contact us
search
Spring 2009
INLS 490-040 What is Information?
What is information? (Losee)
INLS 490-154: IR Systems: Design and Evaluation
Tools for organizing and accessing information have become indispensable. It is critical,
therefore, to understand their design and operational foundations. In this course students will have an opportunity to learn about search engines, web crawling, and some Web 2.0 technologies based on hands-on experience and with a focus on techniques that can be used to access, retrieve, organize, and present information. Students will work with practical developmental tools and learn relevant concepts through experimentation. For instance, students will employ an open source search engine and learn about indexing, retrieving, and ranking techniques.
Prerequisites
Students are expected to have previous exposure to some programming (C, Java, Perl, or
PHP). Basic programming experience acquired in an introductory programming course such as INLS 490-153 or in some professional settings is recommended. (Mostafa/Shah)
INLS 490-089: Issues in Digital Video Retrieval
(Marchionini)
Prerequisites: INLS 572 or familiarity with the structure of HTML and the Web. Knowledge of some programming and SQL will also be useful. The course covers the fundamentals of PHP server-side scripting, including variables, arrays, flow control, functions etc., and Web-related issues such as forms, session management, cookies, authentication of users and so on. (Song)
INLS 490-151: Online Social Networks
This is a course about how we realize, negotiate, use and understand social networks in an ICT context. As humans, we are connected by social networks; the ties between us and our friends, family, coworkers, etc., creates these networks; they are organic and highly dynamic and pervade all of our encounters. We will be approaching social networks from an Information Science standpoint. We will seek to understand how humans form social networks in information tools, how these social networks are articulated, how we use these social networks to determine things like relevance and network power, and how our future of ubiquitous technology will be highly social. (Stutzman)
INLS 490-121: Library 2.0
(Pomerantz)
INLS 890-122: Programming
(Blake)
INLS 890-092: Seminar in Knowledge Organization
(Greenberg)
INLS 890-087: The Child's Introduction to Reading
This course introduces students to the process of reading development and the resources available to early childhood educators, parents, and caregivers to facilitate this development, with an emphasis on print materials. The course is designed to help students explore the wealth of literature for the pre-reader and early reader, and it includes an examination of board books, easy non-fiction (i.e. concept books about shapes, colors, the alphabet, etc.), picture books, Mother Goose, leveled beginning reader books (i.e. I Can Read, etc.), and transitional chapter books. This course will be of interest to those pursuing children's librarianship and early childhood education. (Sturm)
INLS 890-160: Managing InformationTechnologies for Libraries
(Rodriquez)
Fall 2008
INLS 490-078: Seminar in Personal Information Management
Personal Information Management (PIM) is the study of how people organize and manage information in their daily lives, including to-do lists, calendars, email, address books, and file management. In today's digital age, many devices including cell phones, computers, PDAs, and music players play a role in PIM. This course will focus on major issues in PIM research, including information organization, human cognitive and memory issues, task continuity across devices, mental models of information, usability issues, and the role of technology in PIM. The course will be structured as a readings and discussion seminar with a semester-long research project. Students will become familiar with current PIM research and will design and implement a research study of PIM. Students will also prepare "a day in the life of my PIM" presentations to share aspects of their own personal information management techniques and challenges and to stimulate classroom discussion. (Barreau/Capra)
Prerequisites: INLS 572 or familiarity with the structure of HTML and the Web. Knowledge of some programming and SQL will also be useful. The course covers the fundamentals of PHP server-side scripting, including variables, arrays, flow control, functions etc., and Web-related issues such as forms, session management, cookies, authentication of users and so on. (Blake)
INLS 490-138: International Children's Literature
In today’s world, knowledge and understanding of other cultures is increasingly crucial.
A society’s traditions, values, and aspirations are often reflected in and shaped by its children’s literature. This course will survey contemporary children’s books from around the globe. By comparing and contrasting ideas and images in children’s literature from Asia, Europe, the Middle East, Africa, North America, South America and Australia, students will expand their appreciation for the similarities and differences between cultures, helping to promote a climate of tolerance and acceptance. (Pease)
INLS 490-151: Computer Mediated Communication
The web is a place of communication, interaction and relational management. From Ray Tomlinson's first email in 1971, to the iChats, Wall posts and Twitters of today, we have consistently turned to the network to find one other for communication and collaboration. This course explores computer mediated communication (CMC) from a relational perspective; that is, how do we use network communication tools to start, build or sustain interpersonal relationships. Utilizing interdisciplinary perspectives including, but not limited to, information science, communications and science and technology studies, we will explore the theoretical, practical and historical perspectives on the role networked communications tools play in the relational process. Students who successfully complete this course will develop critical perspectives on networked communications, better preparing them to develop the communication tools of the future. The course will be structured as a seminar, with substantial reading and discussion. In addition to presentations, students will be expected to develop hands-on experience with the communication tools of the past, present and future. (Stutzman)
INLS 490-154: IR Systems: Design and Evaluation
Tools for organizing and accessing information have become indispensable. It is critical,
therefore, to understand their design and operational foundations. In this course students will have an opportunity to learn about search engines, web crawling, and some Web 2.0 technologies based on hands-on experience and with a focus on techniques that can be used to access, retrieve, organize, and present information. Students will work with practical developmental tools and learn relevant concepts through experimentation. For instance, students will employ an open source search engine and learn about indexing, retrieving, and ranking techniques.
Prerequisites
Students are expected to have previous exposure to some programming (C, Java, Perl, or
PHP). Basic programming experience acquired in an introductory programming course such as INLS 490-153 or in some professional settings is recommended. (Mostafa/Shah)
INLS 490-01W: Evidence-based Management
Leaders who practice evidence-based management seek out the best evidence
available and commit to fact-based decision making. This course will
provide students an interactive, hands-on opportunity to develop the
analytical and research skills required to practice evidence-based
management. Through readings, class discussion, cases studies, multimedia
presentations, and simulation software, students will work individually and
in teams to use evidence to identify, analyze and solve management problems
particularly in the areas of library and technology management. (Weiss)
INLS 890-03W: Evidence Based Medicine
This course may be taken either for credit (through the normal University registration procedure) or 10 CEUs (continuing education units) from the Medical Library Association (as a UNC Continuing Education offering via the SILS Office). This course is designed as an introduction to the practice of evidence-based medicine (EBM). Evidence-based Medicine promotes the use of the scientific literature in the clinical decision making process. EBM specifically addresses issues of developing good clinical questions; identifying reliable resources and effective searching strategies; and evaluating the quality of research studies. In particular, the role of the librarian in the practice of EBM will be covered. The course runs for 7 consecutive weeks. It will take a total of approximately 30 hours to complete the course (plus the final project), depending on previous knowledge of EBM and other factors. Instructors are Connie Schardt (schar005@mc.duke.edu) from the Duke University Medical Center Library and Angela Myatt (angela.myatt@unc.edu) of the University of Cincinnati. (Schardt/Myatt)
INLS 890-096: Evidence-based Library and Information Practice
Evidence-based practice (EBP) is being adopted by a variety of professions as a way of identifying and using the best available research evidence for decision making. As such, EBP can be seen as a tool for linking research to practice and promoting innovation and change. This course will explore the origins of evidence-based practice in general and its current application in library and information science. Students will have an opportunity to explore the state of EBP in a number of fields and to discuss the applicability of the concept to LIS. Based on this exploration, the class participants will have the opportunity to participate in an LIS research project that is generating evidence that can be apply to practice. (Marshall)
INLS 890-123: Interactive Information Retrieval
The course explores various interactive information retrieval systems including traditional document retrieval systems, multimedia retrieval systems, question answering systems, and recommender and filtering systems. The course also explores personalization technologies, such as user models and profiles. The historical development of systems and their evaluation will be emphasized. Students will be encouraged to consider the nature of the relationship between library and information science and among theory, research and practice.
This course is primarily a readings course and most of the readings will be research-based. Students will be expected to write several short papers during the course of the semester integrating, comparing and applying the readings. The final project will consist of an extensive literature review and synthesis OR a research proposal.
This course is appropriate for Ph.D. students and Master's students who have completed at least one semester of study. For Master's students completion of INLS 500 is required. This course is appropriate for both MSIS and MSLS students.
This course complements Information Retrieval (INLS 509) and the Seminar in Human Computer Interaction; its content is focused on the intersection of the two. (Kelly)
INLS 890-141: Understanding Information Technology for Managing Digital Collections
The fundamental motivation for this course is that anyone responsible for digital collections will have to understand and be conversant in various aspects of the associated information technologies, in order to evaluate the work of developers, delegate tasks, write appropriate requests for proposals (RFPs), establish reasonable management and preservation policies. These are essential skills for many information professionals, even if they never sit at a command line or do any of the implementation themselves.
You're not required to have any specific prerequisite technical knowledge to take the course. In fact, if you feel somewhat out of your element when the "IT people" start throwing around jargon, this could be a great class for you. By the end of the class, you should be ready to dive right into discussions of bit streams, file systems, file formats,
and character encoding. (Lee)
(Winston)
Spring 2008
INLS 490-123: Web Search and Interaction
The course provides an overview of the field of information retrieval (IR), with a focus on Web-based applications and information search interactions. The historical development of IR, Web search engines and other Web-based IR applications such as recommender and filtering systems will be explored. Basic principles of search technology will be presented, including searching algorithms, ranking functions and user feedback. This course will also consider the relationship between users' online information search behaviors and search functionality. (Kelly)
INLS 490-127: Information Architecture
Information architecture (IA) is a rapidly evolving field dealing with the human-centered design of web sites. IA uses knowledge from the diverse fields of design, information science, computer science, and social science to create digital interfaces which are enjoyable, logical and simple to use. This course will cover site analysis, organization of information, web technologies, indexing and abstracting, taxonomies and classification schemes, marketing and graphical design. Activities will include content analysis, competitive analysis, user research, development of personas and scenarios, card sorting heuristics, creation of deliverables such as site blueprints and wireframes. (Fenton)
INLS 490-144: Project Management: Strategy and Practice
The course focuses on the nature and increasing importance of the project management function in addressing organizational priorities, in settings ranging from corporations, libraries and archives, to colleges and universities, and other not-for-profit organizations. The course will address the documented use of project management across functional areas and the documented need for project management knowledge and skills in a range of professions and specialties.
Topics associated with the project life cycle, from project identification and pre-planning through project sponsorship, project budgeting and financial management, and project evaluation will be covered. We will focus on issues of stakeholder management, the use of information and communication technology in project management, customer involvement, and the human side of projects. Based on the principles of project management, organizational behavior, and leadership, issues of organizational change, decision making, and communication will be central to the course. (Winston/Brody)
INLS 490-151: Online Social Networks
This is a course about how we realize, negotiate, use and understand social networks in an ICT context. As humans, we are connected by social networks; the ties between us and our friends, family, coworkers, etc., creates these networks; they are organic and highly dynamic and pervade all of our encounters. We will be approaching social networks from an Information Science standpoint. We will seek to understand how humans form social networks in information tools, how these social networks are articulated, how we use these social networks to determine things like relevance and network power, and how our future of ubiquitous technology will be highly social. (Stutzman)
Prerequisites: INLS 572 or familiarity with the structure of HTML and the Web. Knowledge of some programming and SQL will also be useful. The course covers the fundamentals of PHP server-side scripting, including variables, arrays, flow control, functions etc., and Web-related issues such as forms, session management, cookies, authentication of users and so on. (Song)
INLS 490-156: Theory and Practice of Multi-user Virtual Environments
This course is an in-depth study of various theoretical aspects of multi-user virtual environments (MUVE). Topics such as avatarian presence, proflection in cyberspace, the nature of immersive experience, and resource discovery in 3-D synthetic worlds will be explored. The modeling, texturing and animation skills necessary to create content in the "Second Life" MUVE will be taught using tools embedded in the Second Life user interface as well as open-source software such as GIMP, Blender, and Avimator. Students will also learn how to script 3-D objects using the Linden Scripting Language (LSL). (Taylor)
INLS 890-03W: Evidence Based Medicine
This course may be taken either for credit (through the normal University registration procedure) or 10 CEUs (continuing education units) from the Medical Library Association (as a UNC Continuing Education offering via the SILS Office). This course is designed as an introduction to the practice of evidence-based medicine (EBM). Evidence-based Medicine promotes the use of the scientific literature in the clinical decision making process. EBM specifically addresses issues of developing good clinical questions; identifying reliable resources and effective searching strategies; and evaluating the quality of research studies. In particular, the role of the librarian in the practice of EBM will be covered. The course runs for 7 consecutive weeks. It will take a total of approximately 30 hours to complete the course (plus the final project), depending on previous knowledge of EBM and other factors. Instructors are Connie Schardt (schar005@mc.duke.edu) from the Duke University Medical Center Library and Angela Myatt (angela.myatt@unc.edu) of the University of Cincinnati. (Schardt/Myatt)
INLS 890-046: Digital Curation: Applications and Challenges
Explores a range of issues central to digital curation and trustworthy repositories including history and definition of digital curation; lifecycle management of digital assets; digital collection building; codifying relationships and agreements with contributors and partner institutions; audit and certification; standards development; related aspects of organizational behavior; project and risk management; preservation strategies; policy setting and external policies relevant to repository management. (Tibbo/Lee)
INLS 890-087: The Child's Introduction to Reading
This course introduces students to the process of reading development and the resources available to early childhood educators, parents, and caregivers to facilitate this development, with an emphasis on print materials. The course is designed to help students explore the wealth of literature for the pre-reader and early reader, and it includes an examination of board books, easy non-fiction (i.e. concept books about shapes, colors, the alphabet, etc.), picture books, Mother Goose, leveled beginning reader books (i.e. I Can Read, etc.), and transitional chapter books. This course will be of interest to those pursuing children's librarianship and early childhood education. (Sturm)
INLS 890-096: Consumer Health Information
This course will examine the growing need for access to health information for the public in the context of federal and state policy initiatives such as Healthy People 2010. The World Health Organization defines health as a complete state of physical, mental and social well-being and not simply the absence of disease. The course will examine concepts of health and illness from various cultural and social perspectives as a basis for designing print and digital health information collections and services to serve diverse user groups. Through the major assignment, students will have an opportunity to focus on a particular health topic of interest. The course will challenge students to think creatively about how to improve health status at the individual, community and global levels though the provision of information services. (Marshall)
INLS 890-120: Copyright Law in the Digital Age
(Klinefelter/Gerhardt)
INLS 890-138: International Children's Literature
In today's world, knowledge and understanding of other cultures is increasingly crucial. A society's traditions, values, and aspirations are often reflected in and shaped by its children's literature. This course will survey contemporary children's books from around the globe. By comparing and contrasting ideas and images in children's literature from Asia, Europe, the Middle East, Africa, North America, South America and Australia, students will expand their appreciation for the similarities and differences between cultures, helping to promote a climate of tolerance and acceptance. The text used in this course will be Lehman, Barbara and Freeman, Evelyn: Global Perspectives in Children's Literature (ISBN# 0205308627, Allyn & Bacon, 136 pages). (Pease)
INLS 890-146: Evidence-based Library and Information Practice
Evidence-based practice (EBP) is being adopted by a variety of professions as a way of identifying and using the best available research evidence for decision making. As such, EBP can be seen as a tool for linking research to practice and promoting innovation and change. This course will explore the origins of evidence-based practice in general and its current application in library and information science. Students will have an opportunity to explore the state of EBP in a number of fields and to discuss the applicability of the concept to LIS. Based on this exploration, the class participants will have the opportunity to participate in an LIS research project that is generating evidence that can be apply to practice. (Marshall)
INLS 890-154: Enabling Usability of Cyberinfrastructure for Learning, Inquiry and Discovery
This course is an opportunity for deep reflections on cyberinfrastructures. We will spend time attempting to understand and define the area of cyberinfrastructure and explore its roots in other key scholarly information technologies. We will take a close look at current scholarly practices, in terms of three critical stages, namely learning, inquiry, and discovery, and how they are related to and (potentially?) served by cyberinfrastructures. We will also explore the influence of cyberinfrastructure services on conventional information resources and services (including those managed and mediated by humans). The following topics will be covered in the class:
- Origin of the concept and its relation to scholarly information tools, technologies, and services
- Proposed and implemented cyberinfrastructure architectures and their rationale
- Nature of data and data management operations in typical cyberinfrastructure environments
- Scholarly services supported by cyberinfrastructures and their implementations
- Key technologies that make cyberinfrastructures work: remote sensing, steering, and measuring, simulations, distributed databases, data mining, web services, high dimensional and interactive visualizations, and collaboratories
We plan to study developments in the area of cyberinfrastructure with a critical perspective, particularly focusing on the impact on usability and significant challenges in expanding the usage of cyberinfrastructures. Students will be expected to read articles and books related to this area, engage in discussions (and debates), and produce a research paper at the end of the term. We will also arrange demonstrations of relevant cyberinfrastructure tools and technologies. (Mostafa)
Fall 2007
INLS 490-148: Information Strategies for Prospect Research & Fundraising
Libraries and other non-profit organizations must all face the task of finding resources outside of internal budgets. Library and non-profit managers are frequently faced with development responsibilities without a formal skill set. This course will serve as an introduction to basic fundraising principles, tools for prospect research (in-depth biographical research), and an introduction to data mining for fundraising. The course may introduce the student to a potential career path in non-profit information management. (Monnig)
INLS 490-151: Online Social Networks
This is a course about how we realize, negotiate, use and understand social networks in an ICT context. As humans, we are connected by social networks; the ties between us and our friends, family, coworkers, etc., creates these networks; they are organic and highly dynamic and pervade all of our encounters. We will be approaching social networks from an Information Science standpoint. We will seek to understand how humans form social networks in information tools, how these social networks are articulated, how we use these social networks to determine things like relevance and network power, and how our future of ubiquitous technology will be highly social. (Stutzman)
INLS 890-03W: Evidence Based Medicine
This course may be taken either for credit (through the normal University registration procedure--call no. 86276) or 10 CEUs (continuing education units) from the Medical Library Association (as a UNC Continuing Education offering via the SILS Office). This course is designed as an introduction to the practice of evidence-based medicine (EBM). Evidence-based Medicine promotes the use of the scientific literature in the clinical decision making process. EBM specifically addresses issues of developing good clinical questions; identifying reliable resources and effective searching strategies; and evaluating the quality of research studies. In particular, the role of the librarian in the practice of EBM will be covered. The course runs for 7 consecutive weeks. It will take a total of approximately 30 hours to complete the course (plus the final project), depending on previous knowledge of EBM and other factors. Instructors are Connie Schardt (schar005@mc.duke.edu) from the Duke University Medical Center Library and Angela Myatt (angela.myatt@unc.edu) of the University of Cincinnati. (Schardt/Myatt)
INLS 890-040: Seminar on Information: Physical Sciences
A seminar examining "information" as proposed by scholars in a range of disciplines in the physical, computational, and mathematical sciences. (Losee)
The first 1/3 of the semester will follow a lecture and discussion format where Dr. Blake will introduce key concepts and approaches for knowledge discovery, data mining and text mining. The second 1/3 of the semester will comprise recent papers that are drawn from current literature in text mining. This semester will over-sample research in Multiple-Document Summarization. Dr. Blake will tailor the last 1/3 of the semester to articles pertinent to student projects.
The course is project based, where each student will identify and complete the entire knowledge discovery process in an area of their choosing. The primary deliverable for the course is a student project. Small programming and database assignments may be assigned if required. Active participation in class discussion is expected of all students.
Prerequisites: Databases (Introduction to databases and concepts) or equivalent professional experience, or permission by the instructor. Programming proficiency will be helpful but is not required. (Blake)
INLS 890-123: Interactive Information Retrieval
The course explores various interactive information retrieval systems including traditional document retrieval systems, multimedia retrieval systems, question answering systems, and recommender and filtering systems. The course also explores personalization technologies, such as user models and profiles. The historical development of systems and their evaluation will be emphasized. Students will be encouraged to consider the nature of the relationship between library and information science and among theory, research and practice.
This course is primarily a readings course and most of the readings will be research-based. Students will be expected to write several short papers during the course of the semester integrating, comparing and applying the readings. The final project will consist of an extensive literature review and synthesis OR a research proposal.
This course is appropriate for Ph.D. students and Master's students who have completed at least one semester of study. For Master's students completion of INLS 500 is required. This course is appropriate for both MSIS and MSLS students.
This course complements Information Retrieval (INLS 509) and the Seminar in Human Computer Interaction; its content is focused on the intersection of the two. (Kelly)
XML is everywhere, even though you may not notice it much. Technologies like RSS, AJAX, and SVG are changing the way the Web works. XML is used in business to business communication, publishing, data storage, document formats, and many, many other areas. This class will cover the basics of XML's rules and syntax and then go on to explore related topics like XHTML, RSS, AJAX, OpenDocument, SVG, transforming XML, printing XML, XML for documents, and XML for data. Students should have a basic knowledge of HTML and web page creation, including CSS. Database and scripting experience would be useful, but is not required. (Cayless)
INLS 890-131: Principles and Practice in Archival Description
Explores the principles of archival description as expressed in Describing Archives: A Content Standard. Implementation of those principles through Encoded Archival Description (EAD) and MARC structures will form the largest portion of the semester. Other practices will include authority and subject analysis work. Other topics, issues, and technologies include related standards, the history and development of archival description, the uses of description, and description for special formats. Pre-requisite: INLS 556. Recommended: INLS 521. (Wisser)
Summer 2007
INLS 490-149: The Role of the Book in Information Society
The course will analyze the role of the book in contemporary societies. Their focus will be on cultural, political, demographic and economic factors that determine usage of books and on differences among ways on which people access books in various developed societies throughout Europe, USA and Asia. The course will also look on changes that took place in book industry due to development of information technologies and on relation between the book and other media in digital age. The course will conclude with an overview on the role of book in knowledge societies. (Kovac)
INLS 490-117: Information Architecture
Information architecture (IA) is a rapidly evolving field dealing with the human-centered design of web sites. IA uses knowledge from the diverse fields of design, information science, computer science, and social science to create digital interfaces which are enjoyable, logical and simple to use. This course will cover site analysis, organization of information, web technologies, indexing and abstracting, taxonomies and classification schemes, marketing and graphical design. Activities will include content analysis, competitive analysis, user research, development of personas and scenarios, card sorting heuristics, creation of deliverables such as site blueprints and wireframes. (Fenton)
INLS 890-131: Principles and Practices in Archival Description
Explores the principles of archival description as expressed in Describing Archives: A Content Standard. Implementation of those principles through Encoded Archival Description (EAD) and MARC structures will form the largest portion of the semester. Other practices will include authority and subject analysis work. Other topics, issues, and technologies include related standards, the history and development of archival description, the uses of description, and description for special formats. Pre-requisite: INLS 556. Recommended: INLS 521. (Wisser)
Spring 2007
INLS 890-03W: Evidence Based Medicine
This eight-week course is designed as an introduction for medical librarians to the practice of evidence-based medicine (EBM). Practicing EBM means combining clinical expertise, the preferences and values of the patient and the best available evidence to make good patient care decisions. Please see the course web page for more information.
Schardt/Myatt
INLS 890-046: Access, Outreach, and Public Service in Cultural Heritage Repositories
This class will focus on determination of user needs, information seeking behaviors, and provision of access to primary source materials in archives, manuscript repositories, and museums. Students will design and conduct a user study in a local repository, analyze various databases and access tools, and assess remote access and web presence for a number of different types of repositories. User education will be a major focus of the class.
Tibbo
INLS 890-087: The Child's Introduction to Reading
This course introduces students to the process of reading development and the resources available to early childhood educators, parents, and caregivers to facilitate this development, with an emphasis on print materials. The course is designed to help students explore the wealth of literature for the pre-reader and early reader, and it includes an examination of board books, easy non-fiction (i.e. concept books about shapes, colors, the alphabet, etc.), picture books, Mother Goose, leveled beginning reader books (i.e. I Can Read, etc.), and transitional chapter books. This course will be of interest to those pursuing children's librarianship and early childhood education.
Sturm
INLS 890-096: Consumer Health Information
This course will examine the growing need for access to health information for the public in the context of federal and state policy initiatives such as Healthy People 2010. The World Health Organization defines health as a complete state of physical, mental and social well-being and not simply the absence of disease. The course will examine concepts of health and illness from various cultural and social perspectives as a basis for designing print and digital health information collections and services to serve diverse user groups. Through the major assignment, students will have an opportunity to focus on a particular health topic of interest. The course will challenge students to think creatively about how to improve health status at the individual, community and global levels though the provision of information services.
Marshall
INLS 890-136: Legal Information
Special topic on legal information.
Childs
INLS 890-138: International Children's Literature
In today's world, knowledge and understanding of other cultures is increasingly crucial. A society's traditions, values, and aspirations are often reflected in and shaped by its children's literature. This course will survey contemporary children's books from around the globe. By comparing and contrasting ideas and images in children's literature from Asia, Europe, the Middle East, Africa, North America, South America and Australia, students will expand their appreciation for the similarities and differences between cultures, helping to promote a climate of tolerance and acceptance.
Pease
INLS 890-144: Leadership in Theory and Practice
Special topic on leadership.
Winston
INLS 890-145: Art Librarianship
Special topic on art librarianship.
Thompson/Bauer
INLS 890-146 Library Effectiveness
Increasingly librarians are being called upon to evaluate the services they provide by measuring not only inputs and outputs but also outcomes and the overall impact of the library on the community. This course will examine the program evaluation model, the program logic model and techniques that have been used to determine the value and impact of library services. Students will have the opportunity to design a library evaluation using a mixed methods approach that draws on both qualitative and quantitative data collection and analysis techniques. The evaluation of innovations in library service will be emphasized using the Lifelong Access Libraries initiative of the Americans for Libraries Council as an exemplar.
Marshall
INLS 890-150: Seminar in Digital Curation
Seminar explores range of issues central to digital curation and trustworthy repositories including appraisal, audit and certification, standards, metadata, intellectual property rights, risk management, preservation strategies, and reuse of data. Student interest will determine specific focus of class.
Tibbo
Fall and Spring 2006
Explores, selects, and evaluates resources and services for various types of libraries and information settings. The course covers CHI's evolution, trends, projections, related technology issues and the impact of CHI on different segments of society (i.e., older adults, persons with specific illnesses).
Marshall
XML is everywhere, even though you may not notice it much.
Technologies like RSS, AJAX, and SVG are changing the way the Web
works. XML is used in business to business communication,
publishing, data storage, document formats, and many, many other areas. This class will cover the basics of XML's rules and syntax
and then go on to explore related topics like XHTML, RSS, AJAX,
OpenDocument, SVG, transforming XML, printing XML, XML for documents,
and XML for data. Students should have a basic knowledge of HTML and
web page creation, including CSS. Database and scripting experience
would be useful, but is not required.
Cayless
Potential Description: Libraries and other non-profit organizations must all face the task of finding resources outside of internal budgets. Library and non-profit managers are frequently faced with development responsibilities without a formal skill set. This course will serve as an introduction to basic fundraising principles, tools for prospect research (in-depth biographical research), and an introduction to data mining for fundraising. The course may introduce the student to a potential career path in non-profit information management.
INLS 110-122 Text Mining
Prerequisites : Databases (156 or equivalent), and programming proficiency, or permission by the instructor
Objectives:
1. Develop a general understanding of knowledge discovery, and a specific understanding of text mining
2. Gain experience with both the theoretical and practical aspects of knowledge discovery
3. Critique current literature in text mining
Motivation:
Changes in technology and publishing practices have eased the task of recording and sharing information electronically. The quantity of information has spurred the development of a new field called Knowledge Discovery. This course will provide a conceptual overview of the Knowledge process which has been described as the "the nontrivial process of identifying valid, novel, potentially useful, and ultimately understandable patterns in data (Fayyad,Piatetsky-Shapiro, and Smyth 1996).
I have partitioned the course into two parts. The first part will introduce the KD process and show the application of that process on structured data. The second part will explore the application of the KD process to textual information resources. In both cases I will draw examples from a variety of applications in particular health and bio-informatics.
Blake
Information Policy: An examination information access, with a focus on government information and government regulation of information. Topics include legal issues, policy considerations, freedom of information and privacy. Geared toward librarians and information professionals interested in understanding what information is made available, to whom, and why.
INLS 210-03W Intermediate Selected Topics: Evidence-Based Medicine and the Medical Librarian (3)
This course may be taken either for credit (through the normal University registration procedure--call # 86276) or 10 CEUs (continuing education units) from the Medical Library Association (as a UNC Continuing Education offering via the SILS Office). This course is designed as an introduction to the practice of evidence-based medicine (EBM). Evidence-based Medicine promotes the use of the scientific literature in the clinical decision making process. EBM specifically addresses issues of developing good clinical questions; identifying reliable resources and effective searching strategies; and evaluating the quality of research studies. In particular, the role of the librarian in the practice of EBM will be covered. The course runs for 7 consecutive weeks. It will take a total of approximately 30 hours to complete the course (plus the final project), depending on previous knowledge of EBM and other factors. Instructors are Connie Schardt (schar005@mc.duke.edu) from the Duke University Medical Center Library and Angela Myatt(angela.myatt@unc.edu) of the University of Cincinnati
INLS 210-034 Intermediate Selected Topics: Copyright Law for Librarians (3)
This course examines the law of copyright, its increasing importance to society and its impact on libraries, education and research. The course also focuses on the difficulties the digital environment imposes on traditional copyright doctrines, pressures from publishers and produces to increase copyright protection and the increasing globalization of intellectual property protection.
Gasaway
INLS 210-046 Archival Appraisal. Pre-requisite 145.
This course will explore what has been termed the archivist's "first" and arguably most important responsibility, appraisal. Students will investigate the theories, techniques, and methods that archivists use to identify documents and other materials of enduring value for long-term preservation. Students will study the history of appraisal and compare contemporary approaches from around the globe and study the work of various repositories.
Tibbo
INLS 210-078 Intermediate Selected Topics: Information Communication Technologies, Organizations, and Knowledge Management: (3)
The personal and social aspects of information communication technology (ICT) use in the workplace may bring about both positive and problematic effects for organizations and the individuals working with them. Through examination of the literature and completion of class projects, we will explore these aspects of ICTs and ways organizations might utilize them effectively to support the work tasks of individual workers and the knowledge management needs of the organization.
Barreau
INLS 210-112 Intermediate Selected Topics: Archival Approaches to Content Management (3)
This seminar draws on basic archival principles to develop ways of understanding the management of digital content from three different perspectives: digital files as surrogates of original source materials; Web content delivery systems; and repositories for digital preservation. Working with case studies from ongoing research and development projects within an international context, participants focus on emerging standards, ranging from the Open Archival Information System reference standard to XML schema for repository construction and the exposure of metadata to third-party harvesters. Team based projects and critical assessments of an emerging technical literature support the testing and evaluation of a series of content management software applications.
Conway
INLS 210-119 Intermediate Selected Topics: Intermediate Topics in Databases (3) Pre-requisite: permission of instructor. Examines the context of databases and allows students the opportunity to explore issues raised in previous database classes in more detail. Issues, topics, and technologies covered will include advanced database administration; an introduction to both data warehousing tools and techniques and data mining principles; rights management, implementation policies and practices and other legal and ethical issues; data quality control and data security.
Chaffin
INLS 210-131 Intermediate Selected Topics: Principles and Practices in Archival Description (3)
Pre-requisite: INLS 145 Recommended:INLS 151. Explores the principles of archival description as expressed in Describing Archives: A Content Standard Implementation of those principles through Encoded Archival Description (EAD) and MARC structures will form the largest portion of the semester. Other practices will include authority and subject analysis work. Other topics, issues, and technologies include related standards, the history and development of archival description, the uses of description, and description for special formats.
Wisser/Holdzkom
INLS 210-137 Leadership in Theory and Practice
The course addresses leadership theory, principles and practices, particularly emphasizing feminist theory and leadership diversity theory. Considers the nature of leadership roles at all levels in organizations, the roles of leaders in fostering organizational success, and the recurring professional and leadership issues within the national and international structure of library and information science. We will focus on theories of leadership and the practical application of leadership theory in the management of libraries and information service organizations. Emphasis will be placed on the self-awareness of leaders, leadership roles and opportunities, leadership development, and leadership evaluation.
Winston
INLS 210-138 The Art of the Picture Book
This course will study the art of creating a picture book: the integration of words and images
into a complete whole. It will explore the role of writers, artists, designers, publishers, and the
media in engaging the reader’s imagination. Students will learn how picture books have
contributed to the culture of childhood from the late 19th century to the present. Through
discussion and hands-on experiences with the concepts and techniques of visual thinking,
students will evaluate the contemporary state-of-the-art, and the relationship of picture books
to other forms of sequential storytelling such as film, comics, and animation.
Pease
INLS 310-040 Optimal Informative Systems
Information and informative systems (broadly construed). Optimality. Evolutionary processes and evolution. Intentional design, decision making, and games.
Course URL: http://OptimalInformation.com
Losee
INLS 310-052 Advanced Selected Topics: Qualitative Data Collection and Analysis: (3)
This course will combine seminar and practicum to introduce students to intensive approaches to qualitative data collection and analysis to support research and/or design within the information field. Students in the class will learn about qualitative methods and apply them in a situation or situations of their own choice (e.g., research to understand information related behavior in context; groundwork for applications development to identify requirements, constraints, and design opportunities). Topics likely to be covered include: questions/problems/proposals; role of theory (input/output); ethics; planning; entry; data collection strategies: observation, interviewing, and content analysis; trustworthiness vs. validity/relia bility of data; data analysis approaches; and reporting of the results.
Solomon
INLS 310-089 Advanced Selected Topics: Seminar in Human Computer Interaction Retrieval: (3)
Classical information retrieval had yielded novel techniques for applying computers to retrieval problems, including WWW search engines. The classical model of retrieval is one of matching queries to documents and ranking these matches. In the case of Web IR, the matching has become more dependent on anchor text in webpages and the evaluation less practical for recall and precision measures. It is apparent, however, that a new model of retrieval is needed as people access large-scale digital libraries of multimedia content and vast collections of unstructured data in the WWW. What is needed are ways to bring human intelligence and attention more actively into the search process. To this end, researchers are beginning to combine the lessons from designing highly interactive user interfaces with the lessons from human information behavior to create new kinds of search systems that depend on continuous human control of the search process. I call this hybrid approach to the challenges of information seeking, human computer interaction (HCIR). HCIR aims to empower people to explore large-scale information bases but demands that people also take responsibility for this control by expending cognitive and physical energy. This seminar will consider the underlying theoretical model for HCIR, some early designs that aim to support such interactions, and alternative evaluation paradigms. Students will read papers and lead discussions based on those papers, and work on a group project to design and pilot test a user study for an HCIR system.
Marchionini
Fall 2005
INLS 110-127 Intermediate Selected Topics: Visual Communication and Design
Fenton, 3 credits
Introduction to visual communication design with an emphasis on creating usable and effective information interfaces for Internet and computer applications. Course includes an overview of visual communication techniques, graphic design history and theory, hands-on exploration of design basics, information architectures and visual display of information.
INLS 210-03W Intermediate Selected Topics: Evidence-Based Medicine and the Medical Librarian
Schardt/Myatt, 3 credits
This course may be taken either for credit (through the normal University registration procedure--call #86276) or 10 CEUs (continuing education units) from the Medical Library Association (as a UNC Continuing Education offering via the SILS Office). This course is designed as an introduction to the practice of evidence-based medicine (EBM). Evidence-based Medicine promotes the use of the scientific literature in the clinical decision making process. EBM specifically addresses issues of developing good clinical questions; identifying reliable resources and effective searching strategies; and evaluating the quality of research studies. In particular, the role of the librarian in the practice of EBM will be covered. The course runs for 7 consecutive weeks. It will take a total of approximately 30 hours to complete the course (plus the final project), depending on previous knowledge of EBM and other factors.
INLS 210-096 Evidence Based Information Practice
Evidence-based practice is being adopted by a variety of health and other professions as a quality improvement mechanism that makes use of the best available research evidence for decision making. This course will explore the application of evidence-based practice in both library and other information practice settings. Students will have the opportunity to review existing models from other fields and to discuss their applicability to EBIP. A framework for EBIP will be developed and students will have the opportunity to apply the framework to an area of information practice in which they have a particular interest. In addition to the research literature, the students will be encouraged to think about how best library and information management practices could contribute to EBIP.
Textbook: Andrew Booth and Anne Brice, eds. Evidence based information practice. 2004.
Marshall, 3 credits
INLS 210-052, Practical Metadata
This course will center on a research project to test a metadata language constructed by NC ECHO to bring together disparate metadata records for museum, libraries, and archives. This course will explore the challenges of constructing a testing plan, crosswalking metadata, relevancy and precision and recall measurements, and providing effective representation for cultural heritage materials in an online environment. Course will focus on group problem solving methods mirroring the real world environment. Class will meet weekly to discuss individual accomplishments, research, and review the plan. Students interested in database design, metadata, cultural heritage institutions, and information retrieval, and hands-on active learning are encouraged to enroll. Limited to five students. By permission of instructor.
Solomon, 3 credits
INLS 210-046, Intermediate Selected Topics: Access, Outreach, and Public Service in Cultural Heritage Repositories
Tibbo, 3 credits
This class will focus on determination of users' needs, information seeking behaviors, and provision of access to primary source materials in archives, manuscript repositories, and museums. Students will design and conduct a user study in a local repository, analyze various databases and access tools, and assess remote access and web presence for a number of different types of repositories. User education will be a major focus of the class.
INLS 310-040 What is Information?
Losee, 3 credits
What is information?
Summer 2005 (Session I)
INLS 110-117: Information Architecture
Crystal, 3 credits
We are drowning in information: a weekday edition of The New York Times contains more information than the average person was likely to come across in a lifetime in 17th century England. As a result, we are often unable to locate, analyze or use the information we need. Information architecture is an emerging interdisciplinary practice that attacks this problem. Information architects are skilled in the art and science of structuring and classifying information spaces to help people find and manage information. This course will draw on insights from information science and human-computer interaction research, as well as the experience of practitioners, to prepare you to tackle challenging problems in information architecture. Prerequisite: INLS 50 or 102 or permission of instructor.