IST 601--(Call #5239)
The Information Environment
Fall 2014
Instructor
Deborah Lines Andersen
Draper 140C
(O) 442-5122 (H) 439-6153
E-mail: dla@albany.edu
Office hours: Tuesday 12:30 to 3:30 unless there is a faculty meeting, then 12:30 to 1:20; by appointment;
telephone or email
Class hours: Tuesday 4:15 to 7:05 in Husted 008
Class Meetings: The course will meet 16 times. November 25 is field study prep day. Students may make
appointments to discuss their final projects in person or over the phone. NOTE: There will be no face-to-face
class that day. There are no quizzes for the course and no final examination. Final papers are due the last day of
class (May 10), but will be accepted earlier.
Course Description: IST601 provides a theoretical background for students entering the information/library
science professions. Through class readings, written assignments, discussions, guest speakers and lectures
students will gain knowledge of themes in the field, including information seeking, users, environments, policies
and ethics.
Prerequisites: None. This is the introductory course for the master’s program.
Readings: There is one required text, Bawden and Robinson’s Introduction to Information Science. Please see
the weekly course outline and bibliography at the end of this syllabus for citations and timing. Additional
readings are on our class Blackboard site.
D. Bawden and L. Robinson. 2012. Introduction to Information Science. Chicago: Neal-Schuman. ISBN
13:978-1-55570-861-0
Bookstores: Both the University Bookstore (on the uptown campus) and Mary Jane Books (on Western Avenue a
few blocks from the downtown campus) have the text for the course. Both stores sell used as well as new texts
and will buy them back at the end of the semester. You can also buy this online through any source you wish.
Student Performance Evaluation: Students will be evaluated based upon the following weightings:
45% across the 12 assignments as delineated in this syllabus with more weight given to the longer pieces
 3 points for short; 5 to 6 points for longer written pieces
35% Field assignment
10% Class participation
Keep in mind that attendance is a factor in grading (see attendance statement above). Additionally, the instructor
will give a grade of “R” (rewrite) for any paper that does not meet graduate level standards. Students have one
week to rewrite the paper and resubmit it (and the first submission) for a new grade. The “R” grade will be
removed at that time.
Class Attendance: Attendance is taken each week. In the unavoidable event of an absence, students should make
arrangements with other students to pick up class notes and assignments. Time will be given during the first
1
meeting of class for students to find study partners. Students who miss more than 2 classes without prior
permission or reasonable excuse will have their final grade dropped by 10 points. Students are to advise the
professor in advance when it is necessary to be absent from class. This course depends heavily upon guest
lectures and student participation. Students need to attend class to get full benefit from the course.
Objectives for Students: It is expected that students who finish this course will have been exposed to, and be
able to discuss:




The historical, social and economic context of formal and informal information activities, technologies
and services;
The different types of formal settings—political, economic, institutional, educational, technological—
within which information is processed;
The ways in which information is created, organized and distributed, and how it is sought by users;
The critical issues within the information profession—ownership, privacy, free access, cost, censorship—
and the ethical and social conflicts involved.
IST601 is also designed to help students meet the goals and objectives of the Department.
Departmental goals and objectives will be discussed the first night of class, and appropriate goals/objectives will
be assessed throughout the course in graded assignments and checklist.
Time Required: This class meets for approximately three class contact hours each week. Homework should take
at least three hours per each contact hour. This implies that you will need to devote at least 12 hours per week to
this class (3 hours in class and 9 hours outside of class). If you find yourself spending substantially more than 12
hours on average per week, please see the instructor.
Incompletes: No incompletes will be given in this class without the express permission of the instructor in
advance of the end of the semester. Students who do not turn in papers on time should expect their grades will be
lowered by one full grade (10 points).
Trees: This course takes up a lot of paper. Please feel free to use the back of whatever paper you have at home
that has something else on the front side. Think ecologically, please.
Food, Phones, and Comfort: Please feel free to bring a snack to class. Be cautious about hot, aromatic
foods—others in the class may be bothered. Please turn off your cell phone. If absolutely necessary leave it on,
but exit the room as quietly as possible (hard to do with the phone ringing somewhere in your backpack!) The
classroom rule is that all computers are closed and all cell phones are out of use, especially when we have guest
speakers and there will be no electronics sitting out, please.
Reasonable academic accommodations are provided in this class. If you have any condition that would make
different presentation of materials (e.g., size of type), placement in the room, special seating, or different teaching
style (where possible) beneficial to you, please see the professor. Some students have chosen to tape record
lectures for future reference. Fine with me. If you have a special need (e.g., physical, sensory, systemic,
cognitive, learning, psychiatric), please do register with the Disability Resource Center. This center will provide
letters verifying disability status and will suggest appropriate academic accommodations. Please notify me and the
center enough in advance so that we can be of help to you.
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IST601: Course Outline Revision as of 8/25/14
Weekly Course Outline (Topics, Speakers, Readings, and Assignments to Hand In): The instructor will adjust
the schedule as speakers commit to the calendar. Readings will be announced to correspond to speaker topics.
Date
8/26
#
1
Topic
Course Introduction
Speakers
Andersen/class
Readings
None
Assignment
9/2
2
3
Deborah Bernnard
Head, Dewey Lib
Andersen/class
Stieg, Green
9/9
Assign. #1
See handout
Assign. #2
9/16
4
UA library resources,
service, profession
Tracking information;
information users
Defining the field
9/23
5
Public services; public
information
Scott Jarzombeck,
Head, APL
9/30
6
Information seeking
Andersen/class
10/7
7
Government
information services
10/14
8
10/21
9
Associations and
research centers
Ethics
Denise Dreany,
Project Manager,
NYS GOER
Andersen/class
10/28
10
Information Policy
11/4
11
11/11
12
11/18
13
Technology, digital
media, Amazon as a
case study
Research, PhD
programs; the field
Internet of Things
11/25
12/2
14
15
12/9
16
Field Study Prep Class
Field Study
Discussion (1)
Field Study
Discussion (2)
Andersen/class
Andersen/class
Robert Freeman,
COOG
Andersen/class
INF PhD student
panel
Andersen/class
Belkin, Wilson
Marchionini
B/R 1, 2, 4, 11
Assign. #3
B/R 6, 7
Assign. #4 +
Field study
site due
Clark, DeGroote, Assign. #5
Kim
B/R 9, 13
Assign. #6
See urls in this
syllabus
Fleischman,
Wengert, Barsh
B/R 10, 12
Assign. #7
Coll, listen to a
portion of Stone
Assign. #10
B/R 5, 14, 15
Assign. #11
Price, Cramer,
Dlodlo
Assign. #12
Assign. #8
Assign. #9
See Andersen
Andersen/class
Andersen/class
Field study
and portfolio
due
Plagiarism and Cheating: Due to the exploratory nature of this course, students are encouraged to form study
groups and to talk about and read each other’s assignments. Students may work singly or in pairs throughout the
semester. Just put both names on the applicable assignment. Learn by interacting with one another—support and
help one another. Nonetheless, students are expected to give credit where credit is due, citing the work and ideas
of others in papers that they write. As a policy for this course, plagiarism or cheating will result in a failing grade
for the course. In addition, the instructor will pursue further disciplinary action at the University level. If you
have questions about crediting the work of others, see the instructor.
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Section 2: Assignments for the Term
Note the following specifications for all the assignments for the course:

See the “Weekly Course Outline” for due dates for assignments.

Students should have papers ready at the beginning of the class and be prepared to discuss their findings
and conclusions with the class.

Papers should be word-processed, double-spaced, and single sided—except where indicated in the
assignments themselves, with 12 point type the rule.

Please make sure to paginate your papers. Do not use report covers or a cover page—a staple in the upper
left-hand corner with name(s) and date at the top of the first page, or as a header, is sufficient.

Finally, finishing a paper during class time is not considered good form. The professor frowns on missing
class to complete word processing in the basement of Draper. Please plan ahead so that this does not
happen to you.
Assignments for the Term (IST601—Fall 2014)
Please note that these assignments are often of the read-react-question format. They are designed to get you
thinking about the field and your place in it. It is ok to use the first person and to be questioning and judgmental.
That’s the point.
#1 Separate Handout in Class and on Blackboard
#2: Tracking information and information users
We are going to be working through a case study on EZPass this week in class. Please go to the EZPass website
(www.e-zpassny.com/ ) and familiarize yourself with the site and the information on it. In particular, at whom is
the site directed? Create a two-page, single-spaced, bulleted list that gives information on EZPass, its goals,
mission, organization, services…. Also include your reaction to the site and its usability. Next go to the
Wikipedia site for EZPass (en.wikipedia.org/wiki/E-ZPass ). How “good” is the information on this site? How
does it match or not match what you saw on the organization’s site? Add a second page, bulleted list that
describes what you observed and your reaction to it.
#3: Defining the field
Do the readings from the syllabus and do the two-page, single spaced bulleted list. Then, in two pages, double
spaced in proof-read prose, define the field of Information Science. Do not use quotations or citations. Your job
is to internalize the stuff that you read and come up with your best definitional essay of what the field is. We will
devote today’s class to a discussion of your findings and impressions.
#4: Public services, public information
Our speaker this week is the director of Albany Public Library. Scott is also a graduate of our program. First, do
the readings from Bawden and Robinson and create a one-page, single-spaced, bulleted list of reactions to the
readings. Next, go to the Albany Public Library website (www.albanypubliclibrary.org ) and spend at least 30
minutes looking around. The second bulleted list for this assignment—one or two pages—is a set of reactions and
questions about APL, the organization, its mission, services, policies, users…. Come to class prepared to ask
your questions of Scott.
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#5: Information seeking
Read the assigned readings and write down a set of bulleted reactions to them—about one page.. Then, write a
paragraph or two that defines information seeking, not using quotations, but out of your head based upon the
readings. Next, stop and think about your own information seeking behaviors. In doing so, please respond to the
following questions, but leaving out anything too personal that you don’t want me to read:








What are your primary information needs?
What are your primary information sources?
Do these sources vary based upon need?
What do you do when you cannot find information on your own?
Have your information-seeking behaviors changed over time? If so, how and why?
Do you ever find yourself making do with less information than might be best? Under what
circumstances?
If you use people to find information, what people? What causes you to go to people rather than an
impersonal source?
How often do you go to the library or a library website to find information?
#6: Government information services
Our speaker this week is the Project and Implementation Manager of Statewide Learning Management Services in
the Governor’s Office of Employee Relations. Denise is also a graduate of our program. First, do the readings
from Bawden and Robinson and create a one-page, single-spaced, bulleted list of reactions to the readings. Next,
go to the GOER website (www.goer.ny.gov ) and spend at least 30 minutes looking around. The second bulleted
list for this assignment—one or two pages—is a set of reactions and questions about GOER and Statewide
Learning Management Services, the organization, its mission, services, policies, users…. Come to class prepared
to ask your questions of Denise.
#7: Associations and research centers
In class we will divide up the list of associations from the back of this syllabus. With the one(s) you have please
go to that site and become an expert in the functioning of the association(s)—members, services, functions,
conferences, publications, ethics statements, interesting features, puzzling features. Class for this day will be a
round robin discussion of what these are, what they do, and why one might want to belong. Feel free to suggest
additions if you know of some but don’t go off on your own without express permission of the instructor.
#8: Information ethics
Look at all the ethics statements that are listed at the end of the syllabus in the “Ethics Statements” section.
Create the usual bulleted list, but this time synthesize what you are seeing across the lists. What are the
common/usual points in an ethics statement? Which concerns/concepts are specific to certain fields? Start with
your general list and then tease out those things that only show up across some of the statements or a unique-toonly-one statement. Next read the ethics articles and create a bulleted, one-page reaction list to these. We’ll look
at information ethics in class and use this assignment to figure out what various information-intensive fields value
and emphasize.
#9: Information policy
Our speaker this week is the director of NYS Committee on Open Government. First, do the readings from
Bawden and Robinson and create a one-page, single-spaced, bulleted list of reactions to the readings. Next, go to
the COOG website (www.dos.ny.gov/coog/ ) and spend at least 30 minutes looking around. The second bulleted
list for this assignment—one or two pages—is a set of reactions and questions about the COOG, the organization,
its mission, services, policies, users…. Come to class prepared to ask your questions of Bob Freeman.
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#10: Technology, digital media and Amazon as a case study
This is a formal writing assignment. You have been working through some of the literature of information
science all semester. Read the assigned readings for the week. Now put that knowledge to the test and create a
paper, 5 pages double spaced, that discusses the pertinent issues, pros and cons, of Amazon as a purveyor of
information. Who does Amazon benefit? Who loses? What are the critical information policy issue associated
with its rise? Who are the stakeholders and how much power and/or interest do they have? What other issues rise
to the fore for you in terms of information ethics, management, availability, digital divide, or whatever you find
most pertinent in your discussion? This will be graded for content and for presentation. Use materials from class,
other sources including our text to support your points. This one should have citations and a reference section
with references in text like this (Andersen 2014).
#11: Research, PhD programs, the field
Our speakers this week is are Informatics PhD students at the University at Albany. First, do the readings from
Bawden and Robinson and create a one-page, single-spaced, bulleted list of reactions to the readings. Next, go to
the Informatics PhD website (http://www.albany.edu/informatics/inf_gradprograms.php ) and spend at least 30
minutes looking around. The second bulleted list for this assignment—one or two pages—is a set of reactions and
questions about the INF PhD program, its organization, goals, students, specializations, faculty, courses, research,
graduates…. Come to class prepared to ask your questions of the panel.
#12: Internet of Things (IoT)
Read Price, Cramer, and Dlodlo et al. (on Blackboard). In a bulleted thought piece (the usual but three pages,
single spaced), what are your reactions to these articles? How much are you involved with the IoT at present?
Does it exist in your life or the life of others around you? Secondly, compare and contrast the three articles in
terms of their style, format, content, potential users. What do you discern about their differences and audience.
Field Assignment
This assignment is designed to provide you with an opportunity to investigate a selected information
environment in some detail. You are free to choose the environment that you would like to study, with a few
reservations. You may not study a place where you work or have worked—you will learn more if you choose an
environment that you do not know. Also if you work in a particular environment, choose a different type of
environment (if an academic library, select a bookstore or an archives; if a bookstore, select a children’s section of
a library or the inventory system of large for-profit corporation). The previous possibilities are only suggestions
to give you a range of possibilities. You will probably find it helpful if the environment is conveniently situated
for home or work access, but make sure that it is large enough to provide sufficient information for your study.
You may work on this project by yourself or in groups of two. Very often a group project allows for
more discussions, more creative thinking, and a better final product on the paper. Consider this project a way to
“scope out” a possible internship or job interest while fulfilling the requirements for this course. We will discuss
these the last week of class using a focus-group-and-report format.
The Field Study
1. Make an initial (anonymous) visit to the environment to determine whether it will be suitable for your
purposes and to get a feel for the atmosphere.
2. Collect copies of any materials they have on display. You might append these to your final paper.
3. Introduce yourself as an MLS/MSIS/CAS student, explain the project, and ask if you can make an
appointment to talk to a senior member of the professional staff.
4. Read all the materials you have collected, and anything else you can find about your environment before the
interview so that you will sound informed and interested.
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5. Come prepared with a list of topics you wish to discuss, and questions that you wish to ask. Try to cover all
the information that you need at this one meeting so that you will not need to go back.
6. Please note that steps one through five above are exactly what you would do if you were going for an
interview for a job or internship. This is a great time to practice these skills when they are just for a paper!
7. You might ask permission to study the environment in more detail—be a fly on the wall—if it is not a truly
public space. In an open environment like a public or academic library you can just go back to make more
observations.
8. Select the environment by the 5th week of class. We will poll the class to make sure that we are not unduly
studying one particular environment. This will also be a time to decide to work together if two individuals
have unknowingly selected the same environment.
The Paper
For your report you will need to cover the following topics. As with the other assignments for this
course, think pithy with headings (as opposed to rambling prose). The paper should run between 7 and 10 type
written pages (maximum) double-spaced, single-sided. Appendices are not included in the page limit, BUT they
should all be referred to in the text. Groups as well as individuals will be held to the ten-page limit.
Background
What is the environment that you are studying? What population does it serve? What are the information
needs of these people? Does the institution you are studying have any data on who does (and does not) use its
services?
History
Give at least a paragraph on the history of the organization. How long has it been around? Has its
mission changed over time? Its location? Look for a few pertinent facts. There is a lot of difference between a
150-year-old library and a 3-year-old computer software company.
Management
Is there a mandated management body? Who is on it and what is the role of the head manager? What are
the responsibilities of this group, and how well are they qualified to fulfill them? Is there an official policy
document on management?
Funding
If this is a public sector organization, what is its budget and from where does funding come? How has
funding changed over the last years? Is the budget sufficient to meet the organization’s needs? If this is a private
sector organization you will be able to look up annual reports although some businesses are hesitant to give you
information on market share. Do the best you can with getting financial information.
Collections
Size and makeup of the information that is being organized and used. Different types of materials
collected (any recent changes or developments?) Do they have special collections? If so, what are they?
Staffing
Numbers of professional and nonprofessional staff. How their roles differ. Where they fit in the
management structure. Are these sufficient to provide efficient service? Has there been much staff turnover in
recent years (and what might be the reasons)? Again, if you re working with a private sector organization, this
information might be hard to obtain. Do the best you can based upon the interview and any observations you
make.
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Technology
How involved is the organization in using technology to do its business? What areas are automated and
how? How has the introduction of technology changed staff roles? Are there new positions or have the old staff
learned the job?
Services
What new services has the organization introduced in the last few years (if any)? Were these in response
to technological developments, user requests, or perceived need? Are they especially related to particular user
groups or aimed at the general population?
General Impressions
What were the general issues that surfaced during your field work? Were there surprises, interesting
facts, procedures that you would recommend to others?
Consultant’s Suggestions for Improvement
Finish your paper by putting on the hat of a consultant hired to make improvements in the environment
you have studied. What needs to be changed and how? What works really well and should not be changed? This
is a truly subjective part of the paper. You’ll have to spend more time thinking than writing. How would you
evaluate the effectiveness of this organization in serving its customers?
There is no bibliography required for this paper unless you have looked up additional materials on the
environment, or used someone else’s ideas in order to make a point or compare a similar situation. Label
appendices (A, B, C) in the order that you discuss them in your paper. A reminder: no report covers, please. Just
a staple in the upper left-hand corner.
Bibliography of New Readings and Viewings for this Class
Barsh, Adele, Lisewski, Amy. 2008. Library managers and ethical leadership: A survey of current
practices from the perspective of business ethics. Journal of Library Administration
47(3/4):27-37.
Belkin, Nicholas J. 2000. Helping people find what they don’t know. Communications of the ACM
43(8)59-61.
Coll, Steve. 2014. Citizen Bezos, New York Review of Books, Vol LXI, No 12, (July 10, 2014): pp.
28-32 recently reviewed Brad Stone’s new book documenting the rise of Amazon with
particular emphasis on Amazon’s founding CEO, Jeff Bezos. (Both urls accessed 8/12/14.)
http://www.nybooks.com/articles/archives/2014/jul/10/citizen-bezos-amazon/
Hear an excerpt of Stone’s book (The Everything Store: Jeff Bezos and the Age of
Amazon) at http://www.amazon.com/The-Everything-Store-BezosAmazon/dp/0316219266 ) ,
Clark, Sarah. 2014. Exploring the lived information seeking experiences of mature students.
Journal of Information Literacy 8(1):58-84.
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Cramer, Theresa. 2014. Content in the Kitchen: Making Sense of the Internet of Things. EContent.
Jan/Feb2014, Vol. 37 Issue 1, p4-4. 1p.
De Groote, Sandra L., Shultz, Mary, Blecic, Deborah D. 2014. Journal of the Medical Library
Association 102(3):169-176.
Dlodlo, Nomusa , Mvelase, Promise, Foko, Thato, Mathaba, Sizakele. 2012. The State of
International Internet of Things Research. Proceedings of the International Conference
on Information Management & Evaluation. 2012, p .69-78. 10p
Fleischman, K.R., Robbins, R.W., Wallace, W.A. 2011. Information ethics education for a
multicultural world. Journal of Information Systems Education 22(3):191-200.
Green, Samuel. S. 1876. Personal relations between librarians and readers. Library Journal,
November 30: 74-81.
Kim, Kyung-Sun, Sin, Sei-Ching Joanna, Tsai, Tien-I, 2014. Individual differences in social media
use for information seeking. Journal of Academic Librarianship. 40(2):171-178.
Marchionini, G. 2008. Human-information interaction research and development. Library &
Information Science Research 30(3):165-174.
Price, J. Dale. 2012. Etechnology educated groceries: The Internet of Things on the rise. Journal of
Electronic Resources in Medical Libraries 9(3): 232-239 (on Blackboard)
Stieg, Margaret F. 1990. Technology and the concept of reference: Or what will happen to the
Milkman’s cow?” Library Journal (April 15)45-49. (T, I)
Wengert, R.G. 2001. Some ethical aspects of being an information professional. Library Trends
49(3):486-509.
Wilson, T.D. 2010. Fifty years of information behavior research. Bulletin of the American Society
for Information Science and Technology 36(3):27-34.
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List of Associations for Assignment #7
____Academy of Management
www.aomonline.org
____American Association for Artificial Intelligence (AAAI)
www.aaai.org
____American Library Association (ALA)
www.ala.org
____American Medical Informatics Association (AMIA)
www.amia.org
____American Society for Indexers (ASI)
www.asindexing.org
____Association for Computing Machinery-Special Interest Group on Information Retrieval (ACM-SIGIR)
www.acm.org/sigs/sigir/
____Association for Computing Machinery-Special Interest Group on Knowledge Discovery and Data
Mining (ACM-SIGKDD)
www.acm.org/sigs/sigkdd/
____Association for Information Science and Technology (ASIST)
www.asis.org
____American Society for Public Administration (ASPA)
www.aspanet.org
____American Sociological Association (ASA)
www.asanet.org
____Association for Information Management Professionals (ARMA)
www.arma.org
____Association for Information Systems (AIS)
www.aisnet.org
____Association for Library and Information Science Education (ALISE)
www.alise.org
____Association for Library Collections & Technical Services (ALCTS)
http://www.ala.org/alcts/
____Digital Government Society of North American (DG Society)
www.dgsociety.org
____Institute of Electrical and Electronics Engineers, Inc. (IEEE)
www.ieee.org
____International Society of Knowledge Organizations (ISKO)
www.isko.org
____Library and Information Technology Association (LITA)
http://www.ala.org/lita/
____Management of Information Resources & Technology (SMART)
http://nylasmart.wordpress.com/
____Mid-Atlantic Regional Archives Conference (MARAC)
http://www.marac.info/
____National Communication Association
www.natcom.org
____New York Library Association (NYLA)
www.nyla.org
____System Dynamics Society
www.systemdynamics.org
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Internet Sources
http://www.ctg.albany.edu
This is the site for the Center for Technology in Government, located on Western Avenue. The
site contains a variety of helpful manuals and white papers. In particular, “Making Smart IT
Choices, A Handbook” has been downloaded over 4,000 times and has become a standard in the
public sector for dealing with information technology. Also see their July 1998 publication,
Models for Action: Practical Approaches to Electronic Records Management & Preservation,”
also available on the web site. /resources/pdfrpwp/mfa.pdf
http://www.state.ak.us/
Alaskan government information delivery—in a place where it’s often hard to drive to motor
vehicles! Note that this also gives very good information about the state (good for school
projects), about hot topics, Alaskan news, and other important issues for citizens of the state.
Note that you should be able to get to any state by substituting its abbreviation for “ak” above.
Ethics Statements for Assignment #8
American Library Association
http://www.ala.org/advocacy/proethics/codeofethics/codeethics
Association of American Archivists
http://www.ala.org/advocacy/proethics/codeofethics/codeethics
IEEE
http://www.ieee.org/about/corporate/governance/p7-8.html
ALISE
http://www.alise.org/index.php?option=com_content&view=article&id=31
AMIA
http://www.amia.org/about-amia/ethics
NEA
http://www.nea.org/home/30442.htm
ASIST
http://www.asis.org/AboutASIS/professional-guidelines.html
ACM
http://www.acm.org/about/code-of-ethics
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FIELD ASSIGNMENT CHECKLIST FOR GRADING
IST 601
Fall 2014 (ANDERSEN)
Name: _______________________________
Grade (Paper) ______ Grade (Course) ______
Field Location: ________________________________________________________________
Interview with: ________________________________________________________________
____ Headings
____ 7-10 pages (actual pages _____)
____ Appended materials with appendix labels)
____ Background (environment, customers, needs, data)
____ Management (manager/body, policy on management)
____ Funding (budget, changes, sufficient?)
____ Collections (size, makeup, types, special collections)
____ Staffing (number, type, roles, turnover)
____ Technology (automated, new positions, how involved)
____ Floor plan of the environment (appropriately labeled and discussed in text)
____ Services (new, why, specific customers)
____ General Impressions (including surprises/changes, evaluation as consultant)
____ Bibliography (optional)
____ General comments on paper
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