TR 1:15 – 2:30 PM – DAVIS 209 – Elise Lewis

Learn how to find resources for your research paper that are better than Google. Lots of case studies, podcasts, and discussion based on information literacy. ISCI 202 introduces students to the basic information technologies used in all types of information organizations and the essential concepts and skills needed for information literacy.

TR 10:05 – 11:20am – DAVIS 111 – Ryan Rucker

The ongoing rapid growth of online data due to the Internet and the widespread use of datasets have created an immense need for information storage and retrieval that is an interdisciplinary area focusing upon methodologies for extracting useful knowledge from data. This course provides a comprehensive overview of basic information storage and retrieval concepts, tools, and applications. Students will get knowledge about new techniques, applications, and tools for informatics purpose. In addition, students will develop a research project using open-source tools. They collect and analyze text data with respect to a research question in any field such as health, social science, medical, politics, and business.

Section 001 – MW 2:20 – 3:35pm – DAVIS 216 – Shana Watson

Section J10 – Web Columbia – Jed Dearybury – Online Asynchronous

Section J11 – Web Columbia – Russ Conrath – Online Asynchronous

A study of materials for children from birth through elementary school (age 13) with emphasis on the evaluation, selection, and use of those materials to meet the educational, cultural, and recreational needs of children.

Section J10 – Web Columbia – Jeff Salter – Online Asynchronous

Students will learn new computer technology concepts, applications, tools,  and techniques. This course is project based and students will develop three projects including a company/professional profile, a web technology project, and a summative technology-oriented application project.

MW 3:55pm - 5:10pm – Davis 111 – Gordon Jones

Blockchain is an information and communication management platform that facilitates immutable transactions between two or more parties using a network of independently distributed databases without common processors. Blockchain reduces or removes risk from organizational or business transactions by creating transparent decentralized ledgers thus lifting trust between parties. Blockchain is promising to disrupt industries, productions processes, applications and services in financial services, records management, healthcare, intellectual property management, hospitality, art industries, library and information services, supply chain management, service and product reviews, revenue collection and administration and many more. The applications are unlimited. This course introduces you to the blockchain technology and its applications in various professional areas, businesses and industries.

TR 2:50pm - 4:05pm – Davis 216 – Darin Freeburg

The average person will spend over 93,000 hours of their lives at work—that’s more than 10 entire years. In ISCI410, Knowledge Work as an Organizational Asset, we spend time rethinking what those 93,000 hours look like. What does it mean to work? Why do we work? What is unique about the knowledge humans bring to their work? Are organizations fully capitalizing on what employees know? Throughout the course, students work directly with local organizations to learn how they create, evaluate, document, share, and apply knowledge—providing these organizations with a report that assesses their knowledge work. If you plan on having a job at any point in your life, this is the class for you.

TR 4:25pm - 5:40pm – Davis 216 – Ehsan Mohammadi

This course focuses on how people and organizations seek and use information to learn and communicate with a focus on how current technological trends and social issues shape these actions. Students will engage with prominent theories in the fields of communication and information science to problem-solve real-life scenarios concerning how information is created, disseminated, and used at interpersonal, organizational, and societal levels. The skills learned from this class can be applied to the evaluation of technologies for effective communication and information transfer.

Section 001 – TR 11:40am - 12:55pm – Davis 111 – Jeff Salter

Section J10 – Web Columbia – Jeff Salter – Online Asynchronous

This course will provide the student with frameworks and best practices in worldwide cyber security education and information.  Students will collaborate with current cyber security experts, architects, and instructors to learn how to manage modern day cyber security risks.  Learning experiences will include Network Security, Cloud Security, and End Point and Mobile Security.  Students will receive full visibility and understanding of the Check Point Infinity Architecture.  Students will acquire essential cyber skills and will complete the Check Point certification process.

Sections J50, J91, J92 – Web – Ryan Rucker – Online Asynchronous

*This course is open to both undergraduate and graduate students.

The student will learn about data science techniques from data and their foundations. This course is project based and the students will apply data science techniques to a real dataset and interpret the outputs.

Sections J50, J91, J92 – Web – Ehsan Mohammadi – Online Asynchronous

*This course is open to both undergraduate and graduate students.

This course aims to foster theoretical insights about information visualization. Students even with no technical background will learn the ways to prepare small and large-scale datasets for visual representations. This course is a project-based and students will map real datasets and understand the methods to interpret the visualizations. Nowadays, utilizing and making sense of data is an integral part of many professions. Hence, the ability to visualize information is a hot area that students across different disciplines need to develop their knowledge and skills. To create valuable, meaningful and innovative visualizations students need to have a solid understating of human and technological sides of mapping information. In other words, machines and human brains together can provide solutions to make better insights of information. This course provides an outline of trends in information visualization. Students will learn the current techniques to make meaningful topical, temporal and geospatial visualizations. Students will learn to use some tools such as The Science of Science (Sci2) Tool, VOSviewer, OpenRefine, Tableau, Gephi, and Plot.ly.

Sections J50, J91, J92 – Web – Vanessa Kitzie – Online Asynchronous

*This course is open to both undergraduate and graduate students.

We are now living in an age of “fake news,” which is but one manifestation of misinformation and disinformation (mis/dis) and human information behavior. Fake news is not a new phenomenon, but this latest iteration has highlighted the affective, or emotional, dimensions of how people interact with information - information consumption is so much more than people's cognitive processing. Emotional reactions to information are what, in part, give “fake news” and mis/dis such insidious tenacity and staying power, and these same reactions can cause us to embrace or reject various types and sources of information, including websites and other platforms. Despite knowing better intellectually, people fall prey to their emotional responses to information because our not so latent fears, prejudices, boredom, anxiety and any number of other emotion-based impulses are powerful and convincing, even if our "heads" tell us otherwise. This course will address the renewed phenomenon of fake news, mis/dis, and its related concepts but then focus more explicitly on the affective information behaviors that influence our interactions with information and help us intellectually thrive in a post-truth society.

Sections J50, J91, J92 – Web – Ryan Rucker – Online Asynchronous

*This course is open to both undergraduate and graduate students.

The student will learn about data science techniques from data and their foundations. This course is project based and the students will apply data science techniques to a real dataset and interpret the outputs.

Sections J50, J91, J92 – Web – Ehsan Mohammadi – Online Asynchronous

*This course is open to both undergraduate and graduate students.

This course aims to foster theoretical insights about information visualization. Students even with no technical background will learn the ways to prepare small and large-scale datasets for visual representations. This course is a project-based and students will map real datasets and understand the methods to interpret the visualizations. Nowadays, utilizing and making sense of data is an integral part of many professions. Hence, the ability to visualize information is a hot area that students across different disciplines need to develop their knowledge and skills. To create valuable, meaningful and innovative visualizations students need to have a solid understating of human and technological sides of mapping information. In other words, machines and human brains together can provide solutions to make better insights of information. This course provides an outline of trends in information visualization. Students will learn the current techniques to make meaningful topical, temporal and geospatial visualizations. Students will learn to use some tools such as The Science of Science (Sci2) Tool, VOSviewer, OpenRefine, Tableau, Gephi, and Plot.ly.

Sections J50, J91, J92 – Web – Vanessa Kitzie – Online Asynchronous

*This course is open to both undergraduate and graduate students.

We are now living in an age of “fake news,” which is but one manifestation of misinformation and disinformation (mis/dis) and human information behavior. Fake news is not a new phenomenon, but this latest iteration has highlighted the affective, or emotional, dimensions of how people interact with information - information consumption is so much more than people's cognitive processing. Emotional reactions to information are what, in part, give “fake news” and mis/dis such insidious tenacity and staying power, and these same reactions can cause us to embrace or reject various types and sources of information, including websites and other platforms. Despite knowing better intellectually, people fall prey to their emotional responses to information because our not so latent fears, prejudices, boredom, anxiety and any number of other emotion-based impulses are powerful and convincing, even if our "heads" tell us otherwise. This course will address the renewed phenomenon of fake news, mis/dis, and its related concepts but then focus more explicitly on the affective information behaviors that influence our interactions with information and help us intellectually thrive in a post-truth society.

Sections J50, J91, J92 – Web – Vanessa Kitzie – Online Asynchronous

Sections J51, JB1, JB2 – Web – Clayton Copeland – Online Asynchronous

SLIS 701 is 3-credit hour course designed to provide students with the ability to communicate what it means to be a library or information professional in both historical and contemporary contexts; identify and examine issues and core values of the library and information professions including access, literacy and learning, information policy, collaboration, and service; formulate short-term and long-term plans for individual professional growth and development; and articulate a personal philosophy of culturally responsive professional behaviors and ethics.

All sections – Web – Mónica Colón-Aguirre – Online Asynchronous

ISCI 702 is 3-credit hour course designed to provide students with the ability to define and explore the concepts of community, community ownership, and community engagement; situate the library within the ecology of a community to identify existing and potential partners and inform the development of library programs and services; apply principles of message design, marketing, and public relations to the development of professional media and products for outreach and advocacy; and identify theories of interpersonal communication and how these apply to personal growth and the subsequent development of community relationships.

Sections J50, J91, J92 – Web – Dick Kawooya – Online Asynchronous

Sections J51, JB1, JB2 – Web – Feili Tu-Keefner – Online Asynchronous

ISCI 703 is 3-credit hour course designed to provide students with the ability to describe the components of the knowledge life cycle and interpreting the reference process through its stages; evaluate the quality, accessibility, and appropriateness of information resources for selection and use; demonstrate effective use of information resources and information searching skills; identify and describe various models for the delivery of onsite and electronic information services; explain the role of information professionals in the promotion and support of information literacy development; and identify how pedagogical theories apply to the design of instruction for specific learners, content areas, and learning settings.

Sections J50, J91, J92 – Web – Ryan Rucker – Online Asynchronous

This course provides a comprehensive overview of data science basics and applications for communications. Students will get knowledge about the basic concepts, applications, and tools of data science for communication purposes. The course will also include basic theories and approaches in communications.

Sections J50, J91, J92 – Web – Weisenburg, Michael C. – Online Asynchronous

Introduction to the missions, professional standards and best practices of special collections librarianships. Topics include access and acquisitions, collection assessment and development, collection management and maintenance, donor relations, public programming and current issues and trends. 

This course is an introduction to special collections librarianship designed for students considering careers in special collections and those preparing for work in other library areas who recognize the significance and interest of the issues in library planning and management represented by special collections programs. By the end of this course, the student will be able to identify, understand, and assess a range of purposes, practices, and activities, within the area of Special Collections librarianship.  The student will have an introductory knowledge of the major kinds of materials assigned to special collections units within different library missions, for varying user bases, and under different management structures.  The student will have an understanding of how the role and function of special collections units has changed in recent years and how this affects funding options, professional preparation and development needs, and the interrelation of special collections with other library units, with academic constituencies, and with the larger community of library professionals.   

Sections J50, J91, J92 – Web – Thrift, Jennifer P. – Online Asynchronous

Roles, functions, and organization of school library programs. Systematic program planning and evaluation, leadership, advocacy, and integration of the school library program into curriculum.

Sections J50, J91, J92 – Web – Dick Kawooya – Online Asynchronous

An analysis of the historical development and current issues in academic libraries. Note: needless to say that while the history of academic libraries is an important part of our conversation in this course, the catalog description is bit outdated and doesn’t fully reflect the current focus of the course.

Sections J50, J91, J92 – W 7:00-8:30pm – Web – Susan Rathbun-Grubb – Online Asynchronous with some synchronous sessions

*This course includes live online sessions Wednesdays, 7:00 – 8:30pm; students may watch a recording of these live sessions if they cannot attend. The official description of this course indicates that you will learn about “major classification and subject authority systems; emphasizes the understanding and application of these systems in information agencies.” You will learn the history and application of a variety of subject headings systems, controlled vocabularies, name authority files, and classification schemes, focusing mainly on those generalized systems used in libraries: Library of Congress Subject Headings (LCSH), Sears List of Subject Headings, Library of Congress Authorities, Library of Congress Classification (LCC), and Dewey Decimal Classification (DDC). Several specialized systems will also be covered, such as the Medical Subject Headings (MeSH), National Agricultural Thesaurus, the Getty Vocabularies, and others as determined by student interest. Your ability to master the skills of subject analysis and classification will be beneficial to you in a variety of information settings in which the work requires the design and use of taxonomic or classificatory systems. You will learn via “hands-on” problem-solving, readings and other media, “case studies,” presentation, and discussion.

Sections J50, J91, J92 – R 7:00-8:30pm – Web – Susan Rathbun-Grubb – Online Asynchronous with some synchronous sessions

*This course includes live online sessions Thursdays, 7:00 – 8:30pm; students may watch a recording of these live sessions if they cannot attend. The official description of this course indicates that you will learn about “metadata definition, selection and applications; role of metadata in information discovery, acquaintance with various metadata schemes and standards for libraries, museums, archives and info centers.” You will learn the history and application of a variety of metadata content and encoding schemas that are used to organize digital collections across a broad range of information contexts. You will learn via “hands-on” problem-solving, readings and other media, “case studies,” presentation, and discussion.

NA – Web Columbia – Cynthia Johnson – Online Asynchronous

The course is focused on the role of the school librarian in integrating the school library media program into a K-12 standards-based, inquiry-based curriculum including best practices, needs assessment, collaboration, instructional design, and resource provision.

Sections J50, J91, J92 – Web – Clayton Copeland – Online Asynchronous

Nontraditional library users in all types of libraries. Literacy programs, disabled and/or institutionalized persons, older adults, and members of selected ethnic groups. ISCI 752 is designed to introduce students to the theoretical and practical aspects of serving diverse populations through all aspects and in all sectors of librarianship. The following will be addressed, and upon successful completion of the course, students should be able to identify and discuss:  

• Philosophical aspects of diversity in institutional settings 
• Developing cultural competencies 
• Diversity issues in the acquisition, cataloging, and classification of materials,

And diversity issues in reference work, library instruction, and other library programs  

• Recruiting, hiring, and mentoring a diverse staff  
• History of services to specific groups. 

It is recommended that students complete ISCI 701 either before or concurrently with ISCI 752.

Sections J50, J91, J92 – Web – Valerie Byrd-Fort – Online Asynchronous

In ISCI 756, students will learn about current children's materials, including print resources and digital resources. We focus on resources for school age children. A brief history of children's literature is covered as well as an overview of genres and classics. We focus on diversity in children's literature and current trends. Targeted audience for this course is students who want to be school librarians or youth service librarians in public libraries. 

Sections J50, J91, J92 – Web – Jenna Spiering – Online Asynchronous

Sections J51, JB1, JB2 – Web – Thore, Heather – Online Asynchronous

A study of materials for young adults (13-19) with emphasis on the process of evaluating them to meet the educational, cultural, and recreational needs of young adults. ISCI 757’s goal is to help students become familiar with a wide range of materials that meet the reading interests and educational, emotional, and recreational needs of young adults, ages 13 – 19, and to develop competence in using evaluative criteria in their selection.

Sections J50, J91, J92 – Web – Feili Tu-Keefner – Online Asynchronous

This class presents an overview of concepts and current developments in consumer health resources and services provided in a variety of information environments. Students will learn theory-intopractice approaches for the creation, implementation, and evaluation of health-related information services for adult users (i.e., the general public, information professionals, and health professionals). Students will also learn about health consumerism, including current trends in consumer health informatics, and e-health and the Internet.

Sections J50, J91, J92 – Web – Lucilia Santos-Green – Online Asynchronous

This course provides: definition of terms and concepts currently associated with information technologies; instruction in the systematic identification, selection, use, and evaluation of technology resources for instruction and information services; management of technology; and the consideration of various theories of human cognition, perception, and communications related to information technology and the information transfer process. An emphasis is placed on the role of the library information professional as an instructional partner, manager, and coordinator of information that is currently available in the full range of information systems including public, commercial, and educational telecommunications (radio, TV, cable, Internet) and other local and global resources accessed via digital technologies.

Sections J50, J91, J92 – Web Columbia – Clayton Copeland – Online Asynchronous

An introduction to the process of planning new and renovated spaces and facilities. Content covers roles of participants in planning preparation of building program and examines examples of recent buildings. 

ISCI 765 is an elective course in the MLIS curriculum. The purpose of the course is to explore various aspects of planning and renovating today's library and information facilities, including planning for technology infrastructure, digitization, accessibility for diverse populations, and "green" facilities.  Through a variety of activities, including readings, online discussions, and lectures, and a service learning partnership with a library or information organization, students will gain an understanding of how to complete community and facility analyses and how to plan and design building programs and user-friendly, universally designed facilities that enable equity of access to information. 

Student Outcomes: 

Upon completion of the course, students should be able to: 

1. Complete community and facility analyses for the purposes of library planning; 
2. Plan and design facility building programs. 

It is recommended that students complete ISCI 701 either before or concurrently with ISCI 765.

Sections J50, J91, J92 – Web– Ryan Rucker – Online Asynchronous

Computers have made it possible to collect huge amount of data from wide variety of sources. This amount of data needs to be organized and stored in databases. This course covers fundamentals of database, database management using MS Access, and new database topics.

Sections J50, J91, J92 – Web – Nicole Cooke – Online Asynchronous

This course examines how issues of diversity, social justice, race, gender and sexuality are represented in the information professions and will study how these social imperatives affect, and are affected by, information technologies. Socially constructed (mis)representations (or lack of representations) of race, gender and sexual identity will be critically examined in different settings as they intersect, overlap, and impact the information use, technology practices, and the design of information resources and services in the processes of creation, organization, and dissemination of information in library and information science and related fields. This course will also provide a historical and contemporary overview of social justice and advocacy work in librarianship during the 20th and 21st centuries. The role of information services in social action will also be explored and the course will introduce prominent philosophical and pedagogical concepts related to social justice, as well as researchers and proponents of marginalized or “underserved” groups.

*It is recommended that students take ISCI 702 either before or concurrently with ISCI 781.

Sections J50, J91, J92 – Web – Elise Lewis – Online Asynchronous

This course explores ethical frameworks and how to apply them a variety of situations related to the LIS field. We cover privacy, AI, and social media to name a few. We will examine how issues of diversity, social justice, race, gender and sexuality are represented in the information professions and will study how these social imperatives affect, and are affected by, information technologies. Socially constructed (mis)representations (or lack of representations) of race, gender and sexual identity will be critically examined in different settings as they intersect, overlap, and impact the information use, technology practices, and the design of information resources and services in the processes of creation, organization, and dissemination of information in library and information science and related fields. This course will also provide a historical and contemporary overview of social justice and advocacy work in librarianship during the 20th and 21st centuries. The role of information services in social action will also be explored and the course will introduce prominent philosophical and pedagogical concepts related to social justice, as well as researchers and proponents of marginalized or “underserved” groups.

*It is recommended that students take ISCI 702 either before or concurrently with ISCI 781.

Sections J51, JB1, JB2 – Web – Dreeszen Bowman, Jesselyn – Online Asynchronous

Students will engage with the historical relationship between libraries and LGBTQ+ communities and learn how this vulnerable community has been underserved and mistreated by our profession. Students will analyze current efforts in libraries to support LBGTQ+ communities in a variety of settings, including school libraries, public libraries, academic libraries, and archives. Students will also identify how best to serve individuals who are especially marginalized within the LBGTQ+ community, including trans people, BIPOC people, and older people. Students will engage with course content through weekly readings, weekly blog posts, and assignments. At the conclusion of the course, students will develop a plan for how they would use grant funding to support LGBTQ+ communities in the library environment of their choice. 

M 10:00am-12:45pm – Davis 112 – Nicole Cooke

*MLIS students may take this course with the permission of the instructor and their advisor. This course emphasizes the act of teaching and is designed to give each student opportunities to learn, practice, and critique presentation skills.  In pursuit of these opportunities, students will prepare and deliver sample lessons in person, conduct seminars, deliver a televised lesson, and deliver a presentation at the Capstone event. Survival and thrival in the academic arena is also a major point of emphasis, and students will participate in discussions with accomplished teachers.  Committee work, scholarship requirements, advisement, and syllabus construction constitute a major portion of the material on academic careers. 

W 10:00am-12:45pm – Davis 112 – Darin Freeburg

In a world of constant technological change, it is difficult to imagine any part of life that is not in some way affected by data and information. These changes offer incredible promises, but they also reveal significant ethical and moral concerns—many of which threaten the inherent rights of people. In ISCI805, we consider these concerns and the role of policy in protecting human rights.