Course Description
The principles of bibliographic database structure, evaluation, and utilization for effective search strategy formulation, critical evaluation of retrieved information, and presentation of results are explored. Development of instructional strategies and materials will be practiced. Comparison and budgeting for database acquisition is a major topic. Prerequisite: LIS 620.
Syllabus
Student Learning Outcomes, Goals, Objectives:
Students successfully completing this course will be able to:
- Evaluate the database structure for a wide variety of bibliographic databases.
- Create effective search strategies for structured bibliographic databases by selecting and utilizing commands, Boolean operators and other techniques.
- Interpret information needs through application of reference interview techniques.
- Appraise the relative merits of using web resources or structured databases.
- Critique the strengths and weaknesses of databases for acquisition by information organizations.
- Arrange and present information in suitable formats for an intended audience.
Course Grading Information:
| Activity/Performance Measure | Percentage/Points |
|---|---|
| Assignment 1: AI & Research Assignment | 15% |
| Assignment 2: Brief Database Comparison & Demonstration | 20% |
| Assignment 3: Brief Database Selection Project | 30% |
| Participation/Professionalism | 35% |
Attendance/Participation:
Because this is an online asynchronous course, regular and thoughtful participation is essential. Each week (Thursdays – Wednesdays at 7 PM, late posting not accepted), students must post at least two meaningful contributions related to the assigned readings and any questions or prompts provided by the instructor. Posts should reflect understanding of the material and build on the ideas of others.
Course Materials Purchased by the Students:
Required textbook — Brown, C. (2021). Librarian’s Guide to Online Searching. 6th ed. Westport, CT: Libraries Unlimited.
Scholarly Perspectives
This course engages diverse scholarly perspectives to develop critical thinking, analysis, and debate and inclusion of a reading does not imply endorsement.