Instructor
Dr. Mary Ann Fitzgerald
604C Aderhold Hall
(706) 542-4030; (706) 542-3810
mfitzger@coe.uga.edu
 

Office hours: I am usually available immediately before and after class, and/or you can set up an appointment.  In this session, afternoons will be primarily devoted to project work, and I will be available for consultation then.   I strive to answer email within 48 hours with the exception of weekends and when out of town.  Check the course homepage for status reports and the calendar to keep track of my availability.

The research process, including concepts, design, conduct, and evaluation.  Principles and characteristics of approaches and methodologies relevant to research in the field.  Examples of data sources and introduction to methods of statistical description and analysis; ethical issues. (SLIS Bulletin 2001-2003).

L509 is an introduction to basic and applied research in library and information science, but assumes no background in research methods or statistics.  The course provides  a general overview of the ways that information professionals collect information about empirical phenomena.  Special emphasis is on how we can develop information that is trustworthy and useful for our theoretical and practical understanding of information use and service delivery.  This course also provides a foundation for locating and evaluating scientific, technical, business, and government quantitative and textual information and for applying research in administrative decision making.

Instructional Objectives
As a result of this course, students will be able to:

1. understand the nature of scientific inquiry, the conduct of research, multiple methods of collecting, managing, and analyzing evidence (data), and the relationship between theory, method, and evidence;
2. understand how ethical behavior is essential for the conduct of science;
3. provide a basis for an informed and critical evaluation of the research literature  in the field, including how to read a research report and report research results;
4. locate and use information about scientific research and primary and secondary data resources, including data analysis and descriptive statistics; and,
5. provide the foundation for designing and conducting future research in the field of information science and for conducting practical needs assessment and service delivery evaluation.

 

We will depend heavily upon the Internet in this class for communication, resources, and information inquiry.  It is essential that you have access to a reliable computer and Internet connection.  I prefer that you use Microsoft Word for word processed assignments to prevent file format problems.   In addition, you may find web authoring software, Microsoft Powerpoint, and Inspiration useful.

It's a good idea to carry a 3.5" floppy disk or other removable storage media to class.

Grading Policy

• A lot of thought goes into pacing assignments and arranging deadlines to be reasonable both for you to complete the assignments and for me to properly evaluate them.  As professionals, we mutually expect deadlines to be met. Please contact me if you have a problem with meeting a particular deadline. If an assignment is late, its score may be reduced. Also, please check with me if you feel that a deadline needs to be rescheduled, either for you personally or for the class as a whole.
• Collaboration:  My preferences for grouping on assignments are indicated in the assignment list.  In general, I expect students to work alone on some assignments and prefer that they work in teams on others.  Collaboration has many benefits and  is increasingly expected in the workplace.  All members of a group receive the same grade for their group's product.  Please let me know if you have problems with the individual/collaborative mode on any assignment.
• Format:  most assignment descriptions specify the form in which each assignment should be turned in. For example, I may request prints, email attachments, or a web address.  At times, I will ask for both written and electronic versions (to provide flexibility for me as I travel around).  Please pay careful attention to this detail.  Acceptable file formats include: .doc, .htm, .html (these are preferred); .rtf; .txt.  If possible, emailed assignments work best as .txt attachments.  Remember to double space when possible and appropriate. Number pages.
• Print and submit 2 copies of each rubric with each assignment.  Fill out the first yourself on your own performance. Explain your deductions in writing on the rubric.
• Communication and writing skills are essential for educators. Therefore, all writing must comply with grammatical and spelling rules, and should look professional in a visual sense. Please use a word processor and laser or ink jet printer, and avail yourself of the spelling and grammar checking tools provided by your software. Web sites and projected materials should receive the same level of proofreading and care that printed papers do.  If errors or appearance detract from the quality of an assignment, the score will reflect this problem.  Cite any resources that you consult.
• Resubmit option: I believe in mastery learning, a learning model in which students have the opportunity to keep working at a skill until they have accomplished it. If you receive less than a 90% score on any assignment, you may correct the problem(s) and resubmit up until the final due date.  If you choose to use this option, you must resubmit the original assignment and scoring sheet/rubric along with your revised assignment.
• Tracking: your final grade will not come as a surprise if you keep up with your scores. I will try my utmost to keep grades up to date through the online garbed.   I encourage you to keep track of your own scores as well.
• All policies of Indiana University regarding academic honesty and online activity apply to this class.
• As scholars, it is essential for you to give credit to any other sources consulted in the course of completing any assignment. List these in a reference list near the end of the project, and please follow APA style (4th or 5th edition acceptable).

Management

Special Needs
If you need special assistance due to a physical or learning disability, please let me know.  I will be happy to accommodate you in any way that I can.
 

Ground Rules

• There are NO stupid questions.  As media specialists and librarians, one of your jobs is to empower students and patrons to find their own answers.  I will try to model this behavior - and so you may not always get direct answers.  Do everything you can to find your own answers, including asking your peers.
• In turn, as a student in the class, it is your responsibility to help other students as much as you can.  We need an atmosphere of mutual learning and inquiry.  Also, troubleshooting and teaching another person to do something are very effective ways of bolstering your own understanding.
• We will not criticize people we know who are working in the field.  Instead, we will criticize ineffective practices and strive to discover more effective ones.
• Feel free to interrupt with points and/or questions.
• Comfort breaks will be provided.  Feel free to take extra comfort breaks if needed.
• Eating in class is permitted as far as facility rules allow.
• Cell phones: please turn the ringer off during class, and leave the room if you need to take a call.

• As stated above, please check the Format details on each assignment.  (It can take hours for me to sort out multiple emails and stray documents or to find "hidden" materials online.)
• An Inbox will be provided for assignment submissions.
• Please choose a Job.  Delegating routine tasks is a good management strategy - and providing service in this way helps us all.
• Daily agenda: For each class, I will post an agenda for the day's events.  Please read the agenda first thing as you arrive at class.  You are responsible for details on this agenda even if you miss class.