Project update 3

The Social Web 2.0: Wikis, blogs and more. Social Issues in IT. Technology trends.
F2F meeting: Dec 2

Final portfolio

Week 1

Introductions

• Read syllabus topics, assignments, schedule, Basic Skills Needed, and course policies.
• SLIS Technology Home Page
• CPIT Getting Started

• Information system. (2009). Encyclopædia Britannica Online. (Read pages 1-16. Available via ALADIN.)

Technology readings/resources

• Make an HTML Document: http://www.webmonkey.com/tutorial/Make_an_HTML_ Document
• Introduction to HTML: http://www.infopeople.org/resources/webhtml/ (Read through "Adding Images". You can skim the rest.)
• HTML Tutorial: http://www.w3schools.com/html/DEFAULT.asp (You can skim this to get a sense of what it covers.)
• NC State University Computing Services (1998). HTML Basics. Raleigh, NC: Computing Services Education and Publications. (You don't have to read this - it is a simple reference guide that you might find useful.)

Week 2

Human-computer Interaction. Users and Usability

• Wikipedia (2008). Human-computer interaction. (Read through "Design Methodologies")
• J. Nielsen (2005). Ten Usability Heuristics. Useit.com.
• B. Tognazinni (2005). 10 Most Wanted Design Bugs. Ask TOG.
• The 10 most violated homepage design guidelines: http://www.useit.com/alertbox/20031110.html
• First principles of interaction design: http://www.asktog.com/basics/firstPrinciples.html

Week 3

• G. Marchionini (1998). Research and development in digital libraries. Encyclopedia of Library and Information Science.
• J. Frumkin (2004). “Defining Digital Libraries.”OCLC Systems & Services 20 (4), 155-156. 
• M. Keller, V. Reich, A. Herkovic (2003). What is a library anymore, anyway?. First Monday.
• Explore the National Archives’Access to Archival Databases web site and The September 11 Digital Archive.
• J. West (2007). "Saving Digital History". Library Journal Net Connect Supplement, 132.
• L. Wehmeyer (2000). "Computerized searches" AccessScience@McGraw-Hill." 
• K. Antelman, E. Lynema, A. K. Pace (2006). "Toward a Twenty-First Century Library Catalog". Information Technology & Libraries, 25:3.

Week 4

• The Seven ages of information retrieval: http://archive.ifla.org/VI/5/op/udtop5/udtop5.htm
  
• Power searching for anyone: http://searchenginewatch.com/2156031
  
• Basic search tools chart: http://www.infopeople.org/search/chart.html
• C. N. Mooers (1960). Mooers’Law, or, Why Some Retrieval Systems Are Used and Others Are Not. American Documentation 11 (3), p. ii.
• B. Austin (2001). Mooers’Law: In and Out of Context. Journal of the American Society for Information Science and Technology 52 (8).
• V. Bush (1945). “As We May Think” Atlantic Monthly.
• J. Foote (2005). “Kooks, Obsessives, Sturgeon’s Law, and the Real Meaning of Search.”IEEE Multimedia 12:2, p. 4-7.
• M. Cutts (2005). “How Does Google Collect and Rank Results?” Google’s Newsletter for Librarians.

Week 5

• M. Deddins (2002). "Overview of ILS" EDUCAUSE
• D. Lorcan (2005). "The integrated library system that isn't" OCLC blog.
• A. Pace (2004). "Dismantling Integrated Library Systems" Library Journal.
• M. Breeding (2005). "Re-Integrating the integrated library system" Computers in Libraries: 25(25).
• M. Breeding (2007). "An Industry Redefined" Library Journal.
• Koha Open Source ILS koha.com

• Chapter 1 in: T. C. Wilson (1998). The Systems Librarian. Chicago: American Library Association. (Available on BlackBoard in Resources)
• M. Lundy (2003). "Changing Roles of the Systems Librarian at the College of William ad Mary: The Explosion of Technology and Position of the Systems Librarian." Library Hi Tech: 21(3).
• M. Jordan (2003). "The Self-Education of Systems Librarians." Library Hi Tech: 21(3).

Week 6

• Chapters 1, 4 and 7 in: L. Osborne, M. Nakamura (2000). Systems Analysis for Librarians and Information Professionals, 2nd ed. Westport, CT: Libraries Unlimited. (Available on BlackBoard in Resources > Systems Analysis)
• C. Abras, D. Maloney-Krichmar, J. Preece (2004). User-Centered Design. Encyclopedia of Human-Computer Interaction. Thousand Oaks: Sage Publications.
• Zhang et al. (2005). Integrating Human Computer Interaction Development into the Systems Development Life Cycle: A methodology. Communications of the Association for Information Systems, Vol. 15. pp. 512-543. http://melody.syr.edu/pzhang/publications/CAIS_05_Zhang_etal_HCI_SDLC.pdf
• J. Nielsen (1994). How to Conduct a Heuristic Evaluation Useit.com.
• Data flow diagram wikipedia.org
• T. Drewry (2005). Data Flow Diagrams

Week 7

• From WikiPedia: Computer Hardware, Data Storage
• University of California Regents (2003).How Much Information?
• Computer History Museum (2006). Explore Timeline of Computer History (esp. the Computers category from 1944 on).

Week 8

• From WikiPedia: Computer Software, Software Licensing
• The Open Source Initiative's Home page and Open Source definition

Week 9

• How internet infrastructure works: http://computer.howstuffworks.com/internet/basics/internet-infrastructure.htm
• The Web as a Platform, by Rich Tebb, Microsoft (2007)
• Telecommunication and networking - Wikipedia excerpts
• From WikiPedia: Telecommunications, Cloud computing
• Kleeman, M. (2007). Point of Disconnect: Internet Traffic and the US Communications Infrastructure. Technical Report. University of California, San Diego.
• AHK and Assoc. (2002). Download Speeds and Conversion Table
• J. Fisher, R Wang (2001). "Wireless Networking Primer: Introduction to Networks" pdaMD.com
• B. Mitchell. What is Wireless Networking? about.com
• B. Mitchell. Wired vs Wireless Networking about.com

Week 10

• Database Tutorial dot@mac
• P. Tero (2004). "Introduction to Databases" Digital Web Magazine

• MS-Access Tutorial (maybe)
• SQL Tutorial W3Schools.com
• P. Pantziarka (2005). "An Introduction to SQL" TechBookReport

Week 11

• National Information Standards Organization. (2004) Understanding Metadata. - Focus on pages 1-3 and 10-12. Read the "Metadata in action" sidebars and skim the other parts.
• D. Chudov (2007). "File Formats and the Librarian's Supersuit" Chudnov, Daniel. Computers in Libraries: 27(3). - This short opinion piece talks about file formats and metadata from a librarian's perspective.
• S. Taylor (2003). "A quick guide to …Z39.50". Interlending & Document Supply. 31 (1). 25-30. - Focus on how the Z39.50 standard enables 2 different systems to communicate. You can skip the appendices.
• Kyle Banerjee (2002) How Does XML Help Libraries? Computers in Libraries, 22(2) http://www.infotoday.com/cilmag/sep02/Banerjee.htm

• W3Schools.com, "XML Tutorial" - Read the first 3 pages of this tutorial: Introduction to XML, How can XML be used?, and XML Tree.
• J. Lewin (2000). "An introduction to RSS news feeds" ibm.com - Read the section "What exactly are these RSS files?" Skip "Creating RSS files". Then read enough of the section "The four main sections of an RSS file" to understand the 4 main types of information that is encoded in an RSS file. Skip the rest. Focus on the main tags in an RSS file and how they are structured. Don't worry about the different versions of the RSS standard. 

Week 12

• T. O’Reilly (2005) What is Web 2.0. - Read through sections 1 & 2 and skim the rest. Focus on how the web is changing - what technologies and behaviors are associated with Web 2.0. Don't get bogged down in trying to pinpoint a definition for Web 2.0.
• P. McFedries (2006) “The Web, Take Two.”IEEE Spectrum, p. 68. - This 1-page reading will introduce you to some of the terms associated with the Web 2.0 concept(s).
• P. Miller (2006) “Coming Together around Library 2.0.” D-Lib Magazine 12(4). - This article provides some examples of how libraries are adopting Web 2.0 concepts and technologies.
• B. Evans (2006). "Your Space or MySpace" Library Journal; 10/15/2006 Net Connection - Describes how the Brooklyn College Library created a MySpace presence. It's a bit dated now (2 years later), but read it as an example of a library taking a bit of a risk and exploring a Web 2.0 technology.
  
• Optional: E. Castro-Leon (2004) “The Web Within the Web.”IEEE Spectrum, p. 42-46. - Discusses the importance integrating disparate datases and describes some of the standards and web services (like XML, SOAP, UDDI, WSDL) that Web 2.0 technologies are built on.

Week 13

• Coombs, K. A. Protecting User Privacy in the Age of Digital Libraries. Computers in Libraries v.25 no.6 (June 2005) pp. 16-20.
• Paul Sturges et al. (2003) User privacy in the digital library environment: an investigation of policies and preparedness. Library management, 24(1/2). pp. 44-50.
• H. Varian (2005). "Universal Access to Information" Communications of the ACM: 48(10). - This 2-page article argues that most useful information will be available digially and then discusses several challenges that must be addressed to ensure that it is universally available.
• U.S Copyright Office (2006). Fair Use - Basic information on fair use.
• Copyright Questions cyberbee.com - An interactive web page about copyright targeted toward K-12 students.
• Clifford, S. Many See Privacy on Web as Big Issue, Survey Says. New York Times. March 15, 2009. - Describes the sometimes contradictory attitudes and behaviors that consumers have about online privacy.
• J. Balas (2007). "By Digitizing, Are We Trading Future Accessibility for Current Availability?" Computers in Libraries: 27(3). - This 3 page article takes a "curmudgeonly" view of digitization issues. It discusses Google's project to digitize major library collections (which spawned lawsuits and a recent settlement agreement) as well as other issues related to digitization..

• A Vision of Students Today (5 min.) - Digital natives in higher education
• A Vision of K-12 Students Today (4 min.) - Similar to above but focused on K-12

Week 14

• G. Anthes (2007). Spam, viruses, botnets: Can the Internet be saved? Computerworld - Discusses a number of technical challenges facing the Internet, some related social aspects of those challenges, and describes several research projects that are targetted to address the challenges.
• Selected readings from the Technology Trends section of our Social issues and technology trends wiki page (TBD).

COURSE REQUIREMENTS AND ASSESSMENT

Although there are no course prerequisites for this class, you will need to have a basic set of skills to succeed. For example, you must be able to:

• Navigate the web and conduct basic web searches. Save a web page to local computer. Access a web page by entering its URL directly into the web browser.
• Use basic features of Windows XP, such as the Start menu and other program menus, cut-and-paste, moving files between folders and external media like a USB drive.
• Log in to the CUA network (via Windows XP) and the Home@CUA web-based system. 
• Send and receive email using the CUA email system.
• Use ALADIN to find books and articles
• Access this course on BlackBoard, view this syllabus and related information available, and post a personal introduction on the discussion forum.
• Post to a web-based discussion forum.
• Create a Microsoft Word or PowerPoint document and apply basic formatting such as fonts, font sizes and color.

If you do not feel confident of your mastery of these skills, don’t panic. Instead, contact me before the course starts. I can help you find resources to fill in any gaps early in the semester.

SLIS provides short workshops on technology topics throughout the semester. See the SLIS Technology Resources page for more information.

Grading

Grades for this course will be based upon the following elements:

Final grades will be assigned as follows:

University grades: The University grading system is available at http://policies.cua.edu/academicundergrad/gradesfull.cfm#II for undergraduates and http://policies.cua.edu/academicgrad//gradesfull.cfm#iii for graduate students. Reports of grades in courses are available at the end of each term on http://cardinalstation.cua.edu .

Class Participation - In class and online

Each class is critical to your learning experience. Your energy in contributing to class discussions, small-group exercises, and online activities and discussions will be important. Therefore, coming to class prepared (e.g., reading all course readings before class, working on project research, etc.) and actively participating will be necessary to receiving full credit for class participation. The readings are intended to stimulate questions in addition to providing information. It is a good strategy to make notes of questions and comments as you read - these can be useful contributions to the discussion.

Exercises and Other Activities

Homework

Team Project & Presentation

For the team project, you will partner with at least one other person in the class to conduct an in-depth case study of a real organization's information system. Working with a larger group allows you to undertake a more ambitious and rewarding project. You will gain experience working on a technology project in a group - which is a real-world requirement for most jobs. You group will present its work during the last two class sessions.

NOTE: Each project update must be submitted by 11:59 pm on the due date. If it is not submitted on time that day, your grade will be reduced by 10%. For each subsequent day it is late your grade will be reduced by 5%.

For your final portfolio, you will write 2 short essays (similar to comprehensive exam questions) and prepare a final version of your web portfolio. Throughout the course, you will post your assignments and other work products to a personal or team web site. By the end of the course, you will have a portfolio that illustrates the knowledge and skills you have developed during the course. 

Submitting Assignments

All assignments are to be submitted electronically through the BlackBoard Learning Management System or posted online as instructed.

Late work. The instructor will not accept late work except by prior arrangement. If accepted, it may not be graded until the end of the term.

Makeup work. If a student has a legitimate reason, such as a medical or family emergency, the instructor may allow a student to do makeup work. The amount and nature of the work is up to the instructor's discretion. It will be graded at term's end. Documentation of the emergency (e.g. a doctor's letter) may be required.

Place your name and email address at the top of all pages. Any work submitted with numerous grammar, spelling or format problems will be penalized.

Accommodations for students with disabilities: Any student who feels s/he may need an accommodation based on the impact of a disability should contact the instructor privately to discuss specific needs. Please contact Disability Support Services (at 202 319-5211, room 207 Pryzbyla Center) to coordinate reasonable accommodations for students with documented disabilities. To read about the services and policies, please visit the website: http://disabilitysupport.cua.edu. The CUA 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/.

University Grades

The University grading system is available at http://policies.cua.edu/academicundergrad/gradesfull.cfm#II for undergraduates and http://policies.cua.edu/academicgrad//gradesfull.cfm#iii for graduate students. Reports of grades in courses are available at the end of each term on http://cardinalstation.cua.edu .

COURSE POLICIES AND EXPECTATIONS

Academic Honesty

Academic honesty is expected of all CUA students. Faculty are required to initiate the imposition of sanctions when they find violations of academic honesty, such as plagiarism, improper use of a student's own work, cheating, and fabrication. The following sanctions are presented in the University procedures related to Student Academic Dishonesty (from http://policies.cua.edu/academicundergrad/integrityprocedures.cfm): "The presumed sanction for undergraduate students for academic dishonesty will be failure for the course. There may be circumstances, however, where, perhaps because of an undergraduate student's past record, a more serious sanction, such as suspension or expulsion, would be appropriate. In the context of graduate studies, the expectations for academic honesty are greater, and therefore the presumed sanction for dishonesty is likely to be more severe, e.g., expulsion. ...In the more unusual case, mitigating circumstances may exist that would warrant a lesser sanction than the presumed sanction." Please review the complete texts of the University policy and procedures regarding Student Academic Dishonesty, including requirements for appeals, at http://policies.cua.edu/academicundergrad/integrity.cfm and http://policies.cua.edu/academicundergrad/integrity.cfm.

Plagiarism will not be tolerated. Always cite your sources.

Participation and Conduct:

Attendance is required, in keeping with university policy. Any non-emergency absences must be approved by the instructor before the first class of the semester. Your class participation grade depends on being in class and actively participating in class and online. Arrive on time. Late arrival will affect your class participation grades.

Behave respectfully. Students are expected to behave respectfully at all times: while in class, in public discussion forums, and when using email. Participation grades will reflect a student’s maturity level and professionalism; cooperation and collaboration with the class; and whether the meaningfully contributes to course discussions.

No phone calls during class. Turn off or silence cell phones and pagers. Students leaving the room for calls may not be allowed to return to that class session.

No grade discussions in class. Instructor will not discuss grades in class. First consider why the instructor deducted points. If you still disagree, explain your disagreement in an e-mail to the instructor.

Accommodations for students with disabilities

Students are encouraged to visit the University's H1N1 & Seasonal Flu Information web page (http://health.cua.edu/flu.cfm) for information on prevention and flu shots (all students are eligible and the University encourages everyone to get vaccinated). If you become sick, please complete the online reporting form at the Seasonal Flu and H1N1 Self-Reporting Center (https://secure.cua.edu/health/seasonal-flu.cfm). This initiates several campus supports, including notification of your instructors. Campus security (http://www.cua.edu/safety/) provides daily updates on the status of influenza on campus and the University response to the anticipated H1N1 outbreak.

If students have an excused absence due to illness, the following steps will be taken:

1. Because much of the coursework is done online and asynchronously, any coursework that can be completed individually (i.e. non-group work) will have the deadline extended.

2. If a student is unable to complete an online group activity on time, the activity will be revised to provide an appropriate individual activity, albeit without the group work aspect.

3. If a student misses a face-to-face session, s/he will view the class slides, listen to the recorded audio, and respond to a set of written questions provided by the instructor.

4. If a student misses a substantial part of the team project, they will be provided an alternative assignment for the portion(s) of the project missed. Their grade will be pro-rated based on the group work completed on the project and their individual work. 

If class is canceled due to illness (as well as weather or other emergency), students will be notified via the BlackBoard Announcements, with the Announcement emailed to students' CardinalMail addresses. In this case, students should check the online announcements the next day. We will generally hold class online when this happens. Particular Activities that cannot be conducted online will be postponed.

If the instructor is unable to lead class for an extended period due to illness, an alternate instructor will take over during the illness.

This course plan is consistent with the SLIS H1N1 Influenza Preparedness Plan, adopted September, 2009 and available at http://slis.cua.edu/forms/.

Syllabus changes

The instructor reserves the right to make changes to this syllabus as needed. Nothing in this syllabus may be construed as a contract. All changes will be provided to students via BlackBoard.

Acknowledgements

This syllabus was originally adapted from material by David Shumaker and Allison Druin.

Revision History

Oct 12 - Updated schedule to reflect: F2F date change due to CUA Presidential Inauguration event Nov 18; adjustments to topic and assignment due to week 2 cancellation.