CLSC638 Science & Technology Information (Spring 2011)
THE CATHOLIC UNIVERSITY OF AMERICA School of Library and Information Science CLSC638 : Science and Technology Information Spring 2012 LSC638: Science and Technology Information 3 Credits This course is a survey of information resources for the natural and physical sciences, medicine, computer science, and engineering. This course emphasizes research techniques utilizing resources in all formats. This course covers the scientific research and publication process, trends and challenges in science and technology and in science and technology information services. Prerequisite: 553 or 9 credits of graduate credit in a science or technology discipline. Classroom: Arlington, VA Days and hours of class meetings and labs or discussion sections CLSC638 01 Science and Technology Information Instructor: Kimberly M. Hoffman W 5:30 PM ‐ 8:00 PM TBA Instructor contact information: Kimberly M. Hoffman 200 Pangborn, CUA 202‐319‐6178 hoffman@cua.edu 9AM‐4PM ‐ appointment by request Instructional Methods The course will incorporate lecture/discussion; hands‐on exercises and homework assignments. Class meetings will be supplemented by announcements, discussion, speakers and other materials posted in the class Blackboard site (http://bb9.cua.edu ) Homework assignments will include field observation, practice exercises, and analytical assignments. Course related materials such as news and discussions about science and libraries, assignments, handouts, presentations, discussions notes, and exercises will be facilitated in Blackboard. Students are expected to access the course through Blackboard several times a week. There will be one CLSC638 Science & Technology Information (Spring 2011) scheduled personal conference with the instructor (in person, live text or Skype) to determine final project scope. Lectures will be provided with presentation software and an outline of notes for reading online. The course software also has a copy of this syllabus in its most recent version (it will change and evolve!) Students are required to contribute to Science News discussions online; post their Science Book review as scheduled and facilitate a discussion about their selection. There will be other online discussion participation required based on course readings and issues and challenges in organizing and retrieving science and technology information. Required Text Hazen, R. M., & Trefil, J. S. (2009). Science matters: Achieving scientific literacy. New York: Anchor Books. ISBN: 9780307454584 0307454584 ($15.00) Ackerson, L. G. (2007). Literature search strategies for interdisciplinary research: A sourcebook for scientists and engineers. Lanham, Md: Scarecrow Press. ISBN: 0810852411 (pbk. : alk. paper) 9780810852419 (pbk. : alk. paper) ($35.00) Recommended Text Spellman, F. R., & Price‐Bayer, J. (2011). In defense of science: Why scientific literacy matters. Lanham: Government Institutes ISBN: 9781605907352 Russell, N. J. (2010). Communicating science: Professional, popular, literary. Cambridge, UK: Cambridge University Press. ISBN: 9780521113830 Issever, C., & Peach, K. J. (2010). Presenting science: A practical guide to giving a good talk. Oxford: Oxford University Press. ISBN: 0199549087 (2011). Introduction to Information Science and Technology. Medford, NJ: Information Today, Inc. ISBN: 978157387423655950 Fitzpatrick, Kathleen. (2011) Planned Obsolescence: Publishing, Technology, and the Future of Technology. New York: New York University Press. ISBN: 9780814727881 Course Goals The course is designed to: • Introduce the student to scientific research, communication and publications and the implications of scientific research for society • Have students develop an understanding of how scientists communicate and seek information 2 CLSC638 Science & Technology Information (Spring 2011) •
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Develop research skills using science and technology reference sources Prepare students for work in science and technology libraries or other organizations that need research in science and technology Explore issues associated with electronic communication, open access, serials licensing, e‐science and changes in scientists’ information seeking behaviors Goals for Student Learning At the end of the course students will be able to evaluate and apply an understanding of: • Literature, research and relationships between disciplines in the sciences • Major reference tools, electronic and print format resources for science and technology literature and research • Search strategies for scientific research enquiries, basic and applied (from research and experiments) • Formal and informal channels of scientific communication and their effect on scientific research and information use • Changes in the way scientific literature is managed by libraries and used by scientists Professional Standards Addressed ALA’s Core Competences of Librarianship http://www.ala.org/ala/educationcareers/careers/corecomp/corecompetences/finalcorecomp
stat09.pdf CUA SLIS Competencies http://slis.cua.edu/res/docs/about/accreditation/documents/sliscompetenciesadopted200803
26.pdf Course coverage and teaching methods are designed to foster the development of competencies recommended by the Information Literacy Standards for Science and Engineering/Technology by The ALA/ACRL/STS Task Force on Information Literacy for Science and Technology http://www.ala.org/ala/mgrps/divs/acrl/standards/infolitscitech.cfm Course Requirements ‐ Assignments Students will be responsible for the following every week: • Course readings as scheduled and supplemental course materials (i.e. presentations) • Look at the sources in texts and on the web sites listed in the lectures for the disciplines that we are discussing. • Contributing to the science news discussion During the course students will be responsible for: •
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Four assignments that may include source annotations/analysis that will be due as specified on the course calendar (separate instructions on Blackboard) Book Review and subsequent online discussion 3 CLSC638 Science & Technology Information (Spring 2011) •
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Short reflection paper on CiL2012 or/Science Library visit Short policy paper due in April Final paper (written paper and final presentation) Required Technologies The following capabilities are required for course delivery: • This will be discussed with the students during the first class as venue is defined. The following technologies are taught as an essential part of this course: • N/A Expectations and policies Academic honesty: Academic honesty is expected of all CUA students. Faculty are required to initiate the imposition of sanctions when they find violations of academic honesty, such as plagiarism, improper use of a student’s own work, cheating, and fabrication. The following sanctions are presented in the University procedures related to Student Academic Dishonesty (from http://policies.cua.edu/academicundergrad/integrityprocedures.cfm): “The presumed sanction for undergraduate students for academic dishonesty will be failure for the course. There may be circumstances, however, where, perhaps because of an undergraduate student’s past record, a more serious sanction, such as suspension or expulsion, would be appropriate. In the context of graduate studies, the expectations for academic honesty are greater, and therefore the presumed sanction for dishonesty is likely to be more severe, e.g., expulsion. ...In the more unusual case, mitigating circumstances may exist that would warrant a lesser sanction than the presumed sanction.” Please review the complete texts of the University policy and procedures regarding Student Academic Dishonesty, including requirements for appeals, at http://policies.cua.edu/academicundergrad/integrity.cfm and http://policies.cua.edu/academicundergrad/integrity.cfm. Campus Resources for student support: Libraries : The CUA Libraries' wide range of resources and services, including databases, online journals, and FAQs are on the main web site (http://libraries.cua.edu). For assistance on papers and assignments, consult the research guides (http://guides.lib.cua.edu/) or schedule an appointment with a subject librarian http://libraries.cua.edu/about/subjLibs.cfm). Academic Tutoring and Learning Assistance (ATLAS) 101 O’Boyle Hall Phone: (202) 319‐5018 4 CLSC638 Science & Technology Information (Spring 2011) CUA Counseling Center 127 O’Boyle Hall Phone: (202) 319‐5765 Accommodations for students with disabilities: Any student who feels s/he may need an accommodation based on the impact of a disability should contact the instructor privately to discuss specific needs. Please contact Disability Support Services (at 202 319‐5211, room 207 Pryzbyla Center) to coordinate reasonable accommodations for students with documented disabilities. To read about the services and policies, please visit the website: http://disabilitysupport.cua.edu. Assessment based on assignments (20 points) In Class participation/BB discussion/Science News contributor, reflections (20 points) Exercises: 4 reference question and/or analysis (10 points) Book Review/Online discussion (10 points) Science Library Visit OR CiL2012 participation ‐ 1 day (10 points) Policy paper: Science Library as a branch library; OR downsizing corporate science libraries (30 points) Paper/Presentation: Issues in Science & Technology Librarianship University grades: The University grading system is available at http://policies.cua.edu/academicundergrad//gradesfull.cfm#II for undergraduates and http://policies.cua.edu/academicgrad//gradesfull.cfm#iii for graduate students. Reports of grades in courses are available at the end of each term on http://cardinalstation.cua.edu . 5 CLSC638 Science & Technology Information (Spring 2011) CLSC638 Science & Technology Information: Spring 2011 Calendar [Activity * is part of the participation grade (20 pt.)] 1 Week of Jan 9 2 Week of Jan 16 3 Week of Jan 23 4 Week of Jan 30 Class Meeting 1: Science Librarianship Activity: Job Competencies (in class) Assignment: Class Readings Week 1 & 2 NO CLASS MEETING Activity: * 1. Post Science Article annotated ‐ DUE JAN 19 2. Respond to one other article ‐ DUE Jan 22 Activity: How to read a research paper (in class) Assignment GRADED : PHYS Research questions annotated (5 pts.) DUE Jan 22 Activity: * 1. Post Science Article annotated DUE FEB 2 2. Respond to one other article DUE FEB 5 Activity: 1. Choose your topic for final assignment 2. Choose your MAR 21 assignment (CiL2012 attendance or Science Library Visit) Choose Book Review assignment title DUE MAR 16 (10 pts.) Class Meeting 2: Scientific Publishing cycle, Scientific Publishers, OA, JIF, h‐
factor NO CLASS MEETING 5 Week of Feb 6 NO CLASS MEETING CONSULTATION W/INSTRUCTOR 6 Week of Feb 13 Class Meeting 3: Cross Disciplinary Research ‐ Engineering, Sustainable Design, Standards 6 Assignment: Class Readings Week 3 & 4 Assignment GRADED: Reaction to Scholarly Publishing – Analysis DUE FEB 11 (5pts.) Class Readings: Week 5 & 6 Assignment: Class Readings Week 7 & 8 CLSC638 Science & Technology Information (Spring 2011) 7 Week of Feb 20 NO CLASS MEETING Activity: * 1. Post Science Article annotated DUE FEB 23 2. Respond to one other article DUE FEB 26 Activity: PubMed MeSH terms (in class) 8 Week of Feb 27 9 Week of Mar 5 10 Week of Mar 12 11 Week of Mar 19 12 Week of Mar 26 13 Week of Apr 2 Class Meeting 4: Health Sciences/ Medicine/ Biology Assignment: Class Readings Week 10 & 11 CUA SPRING BREAK NO CLASS MEETING Class Meeting 5: Informatics/Bibliometrics and Visualizations Computer Science NO CLASS MEETING Activity: Tufte, ACRL visualizations (in class) Class Meeting 6: Data Curation, Management and Science Libraries NO CLASS MEETING EASTER April 8 Activity: Perdue University Data Curation Toolbox (in class) Assignment GRADED: Health Sciences/Computer Science Research Question set (5 pts.) DUE MAR 18 Assignment GRADED: Science Library Visit OR Cil2012 Reaction paper (10 pts.) DUE MAR 26 Assignment: Class Readings Week 12, 13, 14 Assignment GRADED: Science Libraries policy paper DUE APR 13 (10 pts.)
14 Week of Apr 9 15 Week of Apr 16 NO CLASS MEETING Class Meeting 7: Topics in Science Librarianship presentations Cil2012 Mar 21‐24 Activity: * 1. Post Science Article annotated DUE APR 10 2. Respond to one other article DUE APR 13 Assignment GRADED: Engineering Research Question set (5 pts.) DUE FEB 25 Assignment GRADED: Science Librarianship paper 8‐10 pages; Presentation (30 pts.) DUE in class 7 CLSC638 Science & Technology Information (Spring 2011) 16 Week of Apr 23 Class Meeting 8: If needed Topics in Science Librarianship presentations 8 CLSC638 Science & Technology Information (Spring 2011) [ Provided in pdf format in BB] These readings are subject to change. Check BB for up‐to‐
date readings each week. Class Readings Weeks 1 & 2: Science Librarianship Hazen and Trefil, Chapters 1‐3 Ackerson, Chapters 1‐3 Spellman, Chapter 1, Chapter10 (will be provided) E‐science librarianship: Field undefined Retrieved 10/21/2011, 2011, from http://www.istl.org/11‐
summer/article1.html Jamali, H., & Nicholas, D. (2008). Information‐seeking behaviour of physicists and astronomers. Aslib Proceedings, 60(5), 444‐62. Jones, E. (2009). Reinventing science librarianship: Themes from the ARL‐CNI forum. Research Library Issues, (262), 12‐17. Mitchell, V. S. (2004). The top ten things a new Sci/Tech librarian should know: Developing core competencies. Issues in Science and Technology Librarianship, http://www.istl.org/04‐
winter/conf1.html Pew Internet & American Life Project. (2006). Seeking Science in Cyberspace: A Pew Internet/Exploratorium project finds wide use of the internet by science seekers PIP_Exploratorium_Science.pdf.pdf (application/pdf object) Retrieved 12/8/2011, 2011, from http://www.pewinternet.org/~/media//Files/Reports/2006/PIP_Exploratorium_Science.pdf.pdf Roth, D. L. (2010). The future of librarianship in science and technology libraries. Sci‐Tech News, 64(3), 6‐9. Stanton, J. M., Kim, Y., Oakleaf, M., Lankes, R. D., Gandel, P., Cogburn, D., & Liddy, E. D. (2011). Education for eScience professionals: Job analysis, curriculum guidance, and program considerations. Journal of Education for Library and Information Science, 52(2), 79‐94. STS issues in Sci/Tech library management discussion group Retrieved 10/21/2011, 2011, from http://www.istl.org/04‐winter/conf1.html Weller, A. C. (2005). Electronic scientific information, open access, and editorial peer review: Changes on the horizon? Science & Technology Libraries, v. 26 no. 1: 89‐108. 9 CLSC638 Science & Technology Information (Spring 2011) Class Readings Weeks 3 & 4: Scientific Publishing Althouse, B. M., West, J. D., Bergstrom, C. T., & Bergstrom, T. (2009). Differences in impact factor across fields and over time. Journal of the American Society for Information Science and Technology, 60(1), 27‐34. Cronin, Blaise. (2001). Hyperauthorship: A postmodern perversion or evidence of a structural shift in scholarly communication practices? Journal of the American Society for Information Science and Technology, 52, no. 7:558‐569. Cruickshank, John. (2002). The role of scienctific literature in scholarly communication. Science and Technology Libraries, 22: no. 3/4, 71‐100. Available in full text from the Haworth database. De Zepetnek, S. T. (2010). The impact factor and selected issues of content and technology in humanities scholarship published online. Journal of Scholarly Publishing, 42(1), 70‐78. Fitzpatrick, K. Open vs. closed: Changing the culture of peer review dh2010.cch.kcl.ac.uk. Retrieved from http://dh2010.cch.kcl.ac.uk/academic‐programme/abstracts/papers/pdf/ab‐
840.pdf Khan, K., & Hegde, P. (2009). Is Impact Factor True Evaluation for Ranking Quality Measure?. DESIDOC Journal of Library & Information Technology, 29(3), 55‐8. Nature debates: Scientific publishing on the 'semantic web' Retrieved 11/8/2011, 2011, from http://www.nature.com/nature/debates/e‐access/Articles/bernerslee.htm Redner, S. (2010 ). A physicist's perspective on citation analysis. Retrieved 11/8/2011, 2011, from http://mediazone.brighttalk.com/comm/ReedElsevier/456c04da3e‐21690‐4348‐23076 [Presentation] Research and productivity measurement webcast | elsevier TrainingDesk Retrieved 11/8/2011, 2011, from http://trainingdesk.elsevier.com/bibliometrics2010 [Presentation] Sicilia, M., Snchez‐Alonso, S., & Garca‐Barriocanal, E. (2011). Comparing impact factors from two different citation databases: The case of computer science. Journal of Informetrics, 5(4), 698‐704. Simons, K. (2008). The misused impact factor. Science, 322(5899), 165‐165. Walters, W. H., & Linvill, A. C. (2011). Characteristics of open access journals in six subject areas. College & Research Libraries, 72(4), 372‐392. Weingart, P. (2005). Impact of bibliometrics upon the science system: Inadvertent consequences? Scientometrics, 62(1), 117‐131. 10 CLSC638 Science & Technology Information (Spring 2011) West, J. D., Bergstrom, T. C., & Bergstrom, C. T. (2010). The eigenfactor metrics: A network approach to assessing scholarly journals. College & Research Libraries, 71(3), 236‐244. 11 CLSC638 Science & Technology Information (Spring 2011) Class Readings Weeks 5 & 6: Cross Disciplinary Research – Engineering Ackerson, Chapters 4‐6 Hazen and Trefil, Chapters 10‐14 Spellman, Chapters 7‐9 (2011). Introduction to Information Science and Technology. Medford, NJ: Information Today, Inc. [Chapter 3] Chiang, Katherine. (2004). Biology databases for the new life sciences. Science and Technology Libraries, 25: no.1/2, 139‐170. Dewdney, Patricia and Gillian Michell. (1997). Asking "why" questions in the reference interview: A theoretical justification. Library Quarterly, 67, no. 1: 50‐71. Nisonger, Thomas E. (2000). Use of the Journal Citation Reports for serials management in research libraries: An investigation of the effect of self‐citation on the journal rankings in library and information science and genetics. College and Research Libraries, (May), 263‐278. Budd, John M., Cobel, Z. and Anderson, K. (2011).Retracted publications in biomedicine: Cause for concern [Presentation]| ACRL 2011 Retrieved 12/8/2011, 2011, from http://www.learningtimes.net/acrl/2011/retracted‐publications‐in‐biomedicine‐cause‐for‐
concern/ and retracted_publicatio.pdf (application/pdf object) Retrieved 12/8/2011, 2011, from http://www.ala.org/ala/mgrps/divs/acrl/events/national/2011/papers/retracted_publicatio.pdf Wagner, A. Ben. (2001). Finding physical properties of chemicals: A practical guide for scientists, engineers and librarians. Science and Technology Libraries, 21: no. 3/4, 27‐45. 12 CLSC638 Science & Technology Information (Spring 2011) Class Readings Weeks 7 & 8: Health Sciences/ Medicine/ Biology Ackerson, Chapters 7, 8 Hazen and Trefil, Chapters 15‐19 Ennis, L. A., & Mitchell, N. (2010). The accidental health sciences librarian. Medford, N.J.: Information Today, Inc. Chapters provided Geer, R., & Rein, D. (2006). Building the role of medical libraries in bioinformatics. Journal of the Medical Library Association, 94(3), 284‐348. Rapp, B., & Wheeler, D. (2005). Bioinformatics Resources From the National Center for Biotechnology Information: An Integrated Foundation for Discovery. Journal of the American Society for Information Science and Technology, 56(5), 538‐50. Zerhouni, E. (2003). The NIH roadmap. Science, 302(5642), 63‐72. Class Readings Weeks 10 & 11: Computer Science, Informatics/Bibliometrics and Visualizations (2011). Introduction to Information Science and Technology. Medford, NJ: Information Today, Inc. [Chapter 8] Dowlman, N. (2011). Translating eClinical data. Applied Clinical Trials, 20(5), 38‐45. Fleck, R., Loughman, T., & McQueen, T. (2004). What the manual didn't tell you about powerpoint. Allied Academies International Conference.Academy of Information and Management Sciences.Proceedings, 8(2), 17‐22. Kenefick, Colleen, and Susan E. Werner. (2009). "Bibliometric Study of Medical Reference Services Quarterly, 1982‐2009." Medical reference services quarterly 30.1: 1‐11. Walker, Caren, et al. (2011). "Visual Thinking: Art Students have an Advantage in Geometric Reasoning." Creative Education 2.1: 22‐6. 13 CLSC638 Science & Technology Information (Spring 2011) Class Readings Weeks 12, 13 & 14: Data Curation, Management and Science Libraries BARDEEN, A., HAEFELE, C., KAMAREI, Z., ROMITO, D., SESSOMS, P., SWOGGER, S., . . . VAUGHAN, K. T. (2011). Gauging the use of academic science libraries. Information Outlook, 15(6), 27‐30. Brandt, D. (2007). Librarians as partners in e‐research: Purdue University Libraries promote collaboration. College & Research Libraries News, 68(6), 365‐7, 396. Cragin, M. H., Palmer, C. L., Carlson, J. R., & Witt, M. (2010). Data sharing, small science and institutional repositories. Philosophical Transactions of the Royal Society A: Mathematical, Physical and Engineering Sciences, 368(1926), 4023‐4038. Cunningham, K. (2010). The hidden costs of keeping current: Technology and libraries. Journal of Library Administration, 50(3), 217‐235. 'Hotspots' and international scientific collaboration | inside higher ed Retrieved 10/21/2011, 2011, from http://www.insidehighered.com/blogs/globalhighered/hotspots_and_international_scientific_c
ollaboration Michaelson, R. (2010). The future of arXiv. Issues in Science & Technology Librarianship, Winter2010 http://www.istl.org/10‐winter/viewpoints.html. Ortega, L., & Brown, C. M. (2005). The face of 21st century physical science librarianship. Science & Technology Libraries, 26(2), 71‐90. http://www.istl.org/99‐
summer/article.1htmlhttp://www.istl.org/03‐
spring/refereed1.htmlhttp://www.library.ucsb.edu/istl/99‐fall/article2.html; Partridge, H., Lee, J., & Munro, C. (2010). Becoming librarian 2.0: The skills, knowledge, and attributes required by library and information science professionals in a web 2.0 world (and beyond). Library Trends, 59(1/2), 315‐335, 375,378. Pegrum, M., & Kiel, R. (November 2011). “Changing the way we talk”: Developing librarians’ competence in emerging technologies through a structured program. College & Research Libraries, 72(6), 583‐598. 14