Indiana University School of Library and Information Science

S701 : Introduction to Doctoral Research in Library and Information Science

Fall 2007

Instructors: Elin Jacob <ejacob@indiana.edu> Alice Robbin <arobbin@indiana.edu>

Office: 002D Wells 023 Wells

Office phone: 812.855.4671 812.855.5389

Office hours: Tuesday 3:00-4:30 pm Weds 12:30-1:30 pm; Thurs. 4:00-5:00 pm

or by appointment or by appointment

COURSE SYLLABUS



Introduction

Research is the currency of the academic world. The conduct of research and contribution to knowledge in the field is essential to your future. This course is intended to introduce you to established and emerging areas of scholarly research in information studies and to help you identify a research agenda that will guide your research efforts and contribute to your scholarly productivity across your career.

Over the semester we will explore research traditions in information science, discuss key issues in the conduct of research in the field, critically evaluate key concepts in library and information science (LIS), examine the range of approaches taken by LIS researchers, and discuss research ethics.

Course Objectives

This course is intended to provide an introduction to the foundations of, approaches to, and current nature of research in information science; to encourage the critical analysis of disciplinary and interdisciplinary scholarship in LIS; and to facilitate the students ability to effectively evaluate potential research problems, theoretical frameworks and research methodologies. By the end of this course, students will

be familiar with both established and emerging areas of scholarly research in information studies;

understand the main theoretical and methodological approaches used by LIS scholars;

be acquainted with the ongoing research and scholarly pursuits of SLIS faculty;

be able to identify research problems in LIS and the relevant sources of evidence;

understand basic requirements of the doctoral program and be aware of important milestones;

have passed the Protection of Human Research Participants Certification Test.

Class Organization

Although this course incorporates guest lectures by nine SLIS faculty, students, and staff, the overall structure of the course will be that of a seminar. Because of the seminar format, the success of this course will depend on the active engagement of all class members. At each class session, each student will prepare a concise but thorough summarization for one required reading. This summarization will be shared with other class members and should outline the major ideas and/or arguments of the reading (i.e., the most important or controversial ideas and/or theories discussed) as well as its relevance to the session topic and/or to materials covered in previous sessions. Summarizations of required readings should be posted to the S701 Oncourse site at least two days before the class meets.

Each session will provide an introduction to one research area in information studies as well as practical instruction designed to prepare you for success in SLIS's doctoral program: writing abstracts and annotations; reading, writing and publishing research reports; constructing and maintaining a curriculum vita; preparing the annual progress report; using citation research; working with advisors and mentors; and introducing guest speakers.

Readings

Readings have been selected to represent a range of approaches to information studies and to encourage class discussions. The Schedule of Topics, Readings and Assignments identifies required texts as well as required and recommended readings for each class session. All readings are subject to amendment by the instructors. Many of these readings are available online, either on the Web or through electronic reserves. The url for electronic reserves is

http://www.ereserves.indiana.edu/

The password necessary to access the list of readings will be provided in class. Copies of required and recommended readings that are not available electronically will be on reserve in hard copy format in the Kent Cooper Room.

Grading

Each student's final course grade will be computed on the basis of grades earned for the annotated bibliography (35%), the problem paper (25%), leading two class sessions (20%), and class participation (20%). In order to receive a final course grade, each student must also submit documentation demonstrating that he/she has successfully passed the Protection of Human Research Participants Certification Test.

Annotated Bibliography [35%]

Part 1 5%

Part 2 10%

Final Bibliography 20%

Problem Paper 25%

Leading Class Sessions [20%]

First Session 5%

Second Session 15%

Class Participation 20%

Human Research Certification Test 0%

100%

Satisfactory fulfillment of the minimum course requirements as outlined in this syllabus will constitute a grade of B (see "Grading Scale", below). Grades of A will be assigned only when the intellectual quality of a student's work surpasses expectations.

Annotated Bibliography

The annotated bibliography will constitute 35% of the student's final course grade. It will be graded in three parts. Part 1 (5%) will be submitted in both hard copy and electronic format on 4 October 2007 and will include, at a minimum, all required readings for Sessions 1 through 5. Part 2 (10%) will be submitted in both hard copy and electronic format on 15 November 2007 and will include, at a minimum, all required readings for Sessions 6 through 11. Part 3 will be the final annotated bibliography which is to be submitted in both hard copy and electronic format on 6 December 2007. The final bibliography will include, at a minimum, all required readings for Sessions 1 thru 15. You are encouraged to include in the final annotated bibliography all materials you researched for the problem paper as well as any other relevant readings completed across the semester, whether for this or another course.

Problem Paper

Your problem paper will investigate a research problem or puzzle that is of interest to you. The paper should address why this research problem is important to the field of information science. It should cover research that has investigated the problem as well as the theoretical frameworks, the methodologies and empirical evidence used.

The content and format of the problem paper will be discussed in greater detail in class.

Leading Class Sessions

Over the course of the semester, you will be required to act as discussion leader for two class sessions. During the first class session, each student will select two dates on which he/she will lead class discussions: one from Sessions 3 through 8 and one from Sessions 9 through 14.

As the session discussion leader, you will be responsible for introducing the session topic, for presenting the core readings, and for facilitating subsequent in-class discussion. In order to seed discussion, you should prepare four to six general questions that focus attention on the most significant or controversial ideas addressed in the session's required and/or recommended readings. These questions should be posted to the S701 Oncourse site at least 24 hours before the class meets. Although you will not be required to submit any materials for review, you may find it helpful to create an outline for your session as well as notes regarding the major points you intend to raise. You may also want to prepare a handout summarizing your presentation for the other class members.

Class Participation

The success of the seminar approach requires substantive and meaningful contributions from all students. The class participation grade will constitute 20% of the final grade and will be assessed on the basis of the student's class attendance; summarization of required readings; evidence of preparation, including familiarity with required and recommended readings; contributions to seminar discussions; and demonstration of respect for the ideas, opinions and feelings of other class members.

Protection of Human Research Participants Certification Test

Each student must submit documentation demonstrating that he/she has successfully passed the Protection of Human Research Participants Certification Test. This test is available at <https://www.indiana.edu/~rcr/>. The Office of Research Compliance at Indiana University Bloomington provides two web-based tutorials that meet Federal requirements for human subjects research: one for biomedical research and one for non-biomedical research. These tutorials are available at <http://www.indiana.edu/~rcr/index.php>. Because of the broad coverage of the human research certification test, students should plan to review both tutorials before attempting the test.

Late Submissions

In fairness to students who turn in assignments on time, late papers will be penalized by lowering the earned grade one level for each day that the paper is late. For example, a problem paper with an earned grade of A- will receive a grade of B+ if it is one day late, a grade of B if it is two days late, etc.

Incompletes

Each student is expected to complete all coursework by the end of the term. A grade of incomplete [ I ] will be assigned only when exceptional circumstances warrant. Decisions about granting incompletes will generally not be made until the last three weeks of the course.

Academic Dishonesty

As Dr. Alice Robbin observes in her Fall 2006 syllabus for SLIS L509, there is more to avoiding plagiarism than simply citing a reference. Dr. Robbin points out that, in order to aid students both in recognizing plagiarism and in avoiding the appearance of plagiarism, Indiana University's Writing Tutorial Services has prepared a short guide entitled "Plagiarism: What it is and how to recognize and avoid it". This guide is available at:

http://www.indiana.edu/~wts/wts/plagiarism.html

The guide provides explicit examples of plagiarism and offers strategies for avoiding it. Each student should be familiar with this document and use it as a guide when completing assignments.

Dr. Robbin also offers tips on avoiding inadvertent plagiarism that she gleaned from Ralph Brower, a colleague at Florida State University:

1. Whenever you "borrow" material, from any resource whatsoever, for inclusion in a document you are writing, you must provide a footnote, endnote or parenthetical reference (with accompanying bibliographic citation) identifying the original resource. If you have any questions about how to do this, review the guidelines set out in the APA Style Manual.

2. Any time that you quote any resource verbatim, you must enclose the text in quotation marks and identify the original resource, as indicated in (1).

3. Ideas that you paraphrase must also be attributed, as indicated in (1), even if you do not quote the original source verbatim.

Policies on academic dishonesty have been established by Indiana University and the School of Library and Information Science. These policies, which have been set out in the Code of Student Ethics, will be adhered to in this class. Any assignment that contains plagiarized material or indicates any other form of academic dishonesty will receive, at a minimum, a grade of F. A second instance will result in an automatic grade of F for the course. Penalties may be harsher depending on the severity of the offense.

Notice

If you are a student with a special need, please feel free to discuss it with the instructors.

Grading Scale

All grades will be assigned according to the SLIS Grading Policy for Master's and Specialist Level Students. This policy was defined by student and faculty members of SLIS's Curriculum Steering Committee and was adopted by the Faculty of the School of Library and Information Science, Indiana University, on November 11, 1996, as an aid in evaluation of student performance:

Numerical

Grade Equivalent Definition

A 4.0 Outstanding achievement. Student performance

demonstrates full command of the course materials

and evinces a high level of originality and/or creativity

that far surpasses course expectations.

A- 3.7 Excellent achievement. Student performance

demonstrates thorough knowledge of the course

materials and exceeds course expectations by

completing all requirements in a superior manner.

B+ 3.3 Very good work. Student performance demonstrates

above-average comprehension of the course materials

and exceeds course expectations on all tasks as defined in

the course syllabus.

B 3.0 Good work. Student performance meets designated

course expectations, demonstrates understanding of the

course materials and performs at an acceptable level.

B- 2.7 Marginal work. Student performance demonstrates

incomplete understanding of course materials.

C+ 2.3 Unsatisfactory work. Student performance demonstrates

C 2.0 incomplete and inadequate understanding of course

materials.

C- 1.7 Unacceptable work. Coursework performed at this

D+ 1.3 level will not count toward the MLS or MIS degree.

D 1.0 For the course to count toward the degree, the

D- 0.7 student must repeat the course with a passing grade.

F 0.0 Failing. Student may continue in program only with

permission of the Dean.

Schedule of

Topics, Readings and Assignments

NOTE: For each class session, the following schedule includes a session topic and a list of required readings as well as a guest speaker, assignment due, how-to topic and list of recommended readings when appropriate. Required readings are listed in the order in which they should be read. Recommended readings are ordered alphabetically and may be read in any order at any time across the semester. All readings are subject to amendment by the instructors.

Required texts:

Cronin, B. (2006). Bloomington days: Town and gown in middle America. Bloomington, IN: AuthorHouse. Available from Arlene Merkel, SLIS PhD Recorder.

Cronin, B. (2005). The hand of science: Academic writing and its rewards. Lanham, MD: Scarecrow.

Zerubavel, E. (1991). The fine line: Making distinctions in everyday life. Chicago: University of Chicago Press

Session 1 -- August 30

Topic: Introductions.

Guest speaker Dale Wray, SLIS Web Master.

How to write annotations.

Required readings for Session 1:

Cronin, B. (200X). Bloomington days.

Jacob, E.K., & Robbin, A. R. (2007). Course syllabus: S701 Introduction to Doctoral Research in Library and Information Science. Available at: http://www.slis.indiana.edu/syllabi/fall_2007/S702.html

Ph.D. handbook: Draft revision. (August 2007). Available at: http://www.slis.indiana.edu/degrees/phd/

Session 2 -- September 6

Topic: History of information science . . . through the lens of bibliometrics and scholarly communication.

Guest speaker Dean Blaise Cronin, SLIS.

How to introduce a speaker.

Required readings for Session 2:

Borgman, C. L., & Furner, J. (2002). Scholarly communication and bibliometrics. In B. Cronin (Ed.), Annual Review of Information Science and Technology, 36 (pp. 3-72).

Cronin, B. (2005). Scholars and scripts. In The hand of science: Academic writing and its rewards (pp. 1-9). Lanham, MD: Scarecrow.

Cronin, B. (2005). Epistemic cultures. In The hand of science: Academic writing and its rewards (pp. 11-39). Lanham, MD: Scarecrow.

Cronin, B. (2005). Hyperauthorship. In The hand of science: Academic writing and its rewards (pp. 41-70). Lanham, MD: Scarecrow.

Cronin, B. (2005). Information space. In The hand of science: Academic writing and its rewards (pp. 71-94). Lanham, MD: Scarecrow.

Cronin, B. (2005). Intellectual collaboration. In The hand of science: Academic writing and its rewards (pp. 95-115). Lanham, MD: Scarecrow.

Cronin, B. (2005). The attention economy. In The hand of science: Academic writing and its rewards (pp. 167-191). Lanham, MD: Scarecrow.

Session 3 -- September 13

Topic: Information and information science . . . the perennial problem.

How to write an abstract.

Required readings for Session 3:

Capurro, R., & Hjørland, B. (2003). The concept of information. In B. Cronin (Ed.), Annual Review of Information Science and Technology, 37, 343411.

Bates, M. J. (2006). Fundamental forms of information. Journal of the American Society for Information Science and Technology, 57(8), 10331045.

Hjorland, B. (2007). Information: Objective or subjective/situational? Journal of the American Society for Information Science and Technology, 58(10), 1448-1456.

Bates, M.J. (1999). The invisible substrate of information science. Journal of the American Society for Information Science and Technology, 50(12), 1043-1050. (This entire issue is devoted to "paradigms, models, and methods of information science.").

Saracevic, T. (1992). Information science: Origin, evolution, and relations. In K. Vakkari & B. Cronin (Eds.), Proceedings of the International Conference: Conceptions of Library and Information Science: Historical, Empirical and Theoretical Perspective, University of Tampere, Finland, 26-28 August 1991 (pp. 5-27). London: Taylor Graham.

Recommended readings for Session 3:

Bates, M. J. (2005). Information and knowledge: An evolutionary framework for information science. Information Research, 10(4), Paper 239. Available on the web at: http://InformationR.net/ir/10-4/paper239.html

Case, D. O. (2002). The concept of information. In Looking for information: A survey of research on information seeking, needs and behavior (pp. 40-63). Amsterdam: Academic Press.

Saracevic, T. (1999). Information science. Journal of the American Society for Information Science and Technology, 50(12), 1051-1063.

Session 4 -- September 20

Topic: The research process: Theory, methods and evidence. Or: Deconstructing the research publication.

How to read a research paper.

Required readings for Session 4:

Cronin, B. (2005). Scientometric spectroscopy. In The hand of science: Academic writing and its rewards (pp. 193-197). Lanham, MD: Scarecrow.

Kuhn, T. S. (1970). The nature of normal science (pp. 23-34). Normal science as puzzle-solving (pp. 35- 42). The priority of paradigms (pp. 43-51). In The structure of scientific revolutions, second edition, enlarged. Chicago: University of Chicago Press.

Bates, M. J. (2005a). An introduction to metatheories, theories, and models. In K.E. Fisher, S. Erdelez, & L. McKechnie (Eds.), Theories of information behavior (pp. 124). Medford, NJ: Information Today.

Jacob, E. K. (1994). Classification and crossdisciplinary communication: Breaching the boundaries imposed by classificatory structure. In H. Albrechtsen and S. Oernager (Eds.), Knowledge organization and quality management: Advances in knowledge organization, vol. 4 (p. 101-108). Frankfurt/Main: Indeks Verlag.

Arganoff, R. (2007). Public networks. In Managing within networks: Adding value to public organizations (pp. 1-22). Washington, DC: Georgetown University Press.

Cronin, B., & Shaw, D. (2002). Identity-creators and image-makers: Using citation analysis and thick description to put authors in their place. Scientometrics, 54(1), 31-49.

Dillon, A., & Schaap, D. (1996). Expertise and the perception of shape in information. Journal of the American Society for Information Science, 47(10), 786-788.

Drabenstott, K.M., Simcox, S., & Fenton, E.G. (1999). End-user understandings of subject headings in library catalogs. Library Resources & Technical Services 43(3), 140-160.

Wildemuth, B. M., de Bliek, R., Friedman, C. P., & File, D. D. (1995). Medical students' personal knowledge, searching proficiency, and database use in problem solving. Journal of the American Society for Information Science, 46(8), 590-607.

Borner, K., Maru, J., & Goldstone, R. (2004). The simultaneous evolution of author and paper networks. Proceedings of the National Academy of Sciences of the United States of America, 101(Suppl. 1), 5266-5273.

Recommended readings for Session 4:

Frost, P. J., & Stablein, R. E. (Eds.). (1992). Doing exemplary research. Newbury Park, CA: Sage.

Vaughan, M. W., & Dillon, A. (2006). Why structure and genre matter for users of digital information: A longitudinal experiment with readers of a web-based newspaper. International Journal of Human-Computer Studies, 64, 502-526.

Session 5 -- September 27

Topic: Informetrics.

Guest speaker Assistant Professor Lokman Meho, SLIS.

How to use citation resources.

Required readings for Session 5:

Borgman, C. L., & Furner, J. (2002). Scholarly communication and bibliometrics. In B. Cronin (Ed.), Annual Review of Information Science and Technology, 36 (pp. 3-72). Rreview pp. 3-30 only.

Wilson, C. S. (1999). Informetrics. Annual Review of Information Science and Technology, 34, 107-247 (read pages 107-117 only).

MacRoberts, M. H., & MacRoberts, B. R. (1996). Problems of citation analysis. Scientometrics, 36(3), 435-444.

Cronin, B., & Meho, L. I. (2006). Using the h-index to rank influential information scientists. Journal of the American Society for Information Science and Technology 57(9), 1275-1278.

Cronin, B., & Meho, L. I. (submitted). The shifting balance of intellectual trade in information studies. Journal of the American Society for Information Science and Technology.

Meho, L. I., & Yang, K. (In press). Impact of data sources on citation counts and rankings of LIS faculty: Web of Science vs. Scopus and Google Scholar. Journal of the American Society for Information Science and Technology.

Recommended readings for Session 4:

Kleinberg, J. M. (1999). Authoritative sources in a hyperlinked environment. Journal of the ACM (JACM), 46(5), 604-632.

Lawrence, S., Giles, C. L., & Bollacker, K. (1999). Digital libraries and autonomous citation indexing. Computer, 32(6), 67-71.

Small, H. (1999). Visualizing science by citation mapping. Journal of the American Society for Information Science, 50(9), 799-813.

White, H. D., & McCain, K. W. (1998). Visualizing a discipline: An author co-citation analysis of information science, 1972-1995. Journal of the American Society for Information Science, 49(4), 327-355.

Session 6 -- October 4

Topic: Visualization of scholarly activity.

Guest speaker Associate Professor Katy Borner, SLIS.

Assignment due: Annotated bibliography, part 1.

Required readings for Session 6:

Börner, K., Chen, C., & Boyack, K. (2003). Visualizing knowledge domains. In B. Cronin (Ed.), Annual Review of Information Science & Technology, 37, (pp. 179-255). Medford, NJ: Information Today. Available at: https://www.slis.indiana.edu/faculty/arobbin/COURSES/S701/

Börner, K., DallAsta, L., Ke, W., & Vespignani, A. (2005) Studying the emerging global brain: Analyzing and visualizing the impact of co-authorship teams. Complexity, 10(4), pp. 58-67.

Herr, B. W., Huang, W., Penumarthy, S., & Börner, K. (2007) Designing highly flexible and usable cyberinfrastructures for convergence. In W. S. Bainbridge & M. C. Roco (Eds.), Progress in convergence: Technologies for human wellbeing (pp. 161-179). Annals of the New York Academy of Sciences, 1093. Boston: New York Academy of Science. Available at: http://cishell.org/papers/06-cishell.pdf

Session 7 -- October 11

Topic: Social informatics: Society, technology, and human values

How to convert research into publishable articles.

Required readings for Session 7:

Robbin, A. (2007). Rob Kling in search of one good theory. The Information Society, 23(4), 235-250.

Kling, R. (2007/1999). What is social informatics? The Information Society, 23(4), 205-220.

Meyer, E. T., & Kling, R. (2002). Leveling the playing field, or expanding the bleachers? Socio-technical interaction networks and arXiv.org (Working Paper #WP-02-10). Bloomington, IN: Retrieved August 4, 2007, from https://scholarworks.iu.edu/dspace/html/2022/149/WP02-10B.html

Meyer, E. T. (2006). Socio-technical interaction networks: A discussion of the strengths, weaknesses and future of Kling's STIN model. In Berleur, J., Numinen, M.I., Impagliazzo, J., (Eds.), IFIP International Federation for Information Processing, Volume 223, Social informatics: An information society for all? In remembrance of Rob Kling (pp. 37-48). Boston: Springer. Available at: http://mypage.iu.edu/~etmeyer/files/HCC7_STIN_Meyer.pdf

Cronin, B. (2005). The reward system. In The hand of science: Academic writing and its rewards (pp. 117-137). Lanham, MD: Scarecrow.

Dennis, A., & Valacich, J. (2001). Conducting research in information systems. Communications of AIS, 7(5).

Bem, D. (2002). Writing the empirical journal article. In Darley, J.M. et al., The compleat academic: A career guide. Washington DC: American Psychological Association.

Recommended readings for Session 7:

Cronin, B., & Shaw, D. (2007). Peers and spheres of influence: Situating Rob Kling. The Information Society, 23(4), 221-233.

Elliott, M. S., & Kraemer, K. L. (2007). Introduction to the special issue on "The legacy of Rob Kling: Social informatics as a research discipline". The Information Society, 23(4), 203-204.

Feldman, D. C. (2004). Being a developmental reviewer: Easier said than done. Journal of Management, 30(2), 161-164.

Feldman, D. C. (2004). Negotiating the revision process. Journal of Management, 30(3), 305-307.

Feldman, D. C. (2004). The devil is in the details: Converting good research into publishable articles. Journal of Management, 30(1), 1-6.

Feldman, D. C. (2004). What are we talking about when we talk about theory? Journal of Management, 30(5), 565-567.

Feldman, D. C. (2005). Conversing with editors: Strategies for authors and reviewers. Journal of Management, 31(5), 649-658.

Feldman, D. C. (2005). Writing and reviewing as sadomasochistic rituals. Journal of Management, 31(3), 325-329.

King, J. L., Iacono, S., & Grudin, J. (2007). Going critical: Perspective and proportion in the epistemology of Rob Kling. The Information Society, 23(4), 251-262.

Kling, R. McKim, G., & King, A. (2003). A bit more to it: Scholarly communication forums as socio-technical interaction networks. Journal of the American Society for Information Science and Technology, 54(1), 47-67.

Meyer, E. (2005). Socio-technical perspectives on digital photography in professional practice. Unpublished doctoral qualifying paper, School of Library and Information Science. Indiana University Bloomington, Bloomington, Indiana. Available at: http://mypage.iu.edu/~etmeyer/files/ETMeyer_Quals_FINAL.pdf

Meyer, E. (2006). Socio-technical perspectives on digital photography: Scientific digital photography use by marine mammal researchers. Unpublished doctoral dissertation proposal, School of Library and Information Science, Indiana University Bloomington, Bloomington, Indiana. Available at: http://mypage.iu.edu/~etmeyer/files/ETMeyer_Proposal.pdf

Meyer, E. (2007). Socio-technical perspectives on digital photography: Scientific digital photography use by marine mammal researchers. Unpublished doctoral dissertation, Indiana University Bloomington, Bloomington, Indiana. Available at: http://mypage.iu.edu/~etmeyer/files/Meyer_Dissertation_DefenseVersion.pdf

Montgomery, S. L. (2003). The Chicago guide to communicating science. Chicago: University of Chicago Press.

Session 8 -- October 18

Topic: Computer-mediated communication.

Guest speaker Professor Susan Herring, SLIS.

Required readings for Session 7:

Walther, J. (1996). Computer-mediated communication: Impersonal, interpersonal and hyperpersonal interaction. Communication Research, 23(1), 3-43.

Herring, S. C. (2001). Computer-mediated discourse. In D. Schiffrin, D. Tannen, and H. Hamilton (Eds.), The Handbook of discourse analysis (pp. 612-634). Oxford: Blackwell Publishers.

Preece, J., & Maloney-Krichmar, M. (2003). Online communities. In J. Jacko & A. Sears (Eds.), Handbook of Human-Computer Interaction (pp. 596-620). Mahwah, NJ: Lawrence Erlbaum.

Viégas, F. B., Wattenberg, M., & Dave, K. (2004). Studying cooperation and conflict between authors with history flow visualizations. CHI 2004, 575-582.

Session 9 -- October 25

Topic: Language games.

How to get the most from advisors and mentors.

Required readings for Session 9:

Blair, D. C. (1990). Chapter 4: Language and representation: The central problem in information retrieval. In Language and representation in information retrieval (pp. 121-212). Amsterdam: Elsevier Science. [Footnotes for Chapter 4 are on pp. 213-247.]

Kuhn, T. S. (1970). Postscript--1969. In The structure of scientific revolutions, second edition, enlarged (pp. 174-210). Chicago: University of Chicago Press.

Zerubavel, E. (1991). The fine line: Making distinctions in everyday life. Chicago: University of Chicago Press

Recommended readings for Session 9:

Bannon, L. and Bødker, S. (Accessed 1999.02.09). Constructing common information spaces. Available at: http://www.ul.ie/~idc/library/papersreports/LiamBannon/ECSCW.htm

Froehlich, T. J. (1989). The foundations of information science in social epistemology. In Proceedings of the Twenty-Second Annual Hawaii International Conference on System Sciences (pp. 306-315). Washington, D.C.: IEEE Computer Science Press.

Session 10 -- October 30

Topic: Representation and representational systems.

How to prepare and maintain a curriculum vita.

Required readings for Session 10:

Jacob, E. K. (1991). Classification and categorization: Drawing the line. In B. H. Kwasnik and R. Fidel (Eds.), Advances in classification research, vol. 2 (pp. 67-83). Washington D.C.: American Society for Information Science.

Hammond, T.H. (1993). Toward a general theory of hierarchy: Books, bureaucrats, basketball tournaments and the administrative structure of the nation-state. Journal of Public Administration Research and Theory 3(1), 120-145.

Jacob, E.K., & Albrechtsen, H. (1997). Constructing reality: The role of dialogue in the development of classificatory structures. In I. C. McIlwaine (Ed.), Knowledge organization for information retrieval: Proceedings of the 6th International Study Conference on Classification Research, 14-16 June 1997, London (pp. 42-50). The Hague, Netherlands: International Federation for Documentation.

Olson, H. (1994). Universal models: A history of the organization of knowledge. In H. Albrechtsen and S. Oernager (Eds.), Knowledge organization and quality management: Advances in knowledge organization, vol. 4 (pp. 72-80). Frankfurt/Main: Indeks Verlag.

Frohmann, B. (1994). The social construction of knowledge organization: The case of Melvil Dewey. In H. Albrechtsen and S. Oernager (Eds.), Knowledge organization and quality management: Advances in knowledge organization, vol. 4 (pp. 109-117). Frankfurt/Main: Indeks Verlag.

Buckland, M. (1999). Vocabulary as a central concept in library and information science. In T. Arpanac et al. (Eds.), Digital libraries: Interdisciplinary concepts, challenges, and opportunities. Proceedings of the Third International Conference on Conceptions of Library and Information Science [CoLIS3], May 23-26, 1999, Dubrovnik, Croatia, (pp. 3-12). Zagreb: Lokve. Available from http://www.sims.berkeley.edu/~buckland/colisvoc.htm

Recommended readings for Session 10:

Shera, J. H. (1965/1957). Pattern, structure, and conceptualization in classification for information retrieval. In Libraries and the organization of knowledge (pp. 112-128). Hamden, CT: Archon.

Shera, J. H. (1965/1961). The dignity and advancement of Bacon. In Libraries and the organization of knowledge (pp. 143-150). Hamden, CT: Archon.

Shera, J. H. (1965/1950). Classification as the basis of bibliographic organization. In Libraries and the organization of knowledge (pp. 77-96). Hamden, CT: Archon.

Session 11 -- November 8

Topic: Metadata, ontologies and folksonomies.

Guest speaker Nicolas George, SLIS doctoral stodent.

How to complete the annual progress report.

Required readings for Session 11:

Duval, E. et al. (2002). Metadata principles and practicalities. D-Lib Magazine 8(4). Available at: http://www.dlib.org/dlib/april02/weibel/04weibel.html

Mizoguchi, R. (2003). Tutorial on ontological engineering. Part 1: Introduction to Ontological Engineering. New Generation Computing 21(4), 365-384. Available at: http://www.ei.sanken.osaka-u.ac.jp/pub/miz/Part1-pdf2.pdf

Mizoguchi, R. (2003). Tutorial on ontological engineering. Part 2: Ontology development, tools and languages. New Generation Computing 22(1), 61-96. Available at: http://www.ei.sanken.osaka-u.ac.jp/pub/miz/Part1-pdf2.pdf

Mizoguchi, R. (2004). Tutorial on ontological engineering. Part 3: Advanced course of ontological engineering. New Generation Computing 22(2), 198-220. Available at: http://www.ei.sanken.osaka-u.ac.jp/pub/miz/Part3V3.pdf

Peterson, E. (2006). Beneath the metadata: Some philosophical problems with folksonomy. D-Lib Magazine, 12(11). Available at: http://www.dlib.org/dlib/november06/peterson/11peterson.html

Shirky, C. (2005). Ontology is overrated: Categories, links, and tags. Available at: http://www.shirky.com/writings/ontology_overrated.html

Gruber, T. (2005). Ontology of folksonomy: A mash-up of apples and oranges. Republished in 2007 in International Journal on Semantic Web & Information Systems, 3(2). Available at: http://tomgruber.org/writing/ontology-of-folksonomy.htm

Session 12 -- November 15

Topic: Key concepts in information retrieval.

How to conduct research with human subjects.

Assignment due: Annotated bibliography part 2.

Required readings for Session 12:

Mostafa, J. M. (2002). How do internet search engines work? Scientific American. Available at: http://lair.indiana.edu/publications/pdf/How_do_Internet_Search_Engines_Work.pdf

Sparck Jones, K., & Willett, P. (1997). Overall introduction (pp. 1-4). History (pp. 9-13). Key concepts (pp. 85-91). Readings in information retrieval. San Frtancisco, CA: Morgan Kaufmann.

Cleverdon, C.W. (1967). The Cranfield tests on index language devices. Aslib Proceedings, 19, 173-192.

Batty, D. (1998). WWW -- wealth, weariness or waste: Controlled vocabulary and thesauri in support of online information access. D-Lib Magazine, 4(November, 1998). Available at: http://www.dlib.org/dlib/november98/11batty.html

Indiana University. Office of Research Compliance. (accessed August 17, 2007). Protection of human subjects in research. Available at: http://www.indiana.edu/~rcr/files/hspt.pdf

Indiana University. Office of Research Compliance. (November 2006). Protection of human subjects in non-biomedical research. Available at: http://www.indiana.edu/~rcr/files/hspt-nbm.pdf

Session 13 -- November 29

Topic: Information retrieval models and methods.

Guest speaker Associate Professor John Paolillo, SLIS.

Required readings for Session 13:

Borner, K. (2000). Searching for the perfect match: A comparison of free sorting results for images by human subjects and by latent semantic analysis. In Information Visualisation 2000, Symposium on Digital Libraries, 19-21 July 2000, London, England (pp. 192-197).

Recommended readings for Session 13:

*Berry, M. W., & Browne, M. (2005). Understanding search engines: Mathematical modeling and text retrieval, second edition. Philadelphia, PA: SIAM [Society for Industrial and Applied Mathematics].

Blair, D.C., & Maron, M.E. (1985). An evaluation of retrieval effectiveness for a full-text document retrieval system. Communications of the ACM, 28(3), 280-299.

Blair, D.C., & Maron, M.E. (1990). Full-text information retrieval: Further analysis and clarification. Information Processing and Management, 26, 437-447.

Ellis, D. (1989). A behavioural model for information retrieval systems design. Journal of Information Science, 15, 237-247.

Ellis, D. (1992). The physical and cognitive paradigms in information retrieval research. Journal of Documentation, 48, 45-64.

*Losee, R. (1998). Text retrieval and filtering: Analytic models of performance. Boston: Kluwer.

*Salton, G., Wong, A., & Yang, C. S. (1975). A vector space model for automatic indexing. Communications of the ACM, 18(11), 613-620.

*Sparck Jones, K., & Willett, P. (1997). Readings in information retrieval. San Francisco, CA: Morgan Kaufmann.

Sparck Jones, K., & Willett, P. (1997). Evaluation (pp. 167-174). Models (pp. 257-261). Techniques (pp. 305-310). Systems (pp. 375-379). Readings in information retrieval. San Francisco, CA: Morgan Kaufmann.

*Turtle, H., & Croft, W. B. (1989). Inference networks for document retrieval. Proceedings of the 13th Annual International ACM SIGIR Conference on Research and Development in Information Retrieval, 5-7 September 1990, Brussels, Belgium (pp. 1-24).

Session 14 -- December 6

Topic: Digital libraries.

Guest Speaker Assistant Professor John Walsh, SLIS

Assignment due: Final annotated bibliography.

Required readings for Session 14:

Levy, D. M. (2000). Digital libraries and the problem of purpose. D-Lib Magazine, 6(1). Available at http://www.dlib.org/dlib/january00/01levy.html

Arms, W. Y. (1995). Key concepts in the architecture of the digital library. D-Lib Magazine, 1(1). Available at http://www.dlib.org/dlib/July95/07arms.html

Borgman, C. (1999). What are digital libraries? Competing visions. Information Processing and Management, 35(3), pp. 227-243.

Schwartz, C. (2000). Digital libraries: An overview. The Journal of Academic Librarianship, 26(6): pp. 385-393.

Session 15 -- December 10

Topic: Semester wrap-up.

Location: TBD.

Assignment due: Problem paper.