Dominican University

Graduate School of Library and Information Science

LIS 704-03

Reference and Online Services

Crown Library 340

Fall 2007

September 5 through December 22, 2007

Thursdays, 1:00 - 4:00 PM

Diane Velasquez

Assistant Professor

Office:  Crown 332

Email:  dvelasquez@dom.edu

Office Hours: 1-3 on Mondays; 5:00 – 5:45 PM on Wednesdays and by appointment

Office Phone: 1-708-524-6594

Course Description (from Bulletin): An introduction to effective reference service in an electronic age. The course deals with the selection, evaluation, and use of general reference sources in both hard-copy and digital formats; nature, development, functions, and management of reference and online services; reference interview; concepts, principles and problems of online bibliographic organization and control. (GSLIS Bulletin, 2006-2008, p 27)

Prerequisite or co-requisite: LIS 701

Textbooks and Required Readings:  The textbook will be available for purchase from the bookstore although you are welcome to purchase through other means (e.g. Amazon, Barnes & Noble.com).  Other required readings and their URLs are listed below.  Some readings will be available via a PDF file in Blackboard and will be so noted.

Required Texts:

Cassell, K. A., & Hiremath, U. (2006). Reference and information services in the 21st century: An introduction.  New York:  Neal Schuman

Recommended:

American Psychological Association. (2002). Publication manual of the American Psychological Association.  Washington, DC:  American Psychological Association.  ISBN:  1-55798-810-2  Either the Spiral bound or paper bound version is fine.

Reitz, J. M. (2006). ODLIS – Online dictionary for library and information science.  Westport, CT: Libraries Unlimited.  Retrieved August 1, 2007, from http://lu.com/odlis/ 

Other Required Readings as noted in the syllabus.

Additional readings will be assigned as appropriate in the course schedule and will be available on Blackboard or through the library.

Blackboard Accounts

An online Blackboard (http://Blackboard.dom.edu) has been sets up to facilitate the sharing of information, either administratively or questions about the class content.  This is a private Blackboard site accessible only to students currently enrolled in this section of the course.  It is required that all students enrolled in this class sign up for the Blackboard site.  I will provide instruction on setting up your Blackboard account during the first class session.  I will also set up Discussion Forums so we can share questions and ideas.  Please feel free to post Blackboard messages to communicate and share ideas with one another.  Also feel free to contact me directly if you feel your questions or comments are not appropriate for Blackboard.  You will be responsible for checking Blackboard routinely for announcements, clarification of assignments, turning in assignments, and general discussions.

Learning Objectives:

Course Information

Teaching strategies will include assigned readings, case studies, lectures, small group discussions, group work, papers, and presentations.  Theoretical concepts and practical applications will be typically presented through class lecture and assigned readings.  Students will then demonstrate their understanding through class and Blackboard discussions and by presenting their findings from papers orally in class and in writing.

The class will be taught in a hybrid style.  This means that Blackboard will be used as a method to deal with many of the varied administrative details that go along in running a class.  All grades, assignments, syllabus, course schedule, etc. will be put up on Blackboard for the student’s convenience.  Lecture notes, while they will not be word for word, will also be put up on Blackboard.  This does not mean that students can miss class.  It is basically for the convenience of the student to check what was covered and/or said.  There will be one week when I will be out of town at a conference and the entire class will be run on Blackboard with discussion board questions.  The groups for the group projects will have space on Blackboard if they choose to use it.  It is optional.  All written assignments will be submitted through Blackboard and I will return them through email. 

Grading Criteria

%

Points

Class Participation

15%

15

Search Assignments

40%

40

Source Instruction

10%

10

Group Nonfiction Pathfinder & Presentation

15%

15

Group Evaluation (Pathfinder)

5%

5

Final Paper

15%

15

Total Points

100%

100

Description of Assignments

  1. All assignments are expected to be written at the graduate level. 
  2. Points will be taken off for grammatical errors and typos. Please proofread the paper prior to turning it in.  Spell and grammar check should not be used as a substitution for proofreading.
  3. Students are to use the APA style manual only. 
  4. All papers are to be double spaced and in a 12 point Arial or Times Roman font. 
  5. Please make sure your name, the name of the class, semester and date is on the first page of each paper. 
  6. Utilize one (1) inch margins all around (left, right, top, and bottom). 
  7. Indent the first word of a new paragraph rather than separating paragraphs with two double spaced returns. 
  8. Have page numbers on all pages – no exceptions. 
  9. Be submitted on time. Papers submitted after the due date will lose points before being marked for content and style. 
  10. Appendices, attachments, and bibliographies do not count as the required number of pages. 

Written assignments are due by 11:59 PM to the Blackboard digital drop box on the date assigned.  Assignments are to be turned in via Blackboard unless previous arrangements have been made.  Late assignments will be marked down one point per day late.

Professional, grammatically correct writing is expected.  This means that, spelling, punctuation, and grammar count.  If this is a problem, find someone who’s writing skills you trust to proofread your written work, or go to the Student Writing Center (Cyber Cafe, Crown, lower level, 708-524-6682) for assistance.  Please remember that spell and grammar check is fallible.

All assignments must be turned in by the due date on time in order to receive full credit.  Due dates are not flexible unless an agreement is made with the instructor at least 24 hours in advance of class time on the due date.  Emergencies will be handled on a case-by-case basis. If you arrive late to the session in which you are presenting, both your participation grade and your presentation/project grade will be lowered. 

Participation: 15 points

Description:  Participation in class discussion will be one of the factors in the final grade.  It is therefore expected that students will not only read the assignments but think about them and thoughtfully evaluate them.  Questions will be posed to you during the class that will provoke thought, analysis, and evaluation.  Please be aware the class participation is one method that can make a difference between an A or a B or a B and a C.

Attendance:  Students are expected to attend all classes and a grade may be affected if the student misses more than two sessions.  However additional illness due to “acts of God” – e.g., prolonged illness, similar illness of spouse or spousal-equivalent, child, etc. – can be addressed through an incomplete grade and make up work.

Lateness:  All members of the class are expected to arrive to class on time and stay for the entire session.  As graduate students and adults each of us are responsible for our actions.  Chronic lateness negatively affects grades.  Note:  It is important to stress that students whose job responsibilities will result in chronic lateness or absence (2 or more times) might find it works better to enroll in a more convenient section or take the class at another time.

All members of the class (including the instructor) are expected to turn off all cell phones, pagers, and any other electronic equipment (e.g., IPODs, MP3s, etc.) during class so that full attention can be given to the work at hand.  Anyone (this includes the instructor) whose cell phone or pager goes off during class (does not include breaks) will bring treats in for the class the next week.

No Disparate Treatment:  Everyone in the class plays by the same “rules.”  There are no “side deals.”

Search Assignments: 4@10 points each for a total of 40 points

Due dates: October 11, October 18, November 8, and November 29, 2007

Description: Each assignment consists of 13-15 questions but only 10 per assignment must be answered.  Each student can choose which 10 they want to answer.  Everyone should work on their own and not as a group assignment. Using the type of resources discussed in class, you will search for the answers to these questions. You may use either print or online sources. For the purposes of these search assignments, general web searching (e.g., Google or Wikipedia) does not substitute for using appropriate reference tools.  

Format: Double-spaced, one-inch margin.

Content:

For each question:

·        Number and re-state the question.

·        Answer the question as if you are answering a patron.  If you find conflicting answers in the sources, what would you tell your patron and why?  Be responsive.  Provide information that speaks to the question that is being asked.

·        Search strategy must be explained for each answer.  Where did you find the answer and how did you get there?  Tell which sources you consulted and why you consulted each to find the answer to the question.  If the source is a print source, include the author, title, edition, volume, page number, and year of publication. In other words, a citation for each source in APA style. For online sources, include the title of the site, author or sponsoring agency, date searched, and URL. If you now see a more efficient search strategy, what would it be?  Cite source including page number (where applicable) where you found the answer.

·        Copy the answer in quotations; if the answer is exceptionally long, summarize it. 

·        Include a brief description of your search strategy: Did you use an index? What were your search terms? Did you have to modify them?

·        Consider the sources which you used: Were there ones that you found particularly useful? Why? Were there problems with certain ones? If so, briefly describe your concerns with the sources.

Source Instruction: 10 points

Due dates: various beginning week 4 (September 27, 2007) through week 10 (November 8, 2007).

Description: A major part of a reference librarian’s work is to instruct users in the scope and use of reference materials. Over the course of the semester each student will sign up and present either a print or electronic reference source. You will describe each source’s scope and type of coverage, arrangement, points of access, and intended audience. A demonstration of its use should be included by performing sample searches. Each presentation should take no more than 10 minutes (and will be timed) and should be accompanied by a one-page handout containing pertinent information about the source. Each student will choose a different source – no duplicate sources.  First come, first serve when signing up.

Presentation Date

Source Type

9/27/07

Bibliographic Sources

10/4/07

Ready Reference Sources

10/4/07

Dictionaries

10/18/07

Biographical Sources

10/25/07

Geographic Sources

11/1/07

Indexes

11/8/07

Encyclopedias

Group Nonfiction Pathfinder and Presentation: 15 points

Group Evaluation:  5 points

Total Points:  20 points

Topic due date:  October 18, 2007

Due dates: December 6, 2007

All URLs will be posted to Blackboard so that the class members may look at the pathfinders at their leisure once a particular group has presented.

Group:  The groups will be three or four member groups assigned by the instructor by the end of September once enrollment settles down.

Topic:  Each group will choose a unique topic.  First come, first serve.  The topic is to be emailed to the instructor by October 18, 2007.  A return email will be sent approving the topic.  A list of all topics for the groups will be posted in Blackboard.

Description: Pathfinders enable users to find information in your library on specific topics. The group will prepare an annotated pathfinder on any non-fiction topic that interests you. In constructing a pathfinder a variety of sources in different formats should be included. These formats can include books, magazines or journals, DVDs, sound recordings, websites, etc.  This assignment will be a web based pathfinder.  Any software of your choice can be used to create the web pages needed for the pathfinder or it can be manually coded.  Remember to allow enough time if the web pages are going to be manually coded. 

Content:

Things to consider when selecting material for inclusion:

Presentation: The group will present the pathfinder to the class, discussing the various sources listed and their usefulness. In your presentation, clearly state the intended audience. Introduce each source and explain why it qualifies as a ‘good’ source. The presentation will be no more than 15 minutes and will be timed.  

Final Paper:   15 points

Due Date: December 20, 2007

Learning Outcome Assessment for GSLIS Program

Common Assignment

To assist with the GSLIS program assessment, all students are required to submit anonymously a final assignment that will be evaluated by the GSLIS Assessment Committee.  This assessment process will be separate from the grading of the assignment by the faculty teaching the course, and will have no effect on students’ final course grades. Each student will submit two copies of this assignment, one of which will contain only the course number and the section number on it. This assignment will be due towards the end of the semester.

For this assignment, students will prepare a paper (6 pages, 12-point font, 1-inch margins, double spaced with a maximum of 2000 words, excluding bibliography) that evidences the following learning outcome:

"Students demonstrate a facility with the overall planning, implementation and evaluation process for connecting users with information through systems, technologies, services and products.”


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:

·        Reflects a careful review of available literature related to the topic/issue

·        Includes at least seven sources (in a variety of formats)

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

The common assignment will be the final assignment in all LIS 704 classes. It will receive 15% of the final grade.

Grades and Grade Point Equivalents:

The following grades and their grade point equivalents for the Dominican University Graduate Schools are:

Alpha Grade

Numerical Equivalent

A

4.0

A-

3.67

B+

3.33

B

3.0

B-

2.67

C+

2.33

C

2.0

C-

1.67

Consequences for failure to meet the requirements of the course or classroom policies:

Students are expected to attend class, read the assigned texts or readings, participate in class discussions, complete all assignments in the time frames stated and to be present on exam days to turn in their exams.  If problems arise in meeting these expectations, I am willing to work with you to negotiate alternatives but it is your responsibility to tell me if you are running into difficulties.  If problems continue on an ongoing basis and it becomes apparent to me that you are unable to meet the criteria for completing this course, the dean or acting dean will be notified and you will receive and “I,” “WX,” “WF,” or “NC” for the course as is appropriate.

Academic Honesty and Integrity:

Student plagiarism is the deliberate presentation of the writing or thinking of another as the student’s own. In written or oral work a student may make fair use of quotations, ideas, images, etc., that appear in others’ work only if the student gives appropriate credit to the original authors, thinkers, owners or creators of that work. This includes material found on the Internet and in electronic databases.

Cheating entails the use of unauthorized or prohibited aids in accomplishing assigned academic tasks. Obtaining unauthorized help on examinations, using prohibited notes on closed-note examinations, and depending on others for the writing of essays or the creation of other assigned work are all forms of cheating.

Academic dishonesty may also include other acts intended to misrepresent the authorship of academic work or to undermine the integrity of the classroom or of grades assigned for academic work. Deliberate acts threatening the integrity of library materials or the smooth operation of laboratories are among possible acts of academic dishonesty.


Course Schedule & Readings

Week 1 - 9/6/07

Lecture

Introduction to LIS 704; Review Syllabus

In-class work

Introductions

Assignment

  

Readings

None

Week 2 - 9/13/07

Lecture

Reference and Information Services  - [Speaker from Crown Library in Room 111 re: sources at Library]

In-class work

Seating Chart

Assignment

  

Readings

Cassell & Hiremath, Ch. 1

Albanese, A. R. (2004, November). The reference evolution. Library Journal, 129(19 supplement), 10-12, 14, 15.

Lee, J. K., Hayden, A., & MacMillan, D. (2004, Fall). I wouldn’t have asked for help if I had to go to the library: Reference services on site. Issues in Science and Technology Librarianship. Retrieved June 20, 2007, from http://www.istl.org/04-fall/article2.html  

Whitlatch, J. B., Bodner, N. E., Diefenthal, M. Z., Huling, N., & Kluegel, K. M. (2003). Professional competencies for reference and user services librarians.  Retrieved June 9, 2006, from http://www.ala.org/ala/rusa/rusaprotools/referenceguide/professional.htm

Tyckoson, D. (2001, Fall). What is the best model of reference service? Library Trends, 50(2), 183-196.

Wilson, L. A. (2004). What a difference a decade makes: Transformation in academic library instruction.  Reference Services Review, 32(4), 338-346.

Week 3 - 9/20/07

Lecture

Reference Interview

In-class work

Role Playing; Seating Charts passed out

Assignment

  

Readings

Cassell & Hiremath, Ch. 2

MOUSS Management of Reference Committee. (2004). RUSA: Guidelines for behavioral performance of reference and information service providers. Retrieved June 9, 2007, from http://www.ala.org/rusa/rusaprotools/referenceguide/linesbehavioral.htm

Ross, C. S. (2003, Fall). The reference interview: Why it needs to be used in every (well, almost every) reference transaction. Reference & User Quarterly, 43(1), 38-42.

Tyckoson, D. (2003, Fall). Reference at its core: The reference interview.  Reference & User Quarterly, 43(1), 49-51.

Week 4 - 9/27/07

Lecture

Reference Interview; Bibliographic Sources

In-class work

Assign Groups for Pathfinder assignment

Assignment

Student Instruction of Bibliographic Sources

Readings

Cassell & Hiremath, Ch.4

Borman, C. B., & Mckenzie, P. J. (2005, Winter). Trying to help without getting in their faces. Reference & User Services Quarterly, 45(2), 133-6, 140-6.

Pomerantz, J. (2006, Fall). Collaboration as the norm in reference work. Reference & User Services Quarterly, 46(1), 45-55.

Ross, C. S., & Dewdney, P. (1988). Negative closure: Strategies and counter strategies in the reference transaction. Reference & User Services Quarterly, 38(2), 151-163.

Week 5 - 10/4/07

Lecture

Searching; Ready Reference & Dictionary Sources

In-class work

  

Assignment

Student Instruction of Ready Reference & Dictionary Sources

Readings

Cassell & Hiremath, Ch. 3, 6, & 7

Block, M. (2002, January). My rules of information. Searcher, 10(1), 61-65.

Block, M.  (2002, April). Mapping the information landscape. Searcher, 10(4), 44-48.

Kornegay, B., Buchanan, H., & Morgan, H. (2005, November). Amazing, magic searches.  Library Journal, 130(18), 44-46.

Week 6 - 10/11/07 – VIRTUAL CLASS via  BLACKBOARD

Lecture

Users [Written lecture via Blackboard]

In-class work

Discussion boards via Blackboard

Assignment

Reference Exercise #1 Due

Readings

Cassell & Hiremath, Ch. 15

Curry, A. (2005, Fall). If I ask, will they answer? Reference and Users Services Quarterly, 45(1), 65-75.

Gross, M. (2002, Winter). The imposed query and information services for children. Journal of Youth Services in Libraries 13(2), 10-17.

Kuhlthau, C. C. (1999). Accommodating the user's information search process: Challenges for information retrieval system designers. Bulletin of the American Society for Information Science, 25(3), 12-16.


Week 7 - 10/18/07

Lecture

Information Literacy & Instruction; Biographical Sources

In-class work

  

Assignment

Student Instruction of Biographical Sources; Pathfinder Topics due

Readings

Cassell & Hiremath, Ch. 11 & 16

Association of College & Research Libraries. (1989). Final report of the American Library Association, Presidential Committee on Information Literacy. Retrieved June 9, 2007, from http://www.ala.org/ala/acrl/acrlpubs/whitepapers/presidential.htm

Association of College & Research Libraries. (2003). Guidelines for instruction programs in academic libraries. Retrieved June 25, 2007, from http://www.ala.org/ala/acrl/acrlstandards/guidelinesinstruction.htm

Gold, H. E. (2005, October). Engaging the adult learner: Creating effective library instruction. Portal: Libraries & the Academy, 5(4), 467-481.

Robinson, T. E. (2006, March). Information literacy: Adapting to the media age. Alki, 22(1), 10-12.

Walter, S. (2006, Spring). Instructional improvement: Building capacity for the professional development of librarians as teachers. Reference & User Services Quarterly, 45(3), 213-218.

Week 8 - 10/25/07

Lecture

Information Literacy & Instruction; Geographical Sources

In-class work

  

Assignment

Student Instruction of Geographic Sources; Reference Exercise #2 Due; Final Paper Topic Due

Readings

Cassell & Hiremath, Ch. 10

George, J., & Martin, K. (2004, November). Forging the library courseware link: Providing library support to student in an online classroom environment. College and Research Libraries News, 65(10), 594-613.

Leckie, G. J. (1996, May). Desperately seeking citations: Uncovering faculty assumptions about the undergraduate research process. Journal of Academic Librarianship, 22(3), 201-208.

Lindstrom, J. & Shonrock, D. D. (2006, Fall). Faculty-Librarian collaboration to achieve integration of information literacy. Reference & Users Quarterly, 46(1), 18-23.

Week 9 – 11/1/07

Lecture

Internet & Information; Indexes

In-class work

Reference Jeopardy

Assignment

Student Instruction of Indexes

Readings

Cassell & Hiremath, Ch. 8 & 13

Egger-Sider, F., & Devine, J. (2005). Google, the invisible web, and librarians: Slaying the research Goliath. Internet Reference Services Quarterly, 10(3/4), 89-101.

Proctor, E. (2002, September/October). Spelling and searching the internet: An overlooked problem. Journal of Academic Librarianship, 28(5), 297-305.  

Sherman, C., & Price, G. (2003, Fall). The invisible web: Uncovering sources search engines can’t see.  Library Trends, 52(2), 282-298.

Week 10 - 11/8/07

Lecture

Virtual Reference; Encyclopedias

In-class work

  

Assignment

Student Instruction of Encyclopedias; Reference Exercise #3 Due

Readings

Cassell & Hiremath, Ch. 5

Coffman, S., & Arret, L.  (2004, July/August). To chat or not to chat: Taking yet another look at virtual reference. Part I. Searcher, 12(7), 38-46.

Coffman, S., & Arret, L.  (2004, September). To chat or not to chat: Taking yet another look at virtual reference. Part II. Searcher, 12(8), 49-56.

Maxwell, N. K.  (2004, September). The seven deadly sins of library technology. American Libraries, 35(8), 40-42.

Olivares, O. (2004, May). Virtual reference systems. Computers in Libraries, 24(5), 25-29.

Westbrook, L. (2006, May). Virtual reference training: The second generation. College & Research Libraries, 67(3), 249-259.

Encyclopedias

McHenry, R. (2004). The faith-based encyclopedia. TCS:Tech Central Station. Retrieved June 8, 2007, from http://www.techcentralstation.com/11504A.html

Wallace, D. P., & Van Fleet, C. (2005, Winter). The democratization of information? Wikipedia as a reference resource. Reference & User Quarterly, 45(2), 100-103.

Week 11 – 11/15/07

Lecture

Evaluation of Sources & Services

In-class work

  

Assignment

  

Readings

Cassell & Hiremath, Ch. 17 & 19

Block, M. (2003, July). Dealing with digital. Library Journal, 40- 43.

Kieft, R. H. (2002, Summer). When reference works are not books: The new edition of the Guide to Reference Books. Reference & User Services Quarterly, 41(4), 330-334.

Moysa, S. (2004). Evaluation of customer service behavior at the reference desk in an academic library. Feliciter, 50(2), 60-3.

Roncevic, M. (2005, November 15 Supplement). The e-ref invasion. Library Journal, 130(19), 8-10, 13.

11/22/07 Thanksgiving – No Class

Week 12 - 11/29/07

Lecture

Government Documents; Future of Reference and Information Services

In-class work

Reference Jeopardy

Assignment

Reference Exercise #4 Due

Readings

Cassell & Hiremath, Ch. 12 & 20

Anderson, R. (2005). The (uncertain) future of libraries in a Google world: Sounding an alarm. Internet Reference Services Quarterly, 10(3/4), 29-36. 

Block, M. (2003, October). Net effects: How librarians can manage the unintended consequences of the internet. Searcher, 11(9), 42-47.

Cox, J. L., & Skarl, S. A. (2004). Government information education and training: A selected annotated bibliography. Reference Services Review, 32(3), 313-319.

Janes, J. (2003).  Introduction to reference work in the digital age. New York:  Neal-Schumann Publishers, Inc. Chapter 5 & 7 (To be provided on Blackboard)

 Zabel, D. (2005, Fall). Trends in reference and public services librarianship and the role of RUSA: Part one. Reference & User Quarterly, 45(1), 7-10.

Zabel, D. (2005, Winter). Trends in reference and public services librarianship and the role of RUSA: Part two. Reference & User Quarterly, 45(2), 104-7.

Week 13 - 12/6/07

Lecture

Wrap Up, Evaluations

In-class work

  

Assignment

Pathfinder Presentations

Readings

None

Week 13 - 12/13/07

Lecture

No class

In-class work

  

Assignment

  

Readings

None

Week 14 - 12/20/07

Lecture

No class

In-class work

  

Assignment

Final Paper due to Blackboard by 11:59 PM

Readings

None

Assignments Due

Date Due

Assignment

9/27/07

Student Instruction of Bibliographic Sources

10/4/07

Student Instruction of Ready Reference Sources & Dictionaries

10/11/07

Reference Search #1

10/18/07

Student Instruction of Biographical Sources; Pathfinder Topic due

10/25/07

Reference Search #2; Student Instruction of Geographical Sources; Final Paper Topic Due

11/1/07

Student Instruction of Indexes

11/8/07

Reference Search #3; Student Instruction of Encyclopedias

11/29/07

Reference Search #4

12/6/07

Pathfinder Presentations; Group Evaluations

12/20/07

Final Paper