UNDERSTANDING AND SERVING USERS
INF 382C
Unique Number 80615
Dr. Philip Doty
School of Information
University of Texas at Austin
SS I 2009
Class time:
Tuesday, Wednesday, Thursday 1:00 – 4:00 PM
Place:
SZB 546
Office:
SZB 570
Office hrs:
Tuesday 11:00 –12:00 N
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/
Class URL:
http://courses.ischool.utexas.edu/Doty_Philip/2009/summer/INF382C/
TA:
Don Hamerly
hamerly@ischool.utexas.edu
Tuesday, Wednesday, Thursday 10:00 – 11:00 AM
AIM/Skype: i312dh
Text/phone: 512.426.0433
F2F in FAC 312: By appointment
Copyright Philip Doty April 2009
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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
21
References
25
Readings in the class schedule
25
Selected ARIST chapters 1966-2008
29
Useful digital sources for evaluating digital information
33
Additional sources
34
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INTRODUCTION TO THE COURSE
INF 382C, Understanding and Serving Users, aims 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 helps 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.”
One of the major goals of the course is an increased awareness of similarities and differences
among disciplines interested in information practices and behavior: information studies,
computer science, system design, communication, cognitive psychology, science and technology
studies, education, sociology, cultural studies, intellectual history, anthropology, philosophy, and
organizational studies. 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.
These literatures and modes are not mutually exclusive.
Efforts to understand information practices and behavior have evolved in a number of ways:





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, their mutual negotiation
of meaning, and creation of information and communication practices
From a focus on professionals’ use of “information resources” to the study of people’s wider
everyday information practices.
Structurally, the course comprises three units:
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


Understanding information and people’s information behavior/information practices (6
classes)
Providing information services (4 classes)
Students’ research, social theories of information work, and information policy (6 classes).
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 should engage these and other topics as their interests and 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 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
limited 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 the instructor limits access to email outside the
office. Unless there are compelling privacy concerns, it is always wise to send an additional
copy of any email intended for the instructor to the TA who has access to email more
regularly.
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Academic dishonesty, such as plagiarism, cheating, or academic fraud, is intolerable 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; I use them to evaluate your work.
Every writer is faced with the problem of not knowing what 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 mutually reinforcing.
Good writing makes for good thinking and vice versa. Recall that writing is a form of inquiry, a
way to think, not a reflection of some supposed static thought “in” the mind. Theodore Dreiser’s
Sister Carrie shows how this process of composition and thought works (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, but be aware that spell checking dictionaries have systematic
weaknesses: they exclude most proper nouns, e.g., personal and place names; they omit most
technical terms; they omit most foreign words and phrases; and they 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
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 382C). If you have any
questions about these standards, I will be pleased to discuss them with you at any time.
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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.
CONTINUED
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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.
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
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."
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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.
CONTINUED
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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
date viewed
place to find the source
(who?)
(what?)
(when?)
(when?)
(where? how?).
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.
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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."
CONTINUED
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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. On a related note, avoid the locution of “public debate.” Such a locution makes a series of
faulty assumptions:
- It presumes that a public policy issue has only two “sides.” There are usually three or four
or more perspectives on any topic of public dissensus that merit consideration. “Debate”
hides this complexity.
- “Debate” implies that one “side” and only one “side” can be correct; that presumption
ignores the fact that the many perspectives on a public policy issue have contributions to
make to its resolution.
- “Debate” implies that there can be and will be one and only one “winner.” This
presumption naively ignores the fact that some public policy issues are intractable, that
these issues are often emergent as are their resolutions, and that compromise is success
rather than failure or “surrender.”
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. “Respondents,”
“participants,” and “informants” are preferred terms and have been for decades.
36. Do not use notes unless absolutely necessary, but, if you must use them, use endnotes not
footnotes.
37. Please adhere to these orthographic (spelling) conventions:
- Web with a capital “W.”
- Web site, two words, with a capital “W.”
- Internet with a capital “I” to indicate the TCP/IP-compliant computer network with a
shared address convention. Otherwise, internet with a lower-case “i” simply means any of
the many millions of networks of networks.
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SOME EDITING CONVENTIONS FOR STUDENTS’ PAPERS
Symbol
Meaning
#
number OR insert a space; the 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 means that the verb 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?
The instructor also uses 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 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 not only a command of the concepts and
techniques discussed but also an ability to synthesize and integrate them in a professional
manner and communicate them effectively, successfully informing 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.
The instructor uses points to evaluate assignments, not letter grades. He uses an arithmetic – not
a proportional – algorithm to determine points on any assignment. 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 two recommended texts for this class. Brown & Duguid (2002),
Norman (2002), and Suchman (2007) are at the Co-op (476.7211). As many of the required and
recommended readings as possible will be on Reserve at PCL; many 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. (2007). Human-machine reconfigurations: Plans and situated actions (2nd
ed.). 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.
The course Blackboard site, as well as direct email messages, will inform students about 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.
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.
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.
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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 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 these:
1.
As a cognitive psychologist, Norman 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 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 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 Interaction Design: Beyond Human-Computer Interaction has a great
deal to recommend it; that’s why we’re reading some chapters from it. 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 among software developers and other designers.
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.
Be an engaged, but skeptical 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
15%
Formation of groups GRP
TUE, JUN 9
---
Choice of user group GRP
WED, JUN 10
---
Abstract of TX Legacy Web site (2 pp.) GRP
TUE, JUN 16
---
Frameworks for information behavior (5 pp.)
THU, JUN 18
20
Annotated bibliography GRP
TUE, JUN 23
20
TX Legacy synchronization
THU, JUN 25
see JUL 7
TX Legacy Web site GRP
TUE, JUN 30
20
Presentation on user group and TX Legacy
Web site GRP
TUE, JUN 30,
WED, JUL 1
---
TX Legacy video annotation
TUE, JUL 7
10
GlifosMedia diary (3 pp.)
TUE, JUL 7
5
Research proposal (5-7 pp.) GRP
MON, JUL 13
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.
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
Date
TOPICS AND ASSIGNMENTS
Unit 1: Understanding information and people’s information behavior and practices
1
THU
HBD
2
TUE
JUN 4 Introduction to the course
Review of the syllabus
Introduction to the history of user studies (1): Scientists and engineers
JUN 9 History of user studies (2): Beyond professional work to ordinary
people and ordinary tasks
• DUE: Formation of groups – GRP
3
WED
JUN 10 David Todd – Introduction to the Texas Legacy Project
Quinn Stewart – using GLIFOS to support the Texas Legacy Project
• DUE: Choice of user group – GRP
4
THU
JUN 11 Exploring the concept of information (1): Cognition, mentalist
metaphors, and the “content/conduit” distinction
Group meeting
5
TUE
JUN 16 Guest -- Exploring the concept of information (2): Information retrieval
and relevance
• DUE: Abstract of TX Legacy Web site (2 pp.) – GRP
6
WED
JUN 17 Exploring the concept of information (3): Materialist and practiceoriented views and critiquing the “content/conduit” distinction
Unit 2: Providing information services
7
THU
JUN 18 Communities of practice
Group meeting
• DUE: Frameworks for information behavior (5 pp.) (20%)
8
TUE
JUN 23 Affect and information behavior
• DUE: Annotated bibliography (20%) – GRP
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9
WED
JUN 24 Guest – Interfaces
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10
THU
JUN 25 Panel
The information intermediary
• DUE: Synchronize TX Legacy Project video transcript
Unit 3: Students’ research, social theories of information work, and information policy
11
TUE
JUN 30 Invisible and articulation work
Students’ presentations
• DUE: TX Legacy Project Web site (20%) – GRP
• DUE: Presentation on user group and TX Legacy Web site – GRP
12
WED
JUL 1
Information policy issues (1): Privacy and social networking
Students’ presentations
• DUE: Presentation on user group and TX Legacy Web site – GRP
13
THU
JUL 2
Information policy issues (2): “Censorship”
Students’ presentations
14
TUE
JUL 7
What are documents?
• DUE: TX Legacy video annotation (10%)
• DUE: GlifosMedia diary (3 pp.) (5%)
15
WED
JUL 8
Indexicality, interpretation, and “beyond the ‘view from nowhere’”
16
THU
JUL 9
Course evaluation
Summary discussion
MON
JUL 13
• DUE: Research proposal (5-7 pp.)(10%) – GRP
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SCHEDULE
DATE
TOPICS AND ASSIGNMENTS
Unit 1: Understanding information and people’s information behavior and practices
JUN 4
HBD
Introduction to the course
Review of the syllabus
Introduction to the history of user studies (1): Scientists and engineers
READ: Brown & Duguid (2002), Acknowledgements, Preface, Introduction,
Chapters 1, 6
Norman (2002), Prefaces to both editions, Chapters 1, 2, 3, 4
Borgman (2007b) CD
Dervin & Nilan (1986) CD
Tenopir et al. (2005) online
AS:
JUN 9
Delamont & Atkinson (2001) online
Garvey (1979)
Israel (2001)
Maher (1986)
Subramanyam (1979)
Turnbaugh (1986)
History of user studies (2): Beyond professional work to ordinary people
and ordinary tasks
READ: Sharp et al. (2007), Foreword, Preface, and Chapter 1 CD
Bates (2005a) CD
Borgman et al. (1995) online
Eisenberg & Berkowitz (2008) online
Hersberger (2005) CD
Kuhlthau (2005) CD
Lowe & Eisenberg (2005) CD
AS:
Barton & Hamilton (1998a)
Bishop et al. (2001)
Cooper (2002a)
Eisenberg & Spitzer (1991)
Fidel et al. (1999) online
Large (2004)
Large et al. (2002) online
Marcum (2002) online
Walter (1994)
• DUE: Formation of groups – GRP
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JUN 10
David Todd – Introduction to the Texas Legacy Project
Quinn Stewart – using GLIFOS to support the Texas Legacy Project
READ: Norman (2002), 5, 6, 7
Pettigrew et al. (2001) CD
• DUE: Choice of user group – GRP
JUN 11
Exploring the concept of information (1): Cognition, mentalist metaphors,
and the “content/conduit” distinction
Group meeting
READ: Brown & Duguid (2002), 2 and 3
Suchman (2007), 2-5
Bates (2005b) CD
Belkin (2005) CD
MacMullin & Taylor (1984) CD
Weaver (1949) CD
Wilson (2000) online
AS:
JUN 16
Cole (1994)
Cornelius (2002)
Losee (1990a)
Losee (1997)
Scarrott (1994)
Guest -- Exploring the concept of information (2): Information retrieval
and relevance
READ: Suchman (2007), 6
Sharp et al. (2007), 3 CD
Barry & Schamber (1998) online
Choi & Rasmussen (2003) online
Kuhlthau (1991) online
AS:
Sharp et al. (2007), 2
• DUE: Abstract of TX Legacy Web site (2 pp.) – GRP
JUN 17
Exploring the concept of information (3): Materialist and practiceoriented views and critiquing the “content/conduit” distinction
READ: Buckland (1991) online
Nunberg (1996b) online
Reddy (1993) CD
Schiller (1988) CD
Tidline (2005) CD
AS:
Bates (1989)
Belkin, Oddy, & Brooks (1982 a and b)
Case (2002) passim especially 6
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Enser (2008)
Harter & Hert (1997)
Kuhlthau (1993a)
Ruthven (2008)
Schamber (1994)
Swanson (1988)
Vakkari & Sormunen (2004) online
Unit 2: Providing information services
JUN 18
Communities of practice
Group meeting
READ: Brown & Duguid (2002), 4, 5
Brown & Duguid (1991) online
Davenport & Hall (2002) CD/online
Davies (2005) CD
Star et al. (2003) CD
AS:
Daft & Weick (1984)
Dervin (1976)
Gardner (1983)
Granovetter (1973)
Lave (1988) passim
Lave & Wenger (1992) passim
Wenger (1998) passim
• DUE: Frameworks for information behavior (5 pp.) (20%)
JUN 23
Affect and information behavior
READ: Suchman (2007), 7, 8
Sharp et al. (2007), 5 CD
McKechnie et al. (2007) CD
Nahl (2007) CD
Parker & Berryman (2007) CD
• DUE: Annotated bibliography (20%) – GRP
JUN 24
Guest – Interfaces
READ: Suchman (2007), 9, 10
Sharp et al. (2007), 6 both parts CD
JUN 25
Panel – the information intermediary
READ: Abbott (1988) online
Taylor (1968) CD
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Yakel (2000) CD
AS:
Abbott (1988)
Duff & Johnson (2002) online
Edwards (2005) CD
Marshall (2003)
Nardi & O’Day (1999), 7 (“Librarians: A Keystone Species,” pp. 79-104)
Nunberg (1998) online
Ortega y Gassett (1975)
Palmquist (2005) CD
Schön (1983)
Tissing (1984)
• DUE: Synchronize TX Legacy Project video transcript
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Unit 3: Students’ research, social theories of information work, and information policy
JUN 30
Invisible and articulation work
READ: Suchman (2007), Acknowledgements, Preface to 2 nd edition,
Introduction, 1, 11, 12
Ehrlich & Cash (1999) online
Nardi & Engeström (1999) online
Star & Strauss (1999) online
Suchman (1996) CD
AS:
Taylor (1986a)
Taylor (1986b)
• DUE: TX Legacy Project Web site (20%) – GRP
• DUE: Presentation on user group and TX Legacy Web site – GRP
JUL 1
Information policy issues (1): Privacy and social networking
READ: EPIC (2008a) online
EPIC (2008b) online
Grassian (2006) online
AS:
Heins et al. (2006) online
• DUE: Presentation on user group and TX Legacy Web site – GRP
JUL 2
Information policy issues (2): “Censorship”
READ: American Library Association (2004) 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:
JUL 7
Preer (1994)
Tucker (1981)
What are documents?
READ: Brown & Duguid (2002), 7, 8. Afterword
Bishop (1999) online
Borgman (2007a) CD
Buckland (1997) online
Levy (2003) CD
AS:
Andersen (2008)
Borges (1964)
Crane (1991)
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Eco (1984)
Geertz (1983) CD
Leckie (2005) CD
• DUE: TX Legacy video annotation (10%)
• DUE: GlifosMedia diary (3 pp.) (5%)
JUL 8
Indexicality, interpretation, and “beyond the ‘view from nowhere’”
READ: Suchman (2007), 13, 14
Cornelius (1996a) CD
Long (1993) CD
O’Day & Nardi (2003) CD
AS:
JUL 9
Nagel (1986)
Toms & Duff (2002) online
Course evaluation
Summary discussion
READ: Marchionini (2008) online
Suchman (2007), 15
AS:
JUL 13
Augst (2001)
Augst & Wiegand (2001)
Wiegand (2003)
MONDAY, 1:00 PM
• DUE: Research proposal (5-7 pp.)(10%) – GRP
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ASSIGNMENTS
Frameworks for information behavior – Due Thursday, June 18, 2009 (20%)
In 2001, Karen Pettigrew, Raya Fidel, and Harry Bruce published the analytic literature review
“Conceptual Frameworks in Information Behavior” in the Annual Review of Information Science and
Technology (ARIST). Using this review in conjunction with at least two of the information
behavior models we have examined in our readings and/or discussed in class, including any we
have discussed that also appear in “Conceptual Frameworks,” please address the following
questions:
1.
2.
3.
Pettigrew et al. identify three major streams of research about information behavior: the
cognitive, the social, and the multifaceted. Into which of these categories do the two models
you have chosen to discuss fall? For each of the models, why does the category you have
identified apply? Simply saying that Pettigrew et al. put it there is insufficient. (1 p.)
How do the models you have chosen compare, along whatever characteristics you regard as
important? Be sure to consider our class discussion and other readings in responding to this
question. (2 pp.)
Do the ideas we discussed about the concept of information have implications for the models
you have chosen? If so, how and why? (2 pp.)
Each student will produce an essay five (5) double-spaced pages long in response to these
questions to submit in class on Thursday, June 18. Please be sure to be as specific as possible in
addressing them. As usual, consult the standards for written work both before and after writing
your paper.
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 Thursday, June 25 and Tuesday, July 7, 2009
(10%)
Students will do this assignment individually. Quinn Stewart and the instructor will assign each
student 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.
Synchronize the pre-existing interview transcript with the video using GlifosMedia Creator.
This part of the assignment is due on Thursday, June 25.
Create and synchronize a table of contents (ToC) for the interview based upon the existing
interview log, using GlifosMedia Creator.
Using Google Earth, create appropriate links from the interview to some large or small areas
on earth.
Quinn Stewart has created online tutorials that will walk students through each phase of this
assignment. The tutorials can be used remotely, and the annotations themselves can be done on
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your own machines or 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.
The IT Lab also provides laptops with the appropriate software installed that students can check
out. These include both Windows and Mac laptops (running Windows) that can be used to
complete this assignment.
The synchronization of the video transcript with the video is due on Thursday, June 25, while the
table of contents and Google Earth links are due July 7. Students will upload their files to an
iSchool directory; the instructor will provide more information about the directory.
• GlifosMedia design diary – July 7, 2009 (3 double-spaced pp., 5%) – IND
Each student will write an informal but clear reflective essay about annotating a Texas Legacy
Project video. What was the process like? What worked easily and clearly? What did not? How
did you overcome any difficulties encountered in the assignment? 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 annotation.
Write three (3) double-spaced pp. addressing these questions and any others you find engaging
about the assignments and 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 Tuesday, July 7.
• Adding value to TX Legacy videos for particular user groups – due various dates GRP
This multi-part assignment will be done in groups. The class will self-select into teams of five
students each, or four 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 will create a new thematic compilation of three or more interviews.
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 imagination,
the three (or more) interviews the team chooses to compile, and the team’s particular user group.
Each team must use Google Earth to provide appropriate links to specific geographic points
related to the interviews used. Provide direct links to these sites rather than to just the .kmz files.
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.
Agricultural field agents
Architects
Chemists
Civil engineers
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Economists
Hang gliding enthusiasts
Electrical engineers
Elementary school science teachers
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Environmental engineers
Environmental research centers
Geoscientists
Gerontologists
Hydrologists
Managers in for-profit enterprises
Managers in not-for-profit
enterprises
Mechanical engineers
Middle school science teachers
Military field commanders
Nurses
Performance artists
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 Tuesday, June 9 – GRP. Each team will select the proposed
community of users and notify the instructor of the choice by June 9. Since the choices will be
strictly first come, first served, the sooner you tell the instructor which communities you are
interested in the better.
Abstract of TX Legacy Web site – Due Tuesday, June 16 (two double-spaced pp.) –
GRP. Each team will provide a full abstract of their final Web site with at least these elements:
the specific user group for which the team is designing its collection, the thematic compilation the
team will be creating, 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 two (2) double-spaced pp.
long, be specific in identifying the external sources that the collection will link to and make plain
how they supplement the online interviews 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. Post a
copy of the abstract to the appropriate Blackboard forum by 9:00 AM, Tuesday, June 16, and turn
a hard copy in during class later that day.
Annotated bibliography – Due Tuesday, June 23 (10%) – GRP
Each team of students will produce an annotated bibliography of 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:
1.
2.
3.
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 Web site.
Are two to three sentences long.
Texas Legacy Project Web site – Due Tuesday, June 30 (20%) – GRP
Each student group will create a Web site that presents their compilation of three or more Texas
Legacy Project videos that the group has identified as well as links to the external sources that the
group regards as particularly valuable to support their target user group’s use of the video
compilation. The site will be available on a public Web site hosted by the iSchool and may be
further connected to the Texas Legacy Project main Web site. The instructor will provide further
and more specific instructions about this final phase of the assignment as the semester proceeds.
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Presentation on Texas Legacy Web site – Due Tuesday, June 30, or Wednesday, July 1
– GRP
Each team will make an in-class presentation no more than 20 minutes long about their Texas
Legacy Project Web site. Each student will do roughly 4-5 minutes of the presentation, and the
team should clearly identify the interviews used, the intended user group, the external 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:
1.
2.
3.
4.
5.
6.
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 compilation 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.
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.
Research proposal – Due Monday, July 13 (5-7 double-spaced pp., 10%) – GRP
Each team will conceptualize a short, empirical study of the value of the Texas Legacy collection
for its intended users. This proposal describing the study should be five to seven (5-7) doublespaced pp. long and must be handed in in class on Monday, July 13.
Please keep in mind the following as you prepare this assignment:
1.
2.
3.
"Empirical" means based on observations rather than speculation or "theorizing."
The proposed study should not be simply a usability study; its interests and rationale are
much wider.
The instructor starts with the assumption that no student in the class has completed the
required MS course INF 397C, Introduction to Research in Information Studies, or equivalent.
Please use Gary Marchionini’s 2008 paper in Library & Information Science Research, “HumanInformation Interaction,” in writing your research proposal, especially our discussion about the
paper in the last class meeting and these elements of the paper:
1.
2.
The concept of proflection
The broadening of information behavior research to a more ecological approach
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3.
4.
5.
His important discussion of the “redefinition” of the three major elements in information
interactions – “information objects,” people, and technologies
Human-information interaction
The research challenges he identifies that result from the changes in information behavior
research he describes.
While it is very easy to say that “we will do a survey!” consider data collection methods beyond
the administration of standardized self-administered questionnaires, e.g., personal interviews,
focus groups, transaction log analysis, think-aloud protocols, observation of naturalistic tasks, a
census of hardware and software used by the intended users, use diaries, and so on. The
instructor will be happy to discuss these matters with particular student teams and the class as a
whole and review any outlines or drafts of proposals before the due date.
Your research methods must explicitly discuss data analysis as well as data collection, i.e., you
must be able to answer the question "how will we analyze these data so that they can help us
understand if our Web site is useful for our intended users?" Be specific and as explicit as
possible about data analysis. Simply saying that “we’ll count, and calculate statistics” (whatever
that means) is not sufficient. Always remember that you have to say how you would analyze the
data from such data collection techniques to address your research question(s). Be as specific in
that regard as you can be.
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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 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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Borgman, Christine. (2007a). Building an infrastructure for information. In Scholarship in the
digital age: Information, infrastructure, and the Internet (pp. 149-177). Cambridge, MA: MIT Press.
CD
Borgman, Christine. (2007b). Disciplines, documents, and data. In Scholarship in the digital age:
Information, infrastructure, and the Internet (pp. 179-226). Cambridge, MA: MIT Press. CD
Borgman, Christine L., Hirsh, Sandra G., Walter, Virginia A., & Gallagher Andrea L. (1995).
Children’s searching behavior on browsing and keyword online catalogs: The science library
catalog project. Journal of the American Society for Information Science, 46(9), 663-684. Also available
at http://www3.interscience.wiley.com/cgi-bin/jtoc?ID=27981
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. (1991). Information as thing. Journal of the American Society for Information
Science, 42(5), 351-360. Also available at http://www3.interscience.wiley.com/cgibin/jtoc?ID=27981
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
Davenport, Elisabeth, & Hall, Hazel. (2002). Organizational knowledge and communities of
practice. In Blaise Cronin (Ed.), Annual review of information science and technology (Vol. 36, pp.
171-227). Medford, NJ: Information Today. 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
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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. (2008). Information & technology skills for student
achievement [the Big6]. http://www.big6.com
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