Upload
others
View
1
Download
0
Embed Size (px)
Citation preview
SLIS Curriculum Committee Recommendation
This form is used by the SLIS Curriculum Committee to document and recommend course changes, additions and modifications to the SLIS Academic Council and SLIS School Council for approval. Approved by SLIS School Council October 22, 2013.
Date: Friday September 27, 2013
Type of Change: [X] NEW COURSE* [ ] EXISTING COURSE [ ] COURSE DELETION
CALENDAR COPY
CURRENT
Calendar Section Number §[ ]
(Use strike out for all changes)
PROPOSED
Calendar Section Number §[231.168]
(Underline all additions)
LIS 508: Information Technologies in LIS Environments
*3 (fi 6) (either term, 3-0-0). An introduction to and a critical examination of a range of information technologies relevant to diverse library and information settings.
Course title:
LIS 508 Information Technologies in LIS Environments
Recommendation:
That this new course be assigned a permanent number (LIS 508); be a required course for all MLIS students; and be placed in the University Calendar.
Rationale
1) The core MLIS courses (501, 502, 503, 504, 505) serve as the foundation for all MLIS classes offered and provide students with the core competencies required for library and information work; however, while these courses deal in part with information technologies, there exists no core course that provides students an overview of the range of information technologies in LIS. By adding a core course on information technologies students will have exposure to a broad range of information technologies that they will encounter in professional practice. The course has been designed to provide a survey of the wide varieties of information technologies that librarians and information professionals must have an understanding of to succeed and excel in a diversity of work environments.
Calendar Changes 2014-2015
2) The SLIS Program Level Learning Outcomes and School Goals (2011-15) serve as an
important reflection of the School’s values and mission and identify the range of skills and
competencies that the MLIS graduates will possess. LIS 508, as proposed, further enables SLIS
to ensure these outcomes and goals will be met. More importantly, this course directly supports
School Goal 4 and Program Level Learning Outcome 9. School Goal 4 states:
We will foster and nurture adventurous and critical adapters, adopters, and creators of
innovative technologies, while continuing to respect and honour historic and bibliographic
traditions of the evolving cultural record.
Program Level Learning Outcome 9 declares students will:
examine the impact, importance, and limitations of technologies in personal, professional, and
social contexts as well as in library and information studies settings.
Objective: students will understand current information technology as an integral part of the
operations and services of libraries and information agencies.
Although existing MLIS courses including the IT electives support these objectives, the addition
of this course as a required course will ensure that students are ideally prepared to meet the
goals and learning outcomes. Furthermore, the course’s focus on a critical understanding of the
role of information technologies will help ensure that MLIS graduates are well prepared to be
critical adapters and adopters rather than passive users.
3) The ALA’s list of Core Competencies of Librarianship identifies eight core competencies, one of which is “Technological Knowledge and Skills.” LIS 508 specifically targets this core competency. LIS 508 aims to specifically address the technological knowledge competency through the critical examination of the history and current applications of information technologies in various library and information contexts.
4) The existing requirement that all MLIS students take two, hands on (intensive) IT courses provides students with depth of knowledge in two areas of information technology. However, lacking from this approach is a way of ensuring that students have a broad understanding of the range of information technologies that are employed in LIS contexts. By adding LIS 508 as a required course, SLIS can ensure that its MLIS students have both technological depth and breadth.
5) The addition of LIS 508 as a required course will support student learning in the IT electives students must take. The course is designed to serve as a foundation on information technologies, and subsequent IT courses can develop specialized hands on skills and knowledge. Furthermore, by exposing all students to the range of information technologies, this course should allow students to better choose the IT electives that they feel are most important and are most interested in pursuing.
We think this is important – although we recognize that students MAY take an elective before they take 508.
SCHOOL OF LIBRARY AND INFORMATION STUDIES
University of Alberta
LIS 508: Information Technologies in LIS Environments
(Winter, 3 hours per week)
Instructor: Name (position title optional)
Office Hours/Location; Other Contact Information
Calendar
Description: An introduction to and a critical examination of a range of information technologies
relevant to diverse library and information settings.
Objectives: Through a group project, online discussions, readings and course lecture, students will
be able to critically analyze information technologies using critical approaches and
present their findings to the class. (Connects to Program Level Learning Outcome
(PLLO) 2, 3 and 9).
After reviewing the scholarly literature, relevant resources and course readings students
will be able to synthesize and reflect on the role and importance of information
technologies in LIS environments. (Connects to PLLO 2, 3, 7 and 9).
Upon completion of selected readings, students will be able to write a critical response
that evinces an informed understanding of concepts, theories and issues as they relate
to LIS technologies (Connects to PLLO 2, 3 and 9).
Throughout the course, students will be able to actively contribute to and participate in
informed and engaging discussions (Connects to PLLO 2, 3, 5, and 9).
Content: Computer networks and the internet, databases, information retrieval systems,
integrated library systems, institutional repositories, alternative discovery applications,
archiving and preservation technologies, digital objects, digitization, digital libraries,
technological protection measures, digital rights management, social computing and
social media.
Methods: List major instructional methods, e.g. lectures, group discussions, reports, guest
speakers
Course Prerequisites: LIS 501, LIS 502, LIS 503
Relationships:
Assignments
& Evaluation: Online contributions (25%)
Ongoing throughout the term
Response to a reading(s) (15%)
Due Week 3
Group Presentation project (30%)
Spread through the course
Final paper (30%)
Due Week 13
Grades are calculated in accordance with the SLIS Grading Procedure
(http://www.slis.ualberta.ca/Resources/SLISPoliciesandDocuments/GradingProcedure.a
spx):
Grades reflect professional judgements of student achievement made by instructors.
These judgements are based on a combination of absolute achievement and relative
performance in class. The instructor should mark in terms of raw scores, rank the
assignments in order of merit, and with due attention to the verbal descriptions of
the various grades, assign an appropriate final letter grade.
To conserve paper, please consider stipulating formats of 1.5 spacing, 11 font, title and
student information on first page of text, no blank sheets, and bibliography continued
on last page of text.
Academic The University of Alberta is committed to the highest standards of academic integrity
Integrity: and honesty. Students are expected to be familiar with these standards regarding
academic honesty and to uphold the policies of the University in this respect. Students
are particularly urged to familiarize themselves with the provisions of the Code of
Student Behaviour
(http://www.uofaweb.ualberta.ca/gfcpolicymanual/content.cfm?ID_page=37633 ) and
avoid any behaviour which could potentially result in suspicions of cheating,
plagiarism, misrepresentation of facts and/or participation in an offence. Academic
dishonesty is a serious offence and can result in suspension or expulsion from the
University.
Students should also be mindful of the SLIS Copyright Policy
(http://www.slis.ualberta.ca/Resources/~/media/slis/Documents/Resources/SLISPolicie
sandDocuments/SLIS_Copyright_Policy.pdf).
Inclusive The Faculty of Education is committed to providing an environment of equality and
Language & Equity respect for all people within the university community, and to educating faculty, staff
and students in developing teaching and learning contexts that are welcoming to all.
The Faculty recommends that students and staff use inclusive language to create a
classroom atmosphere in which students’ experiences and views are treated with equal
respect and value in relation to their gender, racial background, sexual orientation, and
ethnic backgrounds. Students who require accommodations in this course due to a
disability affecting mobility, vision, hearing, learning, or mental or physical health are
advised to discuss their needs with Specialized Support and Disability Services.
Recording
Lectures: Recording is permitted only with the prior written consent of the professor or if
recording is part of an approved accommodation plan.
Required Text / Readings Weekly readings will be assigned by the instructor.
Tentative Timetable
Policy about course outlines can be found in Section 23.4(2) of the University Calendar.
Tentative Timetable
Weeks
1. Intro and critical approaches to technology
2. Critical approaches (continued)
3. Historical developments
4. Computer networks and the internet
5. Web technologies and markup languages (HTML)
6. Databases & Information Retrieval Systems (IR)
7. Integrated Library Systems (ILS)
8. Institutional Repositories
9. Alternative discovery applications
10. Archiving and preservation technologies
11. Digital objects, digitization, digital libraries
12. Technological Protection Measures (TPM) and Digital Rights Management (DRM)
13. Social computing and social media
SLIS Curriculum Committee Recommendation
This form is used by the SLIS Curriculum Committee to document and recommend course changes, additions and modifications to the SLIS Academic Council and SLIS School Council for approval. Approved by SLIS School Council October 22, 2013.
Date: September 27, 2013
Type of Change: [ ] NEW COURSE* [X ] EXISTING COURSE [ ] COURSE DELETION
CALENDAR COPY
CURRENT
Calendar Section Number §[231.168]
(Use strike out for all changes)
PROPOSED
Calendar Section Number §[231.168]
(Underline all additions)
LIS 532 Cataloguing and Classification
*3 (fi 6) (either term, 3-0-0). To prepare students to construct a catalogue, to create catalogue records for various forms of materials in diverse Library situations and to evaluate Online Public Access Catalogues.
LIS 532: Metadata
Calendar Description:
*3 (fi 6) (either term, 3-0-0).This course introduces students to the concept, development, applications and evaluation of metadata in various information contexts. Through a combination of practical exercises, including classification, cataloguing, and RDA, students will critically examine metadata issues, standards, and best practices, and will evaluate the role of metadata in discovery and access systems.
Rationale
The rationale for the changes to the title and calendar description of this course lies in the developments and trends associated with information representation and retrieval in new digital information environments. In particular, the introduction of Resource Description and Access (RDA) as a new standard and the prevalence of various metadata standards used in different contexts necessitate a more current and inclusive approach to the description of and access to digital information resources. The title of the course is changed to metadata to reflect this broad and inclusive perspective. The content of the course will focus on metadata standards and applications and will continue to include and address long-established cataloguing and classification standards such as the subject headings lists and classification schemes. This approach will provide a current and comprehensive treatment of standards and best practices in resource description and discovery.
Recommendation: Recommend changing the LIS 532 course title and course description in the University calendar.
LIS 532: Metadata
Calendar Description:
This course introduces students to the concept, development, applications and evaluation of
metadata in various information contexts. Through a combination of practical exercises,
including classification, cataloguing, and RDA, students will critically examine metadata issues,
standards, and best practices, and will evaluate the role of metadata in discovery and access
systems.
Student Learning Outcomes:
Upon completion of the course, a student should be able to:
● Following a series of practical, hands-on exercises, students will apply standards and best
practices used for creating and encoding metadata in North American libraries (PLLO 6)
● Through a group project, readings and course lecture, students will critically analyze and
evaluate the underlying principles applied in describing and classifying information
objects through metadata and classification systems (PLLO 6, 7, 9)
● Drawing upon the best practices in metadata applications, students will assess and
critique metadata creation and implementation in the context of web-based search and
retrieval systems (PLLO 6, 7, 9)
● Expanding their understanding of metadata applications, students will provide criticism
of current standards for description and access, and will offer constructive suggestions for
their enhancement. (PLLO 6, 7)
Content:
● Descriptive cataloguing of resources using RDA (Resource Description and Access)
● Functional Requirements for Bibliographic Records (FRBR)
● Subject access to resources using controlled vocabularies (e.g., Library of Congress
Subject Headings (LCSH), Canadian Subject Headings (CSH), and Thesaurus for
Graphic Materials (TGM))
● Classification of resources using Dewey Decimal Classification (DDC) and Library of
Congress Classification (LCC)
● Encoding of metadata records using MARC21 and XML
● Metadata standards for digital libraries (e.g., Dublin Core (DC) and Metadata Object
Description Schema (MODS))
Methods:
A combination of lectures, in-class labs/exercises, and discussion will be used throughout the
course.
Course relationships:
Prerequisites: LIS 501, 502
Texts:
Olson, Hope A., and John J. Boll. (2001). Subject analysis in online catalogs. 2nd ed. Englewood,
Colorado: Libraries Unlimited. (A few copies are available in Henderson hall)
RDA: Resource Description and Access (available through Cataloger’s Desktop)
Other weekly readings as listed in the schedule.
Assignments and Evaluation
Assignments are due in my mailbox before 9:00 am on the due date
Individual Projects 1-3
For individual projects 1-3, each student will be assigned a set of three examples: a book, a
website and a digital image. Metadata records for these examples will be created through the
three projects so that each student will eventually have four complete metadata records by the
end of the course.
The hypothetical context for individual work is an outsourcing service supplying metadata for
large public and academic libraries in Canada. The purpose of this setting is to perform a high
standard of complete, but relatively generic, metadata creation in a Canadian setting. All
individual work may be profitably discussed with colleagues, but is the ultimate responsibility of
the individual as are metadata records in the workplace.
Project 1: Subject headings and classification
LCSH/TGM subject headings, DDC and LCC numbers for each example. For classification
numbers, include the breakdown showing the hierarchy and and synthesis
Project 2: RDA
RDA description for your examples. Indicate rule numbers for each element
Project 3: Encoding
Complete metadata records for all three items encoded in MARC. In addition, the record for the
website should also be encoded in Dublin Core.
Group Project
For the group project, students should form groups of 4 and complete the following project:
Group Project: Subject Treatment in DDC, LCC and LCSH
Groups should be formed NO LATER than January 28th. Each group will choose a topic for the
project and will email me the topic NO LATER than February 4th.
Choose a subject area which you are interested in and examine the ways in which the area has
been treated in the Dewey Decimal Classification (DDC), Library of Congress Classification
(LCC) and Library of Congress Subject Headings (LCSH). Web-based versions of the LC
classification and LCSH are available from the School homepage under Classification Web and
the DDC classification is available through the OCLC WebDewey available at
(http://connexion.oclc.org/).
In the evaluation process you may consider the following questions:
For DDC, LCC and LCSH:
● How extensive or limited has the subject area been treated?
● Is the chosen subject area located in a single area of the schemes, or is it scattered?
● How rich are semantic relationships between and among subjects and terms?
● How are these relationships organized (e.g., BT, NT, RT)? Are these relationships clear?
● Have all aspects of the subject been treated equally or some aspects have received more
attention than others?
● How up to date is the vocabulary?
For DDC and LCC only:
● How is easy to use and useful are the indexes and/or search tools of the two classification
schemes?
● How well the subject area has been hierarchically located within classification schemes?
● How useful are the scope notes in DDC and LCC?
● In general, what are the implications of the ways in which the topic is conceptualized and
organized, and its strengths and limits? Specifically, how might these affect cataloguing
practice? User retrieval and browsing?
Format of your report: You will submit a report of 8 pages numbered, 12 pt font, 1.5 line
spacing, 1.2" margins.
In order to ensure a fair assessment of students work and participation in the group project, 3
points of the total mark (30) in this project are set aside for individual participation. Each
student will submit to me, by email, a brief paragraph describing the tasks they carried out in the
group project and the number of hours they spent on the project. In addition, they will comment
on the participation of their group members. This will allow the instructor to base the assessment
not only on the final project report, but also on the level of engagement and participation of each
group member.
For group assignments, I encourage you to use Google Docs. It is useful for conducting
collaborative projects and reports and provides you with the functionalities that all group
members can use to add, delete, edit or modify the content.
Individual Project 4
For individual project 4, each student will select two discovery/access systems from a list to be
provided. Based on examination of each site, students will evaluate to what extent each site
follows the six metadata principles set out in NISO’s A Framework of Guidance for Building
Good Digital Collections (2007). http://www.niso.org/publications/rp/framework3.pdf
Format of your report: You will submit a report of 5 pages numbered, 12 pt font, 1.5 line
spacing, 1.2" margins.
Class participation
Individual participation for the benefit of the class as a whole. The purpose is for all students to
join comfortably in the process. Factors to be considered include, but are not limited to,
attendance, preparation, small group interaction, general class contribution, cooperative work
outside of class, the reading assignment and a one-paragraph self-assessment of class
participation (to be submitted by e-mail by April 15th).
SLIS Curriculum Committee Recommendation
This form is used by the SLIS Curriculum Committee to document and recommend course changes, additions and modifications to the SLIS Academic Council and SLIS School Council for approval. Approved by SLIS School Council October 22, 2013.
Date: September 20, 2013
Type of Change: [ ] NEW COURSE* [ X] EXISTING COURSE [ ] COURSE DELETION
CALENDAR COPY
CURRENT
Calendar Section Number §[231.168]
(Use strike out for all changes)
PROPOSED
Calendar Section Number §[231.168]
(Underline all additions)
LIS 599 Directed Study
*3 (fi 6) (either term, 0-3s-0). Further study of special topics and issues, based on knowledge acquired in previous courses or on significant prior experience. Topic to be approved by the School.
LIS 599 Directed Study
*1-3 (either term, variable). Further study of special topics and issues, based on knowledge acquired in previous courses or on significant prior experience. Topic and course weight to be approved by the School. Prerequisite: consent of department.
Course title: LIS 599 Directed Study
Recommendation: To change the course weight from 3 credit to variable.
GFC Recommendation form
This form is used by the SLIS Curriculum Committee and School Council to document and recommend course changes, additions and modifications to the GFC for approval.
Date: November 29, 2012
Type of Change: [ X] NEW COURSE* [ ] EXISTING COURSE [ ] COURSE DELETION
CALENDAR COPY
CURRENT
Calendar Section Number §[231.171]
(Use strike out for all changes)
PROPOSED
Calendar Section Number §[231.171]
(Underline or highlight all additions)
LIS 541 - Library and Information Services in Culturally Diverse Society
*3 (fi 6) (either term, 3-0-0). Examines the central concepts of diversity and inclusion and a range of related issues and contributions with respect to specific populations and traditionally underrepresented groups, and their support systems, in library and information settings.
Course title: LIS 541: Library and Information Services in Culturally Diverse Society
Recommendation:
The Faculty and Curriculum Committee approved the above change. SLIS School Council approved the change to the above course on October 5, 2012. This change is recommended to GFC for approval.