LIS 557 Information Sources and Services (rev. 12/95)
James V. Carmichael, Jr.
Spring, 1996

COURSE DESCRIPTION

Reference Sources and Methods deals with the origins and characteristics of information and of information sources, and with such related issues as the negotiation of information requests, standards for ethical conduct, and the development of appropriate search strategies.

OBJECTIVES

Upon completion of this course, the student will be able to:
  1. Describe the processes by which information sources are compiled, and the original sources of information contained in standard reference works.
  2. Discuss problems likely to be encountered with the use of sources, including problems accessing materials through index terms and headings, as well as problems of scope, organization, bias, and inaccurate and/or conflicting information.
  3. Identify the sources most likely to contain specific types of information;
  4. Discern the virtues and weaknesses of products available in multiple-formats (i.e., print, microfilm, CD-Rom, electronic), and make appropriate choices from among available options for each information request; and
  5. Articulate requirements for a general bibliographic instruction unit for information seekers based upon a review of the existing literature in any given subject field.

CONTENT:

I. Reference Sources

A. Formats

  1. Print (standard)
  2. Microreprography
  3. CD-ROM
  4. Online
  5. The Network environment and its options
  6. Archival and manuscript
B. Types
  1. Bibliographies
    • National
    • Trade
    • Subject
  2. Indexes and Abstracts
    • General
    • Subject
    • Subject Heading Problems
    • The LC Subject Headings
  3. Encyclopedias
    • General
    • Subject
  4. Geographical Sources
    • Atlases
    • Gazetteers
    • Guidebooks
  5. Sources of Factual Information
    • Handbooks
    • Almanacs
    • Directories
    • Manuals
    • Yearbooks
    • Miscellaneous
    • Alternative Press
    • Pop Culture
  6. Government Sources
    • National
    • State
    • Urban
    • Local
  7. Online and CD-ROM Alternatives
    • Decision-Making
    • Cost comparisons
    • "Noise" in print vs. electronic forms

II. Reference Services

A. The User

  1. Community Surveys
  2. Cultural Differences and Biases
B. The Reference Librarian
  1. Attitudes towards customers
  2. Burn-out
  3. Expanded Roles
    • Bibliographic Instruction
    • Rotating Staffing Patterns
    • Related Functions--Reader's Advisory/IR
C. The Reference Process
  1. The Reference Interview
    • Psychology of Unexpressed Needs
  2. The Role of Serendipity
  3. Building Clienteles
    • e.g., faculty liaison
D. Administrative Aspects
  1. Collection Development and Weeding
  2. Automated Alternatives
  3. Paraprofessional vs. Professional
  4. Marketing of services in various administrative environments
  5. Evaluation of Reference Services

COURSE REQUIREMENTS

Exercises for class preparation (most classes), problem questions, one paper, and one exam. Grades will be computed on the following basis:

problem questions 24% paper 48% final examination 28%.

TEXTBOOKS AND READINGS

I have ordered the following two-volume textbook, which you are asked to purchase for this course:

William A. Katz. Introduction to Reference Work, Vol. I: Basic Reference Sources; Vol. II: Reference Services and Reference Processes. 6th ed. New York: McGraw-Hill, 1990. (Older editions still usable).

I suggest that you read descriptions of the assigned sources in the above AND in the following source BEFORE DOING THE ASSIGNMENT:

Robert Balay. Guide to Reference Books. 10th ed. Chicago: American Library Association, 1987. (REFERENCE DEPARTMENT).

You should also READ THE ASSIGNED INTRODUCTIONS OF THE ASSIGNED SOURCES, which may prove more accurate than the above. (Katz will give you a context for evaluating a source, and Balay a thumbnail sketch of its more useful features. They will make your work easier, but you will be held responsible for knowing the sources, not for knowing what Katz and Balay have said about them.)

DAILY EXERCISES

There will be frequent exercises in the use of reference sources in your workbook (one due almost every class meeting). These exercises are considered part of normal class preparation, and are NOT to be handed in. Students are responsible for sources included in these assignments (you may confuse them at the beginning of the course, but no doubt will become more familiar with them as the semester progresses; some students keep note cards to help them remember which is which, what they do, how they are indexed, etc.)

CAUTIONARY NOTES ON DOING THE DAILY EXERCISES AND PROBLEM QUESTIONS:

  1. Please don't expect reference librarians to do your work for you. Learning to use unfamiliar sources is a necessary part of reference work. It's not hard: read the introduction to the source for instructions. Do ask for help locating sources when you can't find them. But once you have them, learn to use them yourself.
  2. Try not to interfere with other's use of the reference area. Don't tie up sources longer than necessary when others are waiting, and put things back (carefully!!) when you are through with them. NEVER UNDER ANY CIRCUMSTANCES WHATSOEVER remove materials from a "ready reference" area to another location in the library without asking permission. In other words, show the same consideration to librarians and library users now that you will expect others to show when YOU are the reference librarian, and students are using YOUR reference collection.
  3. I absolutely insist that you work alone, and that you not share answers on the problem questions which you will turn in. There may be no "right" answer, and a classmate may mislead you. I grade you on your progress in developing a search logic, not just on answers. If you are frustrated and tired because you can't find an answer after exhausting the logical sources, I suggest you rest, get a cup of coffee, or go home and get some sleep. Then think about the question again and retrace your tracks. You will be amazed what a difference a day makes. If you haven't done your own work, your laziness will show up on the final exam! And much as you resent me and the questions while you are working them (that's normal and healthy), you will love what you've learned when it's all over. If you do the work and assignments, there is no way you can fail. All I ask is that you go through the motions and try.

PAPER

There will be a PAPER, which will be assigned shortly after classes begin. Due dates for this assignment and the problem questions are somewhat flexible: assignments may be handed in at any time up to a week following the due date without excuse or penalty. On the stroke of 5 P.M. on the seventh day, however, papers not yet received are penalized a full grade (e.g., A to B) for the first 24 hours, and will be penalized a partial grade (e.g., B to B-) for each further 24 hours of lateness. No exceptions. The paper MUST be turned in on time which means that you will need to begin working on it as soon as you have identified a topic, as I need time to read them before grades are due and the department and the graduate school do not look favorably upon "incompletes."

MID-TERM and FINAL EXAMINATIONS

These consist of multiple-choice questions based upon material we have covered so far in reading and class discussions. I see very little way you can fail these unless you have a complex about taking tests (get over it!); have not done the daily work; become paranoid trying to figure out if I am tricking you (I am not!): or simply give up and adopt a defeatist attitude. If you don't like tests, you should use this class as an opportunity to get used to them and perform better on them; testing is a part of your graduate experience.

GRADING OF PROBLEM QUESTIONS

Your written work will be evaluated according to what is essentially the same grading system. In each case, there will be three factors specified for the evaluation of your work. These factors will be given on assignment sheets.

Points will be awarded for each factor, according to the following scale:

4 -- Superior work: complete command of subject, unusual depth, great creativity or originality, unusual depth, etc. (Attainment far beyond the call of duty)

3 -- Satisfactory performance: good solid coverage (good solid work)

2 -- Marginal performance: not wholly satisfactory (on the whole good, but flawed in some respect)

1 -- Unacceptable performance: substandard in most respects (seriously deficient)

0 -- Performance substandard in all respects, completely lacking in merit (unworthy of credit)

These points will be totalled, and grades awarded on the following basis:
A+/A- 12/10
B+/B- 9/7
C+/C- 6-4
D+/- 3-1
F 0

The scale given above will also be used to compute final grades from grades received on written work and on the final examination. Your grades will be determined as follows:


Spring 1996 Syllabus

Bibliography Assignment

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