Marcos Sueiro Bal
Long Island University
Spring 2015
In this class we explore the issues related to the preservation of audio materials, both in legacy formats and in current or future or digital forms.
Bradley, K. 2009. Guidelines on the Production and Preservation of Digital Audio. Download.
Objects
Matthew A. Knutzen
Palmer School
Spring 2015
Maps are most efficient deliverers of information, dealing with the spatial dimension of events in time. Ecology, history, property, archaeology, events in the news all can be clarified by the cartographer’s artistic and/or scientific hand, on paper or on the web. This institute is an introduction to maps as information tools. We will examine maps, atlases and globes, and their collection in local and national libraries; and by private collectors and their impact on library map collections. Participants will draw upon this information and experience to investigate and evaluate specific research areas and topics.
Miller, Steven J. 2011. Metadata for Digital Collections: A How-To-Do-Manual.
http://palmerblog.liu.edu/wp-content/uploads/2010/04/901-Maps-Institute-Knutzen-Spring-2015.pdf
John Carlo Bertot
iSchool at Maryland
Spring 2015
This course is intended for students interested in pursuing a career in public library service or who have an interest in the role and contribution of the public library to society. The course focuses on the history of the public library in the United States, the social contributions of public libraries, public library services and roles, the building of the public library profession/professionals, the ethics and values of public libraries, the policy and political context in which public libraries reside, and the ways in which public libraries transform communities.
No required textbook.
http://ischool.umd.edu/sites/default/files/syllabi/plseminarspring2015syllabus24january2015_0_0.pdf
Katy Lawley
iSchool at Maryland
Spring 2015
Creating Information Infrastructures introduces students to the foundations of acquiring and managing collections, information structures, indexing and discovery systems in Library and Information Studies. The course introduces theoretical concepts, trends, systems, and technologies central to this area of the field and equips students with the skills and conceptual
background to create and manage information systems and services. The course is centered on the exploration of library and archival information systems, with students working to create,
index, and produce their own objects and descriptive metadata for physical and digital contexts. In order to introduce students to the broad world of information institutions, how they
manage resources and provide access for their users the course is broken into four thematic areas:
No required textbook.
http://ischool.umd.edu/sites/default/files/syllabi/lawleylbsc671syllabus.spring2015.pdf
Sheri Anita Massey
iSchool at Maryland
Spring 2015
Over the past 100 years, education in the United States has grown in size and–even more–in complexity. Part of this development has involved the developing recognition of the importance of the school library program as an integral part of the educational system. In order to function effectively within that system, school librarians must understand a number of elements that affect their position in the school: the historical, organizational, and contemporary contexts of school library programs; the principles of teaching, learning, and information literacy that underlie the school library program; and the leadership role that school librarians can play within the school community. This course introduces candidates to all these elements, concentrating on the various roles of the school librarians in supporting student learning.
The roles are derived from the mission statement first adopted in 1988, by the American Association of School Librarians (AASL) and the Association for Educational Communications and Technology (AECT) to guide the development and improvement of school library programs nationwide. This mission statement was reaffirmed in 1998, and expanded in the revised guidelines for the field, Empowering Learners: Guidelines for School Library Media Programs, published by the American Library Association in 2009. As stated below, the mission statement underlies the College’s School Library Specialization and LBSC 640, which is designed to introduce candidates to the specialization and to the information professions in general:
The mission of the school library program is to ensure that students and staff are effective users of ideas and information. The school librarian empowers students to be critical thinkers, enthusiastic readers, skillful researchers, and ethical users of information by:
The course also will introduce candidates to the Standards for the 21st Century Learner, launched by AASL in October 2007. This document outlines the skills that candidates need for understanding, thinking and mastering subjects; the dispositions that guide their thinking and intellectual behaviors; the responsibilities that reflect behaviors used by independent learners in researching, investigating and problem solving; and the self-assessment strategies that enable candidates to reflect on their own learning
No required textbook.
Paul T. Jaeger
iSchool at Maryland
Spring 2015
This integrative course is the first of a two-semester sequence of INST 888. Serving as your introduction to the field of Information Studies (aka, Library and Information Studies,
Information Science, the iField, and several other things, depending on who you ask) and research about information, both semesters of the course will present an overview of intellectual
foundations, key areas of research, methods, and theories used in the study of information. While it is impossible to capture the breadth of an entire academic field in the course of two semesters, this course will provide you with a foundation by which you can begin to understand the breadth and depth of this interdisciplinary and multidisciplinary field.
Building on the first semester focus on foundations, users, technologies, and systems related to information and information research, this second semester of INST 888 will focus on two key perspectives by which to examine and conduct research about information. First, it will discuss the different types of contexts that information research can be used to study, from access to ethics and values and from education to public policy. Second, the spring semester will focus research about the institutions that are central to providing information access in society, ranging from the venerable public library to the omnipresent Internet. Most weeks address interrelated comments and institutions, and each week’s readings will introduce research, methods, and theories relevant to the topic. By the end of this semester, students will have a sense of the scope of the field to ensure that they have a solid foundation on which to build their own research as they progress through the doctoral program.
No required textbook.
http://ischool.umd.edu/sites/default/files/syllabi/inst888spring2015.pdf
Jimmy Lin
iSchool at Maryland
Spring 2015
Over the past few years, we have seen the emergence of “big data”: disruptive technologies that have transformed commerce, science, and many aspects of society. These developments are enabled by infrastructure that allows us to distribute computations across hundreds or even thousands of commodity servers. One key breakthrough that makes this all possible is the development of abstractions for data-intensive computing that allow programmers to reason about computations at a massive scale, hiding low-level details such as synchronization, data movement, and fault tolerance.
This course provides an introduction to big data infrastructure, starting with MapReduce, the first of these datacenter-scale programming abstractions. The Hadoop implementation of MapReduce lies at the core of an application stack that is gaining widespread adoption in both industry and academia. A major focus of this course is algorithm design and “thinking at scale”, applied to a variety of domains: text, graphs, relational data, etc. We will also cover a number of next generation systems that are vying to replace MapReduce as the de facto big data processing platform of tomorrow.
Lin, J., Dyer, C. 2010. Data-Intensive Text Processing with MapReduce.
White, T. 2015. Hadoop: The Definitive Guide.
https://github.com/lintool/UMD-courses/tree/master/bigdata-2015-Spring
Brian Butler
iSchool at Maryland
Spring 2015
Information professionals work and live in environments that include technical infrastructures and systems, dynamic information resources, diverse populations with different culture backgrounds and psychological dispositions, and complex organizational and institutional structures. Faced with the daunting task of making sense of this, it is often tempting to take these environments as given – as rigid constraints that must be accounted for as we attempt to do our work.
However, thinking about organizations, institutions, and communities purely as constraining context overlooks a challenge that is central to the information profession – that of deploying information resources, services, and technologies in ways that change the organizations, institutions, and communities we are part of and make them better.
In education, business, non-profits, libraries, or government, information professionals are increasingly called upon to facilitate the reconceptualization and redesign of groups, teams, organizations, institutions, and communities. Whether as a leader, a consultant, an internal advisor, an active participant, or an affected stakeholder, you will be involved in efforts to change organizations.
There is no required textbook.
http://ischool.umd.edu/sites/default/files/syllabi/inst728pinfoprosaschangeagentsspring2015v1.pdf
Hannah Bergman
iSchool at Maryland
Summer 2015
Many decision problems encountered in professional life can be modeled and solved by using a range of decision-making and problem-solving methods. There are different ways to group decision-making and problem-solving methods: hard vs. soft, single-criterion vs. multi-criteria, individual vs. group, deterministic vs. probabilistic. This course will introduce basic concepts in decision theory, and a variety of methods that can be used in individual and organizational decision-making and problem-solving. The course will also provide a “descriptive” perspective (in addition to the “normative” perspective) for identifying a variety of biases and errors in human decision-making.
Clemen, R. T. 1996. Making hard decisions : an introduction to decision analysis
Plous, S. 1993. The Psychology of Judgment and Decision Making
https://docs.google.com/document/d/1ZMqZXEkCWb0A2vSiUp3LSCj-a9RiDFBcIyUxrspcL6w/edit
Katie Shilton
iSchool at Maryland
Spring 2015
Policy Issues in Digital Curation will explore responses to the intellectual property, privacy, and security issues related to curation and long-term preservation of digital information. Bridging law, social science, computer science, and professional practice, this course will focus on understanding and responding to copyright and other forms of intellectual property raised by preservation copies of digital data and records; dealing with complex privacy issues in digital data and records; securing integrity and trust in digital information and content throughout the information lifecycle; and implementing security for digital information in a range of contexts. Applied group and individual work will focus on developing policy and
technical responses to intellectual property, privacy, security, and accessibility issues.
Givens, C. 2014. Information Privacy Fundamentals for Librarians and Information Professionals
http://ischool.umd.edu/sites/default/files/syllabi/inst_641_policy_issues_in_digital_curation.pdf
Library & Information Science Syllabi 