LIBR 244-01
Online Searching
Fall 2014 Greensheet

Jean Bedord
Emergencies/Prior Appointment: 408-257-9221
Office location: Virtual in Silicon Valley
Office hours: E-mail reaches me faster than other communication. But I expect most communication to occur within the Canvas environment, so I can answer to the entire class. Use LIBR244 in the Subject line or it may get lost in my e-mail filters.

Greensheet Links
Canvas Login and Tutorials
iSchool eBookstore

Canvas Information: This course will be available August 25, 2014. You will be enrolled into the site automatically.  Students are expected to login within 3 days.

Note: Enrolled students in this class are required to sign up for free access to the ProQuest® Graduate Education Program. Details will be provided by your instructor. Students are responsible for following through to get access and complete their coursework.  Students will also be issued passwords for the LexisNexis search service.

Course Description 

This course covers techniques of online searching, database structures, and hands-on search experience on commercial search services . Emphasis is on the Proquest  Dialog service, with coverage of Lexis-Nexis and subscription database services. Learning how to formulate search strategies using these fee-based search services builds a solid foundation in critical concepts for achieving better search results when using any commercial search service, as well as using advanced features offered by web search engines.

The knowledge gained from this course is applicable in any setting where librarians answer questions, conduct research, or train others how to search, including public, school, academic, and special libraries. Learning how to formulate search strategies on these powerful commercial services builds a solid foundation for achieving better search results when using a range of subscription search systems as well as for searching the web search engines.

Topics include searching techniques and strategies, database indexing, evaluation of search services, and understanding the relationship between database structure and effective search techniques. Relevant professional literature will be explored to students gain familiarity with issues in the online information industry.

Course Requirements


  • Exercises
    These are assigned exercises requiring searches of commercial search engines.  Grading will be based on the student’s search strategies, thought processes and results of the searches.  Supports SLOs 1, 2, 3, 5, 6, 7, 8
  • Quizzes
    These will test understanding of search systems covered in the course .  Supports SLOs 2, 3, 4, 8
  • Online Discussion  
    Participation in discussions is an important component of online classes. Students are expected to post (at least) two comments on each discussion topic, one an original contribution and the other a response to another student’s post. Students are expected to check in on discussions every other day, and read all posts. Note that participation is 15% of your grade, so non-participation will automatically reduce your grade to a B or below.  Supports SLOs 1, 4, 5, 8
  • Final Project
    Students can choose one of the following  for the final project: (1) an essay on a topic related to online searching; (2) a client project; or (3) a training packet on searching for a specific user group.  Supports SLOs 1, 4, 6, 7, 8
  • Presentations
    Students will give a short presentation (approximately 5 minutes) on a key conceptual take-away from the course and second presentation on their final project. Presentations can be live or pre-recorded.   Supports SLOs 1, 2, 5, 6, 7

Course Calendar
Assignment due dates are posted to the Canvas course, and are subject to change with reasonable notice.


Assignment Percent of Total Points
Search Assignments/Quizzes 45 points
Discussions & Participation 15 points
Final Project 20 points
Presentations 20 points
Total  100 points


Late Work
There will be a 20% penalty for late work submitted within one week of the due date. Zero credit will be given after this.

Textbook Ordering Information
All books are available on Amazon or another source.  Used books should be the most recent edition, not older editions.  The Bell and Hock books are available as ebooks from the King library.

Additional Readings
Additional readings will be available on the course site, including journal articles and system documentation from search service vendors.

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.

Course Prerequisites

LIBR 202

Student Learning Outcomes

Upon successful completion of the course, students will be able to:

  1. Demonstrate a broad understanding of the design of major fee-based online databases and how to search them effectively.
  2. Describe database content, search language, and syntax.
  3. Apply effective search strategies and techniques, with a focus on concept analysis and pearl building.
  4. Identify the value and role of fee-based database aggregators in obtaining precision results quickly and efficiently.
  5. Understand how knowledge of database aggregator systems increases the quality of Internet research.
  6. Use quality Internet search tools and techniques.
  7. Demonstrate skills and knowledge applicable to assisting and training end users.
  8. Develop confidence in their ability to learn to search other databases or online systems similar to those covered in the course.

Core Competencies (Program Learning Outcomes)

LIBR 244 supports the following core competencies:

  1. E Design, query and evaluate information retrieval systems.
  2. H Demonstrate proficiency in identifying, using, and evaluating current and emerging information and communication technologies.


Required Textbooks:

  • Bell, S. S. (2012). Librarian's guide to online searching (3rd ed.). Libraries Unlimited. Available through Amazon: 1610690354arrow gif indicating link outside sjsu domain
  • Hock, R. (2013). The extreme searcher's internet handbook: A guide for the serious searcher (4th ed.). Information Today. Available through Amazon: 1937290026arrow gif indicating link outside sjsu domain
  • Mann, T. (2005). Oxford Guide to Library Research (3rd ed.). Oxford University Press. Available through Amazon: 0195189981. arrow gif indicating link outside sjsu domain

Grading Scale

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
Below 67 F


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).

University Policies

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 More detailed information on a variety of related topics is available in the SJSU catalog at 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 Add/drop deadlines can be found on the current academic year calendars document on the Academic Calendars webpage at The Late Drop Policy is available at 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

Consent for Recording of Class and Public Sharing of Instructor Material

University Policy S12-7,, 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."

Academic integrity

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 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

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 requires that students with disabilities requesting accommodations must register with the Accessible Education Center (AEC) at to establish a record of their disability.

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