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LBSC 670: Organization of InformationFall 2012

TABLE OF CONTENTS

SYLLABUS

Cover page………………………………………………………… 2Catalog description and extended description………….. ………... 3Course goals and objectives………………………………………. 3Topics to be covered………………………………………………..4Course requirements

Blackboard discussions of chapters………………… ………5Reading commentary……………………………………….. 8Assignments………………………………………………….8Mid-Term exam……………………………………………...8

Final exam…………………………………………………… 8Assignments and grading………………………………………….. 8

Due dates and late assignments…………………………….. 8Grading information and criteria…………………………. .. 9

Plagiarism and other university policies…………………………....10Textbook…………………………………………………………….10Other readings and useful websites……………………………........10Class schedule………………………………………………………11Assignments, points, and due dates………………………………... 18

OTHERS

A. Assignments Assignment 1: Due on October 9 Assignment 2: Due on November 6Assignment 3: Due on December 4Mid-Term Exam: Due on October 16Final Exam: Due on December 11 B. Power point slidesFor reference, 250 slides are posted on Blackboard covering each week.

College of Information Studies University of Maryland

Organization of Information

Syllabus for

LBSC 670ONLINE

FALL2012

Developed byDeveloped byProf. T. Kanti Srikantaiah, Ph.D.

Email: tsrikant@umd.eduPhone: 301-405-7742

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CATALOG DESCRIPTION

Knowledge analysis and representation; information presentation and assimilation; bibliographic and record control.

Extended Description

Instead of focusing on specific skills (e.g.,, cataloging), this course aims to convey a fundamental foundation for understanding how information is represented and organized to enable efficient and easy access. The course will not create full knowledge but rather an awareness and vision of information systems in the rapidly changing information world. The course also serves as the basis for advanced work in other courses (LBSC 770, LBSC 772, LBSC 773, LBSC 774, LBSC 775).

Information structure in various information systems will be introduced, including traditional paper libraries, digital libraries, and the World Wide Web. The main topics of the course are the nature of information and knowledge; metadata (bibliographic records, MARC, etc.); classification; vocabulary control; full text searching; XML; and, others.

COURSE GOALS and OBJECTIVES

The Goal and Objective of the course is to provide, through an integrated approach, an overview of principles, systems, techniques and tools in the organization of information and to prepare each student to understand user needs in different information environments. Specifically, at the end of the course each student will:

Describe the principles, systems and methods of organizing knowledge from the perspective of information access and retrieval by using, analyzing and interpreting them effectively;

Understand primary conceptual and representational structures that organize information and understand the browsing and searching processes those structures support;

Understand basic procedures for structuring data and documents in paper libraries, digital libraries, and online search systems;

Demonstrate an understanding of the similarities and differences in the purposes and systems of distinguishing, describing, and indexing intellectual works to meet the needs of users in various environments;

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Demonstrate effectively an awareness of current standards and also an awareness of areas in which there are no standards, by analyzing and evaluating existing information when a number of standard organizing tools are used and interpreted;

Describe and critique various schemes and techniques currently used to organize information in different environments by defining and using correctly terminology commonly used;

Analyze the impact of technological innovations on organization of information; and,

Analyze and suggest appropriate approaches of organizing knowledge in given real-world use situations by interpreting appropriate principles and methods and by articulating a philosophy.

TOPICS TO BE COVERED

BackgroundInformation management principlesEntity/relationship modelsBibliographic record

Descriptive CatalogingEight Areas of Bibliographic DescriptionAACR2RFRBRRDA

Authority ControlPersonal NamesCorporate BodiesUniform TitlesSeriesSubject HeadingsOthersFRBD

Classification SystemsDewey Decimal ClassificationLibrary of Congress ClassificationCutter NumbersOthers

Subject Heading ListsSears List of Subject HeadingsLibrary of Congress Subject HeadingsOthers

Encoding StandardsMARC

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Dublin CoreMODSSGML, HTML, XML, Etc.

Standard NumbersISBN’s & ISSN’s (and others)

Arrangement and displayFuture Trends

COURSE REQUIREMENTS

1. Blackboard discussion of textbook chapters/participation

The core reading of assigned chapter from the textbook Organization of Information by Arlene G. Taylor and Daniel N. Joudrey (3rd edition) is mandatory. Additional readings and consultation of websites posted on Blackboard are essential to demonstrate quality postings on the discussion board.

Full participation on discussion board is the expected norm. Some of the factors considered in grading this part of the course include: demonstrating knowledge of the subject matter; identifying useful outside references; applying the subject matter to students' experiences; and interacting thoughtfully to classmates' postings. The points you earn depends on the total number of postings for each chapter and the quality of your postings .

There will be a total of ten weekly participations in the semester as shown on schedule. You will be able to earn 2 points for each weekly participation with a total of 20 points.

Chapter 1: Organization of Recorded Information

Focus your discussion on:Why organize information (need) and what does organize mean?The nature of the organization of recorded knowledgeHagler’s six functions of bibliographic controlOrganization in context: libraries, archives, museums, Internet, digital libraries, and records management

Chapter 2: Retrieval Tools

Focus your discussion on:Why do we need retrieval tools?What do the retrieval tools do?How do they work?Trace the historical evolution of tools: bibliographies, pathfinders, catalogs, indexes, finding aids, registers, search engines, and directories

Chapter 3: Development of the Organization of Recorded Information in Western Civilization

Focus your discussion on:Evolution from antiquity, 2000BCE, middle ages,--8th century, European renaissance—14th and 15th century

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Codification in the 19th centuryCode description in the 20th century 1908, 1930, etc.Mechanization of bibliographySpecial materials: archives and museumsDocumentation movementLibrary automation

Chapter 4: Metadata

Focus your discussion on:Element sets: semantics (meaning), syntax (encoding), and structure (data model)Characterstics: interoperability, flexibility, and extensibilityCategories: Administrative, structural, and descriptiveFRBR and group entities 1, 2, and 3RDFDublin Core and Metadata Initiative (DCMI)

Chapter 5: Encoding Standards

Focus your discussion on:Different ways metadata can be Encoded for use and their particular strengths and purposesMARC and MARC 21UNIMARCSGMLHTML and XHTMLXMLDTDTEIEADONIXMARXML and MODS

Chapter 6: Systems and Systems Design

Focus your discussion on:3 basic functions of information systems: storage, retrieval, and display of informationDifferences in databases: relational databases (most common) hierarchical databases (rarely used) and XMLO databases (current option)Bibliographic databases and networks (OCLC is a good example)Integrated library systems— (more than OPAC)Evolution of 1970s, 1980s, 1990s, and 21st century. System design has come a long way from Panizzi’s rulesDesign addresses basic search of Querying and browsing providing solutions for initial articles and stop words, use of Boolean operators, proximity and truncation, and punctuation. Standardization is recommended in display to benefit usersZ39.50 communication protocol and federated searchingAuthority control integration

Chapter 7: Metadata: Description

Focus your discussion on:Purposes in creating metadata: provide description, provide access to the description, and encode for access and controlBibliographic record as a surrogate (metadata)Monographs vs SerialsFRBR’s entities

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IFLA’s FRBR has 4 entities: Work, Expression, Manifestation, and ItemLubetzky’s emphasis is on Work vs Gorman’s emphasis is on ItemBibliographic and General Metadata Schemas: ISBD, AACR2R, FRBR, FRAD, MARC21, DACS, EAD, TEI, FGDC and CSDGM, VRA Core, CDWA, CCO, ONIX, Dublin Core, MODS, RDA, etc.

Chapter 8: Metadata: Access and Authority Control

Focus your discussion on:What is authority control?What are the goals of authority control?Comprehend bibliographic relationshipsAuthority control and Z39.50General bibliographic models and standards: FRBR, FRAD, AACR2R, RDA, Dublin Core, etc.Main entry controversy: Lubetzky vs GormanRDA International cataloging principlesUnderstanding of ISAAR, EAC, CCO, CDWA, VRA, and Semantic Web

Chapter 9: Subject Analysis

Focus your discussion on:What is subject analysis? Aboutness concept?Challenges in subject analysis: cultural differences, consistency, non-textual information, exhaustivity, objectivity, etc..Different approaches: Langridge’s, Wilson’s, etc.Steps in subject analysis

Chapter 10: Systems for Vocabulary Control

Focus your discussion on:Controlled vocabularyThree categories: subject heading lists, thesauri, and ontologiesSimilarities and differences between subject heading lists and thesauriChallenges: specific vs general terms; synonymous concepts; word forms; homographs and homophones; abbreviations and acronyms; popular vs technical terms; and subdivisionsPre-coordination vs post-coordinationDepth indexingSpecificity and literary warrantNatural Language ProcessingKey words, tagging and folksonomy

Chapter 11: Systems for Categorization

Focus your discussion on:Concepts and theories of categorization: evolutionClassification theories and taxonomiesBibliographic classification systems. Mainly:

Dewey Decimal Classification SystemLibrary of Congress Classification SystemFaceted Classification System

Classification concepts: Broad vs close; Knowledge vs particular collection; Integrity of numbers vs keeping pace with knowledge; Fixed vs relative location;

Closed vs open stacks

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Location device vs collocation deviceClassification of serials vs alphabetical order

Classification on the InternetTaxonomies and clusteringArtificial Neural Networks and WEBSO

2. Reading CommentaryYou need to select one article from the professional literature in the area of bibliographic control and submit a one/two page review of the article pointing out your learning. Your reading commentary is due on week 12—November 20.

3. Assignments

There will be three assignments in the course: a) Assignment # 1(Due on week 6—October 9)b) Assignment # 2(Due on week 10—November 6)c) Assignment # 3(Due on week 13—December 4)

4. Mid-Term ExamThe mid-term exam consists of understanding of chapters, concepts, and applications covered till that week. (Due on week 7—October 16)

5. Final Exam The final examination consists of a complete understanding of all topics discussed in the semester. While the focus is on the second half of the semester, it is cumulative in the sense that it requires students to integrate the skills and knowledge from the entire course. (Due on week 14—December 11)

ASSIGNMENTS AND GRADING

Due Dates and late Assignments

Timely completion of all assignments is essential in keeping pace with the work and in fairness to all class members. Work must be submitted by the due date. Work not submitted on time is either (a) late; or (b) missed. Late Work: Work received within 48 hours after the due date/time will receive a

penalty of one-half of a grade. Missed Work: Work sub mitted more than 48 hours past the due date/time without

prior approval will be given a grade of zero, an F. Mitigating Circumstances: We all occasionally experience personal or technological

problems beyond our control. I will, of course, consider these types of problems on a case-by-case basis before assessing any "penalty" for late or missed work. Of course, a corollary of this is that I have to know about the problem in a timely manner! Therefore, requests for extensions of time must be made to me by the due date.

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Grading Information and Criteria

I want to explain my grading philosophy in some detail because I want you to understand how your work will be evaluated in this course. Please keep in mind that assignments, exams, and discussion items are the only ways I can tell whether you comprehend the material covered. Use these as platforms to show me what you have learned. Please be sure to use references and appropriate citations in all assignments and exams submitted for grading. This shows me how you used the material covered and any outside readings to support your position. In general, grading will include graduate writing skills, understanding of course concepts, the linking of course material to practical situations, focus on the assigned questions, and scholarly support using appropriately cited references. An "A" represents excellence. In order to earn an "A", you must consistently demonstrate a superior understanding of the subject matter. This doesn't mean perfection. It means doing more than is expected for an assignment or exam. It means spending as much time needed to submit your very best work with each and every assignment. I understand that putting in the time it takes to do your very best work week in and week out isn't always possible. After all, I understand that there are other important priorities in your life. However, if you do not consistently submit the very best work that you are capable of doing, you should not expect to get an "A". To increase the chances of getting an "A", please pay close attention to the quality of your writing. Superior writing skills certainly can help you to earn a better grade. The degree to which you provide authoritative support in your discussion can also improve your chances of earning an "A".

When I provide feedback on your assignment, I will not comment line by line. I won't correct your typing, your spelling, or your grammar. If you make more than a couple of mistakes I will usually make a comment about how you need to edit your work more carefully. I expect your assignments to be free from these mistakes Your participation gives you the opportunity to share your perspective on the subject matter with your classmates as well as to learn from them. If you have any questions about a grade you received, please let me know. I try very hard to evaluate each assignment and exam fairly, but I can only evaluate what you submit. I don't have the benefit of knowing all of the time and effort you have put into an assignment and exam. Therefore, you need to make that effort stand out. Sometimes I can misinterpret what you have written, which is why I am always willing to clarify how I graded your assignment or exam. I want to treat each of you fairly, and I will do

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everything I can to see that your grade truly reflects the scholarship of your work. I will be looking for how much responsibility and initiative you take for your learning.

Participation on Discussion Board 20 pointsWritten assignments 30 pointsProfessional paper review 10 pointsMid-Term Examination 20 pointsFinal Examination 20 points

The final grade will be determined on the basis of written assignments, professional paper review, classroom participation, a mid-term examination and a final examination.The grading scale for the final grade is as follows:

A+ 100A 95-99A- 90-94B+ 85-89B 80-84B- 75-79C+ 70-74C 65-69D 60-64F Less than 60

PLAGIARISM AND OTHER UNIVERSITY POLICIES

All students should comply with the university policies and strict adherence to Honor Code. Consult: http://www.studenthonorcouncil.umd.edu/code.html. If you have questions on other matters (such as disabilities, religious holidays, etc.) please consult the instructor.

TEXTBOOK

1. Taylor, Arlene G. and Daniel N. Joudrey. The Organization of Information. 3rd ed. Englewood, Colo., Libraries Unlimited, 2008. (ISBN:1-978-1-59158-586-2 (pbk.))

OTHER READINGS and USEFUL WEBSITES :

Relevant readings and useful websites are posted on Blackboard.

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LBSC 670: CLASS SCHEDULE

WEEK DATES TOPICS

1 AUG.29-SEP.4 INTRODUCTION Review of syllabus Conceptual framework for organizing information:

concepts, definitions, principles of bibliographic systems

Things to do: Introduce yourself on Blackboard Review Syllabus Become familiar with the textbook and contents

2 SEP.5-SEP.11 INFORMATION ENVIRONMENT & BIBLIOGRAPHIC RECORD Historical context and evolution Organization of knowledge in library and non-library

environments Information management (steps) Bibliographic record (purpose) General Discussion

Things to do:Consult:

Power point slidesRead:

Buckland’s article (website posted on Blackboard)

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WEEK DATES TOPICS

3 SEP.12-SEP.18 INFORMATION ENVIRONMENT & BIBLIOGRAPHIC RECORD (Contd) Data elements in bibliographic records Data, Information, Knowledge and Wisdom Electronic formats User needs

Things to do:Consult:Power point slidesRead:Taylor and Joudrey: Chapter 1– Organization of Recorded InformationParticipate:Blackboard discussion: Chapter 1 (#1)

4 SEP.19-SEP.25 BIBLIOGRAPHIC DESCRIPTION Descriptive cataloging principles Rules for descriptive cataloging AACR2R and amendments MARC Others

Things to do:Consult:Power point slidesASSIGNMENT #1: BIBLIOGRAPHIC DESCRIPTION EXERCISEDUE ON OCTOBER 9ReadTaylor and Joudrey: Chapter 2 – Retrieval ToolsParticipate:Blackboard discussion: Chapter 2 (#2)

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WEEK DATES TOPICS

5 SEP.26-OCT.2 BIBLIOGRAPHIC DESCRIPTION (contd)Organization of Recorded Information in Western Europe.

Things to do:Consult:Power point slidesRead: Taylor and Joudrey: Chapter 3 – Development of the Organization of Recorded Information in Western CivilizationParticipate:Blackboard discussion: Chapter 3 (#3)

6 OCT.3-OCT.9 METADATA Categories Creation of surrogate records and schemas Models and standards for authority control.

MACHINE READABLE CATALOGING Evolution MARC OCLC and other integrated systems Discussion with examples

Things to do:Consult:Power point slidesSubmit :Assignment # 1 Read :Taylor and Joudrey: Chapter 4 – Metadata; Chapter7—Metadata: Description; Chapter 8: Metadata: Access and Authority ControlParticipate:Blackboard discussion: Chapters 4, 7, and 8 (# 4)

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WEEK DATES TOPICS

7 OCT.10-OCT.16 MIDTERMENCODING STANDARDS Encoding standards in various information environments Definition, concepts and development Relevance of encoding standards in bibliographic

systemsReview of Assignment # 1

Things to do:Consult:Power point files:Complete:Midterm examinationRead:Taylor and Joudrey: Chapter 5 – Encoding Standards.Participate:Blackboard discussion: Chapter 5 (#5)

8 OCT.17-OCT.23 Classification Systems General Principles LCC DDC UDC Others Call numbers and Cutter numbers

Things to do:Consult:Power point slidesASSIGNMENT #2: CLASSIFICATION EXERCISEDUE ON November 6Read:Taylor and Joudrey: Chapter 11 – Systems for CategorizationParticipate :Blackboard discussion: Chapter 11 (# 6)

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WEEK DATES TOPICS

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OCT.24-Oct. 30 Subject Cataloging Subject cataloging principles Sears LCSH Others

Things to do:Consult:Power point slides:Read:Taylor and Joudrey: Chapter 9 – Subject AnalysisParticipate:Blackboard discussion: Chapter 9 (# 7)

10 Oct. 31--NOV.6 Vocabulary Control Classification systems and subject heading lists Authority files: concept, definition and development Relevance of vocabulary control in bibliographic systems

Things to do:SubmitAssignment # 2 Consult:Power Point slidesASSIGNMENT #3: SUBJECT HEADINGS EXERCISEDUE ON December 4Read:Taylor and Joudrey: Chapter 10–Systems for Vocabulary ControlParticipate:Blackboard discussion: Chapter 10 (# 8)

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WEEK DATES TOPICS

11 NOV.7-NOV.13 INFORMATION SYSTEMS ANALYSIS AND DESIGN Library information systems Non-library information systems User needs assessment Training

Review of Assignment # 2

Things to do:Consult:Power Point slides:Read:Taylor and Joudrey: Chapter 6 – Systems and Systems Design.Participate:Blackboard discussion for chapter 6 (#9)

12 NOV.14-NOV.20

FILING PRINCIPLES General filing schema Manual filing vs. electronic filing Display characteristics Primary and secondary information products National and international standards

Things to do:Submit:Reading CommentaryConsult:Power point slidesParticipate:Blackboard discussion: Your learning from all chapters (#10)

13 NOV.28-DEC.4 INFORMATION IN ELECTRONIC ENVIRONMENTS The Internet/Intranet Digital Information systems and environment Others

Things to do:Consult :In addition to the websites provided consult your own researched websites Submit:Assignment # 3

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WEEK DATES TOPICS

14 DEC.5-DEC.11 FUTURE OF ORGANIZATION OF INFORMATION Trends Review of Assignment # 3 REVIEW OF SEMESTER WORK Q & A

Things to do:Complete:FINAL EXAM

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LBSC 670Fall 2012

Assignments, Points and Due Dates

Assignment Points Due Date

Chapter 1 participation 2 9/18/2012Chapter 2 participation 2 9/25/2012Chapter 3 participation 2 10/2/2012Chapters 4,7, and 8 participation 2 10/9/2012Chapter 5 participation 2 10/16/2012Chapter 11 participation 2 10/23/2012Chapter 9 participation 2 10/30/2012Chapter 10 participation 2 11/6/2012Chapter 6 participation 2 11/13/2012Learning from all chapters participation 2 11/20/2012 Assignment 1 10 10/9/2012

Assignment 2 10 11/6/2012

Assignment 3 10 12/4/2012

Reading Commentary 10 11/20/2012

Mid-Term Examination 20 10/16/2012

Final Examination 20 12/11/2012

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