Mary E. Brown, Ph.D.
Associate Professor
Information Science
Brown@SouthernCT.edu
Resources for Students:
Additional Resources:
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ILS 537 Information Seeking Behavior Syllabus
Fall 2003
GENERAL INTRODUCTION TO THE COURSEWORK
The goal of this course is to give every student a common background for understanding and discussing information behavior while giving each student the opportunity to specialize in an aspect of information behavior or the information behavior of various populations. Students will learn through reading, observation, investigation, and discussion. The class is organized as a seminar with a research component. Each student is expected to participate in discussions and to lead a number of discussions. In leading a discussion, the student should be prepared to present his or her personal summary and understanding of the a body of reading (assigned or student-selected) and to prepare 2-3 questions or proposals that will be the basis of the class discussion. Discussions may take place as threaded discussions.
Assignments consist of five types: 1) observing information behavior and recording observations in a paper supported with a literature review; 2) creating a classified and annotated bibliography covering a range of topics related to information behavior; 3) writing an opinion paper (backed by observation, research, and the literature) on the relevance/importance of understanding information behavior in the context of providing information service; 4) writing a plan to incorporate information behavior into library service; and 5) participating in designing and conducting a wide area study on information behavior.
The preferred way to submit assignments for this course is through a student-designed and maintained website. All enrolled students are generated a MySCSU account which includes the ability to mount a website on the university's server. Students may choose to mount a website on other servers, provided it is publicly accessible to other members of the class and the professor. For those who are not yet proficient at website construction, try Professor Drott's 8 Minute HTML tutorial ["Here is where beginners can learn all that they need to know to write html in eight easy one-minute lessons."].
REQUIRED TEXT AND RESOURCES
Case, D. O. (2002). Looking for Information: A Survey of Research on Information Seeking, Needs, and Behavior. New York: Academic Press. ISBN: 0-12-150381-x [This is the foundational resource you will need for this course. Additional readings will be suggested. It is also strongly recommended that you become familiar with both foundations of Empirical Research and Action Research]
COURSE DESCRIPTION
How people acquire, store and use information they receive from their environment. Topics include behavioral, cognitive, and affective aspects of information-seeking. Applications to information systems and user instruction. This course fulfills one of the requirements for the Master of Library Science degree at SCSU. 3 credits. Enrollment in this course is limited to 20 students.
COURSE OBJECTIVES
Upon successful completion of this course students will to able to:
- Discuss models and theories of information seeking
- Discuss methods for studying information seeking behaviors
- Discuss, based on observation and the literature, the relevance of information behavior to designing information services
- Design and conduct observations and studies of information behavior
PRE-REQUISITES & REQUIREMENTS
Prerequisites: ILS 501, 504, 506 or departmental permission.
COURSE CALENDAR
- Section I [Weeks 1-4] : Underlying Concepts
- Week 1 [9/2-9/5]
- Read: chpts 1-2 in Case
- Due: personal introduction and URL for individual website (for submitting coursework)
notify professor if any part of the syllabus is not clear or seems to be contradictory
observation of information behavior 1
1-3 annotations
- Week 2 [9/8-9/12]
- Read: chpts 3-5 in Case
- Due: observation of information behavior 2
1-3 annotations
- Week 3 [9/15-9/19]
- Read: chpts 6-7 in Case
- Due: 1-3 annotations
- Week 4 [9/22-9/26]
- Review: chpts 1-7 in Case
- Due: Two-week observiation of own information behavior
1-3 annotations
- Section II [Weeks 5-6] : Studying Information Behavior
- Week 5 [9/29-10/3]
- Read: chpts 8-9 in Case
- Due: 1-3 annotations
- Week 6 [10/6-10/10]
- Read: chpts 10-13 in Case
- Due: Two-week observation of the information behavior of a group or individual
1-3 annotations
- Section III [Weeks 7-8] : Designing ISB Research
- Week 7 [10/13-10/17]
- Review: Case as needed
- Due: Initial question(s) for cooperative study
1-3 annotations
- Week 8 [10/20-10/24]
- Review: Case as needed
- Due: Final question(s) for cooperative study
1-3 annotations
- Section IV [Weeks 9-10] : Conducting Research
- Week 9 [10/27-10/31]
- Review: Case as needed
- Due: Initial analysis of individual question(s) on cooperative study
1-3 annotations
- Week 10 [11/3-11/7]
- Review: Case as needed
- Due: Final analysis of individual question(s) on cooperative study
1-3 annotations
- Section V [Weeks 11-12] : Summarizing Findings
- Week 11 [11/10-11/14]
- Review: Case as needed
- Due: Supported opinion paper on relevance/importance of understanding information behavior in the context of providing information service
written plan to incorportation information behavior into library service
1-3 annotations
- Week 12 [11/17-11/21]
- Review: Case as needed
- Due: Paper on observed information behavior
Classified Annotated Bibliography
- Section VI [Week 13] : Final Exam / Reports
- Week 13 [12/1-12/5]
- Due: Completed website of assignments.
Final Exam: For the final exam, each student will add to their website a discussion of how the design of the website relates to what we know about information behavior. Students may elect to form groups (2 to 5), critique, compare and contrast the group of websites, and submit a group exam paper.
GENERAL POLICIES
Each student will
- assume responsibility for your learning
- use the provided learning guides and resources; conduct data
searches when necessary
- manage your time effectively (plan a schedule and practice
time management)
- ask for assistance when you need it; avoid unnecessary frustration
and confusion
- remain active in the Message Center, Email, threaded discussions and
other activities
- prepare all work at graduate performance levels
- follow good online etiquette
The instructor will
- provide assistance/knowledge in facilitating understanding of the
course content
- guide students through the course
- facilitate discussion through questioning, probing, examples, etc.
- provide feedback
- maintain records
- mark exams/assignments and maintain records within 15 working days
- respond to messages on Tuesdays and Thursdays
GRADING POLICIES
(OPTIONAL) Write a brief (no more than one page) summary of your background. You may write about your family, early education, employment, and/or personal interests. Discuss a recent, frustrating search for information. What was frustrating about the search? What would have made it less frustrating? Introductions are to be posted in the threaded discussion area under the thread marked "Introductions." [The introduction is optional and will not comprise any part of the final grade.]
Each student will complete 25-30 readings [that are about or shed light on information seeking behavior] of his/her choice and share insights and new knowledge with classmates through annotations. One to three (1-3) annotations should be added to the bibliography each week. Each annotation should begin with the bibliographic reference to the portion annotated (i.e. chapter, article, personal interview), written in APA style and include a keyword that best describes the knowledge gained. Annotations (less bibliographic entry) are expected to be concise entries of 50-150 words written as informative abstracts. Each entry should be classified (by keyword) and entries covering the same topic (with the same keyword) should be grouped together. Three elements of the bibliography will be scored: the citation (for APA style), the annotation (for being an informative abstract and being well written), classification (assignment of appropriate keyword). The bibliography should be maintained on the student's personal website. Students may maintain the initial entries as a non-classified bibliography; however, once the bibliography has a dozen (12) entries, it must be reorganized as a classified bibliography. Each student should be able to explain/justify the physical appearance of the bibliography in terms of aiding a seeker using the bibliography. The classified, annotated bibliography is due in the 12th week of the course. [The classified, annotated bibliography will comprise 10% of the final grade.]
Three different types of observations are to be completed:
- Observing Information Behavior. The information behavior of two different individuals will be observed: one during week one and one during week two. The observations are to be written in an orderly format and include the procedure used for the observation, a summary of what was observed, what was learned from the observation, and how you would do the observation differently and why (that is, what do you think you could have learned but didn't and how would you change the observation so that you might obtain those findings). The first observation is due in the 1st week of the course. The second observation is due in the 2nd week of the course. [The observations of two individuals will comprise 10% of the final grade. (That is, each observation will comprise 5% of the final grade.)]
- Observing Self. For two weeks (weeks 3 and 4) you will observe your own information behavior. The observations are to be written in an orderly format and include the procedure used for the observation, a summary of what was observed, what was learned from the observation, and how you would do the observation differently and why (that is, what do you think you could have learned but didn't and how would you change the observation so that you might obtain those findings). The self-observation is due in the 4th week of the course. [The observations of your own information behavior will comprise 10% of the final grade.]
- Observing Specific Populations. The observations are to be written in an orderly format and include the procedure used for the observations. The observation of the specific population is due in the 6th week of the course. [The observations of a specific population will comprise 10% of the final grade.]
This paper will incorporate the varous observations described above with a literature review to support observations and conclusions from the observations. The paper is expected to be of "publishable quality" and to follow APA style. [You will need to report each separate observation as if a separate study within a larger study. You are expected to have broad conclusions across the various observations.] The observations paper is due the 12th week of the course. [The observations paper will comprise 20% of the final grade.]
Each student will write an opinion paper on the relevance/importance of understanding information behavior in the context of providing information service. The opinion(s) must be supported by observations, findings, and the literature. The key to this paper is not the opinion that student takes, rather the quality of the support for that opinion that the student builds in the paper. The opinion paper is due in 11th week of the course. [The opinion paper will comprise 10% of the final grade.]
Each student will write a plan to incorportation information behavior into library service. The key to this paper is to keep the plan simple and incorporate a small change that, according to the literature, observations, and findings, will likely facilitate the seeking behavior of a group of users. The plan paper is due in 11th week of the course. [The plan paper will comprise 10% of the final grade.]
Each student will design a question or a question series to be part of a larger questionnaire. Each student will participate in distributing and collecting the larger questionnaire. Each student will analysis and report on the findings of his or her question(s). The professor and students may make general comments about findings across the full survey. Initial questions are due in the 7th week of the course. Final questions are due no later than the beginning of the 8th week of the course. The study will be distributed by the middle of the 8th week of the course. In the 9th week of the course, students should complete an initial analysis on responses received to that point. Final analysis of questions are due in the 10th week of the course. [Each student's design and analysis of his or her question or question series will comprise 10% of the final grade.]
All students will participate in a final examination, which will be due during the final week of the course. The final exam is intended to be an application of what we know about information behavior to website design. For the final exam, each student will add to their website a discussion of how the design of the website relates to what we know about information behavior. Students may elect to form groups (2 to 5), critique, compare and contrast the group of websites, and submit a group exam paper. The final exam may be used to replace a lower grade (up to 10% of the final grade). [NOTE: The quality of class participation may not be replaced with the final exam grade.] The professor reserves the right to use the final exam as extra credit up to the equivalent of raising the final grade one step (such as from B to B+ or B+ to A-).
Quality of class participation will be assessed by the professor. Too little or to much participation are both negative qualities. Examples of too little participation are adding little new content to discussions, adding content that seems to be isolated from awareness of on-going discussion(s). Examples of too much participation are being the first to comment in discussions and making extensive comments so classmates have little opportunity to add additional points. [Class participation will comprise 10% of the final grade.]
The journal is a non-graded assignment in which the student, a specified intervals, comments on the course. Four entries are requested:
- Write a narrative describing what you expect to gain from this course, your feelings about online versus onground courses, and why you chose to study online during this semester. Be sure to mark the entry with the title "BEGINNING REFLECTIONS - FIRST WEEK OF CLASS".
- Write a narrative describing what you have gained from this course so far, your feelings toward this mode of instruction, and problems you may have encountered--including any solutions you may have already found. Be sure to mark the entry with the title "THIRD WEEK REFLECTIONS -- date".
- Write a narrative describing your current feelings toward this mode of instruction, and any problems or successes you have had since the third week's journal entry. Be sure to mark the entry with the title "REFLECTIONS FROM THE MIDDLE - date".
- Write a narrative describing your current feelings toward this mode of instruction, and highlight problems or successes you have had over the course of the semester. An overall critique of the course and suggestions on how it can be improved for future classes would be appreciated. Be sure to mark the entry with the title "REFLECTIONS FROM THE END - date".
Journal entries should be submitted to the instructor during the first, third, sixth, and thirteenth weeks.
All assignments will be graded on a 6-point scale where 6=Outstanding, 5=Strong, 4=Adequate, 3=Limited, 2=Seriously flawed, 1= Fundamentally deficient, and 0=Unable to evaluate. This scoring convention is after the GRE Scoring Guide. Adapted and in more detail this is:
- 6 Outstanding.
- Presents a cogent, well-articulated/presented response to the assignment and demonstrates mastery of the elements of effective writing/presentation. The work typically: develops the assignment with insightful reasons and/or persuasive examples, sustains a well-focused, well-organized discussion/presentation, expresses ideas clearly and precisely, uses language fluently with varied sentence structure and effective vocabulary, demonstrates superior facility with the conventions of standard written English but may have minor flaws
- 5 Strong.
- Presents a well-developed assignment and demonstrates a strong control of the elements of effective writing/presentation. The work typically: develops the assignment with well-chosen reasons and/or examples, is focused and generally well organized, expresses ideas clearly and well, uses varied sentence structure and appropriate vocabulary, demonstrates facility with the conventions of standard written English but may have minor flaws
- 4 Adequate.
- Presents a competent rendering of the assignment. The work typically: develops the assignment with relevant reasons and/or examples, is adequately organized, expresses ideas clearly, demonstrates adequate control of language but may lack sentence variety and/or may have some flaws in standard written English.
- 3 Limited.
- Demonstrates some competence in fulfilling the assignment but is clearly flawed. Exhibits one or more of the following: vague or limited development of the assignment, weak in the use of relevant reasons or examples, poorly focused and/or poorly organized, has problems expressing ideas clearly, uses language imprecisely and/or lacks sentence variety and/or contains occasional major errors or frequent minor errors in grammar, usage, or mechanics
- 2 Seriously Flawed.
- Demonstrates serious weakness in fulfilling the assignment. Exhibits one or more of the following: is unclear or seriously limited in developing the assignment, provides few relevant reasons or example, is unfocused and/or disorganized, contains numerous errors in grammar, usage, or mechanics that severely interferes with meaning
- 1 Fundamentally Deficient.
- Exhibits one or more of the following: contains numerous errors in content, either of omission or accuracy or both; provides little evidence of the ability to develop or organize a coherent response to the assignment; pervasive pattern of errors in grammar, usage, or mechanics that severely interferes with meaning
- 0 Unable to be evaluated.
- Not submitted on time or off assignment or merely copies the assignment
GRADE EQUIVALENTS
- 5.5-6=A
- 4.5-5=B
- 3.5-4=C
- 2.5-3=D
- below 2.5=F
Each student is expected to participate in weekly online discussions and activities. Each student will be responsible for leading a number of online discussions based on assigned and supplementary readings (and shared summaries
of these readings, such as through the annotations of items in each student's bibliography).
Attendance is automatically monitored and recorded by the OnlineCSU courseware.
While it is expected that every student will participate regularly, there may be times when illness, official university activities, etc., force a student to miss a day(s) of online activity. Final course grades may be lowered for each unexcused absence from online activity. Attendance for the purpose of this course is defined as a combination of frequency and duration of activity in any given week. A student who does not participate--or participates only marginally--in any one week can expect to have their final grade lowered by 10% for each week of "absence" from the course. For example, a student does not participate for a week and has not received written permission from the instructor for the absence; if the student's grade would otherwise be an "A" (4.0), it is now an A- (3.7) and if the student's grade would otherwise be an "A-" (3.7), it is now a B+ (3.3). [A=4.0; A-=3.7-3.9; B+=3.3=3.6; B=3.0-3.2; any average below 3.0 (B) is below expected graduate level performance.]
PRE-COURSE READING/ASSIGNMENT/EXERCISE
Prior to beginning this course, please read carefully all materials in this syllabus.
Please review university and department requirements for a graduate degree. You will find each student is required to complete a thesis, pass a qualifying exam, or submit a special project. The special project will be documented in a portfolio.
Please review the department's policies on Behavior in Electronic Communication and Academic Honesty
Be sure to explore and become familiar with the various links under "Resources for Students" on the left side of each webpage.
FACULTY BIO
Professor Brown received the Ph.D. in Information Studies from Drexel University. Her major area of concentration is information systems and her minor area of concentration is management of organizations, including course work in social systems sciences (Wharton, University of Pennsylvania) and additional work in cognitive psychology, intelligent tutoring systems and statistics (Princeton University). She also holds a ALA-accredited Master of Science in Library and Information Science (Drexel University) and a Bachelor of Science in Secondary Education/Comprehensive Science (West Chester University). Her current research interests are in categorization and naming of thematic information, electronically offered courses, information-seeking behavior, and usability testing.She is published in leading journals in psychology and in information science, and has been a presenter at conferences and workshops on Distance Education, Digital Libraries, Web-Based Testing, Grantsmanship, and Managing a WebSite for Classroom Support. She is a successful grantwriter (federal, state, local levels) and has served as a reviewer for federal and local funding agencies.
On this class site, every effort has been made to acknowledge the work of others. Any omission is unintentional. If anyone finds an oversight, please contact me at brown@southernct.edu immediately so that any error can be corrected.
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