SOUTHERN CONNECTICUT STATE UNIVERSITY

Department of Information and Library Science   Information Analysis and OrganizationILS 506-S70SUMMER 2011 May 31-August 5, 2011Instructor:          Eino SierpeEmail:                  sierpee1@southernct.eduVoice:                  (203) 392-6883Fax:                     (203) 392-5780    This document includes important information about our course. Its aim is to answer some of the many questions and concerns you probably have and help you understand the challenges inherent in graduate-level courses, as well as those delivered electronically. The document describes the topical coverage of our course, the content of the study units, and the weekly progression of the required background readings and in-class exercises. It also includes the dates when descriptions of graded course work will be made available and your submissions due. The document also outlines important course policies on a variety of issues. Please take some time to read it to develop familiarity with its content and the different areas of coverage before initiating any course-related activities. Course title: Information analysis and organization. 

Catalog course description: Analysis and description of library collections in various types; creating bibliographic records and databases. Shared cataloging and universal bibliographic control. National standards for cataloging, classification systems, authority files, MARC and metadata. This course fulfills one of the core requirements for the Master of Library Science (MLS) degree program at Southern Connecticut State University (SCSU). Prerequisites/Co-requisites: ILS 501 (Introduction to information science and technology) and ILS 503 (Foundations of librarianship), or permission from the instructor.  Course Information Contents 1. Textbooks.2. Materials for Dewey Decimal Classification.3. Online resources.4. Course overview.5. Course format.6. Course outline.7. Course objectives.8. Assignments.9. Workload.10. Submission of course work.11. Compatibility of electronic files.12. Naming of documents.13. Grading policy.14. Grade distribution and performance assessments.15. Late submissions policy.16. Deadlines.17. Quality expectations and performance.

18. Acknowledging the work of others.19. Attendance policy.20. Office hours.21. Contact information.22. General University information23. Department’s statement on ethics.24. Department’s policy on behavior in electronic environments.25. Response times.26. Vista e-mail function.27. Opening and closing of study units.28. Online chat-room.29. Lecture notes.30. Time coordination.31. Library access.32. Disabilities Resource Center.33. Class cancellations.34. Disclaimer and error reports. 1. Textbooks: The textbooks for this course are the following: a) Required American Library Association (1980). ALA filing rules. Chicago: ALA. ISBN-10: 083893255XISBN-13: 978-0-8389-3255-1http://www.alastore.ala.org/detail.aspx?ID=2732 Anglo-American cataloguing rules. 2nd ed., 2002 revision, 2005 update (Kit). Chicago: American Library Association. Complete text with annual updates from 2003 through 2005, plus tabs. ISBN-13: 978-0-8389-3555-2 ISBN - 10: 0838935567 (Loose leaf with binder and tabs) – ISBN - 10: 0838935559 (Loose leaf with not tabs or binder).

http://www.alastore.ala.org/detail.aspx?ID=2264 Note: If you do not have a copy of the latest edition of the Anglo-American cataloging rules (AACR) and need to purchase one, please note that a 2005 update for the 2002 revision is available. The situation of AACR in its present status as a loose-leaf, updatable publication is rather complicated and its presentation in the ALA website does not help. Until relatively recently, AACR was published in a single, bound volume format. The latest version supports periodic updates. The ALA website (http://www.ala.org) describes the cumulated, 2005 edition (base text plus 2005 update) as: Anglo-American Cataloguing Rules, Second Edition, 2002 Revision, 2005 Update (Kit).http://www.alastore.ala.org/detail.aspx?ID=2264 There have a few cases of book orders resulting in errors. The “kit” described above is substantial, with at least 500 pages. If you obtained only the updates, please make the necessary arrangements to get hold of the complete set. At the time of this writing the ALA website does not describe a complete package with the binder as they did a few months ago. http://www.alastore.ala.org/SearchResult.aspx?CategoryID=142 Saye, Jerry (2000). Manheimer’s cataloging and classification. 4th ed., Rev. and expanded. New York: Basel. ISBN-10: 0824794761 (alk. paper). Including CD-ROM. Note: Manheimer’s cataloging and classification is accompanied by a CD-ROM with PowerPoint slides. The CD-ROM is stored inside the back cover. If you are planning to

obtain or already have a copy of Manheimer’s from another student, friend or colleague, be sure to obtain the CD-ROM as well. The text itself will have only limited value without the accompanying CD-ROM. The PowerPoint slides in the CD-ROM show the title pages from which the cataloging records found in the text were derived. b) Recommended The following texts are recommended (please interpret the “recommended” to mean “optional” or “without incurring in unnecessary expenses”): Scott, Mona L. (2005). Dewey Decimal Classification: a study manual and number building guide: 22nd ed. Westport, Conn.: Libraries Unlimited. ISBN-10: 1591582105. ISBN-13: 9781591582106 Taylor, Arlene G. and Joudrey, Daniel N. (2008). The organization of information. 3rd ed. Westport, Conn.: Libraries unlimited. ISBN-10: 159158700X. ISBN-13: 9781591587002 Taylor, Arlene G. (2006). Introduction to cataloging and classification. 10th ed. Westport, Conn.: Libraries Unlimited. ISBN-10: 1591582350 ISBN-13: 9781591582359 Chan, Lois Mai (1994). Cataloging and classification: an introduction. 2nd ed. New York: McGraw Hill. ISBN: 0070105065. or Chan, Lois Mai (2007). Cataloging and classification: an introduction. 3rd ed. New York: Scarecrow Press. ISBN-10: 0-

8108-6000-7 ISBN-13: 978-0-8108-6000-1 (pbk.). The work by Scott (2005) would be suitable for those with an interest in Dewey Decimal Classification (DDC) and the Dewey option available in Assignment 3. To date, only about 8 to 10% of students have selected this option. If you have no major interest in DDC, don’t worry about it. The title by Chan (1994) has some interesting points but it is already quite dated. The 3rd edition of 2007 is likely to be much better. I would not recommend the purchase of the 2nd edition but getting a copy from a local library is something worth considering. Taylor’s The organization of information (2005) provides an overview of many important concepts and would provide important background readings. Again, finding a local, no-cost copy would be worthwhile. In-class exercises and graded assignments will only require access to the Anglo-American cataloging rules and Manheimer’s. Additional readings will be assigned as the course progresses. The required texts should be available from the bookstore on campus (http://southern-ct.bkstore.com/). They are also available from a variety of external, general, Internet-based retail sources (e.g., Barnes & Noble at http://www.barnesandnoble.com/). Although I have not received reports of problems locating copies of the required textbooks, I would strongly encourage everyone not to delay their acquisition. 2. Materials for Dewey Decimal Classification: To work on course content on Dewey Decimal Classification (DDC) and

the Dewey option in Assignment 3, students should have access to the latest edition of Dewey decimal classification and relative index (Edition 22). Given the prohibitive cost of a DDC printed set, students should try to locate copies in their local settings (e.g., library). Students are not required or expected to purchase copies. Earlier editions (e.g., Edition 21) would also be suitable. For additional information on Dewey Decimal Classification, please go to: http://www.oclc.org/dewey/default.htm. 3. Online resources: The following URL links will be useful throughout the course: Library of Congress. Understanding MARC bibliographic: machine-readable cataloging.Available at: http://lcweb.loc.gov/marc/umb/ Library of Congress. Understanding MARC authority records: machine-readable cataloging.Available at: http://www.loc.gov/marc/uma/index.html Library of Congress. MARC 21 concise format for bibliographic data.Available at: http://lcweb.loc.gov/marc/bibliographic/ecbdhome.html Library of Congress. MARC 21 concise format for authority data.Available at: http://lcweb.loc.gov/marc/authority/ecadhome.html Library of Congress. Catalog. Available at: http://catalog.loc.gov Library of Congress. Authorities. Available at:

http://authorities.loc.gov Introduction to Dewey Decimal Classification. Available at: http://www.oclc.org/dewey/versions/ddc22print/intro.pdf Dewey Decimal Classification: Glossary. Available at:http://www.oclc.org/dewey/versions/ddc22print/glossary.pdf Mann, Thomas (2006). What is going on at the Library of Congress? Available at:http://www.guild2910.org/AFSCMEWhatIsGoingOn.pdf Milstead, Jessica; Feldman, Susan. (1999). Metadata: cataloging by any other name--. http://www.iicm.tugraz.at/thesis/cguetl_diss/literatur/Kapitel06/References/Milstead_et_al._1999/metadata.html Additional online resources will be made available as the course progresses. A separate topical thread in the discussions area of our course will also be available for students to share URLs for unusual Web-based resources as they are encountered during the progression of the course. Please feel free to post URLs in the designated threaded discussion if you believe they are valuable or worthy of attention because of their content or characteristics. The thread is labeled: 99-URLs for Sites of Interest. 4. Course overview: ILS 506, provides a systematic and thorough introduction to the fundamental concepts underlying information description, analysis, and organization, as well as the practical applications of these concepts in libraries and information centers. Special emphasis is given to the description of standard library

materials using the International Standard for Bibliographic Description (ISBD) as embodied in the latest edition of the Anglo-American Cataloging Rules (AACR), the creation of bibliographic records for manual and electronic environments, classification, subject access, and catalog construction. In this course students will also be introduced to Machine-Readable Cataloging (MARC) in its latest standard (http://www.loc.gov/marc/). MARC constitutes the structure that underlies the construction and support of bibliographic online public access catalogs (OPACs). Students will also be given opportunities to understand and use MARC support documentation. 5. Course format: The course is largely based on in-class exercises, lectures, discussions, and a total of four graded assignments. Given the practical aspects of cataloging, practice, in-class exercises will be assigned throughout the term. The in-class exercises are not assigned a grade. Solutions and notes will be provided for you to discuss and review your own work. The graded assignments are covered elsewhere in this document (Please see 8. Assignments). The in-class exercises include: Unit 2: Exercise no. 1-2Unit 3: Exercise no. 3-4Unit 4: Exercise no. 5-6 In addition, starting with Unit 9 nine in-class exercises with accompanying solutions and notes will be made available to help you prepare for the Final Exam (Assignment 4). The nine exercises represent exams from previous offerings of ILS 506—including the ones used in the most recent offerings of our course. In the past, students have found the exercises extremely useful.

 Note: The integration of descriptive cataloging, subject analysis and classification rules is complex and intellectually demanding. I cannot overemphasize the importance of working through the practice exercises in order to apply the fundamental concepts in the graded assignments. Failure to do so consistently throughout the course will ultimately have an adverse effect on students’ ability to complete the minimum course requirements. Attrition rates in ILS 506 are not alarmingly high but it would be a serious mistake to underestimate the challenge ahead. The first four study units will undoubtedly prove the most demanding. They will require a high level of commitment. You may even begin to feel you won’t make it. My advice is this: a) Planning: If you are planning recreational or non-essential, optional social activities, you may want to consider postponing them until after the first five study units and the submission of the first assignment in Unit 6. b) Study groups: Form a study group. Study groups provide valuable social support and they can help students minimize feelings of isolation and anxiety. A separate threaded discussion will be available for students to make suggestions on creating study groups, arranging meeting places, times, etc. 6. Course outline (May 31-August 5, 2011): For information on administrative dates and deadlines, please consult the University Calendar: http://www.southernct.edu/calendarhome/. The recesses are included below. 

Unit 1. May 31-June 1 Introduction to information analysis and organization

 Part 1: Analysis and OrganizationCataloging as analysis and organizationThe purpose of catalogingUnderstanding catalogingCataloging as technology“Metadata” in contextDescription, subject access and classificationSupport documentation Part 2: Bibliographic DatabasesThe structure of bibliographic databasesMachine-Readable Cataloging (MARC)Fixed fieldsVariable fieldsSubfieldsIndicatorsSupport documentation 

Unit 2. June 2-5In-class exercises 1-2

 Descriptive cataloging: Part 1. AACR2, Chapter 1-2 Purpose of descriptive catalogingISBD card format and MARC formatAreas of descriptionLevels of descriptionArea 1. Field 245, ‡a, ‡b, ‡cArea 2. Field 250, ‡aArea 4. Field 260, ‡a, ‡b, ‡c, ‡e, ‡f, ‡gArea 5. Field 300, ‡a, ‡b, ‡c, ‡e 

Unit 3. June 6-12In-class exercises 3-4

 Descriptive cataloging: Part 2. AACR2, Chapter 1-2, Continued Area 6: Field 4XX, ‡a, ‡vArea 7: Field 5XX, ‡aArea 8: Field 020, ‡a, ‡cReview of descriptive cataloging 

Unit 4. June 13-19In-class exercises 5-6

 Access points: Main and Added Entries. AACR2, Chapter 21-26 Main entry: Personal names. Field 100, ‡a, ‡c, ‡d, ‡qMain entry: Corporate bodies. Field 110, ‡a, ‡bMain entry: Conferences. Field 111, ‡a, ‡c, ‡d, ‡nMain entry: Uniform titles: Field 130, ‡a, ‡l, ‡n, ‡pAdded entry: Personal names. Field 700, ‡a, ‡c, ‡d, ‡qAdded entry: Corporate bodies. Field 710, ‡a, ‡bAdded entry: Conferences. Field 711, ‡a, ‡c, ‡d, ‡nAdded entry: Uniform titles: Field 730, ‡a, ‡l, ‡n, ‡pAuthorities and referencesSupport documentation 

Unit 5. June 20-26 Construction of headings and references Fundamentals of heading constructionInversion and subordinationFundamentals of authoritiesReferencesSupport documentation

 Unit 6. June 27-July 3

 Distribution of Assignment 1: Descriptive Cataloging and MARC Coding (25%). Deadline: Submissions should arrive no later than July 3 at 18:00 EST (End of Unit 6). Please see section on submissions Distribution of Assignment 2: Shelflisting and Subject Analysis (25%). Submissions should arrive no later than July 24 at 18:00 EST (End of Unit 10) Introduction to classification Fundamentals of classificationPurpose of classification in library environmentsSynthetic classificationEnumerative classificationClassification systemsShelflistingSupport documentation

 Unit 7. July 5-10

 Library of Congress Classification (LCC) Introduction to Library of Congress ClassificationField 050, ‡a, ‡bThe structure of LCCClassification schedulesShelflistingSupport documentation 

Unit 8. July 11-17 

Distribution of Assignment 3. Choice of Comparative Analysis of OPACs, or Dewey Decimal Classification. Submissions should arrive no later than July 31 at 18:00 EST (End of Unit 12) Dewey Decimal Classification (DDC) Introduction to Dewey Decimal ClassificationField 082, ‡a, ‡b, ‡2The structure of DDCClasses, divisions, sectionsNumber building: Tables 1-7Book marksSupport documentation

 Unit 9. July 18-20

 Practice final exams and accompanying answers and study notes will begin to be available in this study unit Subject analysis: Part 1 The Library of Congress Subject Headings (LCSH)The structure and syntax of subject headingsSubdivisionsRelationship between classification and subject analysisSupport documentation 

Unit 10. July 21-24 Deadline for submission of Assignment 2. Submission should arrive no later than July 24 (end of Unit 10) at 18:00 EST. Please see section on submissions Subject analysis: Part 2

 MARC and subject headingsSubject added entry - Personal name: Field 600, ‡a, ‡b, ‡c, ‡t, ‡xSubject added entry - Corporate name: Field 610, ‡a, ‡b, ‡x, ‡y, ‡zSubject added entry - Meeting name: Field 611, ‡a, ‡n, ‡d, ‡c, ‡xSubject added entry - Uniform title: Field 630, ‡a, ‡l, ‡p, ‡xSubject added entry - Topical term: Field 650, ‡a, ‡x, ‡y, ‡zSubject added entry - Geographic name: Field 651, ‡a, ‡x, ‡y, ‡z 

Unit 11. July 25-27 Cataloging routines, workflow, and support systems Original and derived catalogingCataloging routinesSearching and verificationRecord editing and authority workCataloging support systems 

Unit 12. July 28-31 Deadline for submission of Assignment 3. Submissions should arrive no later than July 31 (end of Unit 12) at 18:00 EST. Please see section on submissions Metadata and the future of cataloging Metadata in contextThe development of Resource Description and Access (RDA)Outsourcing in contextCourse review and preparation for final exam

 References: Mann, Thomas (2006). What is going on at the Library of Congress? Available at:http://lisnews.org/article.pl?sid=06/07/22/1520208 Milstead, Jessica; Feldman, Susan. (1999). Metadata: cataloging by any other name--. http://www.iicm.tugraz.at/thesis/cguetl_diss/literatur/Kapitel06/References/Milstead_et_al._1999/metadata.html 

Unit 13. August 1-5Course Review. Assignment 4 (Final Exam). Deadline for submission of Assignment 4 (Final Exam). Submissions should arrive no later than August 5, 2011 at 18:00 EST. Please see section on submissions 7. Course objectives: Upon successful completion of this course, students will be able to: 1. Understand the fundamental principles of descriptive cataloging and the importance of description in the creation of institutional information infrastructures; 2. Understand the fundamental principles of descriptive cataloging and the importance of description in the provision of information services; 3. Understand the importance of subject analysis and classification in information retrieval, in both manual and electronic environments; 

4. Apply international standards to create and modify bibliographic records; and 5. Undertake entry-level cataloging work assignments in a variety of institutional settings. 8. Assignments: The final grade of this course will be based on four assignments. The first—and without doubt the most demanding—will be on descriptive cataloging and MARC coding. The second assignment will focus on Library of Congress Classification, shelflisting conventions, and subject access. For the third assignment, you will have a choice of content: a) A comparative analysis of three online public access catalogs (OPACs); or, b) The organization of materials using Dewey Decimal Classification (DDC). The most popular option to date is a). Assignment 4 (also known informally as the “Final exam”) will cover descriptive cataloging, MARC coding, Library of Congress Classification and shelflisting, Dewey Decimal Classification, and Library of Congress subject access. These issues will be dealt with through the development of a single cataloging record. The graded assignments will be made available and due according to the schedule described in the table below. The dates are also shown in the Course Outline (6): Assignment         Available                                      Due date Assignment 1      Beginning of Unit 6 (June 27)      At the end

of Unit 6,July 3 at 18:00 EST.

 Assignment 2      Beginning of Unit 6 (June 27)      At the end of Unit 10,

July 24 at 18:00 EST.

 Assignment 3      Beginning of Unit 8 (July 11)       At the end of Unit 12,

July 31 at 18:00 EST.

 Assignment 4      Beginning of Unit 13 (Aug. 1)     At the end of Unit 13,

Aug. 5 at 18:00 EST.

 The breakdown for the assessments will be as follows: Assignment 1:      Descriptive Cataloging and MARC Coding  25 % Assignment 2:      Shelflisting and Subject Analysis                   25 % Assignment 3:      Choice of Comparative Analysis of OPACs, or

Dewey Decimal Classification                        25 %

 Assignment 4:      Final exam                                                 25 % 

In this version of ILS 506 there is no requirement for attendance or participation in threaded discussions. The threads will be available for students to post questions and answers on a variety of cataloging problems, share bibliographic records, etc. Detailed descriptions and instructions for the assignments and their submission will be included in the appropriate study units (6, 8, and 13). Nine practice final exams will be made available starting in Unit 9. These practice exams will consist of exams given in previous offerings of ILS 506. Solutions and study notes for these exercises will also be made available. 9. Workload: ILS 506 is a demanding three-credit graduate-level course and the time spent in each study unit will vary. However, on the average, students can expect to spend at least 12 hours per week beyond the standard three-hours required to review lecture materials and participate in other class-related activities. In contrast to other courses in the MLS program (e.g., ILS 504), routine physical access to a library is not required or even expected in this course. All the work can be done online. Learning to catalog is like learning a new language. It is intellectually demanding and the development of the assignments will require thoughtful and committed engagement. I cannot overemphasize the importance of planning and distributing your work throughout the academic term. I will be available to help you get past any difficulties but please be aware that I do not have a teaching or graduate assistant. I am also not in a position to provide individualized tutoring or tutoring referral services. 10. Submission of course work: Graded assignments should be sent to me by e-mail at sierpee1@southernct.edu as virus-

free attachments from MySCSU email accounts, that is, from accounts with the @owls.southernct.edu domain. This will help prevent problems with messages being flagged as spam and filtered out automatically before reaching my email in-box. 11. Compatibility of electronic files: The compatibility of electronic files with what I can handle with my PC should be addressed and settled well in advance. Compatibility issues should not be addressed shortly before or after the deadlines. In this course, all submissions will take the form of word processing documents. There are no requirements for the submission of multi-media or graphic files. If you do not have experience with the procedures used to send documents as e-mail attachments please feel free to send me a test and I will let you know whether I received the file and whether the encoding/decoding worked as intended. I will be very glad to help you in any way I can. This, however, should not be at the last minute or after a deadline. 12. Naming of documents: Documents representing the graded course work submitted for my review must include a statement with the student’s full name in direct order, a complete, correct, and current @owls.southernct.edu domain e-mail address, the course title, number and section (i.e., ILS 506-S70), the instructor’s name, assignment number and title, and the date of submission. Furthermore, given the large number of electronic files I receive, files should be named according to the following standard: Last name HYPHEN First name HYPHEN first digit second digit PERIOD file extension:

 Submission for Assignment 1:     Smith-John-01.docSubmission for Assignment 2:     Smith-John-02.docSubmission for Assignment 3:     Smith-John-03.docSubmission for Assignment 4:     Smith-John-04.doc Although standards for the naming of files vary according to the preferences of instructors, what I described above is the only acceptable standard in this course. After receiving files, I will respond with a brief e-mail to let you know that: a) the message and file arrived; b) the attachment conversion process worked as intended; and c) the document is complete. Unsolicited files or early, incomplete editions of assignment documents will not be reviewed outside the formal grading structure. Issues or questions pertaining to routine course work or in-class exercises will be dealt with in the context of threaded discussions. Separate, public threads will be available for posting questions on the assignments. Students are strongly encouraged to include their own e-mail address in the cc (carbon copy) field (or an alternative, secondary e-mail address) when submitting files supporting graded assignments. This applies to any course taken online. This will allow them to verify whether the attachments were, indeed, sent along with the message. 13. Grading policy: Consistent with the current policy of the School of Graduate Studies, Southern Connecticut State University, the passing grade for this course is ‘B’. The semantic equivalence of letter grades is as follows: 

A = “Outstanding/Exceptional” (The ‘A’ means exceptionally superior)A- = “Excellent” (The ‘A-’ is for work that is clearly superior)B+ = “Very good” (The ‘B+’ is for work that exceeds expectations).B = “Good” (expected graduate-level performance and an indication that the assigned task was performed satisfactorily). Grades below B (B-, C+, C, C-, D, etc.) reflect unacceptable performance. In the scale above, the ‘A’ truly does mean exceptional to the extent that over the course of time only a few students are expected to receive this grade. The A is given only to work that represents the highest possible standard of performance. Given the natural distribution of performance among students, the most common grade is ‘B’. A letter grade ‘B’ should not be interpreted as one that reflects deficiencies. It should be considered as the standard for graduate-level work. A B+ is for work that exceeds expectations. For details on the grading system and academic standards and regulations, please consult the appropriate sections of the Graduate Catalog, 2010-2011. 14. Grade distribution and performance assessments: Grades and comments on students work will be distributed individually by e-mail. I do not use the grade reporting function in Vista. I only use e-mail. Given the characteristics of online environments, the language I will use in the comments addressing performance will be direct, even blunt, and free of ambiguities. Superior and acceptable work will be described using the appropriate characterizations (e.g., Clearly superior / Outstanding (grade

A), Excellent (grade A-), Very good (B+), Good (B). Unacceptable performance will be described in a manner that will leave absolutely no room for doubt (Marginal, Weak, Poor, Very poor, Below graduate standards, Alarmingly weak, Unlikely to meet minimum course requirements, etc.). At the end of the course, final grades will be distributed by e-mail. They will also be entered into the BANNER database. 15. Late submissions policy: With the exception of documented situations involving health issues or extraordinary circumstances beyond students’ control, late submissions—defined as those that arrive after the designated deadline—will receive an F. In this course there are no provisions for: a) the reduction of a score based on the number of days that follow the deadline, or b) preferential treatment in response to vague or unspecified needs or conditions beyond documented health issues, documented disabilities, or those that would make it impossible for a student to function effectively in a professional situation. Although this policy seems unnecessarily harsh, it is consistent with the educational objective of creating an environment that approximates the demands of professional practice and having students develop the sense of responsibility and professionalism that will be required in their careers. Deadlines must be respected. 16. Deadlines: In this course, deadlines should be interpreted as “document should arrive no later than [designated date and time]”. The deadlines specify the latest arrival time of a document. They do not specify submission times. Given the characteristics and unpredictability of the networks that make up the Internet, students can and should expect delays between the time they submit a document and its arrival. It is important for students to submit documents early to ensure their arrival

before the deadline. Submissions can also be sent to me at an earlier date (e.g., two or three days in advance). In fact, it is always a good idea to submit work long before the deadline. I will also be very glad to accept “revised editions” of submissions as long as I receive them before the deadline. And you should use this policy to your advantage. For example, if you anticipate having difficulties meeting a deadline for any reason, please send me a late draft and follow it with a revised, final, updated edition of your work, if it is at all possible. I will certainly not object to reviewing and grading a less-than-perfect submission or replacing the one originally submitted with a revised copy if the revision arrives before the deadline. 17. Quality expectations and performance: Students are expected to submit thoughtful, carefully prepared, high-quality work. Like all other courses in the MLS program, ILS 506 was designed to simulate a real-life, professional work environment. This simulation calls for the demonstration of appropriate conduct and this includes the completion of assigned tasks in a professional manner and within deadlines. Failure to demonstrate a high degree of professionalism will not only be reflected in the course grade. It may also adversely affect the ongoing faculty evaluation of a student’s progression through the program. For more information on satisfactory progression, please refer to the 2010-2011 Graduate Catalog under Continuous Enrollment and Satisfactory Progression. 18. Acknowledging the work of others: I would also like to draw your attention to a disturbing phenomenon. Instances of students using material found in websites without properly crediting the source appear to be increasing. The ease with which one can simply “cut and paste” to harvest materials from the Internet requires increased awareness of what is

permissible and what is not. In the context of electronic environments, new technologies and the use of tools designed to detect situations involving plagiarism have resulted in an increase in the number of investigations, the assignment of failing grades and outright expulsions from our program. In situations where you integrate the work of others into your own, please take time to consult style manuals and writing guides to give appropriate credit using the accepted conventions. The full text of the Department’s policy on this issue can be found at: http://www.southernct.edu/ils/currentstudents/ilspolicies/ 19. Attendance policy: Although our course does not require participation in threaded discussions (e.g., graded weekly postings) I would greatly appreciate receiving notification of course drops by e-mail. Ceasing to participate in course related work is not equivalent to a course drop. Students who wish to drop the course should do so in the BANNER database within the allowable timeframe (Please see the University calendar). For late withdrawals (defined as those that take place after the deadline set by the Office of the Registrar), an e-mail request should be sent to me at: sierpee1@southernct.edu. I do not object to late withdrawal requests and grant them accordingly. 20. Office hours: I am available every day for consultation by e-mail at sierpee1@southernct.edu. 21. Contact information: My contact information is: Telephone number: (203) 392-6883. 

Fax number: (203) 392-5780. Office location: My office is located in the “new” Buley Library Building, Room 408. Email address: sierpee1@southernct.edu. Postal address:     Department of Information and Library Science                             Buley Library Building

501 Crescent StreetNew Haven, Connecticut06515

 My preference for communication is e-mail. E-mail communication is more accurate and less likely to result in confusion. At times, voice mail messages are of low quality and difficult to understand. If you would like to contact me, please send me an e-mail message. 22. General University information: For information on academic standards and regulations, please refer to the appropriate sections and paragraphs of the Graduate Catalog, 2010-2011. Students should also develop familiarity with the information found in the department’s website at http://www.southernct.edu/departments/ils. The department’s website includes valuable information on future course offerings, graduation requirements, etc. 23. Department’s statement on ethics: The department’s statement on ethics can be found at: 

http://www.southernct.edu/ils/currentstudents/ilspolicies/ 24. Department’s policy on behavior in electronic environments: Computer-mediated communication (CMC) can provide an extremely rich environment for students to participate in ways that are not always possible in traditional classroom settings. CMC technologies can encourage people to be more open and involved. However, there is also a “dark side” to computer-mediated communication technology and a few comments may prove useful at this stage, especially since not all students enrolled in this course will have the same experience with CMC in a textual mode. There is a substantial body of research that suggests that CMC interaction can lead to inequalities in rates and manner of participation. These inequalities to a large extent mirror those found in “real-life”, that is, face-to-face interaction. Furthermore, computer-mediated communicators can begin to feel detached from their environment and forget that they are communicating with real human beings. This can lead CMC users to say things they would never say in a face-to-face situation and to the escalation of minor misunderstandings. Minor issues may appear much more serious than what they would otherwise. This is particularly true if CMC users have been desensitized by prolonged exposure to topical discussion in electronic discussion lists and the interactions of Usenet. Although minor misunderstandings may be unavoidable given the nature of the medium and occur from time to time, we should all try to develop and maintain sense of community in this space for our common benefit. Rather than viewing our course space as a “battleground” we should think of it as a

useful tool, one that can enrich our learning experience. Should the need arise, as the instructor I will assume the role of moderator. Situations involving inappropriate and disruptive behavior will be handled as dictated by current departmental policy. For the full text of the Department’s policy on behavior in electronic environments please refer to the: Policy on Inappropriate Behavior in Electronic Communication available at: http://www.southernct.edu/ils/currentstudents/ilspolicies/ Offensive messages or inappropriate online behavior should be immediately reported to the course instructor even if they are taking place or being observed in private e-mail exchanges. 25. Response times: The weekly threaded discussions in our course will be monitored and reviewed frequently. When warranted, responses to comments or questions will be posted. However, questions suggesting a lack of familiarity with basic course documentation (e.g., the contents of this document or the description of assignments) and resources will be treated as low-priority and may even be ignored altogether. Students are expected to thoroughly review and understand the information in this document and any other documentation prior to the initiation of course-related activities. Although response times in threaded discussions are largely dependent on the number of students in a course and the number of messages posted, students can expect responses no later than 48 hours after a question is first submitted. Since the course is given greater priority, students who send questions on course-related issues using e-mail may have to wait longer

to receive a response. 26. Vista e-mail function: Vista supports a facility that can be used to send messages to other students and/or the instructor. However, I decided to remove that feature from our home page. The e-mailer available in Vista can result in a great deal of confusion. 27. Opening and closing of study units: Although some instructors prefer to have all study units available at once right from the onset of the course, I do not believe in that practice, especially in a course such as ILS 506. The opening of units is governed by the structure of the syllabus and course progression. Individual study units will typically open on Mondays (or earlier) and remain accessible until the end of the course. 28. Online chat-room: Students should feel free to use the online chat-room available in our course home page. 29. Lecture notes: The lectures notes will be in the home page for the study units. They will also be made available as attachments in a threaded discussion. This will allow you to download the lecture notes directly onto your PC for printing if you wish to do so. The threaded discussion used for the posting of lectures notes or any other documents needed to support course activities is labeled: 99-Documents. 30. Time coordination: Our course operates in Eastern Standard Time (UTC – 4:00). This is the time used for assignment deadlines. To convert times from different time zones, the website maintained by the National Institute of Standards and Technology (NIST) at http://nist.time.gov/ is very useful. 

31. Library access: Access to the Buley Library is available on Vista’s homepage. The URL link for the library is: http://library.scsu.ctstateu.edu/ Through the available link you will be able to choose from a variety of valuable resources. For remote access, please refer to the Helpguide available at: http://www.consuls.org/screens/accesshelp.html.

 32. Disabilities Resource Center (General): 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. If you need course adaptations or accommodations because of a disability, if you have emergency medical information to share with me, or if you need special arrangements in case the building must be evacuated, please make an appointment with me as soon as possible. My office location and office hours are listed on the first page of this syllabus. Please refer to the DRC’s home page for further information: http://www.southernct.edu/drc/. The Disability Resource Center is located in EN C-105A (Engleman Hall).501 Crescent Street New Haven, CT 06515(203) 392-6828, TTY (203) 392-6131, Fax (203) 392-6829. 33. Class cancellations: In the event of classes being cancelled, I will notify everyone in advance by electronic mail. For information on class cancellations as a result of inclement weather, please call (203) 392 – SNOW (392-7669). This does not apply to courses delivered electronically. Courses

delivered via the Internet are available around the clock. However, if you have trouble due to disruptions caused by severe climatic conditions in your area (e.g., tornadoes, hurricanes, power outages), please contact me as soon as reasonably possible. 34. Disclaimer and error reports: The content of this document reflects the information available at the time of its creation. The instructor reserves the right to make changes at any time and for any reason. Please report any errors to the instructor at sierpee1@southernct.edu.  

Last update: May 29, 2011.