Graduate
LIS 701:
Introduction to Library and Information Science
Monday and
Wednesday, 5:00 p.m. – 8:00 p.m.
Instructor:
Sheryl Nichin-Keith
Telephone: 773-283-4169
E-mail:
Course Description
(from GSLIS Catalog)
An overview of the history, philosophy, purpose, functions and processes, users, collections and evaluation of academic, public, school and special libraries and information centers; of the history and trends of books and other media, publishing and information technology; of the principles and basic elements of the collection development process; of relevant legal and ethical topics – intellectual property (copyright), access, confidentiality of records, intellectual freedom and censorship; and of current professional issues.
Course Objectives
Since this course is an introductory course, the assessment of objectives will be at a basic level. At the conclusion of this course, students will be able to
Gorman, Michael. Our Enduring Values: Librarianship in the 21st Century.
American Library Association, 2000.
Richard E. Rubin. Foundations of Library and Information Science. 2nd ed.
In addition, each student will read one other non-fiction book from a list to be distributed in class.
Other assigned readings will include journal articles and Internet resources. These readings are listed under the appropriate date in the Schedule portion of the syllabus. All of the journal articles are available as full-text articles in databases accessible through the Rebecca Crown Library web site at: http://domweb.dom.edu/library/crown/.
Blackboard Accounts:
An online
Blackboard (http://Blackboard.dom.edu)
has been set up to facilitate the sharing of information, either administrative
or questions about the class content.
This is a private Blackboard accessible only to students currently enrolled
in the course. I will provide instruction on setting up your Blackboard
account during the first class session.
I will also set up Discussion Groups so we can share questions and ideas
by e-mail. Please feel free to post
Blackboard messages to communicate and share ideas with each other. Also feel free to contact me directly if you
feel your questions or comments are not appropriate for Blackboard. It will be your responsibility to check
Blackboard routinely for any announcements, clarification of assignments, and
general discussions, and to participate in them. Participation on Blackboard will count
towards your mark in class participation.
You should develop the habit of reading library and information science journals
such as American Libraries, Library Journal, Library Trends, Library Quarterly, Libri,
Illinois Libraries, Wired, etc., along with the more
specialized journals of your interest.
It is well worthwhile to spend time browsing in the periodical section
of Rebecca Crown Library. Several area
academic libraries (e.g.,
There are also many free electronic discussion groups and blogs that deal with aspects of library and information science. Web sites of library and information science organizations will often list their discussion groups and indicate how one "subscribes” to it. Be sure to save instructions on how to “unsubscribe” to an electronic discussion group. We will discuss some of these resources on July 11.
Resource Guides and
Review Sources
(Useful for Subject
Bibliography Assignment)
Crown Library Web Site – Citation Guides: http://domweb.dom.edu/library/Crown/citationguides.htm
Crown Library Web Site – GSLIS Resources: http://libsnap.dom.edu/ClassPages/lis7012006.htm
GSLIS Web Site – Career Paths: http://domin.dom.edu/depts/GSLIS/InfoCntr/PATHWAYS/PATHWAYSMAIN.htm
GSLIS Web Site – Course Guide: http://domin.dom.edu/depts/GSLIS/GSLISCourseGuide.pdf
http://domin.dom.edu/gslissyll.htm
ASSIGNMENTS AND OTHER CLASS REQUIREMENTS
Assignments are due as follows:
July 16 History of Libraries
reports
July 18 Blog
assignment
Association
presentations begin on July 18
and continue
through August 15
July 25 Subject Bibliography
July 30 Ads
in Schools issue paper
August 1 Outsourcing
issue paper
August 6 Quality vs Demand issue paper
August 8 Copyright
issue paper
August 13 Patriot
Act issue paper
August 15 Certification
issue paper
August 17 Research
Analysis Paper
August 22 Final
Exam
Attend every class and participate in discussions. Read the assigned material and come to class prepared to discuss and critique these readings. You are always encouraged to bring additional literature to the attention of the class. Absences, late arrivals, and early departures will affect your class participation grade.
Throughout the semester, the class discussions will cover numerous professional issues and debates. You will need to complete three (out of a possible eight) issue papers during the semester that are based on some of these discussions. A handout that identifies the key questions surrounding a particular issue or debate will be given at the end of the class session when an issues-based topic is discussed. Each issue paper should be a two- to three-page, typed paper that sharply focuses on the topic. In these papers state your own well thought-out, critical opinions– not those of others. Each issue paper is due at the class session that immediately follows the issue-based discussion.
Monitor one library blog selected from a list to be distributed in class. Check the postings for the last week and review the responses to the postings. Summarize the main issues in those postings and post your summary to our Blackboard discussion board. Respond/comment on at least one of the summaries posted by another student. Refer to the assignment guidelines distributed in class for additional information and the evaluation criteria. This assignment is due on July 18.
Deliver a brief presentation that introduces the class
members to an association that is of interest to librarians/information
professionals. The presentation should
be 5-7 minutes in length. Refer to the
assignment guidelines distributed in class for additional information and the
evaluation criteria. Presentations will
be scheduled on July 18, July 23, July
25, July 30, August 1, August 6, August 8, August 13, and August 15.
Select a library history topic from a list provided to the class,
prepare a short paper (2-3 pages, double-spaced) about the topic and contribute
to the class discussion on the history of libraries. Students will also be asked to post comments
to Blackboard. Refer
to the assignment guidelines distributed in class for additional information and
the evaluation criteria. This
assignment is due on July 16.
For this assignment, you will
need to use review sources to develop a subject bibliography of twelve to
fifteen sources. In brief, you will be
selecting a type of library, identifying your audience, choosing a subject, and
preparing an annotated bibliography of recent materials recommended for
addition to a library or information center collection. Refer to the assignment guidelines distributed in class for
additional information and the evaluation criteria. The assignment is
due on July 25.
Prepare a future scenario for a specific type of library, media center, information agency, or library/information service that interests you (and meets with the approval of the instructor). Your paper (6-8 pages, double-spaced) should be based on a literature review of the trends and issues influencing the future direction of the type of library/center/agency or service you choose and should describe the likely scenario that will unfold over the next five years. Refer to the assignment guidelines distributed in class for additional information and the evaluation criteria. Your paper is due on August 20.
Grades will be determined as follows:
Class participation 10%
Four issue papers: 15%
Blog Assignment 10%
Library History Assignment 10%
Subject Bibliography: 15%
Research and Analysis Assignment 15%
Final exam: 15%
Total 100%
LIS GRADING POLICY (Effective 12/15/2004)
The faculty of the Graduate School of Library and Information Science use the following guidelines in their grading.
|
Grade |
Point span |
Numeric Equivalent |
Definition |
|
A |
100-95 |
4.0 |
Outstanding achievement. Student performance demonstrates full command of the course materials and evinces a high level of originality and/or creativity that far surpasses course expectations; nearly flawless work.
|
|
A- |
94-90 |
3.67 |
Excellent achievement. Student performance demonstrates thorough knowledge of the course materials and exceeds course expectations by completing all requirements in a superior manner.
|
|
B+ |
89-85 |
3.33 |
Good solid work. Student demonstrates strong comprehension of the course materials and exceeds course expectations on all tasks as defined in the course syllabus.
|
|
B |
84-80 |
3.0 |
Satisfactory acceptable work. Student performance meets designated course expectations, demonstrates understanding of the course materials and performs at an acceptable level.
|
|
B- |
79-75 |
2.67 |
Marginal work. Student performance demonstrates incomplete, substandard understanding of course materials, or absence of required work; indicates danger of falling below acceptable grading standard.
|
|
C+ |
74-70 |
2.33 |
Unsatisfactory work. Student performance demonstrates unsatisfactory understanding of course materials and inability to meet course requirements.
|
|
C |
69-65 |
2.0 |
Unacceptable work. Student performance demonstrates incomplete and inadequate understanding of course materials.
|
|
C- |
64 |
1.67 |
Poor work.
|
|
F |
59 and below |
0.0 |
Failing grade.
|
Note regarding late assignments: Assignments are due at the beginning of the class session on the date indicated. Issue papers will only be accepted on the date due i.e. cannot be turned in after the due date. For other papers, one point of the total points that a paper can earn will be deducted for each day the paper is late. For example, the Library History report is due July 16 and is worth a total of 10 points. If a student submits that paper on July 18, the maximum number of points that the student can earn will be 8 points. If a student has a crisis, s/he must bring this to my attention immediately if s/he expects any adjustment to the assignment schedule. I will then decide on a case-by-case basis if late penalties will be reduced or waived.
Academic Honesty and Integrity: “All students of the GSLIS are expected to observe high standards of academic honesty and integrity. Appropriate credit must be given to the original creators of all work used. Any student whose conduct violates such standards may be subject to disciplinary action as determined by due process.” (GSLIS Bulletin, p. 48) Please see the Dominican University Student Handbook for the full statement on academic integrity..
Format of
Assignments:
All assignments will be double-spaced and will use a 12 font size. All papers should be double spaced and include page numbers. All assignments will be expected to have a coversheet. An example of this coversheet can be found in the “Assignments” section of Blackboard. I expect you will modify it appropriately for each assignment.
Any essay (be it for assignments or for exams) will be evaluated on the following criteria:
Persuasive presentation of position
Supporting reasons are sufficient and appropriate
Position is effectively supported
Evidence of reading and reflection
Clarity of exposition
Logical train of thought
Adequate connections between ideas, examples, etc.
Quality of writing
Proper grammar, spelling and sentence structure
Inclusion of a bibliography as appropriate
Use of correct citation style such as Turabian/University of Chicago, MLA, or APA..
Classroom policies
regarding attendance and late arrival:
Students
are expected to arrive to class on time and stay for the entire session. Students who must miss a class due to
religious observance, illness or other emergency should notify me by e-mail or
phone before class time. Students are
responsible for obtaining class materials distributed during their absence, for
ensuring their familiarity with the material covered in class, and for
completing any assignments on schedule.
SCHEDULE
Class activities: Discussion of Syllabus and
class expectations
Using
Read: Rubin, Ch. 1-2
Class activities: Introduction to Blackboard and library blogs
Discussion of readings
Assignment Due: Obtain a Dominican email account
Prepare a proposed GSLIS sequence of courses for your degree.
Read:
Gorman, Introduction, Ch.1-2
Casey, Michael and
Laura Savasthinuk. “Library 2.0,” Library Journal 131 (September 1, 2006):
40-42.
Class activities: Discussion of readings and history of libraries papers
Assignment Due: Reports on history of libraries
July 18 Trends
in Information Technology and the Publishing Industry Read:
Gorman, Ch. 3-5
“Overview of Collection
Development” section of the
Library’s collection development tutorial. (Available online at: http://www.lib.az.us/cdt/)
Carlson, Scott. “Do Libraries Really Need Books.” Chronicle of Higher
Education 48 (July 12, 2002): A31+.
Epstein, Jason. “The Future of Books.” Technology Review 108
(January, 2005): 60-62.
Keller,
“What is a Library Anymore, Anyway?” First Monday 8 (May 2003). (Available online at: http://www.firstmonday.dk/issues/issue8_5/keller/index.html.) (accessed 7/6/07)
Class activities: Discussion of readings
Blog Assignments due
Association Presentations begin
July 23 Academic Libraries
Read:
Marcum, Deanna. “One Size Will Not Fit All.” Chronicle of Higher
Education 52 (December 9,
2005): B24+.
Neal, James. “Information Anarchy or Information Utopia?” Chronicle of Higher
Education. 52 (December 9, 2005): B23-24.
“Q&A: Academic Libraries.” Chronicle of Higher
Education 52 (December 9,
2005): B24+.
Class activities: Guest speaker: Sally Anderson, Director of North Park University Brandel Library
Discussion of readings
Association Presentations continue
Assignment Due: “L” Word issue paper
Read:
Overview material available on the American
Association of School Librarians web site it:
http://www.ala.org/ala/aasl: (accessed 7/6/07
Learning About the Job (http://www.ala.org/ala/aasl/aasleducation/recruitmentlib/learningabout/learningabout.htm) (accessed 7/6/07
Roles and Responsibilities of the School Library Media Specialist (http://www.ala.org/aaslTemplate.cfm?Section=informationpower&Template=/ContentManagement/ContentDisplay.cfm&ContentID=19930) (accessed 7/6/07)
Presentations from the White House
Conference on School Libraries (2002):
(Best read in the order
listed.)
Lance, Keith Curry. “What Research Tells Us About the Importance of School Libraries.” White House Conference on School Libraries. (Available online at: http://www.imls.gov/news/events/whitehouse_2.shtm) (accessed 7/6/07)
Hartzell, Gary. “What’s It Take?” White House Conference on School Libraries. (Available online at: http://www.imls.gov/news/events/whitehouse_2.shtm#gh) (accessed 7/6/07)
Class activities: Guest speaker: Paul Whitsitt, Director, Department of
Libraries and Information Services, Chicago Public Schools
Association Presentations continue
Discussion of readings
Assignment Due: The Role of Academic Libraries Issue Paper
Subject Bibliography Due
Read:
Abram, Stephen.
“The 10 R’s Facing Information Professionals in Our
Association.”
Information Outlook 7 (August 2003): 28+.
Ard, Constance. “What Are ‘Special Libraries’ and What Do ‘Special
Librarians
Do?”
Association. Special Librarians: Putting Knowledge to
Work.(Available online at: http://www.sla.org/content/SLA/professional/meaning/what/index.cfm (accessed 7/6/07)
Class activities: Guest speaker: Susan P. Siebers, Director of Library &
Information Services, Katten Muchin Zavis Rosenman
Association Presentations continue
Discussion of readings
Assignment Due: Ads in Schools Issue Paper
Read:
Auld, Hampton. “The Future of Public Libraries … Today!” Public
Libraries 42 (March/April 2003): 78-8
St. Lifer, Evan and Norman Oder. “What Public Libraries Must Do To
Survive.” Library Journal 126 (April 1, 2001): 60+.
Sullivan, Michael. “The Fragile Future of Public Libraries.” Public
Libraries 42 (September/October 2003): 303-308.)
Class activities: Visit to the Newberry Library
Association Presentations continue
Discussion of readings
Assignment Due: Outsourcing Issue Paper
Read:
American Library Association copyright web page: http://www.ala.org/ala/washoff/WOissues/copyrightb/copyright.htm (Accessed 7/6/07)
A series
of articles in Technology Review (June 2005):
(Best to read in the
order listed.)
“Who Should Own Ideas? The Courts and Legislatures Should Preserve Copyright -- But Carefully.” Technology Review (June 2005). (Available online at: http://www.technologyreview.com/read_article.aspx?id=14529&ch=infotech) 9accessed 7/6/07)
Lessig, Lawrence. “The People Own Ideas! Do We Want Music, Software, and Books to be Free -- Or Not?” Technology Review (June 2005). (Available online at: http://www.technologyreview.com/read_article.aspx?id=14505&ch=infotech) (accessed 7/6/07)
Epstein, Richard. “The Creators Own Ideas: Contrary to What
Vaidhyanathan, Siva. “Copyright as Cudgel.” Chronicle of Higher
Education (August 2, 2002): B7.
Class activities: Association Presentations continue
Discussion of readings
Assignment Due: Quality versus Demand issue paper
Read:
Airoldi, Joan. “Case
Study: A Grand Jury Subpoena in the PATRIOT
Act
Era,” Library Administration &
Management 20 (Winter 2006): 26-29.
Class activities: Association Presentations continue
Discussion of readings
Assignment Due: Copyright issue paper
Read:
Class activities: Association Presentations continue
Discussion of readings
Assignment Due: Patriot Act issue paper
Read:
American
Library Association “
http://www.ala.org/ala/oif/statementspols/codeofethics/codeethics.htm (accessed 7/6/07).
Class activities: Association Presentations continue
Discussion of readings
Assignment Due: Certification issue paper
Read:
Martin, Robert S. “Libraries and Librarians in the 21st Century: Fostering
a Learning Society.” College & Research Libraries News.
(December, 2004): 668-671.
Roush, Wade. “The Infinite Library.” Technology Review, (May, 2005):
54-59.
Class activities: Future Directions & Discussion of Selected “Context”
Books
Assignment Due: Research/Analysis Paper Due
LIS701: INTRODUCTION TO LIBRARY AND INFORMATION
SCIENCE
ISSUE PAPER: THE “L” WORD
Questions to consider: How essential is the word “library” to the profession today?
Is the word “library” outdated and passé?
Is the use of the term “library” only suitable for certain types of
libraries?
Are there other words that could be or should be used to describe what we do and where we work?
What are the advantages or disadvantages to using the word “library”?
Prepare a two- to three-page paper that sharply focuses on the topic and presents your well thought-out, critical opinions. Be sure to support your points with specifics (i.e., examples, references to the course readings, comparisons, analogies, statistics, etc.) You may use the questions above to help develop your position related to the central topic.
Your paper will be evaluated using the following criteria:
· Persuasive presentation of position
- supporting reasons are sufficient, cogent, and appropriate
- position is effectively supported
· Clarity of exposition
- logical train of thought
- adequate connections between ideas, generalizations, and examples
· Use of writing conventions
- proper grammar, spelling, and sentence structure
LIS701: INTRODUCTION TO LIBRARY AND INFORMATION
SCIENCE
Issue Paper:
The Future of the Book in the Library/Information Center
Background: Views
about the future of the book range from predictions in the 1980’s of a
“paperless society” to Crawford’s “paper persists” in the article you read for
class.
Questions
to consider: What do you think
will be the role of publications in paper format in the library of 2025?
Will books be relegated to “museums of the book” as some refer to future libraries?
Are there parallels between the development of the printing press and electronic publishing that should encourage or discourage those who support a primarily paperless society?
Are there unintended effects of the digitization of information that we can foresee and guard against?
Prepare a two- to three-page paper that sharply focuses on the topic and presents your well thought-out, critical opinions. Be sure to support your points with specifics (i.e., examples, references to the course readings, comparisons, analogies, statistics, etc.) You may use the questions above to help develop your position related to the central topic but you are not limited to these questions.
Your paper will be evaluated using the following criteria:
· Persuasive presentation of position
- supporting reasons are sufficient, cogent, and appropriate
- position is effectively supported
· Clarity of exposition
- logical train of thought
- adequate connections between ideas, generalizations, and examples
· Use of writing conventions
- proper grammar, spelling, and sentence structure
LIS701:
INTRODUCTION TO LIBRARY AND INFORMATION SCIENCE
Issue
Paper: Quality vs Demand
Questions to Consider: What do you consider to be the primary role(s) of a public library? Why?
Should every public library have the same mission? What factors need to be considered in determining a public library’s mission?
What should be the library’s responsibility for acquiring mass-market popular materials?
Are high circulation statistics an adequate standard for measuring a public library’s “success”? Why or why not?
Your paper will be evaluated using the following criteria:
· Persuasive presentation of position
- supporting reasons are sufficient, cogent, and appropriate
- position is effectively supported
· Clarity of exposition
- logical train of thought
- adequate connections between ideas, generalizations, and examples
· Use of writing conventions
· proper grammar, spelling, and sentence structure
LIS701: INTRODUCTION TO LIBRARY AND INFORMATION
SCIENCE
Issue
Paper
Due: July
30
Background: An Internet service provider recently initiated a program to equip interested schools with a lab of fifteen Internet-connected PCs and a satellite dish, free of charge. In exchange, the Internet service provider targeted advertisements to the students via the computers and gathered information about the number of students visiting the ads, the gender of the students, and the school’s zip code. This information was then sold to the advertisers. Over 1500 schools participated in the program.
Questions to consider: Is this type of corporate involvement in schools appropriate or is it an exploitation of students?
Do schools/libraries have a responsibility to inform families about this type of arrangement if they participate?
Could librarians take advantage of such arrangements by teaching students how to evaluate material on the Internet?
What other factors should be considered when accepting corporate support?
Prepare a two- to three-page paper that sharply focuses on the topic and presents your well thought-out, critical opinions. Be sure to support your points with specifics (i.e., examples, references to the course readings, comparisons, analogies, statistics, etc.) You may use the questions above to help develop your position related to the central topic but you are not limited to them.
Your paper will be evaluated using the following criteria:
· Persuasive presentation of position
- supporting reasons are sufficient, cogent, and appropriate
- position is effectively supported
· Clarity of exposition
- logical train of thought
- adequate connections between ideas, generalizations, and examples
· Use of writing conventions
· proper grammar, spelling, and sentence structure
LIS701: INTRODUCTION TO LIBRARY AND INFORMATION
SCIENCE
ISSUE PAPER: OUTSOURCING
Background: Some library and information service functions that have traditionally been handled internally by library staff are now being “outsourced” to other types of organizations or vendors. Within the profession, there is a growing debate about the extent to which library activities should be outsourced.
Questions to consider: Are there library functions that should
never be outsourced? If so, which
functions and why?
Does outsourcing some
library services constitute the privatization of a public institution?
What advantages might be
gained from outsourcing some library activities? What are the disadvantages of outsourcing?
Does outsourcing provide an
opportunity for enhanced library services and improved library management?
Are commercial enterprises,
with their profit-making goals, ultimately at odds with the service-based goals
of librarianship?
Will the percentage o