Research Methods in Library and Information Science
Topic: Historical Research Methods
Fall 2013 Greensheet
Students will be automatically enrolled in the D2L site for this course. The D2L site will become available on August 21.
The class will begin on Saturday, August 24. Weekly sessions run from Saturday through Friday of the following week. All assignments are due on Sunday by 5 p.m.
Research methods covering fundamental principles, processes, values and roles of research for professional application in information organizations. Students will become critical consumers of research products. Emphasis will concentrate on developing, planning, and producing a quality research proposal.
This section of research methods will introduce students to the theory and methods of historical research and writing. It explores the ways in which historians frame research questions, assess current literature on historical topics, locate and critically use primary and secondary sources, and formulate viable and worthwhile research projects. Emphasis will be placed on the research tools historians use and the role information professionals play in their development, dissemination, and use.
SLIS LIBR 285 Waiver Reminder
If a student has taken and passed a graduate level-research methods course AND completed a thesis or dissertation as part of a previous graduate degree (as documented by an official transcript), the student can petition the SLIS Graduate Advisor to waive the LIBR 285 requirement. A waiver, if granted, does not reduce the total units required for the MLIS degree.
The assignments for this course are as follows:
- Discussions. 20 points (10 discussions, 2 points each)
Participate in a series of discussion forums pertaining to historical research and history information sources. (Learning Outcomes 1, 2, 3, & 4)
- IRB Certification. 5 points
- Complete the National Institute of Health’s online workshop titled: "Protecting Human Research Participants." The course can be located at: http://phrp.nihtraining.com/users/login.php (Learning Outcome 4)
- Reference Source Annotated Bibliography. 15 points
Prepare an annotated bibliography of 10 reference sources that provide historical background and context for your research topic. (Learning Outcome 2)
- Historiography Essay. 20 points
Locate and review 15 scholarly historical studies that interpret some aspect of your research topic. The studies reviewed should be a combination of scholarly monographs and refereed journal articles. (Learning Outcomes 1 & 3)
- Primary Sources Survey. 15 points
Locate and describe the manuscript and record collections that you will use as the foundation of your research project. (Learning Outcomes 1 & 2)
- Research Proposal. 25 points
Write a formal research proposal for a master’s thesis or Ph.D. dissertation. The proposal will be based on earlier assignments and will include an overview of the topic and its significance, a literature review, a discussion of methodology and primary sources, and an outline of proposed chapters. (Learning Outcomes 1, 2, 3, & 4)
Required Style Manual
Historical research requires you to effectively communicate your research findings and evaluate the writings of others. An important aspect of this scholarly communication is understanding and using the standard citation formats for historical works. Because of its continued use of footnotes and the extensive details required in its citation formats, history publishers most often use The Chicago Manual of Style (16th edition) for written publications. If you are serious about historical writing and publishing then I encourage you to invest in a copy of the MOS and to use it faithfully. The online verision is convenient and easy to use:
Kate L. Turabian’s A Manual for Writers of Term Papers, Theses, and Dissertations (8th edition) is a derivative of Chicago MOS and an acceptable substitute for this class.
All assignments must be turned at 5 p.m. on the day they are due. Late submissions will be reduced by 20% of the total points possible for that assignment. No late discussion posts will be accepted.
Grading and Due Dates
|Reference Source Bibliography||15 points||September 22|
|Historiographical Essay||20 points||October 13|
|Primary Source Survey||15 points||November 3|
|IRB Workshop||5 points||November 17|
|Research Proposal||25 points||December 1|
Reminder: Weekly class sessions run from Saturday through Friday. All assignments are due on Sunday by 5 pm.
|Aug. 24 -Aug. 30||Introduction
What is history
Why is history important
Historical work in the information professions
|Discussion 1 (Aug. 24 - Aug. 30)|
|2||Aug. 31 - Sept. 6||Historical writing
Current trends/schools in historiography
Approaches to historical writing
Historians and their sources
|Discussion 2 (Aug. 31 - Sept. 6)|
|3||Sept. 7 - Sept. 20||History Reference Sources
Current and retrospective reference sources
How historians use reference sources
How historians evaluate reference sources
|Discussion 3 (Sept. 7 - Sept. 20)
Reference source bibliography
Due: Sunday, September 22, by 5 p.m.
|4||Sept. 21 - Oct. 11||Historical monographs and Secondary Sources
Locating history books and articles
Learning the historiography of a research topic
Evaluating historical writings
Writing an historiographical essay
|Discussion 4 (Sept. 21 - Sept. 27)
Discussion 5 (Sept. 28 - Oct. 11)
Due: Sunday, October 13, by 5 p.m.
|5||Oct. 12 - Nov. 1||Manuscripts, Records, and other Primary Sources
Types of primary sources
How to find archival collections
Working with primary sources
Note taking in the historical process
|Discussion 6 (Oct. 12 - Oct. 18)
Discussion 7 (Oct. 19 - Nov. 1)
Primary sources survey
Due: Sunday, November 3, by 5 p.m.
|6||Nov. 2 - Nov. 15||Developing a Research Proposal
Components of a history research proposal
Historical writing conventions and documentation
Ethical issues in historical research and writing
|Discussion 8 (Nov. 2 - Nov. 15)|
|7||Nov. 16 - Nov. 29||History on the Web
Types of historical sites
Using the internet in historical research
Evaluating digitized collections
|Discussion 9 (Nov. 16 - Nov. 29)
IRB Workshop Due, Sunday, Nov. 17, by 5 p.m.
|8||Nov. 30 - Dec. 6||Final Projects
Q & A
|Discussion 10 (Nov. 30 - Dec. 6)
Due: Sunday, December 1, by 5 p.m.
Course Workload Expectations
Success in this course is based on the expectation that students will spend, for each unit of credit, a minimum of forty-five hours over the length of the course (normally 3 hours per unit per week with 1 of the hours used for lecture) for instruction or preparation/studying or course related activities including but not limited to internships, labs, clinical practica. Other course structures will have equivalent workload expectations as described in the syllabus.
Instructional time may include but is not limited to:
Working on posted modules or lessons prepared by the instructor; discussion forum interactions with the instructor and/or other students; making presentations and getting feedback from the instructor; attending office hours or other synchronous sessions with the instructor.
Student time outside of class:
In any seven-day period, a student is expected to be academically engaged through submitting an academic assignment; taking an exam or an interactive tutorial, or computer-assisted instruction; building websites, blogs, databases, social media presentations; attending a study group;contributing to an academic online discussion; writing papers; reading articles; conducting research; engaging in small group work.
LIBR 200, LIBR 202, LIBR 204.
Student Learning Outcomes
Upon successful completion of the course, students will be able to:
- Understand the difference between primary and secondary research.
- Demonstrate knowledge of fundamental principles and processes of conducting research.
- Articulate the research method(s) covered in the course, appropriately apply them, and understand their strengths and liabilities.
- Understand appropriate data collection/analysis tools, and ethical concerns related to research.
Core Competencies (Program Learning Outcomes)
LIBR 285 supports the following core competencies:
- L Demonstrate understanding of quantitative and qualitative research methods and of the evaluation and synthesis of research literature.
- Presnell, J. (2012). The information-literate historian (2nd ed.). New York, NY: Oxford University Press. Available through Amazon: 0199926042
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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