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 8^th and 15^th; 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 15^th

Introduction to course, readings, activities and requirements.

Week 2 January 22^nd

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 29^th

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 12^th

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 19^th

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 26^th

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 11^th

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 18^th

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 25^th

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 1^st

Context Book Discussion

Assignment for week 11

Read: Context Book

Week 12 April 8^th

Associations, Journals & Conferences

Group Presentations

Assignment for week 12

Due: Group presentation with individual papers

Week 13 April 15^th

Images of Libraries & Librarians

Group Presentations

Assignment for week 13

Due: Group presentation with individual papers

Week 14 April 22^nd

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 29^th

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 19^th)

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.

ISSUE PAPER GUIDELINES:

Prepare a two- to three-page paper that sharply focuses on the issue and presents your well thought-out, critical opinions.

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: Collection Building: Quality or Demand? (One of two possible papers due February 19^th)

Selection Philosophies for Collection Building (Public Library Focus)

Read the following two articles:

Pearl, Nancy. “Gave ‘em What They Wanted.” Library Journal, September 1, 1996, pages 136-138.

Williams, Patrick. “How Should the Public Library Respond to Public Demand?” Library Journal, October 15, 1990, pages 54-56.

Respond to the ideas presented in the two articles and form an opinion about selection in a public library:

· to what degree should your collection development policy be driven by public demand?

· How would you defend your position based on the best scenario for a positive future for the public library?

· How does your position reflect your understanding of the key values of the public library?

ISSUE PAPER GUIDELINES:

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: Library as Place (One of two possible papers due February 26^th)

What do you think the library of the mid to late 21^st century will be like? What elements are important? What information in the Benton Foundation article would help shape your thinking on this issue? Read the Miller article as well to help you form your ideas.

Resources:

"Buildings, Books, and Bytes: Libraries and Communities in the Digital Age." a report of the Benton Foundation, 1996. Available online at http://www.benton.org/publibrary/kellogg/buildings.html

Miller, William. “The Library as Place: Tradition and Evolution.” From Library Issues, (22), 3, January 2002. Available online at http://www.libraryissues.com/pub/LI220003.asp

ISSUE PAPER GUIDELINES:

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: Future of the Book (One of two possible papers due February 26^th)

The Future of the Book in the Library / Information Center

Questions to consider:

What do you think will be the role of publications in paper format in the library of 2040?

Will books be relegated to “museums of the book” as some refer to future libraries?

Will expected improvements in technology be sufficient to deal with problems that now exist with viewing electronic materials?

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?

ISSUE PAPER GUIDELINES:

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

C. Subject Bibliography Assignment

Due March 25th

Imagine a library context for yourself (public, academic, school, special). Assume that your hypothetical library already has a solid but slightly out-of-date collection in a particular subject area.. Your supervisor has earmarked part of this year’s budget to acquire new materials and has asked you to help identify the best resources for the library to acquire as part of collection development. To do this, you’ll need to identify a specific topic and the audience for the materials. Then, using the professional tools available to you, carefully select 12-15 recent resources you would recommend and prepare an annotated bibliography. The finished product should be of professional quality and should indicate that you have conducted research and made careful evaluations based on reviews and other resources.

Things to keep in mind:

The subject should be neither a specific genre, such as mysteries or cookbooks, nor one restricted to a particular format, such as CD-ROMs or books.

It should be a topic that includes various genres (in both fiction and nonfiction areas) and formats (print, audiovisual, and digital).

You should be fairly specific about your intended audience, such as college freshmen, middle school students, senior citizens using a public library, etc.

Sample subject bibliography topics include: American Civil War for College Seniors, Ecology for Third Graders, Traveling for Senior Citizens, International Law for Users of a Corporate Library, etc.

The bibliography should contain twelve to fifteen high quality resources that have been reviewed in review sources no older than 2001. One objective of this assignment is for you to locate as many titles in various genres as you can. Another objective is for you to locate titles in as many formats as possible.

The bibliography should not include individual articles on a topic, though it could include an electronic database or a journal title to which you suggest subscribing. If you are unsure about a particular type of resource, please ask for clarification.

Your final paper should include the following sections:

· Introduction: The introduction (one paragraph) should identify the type of library, the audience, and the purpose of the bibliography. Be creative in setting up a scenario for yourself!

· Annotated Bibliography: The annotated bibliography should arrange the titles by the author’s last name. Be sure to use proper bibliographic format, such as APA, Turabian/Chicago, or MLA, and be consistent in applying the citation style throughout the project.

Each annotation should describe the resource in one sentence. Include a second sentence that provides a rationale for your selection of the title. Indicating that you included the title merely because it was recommended by someone else is not a sufficient justification on its own. State how you selected this title compared to others. At the end of each annotation, note the source where you located the review(s): for example, Booklist 96 (September 15, 2005): 190.

· Professional Resources Bibliography: At the end, include a bibliography listing all the professional resources you used to identify your titles.

Note: See attached handout “Resources – Library and Information Science” for a list of review sources.

Sample Bibliography

Note: This is not a complete bibliography. These are just some excerpts from a well-assembled bibliography written by a Dominican student in Fall 2006. The sample annotations demonstrate how you can effectively describe and justify a resource in two sentences: be specific yet succinct.

Only one review source is needed for each item, but if you do use more than one review source, be sure to list them all.

During class, the instructor will pass around some other sample bibliographies for you to peruse.

Sample Intro Paragraph:

The faculty at QSU have asked the library to enhance its collection of materials related to the nation of Kazakhstan. The following bibliography includes resources primarily selected to support the academic needs of advanced undergraduate students in a seminar (ASN 345: Post-Soviet Kazakhstan). However, many of the items will also be useful to students in other undergraduate courses, as well as to faculty and graduate students

conducting research on Kazakhstan and Central Eurasia.

Sample Annotations:

Following are three sample annotations, one for a DVD, one for a book, and one for a web resource.

Schizo, DVD, directed by Guka Omarova. Los Angeles: Picture This! Home Video, 2005.

A fictional coming of age story, Schizo tells the tale of a teenager in Kazakhstan who struggles with social and moral dilemmas that come along with poverty and crime. Acclaimed by many critics for its story and its cinematography, this independent film depicts the harsh Kazakh landscape and provides insight into the search for individual and cultural identity among the country's youth.

New York Times, sec. E, March 18, 2005.

Video Librarian 20, no. 6 (November/December 2005).

Olcott, Martha Brill. Kazakhstan: Unfulfilled Promise. Washington, D.C.: Carnegie Endowment for International Peace, 2002.

This comprehensive study of Kazakhstan addresses economic development, government corruption, linguistic and cultural issues, relations with the United States, and a host of other topics essential for understanding the nation's progress and struggles internally and abroad. This book is perhaps the most comprehensive study of independent Kazakhstan by a prominent Central Asian scholar and includes predictions about future national stability.

Choice 39, no. 9 (September 2002).

Booklist (February 15, 2002): 988.

World Factbook 2006. Central Intelligence Agency. https://www.cia.gov/cia/publications/factbook/index.html (accessed October 8, 2006).

This website is the online version of the CIA's World Fact Book, a concise yet detailed annual reference guide of world nations containing geographic, demographic, economic, government, and military information along with maps. This online resource is a reliable reference tool for regularly updated statistics and other basic information on Kazakhstan and other Central Asian countries.

College and Research Library News 62, no. 9 (October 2001).

Project Evaluation Rubric

Student Name

Total Points Available: 15

Introduction (2 points)

Type of library:

Audience:

Clarity of purpose stated in your introduction:

Bibliography with Annotations (4 points)

Extent that annotations describe the titles:

Quality of writing:

Quality and consistency of bibliographic format:

Selection of Titles (5 points)

Appropriateness of titles for the type of library and audience:

Extent that decision to purchase is justified:

Demonstrated use of professional reviewing journals and resources:

Additional requirements (2 points)

Variety of genres included:

Variety of formats included:

Professional Resources Bibliography included:

Overall presentation (2 points)

Quality of writing and professional appearance

Total points earned / Grade

D. Context Book Assignment:

Due: Discussion will take place on April 1^st.

Non-fiction titles: Read one as assigned.

Anderson, C. The Long Tail: Why the future of business is selling less of more. New York: Hyperion, 2006.

Beck, J., & Wade, M. Got Game: How the Gamer Generation is Reshaping Business forever. Boston: Harvard Business School Press, 2004.

Manguel, Albert. A History of Reading. New York: Penguin, 1997.

Pink, D. A Whole New Mind: Moving From the Information Age to the Conceptual Age. New York: Riverhead Books, 2005.

Weinberger, D. (2007). Everything is Miscellaneous: The Power of the New Digital

Disorder. New York: Times Books, 2007.

We will have a general discussion of these books in class. You will first get together with other students who have read the same book, and then you will be in a group of students who have each read something different. Be prepared to give a synopsis of your book and to explain its relevance to the information profession.

E. Library History Group Presentation / Individual Paper

Due date: April 8^th or April 15^th

Your individual paper is due on the night of your group presentation.

For this project, there will be two separate deliverables:

You'll work with a small group of your classmates to research and prepare a group presentation for the class on an assigned aspect of library history.

You'll also need to complete an individual paper that summarizes the specific aspect of library history or development that was your contribution to the group’s overall work. For instance, if your group topic is American School Libraries, and your part of the group presentation was about American School Libraries in the 1950s and 1960s, then that narrower topic is what your individual paper will cover. Your individual paper is not about what tasks you completed for the group presentation (i.e. “I made the Power Point...”)

Group Presentation: Prepare a 20-minute oral and visual presentation for the class that covers the historical period/library development assigned to your group. Each group member should be responsible for researching and presenting one part of the presentation’s content. The group presentation should demonstrate attention to content, the use of supporting materials, effective research, and solid preparation. Be creative!

Individual Paper: Your paper (2-3 pages, double-spaced) should cover the most significant developments and/or events that were part of your section. Your paper should be clear and error-free and should demonstrate good research, solid writing skills, and appropriate use of bibliographic citations.

Historical Periods

(Your group will be responsible for one period or type of library development.)

Libraries in Antiquity

Medieval and Renaissance Libraries

Non-western Libraries

American Public Libraries

American Academic Libraries

American School Libraries

American Special Libraries

Group Reports -- Grading Sheet

15 points (7.5 points as a group; 7.5 points from Individual Summary)

Student Name: Group Topic:

For this project, research your assigned library development historical period and prepare 1) an oral and visual presentation for the class of the full historical period, and 2) an individual overview of your own section within the broad period, demonstrating in greater detail your contribution to the group.

Your group report should include attention to content, support materials, and overall evidence of your study and investigation. Pay attention to details of presentation style included in your LIS701 Packet & Tips for Coursework. Your written report should be clear and error free, should show evidence of good research, should exhibit accepted quality of writing skills, and should include bibliographic citations as appropriate.

Group presentation: 20 minutes

Written summary: 2-3 pages, double spaced

Rubric:

Incomplete Good Excellent

Content

Support Materials

(handouts, visuals, etc.)

Presentation style

(confidence with content,

tone, pacing, volume)

Ability to answer

Questions

Quality of individual written

summary

Group presentation grade:

Written summary grade:

F. Final Research Paper

Due April 29th

For this assignment, students will prepare a paper (6-8 pages) that follows the rules of the assigned bibliographic format) that evidences the following GSLIS learning outcome: "demonstrate an understanding of the philosophies, practices, and theories of library and information science that incorporates an awareness of the legacies, values, and ethical responsibilities of libraries and the information professions."

Identify a current issue or topic related to one of the following library, information, or knowledge areas of professional practice:

ü Academic libraries

ü Information-knowledge management centers

ü Public libraries

ü School libraries

ü Museums

ü Government or private section information-knowledge provides (e.g. newspapers, television, mass media, etc.)

ü Specialties (e.g., competitive data analysis, management of web-based interactive communication, etc.).

Define and describe the specific current issue/topic to be examined. What are the most significant aspects of the issue/topic as it relates to professional practice?

Identify the range of responses/solutions being considered and implemented by practitioners to address the implications of the issue. What professional values and ethics inform the various perspectives on the issue within the profession? How have other communities of practices or stakeholders responded to the issue?

Provide an analysis and evaluation of the responses/solutions identified. Which solution(s)/recommendation(s) do you favor or advocate? Why?

Your paper and bibliography will be assessed according to the following criteria:

PAPER: Clarity of exposition

· Coherent synthesis of the professional literature

· Logical train of thought

· Adequate connections between ideas, support of generalizations, choice of illustrative examples

Persuasive presentation of position

· Issue(s) selected are relevant and clearly explained

· Supporting reasons are sufficient, cogent, and appropriate

· Position is effectively supported

Use of writing conventions

· Proper grammar, spelling, and sentence structure

· Appropriate use of citations and references

BIBLIOGRAPHY:

· Includes at least 4-6 (in a variety of formats)

· Follows proper bibliographic format as assigned by the instructor (e.g., APA, Chicago, or MLA)

LIS 701 Uniform Assignment Explanation

The current GSLIS Assessment Plan calls for a uniform assignment in each required course (LIS 701, LIS 703, LIS 704, and LIS 770) which will be used to assess progress toward the GSLIS program’s Learning Outcomes. The uniform assignment also carries a uniform weight toward the student’s grade in that course. This final paper serves as the uniform assignment for LIS 701, and will count for 15% of the student’s grade in that course.

All students enrolled in all sections of LIS 701, Introduction to Library and Information Science, should be aware that an anonymous copy of their final paper will be evaluated by a committee of GSLIS faculty to help determine how effectively students demonstrate competencies articulated in Outcome 1 of the of the GSLIS Assessment Plan.

Outcome 1: Students will demonstrate an understanding of the philosophies, practices, and theories of library and information science that incorporates an awareness of the legacies, values, and ethical responsibilities of libraries and the information professions.

Students will submit two (2) copies of their final paper on the due date, one of which will not include the student’s name. All formatting should be the same as in the original paper.

A statistically valid number of anonymous papers (at least thirty from the semester’s combined LIS 701 sections) will be selected using a random numbers table. The papers will be reviewed by a committee of faculty who teach LIS 701. Results of the assessment process will be included in the ongoing GSLIS program review and planning process.