Room 316 SCILS
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Critical examination of the evolution of information science and librarianship. Problems addressed over time. Approaches, methods and trends in research. Disciplinary and interdisciplinary relationships. Seminal authors and works.
Goals and Objectives
The goals are to provide the students with:
The objectives are to:
While there are no courses required as direct prerequisites for this seminar, the students are expected to have a basic knowledge related to:
A student does not actually have to take the listed courses as prerequisites; however, it is assumed that the student is familiar with the basic subject matter and competencies covered in these courses. The knowledge and competencies could have been gained from similar courses, through professional practice and/or independent study. In the case a student does not have a background in any one of these topics, an extensive reading of basic texts in the topic is required prior to or at the outset of the seminar.
This seminar is a prerequisite for other seminars and courses in the Ph.D. areas of concentration Information Science and Library Science.
Approach and Requirements
The seminar consists of:
Lectures: by course instructors or guest lecturers. The topics of lectures are provided in the course outline and schedule. A detailed description of topics covered in each lecture can be found in the syllabus, or a description and handouts will be provided at the lecture.
Discussion: each student is expected to participate in discussions and critical observations either during the lectures or during set discussion periods that particularly relate to analysis or readings.
and selected readings and summaries: for each topic there will be assigned
several required readings. In addition, for each topic students shall select
one additional reading of their own choice either from the Bibliography
or from the literature in general. For each reading (required and selected)
the student will prepare a short summary and critical review. The summaries
will be submitted according to a schedule provided at the beginning of the
The goal of the summaries is not only for a student to reinforce learning the content of the reading by writing, but even more so to critically evaluate and/or relate the content (or part thereof) to own context, experiences, and other readings and learning. Summaries are not intended to be mere abstracts. In other words, think about the reading, assess the major theme(s), and provide your own interpretations and thoughts beyond a mere abstract. Analyze don't just plain recapitulate! The more you incorporate your own remarks the higher the grade! Thus, the emphasis is not on the summary by and for itself but on critical evaluation and/or drawing of relations. Higher grades in summaries relate to the extent to which contents are critically evaluated or to which relations are drawn, and not to mere repetitions of contents.
The summaries must follow the prescribed format (see instructions below). Reading summaries should be handed in on a weekly basis as indicated by the schedule.
Early in selection of the topic the student shall obtain consent and advice from the instructor, to insure appropriateness and fruitfulness of the chosen topic, and to avoid unnecessary grief afterwards. At scheduled times during the semester students shall present: (1) a short description of the preliminary selection of the topic to be covered in the term paper, (2) a preliminary bibliography of literature covered, and (3) a final presentation of the topic as if prepared for a conference presentation.
By the way, the same critical review approach is required for successful completion in answering a question in the qualifying exam, or in preparation for the dissertation proposal. This is a general approach to any scholarly review and any preparation for research. For suggestions on the content and organization of a proposal see "Thesis proposal questions" on class web site.
The narrative style of the summary is left to the student. However, each summary MUST have as a heading (i.e. on top or the cover page):
Summaries should be handed in per assigned schedule. Summaries that do not have headings and citation form as prescribed will have five points deducted.
The summaries and term paper should follow the standardized format as suggested by:
American Psychological Association (APA) (2001). Publication Manual of the American Psychological Association. 5th ed. Washington, D.C.: APA. See: http://www.apastyle.org/pubmanual.html
It is strongly suggested that all students purchase this book. The Manual can be obtained from Rutgers and other bookstores or ordered online. It serves as a manual for other Ph.D. courses and the dissertation, thus it is a valuable tool above and beyond this course. In addition to providing standards for formats, references and citations, the Manual also provides useful suggestions for writing and organizing of reports and articles.
METHOD OF ASSESSMENT
Graduate School and SCILS
PhD program has the following grades (see SCILS Catalog at http://ruweb.rutgers.edu/catalogs/scils.shtml):
A (95), B+ (90), B (85), C+ (80), C (75), F (70). In addition, there are provisional grades for Incomplete (IN) or Temporary (T).
heir own resreach
The final grade will be derived as follows:
Summaries, exercises, discussion - 60% of grade. Term paper - 40% of grade.
The Rutgers Policy on Academic Integrity is spelled out in detail at http://cat.rutgers.edu/integrity/policy.html. In this course we will strictly adhere to this policy. Please consult it. If you have any questions please bring them up. You may also wish to consult Student Responsibility at http://cat.rutgers.edu/integrity/student.html and Faculty Responsibility at http://cat.rutgers.edu/integrity/faculty.html.
don't. Turnitin, a site for prevention of plagiarism is at http://www.turnitin.com/static/home.html.
It is informative and useful.
OUTLINE OF TOPICS
(NOTE: Topics describe general subject coverage for the course, but they may not be presented in the order listed here; in additon, guest lecturers may change/add topics according to their own research)
2. Historical overview of information science and librarianship. Problems addressed over time. Role and impact of technology. Contemporary problems addressed. Disciplinary and interdisciplinary relationships through problems.
4. Human information behavior. Cognitive aspects and individual use of information and knowledge records. Information seeking. Reading research. Social aspects and social use of information.
5. Notions of relevance in information science and classification of knowledge in librarianship.
7. Information retrieval - theories, models, algorithms. Information retrieval databases; networks. Online Public Access Catalogs (OPACs). Information retrieval in the Web context.
8. Digital libraries; types approaches, services. Broadening of the concept of a "library." Relations to publishing, and information systems. Context of technology.
9. Searching, filtering. Reference. Interaction, mediation, reception. Human-human and human-computer interaction in information retrieval and libraries.
11. Various approaches to evaluation of performance and impact of libraries and information retrieval systems: historical, ethnographic, technological, systems, users, economical, organizational, social. Evaluation requirements for systems approach.
Part V. EDUCATION
12. Education for library and information science.
Bibliography for the course, organized according to topics as listed above, is provided as a separate listing.