LBR 200: Information Literacy, Fall 2006

LBR 200
Information Literacy

Wednesdays 1:10-3:40pm
Library Classroom, 1^st floor, Fogler Library
3 credits, Spring 2008

Basic Information | Course Assignments & Grading | Course Outline

Instructors Jim Bird
Science & Engineering Center Librarian;
Fogler Library
581-1697 (w)
866-2578 (h)
Jim.Bird@umit.maine.edu

Office Hours Science Center, 2nd floor Fogler Library
Wednesday 4-5pm
Thursday 9-10am
or by appointment
Reference Department

Please note: This syllabus is subject to change. Students are responsible for staying informed of the changes.

Basic Information

Purpose of LBR 200:

This course will provide undergraduate students with both a theoretical approach to the flow of information and the skills necessary to navigate the many kinds of information resources available today. In addition, students will better understand the role of information in today’s society. By developing critical thinking skills concerning the production of information and its use and organization, the foundation will be laid for improved research strategies and life-long intellectual growth.

Goals of LBR 200:

Students will examine and become familiar with specific information resources in a variety of formats. These will include, but will not be limited to, the Internet, other electronic formats, and print. The students will gain hands-on experience navigating these resources.

Students will develop awareness of the legal, economic, social, and public policy aspects of information resources.

Students will become familiar with the strengths and limitations of different types of information resources and the media through which these resources are presented.

Students will learn strategies for the critical evaluation of information resources, including assessing the reliability of a resource and determining the biases that are inherent in any resource.

Students will learn how to structure and implement their own research strategies.

Students will acquire in-depth knowledge of library services and resources.

Required Reading:

The textbook for this course is: Information Literacy and Technology by Carla J. List-Handley available in the University Bookstore. You are required to buy this book as there will be readings from it most weeks. The readings from this textbook are required readings. There are additional readings most weeks. All readings are listed on your course outline. Some readings are on reserve and available at the Reserve Desk (1^st floor) in Fogler Library. Reserve material can be borrowed for up to 4 hours. There are two copies of each reading on reserve. Most of the readings are available over the Internet via the World-Wide-Web. Links to these readings are provided on the homepage for this course. Please notify me by e-mail if you encounter a link that does not work. You will be responsible for all of the course readings, so please come prepared to each class having read the material for that day.

Course Narrative:

Each class will be devoted to a particular topic in information literacy. The first half of each class will be lecture and class discussion on the topic of the day as well as reviewing any assignments that are due. Students are encouraged to discuss their completed assignments in class. The next segment will be devoted to an in-class assignment. Most of these assignments, listed in your course outline, will be accomplished through small group work. Group size will vary according to the assignment and the size of the class. Whatever the size of the group, each member will be expected to participate fully in collecting and organizing information and recording and reporting findings. The group as a whole will accomplish the assignment for that class, with one member of the group taking notes and another member reporting the results to the whole class. It is expected that all students will serve as group reporter and spokesperson at least twice during the semester.

Attendance:

Attendance is expected for all classes. In the case of extraordinary circumstances, please contact me by phone or e-mail before the class meets to let me know that you will not be attending class that day. You will be expected to hand in any assignments for that week at the next class meeting.

FirstClass:

We will be using the University of Maine’s FirstClass in this course. Access to FirstClass is available to all students in the computer clusters on campus. I will use FirstClass to post class announcements and other information. I expect that students will use FirstClass when communicating with me and with other students in the class. A brief orientation to FirstClass will be given on the first day of class. The FirstClass FAQs may be of use as well.

Accommodation of Disabilities:

If you wish to request an accommodation for a disability, please contact either me or Ann Smith (Ann.Smith@umit.maine.edu) Director of Disability Support Services (East Annex 123 , extension 2319) as early as possible in the semester.

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Course Assignments and Grading

Reserve Reading Responses - 10%

Students will submit written reading responses for one of the readings each week. Note however that I expect you to read all readings in preparation for class. Please don't turn in a written reading response that just reiterates what the paper was about. Responses should be your evaluations of the readings. There will not be a specific length for the response but it is expected that each response reflect the student’s thoughts about particular readings. Remember, it is very important that if you want to use someone else’s words, put those words in quotes and cite the source. Reserve reading responses should be typed, word-processed, or submitted to me by e-mail. Responses will be graded on a 3 point scale: 1) evidence of having done the readings, 2) typed/word processed/e-mailed, and 3) handed in on time. Top score=3. Failure to turn in a reading response will result in a zero for that assignment.

Class Participation - 15%

It is expected that students participate both in class discussion on the topic of the day and during the in-class exercises. Because class participation counts for 15% of your grade, it is very important to attend all classes and to do the weekly assigned readings and all other assignments.

Bibliography - 15%

See assignment under Week 7

Issue Paper - 10%

See assignment under week 5

Interview - 15%

See assignment under week 6

Other Assignments - 15%

All other assignments are given in this course outline.

Quizzes - 20% (10% each)

There will be 2 quizzes; one at the beginning of Week 8’s class and one at the beginning of Week 13’s class, our last class. They are noted on your course outline. Quizzes will be based on reserve readings, textbook readings, class assignments, lectures, and class discussion. Questions will mostly be in the multiple choice format. Note: There is no final in this class.

It is very important to complete all assignments on time because it will help you contribute to the class discussion. Each assignment will be discussed before it is due. Please, if you have questions or concerns about any assignment, ask in class or contact me. You will not receive full credit for late assignments. For citation format, please follow APA or MLA style. The MLA handbook for writers of research papers and the Publication manual of the American Psychological Association are kept at the Reference Desk, 1st floor, Fogler Library.

The following points will be graded: Understanding of the assignment (30 points total), Following assignment (30 points total), Construction (spelling, sentence construction, etc.) (30 points total), Handed in on time (5 points total), and e-mailed, word processed, or typed (5 points total). Top score=100. Note that 5 points will be deducted for each week an assignment is late. Failure to turn in an assignment will result in a zero for that assignment. Note that zeros really lower your average.

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Course Outline

WEEK 1 (1/16/08) Structure of Course

Lecture Instructor-contact points (e-mail, telephone, office location); assignments, grading, attendance, participation, written work, small group work, class conduct. Students will introduce themselves, highlight interests. Tour of Fogler Library.

In-class Pre-test. Fill out data sheet. Demo URSUS, FirstClass, and classroom workstations.

Assignment Write a definition of information. Due January 23rd.

Readings
Burkhardt, J., MacDonald, M, and Rathemacher, A. 2004. What is information? Is there anything that isn't information? University of Rhode Island Plan for Information Literacy.

Garfield, E. 1974. What are facts (data) and What is information? Current Comments No. 12.

Losee, R.M. 1997. A discipline dependent definition of information. Journal of the American Society for Information Science 48(3): 254-269. Definition of information section

Norman, F. 1998. Definition of information. Department of Economics, University of Texas.

School of Information Management and Systems, University of California at Berkeley. How Much Information? 2003.
Read the Executive Summary

List-Handley textbook. p. 1-3

Wallis, Jon. Models of information. University of Wolverhampton. 1996.
focus on the Resource and Perception Driven screens

What is information? Information literacy redefined, AASL/AECT Standards, Models of Information Process. Slide 7.

Wresch, William. "Information Rich, Information Poor." In Disconnected: Haves and have-nots in the information age.
New Brunswick, New Jersey: Rutgers University Press, 1996. Read up to the subheading "unexamined assumptions"

WEEK 2 (1/23/08) Define Information

Lecture Discuss information. What is it? Where is it? Is there "one"
definition? Who controls information? How do you know where to look
for/find it? How do you actually get it? Look at different professions -
how is information used?

In-class Use a piece of information with visual data (i.e. a cartoon). What kind of information is contained in the item? What appear to be the beliefs, opinions, assumptions in the information? Do you "get" the information? Examine weeds and flowers.

Assignment readings

Readings
Battles, Matthew. 2000. Lost in the stack. Harpers Magazine 300: 36-39.*

Blosc, H. and Harnad, S. 2005. In a paperless world a new role for academic libraries: Providing open access. ESOF symposium, Stockholm.

Doyle-Wilch, B. n.d. What is a library? Transformations: Liberal arts in the digital age.

Hardesty, L. 2000. "Do we need academic libraries?" Association of College and Research Libraries. Position paper.

Johnson, Pete. An overview of collection-level metadata. 2002. BCS Electronic Publishing Specialist Group. What is a collection? Slides 4 and 5.

Keller, M.A., Reich, V.A., and Herkovic, A.C. 2003. What is a library anymore, anyway? First Monday 8(5).

Lee, H-L. 2000. What is a collection? Journal of the American Society for Information Science 51(12): 1106-1113.

Lombardi, John V. 7/8/2000. "Academic libraries in a digital age." In 20/20 vision for the future, Association for College & Research Libraries, University Libraries section.

Lougee, W.P. 2002. Diffuse Libraries: Emergent roles for the research library in the digital age. Council on Library and Information Resources.

Marcum, D. 2003. Requirements for the future digital library. Journal of Academic Librarianship 29(5): 276-279.*

Ociepka, S. 2002. The future of the academic library. The Olive Tree - Friends of Fogler Library, 9(2).

Wen, S. 2005. Implementing knowledge management in academic libraries: A pragmatic approach. Proceedings of the 3rd Chin-U.S. Library Conference.

*Find the full-text of this paper by searching Academic Search Premier

WEEK 3 (1/30/08) What is a Collection? What is a Library?

Lecture Identify collections you or your friends have. Why are things in
collections? What are different ways to group collections, depending on the use and purpose of each collection? Talk about different libraries and other information centers and their collections.

In-class Sort a collection and provide a rationale for your choices.

Assignment Examine a library, departmental collection, or other collection of information resources (on or off campus), and determine how it is organized. Due February 6th.

Readings An explanation of the Superintendent of Documents Classification system
Library of Congress Classification Outline

Bell, Colleen. 2002. Looking for books and journals Library of Congress Subject Headings. University of Oregon Libraries.

Chan, L.M. 1998. Still robust at 100[:] A century of LC subject headings. LC Information Bulletin, August.

List-Handley textbook. p. 4-7

Mann, Thomas. Doing research at the Library of Congress - a guide to subject searching in a closed stacks library. Washington, D.C.: Library of Congress, Humanities and Social Sciences Division, 1994.. Section II: A, B, and C only

University of Maryland Libraries. 2003. Using Library of Congress subject headings.

WEEK 4 (2/6/08) Subject Systems/Headings

Lecture Why classification systems and subject headings are used; benefits, drawbacks. Library of Congress classification outline. How LC call numbers are read. Who uses and why. Superintendent of Document system. Discuss the collections you have discovered.

Supplementary Beyond Bookmarks: Schemes for Organizing the Web
Library of Congress Subject Headings Ref Z695 L695 (ask at Reference Desk or Science Center office)

Digital Libraries: Metadata Resources

In-class Assign LC subject heading(s) to a book.

Assignment Take an assigned list of URLs and devise a method of classifying them. Due February 13th.

Readings
Jizba, Richard. 2000. Venn diagrams and Boolean operators. Creighton University, Health Sciences Library.
List-Handley textbook. p. 77-94

Middleton, M. 2004. Controlled vocabularies. Queensland University of Technology.
University of Illinois. 2005. Choosing an article database.

WEEK 5 (2/13/08) Selecting and Searching Databases

Lecture Introduction to database selection and searching. Boolean logic. Examine the role of keywords and controlled vocabularies in searching. Discuss your url categorization.

In-class Search the same subject in several databases. Discussion of the following article that will be handed out in class today: McLellan, F. 2001. 1966 and all that - when is a literature search done? Lancet 358: 646.

Assignment
Issue paper. Select a topic concerning information. It can be a topic we have discussed or something that you have read or heard about. Please write a paper not more than 2 pages in length, that briefly reviews the issue. This paper should include you thoughts on the issue. Due April 16th.

Readings Cited reference searching: An introduction. A tutorial using Web of Science. ISI. Also Web of Science tutorial. Steenbock Memorial Library. University of Wisconsin-Madision.
"Copyright & fair use". Stanford University Libraries.

Dickenson, D. 2006. How students and faculty use academic libraries differently. Fast Facts - Recent Statistics from the Library Research Service. ED3/110.10/No. 242.

Tenopir, Carol. 2001. The power of citation searching. Library Journal. 11/1/2001.

U.S. Copyright Office.
Copyright basics Look at
these
sections
only: What Is Copyright
Who Can Claim Copyright
Copyright and National Origin of the Work
What Works are Protected
What is Not Protected by Copyright
How to Secure Copyright
Publication
How Long Copyright Protection Endures
International Copyright Protection
Copyright Registration

U.S. Patent and Trademark Office. Basic facts about registering a trademark.

U.S. Patent and Trademark Office.
General information concerning patents. Look at
these
sections
only: What is a patent?
What can be patented
Novelty and other conditions for
obtaining a patent
Who may apply for a patent
Design patents
Plant patents
Treaties and foreign patents

WEEK 6 (2/20/08) Database Searching and Patents and Trademarks

Lecture
Broad overview of patents, trademarks, and copyright. Continue discussion of database searching.

In-class Web of Science
Find a U.S. patent and a U.S. trademark of interest to you and print out the first page of each.

Assignment Interview a professional in a particular field (from a pre-selected list). Identify the formats of information they use and what communication networks they use. This assignment is due April 2nd.

Readings
NOTE: The Spivey and Wilks paper must be one of the articles selected for a written response.

Brandt, D. Scott. "Relevancy and searching the Internet."
Computers in Libraries, 1996 (Sept) 16(8):35-37.*

Davis, P.M. 2003. Effect of the web on undergraduate citation behavior: guiding student scholarship in a networked age. Portal 3(1): 41-51.

Davis, P.M. 2002. The effect of the web on undergraduate citation behavior: A 2000 update. College & Research Libraries 63(1): 53-60.

Davis, P.M. and Cohen, S.A. "The effect of the web on undergraduate citation behavior 1996-1999." Journal of the American Society for Information Science and Technology, 2001 52(4): 309-314.

Frank, Donald G. "Database integrity: Issues and questions." Journal of Academic Librarianship 1995 (Sept) 21(5): 387. This will be handed out in class.

Hovde, Karen. "You can't get there from here: Student citations in an ephemeral electronic environment." College & Research Libraries, 2007 68(4): 312-321. (Note: find this article by searching the journal title in URSUS and following the links to the full-text of this paper.)

Hunter, J. n.d. The importance of citation. Grinnell College.

List-Handley textbook. p. 123-135, 141-147

OCLC white paper on the information habits of college students. 2002. How academic librarians can influence student's web-based information choices.

Spivey, C.A. and Wilks, S.E. 2004. Reference list accuracy in social work journals. Research on Social Work Practice. 14(4): 281-285.*

*Find paper by searching Academic Search Premier

WEEK 7 (2/27/08) Citing and Searching for Resources

Lecture Citing sources, integrity issues. Internet searching. Review for Quiz next week.

In-class Have each group look at a different information source. Have each group explain how their item is organized, how indexed, what material is covered, who the author(s) is(are), when and where published, frequency of publication, and anything else that the group thinks is important concerning the publication under examination. Finish citation indexing.

Assignment Examine an article in a newspaper, news magazine, and a journal on a similar subject. (Found on Reserve as "Assignment #2") What are the similarities/differences between the information each source provides? Due March 26th.
Prepare an annotated bibliography of 9 sources that are available in Fogler Library or from its website. You must include the following types of sources: book, journal article, government document, and non-print resource. Include detailed comments on your process of finding these sources. This assignment is due April 9th. A more complete explanation of the assignment is available here.

Readings
Altman, Lawrence K. 2002. When peer review produces unsound science. New York Times, 6/11/2002, p. 6,12.

Brown-Syed, Christopher. 2000-2003. What is a peer reviewed journal? valinor.ca

Cardwell. C. 2005. Scholarly journals, popular magazines, and trade publications. Bowling Green State University Library.

"Everything you ever wanted to know about PREPARING A BIBLIOGRAPHY" Busse Library, Mount Mercy College, MMC Notebook - Note #2.

Lund University Libraries. 2005. Directory of open access journals

Nature forum on open access. 2004. One of your articles selected for review must come from this forum.

Suber, P. 2004-2006. Open access overview. latest revision 6/19/2007

University of New Hampshire. Responsible conduct in research. Peer Review.

WEEK 8 (3/19/08) Publishing, Peer Review, and Open Access

**QUIZ** Lecture What does it mean to publish? Who publishes? What do they publish? Where do they publish? How do they publish? How does the publishing process differ by discipline? Look at forms of publications - trade/popular/scholarly. What are similarities and differences? The creation of databases and associated integrity issues.

In-class Look at an article from a journal or proceedings volume. Find the publication date, the acceptance date, the submission date, the date the journal was mailed, the date it arrived in the library, and, if possible, the date it appears in an index/abstract. Make a time line to determine the time lags between each step.

Assignment Work on Interview assignment (due April 2nd), Annotated bibliography (due April 9th), and Issue paper (due April 16th).

Readings
Cool, Collean, Park, Soyeon, Belkin, Nicholas, Koenemann, Jurgen, and Ng, Kwong Bor. Information seeking behavior in new searching environments. Proceedings of the Second International Conference on Conceptions of Library and Information Science. Copenhagen, Denmark.
Jones, Steve. 2002. The Internet goes to college: How students are living in the future with today's technology. Pew Internet & American Life Project.
Kalbach, J. 2006. "I'm feeling lucky": The role of emotions in seeking information on the web. Journal of the American Society for Information Science and Technology 57(6): 813-818.
Kuhlthau, C.C. 1994. Students and the information search process: Zones of intervention for librarians. Advances in Librarianship 18.
Seiden, Peggy, Szymborski, Kris, and Norelli, Barbara. 1997. "Undergraduate students in the digital library: Information seeking behavior in an heterogeneous environment." ACRL, ALA.
Wang, Y-M and Artero, M. 2005. Caught in the web: University student use of web resources. Educational Media International 42(1): 71-82. *
*Find paper by searching Academic Search Premier

WEEK 9 (3/26/08) How Information is Acquired by the Researcher

Lecture General discussion on how information is acquired. Examine the information seeking behaviors and patterns of various disciplines.

In-class Each student will take a book of their choice and examine the references. Data collection sheet will be provided.
Using Academic Search Premier or another database, find an article about information seeking behavior.

Assignment Keep a list of the means by which you acquire information over a 2-day period. Due April 2nd

Readings
no readings - review Chapter 5 in textbook.

WEEK 10 (4/2/08) How Information is Acquired by the Library

Lecture Specifics of how information is acquired. Collection development policy statements. Included will be Books in Print, serials directories, journals, bibliographies, URSUS, Web, etc. Discuss cost considerations of acquiring information. Discuss your 2 day information assignment due today. Discuss your Interview assignment due today.

In-class Continue reference data collection from last week. Using the book from Week 9, cost out 10 of the publications listed in the references or footnotes.

Assignment Interview assignment due today. Work on Annotated bibliography (due April 9th), and Issue paper (due April 16th).

Readings Barker, J. 2005. Evaluating web pages: Techniques to apply & questions to ask. Teaching library internet workshops. University of California, Berkeley.
Bell, C. 2007. Critical evaluation of information. University of Oregon Libraries.

Browne, M.N., Freeman, K.E., and Williamson, C.L. 2000. The importance of critical thinking for student use of the internet. College Student Journal 34(3): 391-398.*

Cornell University Libraries. 2003. Evaluating web resources.

Elder, L. and Paul. R. 2002. Critical thinking: distinguishing between inferences and assumptions. Journal of Developmental Education 25(3): 34-35.*

Fink, Deborah. 1989. "Critical thinking in the information society."
In Process and politics in library research: A model for course design. Chicago: American Library Association. p. 17-30.

List-Handley textbook. p. 99-116

Metzger, M.J., Flanagin, A.J., and Zwarun, L. 2003. College student web use, perceptions of information credibility, and verification behavior. Computers & Education 41: 271-290.

Ormondroyd, J. - updated, edited, web-ready by Engle, M. and Cosgrave, T. 2004. Critically analyzing information sources. Cornell University. Olin & Uris Libraries.

Paul, R. and Elder, L. 2003. Critical thinking...and the art of close reading (part 1). Journal of Developmental Education 27(2): 36-37,39.*

Tillman, Hope. 2003. Evaluating quality on the net. Babson College.

*Find papers by searching Academic Search Premier

WEEK 11 (4/9/08) Critical Evaluation

Lecture Overview of critical evaluation; what is critical evaluation? Why evaluate sources? What is information used/created for? What are some things to look for when evaluating? (including biases) Discuss journal articles, books, newspaper articles. Internet evaluation.

In-class Evaluation of the same record in 2 different databases. Continue or start to work on book references.

Assignment Evaluate the two sources from your bibliography. Who created the information and why? How current is it? What is the information used for? Are there any biases present? Due April 23rd. Annotated bibliography due today. Issue paper due April 16th.

Readings
Emory Libraries. 2005. Internet critical evaluation.

Grassian, Esther. 2006. Thinking critically about World Wide Web resources. UCLA College Library Help Guides.

Harris, Robert. 2007. Evaluating Internet research sources. VirtualSalt.

Kaldjian, Paul. 2005. Critical thinking skills. University of Wisconsin, Eau-Claire.

Kirk, E.E. 1996. Evaluating information found on the internet. Sheridan Libraries of The Johns Hopkins University.

WEEK 12 (4/16/08) Critical Evaluation

Lecture Critical evaluation continued

In-class Search for and evaluate URLs.

Assignment Work on Bibliography evaluation assignment due April 23rd. Issue paper due today.

Readings
List-Handley textbook. p. 149-159 - required to read

View the film Slow Fires: On the preservation of the human record. On reserve in the Media Resource Center, Fogler Library - required to view.

University of Maine. Web Office. What is Web accessibility?

Web Accessibility Initiative. Resources on introducing Web accessibility.

WEEK 13 (4/23/09) Access to Information/Preservation

*QUIZ* Lecture What do we mean by access to information? Who has access & why? Examine ADA issues. Censorship - how does it happen and what does it mean? Preservation issues.

In-class Look at government information and consider access issues. Who can access the information? What are the costs involved in accessing the information? How do differing levels of access influence the information you can obtain? Survey of Fogler Library access issues. Discuss your bibliography evaluation assignment due today. Post-test and course evaluation today.

Assignment Bibliography evaluation assignment due today

Readings

WEEK 14 (4/30/08) NO CLASS - MAINE DAY

Lecture

In-class

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Created by: Jim Bird | Revised: 04/09/08

Instructors					Jim Bird Science & Engineering Center Librarian; Fogler Library 581-1697 (w) 866-2578 (h) Jim.Bird@umit.maine.edu

Office Hours					Science Center, 2nd floor Fogler Library Wednesday 4-5pm Thursday 9-10am or by appointment Reference Department

WEEK 1	(1/16/08)	Structure of Course

	Lecture	Instructor-contact points (e-mail, telephone, office location); assignments, grading, attendance, participation, written work, small group work, class conduct. Students will introduce themselves, highlight interests. Tour of Fogler Library.

	In-class	Pre-test. Fill out data sheet. Demo URSUS, FirstClass, and classroom workstations.

	Assignment	Write a definition of information. Due January 23rd.

	Readings	Burkhardt, J., MacDonald, M, and Rathemacher, A. 2004. What is information? Is there anything that isn't information? University of Rhode Island Plan for Information Literacy. Garfield, E. 1974. What are facts (data) and What is information? Current Comments No. 12. Losee, R.M. 1997. A discipline dependent definition of information. Journal of the American Society for Information Science 48(3): 254-269. Definition of information section Norman, F. 1998. Definition of information. Department of Economics, University of Texas. School of Information Management and Systems, University of California at Berkeley. How Much Information? 2003. Read the Executive Summary List-Handley textbook. p. 1-3 Wallis, Jon. Models of information. University of Wolverhampton. 1996. focus on the Resource and Perception Driven screens What is information? Information literacy redefined, AASL/AECT Standards, Models of Information Process. Slide 7. Wresch, William. "Information Rich, Information Poor." In Disconnected: Haves and have-nots in the information age. New Brunswick, New Jersey: Rutgers University Press, 1996. Read up to the subheading "unexamined assumptions"

WEEK 2	(1/23/08)	Define Information

	Lecture	Discuss information. What is it? Where is it? Is there "one" definition? Who controls information? How do you know where to look for/find it? How do you actually get it? Look at different professions - how is information used?

	In-class	Use a piece of information with visual data (i.e. a cartoon). What kind of information is contained in the item? What appear to be the beliefs, opinions, assumptions in the information? Do you "get" the information? Examine weeds and flowers.

	Assignment	readings

	Readings	Battles, Matthew. 2000. Lost in the stack. Harpers Magazine 300: 36-39.* Blosc, H. and Harnad, S. 2005. In a paperless world a new role for academic libraries: Providing open access. ESOF symposium, Stockholm. Doyle-Wilch, B. n.d. What is a library? Transformations: Liberal arts in the digital age. Hardesty, L. 2000. "Do we need academic libraries?" Association of College and Research Libraries. Position paper. Johnson, Pete. An overview of collection-level metadata. 2002. BCS Electronic Publishing Specialist Group. What is a collection? Slides 4 and 5. Keller, M.A., Reich, V.A., and Herkovic, A.C. 2003. What is a library anymore, anyway? First Monday 8(5). Lee, H-L. 2000. What is a collection? Journal of the American Society for Information Science 51(12): 1106-1113. Lombardi, John V. 7/8/2000. "Academic libraries in a digital age." In 20/20 vision for the future, Association for College & Research Libraries, University Libraries section. Lougee, W.P. 2002. Diffuse Libraries: Emergent roles for the research library in the digital age. Council on Library and Information Resources. Marcum, D. 2003. Requirements for the future digital library. Journal of Academic Librarianship 29(5): 276-279.* Ociepka, S. 2002. The future of the academic library. The Olive Tree - Friends of Fogler Library, 9(2). Wen, S. 2005. Implementing knowledge management in academic libraries: A pragmatic approach. Proceedings of the 3rd Chin-U.S. Library Conference. *Find the full-text of this paper by searching Academic Search Premier

WEEK 3	(1/30/08)	What is a Collection? What is a Library?

	Lecture	Identify collections you or your friends have. Why are things in collections? What are different ways to group collections, depending on the use and purpose of each collection? Talk about different libraries and other information centers and their collections.

	In-class	Sort a collection and provide a rationale for your choices.

	Assignment	Examine a library, departmental collection, or other collection of information resources (on or off campus), and determine how it is organized. Due February 6th.

	Readings	An explanation of the Superintendent of Documents Classification system Library of Congress Classification Outline Bell, Colleen. 2002. Looking for books and journals Library of Congress Subject Headings. University of Oregon Libraries. Chan, L.M. 1998. Still robust at 100[:] A century of LC subject headings. LC Information Bulletin, August. List-Handley textbook. p. 4-7 Mann, Thomas. Doing research at the Library of Congress - a guide to subject searching in a closed stacks library. Washington, D.C.: Library of Congress, Humanities and Social Sciences Division, 1994.. Section II: A, B, and C only University of Maryland Libraries. 2003. Using Library of Congress subject headings.

WEEK 4	(2/6/08)	Subject Systems/Headings

	Lecture	Why classification systems and subject headings are used; benefits, drawbacks. Library of Congress classification outline. How LC call numbers are read. Who uses and why. Superintendent of Document system. Discuss the collections you have discovered.
	Supplementary	Beyond Bookmarks: Schemes for Organizing the Web Library of Congress Subject Headings Ref Z695 L695 (ask at Reference Desk or Science Center office) Digital Libraries: Metadata Resources
	In-class	Assign LC subject heading(s) to a book.

	Assignment	Take an assigned list of URLs and devise a method of classifying them. Due February 13th.

	Readings	Jizba, Richard. 2000. Venn diagrams and Boolean operators. Creighton University, Health Sciences Library. List-Handley textbook. p. 77-94 Middleton, M. 2004. Controlled vocabularies. Queensland University of Technology. University of Illinois. 2005. Choosing an article database.

WEEK 6	(2/20/08)	Database Searching and Patents and Trademarks

	Lecture	Broad overview of patents, trademarks, and copyright. Continue discussion of database searching.

	In-class	Web of Science Find a U.S. patent and a U.S. trademark of interest to you and print out the first page of each.

	Assignment	Interview a professional in a particular field (from a pre-selected list). Identify the formats of information they use and what communication networks they use. This assignment is due April 2nd.

	Readings	NOTE: The Spivey and Wilks paper must be one of the articles selected for a written response. Brandt, D. Scott. "Relevancy and searching the Internet." Computers in Libraries, 1996 (Sept) 16(8):35-37.* Davis, P.M. 2003. Effect of the web on undergraduate citation behavior: guiding student scholarship in a networked age. Portal 3(1): 41-51. Davis, P.M. 2002. The effect of the web on undergraduate citation behavior: A 2000 update. College & Research Libraries 63(1): 53-60. Davis, P.M. and Cohen, S.A. "The effect of the web on undergraduate citation behavior 1996-1999." Journal of the American Society for Information Science and Technology, 2001 52(4): 309-314. Frank, Donald G. "Database integrity: Issues and questions." Journal of Academic Librarianship 1995 (Sept) 21(5): 387. This will be handed out in class. Hovde, Karen. "You can't get there from here: Student citations in an ephemeral electronic environment." College & Research Libraries, 2007 68(4): 312-321. (Note: find this article by searching the journal title in URSUS and following the links to the full-text of this paper.) Hunter, J. n.d. The importance of citation. Grinnell College. List-Handley textbook. p. 123-135, 141-147 OCLC white paper on the information habits of college students. 2002. How academic librarians can influence student's web-based information choices. Spivey, C.A. and Wilks, S.E. 2004. Reference list accuracy in social work journals. Research on Social Work Practice. 14(4): 281-285.* *Find paper by searching Academic Search Premier

WEEK 7	(2/27/08)	Citing and Searching for Resources
	Lecture	Citing sources, integrity issues. Internet searching. Review for Quiz next week.

	In-class	Have each group look at a different information source. Have each group explain how their item is organized, how indexed, what material is covered, who the author(s) is(are), when and where published, frequency of publication, and anything else that the group thinks is important concerning the publication under examination. Finish citation indexing.

	Assignment	Examine an article in a newspaper, news magazine, and a journal on a similar subject. (Found on Reserve as "Assignment #2") What are the similarities/differences between the information each source provides? Due March 26th. Prepare an annotated bibliography of 9 sources that are available in Fogler Library or from its website. You must include the following types of sources: book, journal article, government document, and non-print resource. Include detailed comments on your process of finding these sources. This assignment is due April 9th. A more complete explanation of the assignment is available here.

	Readings	Altman, Lawrence K. 2002. When peer review produces unsound science. New York Times, 6/11/2002, p. 6,12. Brown-Syed, Christopher. 2000-2003. What is a peer reviewed journal? valinor.ca Cardwell. C. 2005. Scholarly journals, popular magazines, and trade publications. Bowling Green State University Library. "Everything you ever wanted to know about PREPARING A BIBLIOGRAPHY" Busse Library, Mount Mercy College, MMC Notebook - Note #2. Lund University Libraries. 2005. Directory of open access journals Nature forum on open access. 2004. One of your articles selected for review must come from this forum. Suber, P. 2004-2006. Open access overview. latest revision 6/19/2007 University of New Hampshire. Responsible conduct in research. Peer Review.

WEEK 8	(3/19/08)	Publishing, Peer Review, and Open Access
**QUIZ**	Lecture	What does it mean to publish? Who publishes? What do they publish? Where do they publish? How do they publish? How does the publishing process differ by discipline? Look at forms of publications - trade/popular/scholarly. What are similarities and differences? The creation of databases and associated integrity issues.

	In-class	Look at an article from a journal or proceedings volume. Find the publication date, the acceptance date, the submission date, the date the journal was mailed, the date it arrived in the library, and, if possible, the date it appears in an index/abstract. Make a time line to determine the time lags between each step.

	Assignment	Work on Interview assignment (due April 2nd), Annotated bibliography (due April 9th), and Issue paper (due April 16th).

	Readings	Cool, Collean, Park, Soyeon, Belkin, Nicholas, Koenemann, Jurgen, and Ng, Kwong Bor. Information seeking behavior in new searching environments. Proceedings of the Second International Conference on Conceptions of Library and Information Science. Copenhagen, Denmark. Jones, Steve. 2002. The Internet goes to college: How students are living in the future with today's technology. Pew Internet & American Life Project. Kalbach, J. 2006. "I'm feeling lucky": The role of emotions in seeking information on the web. Journal of the American Society for Information Science and Technology 57(6): 813-818. Kuhlthau, C.C. 1994. Students and the information search process: Zones of intervention for librarians. Advances in Librarianship 18. Seiden, Peggy, Szymborski, Kris, and Norelli, Barbara. 1997. "Undergraduate students in the digital library: Information seeking behavior in an heterogeneous environment." ACRL, ALA. Wang, Y-M and Artero, M. 2005. Caught in the web: University student use of web resources. Educational Media International 42(1): 71-82. * *Find paper by searching Academic Search Premier

WEEK 9	(3/26/08)	How Information is Acquired by the Researcher

	Lecture	General discussion on how information is acquired. Examine the information seeking behaviors and patterns of various disciplines.

	In-class	Each student will take a book of their choice and examine the references. Data collection sheet will be provided. Using Academic Search Premier or another database, find an article about information seeking behavior.

	Assignment	Keep a list of the means by which you acquire information over a 2-day period. Due April 2nd

	Readings	no readings - review Chapter 5 in textbook.

WEEK 10	(4/2/08)	How Information is Acquired by the Library
	Lecture	Specifics of how information is acquired. Collection development policy statements. Included will be Books in Print, serials directories, journals, bibliographies, URSUS, Web, etc. Discuss cost considerations of acquiring information. Discuss your 2 day information assignment due today. Discuss your Interview assignment due today.

	In-class	Continue reference data collection from last week. Using the book from Week 9, cost out 10 of the publications listed in the references or footnotes.

	Assignment	Interview assignment due today. Work on Annotated bibliography (due April 9th), and Issue paper (due April 16th).

	Readings	Barker, J. 2005. Evaluating web pages: Techniques to apply & questions to ask. Teaching library internet workshops. University of California, Berkeley. Bell, C. 2007. Critical evaluation of information. University of Oregon Libraries. Browne, M.N., Freeman, K.E., and Williamson, C.L. 2000. The importance of critical thinking for student use of the internet. College Student Journal 34(3): 391-398.* Cornell University Libraries. 2003. Evaluating web resources. Elder, L. and Paul. R. 2002. Critical thinking: distinguishing between inferences and assumptions. Journal of Developmental Education 25(3): 34-35.* Fink, Deborah. 1989. "Critical thinking in the information society." In Process and politics in library research: A model for course design. Chicago: American Library Association. p. 17-30. List-Handley textbook. p. 99-116 Metzger, M.J., Flanagin, A.J., and Zwarun, L. 2003. College student web use, perceptions of information credibility, and verification behavior. Computers & Education 41: 271-290. Ormondroyd, J. - updated, edited, web-ready by Engle, M. and Cosgrave, T. 2004. Critically analyzing information sources. Cornell University. Olin & Uris Libraries. Paul, R. and Elder, L. 2003. Critical thinking...and the art of close reading (part 1). Journal of Developmental Education 27(2): 36-37,39.* Tillman, Hope. 2003. Evaluating quality on the net. Babson College. *Find papers by searching Academic Search Premier
WEEK 11	(4/9/08)	Critical Evaluation
	Lecture	Overview of critical evaluation; what is critical evaluation? Why evaluate sources? What is information used/created for? What are some things to look for when evaluating? (including biases) Discuss journal articles, books, newspaper articles. Internet evaluation.

	In-class	Evaluation of the same record in 2 different databases. Continue or start to work on book references.

	Assignment	Evaluate the two sources from your bibliography. Who created the information and why? How current is it? What is the information used for? Are there any biases present? Due April 23rd. Annotated bibliography due today. Issue paper due April 16th.

	Readings	Emory Libraries. 2005. Internet critical evaluation. Grassian, Esther. 2006. Thinking critically about World Wide Web resources. UCLA College Library Help Guides. Harris, Robert. 2007. Evaluating Internet research sources. VirtualSalt. Kaldjian, Paul. 2005. Critical thinking skills. University of Wisconsin, Eau-Claire. Kirk, E.E. 1996. Evaluating information found on the internet. Sheridan Libraries of The Johns Hopkins University.

WEEK 12	(4/16/08)	Critical Evaluation
	Lecture	Critical evaluation continued

	In-class	Search for and evaluate URLs.

	Assignment	Work on Bibliography evaluation assignment due April 23rd. Issue paper due today.

	Readings	List-Handley textbook. p. 149-159 - required to read View the film Slow Fires: On the preservation of the human record. On reserve in the Media Resource Center, Fogler Library - required to view. University of Maine. Web Office. What is Web accessibility? Web Accessibility Initiative. Resources on introducing Web accessibility.

WEEK 13	(4/23/09)	Access to Information/Preservation

QUIZ	Lecture	What do we mean by access to information? Who has access & why? Examine ADA issues. Censorship - how does it happen and what does it mean? Preservation issues.

	In-class	Look at government information and consider access issues. Who can access the information? What are the costs involved in accessing the information? How do differing levels of access influence the information you can obtain? Survey of Fogler Library access issues. Discuss your bibliography evaluation assignment due today. Post-test and course evaluation today.

	Assignment	Bibliography evaluation assignment due today

	Readings