D2L - Collaborate/Elluminate - King Library - MySJSU - CASA - SJSU -

• Home
• Admissions
• Programs
• Our Faculty
• About SLIS

Home - Course Web Pages - Fall 2007 - LIBR 200-12 Outline

LIBR 200-12
Information and Society
Fall 2007 Outline

Blanche Woolls
E-mail
Office Hours:By Appointment

---

Course Links Greensheet Outline Lectures

Resources Blackboard Blackboard Tutorials SLIS eBookstore

---

Part I | Part II | Part III | Part IV | Part V | Part VI | Part VII
Part VIII | Part IX | Part X | Part XI | Part XII | Part XIII

This outline shows the division of the course into TWO Sunday sessions, 10:00 a.m. to 5:00 p.m. on October  21 and December 2. YOU MUST BE PRESENT FOR BOTH SESSIONS. Much of the LIBR 200 experience requires interaction with other students and you will be given assignments that require your presence in the class. The remainder of the class content will be on the Web and Blackboard.

Most of the readings that are required or recommended (except for the required and the recommended textbook) on http://slisweb.sjsu.edu or in the King databases. Additional readings may be added later in the semester, and further information will be posted on our Blackboard site: woolls.200. You will be responsible for reading and responding to class content, assigned readings, and information posted by other students.

You are to read the readings to get a flavor for their content. You need not try to memorize what you are reading. You will not be given a paper and pencil test over the content. However, you should try to get the “flavor” of the message, fitting it into what you already know, but giving you additional information. You will remember information that applies directly to you, those items, facts, references that will be important to you as you continue in this program.

This course covers a time period of fourteen weeks to complete most of the written assignments. It is anticipated that students will be able to concentrate their efforts on the course during this time period. If competing events are scheduled in your life, you should plan to take this course at another time.

Prior to Sunday, September 9, students are expected to have:

• Registered on Blackboard and read all the announcements.
• Listened to the “Introduction” and “Assignments” power point presentations.
• Responded to discussion board assignments on Blackboard. The first and most important is the short introduction of yourself for the class.
• Listened to the following power point presentations: Learning Styles, History of Libraries, and Prince of Librarians. You will be responding to discussion board questions on these before and after the first session.
• Read as many of the readings as possible from Part I. (See below) The access code to the readings will be posted on Blackboard. Eberhart’s 4th edition is easy reading and you should find a copy in a nearby library. If you can’t find one there, you should consider buying it. You will find the contents useful as you write other papers. If you are unable to get a copy of the 4th edition, the readings currently on the SLIS website will be left for you to read. Please remember that those from the 3rd edition are now dated.
• Read everyone’s introduction, paying close attention to their perceived learning style.

A time estimate for the above will be approximately four hours, depending upon how fast you read the readings and how rapidly you can key information into Blackboard.

Part I. Libraries and Society: An Overview of the Course

History of libraries, information services and information technology. Role of libraries and their relationship to other information providers. Examines the provision of library and information services in the information society.

Required Reading

• Eberhart, G. M. (2006)  The Whole Library Handbook 4: Current Data, Professional Advice, and Curiosa about Libraries and Library Services. Chicago, IL: American Library Association: 2-38; 39-49; 61-65.
• Eberhart, G. M. (2000). The Whole Library Handbook 3: Current Data, Professional Advice, and Curiosa about Libraries and Library Services. Chicago, IL: American Library Association: 2-45; 56-68.
  • pp. 2-11
  • pp. 12-13
  • pp. 14-15
  • pp. 16-17
  • pp. 18-19
  • pp. 20-21
  • pp. 22-23
  • pp. 24-25
  • pp. 26-27
  • pp. 28-29
  • pp. 30-31
  • pp. 32-33
  • pp. 34-35
  • pp. 36-37
  • pp. 38-39
  • pp. 40-41
  • pp. 42-43
  • pp. 44-45
  • pp. 56-57
  • pp. 58-59
  • pp. 60-61
  • pp. 62-63
  • pp. 64-65
  • pp. 66-67
  • p. 68
• Harris, M., Hannah, S. & Harris, P. (1998). Into the Future. (2nd ed.). Greenwich, CT: Ablex Publishing: (pp. 23-50).
  • pp. 23-25
  • chap. 2a
  • chap. 2b
• Rubin, Chap. 7

Recommended Reading

• Intner, S. (1998, March). "The Good Professional: A New Vision." American Libraries, 48-50.

[Top of Page]

Between September 10 and September 30 you will read Parts II through IV. Discussion related to these readings will be made as assignments on Blackboard’s Discussion Board. View Power Point lecture: Finding Biographical Information.

Part II. Characteristics of Information

Introduction to the concepts of information in a free society and a historical perspective on the need to provide equal access to information in order to maintain a democratic society. Examines issues related to intellectual freedom.

Required Reading

• Rubin, chap. 1.

Recommended Reading

• Eberhart, 4th ed., 408-482.
• Library Bill of Rights
• Harkovitch, M. Hirst, A., and Loomis, J. (2003). “Intellectual Freedom in Belief and in Practice.” Public Libraries 42 (6). pp. 367-374.
• Schramm, W. (1975). "How communication works." In A.Wells (Ed), Mass media and society. 2nd ed. (pp. 171-179). Palo Alto, CA: Mayfield.

[Top of Page]

Part III. The Information Society

Discusses the concept of the “Information Society” and places it in a political, historical, and sociological perspective. Considers the role of technology in society and how it relates to social change.

Required Reading

• Bates, M. J. (1999). "The invisible substrate of information science." Journal of the American Society for Information Science, 50 (12), 1043-1050. (Also available at http://www.gseis.ucla.edu/research/bates1.html)
  While this one is quite dated, it sets the stage for Marcia Bates’ article above.
• Bell, D. "The social framework of the information society," in T. Forester, (Ed.), The Microelectronics revolution: The complete guide to the new technology and its impact on society (pp. 500-549). Cambridge, MA: NIT PRess.
  • pp. 500-517
  • pp. 518-535
  • pp. 536-549
• Gorman, M. (2001, April). Technostress and library values. Library Journal, 126, 48-50.

[Top of Page]

Part IV. Library and Information Professional Response to Technological Change

The social, political, and technical changes caused by technology in the information workplace.

Required Reading

• Eberhart 4th ed., 418-456.
• Eberhart 3rd ed., 410-439
  • pp. 410-413
  • pp. 414-417
  • pp. 418-421
  • pp. 422-427
  • pp. 428-433
  • pp. 434-438
• Rubin, chap. 3 (pp. 57-92) 
• Fidishun, D. (2001) People Servers vs. Information Providers: The Impact of Service in Technology Training. Information Technology and Libraries. 20 (1): 29-33.

This one is pure fun and you will be able to discuss some of these technologies on Blackboard:

• Stevens, N. (1991). A popular history of library technology, N. M. Nelson (Ed), Library technology 1970-1990: Shaping the library of the future: Research contributions from the 1990 Computers in Libraries Conference (pp. 1-13). Westport, CT: Meckler.
  • p. 1-5
  • p. 6-13

Recommended Reading

• Bell, S.J. (2005). Submit or resist: Librarianship in the age of Google. American Libraries 36(9), 68-71.
• Clapp, J. & APfeil, A. (2005, March/April). Virtually seamless: Exploring the role of virtual public libraries. Public Libraries, 44(2), 95-100.
• Owen, A. & Farsaii, S. (2006). The impact of wireless on schools and libraries. Knowledge Quest, 34(3), 18-19.

[Top of Page]

Between September 30 and October 8 you will read Part V. Discussion related to these readings will be made as assignments on Blackboard’s Discussion Board.

Part V. Status of Librarianship as a Profession

Explores the socially constructed role of the library and information professions and considers competencies, education and training for the library and information professions.

Required Reading

• Eberhart, 4th ed., 72-100, 132-138, 153-156.
• Harris & Hannah, chap. 2;
  • chap. 2a
  • chap. 2b
• Rubin, chaps. 6, 10.

Recommended Reading

• Eberhart, 140-208
• Winston, M. (2005). Ethical leadership: professional challenges and the role of LIS education. New Library World, 106(5/6), 234-243.

[Top of Page]

Part VI. Ethics of the Profession

Examines the ethical basis for professional activities.

Required Reading

• Harris & Hannah, chap. 4 [part 1 & part 2]
• Rubin, chap. 8, Appendixes D & E.
• Codes of Ethics for Library and Information Professionals

Prior to the second in-person meeting on October 21, students are expected to have: Responded to discussion board assignments on Blackboard. Responded to assignments for the digital drop box. Listened to the assigned power point presentations: Special Populations, Writing a Proposal Prepared your three minute introduction of your luminary. Read as many of the readings as possible from Parts VII through IX. Completed your group work for Valuing the Professional and prepared your presentation for our second session. Your reports about your professional associations and periodicals should be placed on the Discussion Board.

Meeting 2 – Sunday, October 21, 2007, 10:00 a.m. – 5:00 p.m.

During the class: Present Valuing reports, Luminary introductions

Part VII. Valuing the Information Professional

Assesses the economic and social value added by the work of information professionals. the workplace environment in the major types of libraries and information agencies. Includes division of careers.

Required Reading

• Gnuschke, J. (2001) Obtaining market value from intellectual capital. Business Perspectives 4-9.
• Kingma, B. R. (2001) The economics of information: A guide to economic and cost-benefit analysis for information professionals, 2nd ed. Englewood, CO: Libraries, Unlimited: 127-135.
  • p. 127
  • p. 128-129
  • p. 130-131
  • p. 132-133
  • p. 134-135
• Marshall, J.G. ( November 15, 2000). Determining our worth, communicating our value. Library Journal 125(19), 28-30.. 
• Tobias, J. (2003). “Ad-lib: The advertised librarian.” Information Outlook

Recommended Reading

• Bryson, J. (December 2001). “Measuring the Performance of Libraries in the Knowledge Economy and Society.” Australian Academic & Research Libraries 32:4, 332-42.
• Weissinger, Thomas. Competing models of libarianship: Do core values make a difference? The Journnal of Academic Librarianship, 29, 32-39.

[Top of Page]

Part VIII. Professionalism and Values – Professional Associations

Explores the mission and activities of professional organizations.

Required Reading

• Rubin, chap. 9

[Top of Page]

Part IX. Understanding the Information User

Examines theories and methodologies for determining user information needs and helping expand information literacy skills.

Required Reading

• Amstutz, D. and Whitson, D. (1997). University Faculty and Information Literacy: Who Teaches the students? Research Strategies 15: 18-25.
• Baker, S. & Lancaster, F. W. (1996).Chap. 12 "User Studies in Libraries." The Measurement and Evaluation of Library Services 2nd ed. Information Resources Press.
  • p. 369-373
  • p. 374-378
  • p. 379-384
  • p. 385-389
• Estabrook, L. S. (1997). “Polarized Perceptions.” Library Journal 122: 46-48.
• Kozel, K. (1998) Re-Thinking the End-User’s Experience: What Filmmakers, Teachers, and Advertisers Can Teach Us. E-Media Professional 61-67. [pp. 61-63 & pp. 64-67] http://www.onlineinc.com/emedia.
• Thong, J.Y.I., Hong, W., and Tam, Kar Tan (2004) What Leads to User Acceptance of Digital Libraries? Communication of the ACH 79-83.
• Todd, R. J. (2003, July). Adolescents of the Information Age: Patterns of Information Seeking and Use, and Implications for Information Professionals. School Libraries Worldwide 9(2) pp. 27-47
• Liu, Z. (2004) Print vs. electronic resources: A study of user perceptions, preferences, and use. Information Processing and Management, 42, 583-592.

[Top of Page]

Before November 4, you will read Part X – Part XI, respond to discussion, and have begun your special populations exercise.

Part X. Special Populations, Multiculturalism (other ISMs) and Values

The multicultural mission of information workers and information institutions.

Required Reading

• Abramson, I. (2003, January). A haven for homeless kids. School Library Journal, 49(1).
• Chepesiuk, R. (1996). Unlocking doors through literacy. American Libraries. November: 47-48.
• Lawry, B.A. (2002, July-August). The value of a library card to a homeless person. Public Libraries, 41(4), 200-201.
• Rios-Kravitz, R. (1996), Giving birth to the dream: Realizing a multiethnic, multicultural state.” California Libraries  6, 13-17.
• Su, S. S. (1995). “Information and a Forgotten Minority: Elderly Chinese Immigrants.” Library and Information Science Research 17, 69-86.
  • pp. 69-73
  • pp. 74-77
  • pp. 78-86

Recommended Reading

• Dowd, F.S. (1996, Winter). Homeless children in public libraries: A national survey of large systems. Journal of Youth Services in Libraries, 9(2), 155-166.
• Eberhart’s 3rd , 364-382.
• Gandhi, S. (2000). Cultural diversity and libraries: Reaching the goal. Current Studies in Librarianship, 24(1/2), 55-66.
• Josey, E.J. (2002). Diversity in libraries. Virginia Libraries, 48(1), 5-9.
• Klauber, J. (1998). Living well with a disability: How libraries can help. American Libraries November: 52-55.
• Wheeler, M. and Johnson-Houston, D. (2004, February). A brief history of library service to African Amerians. American Libraries, 35, 42-45.

[Top of Page]

Part XI. Information Economics

Examines the economic issues related to information access and ownership.

Required Reading

• Rubin, chap. 4
• Kingma, B. R. (2001) The economics of information: A guide to economic and cost- benefit analysis for information professionals, 2nd ed. Englewood, CO: Libraries Unlimited:
  • pp. 1-8,
  • pp. 57-61,
  • pp. 151-159.

[Top of Page]

Before the third and last meeting, students are expected to have: turned in your major paper; completed all other work that has been assigned previously; read the readings in Parts XII through XIV and responded to any posted Discussion Board questions. Prepared to give your Luminary introduction if you have not done so previously.

Meeting 3 – December 2, 2007 10:00 a.m.—5:00 p.m.

Part XII: Governmental Issues including Information Policy and Intellectual Property

Examines major policy issues related to information with special emphasis on information policy in a democratic society and issues relating to information ownership.

Required Reading

• Harris & Hannah, chaps. 3, 6
  • Chapter 3 (pp. 51-62). State, capital, and national information policy
  • Chapter 3 (pp. 62-77). State, capital, and national information policy
  • Chapter 6 (pp. 119-130). Conclusion: A prologue to library and information services in the post-industrial era
• Rubin, chap. 5.
• Barlow, J. (1994, March). Economy of (everything) ideas. Wired, 85-90; 126-129.
• Horava, T. (2005). Access policies and licensing issues in research libraries. Collection Building 24/1 pp. 9-11.
• Schuler, J. A. (2000). Policy implications of a model public information service: The DOSFAN experience. Governmental information quarterly, 17, 439-449.
  • p. 439-441
  • p. 442-444
  • p. 445-447
  • p. 448-449
• Gellman, R. (2000). Taming the privacy monster: A proposal for a non-regulatory privacy agency. Governmental information quarterly, 17, 235-241.
  • p. 235-238
  • p. 239
  • p. 240-241

Recommended Reading

• Baruchson-Arbib, S. and Bronstein, J. (2002). A viw of the future of the library and information science profession: A Delphi study. Journal of the American Society for Information Science and Technology, 53(5), 397-402.

[Top of Page]

Part XIII. Issues in Library and Information Science and Information Futures

Examines critical issues and predictions for the future of the information society

Required Reading

• Bell, D. (1987). The world and the United States in 2013. Daedalus 16: 1-31.
• Crawford, W. and Gorman, M. (1995). Future libraries: dreams, madness and reality. Chicago: American Library Association. Chapter 12.
• Drucker, P. (November, 1994). The social age of transformation. The Atlantic monthly, 53-80.
• St Lifer, E. (2001). "What public librarians must do to survive." Library journal, 126(6),60-62.
• Whitlach, J.B. (2003). Reference futures: outsourcing, the Web, or knowledge counseling. Reference Services Review 31:1 pp. 26-30.
• Zeidberg, D. S. (1999, Spring). The archival view of technology: Resources for the scholar of the future. Library trends, 796-805.

Recommended Reading

• Eberhart, 4th ed., 69-70, 458-467; 482-491.
• Frank, D.G. and Howell, E. (January 2003). “New relationships in academe: Opportunities for vitality and relevance.” College & Research Libraries News, 64(1), 24-27.
• Wan, G. (June 2006) “Visualizations for digital libraries.” Information Technology and Libraries 25(2), 88-94.
• Wood, G., and Warkin, P. (May 2004). “Academic original sin: Plagiarism, the Internet, and librarians. The Journal of Academic Librarianship. 30(3), 237-42.
• Yang, Z.Y. (March 2005). “Distance education librarians in the U.S: ARL libraries and library services provided to their distance users.” The Journal of Academic Librarianship 31(2), 92-7.

[Top of Page]