Foundations of Library and Information Science
Spring Semester 2016
Faculty: Robin F. Kurz E-mail: firstname.lastname@example.org
Primary Phone: (620) 341-5069 Online Course Login: canvas.emporia.edu
Credit Hours: 3 Meetings: Internet begins 1/20
Weekends 1/29-30; 3/11-12
Important Dates for Spring 2016 1/20 First Day of Class 2/2 Last Day to Add/Drop 2/2 Last Day to Withdraw with full refund
4/6 Last Day to Withdraw and receive W"
5/6 Last Day of Classes 5/14 Commencement
5/17 Final Grades Due
Program Goal The goal of the SLIM Master of Library Science program is to prepare creative problem solvers who will provide proactive client-centered services in information agencies.
Catalog Description An introduction to information agencies and professions, this course examines the philosophical and ethical underpinnings, roles and societal contexts, and current issues of the global information society. Students explore the role of information in society, change as reflected in paradigm shifts, the theory and processes of information transfer, and the characteristics of information professionals and professional practices. (Required) Recommended for all new MLS students in their first semester. (Approved 11/9/2011)
Course Learning Outcomes By the end of the course, students will be able
to: Program Outcomes
ALA Core Competence(s)
1 Describe the missions and values of libraries and information organizations from past to present.
1 1 1A, 1B, 1C, 1D
Identify and discuss current and developing issues in library and information management taking into account a variety of political, economic, technological, and social forces.
1, 7 1E, 1F, 1G
3 Explain and apply the information life cycle. 1 2A
4 Demonstrate knowledge of the basic principles of information ethics and the ability to apply a model for ethical decision-making.
1 3 1A
5 Identify and integrate personal values, beliefs, and behaviors with core tenets of the library and information management profession.
1, 7 1 1A, 7A
6 Develop a vision of professional service and demonstrate adaptability and openness to new ideas
1, 7, 8 1 1A, 1B
7 Work effectively and collaboratively with others, online, one-to-one, and in large and small groups.
7, 8 1J
Instructor Contact Information My office hours for the spring 2016 semester are on Wednesdays between 9:00 am and 11:30 am CT and between 5:30 pm and 8:00 pm CT (via email, telephone, or Zoom) and by appointment.
My office hours are set aside exclusively for communicating with you; however, please feel free to contact me at any time through any means. During office hours, I will be more likely to respond immediately. During other times, I will make every effort to respond within 48 hours. While I may not reply immediately outside of office hours, my goal is to be as accessible and responsive to you as possible. I do reserve the right not to respond to communications during evening hours or on the weekends (outside of office hours).
When emailing from outside of Canvas, please always include the course number (e.g. LI855) in the email subject line, as I will respond more quickly if I realize your email pertains to the course.
You can find me on Twitter at @robinkurz.
Required Readings Required Textbooks:
American Psychological Association. (2009). Publication Manual of the American Psychological Association (6th ed.). Washington, DC: American Psychological Association.
Eberhart, G.M. (ed.). (2013). The whole library handbook 5: Current data, professional advice, and curiosa about libraries and library services. Chicago: American Library Association.
Rubin, R.E. (2015). Foundations of library and information science (4th ed.). New York: Neal-Schuman.
Additional required readings will be assigned each week on the weekly to-do list. Each student will also read another book related to the course for discussion within the peer circles and during Weekend #2. Students should anticipate approximately 4 readings per week per student, along with some videos, websites, etc. Not every student will read every article/selection, as some weeks will feature multiple reading assignments to be divided among the peer circle for discussion. Some, but not all, readings are identified below in the Selected Readings and in the Tentative Course Schedule. Full citations will be made available to you through Canvas. I will provide you with copies of readings that are not available to you through the WAW Library's electronic resources. If a reading is available through WAW Library electronically, you will be expected to locate it yourself. I expect you to be proficient in the use of all WAW Library resources or to become so by asking a librarian for assistance.
Asheim, L. (1953, September). Not censorship but selection. Wilson Library Bulletin, 28, 63-67.
Asheim, L. (1983). Selection and censorship: A reappraisal. Wilson Library Bulletin 58, 180-184.
Buschman, J. (2005). Libraries and the decline of public purposes. Public Library Quarterly, 24(1), 1-12.
Chu, C. & Honma, T. (2007). Libraries as contested community and cultural space: The Bruggemeyer Memorial Library of Monterey Park, California. AAPI Nexus: Asian Americans & Pacific Islanders Policy, Practice and Community, 5(1), 33-58.
Cohen, A. (2006). Libraries, knowledge management, and communities of practice. Information Outlook, 10(1), 34-37.
Cope, W. & Kalantzis, M. (2009). Signs of epistemic disruption: Transformations in the knowledge system of the academic journal. First Monday, 14(4). Retrieved from http://firstmonday.org/htbin/cgiwrap/bin/ojs/index.php/fm/article/view/2309
Dick, A.L. (1999). Epistemological positions and library and information science. The Library Quarterly, 69(3), 305-323.
Donelson, K. L. (1981). Shoddy and pernicious books and youthful purity: Literary and moral censorship, then and now. The Library Quarterly, 51(1), 4-19.
Dow, M.J. (2008). Teaching ethical behavior in the global world of information and the new AASL Standards. School Library Media Activities Monthly, 25(4), 49-52.
Dresang, E. (2006). Intellectual freedom and libraries: Complexity and change in the Twenty-First-Century digital environment. Library Quarterly, 76(2), 169-192.
Elmborg, James K. (2006). Critical information literacy: Implications for instructional practice. The Journal of Academic Librarianship, 32(2), 192-199.
Harris, M.H. & Hannah, S.A. (1992). Why do we study the history of libraries: A meditation on the perils of ahistoricism in the post-industrial era. Journal of Research in Library and Information Science, 14, 123-130.
Heins, M. & Beckles, T. (2005). Will fair use survive? Free expression in the age of copyright control. New York, NY: Brennan Center for Justice www.fepproject.org/policyreports/WillFairUseSurvive.pdf (Executive summary only)
Jaeger, P.T., Gorham, U., Sarin, L.C., & Bertot, J.C. (2013). Libraries, policy, and politics in a democracy: Four historical epochs. The Library Quarterly, 83(2), 166-181.
Josey, E. J., & Abdullahi, I. (2002). Why diversity in American libraries. Library Management, 23(1), 10-16.
Knox, E.J.M. (2014). Intellectual freedom and the agnostic-postmodernist view of reading effects. Library Trends, 63(1)
Krug, J.F. & Moran, C.D. (2010). ALA and intellectual freedom: A historical overview. Intellectual Freedom Manual (8th ed.). Chicago, IL: American Library Association.
Labaree, R. V., & Scimeca, R. (2008). The philosophical problem of truth in librarianship. The Library Quarterly, 78(1), 43-70.
Lance, K. (1994). The impact of school library media centers on academic achievement. School Library Media Research, 22(3).
Lor P. & Britz. J. (2007). Is a knowledge society possible without freedom of access to information? Journal of Information Science, 33, 387-397.
Lyons, C. (2007). The library: A distinct local voice? First Monday, 12(3). Retrieved from http://firstmonday.org/htbin/cgiwrap/bin/ojs/index.php/fm/article/view/1629/1544
Magi, T. (2013). A fresh look at privacy. Indiana Libraries, 32(1). Retrieved from: http://journals.iupui.edu/index.php/IndianaLibraries/article/view/4229/pdf
Mainka, A., Hartmann, S., Orszullok, L., Peters, I., Stallmann, A., & Stock, W.G. (2013). Public libraries in the knowledge society: Core services of libraries in informational world cities. Libri., 63(4), 295319.
Matteson, M.L., Chittock, S. & Mease, D. (2015). In their own words: Stories of emotional labor from the library workforce. The Library Quarterly, 85(1), 85-105.
O'Sullivan, M. (2008). Creative commons and contemporary copyright: A fitting shoe or a load of old cobblers. First Monday, 13(1). Retrieved from http://firstmonday.org/htbin/cgiwrap/bin/ojs/index.php/fm/article/view/2087/1919
Pawley, C. (1998). Hegemonys handmaid? The library and information studies curriculum from a class perspective. Library Quarterly, 68(2), 123-144.
Pew Research Center. (2014). From Distant admirers to library loversand beyond: Summary of findings. http://www.pewinternet.org/2014/03/13/summary-of-findings-4/
Radway, J.A. (1986). Reading is not eating: Mass-produced literature and the theoretical, methodological, and political consequences of a metaphor. Book Research Quarterly, 2, 7-29.
Rimland, E. (2007). Ranganathan's relevant rules. Reference & User Services Quarterly, 46(4), 24-26.
Severson, R. J. (1997). The principles of information ethics. Armonk, NY: M. E. Sharpe. (selections)
Shachaf, P. (2010). Social reference: A unifying theory. Library & Information Science Research, 32(1), 66-76.
U.S. Copyright Office. (2008). Copyright basics. http://www.copyright.gov/circs/circ1.pdf
Waller, V. (2009). The relationship between public libraries and Google: Too much information. First Monday 14(9). Retrieved from http://firstmonday.org/htbin/cgiwrap/bin/ojs/index.php/fm/rt/printerFriendly/2477/2279
Weigand, W. (1999). Tunnel vision and blind spots: What the past tells us about the present. Library Quarterly, 69(1), 1-32.
Westbrook, L. (2015). Im not a social worker: An information service model for working with patrons in crisis. The Library Quarterly, 85(1), 6-25.
Learning Activities This is a highly participatory course; therefore, many of the learning activities center on activities in which you will engage with each other and/or me. Over the course of the semester, every student in the class will facilitate at least one peer group discussion and will be expected to actively engage in every discussion, regardless of role. These activities will be reflected in class participation grades. Teaching Approach: In order to achieve the above listed goals and outcomes, I will foster an open, inclusive learning environment that combines occasional traditional lectures with readings, discussions, activities, videos, and interviews with professionals. In exchange for your commitment, I work with you to build a community in which we can all grow through meaningful conversations, both peer/peer and student/faculty. I also allow room for exploration, evolution, and ownership in readings, discussions, and assignments, realizing that individual students will reach the course learning outcomes in different ways and not necessarily in concert with each other. Online class participation is an integral part of the course, and all students are expected to complete all readings and other assignments. Student Participation: I place much importance on student ownership of the learning process. Students will contribute to the success of the course through active participation and thoughtful involvement, remaining cognizant of each others differences and respectful of differences in age, gender, race, ethnicity, sexual orientation, physical ability, religion, etc. Students should also remain aware of the individuals and groups they will be discussing (either theoretically or actually) and should avoid using terminology that others deem offensive.
From the ESU University Policy Manual: One on-campus class credit is defined as 1 class hour of classroom or direct faculty instruction per week and a minimum of 2 class hours of out-of class student work each week for a minimum of 15 weeks It is expected that the academic work required of graduate and professional students will exceed 3 hours per credit per week. Since this is a three-credit hour course, I expect you to spend at the very least 9 hours per week on this course.
Due Date Checklist: In order to facilitate student participation and active engagement, I will provide a due date checklist during the first week of class. This document, in conjunction with the syllabus, is crucial to a successful semester. While this document will be subject to occasional changes, it provides a detailed, chronological list of course assignments.
Assignments Assignment Course Outcome(s)
Met Due Date Points
Intro Video 7 1/27 Mandatory Chats with Robin All Weeks 8 & 16 Mandatory Peer Circles & Blog All Blog Throughout
Discussions Weeks Final Feedback5/10
Weekend #1 Participation
1, 2, 3,7 1/29-30 Feedback due 2/6
Accessing Scholarly Publications
2, 7 Topic2/24 Submitted for Peer Review3/27 Returned from Peer Review4/3 Final Paper4/10
Weekend #2 4, 5, 6, 7 3/11-12 Feedback due 3/19
2, 6 Feedback due 3/6 Oral overview presented 3/11-12
Information Ethics Case
4, 7 Videos posted by 4/17 Class-wide Q&A 4/24-5/1 Feedback due 5/6
Reflective Journal 1, 2, 3, 4, 5, 6 Throughout Due 3/20 & 5/8
Intro Video: 3 pointsLink shared in Canvas before MidnightFor this assignment, students will record short videos introducing themselves to the rest of the class. Videos should be approximately 5 minutes in length and include at minimum the information requested in the assignment instructions. Full details will be provided on the first day of class. Due dateJanuary 27
Chats with Robin: 5 points Scheduled through Canvas, held live in Zoom For this requirement, each student will be required to meet with the professor twice during the course of the semester for detailed feedback on progress in the course and professional growth. This will also be the students opportunity to receive more meaningful qualitative feedback on specific assignments. Due dateWeeks 8 & 16