LIBR 244-11
Online Searching
Summer 2008 Greensheet
Amelia Kassel
E-mail
Virtual Office: Contact via e-mail
| Greensheet Links Textbooks and Resources Course Requirements Other Requirements |
Resources Blackboard Blackboard Tutorials SLIS eBookstore |
The Greensheet is a course syllabus which may be revised before or during the semester.
This class is completely online via BlackBoard. Enroll at the Blackboard site between May 29th and June 3rd. You will need an access code, which will be sent to all registered students on May 29th. Late enrollments are not accepted. The first day of instruction is June 2nd.
Course Description
This course introduces students to search techniques and content for databases contained in Dialog, Factiva, and LexisNexis, known in the information industry as the Big Three. Students will learn how to formulate search strategies through hands-on exercises based on real-life research questions and select appropriate databases. Through readings, discussions, and exercises, students will work with and compare the Big Three fee-based major aggregator systems to Internet search engines. Along with experiential learning, course topics include the history of the online information industry, current trends, and pricing issues.
Prerequisite: LIBR 202
Course Objectives
LIBR 244 supports the following SLIS Core Competencies:
- Design, query and evaluate information retrieval systems;
- Demonstrate proficiency in the use of current information and communication technologies, and other related technologies, as they affect the resources and uses of libraries and other types of information providing entities.
In addition, this section supports the following SLIS Core Competencies:
- Use service concepts, principles and techniques that facilitate information access, relevance, and accuracy for individuals or groups of users;
- Demonstrate oral and written communication skills necessary for group work, collaborations and professional level presentations.
Student Learning Outcomes
Students will learn:
- Content for three major fee-based aggregator systems
- Effective search strategies and techniques for conducting online searches in fee-based systems
- Dialog command language
- Correct search syntax for three fee-based systems
- How and why fee-based database systems play a role in obtaining precision results quickly and efficiently for clients and users
- Techniques that can be applied or adapted to Internet searching based on conceptual similarities
- How to become better teachers for training users in how to conduct online research in various settings
- How to better decipher quality Internet sources
- Why it’s beneficial to subscribe to and learn the fee-based aggregator systems particularly in business and special library settings
Textbooks and Resources
Required
- Hock, Randolph. The Extreme Searcher's Internet Handbook, 2nd edition, 2007, Information Today.
- Mann, T. Oxford Guide to Library Research, 3rd ed., 2005.
- Walker, Geraldene & Joseph Janes, Online Retrieval: A Dialogue of Theory and Practice, 2nd Ed., 1999, Libraries Unlimited. (Please note that this text is dated and does not cover the vast changes in technology generated by the Internet and today’s search engines; however, the book is a classic title, valuable for understanding how to effectively search fee-based systems, especially Dialog, and contains relevant underlying technology discussed in this course. Despite its date, most students find it useful.)
The books may be ordered through the SLIS eBookstore, part of the Amazon Affiliates program. The SLIS Scholarship fund receives a referral fee on all items you purchase after clicking a book on the SLIS e-Bookstore page.
Online Resources
The following are high quality guides from the major vendors we will study this semester. Read or scan through these and use them as reference materials to assist you in learning. All of the items below can be downloaded at no charge.
- Dialog
Dialog offers a number of instructional materials through its Graduate Education Program at http://gep.dialog.com. Review available sources and select those most useful to you. I’ve listed key materials below but there are others that some students find useful.- Introduction to Dialog for Information Professionals 2006
- Dialog Search Summary Quick Reference Card (Good Cheat Sheet)
- Dialog Pocket Guide (PDF)
- Introduction to Dialog; Featuring DialogClassic [PDF file, 1.2MB]
- Choosing the Right Database Dialog Lab Workbook 2005 - Chapter 5 http://gep.dialog.com/instruction/workbook/2005_labwb_chap5.pdf
- LexisNexis Resources
http://slisweb.sjsu.edu/courses/244/lexisnexis.htm
Requires SLIS Password - Factiva.com Guide http://factiva.com/collateral/files/factivacom_insideoutguide_f1472_2008.pdf
Additional Readings
- Kassel, Amelia. DialogClassic Web, Re-Designed: A Hit! Searcher, May 2007
- Other readings will be assigned via Blackboard throughout the semester.
Course Requirements
Blackboard
Students are expected to check the following BlackBoard sections daily:
- Announcements
- Course Documents
- Assignments
- Discussion Board
Assignments
Students are required to complete the following assignments:
- Read required books and articles, some of which will be assigned via Blackboard.
- Online Discussion: Students are required to participate in online discussions via Blackboard each week, adding thoughtful, substantive comments or questions that relate to the reading material and other assignments. Detailed class discussion requirements will be posted to Blackboard. Participation is 20% of the grade. Lack of satisfactory participation will automatically result in a grade below a B.
- Exercises: A series of questions in which you perform online searches will be posted on Blackboard with specific instructions about each assignment.
- Final Research Report. Prepare a formal report of eight to ten pages in length on a current issue or online research topic of interest to you. Follow APA style and all the rules of good grammar and syntax. Alternatively, you can opt to submit a research project in which you search online systems used this semester and describe and analyze your steps and results along with techniques you have learned. You must include all search work, strategies, and results. The final research report or research project is due the last day of class, August 8th 2008, and should be submitted in a Word file to me via email. The research project may be submitted in more than one file as needed.
Exercise Schedule
| Exercise 1 | Due June 16, 2008 |
| Exercise 2 | Due June 30, 2008 |
| Exercise 3 | Due July 14, 2008 |
| Exercise 4 | Due July 28, 2008 |
| Exercise 5 | Due August 8, 2008 |
Grading Policy
Completing all assignments accurately and on time will earn a grade of B. To raise this grade, you will need to demonstrate above average creativity, imagination, analysis, and scholarship including:
- Originality in the approach to the assignment
- Greater depth of analysis than assignments call for
- Superior organizational and/or written skills in the presentation of the material.
Scores are assigned to each required category:
| Exercises | 60 points |
| Participation in Online Discussion | 20 points |
| Final Research Paper or Project | 20 points |
Grading for exercises is based on a combination of:
- Following instructions provided with exercises.
- Completing all exercises and submitting them on time. Two points are deducted for each day late; assignments are not accepted if more than three days late.
- Evidence that you’re learning basic commands and syntax, reflected in your work.
- Your comments contained in a summary that includes an analysis of your thought process, strategies, and findings. You must also integrate what you have learned from readings and class discussion on Blackboard.
- Finding relevant results.
- Grading incorporates consideration of creativity, thoroughness, thoughtfulness, and originality.
Successful course participants will:
- Post a brief bio and statement of purpose to the BlackBoard Discussion Board during the first week of class.
- Read the required textbooks and other reading assignments as posted to BlackBoard.
- Initiate and contribute to discussion on Blackboard minimally once weekly with substantive and analytical comments and questions.
- Integrate knowledge from readings and class discussion into all assignments.
- Submit required exercises and the final research paper or project on time.
Grading Scale
The standard SJSU SLIS Grading Scale is utilized for all SLIS courses:
| 97-100 | A |
| 94-96 | A- |
| 91-93 | B+ |
| 88-90 | B |
| 85-87 | B- |
| 82-84 | C+ |
| 79-81 | C |
| 76-78 | C- |
| 73-75 | D+ |
| 70-72 | D |
| 67-69 | D- |
| Below 67 | F |
In order to provide consistent guidelines for assessment for graduate level work in the School, these terms are applied to letter grades:
- C represents Adequate work; a grade of "C" counts for credit for the course;
- B represents Good work; a grade of "B" clearly meets the standards for graduate level work;
- A represents Exceptional work; a grade of "A" will be assigned for outstanding work only.
Students are advised that it is their responsibility to maintain a Grade Point Average (GPA) of 3.0.
Academic Integrity
Your own commitment to learning, as evidenced by your enrollment at San José State University, and the University's Academic Integrity Policy requires you to be honest in all your academic course work. Faculty members are required to report all infractions to the Office of Student Conduct and Ethical Development. The policy on academic integrity can be found at http://sa.sjsu.edu/student_conduct.
Reasonable Accommodation of Disabilities
If you need course adaptations or accommodations because of a disability,
please e-mail me as soon as possible. Presidential Directive 97-03 requires
that students with disabilities register with the Disability Resource Center
(DRC) to establish record of their disability.
No matter where students reside, they should contact the SJSU DRC to register. The DRC Web site: http://www.drc.sjsu.edu/
Other Requirements and Comments
- A high-speed connection for downloading various resources cited above is preferred. If you do not use a high-speed connection, it will be your responsibility to obtain all materials nevertheless.
- This is a technical course that requires consistent and regular attention to all discussion on Blackboard and continuous preparation and effort – no exceptions.
- In a survey of 43 students asking for the number of hours spent on this class, 24 responded. About 60% of the group spends between 4 and 12 hours per week on this class. About 30% spends 12 or more hours. 5% spent 2-4 hours and 5% spent 20-25 hours.
- Students taking more than one or two courses and having other responsibilities may find this course too time-consuming to adequately meet all requirements for an A and several have had problems earning a B grade. Lack of satisfactory participation in Blackboard results in a grade lower than a B. See the grading scale above.
- All students are graded on the same basis regardless of workload, personal, medical, or technical problems, which are each student’s responsibility.
- Extra credit assignments are not accepted.
- Because there are many search questions used to teach this course and there isn’t necessarily one correct answer or approach to online research, students will be required to read and study a document titled Tips, Corrections, and Comments, which I post after grading some exercises. Alternatively, students will be asked to post their answers for the class to discuss as a good way to learn from each other. One-on-one answers to each exercise’s set of questions by email are not provided. If a student continues to have questions about his/her work, posting on BB for class discussion is recommended, or if preferred, a student may email me.
- This is a full semester course compressed into a 10 week summer session and the same requirements and standards are applied to this course as for Fall and Spring.
- No incompletes will be awarded – no exceptions. Please make yourself aware of SJSU drop dates and policies.
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