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WebCT login Instructions
 
 

Catholic University of America

School of Library and Information Science

CLSC 551.08

Organization of Information

Fall 2005


Instructor: Judy Bateman, Ph.D.

Time: Mondays 4:30 to 7:00

Location: Loudon County Administrative Offices, Media Center 5th floor, 21000 Education Court, Ashburn, Virginia

If you need to meet with me, I can meet with students before and after class or in my Vienna, VA McDonalds "office" by appointment.

Phone: 703-319-7835 (home)

E-mail: bateman@cua.edu

Home Page:  http://faculty.cua.edu/bateman/

Course Description

This course introduces students to the basic principles of organizing information for facilitating access to information. It covers the nature, forms, and media of information and knowledge; the nature of user information needs and implications for information organization; terms and concepts related to information organization; principles of information representation, metadata, encoding, authority control, and subject analysis; methods of information organization; classification principles, structures, and applications; the use of controlled vocabulary, taxonomy, and natural language for subject analysis, standards, and filing systems; and the relationship of information organization to access mechanisms. Traditional and more recent computer techniques, tools, and theories will be studied.

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Course Goals

The course is designed to: To Headings
 

 Course Objectives

At the end of the course students should be able to evaluate and apply an understanding of:

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 Academic Honesty Policy

Please read the policy on “Academic Honesty" and the policy on "Academic/ Dishonesty” in the University's  Online Student Handbook .   to access these policies Click on " University Academic Policies & Procedures affecting Students.”  and then on Academic dishonesty  and Academic honesty.

Academic dishonesty is defined in the Handbook as “failure to observe rules of fairness in taking exams or writing papers, plagiarism, fabrication, and  cheating”.  Any incidence of plagiarism  will result in a grade of F (0 points) on the project or exam in question, and will be reported to the Dean of the School of Library and Information Science  for possible further action (including failure in the course).  See the Handbook or discuss the problem with your instructor if you have questions about plagiarism. Plagiarism will not be tolerated. Catholic University of America defines plagerism to include:

  1.  "Intentionally or knowingly representing the words or ideas of another as one’s own in any academic exercise"
  2.  "Failure to attribute any of the following: quotations, paraphrases, or borrowed information from print sources or web sites"
  3. "Buying completed papers from others to use as one’s own work”
For more on what constitutes  plagiarism and how to avoid it, see the guide on the Purdue Online Writing Lab web site.


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Structure of the course

The course will lecture based but will have a WebCT site for course materials and online discussions. Students will need access to a computer with an Internet connection and a current version of a web browser (Internet Explorer, Netscape, Safari etc.). Students will be given login names and passwords by the instructor. Directions to logon to WebCT are on the instructor's web site.

Students are required to contribute to course discussions on WebCT. Students should be clear and brief in discussions and considerate of other students and their opinions. While the instructor can and will monitor discussion participation, every student does not have to contribute to every discussion (every student is expected to read every discussion). However, some of the course grade will be based on participation in discussion. If any student is uncomfortable with the online discussion format, they should contact the instructor immediately.

The course will have a number of group and individual projects and case studies that will be graded pass/fail. The purpose of most of these projects will be to illustrate a concept or the practical use of organization concepts. The projects that will be graded are discussed later in this syllabus.

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Course Calendar and Readings

You should have the readings and lecture completed by the last day of the assignment.

ADA Accommodation

Any student with a disability that will require accommodation under the terms of federal regulations should present a written accommodation request to the instructor by the second class meeting.  The law includes accommodation for learning disabilities, Attention Deficient Disorder and anxiety disorders.   It is also recommended that the student contact the Office of Disability Support Services.  They are located in suite 207 in the Pryzbyla Center.Their  email is: cua-disabilityservices@cua.edu.  Their phone number is 202-319-5618 or 202-319-5211 and their fax number is 202-319-5126. and their web site is

http://disabilityservices.cua.edu/

Some of the on campus resources and phone numbers can be found at

http://disabilitysupport.cua.edu/services/supportrresources.cfm

A Guide for services and accommodations for students with disabilities can be found at:

http://counsel.cua.edu/ADA/publications/disbro/contents.cfm

Some basic guidelines and links to other information may be found at:

http://counsel.cua.edu/ADA/clicks/

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Course Requirements

Activities and Case Studies

Article Review

This will be an article review of 2 articles (if you wish you can use more than 2 articles, but no less than 2). The articles should be from professional or peer reviewed journals. You can include web sites in your discussion, but you must have 2 journal articles. The articles reviewed should not be course readings, however, you can include course readings in your discussion. You can look for 2 articles that present an overview of an organization of information topic, such as Dublin Core or TEI or you can choose 2 articles that present an argument (is the MARC record dead?) or a specific problem (bias in the Library of Congress subject headings). You should summarize what each article discusses and relate the articles to each other and to class lecture, readings and discussions. Include a separate page that is a reference list/bibliography citing the 2 articles and any other sources. The article review should be a minimum of 3 pages long.

We will discuss the Turabian style manual in class, but you may use any standard style manual for your citations. For example: APA (American Psychological Association) or MLA (Modern Language Association) The following book is the "Turabian style manual" which is often used by high school and undergraduate students and is a abbreviated version of The Chicago Manual of Style.

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Organization Project

Assignment

Project Questions

 

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Grading

  • Organization project 30%
  • Article review 25%
  • Exercises and activities (includes thesaurus project) 25%
  • Final 10%
  • Online and class discussions and participation 10%
  • Participation includes attending class, being on time for class and turning in assignments on time. If you know that you will have to miss class or if you are going to be late for class due to work conflicts let the instructor know in advance. If you are ill or unable to attend class please let me know as soon as possible.

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    Exams

    There will be no midterm. The format for the final will be take home.

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    Textbooks

    The required textbook is: To headings

    Bibliography

    The URLs for all readings on the web have been checked.  You are responsible for going to the web site and reading or printing readings available on the Internet.  Some readings will be available in webCT. Some you will need to use Library Literature or the Haworth databases available from CUA libraries. Most of these are full text articles so you can download and print them.


    Buckland, Michael K. 1997. What is a "document"? Journal of the American Society for Information Science, 48, no. 9:804-809.
    http://www.sims.berkeley.edu/~buckland/whatdoc.html

    Chopey, M. 2005. Planning and Implementing a Metadata-Driven Digital Repository.
    Cataloging & Classification Quarterly . 40: 3/4, 255 - 287. Available from Haworth.

    Cleveland, Donald and Ana Cleveland. 2000.  Introduction to Indexing and Abstracting, 3rd. edition. Englewood, CO: Libraries Unlimited. [Chapters 6 and 7] Available on WebCT

    Coleman, A. 2002. Scientific Models as Works. Cataloging & Classification Quarterly. 33 : 3/4, 129-59. Available from Haworth.

    Crowston, K., et. al., 2003. Can Document-genre Metadata Improve Information Access to Large Digital Collections?. Library Trends 52: 2, 345-61. Available from LIbrary Literature.

    Furrie, Betty. 2003. Understanding MARC-Bibliographic, 7th edition. Washington, DC: Library of Congress, Cataloging Distribution Service. http://lcweb.loc.gov/marc/umb/

    Gholamreza.F. 2005. Users' Satisfaction Through Better Indexing. Cataloging & Classification Quarterly. 40 : 2, 5 - 17. Available from Haworth.

    Gorman, M. 2004. Authority Control in the Context of Bibliographic Control in the Electronic Environment. Cataloging & Classification Quarterly. 38 : 3/4, 11 - 22. Available from Haworth.


    Gorman, Michael and Paul W. Winkler, eds. 1998. Anglo-American Cataloging Rules, 2nd edition, 1998 revision. Chicago: American Library Association.  [Preface, xxv-xxxi; General introduction, 1-4; 305-311; General Rules for Description (table of contents), 11-12; Headings for Persons (table of contents, 379-380.] Available on WebCT (models section)

    Greenberg, J. 2005 Understanding Metadata and Metadata Schemes. Cataloging & Classification Quarterly. 40:3/4. 17-36. Avaiable though Haworth.

    Interview with the Search Engine. SatireWire, 2000.  http://www.SatireWire.com/features/satire-jeevesinterview.html

    Kuhlthau, Carol Collier. 1993. Seeking Meaning: A Process Approach to Library and Information Services. Norwood, NJ: Ablex. [Chapter 3, The information search process]. Available on webCT

    Levy, David M. 1995. Cataloging in the digital order. In Digital Libraries '95, The Second Annual Conference on the Theory and Practice of Digital Libraries, June 11-13, 1995, Austin, Texas. http://www.csdl.tamu.edu/DL95/papers/levy/levy.html

    O'Neill, E. T. 2002. FRBR: Functional Requirements for Bibliographic Records: Application of the Entity-Relationship Model to "Humphry Clinker". Library Resources & Technical Services. 46:4, 150-9. Available from Library Literature.

    Palais, E. S. 1988.  Abstracting for reference librarians.  Reference Librarian, 22:297-308. Available on webCT.

    Paling, S. 2004. Classification, Rhetoric, and the Classificatory Horizon. Library Trends. 52:3, 588-603. Available from Library Literature.

    Palmer, Nathaniel. 2004. The value of categorization. AIIM E-Doc Magazine, 18:4, 16-18. Available from Library LIterature.

    Pack, T. 2002. Taxonomy's role in content management. EContent. 25:3, 26-31. Available from Library Literature.

    Regli, T. 2005. Build It So They Can Find It: The practical uses of building a business taxonomy. AIIM E-Doc Magazine 19:2, 24-5. Available from Library Literature.

    Shearer, J. 2004. A Practical Exercise in Building a Thesaurus. Cataloging & Classification Quarterly. 37: 3/4, 35 - 56. Available from Haworth.


    Smiraglia, R. 2003. History of "The Work" in the modern catalog. Cataloging & Classification Quarterly. 35:3/4, 553-567. Available from Haworth.

    Yott, P. 2005. Introduction to XML Cataloging & Classification Quarterly.  40:3/4, 213-35. Available from Haworth.

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    Disclaimer

    This syllabus should not be construed as a contract between the student and the instructor. It may be changed at any time as needed in order to meet the instructional goals and needs of the class, including changes in the grading policy that is described above.

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