LI 835 Information Transfer
in the Disciplines
Dr. Susan Ward Aber
http://academic.emporia.edu/abersusa/835/syllabus.htm
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Information transfer medium, Štrba, Slovakia.
Photo by J.S. Aber, 17 July, 2007.
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Information Transfer in the Disciplines is a course I designed to introduce how information is transferred or communicated in various disciplines with regard to teaching and learning at universities. The course will emphasize work in academic libraries including duties of library liaison and how librarians may determine appropriate instructional services and reference resources with a client-centered focus.
The following printed course catalog description explains the intent of the School of Library and Information Management at Emporia State University:
LI 835 - Information Transfer in Disciplines (2 credit hours)
The nature of the questions and guiding paradigms within the academic disciplines is the primary object of study in this course. Scholar’s requirements, lay requirements, and methods of partnering with clients to foster useful searching, analysis, and synthesis are considered in depth (8/2007, slim.emporia.edu/programs/mlscurriculum.htm and page down).
My course was first offered for university credit in the spring 2007 semester. Visit Course Schedule and Syllabi to see when it will be taught again for ESU, slim.emporia.edu/program/syllabus/syllabus.htm. Specifically, this course was designed to introduce students to the general nature of questions and guiding paradigms of information transfer and communication within academic disciplines using an international experience for geoscientists as an example. Read on to see the past syllabus and if you are interested in this course, please contact Dr. Aber at saber@emporia.edu.
Fall Semester 2007 Syllabus
Course Communication
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Course Objectives
In a nutshell... participants will gain an understanding of methods and sources associated with information transfer, which is the creation, dissemination, and utilization of information from sender to receiver. Learning objectives in this two-credit-hour course include:
- defining information as both resource commodity and communication medium to understand information transfer among disciplines;
- recognizing methods of creation and utilization of information to aid in providing effective liaison services;
- identifying unique and basic resources needed in various disciplines for teaching and researching to aid in reference librarianship and collection development.
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Course Requirements and Recommendations
All students must have an e-mail account and correspond with me directly through e-mail on a regular basis. Additional materials may be made available at the Blackboard course website, https://elearning.emporia.edu/.
You will be responsible for identifying and obtaining a book (borrow from library-interlibrary loan or purchase?) for completing individualized assignment. The exact resource will depend upon your choice of disciplines to investigate, and forthcoming instructions. Some books and journals to choose from, but not limited to, include:
- Allen, T. J. (1993). Managing the flow of technology: Technology transfer and the dissemination of technological information within the r&d organization. Cambridge, MA: The MIT Press.
- Andrews, W. L. (1997). The Oxford companion to African American literature. NY: Oxford University Press.
- Blazek, R. and Aversa, E. (2000). The humanities: A selective guide to information sources. Englewood Cliffs, NJ: Libraries Unlimited.
- Breivik, P.S. (1998). Student learning in the information age. Phoenix, AZ: Oryx Press
- Bruner, J. S. (1996). The culture of education. Cambridge, MA: Harvard University Press.
- Case, D. O. (2002). Looking for information a survey of research on information seeking, need, and behavior. San Diego, CA: Academic Press.
- Casey, M.E. & Savastinuk, L.C. (2007). Library 2.0: A guide to participatory library services. Medford, New Jersey: Information Today, Inc.
- Cassell, K. and U. Hireman. (2006). Reference and Information Services in the 21st Century: An introduction. London: Facet Publishing.
- Dewey, J. (1938). Experience and education. NY: Macmillan and Co.
- Dowell, David R. (2005). It’s All About Student Learning: Managing Community and Other College Libraries in the 21st Century. Libraries Unlimited.
- Elmborg, J. (2006). Critical information literacy: Implications for instructional practice. The Journal of Academic Librarianship, 33(2), 192-199.
- Gerholm, T. (1984). Tacit knowledge in academia.
- Goddard, S. (Ed). (1983). A guide to information sources in the geographical sciences. Totowa, NJ: Croom Helm.
- Gump, S. E. (2004). Keep students coming by keeping them interested: Motivators for class attendance. College Student Journal, 38, 157-160.
- Herron, N. L. (Ed.) (2002). The Social sciences: A cross-disciplinary guide to selected resources. Greenwood Village, CO: Libraries Unlimited.
- Hoffman, D. (1998). Visual Intelligence: How We Create What We See. New York: Norton & Company.
- James, W. (1962). Talks to teachers on psychology and to students on some of the life’s ideals. NY: Dover. [Reprinted form 1899 book by the same name.]
- Keeran, P., Gil, E., Moulton-Gertig, S, Levine-Clark, M. & Schlotzhaurer, N. (2007). Research within the disciplines: Foundations for reference and library instruction. Scarecrow Press: NJ
- Krathwohl, D. R. (1998). Methods of educational and social science research: An integrated approach (2nd ed.). NY: Longman Publishing Group.
- Kratt, S.B. (2005). Relationships between teaching faculty and teaching librarians. Haworth Press. Binghamton, N.Y.
- Kreitz & J. DeVries (Eds.), Recruiting, Training, and Retention of Science and Technology Librarians. Binghamton, NY: Haworth Information Press.
- Laurence, H., & Miller, W. (Ed.) (2000). Academic research on the Internet: Options for scholars and libraries, The Journal of Library Administration, 30(1/2 and 3/4) and NY: Haworth Information Press.
- Mackall, Joe. Research and information management: Career skills library 2nd ed., New York, Ferguson, 2004.
- Mann, T. (2001). The importance of books, free access, and libraries as places—and the dangerous inadequacy of the information science paradigm. Journal of Academic Librarianship, 27(4), 268-281.
- Manuel, K. (2002). Teaching information literacy to Generation Y. Journal of Library Administration, 36(1/2), 195-217.
- Mathews, B. S. (2004, March). Gray literature: Resources for locating unpublished research. College and research library news, 65(3). Retrieved November 4, 2007, from www.ala.org/ala/acrl/acrlpubs/crlnews/backissues2004/march04/graylit.cfm
- McDermott, I.E. (2006). The librarian’s Internet survival guide: Strategies for the high-tech reference desk (2nd ed.). Medford, New Jersey: Information Today, Inc.
- Pruett, N.J. (1986). Scientific and technical libraries. Volumes 1 and 2. Orlando, FL: Academic Press, Inc.
- O’Reilly, T. (2005). What is Web 2.0: Design patterns and business models for the next generation of software. Retrieved September 25, 2007 from http://www.oreillynet.com/pub/a/oreilly/tim/news/2005/09/30/what-is-web-20.html.
- Raspa, R. & Ward, D. (2000). The collaborative imperative: librarians and faculty working together in the information universe. Association of College & Research Libraries. New Providence, R.I.
- Rubin, R. (2004). Foundations of Library and Information Science (2nd ed.). New York, NY: Neal-Schuman Publishers, Inc.
- Stem, D. (1984). The information seeking practices of art historians.
- Thagard, P. (1992). Conceptual revolutions. Princeton, NJ: Princeton University Press.
- Weiler, A. (2005). Information-seeking behavior in Generation Y students: motivation, critical thinking, and learning theory. Journal of Academic Librarianship, 31(1), 46-53.
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Course Assessments
Letter grades from A-F with +/- subdivisions are used to evaluate your performance in this course. An incomplete grade will be considered in extremely rare cases; arrangements must be made with S. Aber and course work completed within the next semester. Grades will be based on:
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Communication with instructor and participation, accounting for 20% of the final grade;
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Readings and assigned activities, accounting for 50% of the final grade;
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Information transfer and resource pathfinder, accounting for 30% of the final grade. The presentation topic and design will be your choice, with my approval, and specific guidelines will be forthcoming.
Cheating and plagiarism are not tolerated in this class. All assignments and projects for this class should be exclusive to this class and not projects completed for other courses and recycled for this course.
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2007 Lecture Schedule -
This course is designed to be completed over the entire semester in order to construct and enhance learning concepts. Assigned activities will be sent directly to you via email and other materials will be available on Blackboard.
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This page was for the use and benefit of students enrolled at Emporia State University, School of Library and Information Management slim.emporia.edu/. For more information contact the course instructor, S. W. Aber, e-mail: saber@emporia.edu Thanks for visiting! Webpage created: July, 2007; last update: June 17, 2008.
Copyright 2007-2008 Susan Ward Aber. All rights reserved.
Dr. Susan Aber
620-341-5977
