-face) interactions? Do you feel more comfortable now with online resources like blogs and wikis than you did before taking this course? Should UW instructors increase their use of online components in courses, or should we proceed with greater caution?
  • Finally, think about the substantive material from the lectures and readings on the information society that you've worked with all semester long. Did the course lectures and readings bring a better perspective to your own online experiences, both in this course and in your personal life? Or another way of thinking about it — would online course components work differently in a course that wasn't all about the online world of information?
  • Write up your findings and your reactions on your discussion section weblog. Be honest, it's OK.
  • Comment on at least one other student's posting.
  • You must finish this online activity before next week's lecture.