LIB 5020 – Information Sources and Services
Appalachian State University
Dr. Robert Sanders Summer 2008
Office Hours: Wed/Thurs/Fri 9:00-4:00 PM Course: Tuesday 9AM – 1 PM
By Appointment OR
Wednesday 5PM – 9PM
Work: Edwin Duncan Hall Phone: 828-262-7236
ASU Box 32086 Fax: 828-262-6035
Boone, NC 28608-2086 email:
Home: 154 Saddle Springs Road Phone: 828-262-3219 (home)
Blowing Rock, NC 28605 Phone: 828-773-1950 (cell)
Course Description
This course examines and evaluates the range of library reference materials and other information resources that support the information and recreational needs of the public library and school library media programs. Included are use of print, non-print, and electronic information storage and retrieval systems; citation and bibliographic formats; communications and human interaction techniques, including information seeking patterns; procedures in reference work, including the reference interview; reference services; evaluation of reference and information sources; and the educational and instructional role information media play in support of the adult learner and the modern school curriculum.
Methods of Teaching/Course Goals and Objectives
Using a base of professional literature, lecture, student presentations, library and computer laboratory CD-ROM and online database searching practice, field trips, class discussion, library reference desk observation, reference library interviews, simulation and role playing, hands-on library search activities, case studies, and guest speakers, the student will begin to develop proficiency in reference services through the following activities:
1. Identification and evaluation of the sources most likely to contain specific types of reference information, location of information in reference sources, including electronic databases, effective use of indexes to reference sources, and analysis and evaluation of professional literature concerned with reference sources and services.
2. Discussion of the reference and information seeking process, including techniques for the reference interview and search strategy.
3. Definition of the responsibilities of reference functions and services within the context of public libraries and school library media centers.
4. Comparison and evaluation of information sources and review sources, considering such evaluative criteria such as scope, authority, and viewpoint.
5. Compilation of bibliographies with accurate citations and appropriate annotations according to a standard style manual.
6. Description of trends in bibliographic instruction, computer assisted reference services, evaluation of reference services and evaluation of research studies related to reference/information sources and services.
7. Demonstration of selected exercises to educate adult learners or library users, children, and teachers concerning the use of either a public or school library and other library information resources.
8. Conducting a simulation of a reference interview and observation of the professional reference process.
9. Preparation of a public or school library pathfinder for a topic and a library of the student’s own choice.
10. Examination and use of specific Internet reference resources such as lesson plans, NCDPI resources, NC Wise Owl, NC Live, Scholastic Network, etc.
The methodologies and strategies selected to create a rich and engaging learning environment for this course are done so with much care and thought, and are based on a significant body of research in the area of social constructivism. To better understand why we do what we do in this class, please review the Reich College of Education Conceptual Framework, an excellent primer on this theory and how it applies to teaching and learning here at Appalachian State University:
< http://www.ced.appstate.edu/Conceptual_Framework.htm>.
Text
Reference and Information Services in the 21st Century: An Introduction
(Paperback) by Kay Ann Cassell Neal-Schuman Publishers ISBN: 1555705634
Course Assignments
NOTE: All assignments must be completed at the time indicated. Assignments turned in late will have lesser points assigned than those turned in on time. All assignments must be word-processed unless noted otherwise. Sources should be properly cited when applicable according to the bibliographic citation method of the APA Manual (5th ed.). Save everything on a disk or your computer in case there is a discrepancy about work turned in.
1. Journal/Blog
Each student must maintain a personal journal using blogspot.com (to be set up in class). New entries should be made at least ONCE EVERY WEEK.
Entries should include, but are not limited to:
· Students’ own information needs
· Analysis of and reflections on reference librarian interview
· Analysis of and reflections on reference desk observations
· Reflections on the development of “search and discuss” questions
· Reflections on answering questions posed in “search and discuss” activities
· Reflections on time spent as a virtual reference librarian
· Reflections on reference team (working with RCOE or Belk faculty)
***All students should attempt to use at least one of the Ask a Librarian reference tools available through the Belk Library website. One blog entry should be a reflection on this experience.
2. Discussion Boards
The Literature Circle is a group of students who meet ONLINE using a designated discussion board to discuss the shared readings and SD Activities. Students are expected to contribute their thoughts, ideas, and questions related to the text and to the content of this course. These posts can be in the form of essential questions and issues raised in context of the shared text regarding beliefs, assumptions, values, attitudes, author's "story," and lessons learned. Individual students are expected to read and respond to their classmate’s posts.
Students are expected to be actively engaged in these discussions throughout the semester by replying to the thoughts and ideas of other students and posting new ideas and questions regarding the connection between theory and practice.
3. Reference Librarian Interview
Students will be required to interview a professional reference librarian and write up your observations. Please note that the write-up for this assignment should be done in your journal/blog and should be written as a narrative rather than as a simple question/answer format. Also, please note that you should interview a professional reference librarian (typically someone in a large public or academic library) for this assignment. Do not interview a school librarian, as actual reference work at a reference desk is generally a small part of what they do.
4. Reference Desk Observations
Students will be required to observe at a busy reference desk TWICE for a minimum of 1 hour each time. The final grade for this activity will be based on a short narrative describing the experience and in-class discussion of this experience. Please note that the write-up for this assignment should also be added to your journal/blog. Students should address the following in their write-up: who, what, when, where, why, how – what questions did patrons ask and why?
NOTE: Students must observe in a busy public or academic library for this assignment. It is crucial that you carefully select your observation site because if the site is not busy, or you observe at a “down time,” you will have little, if anything, to write about in your final report. Poor choice of a setting will not be an acceptable excuse for a poor observation experience. Also, be sure you are observing professional reference librarians, not student assistants or library aides.
5. Resource Presentations
Reference librarians in both public and academic libraries find themselves providing instruction and doing online presentations to groups of patrons. This project will prepare students for this type of reference activity by engaging them in a form of “backward engineering” in order to understand reference services by generating the questions that patrons may ask.
Students will work in small teams to develop a lesson to teach others about a particular resource type(s) (see below). Students will have approximately one to two weeks to prepare these lessons.
Resources Presentations/Lessons are to be done in class (see schedule). Up to two groups may present each class meeting. Each group should plan approximately 20 minutes to conduct lesson on the use of the designated reference tool type, followed by a review of the SD questions to be answered using that tool type (see below).
Between classes 2 and 3, student groups are expected to schedule meetings with instructor while developing resource presentations. These meetings will last approximately 30 minutes and will focus on progress related to the lesson. Meetings will be conducted in the AETZone Commons.
6. Search and Discuss Questions
The Search and Discuss (SD) Assignment consist of six simulations of reference services. All questions are to be posted to appropriate course wiki by Class 3.
- PART I: Each student will develop 18 total questions, three for EACH of the six source types. All 18 questions should be focused on a single topic or theme (i.e. Butterflies, The Holocaust) and use the six source types identified below. Style and format of these questions will be discussed in class 2. Questions will be posted to a course wikis, which will be organized by source type. The citations of the resources used will be posted separately on the student’s own wiki (titled by theme/topic) to be used later for Pathfinder assignment (see below). Physical locations where sources can be accessed should be included in the citation. Answers to the 18 questions should be sent via email to the instructor and kept confidential.
- PART II: All students will answer 20 SD questions developed by their peers FOR EACH SOURCE TYPE (two sources at a time after classes 3, 4, and 5 following the respective resource presentations). These questions can be accessed on the course wiki. While students may use any reference resources to answer the questions posed, emphasis should be on using those resources identified during the resource presentation/lesson and subsequently listed on the students’ citation pages.
- PART III: Students who conducted the presentation/lesson (see #5) will serve as resource type “experts” and moderate a discussion board regarding the use of their respective source type. These students will help facilitate the discussion and answering of the SD questions during the following class meeting.
TIP: Once students have developed their SD questions, they should try Googling each of the questions to ensure that the questions aren’t so easy that Googling would be the best way to answer them.
NOTE: When answering the questions on the SD Activity, the answer to the question and the source used must be included. All completed SD Activities should be brought to class on the due date for grading and discussion. The class meeting following the completion of a SD Activity will begin by having the “expert group” reviewing the SD activity and soliciting answers from the other students.
*Resource Types
SD#1: Bibliographies (Ch. 4)
SD#2: Encyclopedias and Dictionaries (Ch. 5 and 7)
SD#3: Ready Reference and Indexes (Ch. 6 and 8)
SD#4: Biographical Sources (Ch. 11)
SD#5: Geographic Sources (Ch. 10)
SD#6: Special Sources and Government Sources (Ch. 9 and 12)
All presentations/lessons and SD questions are due by Class 3.
7. Virtual Reference Desk
Students will be required to work one week (between classes 2 and 3) as reference librarians in AETZone by assisting other student citizens logged into the Commons. Students should use the Reference Log (provided in class) to log their time and reflect on the questions asked/answered while working at the AETZone Reference Desk in their course blog.
These hours spent working at this virtual reference desk will all be completed during the same week. Students are required to spend at least 2-3 hours working as a virtual reference librarian during that one-week period.
TIP: Review RUSA’s Guidelines for Implementing and Maintaining Virtual Reference Services (2004)
8. Virtual Reference Team (Faculty Project)
Students will work with their resource presentation teams on this assignment to serve as a reference team for one ASU faculty member (names and contact information for participating faculty will be provided). The goal of this assignment is to experience a proactive “embedded” approach to providing information and reference services to patrons vs. one in which reference librarians wait for patrons to come to them. The assignment will consist of the following:
1) Team will be assigned a professional librarian from Belk Library at ASU to support and assist the team in this assignment. Teams should arrange a time to meet their reference librarian in AETZone (meet between classes 2 and 3) to introduce themselves, make sure they know how to get in touch with the librarian, and to take a tour to become familiar with the Information Gardens/library resources.
2) Team will also contact their assigned faculty member to arrange a time to meet in AETZone (meet between classes 2 and 3). Team will conduct a RAP session (reference interview) with the faculty member to identify an information need that she or he has related to her or his current course load. This need may involve direct assistance for the faculty member. Or, it may involved assistance for her or his students.
3) Team will identify way(s) in which they can respond to this/these information needs by working directly with either that faculty member or with her/his students. NOTE: The research needs/time-frames of the faculty vs. students would be very different. The Belk Reference librarians’ role would vary depending on who the team was assisting. If the team is going to be assisting the students enrolled in the course, the Belk librarian, rather than the student team, will work directly with the students with the student team observing and discussing. If the student team is assisting the faculty member, then a Belk librarian would be available to mentor, answer questions, make suggestions, etc.
4) Each team member will use the Reference Log (provided in class) to log their time their blogs to reflect on this experience throughout the process, focusing on the RAP session/reference interview, nature of information need, search strategies used, resources identified, and follow-up.
5) Teams will share their team projects during the final class meeting.
9. Pathfinder
A Pathfinder will be prepared on a topic related to the public library or a public school curriculum using the citations used for the SD assignment above. Students will develop pathfinder using their ciation wiki and will present their wiki Pathfinder in an informal poster session format during the final class meeting.
Pathfinders will consist of the resources from the six source types in addition to up to ten additional categories (source types) of resources. Additional information on this assignment will be provided in class.