SCHOOL of LIBRARY SCIENCE
University of Arizona
LIS 504: Foundations of Library and
Information Services
Fall, 1996: Veaner
Allen B. Veaner, Professor
Wednesday, 7:00-9:30pm, Psych 120
Office: rm 21, phone: 621-5222
email: veaner@ccit.arizona.edu
Office Hours: by appointment
Calendar:
August 28, 1996 (Wednesday): first day of classes
September 18, 1996: Last day to drop a course using RSVP
November 28-December 1, 1996: Thanksgiving Recess
December 4, 1996 (Wednesday): last day of classes; final exam distributed
December 11-18, 1996: Exam week
December 19, 1996: Fall Commencement
Basis of Grading:
Oral presentations: 25%
Term paper: 30%
Class participation: 20%
Final exam: 25% (the final is a take-home exam)
To earn an "A" in this course, students must demonstrate an ability to investigate topics thoroughly and independently and express their reasoning and conclusions, both orally and in
writing, in clear articulate English. Written work must meet the norms of the academic community, and show clear evidence of extensive reading and thorough research into a topic. See below, the ALERT, on how to approach the term paper, and also the General Requirements.
Scope of the Course:
LIS504, Foundations of Library and Information Science, is a wide-ranging historical survey of librarianship in Western society with most of the focus on North American librarianship. The course covers the historical development of the library profession, the evolution of bibliographic control systems, the evolution of information science, the progress of technology and automation,
current trends in librarianship, the impact of the commercial sector, and possible futures for the profession.
Major Objectives:
Aims of the course are to connect the foundations to the practical world of work that graduates will face upon completion of their degrees; to provide a broad overview of the profession and thus facilitate the student's readiness to take more detailed courses; to outline what forces cause changes in librarianship; to analyze how modern technology is continuously changing methods and expectations in library service; to understand the library's ever changing role in the community; to communicate the social and political nature of librarianship throughout North America.
Who Should Enroll
.
This course is designed for all students. It is especially recommended for those expecting to work in college and university libraries, whether private or public; in corporate, special or government libraries; in major networks, consortia or bibliographic utilities that manage large, complex
databases; in academically oriented publishing houses, such as university presses or professional societies; and in public libraries.
Methodology.
The first part of most sessions will consist of lecture interspersed with class discussion. During the second part one or more students will present oral reports from a list of over 60 topics separately suggested for the term papers. Term paper topics are derived from the instructor's thirty-nine years
of experience in the field, from colleagues, and from the professional literature. Students are expected to prepare 10-15 minute oral reports in sufficient detail to sustain 15-20 minutes of animated critique and discussion to follow. Students are required to prepare 250-300 word abstracts of the oral reports' principal points and arguments and distribute them via the class
listserv at least 24 hours IN ADVANCE of the day when reports are presented to the class. For their term papers students may select a topic already used for an oral report or a different
topic; a student may propose a topic other than those from the list, but the instructor's approval is required.
Required Texts and Assigned Readings
This course has neither required textbooks nor assigned readings. Why? When you are in
the field, no one is going to give you a reading list or a textbook. Because you'll be on your own "out there," doing your own digging now will be excellent preparation for the real world.
Term Paper.
A term paper of not less than 10 nor more than 20 double-spaced pages is required. All papers must be typed (or printed from a computer file) and all must be submitted as hard copy. All must include complete citations to works you have consulted to buttress the points you make. You may choose any bibliographic style you wish but you must designate the style you are using and throughout your paper your usage must be consistent with your choice. SAVE YOUR MONEY: do not buy fancy folders or portfolios for your term papers--one staple in one corner will do nicely.
Suggestion:
Develop your term paper as if you were competitively applying for grant money that your program desperately needs, as if your tenure depends upon its quality, and as if you were submitting it to a major journal for publication.
Topics
See separate list of over 60 suggested topics for oral reports and term papers; other topics will be considered but will require approval of the instructor.
Important Alert:
"Starter" citations are supplied for some-but not all--topics, as are questions that might profitably be asked in the course of work on the term papers and oral reports. Read the following alert very carefully:
IMPORTANT ALERT
Do not treat the comments and questions associated with the topics as a fixed list of questions you are expected to "answer" in your term paper or oral report; these questions and comments are merely intended to stimulate you and help to start off your research. Also, from your readings or web inquiries you must derive additional, original vital questions worthy of analysis and response in your papers. Your papers should range widely and show documented evidence of thoroughgoing reading and research. Responses that are limited solely to the questions, problem
descriptions and starter citations in the list of term paper topics, or which show little evidence of external research, will receive significantly reduced grades.
General Requirements.
Oral reports and term papers must be specific to the defined scope of the course, i.e., "on topic." In preparation of term papers, students are expected to utilize the complete spectrum of information resources and all papers must include documented evidence of appropriate use of Internet resources. Spelling, grammar and syntax in the term papers must conform to established norms of English composition; faults in these areas will result in reduced grades. Papers showing evidence of grave need for remedial work in major aspects of composition, i.e., papers demonstrating substantial deficiencies in writing skills, will be returned ungraded with the recommendation that the student first seek appropriate assistance and then resubmit the revised work.
LIS504 Selected Suggested Readings
Students are expected to identify their own source materials for this course; this brief listing is merely a "starter."
REFERENCE SOURCES:
ALA World Encyclopedia of Library and Information Services
Encyclopedia of Library History
Encyclopedia of Library and Information Science
RESOURCE LISTS/BIBLIOGRAPHIES:
Eugene Sheehy. Guide to Reference Books, or its predecessors by Constance Winchell.
Tools of the Trade: Books for Communicators. Alexandria VA
SERIES AND ANNUAL REVIEWS:
Advances in Librarianship
Advances in Library Administration and Organization
Annual Review of Information Science and Technology (ARIST)
MONOGRAPHS:
Robert L. Collison. Encyclopedias: Their History Throughout the Ages. 2d ed. New York: Hafner, 1966 AE1.66 1964 & 1966
Brian Cook, ed. The Electronic Journal: The Future of Serials-based Information. Binghamton: Haworth, 1993
Henry Curwen. A History of Booksellers, the Old and the New. London: Chatto & Windus, 1873. (Reprinted 1968 by Gale Research)
D.J. Foskett. Pathways for Communication: Books and Libraries in the Information Age. London: Bingley, 1984.
Richard A. Lanham. The Electronic Word; Democracy, Technology and the Arts. Chicago: University of Chicago, 1994 ISBN 0-226-46883-6
Nancy Mulvany. Indexing Books. Chicago: University of Chicago, 1994
Eugene Power. Edition of One: The Autobiography of Eugene B. Power, Founder of University Microfilms. Ann Arbor: UMI, 1990
Derek de Solla Price. Little Science, Big Science. New York: Columbia, 1963
Jesse H. Shera. The Foundations of Education for Librarianship. New York: Becker & Hayes, 1972
Peter Sutcliffe. The Oxford University Press: An Informal History. Oxford, Oxford University Press, 1978
Allen B. Veaner. Studies in Micropublishing, 1853-1976:
Documentary Sources. Westport: Microform Review, 1976
Hendrik D.L. Vervliet. The Book Through Five Thousand Years.
London: Phaidon, 1972 Z4.V46 Main
Hans Wellisch. Indexing from A to Z. 2d ed. New York: Wilson, 1996
SERIALS:
American Libraries
Annals of Library Science
Daedalus
The Information Society, Z668.147
Libraries and Culture (formerly, the Journal of Library History)
Library Journal
Libri
New Media. Published monthly by Hypermedia Publications. ISSN
1060-7188
Notes and Queries
Wired
INTERNET RESOURCES:
Internet resources are now so broadly available that a listing
is impossible. Students are expected to delve deeply into the
Internet, utilizing and citing resources appropriate to required
oral reports and term papers. Hint: Almost every issue of the
Chronicle of Higher Education contains a section, "Information
Technology Resources," listing new computer software, videos,
and
Internet resources, along with e-mail and WWW addresses.