Information is increasingly disseminated through telecommunication networks. New technologies such as the Internet and cellular telephones can bring information into and out of regions that in the past were largely cut off from the outside world. Thus our telecommunication networks have the potential to democratize information.
However, there are a number of issues that attend these new technologies. For example, the same technologies that facilitate information sharing can be used to block information sharing or to spread disinformation. If access to information is to be equalized, the world must address not only the technical issues but also the issue of financing the information-sharing network. How will people in remote areas or with low incomes be able to access information in the digital environment? In addition, there have been efforts by corporate entities to prioritize Internet traffic based on corporate ability to pay. There have also been numerous news stories about government agencies intercepting and viewing or listening to telcommunicationswhether personal conversations, file sharing, or accessing Websites.
This course will examine some of the issues related to information dissemination and access via telecommunication networks. In order to discuss these issues, we will look at the technological infrastructure as well as the political power structures behind the major telecommunication networks. We will look at the roles of entities such as the Internet Engineering Task Force (IETF), the International Telecommunication Union (ITU), the Institute of Electrical and Electronics Engineers (IEEE), the Internet Corporation for Assigned Names and Numbers (ICANN), and the World Wide Web Consortium (W3C) in the design and management of global telecommunication networks. We will talk about the potentials and the conundrums these new (and some not so new) technologies pose in a world of unevenly distributed resources and competing ideologies.
There is no prerequisite for this course.
|1.||Professional ethics—Students are introduced to issues attendant to online provision of information with emphasis on universal access and privacy. The issue of censorship will be discussed, as well as the dilemmas faced by information providers operating in highly censored environments.|
|4.||Technical knowledge—Students explore the telecommunication infrastructure that allows information to travel around the world. Assigments such as "Interacting with a Domain Name Server" and "Create an Instructional Website" augment theoretical discussions with hands-on experiences of telecommunication technology.|
|5.||Knowledge dissemination—Students explore the various telecommunication technologies that facilitate knowledge dissemination globally.|
|9.||Social, Historical, and Cultural Context—Students explore the historical and cultural issues that attend the development of telecommunication infrastructures in developed and developing countries, the problem of the digital divide both within countries and globally, and efforts to ameliorate the problems faced in providing access to the world of knowledge to rural or economically-disadvantaged populations.|
|1.||Demonstrate an understanding of the history, philosophy, principles, policies and ethics of library and information science and technology;|
|2.||Demonstrate an understanding of the development, organization, and communication of knowledge;|
|3.||Apply basic competencies and knowledge that are essential for providing, managing, and designing information services and programs in a variety of information environments;|
|6.||Demonstrate theoretical understanding of and basic competencies in storage, retrieval, dissemination, utilization and evaluation of information;|
|8.||Demonstrate basic competencies required for instructional program development in particular information environments;|
|10.||Demonstrate the professional attitudes and the interpersonal and interdisciplinary skills needed to communicate and collaborate with colleagues and information users;|
|11.||Demonstrate basic competencies in the latest specialized information technologies;|
|12.||Demonstrate an understanding of the above goals within the perspective of prevailing and emerging technologies.|
This course is designed to promote knowledge of key issues pertaining to the dissemination of information through telecommunication technologies. Through readings, class presentations, projects, and discussions the student develops a deeper understanding of how information is delivered through the international telecommunication network—especially the Internet, of regulation of the systems that make up that network, of attempts to control the information that is allowed to traverse that network, of privacy concerns that have arisen in the digital environment, of the inequities of digitized information delivery, and of efforts to address those inequities.
My hope is that this course will help prepare students to be "good citizens" not only in the local sense but in the global sense. This means that a student must not only be equipped with knowledge of "what is" but also be prepared to make thoughtful decisions in a future full of unknowns. Thus each student is urged to probe deeper into how "what is" has come about and how things can be changed for the better. Each student is urged to respectfully share the understanding gained from that probing with colleagues in the classroom and beyond. As instructor for the course, I consider myself to be a facilitator as we all reach for greater understanding together.
Ideas will be explored through class discussions. Technical expertise will be developed and demonstrated through exercises and the creation of instructional Web pages. Students will do research not only in scholarly publications but also in materials disseminated through the Internet by governmental bodies and nongovernmental organizations, then present the findings of this research to their colleagues as well as in written reports. Groups of students will lead panel discussions on key questions facing the world of information communication today.
Selected readings from books and articles will be assigned. Some of the readings will be accessed via the World Wide Web. Materials that are designated as e reserve can be accessed via the Hawaii Voyager Library Catalog Web page. (Select Course Reserves, select the instructor's name (Bair-Mundy), then select LIS 694, then hit the Search button.)
Two of the books we will draw heavily upon are:
Castells, Manuel. 2010. The rise of the network society, 2nd ed. Chichester, West Sussex ; Malden, MA: Wiley-Blackwell.
Cortada, James W. 2002. Making the information society: experience, consequences, and possibilities. Upper Saddle River, NJ: Prentice Hall.
Goleniewski, Lillian. 2007. Telecommunications essentials. 2nd edition. Upper Saddle River, NJ: Addison-Wesley.
All are available from Amazon.com.
|Introduce Yourself via Laulima||5 points|
|What Will Your Workday and Workplace Be Like Five Years from Now? (Posting to Laulima)||5 points|
|Technical Exercise: Interacting with a Domain Name Server||5 points|
|Experiment: Getting a Web Page Indexed by an Internet Search Engine||20 points|
|Brief Report: Comparing the Digital Divides in Two Countries||8 points|
|Brief Report: Digital Censorship in the Information Age (Country Report)||8 points|
|Group Assignment: Discussion Panel||16 points|
|Create an Instructional Website and Post Constructive Comments Regarding Two Instructional Web Pages on Laulima||18 points|
|Short Essay - The Information Center of the Future||5 points|
|Class Participation||10 points|
|99-100 (outstanding work) = A+||92-98 = A||90-91 = A-|
|89 = B+||82-88 = B||80-81 = B-|
|79 = C+||72-78 = C||70-71 = C-|
|69 = D+||62-68 = D||60-61 = D-|
This course requires use of an Internet-connected computer with a standard Web browser such as Mozilla Firefox, Powerpoint, Adobe Acrobat reader (available free of charge from http://www.adobe.com), and a word processor. Students will be required to view Powerpoint presentations, complete exercises and written assignments, participate in online discussions, create a World Wide Web portal, view pdf documents, and access Internet sites. Internet-connected PCs and Macs are available in UH computer labs but you must supply your own paper to print. In addition, most medium- and large-sized public and academic libraries provide access to the Web for their patrons.
Each student will be required to use SSH software. Instructions for downloading and using this encryption program will be given during the course.
You will also be required to obtain and use a UHUNIX e-mail account (free to UH students). Information about obtaining a UHUNIX account is available at the UH website.
If you are a new student you are urged to consult the UH Web page entitled "Getting Started with Information Technology at the University of Hawaii" to obtain information about your UH username, connecting to UH, accessing your e-mail, and training resources offered through the University of Hawai`i. Point your browser to: http://www.hawaii.edu/infotech/newusers.html.
LIS students at the University of Hawai`i are required to observe rigorous standards regarding intellectual and personal honesty. Please review these standards, available online at:
In the scholarly world we acknowledge the fact that our contributions to knowledge build upon the contributions of others. We do this by citing the works from which we have drawn ideas, data, or text. In this class citations are required.
You may use the author-date method (preferred), footnotes, or endnotes but you must cite and you must do so in a consistent manner.
If you use the wording of another author (even if the author is anonymous) you must either put the text between quotation marks or indent and single-space the material. The quoted text must be followed immediately by the appropriate citation.
Two style manuals frequently used in the discipline of Library and Information Science are Turabian and The Chicago Manual of Style:
|Date||Topic(s)||Readings and Assignments Due|
|Getting to know
Introduction to the course
Brief introduction to SSH and TCP/IP;
Demonstration of nslookup;
Discussion: The Information Technology Revolution
|The Domain Name System
Discussion: The Culture of Real Virtuality: the Integration of Electronic Communication, the End of the Mass Audience, and the Rise of Interactive Networks.
|HTML and the Indexing
Discussion: An Introduction to the Long Trip to the Information Age: From an Age of Paper to the Dawn of the Second Industrial Revolution, 1600-1875.
Discussion: From the Gilded Age to the Dawn of the Computer Age, 1875-1950
|Cascading Style Sheets;
Discussion: Big Gizmos, New Tools, and a Changing Way of Life, 1950-1995
| Guest Speaker: Alan Whinery,
Chief Internet Engineer for the University of Hawai`i;
Discussion: American's Love Affair with the Internet
Panel Discussion 1: Cultural Preservation, Information Dissemination, and Copyright: the Google Books Library Project (Presenters: Malina and Iris)
|Guest speaker: Stu Dawrs, Pacific Specialist at Hamilton
Discussion: Public Policy and Information
Digital Divide reports;
Discussion: A Digital Democracy
The USA PATRIOT Act, privacy, and electronic surveillance;
Panel Discussion 2: Who Should Pay for the Internet? (And Who Is Doing So Now?) (Presenters: Taaren and Jeanette)
Discussion: The Panopticon Society
|Instructional Website Viewing;
Discussion: Privacy in Information Seeking
| Panel Discussion 3: Google
and the China Dilemma (Presenters: Elaine and Terry)
|Videos: Rep.Gene Ward Discusses Broadband with David Lassner and
Lawrence M. Reifurth,
Part 1, Part 2, Part 3, and Part 4;
Discussion: What about Hawai`i?
|Discussion: Where Is Technology
Video: Future of Net Neutrality Debated in Wake of Court Decision;
Net Neutrality - Fundamental principle or flawed paradigm?
|Discussion: The Information Center of the Future||
If you need reasonable accommodations because of the impact of a disability, please:
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