Dr. Morin's syllabus for IDS 804, Fall 2008
IDS 804 Information Literacy
Course description: "Information lieracy
develops the utilization of information in the graduate learning
process. A fuller appreciation and recognition of the need for
information, identification of needed information, networking and
technical skills associated with locating the information, and critical
consideration of information are addressed. Students should
expect to be more thoughtful consumers of scholarly and applied
research and current modern information technologies."
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Office location: Davis Hall 206
Office hours: usually 4pm-5pm M-F, or by arrangement
email address: amorin@fhsu.edu
office phone number: 785 628-5578
Welcome to IDS 804! This
course is
the "methods" or "research" course for your MLS program. The two
courses you should take first in your MLS program are IDS 801 and IDS
804, which are two of the four core (or
foundational) courses of the MLS program. The other two courses in the
MLS core are IDS 802 and IDS 803 (it is not necessary to take these two
courses in the order that they are listed here). Ideally, you
should take all
four core courses before you take any other courses in your MLS program
of study.
If it has been more than two years since you took a college class, then
I very strongly recommend you purchase Diana Hacker's book and read it
before you read anything else (Diana
Hacker. 2005. Research
and Documentation in the Electronic Age. Bedford/St. Martins.
isbn: 0312443390).
There are 9,400 points possible in this class. If you use or send
documents, use either 'doc' or 'rtf' files. If you earned at
least 90% of the possible points, you will receive an "A" in the
class. If you earn less than that but at least 83% of the
possible points, you will receive a "B" in the class. If you earn
less than that but at least 73% of the possible points, you will earn a
"C" in the class. If you earn less than that but at least 63% of
the possible points, you will receive a "D" in the class. If you
earn less than that, you will receive a "U" (failing grade) in the
class. Please be aware that plagiarism can result in a grade of
"U" in the class.
In this course we hope to achieve the four goals (course goals, or CGs)
set out in the course
description.:
CG 1 = Develop an
appreciation and recognition of what information is needed (for the
particular purpose at hand).
CG 2= Learn skills that will help you to identify and
locate that information.
CG 3= Develop networking skills for the purpose of
locating
that information.
CG 4 = Develop skills to
critically
consider that information.
Additionally, the MLS program has several expected learning outcomes:
Goal 1 –
To develop an improved ability to understand
an intellectual work in any field
a) -To determine the
subject matter
and theme of an individual work.
b) -To recognize the
basic principle
upon which a work is based.
c) -To recognize the
conclusions
of a given work and determine whether the conclusions are warranted.
Goal 2 – To recognize the
methods of knowing in various
disciplines
-To identify
how
truth/knowledge is determined in the humanities, social/behavioral
sciences,
and natural sciences.
Goal 3 – To become a wise
consumer of knowledge
a) -To improve the
student’s
ability to differentiate between knowledge and data.
b) -To recognize how
the values
of a society affects the search for knowledge.
c) -To recognize how
new
knowledge can change the values of society.
d) -To enhance the
student’s
ability to understand the importance and uses of knowledge in an
emerging
knowledge paradigm.
Goal 4 – To become a
broad-based critical thinker and
problem solver
a) -To improve the
ability to
read and write critically and at an advanced level.
b) -To improve the
ability to
frame and develop an argument logically dependent on the context.
c) -To develop the
student’s oral
communication skills.
d) -To increase the
level of
information literacy and research acumen to make informed choices and
conduct
lifelong learning.
e) -To
develop the ability to deal with ambiguity in
problems which have no right or wrong answers.
In this class we will work
toward the following MLS expected learning outcomes: 1a, 1b, 1c, 2, 3a,
3b, 3d, 4a, 4b,
4d,
and 4e.
REQUIRED
TEXTS AND MATERIAL read the books in the order that they are
listed
Chris B. Crawford. 2006. Making
Argument Work: Knowing and Applying Basic Argument Strategies.
Alan M. Schlein. 2006. Find
it Online: The Complete Guide to Online Research, 4th
Edition, second printing. Facts on Demand Press. isbn:
1-889150-45-2
Thomas Mann. 2005. The
Oxford Guide to Library Research, Third Edition. Oxford
University Press. isbn:
0-19-518998-1
John W. Creswell. 2003. Research
Design: Qualitative, Quantitative, and Mixed Methods Approaches,
Second Edition.
Thousand Oaks: Sage Publications. isbn: 0-7619-2442-6
COMMENTS ON THE TEXTS. The required texts should serve as
resources for this course, for all of your subsequent courses, and for
your culminating experience.
RECOMMENDED
American Psychological Association. 2003. Publication Manual of the American
Psychological Association, 5th Edition. Washington, D.C.:
American Psychological Association.
Association of College and
Research Libraries. Information
literacy competency standards for higher education. American
Library Association.
http://www.ala.org/ala/acrl/acrlstandards/informationliteracycompetency.htm
Marcel Danesi. 2008. Of
Cigarettes, High Heels, and Other Interesting Things: An Introduction
to Semiotics, 2nd Edition. Palgrave Macmillan. isbn: 0230605230
Andy Field. 2005. Discovering Statistics Using SPSS,
Second Edition. London and Thousand Oaks, CA: SAGE Publications.
Douglas Kellner. 1995. Media
Culture: Cultural Studies, Identity and Politics Between the Modern and
Postmodern. Routledge. isbn: 0415105706
Philip Rayner and Peter Wall. 2008. AS Media Studies: The Essential
Introduction for AQA. Routledge. isbn: 978-0-415-44823-9
Neil J. Salkind. 2007 Statistics for People Who (Think
They) Hate Statistics, 3rd Edition. Sage Publications. isbn:
141295150x
Dena Taylor and Margaret Proctor. Site
last modified May 27, 2008. The literature
review: A few tips on how to conduct it. Accessed July 31, 2008
http://www.utoronto.ca/writing/litrev.html
Statistics Books on the Web
Rex Boggs. Exploring Data.
http://exploringdata.cqu.edu.au/
David M. Lane. 1993-2007. Hyperstat
Online Statistics Textbook. http://davidmlane.com/hyperstat/
Robert Niles. 1995-2007. Statistics Every Writer
Should Know. RobertNiles.com
http://www.robertniles.com/stats/ (a good, and short,
introductory text).
(Electronic Version): StatSoft, Inc. 2006. Electronic
Statistics Textbook. Tulsa, OK: StatSoft. Web:
http://www.statsoft.com/textbook/stathome.html (a more advanced
textbook)
SurfStat
Australia: An Online Text in Introductory Statistics.
http://www.anu.edu.au/nceph/surfstat/surfstat-home/surfstat.html (a
more complete introductory text with progress checks and exercises at
the end of each chapter - along with answers).
Statistics and Methods Books
Eelko
Huizingh. 2007. Applied
Statistics with SPSS. Sage Publications: ISBN: 978-1-4129-1931-9.
William Outhwaite and Stephen P. Turner, eds.
October 2007. The SAGE
Handbook of Social Science Methodology. Sage Publications. ISBN:
978-0-7619-7445-1
Resources related to research and
writing
Diana Hacker. A Pocket Style Manual, the most recent
edition.
Arthur Plotnik. 1982. The Elements of Editing:
A Modern Guide for Editors and Journalists. New York:
Macmillan Publishing Company.
Alfred Rosa and Paul Eschholz. 1996. The Writer’s
Brief Handbook. Boston
and London: Allyn and
Bacon.
Margaret Shertzer. 1986. The Elements of
Grammar. New York:
Macmillan Publishing Company.
William Strunk, Jr. and E.B. White. 1979. The
Elements of Style, Third Edition. New York:
Macmillan Publishing Co., Inc.
Kate L. Turabian, revised by Wayne C. Booth, Gregory G. Columb, Joseph
M. Williams, and University of Chicago Press Editorial Staff. 2007 A Manual for Writers of Research
Papers, Theses, and Dissertations: Chicago Style for Students and
Researchers, 7th Edition. Chicago and London: The University of
Chicago Press.
Assignments
This class will consist of seven assignments, which includes the final
exam: (1) introductions; (2) student presentations and discussion, (3)
preparatory
excercises; (3) postings on Blackboard; (4) a major research paper on
the topic: "An
Assessment of TINA" - you should start working on the research paper
immediately; (5) critiques of research papers; (6)
responses to critiques of your research paper; and (7) a final
exam. Each of these assignments are explained in
greater detail below.
FIRST ASSIGNMENT: INTRODUCTIONS
Worth 400 points.
Related to learning outcomes
2, 4c, 4d, and 4e.
Related to CG 1.
Introduce yourself to the
class. Tell us:
1) the ways in which you collect information/knowledge
2) the methods you use to determine whether that information/knowledge
is true
3) the methods you use to
determine whether that information/knowledge is useful
4) the ways in which you use that information/knowledge
SECOND ASSIGNMENT:
Worth 2,000 points.
Throughout the semester I will make specific presentation assignments
to each student relating to lecture, reading, and research activities.
Related to learning outcomes 1a, 1b, 1c, 2, 3d, 4a, 4b, 4c, 4d, 4e
Related to CG 1, CG 2, CG 4.
THIRD ASSIGNMENT: PREPARATORY EXCERCISES (post on Blackboard)
Worth 1,200 points.
Related to learning outcomes 1c, 2, 3d, 4a, 4d, 4e.
Related to CG 1, CG 2, CG 3, CG 4.
There are six preparatory exercises; they are described below.
For each preparatory exercise, post comments on the work of at least
three other students. Each exercise is worth 200 points.
First
preparatory exercise: 'The 'average web' exercise.
Select a website that does not have "gov"
or "edu" address.
Assess the following:
Who is the intended audience.
What kind of information is provided.
The quality of information provided.
What relevant information is not provided.
Ways in which the website is successful and ways in which it is
unsuccessful.
Second
preparatory exercise: the 'professional web' exercise.
Select a government website related to
your MLS concentration.
Assess the following:
Who is the intended audience.
What kind of information is
provided.
The quality of information provided.
What relevant information is not provided.
Ways in which the website is successful and ways in which it is
unsuccessful.
Third
preparatory exercise: The TV commercial exercise.
Watch three television commercials.
For each
commercial, assess the following:
Who is the intended audience.
What is the purpose of the commercial.
How images are used.
How was text used.
What kind of information is provided.
The quality of information provided.
What relevant information is not provided.
Ways in which the commercial is successful and ways in which it is
unsuccessful.
Fourth preparatory exercise: the
newspaper editorial exercise.
Read a newspaper editorial. Assess
the following:
Who is the intended audience.
What is the purpose of the editorial.
What kind(s) of arguments were used.
What kind(s) of evidence or facts were used.
The quality of the arguments and facts used.
What relevant facts and arguments were left out.
Ways in which the editorial is successful and ways in which it was
unsuccessful.
Fifth preparatory exercise: the
academic journal exercise.
Select two articles from
academic journals related to your MLS
concentration. For each article, assess the following:
Who is the intended audience.
What is the purpose/conclusion of the article.
What kind(s) of arguments were
used.
What kind(s) of evidence or facts were used.
The quality of the arguments and facts used.
What relevant facts and arguments were left out.
Ways in which the article is successful and ways in it is
unsuccessful.
Sixth preparatory exercise: the
network exercise.
You may find chapter 12 in the book by
Thomas Mann to be helpful
here (see also page 373 in the Schlein book). Formulate a
narrowly focused question relating to your MLS
concentration (example from public administration: "Do you think the
use of zoning to limit how a person uses his own property amounts to a
'taking'? If so, should government reimburse a person whose
property value or use has been diminshed because of a zoning
regulation?") Find four people interested in a topic related to
the question and who work in disparate parts of the
society/economy (example: someone in government, someone in education,
and someone in the corporate world). Using e-mail, send
each person your question. Reply to any who respond to your
question. Assess the following:
What are the advantages of creating a network?
What are the disadvantages of creating a network?
FOURTH ASSIGNMENT: THE MAJOR
RESEARCH PAPER
Worth 3,000 points.
Related to learning outcomes
2, 3a, 3b, 3d, 4a, 4b, 4d, 4e
Related to CG 1, CG 2, CG 4
You should start working on the research paper after you receive more
detailed instructions from me. Following are general instructions
regarding the research paper.
Each
student will write a major research paper assessing arguments related
to the "There is no alternative" argument (also known as TINA). (About
TINA: See the first paragraph of David
Korten's review of Thomas Friedman's book The Lexus and the Olive Tree.)
In other words, the purpose of the research paper is to assess the
claim that
"There is no alternative to globalization as it is now being
experienced." The paper
must include a title page (which will not be numbered) and it must be
at least 15 pages long (not counting the title page and "References"
section). The paper must be typed, double-spaced,
with one-inch margins and 12-point font size with Times
New Roman font style. The "References" section must list at least
twenty (20) sources. The "References" section must list only
those sources cited in the research paper; any source cited or used in
the paper must be listed in the "References" section - please carefully
read the "Instructions for a Formal Research Paper," found later in the
syllabus. The first draft of your research paper is due November
21. You should write your first draft as if it was the final
version of the paper: in other words, do your best work. I will
use the rubric in the "Assignments" section of the
class to provide comments on your first draft. You will be
required to submit a revised version of your paper; it is the revised
version of your paper that will be graded - which means that if you do
not submit a revised paper your grade on the paper will be zero.
When writing the final
version of your research paper you are responsible for correcting all
errors in the first draft of your paper, even those I missed when
reading the first draft of your paper.
FIFTH ASSIGNMENT: CRITIQUES OF ASSIGNED
RESEARCH PAPERS
Worth 900 points.
Related to learning outcomes1a, 1b, 1c, 3d, 4a, 4d, 4e
Related to CG 1, CG 4
You will be assigned three research papers to critique. You do
not need to use the rubric found in the "Assignments" section of
Blackboard, but your critique must consider the elements in that
rubric.
SIXTH ASSIGNMENT: RESPONSES TO CRITIQUES OF YOUR RESEARCH PAPER
Worth 900 points.
Related to learning outcomes 3d, 4a, 4b, 4d, 4e
Related to CG 1, CG 4.
You must respond to each critique of your research paper. Each
response must be detailed and specific.
SEVENTH ASSIGNMENT: THE FINAL EXAM
Worth 900 points. (Each question is worth 300 points.)
Related to learning
outcomes 3d, 4a, 4b, 4e
Related to CG 1, CG 2, CG 3, CG 4
For each question below, write a short response (between one and two
pages in length).
1. What does it mean to "critically consider information"?
2. What skills, processes, and attributes are needed in order to foster
and improve information literacy?
3. What are the personal, professional, and social consequences of the
ethical use of information literacy?
Instructions for a Formal Research Paper
1. Think about how you might approach the topic.
2. Begin research. Find resources through
(a) the Forsyth library's on-line catalog and online
search services;
(b) internet searches – see “Information About
Online/virtual Sources,” below; and
(c) indexes in the library, such as the Social
Science Citation Index, The Reader's Guide to Periodicals,
Lexus-Nexus, the index to the New York Times, the Social
Science Index, and so forth.
3. Begin writing the paper. Don't be afraid to write the
middle before you write the beginning and end. Don't be
afraid to revise. In fact, the less you revise, the more likely
you are to have problems with your paper. You might find it
helpful to create an outline at some point in the process that will
help you understand the direction and emphasis of your paper. See also http://www.fhsu.edu/~amorin/MLS_Writing.html
4. Research, write, revise, write, revise, think, think, think,
write, revise; consult with me if you wish.
5. Write the paper. Assume that the audience for the paper is
relatively intelligent but has NOT taken IDS 803.
6. Check citations and quotes for accuracy. When citing
sources, use the in-text citation technique. Don’t plagiarize –
see http://www.fhsu.edu/~amorin/MLS_Plagiarism.html.
See also FHSU’s academic honesty policy at http://web.fhsu.edu/universitycatalog/gen/academichonesty.asp.
Make sure to use quote marks when you are quoting. Follow the
‘string of four’ rule (which is: use quote marks when you use four or
more of the same words in the same order as found in a source you
used). Include a citation in the following instances:
whenever you quote (include the citation immediately after the quote),
whenever you use information or an idea that you obtained while doing
research for the paper,
and whenever you paraphrase or summarize an argument, findings, or
information that you found while doing research for the paper. If
you use graphs or tables, place them between the body of the paper and
the “References” section (one graph or table per page). If you
use tables and graphs in your research paper, go by the 1/4 rule: for
every graph or table, there must be four pages of text (not including
the title page and "References" section). If you use a table or
graph, make sure to explicitly refer to it in your paper: it
doesn’t make sense to use graphs or
tables unless you refer to them in the body of the paper. Make sure
that all of your sources are cited in the paper; make sure that all of
the sources cited in the paper appear in your "References" section at
the back of the paper. If you list a resoure from the Internet in
the "References" section, then you must include the date that you
accessed that source. Failure to follow the instructions in this
step could result in a “U” in the class.
7. Print the paper. Read the paper, looking for spelling and
other mistakes (technical and analytical). Revise. Aim for
technical perfection - I expect the paper to be free of spelling,
punctuation, and other ‘technical’ errors.
8. Re-print, re-read, re-vise. Aim for technical perfection - I
expect the paper to be free of spelling, punctuation, and other
‘technical’ errors.
9. Print final version. Aim for technical perfection. The
paper should have a title page, the body of the paper, and a
“References” section that lists all of the sources cited in the
paper. Sources in the “References” section should be
alphabetized, following the ‘author, date, title’ format. Beginning
with the first page of the paper, pages should be numbered. The
title page should not be numbered. The “References" section
should not begin at the bottom of the last page of the body of the
text. Rather, the "References" section should start at the top of
a new page. Make two copies of the research paper: one for you
and one for me.
Guidelines
for Written Work
Your paper should be
free of spelling and punctuation errors. If there are five or
more spelling or punctuation errors, then the paper may not receive an
"A." Generally speaking, the more numerous the spelling and
punctuation errors, the lower the grade. Other characteristics
that are important: clarity of writing, organization, originality,
analysis, and sentence and paragraph structure. Word choice can
also affect the grade on the paper.
Information About Online/virtual Sources
Here are the directions for
obtaining "Off campus access to library resources" http://www.fhsu.edu/forsyth_lib/offcampus.shtml
The online search
services available in FHSU library's website will give you access to
FirstSearch - a very good way to locate articles. Go
to http://www.fhsu.edu/forsyth_lib/alphadata.shtml
then click on FirstSearch Database. Please
note that the initial FirstSearch webpage also gives you access to
Worldcat, where you can find books. Also, check out
http://www.fhsu.edu/forsyth_lib/resources.shtml
and http://wfxsearch.webfeat.org/wfsearch/menu?cid=10468
Here is the library's page
with links to search engines http://www.fhsu.edu/forsyth_lib/searchengine.shtml
Here is the website for
digital libraries http://www.fhsu.edu/forsyth_lib/digital.shtml
Here
is the website for research resources http://www.fhsu.edu/forsyth_lib/resources.shtml
To access many, many, many
other libraries, go to “LIBWEB Library Servers via WWW” at http://sunsite.berkeley.edu/Libweb/
You can use the interlibrary loan service of your local library
to borrow books from other libraries.
For those who live in
Kansas, see also “Blue Skyways”
at http://skyways.lib.ks.us/about/sitemap.html
Resources on the Internet
Evaluation
and use of search engines
"Internet Tutorials: How to Choose a Search Engine or Directory"
http://www.library.kent.edu/files/Choose_Search_Engine.pdf
(mentioned in Mann 116, but a different URL)
"Search Engine Showdown"
http://searchengineshowdown.com/
(mentioned in Mann, 116)
"Search Engine Watch"
http://searchenginewatch.com/
(mentioned in Mann, 116, but a different URL)
Search
engines and information resources
Search engines
AllTheWeb.com
http://www.AllTheWeb.com/
(mentioned in Mann, 116)
AltaVista
http://www.AltaVista.com/
(mentioned in Mann, 116)
Ask.com
http://www.ask.com/
Can search for pictures
Dogpile "all the best search engines piled into one"
http://www.dogpile.com/
Giga Blast
http://www.gigablast.com/
(Mentioned in Schlein, 141)
Google Print or books.google.com
http://books.google.com/
(Google Print mentioned in Mann, 118)
MetaCrawler(R)
"Search the search engines!"(R)
http://www.metacrawler.com/
Teoma
- now Ask.com
http://www.ask.com/
(Teoma is mentioned in Mann, 115)
WebCrawler (R) "The Web's Top Search Engines Spun Together"
http://www.webcrawler.com/
Information resources
FedStats
"Celebrating 10 years of making statistics from more than 100 agencies
available to citizens everywhere"
http://www.fedstats.gov/
Librarians' Internet Index "Websites you can trust"
http://www.lii.org/
(Mentioned in Mann, 117)
Library of Congress
http://www.loc.gov/index.html
(Mentioned in Mann, 118)
LibrarySpot (TM)
http://libraryspot.com/
(Mentioned in Mann, 117)
Refdesk.com "The single best source for facts"
http://www.refdesk.com/
(Mentioned in Mann, 117)
Access to the "invisible web"
Complete Planet (TM) "The
Deep Web Directory"
"Discover over 70,000+ searchable databases and specialty search
engines"
http://aip.completeplanet.com/
(mentioned in Mann, 118)
GeniusFind
"categorizes thousands of topic-specific search engines and databases"
http://www.geniusfind.com
(mentioned
in Mann, 118)
invisible-web.net (may be in the process of being refurbished)
http://www.invisible-web.net/
(mentioned
in Mann, 118)
Resource Discovery Network (now Intute)
http://www.intute.ac.uk
(mentioned
in Mann, 118)
search.com
http://www.search.com
(mentioned
in Mann, 118)
Webseek
at Columbia University
"A Content-Based Image and Video Search and Catalog Tool for the Web"
http://persia.ee.columbia.edu:8008/
(Mentioned in Schlein, 145)
Other
resources for increasing
your
information literacy
Donald Beagle, Donald Bailey, and Barbara Tierney. 2006. The Information Commons Handbook.
New York: Neal-Schuman Publishers. isbn: 1555705626
Nancy Lane, Margaret Chjisholm, and Carolyn Mateer. 2000. Techniques for Student Research: A
Comprehensive Guide to Using the Library. New York: Neal-Schuman
Publishers, Inc.
Paul Messaris. 2001. Visual
Literacy: Image, Mind, and Reality. Westview Press.
Jerry Miller, ed. 2000. Millenium
Intelligence: Understanding and Conducting Competitive Intelligence in
the Digital Age. CyberAge Books. isbn: 0910965285. About
business intelligence, not military intelligence.
Arlene Roddo Quaratiello. 1997. The College Student's Research
Companion. New York: Neal-Schuman Publishers, Inc.
Ann Marlow Riedling. 2006. Learning
to Learn: A Guide to Becoming Information Literate in the 21st Century.
New York: Neal-Schuman Publishers.
Chris Sherman and Gary Price. 2001. The Invisible Web: Uncovering
Information Sources Search Engines Can't See. CyberAge Books.
isbn: 091096551x
Nicholas G. Tomainolo, edited by Barbara Quint. 2004. The Web Library: Building a World
Class Personal Library With Free Web Sources. CyberAge Books.
isbn: 0910965676
Resources for teaching (or learning
about) information literacy at the high school and undergraduate levels
Jane Birks and Fiona Hunt. 2003. Hands-on Information Literacy
Activities. New York and London: Neal-Schuman Publishers, Inc.
Joanna M. Burkhardt, Mary C. MacDonald, and Andrèe J.
Rathemacher. 2003. Teaching
Information Literacy: 25 Practical Standards-based Exercises for
College Students. Chicago: American Library Association.
Douglas Cook and Natasha Cooper, eds. 2006. Teaching Information Literacy
Skills to Social Sciences Students and Practitioners: A Casebook
Application. Chicago: Association of College and Research
Libraries.
Other sources relevant to IDS 804
Marcel Danesi. 2008. Of Cigarettes, High Heels, and
Other Interesting Things: An Introduction to Semiotics, 2nd
Edition. Palgrave Macmillan. isbn: 0230605230
Philip Rayner. 2004. AS
Media Studies: The Essential Introduction. Routledge. isbn:
0415329663
Philip Rayner and Peter Wall. 2008. The Essential Introduction for AQA.
Routledge. isbn: 978-0-415-44823-9
Mitchell Stephens. 2007. The
Rise of Image, the Fall of the Word. Oxford University Press.
isbn: 0195098293
Edward R. Tufte. 1990. Envisioning Information.
Graphics Press. isbn; 0961392118
Edward R. Tufte. 1997. Visual Explanations: Images and
Quantities, Evidence and Narrative. Graphics Press. isbn:
0961392126
Edward R. Tufte. 2001. The
Visual Display of Quantitative
Information, 2nd Edition. Graphics Press. isbn: 0961392142
Edward R. Tufte. 2006. Beautiful
Evidence. Graphics Press. isbn: 0961392178
Sources
for participant observation research
Robert K. Yin. 2008. Case Study Research, 4th
Edition. Sage Publications. If the fourth
edition is not yet available, use the 3rd edition.
Danny L. Jorgensen. 1989. Participant
Observation: A
Methodology for Human Studies. Sage Publications. ISBN:
9780803928770
Robert Bodgan. 1972. Participant Observation
in
Organizational Settings. Syracuse University Press. ISBN: 0815608519
Ernest T. Stringer. 2007. Action Research,
3rd
Edition. Sage Publications. ISBN: 978141295224
Shulamit Reinharz. 1998. On Becoming a Social
Scientist:
From Survey Research and Participant Observation to Experiential
Analysis.
Transaction Publishers. ISBN: 087855968x
Lynne Hume and Jane Mulock, eds. 2004. Anthropologists
in
the Field: Cases in Participant Observation. Columbia University
Press.
ISBN: 23113004x
William Foote Whyte. 1984. Learning From the
Field: A
Guide From Experience. Sage Publications. ISBN: 0803933185
Sources for survey research
Andy
Field. 2005. Discovering Statistics
Using SPSS, Second Edition. SAGE Publications, Ltd. ISBN: 0761944524
Peter
Nardi. 2006. Doing Survey
Research, 2nd Edition. Sage Publications. ISBN: 0761944524
Louis
M. Rea and Richard Parker. 2005. Designing and Conducting Research:
A Comprehensive Guide, Third Edition. Jossey-Bass. ISBN:
078797546x
TENTATIVE
Class Schedule for Fall 2008
Aug 25 = The beginning
Introductions
Overview of course
Defining terms
(recalling IDS 802)
Information
A
statement
An
observation
A
truth claim
Knowledge
An understanding of something
that is true
Wisdom
An understanding of how/when to
correctly use knowledge and information
Information
Literacy
How
to find, evaluate, and use information and knowledge
Aug 27 = Setting the larger context
Globalization
and the information/knowledge society
Text
and other media through which information is conveyed (radio, TV,
Internet,
etc.)
The
purposes for which information and knowledge are used
Application/learning
through the research paper
Aug 29 = Post, turn in, and report on the first preparatory
exercise
Sept 1 = Labor Day; no classes
Sept 3 = Post, turn in, and report on the second
preparatory
exercise
Sept 5 = Post, turn in, and report on the third
preparatory
exercise
Sept 8 = Post, turn in, and report on the fourth
preparatory
exercise
Sept 10 = Post, turn in, and report on the fifth
preparatory
exercise
Sept 12 = Post, turn in, and report on the sixth
preparatory
exercise
Sept 15 = Returning to a consideration of the TINA
paper
You
must take an either “yes” or “no” position on the question
Comments
about the basic structure of the paper
Introduction
and description of how the paper will unfold
Literature
review – remember to consider all sides of the issue
State
and defend your position
Conclusion
- remember to provide closure
References
section
Sept 17 = A presentation on copyright and
plagiarism
Sept 19 = Getting started on your research
If you are not familiar with the Internet, read chapters 1 &
2 in Schlein’s book
From chapters 3 & 4 in Schlein’s book, come prepared to
discuss
a)
results of your efforts to do a “Boolean” search
b)
results of your efforts to use three different
search engines
c)
results of your efforts to use subject directories
d)
results of your efforts to use a focused crawler
e)
results of your efforts to use a meta-search tool
f)
results from your efforts to search the invisible
web
Sept 22 = I will be in Oregon (part of an external
review
team for SOU’s MIS program)
Sept 24 = Beginning the paper
Come
prepared to discuss chapter one in Creswell’s book and chapter one in
Crawford’s
book
Sept 26 = More on writing the paper
Come
prepared to discuss chapter two in Creswell’s book and chapter two in
Crawford’s
book
Sept 29 = More on writing the paper
Come prepared to
discuss chapter
three in Creswell’s book and chapter three in Crawford’s book
Oct 1 = Continuing with your
research
From chapters 5 & 6 in Schlein’s book, come prepared to
discuss
a)
results of your efforts to use specialized tools
b)
results of your efforts to use expert finders
c)
results of your efforts to use ready reference
tools
d)
results of your efforts to use specific reference
tools
e)
results of your efforts to use usenet newsgroups
f)
results of your efforts to find online communities
g)
results of your efforts to use chat rooms
h)
results of your efforts to use blogs
i)
results of your efforts to use government resources
Oct 3 = Continuing with your research
From chapters 1-4 in Mann, come prepared to discuss
a)
results of your efforts to use encyclopedias
b)
results of your efforts to use subject headings in
the library catalog
c)
results of your efforts to use generalized
browsing and focused browsing
d)
results of your efforts to use the sources and
techniques mentioned in chapter four
Oct 6 = Turn in first draft of literature review
From chapters 5-8 in Mann, come prepared to discuss
a)
results of your efforts to use sources and
techniques discussed in chapter five
b)
results of your efforts to use sources and
techniques discussed in chapter six
c)
results of your efforts to use sources and
techniques discussed in chapter seven
d)
results of your efforts to use sources and
techniques discussed in chapter eight
Oct 8 = More on your research paper
Come
prepared to discus chapter four in Creswell’s book and chapter four in
Crawford’s
book
Oct 10 = More on your research paper
Come
prepared to discuss chapter five in Creswell’s book and chapter five in
Crawford’s book
Oct 13 = More on your research paper
Come
prepared to discuss chapter six in Creswell’s book and chapter six in
Crawford’s
book
Oct 15 = I will be out of town (AGLSP conference
in
Vancouver, Canada)
Oct 17 = I will be out of town (AGLSP conference
in
Vancouver, Canada)
Oct 20 = Discussion of where you are so far on
your research
paper
Oct 22 = More on your research paper
Come prepared to
discuss chapter
seven in Creswell’s book and chapter seven in Crawford’s book
Oct 24 = More on your research paper
Come
prepared to discuss chapter eight in Creswell’s book and chapter eight
in
Crawford’s book
Oct 27 = More on your research paper
Come
prepared to discuss chapter nine in Creswell’s book and chapter nine in
Crawford’s book
Oct 29 = More on your research paper
Come
prepared to discuss chapter ten in Creswell’s book and chapter ten in
Crawford’s
book
Oct 31 = More on your research paper
Come
prepared to discuss chapter eleven in Creswell’s book
Nov 3 = Continuing your search
From chapters 7 & 8 in Schlein, come prepared to discuss
a)
results of your efforts to use public records
b)
results of your efforts to use online news sources
Nov 5 = Continuing your search
From chapters 10 & 11 in Schlein’s book, come prepared to
discuss
a)
results of your efforts to use resources and
techniques from chapter ten
b)
results of your efforts to use resources and
techniques from chapter eleven
c)
results of your efforts to use resources and
techniques from chapter twelve
d)
results of your efforts to use resources and
techniques from chapter thirteen
Nov 7 = More on your search
From chapters 9-12 in Mann’s book, come prepared to discuss
a)
results of your efforts to use resources and
techniques from chapter nine
b)
results of your efforts to use resources and
techniques from chapter ten
c)
results of your efforts to use resources and
techniques from chapter eleven
d)
results of your efforts to use resources and
techniques from chapter twelve
Nov 10 = More on your search
From
chapter 13-15 in Mann’s book,
Nov 12 = From chapters 12-14 in Schlein’s book,
come prepared to discuss
a)
results of your efforts to use resources and
techniques from chapter twelve
b)
results of your efforts to use resources and
techniques from chapter thirteen
c)
results of your efforts to use resources and
techniques from chapter fourteen
Nov 14 = Statistics, part one
Nov 17 = Statistics, part two
Nov 19 = Statistics, part three
Nov 21 = Turn in first draft of paper at the first
of the
class; post first draft of paper on Blackboard
Discuss
papers in class
Nov 24-28 = Fall Break
Dec 1 = Post critiques of research papers no later
than
midnight tonight
Statistics,
part four
Dec 3 = Post responses to critiques due no later
than
midnight tonight
Statistics,
part five
Dec 5 = Statistics, part six
Dec 8 = A presentation on semiotics
Dec 10 = A presentation on how to “read”
organizations
Dec 12 = What have we left out?
Final
draft of research paper due at the beginning of today’s class
Dec 15 = Final exam; 10:30am in Rarick Hall 328