L503; User Needs and Behavior in Theory and Practice; they work on, and the environments in which they work are fundamental concerns of the information professional. This course introduces students to theories and techniques which have emerged in the LIS field. Some of these are amalgams from theory and practice in other fields (psychology, organizational theory, media research), some are indigenous to LIS; what unites them is their application of a user oriented approach to information products and services. On completion of this course, students should be able to: understand a user-centered approach in the design and provision of information systems and services identify techniques for profiling potential users in a variety of organizational contexts understand the application of theories of user needs and behaviors and how these inform the practices of information professionals
L505; Organization and Representation of Knowledge and Information; focus of the information profession. Organizational and representational structures such as classification schemes, indexes, and catalogs have been devised to provide access to information. The recent explosive growth in both the number and variety of information resources underscores the continuing need for application of effective methods of representation and organization. Practical and effective information systems depend upon a comprehensive understanding not only of formal systems of organization and representation but also of human cognition itself. Accordingly, this course will investigate the basic principles and theoretical foundations of traditional representational and organizational schemes and review research in information science, cognitive science, semiotics, and computer science -- research that has contributed to an understanding of how people obtain, store, retrieve and use information. It will examine how this research can inform current practices of representation and organization in the design of more effective and more efficient information retrieval systems. Be aware of a broad range of representational models drawn from the fields of communication, semiotics, philosophy, cognitive psychology, and the computer and information sciences. Understand the principles and functions of metadata structures such as classification schemes, precoordinate and postcoordinate indexing systems, and thesauri as well as the related process of abstracting and representation.
L509; Introduction to Research and Statistics; conducting, and evaluating research in library and information science. It is designed to aid students in the identification of problems currently in need of investigation in the field, and to create an appreciation for research. The course provides a survey of social science research methodologies and a review of their applications to the LIS field. Along with achieving the ability to understand, interpret and use research results, students will also be expected to attain the ability to conceive and design a study to address a question of interest. Upon completion of the course, each student will be able to: understand and articulate the role and importance of research in librarianship and information science state functions performed by the literature review and principles of conducting a literature search explain the characteristics of a well-defined research problem: the functions and nature of definitions, assumptions, variables, and hypotheses critically evaluate a research article or report be knowledgeable about the strengths and weaknesses of various types of research methods for studying various types of LIS problems and issues be active participants in research, planning, and evaluation within an organization select basic statistical techniques appropriate to the study of a particular research question identify and discuss ethical issues related to research write a detailed proposal to conduct a piece of research
L516; Introduction to Archives and Records Management; methodologies, and most significant problems relating to archives and records management. The course will also introduce students to the ways archivists are responding to the challenges of managing and preserving electronic records. Long Course Description This course is an introduction to the basic theories, methodologies, and most significant problems relating to the management of records and especially archival records. The course will address the following key questions: 1. What are archives, and why are they important? 2. What principles and concepts guide the work of archivists? 3. What are the basic components of an archival program? 4. How are archival records appraised, arranged and described, and made available for use? More specifically, in the area of appraisal, students will be introduced to the classic writings of appraisal theory, will review some of the main debates about the purpose and practice of appraisal, and will examine the prominent models for appraising records. In the area of arrangement and description, students will learn how archival records are processed and will be introduced to the ongoing debate on descriptive standards. In the area of reference and use, students will examine the basic characteristics of a reference program, will review the literature on measuring use to define archival practice and principles, will examine the nature and need for public programming, and will review the legal and ethical issues related to access to archival records. 5. What are the basic elements of a records management program? 6. What has been the impact of the new information technologies on archives and records management theory and practice? The course will introduce students to the ways that archivists are responding to the challenge of managing and preserving electronic records. 7. Where is the archival profession headed? Students will review educational standards and the search for an archival identity. This course will introduce students to the basic theoretical principles and methodologies and the various practices involved in administering archives and records management programs. This course will provide a basic understanding of archival work, which will enable students to better understand the role of archives in the world of information management and allow them to perceive differences and similarities between archivists, manuscript curators, rare book librarians, librarians, and other practitioners in related information fields. This course will provide a basic understanding of archival work so that students can make an informed decision about pursuing a professional career in archives. This course will provide a basic understanding of the importance of records in the modern information age and of records management as an important tool and function in an archival program. This course will provide a basic understanding of how new information technologies are transforming archival theory and practice and how archivists are attempting to meet this challenge. This course will introduce students to the classic writings in the archives and records management professions. This course will encourage students to begin thinking critically about strategies for managing the archival record in the modern information age. This course will prepare students for internships in an archival repository and prepare them to take more advanced classes or workshops on archival administration or records management.
L520; Bibliographic Access and Control; bibliographic access and control to information. 2. To enable students to gain insights into the fundamental processes involved in creation, maintenance, and evaluation of bibliographic records and databases. 3. To understand the role of authority work in bibriographic databases.
L524; Information Sources and Services; To develop an understanding of the reference interview and research processes. To acquaint students with a variety of information resources and their use. To provide practice in answering reference questions and in selecting and evaluating information sources.
L526; Library Automation; technologies used to automate library functions. Information will be presented from a number of perspectives: technological, managerial, and socio-cultural. We can take it as a given that libraries and information centers are constantly changing. One of the drivers of this change is technology. As information professionals, you will be involved in planning, implementing, and managing technological change so that it best meets user and organizational needs. In order to do this, you will need a host of skills and understandings including an understanding of library operations, technological proficiencies, an understanding of human resources development in technological settings, and basic management and planning skills. While L526 cannot provide you with all of these skills, it is designed to provide you with a beginning understanding of the issues, some of the basic competencies, and an opportunity to explore some aspects of library automation in detail. The structure of this class recognizes that students are preparing for jobs in a wide variety of settings from small school libraries to multi-national corporations. Some of you will be involved in small automation projects such as automating a library for the first time. Others will be planning a move to a larger or more technologically advanced environment. The course covers issues and concepts associated with implementing and managing "traditional" library automation systems, still an important component of library automation in most environments. In addition, we will introduce issues associated with other areas of library automation, including digital or virtual libraries. Goal: To introduce you to technological initiatives in libraries, information centers and other settings. Objectives: Students who have completed L526 Library Automation will be able to: Identify major applications of technology in libraries and information centers and issues affecting their implementation. Identify and describe the buildings blocks of integrated online library system design: MARC records and other standards, database development, relational databases. Explain the process of evaluating an online integrated library system: specifications, vendor review, evaluation, customization, usability testing. Create specifications for an online database system and evaluate information from vendors about their systems based on those specifications. Identify major issues in the development of new technology in libraries, such as the digital library, and discuss their implications for the way libraries will operate in the future.
L527; Management of Libraries and Information Centers; discern whether they want to be a manager or a leader. One view from Frontiers of Leadership sees the fundamental difference between the tasks of leaders and managers as Managers do things right, leaders do the right thing. Managers accept the status quo, leaders challenge it. Leaders create and articulate vision, managers ensure it is put into practice. This course will examine both the foundations and the current trends in organization and management theory. Applications of these theories to various organizations will be studied. The slant for this particular section of the course will be in the aspect of team-based organizations and the management involved in this type of organizational structure. The basic purpose of this course is to provide the basic elements of management principles for allocation and use of resources in an organization. Techniques presented in the class will work in some situations and not in others. This is true for any endeavor that involves human resources because the human factor also presents a challenge for any situation. As a result, the course will present a variety of resources, examples, and potential solutions that you may draw upon for future use as a manager and/or leader. To introduce the student to current research and thought in the field of general management. To see the integral connection between information and organizational processes, i.e., decision-making, planning, managing, communicating, evaluation, and organizational change. To present the student with an array of managerial techniques which promote organizational effectiveness and efficiency which can be used in actual organizational environments. To develop the ability to diagnose work situations and develop feasible solutions based on the student’s judgment and knowledge of management techniques. To provide the opportunity for students to work in group situations and learn the techniques of team-based decision making. To enable the student to present ideas in a professional manner.
L528; Collection Development and Management; development, use, and evaluation of library collections in various types of libraries. 1. To introduce the principles and techniques of collection development and management; 2. To recognize the problems and challenges of collection development and management; 3. To begin to develop constructive methods for solving problems of collection development and management; 4. To understand the opportunities and challenges posed by electronic materials; and 5. To introduce the major research methods and issues pertaining to collection development and management. Planning for the Management of Library Resources Definitions and parameters of collection development and management Analysis of primary goals and objectives and environmental context of libraries/information centers, with emphasis on relationship to collection management Identification and analysis of primary issues including: Is it possible to plan for collection development? If yes, how? Who is a library's clientele (primary, secondary, etc.)? How do we assess their need for resources? Who should have responsibility for collection development and management? Should libraries/information centers use centralized or decentralized selection plans? What is the "proper" size for a collection? Ownership vs. access issues Impact of technology and networking Analysis of the Conspectus approach Does collecting differ according to the structure of the literature of disciplines? How can bibliometric analysis assist in collection management? Quality vs demand issues Is there a body of research that can help solve particular problems? What is the influence of international, national, and local standards? Publishers and Producers of Library Resources Overview of publishing industry, including current statistics Types of publishers: their objectives, methods of operation, audience, relationship to libraries/information centers Publishing output and pricing Current trends and issues, including growth of electronic publishing, consolidation in industry, international aspects Selection of Library Resources Theories and issues relating to selection process Characteristics of the selection process in particular environments Selection criteria Selection strategies Selection tools Role of books, reviews, the Internet, etc. Subjective and objective considerations that influence selection Acquisition of Library Resources The acquisitions process: meaning and functions Role of automation in acquisitions Acquisitions options, including ordering direct, use of vendors, mass purchase plans, gifts, exchanges, etc. Analysis of vendor services Out-of-print acquisitions Ethics of relationship to vendors, etc. Research studies that analyze and evaluate acquisitions processes Collection Management of Electronic Resources Development of non-print resources: CD-ROMs, electronic journals, and Web sites Selection criteria Options available to librarians Licensing electronic resources Impact on budgets and staffing Maintenance and archival issues Intellectual Freedom and Censorship Theoretical principles: First Amendment, ALA, etc. positions Critical examination of main ALA documents that relate to censorship and collection management Selection vs. Censorship Censorship in libraries: who censors, what is censored, etc. Primary legal cases relating to censorship in libraries Research on censorship in libraries Internet Filtering Collection Development Policies Purpose of written collection development policies Analysis of the components of policies, including parts related to objectives of the institution, philosophy of collecting, responsibility for selection, types of materials collected, levels of collecting, intellectual freedom stance, networking, etc. Collection Evaluation Purpose of evaluation Collection-centered methods, including formulas, growth rate, checklist method, citation analysis, overlap studies, expert opinion, professional standards Client-centered methods, including circulation data, in-house use, shelf availability, document delivery, collection mapping, user survey, output measures, etc. Weeding the collection Analysis of research employing various methods Preservation Parameters of the problem Preservation options National imperatives
L533; Library Materials for Children and Young Adults; literary use by children and young adults with an emphasis on critical selection and analysis, knowledge of age-level developmental stages, and motivational techniques. Materials include print, film and video, TV, and computer software formats. The course is designed to prepare students in the following areas: 1) familiarity with quality materials for children and young adults 2) development of critical standards for the judgment of literature as well as other media 3) background knowledge and understanding of developmental stages and trends in the fields of education, literacy, literature, and media 4) introduction to motivational techniques for reading and learning and 5) development of a philosophy of selection. COURSE OBJECTIVES 1. To become familiar with different genres of literature available for children and young adults and develop an understanding of the quality and quantity of materials. 2. To become familiar with basic selection and review tools for development of a youth collection. 3. To become aware of award-winning, "prototype," "break-through," and popular authors and titles. 4. To read widely in the professional literature concerning children and young adult materials for an understanding of current trends. 5. To become aware of motivational literature sharing skills such as storytelling, readers theater, and booktalking, and to have an initial experience in performing one of these skills.
L542; Introduction to Human Computer Interaction (HCI); what it means to interact with computers and and how to use this knowledge to improve the design and evaluation of products. This course will examine human performance, aspects of technology, methods, techniques, and evaluation of interface design, as well as societal impact. Students will be expected to do weekly readings, provide a presentation on specific readings, and participate in discussion. Extensive use will be made of web design tools to build a number of user interfaces. Students will conduct formal software evaluations and usability tests and present the results to the class. The course will be of particular interest for students interested in the development and testing of effective and efficient computer interfaces. Upon taking this course, students should have a general understanding of main concepts in human-computer interaction, both past and present, basic cognitive psychology issues relevant to HCI, input and output devices, how to design web interfaces based on basic principles of human psychology and interface design, interface evaluation issues, and the software developer's professional and ethical responsibilites to software users and society as a whole
L543; Introduction to Human Computer Interaction (HCI); use than others, or why some people seem to master new tools quickly while others struggle to learn and even resist new information technology? Do you know why users get lost in electronic space or find it difficult to communicate with others through the medium of technology? These questions are just some of the driving forces behind research in the developing field of Human-Computer Interaction (HCI). HCI research is concerned with developing information technology that is compatible with the needs of users. Emerging out of shared concerns in the fields of computer science, psychology, information science, ergonomics, sociology, graphic design and education, HCI researchers study users and groups as social and psychological beings with intentions, attitudes, capabilities, personalities, and desires. In studying users, we learn about the manner in which information tasks are performed, how information is construed and conceptualized, how pervious experience influences current interactions, and how users change over time. Understanding these processes is central to designing new media and tools that will support human use, augment human learning, enhance communication and lead to more acceptable technological developments at the individual and the social levels. Investigations into these subjects consistently produces interesting insights. For example, did you know that users who have learned to perform tasks with a badly designed interface can have a more difficult time transferring later to a well-designed system than vice versa? Or that comprehension levels for hypermedia based information vary significantly from levels for paper-based information? Not only does research in HCI seek to identify these problems, it seeks to explain why they happen, and to inform the design of interfaces or implementation strategies to overcome them. Although continued rapid advances in technology have produced falling relative costs for information technologies, the benefits afforded by this technology are rarely fully exploited, and some even say that technology is failing to provide gains because it is normally so poorly designed for human use (see e.g., Landauer, 1995). Despite the emergence of the field of HCI and the development of international standards, the process of human-computer interaction is still poorly understood and many applications of information technology continue to be developed with little or no concern for their impact on the intended users. As the technological revolution continues to have impact across most, if not all sectors of society, the importance of addressing human factors in design and development of information systems grows. HCI as a subject covers a broad base, building primarily on work in psychology and computer science, but also drawing on relevant work in information science, linguistics, instructional technology, artificial intelligence and anthropology to name but a few. Focus for these diverse subjects is provided however by the stage wise analysis of the artifact design process (from conception to use) and concentration on the user issues appropriate to any given stage. Information professionals are likely to be increasingly employed as both developers and users of interactive information technologies. A sound understanding of HCI-based theories, principles and methods will therefore be crucial in their critical decision-making on issues determining technological support for their own and their organization's working practices. Further, HCI is developing into a multidisciplinary field of specialization in its own right that offers a career path for those interested in the human and social aspects of information technology. The present course is intended to provide students with a sound introduction to the discipline of HCI that will not only serve to increase awareness of the issues involved in human use of information technologies but offer the intellectual basis for further specialist courses in related issues such as user interface design, usability evaluation, user-centered design methods, and human information usage available in SLIS and across campus. At the end of the course students should be able to: Demonstrate an awareness of the range of user issues involved in determining any technology's human and organizational acceptability; Understand the theoretical and empirical nature of user-centered design processes; Make a coherent case for the adoption of user-centered principles in the design, implementation and use of information technology; Describe and distinguish the variety of user-centered inputs to the design process; Be capable of identifying and applying the scientific basis of HCI to theoretical and practical issues. Develop valid and reliable usability evaluation plans for any information technology.
L545; Systems Analysis and Design; SLIS Master of Information Science degree. The course provides a coherent and comprehensive view of the processes involved in developing formal information systems. Understanding these processes is essential for anyone working in an organization - an information-intensive and information-rich environment. Taking best advantage of information technologies involves knowing their capabilities and limits, and applying this knowledge to the problems needing solution in an organization. L545 is based on a behavioral approach to information systems. The underlying assumption is that information systems should be designed to conform to the needs of users, and not vice versa. At the end of the term students should have acquired the knowledge and skills to: 1. Understand, at a practical level, systems development from the initial phase of determining user requirements to the final evaluation of installed information systems. 2. Present analyses of cases relating to information systems development both orally and in writing. 3. Analyze, synthesize, and apply conceptual understandings of organizational problems to be solved with an information system. 4. Work in teams on a systems analysis project.
L546; User-Centered Database Design; modern organizations databases are used to support a wide-range of operations. Some common operations involve personnel management, inventory control, customer tracking, and marketing. Companies also use databases for analyzing consumer demands, service quality, and customer profiles to refine decision-making. Databases have been applied to support scientific investigations. For example, NASA uses databases to manage voluminous quantities of data generated by its many missions and large pharmaceutical companies use databases for drug-discovery. Use of databases in the humanities and social sciences is also growing. For example, the Library of Congress maintains an important database, called Thomas, of U.S. congressional record, legislation and historical documents. Establishment of standards and design principles has helped to broaden the applications of databases. However, experience has shown that attention to demands of users and particular contexts of use is absolutely crucial in achieving design effectiveness. This course will provide instruction in both fundamental principles and user-centric methodologies for effective database design. The course will be driven by design activities conducted for a semester-long project. It will begin with an introduction to analysis of data flow based on tasks and operations. Then, abstracting metadata and basic data organizations using data modeling will be covered. This will be followed up with discussions on the relational model and translation of data models to schemata. Subsequently, requirements-specification will be covered, and students will generate their project descriptions based on in-depth analysis of design problems. At this time the focus will shift toward design tasks involving queries, forms, and report generation. After a prototype design is implemented, students will perform small-scale evaluation of the system. Following this, students will learn about life-cycle issues and database maintenance. The final few lectures will concentrate on optimizing databases and advanced database systems. Learn basic data modeling principles Develop knowledge of user-centric methodologies Apply relational modeling in database design Gain experience in current database design tools Create database system and conduct evaluation
L547; The Organizational Information Resource; new principles of organizing (e.g., groupwork), perform operations around the globe and clock, and deploy a whole cornucopia of modern information technology (IT) and information systems (e.g., websites and extranets) in order to shift business functions and processes into the cyberspace (e.g., the ordering process). Beyond all, today's organizations put a particular emphasis on information and knowledge and their owner -- the information/knowledge worker. Indeed, these two in conjunction with IT have become a new, critical resource, which matches the importance of the classical critical resources -- labor, land, and machinery. This emphasis on information phenomena is what gives the mark to our time that many call "information age." L547 investigates this new organizational information resource (OIR). OIR, as already mentioned, consists of three pillars: (a) the organization people as information/knowledge workers, (b) information (raw data, organized and meaningful data, and knowledge), and (c) IT (devices, machines and methods of creating, collecting, storing, retrieving, replicating, transforming, analyzing, transferring, presenting, using and working in other ways with/upon information). Although distinctive, the OIR components work together; for example, information/knowledge workers create new knowledge from existing information by using IT. Deploying and managing OIR takes places in the individual, group, organizational and inter-organizational context. Each exhibits specific properties. The course will explore OIR individually and how these work in concert in different contexts. L547 enables students to understand what is happening today and helps open up their eyes for what may be coming tomorrow. Reaching beyond phenomenal capabilities of the modern OIR, L547 also looks into limitations and potential perils of mismanaging this OIR (e.g., IT productivity paradox and downsides of new organizational principles). By the virtue of taking this broad and critical approach, L547 is indispensable for information professionals in any organization, including information system workers, corporate information center workers, information/knowledge managers, Web masters, competitive intelligence specialists as well as the information system and generalist managers. With completion of the course the students will have an understanding of core information issues in modern organizations and other contexts; will have an understanding of issues of the management of OIR in organizations and other contexts; will be able to analyze problems of OIR management and provide effective solutions; and will be able to conduct information audit in organizations.
L548; Computer Programming for Information Management; text-based information systems. Information management is a major task for librarians and information professionals who are asked to extract information from sources on the WWW, design interactive text-based web interfaces to information systems, utilize text that is stored or is supposed to be stored in a markup format or preprocess information for storage in databases. This course teaches computer-based approaches to these tasks. Currently the class is taught using Perl/CGI. Perl provides a good introduction to general programming concepts. These concepts include basic programming structures, such as control structures, file handling and program design strategies. But they also include more advanced topics, such as networking, text-based user interfaces, and basic retrieval concepts. Perl allows rapid prototyping which is appropriate for applications in a fast changing environment such as the WWW. Furthermore, Perl is very suited for search engines, parsers and mark-up languages. Students will develop a small information systems application as a project for this class. The concepts are therefore not taught abstractly but as hands-on experiences with WWW applications. 1. teaches basic programming concepts and structures. 2. introduces basic information processing and management concepts. 3. uses small scale but realistic examples of information management tasks. 4. teaches the basics of Perl and Perl/CGI. 5. provides an introduction to more advanced topics such as object oriented programming.
L551; Information Inquiry for School Teachers; library media specialists) to develop and participate in student-centered educational activities. Using methods for inquiry and discovery, participants will explore the growing world of information sources--electronic, print, video, human, and mass media--in order to develop strategies for encouraging information literacy for both teachers and students K-12. Various approaches will be used to search for and locate information, but emphasis will be placed on critical analysis of information in order to establish meaning through comparing, contrasting, and refining information. Class participants will utilize a variety of methods for presentation and evaluation of innovative student research projects. Students (and the instructor) will 1. define information needs and problems through questioning processes and other investigative techniques; 2. evaluate information to meet the needs of various audiences and presentation modes and purposes; 3. participate in the presentation of information and knowledge gained from the examination of a wide variety of sources; 4. create plans for implementing inquiry methods (especially activities related to collaborative learning and teaching, critical thinking, and resource-based education) in school settings; 5. develop personal working definitions of terms such as information literacy, inquiry, academic literacy, and media literacy; and, 6. critically analyze one's own information needs and success in meeting those needs. In addition, students will define their own learning objectives, processes, and products for the purpose of seeking meaning through information inquiry. Students will also share in their information discoveries, evaluating and documenting progress through a portfolio format of their own design.
L563; Information Policies/Economics and the Law ; our future as citizens and workers, our society, and the international community. How will these decisions affect the quality of everyday life? What are the benefits and the costs? Who gains and who loses? What are the promises and what is the reality? What are the consequences for the quality of information services? We need a knowledge base, so that we can wisely, creatively, and actively participate as informed citizens and information professionals in the policy making process. This course investigates the current information policy agenda, with attention to social, political, and economic issues that affect the everyday lives of citizens and information professionals. The objective is to understand the centrality of information in our society through the debates about public policy on the production, distribution, use, and valuation of information and information technology. IT professionals can't ignore politics and government policy. Government has a critical role in regulating the economy, and government policy often has large consequences for organizations, whether they operate in the private or public sector. This course provides an analytic framework that can be applied in other courses offered in the School of Library and Information Science and other IU departments. We examine how different philosophies about the value of information have consequences for policy choices. We study how the new information and communication technologies create a search for solutions through law and policy that do not, however, resolve fundamental tensions and dilemmas that have faced this nation since its inception. We analyze information policies in the context of roles and responsibilities of the public and private sectors for the development of the information infrastructure at the municipal, state, national, and international levels. Policy decisions, whether made in libraries, schools, and other public institutions, the corporate boardroom, CIO's office or MIS unit, reflect conflicts over values and the allocation and distribution of material resources among stakeholders who have differing, often competing interests. These conflicts influence individual, group, organizational, and institutional structures, processes, and outcomes. Values are prioritized through a political process of negotiation, accommodation, and renegotiation. Understandings and agreement are always provisional; outcomes uncertain; and consequences unanticipated. Thus policy, whether about information or social welfare, is not cast in concrete. And it is probably more useful to view it as "grand political experiments," responses to the dynamics of societal, technological, and other changes that have consequences for the everyday worlds of work and family that we inhabit, as well as for local, national and international communities. There is a very large array of policy issues that are currently on the national policy agenda. The policy environment is fluid and very much in flux. This course will concentrate on only a few issues, in part because it employs a case study approach to exemplify a competing values framework and also because we will learn a methodology for analyzing public policy. Nevertheless, the policy scene is dynamic, and new issues emerge every week that will capture our attention; as such, we will remain flexible and open. Students are strongly encouraged to pursue their policy interests, in class discussions and in selecting a policy for indepth study. The course begins with a series of lectures to introduce the foundations of policy analysis and a methodology for analyzing, monitoring, and evaluating public policy decision making. We will read, discuss, and report on current policy developments together. Students will lead the policy discussions, deciding on the format and readings for the weekly policy discussions. Students will select a policy topic of their choice and may work individually or collaboratively to prepare a written policy analysis at the end of the semester. Much of the information that this course relies on is only available through the World Wide Web and the daily newspaper. There are no textbooks required for this course.. Some of the readings listed in the syllabus are placed on reserve, while others are available in IU libraries and on listservers, gophers, and the World Wide Web. Become informed about selected information policy issues on the national policy agenda. Learn a methodology for analyzing information policy. Prepare an indepth analysis of a selected policy topic and prepare a policy issue paper. Work collaboratively to investigate information policy issues.
L564; Computerization in Society ; the words "computer" and "revolution" have been coupled like "bread" and "butter". Almost every week we're bombarded with information about new computer technologies, changes in the WWW, or shifts in the market influence of vendors like Microsoft and predictions about their influence on emerging social changes. Most of the news stories have a theme that new technologies are "coming soon" and that their use will make life better for all. Occasionally, journalists write stories about some problem of computerization, such as invasions of personal privacy, disease from computer use, or a system bug which caused 300,000 people to lose telephone service for a day. But the news stories (and many professional articles) rarely suggest that information professionals and others can make important choices about whether to computerize a specific activity, and how to do it. They rarely suggest that these choices have consequences. Unfortunately, the social choices about computerization and their consequences are not openly discussed in many places. Information professionals, technologists, policy-makers, as well as the public, often have difficulty getting access to materials that help them understand key issues in the major controversies, and which represent different points of view. A steady stream of news and professional articles mixes together many issues and perspectives in an enticing but confusing flow. In the same week, one can read stories of stunning technological advances, possibilities of computerization's transforming the way people work, and how single people are finding mates on computer bulletin boards. Mixed into this flow of generally buoyant articles are short notes of seemingly idiosyncratic problems, such as a homeowner's receiving a $500,000 water bill, a software bug's removing phone service from 2,000,000 people for a day, or the ACLU claiming that a new Federal computer system threatens personal privacy. (This year the "Year 2000 problem" is getting some periodic coverage and will be our focuss for 2 weeks.) These diverse kinds of news stories usually don't explicitly identify the nature of the debates of which they are a part -- such as controversies about the kind of protection the public needs and gets from providers of computer-based services. And the arguments that reflect different positions in the major debates rarely appear together in the same book, magazine or newspaper. But many other experiences of computerization are essentially private, so countless other daily triumphs, pleasures, hassles, tragedies, and failed expectations are simply not reported. And it's hard for many professionals to find articles that synthesize this complex mix of themes into a more useful and coherent portrait. While computer scientists often learn a great deal about specific technologies and systems, they also work in locations which are socially quite distant from many end users and their triumphs and troubles with computerized systems. This course goes behind the headlines and front-page stories about hackers, viruses, multimedia computers, and new chips. It provides an in-depth look at computers as they relate to productivity in business firms, workplaces, communities, public policy, communication, social control, safety, privacy, and moral values. It also explains how controversies about computerization often rest on hidden conflicts between competing interests. Many of the key social choices surrounding the use of computer technology are not yet fixed. Computers systems may transform our society as dramatically as has the automobile. But with computerized systems, we don't yet have the equivalents of unbreathable air, congested freeways, and foreign oil dependency. We may be able to avoid many such problems if we recognize that computerization is fundamentally a social process. Computerization involves much more than putting powerful computers on every desktop, school desk, and throughout homes and factories. Social progress doesn't automatically come from developing, distributing or purchasing the right shrink-wrapped box. This course highlights numerous questions that computerization raises as computer use expands into virtually every corner of everyday life. When does computerization really improve the productivity of organizations? What risks do computerized medical devices involve? Is computerization reducing personal privacy because organizations can now easily share or sell records about their clients? What possibilities does telecommuting really offer people for working at home, while at the same time reducing gas consumption and air pollution? Do electronic mail and computerized conferences promote the formation of new "communities", or do they undermine intimate interaction? Does computerized surveillance of workers establish a new and troublesome precedent, or is it a fundamentally legitimate activity with strong historical roots? This course is designed to help you understand the range of consequences that computing has now and can have when it is shaped and used by business, public agencies and individuals. Since computerization raises many social issues, this course is organized as a survey. Through selected readings, discussion, lectures, and written assignments, you will become acquainted with the major issues and social dimensions of different information technologies. Likely topics include: National Policies and Building an "Information Society," Social Relationships in Electronic Forums and with On-line Services, IT and Changing Work, IT and the Politics of Organizational Change. IT and the Reorganization of Space and Time (digital libraries, telework, etc). Computing is rapidly changing its "texture" as small machines and large scale networks become commonplace. Thus, one major goal of this course is to acquaint you with ways of thinking clearly about the social roles of IT as you live and work with shifting technologies in the next decades.
L570; Online Information Retrieval; search techniques and strategies of information retrieval (IR). The orientation is toward the professional information search specialist conducting searches for clients or assisting users conducting their own searches. At the same time, much of the course content is directly relevant to IR system design and evaluation. L570 is a hands-on course designed around a series of exercises. The principal system used is DIALOG, which serves as a prototypical command-driven IR system. Several other systems are treated as well. Students will be able to apply the general concepts and principles that they have learned to help them understand any conventional IR system, including Internet search engines. Upon completion of this course students should be able to: Understand and discuss current issues in online searching and IR Identify search concepts in an information request Employ appropriate search strategies for online and Internet searching Identify and exploit characteristics of reference and source databases and search systems for effective searching List and discuss evaluation criteria for commercial and Internet-based search systems Demonstrate problem solving skills to handle a complex search problem Identify and discuss problems, issues, and future developments in information retrieval and online searching
L571; Information Networking; remote users across an interconnected and constantly growing web of computer-based electronic networks, which, when taken as a whole, is called the Internet. The Internet is in its third distinct phase of growth. In the first phase, from its origins in the mid 1960s until the late 1980s, the Internet was a well-kept secret, used primarily by the knowledge elite; government scientists and researchers in the Department of Defense, the Department of Energy, and the National Science Foundation, and academic researchers, primarily in computer and the hard sciences. The second phase, which lasted from 1987 until 1992, saw the opening of the Internet to the general public; during this time, many commercial service providers opened gateways to the net. The third phase began in 1992 with the release of the HTTP protocol and the graphical browsers which allowed people to explore hyperlinked documents. With the rapid adoption of the World Wide Web, the Internet has become a truly global network of networks and the subject of much public attention and scrutiny. The current phase is marked by three fascinating developments: the rise of electronic commerce, the spread of connectivity throughout society and the attempts by all levels of governments to regulate and control the net. Estimates of the number of net users vary widely, but the clear trend is that there will be continued growth in internet and web use for the foreseeable future. According to Nua Ltd. (1999): The art of estimating how many are online throughout the world is an inexact one at best. Surveys abound, using all sorts of measurement parameters. However, from observing many of the published surveys over the last two years, here is an 'educated guess' as to how many are online worldwide as of September 1999. And the number is 201 million. There are some fascinating trends in this growth. For example, Forrester Research (1999) found that Young consumers are wired and ready -- almost 10% of the US population is between 16 and 22, and nearly half of them are online. With $37 billion in personal income and influence over another $62 billion in adult spending, the 12.4 million young consumers who are already online have the full attention of marketers, content providers, and retailers. At the other end of the spectrum, Greenfield Research (1999) found that: 92 percent of US seniors (55 and over) with Internet access have window shopped online, while 78 percent have made an online purchase. As more Internet users gain access to the WWW and discover the ease with which HTML can be used to create WWW documents, thousands of new WWW sites come online each day, so that thousands of new personal and/or organizational home pages become part of the interlocked networked information environment. This environment seems to be evolving chaotically, and there are a number of efforts to classify and organize the information on the WWW, some of which are funded, organizationally supported research initiatives, and others of which are powerful search engines.[1] Why should these developments be of concern to librarians and information professionals? Most academic libraries are on the Internet, almost one in three public libraries has a connection to the Internet, and primary and secondary schools are connecting to the Internet every day. Internet connections in the private sector, in the form of intranets and extranets, are increasing at an increasing rate. For information managers and brokers, the Internet is becoming an important source of research. Furthermore, as costs come down, a greater percentage of the general public is purchasing accounts from commercial service providers which allow them to access the Internet. In the next few years, librarians and information professionals will have to jump on the networking treadmill just to keep up with their patrons and customers! What will you have to know to be able to move easily in this digital world? What will be involved in "digital librarianship" or "digital information work"? How will information networking change the ways in which librarians and information professionals do their jobs? What will a "digital library" look like? What will be required to manage a "digital information center?" The purpose of this course is to answer these and related questions in two ways. First, there will be an emphasis on developing a knowledge base and set of skills that will enable you to efficiently and effectively exploit the services and resources of global electronic information networks in support of your personal and professional goals. This facet of the course will include explorations of: current standards for HTML markup, including tables, forms, and frames) to exploit the possibilities of the web and allow you to become a publisher of networked information; Cascading style sheets (CSS), a new development that allows you to take advantage of HTML 4.0 The basics of javascript, to add interactivity to web pages; and The basics of information architecture, web page layout, and web site design. Second, there will be an investigation of electronic networks and networking from sociological, historical, economic, managerial, technical, and policy perspectives which will provide you with the background needed to understand how electronic information networking has developed and the ways in which it is altering the world in which we live and work. The increasing proliferation, sophistication, and convergence of telecommunications and networking technologies will continue to characterize the next decade. If we are to manage the changes brought about by these technologies, we must begin to understand their social impacts, particularly the ways in which they are changing the nature of communication, management, and work in academic, industrial, governmental, and domestic settings. In this course, we will investigate information networking as a social and technological phenomenon, focusing on the ways in which information-based organizations are making use of electronic information networking, and the impacts that networking is having on communication activities, productivity, and information seeking behavior. With this background, you have an opportunity to play an active role in defining what a "digital librarian" or "knowledge worker" is and what s/he does, and in determining the structure and functions of "digital" libraries and the electronic, networked, information environment. You will be in a position to evaluate the role you and your organization will play in the development of electronic information networking; whether it is envisioned as a "superhighway," a "cloud," or territory to be "mined." In doing so, you will help move librarianship and information work into the next century.
L574; Communication in Electronic Environments; with a focus on computer-mediated communication (CMC). CMC is the (usually text-based) human-to-human interaction that takes place via networked computers in organizations, institutions, and on the Internet; common modes include e-mail, distribution groups, bulletin boards, chat, ICQ, MUDs, and the World Wide Web. How does computer mediation affect human communication, in different technical modes and in different contexts of use? What are the advantages (or disadvantages) of CMC compared with traditional writing and speaking? Does CMC use have long-term consequences that we should be aware of (and perhaps seek to avert) before allowing it to permeate all domains of human communicative activity? The course presents a historical survey of CMC, its technical manifestations and its social-psychological impacts, from the introduction of electronic messaging in the late 1960's to multi-channel CMC modes currently under development. In the process, we focus in depth on CMC in two kinds of electronic environments: organizations, considering evidence from early and contemporary networked work environments, and the Internet, taking a case study of a social MUD as an illustration of some of the important findings of recent Internet research. The main purpose of the course is to provide you with a flexible, working understanding of the nature of CMC, its social effects, and how it varies in different environments of use. In addition, you will receive training in how to conduct CMC research, and will produce an original research paper on a mode of CMC used in a setting of your choice (see below). These skills and understandings are intended to apply not only to current CMC technologies, but to possible-but-as-yet-unrealized system designs and environments of use that you might encounter in the future.
L576; Digital Libraries; convenient access to information have motivated creations of large digital collections. When such collections are created in an organized fashion, with sensitivity to specific user groups and tasks, then these collections can be properly referred to as Digital Libraries (DL). Today the WWW offers a powerful platform for placing large digital collections online and supporting access by millions of users. Thus, it is not a surprise that the WWW and associated technologies have become the de facto means for creating and launching DLs. The overall objective of this course is to expose the student to major issues, concepts, and trends surrounding DLs, with special emphasis on implications for DL development and use. The course will begin with a survey of prominent DL projects and underlying technologies. Then, students will concentrate, for several weeks, on developing a prototype DL (small-scale) by using the WWW and related tools. As part of the DL development students will learn system planning, information organization, user interface principles, and usability evaluation. In the last few weeks of the course, the focus will shift to broader DL issues dealing with information preservation, intellectual property, and security. Objectives At the end of the course, students will be able to: Manipulate multimedia data formats Set up WWW-based server and use related tools Plan and gather requirements, organize information, and design sound information architecture Apply basic knowledge of data types, markup, programming and user interface principles to create a small-scale DL Select procedures and technologies that support secure transactions Understand basic preservation concerns and laws/regulations associated with digital information services
L578; User Interface Design for Information Systems; information system, and it is designed to facilitate user-system communication. Interaction with the information system is directly shaped by the UI. Hence, the ultimate success of an information system depends on this crucial component. Effective UI design requires a basic understanding of principles dealing with accuracy, efficiency, transparency, transportability, scaling, and maintenance of software. Just as importantly, the designer must also be well versed in requirement analysis, design specification, and usability testing. In today's world, information systems are ubiquitous, and are equally likely to be found in stand-alone desktop systems, distributed networked environments (such as the World-Wide-Web), and in hand-held devices. Numerous UI development environments have been invented and they offer a myriad of features. In this class, the Java programming language will be used as a vehicle to learn UI design. Systems designed using Java can be widely deployed with minimal changes across different system platforms. Java supports the object-oriented design paradigm, and it offers substantive code libraries. Availability of libraries makes the development process more efficient and it promotes ease in maintenance. Prudent reuse of code also produces consistent UI design. The course will assume some prior experience with programming. However, basic Java design constructs dealing with data structures, data and object manipulation, control structures, event handling, and interaction will be taught. Java is an extensive and highly complex environment. The course will mainly concentrate on the user interface functions offered by Java, with coverage of some other closely related features. The course will be taught from the perspective of the designer who is most interested in system features that directly affect the user. Therefore, the student should be equally prepared to learn about the intricacies of Java libraries as well as user-centered requirements analysis, design, and evaluation. Course Objectives Understand fundamental programming constructs Program using graphical elements in Abstract Windowing Toolkit Learn basic user interface principles through application Be able to conduct requirements analysis and design implementation Perform usability evaluation and redesign Become familiarized with interactive design using multimedia, networking and other advanced features
L579; User Interface Design for Information Systems; more effective, efficient and natural user interfaces to intelligently support access to information, applications, and people. This course provides an overview about the state of the art in text based, 2-dimensional, and 3-dimensional interface design. It will cover task and user analysis, interface goals & interface design methods, empirical evaluation, and conclude with a discussion of remaining fundamental issues in the field. Students will be expected to do weekly readings, provide a presentation on specific readings, and participate in discussion. They will extensively use web design tools (e.g., Fireworks), Javascript, and a 3D Virtual Reality Chat & Design Tool to build a number of highly interactive user interfaces in 4 projects. Students will conduct task and requirement analysis, learn basic interface design principles using JavaScript and 3-D technology through application, and design, develop, implement, and evaluate collaborative 2-D and 3-D environments. Why should one connect JavaScript and 3D worlds? Intuitive and efficient user interfaces are a must in today's information society. JavaScript provides the technology to design fast loading, highly interactive webpages with alerts and prompts, rollover buttons, forms and e-mail, clocks, calendars, calculators, navigation menus, passwords, status bar scripts, slide shows, interactive texts to name just a few. Consult one of the various JavaScript resources for neat examples. Using the ActiveWorlds browser, 3-D objects and places can be connected to Web pages. It is very easy to design a world in which clicking on an object or walking over or through it triggers a different webpage to be displayed. On the other hand, users can click links on a webpage and they are automatically teleported to the corresponding place in the 3-D world. This opens a wide and exciting range of possibilities to connect 2-D images, text, forms etc. and 3-D objects and places. In order to arrive at intuitive and efficient user interfaces, a number of questions has to be solved such as How to employ spatial metaphors to design intuitive manipulation and navigation interaction? Which information should be presented in 3-D and which in form of a webpages? When should animation or sound be used? Are efficiency and user satisfaction correlated? The course will try to give answers to these questions. Even though most students will probably not design 3-D interfaces in the near future, the exposure to spatial metaphors in 3-D worlds and the fusion of 2-D and 3-D will give them an advantage in the selection of appropriate media and the design of intuitive and efficient user interfaces and prepare them for the things to come. Last but not least, students may have some fun living and building in 3-D.
L587; Rare Book Libraries and Librarianship; Overview of course and introduction to Special Collections Libraries and Cultural Heritage Institutions Survey of the environment: public, private, university, not-for-profit Introduction to corporations, trusts, legal issues, fiduciary responsibilities, levels of accountability Varieties and uses of Special Collections Genesis of great collections and how they flowed into libraries Collection Development Gifts, bequests, donors, relatives Marketplace Book and Manuscript trade Dealers, auctions, rings Legal issues Documentation: deeds of gift, purchase agreements, deposit agreements, wills, letters of intent Concept of "good title" Tax laws, patrimony laws Replevin, repatriation, restitution Deaccessioning vs. Retention Copyright, intellectual property Disasters (fire, flood, mechanical, environmental), disaster planning Theft Forgeries Stolen Property Insurance Interpretation and outreach Exhibitions and exhibition loans Publications Public Relations Friends Groups and Volunteers Fundraising Public and private institutions Endowments and account management Grants and other forms of outside support Foundations Donor relations Charm School
L597; Topics in Library & Information Science; a new tool with which to increase communication and political participation among citizens, educate citizens about facilities and resources in the community, furnish information about city government and social service organizations, and foster economic development. In this course, students will learn how to plan and operate a new community network ó Monroe County Senior Net. A community service course, students will work with individuals in the local community and participating organizations to help set up senior learning labs in two locations. They will also help plan and carry out a membership drive and development of an interinstitutional organizational plan for the network. By the end of this course, students should be able to: understand the advantages and disadvantages of a variety of theoretical frames for understanding community networks appreciate the social, cultural, political and economic contexts of community networks understand the varieties of information needed by individuals in their everyday life and how this information is gathered and transferred at the community level assess the operation of a community network from the perspective of funding, management, information organization, user needs satisfaction, technological requirements, marketing, user training and community involvement  provide community network developers and other relevant stakeholders with a working model of a community computer network, with functional Web sites to illustrate this model