Department of Library and Information Science
School of Communication, Information and Library Studies
Rutgers, The State University of New Jersey
PRINCIPLES OF SEARCHING [17:610:530]
Syllabus
3 credits
Online version - e530
COURSE DESCRIPTION
Principles and practices associated with searching of a variety of information resources, based
on professional services for information users and interactions between people-informationtechnology. Structure and vocabulary of resources relevant to searching. Information retrieval
(IR) models, including Boolean (exact match), ranking (best match), and interactive models;
web search engines; web resources. Interactive processes in information seeking and
searching; mediation and interviewing process to model users. Search strategies and tactics for
effective searching. Presentation and evaluation of search results. Ethics in searching. Includes
laboratory exercises using a variety of resources from vendors, such as DIALOG and
LEXIS/NEXIS, the web, and digital libraries.
RATIONALE FOR THE COURSE: WHY?
The number and variety of information resources is HUGE and growing at a very high rate. This
is referred as information explosion. Great many people search for information. Few do it well.
Even fewer can asses how well they are doing. One of the most important jobs for a librarian
or information professional is to cope with information explosion. Google is great. But there is
much, much more to searching than Google. (There is even more to Google than that first
page most people ever see and use). In other words there is more to searching than just
searching.
As professionals, librarians were always concerned with searching for information on behalf of
users. But with the advent of electronic information resources and the web, searching has
changed in many ways. It has become a complex process involving interaction between several
components related to people, information, and technology. A sign of a professional is an
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understanding of the complex processes and interactions involved in searching and putting
them effectively to practice.
You are asking:


How do I search effectively and efficiently a variety of information resources for users?
How do I evaluate what was searched and provided?
BEFORE THE START:
WHAT YOU NEED TO HAVE AND KNOW, AND HOW TO GET IT
Course prerequisites
Prerequisite courses: none.
Courses in the Master of Library and Information Science program are organized around six
themes in the field of library and information science: human-interaction; organization of
information; information access; information systems; management; and information and
society. Six lead courses, one in each area, form the foundation of the curriculum and offer
general knowledge of the major principles and issues of the field. Principles of Searching is the
lead course for the theme Information Access. BUT: this course is a pre- or co-requisite for a
number of other courses
Communication requirements:
1. You must have a Rutgers University Computing Services (RUCS) email account
(NetID). This is necessary for access to Rutgers Libraries and for Rutgers
communication. You should receive it at registration. But, just in case, if you do
not have it yet, you can obtain the account from
http://oit.rutgers.edu/services/account/quick.html. For students the domain is
eden. Help contacts: help desk at 732-445-HELP, or email
help@nbcs.rutgers.edu.
2. However, for course communication you can use any other email account that
includes capability of handling file attachments (AOL, Earthlink etc.).
3. But whether you use Rutgers, AOL, or some other ISP, please make sure that
you register your email address with the University at
http://www.nbcs.rutgers.edu/services/communicating/email-overview.php.
4. You can have full access to resources in Rutgers University Libraries (RUL) by
using your Rutgers NetID. For detail instructions, at
http://www.libraries.rutgers.edu/ Connect from home; for use of RUL follow
the links from How do I....? However, for other services (borrowing, interlibrary
loan etc.) you must have a RUL card (with barcode as User ID) and password. To
register with RUL go to
http://www.libraries.rutgers.edu/rul/forms/reg_pin.shtml.
5. To access searching on DialogWeb (http://www.dialogweb.com/), you must have
a DIALOG account obtained for the semester from the instructor. But you may
access tutorials and other information directly at
http://training.dialog.com/tours/ without the account.
6. To access other online services, you will obtain other accounts for the semester
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from the instructor.
Before (and during) the course, other bare necessities:
1. eCollege: Please take the eCollege student tutorial before the course. The
Student tutorial is listed on your personal student homepage. To access it, click
on "Exit Course" at the bottom of the page. Then click on the "Student Tutorial"
on your home page. Follow the instructions. Good luck! eCollege is intuitive to
some extent only. Thus, tutorial and practice are a necessity.
2. Email (this falls in the "of course" category, but it needs repeating): Make sure
you are comfortable in handling of email, including attachments, and using
listservs. Bootcamp tutorials, listed below, tell you all about email at Rutgers.
Here is a general guide: http://www.learnthenet.com/english/section/email.html
3. Word & PowerPoint (another "of course"): Being comfortable in using Word
(or a Word-compatible processor) is a necessity. So is PowerPoint - the lectures
are in PowerPoint. Electric Teacher has tutorials at
http://www.electricteacher.com/index.htm. Purdue Writing Lab has instructions
for downloading PowerPoint at
http://owl.english.purdue.edu/workshops/pp/instruct.html.
4. Basic computer operations: if you are not yet versatile, please take MLIS
tutorials as listed below.
5. Basic Internet operations: includes logins, file transfers, downloading. Here is
a tutorial by a librarian: http://library.albany.edu/internet/.
6. Basics about the Web: For tutorial see:
http://www.teachingideas.co.uk/welcome/ (from the UK);many others can be
found on the web.
7. Use of Rutgers University Libraries: Learning tools for students:
http://www.libraries.rutgers.edu/rul/lib_instruct/instruct_tutorials.shtml . For
SearchPath tutorial see: http://searchpath.libraries.rutgers.edu/.
8. Rutgers computing services for students: Here are links to various
computing sites: http://www.eden.rutgers.edu/index.php. Software that you can
download free as student (NetID needed) including anti-virus protection at
https://software.rutgers.edu/?redirect=%2Fsearch%2Findex.php.
9. myRutgers: "the new personal, customizable, portal to Rutgers University.
myRutgers helps make online services and information both faster and easier for
you to find and manage." (NetID needed). Includes many services and channels
at https://my.rutgers.edu/portal/.
A must: MLIS bootcamp tutorials: Go to:
http://www.scils.rutgers.edu/~ruasis/bootcamps/. Created by MLIS students for "MLIS
students on some of the many technical skills that they will need in order to have a
successful school year." These guides and tutorials cover topics of direct interest to you,
including computing at SCILS, use of Rutgers email and computing services, use of Rutgers
Libraries, file management on your computer, and more.
The required competencies could be gained and sharpened through MLIS and Rutgers tutorials,
as well as other online tutorials as found on, for instance, at
http://www.refdesk.com/factbeg.html. There are many others - since this is a searching class,
can you find any and recommend to your classmates? Please review your competencies
through these tutorials! These topics will NOT be covered in the course, but the lectures,
assignments, and exercises will be based on the assumption that you can handle these basics.
Principles of Searching – syllabus
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COURSE PURPOSE AND OBJECTIVES
The purpose of the course Principles of Searching is to study the human-human and humancomputer interaction as relevant to effective searching of contemporary information resources
on behalf of users seeking information. The course provides a base for further and life-long
learning necessary to cope with the ever-changing pragmatic world of searching. Therefore, it
includes both theoretical and practical aspects.
The objectives are for students to achieve an integrated understanding of the complex
relations in searching in respect to:
A. Content: The subject, structure, and vocabularies of a variety of information
resources in databases, on the web, and in digital libraries, as they affect
searching.
B. Systems: Various models of information retrieval (IR) systems, the web
search engines, and digital libraries, particularly as relevant to searching.
C. Human-computer interaction: Principles for effective searching and
variations in search strategies and tactics.
D. Human-human interaction: User information seeking as the context for
searching and the process of mediation and interviewing involved in user
modeling.
E. Results: Alternatives in presentation of results to users and evaluation of
retrieval results.
F. Professional concerns: Ethical norms applied to searching and sources for
life-long learning.
ORGANIZATION OF THE COURSE
The course is organized along the six themes as outlined in the objectives above. Each theme
has two or three modules or units of instruction addressing specific topics. In addition there is
an introductory theme "At the start” and a concluding one "At the end," each having one
module.
Altogether, there are 16 modules, one for each week in the semester, as enumerated below. In
turn, each module has an outline addressing the Why? What? and How? of the module. The
How? section provides a link to associated lecture, assignment, exercise, and tips for thought
for the module. You can also find the list of all lectures, assignments, exercises, and tips for
thought.
AT THE START
Module 1. Overview of the course and a bit of
Principles of Searching – syllabus
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history
Theme A. CONTENT
Module 2. Types and structures of information
resources
Module 3. Types and structures of vocabularies
B. SYSTEMS
Module 4. Information retrieval
Module 5. Interaction in information retrieval
Module 6. Search engines. Digital libraries
C. HUMAN-COMPUTER INTERACTION
Module 7. Search techniques and effectiveness
Module 8. Advanced searching
Module 9. Web search and the invisible web
D. HUMAN-HUMAN INTERACTION
Module 10. Information seeking. User modeling
Module 11. Mediation between search intermediaries
and users
E. RESULTS
Module 12. Evaluation of search sources and results
Module 13. Presentation to users
F. PROFESSIONAL CONCERNS
Module 14. Ethics. Competitive intelligence
Module 15. Keeping up: sources for life-time
learning
AT THE END
Module 16. Student presentations and conclusion
COURSEWORK
The class is structured around five components:
(i) lectures, (ii) assignments - readings with summaries, (iii) exercises - performance of
given tasks, (iv) discussions within groups or class as a whole, and (v) term project.
The course is organized in modules – weekly units related to given topic. Each module has a
lecture assignment and exercise, also involving a discussion. In addition, each module includes
“Tips for thought,” containing informal suggestions for contemplation or discussion, and
Principles of Searching – syllabus
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guidance for further exploration, if desired.
You will be organized into study groups consisting of 3 - 4 students. Within your group please
discuss readings and assignments, perform tasks together as given occasionally, and report to
the class as a whole. The groups are intended for more intensive discussion and for exchange
of experiences in assignments and exercises, as well as self-help.
(i) Lectures
Each module has an associated PowerPoint lecture and/or links to materials related to the
topic. Many PowerPoint lecture slides have associated notes - texts providing explanations or
details. You can download, view or print slides with notes.
(ii) Assignments: readings and summaries
For each module students are required to read a given set of journal or web articles and/or
selected chapters from books. Some of the articles are more theoretical other more practical. A
bibliography of ALL readings is provided at the end of the syllabus. Assignments for individual
modules have references to the items in the bibliography. Additional readings, as newly
published, may be added or substituted. Some readings are required to be summarized, others
to be read for discussion only, as indicated in the assignment.
Summaries: For each reading that is required for summary, you shall provide a brief
synthesized as to major points made and learned, and, if possible, you should also provide a
critical review. Or, instead of critical remarks you may indicate one or more of the following as
related to the content of a given reading:




relevant examples or extensions from personal or professional experiences
translation into or implications for practice
questions for discussion; questions about clarification of contents; and/or
relations to other readings and courses; interpretations as to the place in a larger
picture.
In other words, think about the reading, assess the major theme(s), and provide your own
interpretations and thoughts beyond a mere abstract. Analyze don’t just plain recapitulate!
The more you incorporate your own remarks the higher the grade!
The summaries must follow the prescribed format (see instructions below). Reading summaries
should be handed in on a weekly basis as indicated by the schedule.
(iii) Exercises
Exercises are designed for you to master various search processes and understand search
features of various systems. Exercises consist of performing given practical tasks related to
searching. In some exercises you will be using DIALOG, LexisNexis, web search engines, and
library resources to search for answers for a given set of questions. In others, you will explore
features of these systems. You will provide the results of exercises on a weekly basis. You can
also provide comments with exercises. The more thorough the execution and
presentation of results the higher the grade!
(iv) Discussion
For each module there will be a discussion of the readings, exercises, assigned topics, and/or
topics raised by students. The discussion may be within and/or between groups. You should be
Principles of Searching – syllabus
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prepared for discussion and/or for asking and answering of questions based on the readings or
exercises. The higher and more substantive participation the higher the grade!
(v) Term project
Each student shall undertake a term project resulting in a technical report, which is the term
paper. The purpose of the project is for the student to perform a real search on behalf of a real
user and to summarize the process and learning. In other words, you will act as an
intermediary for answering a user information need using various resources, as necessary. The
situation should be real-life, i.e. involving a real user with a need, real interactions, and real
submitted answers with their evaluation by user.
The project shall involve the following:
1. Selection of a user with an information need that could be satisfied with an online
search, by searching DIALOG, LexisNexis, the Web, and/or reference resources. The
student will act as an intermediary for the user. [Note: No family members or significant
others as users.]
2. Interviewing the user (if necessary on several occasions as the search progresses),
and construction of a user model representing user information need.
3. Selection of appropriate databases, search engines, or resources for searching.
4. Construction of search strategy(ies), and conduct of the search using appropriate
and/or varying search tactics.
5. Evaluation of results by the user as the search progresses. If necessary, doing
reiterative searching and evaluation, also possibly involving modification in the user
model.
6. Presentation and delivery of the search results to the user, in a user report following
an agreed upon format(s).
7. Writing and presentation of a technical report.
The project has two ‘deliverables':
1. one is a user report: the set of organized search results and any necessary
explanations given to the user, preceded by a one page executive summary; (does
NOT have to be handed in as a part of the technical report) and
2. the other is a technical report, handed in at the end of the class, summarizing
student’s approach to every aspect of interaction with the user, preceded by the
executive summary given to the user. (I.e. the executive summary is the only thing in
the technical report from the user report).
The technical report should include a discussion and factual presentation of (the list could
serve as a table of content for the report):
selection and characteristics of the user; user’s question; mode of and results
from interview(s); user model and changes in user model as the search
progresses; construction and variations in search strategies and tactics;
discussion of changes and reasons for these changes; consideration of modes of
presentation of results; user evaluation; and resulting changes.
In the technical report you should stress the dynamics of the process. Questions to be asked:
what were my experiences and evaluations during the whole process? what works? what
doesn’t? what alternatives proved most fruitful? what have I learned? And very important:
what would have I done differently? Elaborate on that!
This is a semester long project. You will hand in three things during the semester: (i) in module
Principles of Searching – syllabus
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6 a very brief description of the user and topic, provided for approval and class discussion; (ii)
in module 11 a brief progress report, for approval and class discussion; and (iii) in module 16
the technical report for class presentation and submission. Questions about the project may be
raised throughout the semester. The more insightful your analysis of the process and
changes over time the higher the grade!
Format
The summaries and term paper should follow the standardized format as suggested by:
Publication Manual of the American Psychological Association (2001).
(5th ed.). Washington, D.C: American Psychological Association.
You do not have to get it, but in case the Manual can be obtained from a bookstore or ordered
from APA at http://www.apastyle.org/pubmanual.html. It serves as a manual for other MLIS
and Ph.D. courses at SCILS, thus it is a valuable tool above and beyond this course. The
Manual also provides useful suggestions for writing of reports and articles. Examples can be
seen at http://owl.english.purdue.edu/handouts/research/r_apa.html .
At the beginning the summaries MUST contain these four items (points will be deducted if not
present):
(i) student’s name,
(ii) course number,
(iii) assignment or exercise number as listed in the module
(iv) for each reading the full citation of the reading, APA
style (can be copied and pasted).
If references to other works (articles, books...) are included in the summary, they must be
properly cited in the summary, e.g. Tenopir (2004). The references at the end must follow the
APA style. The course bibliography is an example of the APA style. The style and form of the
narrative of summaries are up to the student.
As in most reports, the technical report must be double-spaced throughout. It must contain a
title page with course number and name, title of the paper, author’s name and address, and an
executive summary. The style of the narrative of the paper is up to the student. APA Manual
contains suggestions on how to structure a report, and break it into sections.
METHOD OF ASSESSMENT
SCILS has the following grades (see SCILS Catalog at
http://ruweb.rutgers.edu/catalogs/scils.shtml):
A (95), B+ (90), B (85), C+ (80), C (75), F (70). In addition, there are provisional grades for
Incomplete (IN) or Temporary (T).
We will use the numerical equivalents for grades - easier to add up and average.
The final grade will be derived as follows:
Summaries, exercises, discussion - 60% of grade. Term paper - 40% of grade.
ACADEMIC INTEGRITY
The Rutgers Policy on Academic Integrity is spelled out in detail at
http://cat.rutgers.edu/integrity/policy.html. In this course we will strictly adhere to this policy.
Please consult it. If you have any questions please bring them up. You may also wish to consult
Principles of Searching – syllabus
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Student Responsibility at http://cat.rutgers.edu/integrity/student.html and Faculty
Responsibility at http://cat.rutgers.edu/integrity/faculty.html.
Plagiarism? Just don't. Turnitin, a site for prevention of plagiarism is at
http://www.turnitin.com/static/home.html. It is informative and useful.
FINDING ITEMS IN THE BIBLIOGRAPHY
Full text of items in the bibliography may be obtained in the following ways:


journal articles: from RUL by finding the electronic journal
all other items can be found in the course Webliography.
Bibliography
Availability: chapters in books are in course Doc Sharing under Readings; articles are in RUL
electronic journals, unless another location is indicated.
Chapters in books
Belew, R. K. (2000). Finding Out About: Search engine technology from a cognitive
perspective. London: Cambridge University Press. Preface and Chapter 1: Overview.
(Module 2)
Baeza-Yates, R., & Ribiero-Neto, B. (1999). Modern information retrieval. New York, ACM
Press. Chapter 1: Introduction. (pp. 1-17). (Module 4)
Feldman, S. (2002). This is what I asked for? The searching quagmire. Chapter 9 in: Mintz.
A.P. ed. Web of deception. Misinformation on the Internet. Medford, NJ Information Today.
(pp. 175-195). (Module 12)
Hock, R. (2004). The extreme searcher’s internet handbook: A guide for the serious searcher.
Medford, NJ: CyberAge Books. Chapter 1: Basics for serious searcher and Chapter 2:
General web directories and portals. (pp. 1-45). (Module 9)
Hert, C. A. (1997). Understanding information retrieval interactions: theoretical and practical
implications. Greenwich CT: Ablex. Chapter 1: Setting the stage for a new understanding
of information retrieval interaction and Chapter 2: What do we know about user behavior
in information retrieval systems? (pp. 1-50). (Module 5)
Liddy, E. D. (2002). How a search engine works. Chapter 10 in: Mintz. A. P. ed. Web of
deception. Misinformation on the Internet. Medford, NJ Information Today. (pp 197-208).
(Module 6)
Saracevic, T., Spink, A., & Wu, M. M. (1997). Users and intermediaries in interactive
information retrieval (IR): what are they talking about? User Modeling. Proceedings of: the
sixth international conference UM97. New York: Springer. (pp. 43-54). (Module 11)
Principles of Searching – syllabus
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Walker, G., & Janes, J. (1999). Online retrieval: A dialogue of theory and practice. 2nd ed.
Littleton, Colo.: Libraries Unlimited. Chapter 1: The search for information in the online
age. (pp. 1-19). (Module 1)
Walker, G., & Janes, J. (1999). Online retrieval: A dialogue of theory and practice. 2nd ed.
Littleton, Colo.: Libraries Unlimited. Chapter 5: Databases construction and structure (pp.
55-74). (Module 2)
Walker, G., & Janes, J. (1999). Online retrieval: A dialogue of theory and practice. 2nd ed.
Littleton, Colo.: Libraries Unlimited. Chapter 7: Using controlled vocabulary. (pp. 115138). (Module 3)
Walker, G., & Janes, J. (1999). Online retrieval: A dialogue of theory and practice. 2nd ed.
Littleton, Colo.: Libraries Unlimited. Chapter 8: Searching using free text. (pp. 139-175).
(Module 3)
Walker, G., & Janes, J. (1999). Online retrieval: A dialogue of theory and practice. 2nd ed.
Littleton, Colo.: Libraries Unlimited. Chapter 6: Search techniques. (pp. 75-114). (Module
7)
Walker, G., & Janes, J. (1999). Online retrieval: A dialogue of theory and practice. 2nd ed.
Littleton, Colo.: Libraries Unlimited. Chapter 9: Additional search features. (pp. 177-204).
(Module 8)
Walker, G., & Janes, J. (1999). Online retrieval: A dialogue of theory and practice. 2nd ed.
Littleton, Colo.: Libraries Unlimited. Chapter 10: Beyond the basic search. (pp. 205-226).
(Module 8)
Articles
Auster, E., & Chan, D. C. (2004). Reference librarians and keeping up-to-date: A question of
priorities. Reference & User Services Quarterly, 44 (1), 59-68. (Module 15)
Bates, M. (1989). The design of browsing and berrypicking techniques for the online search
interface. Online Review, 13 (5), 407-424. (Module 7) [in Doc Sharing]
Beghtol, C. (2005). Ethical decision-making for knowledge representation and organization
systems for global use. Journal of the American Society for Information Science and
Technology, in print, available online. (Module 14)
Bellardo-Hahn, T. (1996). Pioneers of the online age. Information Processing & Management,
32 (1), 33-48. (Module 1)
Dewdney, P., & Michell, G. (1996). Oranges and peaches: Understanding communication
accidents in the reference interview. RQ, 35 (4), 520-536. (Module 11) [in Doc Sharing]
Ebbinghouse, C. (2005) Open access: The battle for universal, free knowledge. Searcher, 13
(3), 8-17. (Module 15)
Ebbinghouse, C. (2005). Open access: Unfinished business. Searcher, 13 (4), 25-35. (Module
Principles of Searching – syllabus
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15)
Eysenbach, G., & Kohler, C. (2002, March 9). How do consumers search for and appraise
health information on the world wide web? British Medical Journal, 324 (7337), 573-577.
(Module 12) [in Doc Sharing]
Greenberg, J. (2004). User comprehension and searching with information retrieval thesauri.
Cataloging & Classification Quarterly, 37 (3), 103-120. (Module 3)
Hawking, D., Bailey, P., & Griffiths, K. (2001). Measuring search engine quality. Information
Retrieval, 4 (1), 33-59. (Module 6)
Hembrooke, H. A., Granka,, L. A., Gay, G. K., & Liddy, E. D. (2005). The effects of expertise
and feedback on search term selection and subsequent learning. Journal of the American
Society for Information Science, 56 (8), 861-871. (Module 8)
Iacovino, L. (2002). Ethical principles and information professionals: theory, practice and
education. Australian Academic & Research Libraries, 33 (2), 57-74. (Module 14)
Jansen, B. J., & Spink, A. (2005). How are we searching the World Wide Web? A comparison of
nine search engine transaction logs. Information Processing & Management, in press,
available online. (Module 9)
Järvelin, K., & Wilson, T. D. (2003). On conceptual models for information seeking and
retrieval research. Information Research, 9 (1), paper 163. (Module 10)
Kassel, A. (2002). Value-added deliverables: Rungs on the info pro's ladder to success.
Searcher, 10 (10), 42-53. (Module 13)
Kenney, B. (2004). Googlizers vs. resistors: library leaders debate our relationship with search
engines. Library Journal, 129 (20), 44-46. (Module 1) [READ ONLY]
Kuhlthau, C. C. (1990). Inside the search process: Information seeking from the user’s
perspective. Journal of the American Society for Information Science, 42 (5), 361–371.
(Module 10)
Rieh, S.Y., & Xie, H.I. (in press). Analysis of multiple query reformulations and the web: The
interactive information retrieval context. Information Processing & Management. (Module
5)
Savage-Knepshield, P.E., & Belkin, N. (1999) Interaction in information retrieval: Trends over
time. Journal of the American Society of Information Science, 50 (12), 1067-1082.
(Module 5)
Shaver, D.B., Hewison, N.S., & Wykoff, L.W. (1985). Ethics for online intermediaries. Special
Libraries, 76 (Fall), 238-245. [in Doc Sharing]
Sihvonen, A., & Vakkari, P. (2004). Subject knowledge improves interactive query expansion
assisted by a thesaurus. Journal of Documentation, 60 (6), 673-690. (Module 6)
Vaughan, L. (2004). New measurements for search engine evaluation proposed and tested.
Information Processing & Management, 40 (4), 677-691. (Module 6)
Principles of Searching – syllabus
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Vine, R. (2004). Becoming a great web searcher. Seminar by SLA, Professional Development
Center. (Module 9) [in Doc Sharing]
Wathen, C. N., & Burkell, J. (2002). Believe it or not: factors influencing credibility on the Web.
Journal of the American Society for Information Science and Technology, 53 (2), 134-144.
(Module 12)
Wildemuth, B. M. (2004). The effects of domain knowledge on search tactic formulation.
Journal of the American Society for Information Science and Technology, 55 (3), 246-258.
(Module 7)
Wilson, T. (2004). Talking about the problem: a content analysis of pre-search interviews.
Information Research, 10 (1), paper 206. (Module 11)
Wleklinski, J. M. (2005). Studying Google Scholar: Wall to wall coverage? Online (Weston,
Conn.). 29 (3), 22-26. (Module 12)
last update 18 July 2005, Tefko Saracevic