Government Information Sources
Summer 2011 Greensheet
Textbooks and Readings
This course will be available on D2L on Wednesday, June 1. You will be enrolled into the site automatically. I will send more information about course access as we approach this date through MySJSU.
This course is an introduction to the variety of government information sources produced by the United States government, both in print, and online. This goal of this course is to provide students with a broad understanding of the significance and use of government information sources. The course will examine government information resources and consider issues of access, availability, dissemination, and archival issues. Although the main focus of the course will be on United States government sources, state and local sources will also be investigated.
Upon completion of the course the student should be able to:
- Understand the significance of government information sources.
- Promote the purpose and role of government sources.
- Articulate the issues and trends that affect access, availability, dissemination, and use of government sources.
- Demonstrate knowledge of how government information sources are organized and used.
- Recognize, understand, and use government sources, both traditional, and electronic.
- Understand the value of government sources to users in both public and academic libraries.
- Identify the kinds of questions for which government information sources can answer.
Student Learning Outcomes
- Delineate the significance and value of government information sources.
- Working knowledge of the structure, processes, and documents of the US Government with a general knowledge of international, state, and local government information.
- How to evaluate, analyze, and answer government information requests.
- Identifying the appropriate context of use of government documents and sources.
- Develop best practices and methods on discovering government information regardless of topic.
- Knowledge of when and where to refer questions you cannot answer.
- Understanding the dynamic landscape surrounding digital government information and e-Government:
LIBR 221 supports the following MLIS Core Competencies:
- compare the environments and organizational settings in which library and information professionals practice;
- recognize the social, cultural and economic dimensions of information use.
In addition, this section supports the following MLIS Core Competencies:
- demonstrate proficiency in the use of current information and communication technologies, and other related technologies, as they affect the resources and uses of libraries and other types of information providing entities;
- understand the nature of research, research methods and research findings; retrieve, evaluate and synthesize scholarly and professional literature for informed decision-making by specific client groups;
- demonstrate oral and written communication skills necessary for group work, collaborations and professional level presentations;
- evaluate programs and services on specified criteria; and
- contribute to the cultural, economic, educational and social well-being of our communities.
This course will be conducted entirely online using D2L (Desire2Learn). Lectures, assignments, and communications, including discussions and announcements, will be conducted via D2L.
Note: This is the first time SLIS is using D2L. Therefore, you may still encounter references to Angel (the previous course management system) in some course materials. If you encounter such references, please notify your instructor so they can be updated. Your patience is appreciated in this transition.
You must be extremely organized, disciplined and self-motivated in order to complete an online course successfully. Though you can access the course materials online anytime, plan to set aside time each day to complete the readings and assignments. It’s too easy to get behind quickly.
Here is an overview of the assignments for this course:
Each week there will be:
- an online “lecture(s)” provided by the instructor via D2L;
- readings from the textbook;
- article readings regarding government information, and;
- other readings as assigned.
- Online Discussions
Throughout the course, approximately every other week there will be a discussion topic posted to the class discussion board on a topic related to the course readings. Students will be expected to provide a thoughtful and reflective response to these topics. In addition to responding to each of the seven topics, students are also encouraged to engage in dialog with each other by responding to other student's responses to the topics.
- Reflective Essay Addressing Topic Covered in Class or Readings
This essay will require students to formalize their understanding and exhibit critical thinking about course topics and readings. The essay should be no more than 5 pages. Student will have the option of selecting any course topic that has or is being covered in class.
The essay should contain a bibliography that includes at least two sources in proper APA format. Sources can be from personal readings, the textbook, online articles or online subscriptions. The essay is worth 25 points.
- Government Information Scavenger Hunt
Students will be given a list of questions that they must find the answers to using government information sources and the Web.
- Research Paper
Students will write a formal research paper that analyzes a significant issue related to government publications. Paper topics may be selected from the areas covered in class or you may choose an issue of more personal interest that is relevant to the goals and objectives of this course. The text of your paper should be 15 to 20 pages in length (this does not include the title page, abstract, or bibliography). A bibliography is required of the sources both cited and consulted for background information and context and should include at least 20 citations.
You will be graded on the extent of your research, your description and critical analysis of the topic, the evidence you provide in support of your argument, and the clarity and quality of your writing. Your references and formatting should adhere to the rules established in the APA Publication Manual.
Total Possible Points are 190:
|Discussion Topic Responses (5 points each)
|Reflective Essay (25 points each)
|Government Information Scavenger Hunt
|Introduction and Overview
Access to Government Information
|Government Printing Office (GPO)
|Finding Aids and References Sources
|Geographic Information Sources
|Legislative Branch Information Sources
|Department and Agencies
|Legal Information Sources
|Foreign and International Documents
State and Local Information
Textbooks and Readings
- Morehead, J. (1999). Introduction to United States government information sources (6th ed.). Libraries Unlimited. Available through Amazon: 1563087359 (paperback).
The standard SJSU School of Information Grading Scale is utilized for all iSchool courses:
|97 to 100
|94 to 96
|91 to 93
|88 to 90
|85 to 87
|82 to 84
|79 to 81
|76 to 78
|73 to 75
|70 to 72
|67 to 69
In order to provide consistent guidelines for assessment for graduate level work in the School, these terms are applied to letter grades:
- C represents Adequate work; a grade of "C" counts for credit for the course;
- B represents Good work; a grade of "B" clearly meets the standards for graduate level work;
For core courses in the MLIS program (not MARA) — INFO 200, INFO 202, INFO 204 — the iSchool requires that students earn a B in the course. If the grade is less than B (B- or lower) after the first attempt you will be placed on administrative probation. You must repeat the class the following semester. If -on the second attempt- you do not pass the class with a grade of B or better (not B- but B) you will be disqualified.
- A represents Exceptional work; a grade of "A" will be assigned for outstanding work only.
Students are advised that it is their responsibility to maintain a 3.0 Grade Point Average (GPA).
General Expectations, Rights and Responsibilities of the Student
As members of the academic community, students accept both the rights and responsibilities incumbent upon all members of the institution. Students are encouraged to familiarize themselves with SJSU's policies and practices pertaining to the procedures to follow if and when questions or concerns about a class arises. See University Policy S90-5 at http://www.sjsu.edu/senate/docs/S90-5.pdf. More detailed information on a variety of related topics is available in the SJSU catalog at http://info.sjsu.edu/web-dbgen/catalog/departments/LIS.html. In general, it is recommended that students begin by seeking clarification or discussing concerns with their instructor. If such conversation is not possible, or if it does not serve to address the issue, it is recommended that the student contact the Department Chair as a next step.
Dropping and Adding
Students are responsible for understanding the policies and procedures about add/drop, grade forgiveness, etc. Refer to the current semester's Catalog Policies section at http://info.sjsu.edu/static/catalog/policies.html. Add/drop deadlines can be found on the current academic year calendars document on the Academic Calendars webpage at http://www.sjsu.edu/provost/services/academic_calendars/. The Late Drop Policy is available at http://www.sjsu.edu/aars/policies/latedrops/policy/. Students should be aware of the current deadlines and penalties for dropping classes.
Information about the latest changes and news is available at the Advising Hub at http://www.sjsu.edu/advising/.
Consent for Recording of Class and Public Sharing of Instructor Material
University Policy S12-7, http://www.sjsu.edu/senate/docs/S12-7.pdf, requires students to obtain instructor's permission to record the course and the following items to be included in the syllabus:
- "Common courtesy and professional behavior dictate that you notify someone when you are recording him/her. You must obtain the instructor's permission to make audio or video recordings in this class. Such permission allows the recordings to be used for your private, study purposes only. The recordings are the intellectual property of the instructor; you have not been given any rights to reproduce or distribute the material."
- It is suggested that the syllabus include the instructor's process for granting permission, whether in writing or orally and whether for the whole semester or on a class by class basis.
- In classes where active participation of students or guests may be on the recording, permission of those students or guests should be obtained as well.
- "Course material developed by the instructor is the intellectual property of the instructor and cannot be shared publicly without his/her approval. You may not publicly share or upload instructor generated material for this course such as exam questions, lecture notes, or homework solutions without instructor consent."
Your commitment, as a student, to learning is evidenced by your enrollment at San Jose State University. The University Academic Integrity Policy F15-7 at http://www.sjsu.edu/senate/docs/F15-7.pdf requires you to be honest in all your academic course work. Faculty members are required to report all infractions to the office of Student Conduct and Ethical Development. The Student Conduct and Ethical Development website is available at http://www.sjsu.edu/studentconduct/.
Campus Policy in Compliance with the American Disabilities Act
If you need course adaptations or accommodations because of a disability, or if you need to make special arrangements in case the building must be evacuated, please make an appointment with me as soon as possible, or see me during office hours. Presidential Directive 97-03 at http://www.sjsu.edu/president/docs/directives/PD_1997-03.pdf requires that students with disabilities requesting accommodations must register with the Accessible Education Center (AEC) at http://www.sjsu.edu/aec to establish a record of their disability.
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