THE CATHOLIC UNIVERSITY OF AMERICA
SCHOOL OF LIBRARY AND INFORMATION SCIENCE
LSC 553, Information Sources and Services
Fall 2007
3 Credit Hours; No Prerequisites
Classroom TBD
Thursdays, 4:10 – 6:40 p.m.
DRAFT Syllabus, Version 0.1: August 6, 2007
Instructor: David Shumaker
E-mail: shumaker@cua.edu
Office: 239 Marist ; Hours by
appointment
Phone: 202-319-5551
COURSE DESCRIPTION
Introduction to the terminology, concepts, and practices for the provision of information
services to meet user needs effectively in a variety of settings. Special emphasis on the
reference process and on the content, organization, use, and evaluation of resources in
print and electronic formats. Covers the sources, policies, technologies, and systems that
support access to and retrieval of information central to reference services.
Instructional Methods
The course will incorporate lecture/discussion; hands-on exercises, role playing of
simulated interview scenarios, and homework. Class meetings will be supplemented by
announcements, discussion, and other materials posted in the class Blackboard site
(http://bb.cua.edu ) Homework assignments will include field observation, practice
exercises, and analytical assignments.
Required Text
Bopp, R.E., Smith, L.C. Reference and Information Services: An Introduction. Third ed.
Englewood, CO: Libraries Unlimited, 2001.
Other Required Readings
Google. (2007) The Essentials of Google Search.
http://www.google.com/support/bin/static.py?page=searchguides.html&ctx=basics
Google. (2007) Advanced Search Made Easy.
http://www.google.com/support/bin/static.py?page=searchguides.html&ctx=advanced
Infospace, Inc. (2007) Dogpile Tricks of the Trade.
http://www.dogpile.com/info.dogpl/search/help/tips.htm
Infospace, Inc. (2007) Focus Your Search with Dogpile.
http://www.dogpile.com/info.dogpl/search/help/categories.htm
Infospace, Inc. (2007) Tools & Tips.
http://www.dogpile.com/info.dogpl/search/help/faq.htm
Janes, J. (2002) “What is Reference For?” The Future of Reference Services Papers.
Available: http://www.ala.org/ala/rusa/rusaprotools/futureofref/whatreference.htm
Accessed June 29, 2007.
Kuhlthau, C. (1991, June) Inside the Search Process: Information Seeking from the
User’s Perspective. Journal of the American Society for Information Science, v. 42, p.
361-371. Available: ALADIN.
Nexis. (2007) Tutorial: Overview. http://global.lexisnexis.com/us
Ramsay, K. Kinnie, J. (2006) “The Embedded Librarian.” Library Journal, v. 131, no. 6,
p. 34-35.
Thomson Dialog. (2006) Introduction to Dialog for Information Professionals. (Note:
print copies to be handed out in class; also available at
http://gep.dialog.com/instruction/workbook/2006/2006_intro_for_infopros.pdf )
Wagner, A.B. & Tysick, C. (2007). On-site reference and instruction services: Setting up
shop where our patrons live. Reference & User Services Quarterly, 46(4), 60-65.
Available: ALADIN, WilsonWeb.
Whitlatch, J. (2002) “Reference Futures: Outsourcing, the Web, or Knowledge
Counseling.” The Future of Reference Services Papers. Available:
http://www.ala.org/ala/rusa/rusaprotools/futureofref/referencefutures.htm Accessed
June 29, 2007.
Yahoo! (2007) Advanced Search Options.
http://help.yahoo.com/help/us/ysearch/tips/index.html
Yahoo! (2007) Search Basics. http://help.yahoo.com/help/us/ysearch/basics/index.html
Course Goals
The goals of the course are to introduce fundamental concepts of library public services,
and the skills required to deliver them effectively. The emphasis of this course is on the
skills needed for direct interaction with information seekers, singly or in groups, that
leads to the satisfaction of their information needs.
Goals for Student Learning
At the conclusion of this course, students should be able to:
•
•
•
•
•
Articulate a philosophy of reference service; discuss ethical and other issues
relevant to the provision of information;
Apply appropriate communications skills in one-on-one reference interviews and
instructional settings
Apply standard evaluative criteria to basic reference sources in order to determine
the fitness of sources to meet particular information needs;
Demonstrate proficiency in retrieving information from general reference sources
(print and electronic), including designing basic search strategies; and
Discuss policies and procedures for the provision of service, and the role and
evaluation of reference and information service departments
Professional Standards Addressed
This course addresses the following competencies of the “Competencies for Information
Professionals of the 21st Century,” revised June 2003, by Eileen Abels, Rebecca Jones,
John Latham, Dee Magnoni, Joanne Gard Marshall.
(http://www.sla.org/content/learn/comp2003/index.cfm )
“C.2 Conducts market research of the information behaviors and problems of
current and potential client groups to identify concepts for new or enhanced
information solutions for these groups. Transforms these concepts into
customized information products and services.
C.3 Researches, analyzes and synthesizes information into accurate answers or
actionable information for clients, and ensures that clients have the tools or
capabilities to immediately apply these.
C.4 Develops and applies appropriate metrics to continually measure the quality
and value of information offerings, and to take appropriate action to ensure each
offering’s relevancy within the portfolio.”
…
[from Section D., Applying Information Tools and Technologies:]
“Information professionals harness the current and appropriate technology tools to
deliver the best services, provide the most relevant and accessible resources,
develop and deliver teaching tools to maximize clients’ use of information, and
capitalize on the library and information environment of the 21st century.
“IPs educate others in the use of information tools and technologies in a variety of
ways, from training people in finding the information they want on the Internet or
in proprietary databases to integrating information tools into their clients’
workflow or curriculum.”
Course Requirements
Assignments and their weighting in the overall course grade are:
1. Field Study (15%) Each student will explore a library information service of the
student’s choosing, by interviewing a member of the Reference or Public Services staff
and observing operations.
2. Reference Source Analysis (20%) Each student will evaluate a digital library
reference resource and alternatives.
3. Role Play Analysis (20%) Each student will play the role of a reference librarian. A
videorecording will be made of the role play. The student will then view the video and
analyze her/his own performance.
4. Final Project (20%) Each student will prepare a written report on a project related to
the subject matter of the course. At least two options will be offered for this assignment.
5. Final Exam (15%) There will be an in-class final exam.
6. Class Contributions (10%) The class is designed to be highly interactive. Students
who attend regularly and contribute the most to the shared pool of knowledge will receive
the highest grades in this area.
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.
Other Policies or Expectations. Note your policies or expectations (e.g.
Attendance and punctuality policy, Participation expectation, note re: cell phones,
timeliness on papers, form of submission of papers electronic vs. hard copy,
policy on making up (or not) quizzes, tests etc.)
Important University Resources:
All students should know their NT (CUA network) account information and be
able to log on to the CUA network. Contact the Center for Planning and
Information Technology at 202-319-4357 for assistance.
All students should be able to use the CUA library resources, including the
ALADIN online system. Visit the CUA Library homepage at
for assistance and directions.
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
Assignment
Reference Field Study
Reference Source Analysis
Interview Role Play Analysis
Management Evaluation
Final Exam
Class Participation
Weight
15%
20%
20%
20%
15%
10%
Total 100%
University grades:
The University grading system is available at
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 .
COURSE SCHEDULE:
Session
No. / Date
Topic
Assignment
1. Aug. 30
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Introductions of students
and teacher
Course overview
Structure of the course;
operations; requirements
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•
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Service Philosophy
Ethical Considerations
The Reference Interview
Read: Bopp & Smith, Ch. 1, 2, 12
3. Sept. 13 •
The Reference Interview
continued: Face to Face
and Virtual
Read: Bopp & Smith, Ch. 3, 7; Kuhlthau
4. Sept. 20 •
Introduction to reference Read: Bopp & Smith, Ch. 4, 13
sources
Evaluating print and digital Assignment 1, Reference field study, due
resources
Reference source analysis plan due
(ungraded)
Read: Bopp & Smith, Ch. 5-6; Google
Comparing digital and
(both); Infospace (all); Yahoo! (both)
print sources
2. Sept. 6
•
5. Sept. 27 •
6. Oct. 4
•
Online Class: Reference
Exercises
7. Oct. 11
•
Search strategy
Students perform videorecorded
reference interview role plays
Read: Nexis; Thomson Dialog
Assignment 2, Reference source analysis,
due
8. Oct. 18
•
Search strategy, part 2
9. Oct. 25
•
Research projects
10. Nov. 1
•
User instruction;
Introduction to
Instructional Design
11. Nov. 8
•
Modes of instruction,
continued
Optional: Do ORE exercises 1, 2, 3, 4, 5
Read: Bopp & Smith, Ch. 8
Assignment 3, Role play analysis, due
12. Nov.
15
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Operation and
Management of Reference Read: Bopp & Smith, Ch. 9-11; Janes,
Ramsay, Wagner, Whitlatch
and Research Services
Nov. 22
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Thanksgiving; No class
13. Nov.
29
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Panel Discussion:
Emerging Trends in
Reference and Public
Services
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14. Dec. 6
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Course Capstone: Review
and Wrapup
Dec. 13
•
In-class Final Exam:
Thursday, December 13,
4:00 – 6:00pm
Assignment 4 due
Bibliography of Optional Readings:
American Library Association. (1995, June 28) Code of Ethics. Available:
http://www.ala.org/ala/oif/statementspols/codeofethics/codeethics.htm . Accessed:
June 28, 2007.
Factiva, Inc. (2007) Factiva.com Overview.
http://customer.factiva.com/en/learning/learningmain.aspx?GOTO=programs
(login at www.factiva.com )
Infospace, Inc. (2007, April) Different Engines, Different Results: Web Searchers Not
Always Finding What They’re Looking for Online. Available:
http://www.infospaceinc.com/onlineprod/OverlapDifferentEnginesDifferentResults.pdf . Accessed: June 28, 2007.
Ladner, B. et al. (2004, Summer) “Rethinking Online Instruction.” Reference & User
Services Quarterly, v. 43, no. 4, p. 337-345.
Lancaster, L.C. (2003, Oct. 15) “The Click of Generations.” Library Journal, 36-39.
Lipow, A. (2002) “Point-of-Need Reference Service: No Longer an Afterthought.” The
Future of Reference Services Papers. Available:
http://www.ala.org/ala/rusa/rusaprotools/futureofref/pointofneed.htm Accessed June
29, 2007.
Ohio Library Council (2006) Ohio Reference Excellence on the Web. [ORE Exercises.]
Available: http://www.olc.org/ore/ . Accessed May 11, 2007.
Reference and User Services Association. (2000) Guidelines for Information Services.
Available:
http://www.ala.org/ala/rusa/rusaprotools/referenceguide/guidelinesinformation.htm .
Accessed June 28, 2007.
Reference and User Services Association. (2004, June) Guidelines for Behavioral
Performance of Reference and Information Service Providers. Available:
http://www.ala.org/ala/rusa/rusaprotools/referenceguide/guidelinesbehavioral.htm .
Accessed May 11, 2007.
Rettig, J. (2002) “Technology, Cluelessness, Anthropology, and the Memex: The Future
of Academic Reference Service.” The Future of Reference Services Papers.
Available:
http://www.ala.org/ala/rusa/rusaprotools/futureofref/technologycluelessness.htm
Accessed June 29, 2007.
Tyckoson, D. (2002) “On the Desirableness of Personal Relations Between Librarians
and Readers: The Past and Future of Reference Services.” The Future of Reference
Services Papers. Available:
http://www.ala.org/ala/rusa/rusaprotools/futureofref/desirableness.htm Accessed
June 29, 2007.
Zemke, R. et al. (1999, Nov.) “Generation Gaps in the Classroom.” Training, 48-54.