Dominican University

Graduate School of Library and Information Science

 

LIS 701 Introduction to Library and Information Science

3 credit hours

Spring 2008

Tuesdays 6:00 pm-9:00 pm

Debra Mitts-Smith

Office Crown 314

Office Hours Tuesdays 2:00pm-4:00 pm

email: dmittssmith@dom.edu

 

I.                  Course Description:

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.

 

II.              Learning Objectives:

At the conclusion of this course, students will have:

  • demonstrated an understanding of information infrastructure.
  • demonstrated an understanding of where libraries fit in the developing infrastructure and also an understanding of the similarities and differences in the purposes, functions and processes, users, collections, and evaluation of academic, public, school, special libraries and information centers.
  • described and discussed important economic and policy issues related to the creation and dissemination of information.
  • demonstrated a knowledge of the principles and basic elements of the collection development process and an understanding of how the growth of information in electronic formats are changing the way librarians develop collections for users.
  • demonstrated an understanding of intellectual property, access, confidentiality of records, intellectual freedom, and censorship, along with other relevant current legal and ethical topics.
  • discussed current major professional issues.
  • articulated an initial philosophy of library/information science.

 

 

III.           Required Texts:

The course is divided into modules by topic.  All required and optional readings will be listed on the course website under the appropriate module.  To prepare for a class, use the schedule on this syllabus, see what modules will be covered that week and complete the appropriate readings.

 

The following textbook is required.  You can purchase it in the Stepan Bookstore or online from a bookseller of your choice (Amazon, Barnes & Noble, etc.):

 

Rubin, Richard E. Foundations of Library and Information Science New York: Neal-Schuman, 2004.

 

Students will also read selected chapters of The Cluetrain Manifesto, but the necessary text is available for free online.

 

One of the context book--TBA

 

 

IV.            Assignments:

 

Class Participation, Book Discussion, & Discussion Assignments: Attend every class and participate in discussions. You are expected to have read the assigned material and to come to class prepared to discuss and critique these readings. In addition, you will receive materials in class and online for discussion and reflection. We will also use Blackboard for further discussion and postings. You are always encouraged to bring additional literature to the attention of the class. 25 points

 

Issue Papers:  Throughout the course, the class discussions will cover numerous professional issues and debates. You will need to complete three issue papers that will be based on some of these discussions. Each issue paper should be a three-page, double-spaced typed paper that sharply focuses on the topic. Your well thought-out, critical opinions, not those of others, are what I want. Citations from the literature should be included supporting your ideas and opinions. See course schedule for due dates. 30 points (10 points each)

 

Subject Bibliography: 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 for additional information and evaluation criteria.  See course schedule for due date. 15 points

Group Presentations: Library History Group Presentation.  For this assignment, you will need to prepare a group presentation (20 minutes) about a specific period of worldwide library history with 3-4 other students to be presented to the class.  In addition, you will need to write an individual short paper (2-3 pages, double-spaced) that summarizes the key events and/or developments of your designated history period.  A handout delineating the specific assignment guidelines and evaluation criteria will be provided.  The presentations will be scheduled on April 8th and 15th;  your paper is due the evening of your presentation. 15 points

 

Research Paper:  Prepare a paper that focuses on a significant professional issue/topic and its influence on a specific type of library, media center, museum, or information center/agency that interests you.  Your paper (8 pages, double-spaced) should be based on a literature review of the issue or topic, and it should analyze and discuss the influence of the topic/issue on the development and direction of the type of library or information center/agency.  Refer to the assignment guidelines for additional information and evaluation criteria. Due: April 29, 2008.  15 points

 

V.                Grading

 

All assignments will be due at the beginning of the class period. Late assignments will receive a 1 point reduction in grade for each day late. All written work should be clear and error free. Writing style counts for this class!

Grades are based on attendance, participation, and the quality of written and oral presentations.

Attendance, Tardiness, and Participation

My classes are defined by communication and collaboration: open discussion is the rule; questions or comments concerning the works(s) under discussion are relevant and valid. Come to every class on time and prepared to participate in discussions and group activities related to the assigned books and any other assignments. If you do not contribute to class or group discussions, you will lose one half point per session.

Habitual lateness and/or absences will affect your class participation grade.  You will lose one half point for each time that you are late and one point per missed session.

Format for Written Assignments 

Written work should be double-spaced with 1 or 1.5 inch margins, with no less than 12 point type in typefaces such as Time New Roman, Arial, Palatino Linotype, or Sylfaen.    

Your name, the class number (LIS 721 01), the name of the assignment, and the due date, single-spaced, should be on the upper left hand corner of your written work.  Please include your name in 10 point type in the footer of all standard format assignments.

Your grade will be based on:

  • the quality of your written work, including content, grammar, punctuation, and spelling;
  • your treatment of the assignment and topic;
  • your fulfillment of the assignment’s requirements;
  • clarity of organization;
  • visible demonstration of effort;

Professional, grammatically correct writing is expected.  In other words, spelling, punctuation, and grammar count.  It is always a good ides to have someone else read your written work. Please remember that spell-check will not always catch your errors.

Oral Presentations

All presentations will be timed. I will stop you at the allotted time. If you do not finish on time or if you finish too soon (more than 3 minutes early), your grade for that assignment will be reduced by 2 points. In addition you will be graded on:

  • the content of your work, including  grammar;
  • your treatment of the assignment and topic;
  • your fulfillment of the assignment’s requirements;
  • clarity of organization;
  • visible demonstration of effort.

 

Grading Scale:

94-100 A

90-93   A-

86-89   B+

82-85   B

78-81    B-

74-77    C+

70-73    C

65-69    C-

64-60    D

0-59       F

 

Below this is failing

Academic Honesty and Integrity

"All students of the GSLIS are expected to observe high standards of academic honesty and integrity. Any student whose conduct violates such standards may be subject to disciplinary action as determined by due process." (GSLIS Bulletin, p. 48)

 

Plagiarism is unacceptable and will result in assignment failure.

 

See Purdue University's "Avoiding Plagiarism" at http://owl.english.purdue.edu/handouts/research/r_plagiar.html, Georgetown University's "What is Plagiarism," at http://www.georgetown.edu/honor/plagiarism.html, or Indiana University's "Plagiarism: What It Is and How To Recognize and Avoid It" at http://www.indiana.edu/~wts/pamphlets/plagiarism.shtml if you feel unsure about what is and is not considered acceptable behavior when using other people's words and ideas.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

GSLIS GRADING POLICY (Effective 12/15/2004)

The faculty of GSLIS Dominican uses the following guidelines when grading. 

Grade

Numeric

Equivalent

 

Definition

 

A

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-

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+

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

3.0

Satisfactory acceptable work.  Student performance meets designated course expectations, demonstrates understanding of the course materials and performs at an acceptable level.

 

B-

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+

2.33

Unsatisfactory work.  Student performance demonstrates  unsatisfactory understanding of course materials and inability to meet course requirements.

 

C

2.0

Unacceptable work.  Student performance demonstrates incomplete and inadequate understanding of course materials.

 

C-

1.67

Poor work.

 

F

0.0

Failing grade.

 

 

 

VI.            Course Schedule

 

Week 1 January 15th 

Introduction to course, readings, activities and requirements.

 

Week 2 January 22nd  

Foundations & History

Tour of Rebecca Crown Library Resources with Molly Beestrum; 7:30

Assignment for week 2

Read:

Rubin, Chapter 7

Dury, John. “The Reformed Librarian” (1650)

http://infomotions.com/etexts/gutenberg/dirs/1/5/1/9/15199/15199.htm

Keller, Michael A., Victoria A. Reich, and Andrew C. Herkovic. “What is a library anymore, anyway?” First Monday 8, no. 5 (May 2003).

http://www.firstmonday.org/issues/issue8_5/keller/

Shera, Jesse. “The Librarian and the Machine.” Library Journal (1976) 119(October 15, 1994): s6-s7. (Reprint of 1976 article.)

Zandonade, Tarcisio.“Social Epistemolgy from Jesse Shura to Steve Fuller.” Library Trends, 52, no. 4 (Spring: March 22, 2004): 8-32.

http://www.thefreelibrary.com/Social+epistemology+from+Jesse+Shera+to+Steve+Fuller-a0125151311

 

Week 3 January 29th

Information Infrastructure

Assignment for week 3

Read:

Rubin Chapter 1: The Information Infrastructure

Buckland, Michael. “Information as Thing.” Journal of the American Society of Information Science 42, no. 5 (June 1991): 351-360. (reprint)

http://people.ischool.berkeley.edu/~buckland/thing.html

Buckland, Michael. “What is a document?” Journal of the American Society for Information Science 48, no. 9(September 1997): 804 – 809.

http://www3.interscience.wiley.com/cgibin/abstract/39756/ABSTRACT?CRETRY=1&SRETRY=0

Due: Issue Paper 1 (Required: The L Word)

 

Week 4 February 5th

Library and Information Science—A Service Perspective

Assignment for week 4

Read:

Rubin Chapter 2: Information Science: A Service Perspective

Agada, John. “Inner-city gatekeepers: an exploratory survey of
their information use environment.” Journal of the American Society for
Information Science 50, no. 1 (1999): 74-85.  

 

Wilson, T.D. “Human Information Behavior.” Informing Science 3, no. 2 (2000): 49-56.

http://inform.nu/Articles/Vol3/v3n2p49-56.pdf

Equity Access ALA Action No. 5

http://www.ala.org/ala/ourassociation/governingdocs/keyactionareas/equityaction/equitybrochure.htm

Equity of Access: Igniting a Passion for Change

http://www.webjunction.org/do/DisplayContent?id=5507

Library Services for People with Disabilities Policy

http://www.ala.org/ala/ascla/asclaissues/libraryservices.cfm

 

 

Week 5 February 12th

Technology

Assignment for week 5

Read:

Rubin, Chapter 3: Redefining the Library: Impacts and Implications of Technological Change

Bush, Vannevar. “As We May Think.” Atlantic Monthly (July 1945).

http://www.theatlantic.com/doc/194507/bush

Farb, Sharon. “Libraries, Licensing and the Challenge of Stewardship.” First Monday volume 11, no. 7 (July 2006).

 http://www.firstmonday.org/issues/issue11_7/farb/index.html

Roush, Wade. “The Infinite Library: Does Google’s Plan to Digitize Millions of Print Books Spell the Death of Libraries; or their Rebirth?” Technology Review (May 2005).

http://www.technologyreview.com/Infotech/14408/

Houghton, Sarah. “Imagine No Restrictions: Digital Rights Management.” School Library Journal (June 6 2007).

http://www.schoollibraryjournal.com/article/CA6448189.html  

 

Week 6 February 19th

Information Organization & Collection Development

Assignment for week 6

Read:

Rubin: Chapter 6: Information Organization: Issues and Techniques

Asheim, Lester. “Not Censorship but Selection.” Wilson Library Bulletin 28 (September 1953), 63-67.

http://www.ala.org/ala/oif/basics/notcensorship.htm

Giles, Jimmy. “Internet encyclopaedias go head to head.” Nature 438, no. 7070 (December 15 2005, 2006): 900-901. [access through library databases]

“Two Days Without Dewey.” LISNews  (June13, 2007). http://lisnews.org/node/21300/

Wingett, Yvonne.“Gilbert library to be first to drop Dewey Decimal.” The Arizona Republic (May 30 2007).

http://www.azcentral.com/arizonarepublic/local/articles/0530nodewey0530.html

 

 

Collection Development Policies

http://www.lib.az.us/cdt/colldev.htm

Internet Library for Librarians: Acquisitions, Serials, and Collection Development (http://www.itcompany.com/inforetriever)

Sample form:

http://lis701.files.wordpress.com/2007/06/sjcpl-reconsideration-form.pdf

Due: Issue Paper (Choice: Collection Building OR Digitization)

 

Week 7 February 26th

Library as Institution &

Types of Libraries

Assignment for week 7

Read:

Rubin, Chapter 9: The Library as Institution: An Organizational View

Goldberger, P. “High Tech Bibliophilia” The New Yorker (May 24, 2004).

Wiegand, W.A. “Library as Place” North Carolina Libraries (Online) 63, no. 3/4 (2005) 76-81.

Due: Issue Paper (Choice: Library as Place OR Future of the Book)

Spring Break: No Class

Week 8 March 11th

Professional Values & Ethics

Assignment for week 8

Read:

Rubin, chapter 8: Ethics and Standards: Professional Practices in Library and Information Science

Berry, John N. “Blatant Berry: Brave New World Wide Web.” Library Journal, 5/15/2007.

http://www.libraryjournal.com/article/CA6440566.html

Wengert, R.. Some ethical aspects of being an information professional. Library Trends 49, no. 3 (2001): 486-509.

http://www.librarian.net/technicality.html

Code of Ethics of the American Library Association

http://www.ala.org/ala/oif/statementspols/codeofethics/codeethics.htm

 

Week 9 March 18th

Information Policy and Stakeholders and Libraries &

Associations & Conferences

Assignment for week 9

Read:

Rubin, Ch. 4: Information Policy–Stakeholders and Agendas

Auld, S. “Filtering materials on the internet does not contradict the value of open access to material.” Public Libraries 44, no. 4 (2005): 196-198.

Kranich, N. “Filtering materials on the internet contradicts the value of open access to material.” Public Libraries 44, no.4 (2005): 198-200.

Kranich, N. “ALA and political action:   Ensuring the public’s right to know in the digital age.” Argus 33, no. 3 (2004): 17-23.

What You Should Know About the USA PATRIOT Act (brochure) - [Permission to reproduce this document for this noncommercial use is noted on the back of the brochure]

Library Bill of Rights - ALA

 

Week 10 March 25th

Copyright & Intellectual Freedom

Assignment for week 10

Read:

Rubin, Chapter 5 Rubin, Ch. 5: Information Policy as Library Policy: Intellectual Freedom

Epstein, Richard.  “The Creators Own Ideas: Contrary to What Lawrence Lessig Says, a Truly Free Society Allows for Proprietary Systems.” Technology Review (June 2005). 

http://www.technologyreview.com/read_article.aspx?id=16353

Lessig, Lawrence.  “The People Own Ideas! Do We Want Music, Software, and Books to be Free — Or Not?”  Technology Review (June 2005).  http://www.technologyreview.com/read_article.aspx?id=14505&ch=infotech
“Who should Own Ideas Courts and Legislatures Should Preserve Copyright — But Carefully.” Technology Review (June 2005). 

http://www.technologyreview.com/read_article.aspx?id=14529&ch=infotech
Useful Sites:

Creative Commons

Creative Commons licenses provide a flexible range of protections and freedoms for authors, artists, and educators. We have built upon the “all rights reserved” concept of traditional copyright to offer a voluntary “some rights reserved” approach. We’re a nonprofit organization. All of our tools are free.

Fair Use of Copyrighted Materials

Includes three questions to decide whether you need permission to use a copyrighted work.

Due: Subject Bibliography

 

Week 11 April 1st  

Context Book Discussion

Assignment for week 11

Read: Context Book

 

Week 12 April 8th

Associations, Journals & Conferences

Group Presentations

Assignment for week 12

Due: Group presentation with individual papers

 

 

Week 13 April 15th

Images of Libraries & Librarians

Group Presentations

Assignment for week 13

Due: Group presentation with individual papers

 

Week 14 April 22nd

Library 2.0/Trendspotting

Assignment for week 14

Read:

Rubin, Ch. 10: Librarianship–An Evolving Profession.

Anderson, Chris. “The Long Tail.” Wired 12, no. 10 (October 2004).

http://www.wired.com/wired/archive/12.10/tail.html

Casey, Michael E. and Laura C. Savastinuk. “Library 2.0: Service for the Next Generation Library.”  Library Journal (September 1, 2006).

http://www.libraryjournal.com/article/CA6365200.html

Mullins, James L., Frank R. Allen, and Jon R. Hufford. “Top Ten Assumptions for the Future of Academic Libraries and Librarians (ACRL Report).” C&RL News, 68, no. 4 (April 2007).

http://www.acrl.org/ala/acrl/acrlpubs/crlnews/backissues2007/april07/tenassumptions.cfm

Weinberger, David. “The Hyperlinked Organization.” In The Clue Train Manifesto, by Christopher Locke, Rick Levine, Doc Searls, and David Weinberger. Cambridge, MA: Perseus Book Group, 2001.

http://www.cluetrain.com/book/hyperorg.html

 

Week 15 April 29th

Course Evaluations

Assignment for week 15

Due: Final papers due

 

 

 

 

 

 

 

 

 

 

 

 

VII. Assignments

 

A. Class Participation, Book Discussion, & Discussion Assignments: Attend every class and participate in discussions. You are expected to have read the assigned material and to come to class prepared to discuss and critique these readings. In addition, you will receive materials in class and online for discussion and reflection. We will also use Blackboard for further discussion and postings. You are always encouraged to bring additional literature to the attention of the class. 25 points

 

B. Issue Papers:  Throughout the course, the class discussions will cover numerous professional issues and debates. You will need to complete three issue papers that will be based on some of these discussions. Each issue paper should be a three-page, double-spaced typed paper that sharply focuses on the topic. Your well thought-out, critical opinions, not those of others, are what I want. Citations from the literature should be included supporting your ideas and opinions.  Various due dates. 30 points (10 points each)

 

Issue Paper: The “L” Word (Required) Due January 29th

 

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”?

ISSUE PAPER GUIDELINES:

Prepare a two- to three-page paper that sharply focuses on the issue and presents your well thought-out, critical opinions.   Use the questions to help you develop your position related to the central topic; do not feel compelled to answer each of these questions sequentially.

 

Your paper will be evaluated using 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

Issue Paper: Digitization (One of two possible papers due February 19th)

 

Read the article:

Wiggins, Richard. "Digital Preservation: Paradox and Promise."  Library Journal netConnect, Spring 2001.  Available online at http://www.libraryjournal.com/digital_preservation.asp  (or try the full text databases via Crown Library)

 

 

Using the article "Digital  Preservation: Paradox and Promise" as a starting point, reflect on ways that the digitization of information could affect your library's services.  You may use your current situation or project yourself into a future imaginary job.  Does this issue transfer to the local library (school, public, academic, or special) and its services?  How, or why not?  Include in your essay at least one scenario example to illustrate your ideas.