Sample Syllabus - Pratt Institute

605, Summer II ’11 Lopatovska
I. Course Information:
Online Databases Search/Services
LIS 605-C1
Monday, 9:30 a.m. – 12:20 p.m.; Monday, 1:30 p.m. – 4:20 p.m.
r. 606
Office hours: Mon 12:30-1:30; 4:30-5:00 (and/or upon request)
II. Instructor Information:
Irene Lopatovska
Email: ilopatov@pratt.edu
GA:
Email: Phone: (will be given in class)
Listserv:
III. Course Description:
Bulletin Description: An introduction to computer searching methods in reference services is
presented. Strategies and their relationship to the structure and content of on-line databases and
CD-ROMs and the evaluation of search results are included. Emphasis is on laboratory
experience with a wide range of databases as provided by vendors.
Detailed Description: The course addresses the principles and practices associated with
searching of a variety of information resources.
The course covers topics related to:
1. The content of various information resources;
2. Different models of information retrieval systems;
3. Principles of effective searching and various search strategies;
4. The process of mediation and interviewing;
5. Evaluation and presentation of search results;
6. The issues of professional concerns, such as professional ethics and life-long
learning.
The course includes laboratory exercises using a variety of resources from vendors,
such as DIALOG and LEXIS/NEXIS, the web, and digital libraries.
Course Goals:
The primary goal of the course is to introduce students to the philosophy, techniques and
strategies of effective searching of contemporary information resources on behalf of users
seeking information. The course covers both theoretical and practical aspects of searching in
order to prepare students to cope with the ever-changing world of searching. The course aims at
preparing students to share their searching skills and knowledge about information sources with
their users (user instruction skills).
Student Learning Objectives:
1. Understand the basics of computer searching.
2. Understand and perform database searching.
3. Conduct a pre-search interview to identify user needs.
4. Develop and execute different search strategies and tactics.
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605, Summer II ’11 Lopatovska
5. Evaluate various electronic information sources.
6. Present search results to the end user.
7. Continue building familiarity with various electronic resources in varying disciplines,
domains and formats.
8. Be prepared to instruct users about electronic sources and search techniques.
Course Calendar/Schedule [subject to change]:
Wee
k
#
Lectures &
Practice
Readings
Assignmen
ts*
1 Jun
27
Course Overview
Introduction to
Pratt Online
Resources
(WilsonWeb,
Gale, JSTOR,
EBSCO)
Bush, V. (1945). As we may think. Atlantic Monthly. Available
at: http://www.theatlantic.com/doc/194507/bush
Introduction to
term project
2 Jun
27
User Modeling
and mediation
Ross, C. S. (2003). The reference interview: why it needs to
be used in every (well, almost every) reference transaction.
Reference and User Services Quarterly, 43 (1), 38-41
Wilson, T. (2004). Talking about the problem: a content
analysis of pre-search interviews. Information Research, 10
(1), paper 206.
Prepare a list
questions that
would be
appropriate in
(almost) any
reference
interview [not
graded]
3/4 Jul 4 NO CLASS Work on term project
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605, Summer II ’11 Lopatovska
5 Jul
11
Construction of
Information
Resources.
Information
Retrieval Models
Boolean Logic.
Vocabulary in
Searching
Bates, M.J. (1988). How to use controlled vocabulary
effectively in searching. Online, 12(6), 45-56.
Ojala, M. (2007). Finding and using the magic words:
Keywords, thesauri and free text search. Online, 31(4), 40-42.
Bell, S. (2007). Tools every searcher should know and use.
Online (Wilton, Connecticut), 31(5), 22-27.
Tenopir, C. (2008).Online systems for information access and
retrieval. Library Trends, 56(4), 816-829.
Jarvelin, K. & Wilson, T.D. (2003). On conceptual models for
information seeking and retrieval research, Information
Research, paper 163, available at: http://informationr.net/ir/9-
1/paper163.html
Project
Deliverable –
progress
report – due
discuss initial
results
6 Jul
11
Introduction to
Proquest
databases and
Dialog
http://support.dialog.com/dialogclassicweb/support/ Dialog -
exercise 1
7 Jul
18
Search strategies Notess, G.R. (2008). Speed searching. Online (Wilton,
Connecticut), 32(2), 41-44.
Goldsborough, R. (2006). Helping site visitors find what they
are after. Teacher Librarian, 34(2), 52.
De Braal, B. (2008). The right tool for your search job.
Information World Review, issue 250.
Hock, R. (2008). The elements of advanced search. Online
(Wilton, Connecticut), 32 (4), 14-19.
Salim, J. & Ming, D. C. (2004). Information skills: perspectives
an alternatives in search strategies.
Malaysian Journal of Library & Information Science, 9, no.2,
Dec: 79-94
Bates, M. (1989). The design of browsing and berrypicking
techniques for the online search interface. Online Review, 13
(5), 407-424, or at
http://www.gseis.ucla.edu/faculty/bates/berrypicking.html
8 Jul
18
Factiva
Lexis-Nexis
Review Factiva Training Modules 1, 2, 3, 4, 5 at:
http://www.proquest.com/en-
US/support/training/materials.shtml
Factiva and
Nexis for
business
information –
exercise 2
9 Jul
25
Search engines
Digital libraries
Gunn, H. (2006). New in Web Search. Teacher Librarian,
34(1), 62-3.
Brophy, J. & Bawden, D. (2005). Is Google enough?
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605, Summer II ’11 Lopatovska
Data repositories
Social media
sites
Comparison of an internet search engine with academic library
resources. Aslib Proceedings New Information Perspectives.
57(6), 498-512.
Segal, D. (February 12, 2011). The Dirty Little Secrets of
Search. The New york Times. Available at:
http://www.nytimes.com/2011/02/13/business/13search.html?_
r=2&pagewanted=print
Google, Zeitgeist 2010: How the world searched. Available at:
http://www.google.com/intl/en/press/zeitgeist2010/
Devine, J. & Sider, F. S. (2007) Beyond Google: The invisible
Web. Retrieved May. 19, 2011 from
http://library.lagcc.cuny.edu/invisibleweb/default.htm
Schilit, B. N. & Kolak, O. (2008). Exploring a digital library
through key ideas. Proceedings of the 8th ACM/IEEE-CS joint
conference on digital libraries. 177 - 186. In: ACM Digital
Library.
Nicholson, S., Sierra, T., Eseryel, U. Yeliz, Park, Ji-Hong,
Barkow, P. Pozo, E. J. and Ward, J. (2006). How Much of It Is
Real? Analysis of Paid Placement
in Web Search Engine Results, Journal of the American
Society for Information Science and Technology, 57(4), 448-
461. Available at:
http://biblio.syr.edu/bibliomining/articles/nicholsonads.html
Brin, S. and Page L. The Anatomy of a Large-Scale
Hypertextual Web Search Engine, available at:
http://clgiles.ist.psu.edu/IST441/materials/papers/anatomysearch-engine-pagerank.pdf
Google pageranked explained:
http://www.webworkshop.net/pagerank.html
Schwartz, C. (2000). Digital libraries: an overview. The
Journal of Academic Librarianship, 26(6), 385-393.
Liu, Z. (2006). Print vs. electronic resources: a study of user
perceptions, preferences, and use Information Processing and
Management: an International Journal, 42(2), 583 – 592.
Reference and User Services Association (RUSA). Best Free
Reference Web Sites 2010
Twelfth Annual List:
http://www.ala.org/ala/mgrps/divs/rusa/sections/mars/marspub
s/marsbestfreewebsites/marsbestfree2010.cfm
Notess, G. R. (2008). Searching the twitter realm. Online
(Wilton, Connecticut), 32(4), 43-45.
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605, Summer II ’11 Lopatovska
10 Jul
25
Evaluation of
Information
Sources and
Search Results
Stephen, A. E. (2005). Relevance and the End of Objective
Hits. Online 29(5), 16-21. Available at:
http://www.arnoldit.com/articles/seo-Google-Relevancyranking-issues.pdf
Evaluation of
search results
– exercise 3
Toms, E. G., & Taves, A. R. (2004). Measuring user
perceptions of Web site reputation. Information Processing &
Management, 40(2), 291-317.
11 Aug
1
Search ethics
Feldman, S. (2002). This is what I asked for? The searching
quagmire. Chapter 9 in: Mintz. A. P. ed. Web of deception.
Misinformation on the Internet. Medford, NJ Information
Today. (pp. 175-195).
ALA Code of Ethics:
http://www.ala.org/ala/aboutala/offices/oif/statementspols/code
ofethics/codeethics.cfm
Isaacson, D. (2004). Is the correct answer the right one?
Journal of information ethics, 13 (1), 14-18.
Symons, A. K. & Stoffle, C. (1998). When Values Conflict.
American Libraries 29(5), 56-58.
Iacovino, L. (2002). Ethical principles and information
professionals: theory, practice and education. Australian
Academic & Research Libraries, 33 (2), 57-74.
Busha, C. H., & Wedgeworth, R. Censorship and Intellectual
Freedom. In Wedgeworth, R. (Ed.), World Encyclopedia of
Library and Information Services, (3rd ed.). Chicago: American
Library Association. 1993: 182-185.
Project
Deliverable
due
12 Aug
1
Presentation of
Search Results
------------------
Searcher
Development
Kassel, A. (2002). Value-added deliverables: Rungs on the
info pro's ladder to success. Searcher, 10(10), 42-53.
Kangiser, A., & Olson, C. (2004). Use Branded Deliverables to
Increase Recognitions and Visibility. Searcher, 12(7), 50-6.
H.W. Wilson Library Literature & Information Science Full-Text
database.
-------------
Auster, E., & Chan, D. C. (2004). Reference librarians and
keeping up-to-date: A question of priorities. Reference & User
Services Quarterly, 44 (1), 57-66.
Abram. S. (2008). Evolution to revolution to chaos? Reference
in transition. Available at:
http://www.infotoday.com/searcher/sep08/Abram.shtml
Nicholas, D., Williams, P., Huntington, P., Fieldhouse, M.,
Gunter, B., Withey, R., Jamali, H. R., Dobrowoiski, T. &
Tenopir, C. (2008) The Google generation: the information
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605, Summer II ’11 Lopatovska
behaviour of the researcher of the future. Aslib Proceedings,
60(4), 290-310.
Houghton-Jan, S. (2008). Tools for Keeping Current.
PowerPoint presentation retrieved Apr. 13, 2011 from:
http://librarianinblack.typepad.com/librarianinblack/files/tools_f
or_staying_current_azlarefconf2008.pdf
IV. Course Requirements
ASSIGNMENTS
All assignments must be completed to receive a passing grade in the course.
Assignments must be submitted on time, so that they can be graded consistently and discussed
in the class session following the due date. Put the date of submission on the cover page as well
as your name, the course number, and the title of the assignment.
Except for documented medical and family emergencies, assignments submitted late will receive
a lower grade, for the following reasons:
a) students who take more time to prepare their assignments have an unfair advantage over
their classmates; (b) students who submit their assignments late often benefit from the
review in class of their colleagues' errors.
All assignments must be submitted electronically via email.
Term project (deliverables I, II and Discussion)
The term project is designed for you to perform a search on behalf of a real user. As part
of the project you will conduct the following activities:
1) Interview your user to find his/her information need.
2) Select information sources, select appropriate search strategies and perform
search.
3) Evaluate your results and make necessary adjustments to your search
strategies.
4) Present results of your search to a user.
5) Keep records of steps 1 – 4 and prepare a two-part deliverable based on
your experiences.
Project Deliverable:
Part 1 – explain your search decisions
• Provide rationale for selecting information sources. Describe your search: what
keywords/concepts did you use and how did you modify them as you proceeded with
the search? Did you use controlled vocabulary? What database
functionality/navigation options did you use, etc?
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605, Summer II ’11 Lopatovska
• Describe your evaluation techniques. Did you compare several results? How did you
select the final answer for the user? Did you have to refine your search strategies in
the search process, and if so, why?
• Describe your experience, what you learned, what you would have done differently.
Note: Part 1 is intended to show the instructor your understanding of the searching
strategies and familiarity with the various information resources. It should be detailed
enough so that you can replicate your search path in the future if necessary.
Part 2.
• Prepare information packet for your user (e.g. summarize your results, include
bibliography, abstracts and/or full text)
Note: Part 2 will be given to the user; it should demonstrate your information
organization, evaluation and presentation skills.
Format
It is important to follow consistent format for all your assignments. The suggested format
is APA [the course bibliography is an example of the APA style]:
Publication Manual of the American Psychological Association (2001). (5th ed.). Washington, D.C:
American Psychological Association.
All written assignments must have the following information in the top left corner of the front page:
student’s name,
course number,
assignment or exercise number as listed in the Syllabus
If references to other works (articles, books...) are included in the summary, they must be
properly cited in the summary, e.g. Tenopir (2004).
Exercises
Exercises are designed to help you master searching skills. Exercises will consist of practical
tasks related to searching. For example, you will be asked to use DIALOG, LexisNexis, web
search engines, and library resources to search for answers to given questions or explore
features of these systems. Exercise problems will be given in class; most of the work on
exercises will be done in class.
The more thorough the execution and presentation of results the higher the grade!
Participation
We will be discussing readings and assignments in class. The higher and more
substantive participation the higher the grade!
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605, Summer II ’11 Lopatovska
Student conduct and grading
Missing classes
When you have to miss a class, please, notify the instructor and submit a 0.5-1 page summary of
an article/chapter that you have read for the missing class.
Students with 3 absences* (for any reason, including documented medical reasons) can not
expect to receive an A in the course
Students with 4 absences* or more will be asked to drop the course
Email communication
Please, include class number (LIS605) in the subject line of all your class related
correspondence. Include assignment number/title. Try to be courteous and professional
and ALWAYS include your name in the body of the message.
Grading:
A = 4.0
A- = 3.7
B+ = 3.3
B = 3.0
B- = 2.7
C+ = 2.3
C = 2.0
F = 0
For details on Pratt Institute grading system please refer to the Graduate Bulletin.
Grades for students’ work will be determined as follows:
Exercise 1: 10%
Exercise 2: 10%
Exercise 3: 10%
Project deliverable: 35%
Participation: 35%
TOTAL 100%
Policies
Institute-wide policies listed in the “Community Standards” section of the bulletin.
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