UNIVERSITY OF WISCONSIN-MILWAUKEE

School of Information Studies

L&I SCI 501: Foundations of Library and Information Science

SYLLABUS
Spring 2019

NWQ 3511
Wednesdays, 9:30 AM-12:10 PM

501 Foundations of Library and Information Science; Spring 2019

INSTRUCTOR INFORMATION

Abigail L. Phillips, MLIS, PhD

Assistant Professor
E-mail: abileigh@uwm.edu
Office: NWQ 3483
Office hours: After class or stop by my office

Teaching Assistant Information

Bailey Hewitt, MLIS
Email: blhewitt@uwm.edu

CATALOG DESCRIPTION

Introduction to library and information science (LIS); outline of the role of information agencies in
modern society; overview of LIS research, policy, and practices. (3 credits)

GENERAL DESCRIPTION

An introduction to the profession of Library and Information Science (LIS), this required MLIS course
provides a historical framework and summary of the role of libraries and other information agencies in
modern society, describes the general knowledge creation and distribution cycle, introduces major issues
of information policy and ethics, provides examples of libraries, library types, other information
institutions, and introduces aspects of research and professional accomplishment and careers.

PREREQUISITES

Junior standing. Basic computer literacy as outlined in the SOIS policy is required.

OBJECTIVES AND RELATIVE ASSIGNMENTS

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

1. Articulate important developments in library and information science (LIS) as a discipline and
profession (Webster, Careers Project, Issues Project);
2. Assess the relative importance of services offered by a variety of information agency types
(Careers Project, Issues Project);
3. Incorporate theoretical frameworks into understandings of LIS practice (Webster, Careers Project,
Issues Project);
4. Analyze relationships between information technologies and the research and practice associated
with library and information science (Webster, Careers Project, Web collecting, Issues Project);
5. Assess the impacts of important social and political issues on the profession and the role of the
profession in society (Careers Project, Issues Project, Web collecting, Project);
6. Describe and evaluate relevant aspects of the activities and goals of the profession as a whole and
select sub-groups within the profession (Careers Project, Issues Project);
7. Articulate the importance of professional statements, codes of ethics and professional values
(Careers Project, IF assignment).
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501 Foundations of Library and Information Science; Spring 2019
8. Format formal papers with the American Psychological Association style (Careers Project, Issues
Project);
9. Access and evaluate appropriate information sources as needed by topic (Careers Project, Issues
Project).

COMPETENCIES

ALA’s Core Competencies of Librarianship

1A. The ethics, values, and foundational principles of the library and information profession.
1B. The role of library and information professionals in the promotion of democratic principles and
intellectual freedom (including freedom of expression, thought, and conscience).
1C. The history of libraries and librarianship.
1E. Current types of library (school, public, academic, special, etc.) and closely related information
agencies.
1F. National and international social, public, information, economic, and cultural policies and trends of
significance to the library and information profession.
1G. The legal framework within which libraries and information agencies operate. That framework
includes laws relating to copyright, privacy, freedom of expression, equal rights (e.g., the Americans
with Disabilities Act), and intellectual property.
1J. Effective communication techniques (verbal and written).
1K. Certification and/or licensure requirements of specialized areas of the profession.

METHOD OF INSTRUCTION

A mixture of lectures, guest speakers, field trip, class discussion, and assignments

REQUIRED TEXTS

Rubin, R. E. (2015). Foundations of Library and Information Science. 4th Ed. New York, NY: Neal-
Schuman Publishers.

Publication Manual of the American Psychological Association. 6th edition. (2010) Washington D.C.:
American Psychological Association ISBN 1-4338-0561-8.

OTHER READINGS

Additional readings (articles, book chapters, blog posts, etc.) can be found in Canvas. Please let me
know if you have any issues locating them or accessing the links.

EMAIL NOTICE:

Please include 501 the subject heading of any email to me. This helps me recognize your emails and
respond quickly.

COURSE WORK LOAD

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501 Foundations of Library and Information Science; Spring 2019
This course will require 150 hours for the semester; approximately 10 hours per week.

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501 Foundations of Library and Information Science; Spring 2019
COURSE SCHEDULE
WEEK/DATE TOPICS READINGS
Week 1: • Rubin - Chapter 1: Knowledge Infrastructure
1/23
Course Overview;
Introduction to Library and
Information Science (LIS)

Week 2: • Rubin - Chapter 10: Values and Ethics of Library

1/30 and Information Science
• Reading: Ferguson, S., Thornley, C., & Gibb, F.
(2016). Beyond codes of ethics: How library and
Information Ethics information professionals navigate ethical
dilemmas in a complex and dynamic information
Guest Speaker/Field Trip: environment. International Journal of Information
Molly Mathis Management, 36(4), 543-556.
• Reading: Bush, V. (1945). As we may think. The
Atlantic Monthly, 176(1), 101-108.
• Take a browse through UWM Libraries:
Information Literacy Tutorial
• ALA Ethics (Hot Topic!)

Week 3: • Rubin - Chapter 7: Information Science: A

2/6 Service Perspective
Fundamental Concepts of • Reading: Webster, F. (2009). Information society.
Information Information society. In Encyclopedia of Library
and Information Sciences, 3rd Edition. New York,
Critical Thinking and the NY: Taylor and Francis.
Webster Article • Reading: Buckland, M. K. (1991). Information as
thing. Journal of the American Society for
Due Feb. 13 information science, 42(5), 351-360.

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501 Foundations of Library and Information Science; Spring 2019
 Week 4: • Rubin - Chapter 4: Transforming the Library
2/13 • Reading: Wiegand, W. A. (1999). Tunnel vision
and blind spots: What the past tells us about the
History of Information present; reflections on the twentieth-century
Agencies & Technologies history of American librarianship. The Library
Quarterly, 69(1), 1-32.
• Reading: Copeland, A. J. & Barreau, D. (2011).
Helping People to Manage and Share Their Digital
Information: A Role for Public Libraries. Library
Trends 59(4), 637-649. Johns Hopkins University
Press.

Week 5: • Rubin - Chapter 5: Library and Information

2/20 Science: An Evolving Profession
The LIS Profession • Reading: Gaines, A. (2014). Chapter 4: That’s
women’s work: Pink-collar professions, gender,
Prompt Sheet for Careers and the librarian stereotype. In N. Pagowsky & M.
Assignment Rigby (Eds.), The librarian stereotype:
Deconstructing perceptions and presentations of
Due Feb. 27 information work. Atlanta, GA: Association of
College and Research Libraries.

Week 6: • Rubin - Chapter 3: The Library as Institution: An

2/27 Organizational Perspective
Information Agencies: • Reading: Maceli, M. (2015). Creating
Libraries, Archives, and tomorrow’s technologists: Contrasting information
Records Centers technology curriculum in North American Library
and Information Science Graduate Programs
Guest Speaker: against Code4lib job listings. Journal of
Shaun Hayes Education for Library and Information
Science, 56(3), 198-212.

Week 7: • Reading: Case, D. (2002). Chapter 4: Information

3/6 needs and information seeking. Looking for
information: A survey of research on information
seeking, needs, and behavior. New York, NY:
Information Needs Academic Press.
• Reading: Chatman, E. A. (1996). The
impoverished life‐world of outsiders. Journal of
the American Society for information
science, 47(3), 193-206.

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501 Foundations of Library and Information Science; Spring 2019
 Week 8: • Reading: Schmidt, K., Shelburne, W. A., & Vess,
3/13 Information Services: D. S. (2008). Approaches to selection, access, and
Reference, Research, and collection development in the web world. Library
Collection Development Resources Technical Services, 184.

Group Project: Please select one of these two readings:

Web Collecting on
Community Engagement • Kohl, D.F. (2009). Collection development in the
ARL library”. In Marcia J. Bates and Mary Niles
Due March 27 Maack (Eds.), Encyclopedia of Library and
Information Science, 3rd edition. Boca Raton,FL:
CRC Press.
OR

• Orr, C. (2009). Collection development in public

libraries, In Marcia J. Bates and Mary Niles Maack
(Eds.), Encyclopedia of Library and Information
Science, 3rd edition. Boca Raton, FL: CRC Press.

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 Week 9: SPRING BREAK: March 17-24!
3/20

Week 10: Group Projects

3/27 Presentation of Projects on Community Engagement Web Collecting

Week 11:
4/3 No Class – Finish up Thesis/Outline/Bib for Issues Paper

Due April 10

Week 12: • Rubin - Chapter 9: Information Policy as Library

4/10 Intellectual Freedom Policy: Intellectual Freedom
• Reading: Latham, J. (2014). Heat, humility,
IF Case Study Discussion; hubris: The conundrum of the Fiske report.
Write Up Library Trends, 63(1), 57-74.

Due April 16

Guest Speaker:
Dr. Joyce Latham

Week 13: • Rubin - Chapter 8: Information Policy:

4/17 Stakeholders and Agendas: pp. 408-438
• Reading: Jaeger, Bertot, Thompson, Katz,
Information Policy DeCoster. (2012). The intersection of public
policy and public access: Digital divides, digital
literacy, digital inclusion, and public libraries.
Public Library Quarterly, 31(1), 1-20.

Week 14: • Check out this website: “Critlib: Critical

4/24 Librarianship, In Real Life, and on the Twitters”
Critical Librarianship, • McElroy, K. (2017). But How Do We Do Critical
Critical Thinking, and Librarianship?. OLA Quarterly, 23(2), 6-8.
Informed Librarianship • Chou, R. L. & Pho. A. (2017). Intersectionality at
the reference desk: Lived experiences of women of
color librarians. In Maria T. Accardi (Ed.), The
feminist reference Desk: Concepts, critiques, and
conversations. Sacramento, CA: Library Juice
Press.

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501 Foundations of Library and Information Science; Spring 2019
 Week 15: • Rubin - Chapter 2: From Past to Present: The
5/1 History and Mission of Libraries
What Lies Ahead for LIS: • Please bring one to two articles (professional
Look from the Past to the and/or scholarly) that speak to the future of LIS for
Future discussion.

Week 16:
5/8 Open Class! You are not required to come to class this week.
However, this is great opportunity to get feedback
Issues Paper from me one-on-one about your Issues Paper. Stop by!

Due May 17

ASSIGNMENTS
Assignments should be turned in on time as indicated in this syllabus. However, I do provide a one-day
grace period. Grades will be reduced for late papers Please do not resubmit work that has already been
used in fulfillment of the requirement of this or any other course. Academic misconduct may result in a
lowered grade, no credit for a given assignment, or removal from the course. Plagiarism is serious
academic misconduct and includes re-using or “updating” the research of others and presenting it
as your own, either in whole or in part. Please cite your sources! Avoid excessive use of quotations.
This will result in points deducted from your grade. Quotations should not be used to fill up space.

You must use APA style for papers. This style includes such elements as paper structure, font, in-text
citations and bibliographic formats. It is expected students will consult and appropriately cite the
research and professional literature where merited.

You must upload papers to Canvas with your name incorporated into the filename and
assignment indication. For example, I would upload the Issues in Profession paper with the filename:
PhillipsIssuesPaper.

Webster & Critical Thinking

Due February 13

Using the “critical thinking” cheat sheet available on Canvas, analyze the Webster reading on
information. Answer the questions posed in the cheat sheet to the best of your ability, and then bring
the cheat sheet to class for discussion; submit your revised cheat sheet to Canvas. The purpose of this
exercise is to help you manage your encounters with academic writing, approach it critically. and make
it of use to you.

Careers in Library and Information Science

Careers Prompt Sheet due February 27

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501 Foundations of Library and Information Science; Spring 2019
This project will provide you the opportunity to analyze the range and prospects of one LIS career
specialty. While you may eventually pursue this or another direction, such preparation sets the stage
for future analysis and should equip you with tools you will find useful as you launch your
professional career. You also gain experience in using the Golda Meir Library online resources, such
as databases and encyclopedias. You will become familiar with the APA style manual.

The prompt sheet will help you identify critical resources to assist in the writing of the paper. Note
that the prompt sheet requires 5 articles with annotations, 2 of which must be scholarly.

Group Project: Collecting Community Engagement Online Resources

Due March 27

This group project engages students in the team development of a set of 10 different online resources
related to some aspect of the topic of community engagement. The project should include:
• A topic statement focused on community engagement and information service – First, what is
community engagement, anyway? Then, what specific topic these resources represent and why
the subject is of value.
• A scope statement – what about the specific topic are you collecting? For instance, you won’t
collect everything on community engagement so, how are you going to limit it, and why?
• A statement of standards – how do you evaluate the value of the web sites?
• Collection strategy – how did you ID them? (database resources, search terms, etc.)
• A set of 10 resources related to your topic
• Present your “collection” in an attractive / interesting way that can be reviewed later. Upload a
copy to Canvas.
The team should decide how they will present their collection to the rest of the class.

Intellectual Freedom Case Study

Due April 16

Select one of the case studies available on the Canvas Assignments tab. Drawing on your readings,
identify the relevant issues in the case. What other information could inform how you understand the
issues? How would you proceed? This paper should be approximately 1000 words. (This is not a
personal opinion assignment.)

Issues in the Profession Paper

Thesis Statement/Outline/Sources due April 10
Final paper due May 17

Develop a research essay on an issue of current professional interest. Examples of topics that may be
used include:

• how the Internet or digital libraries have benefited and competed with a traditional information
agency (e.g., library, archive, records center, museum) of your choice;
• privacy and libraries;
• materials licensing in libraries;
• cloud computing;
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501 Foundations of Library and Information Science; Spring 2019
• the changing nature of information literacy in the 21 st century;
• the changing nature of scholarly publishing in the 21 st century;
• an issue of information ethics and how it is dealt with in the information professions;
• copyright and the creative commons;
• principles of intellectual freedom for adults or youth;
• diverse user populations and their information needs and seeking behavior and how an information
agency may serve those needs.

Other topics may be investigated but must be first be approved by the instructor.

Your thesis/outline/sources assignment should:

• Include a thesis statement of not more than 2 sentences
• Include a formal, well organized outline
• Provide a list of 20 resources/articles you plan to use for the essay, formatted according to the APA
style manual. Please include at least 2 scholarly articles.

Students taking the class for graduate credit should submit a paper of approximately 3,500 words plus
the list of references they read and used for the essay. Those taking the class for undergraduate credit
should submit a paper of approximately 2500 words, plus abstract and references. Your essay should
reference appropriate scholarly and professional sources on the topic selected. These resources must be
used/cited in your essay. References are not included in the word count.

CLASS PARTICIPATION/DISCUSSION:

Participation in weekly class discussions is expected of all students. You cannot receive a “B” for the
course without earning at least 20 discussion points. Much of the learning in any course (online or
F2F) takes place in the exchange of ideas and experiences in a one on one exchange or as a group.
Discussions demonstrate your degree of engagement with and understanding of the readings.

EVALUATION:

Assignment Grad level points Undergrad level Due Date

points
Webster Critical Thinking 5 5 2/12
Careers Prompt Sheet 10 10 2/16
Group Web Collecting 20 20 3/27
Project
Issues Thesis Outline & 10 10 4/10
References
IF case study 10 10 4/17
Issues Paper 25 25 5/17
Attendance & 20 20 Weekly
Participation
Total points 100 100

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GRADING SCALE

96-100 A 74-76 C
91-95 A- 70-73 C-
87-90 B+ 67-69 D+
84-86 B 64-66 D
80-83 B- 60-63 D-
77-79 C+ Below 60 F

GRADING

My goal is to have your papers graded at least two weeks after submission. However, I will be
traveling for conference at times which will impacted how quickly I can grade. I will keep you posted
on when I am traveling.

GRADE REQUIREMENT FOR MLIS STUDENTS

If you are pursuing an MLIS degree, you need to earn at least a B (84 points) to pass the course. See
the policy at: http://www.uwm.edu/Dept/SOIS/academics/mlisrequirements.html

INSTRUCTOR POLICIES

Canvas and Student Privacy. This course utilizes the learning management system Canvas to facilitate
online learning. Canvas provides instructors the ability to view both individual data points and
aggregate course statistics, including the dates and times individual students access the system, what
pages a student has viewed, the duration of visits, and the IP address of the computer used to access the
course website. This information is kept confidential in accordance with the Family Educational Rights
and Privacy Act (FERPA) but may be used for student evaluation.

Student Emotional and Mental Health: It is important to me that you succeed in this course. If there
are any circumstances that occur during the semester (e.g.: personal issues, anxiety, depression, etc.),
please let me know. You do not need to go into detail, but I want you to know that I understand. There
are many resources available to you nationally. Please see me/email me/reach out to me if you would
like to discuss these resources or anything related that will impact your success in this course or at
UWM. I have uploaded a PDF of mental health, sexual assault, and other resources available to you.

UWM AND SOIS ACADEMIC POLICIES

The following links contain university policies affecting all SOIS students. Many of the links below
may be accessed through a PDF-document maintained by the Secretary of the University:
http://www.uwm.edu/Dept/SecU/SyllabusLinks.pdf.

Undergraduates may also find the Panther Planner and Undergraduate Student Handbook useful
(http://www.uwm.edu/Dept/OSL/DOS/Handbook2005-06.pdf).
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501 Foundations of Library and Information Science; Spring 2019
For graduate students, there are additional guidelines from the Graduate School
(http://www.uwm.edu/Dept/Grad_Sch/StudentInfo/), including those found in the Graduate Student
and Faculty Handbook: http://www.uwm.edu/Dept/Grad_Sch/Publications/Handbook/.

Students with disabilities. If you will need accommodations in order to meet any of the requirements
of a course, please contact the instructor as soon as possible. Students with disabilities are responsible
to communicate directly with the instructor to ensure special accommodation in a timely
manner. There is comprehensive coverage of issues related to disabilities at the Student Accessibility
Center (http://www.uwm.edu/Dept/DSAD/SAC/MainOffice.html ), important components of which
are expressed here:

http://www.uwm.edu/Dept/DSAD/SAC/SACltr.pdf.

Students with special test and note-taking needs must contact the instructor as early as possible for
accommodations. No accommodations will be made without prior approval through UWM VISA
program and should be arranged before the start of class.

Religious observances. Students’ sincerely held religious beliefs must be reasonably accommodated
with respect to all examinations and other academic requirements, according to the following policy:
http://www.uwm.edu/Dept/SecU/acad%2Badmin_policies/S1.5.htm. Please notify your instructor
within the first three weeks of the Fall or Spring Term (first week of shorter-term or Summer courses)
of any specific days or dates on which you request relief from an examination or academic requirement
for religious observances.

Students called to active military duty. UWM has several policies that accommodate students who
must temporarily lay aside their educational pursuits when called to active duty in the military (see
http://www3.uwm.edu/des/web/registration/militarycallup.cfm), including provisions for refunds,
readmission, grading, and other situations.

Incompletes. A notation of “incomplete” may be given in lieu of a final grade to a student who has
carried a subject successfully until the end of a semester but who, because of illness or other unusual
and substantial cause beyond the student’s control, has been unable to take or complete the final
examination or some limited amount of other term work. An incomplete is not given unless the student
proves to the instructor that s/he was prevented from completing course requirements for just cause as
indicated above (http://www.uwm.edu/Dept/SecU/acad%2Badmin_policies/S31.pdf).

Discriminatory conduct (such as sexual harassment). UWM and SOIS are committed to building and
maintaining a campus environment that recognizes the inherent worth and dignity of every person,
fosters tolerance, sensitivity, understanding, and mutual respect, and encourages the members of its
community to strive to reach their full potential. The UWM policy statement
(http://www.uwm.edu/Dept/SecU/acad%2Badmin_policies/S47.pdf) summarizes and defines
situations that constitute discriminatory conduct. If you have questions, please contact an appropriate
SOIS administrator.

Academic misconduct. Cheating on exams and plagiarism are violations of the academic honor code
and carry severe sanctions, ranging from a failing grade for a course or assignment to expulsion from

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501 Foundations of Library and Information Science; Spring 2019
the University. See the following document (http://www.uwm.edu/Dept/OSL/DOS/conduct.html) or
contact the SOIS Investigating Officer (currently the Associate Dean) for more information.

Complaints. Students may direct complaints to the SOIS Dean or Associate Dean. If the complaint
allegedly violates a specific university policy, it may be directed to the appropriate university office
responsible for enforcing the policy.

Grade appeal procedures. A student may appeal a grade on the grounds that it is based on a capricious
or arbitrary decision of the course instructor. Such an appeal shall follow SOIS appeals procedures or,
in the case of a graduate student, the Graduate School. These procedures are available in writing from
the respective department chairperson or the Academic Dean of the College/School
(http://www.uwm.edu/Dept/SecU/acad%2Badmin_policies/S28.htm).

Examinations, Finals. The Secretary of the University is authorized to prepare the final examination
schedule. The time of the final examination for an individual or a class may be changed only with the
prior approval of the dean or director of the respective college/school. The change will involve a
postponement to a later date. For individuals with exam conflicts, a separate week at the very end of
the exam week will be reserved to take one of the conflicting exams
(http://www.uwm.edu/Dept/SecU/acad+admin_policies/S22.htm).

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501 Foundations of Library and Information Science; Spring 2019