UNDERSTANDING AND SERVING USERS
INF 382C
Unique Number 27183
Dr. Philip Doty
School of Information
University of Texas at Austin
SP 2008
Class time:
Wednesday 9:00 AM – 12:00 N
Place:
SZB 468
Office:
SZB 570
Office hrs:
Wednesday 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/2008/spring/INF382C/
TA:
Melissa Guy
melissa.guy@gmail.com
Office hours
Thursday 11:00 AM – 12:00 N
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By appointment other times
Place TBA
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TABLE OF CONTENTS
Introduction to the course
3
Expectations of students’ performance
4
Standards for written work
5
Editing conventions
9
Grading
10
Texts and other tools
11
List of assignments
13
Outline of course
14
Schedule
16
Assignments
22
References
26
Readings in the class schedule
Selected ARIST chapters 1966-2008
Useful digital sources for evaluating digital information
Additional sources
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INTRODUCTION TO THE COURSE
INF 382C, Understanding and Serving Users, is animated by efforts to understand people’s
information behavior and practices beyond their role as users of particular information systems.
The course explores how social theory and empirical research help us understand people, their
information behavior, and information practices and how we can design information services
and systems to greatest effect. These services and systems can range from the paper-based to the
digital and from the institutionalized to the less formal. The course is also intended to help
prepare students for more advanced study and for more informed evaluation of information
services, as students and as practitioners.
To achieve those ends, the course looks at social, humanistic, system design, and other modes of
investigation. We look especially at the interactions among interpretation, meaning making,
identity, community, practice, narrative, information agencies, information policy, and
information technologies.
How these and other material/social conditions interact in complex ways is of special interest to
the course, as is how we learn and know as members of communities, in particular, situated
circumstances. We will not make the common error of believing that membership in a particular
community explains the totality of one’s information behavior or practices. Nor will we equate
information behavior and practice with the more limited concept of “information seeking.”
Students in this course will engage the literatures of many fields: information studies, computer
science, system design, communication, cognitive psychology, education, sociology, cultural
studies, intellectual history, anthropology, philosophy, and organizational studies. Besides
considering these perspectives, we will look at three modes of understanding and serving users:



Empirical studies of users of all kinds; these studies will include the use of human, paperbased, and digital information systems and will be drawn from a wide variety of sources.
The practice of the information professions, especially the provision of reference services in
libraries and archives both in-person and digitally; this set of readings will feature research
based in information studies.
Examining and generating social theory related to understanding people and their use of
information; this set of readings will be based on our discipline as well as a wider set of
disciplinary perspectives.
Plainly, these sets of literatures and modes are not mutually exclusive. In fact, one of the major
goals of the course is an increased awareness of major similarities and differences among
disciplines interested in information practices and behavior.
Efforts to understand these information practices and behavior have evolved from system-centric
to people-centric perspectives, an important step in the maturity of the information disciplines;
from an emphasis on scientists and engineers to the study of people more generally, especially
the socially marginalized such as women, children, and the poor; from the study of cognition in
the early days of the “user turn” to the wider array of behaviors and practices involved with
information and communication, especially the material and embodied; from a focus on the
atomistic individual to a focus on communities and their mutual negotiation of meaning and
creation of information and communication practices; and from a focus on “professional use of
information resources” to the study of people’s wider everyday information practice.
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We will examine the “user perspective” closely, but we will also use more recent social,
community-, and practice-based approaches to knowledge to help us gain a more holistic
understanding of people and information.
Structurally, the course comprises three units:



Unit 1: Understanding information and people’s information behavior/information practices
Unit 2: Providing information services
Unit 3: Students’ research.
While all of the topics we address deserve more attention, there are a number that are especially
pertinent that we cannot explore in any depth, e.g., browsing, so-called resistance to technology,
genre studies, anomalous states of knowledge, problem-solving and bounded rationality (and the
weaknesses of problem-based approaches to information behavior), information overload,
boundary objects, information and referral services, reading studies, and social informatics.
Students are encouraged to engage these and other topics as their professional goals dictate.
EXPECTATIONS OF 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 3-4 hours in preparation for each hour in the classroom; therefore, a 3-credit
graduate hour course requires a minimum of 10-12 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
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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 done on a word-processor and double-spaced, 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 in writing "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 390N.1). If you have
any questions about these standards, I will be pleased to discuss them with you at any time.
CONTINUED
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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 382C.
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 #'s 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. 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."
4. Avoid clichés. They are vague, *fail to "push the envelope," and do not provide "relevant
input."*
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
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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 that "he only goes to Antone's" when you mean that "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" is used with two alternatives, while "among" is used with 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
- date of creation
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(who?)
(what?)
(when?)
11
- date viewed
- place to find the source
(when?)
(where? how?).
CONTINUED
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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. 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.
28. 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).”
29. In ordinary American English, as ≠ because.
30. Use "about" instead of the tortured locution "as to."
31. 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.
32. Please do not start a sentence or any independent clause with “however.”
33. Avoid the use of “etc.” – it is awkward, colloquial, and vague.
34. Do not use the term “subjects” to describe research participants. “Respondents,”
“participants,” and “informants” are preferred and have been for decades.
35. 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; and 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 that 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
w.c.?
word choice?
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I also use check marks to indicate that the writer has made an especially good point. Wavy lines
indicate that usage or reasoning is suspect.
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GRADING
Grades for this class include:
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://registrar.utexas.edu/catalogs/grad0709/ch01/ch01a.grad.html#The-Nature-and-Purpose-of-Graduate-Work and
http://registrar.utexas.edu/catalogs/grad07-09/ch01/ch01b.grad.html#Student-Responsibility)
for more on the 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. 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 three required and three recommended texts for this class. Brown & Duguid (2002),
Norman (2002), and Suchman (1987) can be purchased at the Co-op (476.7211). As many of the
required and recommended readings as possible will be on Reserve at PCL; many of the readings
are available online.
The required texts are:
Brown, John Seely, & Duguid, Paul. (2002). The social life of information (2nd ed.). Boston:
Harvard Business School.
Norman, Donald A. (2002). The design of everyday things (with a new introduction). New
York: Basic Books.
Suchman, Lucy. (1987). Plans and situated actions: The problem of human-machine
communication. Cambridge, UK: Cambridge University.
The recommended texts are:
Bishop, Ann Peterson, Van House, Nancy A., & Buttenfield, Barbara P. (Eds.). (2003). Digital
library use: Social practice in design and evaluation. Cambridge, MA: MIT.
Fisher, Karen E., Erdelez, Sanda, & McKechnie, Lynne (E.F.). (Eds.). (2005). Theories of
information behavior. Medford, NJ: Information Today.
Nunberg, Geoffrey. (Ed.). (1996a). The future of the book. Berkeley, CA: University of
California.
Sharp, Helen, Rogers, Yvonne, & Preece, Jenny. (2007). Interaction design: Beyond humancomputer interaction (2nd ed.). Hoboken, NJ: Wiley.
The course Blackboard site, as well as direct email messages, will be used to inform students of
changes in the course schedule, discuss assignments, and so on. All course participants can use
both means to communicate with each other, notify the class about interesting events and
sources, and the like. The TA will post many, if not all, of the overheads used in class to the
appropriate dates in the syllabus online.
While I always have reservations about readings that I assign, I want to mention some particular
concerns I have with two of the three required texts for this semester’s course, as well as with one
of the recommended texts from which we will read several chapters.
Brown & Duguid’s The Social Life of Information (2002) is a widely cited and influential book, but
there are two concepts important to their argument and problematic in the context of this course:
1.
The “content/conduit” distinction – although the authors explicitly discuss this mistaken
dualism’s ill effects and how it misleads us, like all English speakers, they allow this
metaphor to seep into their analysis. Be aware of its use and sensitive to how it tends to
obscure important questions.
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2.
On a related note, Brown & Duguid talk about information as if it were exclusively a “thing.”
They talk about how it is “transmitted,” “acquired,” and the like, and they do the same to
knowledge. This way of speaking, as we know, is controversial and problematic, especially
for those of us who do not limit the concept of information to the mathematical/message
context and those who do not support the supposed distinction between information and
knowledge. See Buckland (1991) for a contrasting view.
Remember, however, that I think that The Social Life of Information is an excellent book and well
worth our attention.
Many people consider Donald Norman’s The Design of Everyday Things (2002), originally
published in 1988, as a classic in the study of people and their use of artifacts of all kinds,
especially information systems. This book, too, has some important weaknesses that the
informed reader, especially one in our discipline, needs to be aware of while still recognizing the
book’s strengths and ability to inform our study of people and their information behavior and
practices. Among the most important limitations of the book are:
1.
As a cognitive psychologist, Norman, naturally enough, emphasizes cognition and the
individual character of knowledge and behavior. As with Brown & Duguid (2002), this
perspective is useful but limiting – our understanding of users must go well beyond the
cognition, decision-making, and atomism that have characterized too much research into
users.
2.
The book, like many others including The Social Life of Information, adopts the pernicious
content/conduit distinction that too narrowly confines the concepts of information and
knowledge, talking, for example, about knowledge “in the mind” and “in the world” and as
if knowledge and information were reified. Recall the contested and limited nature of such a
belief.
3.
His view of language, models, and “correspondence” are also deeply contested and a rather
limited view of how human beings experience and create their worlds.
While I have many other concerns about this book, it is valuable to read closely and be familiar
with.
Finally, I would like to mention a few of the reservations I have about Sharp, Rogers, & Preece
(2007). The second edition of their book, Interaction Design: Beyond Human-Computer Interaction
has a great deal to recommend it; that’s why we’re reading several chapters from it, especially to
help you prepare for the final assignment of the course. At the same time, however, it has some
consistent linguistic and conceptual difficulties, some of which I would like to point out to you:
1.
Like many works in English, especially those in technical and scientific fields (including our
own), this book exhibits a systematic use of agglutination, stringing together many nouns,
often at the expense of clarity or meaning. All Germanic languages have similar tendencies,
but phrases like “user test index determination” and “system design methodology
limitations” are not only ugly but are often indecipherable.
2.
They sometimes speak of requirements as if they were things in and of themselves. As they
discuss, this perspective is highly contested even among software developers and other
designers.
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3.
They tend to use terms like “user research,” “user habits,” and “user experience.” Besides
being rather vapid marketing speech, these phrases might be more usefully expressed as
“research about users,” “users’ habits,” and “the experiences that users have.” While the
shorter phrases are just that (short), they tend to obscure that we are talking about people
and what we observe empirically and theorize about them – not these things called “users.”
While some readers may not be concerned with what they regard as simple stylistic
differences, other readers are not so sanguine about the use of words.
So be an engaged, but skeptical reader, a reader concerned with clarity and ease of expression,
not a simple “consumer” of techno-speak and the worst of marketing blather. I will read your
papers with a similarly critical eye.
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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, with 1" margins.
Assignments are due in class unless otherwise indicated. GRP indicates a group assignment.
Assignment
Preparation and participation
Date Due
-----
Percent of Grade
10%
Formation of groups
JAN 23
---
IRB ethical training
FEB 13
---
Final project abstract (4 pp.) GRP
FEB 20
---
TX Legacy video annotation
MAR 5
20
Sharp et al. (2007) discussion questions (DQs)
MAR 17, 19
5
IRB proposal (4 pp.) GRP
MAR 19
5
CIPA DQs
MAR, 31 APR 2
5
-
-
post question to Blackboard forum
250-word (1 p.) response
post question to Blackboard forum
250-word (1 p.) response
Presentation on TX Legacy video collection GRP
APR 23, 30
10
Annotated bibliography GRP
APR 23, 30
10
TX Legacy video collection GRP
APR 30
25
GlifosMedia diary (3 pp.)
APR 30
10
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.
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The first criterion can be met only in the most serious of health, family, or personal situations.
All of 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.
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OUTLINE OF COURSE
Meeting
Date
TOPICS AND ASSIGNMENTS
Unit 1: Understanding information and people’s information behavior/information practices
1
Jan 16
Introduction to the course
Review of the syllabus
Introduction to the history of user studies (1): Scientists and engineers
2
Jan 23
History of user studies (2): Beyond professional work to ordinary people
and ordinary tasks
“Information literacy” and introduction to interaction design
• DUE: Formation of groups – GRP
3
Jan 30
Exploring the concept of information (1): Cognition and mentalist
metaphors
The “content/conduit” distinction
Viewing Texas Legacy Project videos
4
Feb 6
Exploring the concept of information (2): Materialist and practiceoriented views
Communities of practice
In-class laboratory: Quinn Stewart – introduction to using GLIPHOS to
support the Texas Legacy Project
5
Feb 13
Exploring the concept of information (3): Critiquing the
“content/conduit” distinction
Introduction to information retrieval and relevance
• DUE: Institutional review board (IRB) training
6
Feb 20
More on interaction
• DUE: Abstract of final project (4 double-spaced pp.) – GRP
7
Feb 27
Designing for error and affect
Introduction to interfaces
8
Mar 5
More on interfaces
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• DUE: TX Legacy video annotation (20%)
9
Mar 12
Spring break – no class
Mar 19
Prototyping
• DUE: IRB proposal (5%) – GRP
• DUE: Sharp et al. (2007) discussion questions (DQs) in class and
posted to Blackboard forum (5%)
Unit 2: Providing information services
10
Mar 26
The information intermediary
The reference interview
11
Apr 2
Reference on the Web
What is censorship?
Policy analysis and Internet filters
• DUE: CIPA discussion questions posted to Blackboard (5%)
12
Apr 9
Narrative
What are documents?
13
Apr 16
Indexicality, interpretation, and beyond the “view from nowhere”
Unit 3: Students’ research
14
Apr 23
Presentations (10%) and annotated bibliographies (10%) – GRP
15
Apr 30
Presentations (10%) and annotated bibliographies (10%) – GRP
Course evaluation
Summary discussion
• DUE: TX Legacy Project video collection (25%) – GRP
• DUE: GlifosMedia diary (10%)
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SCHEDULE
DATE
TOPICS AND ASSIGNMENTS
Unit 1: Understanding information and people’s information behavior/information practices
Jan 16
Introduction to the course
Review of the syllabus
Introduction to the history of user studies (1): Scientists and engineers
READ: Brown & Duguid (2002), Preface, Acknowledgements, Introduction, and
Chapters 1 and 6
Dervin & Nilan (1986) CD
AS:
Jan 23
Delamont & Atkinson (2001) online
Garvey (1979)
Israel (2001)
Maher (1986)
Subramanyam (1979)
Tenopir et al. (2005)
Turnbaugh (1986)
History of user studies (2): Beyond professional work to ordinary people
and ordinary tasks
“Information literacy” and introduction to interaction design
READ: Norman (2002), Prefaces to 2002 and 1988 editions, Chapters 1 and 2
Sharp et al. (2007), Foreword, Preface, and Chapter 1 CD
Eisenberg & Berkowitz (2007) online
Bates (2005a) CD
Kuhlthau (2005) CD
Lowe & Eisenberg (2005) CD
AS:
Bishop et al. (2001)
Barton & Hamilton (1998a)
Borgman et al. (1995) online
Cooper (2002a)
Eisenberg & Spitzer (1991)
Fidel et al. (1999) online
Marcum (2002) online
Large (2004)
Large et al. (2002) online
Walter (1994)
• DUE: Formation of groups – GRP
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Jan 30
Exploring the concept of information (1): Cognition and mentalist
metaphors
The “content/conduit” distinction
Viewing Texas Legacy Project videos
READ: Brown & Duguid (2002), 2 and 3
Norman (2002), 3 and 4
Wilson (2000) online
Bates (2005b) CD
Belkin (2005) CD
MacMullin & Taylor (1984) CD
Reddy (1993) CD
Weaver (1949) CD
AS:
Feb 6
Cole (1994)
Cornelius (2002)
Losee (1990a)
Losee (1997)
Scarrott (1994)
Exploring the concept of information (2): Materialist and practiceoriented views
Communities of practice
GUEST Quinn Stewart – introduction to using GLIFOS to support the Texas
Legacy Project
READ: Brown & Duguid (2002), 4 and 5
Brown & Duguid (1991) online
Nardi & Engeström (1999) online
Widén-Wulff & Ginman (2004) online
Davies (2005) CD
Hersberger (2005) CD
Star et al. (2003) CD
AS:
Davenport & Hall (2002)
Dervin (1976)
Gardner (1983)
Granovetter (1973) Lave (1988) passim
Lave & Wenger (1992) passim
Star & Strauss (1999) online
Suchman (1996)
Wenger (1998) passim
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Feb 13
Exploring the concept of information (3): Critiquing the “content/conduit”
distinction
GUEST Miles Ephron – introduction to information retrieval and relevance
READ: Norman (2002), 6 and 7
Barry & Schamber (1998) online
Choi & Rasmussen (2003) online
Kuhlthau (1991) online
Nunberg (1996b) online
Schiller (1988) CD
Tidline (2005) CD
AS:
Bates (1989)
Belkin, Oddy, & Brooks (1982 a and b)
Case (2002) passim especially 6
Enser (2008)
Harter & Hert (1997)
Kuhlthau (1993a)
Ruthven (2008)
Schamber (1994)
Swanson (1988)
Vakkari & Sormunen (2004) online
• DUE: Institutional review board (IRB) training
Feb 20
More on interaction
READ: Sharp et al. (2007), 3 CD
Suchman (1987), Preface, Acknowledgements, and Chapters 1-3
AS:
Sharp et al. (2007), 2
• DUE: Abstract of final project (4 double-spaced pp.) – GRP
Feb 27
Designing for error and affect
GUEST Luis Francisco-Revilla – introduction to interfaces
READ: Sharp et al. (2007), 5 and 6 (pp. 219-251) CD
Suchman (1987), 4 and 5
Norman (2002), 5
AS:
Sharp et al. (2007), 4
• DUE: Sharp et al. (2007) discussion questions and 250-word response in
class and posted to Blackboard forum (5%)
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Mar 5
Interfaces continued
READ: Sharp et al. (2007), 6 (pp. 251-285) and 9 (pp. 412-444 and 464-470) CD
Suchman (1987), 6-8
• DUE: TX Legacy video annotation (20%)
Mar 12
Spring break – no class
Mar 19
Prototyping
READ: Sharp et al. (2007), 11 CD
AS:
Sharp et al. (2007), 12, 13, and 14
• DUE: Sharp et al. (2007) discussion questions and 250-word response in
class and posted to Blackboard forum (5%)
• DUE: IRB proposal (5%) – GRP
Unit 2: Providing information services
Mar 26
The information intermediary
PANEL DISCUSSION – the reference interview
READ: Abbott (1998) online
Ehrlich & Cash (1999) online
Edwards (2005) CD
Nardi & O’Day (2003) CD
Palmquist (2005) CD
Taylor (1968) CD
Yakel (2000) CD
AS:
Abbott (1988)
Duff & Johnson (2002) online
Marshall (2003)
Nunberg (1998) online
Ortega y Gassett (1975)
Schön (1983)
Taylor (1986a)
Taylor (1986b)
Tissing (1984)
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Apr 2
GUEST Lynn Westbrook – reference on the Web
What is censorship?
Policy analysis and Internet filters
READ: American Library Association (2004) online
Janes (2002) online
Asheim (1953) CD
Asheim (1983) CD
Curry Jansen (1991) CD
U.S. v. ALA (2003) on Children’s Internet Protection Act (CIPA) online
[the plurality opinion by Rehnquist, the two concurring opinions by
Kennedy and Breyer, and the two dissenting opinions by Stevens
and Souter]
AS:
Heins et al. (2006) online
Hilden (2003)
Janes (2001)
Nardi & O’Day (1999), 7 (“Librarians: A Keystone Species,” pp. 79-104)
Preer (1994)
Tucker (1981)
Wasik (2005)
White (2001) online
• DUE: CIPA discussion questions and 250-word response in class
and posted to Blackboard forum (5%)
Apr 9
Narrative
What are documents?
READ: Brown & Duguid (2002), 7 and 8
Bishop (1999) online
Buckland (1997) online
Geertz (1983) CD
Leckie (2005) CD
Levy (2003) CD
AS:
Apr 16
Andersen (2008)
Borges (1964)
Crane (1991)
Eco (1984)
Indexicality, interpretation, and beyond the “view from nowhere”
READ: Brown & Duguid (2002), Afterword
Cornelius (1996a) CD
Long (1993) CD
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AS:
Augst (2001)
Augst & Wiegand (2001)
Nagel (1986)
Toms & Duff (2002) online
Wiegand (2003)
Unit 3: Students’ research
Apr 23
Presentations (10%) and annotated bibliographies (10%) – GRP
Apr 30
Presentations (10%) and annotated bibliographies (10%) – GRP
Course evaluation
Summary discussion
• DUE: TX Legacy Project video collection (25%) – GRP
• DUE: GlifosMedia diary (3 double-spaced pp.)(10%)
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ASSIGNMENTS
Discussion questions (DQs) – due March 17/19 (5%) and March 31/April 2 (5%)
Sharp et al. (2007) DQs – students will generate at least one discussion question based on
Chapter 11 of Sharp et al. (2007) on prototyping. The question(s) should focus on whatever
aspect(s) of the chapter that the individual student finds engaging, with an eye toward
encouraging class discussion. Post the question(s) to the appropriate Blackboard forum no
later than 12:00 N Monday, March 17, and bring it to class in print form on Wednesday,
March 19. Each student will prepare a one-page (250-word) response to one question posed
by another student and submit that response in print form in class on Wednesday, March 19.
Children’s Internet Protection Act (CIPA) DQs – students will generate one discussion
question based on the case materials from the Children’s Internet Protection Act. The
question should focus on information policy and “censorship” and will help catalyze our
classroom discussion. Post the question to the appropriate Blackboard forum no later than
12:00 N Monday, March 31, and bring it to class in print form on Wednesday, April 1. Each
student will prepare a one-page (250-word) response to one question posed by another
student and submit that response in print form in class on Wednesday, April 1.
Texas Legacy video project – Due various dates
The Texas Legacy Project involves a series of interviews with important figures in politics,
natural resource management, environmental activism, and environmental protection in Texas
over the past several decades. In order to bring the various elements of the course together,
students will work individually and in groups using various interviews in the Texas Legacy
Project.
Individual TX Legacy video annotation – due March 5, 2008 (20%)
The first part of this assignment will be done individually. Each student will, on a first-come,
first-served basis, choose one TX Legacy video interview that has not yet been annotated. Then,
using GlifosMedia and Google Earth as demonstrated in class and in the online tutorials, each
student will complete three annotation tasks:
1.
2.
3.
Create and synchronize a table of contents (ToC) for the interview based upon the
existing interview log, using GlifosMedia Creator.
Synchronize the pre-existing interview transcript with the video using GlifosMedia
Creator.
Using Google Earth, create at least one link from the interview to some large or small
area on earth.
Quinn Stewart has created online tutorials that will walk students through each phase of this
assignment. While the tutorials can be accessed remotely, the annotations themselves must be
done on Windows or Mac computers (running Windows) in the iSchool IT Lab, SZB 451 (see
http://www.ischool.utexas.edu/technology/about/facilities.php) for lab hours.
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The assignment will be completed by March 5, 2008, and students will upload their files to an
iSchool directory. The instructor will provide more information about the particulars of that
directory as the semester progresses.
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Adding value to TX Legacy videos for particular audiences – due various dates GRP
This multi-part element of the assignment will be done in groups. The class will self-select
into teams of five (5) students each, or four (4) if the number of students is not divisible by five.
In order to make the Texas Legacy Project material as valuable as possible to the members of the
chosen user community, students can take one of three approaches to creating value-added
products:
1.
Use an existing thematic compilation of interviews
2.
Create a new thematic compilation of at least two interviews
3. Tie the interviews to Texas Essential Knowledge and Skills (TEKS), the curricular
standards for public schools in Texas (http://www.tea.state.tx.us/teks/).
Using one of these approaches and focusing on a specific user group, the teams will provide links
to other material, e.g., online reference materials such as specialized dictionaries, encyclopedias,
and thesauri; databases of environmental and weather data; geographic information systems
(GIS); specific archival collections and archival finding aids; biographical material about the
speaker and persons related to the interview; syllabi of high school-level courses in ecology;
publications of professional associations of environmental engineers; state and federal
governmental analyses of watersheds; timber estimates; and so on. The possibilities are many,
limited only by the team’s collective imagination and the team’s particular user group.
Each team’s collection must use Google Earth to provide at least one link to specific geographic
points on earth related to the collection’s interviews. We encourage students to provide more
than one.
Since each team will design a sub-collection of the Texas Legacy video collection for a user
community using GlifosMedia and Google Earth, student teams will choose one of the
communities from the list below or provide some alternative that the instructor approves. No
more than one team may choose any particular user community. Of particular interest here is the
public school teaching community in Texas.
Agricultural field agents
Archaeologists
Architects
Art historians
Cartographers
Chemists
Civil engineers
Economists
Hang gliding enthusiasts
Electrical engineers
Environmental activists
Environmental engineers
Environmental research centers
Geoscientists
Gerontologists
Girl Scouts/Boy Scouts
Copyright Philip Doty November 2007
High school art teachers
Hikers and campers
Historians
Home-schooled children
Hydrologists
K-8 geography teachers
Literary scholars
Managers in for-profit enterprises
Mangers in not-for-profit
enterprises
Mechanical engineers
Middle school science teachers
Military field commanders
Nurses
Parents of home-schooled children
Performance artists
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Persons with “disabilities”
Physicians
Public safety specialists
Public utility regulators
Real estate professionals
Skilled crafts persons, e.g.,
electricians, plumbers, auto
mechanics, assembly line
workers (choose one group)
Soil scientists
Undergraduate engineering
educators
Community of users – Due February 6 – GRP. Each team will select the proposed
community of users and notify the instructor of the choice by February 6. Since the choices will
be strictly first come, first served, the sooner you tell the instructor which communities you are
interested in the better.
IRB ethical training – Due February 13 – IND. Each individual student will complete
the required five-part Human Participant Training provided by the UT Office of Research
Compliance and Support (http://www.utexas.edu/research/rsc/training/index.php). The
instructor will provide further information about documenting the completion of this training.
Final project abstract – Due February 20 (four double-spaced pp.) – GRP. Each team
will provide a full abstract of the final project description with at least these elements: the
specific user group for which the team is designing its collection, the thematic compilation the
team will be using OR the TEKS standard(s) the team is designing to support, and the ways that
the team will add value to the interviews, i.e., to what other resources will the collection link?
Since this abstract must be 4 double-spaced pp. long, be specific in identifying the external
sources that the collection will link to and make it plain how they supplement the interview(s)
from the Texas Legacy Project. Be sure that the title page identifies all of the team members as
well as the user group the team aims to serve.
Turn a hard copy of this abstract in class and post a copy to the appropriate Blackboard
forum by 9:00 AM, Wednesday, February 20.
IRB proposal – Due March 19 (4, double-spaced pp., 5%) – GRP. If your team were
going to deploy its value-added Texas Legacy Project material and try to determine if the
intended user group found it valuable (e.g., is it usable? Are the resources ones that the user
group would use to achieve its goals? Are the user group’s members’ computers sufficiently
powerful to run the software necessary for the linked applications? And so on), how would you
test it?
Each team will answer that question by conceptualizing a short, empirical study of the
use of the Texas Legacy collection by its intended users. Then the team will complete the UT IRB
application (https://utdirect.utexas.edu/vr/IRBapp.WBX). Import the IRB application to MS
Word and then complete it. Do not submit the application to the IRB.
This application describing the study should be four (4) double-spaced pp. long and
must be handed in in class on Wednesday, March 19.
Presentation on Texas Legacy video collection – Due April 23 and 30 (10%) – GRP.
Each team will make an in-class presentation no more than 20 minutes long about their
Texas Legacy Project collection. Each student will do roughly 4-5 minutes of the presentation,
and the team should clearly identify the interview(s) used, the intended user group, the external
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sources and other material linked to the interviews, important sources about that user group’s
information behavior, and the like. All members of the team will earn the same grade for the
presentation. Students should plan to use visuals, e.g., PowerPoint, and handouts as appropriate.
The classroom is equipped with Mac and Windows computers, an Internet connection, and
projector.
In your presentation, please be sure to consider the following questions and concerns:






What are the most important elements of the community’s information behavior and
practice? How do you know?
What are the noteworthy ways in which this community is like and unlike others in its
information behavior and practice?
How can you characterize this group as a community of practice? Rely on sources from
earlier classes on communities of practice and focus on the group’s information behavior.
How have the things we have read and discussed as a class helped you understand this
particular user community and its similarities and dissimilarities when compared to
others?
How does your Texas Legacy video collection use what we know about this group and
its information practices and behaviors?
Be sure to discuss at least some of the sources noted in your annotated bibliography in
your presentation.
Annotated bibliography – Due April 23 and 30 (10%) – GRP.
Each team of students will produce an annotated bibliography of no more than twenty (20)
items we have not read in class but are related to the user community in question and its
information behavior. Include the twenty items you consider most valuable to understanding
this community. This bibliography should be distributed in print form in class, including two
(2) copies for the instructor, and should have annotations that:

Explain specifically how the resource is of value to understanding the information behavior
of the user community and its identity as a community of practice

Clarify specifically how this source helped you design your Texas Legacy video collection.

Are two to three sentences long.
Post the full presentation and annotated bibliography in the appropriate
forum in blackboard.
Make the presentation and annotated bibliography available at a public
URL and notify the class of the URL in your class handouts and in the
appropriate blackboard forum.
Texas Legacy video collection enabled by GlifosMedia – Due April 30 (25%) – GRP.
The particular ways that students’ work will be linked to the Texas Legacy Project Web site
has yet to be determined. The instructor will provide further and more specific instructions
about this final phase of the assignment as the semester proceeds.
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GlifosMedia design diary – April 30 (3 double-spaced pp., 15%) – IND.
Each student will write an informal but clear diary about the process of completing the two
assignments related to the Texas Legacy Project: the individual annotations and development of
the group collection. What was the process like? What worked easily and clearly? What did
not? How did the individual and/or team overcome any difficulties encountered in the two
assignments? How might each student or team do things differently if given the opportunity?
We are particularly interested in how useful students found the online tutorials. Were they
useful? How? How, specifically, might they be improved to help students complete the
assignments? Each student should feel free to address any other concerns that s/he found
important in the two assignments.
Please write three (3) double-spaced pp. addressing these questions and any others you find
engaging about the assignments and the use of GlifosMedia. Please be clear, explicit, and
succinct – recall that you have only three pages. Hand in a hard copy of this assignment in class
on Wednesday, April 30.
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REFERENCES
Many required readings are available online, as indicated below and in the class schedule. Some of
the course readings are in the Course Documents section of the Blackboard site (CD).
Some of the readings, on the other hand, require you to be logged in with your UT EID through the
UT libraries. Those journals are usually available online for only part of their publication run;
further, UT often has more than one arrangement through which to get these journals online, so
there may be more than one URL for each journal. Feel free to explore the various online journal
packages – the more familiar you are with such arrangements, the better researcher you will be.
I. Readings in the class schedule
Abbott, Andrew. (1998). Professionalism and the future of librarianship. Library Trends, 46(3),
430-443. Also available at
http://infotrac.galegroup.com/itw/infomark/556/943/84829109w3/purl=rc11_EAIM_0__sn+0
024-2594+&dyn=75!cnb_281_300?sw_aep=txshracd2598
American Library Association. (2004). CIPA.
http://www.ala.org/ala/washoff/WOissues/civilliberties/cipaweb/cipa.htm
Asheim, Lester. (1953). Not censorship but selection. Wilson Library Bulletin, 28(1), 63-67. CD
Asheim, Lester. (1983). Selection and censorship: A reappraisal. Wilson Library Bulletin, 58(3),
180-184. CD
Barry, Carol L., & Schamber, Linda. (1998). Users' criteria for relevance evaluation: A crosssituational comparison. Information Processing & Management, 34(2/3), 219-236. Also available at
http://www.sciencedirect.com/science/journal/03064573
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.
CD
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. 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. CD
Bishop, Ann P. (1999). Document structure and digital libraries: How researchers mobilize
information in journal articles. Information Processing & Management, 35(3), 255-279. Also
available at http://www.sciencedirect.com/science/journal/03064573
Bishop, Ann Peterson, Van House, Nancy A., & Buttenfield, Barbara P. (Eds.). (2003). Digital
library use: Social practice in design and evaluation. Cambridge, MA: MIT.
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Brown, John Seely, & Duguid, Paul. (1991). Organizational learning and communities-ofpractice: Toward a unified view of working, learning, and innovation. Organization Science, 2(1),
40-57. Also available at
http://search.epnet.com/direct.asp?db=buh&jn=%222VO%22&scope=site
Brown, John Seely, & Duguid, Paul. (2002). The social life of information (2nd ed.). Boston:
Harvard Business School.
Buckland, Michael K. (1997). What is a “document”? Journal of the American Society for
Information Science, 48(9), 804-809. Also available in Trudi Bellardo Hahn & Michael Buckland
(Eds., 1998), Historical studies in information science (pp. 215-220). Medford, NJ: Information
Today. Also available at http://www3.interscience.wiley.com/cgi-bin/jissue/39748
Choi, Youngok, & Rasmussen, Edie M. (2003). Searching for images: The analysis of users'
queries for image retrieval in American history. Journal of the American Society for Information
Science and Technology, 54 (6), 498-511. Also available at
http://www3.interscience.wiley.com/cgi-bin/fulltext/103520066/PDFSTART
Cornelius, Ian. (1996a). Information and interpretation. In Peter Ingwersen & Niels Ole Pors
(Eds.), Information science: Integration in perspective (pp. 11-21). From the Second International
Conference on Conceptions of Library and Information Science (CoLIS2). Copenhagen: The
Royal School of Librarianship. CD
Curry Jansen, Sue. (1991). The imprimatur of power. In Censorship: The knot that binds power and
knowledge (pp. 181-191 and 246-248). New York: Oxford University. CD
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. CD
Dervin, Brenda, & Nilan, Michael. (1986). Information needs and uses. In Martha Williams
(Ed.), Annual review of information science and technology (pp. 3-33). Medford, NJ: Learned
Information. CD
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. CD
Ehrlich, Kate, & Cash, Debra. (1999). The invisible world of intermediaries: A cautionary tale.
Computer Supported Cooperative Work, 8(1-2), 147-167. Also available at
http://www.kluweronline.com/article.asp?PIPS=161888&PDF=1
Eisenberg, Michael B., & Berkowitz, Robert E. (2004). Information literacy for the Information Age
[Big6 skills]. http://www.big6.com
Fisher, Karen E., Erdelez, Sanda, & McKechnie, Lynne (E.F.). (Eds.). (2005). Theories of
information behavior. Medford, NJ: Information Today.
Geertz, Clifford. (1983). The way we think now: Toward an ethnography of modern thought. In
Local knowledge: Further essays in interpretive anthropology (pp. 147-163). New York: Basic Books.
(Original work published 1982) CD
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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. CD
Janes, Joseph. (2002). Digital reference: Reference librarians’ experiences and attitudes. Journal
of the American Society for Information Science and Technology, 53(7), 549-566. Also available at
http://www3.interscience.wiley.com/cgi-bin/jtoc?ID=76501873
Kuhlthau, Carol C. (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. CD
Leckie, Gloria J. (2005). General model of the information seeking of professionals. In Karen
Fisher, Sanda Erdelez, & Lynne (E.F.) McKechnie (Eds.), Theories of information behavior (pp. 1581644). Medford, NJ: Information Today. CD
Levy, David M. (2003). Documents and libraries: A sociotechnical perspective. In Ann Peterson
Bishop, Nancy Van House, & Barbara P. Buttenfield (Eds.), Digital library use: Social practice in
design and evaluation (pp. 25-42). Cambridge, MA: MIT.
Long, Elizabeth. (1993). Textual interpretation as collective action. In Jonathan Boyarin (Ed.),
The ethnography of reading (pp. 180-211). Berkeley, CA: University of California. CD
Lowe, Carrie A., & Eisenberg, Michael B. (2005). Big6 Skills for information literacy. In Karen
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II. Selected ARIST chapters 1966 - 2008
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NJ: Information Today.
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Blair, David C. (2002). Information retrieval and the philosophy of language. In Blaise Cronin
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Borgman, Christine L., & Furner, Jonathan. (2002). Scholarly communication and bibliometrics.
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Boyce, Bert R., & Kraft, Donald H. (1985). Principles and theories in information science. In
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Callahan, Ewa. (2004). Interface design and culture. In Blaise Cronin (Ed.), Annual review of
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Chang, Shan-Ju, & Rice, Ronald E. (1993). Browsing: A multidimensional framework. In Martha
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Dillon, Andrew, & Morris, Michael G. (1996). User acceptance of information technology:
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