ࡱ> #` 0bjbj5G5G aW-W-Phhhhhhh$tututuPuw "0z2"TTT/N}D$       $hf h// hhTT4 TXhThT  FyhhT$z %ʅtu=4T$ T qh   +X d\llhhhhhh PLEASE NOTE THIS IS A TENTATIVE SYLLABUS FROM SPRING 2007. THE OFFICIAL SUMMER 2007 SYLLABUS WILL BE POSTED AS SOON AS POSSIBLE I. ABSTRACT OF COURSE DESCRIPTION FROM THE CATALOG  PAGEREF _Toc30224020 \h 1 II. COURSE DESCRIPTION  PAGEREF _Toc30224021 \h 1 III. COURSE GOALS  PAGEREF _Toc30224022 \h 1 IV. COURSE MATERIALS  PAGEREF _Toc30224023 \h 2 V. TASKS AND ASSIGNMENTS  PAGEREF _Toc30224024 \h 2 A. Tasks  PAGEREF _Toc30224025 \h 2 B. Assignments  PAGEREF _Toc30224026 \h 3 VI. FORMATTING  PAGEREF _Toc30224027 \h 5 VI. CLASS PARTICIPATION  PAGEREF _Toc30224028 \h 5 VII. HELPFUL NOTES  PAGEREF _Toc30224029 \h 6 VIII. GRADING  PAGEREF _Toc30224030 \h 7 A. Grade scale  PAGEREF _Toc30224031 \h 7 B. Grading Class Participation  PAGEREF _Toc30224032 \h 7 C. Grading Assignments  PAGEREF _Toc30224033 \h 8 D. Grades for late assignments  PAGEREF _Toc30224034 \h 8 E. How to tell how you are doing in this course  PAGEREF _Toc30224035 \h 8 IX ANTICIPATED SCHEDULE AND READINGS*  PAGEREF _Toc30224036 \h 9 X. REQUIRED SYLLABI STATEMENTS  PAGEREF _Toc30224037 \h 17 A. Academic Integrity  PAGEREF _Toc30224038 \h 17 B. Computer Literacy Skills  PAGEREF _Toc30224039 \h 17 C. WebCT  PAGEREF _Toc30224040 \h 17 D. Student with Disabilities  PAGEREF _Toc30224041 \h 17 Appendix A Goals, Objectives and Tasks in the Time Table  PAGEREF _Toc30224042 \h 18 Appendix B Sample of Table Format for Assignment 3  PAGEREF _Toc30224043 \h 19 Appendix C Format for Assignments 4 and 6 (Project Plan)  PAGEREF _Toc30224044 \h 20 Draft Syllabus for IST 676: Digital Libraries Professor J Lavine Silverstein http://www.joannesilverstein.com/ jlsilver@syr.edu Office: 215 Hinds Hall Syracuse University Phone: 443-1363 I. ABSTRACT OF COURSE DESCRIPTION FROM THE CATALOG Representation of information in digital libraries; mechanisms for retrieval; digital intermediation; sociopolitical environment for digital libraries. II. COURSE DESCRIPTION This course focuses on the emerging concept of the digital library (DL) along a number of dimensions: (1) definitional dimension (what is and what is not a digital library), (2) technical dimension (designing and building digital libraries), (3) service dimension (intermediation in a digital environment), and (4) social/political/legal dimension (what external forces will shape digital libraries). The course will examine matters including representation of information in digital libraries, existing and emerging mechanisms for retrieval, and the political and legal forces that may shape the digital library environment. Students will incorporate these lessons into a term-long project the design of their own digital libraries. This course will give students a thorough grounding for understanding, evaluating and working with a wide variety of digital libraries. This is a distance course with individual assignments that give students opportunities to investigate some of the specific issues surrounding digital libraries. Guest lectures, class exercises and discussions, individual quizzes, short papers and a term-long project will provide experiences and learning opportunities for pursuing topics in greater depth and gaining proficiency in understanding and communicating technical and pragmatic issues surrounding digital libraries. Students will be provided with a format for designing their own digital libraries, using lessons learned in class readings, lectures and discussions. Students completing this course will possess their own project plan for a digital library that will be suitable for implementation either in other IST courses, or in their professional settings. III. COURSE GOALS Students in IST 676 will: gain an understanding of what Digital Libraries (DLs) are and what the emerging roles for DLs are become versant in the vocabulary of DLs assess the social, economic, and technological environment that is encompassed by the growing interest in DLs acquire knowledge and understanding of major issues that constitute the basis of DLs develop an understanding of current technologies associated with the development and implementation of DLs study and evaluate major national and international DL projects prepare students to work productively and creatively in the DL environment, and give students the opportunity to plan a digital library. IV. COURSE MATERIALS There is no textbook for this course, and all readings will be available online. If you are interested in doing exploratory reading on your own, try D-Lib Magazine, available online at  HYPERLINK "http://www.dlib.org" http://www.dlib.org. All readings are to be completed, and all assignments are due on Thursday, 5 p.m. of every week. V. TASKS AND ASSIGNMENTS Both tasks and assignments will be assigned for IST 676. Tasks Tasks are activities that must be conducted, but will be graded as part of your class participation. Additional tasks may be assigned during the semester in response to academic need, current events or other reasons. Task 1: Homepage Your first task is to upload your home page to Uploaded Homepages on WebCT. Include a photo, your name, contact information, brief work history, reason for taking this class, and include hobbies if you like. The homepages will help you identify your colleagues and tell you who of them have the same professional interests as you. Task 1 is due on January 25, 2007. Task 2: Cool site Your second task will be to research an assigned topic (to be assigned during the second week of class). You will be assigned a url that will take you to an interesting or unusual Web site. You will post to a special bulletin board (entitled: Cool stuff), a page message with a subject line: reviews (e.g., Silverstein reviews Flickr.) The body of the posting should consist of three paragraphs or sections and a cool rating (5 is the coolest, 1 is lame): definition and description of this site how it relates to what we are learning in class and why digital librarians might want to consider this site/service/function when designing their digital libraries. Task 2 will be assigned with individual and varying deadlines. Task 3: Poster Create a poster (8 x 11) designed to convey to a passerby the essence of your DL. As always, use graphics when they convey a message faster and/or better than text. Thats really all the structure I want to give you because this is your opportunity to have fun with an assignment. Submit your poster to the Poster Discussion Group, so your classmates can get a better sense of your DL. Task 3 is due on April 19, 2007. B. Assignments You will complete six assignments for this semester: two short papers, a table-based report, a draft version (bulleted, outline format) of the final project, a short research paper addressing one problematic aspect of your DL, and the final version of the project plan. All assignments must be submitted using the Assignment drop box on WebCT, by 5 p.m. of the Thursday of that week. Late assignments will not be accepted. Extensions will only be granted for medical emergencies and similar situations, and must be arranged in advance except in cases of immediate emergency. An extension for one assignment does not automatically mean that extensions will be granted on subsequent assignments. Grades for extended assignments will be lowered by 10% per day. All assignments must use the format described elsewhere in this document (see Format, later in this document.) Assignment 1: Definition of Digital Libraries (January 25, 2007) This assignment is a one-page paper defining digital libraries. How do we know a digital library when we see one? How do digital libraries differ from online catalogs, databases, IR systems, the Web or traditional libraries? Include definitions from the literature that were not covered in class, as well as your personal insights. Illustrate your definition using an existing digital library as an example. Conclude the paper by completing the following sentence, In view of these arguments, my definition of a digital library is Assignment 2: My Digital Library Topic (Due February 15, 2007) This assignment is a one-page paper that describes the topic area you have chosen for the digital library you will design this semester. In some ways, Assignment 2 is the hardest and most important of the semester. My advice, frankly, to double-dip. That is, use this semester to create a digital library that may help your career, or further your existing interests. After all, you will leave this semester with a detailed plan for digital library. You might be able to use it - to apply for a grant, or make a proposal to your employer, or to create a resource for like-minded people. First, select a domain that is somehow unique and compelling something for which you might actually want to build a digital library, sometime in the future. The content area should be something important to you, and preferably something in which you have expertise and/or experience, and how your DL will make a different in the world. You will use this paper in creating your Project Plan (Assignments 4 and 6). Once you have decided on a topic, the problem is *reigning in the scope*. A student once wanted to create a digital library about dogs. Thats fine, I commented, do you mean the history of dogs in Western art, the care and feeding of dogs, dog breeding, the use of dogs in therapy, dog training, or how to start a dog rescue group? Then you must conduct some research and see if anyone else is offering your DL already. If so, how would yours be different? Would you work with them? Fourth, think about exactly who your targeted use group is, and what they will want to know, and keep on refining the topic. Finally, describe the domain or topic of your digital library, why it is important, your target audience, and how you are going to approach it design (and possible creation.) This description should start with a brief listing of goals, objectives and tasks. For the purposes of this semester, a goal is an abstract notion; an objective is a semi-abstract statement tasks and sub-tasks are very concrete procedures with tangible artifacts. See Appendix A Goals, Objectives and Tasks in the Time Table for a more detailed explication. Assignment 3: Compare and Contrast Table (Due March 1, 2007) Compare and contrast two or more digital libraries, using what you have studied in class. Using a Word Table format, enter the names of the digital libraries along the top, and the features (or variables) down the left side of the table (see Appendix B Sample of Table Format for Assignment 3). Use at least five variables from the readings for Class 2 (Evaluation). Your last variable should read, Mission is supported. Then for each digital library you have investigated, summarize in the table whether that DLs mission is supported by the variable, and how. This assignment will be graded according to DLs you select for contrast and comparison, your selection of variables by which to measure them, the observations about those topics, how well the table supports your opinion of whether the mission is supported, and the readability/format of the table. Assignment 4: Midterm Draft of Project Plan (Due March 22, 2007) In Appendix C Format for Assignments 4 and 7 (Project Plan), you will find an outline to emulate in creating your digital library project plan. This format is similar to the one used by the National Science Digital library in soliciting projects for its National Science Digital Library proposals. Your Project Plan will be a work-in-progress and a place to use what you are learning. This document will reflect how well you have integrated class material so far, and will allow us to talk about your next steps. There is too much material to cover for full text in this 3-page draft version. Therefore, use bullets in an outline. Give your digital library a name, and put it in the title! Mention how you will incorporate the target audiences information preferences. Do market research- see if anyone else is already doing what you propose to do. If you have any questions after receiving my comments, dont wait - let me know now, so you can improve your future drafts. Assignment 5: The Biggest Problem (Due April 12, 2007) In designing the project plan for your digital library, what is most problematic? This assignment provides some time for you to dedicate to just that issue. In one page, (A) describe the problem or challenge you are facing, (B) report on what you find in the literature, and (C) describe and justify your conclusion/resolution/solution. Topics can range from intellectual property issues to conundrums about what platform to use. Post your paper to the Biggest Problem discussion group so your classmates can benefit from how you have solved what might be a problem for them, too. Assignment 6: Final project plan (Due April 26, 2007) Submit the final version of your Digital Library project plan (no longer than eight pages, excluding title, abstract and reference pages). See Appendix C for proper format. Do not use first person narrative! Do not use qualifying language. For example, dont write The XYZ digital library could where you mean, The XYZ digital library will VI. FORMATTING Your work will be graded both for content and format. The expectation is that your writing skills either are already good, or will improve dramatically during this semester. Do yourself a favor and read my document How to Write Clearly in your WebCT Resources section for this class. If you follow the rules spelled out there, you will be ahead of the game. All assignments should use Times New Roman font in 12 point, be single spaced, with 1-inch margins. Include a title on the first page, only; and a footer on each page that identifies the document author, title and page. For example: Silverstein Assignment 1 1. All files submitted to WebCT Assignment Drop box must be named like this: .doc So if I were submitting my first assignment, I would name the file: Silverstein1.doc. Formats that do not adhere to these standards will negatively affect grades. VI. CLASS PARTICIPATION Class participation will comprise 15% of your grade. As you learn about issues in the literature, from my lectures, or in your assignments, you will, no doubt, have questions. Post your questions to the WebCT bulletin board named, Class Discussion. Questions are expected to be substantive, to pose challenges to others thinking, and, sometimes, introduce digital library issues not covered in class. Equally important, you and your classmates are charged with answering these questions. Every week you will review other students questions and provide answers when you can. Credit for class participation will be based on the quality, not quantity of your participation. When you respond, make your argument using lecture materials, your experience and fully cited articles. Responses such as, I agree! and Thanks for that great url! are fine, but they are not counted toward participation. One thoughtful and substantive contribution per week is a good goal to fulfill participation grading requirements. Your answers should be based on the literature, your experience and lecture material, and not on unsubstantiated opinion. Answers are expected to synthesize various resources, use proper citation, and most importantly provide significant contribution to the class. You are not asked (or advised) to comment on every post and answer every in-class question, just those to which you can make a good contribution. You want to get your point across, and to support your view(s). You can disagree (or agree) with somebody as long as you support your argument and are respectful. Do not use qualifiers, (e.g., I could be wrong, but, or it seems as if.) Instead, make strong statements and support them using the literature and/or your experience. Twice during the semester you will receive a score representing an assessment of your contribution to the class knowledge and expertise through participation on the class bulletin boards. Good participation can earn up to 5 points per each third of the semester for a total of 15 points. You will receive your first participation grade after the first third of the semester. That evaluation will be intended to help you improve your communications and participation for the remainder of the semester. Do not underestimate the importance of those points in your final grade. VII. HELPFUL NOTES 1. Distance education is exciting, helps us to develop new skills, and affords us opportunities to meet and work with people who are not otherwise accessible to us. In the beginning, however, if you are not used to it, you may encounter a few, small bumps in the road. If you have difficulties with WebCT, you should contact Peggy Brown at pbrown01@syr.edu. If you have questions about the format or content of an assignment, contact me before it is due. Do not wait until after you have handed in an assignment to tell me that you were unsure of something. Similarly, if you have tried to understand a concept from my lecture, or from one of the readings and you need some clarification, dont hesitate to contact me. You are welcome to email me on WebCT, phone me ((315) 443-1363) or use my regular email (below.) 2. If you use my non-WebCT email ( HYPERLINK "mailto:jlsilver@syr.edu" jlsilver@syr.edu), you must write in the subject line, Question from Student (your last name here). My spam filter will discard emails with subject lines that contain generic greetings like, Hello, or Help. 3. The syllabus (including course requirements and due dates) may be changed with sufficient notice. Readings can be added or deleted. Such changes will be posted on WebCT. 4. Ask questions. It is important for the student to be an active participant in the educational process (i.e. if there no questions are raised after a lecture, my assumption is that all students understand the material and I move on). 5. It is important that we all treat peoples contributions and differences of opinion with respect. 6. If you wish to discuss a grade for an assignment, send me e-mail with your concern. Except for unusual circumstances, no appeal for an individual assignment or project grade will be considered more than two weeks after the paper is returned. For final course grades, no appeal will be considered more than a month after the final day of classes. 7. I will not read WebCT email from this course after May 1, 2007. So if you want to contact me after the end of this semester, email me at  HYPERLINK "mailto:jlsilver@syr.edu" jlsilver@syr.edu. 8. If you have a disability of any kind, you must tell me at the beginning of the semester. 9. I will be traveling to several conferences and workshops during this semester. During those times, my responses to your emails may take two days instead of the usual one-day turnaround. 10. Finally remember to keep back-ups of your final papers and tasks. You will not be able to download them from WebCT once they are submitted to the Assignment Drop Box. VIII. GRADING Grading employs a Grade Scale (see below) and is based on your Class Participation; and on the quality, timeliness and format of your Assignments. Late Assignments are discussed at the end of this section. A. Grade scale All assignments will be graded according to the following grading scale: A: 94-100% A-: 90-93% B+: 87-89% B: 84-86% B-: 80-83% C+: 77-79% C: 74-76% C-: 70-73% F: < 70% B. Grading Class Participation Class participation will comprise 15% of your grade. Twice during the semester you will receive a score representing an assessment of your contribution to the class knowledge and expertise through participation on the class bulletin boards. Good participation can earn up to 5 points per each third of the semester for a total of 15 points. For more information about Class Participation, see CLASS PARTICIPATION, above. C. Grading Assignments The assignments are listed in the following chart for easy reference, along with the percentage of grade each assignment represents: Assignment # & TitleTopic/CommentFormat% of GradeDue1. Definition of a Digital LibraryDefine digital libraries. Use the literature (readings), lectures and your experience to make your case. 1 page paper5%January 25, 20072. My Digital Library TopicDescribe topic/area for your final project. Describe the targeted audience and the mission: what your DL will do for the targeted audience.1 page paper5%February 15, 20073. Compare and Contrast Digital LibrariesCompare and contrast two or more digital libraries along the dimensions we have studied. See Appendix B Sample of Table Format for Assignment 3Table-format 3-page maximum15%March 1, 20074. Midterm Draft of Project PlanSubmit the draft version of your project plan document. Use an outline with bullets. 3 page paper20%March 22, 20075. The Biggest ProblemDescribe findings from literature, and solutions to a problem in designing your digital library. 1-page paper 10%April 12, 20076. Final Project Plan Paper and Poster Final version of your digital library project plan.8- page paper 30%April 26, 2007 Your assignments will be graded for grammar, spelling, flow of ideas, format of citations and bibliographies, and content. For more information, see FORMAT, above. D. Grades for late assignments Late work will not be accepted unless a strong and well-documented case can be made for medical emergencies. Late work will be lowered by 10% per day. Extensions will only be granted for medical emergencies and similar situations, and must be arranged in advance except in cases of immediate emergency. An extension for one assignment does not automatically mean that extensions will be granted on subsequent assignments. E. How to tell how you are doing in this course You may estimate at any time during the semester how you are doing in this class using the following method: Sum the maximum number of points available from all assignments to date (Y). Sum the number grades you earned for assignments and participation scores to date (Z). Multiply Z by 100 and divide by Y. Compare that number to the grade scale (above) to get a letter grade. That indicates your grade so far. That is, if you continue to accomplish at the current level, you could expect to earn this grade for the course. An example: Lets say that I earned 5.0 out of 5 possible points on my Assignment 1 (Definition of a Digital Library), 4.5 out of 5 possible points on Assignment 2 (My Digital Library Topic), 13.5 out of 15 possible points on Assignment 3 (Compare & Contrast DLs) and 3.5 on my Participation out of 5 possible points, Out of a total of 30 possible points (Y), I have earned 26.5 points (Z). 2650 divided by 30 equals 88.3. 88.3 on the grade scale translates to a letter grade of B+ for my work *so far*. IX ANTICIPATED SCHEDULE AND READINGS* Class 1 Date: January 18, 2007 Topic: A history of the future: where do digital libraries come from? This class will help you answer the questions: What is the history and context of digital libraries? What, exactly, is a digital library? What are its attributes and components? How is a digital library different from databases? From the Web? From traditional libraries? From online museums? Readings Digital Libraries: Universal Access to Human Knowledge. Presidents Information Technology Advisory Committee Panel on Digital Libraries. February 2001.  HYPERLINK "http://www.itrd.gov/pubs/pitac/pitac-dl-9feb01.pdf" www.itrd.gov/pubs/pitac/pitac-dl-9feb01.pdf Borgman, C. (1999). Discussion: What are digital libraries? Competing visions. Information Processing and Management 35(3), 227-243. http://scholar.google.com/scholar?hl=en&lr=&q=cache:bOHf5no8pmMJ:dewey.yonsei.ac.kr/diglib/borgman1999.pdf+author:%22Borgman%22+intitle:%22What+are+Digital+Libraries%3F+Competing+Visions%22+ This article is old, and you will notice some that some statements are no longer true. Borgman, however, effectively sets out two definitions of digital libraries, one technically oriented and the other socially, and it is for that feature that this piece is assigned. Lynch, Clifford. (2002). Digital Collections, Digital Libraries, and the Digitization of Cultural Heritage Information  HYPERLINK "http://www.firstmonday.org/issues/issue7_5/lynch/" http://www.firstmonday.org/issues/issue7_5/lynch/ Lankes, Dave (2006.)  HYPERLINK "http://quartz.syr.edu/rdlankes/blog/?p=178" \o "Permanent Link: \Massive Scale Librarianship\ Plenary Presentation, Charleston Conference, Charleston, SC." Massive Scale Librarianship Plenary Presentation, Charleston Conference, Charleston, SC. You may view this presentation at:  HYPERLINK "http://quartz.syr.edu/rdlankes/Presentations/2006/Charleston.pdf" http://quartz.syr.edu/rdlankes/Presentations/2006/Charleston.pdf while you listen to it at  HYPERLINK "http://quartz.syr.edu/rdlankes/pod/Charleston.mp3" http://quartz.syr.edu/rdlankes/pod/Charleston.mp3 .The Internet was an unexpected event in librarianship. Few could look at the early days of telnet, gopher, and even the web and truly appreciate its impact on libraries. It is incumbent us to consider the library in a world where you can walk around with the entire contents of the Internet in your pocket (paraphrased from Dr. Lankes site.) Class 2 Date: January 25, 2007 Short paper: Definition of Digital Libraries is due today. Topic: Starting at the End: Evaluation of Digital Libraries This class will help you answer the questions: Why do we evaluate digital libraries? And how? What part does evaluation play in designing the digital library? Readings: Saracevic, Tefko (2005). How were digital libraries evaluated? Presented at Libraries in the Digital Age (LIDA), Dubrovnik and Mljet, Crotia, May 30-June 3. HYPERLINK "http://www.ffos.hr/lida/datoteke/DL_evaluation_LIDA.doc"http://www.ffos.hr/lida/datoteke/DL_evaluation_LIDA.doc Kovacs, Laszlo & Micsik, Andras. (2004) The evaluation computer: a model for Structuring evaluation activities. DELOS.  HYPERLINK "http://dlib.ionio.gr/wp7/WS2004_Micsik.pdf" dlib.ionio.gr/wp7/WS2004_Micsik.pdf Read this chiefly for the cool computer on slide 5, that shows many dimensions along which to evaluate digital libraries. Choudhury, G.S.; Hobbs, B.; M Lorie, Flores, N.E. (2002.) A Framework for Evaluating Digital Library Service. D-Lib Magazine July/August 2002. Volume 8 Number 7/8.  HYPERLINK "http://dlib.org/dlib/july02/choudhury/07choudhury.html" http://dlib.org/dlib/july02/choudhury/07choudhury.html Read this chiefly for the section entitled: Evaluation Studies of Libraries. Covey, D.T. (2002.) Usage and usability assessment: library practices and concerns. The study offers a qualitative, rather than quantitative, assessment of issues and practices in usage and usability data gathering, analysis Council on Library and Information Resources.  HYPERLINK "http://www.clir.org/pubs/reports/pub105/contents.html" http://www.clir.org/pubs/reports/pub105/contents.html. Read this chiefly for an overview of qualitative evaluation methods. Nicholson, Scott. (2005.) Digital Library Archaeology: A Conceptual Framework for Understanding Library Use through Artifact-Based Evaluation The Library Quarterly, volume 75 (2005), pages 496520 Available online in pre-print form, at DList: dlist.sir.arizona.edu/885/01/Nicholson1.pdf As users wander through a digital library, they leave behind data-based artifacts of their activity in the virtual space. Digital library archaeologists can gather these artifacts and employ inductive techniques, such as bibliomining to learn about users information needs and uses (paraphrased from Nicholson). If you want more sources to guide the evaluation of your own digital library: theres a bibliography at:  HYPERLINK "http://dlib.ionio.gr/wp7/literature.html" http://dlib.ionio.gr/wp7/literature.html. Class 3 Date: February 1, 2007 Topic: Digital Library Architecture: Fundamental Concepts This class will help you answer the questions: What are the basic building blocks of digital libraries? How are they supported by standards and protocols? Readings Arms, William Y. (1995). Key Concepts in the Architecture of the Digital Library. D-Lib Magazine,(1).  HYPERLINK "http://www.dlib.org/dlib/July95/07arms.html" http//www.dlib.org/dlib/July95/07arms.html This article is old, but Arms sets out some very general terms in easy-to- understand language a good way to begin looking at DL architecture. Suleman, H. & Fox. E. (2001). A Framework for Building Open Digital Libraries. D-Lib Magazine. December 2001 Volume 7 Number 12.  HYPERLINK "http://www.dlib.org/dlib/december01/suleman/12suleman.html" http://www.dlib.org/dlib/december01/suleman/12suleman.html Just read through the Introduction. NSDL Library Architecture: An Overview http://72.14.209.104/search?q=cache:woe07YVqP-QJ:nsdl.comm.nsdl.org/docs/nsdl_arch_overview.pdf+architecture+%22digital+library+%22+2000..2007+overview&hl=en&gl=us&ct=clnk&cd=2 This a description of one Digital Librarys architecture. (Optional reading:) The Digital Library Federation: Digital Library architecture at http://www.diglib.org/architectures.htm This article provides information about the standards and practice related to DL architecture. Class 4 Date: February 9, 2007 Topic: Digital Library Architecture: Supporting Technologies (Metadata and XML) This class will help you answer the questions: Why do we need metadata and XML, and how should they be used? Readings Bosak, J. & Bray, T. (1999.) XML and the Second-Generation Web. Scientific American  HYPERLINK "http://www.sciam.com/article.cfm?articleID=0008C786-91DB-1CD6-B4A8809EC588EEDF&ref=sciam" http://www.sciam.com/article.cfm?articleID=0008C786-91DB-1CD6-B4A8809EC588EEDF&ref=sciam A very accessible description of metadata and their purposes. ONeill, Rob. (2004.) The role, current use and potential future use of metadata, in supporting more efficient and effective information retrieval within the context of either web sites or organizational Intranets. http://www.roboneill.co.uk/papers/metadata.pdf Mathes, A. (2004) Folksonomies-Cooperative Classification and Communication Through Shared Metadata Computer Mediated Communication. LIS590CMC (Doctoral Seminar), Graduate School of Library and Information Science, University of Illinois Urbana- Champaign  HYPERLINK "http://blog.namics.com/archives/2005/Folksonomies_Cooperative_Classification.pdf" http://blog.namics.com/archives/2005/Folksonomies_Cooperative_Classifi cation.pdf What are folksonomies and why are they important to your digital library? Answers here. Johnson, M. (1999.) XML for the absolute beginner: A guided tour from HTML to processing XML with Java. JavaWorld, 4(4).  HYPERLINK "http://www.javaworld.com/javaworld/jw-04-1999/jw-04-xml_p.html" http://www.javaworld.com/javaworld/jw-04-1999/jw-04-xml_p.html Note: You only need to read up to the section heading "XSL: I Like Your Style," (page 6) and you can skip any references to Java unless your want to pursue your technical skills. (Optional reading, full of exciting developments you can use in your digital library plan.) Hammond, Tony; Hannay, Timo; Lund, Ben; and Scott Joanna. Social Bookmarking Tools (I): A General Review. (2005.) D-Lib Magazine. 11(41)  HYPERLINK "http://www.dlib.org//dlib/april05/hammond/04hammond.html" http://www.dlib.org//dlib/april05/hammond/04hammond.html Class 5 Date: February 15, 2007 Short paper: My Digital Library Topic is due today. Topic: Planning a Digital Library: Goals, Mission and Design This class will help you answer the questions: What is user-based design? Why is it important? How can I implement it when I design digital libraries? What are its shortcomings? Readings Van House, N.; Butler, M.; Ogle, V. and Schiff, L. (1996). User-Centered Iterative Design for Digital Libraries. D-Lib Magazine. Computer Science and Telecommunications Board, (1998). Design and Evaluation: A Review of the State-of-the-Art. D-Lib Magazine.  HYPERLINK "http://www.dlib.org/dlib/february96/02vanhouse.html" http://www.dlib.org/dlib/february96/02vanhouse.html Oldie but goodie clear description of, and example of user-based design in digital libraries. Abel, Eileen G., Domas White, Marilyn, Hahn, Karla (1998.)  HYPERLINK "http://www.emeraldinsight.com.libezproxy2.syr.edu/Insight/viewContentItem.do?contentType=Article&contentId=863586" A user-based design process for Web sites. Internet Research; 8(1) http://www.emeraldinsight.com.libezproxy2.syr.edu/Insight/ViewContentServlet?Filename=Published/EmeraldFullTextArticle/Articles/1720080105.html. Available through the S.U. Library. Kujala, S; Kauppinen, M. (2004). Identifying and selecting users for user-centered design. HYPERLINK "javascript:lRL('2','Proceedings%20of%20the%20third%20Nordic%20conference%20on%20Human-computer%20interaction')"Proceedings of the third Nordic conference on Human-computer interaction, 297-303, ACM Press New York, NY, USA  HYPERLINK "http://portal.acm.org/citation.cfm?id=1028060" http://portal.acm.org/citation.cfm?id=1028060 (free through the S.U. library) Druin, Allison; Bederson, Ben; Boltman, Angela; Miura, Adrian; Knotts- Callahan, Debby; Platt, Mark. (1998). Children as Our Technology Design Partners.  HYPERLINK "http://hcil.cs.umd.edu/trs/98-03/98-03.html" http://hcil.cs.umd.edu/trs/98-03/98-03.html An interesting account of applying user-based methods to the design of a childrens information system. Class 6 Date: February 22, 2007 Topic: Digital Library Services Digital Reference This class will help you answer the questions: What is digital reference? How is it different from other forms of online information provision? From traditional library reference? How do I implement and evaluate it? Readings: Lankes, R. David. (2003.) Digital Reference Research Symposium Research Agenda. http://quartz.syr.edu/Symposium/agenda.html Janes, Joseph; Silverstein, Joanne. (2003). Question Negotiation and the Technological Environment. D-Lib Magazine. February. 9(2).  HYPERLINK "http://www.dlib.org/dlib/february03/janes/02janes.html" http://www.dlib.org/dlib/february03/janes/02janes.html Levy, Devvit. (2002) Virtual Chat Reference Service.  HYPERLINK "http://www.slais.ubc.ca/courses/libr500/01-02-" http://www.slais.ubc.ca/courses/libr500/01-02- wt2/www/D_Levy/text.htm Class 7 Date: March 1, 2007 Table-based report: Compare and Contrast Digital Libraries is due today. Topic: Digital Library Services Authoring (Blogs and Wikis) This class will help you answer the questions: What are blogs and wikis? What part do they play in digital libraries? How can I implement blogs and wikis? Readings: Herring, Susan C.; Kouper, Scheidt, Lois Ann; Wright, Elijah L. (2004.) Women and Children Last: The Discursive Construction of Weblogs An Apparent Paradox.  HYPERLINK "http://blog.lib.umn.edu/blogosphere/women_and_children.html" http://blog.lib.umn.edu/blogosphere/women_and_children.html Tonkin, Emma (2005). Making the Case for a Wiki. January. Vol. 4.  HYPERLINK "http://www.ariadne.ac.uk/issue42/tonkin" www.ariadne.ac.uk/issue42/tonkin Blood, Rebecca. (2005)."Weblogs: A History and Perspective", Rebecca's Pocket. 07 September 2000. February 17.  HYPERLINK "http://www.rebeccablood.net/essays/weblog_history.html" http://www.rebeccablood.net/essays/weblog_history.html Class 8 Date March 8, 2007 Topic: Digital Library Services - Search NOTE: Before you listen to Lecture 8, be sure to download and print out the three short, supporting documents. They are entitled, Caribou, Hens and Chickens, and Teachers. Have them close at hand during the lecture. This class will help you answer the question: What are the history, the context and the relationship of information retrieval to current digital libraries? Readings Amit Singhal (2001.) Modern information retrieval: A brief overview. IEEE Data Engineering Bulletin, 24(4):3543, December 2001. http://www.cs.uiuc.edu/class/fa05/cs511/Spring05/lectures/ieee-2001.pdf Good description of IR developments through the last forty years. Salton, G. (1973). Recent Studies in Automatic Text Analysis and Document Retrieval. Journal of the ACM (JACM) Volume 20 , Issue 2 Pages: 258 - 278  HYPERLINK "http://portal.acm.org.libezproxy2.syr.edu/ft_gateway.cfm?id=321757&type=pdf&coll=GUIDE&dl=GUIDE&CFID=8763097&CFTOKEN=71060641" \t "_blank"  INCLUDEPICTURE "http://portal.acm.org.libezproxy2.syr.edu/images/pdf_logo.gif" \* MERGEFORMATINET Pdf (http://delivery.acm.org.libezproxy2.syr.edu/10.1145/330000/321757/p258salton.pdf?key1=321757&key2=1625748611&coll=ACM&dl=ACM&CFID=1257393&CFTOKEN=70134979) Accessible through the S.U. online library. This is a difficult read and an old article. But Salton is the father of Information Retrieval and you should read at least one of his articles. Use this reading to gain familiarity with the language of Information Retrieval. Not for memorizing it. Hearst, M. (2004). Interfaces for Searching the Web. Scientific American Take a Look At: An Atlas of Cyberspace.  HYPERLINK "http://www.cybergeography.org/atlas/atlas.html" http://www.cybergeography.org/atlas/atlas.html Explore this web site to view some of the ways that information retrieval can present and help us make sense of information. Spring break Date: March 15, 2007 Have fun! Class 9 Date: March 22, 2007 Draft version of long paper: Midterm review of project plan is due today Topic: Preservation in Digital Libraries This class will help you answer the questions: What are the challenges of preserving digitally-born and digitized resources? Are there any solutions? Readings: Thibodeau, Kenneth (2002.)  HYPERLINK "http://www.clir.org/pubs/reports/pub107/thibodeau.html" Overview of Technological Approaches to Digital Preservation and Challenges in Coming Years, The State of Digital Preservation: An International Perspective. Council on Library and Information Resources. Conference proceedings. http://www.clir.org/pubs/reports/pub107/thibodeau.html Hedstrom, M. (1997). Digital preservation: a time bomb for Digital Libraries.  HYPERLINK "http://www.uky.edu/~kiernan/DL/hedstrom.html" http://www.uky.edu/~kiernan/DL/hedstrom.html Besser, H. (1999). Digital longevity. Chapter in Maxine Sitts (ed.) Handbook for Digital Projects: A Management Tool for Preservation and Access, Andover MA: Northeast Document Conservation Center, 2000, pages 155-166.  HYPERLINK "http://www.gseis.ucla.edu/~howard/Papers/sfs-longevity.html" http://www.gseis.ucla.edu/~howard/Papers/sfs-longevity.html Granger, S. (2000.) Emulation as a Digital Preservation Strategy. D-LIB Magazine  HYPERLINK "http://www.dlib.org/dlib/october00/granger/10granger.html" http://www.dlib.org/dlib/october00/granger/10granger.html Class 10 Date: March 29, 2007 Topic: Security, Privacy, Intellectual Property in the Digital Library Setting This class will help you answer the question: How do digital libraries manage the challenges of online, networked information services? Readings: Chung, Grace; Grimes, Sara M. (2005.) Cool Hunting the Kids Digital Playground: Datamining and the Privacy Debates in Childrens Online Entertainment Sites HICS presentation.  HYPERLINK "http://csdl2.computer.org/persagen/DLAbsToc.jsp?resourcePath=/dl/proceedings/&toc=comp/proceedings/hicss/2005/2268/07/2268toc.xml&DOI=10.1109/HICSS.2005.168" http://csdl2.computer.org/persagen/DLAbsToc.jsp?resourcePath=/dl/proceedings/&toc=comp/proceedings/hicss/2005/2268/07/2268toc.xml&DOI=10.1109/HICSS.2005.168 Collier, Geoff; Piccariello, Harry; Robson, Robby. (2004) A Digital Rights Management Ecosystem Model For the Education Community.  HYPERLINK "http://www.contentguard.com/whitepapers/DRM_Ecosystem_2004_05_10.pdf" http://www.contentguard.com/whitepapers/DRM_Ecosystem_2004_05_10 .pdf. Tyrvainen, Pasi. (2005). Concepts and a Design for Fair Use and Privacy in DRM. D-Lib Magazine. February. 11(2).  HYPERLINK "http://www.dlib.org/dlib/february05/tyrvainen/02tyrvainen.html" http://www.dlib.org/dlib/february05/tyrvainen/02tyrvainen.html Class 11 Date: April 5, 2007 Topic: Managing/Populating Digital Library Collections This class will help you answer the question: What must a digital librarian consider when creating a digital library collection? Class 12 Short Research Paper: The Biggest Problem is due today Topic: Economics in Digital Libraries Date: April 12, 2007 This class will help you answer the question: Who pays for digital libraries and their services? What are the various economic frameworks for digital libraries? Readings Tanner, Simon. (2003.) Economic Factors of Managing Digital Content and Establishing Digital Libraries. Journal of Digital Information. 4(2). http://jodi.tamu.edu/Articles/v04/i02/editorial/ Sairamesh, J.; Nikolaou, D.; Ferguson, D.; and Yemini, Y. (1996.) Economic framework for pricing and charging in digital  HYPERLINK "http://www.dlib.org/dlib/february96/forth/02sairamesh.html" http://www.dlib.org/dlib/february96/forth/02sairamesh.html Marchionini, G. (2000). Evaluating Digital Libraries: A Longitudinal and Multifaceted View. Preprint from Library Trend, Fall 2000 vol. 49(2), p. 304-333.  HYPERLINK "http://www.ils.unc.edu/~march/perseus/li8b-trends-final.pdf" http://www.ils.unc.edu/~march/perseus/li8b-trends-final.pdf Class 13 Date: April 19, 2007 Poster is due today Topic: Digital Librarians, Who Are They and What Are Their Skills? This class will help you answer the questions: What is a digital librarian? What role/s will exist for humans in the digital library? Sreenivasulu, V. (2000). The role of a digital librarian in the management of digital information systems The Electronic Library; Volume:18 Issue:1.  HYPERLINK "http://www.emeraldinsight.com/Insight/viewPDF.jsp?Filename=html/Output/Published/EmeraldFullTextArticle/Pdf/2630180101.pdf" http://www.emeraldinsight.com/Insight/viewPDF.jsp?Filename=html/Output/Published/EmeraldFullTextArticle/Pdf/2630180101.pdf Lynch, Clifford. (2005). Where Do We Go From Here? The Next Decade for Digital Libraries. D-Lib Magazine. July/August. 11(7/8)  HYPERLINK "http://www.dlib.org/dlib/july05/lynch/07lynch.html" http://www.dlib.org/dlib/july05/lynch/07lynch.html Class 14 Date: April 26, 2007 Final project plan is due today. For this last session together, you are assigned to review the final proposal plans of your classmates and post your suggestions. * Some readings date back to the 1970s. These oldies-but-goodies are there for a reason - they have proven fundamental and relevant to digital libraries and human information seeking, and their quality and conclusions have not been eclipsed by subsequent contributions to the literature. X. REQUIRED SYLLABI STATEMENTS Academic Integrity The academic community of Syracuse University and of the School of Information Studies requires the highest standards of professional ethics and personal integrity from all members of the community. Violations of these standards are violations of a mutual obligation characterized by trust, honesty, and personal honor. As a community, we commit ourselves to standards of academic conduct, impose sanctions against those who violate these standards, and keep appropriate records of violations. The academic integrity statement can be found at: HYPERLINK "http://academicintegrity.syr.edu/"http://academicintegrity.syr.edu. Computer Literacy Skills Graduate students are expected to meet the minimum and recommended information technology literacy skills required of students in all School of Information Studies master's programs. Please refer to: http://istweb.syr.edu/prospective/graduate/literacyreq.asp for the "Computer Literacy Requirements" document. WebCT The School of Information Studies uses a Web-based teaching and learning environment called WebCT. Most IST campus courses use WebCT as a supplement to classroom activities and all distance learning courses are conducted in WebCT. Access to WebCT is available at the following URL:  HYPERLINK "http://istwebct6.syr.edu" http://istwebct6.syr.edu. Your professor will let you know the date the course will be available on WebCT. Questions regarding WebCT itself should be directed to  HYPERLINK "mailto:istwebct@syr.edu" istwebct@syr.edu or Peggy Brown at 315-443-9370. This course requires the use of WebCT. All readings will be distributed via WebCT, and all assignments MUST be handed in using WebCT. Student with Disabilities In compliance with section 504 of the Americans with Disabilities Act (ADA), Syracuse University is committed to ensure that no otherwise qualified individual with a disabilityshall, solely by reason of disability, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program or activity If you feel that you are a student who may need academic accommodations due to a disability, you should immediately register with the Office of Disability Services (ODS) at 804 University Avenue, Room 308 3rd Floor, 315.443.4498 or 315.443.1371 (TTD only). ODS is the Syracuse University office that authorizes special accommodations for students with disabilities. Appendix A Goals, Objectives and Tasks in the Time Table Goals are abstract notions that are broken down into objectives. Objectives are semi-abstract statements - broad in nature, but implying real-world processes, so they are bridges between the abstract and the real. Tasks are concrete activities that can be assigned to specific personnel with due dates, and that generate tangible deliverables. This table illustrates the differences and relationships among Goals, Objectives and Tasks. In it, I have used an actual goal one of eight goals for students of IST 676, found at the beginning of this syllabus in the section entitled, COURSE GOALS. You may emulate this table in your Assignments 4 and 6 for the section entitled, Time Table. This format is common in project management and is useful for keeping track of many processes at once. Once you understand the qualitative differences among Goals, Objectives, and Tasks, you must relate them to readers by numbering them to illustrate the relationships. The numbering of the Goals, Objectives, Tasks and Sub-tasks is key. You may either use the system below, or any other one that can instantly make clear the relationship of a particular sub-task all the way up to its Goal. Goal 6: Student will evaluate major national and international DL projectsObjective 6.1: Create assignment to compare and contrast two or more digital librariesTask NumberDescription or See also*PersonnelDateDeliverableTask 6.1.1Assign  Sub-Task 6.1.1.1 Write description of assignment Professor1/03/07Documented description of assignmentSub-Task 6.1.1.2Include in syllabus.Professor1/04/07Updated syllabusSub-Task 6.1.1.3 Post to WebCTProfessor1/05/07Updated WebCT siteTask 6.1.2Provide exampleProfessor1/06/07Document on WebCTTask 6.1.3Write paperSub-task 6.1.3.1Select 2 or more DLsStudent2/01/07List of DLsSub-task 6.1.3.2Select variablesStudent2/10/07List of variablesSub-task 6.1.3.3Conduct analysisStudent2/15/07Findings from researchSub-task 6.1.3.4Consult with instructor if necessaryStudent and Professor2/20/07Notes from conversationSub-task 6.1.3.5Submit assignmentStudent3/01/07Electronic document in students drop box.Objective 6.2: Use observations in contributions and papersTask 6.2.1Integrate findings into supporting arguments on Group Discussion StudentAll semesterSubstantive posting to Class Discussion board(s)Task 6.2.2Integrate findings into papers and assignmentsStudentAll semesterReferences to and citations of these findings in submitted papersObjective 6.3:  * In the column under Description or See Also you may say, See Section
if you want to direct the reader to related information in other sections. Appendix B Sample of Table Format for Assignment 3 The table is a useful format for conveying information in a concise and cogent manner. If you are asked to submit a table to your manager at work, it should be to the point and easy to read. There should be no (or minimal) explanatory text. Use sentence fragments and/or bullets for clarity. The variables along which you evaluate the two (or more) digital libraries must be taken from one of the evaluation models in your readings from Class 2. If you have any questions about the use of tables, contact me before not after this assignment is due. Variable Goals/Mission of this DL supported (Y/N) * Name and URL of first digital library ** Name and URL of second digital library Appendix C Format for Assignments 4 and 6 (Project Plan) This template is derived from the National Science Foundations National Science Digital Library format (nsf.gov/pubs/2005/nsf05545/nsf05545.htm). It is not chosen at random. First, it is an efficient template to get across your ideas. Second, there is a good chance, if you pursue external funding for digital libraries in the future, you will be asked to use a similar format. Adherence to this format, and early consideration of its contents will allow you to get a good start on the scale and scope of the project you are going to work on this semester. We will cover many of these topics in detail in class, and you will want to review the document often to add to it. Use format specified above in Format. FACE SHEET (Name, project title, class name, section number, date) (The Face Sheet is not counted in the page limit for this assignment.) ABSTRACT (one page or less, also not counted in the page limit) DESCRIPTION A. Introduction and brief description B. Statement of Need Describe clearly the services, content area(s), and state clearly the demand for the proposed service, or the problems or issues being researched. Include brief discussion of: Intellectual merit How important is the proposed activity to advancing knowledge and understanding within its own field or across different fields? What may be the benefits of the proposed activity to society? Impact Is the need for the project convincingly argued? Does the project fill a definable gap in the domain of digital libraries? Is the target audience clearly identified, and what is the potential for the project to make a significant impact on that audience? C. Target Audience Describe clearly the community of learners whose needs will be addressed by the project. What aspect(s) of the user's experience with your digital library will be enhanced and/or extended by the project outcomes? What is the context of use, and what users will be affected and how? What is the setting of the project: informal or formal education, life-long learning, and why is this vital? D. Project Goals and Objectives This section should be an enriched discussion of the Time Table (see below). Present your goals, objectives and tasks with details for which you do not have sufficient room in the Time Table. (See Appendix A - Goals, Objectives and Tasks in the Time Table, if you need a refresher.) Do not replicate Time Table material here; rather use this section to add context. Describe the overall approach and components of the project, including but not limited to: user requirements plans evaluation activities type of content planned for inclusion technologies planned metadata standard planned types of access to allow use of collection sources and incorporations of digital objects procedure to add items and implement digital library, and policies and disclaimers for intelligent asset management. E. Key Staff Provide a description of the roles, responsibilities, and qualifications of key personnel, consultants, and/or advisors. These should be tied to major project goals and objectives. F. Timeline Include a timeline for development indicating major points of progress that are expected. Timeline should illustrate Goals, Objectives and Tasks. For each of those, show the activity name and number, a very concise description, the responsible personnel, the due-by date and the outcome or deliverable. See Appendix A for more information about the formatting of this section. G. Evaluation plan Describe evaluation plans, including evaluation strategy, process, and methods. What evidence will be sought to inform the progress towards project goals and why is this of value? You may incorporate evaluation plans and activities into Project Goals and Objectives, and the Time Line, if they are clearly described. H Dissemination Dissemination is the process of announcing to your target audience that the system is ready for use. Use this section to describe plans to promote and sustain your digital library. Will you use listservs, run-of-station TV ads, distribute CDs to doctors offices, present at conferences, hold workshops, announce in newsletters? How will you disseminate news of your project to your users? I. Sustainability Remember - if you are successful and do obtain grant money to create your digital library, it will be a one-time award for a limited duration of time. After youve created the digital library, you must pay key personnel, buy equipment, and monitor the systems. Granting institutions want assurance that once theyve paid for the initial implementation, their investment will continue to function. So someone else - a University, a consortium of libraries, or a foundation will have to support your DLs *ongoing* operation and development after the initial grant funding runs out. Use this section to describe who will sustain the DL, and how. REFERENCES AND APPENDICES References and appendices are not counted in the page limit.     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