Resources:
ILS 680 Syllabus
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ILS 680 SyllabusSummer 2008
Tuesday, May 27 - Friday, August 1
NOTE: Please print a copy of this page and keep it nearby for ready reference.
REMEMBER: ILS 680 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
Pan, M. Ling. (2008). Preparing literature reviews: Qualitative and quantitative approaches (3rd ed.). Glendale CA: Pyrczak Publishing. [ISBN 1-884585-76-0]
Publication manual of the American Psychological Association (latest edition). Washington, DC: American Psychological Association.
OTHER RESOURCES OF INTEREST
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)
COURSE DESCRIPTION
Principles and methods of evaluation and research are systematically reviewed. Major research undertakings are considered, as well as landmark studies. This is a capstone course. This course fulfills one of the requirements for the Master of Library Science degree at SCSU. Enrollment in this course is limited to 20 students.
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.
- Analyze and critically evaluate existing research.
- Identify an area of study, plan and conduct empirical research, and analyze collected data.
- Demonstrate knowledge and understanding of ethical issues of research including human participant research.
- Prepare a research proposal.
- Prepare a publishable-quality report of research findings, including appropriate use of tables and figures and a selected publication style manual.
PRE-REQUISITES & REQUIREMENTS
24 credits in library science or instructional technology or permission from the instructor.
Accommodation Statement
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.
COURSE CALENDAR
- Unit I [May 27-June 2]
- Read: APA Manual, Chpt 2 Expression of Ideas
- Read: APA Manual, Chpt 3 APA Editorial Style: Reference Citations in Text
- Read: Pan, Chpts 1-3
- Begin: review of the LIS literature for your course research project
- Due: Introduce yourself to the class (via post to appropriate thread)
- Due: First journal entry (post to appropriate thread)
- Due: Formulate and post Initial research question(s)/ideas for course research project (for professor's comments)
- Unit II [June 3-June 9]
- Read: APA Manual, Chpt 3 APA Editorial Style: Headings and Series
- Read: APA Manual, Chpt 3 APA Editorial Style: Reference List
- Read: Pan, Chpts 4-6
- Continue: conduct review(s) of the literature for your course research project
- Due: NIH Certificate of Completion (post to appropriate thread)
- Due: Finalize and post a brief description of you course research project
- Unit III [June 10-June 16]
- Read: APA Manual, Appendix 3-A Elements and Examples of References in APA Style: A. Periodicals; and B. Books, brochures, and book chapters
- Read: Pan, Chpts 7-10
- Extend review of the literature to cognate area(s) for your course research project
- Due: Finalize and post research question/s (you hope to answer) for your course research project
- Due: IRB Form (post to appropriate thread) - if using human participants
- Due: Second Journal Entry (post to appropriate thread)
- Unit IV [June 17-June 23]
- Read: APA Manual, Appendix 3-A Elements and Examples of References in APA Style: C. Technical and research reports; and D. Proceedings of meetings and symposia
- Read: Pan, Chpts 11, 15, 16
- Due: Complete and post plans/steps for pilot of research study (if a pilot is to be conducted)
- Unit V [June 24-June 30]
- Read: APA Manual, Appendix 3-A Elements and Examples of References in APA Style: F. Unpubllished work and publications of limited circulation; and I. Electronic media
- Read: Pan, Chpts 12-14
- Due: Conduct initial tests (of research instruments) and pilot of research study
- Due: Post your experiences of conducting the tests and pilot studies
- Conduct: full study (after tests and pilot)
- Due: Third Journal Entry
- Unit VI [July 1-July 7]
- Read: APA Manual, Chpt 3 APA Editorial Style: Tables
- Read: APA Manual, Chpt 3 APA Editorial Style: Figures
- Read: Pan, at least two model reviews on pp. 117-185
- Due: Complete and post initial analysis of data from pilot or full study (course research project)
- Begin: shaping the Discussion and Conclusions sections of course research paper
- Unit VII [July 8-July 14]
- Read: APA Manual, Chpt 1 Content and Organization of of a Manuscript
- Read: APA Manual, Chpt 4 Manuscript Preparation and Sample Paper
- Read: Pan, at least two model reviews on pp. 117-185
- Due: Complete and post draft of course research paper/report
- Continue: revising draft of final project/research paper
- Unit VIII [July 15-July 21]
- Review: APA Manual as needed
- Read: Pan, at least two model reviews on pp. 117-185
- Due: Read and critique the report/paper of one classmate (post to appropriate thread)
- Continue: revising draft of your own final course paper
- Unit IX [July 22-July 28]
- Read: Pan, at least two model reviews on pp. 117-185
- Due: Read and critique the report/paper of a second classmate (post to appropriate thread)
- Continue: revising draft of fianl project paper
- Unit X [July 29-August 1]
- Due: Finalize and post research paper (and informative abstract)
- Due: Self-critique of posted draft of your course research project
- Due: Capstone Portfolio (post to appropriate thread)
- Due: Final Journal Entry (post to appropriate thread)
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
Each student will prepare a research proposal, conduct an empirical research study, analyze and
present your findings in a publishable quality article (see Unit VII. A draft of the paper is due Week 7 for peer-critique. The final paper is due Week 10 for grading.. [The course project will comprise 50% of your final
grade.]
Each student will prepare formal critiques (see Unit VIII of two classmates' papers. The first critique is due Week 8; the second critique is due Week 9. [The critiques will comprise 25% of your final grade.]
RELATING COURSE PROJECT TO GENERAL ILS KNOWLEDGE:
ILS 680 Evaluation and Research is a capstone course that draws together and applies knowledge and skills acquired in the graduate ILS program. Each student will prepare a capstone portfolio documenting this work. The final capstone portfolio is due Week 10. [The capstone portfolio will comprise 25% of your final grade.]
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. (This training module was previously housed on the National Cancer Institute website.) 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 407, 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.
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.
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