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LIS 543 Human Information Interaction
COURSE INSTRUCTOR: Dr. Adam Worrall
Phone: (780) 492-0179
Education North 5-180
5-168 Education North
Wed 1:15-2:15pm, Thu 11am-noon
or by appointment
Exception: Wed Jan 15: 2:30-3:30pm
An examination of individual and collaborative information needs, uses, and practices in context. Students will develop an understanding of the crucial interaction between people and information.
By the end of the course, students will be able to
- identify key theories, concepts, models, and trends for understanding the relationships and interactions between people and information;
- critically assess information behaviour research and recognize its application to professional practice in various contexts and settings, and its application in designing more effective tools, systems, or services;
- understand the complexities of information seeking, including the recognition of information needs, actions toward resolving needs, the role of intermediaries (both technological and human), and the acquisition and use of information;
- demonstrate awareness of the factors that may predict or influence an actor’s search for, use of, and perceptions of information, information products, services, and systems; and
- explore the ways in which information is created, structured, disseminated, and used in a variety of contexts, and how the use of information is affected by those contexts.
Student Learning Outcomes:
After critical engagement with the literature and readings, class lectures, and class discussions, students will:
- Develop an appreciation of the complexities of human information interaction for a variety of constituents and contexts.
- Measures: Key Concepts Exploration, Information User Interview, Information Environment Analysis, and Case Study Discussion
- Demonstrate their ability to identify and evaluate information resources that meet the diverse needs of users and demonstrate their understanding of the role of professionals in mediating resources and services.
- Measures: Class Discussion and Participation, Information Environment Analysis, and Applied Case Study
- Demonstrate their understanding of the applicability of human information interaction theories, concepts, and models to professional practice.
- Measures: Information User Interview, Information Environment Analysis, Discussion Leading, and Applied Case Study
Program Learning Outcomes:
- PLO #2: Evince complex and ethical awareness of issues, research, trends, and dilemmas in library and information studies. Objective: Students will, within appropriate institutional, organizational, and professional constructs be ready to debate local, national, and global information issues and policies in a cross-disciplinary, analog, or digital context that includes, but is not limited to the responsibilities of librarians and information professionals with respect to the flow of ideas and access to information.
- PLO #3: Demonstrate analytical capacities and problem-solving skills. Objective: Students will possess the theoretical knowledge and skills necessary to evaluate and improve library and information systems, services and technologies.
- PLO #6: Show understanding of the knowledge, information, and data life cycle including production, publication, organization, distribution, access, reception, preservation, disposition, destruction, and retrieval practices of recorded knowledge, information and data resources. Objective: Students will be able to analyze and synthesize the concepts of knowledge, information, and communication; and to critically examine, assess, and make recommendations as to how these concepts and principles are applied in various information environments.
- PLO #7: Locate, evaluate, analyze, and synthesize information sources, with respect for cultural diversity. Objective: Students will be able to effectively create, use, and manage user-centred information services, systems, and technologies to meet the information needs of established, emerging, and multiple communities.
- PLO #8: Utilize and examine a broad range of LIS and cognate research and understand processes and methods required to conduct scholarship. Objective: Students will be able to individually and collaboratively evaluate research and scholarship in library and information studies and other fields of knowledge, and apply principles and practices of research in library and information studies with an understanding of the relationships between LIS and other disciplines.
- PLO #9: Examine historical, established, and emerging impacts, importance, and limitations of technologies in personal, professional, and social contexts as well as in library and information studies settings. Objective: Students will understand current and emerging information technologies as an integral part of the operations and services of libraries and information organizations.
Topics include the basics of human information interaction; key HII concepts including information, information behaviour, information practices, information needs, information seeking, and information use; key factors in HII; HII models, theories, and paradigms; the information interactions of a wide range of human users; and the placement of these interactions, research on them, and practice of them within a wide range of physical, conceptual, social, emotional, cultural, and emergent contexts.
Written and oral introductions to topics, readings, class and group discussions, in-class demonstrations, in-class small group activities and hands-on exercises, and individual presentations will be used throughout the course. When and where possible, guest speakers and/or special presentations may be included.
Prerequisite: LIS 501 Foundations in LIS (or consent of instructor).
There are no required textbooks for this class. Copies of required readings from scholarly journals, conference proceedings, and books will be provided by the instructor or be accessible online openly or via the University of Alberta Library.
Assignments and Weighting:
|Key Concepts Exploration||Jan 28||15%||30 points|
|Information User Interview||Feb 25||20%||40 points|
|Information Environment Analysis||Mar 17||10%||20 points|
|Applied Case Study||Apr 7||30%||60 points|
|Case Study Discussion||Apr 7 (in class)||5%||10 points|
|Discussion Leading||One of weeks 3-6, 8-13||10%||20 points|
|Class Discussion and Participation||Throughout||10%||20 points|
|GRAND TOTAL||100%||200 points|
Late Assignment Policy:
Assignments should be handed in by the date specified unless you have made prior arrangements with the instructor. Late assignments will not earn full credit; the following deductions will be taken (time spans include weekends):
- Up to 24 hours late: 5%
- 24-48 hours late: 15%
- 48-72 hours late: 25%
Assignments submitted more than three days (72 hours) after the due date will not be accepted. In most cases unexpected downtime for cloud services, including Google Apps at the University of Alberta, is not an accepted excuse for a late assignment submission. Exceptions to this policy will be rare and given at the instructor’s discretion; if you require an extension due to constraints, emergencies, and crises that will result in you submitting an assignment late or incomplete, please email the instructor as soon as possible and in advance to make those arrangements.
School of Library and Information Studies Grading Statement:
Grades reflect professional judgements of student achievement made by instructors. These judgements are based on a combination of absolute achievement and relative performance in class. The instructor should mark in terms of raw scores, rank the assignments in order of merit, and with due attention to the verbal descriptions of the various grades, assign an appropriate final letter grade. Grades are calculated in accordance with the SLIS Grading Procedure.
The University of Alberta is committed to the highest standards of academic integrity and honesty. Students are expected to be familiar with these stands regarding academic honesty and to uphold the policies of the University in this respect. Students are particularly urged to familiarize themselves with the provisions of the Code of Student Behavior (online at http://www.governance.ualberta.ca/) and avoid any behaviour which could potentially result in suspicions of cheating, plagiarism, misrepresentation of facts and/or participation in an offence. Academic dishonesty is a serious offense and can result in suspension or expulsion from the University.
Students should also be mindful of the SLIS Copyright Policy.
Inclusive Language and Equity:
The Faculty of Education is committed to providing an environment of respect for all people within the university community and to educating faculty, staff and students in developing teaching and learning contexts that are welcoming to all. The Faculty recommends that students and staff use inclusive language to create a classroom atmosphere in which students’ experiences and views are treated with equal respect and value in relation to their gender, racial background, sexual orientation and ethnic background. Students who require accommodations in this course due to a disability or chronic health condition affecting mobility, vision, hearing, learning, or mental or physical health are advised to discuss their needs with Student Accessibility Services.
Recording of Lectures:
Audio or video recording, digital or otherwise, of lectures, labs, seminars or any other teaching environment by students is allowed only with the prior written consent of the instructor or as a part of an approved accommodation plan. Student or instructor content, digital or otherwise, created and/or used within the context of the course is to be used solely for personal study, and is not to be used or distributed for any other purpose without prior written consent from the content author(s).
Policy about academic regulations can be found in Section 23.4(2) of the University Calendar.
The University of Alberta and SLIS acknowledge that we are located on Treaty 6 territory, and respect the history, languages, and cultures of the First Nations, Métis, Inuit and all First Peoples of Canada, whose presence continues to enrich our institution and school.