LIB 5020 – Information Sources and Services
Appalachian State University
Dr. Robert Sanders Summer 2009
Office Hours: Wed/Thurs/Fri 9:00-4:00 PM Course: Monday 5 PM – 9 PM
By Appointment OR
Wednesday 5 PM – 9 PM
Work: Edwin Duncan Hall Phone: 828-262-7236
ASU Box 32086 Fax: 828-262-6035
Boone, NC 28608-2086 email:
Home: 154 Saddle Springs Road Phone: 828-262-3219 (home)
Blowing Rock, NC 28605 Phone: 828-773-1950 (cell)
Course Description
This course examines and evaluates the range of library reference materials and other information resources that support the information and recreational needs of the public library and school library media programs. Included are use of print, non-print, and electronic information storage and retrieval systems; citation and bibliographic formats; communications and human interaction techniques, including information seeking patterns; procedures in reference work, including the reference interview; reference services; evaluation of reference and information sources; and the educational and instructional role information media play in support of the adult learner and the modern school curriculum.
Methods of Teaching/Course Goals and Objectives
Using a base of professional literature, lecture, student presentations, library and computer laboratory CD-ROM and online database searching practice, field trips, class discussion, library reference desk observation, reference library interviews, simulation and role playing, hands-on library search activities, case studies, and guest speakers, the student will begin to develop proficiency in reference services through the following activities:
1. Identification and evaluation of the sources most likely to contain specific types of reference information, location of information in reference sources, including electronic databases, effective use of indexes to reference sources, and analysis and evaluation of professional literature concerned with reference sources and services.
2. Discussion of the reference and information seeking process, including techniques for the reference interview and search strategy.
3. Definition of the responsibilities of reference functions and services within the context of public libraries and school library media centers.
4. Comparison and evaluation of information sources and review sources, considering such evaluative criteria such as scope, authority, and viewpoint.
5. Compilation of bibliographies with accurate citations and appropriate annotations according to a standard style manual.
6. Description of trends in bibliographic instruction, computer assisted reference services, evaluation of reference services and evaluation of research studies related to reference/information sources and services.
7. Demonstration of selected exercises to educate adult learners or library users, children, and teachers concerning the use of either a public or school library and other library information resources.
8. Conducting a simulation of a reference interview and observation of the professional reference process.
9. Preparation of a public or school library pathfinder for a topic and a library of the student’s own choice.
10. Examination and use of specific Internet reference resources such as lesson plans, NCDPI resources, NC Wise Owl, NC Live, Scholastic Network, etc.
The methodologies and strategies selected to create a rich and engaging learning environment for this course are done so with much care and thought, and are based on a significant body of research in the area of social constructivism. To better understand why we do what we do in this class, please review the Reich College of Education Conceptual Framework, an excellent primer on this theory and how it applies to teaching and learning here at Appalachian State University:
< http://www.ced.appstate.edu/Conceptual_Framework.htm>.
Text
Reference and Information Services in the 21st Century: An Introduction
(Paperback) by Kay Ann Cassell Neal-Schuman Publishers ISBN: 1555705634
Other assigned readings (to be provided in class)
Course Assignments
NOTE: All assignments must be completed at the time indicated. Assignments turned in late will have lesser points assigned than those turned in on time. All assignments must be word-processed unless noted otherwise. Sources should be properly cited when applicable according to the bibliographic citation method of the APA Manual (5th ed.). Save everything on a disk or your computer in case there is a discrepancy about work turned in.
1. Journal/Blog
Each student must maintain a personal journal using blogspot.com (to be set up in class). These reflections should focus on 1) journal articles read, and 2) reflections on information sources and services. New entries should be made at least ONCE EVERY WEEK.
1) You will be expected to read, summarize, and reflect on THREE (3) journal articles relating to reference work and resources. To find articles on topics related to the course, you may conduct online searches in the following library databases: ERIC, Library Literature and Information Science, Education Research Complete, and others listed in the Library/Information Science list of databases.
Each reflection will begin with the article citation in APA style format, a summary of the content and your reflections on the information contained in the article. You may be expected to share the information you gather from your readings through in-class or online discussion.
Suggested topics include:
· The Internet and Information Literacy
· Reader’s Advisory
· Reference with Children
· Reference Instruction
· Selection
· Managing Reference Departments
· Assessing Reference Services
· Future of Information Service
2) Additional journal entries should include, but are not limited to:
· Students’ own information needs
· Analysis of and reflections on reference librarian interview
· Analysis of and reflections on reference desk observations
· Reflections on the development of “search and discuss” questions
· Reflections on answering questions posed in “search and discuss” activities
· Reflections on time spent as a virtual reference librarian
· Reflections on reference team (working with RCOE or Belk faculty)
***All students should attempt to use at least one of the Ask a Librarian reference tools available through the Belk Library website. One blog entry should be a reflection on this experience.
2. Discussion Boards
The Literature Circle is a group of students who meet ONLINE using a designated discussion board to discuss the shared readings (assigned text and journal articles) and SD Activities. Students are expected to contribute their thoughts, ideas, and questions related to the text and to the content of this course. These posts can be in the form of essential questions and issues raised in context of the shared text regarding beliefs, assumptions, values, attitudes, author's "story," and lessons learned. Individual students are expected to read and respond to their classmate’s posts.
Students are to be actively engaged in these discussions throughout the semester by replying to the thoughts and ideas of other students and posting new ideas and questions regarding the connection between theory and practice.
3. Reference Librarian Interview
Students will be required to interview a professional reference librarian and write up your observations. Please note that the write-up for this assignment should be done in your journal/blog and should be written as a narrative rather than as a simple question/answer format. Also, please note that you should interview a professional reference librarian (typically someone in a large public or academic library) for this assignment. Do not interview a school librarian, as actual reference work at a reference desk is generally a small part of what they do.
4. Reference Desk Observation
Students will be required to observe at a busy reference desk at least ONCE for a minimum of 2 hours. The final grade for this activity will be based on a short narrative describing the experience and in-class discussion of this experience. Please note that the write-up for this assignment should also be added to your journal/blog. Students should address the following in their write-up: who, what, when, where, why, how – what questions did patrons ask and why?
NOTE: Students must observe in a busy public or academic library for this assignment. It is crucial that you carefully select your observation site because if the site is not busy, or you observe at a “down time,” you will have little, if anything, to write about in your final report. Poor choice of a setting will not be an acceptable excuse for a poor observation experience. Also, be sure you are observing professional reference librarians, not student assistants or library aides.
5. Resource Presentations
Reference librarians in both public and academic libraries find themselves providing instruction and doing online presentations to groups of patrons. This project will prepare students for this type of reference activity by engaging them in a form of “backward engineering” in order to understand reference services by generating the questions that patrons may ask.
Students will work in pairs or small teams to develop a lesson to teach others about a particular resource type(s) (see below). Students will have approximately two weeks to prepare these lessons. Resource Presentation outlines are due Class 3.
Resources Presentations/Lessons are to be done in class (see schedule). Up to two groups may present each class meeting. Each group should plan approximately 20 minutes to conduct lesson on the use of the designated reference tool type, followed by a review of the SD questions to be answered using that tool type (see below).
Note:
· Example resources (both print and electronic) should be selected to illustrate these criteria and brought to class
· Provide the class audience with selection/evaluation criteria for the type of reference source being presented.
· Students should use PowerPoint or web pages to present their resources. Regardless of the tool selected, use instructional strategies to actively engage the audience in the presentation (for example, have them find a relevant article or resource in a database)
· Please allow 15-20 minutes per presentation.
6. Search and Discuss Questions
The Search and Discuss (SD) Assignment consist of six simulations of reference services. All questions are to be posted to appropriate course wiki by Class 3.
- PART I: Each student will develop 18 total questions, three for EACH of the six source types. All 18 questions should be focused on a single topic or theme (i.e. Butterflies, The Holocaust) and use the six source types identified below. Style and format of these questions will be discussed in class 2. Questions will be posted to a course wiki, which will be organized by source type. The citations of the resources used will also be posted separately on the same wiki (titled by theme/topic). Physical locations where sources can be accessed should be included in the citation. Answers to the 18 questions should be sent via email to the instructor and kept confidential.
- PART II: All students will answer 20 SD questions developed by their peers FOR EACH SOURCE TYPE (two sources at a time after classes 3, 4, and 5 following the respective resource presentations). These questions can be accessed on the aforementioned course wiki. While students may use any reference resources to answer the questions posed, emphasis should be on using those resources identified during the resource presentation/lesson and subsequently listed on the students’ citation pages.
- PART III: Students who conducted the presentation/lesson (see #5) will serve as resource type “experts” and moderate a discussion board regarding the use of their respective source type. These students will help facilitate the discussion and answering of the SD questions during the following class meeting.
TIP for PART I: Once students have developed their SD questions, they should try Googling each of the questions to ensure that the questions aren’t so easy that Googling would be the best way to answer them.
NOTE: When answering the questions on the SD Activity, the answer to the question and the source used must be included. All completed SD Activities should be brought to class on the due date for grading and discussion. The class meeting following the completion of a SD Activity will begin by having the “expert group” review the SD activity and soliciting answers from the other students.
*Resource Types
SD#1: Bibliographies (Ch. 4)
SD#2: Encyclopedias and Dictionaries (Ch. 5 and 7)
SD#3: Ready Reference and Indexes (Ch. 6 and 8)
SD#4: Biographical Sources (Ch. 11)
SD#5: Geographic Sources (Ch. 10)
SD#6: Special Sources and Government Sources (Ch. 9 and 12)
All presentations/lessons and SD questions are due by Class 3.
7. Virtual Reference Project
For this assignment, students will be paired with another student to form a reference pair. Each pair will be required to spend time in the Information Gardens playing the role of reference librarian and the role of a student needing research help. When not in the role of reference librarian, students will be provided with a set of reference questions to pose to the reference librarian as a patron with a reference question. Students playing the role of the reference librarian should model the guidelines for virtual reference services, including guiding the patron into the Information Gardens and step-by-step to finding the answers to their patron’s question.
Pairs will submit their chat transcripts along with reference logs (provided online through Spectacles course resource page) to reflect on the questions asked/answered while working at the Information Gardens Reference Desk.
Reference meetings must be conducted at designated times (see sign-up) so an AETZone librarian and/or course instructor can be present to mentor and assist you with reference questions.
Review RUSA’s Guidelines for Implementing and Maintaining Virtual Reference Services (2004)
http://www.ala.org/ala/mgrps/divs/rusa/resources/guidelines/virtrefguidelines.cfm
8. Pathfinder
A Pathfinder will be prepared on a topic related to the public library or a public school curriculum using the citations used for the SD assignment above. Students will develop pathfinder using their ciation wiki and will present their wiki Pathfinder in an informal poster session format during the final class meeting.
Pathfinders will consist of the resources from the six source types in addition to up to ten additional categories (source types) of resources. Additional information on this assignment will be provided in class.
NOTE: A Pathfinder for the purposes of this class is not a comprehensive bibliography on the topic chosen, but a proactive reference guide to the resources available in or through a local library(ies).
9. Cross Program Collaboration Activity
This semester, cross program teams of students will be responsible for collaborating to develop a vision of a 21st century school in North Carolina. As you begin this activity consider the following questions: