Course Syllabus LI 804XO Organization of Information 2/18-19; 4/15/16; & Internet

Faculty: Email: Primary Phone: Secondary Phone: Fax: Office Hours: Online Course Login: Credit Hours: Note: Jan 12: First day of class Mar 10: Midterm grades available May 14: Commencement Lynne Chase lchase@emporia.edu (620) 341-5718 (800) 552-4770 Ext: 5303 (620) 341-5233 As arranged and one hour before class on each teaching weekend https://elearning.emporia.edu 3.0 Course Syllabus May Change

Important Dates for Spring 2011

Jan 17: MLK Day (ESU closed) Mar 20-25: Spring Break May 17: Final grades due Jan 26: Last day to drop Mar 30: Last day to withdraw Mar 8: Midterm grades due May 6: Last day of semester

Faculty: Email: Primary Phone: Secondary Phone: Fax: Online Course Login: Credit Hours: Note: Important info from ESU:

Lynne Chase Ph.D. lchase@emporia.edu (620) 341-5718 (800) 552-4770 Ext: 5718 (620) 341-5233 https://elearning.emporia.edu 3.0 Course Syllabus May Change Fall '09-Spring '10 Syllabus Attachment

Office Hours: As arranged and one hour before class on each teaching weekend Credit hours: 3.0 Note: Syllabus content may change Prerequisites: LI801 & LI802 Course Description This course provides an introduction to the individual, social, and institutional perspectives by which we organize information. It examines the assumptions, practices and issues of commonly used classification systems in all types of environments, with an emphasis on the practices of cataloging and indexing. Acknowledged or not, at the center of what librarians and libraries do is the idea of classification. Further, if we are to begin to link (in strong analytic and pragmatic ways) knowledge, representation and information systems, it will be necessary to move beyond a common sense approach to classification. This class then is an introduction to the individual, social, and institutional theoretical perspectives by which we organize information and the problems posed for institutions and society. This course includes an examination of standard organizational tools, as well as a discussion of usage of particular tools, such as Dewey Decimal Classification System, Library of Congress Classification and Subject Headings, AC Headings for Children's Materials, MARC records, metadata, and others. This course will include some Blackboard discussions and review of materials, as assigned by instructor throughout the semester period. Course Outcomes Upon completion of this course, the student will be able to: Relate understandings gained in LI801 and LI802 about how people think about and process information Explain and provide examples of systems that groups of people have developed to make sense of collections of information. Explain how theories of organization can be applied to the design of information retrieval systems Discuss basic principles related to the practices of cataloging and indexing Begin to think about relationships between information packages and collections, and theories and practices of organization of information in various environments Course Materials Required text: Taylor, Arlene G. (2004). Organization of Information, Libraries Unlimited (Westport CT), 2nd ed. OR 3rd ed. Taylor & Joudrey (2008). Either edition is acceptable; the 2nd edition is probably more widely available and more cost effective. Suggested text: Bowker, G.C., & Star, S.L. (2000). Sorting things out: Classification and its consequences, MIT Press (Cambridge MA). Text- Weekend One, Required: Chapters 1-6 Taylor (or Taylor/Joudrey text). Articles-Weekend One, Required: Buckland, M.K. (1991). Information-as-thing. JASIS (Journal of American Society for Information Science), 42(5): 351-360.

2) Buckland, M. (1999). Vocabulary as a central concept in library and information science. In: Digital Libraries: Interdisciplinary Concepts, Challenges, and Opportunities. Proceedings of the Third International Conference on Conceptions of Library and Information Science (CoLIS3), Dubrovnik , Croatia , 23-26 May , pp 3-Available at: http://www.sims.berkeley.edu/~buckland/colisvoc.htm 3) Hitt, Jack. "The theory of supermarkets: To comprehend the Super Stop and Shop, first know how well the Super Shop and Stop comprehends you." New York Times Magazine Mar. 10, 1996: 56-61, 94, 98. 4) Lakoff, G. (1987). The importance of categorization. In Women, Fire, and Dangerous Things. Chicago : University of Chicago Press, pp. 5-11. 5) Olson, Hope A. (2001). Sameness and difference: A cultural foundation of classification. LRTS, 45 (3): 115-122. Text- Weekend Two, Required: Chapters 9-11 Taylor (or Taylor/Joudrey text). Articles-Weekend Two, Required: 6) Lynch, C. (2005). Where do we go from here? The next decade for digital libraries.D-Lib Magazine 11(7/8). Available at : http://www.dlib.org/dlib/july05/lynch/07lynch.html 7) Peterson, E. (April 2008). Parallel systems: the coexistence of subject cataloging and folksonomy. Library Philosophy and Practice. 8) Rethlefsen, M. (2007, September 15). Tags help make libraries del.icio.us. Library Journal, 132(15), 26-28. 9) Other readings, as assigned by the instructor You are responsible for completing all readings cited above. You are responsible for reviewing general readings for weekend one before the first weekend of class and all slidesets that are posted on Blackboard, Course Documents, Slidesets Weekend 1. You are responsible for reviewing general readings for weekend two before the second weekend of f2f class and all slidesets for weekend two. We will discuss general readings in class. Group assignments will be found on Blackboard, Groups. Please refer to the list below to select a topic for your presentation from the selections noted for your group. It is your responsibility to identify and review readings and other sources for your presentation. It is also your responsibility to work with your group members to create a presentation for the second weekend of class. More details will be available during the first f2f class. Learning Opportunities and Activities Assignments listed below will be graded. Be aware, however, that all other group and individual activities will be considered within the context of group participation. This course emphasizes group activities. You will expected to interact with your group throughout this course, whether in person, or through Blackboard and other communication avenues, such as Adobe Connect. Class participation is considered within the entire course

structure. The majority of your group presentation preparation will occur between the two weekends as you work together through various interaction modes. With your group you will also be creating a taxonomy that includes a card sort and informal survey of taxonomy users during the first weekend. Other group activities will include discussion of assigned readings and discussion of supermarket experience. Group activities & readings All groups will have an opportunity to work together on a card sort and taxonomy activity. Each student should bring five recipes to class on the first Saturday that we meet. Please be prepared to work as a team to achieve the stated result. During class discussions of readings the first weekend, the instructor will call upon various groups to comment on the general readings. Therefore, everyone needs to review every general reading. Group presentations The purpose of this assignment is to research and present information on a specific area or issues in organization of information. Groups will be teaching the class, so make your presentations clear and understandable. The instructor will ask you to work with your particular group members. The group members are chosen on a random basis and will be listed on Blackboard. The instructor will assign the general topic areas for your presentation. Investigate your topic and become knowledgeable on the topic and prepare a presentation on it, including use of either PowerPoint, or other presentation software. Each presentation will last for approximately one hour, followed by Q & A. Include each of the following points: Define and describe your topic: What is it? How is it constructed? What is it based on? History: Who developed it? When? Why? How? Where? Uses: How is it used? Who uses it? How COULD it be used? Evaluation: What do you think about the tool? Is it effective? Would you change anything? Additional information: Is there anything else that class members should know about this topic? Prepare a handout for the class that includes an outline of key points and a list of at least 5 resources for all students (hand out before your presentation). Present your topic during the second weekend. Use the presentation software to its best advantage. Do not crowd slides with text, rather use the slides to summarize your content, or present graphical examples, etc. Do not "read" your notes during the presentation. It is acceptable to refer to talking points, but please know your material well enough to speak to your audience in a conversational manner. Be creative in your approach. All group members do not have to present; all group members must, however, contribute to the presentation content. Topics: Choose one or more of the sub-topics within the general topic area for your group Subject Access: Group 1 Library of Congress Subject Headings (LCSH) Sears Subject Headings Medical Subject Headings (MeSH) Journal article indexing

Metadata: Access and access control: Group 2 Dewey Decimal Classification (DDC) Library of Congress Classification (LCC) NLM Classification Universal Decimal Classification (UDC) Faceted Classification for print and online sources Superintendent of Documents Classification (SuDoc) Metadata: Description: Group 3 International Standard Bibliographic Description (ISBD) AND the Anglo-American Cataloging Rules (AACR2R) Dublin Core RDA: Resource Description Access Encoding Standards: Group 4 Machine Readable Cataloging (MARC) 21 SGML XML Encoded Archival Description (EAD) NISO Indexing Standards Organization in Electronic Environments: Group 5 Digital Libraries Indexing the Web Social Tagging Annotated Bibliography This is a graduate class and all class work should be of a high standard. The bibliography concerning some aspect of organization of information is to be comprehensive and must conform to the APA style manual. An annotation must accompany each citation. You will be preparing a critical, rather than a descriptive annotation for each source. Each individual student will prepare a bibliography. In order to receive all points for this assignment, the format must conform to APA style, the bibliography must be either comprehensive in scope or include a focused area of discussion, the sources must be varied (books, articles, websites, etc.), the annotations must conform to the style recommended by the instructor, and the bibliography must take the form of a cohesive work. Do not include Wikipedia citations. Bibliography subject must be approved by instructor. Be prepared to discuss your proposed bibliography with instructor on Saturday of first weekend. A one-page description of the annotation style required for this course will be posted on Blackboard, Course Documents. Adobe Connect Sessions: hour each, to be scheduled-voluntary participation Group activities: 10%

Group Discussion of Readings: 10% Group presentation: 35% Annotated bibliography: 45% Unit One - Weekend One The basics: What is the theory of organization all about? Purpose: To explain how the course works and what students are expected to contribute in terms of class participation, interaction in group activities, completion of assignments and readings To introduce and define key concepts in organization of information into files of many formats and in varying contexts, including retrieval tools, and systems To discuss basic theories of organization of information as well as the structures and standards that support information organization To understand the processes of categorization and classification Topics: Overview: Why do we organize? What do we organize? What are the social and cultural implications of classification of information? How did the development of the organization of recorded information in western civilization progress? How is information organized in different environments and contexts? What are the key concepts and terms (information, documents and bibliographic control) and how are they utilized in the context of organizing information? What are files and records? What is meant by creation of, arrangement of, and access to records? What are the issues involved in organizing information as they relate to systems and systems design? Before class learning activity: Visit a grocery store/supermarket of your choice (preferably a grocery store that you do not usually frequent). Note the organization of goods: Are some goods stocked in two or more locations? What goods are located in convenient spaces and which are more difficult to access? What goods are displayed prominently? How does this organization of goods suit your needs (or not)? We will discuss your observations within a group setting during the first weekend of class along with the Hitt reading (#2 above). Please bring five separate recipes with you to class on Saturday. You will need them for the group taxonomy building exercise. In preparation for discussing a required reading in class with your group, read all required articles before the first weekend. Unit Two - Weekend Two Subjects: Intellectual Information and Access Purpose: To demonstrate a variety of tools for creating descriptions of a work's intellectual content and providing intellectual access, as well as the role of metadata To understand how a subject heading, indexing or classification scheme might be created

To discuss various information storage devices Topics: What do we mean by and how do we create information containers? What do we mean by "aboutness" and "same and different" when we create records (containers)? What are the types of metadata and how are they managed? What are the issues metadata focuses on (attempt to control)? What are the issues involved in organizing information as they relate to systems and systems design? Before class learning activity: Access the website, del.icio.us.com, sign up for the service, and begin to populate your site with web pages of interest to you. Assign tags (subject words) to each entry. We will be discussing, both in class and on Blackboard, how your choice of subject tags affects your searching capabilities and how others' tags may differ from yours. Also bring in an information container that is non-textual, such as audio file, photo, illustration, painting, tapestry, etc. We will be discussing subject analysis and aboutness with non-textual objects. Presentations, reading discussions, and wrap-up Optional Readings: Chan, Lois Mai and Hodges, Theodora. (2000). Entering the Millennium: a new century for LCSH. Cataloging & Classification Quarterly, 29 (1/2), 225-234. Farb, S. E., & Riggio, A. (2004). Medium or message? A new look at standards, structures, and schemata for managing electronic resources. Library Hi Tech, 22 (2), 144 - 152. Library of Congress. (2004 ). Understanding MARC Bibliographic . (Part I-VI).Available at: http://www.loc.gov/marc/umb/ Library of Congress. (2004). Understanding MARC Authority Records: Machine readable cataloging (Parts IV-V). Available at: http://www.loc.gov/marc/uma/ Mills, J. (2004, Winter). Faceted classification and logical division in information retrieval. Library Trends, 52 (3), 541 - 570. Resource Description & Access. Available at:http://www.rdaonline.org Schwartz, C. (2008). Thesauri and facets and tags, Oh My! A Look at three decades in subject analysis. Library Trends 56(4), 830-842. GRADES: 96 - 100 90 - 95 87 - 89 84 - 86 80 - 83 A AB+ B B77 - 79 74 - 76 70 - 73 < 70 C+ C D F

SLIM Attendance Policy

Students must attend all face-to-face classes.

SLIM Grade Policy

All graduate courses included in the SLIM MLS and doctoral programs' required curricula or their approved substitutions must be passed with a final grade of B- or better to receive academic credit. If a student does not receive a final grade of B- or better in any or all of SLIMs required classes, then the student will be placed on academic probation and notified by the office of the director of program administration that he or she must retake that course or those courses. When a student has been placed on academic probation, an administrative hold will be placed on the students record to block future enrollment. The administrative hold can only be released by the students academic advisor or by the SLIM dean or director of program administration. Before enrollment can be done, the student is required to meet with the students academic advisor with the goal of developing an academic improvement plan. If a student has a semester GPA of less than 3.0 for two semesters or is on academic probation for two semesters, then the students academic progress will be reviewed in light of the academic improvement plan by the students program director, the SLIM dean, and the SLIM director of program administration, and a decision will be made regarding whether the student should be academically dismissed from the SLIMs graduate program. This policy goes into effect fall 2009 semester. This SLIM Grade Policy applies to all SLIM students, including those students who entered SLIM under the 42-credit-hour MLS program, the 36-credit-hour MLS program, or the SLIM doctoral program. It will also apply to all those who have passed into MLS or doctoral degree candidacy.

SLIM Incomplete Grade Policy

SLIMs Incomplete Grade Policy upholds the Emporia State University Incomplete Grade Policy (for full policy, go to: http://www.emporia.edu/grad/docs/policyhandbook2.pdf). SLIMs Incomplete Grade Policy further stipulates that an incomplete request will not be considered approved without an Incomplete Request Form having been submitted by the instructor and approved by the SLIM dean within two weeks after the issuance of the incomplete. If the incomplete grade is being requested for reasons of health, then documentation must be submitted to the SLIM deans office before the final grade change is made. If a SLIM students request for a single incomplete grade is approved by the instructor and dean, then the student will be limited to enrolling in six credit hours in the immediately succeeding semester. If a SLIM student requests more than one incomplete grade to be issued at the conclusion of a semester, then an administrative hold will be placed on the students record to block future enrollment until all incomplete grades are finished and the final grade changes have been submitted by the instructor(s), signed by the SLIM dean, and accepted by the ESU Registrars Office.

Faculty-Initiated Student Withdrawal Procedure

Students should be aware that your instructor follows the universitys policy of faculty-initiated student withdrawal. It reads as follows: If a students absences from class or disruptive behavior become detrimental to the students progress or that of other students in the class, the faculty member shall attempt to contact the student in writing about withdrawing from the class and shall seek the aid of the office of Vice President of Student Affairs to help insure contacting the Student. The Office of the Vice President of Student Affairs shall provide the student information about the existing appeals procedures. Upon receiving a written report from the faculty member, the Vice President of Student Affairs may initiate a student withdrawal from the class. None of the above implies or states that faculty members are required to initiate the student withdrawals for excessive absence. [Policy and Procedures Manual 43.11]

Academic Dishonesty
At Emporia State University, academic dishonesty is a basis for disciplinary action. Academic dishonesty includes but is not limited to activities such as cheating and plagiarism (presenting as one's own the intellectual or creative accomplishments of another without giving credit to the source or sources.) The faculty member in whose course or under whose tutelage an act of academic dishonesty occurs has the option of failing the student for the academic hours in question and may refer the case to other academic personnel for further action. Emporia State University may impose penalties for academic dishonesty up to and including expulsion from the university.

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Emporia State University will make reasonable accommodations for persons with documented disabilities. Students need to contact the Director of Disability Services and the professor as early in the semester as possible to ensure that classroom and academic accommodations are implemented in a timely fashion. All communication between students, the Office of Disability Services, and the professor will be strictly confidential. Contact information for the Office of Disability Services: Office of Disability Services 211 S Morse Hall Emporia State University 1200 Commercial Street / Box 23 Emporia, KS 66801 Phone : 620/341-6637 TTY: 620/341-6646 Email: disabser@emporia.edu