INTRODUCTION TO DOCTORAL RESEARCH AND THEORY I
INF 391D.8
Unique Number 28195
Dr. Philip Doty
School of Information
University of Texas at Austin
Fall 2007
Class time:
Friday, 9:00 AM – 12:00 N
Place:
SZB 556
Office:
SZB 570
Office hrs:
Tuesday 1:00 – 2:00 PM
By appointment other times
Telephone:
512.471.3746 – direct line
512.471.2742 – iSchool receptionist
512.471.3821 – main iSchool office
Internet:
pdoty@ischool.utexas.edu
http://www.ischool.utexas.edu/~pdoty/index.htm
Class URL:
http://courses.ischool.utexas.edu/Doty_Philip/2007/fall/INF391D8/
TA:
Sidney Tibbetts
tnst@ischool.utexas.edu
Office hours: TBA
Copyright Philip Doty, UT-Austin, July 2007
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TABLE OF CONTENTS
Introduction to the course
3
Expectations of PhD students’ performance
5
Standards for written work
6
Editing conventions
10
Grading
11
Texts and other tools
12
List of assignments
14
Outline of course
15
Schedule
17
Assignments
24
References
Readings from the class schedule and assignments
29
Selected ARIST chapters 1966-2007
37
Sources on doing research
42
Research and research methods in information studies
Research methods
Nature of science and systematic inquiry
Useful serial sources
50
Additional sources
55
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Important professional associations and organizations
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3
INTRODUCTION TO THE COURSE
“We live in a period of profound skepticism. We have exposed all of the ‘good lies’ but still crave their
solace.”
Sue Curry Jansen, Censorship: The Knot that Binds Power
and Knowledge (1991, p. 190)
INF 391D.8, Introduction to Doctoral Research and Theory I, is the first in a two-course sequence
of seminars required of doctoral students in the School of Information. The overarching goal of
the two courses is to enable students to understand systematic inquiry in information studies and
to understand how they can be part of that inquiry. Because the field is both trans- and
interdisciplinary, the literatures we read, the concepts we engage, the modes of knowing and
argumentation we mobilize, and the criteria we use for judging knowledge claims will reflect a
number of positions, traditions, and disciplines.
The course comprises five short units that overlap to some extent:
Unit 1:
Unit 2:
Unit 3:
Unit 4:
Exploring the character of information studies (classes 1-2)
Thinking about systematic inquiry (classes 3-7)
Theoretical and methodological overviews of information studies (classes 8-9)
Examining specific theories and methods of inquiry in information studies including
the work of iSchool faculty members and senior doctoral students (classes 10-12)
Unit 5: Presentations of students’ research (class 13).
More specifically, INF 391D.8 has the following aims:







To ensure that students adequately understand the process of research and some of the
important ways it has been pursued in the western tradition; review and critique of the
principles of scientific inquiry are of special interest.
To introduce students to the making of theory in the field and cognate disciplines.
To consider important questions related to epistemology, identity, and community that are of
special importance to doing research and making theory in our field – questions about how
we know, how we determine what we know, and how we know in concert with others infuse
the course.
To expose students to important research methods and traditions in the field and beyond,
especially to investigate positivist, post-positivist, and constructivist methods of research.
These methods may include the empirical social scientific, historical, philosophical, literary,
theoretical, ethnographic, quantitative/statistical, qualitative, policy analytic, rhetorical,
systems analytic, and so on.
To consider how concerns with theory and method have taken shape in the field of
information studies.
To examine three of the major schools of thought that characterize systematic inquiry in our
field: (1) the useful if limited simile of information as thing, (2) the cognitivist approach to
information retrieval and learning, and (3) the performative perspective emphasizing
practice, materiality, community, and the social construction of knowledge.
To identify a wide variety of the important research fronts in our discipline and cognate
disciplines, including the organization of information, intellectual history, information
behavior, management of information organizations, and information systems design and
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evaluation. The particular character of these research fronts will vary according to the
interests of the students and the instructor.
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There are three major reasons that much of DRT I is dedicated to understanding systematic
inquiry, especially science:
1.
The PhD is a research degree, and enrollment in such a program indicates a commitment to
systematic inquiry in its many forms.
2.
As a discipline and field of inquiry, information studies itself springs from the social and
behavioral sciences, humanities, and computational sciences, as well as from the natural and
physical sciences to a lesser degree. The more we understand the creation, sharing, and use
of knowledge and the practice of inquiry, the better we understand our own discipline and
how to do good research.
3.
In part, our discipline emerged from the marriage of library service and information science
and their shared concerns with scholarly communication and the distribution of scientific
information. The more we understand the processes of systematic inquiry and the roles of
communication in it, the better able we are to design, implement, evaluate, and re-design
information systems to serve all kinds of people in all sorts of situations.
With these reasons in mind, nine of the 14 classes in this version of DRT I focus on our field
(classes 1-2, 8-9, 10-12, and 13-14), while the other five focus on the bases of systematic inquiry
and the practices of knowledge production (classes 3-7). The boundary between a disciplinaryspecific focus and a wider look at systematic inquiry is, of course, quite permeable.
Generally, the instructor will begin each class with a brief review of logistics, e.g., readings for
next class, assignments, and academic housekeeping. He will then usually talk a bit about the
topic(s) and readings for the day’s class, usually keeping his remarks to 30 minutes or less. Then
the students will generally have the floor for the rest of the class to engage the readings,
discussion questions, assignments, and related topics. Thus, active reading, active participation,
and academic initiative are key to our mutual success this semester.
Throughout the semester, we will also try to remain acutely aware of our “cognitive insecurity
and our vulnerability to good lies” (Jansen, 1991, p. 191), learning to exercise engaged skepticism
– not dismissive cynicism – about the points of view and disagreements we will examine. It is
important to remember that reasonable people can disagree and that the classroom is a place
where such disagreement is welcome. Not only do humility and academic courtesy demand
respect for others, but recall that disagreement is one of our major resources for learning.
One of the implicit themes of the course will be the role of research in the university, the history
of the research university in America, the status of the university in American life, and the
purpose of graduate (especially doctoral) education. While readings about these topics will not
be required, they will be useful supplements to the class readings and useful over the course of
students’ academic and professional careers. See, e.g., Ehrlich (1995), Graham & Diamond
(1997a, b, and c), Kennedy (1997a, b, c, and d), and Shils (1997a and b).
The course is a way to integrate students more fully into the field, to help them become more
active readers and writers, to help them develop as more fully realized researchers, and to
enhance their understanding, use, and development of theory in the field. The course encourages
students to consider what our field recognizes as convincing evidence, strong modes of
argumentation, and appropriate and productive rhetorics. At the same time, students must
further develop their own goals, methods, and standards for their scholarly work and that of
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others.
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EXPECTATIONS OF PHD STUDENTS’ PERFORMANCE
Students are expected to be involved, creative, and vigorous participants in class discussions and
in the overall conduct of the class. In addition, students are expected to:
•
Attend all class sessions; if a student misses a class, it is her responsibility to arrange with
another student to obtain all notes, handouts, and assignment sheets.
•
Read all material prior to class; students are expected to use the course readings to inform
their classroom participation and their writing. Students must learn to integrate what they
read with what they say and write. This last imperative is essential to the development of
professional expertise and to the development of a collegial professional persona.
•
Educate themselves and their peers; successful completion of graduate academic programs
and participation in professional life depend upon a willingness to demonstrate initiative and
creativity. Participation in the professional and personal growth of colleagues is essential to
one’s own success as well as theirs. Such collegiality is at the heart of scholarship, so some
assignments are designed to encourage collaboration.

Spend at least 5-6 hours in preparation for each hour in the classroom of a PhD seminar; a 3credit hour course requires a minimum of 15 hours per week of work outside the classroom.
•
Participate in all class discussions.
•
Complete all assignments on time; late assignments will not be accepted except in the
particular circumstances noted below. Failure to complete any assignment on time will result
in a failing grade for the course.
•
Be responsible with collective property, especially books and other material on reserve.
•
Ask for help from the instructor or the teaching assistant, either in class, during office hours,
on the telephone, through email, or in any other appropriate way. Email is especially
appropriate for information questions, but please recall that Doty has limited access to email
outside the office. Unless there are compelling privacy concerns, it is always wise to send a
copy of any email intended for the instructor to the TA as well; she has access to email more
regularly.
Academic dishonesty, such as plagiarism, cheating, or academic fraud, will not be tolerated and
will incur severe penalties, including failure for the course. If there is concern about behavior
that may be academically dishonest, consult the instructor. Students should refer to the UT
General Information Bulletin, Appendix C, Sections 11-304 and 11-802 and Texas is the Best . . .
HONESTLY! (1988) by the Cabinet of College Councils and the Office of the Dean of Students.
The instructor is happy to provide all appropriate accommodations for students with
documented disabilities. The University’s Office of the Dean of Students at 471.6259, 471.4641
TTY, can provide further information and referrals as necessary.
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STANDARDS FOR WRITTEN WORK
You will be expected to meet professional standards of maturity, clarity, grammar, spelling, and
organization in your written work for this class, and, to that end, I offer the following remarks.
Review these standards both before and after writing; they are used to evaluate your work.
Every writer is faced with the problem of not knowing what his or her audience knows about the
topic at hand; therefore, effective communication depends upon maximizing clarity. As Wolcott
reminds us in Writing Up Qualitative Research (1990, p. 47): "Address . . . the many who do not
know, not the few who do." It is also important to remember that clarity of ideas, clarity of
language, and clarity of syntax are interrelated and mutually reinforcing.
Good writing makes for good thinking and vice versa. Writing is a form of inquiry, a way to
think, not a reflection of some supposed static thought “in” the mind. A vivid example of how
this complex process of composition and thought works is in the unexpurgated version of
Theodore Dreiser’s Sister Carrie (1994, p. 144):
Hurstwood surprised himself with his fluency. By the natural law which governs all effort,
what he wrote reacted upon him. He began to feel those subtleties which he could find
words to express. With every word came increased conception. Those inmost breathings
which thus found words took hold upon him.
We need not adopt Dreiser’s breathless metaphysics or naturalism to understand the point.
All written work for the class must be written using word processing software and doublespaced, with 1" margins all the way around and in either 10 or 12 pt. font.
Some writing assignments will demand the use of notes (either footnotes or endnotes) and
references. It is particularly important in professional schools such as the School of Information
that notes and references are impeccably done. Please use APA (American Psychological
Association) standards. There are other standard bibliographic and note formats, for example, in
engineering and law, but social scientists and a growing number of humanists use APA.
Familiarity with standard formats is essential for understanding others' work and for preparing
submissions to journals, funding agencies, professional conferences, and the like. You may also
want to consult the Publication Manual of the American Psychological Association (2001, 5th ed.).
Do not use a general dictionary or encyclopedia for defining terms in
graduate school or in professional writing. If you want to use a reference source to
define a term, use a specialized dictionary such as The Cambridge Encyclopedia of Philosophy or
subject-specific encyclopedia, e.g., the International Encyclopedia of the Social and Behavioral Sciences.
The best alternative, however, is having an understanding of the literature related to the term
sufficient to provide a definition in the context of that literature.
Use a standard spell checker on your documents, but be aware that spell checking dictionaries do
not include most proper nouns, including personal and place names; omit most technical terms;
include few foreign words and phrases; and cannot identify the error in using homophones, e.g.,
writing "there" instead of "their,” or "the" instead of "them."
It is imperative that you proofread your work thoroughly and be precise in
editing it. It is often helpful to have someone else read your writing, to eliminate errors and to
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increase clarity. Finally, each assignment should be handed in with a title page containing your
full name, the date, the title of the assignment, and the class number (INF 391D.8). If you have
any questions about these standards, I will be pleased to discuss them with you at any time.
CONTINUED
Copyright Philip Doty, UT-Austin, July 2007
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Remember, every assignment must include a title page with:
•
The title of the assignment
•
Your name
•
The date
•
The class number – INF 391D.8.
Since the production of professional-level written work is one of the aims of the class, I will read
and edit your work as the editor of a professional journal or the moderator of a technical session
at a professional conference would. The reminders below will help you prepare professional
written work appropriate to any situation. Note the asterisked errors in 3, 4, 9, 11, 12, 15, 16, 19,
21, and 25 (some have more than one error):
1. Staple all papers for this class in the upper left-hand corner. Do not use covers, binders, or
other means of keeping the pages together.
2. Number all pages after the title page. Notes and references do not count against page limits.
3. Use formal, academic prose. Avoid colloquial language, *you know?* It is essential in
graduate work and in professional communication to avoid failures in diction; be serious and
academic when called for, be informal and relaxed when called for, and be everything in
between as necessary.
4. Avoid clichés. They are vague, *fail to "push the envelope," and do not provide "relevant
input."* For this course, avoid words and phrases such as "agenda," "problem with," "deal
with," "handle," "window of," "goes into," "broken down into," "viable," and "option."
5. Avoid computer technospeak like "input," "feedback," or "processing information" except
when using such terms in specific technical ways.
6. Avoid using “content” as a noun.
7. Do not use the term "relevant" except in its information retrieval sense. Ordinarily, it is a
colloquial cliché, but it also has a strict technical meaning in information studies.
8. Do not use "quality" as an adjective; it is vague, cliché, and colloquial. Instead use "highquality," "excellent," "superior," or whatever more formal phrase you deem appropriate.
9. Study the APA style convention for the proper use of ellipsis*. . . .*
10. Avoid using the terms "objective" and "subjective" in their evidentiary senses; these terms
entail major philosophical, epistemological controversy. Avoid terms such as "facts,"
"factual," "proven," and related constructions for similar reasons.
11. Avoid contractions. *Don't* use them in formal writing.
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12. Be circumspect in using the term "this," especially in the beginning of a sentence. *THIS* is
often a problem because the referent is unclear. Pay strict attention to providing clear
referents for all pronouns. Especially ensure that pronouns and their referents agree in
CONTINUED
Copyright Philip Doty, UT-Austin, July 2007
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number; e.g., "each person went to their home" is a poor construction because "each" is
singular, as is the noun "person," while "their" is a plural form. Therefore, either the referent
or the pronoun must change in number.
13. "If" ordinarily takes the subjunctive mood, e.g., "If he were [not "was"] only taller."
14. Put "only" in its appropriate place, near the word it modifies. For example, it is appropriate
in spoken English to say, "he only goes to Antone's" when you mean, "the only place he
frequents is Antone's." In written English, however, the sentence should read "he goes only
to Antone's."
15. Do not confuse possessive, plural, or contracted forms, especially of pronouns. *Its* bad.
16. Do not confuse affect/effect, compliment/complement, or principle/principal. Readers will
not *complement* your work or *it's* *principle* *affect* on them.
17. Avoid misplaced modifiers; e.g., it is inappropriate to write the following sentence: As
someone interested in the history of Mesoamerica, it was important for me to attend the
lecture. The sentence is inappropriate because the phrase "As someone interested in the
history of Mesoamerica" is meant to modify the next immediate word, which should then,
obviously, be both a person and the subject of the sentence. It should modify the word "I" by
preceding it immediately. One good alternative for the sentence is: As someone interested in
the history of Mesoamerica, I was especially eager to attend the lecture.
18. Avoid use of "valid," "parameter," "bias," "reliability," and "paradigm," except in limited
technical ways. These are important research terms and should be used with precision.
19. Remember that the words "data," "media," "criteria," "strata," and "phenomena" are all
PLURAL forms. They *TAKES* plural verbs. If you use any of these plural forms in a
singular construction, e.g., "the data is," you will make the instructor very unhappy :-(.
20. "Number," "many," and "fewer" are used with plural nouns (a number of horses, many
horses, and fewer horses). “Amount," "much," and "less" are used with singular nouns (an
amount of hydrogen, much hydrogen, and less hydrogen). Another useful way to make this
distinction is to recall that "many" is used for countable nouns, while "much" is used for
uncountable nouns.
21. *The passive voice should generally not be used.*
22. "Between" distinguishes two alternatives, while "among" distinguishes three or more.
23. Generally avoid the use of honorifics such as Mister, Doctor, Ms., and so on when referring to
persons in your writing, especially when citing their written work. Use last names and dates
as appropriate in APA.
24. There is no generally accepted standard for citing electronic resources. If you cite them, give
an indication, as specifically as possible, of:
- responsibility
- title
Copyright Philip Doty, UT-Austin, July 2007
(who?)
(what?)
13
- date of creation
- date viewed
- place to find the source
(when?)
(when?)
(where? how?).
CONTINUED
Copyright Philip Doty, UT-Austin, July 2007
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See the Publication Manual of the American Psychological Association (2001, 5th ed., pp. 213-214,
231, and 268-281) for a discussion of citing electronic material and useful examples. Also see
Web Extension to American Psychological Association Style (WEAPAS) at
http://www.beadsland.com/weapas/#SCRIBE for more guidance.
25. *PROFREAD! PROOFREED! PROOOFREAD!*
26. Citation, quotation, and reference are nouns; cite, quote, and refer to are verbs.
27. Impact and research are also nouns; do not use them as verbs.
28. Use double quotation marks (“abc.”), not single quotation marks (‘xyz.’), as a matter of
course. Single quotation marks are to be used to indicate quotations within quotations.
29. Provide a specific page number for all direct quotations. If the quotation is from a Web page
or other digital source, provide at least the paragraph number and/or other directional cues,
e.g., “(Davis, 1993, section II, ¶ 4).”
30. In ordinary American English, as ≠ because.
31. Use "about" instead of the tortured locution "as to."
32. In much of social science and humanistic study, the term "issue" is used in a technical way to
identify sources of public controversy or dissensus. Please use the term to refer to topics
about which there is substantial public disagreement, NOT synonymously with general
terms such as "area," "topic," or the like.
33. Please do not start a sentence or any independent clause with “however.”
34. Avoid the use of “etc.” – it is awkward, colloquial, and vague.
35. Do not use the term “subjects” to describe research participants. Terms such as
“respondents,” “participants,” “informants,” “co-researchers,” and “research collaborators”
are preferable and have been for many years.
36. Do not use notes unless absolutely necessary, but, if you must use them, use endnotes not
footnotes.
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SOME EDITING CONVENTIONS FOR STUDENTS’ PAPERS
SYMBOL
MEANING
#
number OR insert a space; context will help you decipher its meaning
AWK
awkward; usually compromises clarity as well
BLOCK
make into a block quotation without external quotation marks; do so with
quotations ≥ 4 lines
caps
capitalize
COLLOQ
colloquial and to be avoided
dB
database
FRAG
sentence fragment; often means that the verb and/or subject of the sentence is
missing
ITAL
italicize
j
journal
lc
make into lower case
lib'ship
librarianship
org, org’l
organization, organizational
PL
plural
Q
question
Q’naire
questionnaire
REF?
what is the referent of this pronoun? to what or whom does it refer?
RQ
research question
sp
spelling
SING
singular
w/
with
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w.c.?
word choice?
I also use check marks to indicate that the writer has made an especially good point and wavy
lines under or next to a term to indicate that the usage is suspect.
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GRADING
The grading system for this class includes the following grades:
A+
A
AB+
B
BC+
C
CF
Extraordinarily high achievement
Superior
Excellent
Good
Satisfactory
Barely satisfactory
Unsatisfactory
Unsatisfactory
Unsatisfactory
Unacceptable and failing.
not recognized by the University
4.00
3.67
3.33
3.00
2.67
2.33
2.00
1.67
0.00.
See the memorandum from former Dean Brooke Sheldon dated August 13, 1991, and the notice in
the School of Information student orientation packet for explanations of this system. Consult the
iSchool Web site (http://www.ischool.utexas.edu/programs/general_info.php) and the Graduate
School Catalogue (e.g., http://www.utexas.edu/student/registrar/catalogs/grad0507/ch1/ch1a.html#Nature.and.Purpose and
http://www.utexas.edu/student/registrar/catalogs/grad0507/ch1/ch1b.html#Student.Responsibility) for more on standards of work. While the University
does not accept the grade of A+, the instructor may assign the grade to students whose work is
extraordinary.
The grade of B signals acceptable, satisfactory performance in graduate school. For PhD
students, however, a grade of B signals some difficulties with academic study. The instructor
reserves the grade of A for students who demonstrate a command of the concepts and techniques
discussed, have the ability to synthesize and integrate them in a professional manner,
communicate them effectively, and successfully inform the work of other students.
The grade of incomplete (X) is reserved for students in extraordinary circumstances and must be
negotiated with the instructor before the end of the semester. See the former Dean's
memorandum of August 13, 1991, available from the main iSchool office.
I use points to evaluate assignments, not letter grades. Points on any assignment are determined
using an arithmetic – not a proportional – algorithm. For example, 14/20 points on an
assignment does NOT translate to 70% of the credit, or a D. Instead, 14/20 points is roughly
equivalent to a B. If any student's semester point total ≥ 90 (is equal to or greater than 90), then
s/he will have earned an A of some kind. If the semester point total ≥ 80, then s/he will have
earned at least a B of some kind. Whether these are A+, A, A-, B+, B, or B- depends upon the
comparison of point totals for all students. For example, if a student earns a total of 90 points and
the highest point total in the class is 98, the student would earn an A-. If, on the other hand, a
student earns 90 points and the highest point total in the class is 91, then the student would earn
an A. This system will be further explained throughout the semester.
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TEXTS AND OTHER TOOLS
There are six required texts for this class, and you can purchase them at the Co-op (476.7211). As
many of the required readings as possible will be on Reserve at PCL; many of the readings are
available online. I also list a number of recommended books, and these can be supplemented by
the many sources in the various parts of the references at the end of this syllabus.
The required texts are:
Ben-Ari, Moti. (2005). Just a theory: Exploring the nature of science. Amherst, NY:
Prometheus.
Fisher, Karen E., Erdelez, Sanda, & McKechnie, Lynne (E.F.). (Eds.). (2005). Theories of
information behavior. Medford, NJ: Information Today.
Godfrey-Smith, Peter. (2003). Theory and reality: An introduction to the philosophy of science.
Chicago: University of Chicago.
Miller, Jane E. (2004). The Chicago guide to writing about numbers: The effective presentation of
quantitative information. Chicago: University of Chicago.
Pickering, Andrew. (1995). The mangle of practice: Time, agency, & science. Chicago:
University of Chicago.
Smith, Barbara Herrnstein. (2006). Scandalous knowledge: Science, truth and the human.
Durham, NC: Duke University. (Original work published 2005)
We will also use many of the papers from four special issues of three major journals; they are all
available online:
Journal of Documentation, 61(1) – a 2005 special issue on library and information science and
the philosophy of science edited by Birger Hjørland at the Royal School of Library and
Information Science, Copenhagen, Denmark.
Library Trends, 50(3) – a 2002 special issue on theory in LIS edited by William E. McGrath,
formerly of the School of Information and Library Studies, SUNY-Buffalo.
Library Trends, 52(3) – a 2004 special issue on philosophy of information edited by Ken
Harold, director of library systems at the Burke Library of Hamilton College, Clinton,
NY.
Social Epistemology, 16(1) – a 2002 special issue on social epistemology and information
science edited by Don Fallis at the School of Information Resources, University of
Arizona.
Students may wish to subscribe to these discussion lists:
Doctoral Students in Library and Information Sciences Discussion List
http://www.listserv.net/scripts/wl.exe?SL1=DOCDIS&H=BAMA.UA.EDU
jESSE listserv http://web.utk.edu/~gwhitney/jesse.html
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TEXTS AND OTHER TOOLS (CONTINUED)
I recommend these books, some of which you may examine in DRT II:
Bauer, Henry H. (1992). Scientific literacy and the myth of scientific method. Urbana, IL:
University of Illinois.
Benton, Ted, & Craib, Ian. (2001). Philosophy of social science: The philosophical foundation of
social thought. New York: Palgrave.
Biagioli, Mario. (Ed.). (1999). The science studies reader. New York: Routledge.
Chalmers, A.F. (1999). What is this thing called science? Indianapolis, IN: Hackett.
Cornelius, Ian. (1996b). Meaning and method in information studies. Norwood, NJ: Ablex.
Feyerabend, Paul. (1993). Against method (3rd ed.). London: Verso. (Original work
published 1975)
Fleck, Ludwik. (1979). Genesis and development of a scientific fact. Thaddeus J. Trenn and
Robert K. Merton (Eds.). (Fred Bradley & Thaddeus J. Trenn, Trans.). Chicago:
University of Chicago. (Original work published 1935)
Garvey, William D. (1979). Communication, the essence of science: Facilitating information
exchange among scientists, engineers, and students. New York: Pergamon.
Haack, Susan. (2003). Defending science – within reason: Between scientism and cynicism.
Amherst, NY: Prometheus Books. (Original work published 2003)
Hiley, David R., Bohman, James F., & Shusterman, Richard. (1991). The interpretive turn:
Philosophy, science, culture. Ithaca, NY: Cornell University.
Horgan, John. (1996). The end of science: Facing the limits of knowledge in the twilight of the
scientific age. Reading, MA: Addison-Wesley.
Kaplan, Abraham. (1964). The conduct of inquiry: Methodology for behavioral science. New
York: Harper & Row.
Klee, Robert. (1999). Scientific inquiry: Readings in the philosophy of science. New York:
Oxford University Press.
Kline, Morris. (1985a). Mathematics and the search for knowledge. Oxford, UK: Oxford
University.
Koertge, Noretta. (1998). A house built on sand: Exposing postmodernist myths about science.
New York: Oxford University.
Latour, Bruno. (1987). Science in action: How to follow scientists and engineers through
society. Cambridge, MA: Harvard University.
Latour, Bruno, & Woolgar, Steve. (1986). Laboratory life: The construction of scientific facts.
Princeton, NJ: Princeton University.
Lawrence, Christopher, & Shapin, Steven. (Eds.). (1998). Science incarnate: Historical
embodiments of natural knowledge. Chicago: University of Chicago.
Machlup, Fritz, & Mansfield, Una. (Eds.). (1983). The study of information: Interdisciplinary
messages. New York: John Wiley & Sons. [See especially the Prologue and Epilogue, as
well as the sections on Informatics, Library and Information Sciences, and System
Theory]
Steinmetz, George. (Ed.). (2005). The politics of method in the human sciences: Positivism and its
epistemological others. Durham, NC: Duke University.
Students may find the following books on the so-called science wars particularly interesting:
Brown, James Robert. (2001). Who rules in science?: An opinionated guide to the wars.
Cambridge, MA: Harvard University.
Copyright Philip Doty, UT-Austin, July 2007
20
Gross, Paul R., & Levitt, Norman. (1994c). Higher superstition: The academic left and its quarrels
with science. Baltimore: Johns Hopkins University.
Gross, Paul R., Levitt, Norman, & Lewis, Martin W. (Eds.). (1996). The flight from science and
reason. Annals of the New York Academy of Sciences (Vol. 775). New York: New York
Academy of Sciences.
Ross, Andrew. (1996). Science wars. Durham, NC: Duke University.
Copyright Philip Doty, UT-Austin, July 2007
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LIST OF ASSIGNMENTS
The instructor will provide additional information about each assignment. Written assignments
are to be word-processed and double-spaced, in 10- or 12-point font, and with 1" margins, and
are due in class unless otherwise indicated.
Assignment
Date Due
Percent of Grade
Preparation and participation
Discussion questions and informal presentations
--SEP 21, 28
OCT 5, 19, 26
NOV 14
10%
Short online postings reviewing a research
journal -- all due on WED, 12:00 N (3 pp.; 5% each)
SEP 19
OCT 3, 17, 31
20
In-class discussion of the philosophy of science
using a chapter from Godfrey-Smith (2003)
SEP 14, 21
---
Paper on quantitative reasoning in information
studies (5 pp.)
SEP 28
10
Topic and abstract (2 pp.) for state of theory
and research paper
OCT 26
---
Choice of state of theory and research paper to review
NOV 9
---
Book review of Ben-Ari’s Just a Theory (2-3 pp.)
NOV 16
10
Draft of paper on theory and research (≥ 10 pp.)
NOV 30
---
Public presentation on final paper
NOV 30
10
Peer review of draft of final paper (3-4 pp.)
DEC 7
15
Final paper on state of theory and research (18-20 pp.)
WED, DEC 12,
12:00 N
25
All assignments must be handed in on time, and the instructor reserves the right to issue a course
grade of F if any assignment is not completed. Late assignments will be accepted only if:
1.
At least 24 hours before the date due, the instructor gives explicit permission to the student to
hand the assignment in late.
2.
At the same time, a specific date and time are agreed upon for the late submission.
3.
The assignment is then submitted on or before the agreed-upon date and time.
Copyright Philip Doty, UT-Austin, July 2007
22
The first criterion can be met only in the most serious of health, family, or personal situations.
Your assignments should adhere to the standards for written work; should be clear, succinct, and
specific; and should be explicitly grounded in the readings, class discussions, and other sources
as appropriate. You will find it particularly useful to write multiple drafts of your papers.
Copyright Philip Doty, UT-Austin, July 2007
23
OUTLINE OF COURSE
Meeting
Date
TOPICS AND ASSIGNMENTS
Unit 1: Exploring the character of information studies
1
2
Aug 31 Introduction to the course
Review of the syllabus
When we do information studies, what are we doing?
Sep 7
Some ways to view the field
Questioning the ideology of information
Unit 2: Thinking about systematic inquiry
3
Sep 14 Introduction to the philosophy of science
Student-led discussion
(Sep 19, WED) • DUE: Short online journal posting (750 words, 3 double-spaced pp.) (5%)
4
Sep 21 Philosophy of science – continued
Student-led discussion
5
Sep 28 Making quantitative arguments
• DUE: Quantitative reasoning in information studies (5 double-spaced pp.)
(10%)
(Oct 3, WED)
• DUE: Short online journal posting (750 words, 3 double-spaced pp.) (5%)
6
Oct 5
Science as a material assemblage
Undermining mentalism, defending realism
The “science wars”
7
Oct 12 Science as a material assemblage – continued
Constructivism and other views of systematic inquiry
(Oct 17, WED) • DUE: Short online journal posting (750 words, 3 double-spaced pp.) (5%)
Unit 3: Theoretical and methodological overviews of information studies
Copyright Philip Doty, UT-Austin, July 2007
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8
ASIST
Oct 19 Philosophy of science and information studies
Thinking about systematic inquiry in the field beyond the philosophy of
science
Copyright Philip Doty, UT-Austin, July 2007
25
9
Oct 26 Some overviews of theory and social epistemology in the field
• DUE: Topic and abstract – state of research and theory paper (2 pp.)
(Oct 31, WED) • DUE: Short online journal posting (750 words, 3 double-spaced pp.) (5%)
Unit 4: Examining specific theories and methods of inquiry in information studies
10
Nov 2 Research and theory in the work of senior PhD students and
faculty members
Information behavior (1): General theory
11
Nov 9 Research and theory in the work of senior PhD students and
faculty members -- continued
Information behavior (2): Information studies research
• DUE: Choice of state of research and theory paper to review
12
Nov 16 Research and theory in the work of senior PhD students and
faculty members -- continued
Information behavior (3): “Information seeking”
• DUE: Book review (2-3 double-spaced pp.) (10%)
Nov 23 No class – Thanksgiving vacation!
Unit 5: Presentations of students’ research
13
Nov 30 Information behavior (4): Information retrieval
Students’ presentations (10%)
• DUE: Draft of final paper (≥ 10 pp.)
14
Dec 7
Course evaluation
Course summary
• DUE: Review of another student’s draft of final paper (≥ 3-4 pp.) (15%)
DEC 12, WED, 12:00 N
• DUE: State of research and theory paper (18-20 pp.) (25%)
Copyright Philip Doty, UT-Austin, July 2007
26
SCHEDULE
The schedule is tentative and may be adjusted as we progress through the semester. Some
readings are in the Course Documents section of BlackBoard (CD), while many other required
readings are available online as indicated. Some of the readings require you to be logged in with
your UT EID through the UT libraries. I deliberately do not identify persistent URL’s for the
online readings so that you will browse more online than you otherwise might. AS indicates
Additional Sources, listed in the last several sections of the syllabus.
DATE
TOPICS, ASSIGNMENTS, AND REQUIRED READINGS
Unit 1: Exploring the character of information studies
Aug 31
Introduction to the course
Review of the syllabus
When we do information studies, what are we doing?
READ: Ortega y Gassett (1961/1934) online
Shera (1968) [1972] CD
Agre (1995) online
Bates (1999a) online
Bates (1999b) online
Buckland (1996) online
Delamont & Atkinson (2001) online
AS:
Sep 7
Day (2005)
Hahn (1996)
Scarrott (1994)
Some ways to view the field
Questioning the ideology of information
READ: Bates (2005b)
Cornelius (2004) online
Floridi (2002) online
Frohmann (2004) online
Harmon (1987) CD
Hjørland (2005b) online
McKechnie & Pettigrew (2002) online
Nunberg (1996a) online
AS:
Augst (2001)
Capurro (1992)
Cole (1994)
Day (2000) online
Copyright Philip Doty, UT-Austin, July 2007
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Frohmann (1992)
Hjørland (2005c) online
Reeling (1992)
Vakkari (1996)
Wiegand (2003) online
Copyright Philip Doty, UT-Austin, July 2007
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Unit 2: Thinking about systematic inquiry
Sep 14
Introduction to the philosophy of science
Student-led discussion of Godfrey-Smith
READ: Godfrey-Smith (2003), 1 (“Introduction”), 2 (“Logic Plus Empiricism”), 4
(“Popper: Conjecture and Refutation”), 5 (“Kuhn and Normal
Science”), 6 (“Kuhn and Revolutions”), 7 (“Lakatos, Laudan,
Feyerabend, and Frameworks”)
Hjørland (2005c) online
Miller (2004), 1 (“Why Write About Numbers?”), 2 (“Seven Basic
Principles”), Appendix A (“Implementing ‘Generalization,
Example, Exceptions’ (GEE)”)
Tashakkori & Teddlie (1998) CD
AS:
Godfrey-Smith (2003), 3
(Sep 19, WED) • DUE: Short online journal posting (750 words, 3 double-spaced pp.) (5%)
Sep 21
Philosophy of science – continued
Student-led discussion of Godfrey-Smith
READ: Godfrey-Smith (2003), 8 (“The Challenge from Sociology of Science”), 9
(“Feminism and Science Studies”), 10 (“Naturalistic Philosophy
in Theory and Practice”), 12 (“Scientific Realism”), 15 (“Empiricism,
Naturalism, and Scientific Realism?”)
Miller (2004), 3 (“Causality, Statistical Significance, and Substantive
Significance”), 4 (“Technical but Important: Five More Basic
Principles”), 9 (“Writing About Distributions and Associations”)
VanHouse (2003) CD
AS:
Sep 28
Godfrey-Smith (2003), 11
Quine (1969)
Making quantitative arguments
READ: Miller (2004), 10 (“Writing About Data and Methods”), 11 (“Writing
Introductions, Results, and Conclusions”)
Kline (1985b) CD
Porter (1999) CD
Rotman (1999) CD
Tufte (1997a) CD
Wainer (1984) online
Wainer (1992) online
AS:
Logan (1995)
Copyright Philip Doty, UT-Austin, July 2007
29
MacKenzie (1999)
Miller (2004), 5, 6, 7, 8
Tufte (1997b)
• DUE: Quantitative reasoning in information studies (5 double-spaced pp.)
(10%)
(Oct 3, WED)
• DUE: Short online journal posting (750 words, 3 double-spaced pp.) (5%)
Oct 5
Science as a material assemblage
Undermining mentalism, defending realism
The “science wars”
READ: Smith (2006), all chapters
Pickering (1995), Preface, 1 (“The Mangle of Practice”)
Gross & Levitt (1994a) CD
Gross & Levitt (1994b) CD
Gross & Levitt (1994d) CD
Reddy (1993) CD
AS:
Oct 12
Latour (1987), passim
Hjørland (2004)
Pickering (1999)
Science as a material assemblage – continued
Constructivism and other views of systematic inquiry
READ: Bauer (1992) CD
Hammers & Brown (2004), online
Pickering (1995), 2 (“Machines: Building the Bubble Chamber”), 4
(“Concepts: Constructing Quarks”), 5 (“Technology:
Numerically Controlled Machine Tools”), 6 (“Living in the
Material World”), 7 (“Through the Mangle”)
Talja et al. (2005) online
AS:
Pickering (1995), 3 (“Facts: The Hunting of the Quark”)
Daston (1999)
Daston (2005) online
Hacking (1999)
(Oct 17, WED) • DUE: Short online journal posting (750 words, 3 double-spaced pp.) (5%)
Copyright Philip Doty, UT-Austin, July 2007
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Unit 3: Theoretical and methodological overviews of information studies
Oct 19
Philosophy of science and information studies
ASIST
Thinking about systematic inquiry in the field beyond the philosophy of science
READ: Buckland (2002) online
Budd (2005) online
Day (1996) online
Frohmann (2000) online
Hjørland (2005a) online
McGrath (2002b) online
Sundin & Johannison (2005) online
AS:
Oct 26
Burke et al. (1996) online
Hansson (2005) online
Herold (2001) online
Hjørland (2005c) online (reprise)
Seldén (2005) online
Some overviews of theory and social epistemology in the field
READ: Budd (1995) online
Budd (2002) online
Dervin (2005)
Fallis (2002) online
Floridi (2004) online
Pettigrew & McKechnie (2001) online
Zwadlo (1997) online
AS:
Carlin (2003) online
Dick (1999) online
Furner (2004a)
Furner (2004b)
Hjørland (2004)
McDowell (2002) online
Swanson (1988) online
Zandonade (2004)
• DUE: Topic and abstract – state of research and theory paper (2 pp.)
(Oct 31, WED) • DUE: Short online journal posting (750 words, 3 double-spaced pp.) (5%)
Copyright Philip Doty, UT-Austin, July 2007
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Unit 4: Examining specific theories and methods of inquiry in information studies
Nov 2
Research and theory in the work of senior PhD students and
faculty members
Information behavior (1): General theory
Information organization, design, and display (1)
READ: Davies (2005)
Dillon & Turnbull (2005) CD
Dixon (2005)
Julien (2005)
Lowe & Eisenberg (2005)
Lynch (2002) online
McKechnie (2005)
Norman (2002b) CD
Norman (2002d) CD
Ross (2005)
Yakel (2005)
AS:
Nov 9
Davidsen (2005) online
Ellis, M. (2005) online
Van House (2002) online
Research and theory in the work of senior PhD students and
faculty members – continued
Information behavior (2): Information studies research
Information organization, design, and display (2)
READ: Chatman (1996) online
Cook (1997) CD
Hersberger (2005)
McGrath (2002a) online
Norman (2002c) CD
Palmquist (2005)
Tidline (2005)
Williamson (2005)
Wilson (2005)
AS:
Eisenhardt (1989) online
• DUE: Choice of state of research and theory paper to review
Copyright Philip Doty, UT-Austin, July 2007
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Nov 16
Research and theory in the work of senior PhD students and
faculty members -- continued
Information behavior (3): “Information seeking”
READ: Bates (2005a)
Belkin (2005)
Case (2005)
Edwards (2005)
Ellis, D. (2005)
Erdelez (2005)
Kuhlthau (1991) online
Savolainen (2005)
Savolainen (2007) online
AS:
Fayyad et al. (1996) online
Pettigrew et al. (2001)
Smiraglia (2002) online
Spink & Cole (2004)
• DUE: Book review (2-3 double-spaced pp.) (10%)
Nov 23
No class – Thanksgiving vacation!
Unit 5: Presentations of students’ research
Nov 30
Students’ presentations (10%)
Information behavior (4): Information retrieval
READ: Chartier (2004) online
Miller (2004), 12 (“Speaking About Numbers”)
Kuhlthau (2005)
Rioux (2005)
Taylor (1968) CD
Turnbull (2005)
AS:
Bates (1989)
Wilkinson and Task Force (1999) online
• DUE: Draft due – final paper (≥ 10 pp.)
Copyright Philip Doty, UT-Austin, July 2007
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Dec 7
Course evaluation
Course summary
READ: Bates (1999c) online
Bates (2000) online
Budd (2006) online
Medawar (1963/1990) CD
Midgley (1999) CD
Rowley (2007) online
Taylor (1991) CD
AS:
Cox (2005) online
Janssens et al. (2006) online
Jones (2005) online
• DUE: Review of another student’s draft of final paper (≥ 3-4 pp.) (15%)
DEC 12, WED, 12:00 N
• DUE: State of research and theory paper (18-20 pp.) (25%)
Copyright Philip Doty, UT-Austin, July 2007
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ASSIGNMENTS
The instructor will provide more information about each assignment as the semester proceeds.

Informal presentations and discussion questions for class – Due throughout the semester
Seminars demand that students be active participants in their own learning and in the learning of
others. To that end, to help the students in the class engage the material more fully, and to
develop their individual professional voices, students will be asked to make some informal
presentations and lead class discussions. The instructor’s evaluations of the informal
presentations and class discussions will be integrated into students’ class preparation and
participation grade.
On September 14 or 21, each student will make a 5-10 minute information presentation on one
chapter of Godfrey-Smith’s book on the philosophy of science (2003) and lead the class discussion
of that chapter. This activity will require a one- or two-page handout to distribute to the other
members of the class. Students will design the handout according to whatever criteria the
student regards as important to understanding that particular chapter, e.g., terms, citations,
important schools of thought, references to other parts of the book, links to other readings and
earlier class discussions, and the like. Each student will act as a respondent to another student’s
information presentation; the instructor will make these pairings by September 10.
In addition to this individually graded assignment, each student will complete these activities:
1.
September 21 – prepare one “summary” question or comment about Godfrey-Smith’s 2003
book as a whole for class
2.
September 28 – submit one discussion question to the appropriate BlackBoard forum about
quantitative arguments; the question will be posted before class and will serve as one part of
the class discussion for that day
3.
October 5 – come to class with one question, response, or comment based on each of the
seven chapters in Smith’s Scandalous Knowledge (2006), seven questions, responses, or
comments in toto
4.
October 19 – prepare comments on two of the papers read for that class
5.
October 26 – come to class with answers to the following questions:

Budd (1995) discusses an “epistemological foundation for library and information
science.” What is the foundation that he describes? What is your evaluation of it? Be
specific in considering this question, and especially link it to the readings on October 20
about the philosophy of science and our field.

Using Budd (2002), Fallis (2002), and McDowell (2002), what is social epistemology? Is it
of any value for doing systematic inquiry in information studies? You may also want to
see Don Fallis’s 2006 ARIST chapter.
Copyright Philip Doty, UT-Austin, July 2007
35

6.
What is your evaluation of Pettigrew & McKechnie’s (2001) typology of theories in
information studies? What is your evaluation of their operationalization of the concept
“use of theory”? Why?
November 14 – come to class with one question for your classmates on any one reading from
Theories of Information Behavior.
Copyright Philip Doty, UT-Austin, July 2007
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
Short online postings reviewing a research journal – Due September 19, October 3,
October 17, October 31 (20%)
Every student will choose one journal from the list below to read throughout the semester and
will make four short online postings about the journal. It is in the student’s best interest to
choose an unfamiliar journal:
American Archivist
College & Research Libraries
Communications of the ACM
First Monday
Information Processing & Management
The Information Society
Journal of Documentation
Journal of Information Science
Journal of the American Society for Information Science and Technology
Libraries & the Cultural Record (produced here at the UT School of Information)
Library & Information Science Research
Library Trends
Library Quarterly.
No more than one student may choose any one journal from the list. The short online posting
will be kept in a BlackBoard forum set up for that purpose, but students are encouraged to share
their thoughts more publicly as they see fit, especially with other doctoral students, as long as
they do not breach the privacy of the classroom.
The goal of the short online postings is to document the student’s reactions to the journal,
especially to use the review of the journal’s papers, editorials, identities of contributors, and the
like to enhance the student’s understanding of the field and the development of a research
persona. How does the journal reflect the questions we engage in class? Does it engage them at
all? What other questions and concerns does the journal consider? What singular questions or
continuing themes does it engage? Who are the major actors in the community that the journal
serves, both individually and institutionally? Who edits the journal? Who publishes it? What
does the journal consider good research? These are only indicative of the kinds of questions the
short online postings might discuss.
Students should, at a minimum, read the full 2007 volume of the journals, but they are free to
discuss material from anywhere in the journals’ run.
Every student will post a 750-word entry (about three double-spaced pp.) every other
Wednesday by 12:00 N. Each student will write four (4) short online postings, due on the
following Wednesdays: September 19, October 3, October 17, and October 31. By the Friday
class the weeks that students write their short online posting entries, each student must read the
entries of the other students in the course.
These postings are a means to consider how the material read for DRT I, the rest of students’
reading, and their professional experiences are part of our shared, larger disciplinary
conversation.
Copyright Philip Doty, UT-Austin, July 2007
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
Paper on quantitative reasoning in information studies – Due September 28 (10%)
We will read Morris Kline’s “Why Does Mathematics Work?” (1985b), a chapter in his book
Mathematics and the Search for Knowledge. Each student will write a paper of five (5) doublespaced pages closely examining this chapter, addressing the questions below.
Kline is a well-known mathematician who has written an intellectual history of sorts of how
mathematics has been used in the western tradition to understand what we ordinarily call
“nature” and the “natural world.” Kline quotes Hermann Weyl’s Philosophy of Mathematics that
“’science would perish without a supporting transcendental faith in truth and reality, and
without the continuous interplay between its facts and constructions on the one hand and the
imagery of ideas on the other’” (p. 220).
1.
2.
3.
What is the importance of this quotation to Kline’s overall argument in the chapter and to his
stance about mathematics and inquiry?
Although Kline’s book focuses on physical science, how does the quotation implicate our
understanding of the role of mathematics and mathematical reasoning in systematic inquiry
in the human and social sciences, including information studies?
More generally, considering the other assigned readings about quantitative reasoning (Miller,
2004; Porter 1999; Rotman, 1999; Wainer, 1984; and Wainer, 1992), do these sources offer
insight into Kline’s argument? Does Kline offer insight into them? Why or why not?
In writing the paper, feel free to draw on class discussions, especially about the conceptual
foundations of our discipline, the philosophy of science, and other concepts you find useful.
Please recall, however, that the paper must be only five (5) pages long, so the argument must be
succinct and specific.

Paper on state of theory and research – Due various dates
Every student’s final paper of the semester will report on the current state of theory and research
of a topic in our field. While the topic must be determined in negotiation with the instructor,
students are especially encouraged to consult with their classmates about their topics.
The topic should be sufficiently narrow that the student can report on and evaluate the state of
theory and research on the topic in 18-20 double-spaced pp. from a perspective informed by our
work together this semester. The student should:
1.
2.
3.
Review the important literature about the topic, both historically and more recently
Consider how the topic does or does not reflect three of the major perspectives in our field:
the simile of information as thing, cognitivist conceptions of information users, and the more
materialist, community-, and practice-based understanding of the field
Examine, explicitly, the research methods and modes of argumentation that have
characterized studies of the topic.
Since such a considered examination of any topic is of the type expressed in monographs, it is
imperative that students keep their topics narrowly focused and that their papers be succinct and
clear.
Copyright Philip Doty, UT-Austin, July 2007
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Topic and abstract – Each student will clear the proposed topic with the instructor by
October 26. Each student must provide a clear statement of her topic and a two-page abstract of
how the final paper will address the topic by that date, preferably before.
In addition to their own knowledge and interests, students may find a number of
resources of value in identifying a topic for the paper: discussion with the instructor and
colleagues (both inside and outside of the class), review of the supplemental parts of the
references in the class syllabus, students’ own and others’ online journal postings, the mass
media, class readings, Web and other Internet sources, and the bibliographies of what the class
reads. The instructor will create a list of students and topics to be distributed online and in class
by November 2.
Choice of paper to review – Due November 9. No later than November 9, each student
will choose another student’s final paper to review. The choices will generally be on a firstcome, first-served basis, although the instructor reserves the right to assign students to particular
drafts keeping in mind such criteria as students’ genders, research interests, educations,
employment histories, native languages, and the like.
Draft – Due November 30. Each student will submit an initial draft of the final paper on
November 30. The draft will be at least 10 double-spaced pp. long, will have a one-page
abstract, will indicate how the rest of the paper will develop, and will have a substantial part of
the bibliography identified and complete in APA format. Students will submit two copies of this
draft – one for the student peer editor and one for the instructor.
Presentation – November 30 (10%). Each student will make a 20- minute oral
presentation related to her final paper. This will be a public presentation, probably in SZB 468,
to which all constituencies of the School will be invited, particularly PhD students, MS students,
and the iSchool faculty with advisees in the class.
Every student should use the computer and projection device available, as well as
prepare an appropriate handout with, at the least, an outline of the presentation (this handout
may include copies of PowerPoint slides if the student is using PowerPoint) and a short list of
appropriate sources. Students will present in the first half of class, with questions saved for 15-20
minutes at the end. This arrangement parallels one common in professional conferences. Each
student peer editor will act as an initial respondent.
The instructor and the class TA will organize the presentation session and announce the
schedule on the class and Insider email lists by November 16.
Review of another student’s draft – Due December 7 (15%). Each student will review
the draft of another student’s final paper and submit two copies of a three- to four-page, doublespaced critique of the paper. One copy will go to the student who wrote the draft and one to the
instructor. Be specific in the critique – what works in the draft? What does not? Why or why
not? What specific suggestions can you offer for improvement to the paper, whether about the
topic, the argument, definitions, sources, composition, citations, lay-out, and so on? The major
criterion used to evaluate these reviews will be how valuable each one is in helping the author to
improve her work.
Final draft – Due Wednesday, December 12, 12:00 N (25%). This is a final paper of 18-20
double-spaced pages that reports on the current state of research and theory in any approved
topic in the field. This final version, like the first draft, will have a one-page abstract outlining
the topic, methods of discussion and analysis used in the paper, and other pertinent elements of
the paper.
Copyright Philip Doty, UT-Austin, July 2007
39
The paper should be both analytic and holistic, using the texts and other general material
read for the course, as well as that material more focused on our own discipline. Students should
remember to consult the syllabus on standards for written work both before and after they write
and put two copies of their final papers in the instructor’s box in the iSchool main office, SZB 564,
no later than 12:00 noon on Wednesday, December 12.
This paper should be prepared as if for submission to the Journal of the American Society
for Information Science and Technology, using that journal’s format for abstracts, headers and subheaders, citations, notes, and length; since JASIST gives authors some freedom in citations, please
adhere to APA style in your paper. See http://www3.interscience.wiley.com/cgibin/jabout/76501873/ForAuthors.html for this journal’s instructions to authors.
Copyright Philip Doty, UT-Austin, July 2007
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
Book Review – Due November 16 (10%)
For this assignment, each student will write a well-integrated review of 2-3 double-spaced
pp. of the following book:
Ben-Ari, Moti. (2005). Just a theory: Exploring the nature of science. Amherst, NY:
Prometheus.
Generally speaking, write for the non-specialist with an interest in information studies, e.g., a
fellow PhD student or faculty member with no specialized technical knowledge. Be sure to
explain and clarify all important concepts, acronyms, organizations, and so on that you
mention in your review; this requirement is an important responsibility of writers and
information professionals addressing complex topics.
You may want to look at a few models of book reviews, and I expect that the reviews will
meet the standards of the best general interest/academic journals. Be especially careful to
avoid plagiarism.
1.
Be sure to review the book that was written, not the book that was not; be evaluative, but
not dismissive.
2.
Identify specific strengths and weaknesses of the book being reviewed and state
explicitly why they are strengths and weaknesses.
3.
Feel free to refer to any other material with which you are familiar, whether read for this
course or not, if you believe that it applies to your review. Be sure to document this other
material fully and formally.
4.
Put the book in the context of its importance and connection to
information studies and DRT I as a whole. Be specific and explicit about these
connections. This section is important and should be especially clear and specific. For
example:

What are the most important relations between Ben-Ari (2005) and Godfrey-Smith
(2003) especially on the nature of science and on the status of important schools of
thought on the philosophy and history of science?

What might Smith (2006) make of Ben-Ari’s chapter 7, “Postmodernist Critiques of
Science: Is Science Universal” (pp. 115-130 and 221-222)?

How does Ben-Ari’s discussion of the Sokal Social Text hoax compare to how our
other texts address it?
Simple summaries are not sufficient to meet the requirements of this assignment. Your review of
Ben-Ari (2005) must be analytic, evaluative, and, to the extent appropriate, comparative.
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REFERENCES
I. Readings from the class schedule and assignments
Some of the readings are in the Course Documents section of BlackBoard (CD). Several other required
readings are available online, as indicated below and in the class schedule, and some of them require you to
be logged in with your UT EID through the UT libraries.
Agre, Philip E. (1995). Institutional circuitry: Thinking about the forms and uses of information.
Information, Technology and Libraries, 14(4), 225-230. Also available at
http://infotrac.galegroup.com/itw/infomark/192/918/69085623w6/purl=rc1_EAIM_0_A17814
175&dyn=9!ar_fmt?sw_aep=txshracd2598
Bates, Marcia J. (1999a). A tour of information science through the pages of JASIS. Journal of the
American Society for Information Science, 50(11), 975-993. Also available at
http://www3.interscience.wiley.com/cgi-bin/jtoc?ID=27981
Bates, Marcia J. (1999b). The invisible substrate of information science. Journal of the American
Society for Information Science, 50(12), 1043-1050. Also available at
http://www3.interscience.wiley.com/cgi-bin/jissue/69500790
Bates, Marcia J. (1999c). The role of the PhD in a professional field. Available at
http://www.gseis.ucla.edu/faculty/bates/phdrole.html
Bates, Marcia J. (2000). Selecting a publication venue. Available at http://listserv.utk.edu/cgibin/wa?A2=ind0005&L=jesse&T=0&P=1761
Bates, Marcia J. (2005a). Berrypicking. In Karen Fisher, Sanda Erdelez, & Lynne (E.F.)
McKechnie (Eds.), Theories of information behavior (pp. 58-62). Medford, NJ: Information Today.
Bates, Marcia J. (2005b). An introduction to metatheories, theories, and models. In Karen Fisher,
Sanda Erdelez, & Lynne (E.F.) McKechnie (Eds.), Theories of information behavior (pp. 1-24).
Medford, NJ: Information Today.
Bauer, Henry H. (1992). In praise of science. In Scientific literacy and the myth of scientific method
(pp. 141-151 and 172-173). Urbana, IL: University of Illinois. CD
Belkin, Nicholas J. (2005). Anomalous state of knowledge. In Karen Fisher, Sanda Erdelez, &
Lynne (E.F.) McKechnie (Eds.), Theories of information behavior (pp. 44-48). Medford, NJ:
Information Today.
Ben-Ari, Moti. (2005). Just a theory: Exploring the nature of science. Amherst, NY: Prometheus.
Benton, Ted, & Craib, Ian. (2001). Philosophy of social science: The philosophical foundation of social
thought. New York: Palgrave.
Biagioli, Mario. (Ed.). (1999). The science studies reader. New York: Routledge.
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Brown, James Robert. (2001). Who rules in science?: An opinionated guide to the wars. Cambridge,
MA: Harvard University.
Buckland, Michael. (1996). Documentation, information science, and library science in the U.S.A.
Information Processing & Management, 32(1), 63-76. Also available at
http://www.sciencedirect.com/science//journal/03064573
Buckland, Michael. (2002). Five grand challenges for library research. Library Trends, 51(4), 675686. Also available at http://web.ebscohost.com/ehost/detail?vid=1&hid=14&sid=84e3ce6f78e6-4c88-9232-a81fad78bbc3%40SRCSM1
Budd, John M. (1995). An epistemological foundation for library and information science.
Library Quarterly, 65(3), 295-318. Also available at
http://web.ebscohost.com/ehost/detail?vid=1&hid=15&sid=bdb70c66-2242-48b3-8611d63b48418e08%40SRCSM2
Budd, John M. (2002). Jesse Shera, social epistemology and praxis. Social Epistemology, 16(1), 9398. Also available at
http://www.ingentaconnect.com/content/routledg/tsep;jsessionid=137ng289a2fd7.victoria?
Budd, John M. (2005). Phenomenology and information studies. Journal of Documentation, 61(1),
44-59. Also available at http://ejournals.ebsco.com/Issue.asp?IssueID=394302
Budd, John M. (2006). What we say about research: Rhetoric and argument in library and
information science. Library Quarterly, 76(2), 220-240. Also available at
http://www.journals.uchicago.edu.ezproxy.lib.utexas.edu/LQ/journal/contents/v76n2.html
Case, Donald O. (2005). Principle of least effort. In Karen Fisher, Sanda Erdelez, & Lynne (E.F.)
McKechnie (Eds.), Theories of information behavior (pp. 289-292). Medford, NJ: Information Today.
Chalmers, A.F. (1999). What is this thing called science? Indianapolis, IN: Hackett.
Chartier, Roger. (2004). Language, books, and reading from the printed word to the digital text.
Critical Inquiry, 31(1), 133-152. Also available at
http://www.journals.uchicago.edu/CI/journal/contents/v31n1.html
Chatman, Elfreda A. (1996). Impoverished life world of outsiders. Journal of the American Society
for Information Science, 47(3), 193-206. Also available at http://www3.interscience.wiley.com/cgibin/jtoc/27981/1996
Cook, Terry. (1997). What is past is prologue: A history of archival ideas since 1898, and the
future paradigm shift. Archivaria, 43, 17-63). Also available at
http://www.mybestdocs.com/cookt-pastprologue-ar43fnl.htm
Cornelius, Ian. (1996b). Meaning and method in information studies. Norwood, NJ: Ablex.
Cornelius, Ian. (2004). Information and its philosophy. Library Trends, 52(3), 377-386. Also
available at http://web.ebscohost.com/ehost/detail?vid=1&hid=14&sid=84e3ce6f-78e6-4c889232-a81fad78bbc3%40SRCSM1
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Davies, Elisabeth. (2005). Communities of practice. In Karen Fisher, Sanda Erdelez, & Lynne
(E.F.) McKechnie (Eds.), Theories of information behavior (pp. 104-107). Medford, NJ: Information
Today.
Day, Ronald E. (1996). LIS, method, and postmodern science. Journal of Education for Library and
Information Science, 37(4), 317-324. Also available at
http://www.lisp.wayne.edu/~ai2398/method.html
Delamont, Sara, & Atkinson, Paul. (2001). Doctoring uncertainty: Mastering craft knowledge.
Social Studies of Science, 31(1) , 87-107. Also available at
http://www.jstor.org/view/03063127/ap010105/01a00050/0?frame=noframe&userID=8053f82b
@utexas.edu/01cc99333c00501973648&dpi=3&config=jstor
Dervin, Brenda. (2005). What methodology does to theory: Sense-making methodology as
exemplar. In Karen Fisher, Sanda Erdelez, & Lynne (E.F.) McKechnie (Eds.), Theories of
information behavior (pp. 25-30). Medford, NJ: Information Today.
Dillon, Andrew, & Turnbull, Don. (2005). Information architecture. Encyclopedia of library and
information science (2nd ed., first update supplement). Boca Raton, FL: Taylor & Francis.
Dixon, Christopher M. (2005). The strength of weak ties. In Karen Fisher, Sanda Erdelez, &
Lynne (E.F.) McKechnie (Eds.), Theories of information behavior (pp. 344-348). Medford, NJ:
Information Today.
Dreiser, Theodore. (1994). Sister Carrie (John C. Berkey, Alice M. Winters, James L.W. West, &
Neda M. Westlake, eds.). New York: Penguin Books. (Original published 1900, 1981)
Edwards, Philip M. (2005). Taylor’s question-negotiation. In Karen Fisher, Sanda Erdelez, &
Lynne (E.F.) McKechnie (Eds.), Theories of information behavior (pp. 358-362). Medford, NJ:
Information Today.
Ellis, David. (2005). Ellis’s model of information-seeking behavior. In Karen Fisher, Sanda
Erdelez, & Lynne (E.F.) McKechnie (Eds.), Theories of information behavior (pp. 138-142). Medford,
NJ: Information Today.
Erdelez, Sanda. (2005). Information encountering. In Karen Fisher, Sanda Erdelez, & Lynne
(E.F.) McKechnie (Eds.), Theories of information behavior (pp. 179-184). Medford, NJ: Information
Today.
Fallis, Don. (2002). Introduction: Social epistemology and information science. Social
Epistemology, 16(1), 1-4. Also available at
http://www.ingentaconnect.com/content/routledg/tsep;jsessionid=137ng289a2fd7.victoria?
Feyerabend, Paul. (1993). Against method (3rd ed.). London: Verso. (Original work published
1975)
Fisher, Karen E., Erdelez, Sanda, & McKechnie, Lynne (E.F.). (Eds.). (2005). Theories of
information behavior. Medford, NJ: Information Today.
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Fleck, Ludwik. (1979). Genesis and development of a scientific fact. Thaddeus J. Trenn and Robert K.
Merton (Eds.). (Fred Bradley & Thaddeus J. Trenn, Trans.). Chicago: University of Chicago.
(Original work published 1935)
Floridi, Luciano. (2002). On defining library and information science as applied philosophy of
information. Social Epistemology, 16(1), 37-49. Also available at
http://www.ingentaconnect.com/content/routledg/tsep;jsessionid=137ng289a2fd7.victoria?
Floridi, Luciano. (2004). Afterword – LIS as applied philosophy of information: A reappraisal.
Library Trends, 52(3), 658-665. Also available at
http://web.ebscohost.com/ehost/detail?vid=1&hid=14&sid=84e3ce6f-78e6-4c88-9232a81fad78bbc3%40SRCSM1
Frohmann, Bernd. (2000). Discourse and documentation: Some implications for pedagogy and
research. Journal of Education for Library and Information Science, 42(1), 13-28. Also available at
http://www.fims.uwo.ca/people/faculty/frohmann/selected%20papers.htm
Frohmann, Bernd. (2004). Documentation redux: Prolegomenon to (another) philosophy of
information. Library Trends, 52(3), 387-407. Also available at
http://web.ebscohost.com/ehost/detail?vid=1&hid=14&sid=84e3ce6f-78e6-4c88-9232a81fad78bbc3%40SRCSM1
Garvey, William D. (1979). Communication, the essence of science: Facilitating information exchange
among scientists, engineers, and students. New York: Pergamon.
Godfrey-Smith, Peter. (2003). Theory and reality: An introduction to the philosophy of science.
Chicago: University of Chicago.
Gross, Paul R., & Levitt, Norman. (1994a). The academic left and science. In Higher superstition:
The academic left and its quarrels with science (pp. 1-15 and 259). Baltimore: Johns Hopkins
University. CD
Gross, Paul R., & Levitt, Norman. (1994b). Does it matter? In Higher superstition: The academic
left and its quarrels with science (pp. 234-257 and 286-289). Baltimore: Johns Hopkins University.
CD
Gross, Paul R., & Levitt, Norman. (1994c). Higher superstition: The academic left and its quarrels
with science. Baltimore: Johns Hopkins University.
Gross, Paul R., & Levitt, Norman. (1994d). Science as power struggle. In Higher superstition: The
academic left and its quarrels with science (pp. 57-62 and 263-264). Baltimore: Johns Hopkins
University. CD
Gross, Paul R., Levitt, Norman, & Lewis, Martin W. (Eds.). (1996). The flight from science and
reason. Annals of the New York Academy of Sciences (Vol. 775). New York: New York Academy of
Sciences.
Haack, Susan. (2007). Defending science – within reason: Between scientism and cynicism. Amherst,
NY: Prometheus Books. (Original work published 2003)
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Hammers, Corie, & Brown, Alan D. III. (2004). Towards a feminist-queer alliance: A
paradigmatic shift in the research process. Social Epistemology, 18(1), 85-101. Also available at
http://www.ingentaconnect.com/content/routledg/tsep;jsessionid=137ng289a2fd7.victoria?
Harmon, E. Glynn. (1987). The interdisciplinary study of information: A review essay. The
Journal of Library History, 22(2), 206-227. CD
Hersberger, Julie. (2005). Chatman’s information poverty. In Karen Fisher, Sanda Erdelez, &
Lynne (E.F.) McKechnie (Eds.), Theories of information behavior (pp. 75-78). Medford, NJ:
Information Today.
Hiley, David R., Bohman, James F., & Shusterman, Richard. (1991). The interpretive turn:
Philosophy, science, culture. Ithaca, NY: Cornell University.
Hjørland, Birger. (2005a). Comments on the articles and proposals for further work. Journal of
Documentation, 61(1), 156-163. Also available at
http://miranda.emeraldinsight.com/vl=3107758/cl=15/nw=1/fm=docpdf/rpsv/cw/mcb/0022
0418/v61n1/s10/p156
Hjørland, Birger. (2005b). Empiricism, rationalism and positivism in library and information
science. Journal of Documentation, 61(1), 130-155. Also available at
http://ejournals.ebsco.com/Issue.asp?IssueID=394302
Hjørland, Birger. (2005c). Library and information science and the philosophy of science. Journal
of Documentation, 61(1), 5-10. Also available at
http://ejournals.ebsco.com/Issue.asp?IssueID=394302
Horgan, John. (1996). The end of science: Facing the limits of knowledge in the twilight of the scientific
age. Reading, MA: Addison-Wesley.
Jansen, Sue Curry. (1991). Censorship: The knot that binds power and knowledge. New York:
Oxford University.
Julien, Heidi. (2005). Women’s ways of knowing. In Karen Fisher, Sanda Erdelez, & Lynne (E.F.)
McKechnie (Eds.), Theories of information behavior (pp. 387-391). Medford, NJ: Information Today.
Kaplan, Abraham. (1964). The conduct of inquiry: Methodology for behavioral science. New York:
Harper & Row.
Klee, Robert. (1999). Scientific inquiry: Readings in the philosophy of science. New York: Oxford
University Press.
Kline, Morris. (1985a). Mathematics and the search for knowledge. Oxford, UK: Oxford University.
Kline, Morris. (1985b). Why does mathematics work? In Mathematics and the search for knowledge
(pp. 210-227 and 253-254). Oxford, UK: Oxford University. CD
Koertge, Noretta. (1998). A house built on sand: Exposing postmodernist myths about science. New
York: Oxford University.
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Kuhlthau, Carol C[ollier]. (1991). Inside the search process: Information seeking from the user’s
perspective. Journal of the American Society for Information Science, 42(5), 361-371. Also available at
http://www3.interscience.wiley.com/cgi-bin/jtoc?ID=27981
Kuhlthau, Carol Collier. (2005). Kuhlthau’s information search process. In Karen Fisher, Sanda
Erdelez, & Lynne (E.F.) McKechnie (Eds.), Theories of information behavior (pp. 230-234). Medford,
NJ: Information Today.
Latour, Bruno. (1987). Science in action: How to follow scientists and engineers through society.
Cambridge, MA: Harvard University.
Latour, Bruno, & Woolgar, Steve. (1986). Laboratory life: The construction of scientific facts.
Princeton, NJ: Princeton University.
Lawrence, Christopher, & Shapin, Steven. (Eds.). (1998). Science incarnate: Historical embodiments
of natural knowledge. Chicago: University of Chicago.
Lowe, Carrie A., & Eisenberg, Michael B. (2005). Big6 Skills for information literacy. In Karen
Fisher, Sanda Erdelez, & Lynne (E.F.) McKechnie (Eds.), Theories of information behavior (pp. 6368). Medford, NJ: Information Today.
Lynch, Clifford. (2002). Digital collections, digital libraries and the digitization of cultural
heritage information. First Monday, 7(5). Available at
Http://www.firstmonday.org/issues/issue7_5/lynch/index.html
Machlup, Fritz, & Mansfield, Una. (Eds.). (1983). The study of information: Interdisciplinary
messages. New York: John Wiley & Sons.
McGrath, William E. (2002a). Explanation and prediction: Building a unified theory of
librarianship, concept and review. Library Trends, 50(3), 350-370. Also available at
http://search.epnet.com/direct.asp?db=aph&jn=%22LIT%22&scope=site
McGrath, William E. (2002b). Introduction. Library Trends, 50(3), 309-316. Also available at
http://search.epnet.com/direct.asp?db=aph&jn=%22LIT%22&scope=site
McKechnie, Lynne (E.F.). (2005). Vygotsky’s zone of proximal development. In Karen Fisher,
Sanda Erdelez, & Lynne (E.F.) McKechnie (Eds.), Theories of information behavior (pp. 373-376).
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McKechnie, Lynne (E.F.), & Pettigrew, Karen E. (2002). Surveying the use of theory in library
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Midgley, Mary. (1999). Being scientific about our selves. In Shaun Gallegher & Jonathan Shear
(Eds.), Models of the self (pp. 467-480). Thorverton, UK: Imprint Academic. CD
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Miller, Jane E. (2004). The Chicago guide to writing about numbers: The effective presentation of
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Norman, Donald A. (2002b). Preface to the 2002 edition. The design of everyday things (vii-xv).
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Ross, Andrew. (1996). Science wars. Durham, NC: Duke University.
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http://jis.sagepub.com.ezproxy.lib.utexas.edu/content/vol33/issue2/
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Taylor, Robert S. (1968). Question-negotiation and information seeking in libraries. College &
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II. Selected ARIST chapters 1966 - 2007
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Bishop, Ann P., & Star, Susan Leigh. (1996). Social informatics of digital library use and
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Black, Alistair. (2006). Information history. In Blaise Cronin (Ed.), Annual review of information
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Butterfield, Herbert. (1957). The origins of modern science. New York: Freepress.
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Eagleton, Terry. (2003). After theory. New York: Basic Books.
Fish, Stanley. (1980). Is there a text in this class?: The power of interpretive communities. Cambridge,
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65
IV. Useful serial sources
The numbers in parentheses before some of the titles indicate positions in the latest ISI
citation rankings, a useful if flawed metric of publications’ importance. Not all of the 55
publications in the ISI rankings appear here. For the full list, see the ISI Web site for
journals in Information and Library Science
http://isi17.isiknowledge.com/portal.cgi?DestApp=JCR&Func=Frame
Advances in Librarianship
(2) Annual Review of Information Science and Technology (ARIST)
http://www.asis.org/Publications/ARIST/
Journals
Those journals available online are available for only part of their publication run;
further, UT often has more than one arrangement to make these journals available online,
so there may be more than one URL for each journal, especially those from the ISI list.
Administrative Science Quarterly
http://search.epnet.com/direct.asp?db=buh&jn=%22ASQ%22&scope=site
American Anthropologist
American Archivist
Bulletin of the American Society for Information Science
http://www.asis.org/Bulletin/index.html
(34) Canadian Journal of Information and Library Science
http://www.utpjournals.com/jour.ihtml?lp=cjils/cjils.html
Communication Yearbook
http://www.sagepub.com/book.aspx?pid=2623
Canadian Journal of Information Science/ Revue canadienne des sciences de l'information
http://www.cais-acsi.ca/journal.htm
(11) College & Research Libraries (C&RL)
http://hwwilsonweb.com/login/?sp.username=AVE06&sp.password=UNTX045919&s
p.dbid.p=S(Y6)&sp.nextfform=advsrch.htm
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66
Communications of the ACM
http://www.acm.org/pubs/cacm/
Computer-supported Cooperative Work (CSCW)
http://www.springerlink.com/app/home/journal.asp?wasp=d70b3a9988404c2d93a5a0
12ce2b0f4c&referrer=parent&backto=linkingpublicationresults,1:100250,1
Educause Review
http://www.educause.edu/er/
(28) Government Information Quarterly (GIQ)
http://www.elsevier.com/wps/find/journaldescription.cws_home/620202/description
(5) Information and Management
http://www.elsevier.com/wps/find/journaldescription.cws_home/505553/description
#description
Information, Communication, and Society
http://www.tandf.co.uk/journals/titles/1369118x.asp
(13) Information Processing & Management (IP&M)
http://www.sciencedirect.com/science/journal/03064573
(14) The Information Society
http://search.epnet.com/direct.asp?db=aph&jn=%221HQ%22&scope=site
(4) Information Systems Research (ISR)
http://isr.katz.pitt.edu/
(45) Information Technology and Libraries
http://www.ala.org/Template.cfm?Section=periodicals&template=/ContentManageme
nt/ContentDisplay.cfm&ContentID=78982
(23) Journal of Academic Librarianship (JAL)
http://www.elsevier.com/wps/find/journaldescription.cws_home/620207/description
#description
Journal of Communication
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67
http://search.epnet.com/direct.asp?db=buh&bquery=is+00219916&scope=site
(15) Journal of Documentation (JDoC)
http://ariel.emeraldinsight.com/vl=1648860/cl=23/nw=1/rpsv/jd.htm
Journal of Education for Library and Information Science (JELIS)
http://www.alise.org/publications/jelis.html
(54) Journal of Information Ethics
http://www.mcfarlandpub.com/book-2.php?isbn=JIE0000028
(12) Journal of Information Science
http://ejournals.ebsco.com/Journal.asp?JournalID=103633
(2) Journal of the American Medical Informatics Association (JAMIA)
http://www.pubmedcentral.nih.gov/tocrender.fcgi?journal=76
(6) Journal of the American Society for Information Science and Technology (JASIST)
http://www3.interscience.wiley.com/cgi-bin/jtoc?ID=76501873
Formerly the Journal of the American Society for Information Science (JASIS)
http://www3.interscience.wiley.com/cgi-bin/jtoc?ID=27981
(52) Journal of Government Information: An International Review of Policy, Issues and Resources
(formerly Government Publications Review)
http://www.lib.auburn.edu/madd/docs/jgi/contents.html
Now merged with Government Information Quarterly
(19) Journal of Information Science
http://jis.sagepub.com/
Knowledge, Technology & Policy (formerly Knowledge in Society)
http://weblinks1.epnet.com/authHjafDetail.asp?tb=1&_ua=bo+B%5F+db+aphjnh+bt+I
D++F90+1631&_ug=sid+D47B8228%2DBBD4%2D4295%2D9239%2DF1DAA8E7B68D%40session
mgr2+dbs+aph+6E52&_us=hd+False+sm+ES+1C03&_uso=st%5B0+%2DID++F90+tg%5B0+%2D
+db%5B0+%2Daph+op%5B0+%2D+hd+False+DE02&_uh=btn+N+6C9C&tlog=1&lfr=Persistent+
Link
(19) Library and Information Science
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68
http://wwwsoc.nii.ac.jp/mslis/journal-e.html
(54) Library & Information Science Research (LISR)
http://www.sciencedirect.com/science/journal/07408188
(21) Library Quarterly (LQ)
http://search.epnet.com/direct.asp?db=aph&jn=%22LIQ%22&scope=site
(27) Library Resources & Technical Services (LRTS)
http://www.ala.org/ala/alcts/alctspubs/librestechsvc/Default2594.htm
(36) Library Trends
http://search.epnet.com/direct.asp?db=aph&jn=%22LIT%22&scope=site
(49) Libri
http://www.librijournal.org/
Minerva: A Review of Science, Learning and Policy
http://www.springerlink.com/app/home/journal.asp?wasp=af75067e342d44f6af170c3e
8853d79c&referrer=parent&backto=linkingpublicationresults,1:102961,1
(1) MIS Quarterly (MISQ)
http://www.misq.org/
Organization Science
http://pubsonline.informs.org/main/index.php?user=52882
(37) Restaurator
http://www.saur.de/index.cfm?content=kurzanzeige.cfm?show=0000006512&menu=ca
talog1
Science
http://www.jstor.org/journals/00368075.html
http://www.sciencemag.org/contents-by-date.0.shtml
Scientific American
http://proquest.umi.com/pqdlink?Ver=1&Exp=06-222010&RQT=318&PMID=42280&VType=PQD&VInst=PRODUCTION&VName=HNP
http://weblinks2.epnet.com/authHjafDetail.asp?tb=1&_ua=bo+B%5F+db+aphjnh+bt+I
D++SIA+FACB&_ug=sid+D74F617B%2D6D06%2D47AC%2D919C%2D5EAC0F7073B1%40sessio
Copyright Philip Doty, UT-Austin, July 2007
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nmgr2+dbs+aph+4124&_us=hd+False+sm+ES+1C03&_uso=st%5B0+%2DID++SIA+tg%5B0+%2
D+db%5B0+%2Daph+op%5B0+%2D+hd+False+7D3F&_uh=btn+N+6C9C&tlog=1&lfr=Persisten
t+Link
(5) Scientometrics
http://www.springerlink.com/app/home/journal.asp?wasp=b352ae0c80354c8f8362870
2efb2e6a2&referrer=parent&backto=subject,212,241;
Science, Technology, & Human Values
http://www.jstor.org/journals/01622439.html
Social Epistemology
http://www.tandf.co.uk/journals/titles/02691728.asp
(43) Social Science Information
http://www.sagepub.co.uk/journal.aspx?pid=105779
Technology Review
http://www.techreview.com/
(32) Telecommunications Policy
http://www.elsevier.com/wps/find/journaldescription.cws_home/30471/description#
description
Wired
http://www.wired.com/wired/index.html
Electronic journals
D-Lib Magazine -- http://www.dlib.org/
First Monday -- http://www.firstmonday.dk/
Information Research -- http://InformationR.net/ir/
JoDI: Journal of Digital Information-- http://jodi.tamu.edu/
Proceedings of important meetings
CoLIS – Conference on the Future of Library and Information Science
CoLIS 5 (June 2005): http://www.cis.strath.ac.uk/external/colis5/colis.html
Copyright Philip Doty, UT-Austin, July 2007
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ISIC – Conferences on Information Seeking in Context
ISIC 2004 (September): http://www.eirviaservlets.com/isic2004/index.jsp
JCDL – Joint Conferences on Digital Libraries
http://www.jcdl.org/
(54) Proceedings of the American Society for Information Science and Technology (ASIST Annual
Meeting)
http://www.asis.org/am05call.htm
Copyright Philip Doty, UT-Austin, July 2007
71
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IMPORTANT PROFESSIONAL ASSOCIATIONS AND ORGANIZATIONS
There are many organizations of special interest to the researchers, faculty members, and
practitioners in our field. This very selective list gives some indications of professional
associations and organizations to consider for membership, and to be aware of when looking
for publication venues, making professional presentations, searching for jobs, expanding
your professional travel, applying for research and other grants, and the like.
American Association of University Professors (AAUP) http://www.aaup.org/
American Library Association (ALA) http://www.ala.org/
American Association of School Librarians (AASL)
http://www.ala.org/ala/aasl/aaslindex.htm
Association of College & Research Libraries (ACRL)
http://www.ala.org/ACRLTemplate.cfm?Section=acrl&Template=/TaggedPage/Tagge
dPageDisplay.cfm&TPLID=15&ContentID=7768
Library & Information Technology Association (LITA)
http://www.ala.org/ala/lita/litahome.htm
American Society for Information Science & Technology (ASIS&T) http://www.asis.org/
See list of Special Interest Groups (SIGs)
http://www.asis.org/AboutASIS/asis-sigs.html#SIGAH
Association for Computing Machinery (ACM) http://www.acm.org/
See list of SIGs http://www.acm.org/sigs/guide98.html
Association for Library and Information Science Education (ALISE) http://www.alise.org/
Coalition for Networked Information (CNI) http://www.cni.org/
Computer Professionals for Social Responsibility (CPSR) http://www.cpsr.org/
Educause http://www.educause.edu/
Electronic Frontier Foundation (EFF) http://www.eff.org/
Institute of Electrical and Electronics Engineers (IEEE) http://www.ieee.org/portal/site
International Federation of Library Associations (IFLA) http://www.ifla.org/
Society of American Archivists (SAA) http://www.archivists.org/
Special Libraries Association (SLA) http://www.sla.org/
Texas Library Association (TLA) http://www.txla.org/
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