ILS 655 Digital Libraries Course Syllabus

Spring 2012 (01/18-04/21) Yan Quan Liu, PhD, ILS SCSU

Instructor Information Yan Quan Liu, Ph.D. Professor, Department of Information & Library Science Southern Connecticut State University 501 Crescent Street New Haven, CT 06515 Office: 203-392-5763 Fax: 203-392-5780 Office Location: Buley 408 Liuy1@southernct.edu Office Hours There are generally no office hours for the online course. Using WebCT email is the RULE, and also the best way to communicate with the instructor. Appointment may be made based on the instructors availability at these hours: Monday: 3-6:30 pm Thurs: 3-6:30 pm Fri: 11-1 pm In-person is more than welcome, but should be by appointment via phone or email **Online: Please allow at least 24 hours for a reply Besides, there may be ground Q&A-meetings based on the students' needs and availabilities. Please note that questions related to course content or assignments can be posted in our threaded discussions, but any questions that need the instructor's attentions, please forward to the instructor directly. Please remember, when you send an email to instructor, make Subject words more meaningful, so your emails can be responded and managed in time. Also for the reason I like to organize emails in different folders based on the related topics PRE-REQUISITE/CO-REQUISITES: ILS 501 (as cited in the course description on the course registration online). COURSE DESCRIPTION This course provides a theoretical study of and practice in designing, constructing and evaluating digital libraries (DLs). Topics include DLs' concepts, components and architectures, related software application and technologies, digital resources organization, metadata and standards, services, navigation and searching, intellectual property rights, and digital library evaluation with case studies. The purpose of this class is to equip students with a general understanding of digital library technology. 3 credits. REQUIRED TEXTS Course unit lectures Recommended text: Witten, I. H., Brainbridge, D. & Nichols, D.M. (2010). (2nd). How to Build a Digital Library. Morgan Kaufmann [ISBN: 978-0-12-374857-7] Online Resources: UNC/VT: Digital Libraries, Curriculum Development. You should use the information from each unit of the site as references of your assignments. Useful Resources: Text: Lesk, M. (2009). Understanding Digital Libraries (2nd ed.). Morgan Kaufman. [ISBN: 1558609245] Text: Chowdhury, G. G., & Chowdhury, S. (2003). Introduction to Digital Libraries. London. Facet Publishing. [ISBN: 1-85604-465-3] Tk20 Requirement:

All students are required to purchase Tk20 accounts. For this course, you will submit one or more assignment[s] through your Tk20 accounts. Students who do not submit their assignments in this way will receive an incomplete in the course. For information on Tk20, please go to the School of Education's website. http://www.southernct.edu/education/tk20/ COURSE OBJECTIVES/LEARNER OUTCOMES Upon successful completion of this course students will be able to:

• describe the history and characteristics of a digital library • evaluate (and select) individual digital information resources and digital library sources • identify problems that arise in moving to digitally-delivered information, and offer alternatives for

problem-solving • develop a plan for a digital library using sound practices and policies derived from the current

literature • analyze and critically evaluate existing digital libraries examples • construct and test (evaluate) a small digital library.

ALA COMPETENCIES This course supports the following ALA Core Competencies, which were approved by ALA's Presidential Task Force on Library Education, Chicago, 8th March 2008: 3A. The basic principles involved in the organization and representation of recorded knowledge and information. 3B. The developmental, descriptive, and evaluative skills needed to organize recorded knowledge and information resources. 3C. The systems of cataloging, metadata, indexing, and classification standards and methods used to organize recorded knowledge and information. 4A. Current information, communication, and related technologies as they affect the resources, service delivery, and uses of libraries and other information agencies. 4B. How to use standard information and communication technology and tools consistent with professional ethics and prevailing service norms and applications. 4C. How to assess and evaluate the specifications, efficacy, and cost efficiency of technology-based products and services. 4D. The principles and techniques necessary to identify and analyze emerging technologies and innovations in order to recognize and implement relevant technological improvements. 5B. Techniques used to retrieve, evaluate and synthesize information from diverse sources for use by individuals and groups. 5F. How to relate assessments of current and emerging situations or circumstances to the design and implementation of appropriate services or resource development. MODES OF INSTRUCTION The instructor will

• provide assistance/knowledge in facilitating understanding of the course content • guide students through the course • facilitate discussion through questioning, probing, examples, etc.

provide feedback • mark exams/assignments and maintain records

respond to messages Each student will

• assume responsibility for your learning • use the provided learning guides and resources; conduct data searches when necessary • manage your time effectively (plan a schedule and practice time management) • ask for assistance when you need it; avoid unnecessary frustration and confusion • remain active in the Message Center, Email, threaded discussions and other activities • prepare all work at graduate performance levels • follow good online etiquette

Each student needs to be prepared to spend 2-3 hours on coursework outside of class for every hour in class. For a 3-credit course this means you need to plan on 6-9 hours per week outside of the expected 3 hours in class.

QUALITY OF CLASS PARTICIPATION Class Participation & Threaded Discussion: In online courses, as in on campus/ground courses, students participate by seeking interaction with other students and with the instructor. This interaction becomes very important in the online environment to effective learning online. Therefore, good class participation is essential and will account for a significant part of your grade. Responding to Threaded Discussions: You should plan to contribute to each and every Threaded Discussion topic with a quality contribution, such as a response that expresses clear thinking and problem-solving, and that is relevant to the discussion. This usually requires that you say more than just "I agree." And, each student will have to post a minimum of one comment per threaded discussion. In general, the first response on a threaded discussion does not need to offer an extensive reply, only one or two points. Each additional response, ideally, will make some new summary comment or observation about prior responses and then offer one or two new points. Threaded discussions are intended to simulate an informal discussion. The idea is to give a response that will prompt additional responses, not close the discussion. A response could consist of a question--a new way of looking at the original question. Please provide correct and complete source citations, such as author's name, URL, article title, year, etc., if you cite or use others works in your discussion. Evaluation and Methods of Assessment:

• PERSONAL INTRODUCTION: (OPTIONAL) Write a brief (no more than one page) summary of your background. You may write about your family, early education, employment, and/or personal interests. This would be a good place to share with classmates your major goals in taking this course. Introductions are to be posted in the threaded discussion area under the of the final grade.

• 15% : DIGITAL LIBRARY REVIEW WRITTEN DOCUMENTATION -- review two real digital libraries chosen from the list assigned. DUE by the end of assigned unit week.

• 10% : DIGITAL LIBRARY TECHNOLOGY EXPLORATION PAPER -- investigate the emerging technologies promoting digital library services. DUE by the end of assigned unit week.

• 20% : WRITTEN PAPER ON AN ASPECT OF DLs -- write a chapter-like presentation of the core topic & its subtopics followed by a bibliography (works cited, and other relevant works/resources). DUE by the end of assigned unit week.

• 5% : Project Documentation -- draft a written documentation including all required components for the project, which will be incorporated into your final project (in the About section for example). DUE by the of assigned unit week with a pass/not pass grade (deduction will be given to late submission).

• 40% : DIGITAL LIBRARY PROJECT -- create a small digital library using Greenstone, Omeka or any other web tools, the grade will be based on the quality of documentation, project and peer reviews. DUE by the end of the last week.

• 10% : THREADED DISCUSSIONS -- participate in weekly threaded discussion topics and share your comments and resources with classmates. (one unit one point)

Points will be deducted for lateness, 10% per date. SCORING OF ASSIGNMENTS Grading system A (95-100) = "Outstanding" (The 'A' truly does mean exceptional) A- (90-94) = "Strong" (The 'A-' is for work that truly exceeds expectations) B+ (84-89) = "Adequate" (The 'B+' is for work that exceeds expectations). B (75-83) = "Limited" (expected graduate-level performance and an indication that the assigned task was performed satisfactorily). You can consider this scoring convention mirroring the GRE Scoring Guide. Adapted and in more detail this is: 6 Outstanding Presents a cogent, well-articulated/presented response to the assignment and demonstrates mastery of the elements of effective writing/presentation of the assignment. The work typically: develops the assignment with insightful reasons and/or persuasive examples, sustains a well-focused, well-organized

discussion/presentation, expresses ideas clearly and precisely, uses language fluently with varied sentence structure and effective vocabulary. 5 Strong Presents a well-developed assignment and demonstrates a strong control of the elements of effective writing/presentation of the assignment. The work typically: develops the assignment with well-chosen reasons and/or examples, is focused and generally well organized, expresses ideas clearly and well, uses varied sentence structure and appropriate vocabulary. 4 Adequate. Presents a competent rendering of the assignment. The work typically: develops the assignment with relevant reasons and/or examples, is adequately organized, expresses ideas clearly, demonstrates adequate control of language. 3 Limited Demonstrates some competence in fulfilling the assignment but is clearly flawed. Exhibits one or more of the following: vague or limited development of the assignment, weak in the use of relevant reasons or examples, poorly focused and/or poorly organized, has problems expressing ideas clearly, uses language imprecisely. 2 Seriously Flawed Demonstrates serious weakness in fulfilling the assignment. Exhibits one or more of the following: is unclear or seriously limited in developing the assignment, provides few relevant reasons or example, is unfocused and/or disorganized. 1 Fundamentally Deficient Exhibits one or more of the following: contains numerous errors in content, either of omission or accuracy or both; provides little evidence of the ability to develop or organize a coherent response to the assignment. 0 Unable to be evaluated Not submitted on time or off assignment or merely copies the assignment COURSE OUTLINE

Unit/Week Title Assignment dues

Unit 1 01/18-01/29 Digital Libraries, history and definitions

Unit 2 01/30-02/05 Building digital libraries DL Review

Unit 3 02/06-02/12 Organizing digital libraries

Unit 4 02/13-02/19 Integrating & interoperating digital information DL Technology

Unit 5 02/20-02/26 Digital library design

Unit 6 02/27-03/11 Digital library Services DL Aspect

Unit 7 03/12-03/25 Policy and legal issues in digital libraries Project doc initial

Unit 8 03/26-04/01 Digital library evaluation methods Metadata construction

Unit 9 04/02-04/08 Global perspectives & Trends in DL research Project building

Unit10 04/09-04/15 The future of digital libraries in society Presentation starts

Unit11 04/16-04/21 Project Presentations Unit Peer Review & final submission

* Text assigned are optional, the list of suggested readings are also listed under each unit below: Section I [Unit 1] : Introduction to digital libraries Day 1-2: Read: History and definition of digital libraries in unit lecture section Read: Major concepts and principles of digital libraries in unit lecture section Read: Witten, Brainbridge & Nichols pp. 1-46 Day 3-4: Read: Progress toward digital libraries: Augmentation through integration by Gary Marchionini and Edward Fox http://www.ils.unc.edu/~march/IP&M_intro.pdf Read: Augmenting Library Services: Toward the Sharium by Gary Marchionini http://ils.unc.edu/~march/sharium/ISDL.pdf Day 5-7: Read: History of digital libraries and library automation (UNC/VT module) Due: Personal introduction & participation in discussion topics Due: Participation in the unit threaded discussion Work: Assignment 1-Digital Library Review starts Section II [Unit 2-4] : The components Unit 2 Read: Witten, Brainbridge & Nichols pp. 127-211 Read: Lectures, related UNC/VT module, and optional texts Due: Digital Library Review assignment Due: Participation in the unit discussion topics Unit 3-4 Read: Witten, Brainbridge & Nichols pp. 285-342, 435-512 Read: Lectures, related UNC/VT module, and optional texts Due: Digital Library Technology Exploration assignment starts and completes Due: Participation in the unit discussion topics Section III [Unit 5-10] : Constructing the digital library Unit 5-6: Read: Witten, Brainbridge & Nichols pp. 73-123, 47-72, Read: Lectures, related UNC/VT module, and optional texts Due: Digital library Aspect Paper assignment starts and completes Due: Participation in the unit discussion topics Due: Initial ideas for creating a digital library (for an actual "client"); including scope and request for team members (no points given) Unit 7

Read: Witten, Brainbridge & Nichols pp. 215-284 Read: Lectures, related UNC/VT module, and optional texts Due: Initial documentation for digital library Due: Project construction & resources collection Due: Participation in the unit discussion topics Unit 8 Read: Witten, Brainbridge & Nichols pp. 343-370 Read: Lectures, related UNC/VT module, and optional texts Due: Participation in the unit discussion topics Due: Project resources organization, description and metadata implement Unit 9 Read: Witten, Brainbridge & Nichols pp. 371-429 Read: Lectures, related UNC/VT module, and optional texts Due: Participation in the unit discussion topics Due: Project building & design and metadata implement   Unit 10 Read: Witten, Brainbridge & Nichols pp. 513-588 Read: Lectures, related UNC/VT module, and optional texts Due: Final project with documentation built-in for the digital library Due: Participation in discussion topics Section IV [Unit 11] : Presentation and Peer-Assessment of Digital Library Projects Read: related UNC/VT module Due: Digital library project presentation starts at the 1st day of this unit/week Due: Peer-reviews of digital library projects starts until the end of the semester Due: Digital library project final version due on the last day of the week/semester Current Bibliography: Professor Liu received the Ph.D. in Information Studies from University of Wisconsin-Madison. Detailed personal information is on his website at http://www.southernct.edu/~liu/. Specialty Areas: Computer Technology, Digital Libraries, Human-Computer Interaction, Information Science, International Librarianship, Research Methods, and others. He received his Ph.D. from School of Library and Information Studies, University of Wisconsin-Madison, Madison, Wisconsin. He worked as Chief Cataloger, Asia Digital Library at University of Wisconsin-Madison and Librarian at University of Wisconsin-Milwaukee and New Mexico Institute of Science and Technology. Detailed personal information can be found from his Website at http://www.southernct.edu/~liu/. Library Resources: Hilton C. Buley Library: http://www.library.southernct.edu/ Accommodation for Disabilities: Southern Connecticut State University seeks to provide appropriate academic adjustments for all individuals with disabilities. Southern is committed to fully supporting all applicable federal, state, and local laws, regulations, and guidelines with respect to providing appropriate academic adjustments to afford equal educational opportunity. There are a variety of resources available to you through the University's Disability Resources Center located in Engleman Hall, ENC 105A: (203) 392-6828; (203) 392-6131 TDD." If you are a student with a disability, before you may receive accommodations in this class, you will need to contact Southern's Disability Resource Center (DRC). For Further Information please refer to the DRC website: www.southernct.edu/drc Academic Honesty Statement: Plagiarism involves taking and using as one's own the writing and/or ideas of another and ranges from outright stealing to inadequate attribution. The department does not tolerate plagiarism in print or online. Violations of plagiarism or the use of commercial organizations or paid individuals to write all or part of work submitted for a class may result in a failing grade for the course or dismissal from the program. "Academic Standards and Program Regulations" (from Graduate Studies Catalog): "The integrity of scholarship is the cornerstone of the academic and social structure of the University. It is the expressed policy of the University that every aspect of graduate academic life, related in whatever fashion to the University, shall be conducted in an absolutely and uncompromisingly honest manner.

Violations of academic honesty are grounds for a failing grade and may result in dismissal from the School of Graduate Studies." Proscribed Conduct (from Student Handbook) "Academic misconduct including all forms of cheating and plagiarism. Academic misconduct includes but is not limited to providing or receiving assistance in a manner not authorized by the instructor in the creation of work to be submitted for academic evaluation including papers, projects and examinations; and presenting, as one's own, the ideas or words of another person or persons for academic evaluation without proper acknowledgment. Disciplinary sanctions which may be imposed by the University include expulsion from all universities within the CSU System. In cases of academic misconduct, faculty member may fail the student on the work or the course. Ability to take action extends beyond the semester in which the course was taken." Note: On this class site, every effort has been made to acknowledge the work of others. Any omission is unintentional. If anyone finds an oversight, please contact me at liuy1@southernct.edu immediately so that any error can be corrected. This site is maintained by Dr. Yan Quan Liu, ILS SCSU