Advanced Online Searching
Spring 2012 Greensheet
Textbooks and Resources
The Greensheet is the course syllabus and may be revised before or during the semester.
Students will be automatically enrolled in the D2L site for this course. The course will be available to students on the first day of class, January 25, 2012.
This course offers opportunities to improve online searching techniques, deepen understanding of an array of online resources, and investigate advanced problems in online research. Students will use major fee-based database services, complex search strategies, and the Internet. You will examine issues in electronic information retrieval and delivery such as quality of information, formats, deliverables, copyright, cost, and current awareness services. Students will complete assigned readings, design and carry out a research project, and submit an original paper about a contemporary online searching issue of interest to you. The course is taught as a “seminar”, which is defined as:
- A form of small group instruction combining independent research and class discussions under the guidance of a professor.
- A class that has a group discussion format rather than a lecture format
- Most commonly offered as upper-level and graduate courses, these are relatively small classes designed to facilitate intensive study of specific subject areas.
As a seminar course, students will be expected to conduct projects independently according to guidelines described below and take initiative in making contributions to class discussion from reading assignments and individual project work, minimally, on a weekly basis.
- LIBR 244
- Knowledge of and skills in searching two of the Big Three (Dialog, Factiva, and LexisNexis). Student passwords will be made available early in the semester and students will be expected to review and work with the Big Three and other recommended sources.
LIBR 245 supports the following SLIS Core Competencies:
- Design, query and evaluate information retrieval systems
- 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
In addition, this section supports the following SLIS Core Competencies:
- Use service concepts, principles and techniques that facilitate information access, relevance, and accuracy for individuals or groups of users
- Demonstrate oral and written communication skills necessary for group work, collaborations and professional level presentations.
Student Learning Outcomes
Students will improve knowledge and skills related to:
- Fee-based database aggregator systems
- Internet search engines and other search tools
- Effective search strategies and techniques for conducting complex searches
Students are expected to check for announcements posted to D2L News and read all discussion postings. Students are required to complete the following assignments:
- Readings: Read and discuss required books, vendor documentation, and articles assigned throughout the semester.
- Online Discussion: Read all postings and participate minimally one time a week in online discussions by adding thoughtful, substantive comments or questions that relate to the reading material and other assignments. Interacting with other students is essential. Detailed class discussion requirements will be posted at the beginning of the semester. Class discussion is 20% of the grade. Lack of meeting the class discussion requirement will automatically result in a grade below a B.
- Exercises: Perform online searches for a series of exercises. Due Friday, February 24th by 11:59 p.m. Pacific. Instructions will be posted to D2L.
- Midterm: Submit a case study or research scenario containing online research from multiple online resources including the Web and fee-based services. Students may find a client (student, professor, family member, friend, etc.) who has an information need or research a topic of interest. Projects will include the following components and steps:
- Interview your client and/or prepare a statement about the research question and its background including the purpose or goals of the request.
- Identify, evaluate, and list potential sources of information
- Develop, outline, and include an effective overall search strategy.
- Conduct the search in as many databases as you think necessary.
- For those with a client, ask them to evaluate success of the search. If you prepare the research for yourself, evaluate the success of your work. Either way, include lessons learned.
- Conduct research using the appropriate online systems and website protocols and search engines.
- Summarize your steps.
- Analyze and summarize results.
- Include the query, interview questions, search statements, relevant search results, and the client’s comments about the results in your reports.
- Prepare and upload a PowerPoint slide presentation based on your midterm report to the D2L class discussion area for classmates to review and comment on. Due Friday, March 23rd by 11.59 pm Pacific; also submit your midterm report and slide presentation to me at email@example.com. Use the title or subject of your midterm as the Word file name and in the subject line of the email.
- Final Research Report: Write an original paper on a significant issue in the online information environment. Topics can be gleaned from required reading and class discussion or students may explore other areas with the instructor's approval. The paper should be 15 to 20 pages inclusive of a list of 10-15 references, 10 of which should be within the past two years. Follow APA standards and all the rules of good grammar, organization, and syntax. Use Times Roman 12 or Arial 11 typeface and include a single-spaced abstract with your name on the title page. Submit as a Word file to me at firstname.lastname@example.org with the paper title as the name of the file and in the email Subject line. The final research report is due the last day of class, Tuesday, May 15th at 11:59 p.m. Pacific. You're expected to use the Big Three to research your final report. If the Big Three do not produce information about your topic, other sources and databases are acceptable with the following requirement: Provide an introduction explaining why the Big Three did not work for your topic and add an appendix that includes database or sources used along with search strategies tried. Older citations are acceptable when applicable. If current information is not available, explain reasons for lack of current information in your introduction. When Dialog databases contain abstracts without fulltext and you require fulltext articles, use other sources available to you. Peer-reviewed articles are not required. All papers will be evaluated on the basis of their fit with the objectives of the course and assignments, your stated goals, normal standards of organization and composition, and quality of analysis and presentation.
Additional Requirements and Comments
- Successful course participants will post a brief bio and statement of purpose to the discussion board during the first week of class.
- Extra credit assignments are not accepted.
- No incompletes will be awarded – no exceptions.
Grading incorporates consideration of creativity, thoroughness, thoughtfulness, and originality.
Participation in class discussion is 20% of the grade. Lack of satisfactory participation will automatically result in a grade below a B.
|Weekly Class Discussion and Initiative||20 points||Ongoing|
|Search Exercises||15 points||Due Friday, February 24, 2012|
|Midterm Assignment: Report and PowerPoint Presentation||40 points||Due Friday, March 23, 2012|
|Final Paper||25 Points||Due Tuesday, May 15, 2012|
- Kassel, Amelia. Value-Added Deliverables: Rungs on the Info Pros Ladder to Success. SEARCHER, the Magazine for Database Professionals, http://www.infotoday.com/searcher/nov02/kassel.htm, 2002.
- Kassel, Amelia. The DialogClassic Web Redesign, A Hit! SEARCHER, the Magazine for Database Professionals, May 2007 http://www.dialog.com.tw/download/docs/dcweb_searcher.pdf
- Kassel, Amelia. The New ProQuest Dialog: What's Next? SEARCHER, the Magazine for Database Professionals, January, 2011
- Berkman, R. (2005). The skeptical business searcher. Information Today. Available through Amazon: 0910965668.
- Devine, j. & Egger-Sider, F. (2009). Going Beyond Google: The Invisible Web in Learning and Teaching. Neal-Schuman. Available through Amazon: 1555706339
- Phelps, M. (2011). Research on main street. CyberAge Books. Available through Amazon: 0910965889
- Morville, P. & Callender, J. (2010). Search Patterns. O'Reilly. Available through Amazon: 0596802277
- Sauers, M. P. (2009). Searching 2.0. Neal-Schuman. Available through Amazon: 155570607X.
The standard SJSU School of Information Grading Scale is utilized for all iSchool courses:
|97 to 100||A|
|94 to 96||A minus|
|91 to 93||B plus|
|88 to 90||B|
|85 to 87||B minus|
|82 to 84||C plus|
|79 to 81||C|
|76 to 78||C minus|
|73 to 75||D plus|
|70 to 72||D|
|67 to 69||D minus|
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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