Course Syllabus
LI 803XO
Information Transfer & the Knowledge Society
June 16-18 & June 30-July 2
Faculty:
Email:
Primary Phone:
Secondary
Phone:
Biography:
Online Course
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Credit Hours:
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Important info
from ESU:
Herbert Achleitner
hachleit@emporia.edu
(785) 843-3704 Ext: 5329
(620) 341-5329 Ext:
http://slim.emporia.edu/faculty/bio/ach.htm
https://elearning.emporia.edu
2.0
Course Syllabus May Change
Fall '08-Spring '09 Syllabus Attachment
School of Library and Information Management
Emporia State University
LI803
Oregon
June 16 – 18 & June 30 – 2 July
Summer 2006
Information Transfer and the Knowledge Society
Herbert Achleitner
Email: hachleit@emporia.edu
Primary Phone: (620) 341-5329 Ext: 5329
Secondary Phone: (800) 552-4770 Ext:
Fax: (503) 588-7119
Course Manager: Chieko Sato
Email: csato@emporia.edu
LSSC: 1-888-561-5136
Please use Blackboard “Mail” for your 803 class email. All email will be sent
to your stumail email account accessible at stumail. If you wish to use an
alternate email for the course, you will need to forward your email from your
stumail to the personal account.
This course examines the significance, context, and dynamics of the
information transfer process. Various models and frameworks for
understanding are presented and examined. The consequences for
libraries and information centers are examined.
INSTRUCTIONAL OBJECTIVES : This course will enable students to:
1. Identify and explain the Information Transfer Model, namely the creation,
production, dissemination, diffusion, utilization, organization, and
preservation or destruction of information.
2. Understand the role of paradigms as agents of change and their
applications to contemporary issues of information policy.
3. Describe some of the sociological and cultural parameters which affect
successful information transfer.
4. Discuss the implications of contemporary social, political, economic, and
technological changes for library and information management
professionals.
5. Understand the relationship between technology and culture.
6. Understand the impact of environmental and policy contexts on the
processes of information transfer and the use of libraries and information
systems.
7. Understand the dimensions of paradigmatic shifts upon the role of
information transfer in society.
INFORMATION TRANSFER :
Information Transfer is concerned with the dynamics of societal interaction
with information.
1. How people create new information.
2. Produce information.
3. Disseminate information.
4. Organize and Store information.
5. Diffuse and Utilize information.
6. Preserve and Discard information.
COURSE OUTLINE
I. Paradigms, Information, and Society
A. The Day the Universe Changed
B. The Engine of the Information Society
C. Society: Information's Roadway
II. Dynamics of Information in Society
A. Knowledge in Society
B. Impact of Paradigms on Society
III. Elements of Information Transfer
A. The Information Transfer Model
B. Technology and Culture
C. Information Policy
IV. The Dynamics of Information
A. Creation, Diffusion, and Utilization of Information
V. The Economics of Information
A. The Information Economy
B. Implications for Librarians
C. Response of the Librarians
VI. Hypermedia, Mosaics, and the Organization of Knowledge
A. The Control of Information
B. Toward a New Architecture of Information
VII. Information and Context
A. What Have You Discovered?
B. In Summation
REQUIRED READINGS: A “Coursepack” is available as electronic reserves
through WAWL http://whitelib.emporia.edu/. Instructions on accessing electronic
reserves are found at http://slim.emporia.edu/resource/itlab/electronic_reserves.htm
COURSE OPPORTUNITIES :
Your learning opportunity consists of two parts: 1) Information Transfer
Paper and 2) Chapter Review and in-class discussion participation.
1. Information Transfer Paper: (60% of
grade)
Information Transfer Paper. Choose a discipline or discipline-like area.,
e.g., physics, history, political science, music., and analyze the information
transfer patterns within that discipline. Describe briefly how knowledge is
created, disseminated, organized, diffused, utilized, and preserved. You
may choose your own college major to illustrate the information transfer
process.
We will discuss details in class. If you have questions regarding your topic,
feel free to email me via Blackboard telling me the topic and a brief
description of it. The assignment is due 30 June. Submit the paper
For Blackboard information, please get in touch Chieko Sato or LSSC (888561-5136).
2. Chapter Review and Class
participation. (40% of grade).
You will be assigned one article or reading from the coursepack and you’re
to prepare a three page critical review on it. Due: 30 June.
Please mark the following parts of your paper :
The review should have the following components:
1) Introduction
2) Overview/ discussion
3) Analysis including strengths and weaknesses
4) Implications for information transfer and librarians
5) Conclusion
Note: Please make sure you use the headings cited above in your paper .
Course Readings
Rich, Robert. (1979). The pursuit of knowledge. Knowledge:
Creation, Diffusion, Utilization, 1(1), 6-30.
Johnston & Blumenttritt. (1998). Knowledge moves to center stage.
Science Communication, 20(1), 99-105.
Brown, Reva. (1994). Knowledge and knowing: a feminist
perspective. Science Communication. 16(2), 152-165.
Oluic-Vukovic, V. (2001). From information to knowledge. Journal
of the American Society for Information Science and Technology,
52(1) 54-61.
Scullion, P.A. (2002). Effective dissemination strategies. Nurse
Researcher. 10(1), 65-68.
Owens, Thomas. (2001). Dissemination: a key element of the ATE
program. Retrieved July 30, 2003, from:
http://www.wmich.edu/evalctr/ate/ATEpapers/dissemes.pdf
Rogers, Everett. (2003). Elements of Diffusion. In Diffusion of
Inovation (pp.1-37). New York: Free Press
Van Dijck, J. (2003). After the 'Two Cultures': Toward a
multicultural practice of science communication. Science
Communication. 25(2), 177-190.
Kramer, D., & Cole, D. (2003). Sustained, intensive engagement to
promote health and safety knowledge transfer to and utilization by
workplaces. Science Communication. 25(1), 56-82.
Lievrouw, L., & Pope, T. (1994). Contemporary art as aesthetic
innovation. Knowledge: Creation Diffusion, Utilization, 15(4), 373395.
Lessig, L. " Property. In Free culture: How big media uses
technology and the law to lock down culture and control creativity "
Machlup, Fritz.(1993). Uses, Value, and Benefits of Knowledge.
Knowledge: Creation, Diffusion, Utilization. 14(4), 448-466.
Yakel, Elizabeth. (2001). Digital Preservation. Annual Review of
Information Science and Technology (ARIST), 35, 337-378.
O'Connor, B.C. & Copeland, J. H. (with J.L. Kearns). (2003).
Foraging for relevance. In Hunting and gathering on the
inforamtion savanna: Conversations on modeling human search
abuilities (pp. 117-135). Lanham, MD: Scarecrow press.
Grading Policy:
A = 100 - 94; A- = 93 - 90; B+ = 89 - 87; B = 86 - 84; B- = 83 - 80;
C+ = 79 - 77; C = 76 - 74; C- = 73 - 70; D+ = 69 - 67; D = 66 - 64.
If you have a personal concern, such as questions about an assignment or
special circumstances that you wish to discuss with me privately, please
contact me or the course manager via email.
.
Faculty-Initiated Student Withdrawal Procedure
Students should be aware that your instructor follows the university’s policy
of faculty-initiated student withdrawal. It reads as follows: “If a student’s
absences from class or disruptive behavior become detrimental to the
student’s progress or that of other students in the class, the faculty member
shall attempt to contact the student in writing about withdrawing from the
class and shall seek the aid of the office of Vice President of Student
Affairs to help insure contacting the Student. The Office of the Vice
President of Student Affairs shall provide the student information about the
existing appeals procedures. Upon receiving a written report from the
faculty member, the Vice President of Student Affairs may initiate a student
withdrawal from the class. None of the above implies or states that faculty
members are required to initiate the student withdrawals for excessive
absence. [Policy and Procedures Manual 43.11]
"I" Incomplete Grading Policy
The grade of "incomplete" will be given only for personal emergencies
which are verifiable and when the student has done passing work in the
course.
Academic Dishonesty
At Emporia State University, academic dishonesty is a basis for disciplinary
action. Academic dishonesty includes but is not limited to activities such as
cheating and plagiarism (presenting as one's own the intellectual or
creative accomplishments of another without giving credit to the source or
sources.)
The faculty member in whose course or under whose tutelage an act of
academic dishonesty occurs has the option of failing the student for the
academic hours in question and may refer the case to other academic
personnel for further action. Emporia State University may impose
penalties for academic dishonesty up to and including expulsion from the
university.
Disabilities Policy
Emporia State University will make reasonable accommodations for
persons with documented disabilities. Students need to contact the Director
of Disability Services and the professor as early in the semester as
possible to ensure that classroom and academic accommodations are
implemented in a timely fashion. All communication between students, the
Office of Disability Services, and the professor will be strictly confidential.
Contact information for the Office of Disability Services:
Office of Disability Services
211 S Morse Hall
Emporia State University
1200 Commercial Street / Box 23
Emporia, KS 66801
Phone : 620/341-6637
TTY: 620/341-6646
Email: disabser@emporia.edu
Copyright © 2008 ESU SLIM
School of Library & Information
Management
Emporia State University
1200 Commercial Campus Box
4025
Emporia, KS 66801
voice: (800) 552-4770
voice: (620) 341-5203 - other numbers
fax: (620) 341-5233
Content comments for the instructor:
hachleit@emporia.edu
Technical questions:
slimhelp@emporia.edu