Running Head: ANALYZING INFORMATION POLICIES
Problem One: Analyzing Local Information Policies
Kristina Olsen
Wayne State University
1
ANALYZING INFORMATION POLICIES
2
Problem One: Analyzing Local Information Policies
As a student in an information science graduate program, and as with many graduate and
undergraduate programs, there exists an information policy environment that affects one’s
academic progress. Information policies are developed to protect the student’s privacy as well as
promote the flow of information. Yet, it is difficult to clearly define what constitutes an
information policy.
The subject of information policy is wide-ranging and elicits many definitions from
different information professionals. For instance, Maxwell (2003) defines information policy as
“social, political, legal, economic and technological decisions about the role of information in
society. These decisions operate both at a societal level when applied to the national and
international policy, and at an instrumental level, as they impact the creation, dissemination, use
and preservation of information.” Information policies can be found at the local levels within the
Wayne State University Library System and the School of Library and Information Science.
They are also at the higher, institutional level and those even higher at outside institutions such
as the state and local government and third party network technologies.
Although Maxwell’s definition of information policy is comprehensive and depicts the
different levels of where information policies can reside, it is not wholly sufficient for the
intended purpose of evaluating Wayne State University’s information policy environment. The
definition leaves matters such as copyright, personal privacy, and plagiarism into question; are
these areas of information policy. The British Columbia Library Association helps answer this
question with a reconstructed definition:
“Information policy determines the kind of information collected, created, organized,
stored, accessed, disseminated and retained. Who can use the information, whether there
ANALYZING INFORMATION POLICIES
3
will be charges for access, and the amount charged, is also covered. Usually associated
with government information, information policy also established the rules within which
private information providers and the media operate” (What is Information Policy, 1998).
Therefore this definition allows for the consideration of Duff’s (2004) “Normative List of
Information Policy Issues”: freedom of information; privacy; data protection and security;
official secrets; libraries and archives; scientific, technical and medical documentation;
economics of government publications; copyright and intellectual property; national information
infrastructure; international information flows. Not all of these information policy issues will be
included in the evaluation of the information policy environment, but this allows for a more
accurate assembly of information policies.
Furthermore, an institution, such as Wayne State University, can use its information
policies to produce and better equip its students before sending them into the workforce. An
established information policy can “[…] enable effective decisions on resource allocation;
promote interaction, communication and mutual support between all parts of the organization,
and between it and its ‘customers’ or public […]” (Orna, 2008). Clear information policies
allow for the protection of students’ privacy, a concise understanding of what is expected of
them through course syllabi, access to course material and resources, and better communication
and use of technology.
Accordingly, Wayne State University’s information policy environment will be examined
by looking at the policies found on the institution’s web site and course syllabi and general
information policies affecting the graduate students in the library and information science
program will be identified. The relationships between local information policies and higher-level
ANALYZING INFORMATION POLICIES
4
policy making bodies will be studied. Lastly, a look at how these policies are integrated into the
graduate student’s courses and agenda as well as their affect on the student’s everyday life.
The information policies located on the university’s main web site and the school of
library and information science web site fell into six categories: funding, protection of personal
privacy, freedom of access, intellectual property rights, literacy/student support, and information
technology. The categories most lacking in polices are protection of personal privacy and
freedom of access; where as, information technology and literacy/student support have the most.
This gap in information policy is significant. There are many policies regarding information
technology and student services and literacy, but the absence of privacy protection policies will
soon pose a problem. However, one must consider that this deficiency maybe due to an
overarching policy, such as the Family Education Rights and Privacy Act (FERPA), limiting the
need for other protection policies. Some areas may need several policies due to inefficiencies
within the policies. Therefore, there will be overlaps of some information policies to fill the
missing links of others. See Appendix A for a diagram of general information policies.
After locating and distinguishing the missing areas of information policy, the relationship
between the local levels and the higher-level information policies was reviewed. In this instance,
the policies were divided into four categories: academic integrity and plagiarism, student privacy
and information security, student progress and grading, technology and information access.
These categories were chosen by the frequency of mentions between the course syllabi and the
web sites.
An illustration of a higher-level to local level relationship is the Student Code of
Conduct. The Student Code of Conduct is a higher-level Wayne State University policy, but is
referenced several times within local level web sites, WSU Library System and the School of
ANALYZING INFORMATION POLICIES
5
Library and Information Science and course syllabi. Another higher-level policy referenced
throughout the local level is the Acceptable Use of Technology Resources. However, there are
no local level policies that are also higher-level policies. For instance, the School of Library and
Information Science developed a plagiarism quiz to further educate its students about the topic.
This is a policy tool that should be incorporated into higher-level policies.
Another example where a local level policy should be referenced at another level is the
Copyright Guidelines for Posting to Blackboard. This is referenced on the WSU Library’s web
site. However, this could also be stated in the School of Library and Information Science
policies. Blackboard is a tool used by most everyone in the program and by including this policy
with other information technology policies, the student and faculty is allowed easy access for
reference.
In addition to including more policies within the local level for easy accessibility, it is
important to note three other policies developed by other institutions. First, the most significant
policy regarding student privacy and information security is the Family Education Rights and
Privacy Act (FERPA). This act was designed by the U.S. Department of Education, where the
School of Library and Information Science and Wayne State University abide by this law. This is
referenced in each syllabus as well as on WSU’s main web site. However, this is another policy
that should be accessible through the School of Library and Information School’s policies and
the WSU Library System policies.
The second policy is the Library Privacy Act and third is the Merit Acceptable Use
Policy. The Library Privacy Act is a law instituted from the state of Michigan regarding the
confidentiality of library materials and the patron. Where the Merit Acceptable Use policy is a
policy enacted by Wayne State University’s network provider. These policies are at the
ANALYZING INFORMATION POLICIES
6
appropriate levels and do not need to be placed elsewhere. See Appendix B for a table depicting
the policies between local level and higher-level policy making bodies.
After identifying the information policies and analyzing the relationships between local
level and higher-level policies, how the information policies affect the graduate student’s
everyday life will be examined. Information polices from the higher-level and local level
organizations influence the course syllabi. Of the syllabi considered, the topics of academic
integrity and plagiarism, communication, and student privacy and information security were the
most consistent throughout. Academic integrity and plagiarism policies referenced a mix of local
level and higher-level policies as well as there being no mention of them.
Policies regarding communication showed to be more informal, where student privacy
and information security were formal among the syllabi. The syllabi containing policies
concerning communication, whether it was between the instructor and student or through
Blackboard, did not reference any specific polices for Wayne State University, the School of
Library and Information Science, or the WSU Library System. Moreover, the syllabi containing
the subject of student privacy and information security referenced the Family Education Rights
and Privacy Act. Regardless of informal or formal policy structures, these information policies
affect flow of information, which thus affects the student’s academic progress. See Appendix C
for comparison between information policies among course syllabi.
Wayne State University and the School of Library and Information Science provide clear
and succinct policies to their students. However, improvements to course syllabi can be made to
better assist in the dissemination of information as well as the student’s understanding of
information policies. First, more can be done to include information about what instructors do
with the student’s information while the course is in session and when the course is completed.
ANALYZING INFORMATION POLICIES
7
The section pertaining to student privacy and information security should include an explanation
concerning this issue. Secondly, syllabi should also include policies regarding the use of
technology and resources obtained from the online databases. In particular, the syllabi should
reference the Acceptable Use of Technology Resources and the Acceptable Use of Electronic
Resources provided Wayne State University and the WSU Library System. It is important the
student know the protocol of using course material provided by the WSU Library System and
resources instructors post in Blackboard. Lastly, the syllabi should be congruent between the
different courses. Two of the twelve syllabi consulted listed no policies about academic integrity
and plagiarism, communication, and student privacy and information security. For instance, the
School of Library and Information Science could develop an information policy outlining the
requirements for what should be included in course syllabi. By considering these improvements
to course syllabi, the student can have more knowledge about his or her information security and
personal privacy as well as a better understanding of what is expected of them and of their
instructors and university.
In conclusion, the development of information policies is a vital, ongoing, and changing
process; and Wayne State University along with the WSU Library System and the School of
Library and Information Science have significant roles. Starting at the higher-level and flowing
through the local levels and finally ending in the course syllabi, information policies affect the
student and his or her academic progress through the flow of information. Illustrating this, Jaeger
(2007) states “information access is of utmost importance in democratic societies; without
sufficient access to information, political discourse and democratic dialogue are hampered.” By
establishing well-defined information policies, Wayne State University and its students are
presented with better access to networks of communication.
ANALYZING INFORMATION POLICIES
8
Appendix A: Information Policy Relational Diagram
*to view online (click)
ANALYZING INFORMATION POLICIES
9
Appendix B: Examples of Local Policies
The below table lists the policies referenced within the local levels such as WSU Library
System and the School of Library and Information Science and at the higher, university level.
Some policies given at the lower level may be higher-level policies. The higher-level policies
that are mentioned at the lower level are highlighted in blue. In addition, there are three policies
referenced that have been designed by other institutions such as government offices and thirdparty network technologies. These are highlighted in orange. Lastly, the missing relationships
between the local and higher levels are indicated in red.
Local level
Higher level
Policies
WSU Library System


Due Process Policy
(http://lib.wayne.edu/info/po
licies/due_process.php)
Code of Conduct
(http://www.doso.wayne.edu
/assets/codeofconduct.pdf)
Academic Integrity &
Plagiarism
Student Privacy and
Information Security
 Privacy Policy
(http://lib.wayne.edu/info/polici
es/privacy.php)
 The Library Privacy Act
(http://www.legislature.mi.gov)
 Family Education Rights and
Privacy Act (FERPA)
School of Library and
Information Science
 SLIS Policies
(http://students.slis.wayne.ed
u/policies/academic_integrity
.php)
 Graduate Bulletin
(http://www.bulletins.wayne.
edu/gbk-output/index.html)
 Code of Conduct
(http://www.doso.wayne.edu/
assets/codeofconduct.pdf)
 Plagiarism Quiz
(http://students.slis.wayne.ed
u/policies/plagiarismquiz.php)
 Family Education Rights
and Privacy Act (FERPA)
Wayne State University
 Policies
(http://www.doso.wayne.edu/
academic-integrity.html)
 Graduate Bulletin
(http://www.bulletins.wayne.
edu/gbk-output/index.html)
 Code of Conduct
(http://www.doso.wayne.edu/
assets/codeofconduct.pdf)
 Plagiarism Quiz
 Confidential Information
Policy
(http://fisopsprocs.wayne.edu
/policy/)
 Freedom of Information Act
(http://fisopsprocs.wayne.edu
/policy/)
 Privacy of Academic
Records
(http://reg.wayne.edu/faculty/
privacy.php)
 Family Education Rights
and Privacy Act (FERPA)
(http://www.ed.gov/policy/ge
n/guid/fpco/ferpa/index.html)
ANALYZING INFORMATION POLICIES
Student Progress and
Grading
Technology &
Information Access
 Acceptable Use of Electronic
Resources
(http://lib.wayne.edu/info/polici
es/eresources.php)
 Acceptable Use of Technology
Resources
(http://wayne.edu/policies/acce
ptable-use.php)
 Borrowing Privileges
(http://lib.wayne.edu/services/b
orrowing/)
 Digital Media Copyright
Guidelines for Faculty & Staff
(http://lib.wayne.edu/info/polici
es/copyright_guidelines.php)
 Copyright Guidelines for
Posting Documents to
Blackboard
(http://lib.wayne.edu/info/polici
es/copyright_blackboard.php)
10
 SLIS Polices – Withdrawal,
dismissal; Incomplete,
change, or appeal of grades
(http://students.slis.wayne.ed
u/policies/academic_progres
s.php)
 Code of Conduct
(http://www.doso.wayne.edu
/assets/codeofconduct.pdf)
 Readmission Policy
(http://students.slis.wayne.ed
u/policies/readmission.php)
 Student Academic Review
(http://students.slis.wayne.ed
u/policies/sar.php)
 Online Searching
(http://students.slis.wayne.ed
u/policies/online_searching.p
hp)
 Acceptable Use of
Technology Resources
(http://www.wayne.edu/polic
ies/acceptable-use.php)
 E-Portfolio Technology
Support
(http://students.slis.wayne.ed
u/eportfolios/technologysupport.php)
 Acceptable Use Policy
(http://students.slis.wayne.ed
u/technology/use-policy.php)
 Copyright Guidelines for
Posting Documents to
Blackboard
 Code of Conduct
(http://www.doso.wayne.edu
/assets/codeofconduct.pdf)
 Course Policy Notes
(http://reg.wayne.edu/student
s/policies.php)
 Acceptable Use of
Technology Resources
(http://www.wayne.edu/polic
ies/acceptable-use.php)
 Responsibility for WSU’s
Network Infrastructure
(http://fisopsprocs.wayne.edu
/policy/)
 Information Technology
System Policy
(http://fisopsprocs.wayne.edu
/policy/)
 Strong Password Standards
(http://www.computing.wayn
e.edu/about/strong-passwordstandard.php)
 Copying of Computer
Software Programs
(http://www.computing.wayn
e.edu/policies/copypolicy.ph
p)
 Merit Acceptable Use
Policy
(http://www.merit.edu/policie
s/acceptable_use.php)
 Wayne State HEOA
Copyright Protection Plan
(http://computing.wayne.edu/
policies/heoa_plan.php)
 Acceptable Use of
Electronic Resources
ANALYZING INFORMATION POLICIES
11
Appendix C: Examples of Information Policies within Course Syllabi
The examples of information policies are displayed several ways within the course
syllabi. Several syllabi reference policies of the School of Library and Information Science
(SLIS) and others reference policies of Wayne State University (WSU). Hyperlinks to these
policies are provided along with a summary describing the policy. Other instructors do not
reference policies from either the SLIS or WSU, but rather develop his or her own policy. These
differences were displayed among academic integrity and plagiarism, communication, ePortfolio, student privacy and information security, student responsibilities, student disabilities,
and student progress and grading policies. The example below demonstrates the differences
between academic integrity and plagiarism policies among course syllabi. Some reference and
include information policies of the School of Library and Information Science, Wayne State
University, and the instructor’s own creation.
Example 1a: Syllabus referencing both SLIS and WSU policies
Academic Integrity & Plagiarism
Plagiarism is considered scholastic dishonesty and is not tolerated by the School of Library and
Information Science or the University. Cutting and pasting information from electronic resources
without citing sources is plagiarism. Carefully quote your sources, giving the context of
statements and cite the source according to the APA style manual.
Plagiarized assignments will result in an “F” for the course and may be grounds for disciplinary
action. For more information, refer to the WSU SLIS website,
http://www.slis.wayne.edu/about/policies.php. Read the university’s statement on academic
integrity at: http://tinyurl.com/96aav43 and the underlying Code of Conduct
http://www.doso.wayne.edu/codeofconduct.pdf, so there is no doubt whatsoever in your mind
what academic integrity is. Under no circumstances will your ignorance of these standards,
policies and scholarly practices be accepted as a defense for cheating, falsification, fabrication,
or plagiarism.
Plagiarism Quiz
Plagiarism occurs, not only as a result of conscious cheating, but often because of
misunderstandings about what really constitutes plagiarism. Take the School quiz to learn more
about plagiarism and how to avoid it. Go to: http://slis.wayne.edu/plagiarism-quiz.phpto take the
quiz.
(Maatta-Smith, 2012)
ANALYZING INFORMATION POLICIES
12
Example 1b: Syllabus referencing SLIS policy
Academic Integrity
For explanations of academic issues such as attendance, plagiarism, incompletes, withdrawals,
please consult the SLIS Program Policies: http://slis.wayne.edu/policies.php
(Charbonneau, 2013 and Walter, 2013a)
Example 1c: Policy referencing WSU policy
Academic Integrity
Academic work submitted by a graduate student for graduate credit is assumed to be of her/his
own creation, and, if found not to be, will constitute cause for the student’s dismissal from the
School” (Wayne State University Graduate Bulletin). Plagiarism is generally defined as claiming
someone else’s ideas, words or information. It constitutes intellectual theft. Plagiarism can be
avoided by footnoting any data, language, or ideas not of one’s own creation. Paraphrasing or
rewording of another’s work without appropriate credit is also plagiarism. Similarly, plagiarism
violates a student’s responsibilities when a student purchases or otherwise acquires work done by
another and submits it as one’s own. Such behavior constitutes fraud, or cheating, and will result
in disciplinary action. A related issue arises when a student takes a previously submitted course
assignment and, making few or no changes, submits that assignment as part of the requirement
for another course. This ethical violation of the student’s responsibility to submit fresh, original
work for each assignment will also be construed as plagiarism. Discovery of any such practices
will result in disciplinary action.
(Lorenzen, 2013)
Example 1d: Instructor’s own creation
Academic Integrity
You are being encouraged to grow intellectually and to become responsible citizens in our
complex society. In order to develop your skills and talents, you will be asked to do research,
write papers, prepare presentations, and work individually as well as in teams. Academic
dishonesty undermines your intellectual growth. Therefore, violations of the code of academic
honesty will not be tolerated. Academic dishonesty is defined as “the giving, taking, or
presentation of information or material by a student with the intent of unethically or fraudulently
aiding oneself or another on any work which is to be considered in the determination of a grade
or the completion of academic requirements.” A student shall be in violation of the academic
honesty policy if he / she:
1. Presents the work of others as his / her own,
2. Does the work for another individual in a situation in which that the individual is expected to
perform his/her own work, or
3. Offers false data in support of required course work.
The act of submitting work for evaluation or to meet a requirement is regarded as assurance that
the work is the result of the student’s own thought and study, produced without assistance and
stated in that student’s own words (except where quotation, references, or footnotes acknowledge
the use of other sources). Students who are in doubt regarding any matter related to the standards
ANALYZING INFORMATION POLICIES
13
of academic integrity in this course should consult with the instructor before presenting work.
Submitting work that is not your own will result, at a minimum, in a zero score for the
assignment and a request to immediately drop the course.
(Heinrichs, 2013 and Zhang, 2013)
Another significant difference between course syllabi is the Communication and
Blackboard information policies. All mention a preferred method of contact the student should
use in communicating with the instructor as well as etiquette regarding commenting and posting
on discussion boards. Two syllabi reference an external link not associated with the university
for “netiquette” behaviors for posting online. These polices tend to be informal, where these may
not necessarily be directly stated. Below is an example between three syllabus communication
policies.
Example 2a:
Communication
Email: Email is the best way to contact me. I will check email Monday-Friday between 6:00 PM
and 9:00 PM. I can’t guarantee that I will check email on weekends.
You can email me at av8728@wayne.edu. If your email address does not contain your Access
ID, then please include it in your email. Please make subject lines specific, for instance “HTML
Assignment Question”, not just “HTML” or “Question”. If you change topics during a string of
emails, please indicate that in the Subject line “Lecture 2 Section 4 Question WAS Re: HTML
Assignment Question”.
Course announcements, changes and updates will be posted in Blackboard. I may also send out
important announcements through e-mail. You are expected to check, at least five times a week,
the course Website in Blackboard and your Wayne State e-mail account [you may have it
forwarded to another e-mail account that is checked regularly].
Phone: I will be receiving a phone number from the university and will post that when it is
available. That phone number will lead directly to voicemail and I will check those voicemails
Monday-Friday between 6:00 PM EST and 9:00 PM EST
Virtual Office Hours: I will post a link to our Adobe meeting space in Blackboard. Office hours
start at 7:30 PM EST on Wednesdays. If I do not have anyone in office hours by 8:00 PM EST, I
will leave for the evening. If you can’t make office hours, I’m happy to schedule an appointment.
(Ayar-Illichman, 2012)
ANALYZING INFORMATION POLICIES
14
Example 2b:
Blackboard Discussion Use Policies
Discussion boards will be available for general and specific topics. The discussion boards are
intended to be a place for questions and discussion in connection with this course and other
course-related topics. Above all else, posters are to conduct themselves in a civil manner, and
treat fellow students with respect. For more information on netiquette rules please visit:
http://www.albion.com/netiquette/.
I will answer your questions posted on the discussion board as often as I can. Since I travel
internationally, due to time zone difference and Internet availability, I might not be able to be
very prompt with my answers. This is an asynchronous class.
E-mail Communication
You must activate and use your Wayne State University account. I will not answer e-mails
received from private accounts such as “crazydog@yahoo.com.” Post your questions in the
Blackboard discussion board rather than sending them to me via e-mail. This way the entire
class will benefit from having your questions answered. If you need to contact your instructor
via e-mail, in the subject heading of your e-mail use LIS 6120—xxx (section number). Don’t
forget to sign your messages with your full name. Please make sure your WSU Inbox has
enough capacity to receive messages during the semester. One point will be deducted from the
final grade for each message sent by the instructor to your account that bounces back as
undeliverable because of ‘over quota.’ Please refrain from inviting faculty to join you on social
media networks.
(Anghelescu, 2012)
Example 2c:
(Walster, 2013b)
However different the representation and content of the information policies between the
course syllabi, the “Student Privacy and Information Security” policy is the most congruent
among them. Of the twelve syllabi consulted, only two did not include this section. The rest all
ANALYZING INFORMATION POLICIES
15
referenced the Family Educational Rights and Privacy Act (FERPA) and provided the same
information.
Example 3:
Student Privacy and Information Security
SLIS follows all WSU policies and procedures regarding student privacy and security as outlined
by the Family Educational Rights and Privacy Act (FERPA)--a federal mandate:
http://reg.wayne.edu/students/privacy.php
(Anghelescu, 2012; Ayar-Illichman, 2012; Biggers, 2013; Charbonneau, 2013; Heinrichs, 2013;
Lorenzen, 2013; Maatta-Smith, 2012; Walster 2013a, 2013b; and Zhang, 2013)
Lastly, there are information polices that are not included within certain syllabi but should
be. After reviewing the syllabi from previous classes, two syllabi lacked significant areas of
information policies. Those missing from the syllabi are:
1. Academic integrity and plagiarism,
2. Student privacy and information security,
3. Student progress and grading, and
4. Communication.
These four polices are essential to include in course syllabi.
ANALYZING INFORMATION POLICIES
16
References
Anghelescu, H. (2012). Syllabus for LIS 6120 Access to Information. (Available from the Wayne
State University School of Library and Information Science, 106 Kresge Library, Detroit,
MI 48202)
Ayar-Illichman, C. (2012). Syllabus for LIS 6080 Information Technology. (Available from the
Wayne State University School of Library and Information Science, 106 Kresge Library,
Detroit, MI 48202)
Biggers, A. (2013). Syllabus for LIS 7490 Competitive Intelligence and Data Analytics.
(Available from the Wayne State University School of Library and Information Science,
106 Kresge Library, Detroit, MI 48202)
Charbonneau, D. (2013). Syllabus for LIS 7620 Health Informatics and E-Science. (Available
from the Wayne State University School of Library and Information Science, 106 Kresge
Library, Detroit, MI 48202)
Heinrichs, J. (2013). Syllabus for LIS 7410 Software Productivity Tools for Information
Professionals. (Available from the Wayne State University School of Library and
Information Science, 106 Kresge Library, Detroit, MI 48202)
Jaeger, P. (2007). Information policy, information access, and democratic participation: The
national and international implications of the Bush administration’s information politics.
Government Information Quarterly, 24(4), 840-859. doi:10.1016/j.giq.2007.01.004
Lorenzen, M. (2013). Syllabus for LIS 7040 Library Administration and Management.
(Available from the Wayne State University School of Library and Information Science,
106 Kresge Library, Detroit, MI 48202)
ANALYZING INFORMATION POLICIES
17
Maatta-Smith, S. (2012). Syllabus for LIS 6010 Introduction to the Information Profession.
(Available from the Wayne State University School of Library and Information Science,
106 Kresge Library, Detroit, MI 48202)
Maxwell, T. A. (2003). Toward a model of information policy analysis: Speech as an illustrative
example. First Monday, 8 (6), n.p. Retrieved from
http://firstmonday.org/htbin/cgiwrap/bin/ojs/index.php/fm/article/view/1060/980
Orna, E. (2008). Information policies: Yesterday, today, tomorrow. Journal Of Information
Science, 34(4), 547-565. doi:10.1177/0165551508092256
Walster, D. (2013a). Syllabus for LIS 7996 Research in Library and Information Science.
(Available from the Wayne State University School of Library and Information Science,
106 Kresge Library, Detroit, MI 48202)
Walster, D. (2013b). Syllabus for LIS 8000 Information Policy. (Available from the Wayne State
University School of Library and Information Science, 106 Kresge Library, Detroit, MI
48202)
What is Information Policy?. (1998, February 1). Vancouver Community Network - The regional
free NET - Home. Retrieved from http://www.vcn.bc.ca/bcla-ip/committee/broch95.html
Zhang, X. (2013). Syllabus for LIS 7420 Client-Based Web Site Development. (Available from
the Wayne State University School of Library and Information Science, 106 Kresge
Library, Detroit, MI 48202)