Center for Information Media

IM 452/552 Access to Information Course Requirements Fall Semester 2005

General Expectations

Classroom Participation:

Class participation is expected (and accounts for 10% of final course grade). The class experience is as much your responsibility as it is the instructor's. You are encouraged to contribute your knowledge and insights gained from other courses, as well as insights gained from experiences outside of academe. You are expected to challenge not only the course material, but your own thoughts and ideas, as well as those of other class members' and the instructor. If you come to class prepared and willing to discuss the course materials and resources, you will contribute to the experience of each and every class member. A portion of your grade is determined by the quality of your participation (insight, originality, connections with other topics and disciplines, application of readings, etc.) more than the quantity of participation. Graduate students are expected to contribute more to class discussions than undergraduates, but everyone is expected to contribute.

Attendance:

In general attendance is not mandatory; however, if you receive any federal financial aid to attend this university, then attendance is mandatory. Because class participation is a large portion of the course grade, excessive absence or chronic tardiness will have an impact. Class discussion adds to understanding of the readings and the sources. Being absent does not absolve you of the responsibility for readings, the source evaluations, or the class discussion.

Due Dates:

Written assignments are due on dates we agree to in class. Late assignments will be accepted only by prior arrangement (with a good excuse) and may be a consideration in the final grade. Assignments may be submitted in paper, email (Microsoft Word preferred; otherwise RTF), or accessible on the Web.

You are expected to have read the required readings and glanced at some of the suggested readings for each class meeting. The readings are listed for the date they will be discussed. You will notice that each class meeting covers both a topic (with required and suggested readings) and sources to review (evaluation of reference materials). It is important to keep pace with the course schedule. Please budget your time wisely.

Writing Standards:

This is an upper division and graduate course; the instructor expects all work to be well written. This includes, but is not limited to, careful proofreading and correct use of standard English grammar, spelling, and punctuation. This is not a course in English composition; however, numerous typographic, spelling, grammar, and word choice errors interfere with the ability to communicate your ideas; extreme sloppiness will not be accepted. Graduate students are expected to submit graduate quality work. Poorly written work will result in a reduced grade. In any case, ideas or quotes from other people must be cited.

The format of citations is not important so long as it is consistent and the citation can be verified. As guides for citing references/resources, the instructor recommends using the APA Documentation, MLA Documentation, and Documenting Internet Sources from SCSU's Project LEO, or the Columbia Guide to Online Style (1998) by Janice R. Walker and Todd Taylor.

Plagiarism:

In working on the source evaluations you are encouraged to talk and work together, sharing ideas, reflections, and approaches; however, the work you submit must be your own work. Anyone found guilty of plagiarism will fail the course.

Extra Credit:

Students will pass or fail this course based solely on their performance on the stated course requirements. In other words, there is no such thing as extra credit in this course. Likewise, there is no credit for "effort."

Questions: If you have a question at any time, please feel free to ask. If you ask in class, others will benefit from the question and the answer.

Evaluation of Information Sources

This assignment constitutes 65% of the final grade for undergraduate students and 50% for graduate students.

The major time and intellectual commitment for this course will be to evaluating representative reference and research resources, including both print and online (Web-based) reference sources. These resources represent the wide variety of tools accessible to anyone with an information need. Information professionals need to be cognizant of these resources as they assist others in locating appropriate information. Links to online subscription resources have been modified to work with the SCSU Proxy Server for off-campus access; you must have an SCSU HuskyNet ID/password to authenticate with the Proxy.

Each class meeting will center around a discussion and review of "source types" (a category of information tools, e.g., encyclopedias, indexes, dictionaries, etc.). You will evaluate four titles in each "source type," evaluate each resource according to the evaluation guidelines, then write a brief compare and contrast paragraph about the titles. Compare the resources honestly; that is, if the sources are roughly equivalent in subject coverage, compare the same or similar topics, use the same or similar search terms, etc.; if the sources are not equivalent, describe how the content complements or supports other reviewed sources; always compare ease of use. In addition, because this is a "pre-professional" course for undergraduates and a "professional" course for graduate students your evaluations should include your "professional" judgment of the quality and value of the resource to potential users; while your opinion is important, the value of the resource to you personally is less important than its value to others. Write the evaluation as if you were making a recommendtion to acquire resources in each unit for a library or information center The number of titles for each "source type" varies, although the number always is manageable.

Feel free to work with other members of the class in discussing the various tools and sources; share your discoveries and insights. A good portion of learning often takes place through working and talking with others. However, students will undertake his or her own work and will respect the work of others.

Sample evaluation outline:

For each source evaluated in the unit include

• Title: with location (call number or URL)
• Description: This should answer the questions "What is this and what is it for?" and should include a statement describing the content and purpose of the item being reviewed (e.g., biographies of men and women in American history, primarily 18th and 19th centuries) ; and
• Access: This should answer the questions "How does a person use this and can content be found?" and should include a brief statement of how a user accesses the content (e.g., alphabetic arrangement of content, table of contents, index, directory, keyword search, etc.) ; and
• Authority: This should answer the question "Is this a reliable or trustworthy source?" and should consider the author(s)/editor(s)/publisher background or knowledge to produce the work being evaluated; and
• Audience: This should answer the question "Who can or should use the information in this source?" and should consider such topics as subject, content, readability of the source, indicate the primary audience or audience range (e.g., elementary school, public library adult, undergraduate, etc.) ;
• Value: This should answer the question "In the end, is this source worthwhile?" In other words, based on your evaluation and "professional" judgment does the source merit acquistion/linking?
then provide a summary
• Evaluation/Comparison: not of each source individually, but collectively for all the sources evaluated in the unit.

Due Dates:

• The first set of evaluations of source types, covering three source types: encyclopedias, almanacs, and dictionaries will be due on 3 October (Monday) at the start of class.
• The second set of evaluations, covering three source types: library catalogs, indexes, and electronic collections, will be due on 24 October(Monday) at the start of class.
• The third set of evaluations, covering the two units on Internet search tools, will be due on 14 November (Monday).
• The final set of evaluations of source types, covering four source types: biography and quotations, maps, Minnesota government, and federal government will be due on 5 December (Monday) at the start of class.

For each unit the grading points will be assigned as follows:

• description, access, authority, and audience of title = 5 pts for each title, four titles for each unit
• evaluation of the title = 10 pts for each title, four titles for each unit
• compare/contrast evaluation of titles within resource type = 40 pts for each unit
This generally means each unit, which requires evaluating four titles, is worth 100 total points; some units require less titles and are worth less points.

Grad Students Only

This is a group project for graduate students only to understand the demographics of information users and constitutes 20% of the final grade. This assignment is not required for undergraduates. For graduate students content of this report must not be similar to the Informed Opinion Essay described below; that is, you can't use this topic for your informed opinion essay.

Each group, consisting of no more than four (4) people, must investigate and report to the class upon demographic trends that affect the mix of information resources and services a library might provide. If a group chooses, it may focus upon one type of library (e.g., a high school media center, a public library, a technical college library, etc.) for the presentation (confirm the choice with the instructor).

Groups are expected to understand current demographic trends and consider, as appropriate, the educational, informational, and recreational roles of libraries. Consider

• "today's students have not just changed incrementally from those of the past...a really big discontinuity has taken place" (see Prensky, Marc.(2001) "Digital Natives, Digital Immigrants" On the Horizon, vol. 9 no. 5.);
• "leaning begins with student engagement" (see Shulman, Lee S. (2002) "Making Differences: A Table of Learning." Change Vol. 34, No. 6);
• "children age six or younger spend an average of two hours each day using screen media (TV, video, computer, games), which nearly equals the amount of time they spend outside." (see Oblinger, Diana and James Oblinger (2005) "Is it Age or IT: First Steps in Understanding the Net Generation" in Educating the Net Generation);
• "a lack of time, interest, and money seems to drive the relative tech apathy of [most people]" (see Horrigan, John B. (2003) Consumption of Information Goods and Services in the United States, published by the Pew Internet and American Life Project);
• "for many Internet users, the Net is the first place to which they will turn next time they need information" (see Horrigan, John B. (2002) Counting on the Internet, published by the Pew Internet and American Life Project);
• "the Web has become the "new normal" in the American way of life; those who don't go online constitute an ever-shrinking minority" (see Rainie, Lee (2005) Internet: The Mainstreaming of Online Life, published by the Pew Internet and American Life Project)

There is no minimum or maximum length to consider in presenting the findings; each group should be prepared for a 15-20 minute presentation and provide appropriate handouts for the class (e.g., a comparison table). Presentations will be evaluated for thoroughness (depth and breadth of review)and comprehension (understandable to colleagues in class). Each group will provide the instructor with a print copy (or Web address) of their presentation.

No one, even at a remote location, will be allowed to work alone on this project; establish a "virtual" group if you must.

Due Dates:

Groups will report their review to the class on 17 October (Monday). Print copies of the group report are due to the instructor no later than 24 October(Monday).

The assessment of this project will include:

• creativity in applying appropriate information
• ability to distinguish fact from hype (healthy skepticism)
• discussion of findings(narrative and supporting graphics and/or tables)
• presentation of findings

Informed Opinion Essay

This assignment constitutes 25% of the final grade for undergraduate students and 20% of the final grade for graduate students.

A brief, tightly constructed (approximately 5 pages, or sufficient to show your understanding of an issue) informed opinion essay, on a topic drawn from class discussions or related in some manner to issues in the delivery of information services or use of information resources.

• An informed opinion shows you are aware of relevant literature (print or electronic, properly cited) and have developed your own opinion either based upon or in reaction to that literature. I want to see your opinion, based on the issues of a controversial or important issue in providing information services; persuade me with your essay.
• An opinion, like a letter to the editor in a newspaper, does not need to be based on facts or evidence or related articles; it is simply an opinion and nothing more. I do not want to read opinions without evidence.
• A report is based on facts or evidence or related articles and does not include your personal perspective. I do not want to read reports.

Grading criteria for the informed opinion paper:

• An A project goes beyond the assignment: it has something important to say, and does so persuasively. The essay is supported by relevant literature from multiple points of view, and demonstrates critical reflection upon a difficult topic. It is organized effectively and is written clearly and accurately.
• A B project fulfills the assignment well: its general ideas are clear and effectively presented. The essay may not be very original, agreeing with widely accepted views without adding anything new, or fail to offer sufficient support for the points made. It should be well organized and written clearly with minimal errors of grammar and spelling.
• A C or lower project is adequate to fulfill the assignment. The central idea of the essay is clear, but may be repetitive, oversimplified, or poorly argued, refusing to acknowledge complexity or failing to cover important or alternative points. Points may be hard to follow, and the paper may be poorly organized. Sources may be poorly chosen--inappropriate to topic, too old, lacking in authority, etc. There may be errors of fact, spelling and grammar.
• Plagiarism is unacceptable and will result in a failing grade.

Among the topics you might consider for the informed opinion are:

• what is the role of an information professional as a change agent?
• what will be the role of a school library media specialist as an information provider in the year 2015 (ten years; check out the short video by Robin Sloan and Matt Thompson at http://www.albinoblacksheep.com/flash/epic)?
• what is the impact of monitoring or other security options in the age of surveillance (e.g., USA Patriot Act, etc.) upon libraries?
• is the end of printed books or periodicals for delivering information content possible? probable? (digital libraries and Google-ization)
• is online access to information democratizing? (information "haves and have-nots")
• what is the impact of changing forms of scholarly publishing and dissemination upon information users?
• will libraries and librarians/information professionals continue to exist in the face of declining budgets and "everything's free on the Internet"? (do libraries/librarians matter?)
• what happens to all the online information if someone pulls the plug?
• what is the value of the library catalog when there's Google?
• or scan a recent issue of a library/information-related journal to see if there is an issue which sparks your interest or inflames a passion.
Students should not feel constrained to write on any of the above topics if there are others that would provide more direct and applicable benefits. Students in IM Track III are encouraged to discuss potential ideas that link information services (or tools) with training.

Your essay will be graded on:

• demonstrated understanding of the relevant issues and corresponding literature;
• ability to reflect critically and present a reasoned and persuasive and informed opinion;
• consistant documentation of citations

Due Dates:

• Your brief essay (however long as is necessary to present a strong argument, but generally no less than 5 pages) is due on 12 December (Monday). This course does not have a final examination.

You will note that these assignments constitute 90% of the course grade. The remaining 10%, as noted above, will be based upon participation in class discussion. Weight will be given to substantive contributions to discussions based on your reading and experience. The class participation component of the final grade should not be overlooked.