LIBR 287-11
Seminar in Information Science
Topic: Digital Libraries
Summer 2015 Greensheet

Dr. Ziming Liu
Phone: (408)924-2500
Office Hours: Virtually by e-mail or in person by appointment

Greensheet Links
Course Outline


Canvas Information: Courses will be available beginning June 1st, 12:01am PST unless you are taking an intensive or a one unit or two unit class that starts on a different day. In that case the class will open at 12:01am PST on the first day that the class meets.

You will be enrolled into the Canvas site automatically.

Course Description

Exploration of issues related to digital libraries (DL) including electronic publishing; preservation of digital media; the future of books and libraries.

Course Requirements

Assignments and Grading
The assignments for this course and their proportion to your course grade are:

Class participation

(Supports SLO#1, SLO#2)
Reading assignments

(Supports SLO#1)
Project(Supports SLO#2) 20%
Term paper

(Supports SLO#1, SLO#2)

Course Outline

Digital Libraries | Paper vs. Electronic Documents | Electronic Publishing | Preservation of Digital Media | Implications

Note: * indicates required readings

Digital Libraries

Bawden, D. & Vilar, P. (2006). Digital libraries: to meet or manage user expectations. Aslib Proceedings: New Information Perspectives, 58(4), 346-354.

Bearman, D. (2007). Digital libraries. Annual Review of Information Science and Technology. Medford, NJ: Information Today. Volume 41. 223-272

*Borgman, C. L. (1999). What are digital libraries? Competing visions. Information Processing & Management, 35: 227-243.

Borgman, C. L. (2000). Digital Libraries and the Continuum of Scholarly Communication. Journal of Documentation, 56: 412-430.

Borgman, C. L. (2001). Where is the librarian in the digital library? Communications of the ACM, 44(5): 66-67.

Buchanan, S., Gibbs, F., Simmons, S. & McMenemy, D. (2012). Digital library collaboration: A  service-oriented perspective. The Library Quarterly, 82(3), 337-359.

Buckland, M. (2008) Reference library service in the digital environment, 30( 2), 81-85.

Budzise-Weaver, T., Chen, J., & Mitchell, M. (2012). Collaboration and crowdsourcing: The cases of multilingual digital libraries. The Electronic Library, 30(2), 220-232.

*Choi, Y., & Rasmussen, E. (2006). What is needed to educate future digital librarians. D-Lib Magazine, 12(9). Available at:

Chowdhury, G. G. (2002). Digital libraries and reference services: Present and future. Journal of Documentation, 58(3): 258-283.

Fox, E. A.; Urs, S. R. (2002). Digital libraries. Annual Review of Information Science and Technology. Medford, NJ: Information Today. Volume 36. 503-589.

*Fox, E. A. et al (2002). Toward a global library. D-Lib Magazine, 8(10). Available at:

*Greenstein, D. (2000). Digital libraries and their challenges. Library Trends, 49: 290-303.

Huwe, T. (2010). Building digital libraries. Hearts, minds, and the library's physical space. Computers in Libraries, 30(8), 29-31.

*Jeng, J. (2005). What is usability in the context of the digital library and how can it be measured? Information Technology and Libraries, 24(2): 47-56.

*Kani-Zabihi, E., Ghinea, G., & Chen, S. Y. (2006). Digital libraries: What do users want? Online Information Review, 30(4), 395-412.

*Lagzian, F., Abrizah, A.,  & Wee, M. (2013). An identification of a model for digital library critical success factors, The Electronic Library, 31(1), 5 – 23.

*Levy, D. M. (2000). Digital libraries and the problem of purpose. Bulletin of the American Society for Information Science, 26(6): 22-25.

*Liu, Z. (2004). The evolution of documents and its impacts. Journal of Documentation, 60(3): 279-288.

Liu, Z. & Luo, L. (2011). A Comparative study of digital library use: Factors, Perceived Influences, and Satisfaction. Journal of Academic Librarianship, 37(3), 230-236.

*Lynch, C. (2002). Digital collections, digital libraries and the digitization of cultural heritage information. First Monday, 7(5). Available at:

*McCray, A. T.; Gallagher M. E. (2001). Principles for the digital library development. Communications of the ACM, 44(5): 48-54.

*Pomerantz, J. & Marchionini, G. (2007). The digital library as place. Journal of Documentation, 63(4), 505-533

*Saracevic, T. (2000). Digital Library Evaluation: Toward an Evolution of Concepts. Library Trends, 49(Fall): 350-369.

*Thong, J., Hong, W., & Tam, K. Y. (2004). What leads to user acceptance of digital libraries? Communications of the ACM, 47(11), 79-83.

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Paper vs. Electronic Documents

Hsu, R. C.; Mitchell, W. E. (1997). After 400 years, print is still superior. Communications of the ACM, 40(10): 27-28.

*Liu, Z. (2006). Print vs. electronic resources: A study of user perceptions, preferences, and use. Information Processing and Management (in press).

*Liu, Z.; Stork, D. (2000). Is Paperless really more? Rethinking the role of paper in the digital age. Communications of the ACM, 43(11): 94-97.

*Samuelson, P. (1991). Digital media and the law. Communications of the ACM, 34(10): 23-38.

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Electronic Publishing

*Foderaro, L. (2010, October 19). In a digital age, students still cling to paper textbook. New York Times.

*John, N. R. (2000). The ethics of the click: Users and digital information in the Internet age. Libri, 50: 129-135

Liu, Z. (2003). Trends in transforming scholarly communications and its implications. Information Processing & Management. 39 (6): 889-898.

*Rudner, L. M.; Miller-Whitehead, M.; Gellmann, J. S. (2002). Who is reading on-line education journals? Why? And what are they reading? D-Lib Magazine, 8(12). Available at:

*Schöpfel, J. (2013). Adding Value to Electronic Theses and Dissertations in Institutional Repositories.   D-Lib Magazine, 19(3/4).   Available at:

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Preservation of Digital Media

Chowdhury, G. (2010). From digital libraries to digital preservation research: The importance of users and context. Journal of Documentation, 66(2), 207-223.

*Dekken, J.M. (2004). Preserving digital libraries: Determining "what?" before deciding "how?" Science & Technology, 25(1/2) 227-241.

Evens, T., & Hauttekeete, L. (2011). Challenges of digital preservation for cultural heritage institutions. Journal of Librarianship & Information Science, 43(3), 157-165.

*Hahn, T. B. (2008). Mass Digitization: implications for preserving the scholarly record. Library Resources & technical Services, 52(1 ), 18-26.

*Hart, P.; Liu, Z. (2003). Trust in the preservation of digital information. Communications of the ACM, 46(6): 93-97.

*Marcum, D.; Friedlander, A. (2003). Keepers of the crumbling culture. D-Lib Magazine, 9(5). Available at:

*Rothenberg, Jeff (1995). Ensuring the longevity of digital documents. Scientific American, 272(1): 42-47.

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*Grafton, A. (2007, November 5). Future reading: Digitization and its discontents. New Yorker, 83(34).

*Liu, Z. (2005). Reading behavior in the digital evnironment: Changes in reading behavior over the past 10 years. Journal of Documentation, 61(6), 700-712.

*MacFadyen, H. (2011). The reader's devices: The affordances of ebook readers. Dalhousie Journal of Interdisciplinary Management, 7(1).

Vaidhyanathan, S. (2011).  The googlization of everything (and why we should worry). Berkeley, CA: University of California Press.

*Worcman, K. (2002). Digital division is cultural exclusion. But is digital inclusion cultural inclusion? D-Lib Magazine, 8(3). Available at:

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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 200, Other prerequisites may be added depending on content

Student Learning Outcomes

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

  1. Analyze administrative concerns with the creation, access, and storage of digital information.
  2. Identify and evaluate the social nature of digital libraries and the implications for design and evaluation.

Core Competencies (Program Learning Outcomes)

LIBR 287 supports the following core competencies:

  1. F Use the basic concepts and principles related to the selection, evaluation, organization, and preservation of physical and digital information items.
  2. H Demonstrate proficiency in identifying, using, and evaluating current and emerging information and communication technologies.
  3. L Demonstrate understanding of quantitative and qualitative research methods, the ability to design a research project, and the ability to evaluate and synthesize research literature.


No Textbooks For This Course.

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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