PERSPECTIVES ON INFORMATION
INF 380E
#28485
Dr. Philip Doty
School of Information
University of Texas at Austin
Fall 2012
Class time:
Thursday, 3:00 - 6:00 PM
Place:
UTA 1.208
Office:
UTA 5.328
Office hours:
Monday 1:00 – 2:00 PM
Thursday 10:00 – 11:00 AM
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
Class URL:
http://courses.ischool.utexas.edu/Doty_Philip/2012/fall/INF_380E/
TA:
Chris Johnson
cgarlandj@gmail.com
Office hours:
Wednesday 1:00 – 2:00 PM, UTA 5.518
Virtual office hours: email or Skype id: ut-ischool-ta
Tuesday 1:00 – 2:00 PM
By appointment other times
Copyright Philip Doty, University of Texas at Austin, August 20, 2012
1
TABLE OF CONTENTS
Introduction to the course
3
Expectations of students’ performance
4
Standards for written work
5
Some editing conventions for students’ papers
9
Grading
10
Texts
11
List of assignments
12
Outline of course
13
Schedule
15
Assignment descriptions
Leading in-class discussion
Paper on Gleick (2011) and Nunberg (1996 and 2001)
Book review
Final paper
References
19
21
22
23
24
Readings from the class schedule and assignments
Selected ARIST chapters (1966 – 2011)
Selected additional sources
Useful serial sources
Copyright Philip Doty, University of Texas at Austin, August 20, 2012
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INTRODUCTION TO THE COURSE
INF 380E, Perspectives on Information, is one of three core courses in the master’s program at the School
of Information at the University of Texas at Austin. The course is intended to help introduce students to
the field of information studies, to the MS program at the iSchool, to important concepts in the field and
cognate disciplines, and to each other. Additionally, should time allow, the course will help students
gain some familiarity with iSchool faculty members and PhD students.
More specifically, the course examines information as a fundamental concept in information studies as
well as in other disciplines and literatures. Thus, the course will look at a wide variety of ways of
operationalizing the concept of information, especially at different historical moments, in multiple
research traditions, and in various kinds of ways. While most of the narratives we will examine extol the
idea of information and, indeed, privilege it, others will undermine it, questioning its value and even its
existence.
The course comprises four units that have some considerable overlap:
1.
2.
3.
4.
Introductory thoughts on information and information studies – classes 1-3
Information related to particular forms, functions, or concepts (information as . . . ) – classes 4-9
Structures of information important to information studies – classes 10-13
Conclusions and summary – class 14.
Among the objectives of the course are these:





To allow students to explore widely and across time how it is that disciplines such as our own and
others have looked at “information as a primary and foundational concept” (iSchool course
description)
To encourage students to identify and engage questions related to the ideology of information
To help students explore our field’s identity, whether called information studies, library and
information studies, library and information science, information science, or any other number of
names
To introduce students to some important “classic” papers, thinkers, concepts, and research fronts in
the field
To engage a fundamental tension in our discipline about information. There is a strong and rich
tradition of cognitivism, privileging the epistemological, and an emphasis on “information” as a
concept and imperative. At the same time, however, there is an equally long-standing and rich
counter-narrative emphasizing multiple forms of practice, materiality, and documents.
The two textbooks for the course, James Gleick’s The Information: A History, A Theory, A Flood (2011) and
Bernie Frohmann’s Deflating Information: From Science Studies to Documentation (2004), illustrate this
fundamental tension quite vividly, as do many other course readings. This topic, among many others, is
one engaged in another of the MS core classes, INF 380C, Information in Social and Cultural Context, as
well as throughout the iSchool curricula more generally. Engaging this tension in a fruitful and reflective
way is important to academic study at the iSchool and to the practice of the many information
professions that our graduates pursue.
Copyright Philip Doty, University of Texas at Austin, August 20, 2012
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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 integrate what they read with what they
say and write. This 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 three to four (3-4) hours in preparation for each hour in the classroom. A three (3)-credit
graduate hour course meeting once a week requires about 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 useful for information
questions, but the instructor deliberately limits his access to email outside the office. Unless there are
compelling privacy concerns, it is always wise to send a copy of any email intended for the instructor
to the TA who has access to email more regularly.
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 2011-2012 edition of the UT General
Information Bulletin (http://registrar.utexas.edu/catalogs/gi11-12), Appendix C, Sections 11-402 and 11505 and the Office of the Dean of Students Web site
(http://deanofstudents.utexas.edu/sjs/acint_student.php).
The instructor is happy to provide all appropriate accommodations for students with documented
disabilities. The University’s Office of the Dean of Students
(http://www.utexas.edu/diversity/ddce/ssd/) at 471.6259, 471.4641 TTY, can provide further
information and referrals as necessary.
Copyright Philip Doty, University of Texas at Austin, August 20, 2012
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STANDARDS FOR WRITTEN WORK
You will meet professional standards of clarity, grammar, spelling, and organization in writing for this
class. Review these standards 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; therefore, effective
communication depends upon maximizing clarity. Wolcott in Writing Up Qualitative Research (1990, p. 47)
reminds us: "Address . . . the many who do not know, not the few who do." Remember that clarity of
ideas, of language, and 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 the interplay of composition and thought can work (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 the breathless metaphysics or literary naturalism to understand Dreiser’s 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, in one of four font styles: Times, Times New Roman,
Cambria, or Palatino. Please print on both sides of your paper.
Some writing assignments will demand the use of references, and some may require notes. It is
particularly important in 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 and natural scientists 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 (2010, 6th ed.; http://apastyle.org/).
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(s) related to the term sufficient to provide a definition in the
context of the literature(s).
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."
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, every assignment must include a title page with:
•
•
The title of the assignment
Your name
Copyright Philip Doty, University of Texas at Austin, August 20, 2012
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•
•
The date
The class number – INF 380E.
If you have any questions about these standards, I will be pleased to discuss them with you at any time.
Copyright Philip Doty, University of Texas at Austin, August 20, 2012
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Since the production of professional-level written work is one of the aims of the class and of the iSchool, 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." They are tired clichés as well as
colloquial.
4. Avoid all clichés. They are vague, *fail to "push the envelope," and do not provide "relevant input."*
5. Avoid computer technospeak such as "input," "feedback," or "processing information" except when
using such terms in specific technical ways or when quoting others.
6. Avoid using “content” as a noun. We will discuss this point at some length.
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 and computer science.
8. Do not use "quality" as an adjective; it is vague, cliché, and colloquial. Instead use "high-quality,"
"excellent," "superior," or whatever more formal phrase you deem appropriate.
9. Study the APA style convention for the proper use of ellipsis*. . . .*
10. Unless quoting others, 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, one might say in spoken
English that "he only goes to Antone's" when one means that "the only place he frequents is
Antone's." Better-written English, however, would read "he goes only to Antone's."
15. Do not confuse possessive, plural, or contracted forms, especially of pronouns. *Its* bad.
Copyright Philip Doty, University of Texas at Austin, August 20, 2012
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16. Do not confuse affect/effect, compliment/complement, or principle/principal. Readers will not
*complement* your work or *it's* *principle* *affect* on them.
Copyright Philip Doty, University of Texas at Austin, August 20, 2012
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17. Avoid misplaced modifiers; e.g.: As someone interested in the history of Mesoamerica, it was
important for me to attend the lecture. The modifier is misplaced 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. In this case, 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" indicates two alternatives, while "among" signals three or more.
23. Generally avoid the use of honorifics such as Mister, Doctor, and Ms., and so on when referring to
persons in writing, especially when citing their written work. Use the APA convention of last names
and dates.
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 (2010, 6th ed., chapters 6 and 7) for
a discussion of citing electronic material and useful examples.
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 indicate quotations within quotations.
28. Provide a specific page number for all direct quotations. If the quotation is from a Web page or other
digital source, provide at least the paragraph number and/or other directional cues, e.g., “(Davis,
1993, section II, ¶ 4).”
29. In ordinary American English, as ≠ because.
30. Use "about" instead of the tortured locution "as to."
Copyright Philip Doty, University of Texas at Austin, August 20, 2012
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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
or to our understanding.
- “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 oftentimes a mark of success rather than
of 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.
Copyright Philip Doty, University of Texas at Austin, August 20, 2012
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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.
Copyright Philip Doty, University of Texas at Austin, August 20, 2012
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GRADING
The faculty of the School of Information uses the following guidelines in grading:
A+
A
AB+
B
BC+
4.00
3.67
3.33
3.00
2.67
2.33
C
2.00
C-
1.67
D
1.00
F
0.00
Superior achievement. An exceptionally high degree of mastery of the course material.
Not recognized by the University.
Excellent. High degree of mastery of the course material.
Very good.
More than satisfactory.
Satisfactory. Work consistent with academic expectations of graduate students.
Less than satisfactory.
Unsatisfactory. May indicate the instructor's reservations about the student's ability to
meet the iSchool’s academic requirements.
Unsatisfactory. Indicates the instructor's reservations about the student's ability to
meet the iSchool’s academic requirements.
Unsatisfactory. Indicates the instructor's strong reservations about the student's ability to
meet the iSchool’s academic requirements. Any course with a grade lower than C
cannot be counted toward a student’s degree.
Unacceptable. Indicates the instructor's very strong reservations about the student's
ability to meet the iSchool’s academic requirements and to earn a graduate degree. Any
course with a grade lower than C cannot be counted toward a student’s degree.
Failing.
See the memorandum from Associate Dean Philip Doty dated August 14, 2012, in the School of
Information student orientation packet. Students may also wish to consult these UT Web sites for more
information on standards of work:



The Registrar – http://registrar.utexas.edu/students/grades
The Graduate School Catalog – http://registrar.utexas.edu/catalogs/grad11-13
The iSchool – http://www.ischool.utexas.edu/programs/general_info.php
As noted above, the University does not accept the grade of A+, but 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.
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
Copyright Philip Doty, University of Texas at Austin, August 20, 2012
12
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. The instructor will explain this system throughout the semester.
Copyright Philip Doty, University of Texas at Austin, August 20, 2012
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TEXTS
There are two required texts for this class and 13 texts recommended for further study. Both required
texts should be available at the Co-op (http://www.universitycoop.com/), although they will order
enough copies of the required books for only about 2/3 of students in the class. I have asked them also to
order a small subset of the recommended texts: Brown & Duguid (2002), Fidel (2012), and Floridi (2010).
As usual, they will order only a few copies of each of these recommended texts. Please notify the
instructor if you have trouble getting copies of the required books.
The REQUIRED texts are:
1.
2.
Frohmann, Bernd. (2004). Deflating information: From science studies to documentation. Toronto:
University of Toronto.
Gleick, James. (2011). The information: A history, a theory, a flood. New York: Pantheon Books.
The RECOMMENDED texts are:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Borgmann, Albert. (1999d). Holding on to reality: The nature of information at the turn of the millennium.
Chicago: University of Chicago.
Boyce, Bert R., Meadow, Charles T., & Kraft, Donald H. (1994). Measurement in information science.
San Diego, CA: Academic Press.
Brown, John Seely, & Duguid, Paul. (2002). The social life of information (2nd ed.). Boston: Harvard
Business School.
Carey, James W. (1988). Communication and culture: Essays on media and society. Boston: Unwin
Hyman.
Case, Donald O. (2012). Looking for information: A survey of research on information seeking, needs, and
behavior (3rd ed.). Bingley, UK: Emerald.
Day, Ronald E. (2001). The modern invention of information: Discourse, history, and power. Carbondale,
IL: Southern Illinois University.
Fidel, Raya. (2012). Human information interaction: An ecological approach to information behavior.
Cambridge, MA: MIT.
Floridi, Luciano. (2010). Information: A very short introduction. Oxford, UK: Oxford University Press.
Lash, Scott. (2002). Critique of information. London: Sage.
Meadow, Charles T., Boyce, Bert R., Kraft, Donald H., & Barry, Carol. (2007). Text information
retrieval systems (3rd ed.). Amsterdam: Academic Press.
O’Donnell, James J. (1998). Avatars of the word: From papyrus to cyberspace. Cambridge, MA: Harvard
University.
Olson, David R. (1996). The world on paper: The conceptual and cognitive implications of writing and
reading. Cambridge, UK: Cambridge University.
Tague-Sutcliffe, Jean. (1995). Measuring information: An information services perspective. San Diego,
CA: Academic Press.
As many of the readings as possible will be on two-hour reserve at PCL, and students should supplement
them by other material in print and online as their interests and professional ambitions dictate. Students
should be aware of their classmates' needs to see the reserve material.
Please remember that many of the terms, definitions, procedures, and epistemological and other
assumptions discussed in the class, in the textbooks, and elsewhere are contentious. There are important
differences between the instructor’s conventions and those of any particular source, as well as among the
sources themselves. Learning to navigate this sea of uncertainty, but still adhere to rigorous standards
Copyright Philip Doty, University of Texas at Austin, August 20, 2012
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for reading, evaluating, and doing work in information studies, should be one of your aims in the course
and in the iSchool academic program.
Copyright Philip Doty, University of Texas at Austin, August 20, 2012
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ASSIGNMENTS
The instructor will provide additional information about each assignment in class and encourages
students to see the assignment descriptions later in this syllabus.
Students must complete all assignments in order to pass the course. Students will complete the written
assignments individually except for leading the in-class discussion designated as a group activity (GRP).
All assignments must be consistent with the UT Honor Code (http://www.utexas.edu/aboutut/mission-core-purpose-honor-code) and with standards for first-rate professional-level work. All
written assignments are to be double-spaced, printed on both sides of the paper, and submitted in class
unless otherwise indicated.
Assignment
Date Due
Preparation and participation
% of Grade
10%
Choice of dates for in-class discussion
MON, SEP 3
---
Leading in-class discussion GRP
SEP 13, 20, 27
OCT 4, 11, 18, 25
NOV 1
15
Choice of book to review
OCT 4
---
Paper on Gleick (2011) and Nunberg (1996 and 2011)
(6 pp.)
OCT 11, in class
20
Book review (5 pp.)
NOV 15, in class
25
Final paper (8 pp.)
DEC 6, in class
30
All assignments must be handed in on time. The instructor reserves the right to issue a course grade of F
if ANY assignment is not completed and will not accept late assignments unless three criteria are met:
1.
At least 24 hours before the date due, the instructor gives explicit permission to the student to hand
the assignment in late. This criterion can be met only in the most serious of health, family, or
personal situations.
2.
At the same time, a specific date and time are agreed upon for the late submission.
3.
The assignment is submitted on or before the agreed-upon date and time.
Copyright Philip Doty, University of Texas at Austin, August 20, 2012
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OUTLINE OF COURSE
Class
Date
Topics and assignments
Unit 1: Foundational ideas and models of information
1
AUG 30
Introduction to the course – Review of the syllabus
What is information studies?
Some introductory thoughts on information (1)
Questioning the presumed fact-data-information-knowledge-wisdom hierarchy
2
SEP 6
Some introductory thoughts on information (2)
Problematizing the information life cycle
3
SEP 13
Some introductory thoughts on information (3)
Information, language, and cognition
Student-led discussion – Gleick (2011) Prologue and 1-4 (15%) GRP
Unit 2: Information as . . .
4
SEP 20
Information as collective memory
Student-led discussion – Gleick (2011) 5-6 (15%) GRP
5
SEP 27
Information as evidence
Student-led discussion – Gleick (2011) 7-10 (15%) GRP
6
OCT 4
Information as property
Student-led discussion – Gleick (2011) 11-13 (15%) GRP
7
OCT 11
Information as weapon, intelligence, or code
Student-led discussion – Gleick (2011) 14, 15, and Epilogue (15%) GRP
•
8
OCT 18
DUE: Paper on Gleick (2011) and Nunberg (1996 and 2011) (20%; 6 pp.)
Information as location
Student-led discussion – Frohmann (2004) Introduction and 1-2 (15%) GRP
Copyright Philip Doty, University of Texas at Austin, August 20, 2012
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9
OCT 25
Information as quantity
Student-led discussion – Frohmann (2004) 3-5 (15%) GRP
Unit 3: Structures of information important to information studies
10
NOV 1
Books and journal papers
Student-led discussion – Frohmann (2004) 6-7 (15%) GRP
11
NOV 8
Computing and databases
12
NOV 15
Search
•
13
DUE: Book review (25%; 5 pp.)
NOV 22
Happy Thanksgiving – No class!
NOV 29
Digital networks
Unit 4: Conclusions
14
DEC 6
Course evaluation
Engaging information once more
Conclusions and summary
•
DUE: Final paper (30%; 8 pp.)
Copyright Philip Doty, University of Texas at Austin, August 20, 2012
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SCHEDULE
This schedule may be adjusted as the class progresses. GRP indicates a group assignment, AS additional
sources, and CD a source in Course Documents in Blackboard. Please recall that the additional sources
(AS) are only suggested.
DATE
TOPICS, ASSIGNMENTS, AND REQUIRED READINGS
Unit 1: Foundational ideas and models of information
AUG 30
Introduction to the course -- Review of the syllabus
What is information studies?
Some introductory thoughts on information (1)
Questioning the presumed fact-data-information-knowledge-wisdom hierarchy
READ: Floridi (2010), 2-5 CD
Frické (2009) online
Harmon (1987) CD
Hartel (2012) online
Nunberg (1996) CD
Zins (2007) online
AS:
SEP 6
Bates (1999b)
Schiller (1988)
Taylor (1991)
Some introductory thoughts on information (2)
Problematizing the information life-cycle
READ: Bawden & Robinson (2009) online
Borgmann (1999a, b, c, and e) CD
Capurro & Hjørland (2002) CD
Cornelius (2002) CD
Losee (1997) online
AS:
SEP 13
Furner (2010)
Some introductory thoughts on information (3)
Information, language, and cognition
Student-led discussion – Gleick (2011) Prologue and 1-4 (15%) GRP
READ: Gleick (2011), Prologue and 1-4
Buckland (1991) online
Merleau-Ponty (1964) CD
Nunberg (2011) online
Reddy (1993) CD
Winograd & Flores (1987) CD
Copyright Philip Doty, University of Texas at Austin, August 20, 2012
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AS:
Veinot & Williams (2012)
Copyright Philip Doty, University of Texas at Austin, August 20, 2012
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Unit 2: Information as . . .
SEP 20
Information as collective memory
Student-led discussion – Gleick (2011) 5-6 (15%) GRP
READ: Gleick (2011), 5-6
Basso (1996a) CD
Borgman (2012) online
McGann (2001) CD
Orr (1996a, b, and c) CD
Terras (2011) online
Walsh (2012) online
AS:
SEP 27
Bruner (1990) passim
Information as evidence
Student-led discussion – Gleick (2011) 7-10 (15%) GRP
READ: Gleick (2011), 7-10
Bearman & Lytle (1986) online
Lemieux (2002) online
MacNeil (2002) online
AS:
OCT 4
Information as property
Student-led discussion – Gleick (2011) 11-13 (15%) GRP
READ: Gleick (2011), 11-13
American Library Association (ALA) (2012), passim online
Copyright Advisory Network (2008) online
Doty (2011) Handout from Copyright Seminar CD
Title 17 U.S. Code 102, 106-110 online
AS:
OCT 11
Copyright Advisory Network (2012) online
Information as weapon, intelligence, or code
Student-led discussion – Gleick (2011) 14, 15, and Epilogue (15%) GRP
READ: Gleick (2011), 14, 15, and Epilogue
Gleick (2010) online
Nunberg (2011), online (reprise)
Proffitt (2012) online
Chen & Xu (2006) CD
Jin & Bouthillier (2012) online
Copyright Philip Doty, University of Texas at Austin, August 20, 2012
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Oppliger & Wildhaber (2012) online
Singh (1999b) CD
AS:
•
OCT 18
Davies (2002)
DUE: Paper on Gleick (2011) and Nunberg (1996 and 2011) (20%; 6 pp.)
Information as location
Student-led discussion – Frohmann (2004) Introduction and 1-2 (15%) GRP
READ: Frohmann (2004), Introduction and 1-2
Bishop (2012) online
Gazni et al. (2012) online
Huang, Tsai, & Huang (2012) online
Ramchurn et al. (2012)
South Africa (2009) online
USGS (2007) online
Zook (2007) CD
AS:
OCT 25
Basso (1996b)
Information as quantity
Student-led discussion – Frohmann (2004) 3-5 (15%) GRP
READ: Frohmann (2004), 3 and 5, skim 4
Doty (2012) Abbreviated Study Guide for Hobart & Schiffman (1998), Part II CD
Hobart & Schiffman (1998a and c) CD
Kline (2011a) CD
Weaver (1949) CD
AS:
Kline (2011c), 3 (“The Mathematization of Science”)
Unit 3: Structures of information important to information studies
NOV 1
Books and journal papers
Student-led discussion – Frohmann (2004) 6-7 (15%) GRP
READ: Frohmann (2004), 6-7
Alzahrami et al. (2012) online
Duguid (1996) CD
Franceshet (2012) online
Zhang (2012) online
AS:
Bishop (1999)
Chartier (2004)
Zaid (2003)
Copyright Philip Doty, University of Texas at Austin, August 20, 2012
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NOV 8
Computing and databases
READ: Cooper (2012) online
Englebart (1962) online
Licklider (1990) online
AS:
Marchionini (2008)
Copyright Philip Doty, University of Texas at Austin, August 20, 2012
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NOV 15
Search
READ: Berriman & Groom (2011) online
Buckland (1997) online
Cleverdon (1967/1997) CD
Croft et al. (2009) CD
Evangelopoulos & Visinescu (2012) online
Gross & Latham (2012) online
Taylor (1968) CD
Van der Veer Martens & Van Fleet (2012) online
AS:
•
NOV 22
NOV 29
Bates (2005a)
Kuhlthau (1991)
Wilson (2003)
DUE: Book review (25%; 5 pp.)
Happy Thanksgiving – No class!
Digital networks
READ: Bush (1948) online
Davies (2007) online
Doty (2009.1) Handout on History of National Digital Networks CD
Licklider & Taylor (1990) online
Rayward (1994) online
AS:
Unit 4: Conclusions
DEC 6
Course evaluation
Engaging information once more
Conclusions and summary
READ: Buckland (1991) online (reprise)
Buckland (1997) online (reprise)
Floridi (2002) online
Halfaker & Riedl (2012) online
Ma (2012) online
Mak (2011a and b) CD
AS:
•
Black (2006) CD
Buckland (2002)
Deacon (2010) CD
DUE: Final paper (30%; 8 pp.)
Copyright Philip Doty, University of Texas at Austin, August 20, 2012
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Copyright Philip Doty, University of Texas at Austin, August 20, 2012
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Leading In-class Discussion (15%)
SEP 13 (11), SEP 20 (18), SEP 27 (25), OCT 4 (2), OCT 11 (9)
OCT 18 (16), OCT 25 (23), NOV 1 (OCT 30)
Each student will self-select into one group to lead class discussions of our two main textbooks: James
Gleick’s The Information: A History, A Theory, A Flood (2011) and Bernie Frohmann’s Deflating Information:
From Science Studies to Documentation (2004). Each group will have three or four members and will lead
discussions on these dates:





September 13
September 20
September 27
October 4
October 11
Gleick (2001), Prologue and chapters 1-4 [first facilitated discussion]
Gleick (2011), 5-6
Gleick (2011), 7-10
Gleick (2011), 11-13
Gleick (2011), 14, 15, and Epilogue [first paper due].


October 18
October 25

November 1
Frohmann (2004), Introduction and 1-2
Frohmann (2004), 3-5
The discussion leaders should read all three chapters; the rest of the class should
read chapters 3 and 5 but can skim chapter 4.
Frohmann (2004), 6-7.
There are several elements of this assignment:

Students will notify the instructor by email of who the members of their groups are no later than
12:00 N (12:00 noon) MON, September 3. There will be an extended break in the first class session to
allow students to begin to form their self-selected groups.

The members of each group will indicate in that same message their preferences for three dates for
leading the in-class discussion. These dates should be in descending order, i.e., the most preferred
date will be first, the second second, and the last third.

The instructor will assign the dates for presentations on a first come, first served basis, trying to
accommodate as many groups’ preferences as possible.

If any date does not have any group list it as a first preference, the instructor will then rely on second
and third preferences. Should there still be no preferences for that particular date, the instructor will
determine the assignment by lot.

Be aware that few students will wish to choose September 13 since it is the first date to lead
discussion. Similarly, few may wish to choose October 11 since the first formal written assignment is
due that day. Students should talk about those dates explicitly within their groups and the
possibilities of their being assigned those dates by lot.

Each team will prepare four or five questions to help facilitate the classroom discussion and should
post them in a message in the appropriate Blackboard forum no later than 12:00 N the Tuesday before
class, i.e., September 11, September 18, September 25, October 2, and October 9 for Gleick (2011), and
October 16, October 23, and October 30 for Frohmann (2004).
Copyright Philip Doty, University of Texas at Austin, August 20, 2012
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
Each team should work as a group to develop these questions, and the other members of the class
should check the forum before class to prepare for the discussion.

The discussion leaders should prepare a handout with the questions to distribute in class, along with
any other materials they determine are useful, e.g., a list of important and/or confusing terms, a
glossary for such terms, a short APA-formatted bibliography of related material, names and
contributions of important persons and groups discussed in the readings, and the like. These are
only illustrative of possibilities – they are not required. If the group prepares materials besides the
discussion questions, they should post the material in the same message two days before the class
meeting.

The discussions will take place in the second half of class, i.e., from about 4:30 to 5:30 PM. The
instructor will make a few comments lasting 10 minutes or less before turning the class over to each
team to lead the discussion for 60 minutes. Each member of the team should assume roughly the
same amount of leadership in the class; no one should dominate the conversation.

Among the things to consider in leading the discussion are the many relations among the parts of the
book in question as well as the relations between the book and other material we have read for the
course and beyond. See the bullet above with the suggestions for additional material to prepare in a
handout.

Be prepared to run class for an hour. The instructor will use the last few minutes of the class period
to make some summary remarks.
Team members should bring about 30 print copies of their handouts to class, one for each member of the
class and TWO for the instructor. The copies for the instructor should be double-spaced.
The depth and value of the discussion questions and any additional material will be worth 10% of the
semester grade, and facilitating the discussion will be worth 5%. All members of the group will receive
the same grade for both elements of the assignment. The most important word of advice to offer is the
need to facilitate the discussion, not monopolize it. Get all of the students involved, and be responsive to
their questions and comments.
Copyright Philip Doty, University of Texas at Austin, August 20, 2012
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PAPER ON GLEICK (2011) AND NUNBERG (1996 and 2011)
Due Thursday, October 11, 2012 (20%)
All students will write a paper six (6) double-spaced pp. long discussing the relations among three of the
readings for the course:
1.
2.
3.
The first textbook for the course, James Gleick’s The Information: A History, A Theory, A Flood (2011)
Geoffrey Nunberg’s review of The Information in The New York Times Book Review (March 20, 2011)
Nunberg’s “Farewell to the Information Age,” a chapter in his edited volume, The Future of the Book
(1996).
The paper must address all three works.
Gleick’s book is long, and Nunberg’s review of it, while much shorter, addresses many of the strengths
and weaknesses of the book. Nunberg’s chapter “Farewell to the Information Age” also is relatively long
and conceptually dense. Thus, students must be quite selective in choosing which elements of the three
works to write about.
Students should feel free to write about the works from any perspective or perspectives that seem
fruitful. Here are some questions that may help students get started:






What do you think are the most important relations among the three works?
Is Nunberg’s review of Gleick’s book accurate and fair? Why or why not?
How do you think Gleick would address some of Nunberg’s most trenchant critiques, e.g., concerns
about technological determinism, “semantic slippage” about meanings of “information” (Nunberg,
20011, p. 10, column d), meaning, and the lack of sufficient social context for information?
How does “Farewell to the Information Age” figure in the conversation between Gleick’s book and
Nunberg’s review of it?
Does “Farewell” address important elements of Gleick’s book that the review does not? Why are
these elements important?
How are the three works similar? What are their most important dissimilarities?
These questions are meant to serve only as catalysts for students’ thinking. Students must make their
own original and engaging arguments.
Please hand in two copies of your full paper, printed on both sides of the paper and adhering to the
Standards for Written Work in this syllabus. The instructor will grade and return one and keep the other
for his files. Adhere to the page limits, writing a paper that is neither too short nor too long. This
assignment is worth 20% of your semester grade.
Late assignments will not be accepted.
Copyright Philip Doty, University of Texas at Austin, August 20, 2012
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BOOK REVIEW
Due Thursday, November 15, 2012 (25%)
Students will write a well-integrated review of five (5) double-spaced pages of one of the books in
the list below. The instructor will limit the number of students who can write about any particular
book, so students must make their choices by email no later than Thursday, October 4. Students
should send an email message to the instructor with at least three choices from the list below, ranked
from highest to lowest. APA citations for these books are in Part I of the References. While students
are able to suggest alternative monographs for review, the instructor must approve them in advance.
The TA and the instructor will attempt to have copies of all of the books on reserve at PCL, but that
may not be possible. Students should recall that multiple students will be reviewing each book.
Generally speaking, the review should be for a specialist in our discipline or a related field with an
interest in information as a concept. It should explain and clarify all technical ideas, acronyms,
organizations, and so on; this requirement is an important responsibility of writers and information
professionals addressing complex topics. Students may want to look at a few models of book
reviews, and I expect that the reviews will meet the standards of the best general interest or academic
journals. Students should be especially careful to avoid plagiarism.
Bishop, Van House, & Buttenfield (Eds.), Digital Library Use: Social Practice in Design and Evaluation
(2003)
Borgman, Scholarship in the Digital Age: Information, Infrastructure, and the Internet (2007)
Borgmann, Holding on to Reality: The Nature of Information at the Turn of the Millennium (1999d)
Carey, Communication and Culture: Essays on Media and Society (1988)
Fidel, Human Information Interaction: An Ecological Approach to Information Behavior (2012)
Floridi, Information: A Very Short Introduction (2010)
Heim, Electric Language: A Philosophical Study of Word Processing (1987)
Hobart & Schiffman, Information Ages: Literacy, Numeracy, and the Computer Revolution (1998b)
Lessig, Code (2006, version 2.0)
Mosco, The Political Economy of Communication (2009, 2nd ed.)
O’Donnell, Avatars of the Word: From Papyrus to Cyberspace (1998)
Olson, The World on Paper: The Conceptual and Cognitive Implications of Writing and Reading (1996)
Singh, The Code Book: The Science of Secrecy from Ancient Egypt to Quantum Cryptography (1999a)
Smith & Kollock (Eds.), Communities in Cyberspace (1999)
Standage, The Victorian Internet: The Remarkable Story of the Telegraph and the Nineteenth
Century’s On-Line Pioneers (1998)
Weick, The Social Psychology of Organizing (1979)
Yates, Control through Communication: The Rise of System in American Management (1989)




Students who review the edited collections (Bishop et al., 2003; Smith & Kollock, 1999), Borgman
(2007), Borgmann (1999d), Fidel (2012), Lessig (2006), and Mosco (2009) must read eight (8)
chapters or the entire book, whichever is less.
Students should be sure to review the book that was written, not the book that was not; to be
evaluative, but not dismissive.
The review should identify specific strengths and weaknesses of the book being reviewed and
state explicitly why they are strengths and weaknesses.
Students should always feel free to refer to any other material with which they are familiar,
whether read for this course or not. Students should be sure to document and cite this other
material fully and formally.
Copyright Philip Doty, University of Texas at Austin, August 20, 2012
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
The review should put the book in the context of its importance and connection to perspectives
on information and to the course as a whole. It needs to be specific and explicit about these
connections. This section is the most important and should be the longest part of the review.
Simple summaries are not sufficient to meet the requirements of this assignment. The review must be
analytic, evaluative, and, to the extent appropriate, comparative.
Copyright Philip Doty, University of Texas at Austin, August 20, 2012
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FINAL PAPER
Due Thursday, December 6, 2012 (30%)
Students should choose one of the topics below to address in the final paper for the course. This paper
should be eight (8) double-spaced pp. long and should address both questions below, giving each
question about half of the paper’s length, no matter which of the topics the student chooses:
1.
2.
How does the material the paper discusses give us insight into perspectives on information? (4 pp.)
How do these perspectives give us guidance about the design and implementation of information
services? (4 pp.)
Please be as specific as possible in answering these questions. The specificity and clarity of the paper’s
argument, and its explicit grounding in the sources identified and discussed, will be major criteria in
evaluating the paper.
Topic 1
James Gleick, author of The Information: A History, A Theory, A Flood (2011), wrote a short piece for the
New York Review blog (2010). This piece describes what he calls “The Information Palace,” focusing on
the revisions made in the Oxford English Dictionary’s (OED) entry for “information” (Information, 2010).
Michael Proffitt (2012), managing editor of the OED, made a public announcement explaining reasons for
the significant changes to the dictionary entry.
What do you think of these three documents – Gleick’s blog entry, the considerably expanded definition
and history of “information” in the OED, and Proffitt’s announcement? How do they engage the two
questions above: (1) how do they give us insight into perspectives on information, and (2) how might we
use them to think about the design, deployment, and evaluation of information services?
Topic 2
An important topic to our field, to others, and to society as a whole, is what some term “information
literacy.” Commentators have generated a large and growing literature about many kinds of literacy,
e.g., media literacy, numeracy (being “literate” about numbers, computation, and mathematical
reasoning and concepts), computer literacy, and so on. In your opinion, what are the relations among
“information literacy,” perspectives on information, and designing and implementing information
services?
Topic 3
There are many public policy questions and areas of contention that “information” implicates. While we
have looked at some this semester, e.g., information as property, there are many, many others. Please
choose one of these public policy areas to answer the two questions above:





Digital government/e-government
Privacy and Surveillance
Open government
Media regulation
Information infrastructure.
How do the literatures about the chosen topic help us understand perspectives on information and how
to design and implement information services?
Copyright Philip Doty, University of Texas at Austin, August 20, 2012
31
Topic 4
Use at least two chapters we have not read from the Annual Review of Information Science & Technology, as
well as any of those ARIST chapters we have read and other materials you find pertinent, to address the
two questions above: (1) how do the chapters help us understand perspectives on information, and (2)
how do the chapters help in the design and implementation of information services?
Copyright Philip Doty, University of Texas at Austin, August 20, 2012
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REFERENCES
I. Readings from the class schedule and assignments
CD means that a document is in the Course Documents section in Blackboard.
Alzahrami, Salha, Palade, Vasile, Salim, Naomi, & Abraham, Ajith. (2012). Using structural information
and citation evidence to detect significant plagiarism cases in scientific publications. Journal of the
American Society for Information Science & Technology, 63(2), 286-312. Also available at
http://onlinelibrary.wiley.com.ezproxy.lib.utexas.edu/doi/10.1002/asi.v63.2/issuetoc
American Library Association (ALA). (2012). Copyright. Available at
http://www.ala.org/advocacy/copyright
Basso, Keith H. (1996a). Stalking with stories. In Wisdom sits in places: Landscape and language among the
western Apache (pp. 37-70). Albuquerque: University of New Mexico. CD
Bawden, David, & Robinson, Lyn. (2009). The dark side of information: Overload, anxiety and other
paradoxes and pathologies. Journal of Information Science, 35(2), 180-191. Also available at
http://jis.sagepub.com.ezproxy.lib.utexas.edu/content/35/2.toc
Bearman, David, & Lytle, Richard. (1985). The power of the principle of provenance. Archivaria, 21, 1427. Also available at
http://journals.sfu.ca.ezproxy.lib.utexas.edu/archivar/index.php/archivaria/issue/view/380/showToc
Berriman, G. Bruce, & Groom, Steven L. (2011). How will astronomy archives survive the data tsunami?
Communications of the ACM, 54(12), 52-56. Also available at
http://dl.acm.org.ezproxy.lib.utexas.edu/citation.cfm?id=2043174&CFID=103006439&CFTOKEN=76193
443
Bishop, Ann Peterson, Van House, Nancy A., & Buttenfield, Barbara P. (Eds.). (2003). Digital library use:
Social practice in design and evaluation. Cambridge, MA: MIT.
Bishop, Bradley Wade. (2012). Location-based questions and local knowledge. Journal of the American
Society for Information Science, 62(8), 1594-1603. Also available at
http://onlinelibrary.wiley.com.ezproxy.lib.utexas.edu/doi/10.1002/asi.v62.8/issuetoc
Black, Alistair. (2006). Information history. In Blaise Cronin (Ed.), Annual review of information science and
technology (Vol. 40, pp. 441-473). Medford, NJ: Information Today.
Borgman, Christine L. (2007). Scholarship in the digital age: Information, infrastructure, and the Internet.
Cambridge, MA: MIT.
Borgman, Christine L. (2012). The conundrum of sharing research data. Journal of the American Society for
Information Science & Technology, 63(6), 1059-1078. Also available at
http://onlinelibrary.wiley.com.ezproxy.lib.utexas.edu/doi/10.1002/asi.v63.6/issuetoc
Borgmann, Albert. (1999a). Basic structures. In Holding on to reality: The nature of information at the turn of
the millennium (pp. 141-165 and 252-253). Chicago: University of Chicago. CD
Copyright Philip Doty, University of Texas at Austin, August 20, 2012
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Borgmann, Albert. (1999b). The decline of meaning and the rise of information. In Holding on to reality:
The nature of information at the turn of the millennium (pp. 9-16 and 235-236). Chicago: University of
Chicago. CD
Borgmann, Albert. (1999c). Elementary measures. In Holding on to reality: The nature of information at the
turn of the millennium (pp. 125-140 and 250-252). Chicago: University of Chicago. CD
Borgmann, Albert. (1999d). Holding on to reality: The nature of information at the turn of the millennium.
Chicago: University of Chicago.
Borgmann, Albert. (1999e). The nature of information. In Holding on to reality: The nature of information at
the turn of the millennium (pp. 17-23 and 236-237). Chicago: University of Chicago. CD
Boyce, Bert R., Meadow, Charles T., & Kraft, Donald H. (1994). Measurement in information science. San
Diego, CA: Academic Press.
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://web.ebscohost.com/ehost/results?vid=2&hid=111&sid=a08e61a0-0838-4ede-a55c2458f08ea017%40sessionmgr111&bquery=%28JN+%22Journal+of+the+American+Society+for+Informati
on+Science%22+AND+DT+19910601%29&bdata=JmRiPWJ0aCZ0eXBlPTEmc2l0ZT1laG9zdC1saXZl
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://onlinelibrary.wiley.com.ezproxy.lib.utexas.edu/doi/10.1002/%28SICI%2910974571%28199709%2948:9%3C%3E1.0.CO;2-U/issuetoc
Bush, Vannevar. (1948, July). As we may think. Atlantic Monthly, 176(1), 101-108. Also available
http://www.theatlantic.com/unbound/flashbks/computer/bushf.htm
Capurro, Rafael, & Hjørland, Birger. (2002). The concept of information. In Blaise Cronin (Ed.), Annual
review of information science and technology (Vol. 37, pp. 343-412). Medford, NJ: Information Today. CD
Carey, James W. (1988). Communication and culture: Essays on media and society. Boston: Unwin Hyman.
Chen, Hsinchen, & Xu, Jie. (2006). Intelligence and security informatics. In Blaise Cronin (Ed.), Annual
review of information science and technology (Vol. 40, pp. 229-289). Medford, NJ: Information Today. CD
Chua, Alton Y.K., & Yang, Christopher C. (2008). The shift towards multi-disciplinarity in information
science. Journal of the American Society for Information Science and Technology, 59(13), 2156-2170. Also
available at http://web.ebscohost.com.ezproxy.lib.utexas.edu/ehost/results?sid=2012ed7e-8961-43b29cca4ede342f30b4%40sessionmgr112&vid=2&hid=113&bquery=%28JN+%26amp%3bquot%3bJournal+of+the
+American+Society+for+Information+Science+%26amp%3bamp%3b+Technology%26amp%3bquot%3b+
AND+DT+20081101%29&bdata=JmRiPWJ0aCZ0eXBlPTEmc2l0ZT1laG9zdC1saXZl
Cleverdon, Cyril. (1997). The Cranfield tests on index language devices. In Karen Sparck Jones & Peter
Willet (Eds.), Readings in information retrieval (pp. 47-59). New York: Morgan Kaufman. (Original work
published 1967) CD
Copyright Philip Doty, University of Texas at Austin, August 20, 2012
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Cooper, S. Barry. (2012). Turing’s titanic machine?: Embodied and disembodied computing at the
Turing centenary. Communications of the ACM, 55(3), 74-83. Also available at
http://dl.acm.org/citation.cfm?id=2093548&CFID=140768613&CFTOKEN=12574130
Copyright Advisory Network. (2008). Fair use evaluator. Available at
http://librarycopyright.net/resources/fairuse/
Cornelius, Ian. (2002). Theorizing information for information science. In Blaise Cronin (Ed.), Annual
review of information science and technology (Vol. 36, pp. 393-425). Medford, NJ: Information Today. CD
Croft, Bruce, Metzler, Donald, & Strohman, Trevor. (2009). Search engines and information retrieval.
Search engines: Information retrieval in practice (pp. 1-21). s.l.: Addison-Wesley. CD
Davies, Joe. (2007). TCP/IP fundamentals for Windows. Chapter 1 – Introduction to TCP/IP. Available at
http://technet.microsoft.com/en-us/library/bb726991.aspx
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Menzel, Herbert. (1966). Information needs and uses in science and technology. In Carlos A. Cuadra
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Paisley, William J. (1968). Information needs and uses. In Carlos A. Cuadra (Ed.), Annual review of
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Palmer, Carole L., & Melissa H. Cragin, Melissa H. (2008). Scholarship and disciplinary practices. In
Blaise Cronin (Ed.), Annual review of information science and technology (Vol. 42, pp. 163-212). Medford, NJ:
Information Today.
Palmquist, Ruth Ann. (1992). The impact of information technology on the individual. In Martha
Williams (Ed.), Annual review of information science and technology (Vol. 27, pp. 3-42). Medford, NJ:
Learned Information.
Pettigrew, Karen, Fidel, Raya, & Bruce, Harry. (2001). Conceptual frameworks in information behavior.
In Martha Williams (Ed.), Annual review of information science and technology (Vol. 35, pp. 43-78). Medford,
NJ: Information Today.
Raper, Jonathan. (2009). Geographical information science. In Blaise Cronin (Ed.), Annual review of
information science and technology (Vol. 43, pp. 1-117). Medford, NJ: Information Today.
Rieh, Soo Young, & Danielson, David R. (2007). Credibility: A multidisciplinary framework. In Blaise
Cronin (Ed.), Annual review of information science and technology (Vol. 41, pp. 307-364). Medford, NJ:
Information Today.
Robertson, Scott, & Vatrapu. (2010). Digital government. In Blaise Cronin (Ed.), Annual review of
information science and technology (Vol. 44, pp. 317-364). Medford, NJ: Information Today.
Rogers, Yvonne. (2003). New theoretical approaches for human-computer interaction. In Blaise Cronin
(Ed.), Annual review of information science and technology (Vol. 38, pp. 87-144). Medford, NJ: Information
Today.
Rorvig, Mark E. (1988). Psychometric measurement and information retrieval. In Martha Williams (Ed.),
Annual review of information science and technology (Vol. 23, pp. 157-189). Amsterdam: Elsevier.
Sawhney, Harmeet, & Jayakar, Krishna P. (2007). Universal access. In Blaise Cronin (Ed.), Annual review
of information science and technology (Vol. 41, pp. 159-221). Medford, NJ: Information Today.
Sawyer, Steve, & Eschenfelder, Kristin R. (2002). Social informatics: Perspectives, examples, and trends.
In Blaise Cronin (Ed.), Annual review of information science and technology (Vol. 36, pp. 427-466). Medford,
NJ: Information Today.
Schamber, Linda. (1994). Relevance and information behavior. In Martha Williams (Ed.), Annual review of
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Smith, Martha Montague. (1997). Information ethics. In Martha E. Williams (Ed.), Annual review of
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Snyder, Herbert W., & Pierce, Jennifer Burek. (2002). Intellectual capital. In Blaise Cronin (Ed.), Annual
review of information science and technology (Vol. 36, pp. 467-500). Medford, NJ: Information Today.
Solomon, Paul. (2002). Discovering information in context. In Blaise Cronin (Ed.), Annual review of
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Sonnenwald, Diane H. (2007). Scientific collaboration. In Blaise Cronin (Ed.), Annual review of information
science and technology (Vol. 41, pp. 643-681). Medford, NJ: Information Today.
Spink, Amanda, & Losee, Robert M. (1996). Feedback in information retrieval. In Martha Williams (Ed.),
Annual review of information science and technology (Vol. 31, pp. 33-78). Medford, NJ: Information Today.
Sugar, William. (1995). User-centered perspective of information retrieval research and analysis
methods. In Martha Williams (Ed.), Annual review of information science and technology (Vol. 30, pp. 77-109).
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Tibbo, Helen R. (1991). Information systems, services, and technology for the humanities. In Martha
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Vakkari, Pertti. (2002). Task-based information searching. In Blaise Cronin (Ed.), Annual review of
information science and technology (Vol. 37, pp. 413-464). Medford, NJ: Information Today.
Van House, Nancy A. (2003). Science and technology studies and information studies. In Blaise Cronin
(Ed.), Annual review of information science and technology (Vol. 38, pp. 3-86). Medford, NJ: Information
Today.
White, Howard D., & McCain, Katherine W. (1989). Bibliometrics. In Martha Williams (Ed.), Annual
review of information science and technology (Vol. 24, pp. 119-186). Medford, NJ: Learned Information.
White, Howard D., & McCain, Katherine W. (1997). Visualization of literatures. In Martha Williams
(Ed.), Annual review of information science and technology (Vol. 32, pp. 99-168). Medford, NJ: Learned
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Whittaker, Steve. (2011). Personal information management: From information consumption to
curation. In Blaise Cronin (Ed.), Annual review of information science and technology (Vol. 45, pp. 3-62).
Medford, NJ: Information Today.
Yang, Kiduk. (2004). Information retrieval on the Web. In Blaise Cronin (Ed.), Annual review of
information science and technology (Vol. 39, pp. 33-80). Medford, NJ: Information Today.
Zook, Matthew. (2007). The geographies of the Internet. In Blaise Cronin (Ed.), Annual review of
information science and technology (Vol. 40, pp. 53-78). Medford, NJ: Information Today.
III. Selected additional sources
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Basso, Keith H. (1996b). Wisdom sits in places. In Wisdom sits in places: Landscape and language among the
western Apache (pp. 105-150). Albuquerque: University of New Mexico.
Bates, Marcia J. (1999a). A tour of information science through the pages of JASIS. Journal of the American
Society for Information Science, 50(11), 975-993. Also available at http://www3.interscience.wiley.com/cgibin/jtoc?ID=27981
Bates, Marcia J. (1999b). The invisible substrate of information science. Journal of the American Society for
Information Science, 50(12), 1043-1050. Also available at http://www3.interscience.wiley.com/cgibin/jissue/69500790
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.
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
Black, Alistair. (2006). Information history. In Blaise Cronin (Ed.), Annual review of information science and
technology (Vol. 40, pp. 441-473). Medford, NJ: Information Today. CD
Bruner, Jerome. (1990). Acts of meaning. Cambridge, MA: Harvard University.
Buckland, Michael K. (1996). Documentation, information science, and library science in the U.S.A.
Information Processing & Management, 32(1), 63-76. Also available at
http://www.sciencedirect.com/science//journal/03064573
Buckland, Michael K. (2002). Five grand challenges for library research. Library Trends, 51(4), 675-686.
Also available at http://web.ebscohost.com/ehost/detail?vid=1&hid=14&sid=84e3ce6f-78e6-4c88-9232a81fad78bbc3%40SRCSM1
Budd, John M. (1995). An epistemological foundation for library and information science. Library
Quarterly, 65(3), 295-318. Also available at
http://web.ebscohost.com/ehost/detail?vid=1&hid=15&sid=bdb70c66-2242-48b3-8611d63b48418e08%40SRCSM2
Budd, John M. (2005). Phenomenology and information studies. Journal of Documentation, 61(1), 44-59.
Also available at http://ejournals.ebsco.com/Issue.asp?IssueID=394302
Budd, John M. (2006). What we say about research: Rhetoric and argument in library and information
science. Library Quarterly, 76(2), 220-240. Also available at
http://www.journals.uchicago.edu.ezproxy.lib.utexas.edu/LQ/journal/contents/v76n2.html
Chartier, Roger. (2004). Language, books, and reading from the printed word to the digital text. Critical
Inquiry, 31(1), 133-152. Also available at
http://www.journals.uchicago.edu/CI/journal/contents/v31n1.html
Copyright Advisory Network. (2012). Consult the copyright genie. Available at
http://librarycopyright.net/resources/genie/
Davies, Paul, & Gregersen, Niels Henrik. (Eds.). (2010). Information and the nature of reality: From physics
to metaphysics. Cambridge, UK: Cambridge University.
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Deacon, Terrence W. (2010). What is missing from theories of information? In Paul Davies & Niels
Henrik Gregersen (Eds.), Information and the nature of reality: From physics to metaphysics (pp. 146-169).
Cambridge, UK: Cambridge University. CD
Dervin, Brenda. (1977). Useful theory for librarianship: Communication, not information. Drexel Library
Quarterly, 13(3), 16-32.
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.
Encyclopedia of library and information science. (1968-2003). Allen Kent & Harold Lancour (Eds.). (1 st ed.).
(Vols. 1-73). New York: Marcel Dekker.
Encyclopedia of library and information science. (2003). Miriam Drake (Ed.). (2 nd ed.). New York: Marcel
Dekker.
Fleck, Ludwik. (1979). Genesis and development of a scientific fact. Thaddeus J. Trenn and Robert K. Merton
(Eds.). (Fred Bradley & Thaddeus J. Trenn, Trans.). Chicago: University of Chicago. (Original work
published 1935)
Kline, Morris. (2011b). Mathematics: The loss of certainty. New York: Fall River Press. (Original work
published 1980)
Kline, Morris. (2011c). The mathematization of science. In Mathematics: The loss of certainty (pp. 58-79).
New York: Fall River Press. (Original work published 1980)
Kuhlthau, Carol C[ollier]. (1991). Inside the search process: Information seeking from the user’s
perspective. Journal of the American Society for Information Science, 42(5), 361-371. Also available at
http://www3.interscience.wiley.com/cgi-bin/jtoc?ID=27981
Marchionini, Gary. (2008). Human-information interaction research and development. Library &
Information Science Research, 30(3), 165-174. Also available at
http://www.sciencedirect.com/science?_ob=PublicationURL&_tockey=%23TOC%236577%232008%2399
9699996%23698481%23FLA%23&_cdi=6577&_pubType=J&_auth=y&_acct=C000059713&_version=1&_ur
lVersion=0&_userid=108429&md5=d0e78297f252f6d50f36cb0e9625d9b6
McKechnie, Lynne (E.F.), & Pettigrew, Karen E. (2002). Surveying the use of theory in library and
information science research: A disciplinary perspective. Library Trends, 50(3), 406-417. Available at
http://web.ebscohost.com/ehost/results?vid=2&hid=21&sid=0e984920-cdc5-48a7-a90c711665869a7e%40sessionmgr3
Ortega y Gassett, José. (1961). The mission of the librarian (trans. James Lewis & Ray Carpenter).
Antioch Review, 21(2), 133-154. (Original work published 1934) Also available in John David Marshall
(Ed.), Of, by, and for librarians, Second Series (1975, pp. 190-213). s.l.: Shoe String. (Original work
published 1961) Also available at http://www.jstor.org.ezproxy.lib.utexas.edu/stable/i412782
Pettigrew, Karen, Fidel, Raya, & Bruce, Harry. (2001). Conceptual frameworks in information behavior.
In Martha Williams (Ed.), Annual review of information science and technology (Vol. 35, pp. 43-78). Medford,
NJ: Information Today. CD
Pettigrew, Karen E., & McKechnie, Lynne (E.F.). (2001). The use of theory in information science
research. Journal of the American Society for Information Science and Technology, 52(1), 62-73. Also available
at http://www3.interscience.wiley.com/cgi-bin/jissue/76502080
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Porter, Theodore M. (1999). Quantification and the accounting ideal in science. In Mario Biagioli (Ed.),
The science studies reader (pp. 394-406). New York: Routledge. (Original published 1992, Social Studies of
Science, 22(4), 633-651) Also available at
http://sss.sagepub.com.ezproxy.lib.utexas.edu/content/22/4.toc
Schiller, Dan. (1988). How to think about information. In Vinnie Mosco & Janet Wasco (Eds.), The
political economy of information (pp. 27-43). Madison, WI: University of Wisconsin.
Shera, Jesse. (1972). An epistemological foundation for library science. In Edward B. Montgomery (Ed.),
The foundations of access to knowledge (pp. 7-25). Syracuse, NY: Syracuse University.
Taylor, Robert S. (1991). Information use environments. Progress in Communication Sciences (Vol. 10, pp.
217-255). Norwood, NJ: Ablex.
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Visual explanations: Images, evidence and narrative (pp. 27-37). Cheshire CT: Graphics Press.
Veinot, Tiffany C., & Williams, Kate. (2012). Following the ‘community’ thread from sociology to
information behavior and informatics: Uncovering theoretical continuities and research opportunities.
Journal of the American Society for Information Science & Technology, 63(5), 847-864.
Wilson, T.D. (2003). Philosophical foundations and research relevance: Issues for information research.
Journal of Information Science, 29(6), 445-452. Also available at
http://jis.sagepub.com.ezproxy.lib.utexas.edu/content/29/6.toc
Zaid, Gabriel. (2003). So many books: Reading and publishing in an age of abundance (trans. Natasha
Wimmer). Philadelphia: Paul Dry Books.
IV. Useful serial sources
Advances in Librarianship
http://www.emeraldinsight.com/products/books/series.htm?id=0065-2830
Annual Review of Information Science and Technology (ARIST)
http://www.asis.org/Publications/ARIST/volumes.php
Journals
Most journals available online are available for only part of their publication run. Further, UT
often has more than one subscription to make these journals available online, so there may be
more than one URL for each journal.
Administrative Science Quarterly
http://www.johnson.cornell.edu/publications/asq/
American Anthropologist
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http://www.aaanet.org/publications/ameranthro.cfm
American Archivist
http://archivists.metapress.com/home/main.mpx
Annals of the History of Computing
http://www.computer.org/portal/web/computingnow/annals
Bulletin of the American Society for Information Science
http://www.asis.org/Bulletin/index.html
Canadian Journal of Information and Library Science
http://www.cais-acsi.ca/journal/journal.htm
Canadian Journal of Information Science/ Revue canadienne des sciences de l'information
http://www.cais-acsi.ca/journal.htm
College & Research Libraries (C&RL)
http://www.ala.org/ala/acrl/acrlpubs/crljournal/collegeresearch.cfm
Communication Yearbook
http://www.sagepub.com/booksSeries.nav?series=Series77&seriesDesc=Communication%20Ye
arbook&_requestid=101669
Communications of the ACM
http://www.acm.org/pubs/cacm/
Computer-supported Cooperative Work (CSCW)
http://www.springerlink.com/content/100250/
Educause Review
http://connect.educause.edu/er?time=1219289381
Government Information Quarterly (GIQ)
http://www.elsevier.com/wps/find/journaldescription.cws_home/620202/description
Information and Management
http://www.elsevier.com/wps/find/journaldescription.cws_home/505553/description#descri
ption
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Information, Communication, and Society
http://www.tandf.co.uk/journals/titles/1369118x.asp
Information Processing & Management (IP&M)
http://www.sciencedirect.com/science/journal/03064573
The Information Society
http://www.tandf.co.uk/journals/titles/01972243.asp
Information Systems Research (ISR)
http://isr.journal.informs.org/
Information Technology and Libraries
http://www.ala.org/Template.cfm?Section=periodicals&template=/ContentManagement/Cont
entDisplay.cfm&ContentID=78982
Journal of Academic Librarianship (JAL)
http://www.elsevier.com/wps/find/journaldescription.cws_home/620207/description#descri
ption
Journal of Communication
http://www.blackwellpublishing.com/journal.asp?ref=0021-9916&site=1
Journal of Documentation (JDoC)
http://www.emeraldinsight.com/Insight/viewContainer.do?containerType=JOURNAL&contai
nerId=1298
Journal of Education for Library and Information Science (JELIS)
http://www.alise.org/mc/page.do?sitePageId=55627
Journal of Government Information: An International Review of Policy, Issues and Resources (formerly
Government Publications Review)
http://www.lib.auburn.edu/madd/docs/jgi/contents.html
Now merged with Government Information Quarterly
Journal of Information Ethics
http://www.mcfarlandpub.com/book-2.php?isbn=JIE0000028
Journal of Information Science
http://jis.sagepub.com/
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Journal of the American Medical Informatics Association (JAMIA)
http://www.pubmedcentral.nih.gov/tocrender.fcgi?journal=76
Journal of the American Society for Information Science and Technology (JASIST)
http://www3.interscience.wiley.com/journal/117946195/grouphome/home.html
Formerly the Journal of the American Society for Information Science (JASIS)
Knowledge, Technology & Policy (formerly Knowledge in Society)
http://www.springer.com/social+sciences/social+sciences,+general/journal/12130
Library and Information Science
http://www.soc.nii.ac.jp/mslis/journal-e.html
Library & Information Science Research (LISR)
http://www.sciencedirect.com/science/journal/07408188
Library Quarterly (LQ)
http://www.journals.uchicago.edu/toc/lq/current
Library Resources & Technical Services (LRTS)
http://www.ala.org/ala/alcts/pubs/librestechsvc/lrts_home.cfm
Library Trends
http://www.press.jhu.edu/journals/library_trends/
Libri
http://www.librijournal.org/
Minerva: A Review of Science, Learning and Policy
http://www.springerlink.com/content/102961/
MIS Quarterly (MISQ)
http://www.misq.org/
Organization Science
http://orgsci.journal.informs.org/
Restaurator
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http://www.degruyter.de/journals/restaur/detailEn.cfm
Science
http://www.jstor.org/journals/00368075.html
http://www.sciencemag.org/current.dtl
Scientific American
http://www.sciam.com/
Scientometrics
http://www.springerlink.com/content/101080/
Science, Technology, & Human Values
http://www.jstor.org/journals/01622439.html
Social Epistemology
http://www.tandf.co.uk/journals/titles/02691728.asp
Social Science Information
http://www.sagepub.com/journalsProdDesc.nav?prodId=Journal200955&
Technology Review
http://www.techreview.com/
Telecommunications Policy
http://www.elsevier.com/wps/find/journaldescription.cws_home/30471/description#descript
ion
Wired
http://www.wired.com/wired/index.html
Electronic journals
D-Lib Magazine – http://www.dlib.org/
First Monday – http://www.firstmonday.dk/
Information Research – http://InformationR.net/ir/
JoDI: Journal of Digital Information—http://jodi.tamu.edu/
Journal of Information Technology and Politics – http://www.jitp.net/
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Proceedings of important meetings
CoLIS – International Conference on Conceptions of Library and Information Science
CoLIS 8 (2013) http://www.iva.dk/english/colis8/
ISIC – Conferences on Information Seeking in Context
ISIC 2012 http://www.slis.keio.ac.jp/isic2012/
JCDL – Joint Conferences on Digital Libraries
http://www.jcdl.org/
Proceedings of the American Society for Information Science and Technology (ASIST Annual Meeting)
http://onlinelibrary.wiley.com/journal/10.1002/%28ISSN%291550-8390
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