Dominican University Mission: Dominican University, a
comprehensive Catholic institution sponsored by the Sinsinawa Dominican
Sisters, prepares candidates to pursue truth, to give compassionate service and
to participate in the creation of a more just and humane world. The University Motto, Caritas et Veritas, characterizes the essence of this mission.
Graduate
LIS 701 02: Introduction to
Library and Information Science, Spring 2008
Thursdays, 1-4 p.m.
Contact Info: Professor Janice
M. Del Negro
Crown
323
708.524.6871
jdelnegro@dom.edu
Office Hours: Thursdays, 4-5
Wednesdays, 4-5
Other
hours by appointment
LIS 701 is 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 topic intellectual property (copyright), access,
confidentiality of records, intellectual freedom and censorship; and of current
professional issues.
This course aims to build reflective
practitioners capable of:
o
Articulating and applying a philosophy of service that
incorporates an awareness of the legacy of libraries and information centers
within our culture;
o
Promoting the professional values of ethical
responsibilities, intellectual freedom and universal access to information;
o
Identifying and analyzing information needs and opportunities
of individuals and organizations, both within the traditional information
service areas as well as the broader information sector.
At the conclusion of this course,
students will be able to:
o
demonstrate an understanding of information infrastructure
and information policy
o
demonstrate an understanding of where libraries fit in the
developing information infrastructure
o
demonstrate an understanding of the similarities/differences
in the purposes, functions and processes, users, collections, and evaluation of
academic, public, school, special libraries and information centers
o
describe the history and trends of libraries and information
centers, books and other media, publishing, and information technology
o
demonstrate a knowledge of the principles and basic elements
of the collection development process with an understanding of how the growth
of information in electronic formats is changing the way librarians develop
collections for users
o
demonstrate an understanding of intellectual property,
access, confidentiality of records, intellectual freedom, and censorship, along
with other relevant current legal and ethical topics
o
-discuss major professional current issues
o
articulate an initial philosophy of library/information
science
Required Texts:
o Rubin, Richard E. Foundations
of Library and Information Science.
o
The Cluetrain Manifesto, 1-95 at http://www.cluetrain.com/#manifesto
o
One context book; see separate sheet for titles
o Additional readings as noted in course schedule
Grading
Class participation is worth
25% of your grade.
Infrequent class participation
will substantially lower your overall grade.
All assignments must be turned in by
the due date in order to receive full credit.
Due dates are not flexible unless an agreement is made with the
professor at least 24 hours in advance of class time on the due date. Emergencies will be handled on a case-by-case
basis.
Grades for written assignments are
based on clarity of writing, comprehensive attention to both the topic and the
assignment requirements, quality of work, and visible demonstration of
effort.
Oral presentations are graded on the
speaker’s ability to connect with the audience, organization of information,
use of language, fluency, volume, use of visual aids, and adherence to time
limits.
Professional, grammatically correct
writing is expected. To state this
requirement plainly, spelling, punctuation, and grammar count. If this is a problem, find someone whose
skills you trust to proofread your written work, or go to the
For a refresher course on grammar and
punctuation, see:
Strunk, Jr., William. The Elements of Style. FQ Classics,
2007. (The fourth edition will do as
well.)
Academic Honesty and Integrity
"All students of the
Plagiarism is unethical and unprofessional and will result in
project failure. Each student is
responsible for understanding what plagiarism is and how to avoid it. See Purdue University's "Avoiding
Plagiarism," http://owl.english.purdue.edu/handouts/research/r_plagiar.html
or Indiana University's "How to Recognize Plagiarism", http://education.indiana.edu/~istd/test.html
if you are unsure about what is and what is not considered acceptable behavior
when using other people's words and ideas.
GSLIS GRADING POLICY (Effective 12/15/2004)
Please note: According to the
The faculty of
|
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. |
Blackboard Accounts
An online
Blackboard will be set up for our class. You will need to establish a
Blackboard login. Bulletin board
postings will be done on Blackboard, and will count toward your class
participation grade. All assignments
will be posted as well. It is your
responsibility to check Blackboard routinely for any announcements,
clarification of assignments, and general discussions. Participation on Blackboard will count
towards your class participation grade.
Format for Written Assignments
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 use Blackboard
for further discussion and postings. Please feel free to bring additional
literature to the attention of the class. Infrequent class participation will
substantially lower your overall grade. 25 %
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 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 count. Citations from the literature
should be included supporting your ideas and opinions. Please see the course
schedule for due dates. 30 % (10 % each)
Subject Bibliography: For this
assignment, you will need to use review sources to develop a subject
bibliography of 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%
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 2 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. See course schedule for due date; your
paper is due the evening of your presentation. 15%
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 agency that interests you. Your paper (8 pages,
double-spaced) must be based on a literature review of the issue or topic. The paper must 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. See course schedule for due
date. 15%
Class Schedule
January 10: Introduction
Introduction to course, readings,
activities and requirements.
January 17: Foundations & History
Introduction to Rebecca Crown Library Resources
Buckland, Michael. “What Is a Document?”
Journal of the American Society for
Information Science, 48.9, 804-809
http://www3.interscience.wiley.com/cgibin/abstract/39756/ABSTRACT?CRETRY=1&SRETRY=0
Bush, Vannevar. “As We May Think.” Atlantic Monthly, July, 1945.
http://www.theatlantic.com/doc/194507/bush
Keller, Michael A., Victoria A. Reich,
and Andrew C. Herkovic. “What Is a Library Anymore, Anyway?:First Monday.
http://www.firstmonday.org/issues/issue8_5/keller/
Zandonade,
Tarcisio.“Social Epistemolgy from Jesse Shura to Steve Fuller.” Library Trends, Mar 22, 2004.
http://www.thefreelibrary.com/Social+epistemology+from+Jesse+Shera+to+Steve+Fuller-a0125151311
January 24: Information Infrastructure
Foundations and History continued; Information
Infrastructure
Buckland, Michael. “Information as
Thing.” Journal of the American Society of
Information Science 42:5(1991): 351-360 (reprint)
http://people.ischool.berkeley.edu/~buckland/thing.html
Due: Issue Paper 1: The L Word
January 31: LIS: A Service Perspective
Chatman, Elfreda A. “The Impoverished
Life-World of Outsiders.” Journal of the
American Society for Information Science (47) 1996: 193-206.
Dury, John. “The Reformed Librarian”
(1650)
http://infomotions.com/etexts/gutenberg/dirs/1/5/1/9/15199/15199.htm
Equity
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
February 7: Technology
Farb, Sharon. “Libraries, Licensing and
the Challenge of Stewardship.” First
Monday volume 11, number 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? MIT Technology Review, 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
February 14: Information Organization & Collection
Development
Read for February 14:
Rubin:
Giles, J. (2005, 2006). “Internet
Encyclopaedias Go Head to Head.” Nature 438(7070):
900-901. (Access through library databases.)
“Two Days
Without Dewey” (June13, 2007) http://lisnews.org/node/21300/
Wingett, Yvonne.“Gilbert Library to be
First to Drop Dewey Decimal.” The
May. 30, 2007.
http://www.azcentral.com/arizonarepublic/local/articles/0530nodewey0530.html
Asheim, Lester. “Not Censorship but
Selection”
http://www.ala.org/ala/oif/basics/notcensorship.htm
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:
February 21: Library as Institution; Types of Libraries
Read for February 21:
Goldberger, P. “High Tech Bibliophilia”
The New Yorker, May 24, 2004.
Wiegand, W.A. “Library as Place”
Due: Issue Paper: Library as Place OR Digitization
February 28: Professional
Values & Ethics
Read for February 28:
Code of Ethics of the American Library
Association
http://www.ala.org/ala/oif/statementspols/codeofethics/codeethics.htm
http://www.libraryjournal.com/article/CA6440566.html
Wengert, R. (2001). “Some Ethical
Aspects of Being an Information Professional.” Library Trends 49(3):
486-509.
http://www.librarian.net/technicality.html
SPRING BREAK (Hooray!
March 13: Copyright
& Intellectual Freedom
Read for March 13:
“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)
Lessig,
http://www.technologyreview.com/read_article.aspx?id=14505&ch=infotech)
Epstein, Richard. “The Creators Own Ideas: Contrary to What
WebWork:
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
Easter Break
March 27: Prep Night for Partnership Projects
April 3:: Context Book Discussion
Read for April 3: Context
Book
April 10: Information
Policy and Stakeholders and Libraries; Associations & Conferences
Read for April 10:
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.)
Auld, S.
(2005). “Filtering Materials on the Internet Does Not Contradict the Value of
Open Access to Material.” Public Libraries 44.4(2005):
196-198.
Kranich, N.
“Filtering Materials on the Internet Contradicts the Value of Open Access to
Material.” Public
Libraries 44.4(2005):
198-200.
Kranich, N. “
April 17: Group
Presentations
April 24: Library 2.0/Trendspotting
Read for April 24:
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, April 2007, Vol. 68, No. 4.
http://www.acrl.org/ala/acrl/acrlpubs/crlnews/backissues2007/april07/tenassumptions.cfm
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
May 1: Discussion of Final Papers
Course Evaluations
Final papers due