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.

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

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.
   
   

All students attending classes in the LIS Program are expected to become familiar with and adhere to the Professional Code and Expectations posted at http://www.hawaii.edu/lis/students.php?page=profexp

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.

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.

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:

• Bilal, Dania (2002). Automating Media Centers and Small Libraries. 2d d. Libraries Unlimited.
• Boss, Richard W. (1997). The Library Administrator's Automation Handbook. Medford, NJ : Information Today
• Capron, H.L. and J. A. Johnson (2003). Computers: Tools for the Information Age. 8th ed. Upper Saddle River, NJ : Prentice Hall.
• Cibbarelli, Pamela (2006). Directory of Library Automation Software. Systems, and Services (2006-2207). Medford, NJ : Information Today.
• Cohn, John M., Ann L. Kelsey, and Keith Michael Fiels (1997). Planning For Automation: A How-To-Do-It Manual For Librarians, 2nd ed. Neal-Schuman Publishers, Inc.
• Cooper, M.D. (1995). Design of Library Automation Systems. New York: Wiley.
• Ingersoll, Patricia and John Culshaw (2004). Managing Information Technology. A handbook for systems librarians. Libraries Unlimited.
• Lesk, Michael (2004). Understanding Digital Libraries, Second Edition. San Francisco: Morgan Kaufmann Publishers.
• Matthews, Joseph R. (2004). Technology Planning. Preparing and updating a Library Technology Plan. Libraries Unlimited.
• Osborne, Larry N. (2000). System Analysis for Librarians and Information Professionals. 2nd ed. Englewood, Co: Libraries Unlimited.
• Taylor, Arlene G. and Joudrey, Daniel N. (2008). The Organization of  Information . 3rd ed. Westport, Conn.: Libraries Unlimited, 2009. (Library and Information Science Text Series)
• Wilson, Thomas C. (1998) The Systems Librarian: Designing Roles, Designing Skills. Chicago: American Library Association.
• Witten, Ian H., David Bainbridge and, David M. Nichols. How to Build a Digital Library. 2nd ed. San Francisco: Morgan Kaufmann, 2010

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.

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.

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 integrated library system (ILS) is the backbone of many library services. Therefore, in previous semesters the usual project has been a preliminary plan for automating a library of your choice. This is still a main option this semester. In this case, the report should include sections describing the library and its environment, functions to be automated, preliminary (broad) specifications, alternatives and recommendations (including specific vendors), physical considerations, files needed and their creation, milestones (including a rough timetable), and a short list of useful publications. It should be assumed that the document will be presented to upper management and/or a funding body. While factual correctness and appropriateness are the major determinate of grades, appearance and presentation (e.g. diagrams, indexes, fonts used, etc.) will also be important. In average, between 15 and 25 pages (including appendix) will be needed to document the work done.
• There are other options for the term project to accommodate emerging technologies and media as well the diversity of students professionals goals and interests. Example of projects that students can undertake are:
  • Emerging technologies used in libraries, e.g. web 2.0, blogs, wikies, e-books, e-texting, mobile devices, Second Life
  • Study of the work carried out by system librarians, which might include an analysis of required competencies versus education and training offerings.
  • Digital collections: specifications for the creation and management of digital objects, collections, libraries and repositories
  • Evaluation of a current automated system
  • Evaluation of a library website
  • IT to support information community networking
  • Evaluation of open source software for library applications

Project Progress Reports Project Journals Project Poster

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-

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 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: Missing class policy: Late assignments, exercises policy:

See the course schedule at
http://www2.hawaii.edu/~lquiroga/courses/lis672/lis672courseSchedule.htm