Technologies for Libraries & Information Centers
LIS 672 - CRN 88644 (Spring 2012)

Final version of this syllabus will be distributed in class
Instructor: Luz. M. Quiroga, Assistant Professor
Class Meetings: Thursday 9 am - 11:40 am, at LIS Hamilton 3G
Discourse site:
LIS672 Spring 2012
Office hours: After class or by appointment
Office location/Phone: POST 305E; phone: 956-9988
HL 2J; phone 956-5838

Course Description (from UH catalog)
Survey of theories, concepts, methods and practices relating to the application of information technology (IT) to support the administration and use of information resources. Includes digital, printed and audiovisual materials.
LIS 670 Introduction to Information Storage and Retrieval or LIS 605 Basic Cataloging & Classification or instructor's consent.
Students Learning Outcomes (SLO)

This course addresses the following objectives of the LIS Program, as stated in their mission and goals. This course enables students to:

SLO 1: Understand, apply and articulate the history, philosophy, principles and ethics of library and information science and the related professions.
1a) Apply LIS theory and principles to diverse information contexts
1b) Demonstrate understanding of the historical context of information services and systems
1c) Develop and apply critical thinking skills in preparation for professional practice

Projects addressing real world needs and applying principles of selection, organization and management of information; use of systems analysis methods; short assignments on current status of library systems

SLO 2: Develop, administrate, assess, and advocate for information services by exercising principled communication, teamwork and leadership skills.
2b) Work effectively in teams
2c) Develop, manage, and assess information services for specific users and communities

Community-based group projects

SLO 3: Organize, create, archive, preserve, retrieve, manage, evaluate, and disseminate information resources in a variety of formats.
3b) Organize, create, archive and manage collections of information resources following professional standards

Short assignments on library systems standards and protocols

SLO 4: Evaluate and use the latest information technologies, research findings and methods.
4a) Evaluate systems and technologies in terms of quality, functionality, cost-effectiveness and adherence to professional standards
4b) Integrate emerging technologies into professional practice

Course projects, special topic research on emerging technologies relevant to libraries and information centers

SLO 5: Engage in projects and assignments dealing with multicultural communities and representing diverse points of view.
5a) Communicate and collaborate with diverse colleagues, information seekers and community stakeholders
5b) Demonstrate understanding of the social, cultural, political, and economic context of information services and systems

Projects with community mentors, course projects creating IT based services for a specific institution
Course Learning Objectives
At the end of this course students should:
  1. Understand the basic functions and configuration of computer systems; types of computers; and peripheral equipment used in library applications.
  2. Be able to distinguish the types of software used in libraries and understand their functions.
  3. Understand the role and importance of standards and protocols in IT library applications.
  4. Understand the main objectives and approaches to the automation of the various functions in the library.
  5. Be able to participate in the process of specification, selection, and procurement of an integrated library system (ILS) and digital content management systems.
  6. Be able to participate in the planning, development and management of new library systems based on emerging technologists, e.g. web 2.0 / social networking.
  7. Be able to understand information technologies changes and how they apply to libraries and information centers.
  8. Be able to plan and participate in a retrospective conversion process.

Professional Expectations
All students attending classes in the LIS Program are expected to become familiar with and adhere to the Professional Code and Expectations posted at
Teaching Philosophy
I believe in collaborative learning, where we all learn from each other. I also believe that students will benefit from exposure to real life situations, as it will foster their critical thinking. Working in a group helps students to improve their communication skills, which is something highly appreciated by most organizations. I also believe that it is everyone's social responsibility to contribute in developing solutions to some of the problems in our community. As a result, this is project-driven course -- rather than lecture-driven. Students are encouraged to work as a group solving real world, community needs.
Course structure and activities
This is a seminar where your participation is essential for your learning; for each class one student will help the instructor to facilitate the session; the facilitator can suggest modifications to the reading list, two weeks in advance; class meetings will combine lecture, demos, lab sessions, presentations and discussions. For each class session, students should have completed the readings and assignments, bringing questions and comments to the class. Students will use disCourse to form teams and to complement class discussions.

Early in the semester students will choose a special topic on IT in Libraries for Information centers; students will also work in a term project; working in groups for the special topic and / or term project is encouraged

disCourse Class Website: Students will use disCourse as the website for the class including conducting online discussions of their term and special topic projects. They will also participate in other online forums relevant to the course coverage.
Required Text Supplemental Material
Additional readings will suggested by the instructor and / or the co-teachers. In those cases, students will receive copies or links to the chapters in advance. Selected chapters from following books might be assigned as reading:
Research Methods
Methodologies and procedures for system analysis and research can take different approaches; examples of methods incorporated in assignments and course projects are: Needs assessment, Survey research, Interviews, Content analysis, Transaction log analysis, Observations, Usability studies.
You are limited to four pages of 12 point type with one inch margins all around.
  1. Examine the hardware configuration of an automated system used in a media center or small library.
  2. Explore a LAN's hardware and software requirements in a media center or small library. Evaluate performance and capacity of the LAN with respect to its existing and future applications.
  3. Compare and contrast three OPACS. Hawaii' Voyager may be one of the three; instructions for accessing others will be distributed in class.
  4. Compare and contrast three circulation modules. You can include Macintosh, Windows or Unix systems.
Special Topics Research
The special topic is intended to give an awareness of current issues and emerging technologies relevant to libraries and information centers. Examples of relevant special topics are: a) web 2.0 based library applications, b) synchronization / integration of technologies and library services (e.g. OPAC, digital libraries, digital repositories, podcasting servers, c) opens source software for library applications, and d) IT education and training needs for information professionals. The results of the special topic analysis will be presented orally to the class during the semester, and a short paper (2-3 pages) should summarize the work done. A revised copy, including feedback received from instructor and classmates is due two weeks after the presentation. This revised document will be ready to be uploaded to ScholarSpace, the UH Institutional repository. Students will negotiate with the instructor the theme and schedule of presentations in order to find the time that will better complement the class matters. Students can use the special topic to support their final project.
Term Project
Main component of the course is a term project where students will have the opportunity to apply the theories learned to a real world project. Students are encouraged to form groups for the project; in special circumstances, and after agreement with the instructor, students can do individual work. The number of students per group will depend on the complexity of the project. Instructor and students will identify a "client" / "mentor" whose library is interested in a library information system. Students will meet with the client / mentor in order to gather information to define the problem, analyze data, identify specifications, and come up with recommendations.

Each team has to be ready to spend at least two hours per week working in the project. The client will have to be willing to meet with the students frequently to facilitate their data collection and to discuss their ongoing and updated proposals. Hopefully the client will be actively involved as part of the team.

The project work can be the basis for a presentation in professional conferences. This has been the case in several previous projects where students and instructor have presented their work in SLA, HLA, HERA and ASIST meetings; this a very valuable component of students portfolios.

Examples of course projects that students can undertake:
The content and structure of the report for these type of projects will be negotiated with the instructor in order to follow standards for writing proposal, research, etc.

Note: The course project report is due last day of classes, when it will be presented to the class and to the mentor / client. A revised copy, including feedback received from instructor, classmates, client / mentor is due May 10. The document will be ready to be uploaded to ScholarSpace, the UH Institutional repository.
Project Progress Reports
To make the task more manageable, the final project report has been broken down into three formal project reports (PR), written by the team. Each report will help the group to build the final project report, part by part. With every project report due, students must also provide the project documentation. Project documentation refers to information collected while working on the project, such as field notes, comments, etc. After submission of each progress report, each team should schedule a meeting with the instructor to discuss progress and next steps.
Project Journals
With each project progress report, students will turn in an INDIVIDUAL informal project journal. The project journals are used to evaluate the student's progress and how well each student is doing. A journal is due at the same time the project progress report is due. Since project journals are individual work, other team members should not read them. Therefore, each student MUST turn in his / her own journal (e-mail to instructor)
Project Poster
The group should provide a Power Point file that will contain a single slide that summarizes your project. It can be created from the slides of your project presentation file. Creativity will be needed to make it appealing, yet still informative.
Communication Grading Summary
Assignment scoring:
Class attendance, constructive participation,online discussions, quizzes, minor assignments, exercises, leadership 15%
Assignments, homework 20%
Facilitator work 10%
Special Topic - presentation and paper 10%
Revised copy of Special topic (ScholarSpace format) 5%
Web 2.0 / Library 2.0 - presentation and paper 10%
Course project: 30%
  In progress project reports and documentation (team) (3 reports) 9%  
  Individual journals (3 journals) 3%  
  Course project Presentation (team) 3%  
  Course project report and poster (team) 5%  
  Revised copy of course project report and poster (team; ScholarSpace format) 5%  
  Intra-team and client evaluations 5%  

Grading Scale:
100 + outstanding work: A+ 100-94 A 93-90 A-
89-97 B+ 86-83 B 82-80 B-
79-77 C+ 76-73 C 72-70 C-
69-67 D+ 66-63 D 62-60 D-
Technology requirements
You will be expected to be familiar with basic computer applications, e.g. word processing, slide presentations, html, e-mail. Students are expected to check their e-mail daily. This course requires the use of DropBox and disCourse to access course materials and to conduct discussions with the instructor and classmates.
Students with special needs
Students with special needs as defined by the Americans with Disabilities Act, should discuss their needs with the instructor at the beginning of the semester, in order to make the necessary arrangements early in advance.
Class participation, discussion, leadership:
Full credit will be awarded only to students who have near-perfect attendance, participate meaningfully (and non-obstructively) in class discussions, and create an atmosphere of collegial participation when leading discussions.
Missing class policy:
Missing a session affects overall class participation; it will also affect the grade if there happens to be an exercise or quiz during the class. With a valid excuse (e.g. health problems, attending a professional meeting) the student will be asked to post in disCourse a class review or a a brief summary (no more than 2 pages) of the meeting attended if it pertains to the course concepts.
Late assignments, exercises policy:
With no valid excuse: the grade for the assignment will be reduced by 20% per each late day.
With a valid excuse: a fair deadline will be negotiated.
Course Schedule
See the course schedule at