Mary E. Brown, Ph.D., Professor
Information Science

Southern Connecticut State University
501 Crescent Street, New Haven, CT 06515

Department of Information and Library Science
Fax: 1.203.392-5780 / Phone: 1.203.392-5781
Toll Free: 1-888-500-SCSU, then press 4

NOTE: Please print a copy of this page and keep it nearby for ready reference.
REMEMBER: ILS 580 requires an ongoing routine of involvement through reading, planning, doing, and thinking. Plan ahead; Make appointments with yourself for work sessions; Do something everyday toward coursework; Be prepared to use idle time (standing in grocery lines, waiting for a train) to read artices, etc.

REQUIRED TEXT

Publication manual of the American Psychological Association (latest available edition: 6th edition is due July 1, 2009). Washington, DC: American Psychological Association.

Beck, S.E., & Manuel, K. (2008). Practical research methods for librarians and information professionals. Neal Schuman. [ISBN: 978-1-55570-591-6]

Special Project Handbook (DRAFT version) (Word doc)

PREREQUISITE REQUIREMENTS

15 credits in library science or permission from the instructor.

COURSE DESCRIPTION

Fundamentals of quantitative and qualitative research methods will be studied. Central research findings and research literature of the field are considered. Each student prepares a Special Project proposal to meet the Graduate School and MLS requirements. (Formerly ILS 680) [2009-2010 Graduate School Catalog, p. 163]

This course fulfills one of the requirements for the Master of Library Science degree at SCSU.

NOTE: Students may have a choice of completing only a Special Project Proposal during the term in which ILS 580 is taken (and completing the Special Project later), or completing both the Special Project Proposal AND Special Project (and all required documentation) during the term in which ILS 580 is taken.

COURSE OBJECTIVES

Upon successful completion of this course students will be able to:

• Explain the importance of research in the creation of new knowledge.
• Explain and demonstrate the components of the research cycle.
• Define research problems and scientific research procedures in general.
• Describe the philosophical concepts and methodologies involved in library and information studies.
• Describe the role of research in library and information services.
• Analyze and critically evaluate existing research.
• Assess the actual and potential value of new research.
• Describe a variety of research methods and approaches.
• Identify an area of study and plan for conducting empirical research and analyzing collected data.
• Demonstrate knowledge and understanding of ethical issues of research including human participant research.

PRE-COURSE READING/ASSIGNMENT/EXERCISE

Prior to beginning this course, please read carefully all materials on Protecting Human Research Participants (PHRP) by completing the training module now housed on the National Institutes of Health (NIH)'s website for extramural researchers. After passing the training module, print the certificate of completion and submit a copy of the certificate to Dr. Brown (Dr. M.E. Brown, ILS Department - Buley 401, Southern Connecticut State University, 501 Crescent Street, New Haven CT 06515). ALSO post a copy of the certificate to the appropriate thread. (A copy of this certificate is also required to be filed with all IRB forms prior to obtaining permission to begin research.)

Also be sure to read about Southern's Human Research Protection Program and the IRB Newsletters on the Graduate School's Website. The Human Research Protection Program explanation and IRB Newsletters are your primary resource for information on conducting research at Southern.

COURSE REQUIREMENTS

Each student must complete the Protecting Human Research Participants (PHRP) training module now housed on the National Institutes of Health (NIH)'s website for extramural researchers; and file a copy of the resulting certificate with the department.

Each student will develop a special project proposal that will meet the Graduate School Guidelines for the Special Project capstone experience (a public service special project involving field work, intervention planning and development, and/or policy development that are informed by the student's original research; an educational special project consisting of development of curriculum, learner-based exercises, or computer software or other tools of a specifically educational purpose that are informed by the student's original research; a multimedia special project involving the creation of an installation or digital exhibit on a specific topic within the discipline, or a film or video that documents an experience, social phenomenon, or inquiry that is relevant to the field that are informed by the student's original research; an entrepreneurial special project involving idea generation, feasibility study, and development and implementation that are informed by the student's original research).

Each student will construct a Capstone Portfolio that is a well-organized Web- and CD-deliverable demonstration of the body of work the student completes in the MLS program and how this work relates to professional competencies. The Capstone Portfolio is to be submitted to the department on a CD disc and will be kept on file for review by students, faculty, and accrediting agencies. The Capstone Portfolio should include: a narrative overview; courses taken (with catalog descriptions), with links to samples of work; professional competencies appropriate for beginning professionals and the student's area of specialization, with links to work that demonstrate each competency; reflection on the student's program of study and preparation for the information profession; and a professional resume.

COURSE CALENDAR

TENTATIVE COURSE OUTLINE:

Week 1 [Aug. 31-Sept. 7]

Read: Beck & Manuel, Chpt 1 The Benefits of Research and Chpt 2 The Research Process

Read: APA Manual 6th edition, Chpt 1 Writing for the Behavioral and Social Sciences

Read: APA Manual (5th ed.), Chpt 2 Expression of Ideas and Chpt 3 APA Editorial Style: Reference Citations in Text

Begin: review of the LIS literature for ideas for or refining your Special Project proposal

Due: Introduce yourself to the class (via post to appropriate thread)

Due: First journal entry (post to appropriate thread)

Due: Formulate and submit initial research/project ideas (for professor's comments)

Due: Declaration of expected timeline for completing the Special Project (Fall 2009, Spring 2010, Summer 2010, other Š please specify) [also please state how many credits have been completed toward degree excluding this semester and how many credits you are taking this semester]

Week 2 [Sept. 7-14]

Read: Beck & Manuel, Chpt 10 Avoiding Common Pitfall in Research and Chpt 11 Synergies in Research

Read: APA Manual 6th edition, Chpt 6 Crediting Sources

Read: APA Manual (5th ed.), Chpt 3 APA Editorial Style: Headings and Series and Chpt 3 APA Editorial Style: Reference List

Continue: conduct review(s) of the literature for your Special Project proposal

Due: NIH Certificate of Completion (post to appropriate thread)

Begin: Conduct review(s) of the literature to support initial research ideas

Full Project track: DUE: Prepare and submit a brief description of your final project idea

Week 3 [Sept. 14-21]

Read: Beck & Manuel, Chpt 9 Classroom Research and Chpt 8 Action Research

Read: APA Manual 6th edition, Chpt 2 Manuscript Structure and Content

Read: APA Manual (5th ed.), Appendix 3-A Elements and Examples of References in APA Style: A. Periodicals; and B. Books, brochures, and book chapters

Extend review of the literature to cognate area(s) for your Special Project proposal

Due: Second Journal Entry (post to appropriate thread)

Proposal-only track: Continue: Conduct review(s) of the literature to support these initial ideas
Prepare and submit a brief description of your final project idea

Full Project track: DUE: Extend review of the literature to cognate area(s); Prepare IRB application (for human participant research) for professorÕs review

Week 4 [Sept. 21-28]

Read: Beck & Manuel, Chpt 4 Interviews and Focus Groups

Read: APA Manual 6th edition, Chpt 3 Writing Clearly and Concisely

Read: APA Manual (5th ed.), Appendix 3-A Elements and Examples of References in APA Style: C. Technical and research reports; and D. Proceedings of meetings and symposia

Proposal-only track: Begin: Extend review of the literature to cognate area(s)

Full Project track: DUE: Prepare all research instruments, cover letters, etc.; Obtain all needed written permissions from non-Southern agencies; Submit IRB application to SouthernÕs IRB (allow up to 2 weeks for IRB review to be completed)

Week 5 [Sept. 28-Oct. 5]

Read: Beck & Manuel, Chpt 6 Experimental Research

Read: APA Manual 6th edition, Chpt 5 Displaying Results

Read: APA Manual (5th ed.), Appendix 3-A Elements and Examples of References in APA Style: F. Unpublished work and publications of limited circulation; and I. Electronic media

Due: Third Journal Entry

Proposal-only track: DUE: Prepare and submit to professor IRB application (for human participant research); Prepare and submit to professor all research instruments, cover letters, etc. (for all research)

Full Project track: DUE: Extend literature review as needed; Complete and submit Special Project Proposal (IRB response must be included if conducting human participant research)

Week 6 [Oct. 5-12]

Read: Beck & Manuel, Chpt 5 Observation and Usability

Read: APA Manual 6th edition, Chpt 4 The Mechanics of Style

Read: APA Manual (5th ed.), Chpt 3 APA Editorial Style: Tables and Chpt 3 APA Editorial Style: Figures

Proposal-only track: DUE: Obtain all needed written permissions from non-Southern agencies; Submit IRB application to SouthernÕs IRB (allow up to 2 weeks for IRB review to be completed)

Full Project track: Begin: After Special Project Proposal has been approved/passed, Begin conducting research

Week 7 [Oct. 12-19]

Read: Beck & Manuel, Chpt 7 Bibliometrics

Read: APA Manual 6th edition, Chpt 7 Reference Examples

Read: APA Manual (5th ed.), Chpt 1 Content and Organization of of a Manuscript and Chpt 4 Manuscript Preparation and Sample Paper

Proposal-only track: Begin: Extend literature review as needed; Obtain written documentation of how you plan to fulfill the Proposal (including advisement agreement)

Full Project track: DUE: Begin analyzing collected data

Week 8 [Oct. 19-26]

Read: Beck & Manuel, Chpt 3 Content Analysis

Review: APA Manual, as needed

Proposal-only track: DUE: Complete literature review; Submit written documentation of how you plan to fulfill the Proposal (including advisement agreement)

Full Project track: DUE: Begin preparing product/deliverable based on research findings

Week 9 [Oct. 25-Nov. 2]

Review: Beck & Manuel, as needed

Proposal-only track: DUE: Complete and post Special Project Proposal (for peer review)

Full Project track: DUE: Begin drafting the Special Project Report

Week 10 [Nov. 2-9]

Proposal-only track: DUE: Peer-review of one classmateÕs Proposal

Full Project track: DUE: Deliver product and complete any post-delivery assessment; Submit Special Project Report for peer-review

Week 11 [Nov. 9-16]

Proposal-only track: DUE: Peer-review of one classmateÕs Proposal

Full Project track: DUE: Peer-review of one classmateÕs Report

Week 12 [Nov. 16-24]

Proposal-only track: DUE: Submit Special Project Proposal for grading (IRB response must be included if conducting human participant research)

Full Project track: DUE: Peer-review of one classmateÕs Report

NOTE: November 25-29 Thanksgiving Recess

Week 13 [Nov. 30-Dec. 4]

Due: Capstone Portfolio (post URL to appropriate thread)

Due: Final Journal Entry (post to appropriate thread)

Full Project track: Due: Finalize and post Report (documentation) of completed Special Project

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
• prepare all work at graduate performance levels

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
• respond to messages

GRADING POLICIES

SPECIAL PROJECT PROPOSAL:

Each student will prepare and submit a Special Project proposal. The Special Project proposal will be scored against a rubric. [Rubric for assessing the Special Project Proposal (Word document)] [The Special Project proposal will comprise 25% of your final grade.]

The special project proposal must contain the following elements:

1. Introduction and overview - A brief introduction and overview of the special project. Identifies the gap or need to be addressed among the intended audience.
2. Host Agency - If relevant, the role to be played by the host agency in the special project, as well as description of the agency and preceptor.
3. Significance and Relevance - Justifies the importance of the special project to the author's program of study and discipline.
4. Review of Literature - a critical, analytical summary and synthesis of the current knowledge of a topic. It should compare and relate different theories, findings, etc, rather than just summarize them individually.
5. Research Methods or Plans for Conducting the Project - Includes goals and objectives, timeline, resources needed, and assessment plan.
6. Ethics Governing the Project - Describes a commitment to adherence to general ethical standards of research, including applicable codes of professional ethics.
7. Author's Qualifications - Establishes the author's credentials and capacity (knowledge, skills and access to resources) to complete the special project.
8. Human Subjects (IRB) Protection - Includes approval letter from appropriate ethics board, if applicable.
9. References - Those sources cited within the proposal. References must use APA format.
10. Appendices - Includes all required supportive documentation.

SPECIAL PROJECT DOCUMENTATION:

Each student will prepare prescribed documentation of the completed Special Project. The Special Project documentation will be scored against a rubric. (Students who choose to complete the actual project after the term in which 580 is taken will receive an Incomplete. When the project is complete and required documentation is filed, the course grade will be issued.) [Sample Cover Sheet for Special Project documentation (Word document)] [Rubric for assessing the Special Project (Word document)] [The course project will comprise 50% of your final grade.]

Documentation for each special project must include an abstract that summarizes the purpose, methodology, findings and conclusions of the study. The abstract should be written with approximately 200-300 words or from one to two pages. As a summary of the special project, it should contain the following elements:

1. a summary of the project's purpose;
2. brief statements regarding the methods of investigation or the planning of the project;
3. a description of the results or the findings, including where and how you obtained them; and
4. conclusions and/or recommendations, which relate back to the original objective of the special project.

Biographical Note - It is your choice as to whether to include a short biographical note as the last page of your special project. At minimum, you should summarize your academic background and honors and pertinent employment history. Additional information--about your family, your interests, your long-term goals--is acceptable.

CAPSTONE PORTFOLIO:

Each student will prepare a capstone portfolio. The portfolio will be scored against a rubric. [Rubric for assessing the Capstone Portfolio (Word document)] [The capstone portfolio will comprise 25% of your final grade.]

Some aids for constructing the Capstone Portfolio:

• Suggestions for Progression (admission to graduation)
• Linking Course Objectives to Core Competencies
• ALA Core Competences of Librarianship (for students graduating from an ALA-accredited master's program)
• Portfolio Template (simple)
• Portfolio Template (detailed)
• Portfolio Assessment Rubric

Bibliography of OTHER RESOURCES OF INTEREST

Pan, M. Ling. (2008). Preparing literature reviews: Qualitative and quantitative approaches (3rd ed.). Glendale CA: Pyrczak Publishing. [ISBN 1-884585-76-0] (for those who desire a refresher on conducting and writing a literature review)

Powell, Ronald R., & Connaway, Lynn Silipigni . (2004). Basic research methods for librarians (4th ed.) Greenwich, CT: Ablex. ISBN: 1-56750-338-1. [This book closely follows the structure of the course and gives a good 'second voice/opinion' to the topics covered.]

Wallace, Danny P., & Van Fleet, Connie (Eds.). (2001). Library evaluation: A casebook and can-do guide. Englewood, CO: Libraries Unlimited. ISBN 1-56308-862-2. ["...concrete, real-life cases that document the development and application of approaches to evlauating library operations."]

Miller, Barbara V (2001).. Excel interactive tutorials for statistics. John Wiley & Sons. ISBN 047140828-X. [This is an interactive CD-ROM that presents fundamental of using Microsoft Excel for data analysis. This CD-Rom should work equally well on a Mac or PC.]

Johannsen, C. G., & Kajberg, L. (Eds.). (2005). New Frontiers in Public Library Research (Lanham, MD: Scarecrow Press). ISBN: 0-8108-5039-7

Durrance, J. C., & Fisher, K. E. with Hinton, M. B. (2004). How libraries and librarians help: A guide to identifying user-centered outcomes. Chicago: ALA. ISBN: 0-8389-0892-6 (Outcomes Toolkit Version 2.0)

SUGGESTED JOURNALS:

Canadian Journal of Information and Library Science
College & Research Libraries
Information Processing and Management
Journal of Education for Library and Information Science
Library and Information Science Research
Library Collections, Acquisitions & Technical Services [published under Library Acquisitions: Practice & Theory through 1998] Library Quarterly
Library Trends
Reference & User Services Quarterly
Technical Services Quarterly

Accommodation Statement

"Southern Connecticut State University seeks to provide appropriate academic adjustments for all individuals with disabilities. Southern is committed to fully supporting all applicable federal, state, and local laws, regulations, and guidelines with respect to providing appropriate academic adjustments to afford equal educational opportunity. There are a variety of resources available to you through the University's Disability Resources Center located in Engleman Hall, ENC 105A: (203) 392-6828; (203) 392-6131 TDD."

If you are a student with a disability, before you may receive accommodations in this class, you will need to contact Southern's Disability Resource Center (DRC). For Further Information please refer to the DRC website: www.southernct.edu/drc

Academic Honesty Statement

Plagiarism involves taking and using as one's own the writing and/or ideas of another and ranges from outright stealing to inadequate attribution. The department does not tolerate plagiarism in print or online. Violations of plagiarism or the use of commercial organizations or paid individuals to write all or part of work submitted for a class may result in a failing grade for the course or dismissal from the program.

"Academic Standards and Program Regulations" (from Graduate Studies Catalog):
"The integrity of scholarship is the cornerstone of the academic and social structure of the University. It is the expressed policy of the University that every aspect of graduate academic life, related in whatever fashion to the University, shall be conducted in an absolutely and uncompromisingly honest manner. Violations of academic honesty are grounds for a failing grade and may result in dismissal from the School of Graduate Studies."

Proscribed Conduct (from Student Handbook)
"Academic misconduct including all forms of cheating and plagiarism. Academic misconduct includes but is not limited to providing or receiving assistance in a manner not authorized by the instructor in the creation of work to be submitted for academic evaluation including papers, projects and examinations; and presenting, as one's own, the ideas or words of another person or persons for academic evaluation without proper acknowledgment. Disciplinary sanctions which may be imposed by the University include expulsion from all universities within the CSU System. In cases of academic misconduct, faculty member may fail the student on the work or the course. Ability to take action extends beyond the semester in which the course was taken."

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 (West Chester University). Her current research interests are in information behavior and the intersection of libraries and museums. 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. She has a new book that was recently released and is currently working on a series that is based on her research.

NOTICE

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 brownm6@southernct.edu immediately so that any error can be corrected.