GRADUATE
LIS 737 Online
Information Systems
Summer I, 2008
May 12-June 30, 2008
Mondays and
Wednesdays, 1:00-4:00 p.m.
Marjorie E. Bloss,
Instructor
Crown 342
Telephone: 1-708-524-6468
E-mail:
mbloss@dom.edu
Office hours:
Mondays and
Wednesdays, 11:00 a.m.-12:30 p.m.
Other times, by
appointment
COURSE DESCRIPTION:
Bulletin Description of the Course: Fundamentals of library automation, with a
central emphasis on the design, development, management and uses of the OPACs
in the context of integrated library systems.
Studies selection, evaluation and use of computer based systems for
acquisitions, cataloging, circulation, serials control and other library
processes. Focuses on managerial issues,
including evaluation of automated systems, system migration, RFPs, local system
design, authority control, standards and protocols.
LEARNING OBJECTIVES
Three of the “Objectives of the MLIS
degree program” are especially relevant to this course. They are:
1.
“Articulating and applying a philosophy of service that incorporates an
awareness of the legacy of libraries and information centers within our
cultures”,
3.
“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” and
5.
“Designing, implementing and evaluating systems, technologies, services
and products that connect users with information”.
Students completing this course
should be able to:
TEXT BOOKS AND REQUIRED
TEXTBOOKS
Breeding,
Cohn, John
M. and Ann L. Kelsey and Keith Michael Fiels.
Planning for Integrated Systems
and Technologies.
Kochtanek,
Thomas R. and Joseph R. Matthews. Library Information Systems: from Library Automation to Distributed
Information Access Solutions.
Hodgson,
Cynthia. The RFP Writer’s Guide to Standards for Library Systems.
Bazirjian,
Rosann. “The Administration and
management of integrated library systems.”
Library Resources & Technical Services. Vol. 48 : no. 1 (Jan. 2004), pp. 34-47.
Catalogers Desktop.
Available on the computers at the Rebecca Crown GSLIS Computer Lab
only. See separate hand-out.
Coylar,
Nancy. “The Process of Selecting
Federated Search and Link Resolver Products”,
“
EDUCAUSE. Evolving Technologies Committee. Overview of Integrated Library Systems. www.educause.edu/ir/library/pdf/DEC0201.pdf
ERIC
Clearinghouse. Integrated Library
Systems. ERIC Digest. (web look-up)
Evans, G.
Edward, Sheila S. Intner, and Jean Weihs.
Introduction to Technical Services. 7th ed.
Innovative Redesign and
Reorganization of Library Technical Services: Paths for the Future and Case
Studies, edited by
Bradford Lee Eden.
Khurshid,
Zahiruddin. “Migration from DOBIS/LIBIS
to Horizon at KFUPM.” Library Hi Tech, 24:3, pp. 400-451. 2006.
Koneru,
Indira. “Integrated Library System: Selection and design.” DESIDOC
Bulletin of Information Technology, 25:5/6, pp. 3-9. S/N 2005.
Library of Congress.
It is expected that you will explore and become familiar with the Library of Congress’ online services and
catalog (they use the same system as Dominican) as well as their other
cataloging and classification services, including tools for cataloging and
classification, and MARC 21.
Library of Congress. MARC21 format.
http://www.loc.gov/marc/bibliographic/ecbdhome.html
Also
available at http://connexion.oclc.org
(See
separate document for authorization numbers and passwords.)
MARC Format, Bibliographic:
http://www.oclc.org/bibformats/en/defaults.htm
Matthews,
Joseph R. Technology Planning: Preparing and Updating a Library Technology Plan.
OCLC Connexion.
(See separate sheet for log-in information)
OCLC ACCESS:
The
Searching WorldCat Reference Card is available in HTML format at:
http://www.oclc.org/support/documentation/worldcat/searching/refcard/searchworldcatquickref.pdf
Sloan, B.
G. “Understanding consortia better: what vendors can learn.” Library Journal, 125:5, pp. 57-58,
Understanding MARC Bibliographic
Machine-Readable Cataloging.
Yee,
Martha M. “New perspectives on the
shared cataloging environment and a MARC 21 shopping list.” Library Resources & Technical Services. Vol. 48 : no. 3 (July 2004), pp.165-178.
www.librarytechnology.org/vend-search.pl
There is a laboratory on the third
floor (next to the office) that is set up with computers giving you access to Catalogers
Desktop, OCLC’s WorldCat and Connexion, Dublin Core Metadata standards,
Authorities User Guide, Authority Record Format. You are also able to access the various
subject databases subscribed to by Dominican.
It is expected that you will explore and become familiar with the OCLC
URLs in particular.
The
Instructor assumes the right to modify the assigned readings during the
semester as is appropriate.
BLACKBOARD ACCOUNTS:
An online Blackboard (http://Blackboard.dom.edu) has been set
up to facilitate the sharing of information, either administrative or questions
about the class content. This is a
private Blackboard accessible only to students currently enrolled in the
course. I will provide instruction on setting up your Blackboard
account during the first class session. I
will also set up Discussion Groups so we can share questions and ideas by
e-mail. Please feel free to post
Blackboard messages to communicate and share ideas with each other. Also fee 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 and general discussion.
ASSIGNMENTS AND COURSE REQUIREMENTS
Any essays or papers (be it for
assignments or for exams) will be evaluated on the following criteria:
Persuasive presentation of position
Supporting reasons are
sufficient and appropriate
Position is effectively
supported
Evidence of reading and
reflection
Clarity of exposition
Logical train of thought
Adequate connections between
ideas, examples, etc.
Quality of writing
Proper grammar, spelling and
sentence structure
GRADING
The
following list the assignments for the course and the percentage of your final
grade attributed to each.
MARC
Assignment 10%
Library
department functionality description 15%
Description
and analysis of vendors researched 15%
Vendor
selection presentation and collaborative paper 25%
Individual component (15%)
Group component (10%)
Implementation
plans, presentation and collaborative paper 25%
Individual component (15%)
Group component (10%)
Class
participation 10%
TOTAL 100%
Collaborative
presentations and papers
Two grades
will be given to the teams.
Each
person will receive a grade for his/her portion of the System Functionalities
and Vendor Evaluation document and the Implementation Plan (15%).
Each team
will receive a collective grade for the complete Systems Functionalities and
Vendor Evaluation and Implementation Plan (10%).
IMPORTANT COURSE INFORMATION:
Course approach:
Teaching strategies may include assigned readings,
lectures, demonstrations, class participation, in-class assignments, projects
and presentations. Theoretical concepts,
practical applications and technical definitions will typically be presented
through class lecture and assigned readings.
Students will then demonstrate their understanding by applying the
concepts to simulated situations and by presenting these projects orally in
class and in writing.
Participating 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.
ASSESSMENT:
Grades
and Grade Point Equivalents:
The
following grades and their grade point equivalents for the Dominican University
Graduate Schools are:
|
Alpha grade |
Numerical equivalent |
Point span |
|
A |
4.0 |
100-95 |
|
A- |
3.67 |
94-90 |
|
B+ |
3.33 |
89-85 |
|
B |
3.0 |
84-80 |
|
B- |
2.67 |
79-75 |
|
C+ |
2.33 |
74-70 |
|
C |
2.0 |
69-65 |
|
C- |
1.67 |
64 and
below |
Interpretations of Grades
GRADUATE
GRADING POLICY
The
faculty of the Graduate School of Library and Information Science use the
following guidelines in their grading:
Numeric
Grade 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 performance 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.
Policies regarding completion of
assignments:
It is the student’s responsibility
to complete assignments and turn
them in on time. Late assignments are
strongly discouraged and the grade will lowered one full grade for each session
an assignment is late. If the student
has a crisis, s/he must bring this to my attention immediately if s/he expects
any adjustment to the assignment schedule.
I will then decide on a case-by-case basis if late penalties will be
reduced or waived.
Class room policies regarding
attendance and late arrival:
Students are expected to arrive to
class on time and stay for the entire session.
You are graduate students and adults and are responsible for your
actions. Consequently, attendance will
rarely be taken as a method of checking up on you. However, if you frequently come in late or
miss classes, this will be reflected in your final grade as class participation
is an essential component of your final grade.
Students who must miss a class due to
religious observance, illness or other emergencies should notify me by e-mail
or phone before class time. Students are
responsible for obtaining class materials distributed during their absence, for
ensuring their familiarity with the material covered in class, and for
completing any assignments on time.
You are expected to turn off all cell
phones and pagers during class so that full attention can be given to the work
at hand.
Statements about consequences for
failure to meet the requirements of the course or classroom policies:
Students are expected to attend class,
read the assigned texts, participate in class discussions, and complete
in-class and homework assignments in the time frames stated and to be present for
presentations. If problems arise in
meeting these expectations, I am willing to work with you to resolve them 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, I will inform the dean or acting dean of the
situation. Any grade of “I” (incomplete)
will be determined on a case-by-case basis.
Taping or videoing the class
There will be no taping or videoing of the class unless the
reason is to conform to
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. 23). Please see the
Dominican University Student Handbook for the full statement on academic
integrity.
OTHER
URLs have been checked for currency
and will be verified prior to any assignment.
Calhoun,
Karen. The Changing Nature of the Catalog and Its Integration with Other
Discovery Tools. Final Report.
Caplan,
Priscilla. Metadata Fundamentals for All Librarians.
Dixon,
Larry E. “Z39.50 and Its Use in Library
Systems (Part one)”, ALCTS Newsletter 5, no. 6 (1994) and Part two, ALCTS
Newsletter 6, no. 1 (1995).
Doering,
William. “Managing the Transition to a New Library Catalog: Tips for Smooth Sailing.” Computers
in Libraries. Vol. 20, no. 7. July/Aug.
2000.
Hagler,
Ronald. The Bibliographic Record and Information Technology. 3rd ed.
Innovative Redesign and
Reorganization of Library Technical Services, edited by Bradford Lee Eden.
Library of
Congress Home Page. (http://www.loc.gov)
Mann,
Thomas. Library Research Models: A Guide to Classification, Cataloging, and
Computers.
Medical
Subject Headings. MeSH Introduction.
Medical Subject Headings (http://www.nlm.nih.gov/mesh/meshhome.html)
Fact Sheet: Medical Subject Headings
(MESH) (http://www.nlm.nih.gov/pubs/factsheets/mesh.html)
Fact Sheet: UMLS Metathesaurus
Taylor,
Arlene G. Introduction to Cataloging and Classification, 10th ed.
Taylor,
Arlene G. The Organization of Information.
2nd ed.
Tennant,
Roy. “Digital Libraries: Metadata Leadership”. Library Journal, August 2004.
Text
Encoding Initiative. (http://www.tei-c.org/)
GRADUATE
LIS 737 Online
Information Systems
Summer I 2008, May
12-June 30, 2008
Marjorie E. Bloss, Lecturer
COURSE ACTIVITIES
May 12
|
Lecture |
Review
of Syllabus. What is an ILS? Setting
the stage: |
|
In-class work |
Small
group discussion: An environmental scan of online library systems |
|
Assignment |
Form
“project teams” and meet. Begin to
determine: Ø
Who will assume responsibility for specific library functions or
departments (Acquisitions, Serials, Cataloging, Circulation, OPAC, Systems
Administration to include additional functionality, etc.). Begin to become familiar with the functions
should be automated. Ø
Who will be responsible for researching various ILS vendors (see
separate hand-out for listings). |
|
|
|
May 14
|
Lecture |
Ø
MARC Format refresher Ø
Discussion of other encoding schema Ø
The Technology Plan |
|
In-class work |
Automation
teams meet to responsibilities for vendor selection. |
|
Assignment |
Ø
Evaluate department functionality from distributed RFPs, and begin to
research automation vendors. Ø
MARC assignment – May 19th
|
|
|
Ø
Breeding, Ø
Cohn. Part II, Sections 7-9.* Ø
Kasdorf, Bill. “The XML
Advantage”. Library Journal, Net Connect 12-15, Spring 2008.* Ø
Kochtanek. Part II, Sections
3-4.* Ø
Vendor brochures. Vendor
websites. Your research. Ø
Kirby, Chris. “The Ideal
Procurement Process: The Vendor’s Perspective. http://www.ilsr.com/vendor.htm* Ø
Hodgson, Cynthia. The RFP
Writer’s Guide to Standards for Library Systems. |
May 19
|
Lecture |
Ø
Library functionality Ø
Evolution of ILS (client/server relationships). Beyond the immediate library: ERMs, Open
systems, Federated searching. Ø
Planning for automation. The
RFI/RFP process. |
|
In-class work |
Library
teams meet to discuss library functionality and automation needs. |
|
Assignment |
Ø
MARC Assignment due. Ø
Project teams meet to discuss their vendor selection recommendation. Written
plans and presentations due on June 11th . |
|
|
Ø
Cohn. Part I, Sections 1-6. Ø
Kochtanek. Part I, Sections
1-2. Ø
EDUCAUSE Evolving Technologies Committee. Overview of Integrated
Library Systems. www.educause.edu/ir/library/pdf/DEC0201.pdf Ø
ERIC Clearinghouse. Integrated
Library Systems. ERIC Digest. (web look-up) Ø
Rogers, Michael. “ILS Vendors
and Librarians Grapple with their Relationship”. Library
Journal, v. 133, no. 2, pp. 23-24, February 2008. |
May 21
|
Lecture |
Automation
in the Consortium environment: Guest
speaker Effect
of an ILS on Library Organization. If a single organization If part of a consortium |
|
In-class work |
Project
teams meet to discuss vendor selection.
Identify vendors to research.
Search websites. |
|
Assignment |
Library
functionality description due May 28th
|
|
|
Ø
Kochtanek. Part IV, Sections
13-14. Ø
Anctil, Eric. Open Source
Integrated Library Systems: An Overview. Ø |