of Principles Searching syllabus 1
Department of Library and Information Science School of Communication, Information and Library Studies Rutgers, The State University of New Jersey
PRINCIPLES OF SEARCHING [17:610:530]
Online version e530 3 credits Syllabus Tefko Saracevic, PhD Professor II Email: [e-mail] Home page: http://www.scils.rutgers.edu/~tefko Spring 2009 Course description Study of effective searching of electronic information resources on behalf of users involving both, general principles of searching and practical search exercises. Subject, structure, and vocabularies of a variety of information resources. Models of information retrieval (IR) systems and search engines. Methods for effective searching and variations in search strategies and tactics. User information seeking and the process of mediation and interviewing involved in user modeling. Trends in dismediation of searching and new roles for searchers, including cooperative searching, search assistance, source recommendation and evaluation, and bibliometric impact searching. Includes laboratory exercises using a variety of resources from vendors, such as Dialog, Scopus, and others, as well as those found on the web and in digital libraries. 1. Rationale and philosophy for the course: Why? What? The number and variety of information resources is HUGE and growing at a very high rate. This is referred as information explosion. Great many people search for information. Few do it well. Even fewer can assess how well they are doing. One of the most important jobs for a librarian or information professional is to cope with information explosion. Google is great. But there is much, much, MUCH more
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to searching than Google. (There is even more to Google than that first page most people ever see and use). In other words there is more to searching than just searching. As professionals, librarians were always concerned with searching for information on behalf of users, often referred to as mediated searching. But with the advent of electronic information resources and the web, searching has changed in many ways. It has become a complex process involving interaction between several components related to people, information, and technology. A sign of a professional is an understanding of the complex processes and interactions involved in searching and putting them effectively to practice. Search engines radically changed the way people find information. This led to a trend toward dismediation of searching where searching is increasingly shifting toward end users placing librarians in new roles. Among others, searchers are also involved in knowledge navigation (supporting and cooperating with the user in locating and retrieving relevant information in the global information environment), user assistance and training, cooperative searching and guidance, and source recommendation and evaluation. A further trend relates to searching for evaluative bibliometric data through a number of newer resources; these are of use in assessing outputs and impact of research, researchers, and institutions. All these are providing a new and important responsibility for searchers. In short, searching is changing significantly. A further sign of a professional is the ability and necessity to follow and adapt to changes. The course purpose, as exemplified in instructional and learning objectives presented below, is to provide opportunities to study effective searching of electronic information resources on behalf of users seeking information, involving both: general principles of searching and practical search exercises. The course provides a base for additional learning necessary to cope with the ever-changing pragmatic world of searching. Students will learn skills related to human-human and human-computer interaction as well as the principles and theories on which the skills are based. Searching electronic sources is a multi-part relationship of the information seeker, the searcher, the information provider, and the technology tools used in the process. The course is intended to help students gain professional skills that can be used for one's own research, as a professional search intermediary, a search coach, and as a developing search expert. An excellent environment for learning about searching of a variety of information resources is one where class members exchange information and help each other with computer exercises. Written assignments should be students' own work, however, during exercises, discussions, and through online forums students are encouraged to offer suggestions to classmates, and, in fact, work together. You are asking: How do I search effectively and efficiently a variety of electronic information resources for users? How do I evaluate what was searched and provided? How do I provide searching assistance and services to users and institutions?
2. Prerequisites Prerequisite courses: none. However, a number of competencies are required. They are listed in the document e530-Beforestart; list of resources for obtaining or refreshing needed competencies is included in the document. Each student is responsible for mastering these competencies before the course start. Courses in the Master of Library and Information Science (MLIS) program are organized around six themes in the field of library and information science: human-interaction; organization of information; information access; information systems; management; and information and society. Six lead courses, one in each theme, form the foundation of the curriculum and offer general knowledge of the major
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principles and issues of the field. These are followed by central courses and then by specialization courses in each theme. Principles of Searching is the lead course for the theme Information Access. For catalog and course information for the MLIS program see http://catalogs.rutgers.edu/generated/scils/ pg22884.html 3. Instructional objectives The objectives are for students to achieve an integrated understanding and experience of the complex relations in searching in respect to the following four themes: A. Information: The subject, structure, and vocabularies of a variety of information resources in databases, on the web, and in digital libraries, as they affect searching. B. Technology: Models of information retrieval (IR) systems, the web search engines, and digital libraries, particularly as relevant to searching. C. Searching: Human-computer interaction. Principles for effective searching and variations in search strategies and tactics. Comparative searching and searching of bibliometric or scientometric resources. Evaluation of retrieval results D. People: Human-human interaction. User information seeking and the process of mediation and interviewing involved in user modeling. Alternatives in presentation of results to users. Ethical norms applied to searching. Sources for life-long learning These themes are not independent of each other. They represent a complex set of process and interactions associated with searching. 4. Learning objectives Provide the students with a practical and theoretical foundation and a framework on basis of which they can then demonstrate the knowledge and experiences gained in the course by being able to: A. understand the complexities of searching above and beyond the mechanism of a search; B. start their development toward a professional with expertise in searching; C. competently and fruitfully interact with information users; D. be involved in operation and organization of a search service, including reference; E. evaluate search processes and results; and F. critically consider and evaluate advances in searching, including research and development in this area in general and follow ethical principles related to searching and to user services. 5. Organization of the course The course is organized along the four themes as outlined in the objectives above. Each theme has several units of instruction addressing specific topics. Each unit has an outline addressing and explaining the Why? What? and How? of the unit. Following the title and purpose, the course has two tracks reflected in each unit: 1. one general devoted to principles as reflected in the lectures and assignments; 2. the other pragmatic devoted to practical skills in searching as reflected in exercises and term project.
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The objective of the first track is to learn principles they are more permanent. The objective of the second track is to start in learning of searching skills they will change and need to be adapted as information and technology changes. In individual units the two tracks are not always parallel a lecture is not necessarily directly connected with the exercise in the unit. Altogether, there are 14 units, one for each week in the semester, as enumerated below. In addition, the course contains an introductory unit at the start and a concluding presentation and evaluation unit at the end. AT THE START Course overview Theme A. INFORMATION Unit 1. Overview of searching and a bit of history Unit 2. Types and structures of information resources Unit 3. Types and structures of vocabularies B. TECHNOLOGY Unit 4. Information retrieval; Interaction in information retrieval Unit 5. Search engines. Digital libraries C. SEARCHING -- human-computer interaction Unit 6. Search techniques and effectiveness Unit 7. Advanced searching Unit 8. Web search and the invisible web Unit 9. Bibliometric and scientometric searching Unit 10. Evaluation of search sources and result D. PEOPLE -- human-human interaction Unit 11 Mediation between search intermediaries & users. User modeling Unit 12. Presentation to users Unit 13. Search services and roles of intermediaries traditional and evolving Unit 14. Ethics. Final report presentations AT THE END Future. Course evaluation. 3. Coursework and criteria of assessment The class is structured around five components: (A) lectures, (B) reading assignments, (C) exercises, (D) class discussions, and (E) term project. Each weekly unit has a lecture, assignment, exercise, and discussion. In addition, students are asked to keep a journal as provided in eCollege. in a form of a lab notebook (traditionally, a lab notebook is a primary and often required record of research or project to document progress, ideas, initial analyses and the like). You will be organized into study groups consisting of 3-4 students. Within your group please discuss readings and assignments, perform tasks together as given occasionally, share journal entries, and report to the class as a whole. The groups are intended for more intensive discussion and for exchange of experiences in assignments and exercises, as well as self-help. Term project can be done as a group project. (A) Lectures Each unit has a traditional PowerPoint lecture with live links that can be followed for examples and explanations. In addition, each lecture has also a narrated version that includes audio commentary with
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every slide using a program called Camtasia. Unfortunately, links in Camtasia (narrated) lectures are not live. You can download, view or print lectures. (B) Assignments: readings and summaries The objective of reading assignment is to be exposed to theoretical and experimental studies and current issues on given topics and to learn to follow them in a critical manner. These are wide-ranging in nature, used for building a foundation for professional knowledge, learning and broader understanding. Students are required to read during an assignment period (as provided in the schedule) a given set of readings consisting of journal articles, reports, news items and/or selected chapters from books. Each assignment is given with a given unit. A bibliography of readings is given separately. The bibliography provides many more sources for each theme and unit that are not required but can be consulted for additional information. Additional readings, as published, may be added or substituted during the semester by the instructor or as suggested by students. As indicated in the schedule for a specific assignment, some readings are to be summarized and still others read for discussion only. Summaries Each reading or a set of readings (such as several journal articles, Web sources or book chapters) required for an assignment shall be briefly synthesized as major to points made and learned. Syntheses should be brief; bullet points can be used. In addition, questions posed by the instructor or student should be critically addressed. Critical remarks mean that one or more of the following may be indicated as related to the content of a given reading, a set of readings taken together, or to questions posed by the instructor or student: Essays For some set of readings the assignment is to write a short essay. The essay will address an assigned subject, such as addressing the question: "What is a search interaction?" It allows students to use their own interpretation and understanding, as well as any other source that they may choose for illustration. It is a free form composition concentrating on a specific theme for which information can be culled from the required readings or any source. Criteria: Higher grades are connected with the extent and quality of interpretations and choice of sources for illustration Summaries and essays must follow the prescribed format (see instructions below). Otherwise, points will be deducted for not following the format. Summaries and essays should be handed in as indicated in the enclosed schedule. (C) Exercises The objective of exercises is to master various search processes and understand search features of various systems. These are specific in nature used to gain professional competencies for searching and understanding of what is "under the hood" of various search resources. Exercises consist of performing given practical tasks related to searching. In some exercises you will be using Dialog, Scopus, LexisNexis, web search engines, and library resources to search for answers for a given set of questions. In others, you will explore features of these systems. You will provide the results of exercises on a weekly basis. You can also provide comments with exercises. Criteria: The more thorough the execution and presentation of results the higher the grade! (D) Discussion relevant examples or extensions from personal or professional experiences; translation into or implications for searching; questions for discussion; questions about clarification of contents; and/or relations to other courses and readings.
Criteria: Higher grades are connected with the extent and quality of these additional or critical remarks.
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For each unit there will be a discussion. Some discussions may concentrate on given questions related to readings, others to exercises, assigned topics, and/or topics raised by students. The discussion may be within and/or between groups. Different groups may take a lead in discussion for different units. You should be prepared for discussion and/or for asking and answering of questions based on the readings, current issues, or exercises. Participation in weekly discussions is required and graded. We may explore use of journals or blogs for recording experiences or holding discussions. Criteria: Discussions are grade as well. The higher and more substantive participation the higher the grade! (E) Term project Each student shall undertake a term project resulting in two deliverables: a user report given to the user and a technical report, which is the term paper for the class. The purpose of the term project is to gain practical experience in conducting a search for a user from the beginning to the end in a cooperative manner. The objectives are for the student to perform a real search on behalf of a real user, cooperate with the user and at the end to summarize the process and learning. In other words, you will act as an intermediary for answering a selected user's information need using various resources, as necessary, and to cooperate with the user along the way. The situation should be real-life, i.e. involving a real user with a need, real interactions, and real submitted answers with their evaluation by user. Term project is also a practice in ongoing cooperation, the way many search projects are conducted presently. Cooperative searching is an evolving area. You may (but do not have to) use cooperative tools such as Microsoft SearchTogether, (also reported in New York Times) or create your own blog for interacting with the user. The project shall involve the following: 1. Selection of a user with an information need that could be satisfied with an online search, by searching Dialog, Scopus, LexisNexis, the Web, and/or other resources. The student will act as an intermediary for the user. [Note: No family members or significant others as users, for users in real life will not fall in those categories.] 2. Interviewing the user (if necessary on several occasions as the search progresses), and construction of a user model representing user information need. 3. Selection of appropriate databases, search engines, or resources for searching. 4. Construction of search strategy(ies), and conduct of the search using appropriate and/or varying search tactics; search. 5. Evaluation of results by the user as the search progresses. If necessary, doing reiterative searching and evaluation, also possibly involving modification in the user model. 6. Presentation and delivery of the search results to the user, in a user report following an agreed upon format(s). 7. Writing and presentation of a technical report. The project has two `deliverables': 1. one is a user report: the set of organized search results and any necessary explanations given to the user (e.g. of resources used), preceded by a one page executive summary. [Usually, the executive summary contains a statement of the problem and search question, some background information, a description of resources used, and the major results provided. Someone reading an executive summary should get a good idea of main points of the document without becoming bogged down with details.] The user report does NOT have to be handed in as a part of the technical report, only the executive summary; and 2. the other is a technical report, handed in at the end of the class, summarizing student's approach to every aspect of interaction with the user, preceded by the executive summary given to the user. (I.e. the executive summary is the only thing in the technical report from the user report).
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The technical report should include a discussion and factual presentation of (the list could serve as a table of content for the report): selection and characteristics of the user; user's question; mode of and results from interview(s); user model and changes in user model as the search progresses; construction and variations in search strategies and tactics; discussion of changes and reasons for these changes; consideration of modes of presentation of results; user evaluation; and resulting changes. In the technical report you should stress the dynamics of the process for that you can use entries in the journal, even as copy/paste. Questions to be asked: what were my experiences and evaluations during the whole process? what works? what doesn't? what alternatives proved most fruitful? what have I learned? And very important: what would have I done differently? Elaborate on that! This is a semester long project. You will hand in three things during the semester at times indicated in the schedule: (i) a very brief description of the user and topic, provided for approval and class discussion; (ii) a brief progress report, for approval and class discussion; and (iii) the technical report for ...