INFORMATION, LIBRARIES AND SOCIETY
LIS 390 / LEEP3 / Summer, 1996

The Graduate School of Library and Information Science

UNIVERSITY OF ILLINOIS,
Urbana-Champaign

Taught by Terry L. Weech and Marsha C. Woodbury

Objectives, Schedule and Assignments

Course Description:

Explores major issues in the library and information science professions as they involve their communities of users, readers, patrons, and sponsors. Analyzes specific cases that reflect the professional agenda of these fields, including intellectual freedom, community service, professional ethics, social responsibilities, intellectual property, literacy, historical and international models, the socio-cultural role of libraries and information agencies and professionalism in general, focusing in particular on the interrelationships among these issues.

Objectives:

I. Obtain basic knowledge of theories of culture of libraries and information

II. Become aware of the issues relating to the conservation and preservation of information.

III. Develop an understanding and appreciation for the social-cultural role of libraries and information providers.

IV. Become conversant with special initiatives such as the digital library program and the variety of economic issues impacting libraries and other information providers.

V. Obtain an understanding of the mission of libraries and the issues involved in the development if these missions.

VI. Become knowledgeable of the concept of intellectual property and the impact of laws and policies on libraries and information providers.

VII. Develop an understanding of the issues and principles of intellectual freedom and professional ethics and strategies to uphold them.

VIII. Become conversant with the issues relating to library and information science as a profession.

July 23, Tuesday

I. Introduction - Ethical and Historical Implications
(Introductory readings in first section of reading packet).

July 24, Wednesday

II. The Message in the Medium - Conservation & Preservation
(Baker and Rothenberg)

July 25, Thursday

III. The Message in the Institution - Social Implications
(Harris and Dain)

July 26, Friday

IV. The Message in Special Initiatives - Digital & Economic Implications
(Grimes, Lamolinara and Schiller & Schiller)

July 29, Monday

V. The Message in the Mission - Texts, Audiences, and Reading
(Ross, Pollitt, and Heckart)

July 30, Tuesday

VI. Intellectual Property


U.S. Copyright Law, 17 U.S.C. sec 107-108,
Go to "U.S. Copyright Act" and then to Chapt. 1 and read sec. 107-108.

Okerson, Ann, "Who Owns Digital Works?"

(Also, reading packet: Crews & Selected Statements on Copyright)

July 31, Wednesday

VII. Intellectual Freedom - Ethical and Legal Implications


The ALA Freedom To Read Statement and other Intellectual Freedom documents available through the ALA Gopher Site accessible from the (ALA Home Page) by clicking on ALA Gopher Site and then Choosing ALA Intellectual Freedom Statements from gopher menu. Or go directly to: Freedom to Read Statement


(Also, reading packet: Bartlesville material and Asheim)

Aug. 1, Thursday

VIII. Library and Information Science as a Profession
(Abbott, Draper) - Essay due

Aug. 2, Friday

IX. Exam and Course Evaluation

1. ASSIGNED READINGS AND CLASS DISCUSSIONS: (10% of Grade)

Students are expected to do all assigned readings and participate in class discussions. Unless otherwise indicated, all the assigned readings are available in a packet for purchase at the Illini Union Book Store under the textbook section for this class.

2. THE ESSAY: (20% of Grade) TOPIC DUE JULY 25TH, ESSAY DUE AUGUST 1ST

Each student will do one essay. The topic should be selected, with instructor approval, within the first three days of the course. The essay should address some aspect of the general session in question. The content should reflect your ideas in relation to writings selected from the Reading List or other source material. Your essay may either agree or disagree with the general views or specific points proposed in the class sessions, but it should do so through arguments that are developed out of further investigation of the issue. Obviously the wider your research, the more valid your arguments are likely to be.

A length of about 1500 words is suggested (at 300 words to a page, typical of pica type, with double spacing, as from dot-matrix printers, this comes to 5 pages). In fact, it may be possible to say what needs to be said in somewhat fewer words; and you may wish to add documentation or other supplementary materials. If you quote directly, references to the sources should be specific and complete. Each essay should include a list of sources consulted. Papers may be submitted via e-mail.

The Essay should meet the following criteria:

a. contain a clear statement of the thesis or purpose
b. develop a logical, well-reasoned argument
c. support the argument with evidence
d. include a list of works consulted in a standard bibliographic format

Essays will be evaluated on the following:

a. understanding of the topic
b. critical approach
c. clarity--organization and expression of ideas

3. PANEL PARTICIPATION (20% of Grade)

Students will participate in one of five panel presentations. A panel planning session will be held early in the course to assign groups and discuss presentation format. The group will be responsible for conducting a directed discussion on their assigned topic. Each panelists should prepare a position page to be turned in after the presentation. Individuals will briefly present their positions, and each panel member will have an opportunity to respond to the other panelists contributions. The group will then field comments and questions from the class at large.

Presentations should supplement, not duplicate, the content of the general sessions and the assigned readings. They are a forum for cumulating the course material and exploring the interrelationships between different perspectives. It is recommended that group members exchange papers, abstracts, or ideas prior to their presentation.

Presentation on Thursday, July 25:

Panel 1: Local and Community Interests (e.g., specific types of library service such as public, academic, school, or special; community information--services, needs, responsibilities)

Presentation on Friday, July 26:

Panel 2: Global Interests (e.g., International, private, government, cultural -- policy, development, economics)

Presentation on Monday, July 29:

Panel 3: Social Contexts (e.g., canonization, gender, orality, virtuality)

Presentation on Tuesday, July 30:

Panel 4: Ownership (e.g., authorship, publishing, copyright, collections)

Presentation on Wednesday, July 31:

Panel 5: Access (e.g., censorship, selection, preservation, delivery)

Panels may present multiple perspectives on one subject or address a range of issues within the general rubric. In other words, they may be focused on or across themes such as those suggested above. Other possible conceptual concentrations that could be applied to any of the general panel topics include, ethics, freedom, literacy, communication, impacts of technology, creation and distribution of knowledge, populations and communities, cultures, and institutions.

Half your grade (10%) will be based on your individual effort based on evidence of critical thinking, the relevance of your observations and responses, and your ability to integrate what you have learned individually and as a class participant. The other half of your grade (10) will be based on the evaluation of your peers of the performance of the group. All members of the group will receive the same grade based on peer evaluation.

EXAM: (30% OF GRADE)

A comprehensive examination will be given on August 2d on the content of lectures, required readings, class discussion and panel presentations. You will have 90 minutes to write the exam. The remaining class time will be devoted to the course evaluation.

A bulletin board (named 390) has been set up for the course. Please feel free to post messages for the class (e-mail can be sent to 390 or lis390 or gslis.390). This is your alternative forum for class-related discussion.

Send mail to Dr. Woodbury.

Return to GSLIS home page.

Send mail to Dr. Weech.

Send mail to Dr. Woodbury.

Last modified: July 15, 1996, by Marsha Woodbury