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Course Syllabus
LBSC 671: Creating Information Infrastructures
Section 0101 – Spring 2019
Instructor
Katy Lawley
Office: Hornbake 4111H
Email: [email protected]
Office Hours
While I do not have regularly scheduled office hours, I am happy to meet with you in person or via phone, Skype, orother means of your choosing. In general, I am on campus most days during regular business hours, but I also haveother classes and meetings. Drop-ins are definitely welcome if you want to ask questions about course-related issues orchat about academic programs, careers, etc. If you want to be sure we don’t miss each other, please email me to set upa specific time. Please know that I will work with you and your schedule to find a time that works for you – I know y’allare busy!
Course Descrip�on
Course Prefix and Number: LBSC 671
Course Title: Creating Information Infrastructures
Credits: 3
Section: 0101
Room: Hornbake 2119
First day of class: January 25, 2019 February 4, 2019
Last day of class: May 13, 2019
Creating Information Infrastructures introduces students to the foundations of acquiring and managing collections,information structures, indexing and discovery systems in Library and Information Studies. The course introducestheoretical concepts, trends, systems, and technologies central to this area of the field and equips students with the skillsand conceptual background to create and manage information systems and services. The course is centered on theexploration of library and archival information systems, with students working to create, index, and produce their ownobjects and descriptive metadata for physical and digital contexts. In order to introduce students to the broad world of
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information institutions, how they manage resources and provide access for their users the course is broken into fourthematic areas:
Terms of reference: What are information institutions, and in what social context do they exist?Get it: What kinds of resources do information institutions manage, and how do they come to have them?Find it: How do institutions manage these resources, what conceptual and functional skills are required for this work,and what benefits and limitations exist for each approach (e.g., automated vs. manual)Serve it: How do information institutions provide access to these resources in physical and Webbased settings
A central goal of the course is to develop student proficiency that will support their graduate work in the remaining coreand elective classes.
Student Learning Outcomes
1. Demonstrate mastery of concepts, models and information structures for life-cycle management of information assetsby libraries, archives, and schools.
2. Demonstrate knowledge of the capabilities and limitations of current methods for acquisition, preservation,management, discovery and delivery of information in physical and digital form.
3. Demonstrate proficiency in creating and applying models, schema, representations and encodings for organizinginformation.
4. Demonstrate proficiency in designing and implementing information services that leverage current technologies.5. Demonstrate familiarity with the effects of current trends in information creation, information technology, and
information use on methods for acquisition, preservation, organization, management, discovery, and delivery ofinformation.
Class Website and Communica�ons
Classes will meet in person. All accompanying course content will be posted on ELMS, UMD’s online coursemanagement system. This includes lecture slides, assignments, readings, and any announcements that the instructorneeds to share with the class. If you have difficulty navigating or using any of ELMS’s features, a tutorial(https://myelms.umd.edu/courses/1157772) is available.
Expecta�ons for Students
If you require accommodation(s) due to a disability registered with ADS (Accessibility & Disability(https://www.counseling.umd.edu/ads/) Service (https://www.counseling.umd.edu/ads/) )
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(https://www.counseling.umd.edu/ads/) , please email me so we can work with them to ensure access to the coursecontent. If you will be absent for medical or religious reasons, please let me know as soon as possible so any necessaryadjustments can be made. I understand that you are all living lives outside of campus and that Things Happen. Absences due to emergencies or other circumstances will be addressed on a case-by-case basis.
Assignments must be submitted via ELMS. Late assignments will be reduced by a 5% for each day late (e.g., if yousubmit a reflection paper a day late, your max score will be 95/100). If you are experiencing extenuatingcircumstances, please contact me as soon as possible.
Please familiarize yourself with the University’s Code of Academic Integrity
( (https://www.president.umd.edu/administration/policies/section-iii-academic-affairs/iii-100a)https://www.president.umd.edu/administration/policies/section(https://www.president.umd.edu/administration/policies/section-iii-academic-affairs/iii-100a) -(https://www.president.umd.edu/administration/policies/section-iii-academic-affairs/iii-100a) iii(https://www.president.umd.edu/administration/policies/section-iii-academic-affairs/iii-100a) -(https://www.president.umd.edu/administration/policies/section-iii-academic-affairs/iii-100a) academic(https://www.president.umd.edu/administration/policies/section-iii-academic-affairs/iii-100a) -(https://www.president.umd.edu/administration/policies/section-iii-academic-affairs/iii-100a) affairs/iii(https://www.president.umd.edu/administration/policies/section-iii-academic-affairs/iii-100a) -(https://www.president.umd.edu/administration/policies/section-iii-academic-affairs/iii-100a) 100a(https://www.president.umd.edu/administration/policies/section-iii-academic-affairs/iii-100a) )(https://www.president.umd.edu/administration/policies/section-iii-academic-affairs/iii-100a) . Academic dishonesty,including cheating, fabrication, facilitating academic dishonesty, will not be tolerated.
Readings and Lectures
Each class session has a corresponding module in ELMS, which includes required and optional readings/links. Pleasecomplete the required readings and explore the additional material per your interests. This course draws heavily fromErik Mitchell’s Metadata standards and web services in libraries, archives, and museums (Libraries Unlimited, 2015).
This text is freely available via the UMD ebook collections
( (https://umaryland.on.worldcat.org/oclc/922581516) https://umaryland.on.worldcat.org/oclc/92258151(https://umaryland.on.worldcat.org/oclc/922581516) 6 (https://umaryland.on.worldcat.org/oclc/922581516) )(https://umaryland.on.worldcat.org/oclc/922581516) or may be purchased in print (ISBN
9781610694490). All other readings are available on the page for each module and are either available via the UMDLibraries’ collections or freely available on the web.
Each class session will feature some combination of lecture, discussion, and/or activities. If possible, please bring alaptop to class, since our discussions tend to be more lively if you can look things up online in real time and we will havehands-on practice to the greatest extent possible. If you don’t have a personal laptop that you can bring, talk with meand we’ll discuss possible arrangements.
Assignments and Grading
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Assignment Deadline (11:59 pm on this date) Points
Activity Assignment #1 2/17 6
Reflection Paper #1 3/3 6
Activity Assignment #2 3/24 6
Reflection Paper #2 3/31 6
Capstone Project Selection 4/7 2
Schema.org & JSON+LD 4/7 10
Capstone Project Update 4/21 2
Activity Assignment #3 4/28 6
Reflection Paper #3 5/5 6
Capstone Project FinalDeliverable
5/14 15
Cumulative Reflection Paper 5/12 10
Programming Assignment 5/19 is the final deadline. You may submit it anytime during the semester.
15
Course Participation Ongoing throughout the semester. 10
Total Points: 100
Assignment Details
Course Par�cipa�on
Required for each module. Worth 10 points.
Regular attendance and participation in class is mandatory. If you must miss a class, notify the instructor by email inadvance, and arrange to get notes from a classmate after class. If any concepts from a missed class don't make sense,
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please arrange to meet with the instructor to go over cloudy concepts. Whether you attend class or not, you areresponsible for all information and announcements that are made during class time.
The start value of each student's participation score is 7/10. The score will drift upwards when:
A student shows a positive, helping attitude in and out of class,A student consistently participates in class discussions and activities,A student shows up for all classes (or all absences are excused according to University policy),A student communicates well with the instructor about assignment progress, questions, or concerns regarding thecourse.
The score will drift downwards when:
A student has repeated absences (more than one medical absence requires documentation from a medical providerto avoid penalty),A student does not show up for class and does not alert the instructor in advance of the absence,A student is visibly disengaged from in-class activities,A student has conversations with classmates during lecture,A student has conversations with classmates when a classmate is speaking (DON'T DO THIS!).
Absences for religious observation will not affect the participation grade, as long as the student provides advance noticeof the absence. Medical absences will not affect the participation grade; University policy allows one undocumentedmedical absence, and subsequent medical absences will be excused provided documentation.
Ac�vity Assignments
3 graded Activity Assignments with deliverables worth 6 points each (18 points total)
Many of the modules will feature some sort of hands-on activity intended to reinforce or help you further explore theconcepts and materials presented in the course. Three of these activities will be in-depth tutorials with questions for youto answer. These will be the graded activity assignments.
The deliverables and grading guidelines for each activity will be further detailed on the activity materials uploaded toELMS as separate assignments.
Reflec�on Papers
3 papers worth 6 points each (18 points total) and 1 Cumulative Reflection Paper (10 points). Every four weeks orso, you will be asked to reflect on your work and your engagement with the course materials, concepts, and activities.These Reflection Papers should be approximately one page long, single-spaced with 1” margins and a 12-pointfont. Prompts for these three papers will be provided in ELMS. You are also welcome to address any of the readings,concepts, activities, or issues raised in the modules covered by the reflection paper that resonated with you. If you quotefrom any of the course materials or outside sources, please use the APA Citation format(https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html) .(https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html)
You will end the semester by reflecting on the course as a whole via a Cumulative Reflection Paper. This should beapproximately two pages long, single-spaced with 1” margins and a 12-point font. Prompts for this paper will be
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provided in ELMS. If you quote from any of the course materials or outside sources, please use the APA Citationformat (https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html) .(https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html)
Deliverables:
Reflection Papers #1-3:
A Word document or PDF of an approximately 1 single-spaced page uploaded to ELMS.
Cumulative Reflection:
A Word document or PDF of an approximately 2 single-spaced pages uploaded to ELMS.
Grading Guidelines:
Papers will be evaluated on the following criteria:
The paper addresses one of the provided prompts or addresses the readings, concepts or issues raised in themodules covered by the reflection paper.The argument or arguments within the paper are explained in clear language and is well supported. The argument orarguments flow smoothly between paragraphs in the paper.The paper demonstrates engagement with and synthesis of the concepts and ideas presented in the course.
Creating Metadata Descriptions for the Web with Schema.org & JSON+LD
Deliverable is worth 10 points
Students will use the Javascript Notation Language for Linked Data (JSON+LD) to create a structured metadatadescription of information on a Web page that will be provided in ELMS. The JSON+LD object types and propertiesshould correspond with the metadata schemas on Schema.org, following the detailed instructions on the ELMSassignment page.
Course Capstone Project
Project Selection and Project Update are worth 2 points each (4 total). Final deliverable is worth 15 points.
Please select ONE of the following capstone projects to complete. All capstone projects will be prefaced by twocheck-in assignments. The Project Selection assignment will be a short survey in ELMS where you indicate whichproject you will be working on and its scope. The Project Update will be a short paragraph that you will upload to ELMS.
Option 1 – Research paper
Your research paper may touch on your experiences in the course or may be informed by an external interest you haverelated to information infrastructures (e.g., resources, technologies, standards, lifecycles, communities). Ultimately youshould use your paper to explore issues of information infrastructure trends and in galleries, libraries, archives, schoolsand museums in depth and include an original literature review/analysis and original thought. The paper should include 5academic sources that were not part of the regular course readings and should be at least 10 double spaced pages long
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(with 1” margins and a 12-point font). It may be helpful to break your paper into four sections (Introduction/Problemstatement, Literature review, Analysis/discussion, Conclusion). APA Formatting(https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html) andStyle (https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html) ispreferred.
Deliverables:
Project SelectionProject UpdateFinal Deliverable:
1. A 10+ page paper (1-inch margins, double-spaced, PDF or Word) uploaded to ELMS.
Grading Guidelines:
Paper meets 10-page minimum length and minimum 5 outside-of-course-readings resource requirements.Paper explores issues of information infrastructure trends and in galleries, libraries, archives, schools and museumsin depth and includes original literature review/analysis and original thought.Paper is well written and connects resources cited to original ideas as well as engagement with and synthesis of theconcepts and ideas presented in the course.Paper is well organized with a clearly articulated thesis statement, literature review, and conclusion.The argument or arguments within the paper are explained in clear language and is well supported and cited. Theargument or arguments flow smoothly between paragraphs in the paper.
Option 2 – Create your own website
Leveraging the HTML and CSS skills learned in this class, create a website. You should create a website with a specificpurpose in mind or with a specific use case. For example, you may want to create a website that shows off photos froma trip you took, showcases recipes and pictures of dishes you create or serves as a personal/professional homepage.
The website should consist of at least 3 separate pages, employ use of content (e.g., headers, paragraph content, linksto internal and external sites), media (e.g., images, embedded media, linked videos), and have a focused use case andplatform (e.g., my user is someone who wants to view recipes on their mobile phone). The website should employsemantic/xhtml techniques as outlined in our course documents, use CSS for styling and may make use of JavaScript orother advanced technologies if desired (note: JavaScript is optional). The use of template-based layout sites like Wix orGoogle Sites is not acceptable for this assignment. Information on setting up your TerpConnect Account and webaccessibility can be found under Module 12.
After completing the website, you will describe the purpose of the site and reflect on the process of creating the site. Youmay do this either via a 2-page, double-spaced paper or a short video.
Deliverables:
Project SelectionProject UpdateFinal Deliverable:1. URL to the website you created2. A 2-page paper or short video describing the project and reflecting on your experience.
Grading Guidelines:
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Website:
Consists of at least 3 separate pages.Employs use of content (e.g., headers, links to other sites).Employs use of media.Demonstrates through its organization and content a specific purpose or use case.
Paper or video:
Paper is no more than two pages long, single-spaced with 1” margins and a 12-point font. Video is at least fiveminutes long.Reflects on the use case or purpose of the website – how it was chosen and why and how this is reflected in thecreation and structure of the website.Discusses all relevant features of the website.Reflects on the process of building the website, including choices made, challenges faced, etc.
Option 3 – Digital Library Evaluation
You will draw on what you have learned in this course regarding information system, the management of informationobjects, and metadata in order to investigate and evaluate two or more digital libraries produced by GLAMs. You canselect your digital libraries based on type of GLAM (e.g., both are from museums), subject area (e.g., materials relatingto local history), materials presented (e.g., still images, texts, streaming media), software platform used (e.g. ContentDM(http://www.oclc.org/en/contentdm/collections.html) , (http://www.oclc.org/en/contentdm/collections.html) Omeka(https://omeka.org/showcase/) ) (https://omeka.org/showcase/) or other theme that you can describe in your introduction. Ifa digital library is made up of several collections, please select a single collection to explore. For example, DigitalMaryland (http://www.digitalmaryland.org/) is a single digital library made up of individual(http://collections.digitalmaryland.org/cdm/) collections (http://collections.digitalmaryland.org/cdm/) .(http://collections.digitalmaryland.org/cdm/)
Ideally you should select digital libraries that have shared a copy of their data dictionary or the metadata schema thatsupports the digital library. Many grant-funded digital libraries will share the data dictionary as part of their requirementsand others share them as part of best practices. Often, you can reach out to the creators of the digital library and ask fora copy or a version. For example, all of the digital collections created by the University of Washington have their datadictionaries posted (http://www.lib.washington.edu/msd/pubcat/mig/datadicts/default) separately(http://www.lib.washington.edu/msd/pubcat/mig/datadicts/default) ,(http://www.lib.washington.edu/msd/pubcat/mig/datadicts/default) while others may post it in an area of the digital librarythat describes the collections etc. (http://cdm16235.contentdm.oclc.org/cdm/landingpage/collection/p16235coll2) (http://cdm16235.contentdm.oclc.org/cdm/landingpage/collection/p16235coll2) The data dictionary or schema will help youbetter understand the choices, standards, and vocabularies being used in the collection, as they’re not as readilyapparent as in something like a MARC catalog. If you would like my assistance tracking down or contacting someone fortheir data dictionary or schema, please let me know. However, if you feel you can glean enough about the digital librarywithout the data dictionary, you may omit this step.
You should spend time in each digital library – browsing, searching, navigating, downloading (if possible) etc. Yourevaluation of the digital libraries should discuss the following topics:
Can you identify which system is being used?Who are the intended users of this digital library?What kinds of information objects are being preserved/shared?
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What can you learn about the information objects in the digital library? What do you wish you knew?Describe the searching process. Are you able to find what you want easily?Describe the browsing process? Does the digital library leverage controlled vocabularies?What works in this digital library?What do you find challenging or what would you change to make this digital library work better?How do your digital libraries compare to each other?
You can either organize your digital library evaluation by theme (e.g., “Searching”) or describe each individually and thendraw connection in a conclusion at the end.
Deliverables:
Project SelectionProject UpdateFinal Deliverable:
1. An 8+ page (double-spaced with 1” margins) evaluation of two or more digital libraries uploaded to ELMS.
Grading Guidelines:
Evaluation meets 8-page length minimum and two or more digital libraries requirement.Evaluation is well-written and clearly organized.Evaluation demonstrates time spent exploring the digital library itself.Evaluation draws connections between the digital libraries and the larger themes and readings in the course.Evaluation touches on the evaluation topics enumerated above.
Option 4 – Digital Library Creation
You will draw on what you have learned in this course regarding information system, the management of informationobjects, and metadata in order to develop, create, and populate a digital library using Omeka (https://omeka.org/classic/), (https://omeka.org/classic/) a web-based digital library platform. The instance of Omeka that we are using for this coursewill be hosted by UMD. Access to this platform will be provided to individuals who select this option followingModule 8.
This assignment includes four separate processes: topic/content selection, user needs assessment, metadata modeling,and metadata creation/material uploading.
Topic/content selection: You should identify a topic or content area for your digital library. The topic or focus of yourdigital library will help you determine what kinds of materials you will add to your digital library and the people youexpect would be interested in using or accessing your digital library. For example, you may choose to create a digitallibrary of family photos, your academic output, documents or images relating to an organization you belong to, etc.User needs assessment: You should identify potential users and use goals of your digital library (e.g., discovery,research, contribution). What will your users want to know about the objects you are uploading? How will they try tosearch for these objects? To this end, you should craft short statement that explains what information needs a typicaluser of your collection would have and use it to guide your creation of metadata and interface needs.Metadata modeling: You should use the skills you have learned this semester to evaluate your digital collection andselect metadata elements that will help you describe your digital objects. Omeka uses Dublin Core as a nativeschema, but you will have to determine which elements to use as well as how the metadata itself (the statementsabout your resources) are created and formatted. The metadata model must include descriptive elements (e.g. title,creator, publication date), employ controlled vocabularies and/or classification systems (e.g., LCSH, DDC, TGN, or
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your own local controlled vocabulary). Your metadata decisions should be documented in a data dictionary (atemplate will be provided).Metadata creation/material uploading: Once you have created your metadata standards/data dictionary, you will needto upload and describe a number of materials. You will want to upload at least 20 items. This should provide enoughof a sample in order for you to see how well your metadata choices satisfy your user needs.
Deliverables:
1. An Omeka-based digital library the describes and provides access to specific collection of digital objects. The digitallibrary should contain at least 20 items.
2. A data dictionary that includes a brief statement of your digital library’s topic, user needs, and metadatadocumentation. A template for this will be provided.
3. A video presentation of around 5 minutes OR a one paged paper that:Provides an overview of the digital library topic, content, and expected usersConducts a tour of notable features of the digital libraryDiscusses challenges associated with developing the digital library.
Grading Guidelines:
Digital Library:
Contains at least 20 items.Metadata is provided for each item and is free of errors (e.g., spelling).Metadata includes a variety of descriptive elements and leverages controlled vocabularies.
Data Dictionary:
Clearly describes your digital library’s topic and provides a coherent statement of user needs.Following the template, provides all of the required information for each Dublin Core element/field selected.Metadata reflects an understanding of user needs.
Video Presentation or paper:
Includes a discussion of how the collection works/tour of collection, a quick overview of the digital library topic,content, and discusses challenges associated with/lessons learned in developing the digital library.
Programming Explora�on
Due at the end of the course but may be handed in at any time. Worth 15 points.
In this assignment students learn more about programming and data manipulation using Python or JavaScript. Thisassignment is largely self-led and involves completing either the Python (https://www.codecademy.com/learn/learn-python) (recommended) or JavaScript (https://www.codecademy.com/learn/javascript) Codeacademy course as well as areflective statement about the process. This assignment will take approximately 25-30 hours, so please leave yourselfample time to work through your selected course. I recommend doing a little bit every week at minimum to allow yourselfenough time and to ensure that you remain familiar with the concepts as you go.
If you are brand new to coding, you may wish to start with CodeAcademy’s brand new How to Code Course. This isbrand new as of January 2019. If you have already completed this Codeacademy course prior to class or if you knowPython and JavaScript you should choose another programming activity at Codeacademy or somewhere similar. Pleaseclear this with me prior to working on it.
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Instructions:
Go to https://www.codecademy.com/learn/learn (https://www.codecademy.com/learn/learn-python) -(https://www.codecademy.com/learn/learn-python) python (https://www.codecademy.com/learn/learn-python) (Version 2- you could do version 3 if you wish) or https://www.codecademy.com/learn/learn(https://www.codecademy.com/learn/learn-javascript) - (https://www.codecademy.com/learn/learn-javascript) javascript(https://www.codecademy.com/learn/learn-javascript)Create an account.You do not have to upgrade to a Pro account for the purpose of this assignment. Working through the freeversion (which has fewer projects) is what I intend for this assignment.Complete the course.
Deliverables:
Screenshot of your Course Completion Survey (or screenshot showing percentage of the course completed). Youcan upload this as a separate file or paste the screenshot into a document with your reflective statement.Short reflective statement on the process. Statement should be about a paragraph or two and discuss yourexperience undertaking this assignment.
Grading Guidelines:
Course completion (Up to 6 points) o 33% complete = 2 point o 66% complete = 4 points o 100% complete= 6 pointsReflective statement (4 points) o Reflection is well-written and discusses your experience working through thecourse, including challenges, lessons learned, etc.
Weekly Modules
Session 1 (2/4/2019) – Informa�on Infrastructures and Ins�tu�ons
Class Overview: Introduce the structure for the semester grounded in a broad orientation to how information institutionswork. Explore definitions and examples of information institutions including galleries, libraries, archives, and museums(GLAMs). Explore the roles that these institutions play in society (e.g. memory, community, education, commerce).
Readings:
Mitchell, E. (2015). Chapter 1: Introduction to the world of digital information. Metadata standards and web servicesin libraries, archives and museums. Libraries Unlimited, Santa Barbara, CA.Buckland, M. (1991). Information as Thing. Journal of the American Society of Information Science 42:5,351-360.http://people.ischool.berkeley.edu/~buckland/thing.html (http://people.ischool.berkeley.edu/~buckland/thing.html)IFLA/UNESCO Manifesto for Digital Libraries. (2012).
http://www.ifla.org/en/publications/iflaunesco (http://www.ifla.org/en/publications/iflaunesco-manifesto-for-digital-libraries) - (http://www.ifla.org/en/publications/iflaunesco-manifesto-for-digital-libraries) manifesto(http://www.ifla.org/en/publications/iflaunesco-manifesto-for-digital-libraries) -(http://www.ifla.org/en/publications/iflaunesco-manifesto-for-digital-libraries) for(http://www.ifla.org/en/publications/iflaunesco-manifesto-for-digital-libraries) -(http://www.ifla.org/en/publications/iflaunesco-manifesto-for-digital-libraries) digital(http://www.ifla.org/en/publications/iflaunesco-manifesto-for-digital-libraries) -
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(http://www.ifla.org/en/publications/iflaunesco-manifesto-for-digital-libraries) libraries(http://www.ifla.org/en/publications/iflaunesco-manifesto-for-digital-libraries)
Watch: What happens when you click a linkWhat Happens When You Click a Link? - Computerphile (https://www.youtube.com/watch?v=keo0dglCj7I#t=47)
(https://www.youtube.com/watch?v=keo0dglCj7I#t=47)
Optional Readings:
Clough, G.W. (2013). Best of both worlds: museums, libraries, and archives in a digital age.
Smithsonian Institution: Washington D.C. https://www.si.edu/content/gwc/bestofbothworldssmithsonian.pdf(https://www.si.edu/content/gwc/bestofbothworldssmithsonian.pdf)
Hedstrom, M. and King, J.L. (2003) On the LAM: library, archive, and museum collections in the creation andmaintenance of knowledge communities. OECD: Paris.
http://www.oecd.org/edu/innovation (http://www.oecd.org/edu/innovation-education/32126054.pdf) -(http://www.oecd.org/edu/innovation-education/32126054.pdf) education/32126054.pdf(http://www.oecd.org/edu/innovation-education/32126054.pdf)
Marcum, D. (2014). Archives, Libraries, Museums: Coming Back Together? Information & Culture: A Journal ofHistory 49(1), 74-89. http://muse.jhu.edu.proxy (http://muse.jhu.edu.proxy-um.researchport.umd.edu/article/535728)researchport.umd.edu/article (http://muse.jhu.edu.proxy-um.researchport.umd.edu/article/535728) /535728(http://muse.jhu.edu.proxy-um.researchport.umd.edu/article/535728)
Assignments:
Review the syllabus and course website.
Session 2 (2/11/2019) – Informa�on Systems as Boundary Objects
Class Overview: Expand on the organizational orientation from Module 1 and discuss social and cultural roles ofGLAMs. Explore concrete examples of information, cultural heritage and memory institutions and define concepts andideas to give students a holistic understanding of “information infrastructure” field.
Readings:
Mitchell, E. (2015). Chapter 2: Information systems as boundary objects. Metadata standards and web services inlibraries, archives and museums. Libraries Unlimited, Santa Barbara, CA.“Do We Really Need Libraries?” – Linton Weeks for NPR in May 2015.
http://www.npr.org/sections/npr (http://www.npr.org/sections/npr-history-dept/2015/05/05/403529103/do-we-really-need-libraries) - (http://www.npr.org/sections/npr-history-dept/2015/05/05/403529103/do-we-really-need-libraries) history(http://www.npr.org/sections/npr-history-dept/2015/05/05/403529103/do-we-really-need-libraries) -
2/15/2019 Syllabus for LBSC671-0101: Creating Information Infrastructures-Spring 2019 katyn
https://umd.instructure.com/courses/1259419/assignments/syllabus 13/26
(http://www.npr.org/sections/npr-history-dept/2015/05/05/403529103/do-we-really-need-libraries)dept/2015/05/05/403529103/do (http://www.npr.org/sections/npr-history-dept/2015/05/05/403529103/do-we-really-need-libraries) - (http://www.npr.org/sections/npr-history-dept/2015/05/05/403529103/do-we-really-need-libraries) we(http://www.npr.org/sections/npr-history-dept/2015/05/05/403529103/do-we-really-need-libraries) -(http://www.npr.org/sections/npr-history-dept/2015/05/05/403529103/do-we-really-need-libraries) really(http://www.npr.org/sections/npr-history-dept/2015/05/05/403529103/do-we-really-need-libraries) -(http://www.npr.org/sections/npr-history-dept/2015/05/05/403529103/do-we-really-need-libraries) need(http://www.npr.org/sections/npr-history-dept/2015/05/05/403529103/do-we-really-need-libraries) libraries(http://www.npr.org/sections/npr-history-dept/2015/05/05/403529103/do-we-really-need-libraries)
Explore: DDC Digital Curation Lifecycle Model: http://www.dcc.ac.uk/resources/curation(http://www.dcc.ac.uk/resources/curation-lifecycle-model) lifecycle (http://www.dcc.ac.uk/resources/curation-lifecycle-model) - (http://www.dcc.ac.uk/resources/curation-lifecycle-model) model (http://www.dcc.ac.uk/resources/curation-lifecycle-model)Explore: Records and Information Life Cycle Management: https://www.bac (https://www.bac-lac.gc.ca/eng/services/government-information-resources/lifecycle-management/Pages/life-cycle-management.aspx)gc.ca/eng/services/government (https://www.bac-lac.gc.ca/eng/services/government-information-resources/lifecycle-management/Pages/life-cycle-management.aspx) - (https://www.bac-lac.gc.ca/eng/services/government-information-resources/lifecycle-management/Pages/life-cycle-management.aspx) information (https://www.bac-lac.gc.ca/eng/services/government-information-resources/lifecycle-management/Pages/life-cycle-management.aspx) -(https://www.bac-lac.gc.ca/eng/services/government-information-resources/lifecycle-management/Pages/life-cycle-management.aspx) resources/lifecycle (https://www.bac-lac.gc.ca/eng/services/government-information-resources/lifecycle-management/Pages/life-cycle-management.aspx) - (https://www.bac-lac.gc.ca/eng/services/government-information-resources/lifecycle-management/Pages/life-cycle-management.aspx)management/Pages/life (https://www.bac-lac.gc.ca/eng/services/government-information-resources/lifecycle-management/Pages/life-cycle-management.aspx) cycle (https://www.bac-lac.gc.ca/eng/services/government-information-resources/lifecycle-management/Pages/life-cycle-management.aspx) - (https://www.bac-lac.gc.ca/eng/services/government-information-resources/lifecycle-management/Pages/life-cycle-management.aspx)management.aspx (https://www.bac-lac.gc.ca/eng/services/government-information-resources/lifecycle-management/Pages/life-cycle-management.aspx)
Optional Readings:
Buckland, M.K. (1997). What is a document? Journal of the American Society for Information Science (1986-1998),48(9), 804-809. http://people.ischool.berkeley.edu/~buckland/whatdoc.html(http://people.ischool.berkeley.edu/~buckland/whatdoc.html)Bohyun Kim’s blog post on “Suzanne Briet’s Document Antelope in Celebration of Ada Lovelace Day”.http://www.bohyunkim.net/blog/archives/2622#.WZhm8ih97IU(http://www.bohyunkim.net/blog/archives/2622#.WZhm8ih97IU)
Assignments:
Activity Assignment #1 due 2/17/2019.
Session 3 (2/18/2019) – Acquiring and Managing Resources
Class Overview: Explore resource acquisition and management work in GLAMs. Introduce technical service andillustrate connections with other functional areas in information institutions by reinforcing role of core courses. For each
2/15/2019 Syllabus for LBSC671-0101: Creating Information Infrastructures-Spring 2019 katyn
https://umd.instructure.com/courses/1259419/assignments/syllabus 14/26
GLAMs institution type explore the notion of resource operations in light of changing information institution models. Atthe end of the class students will understand the role of each of the activities in GLAMs 1) Publication models (formal, in-formal), 2) Acquisition of materials (published, manuscripts, grey literature), 3) Management of formats (physical anddigital), 4) Materials processing and management, 5) Appraisal, access and preservation, 6) Alternative acquisition,management and dissemination strategies.
Readings:
Mitchell, E. (2015). Chapter 8 (Just pages 217-225): Using Metadata to Create Information Services. Metadatastandards and web services in libraries, archives and museums. Libraries Unlimited, Santa Barbara, CA.Corral, S. (2012). “The Concept of Collection Development in the Digital World”. In M. Fieldhouse and A. Marshall(Eds.) Collection Development in the Digital Age. (pp.3-26). Great Britain: Facet Publishing. Available from UMDLibraries: http://site.ebrary.com.proxy (http://site.ebrary.com.proxy-um.researchport.umd.edu/lib/umd/detail.action?docID=10701986) researchport.umd.edu/lib/umd/detail.action?docID=10701986 (http://site.ebrary.com.proxy-um.researchport.umd.edu/lib/umd/detail.action?docID=10701986)Halperin, J. (2018). ‘It Is an Unusual and Radical Act’: Why the Baltimore Museum Is Selling BlueChip Art to BuyWork by Underrepresented Artists. artnet news: https://news.artnet.com/market/baltimore(https://news.artnet.com/market/baltimore-museum-deaccession-1274996) - (https://news.artnet.com/market/baltimore-museum-deaccession-1274996) museum (https://news.artnet.com/market/baltimore-museum-deaccession-1274996) -(https://news.artnet.com/market/baltimore-museum-deaccession-1274996) deaccession(https://news.artnet.com/market/baltimore-museum-deaccession-1274996) - (https://news.artnet.com/market/baltimore-museum-deaccession-1274996) 1274996 (https://news.artnet.com/market/baltimore-museum-deaccession-1274996)Johnston, P. (2017) Just-In-Time: A Case Study of Buying Instead of Borrowing at the University of North TexasLibraries, 2014–2017, Journal of Interlibrary Loan, Document Delivery & Electronic Reserve,26:2, 121-125.http://search.ebscohost.com.proxy (http://search.ebscohost.com.proxy-um.researchport.umd.edu/login.aspx?direct=true&db=lls&AN=129755109&site=ehost-live) - (http://search.ebscohost.com.proxy-um.researchport.umd.edu/login.aspx?direct=true&db=lls&AN=129755109&site=ehost-live)
um.researchport.umd.edu/login.aspx?direct=true&db=lls&AN=129755109&site=ehost(http://search.ebscohost.com.proxy-um.researchport.umd.edu/login.aspx?direct=true&db=lls&AN=129755109&site=ehost-live) - (http://search.ebscohost.com.proxy-um.researchport.umd.edu/login.aspx?direct=true&db=lls&AN=129755109&site=ehost-live) live (http://search.ebscohost.com.proxy-um.researchport.umd.edu/login.aspx?direct=true&db=lls&AN=129755109&site=ehost-live)
Peet, L. (2017).2017 ACRL/NY Symposium: The Mission. Library Journal, Dec. 13, 2017.
https://www.libraryjournal.com/?detailStory=2017 (https://www.libraryjournal.com/?detailStory=2017-acrlny-symposium-mission) - (https://www.libraryjournal.com/?detailStory=2017-acrlny-symposium-mission) acrlny(https://www.libraryjournal.com/?detailStory=2017-acrlny-symposium-mission) - (https://www.libraryjournal.com/?detailStory=2017-acrlny-symposium-mission) symposium (https://www.libraryjournal.com/?detailStory=2017-acrlny-symposium-mission) - (https://www.libraryjournal.com/?detailStory=2017-acrlny-symposium-mission) mission(https://www.libraryjournal.com/?detailStory=2017-acrlny-symposium-mission)
Optional Readings:
Davis, Jeehyun Y. (2016). Transforming Technical Services: Evolving functions in large research university libraries.Library Resources and Technical Services. 60:1, 52-65. https://journals.ala.org/lrts/article/view/5901/7464(https://journals.ala.org/lrts/article/view/5901/7464)Sauer, C. (2001). Doing the Best We Can? The Use of Collection Development Policies and Cooperative CollectingActivities at Manuscript Repositories, American Archivist 64(2), 308-349.
2/15/2019 Syllabus for LBSC671-0101: Creating Information Infrastructures-Spring 2019 katyn
https://umd.instructure.com/courses/1259419/assignments/syllabus 15/26
https://doi.org/10.17723/aarc.64.2.gj6771215231xm37 (https://doi.org/10.17723/aarc.64.2.gj6771215231xm37)
Assignments: None due, but this might be a good time to look at Codeacademy and your Programming
Assignment.
Session 4 (2/25/2019) – Introduc�on to Metadata
Class Overview: Introduce metadata model (cataloging model, metadata schema, data representation model, dataencoding/serialization). Discuss different types of metadata (e.g. descriptive, administrative, technical) and situatemetadata within the broader context of information system design.
Readings:
Mitchell, E. (2015). Chapter 3: Design of information systems. Metadata standards and web services in libraries,archives and museums. Libraries Unlimited, Santa Barbara, CA.Understanding Metadata. NISO press. (http://www.niso.org/publications/understanding-metadata-what-metadata-and-what-it-primer) http://www.niso.org/publications/understanding (http://www.niso.org/publications/understanding-metadata-what-metadata-and-what-it-primer) metadata (http://www.niso.org/publications/understanding-metadata-what-metadata-and-what-it-primer) - (http://www.niso.org/publications/understanding-metadata-what-metadata-and-what-it-primer) what (http://www.niso.org/publications/understanding-metadata-what-metadata-and-what-it-primer) -(http://www.niso.org/publications/understanding-metadata-what-metadata-and-what-it-primer) metadata(http://www.niso.org/publications/understanding-metadata-what-metadata-and-what-it-primer) -(http://www.niso.org/publications/understanding-metadata-what-metadata-and-what-it-primer) and(http://www.niso.org/publications/understanding-metadata-what-metadata-and-what-it-primer) -(http://www.niso.org/publications/understanding-metadata-what-metadata-and-what-it-primer) what(http://www.niso.org/publications/understanding-metadata-what-metadata-and-what-it-primer) -(http://www.niso.org/publications/understanding-metadata-what-metadata-and-what-it-primer) it(http://www.niso.org/publications/understanding-metadata-what-metadata-and-what-it-primer) -(http://www.niso.org/publications/understanding-metadata-what-metadata-and-what-it-primer) primer(http://www.niso.org/publications/understanding-metadata-what-metadata-and-what-it-primer) Gilliand, A.J. (2016). Setting the Stage. From Introduction to Metadata, 3 Edited by Murtha Baca.http://www.getty.edu/publications/intrometadata/setting (http://www.getty.edu/publications/intrometadata/setting-the-stage/) - (http://www.getty.edu/publications/intrometadata/setting-the-stage/) the(http://www.getty.edu/publications/intrometadata/setting-the-stage/) -(http://www.getty.edu/publications/intrometadata/setting-the-stage/) stage/(http://www.getty.edu/publications/intrometadata/setting-the-stage/) [This entire text is quite good, so feel free tobrowse and read whatever else is of interest]Metadata Creation LibGuide from UC Santa Cruz:
https://guides.library.ucsc.edu/c.php?g=618773&p=4306381 (https://guides.library.ucsc.edu/c.php?g=618773&p=4306381)
Optional Readings:
Schifman, J. (2016). How the humble index card foresaw the internet. Popular Mechanics.https://www.popularmechanics.com/culture/a19379/a (https://www.popularmechanics.com/culture/a19379/a-short-history-of-the-index-card/) - (https://www.popularmechanics.com/culture/a19379/a-short-history-of-the-index-card/) short
rd
2/15/2019 Syllabus for LBSC671-0101: Creating Information Infrastructures-Spring 2019 katyn
https://umd.instructure.com/courses/1259419/assignments/syllabus 16/26
(https://www.popularmechanics.com/culture/a19379/a-short-history-of-the-index-card/) -(https://www.popularmechanics.com/culture/a19379/a-short-history-of-the-index-card/) history(https://www.popularmechanics.com/culture/a19379/a-short-history-of-the-index-card/) -(https://www.popularmechanics.com/culture/a19379/a-short-history-of-the-index-card/) of(https://www.popularmechanics.com/culture/a19379/a-short-history-of-the-index-card/) -(https://www.popularmechanics.com/culture/a19379/a-short-history-of-the-index-card/) the(https://www.popularmechanics.com/culture/a19379/a-short-history-of-the-index-card/) -(https://www.popularmechanics.com/culture/a19379/a-short-history-of-the-index-card/) index(https://www.popularmechanics.com/culture/a19379/a-short-history-of-the-index-card/) -(https://www.popularmechanics.com/culture/a19379/a-short-history-of-the-index-card/) card/(https://www.popularmechanics.com/culture/a19379/a-short-history-of-the-index-card/)Park, J., & Tosaka, Y. (2010). Metadata creation practices in digital repositories and collections: Schema, selection,criteria, and interoperability. Information Technology & Libraries, 29 (3), 104-116. http://ejournals.bc.edu/ojs/index.php/ital/article/view/3136/2750(http://ejournals.bc.edu/ojs/index.php/ital/article/view/3136/2750)
Explore: Fe Angela Verosa. “Archival cataloging using ISAD-G” https://www.slideshare.net/verzosaf/archival(https://www.slideshare.net/verzosaf/archival-cataloging-using-isadg) - (https://www.slideshare.net/verzosaf/archival-cataloging-using-isadg) cataloging (https://www.slideshare.net/verzosaf/archival-cataloging-using-isadg) -(https://www.slideshare.net/verzosaf/archival-cataloging-using-isadg) using(https://www.slideshare.net/verzosaf/archival-cataloging-using-isadg) - (https://www.slideshare.net/verzosaf/archival-cataloging-using-isadg) isadg (https://www.slideshare.net/verzosaf/archival-cataloging-using-isadg)
Assignments:
Reflection Paper #1 due 3/3/2019.
Session 5 (3/4/2019) – Methods of Descrip�on, Representa�on
and Classifica�on
Class Overview: Discuss cataloging methods and different forms of metadata in information institutions. Introduceconcepts of metadata schemas and the role that metadata standards play in enabling creation of digital documents andrepresentations. Reinforce specific cataloging standards/approaches (e.g., RDA and DACS) and introduce metadataschema (e.g., MARC, DC, EAD). Reinforce context of these standards in broader metadata and information systemdesign models. Draw connections to other information systems. Explore and application classifications structures.
Readings:
Mitchell, E. (2015). Chapter 4: Information organization models. Metadata standards and web services in libraries,archives and museums. Libraries Unlimited, Santa Barbara, CA.Joudrey, D., Taylor, A., and Miller, D. (2015). Introduction to Cataloging and Classification. 11 Santa Barbara:Libraries Unlimited. Chapters 1 and 2. [PDFs are posted on ELMS] • Database Models in DBMS:https://www.studytonight.com/dbms/database (https://www.studytonight.com/dbms/database-model.php) -(https://www.studytonight.com/dbms/database-model.php) model.php (https://www.studytonight.com/dbms/database-model.php) • Review: Understanding Metadata. NISO Press:
http://www.niso.org/publications/understanding (http://www.niso.org/publications/understanding-metadata-what-metadata-and-what-it-primer) - (http://www.niso.org/publications/understanding-metadata-what-metadata-and-what-it-primer)
th
2/15/2019 Syllabus for LBSC671-0101: Creating Information Infrastructures-Spring 2019 katyn
https://umd.instructure.com/courses/1259419/assignments/syllabus 17/26
metadata (http://www.niso.org/publications/understanding-metadata-what-metadata-and-what-it-primer) -(http://www.niso.org/publications/understanding-metadata-what-metadata-and-what-it-primer) what(http://www.niso.org/publications/understanding-metadata-what-metadata-and-what-it-primer) -(http://www.niso.org/publications/understanding-metadata-what-metadata-and-what-it-primer) metadata(http://www.niso.org/publications/understanding-metadata-what-metadata-and-what-it-primer) -(http://www.niso.org/publications/understanding-metadata-what-metadata-and-what-it-primer) and(http://www.niso.org/publications/understanding-metadata-what-metadata-and-what-it-primer) -(http://www.niso.org/publications/understanding-metadata-what-metadata-and-what-it-primer) what(http://www.niso.org/publications/understanding-metadata-what-metadata-and-what-it-primer) -(http://www.niso.org/publications/understanding-metadata-what-metadata-and-what-it-primer) it(http://www.niso.org/publications/understanding-metadata-what-metadata-and-what-it-primer) -(http://www.niso.org/publications/understanding-metadata-what-metadata-and-what-it-primer) primer(http://www.niso.org/publications/understanding-metadata-what-metadata-and-what-it-primer)
Optional Readings:
[Read/Skim] Statement of Principles adopted by the International conference on cataloging principles. (1961).International conference on cataloging principles. http://www.nl.go.kr/icc/paper/20.pdf(http://www.nl.go.kr/icc/paper/20.pdf)
Introduction to the Dewey Decimal Classification:
http://www.oclc.org/content/dam/oclc/dewey/versions/print/intro.pdf(http://www.oclc.org/content/dam/oclc/dewey/versions/print/intro.pdf)
Library of Congress Classification Outline: https://www.loc.gov/catdir/cpso/lcco/(https://www.loc.gov/catdir/cpso/lcco/)DCMI’s Using Dublin Core: http://dublincore.org/documents/usageguide/(http://dublincore.org/documents/usageguide/) and Guidelines for Dublin Core Application Profiles:http://dublincore.org/documents/profile (http://dublincore.org/documents/profile-guidelines/) -(http://dublincore.org/documents/profile-guidelines/) guidelines/ (http://dublincore.org/documents/profile-guidelines/)Understanding MARC (Bibliographic MAchine Readable Cataloging):
https://www.loc.gov/marc/umb/ (https://www.loc.gov/marc/umb/)
BIBFRAME 2.0: https://www.loc.gov/bibframe/docs/bibframe2 (https://www.loc.gov/bibframe/docs/bibframe2-model.html) - (https://www.loc.gov/bibframe/docs/bibframe2-model.html) html(https://www.loc.gov/bibframe/docs/bibframe2-model.html)
Assignments:
Nothing due. Next module is very reading heavy, so you might want to start looking ahead.
Session 6 (3/11/2019) – Metadata Schema, Vocabularies, and
Encoding
Class Overview: Expand on concepts in metadata schema including the notion of application profiles, abstract modelsand Resource Description Framework. Broaden student understanding of vocabularies by introducing new serializationstandards (e.g. XML).
2/15/2019 Syllabus for LBSC671-0101: Creating Information Infrastructures-Spring 2019 katyn
https://umd.instructure.com/courses/1259419/assignments/syllabus 18/26
Readings:
Mitchell, E. (2015). Chapter 5: Metadata standards contents and values. Metadata standards and web services inlibraries, archives and museums. Libraries Unlimited, Santa Barbara, CA.Mitchell, E. (2015). Chapter 6: Serialization. Metadata standards and web services in libraries, archives andmuseums. Libraries Unlimited, Santa Barbara, CA.Woodley, M. and Baca, M. (2016). Metadata Matters: Connecting People and Information. From Introduction toMetadata, 3 Edited by Murtha Baca. http://www.getty.edu/publications/intrometadata/metadata(http://www.getty.edu/publications/intrometadata/metadata-matters/) -(http://www.getty.edu/publications/intrometadata/metadata-matters/) matters/(http://www.getty.edu/publications/intrometadata/metadata-matters/)Young, D., & Madans, P. (2009). XML: Why Bother?. Publishing Research Quarterly, 25(3), 147153.doi:10.1007/s12109-009-9120-4. https://link (https://link-springer-com.proxy-um.researchport.umd.edu/article/10.1007%2Fs12109-009-9120-4) - (https://link-springer-com.proxy-um.researchport.umd.edu/article/10.1007%2Fs12109-009-9120-4) springer (https://link-springer-com.proxy-um.researchport.umd.edu/article/10.1007%2Fs12109-009-9120-4) - (https://link-springer-com.proxy-um.researchport.umd.edu/article/10.1007%2Fs12109-009-9120-4) proxy (https://link-springer-com.proxy-um.researchport.umd.edu/article/10.1007%2Fs12109-009-9120-4)um.researchport.umd.edu/article/10.1007%2Fs12109 (https://link-springer-com.proxy-um.researchport.umd.edu/article/10.1007%2Fs12109-009-9120-4) - (https://link-springer-com.proxy-um.researchport.umd.edu/article/10.1007%2Fs12109-009-9120-4) 009 (https://link-springer-com.proxy-um.researchport.umd.edu/article/10.1007%2Fs12109-009-9120-4) - (https://link-springer-com.proxy-um.researchport.umd.edu/article/10.1007%2Fs12109-009-9120-4) 9120 (https://link-springer-com.proxy-um.researchport.umd.edu/article/10.1007%2Fs12109-009-9120-4) - (https://link-springer-com.proxy-um.researchport.umd.edu/article/10.1007%2Fs12109-009-9120-4) 4 (https://link-springer-com.proxy-um.researchport.umd.edu/article/10.1007%2Fs12109-009-9120-4) After reading the above, watch:Amazon Kindle X-Ray Demo (https://www.youtube.com/watch?v=AbzOLua2baw)
(https://www.youtube.com/watch?v=AbzOLua2baw)
Optional Readings:
Dublin Core Metadata Initiative Abstract Model: http://dublincore.org/documents/abstract(http://dublincore.org/documents/abstract-model/) model/ (http://dublincore.org/documents/abstract-model/)Miller, E. (1998). An Introduction to the Resource Description Framework. D-Lib Magazine.
http://www.dlib.org/dlib/may98/miller/05miller.html (http://www.dlib.org/dlib/may98/miller/05miller.html)
Assignments:
Start thinking about your Capstone Project Selection.Activity Assignment #2 due 3/24/2019 (note: this is the Sunday after Spring Break!).
SPRING BREAK – 3/18-3/24
rd
2/15/2019 Syllabus for LBSC671-0101: Creating Information Infrastructures-Spring 2019 katyn
https://umd.instructure.com/courses/1259419/assignments/syllabus 19/26
Session 7 (3/25/2019) – Schema.org & JSON+LD
Class Overview: Introduce schema.org as an environment of metadata schemas and encoding practices for the openWeb, with an emphasis on Search Engine Optimization. We will learn about JSON+LD as one of several availableencoding formats for marking up metadata about Web pages.
Readings:
In order to learn the basics of adding structured data to Web pages, read through both of these tutorials (don't just skim -- read them well enough to truly understand them):
http://www.linkeddatatools.com/introduction-structured-data (http://www.linkeddatatools.com/introduction-structured-data)http://www.linkeddatatools.com/introduction-json-ld (http://www.linkeddatatools.com/introduction-json-ld)
When you're finished, go to Schema.org and look at a few schemas. I recommend you start with schemas for some ofthe resource types that might be familiar to you, for example:
http://schema.org/TVSeries (http://schema.org/TVSeries)http://schema.org/Episode (http://schema.org/Episode)http://schema.org/Book (http://schema.org/Book)http://schema.org/Course (http://schema.org/Course)http://schema.org/CourseInstance (http://schema.org/CourseInstance)http://schema.org/Dataset (http://schema.org/Dataset)
If you want to see some other types (aka schemas), you can go to the full list of schema.org types located here:http://schema.org/docs/full.html (http://schema.org/docs/full.html)
As you look at these different metadata schemas, pay attention to the names of the metadata elements as well as theirExpected Types (sometimes a data type, sometimes an instance of another schema.org type) and their descriptions.
Assignments:
Reflection Paper #2 is due 3/31/2019Creating Metadata Descriptions for the Web with Schema.org & JSON+LD is due 4/7/2019
Session 8 (4/1/2019) – In-Class Work Session
Class Overview: Students will have in-class time and instructor availability so that they may work and/or receive help onthe Schema.org assignment, capstone project selection, or the programming tutorial.
Readings:
The readings this week are whatever you need to read as you explore your potential capstone projects.
Assignments:
Schema.org and Capstone Project Selection due on 4/7/2019.
2/15/2019 Syllabus for LBSC671-0101: Creating Information Infrastructures-Spring 2019 katyn
https://umd.instructure.com/courses/1259419/assignments/syllabus 20/26
Session 9 (4/8/2019) – Building Blocks of the Web
Class Overview: Revisit web-publishing document standards (e.g. HTML, CSS, JavaScript). Acquaint students at a highlevel with web publishing approaches. Readings:
How to Publish Web Pages Using Your TerpConnect Account: https://umd.service (https://umd.service-now.com/itsc?id=kb_article&sys_id=78160fe33790020041271f9543990e57) com/itsc?id=kb_article&sys_id=78160fe33790020041271f9543990e57 (https://umd.service-now.com/itsc?id=kb_article&sys_id=78160fe33790020041271f9543990e57)Williams, G. (2013). User-Friendly Advice for Accessible Web Design.
http://chronicle.com/blogs/profhacker/user (http://chronicle.com/blogs/profhacker/user-friendly-advice-accessible-web-design/53381) - (http://chronicle.com/blogs/profhacker/user-friendly-advice-accessible-web-design/53381) friendly(http://chronicle.com/blogs/profhacker/user-friendly-advice-accessible-web-design/53381) -(http://chronicle.com/blogs/profhacker/user-friendly-advice-accessible-web-design/53381) advice(http://chronicle.com/blogs/profhacker/user-friendly-advice-accessible-web-design/53381) -(http://chronicle.com/blogs/profhacker/user-friendly-advice-accessible-web-design/53381) accessible(http://chronicle.com/blogs/profhacker/user-friendly-advice-accessible-web-design/53381) -(http://chronicle.com/blogs/profhacker/user-friendly-advice-accessible-web-design/53381) web(http://chronicle.com/blogs/profhacker/user-friendly-advice-accessible-web-design/53381) -(http://chronicle.com/blogs/profhacker/user-friendly-advice-accessible-web-design/53381) design/53381(http://chronicle.com/blogs/profhacker/user-friendly-advice-accessible-web-design/53381)
Watch video/read: What a DDoS attack looks like. http://gizmodo.com/5995429/how(http://gizmodo.com/5995429/how-a-ddos-attack-looks-as-it-happens) - (http://gizmodo.com/5995429/how-a-ddos-attack-looks-as-it-happens) a (http://gizmodo.com/5995429/how-a-ddos-attack-looks-as-it-happens) -(http://gizmodo.com/5995429/how-a-ddos-attack-looks-as-it-happens) ddos (http://gizmodo.com/5995429/how-a-ddos-attack-looks-as-it-happens) attack (http://gizmodo.com/5995429/how-a-ddos-attack-looks-as-it-happens) -(http://gizmodo.com/5995429/how-a-ddos-attack-looks-as-it-happens) looks (http://gizmodo.com/5995429/how-a-ddos-attack-looks-as-it-happens) - (http://gizmodo.com/5995429/how-a-ddos-attack-looks-as-it-happens) as(http://gizmodo.com/5995429/how-a-ddos-attack-looks-as-it-happens) - (http://gizmodo.com/5995429/how-a-ddos-attack-looks-as-it-happens) it (http://gizmodo.com/5995429/how-a-ddos-attack-looks-as-it-happens) -(http://gizmodo.com/5995429/how-a-ddos-attack-looks-as-it-happens) happens (http://gizmodo.com/5995429/how-a-ddos-attack-looks-as-it-happens)
Optional Readings:
Banks, M. (2017). "Library Websites for All: Improving the experience for patrons with visual impairments". AmericanLibraries. https://americanlibrariesmagazine.org/2017/06/01/library(https://americanlibrariesmagazine.org/2017/06/01/library-websites-accessibility/) websites(https://americanlibrariesmagazine.org/2017/06/01/library-websites-accessibility/) -(https://americanlibrariesmagazine.org/2017/06/01/library-websites-accessibility/) accessibility/(https://americanlibrariesmagazine.org/2017/06/01/library-websites-accessibility/)CT State Library LibGuide on "Libraries and
Accessibility": https://libguides.ctstatelibrary.org/dld/accessibility/websites(https://libguides.ctstatelibrary.org/dld/accessibility/websites)
2/15/2019 Syllabus for LBSC671-0101: Creating Information Infrastructures-Spring 2019 katyn
https://umd.instructure.com/courses/1259419/assignments/syllabus 21/26
Skim chapters 1 and 2 as your interest warrants: Yu, H. (2005). Content and Workflow Management for Library WebSites: Case Studies, Information Science Publishing.
[ (https://ebookcentral.proquest.com/lib/umdcp/detail.action?docID=219804)https://ebookcentral.proquest.com/lib/umdcp/detail.action?docID=219804(https://ebookcentral.proquest.com/lib/umdcp/detail.action?docID=219804) ](https://ebookcentral.proquest.com/lib/umdcp/detail.action?docID=219804)
Watch: Uploading Files to Terconnect with WinSCP:
Uploading Files to Terpconnect with WinSCP (https://www.youtube.com/watch?v=3uLLKveCJec)
(https://www.youtube.com/watch?v=3uLLKveCJec)
Assignments:
Keep working on those Capstone Projects & Programming Assignments!
Session 10 (4/15/2019) – Search and Retrieval in Informa�on
Systems
Class Overview: Explore methods for automatic indexing and ranking of information resources. Introduce foundation ofweb search techniques, full text searching of scanned books and image searching.
Readings:
Mitchell, E. (2015). Chapter 7. Creating, using and evaluating metadata in digital information systems. Metadatastandards and web services in libraries, archives and museums. Libraries Unlimited, Santa Barbara, CA.Watch: Google’s “How Search Works”:How Search Works (https://www.youtube.com/watch?v=BNHR6IQJGZs)
(https://www.youtube.com/watch?v=BNHR6IQJGZs)Watch: Google’s “The Evolution of Search”:The Evolution of Search (https://www.youtube.com/watch?v=mTBShTwCnD4)
(https://www.youtube.com/watch?v=mTBShTwCnD4)
2/15/2019 Syllabus for LBSC671-0101: Creating Information Infrastructures-Spring 2019 katyn
https://umd.instructure.com/courses/1259419/assignments/syllabus 22/26
Explore: Google’s “How Search Works”: https://www.google.com/search/howsearchworks/(https://www.google.com/search/howsearchworks/)Pirolli, P. (2009). Powers of 10: Modeling Complex Information-Seeking Systems at Multiple Scales.http://www.parc.com/content/attachments/powers (http://www.parc.com/content/attachments/powers-of-ten.pdf) -(http://www.parc.com/content/attachments/powers-of-ten.pdf) of (http://www.parc.com/content/attachments/powers-of-ten.pdf) - (http://www.parc.com/content/attachments/powers-of-ten.pdf) pdf(http://www.parc.com/content/attachments/powers-of-ten.pdf)
Optional Readings:
Explore: http://www.wikidata.org/wiki/Wikidata:Main_Page (http://www.wikidata.org/wiki/Wikidata:Main_Page)Watch: “How Machines Learn”:How Machines Learn (https://www.youtube.com/watch?v=R9OHn5ZF4Uo)
(https://www.youtube.com/watch?v=R9OHn5ZF4Uo)Read/Skim: Lesk, M. (1995) The Seven Ages of Information Retrieval, Conference for the 50th Anniversary of As WeMay Think: https://archive.ifla.org/VI/5/op/udtop5/udt (https://archive.ifla.org/VI/5/op/udtop5/udt-op5.pdf) -(https://archive.ifla.org/VI/5/op/udtop5/udt-op5.pdf) pdf (https://archive.ifla.org/VI/5/op/udtop5/udt-op5.pdf)
Assignments:
Capstone Project Update due 4/21/2019
Session 11 (4/22/2019) – Resource Dissemina�on, Access, and Use
Class Overview: Explore services that support access to physical and digital objects. Introduce broad types ofinformation services including user-focused services (library catalog) and system-focused web- services (interoperability,harvesting, transformation) (ONIX, OAI/PMH).
Readings:
Mitchell, E. (2015). Chapter 8: Using metadata to create information services. Metadata standards and web servicesin libraries, archives and museums. Libraries Unlimited, Santa Barbara, CA. (Entire chapter – including thesection previously read for Module 3)Ithaka (2014). Does discovery still happen in the library? Roles and strategies for a shifting reality:http://www.sr.ithaka.org/wp (http://www.sr.ithaka.org/wp-content/uploads/2014/10/SR_Briefing_Discovery_20140924_0.pdf) - (http://www.sr.ithaka.org/wp-content/uploads/2014/10/SR_Briefing_Discovery_20140924_0.pdf)
content/uploads/2014/10/SR_Briefing_Discovery_20140924_0.pdf (http://www.sr.ithaka.org/wp-content/uploads/2014/10/SR_Briefing_Discovery_20140924_0.pdf)
The Guardian (2012). An online Magna Carta: Berners-Lee calls for bill of rights for web.
http://www.theguardian.com/technology/2014/mar/12/online(http://www.theguardian.com/technology/2014/mar/12/online-magna-carta-berners-lee-web) -
2/15/2019 Syllabus for LBSC671-0101: Creating Information Infrastructures-Spring 2019 katyn
https://umd.instructure.com/courses/1259419/assignments/syllabus 23/26
(http://www.theguardian.com/technology/2014/mar/12/online-magna-carta-berners-lee-web) magna(http://www.theguardian.com/technology/2014/mar/12/online-magna-carta-berners-lee-web) -(http://www.theguardian.com/technology/2014/mar/12/online-magna-carta-berners-lee-web) carta(http://www.theguardian.com/technology/2014/mar/12/online-magna-carta-berners-lee-web) -(http://www.theguardian.com/technology/2014/mar/12/online-magna-carta-berners-lee-web) berners(http://www.theguardian.com/technology/2014/mar/12/online-magna-carta-berners-lee-web) -(http://www.theguardian.com/technology/2014/mar/12/online-magna-carta-berners-lee-web) lee(http://www.theguardian.com/technology/2014/mar/12/online-magna-carta-berners-lee-web) -(http://www.theguardian.com/technology/2014/mar/12/online-magna-carta-berners-lee-web) web(http://www.theguardian.com/technology/2014/mar/12/online-magna-carta-berners-lee-web)
Reidsma, M. (2016). Algorithmic Bias In Library Discovery Systems:
https://matthew.reidsrow.com/articles/173 (https://matthew.reidsrow.com/articles/173)
Brooker, K. (2018). 'I was devastated': The man who invented the World Wide Web has some regrets. Tim Berners-Lee has seen his creation debased by everything from fake news to mass surveillance. And now he's got a plan to fixit. Vanity Fair, 60(8), 62.
http://search.ebscohost.com.proxy (http://search.ebscohost.com.proxy-um.researchport.umd.edu/login.aspx?direct=true&db=f5h&AN=130425774&site=ehost-live) - (http://search.ebscohost.com.proxy-um.researchport.umd.edu/login.aspx?direct=true&db=f5h&AN=130425774&site=ehost-live)
um.researchport.umd.edu/login.aspx?direct=true&db=f5h&AN=130425774&site=ehost(http://search.ebscohost.com.proxy-um.researchport.umd.edu/login.aspx?direct=true&db=f5h&AN=130425774&site=ehost-live) - (http://search.ebscohost.com.proxy-um.researchport.umd.edu/login.aspx?direct=true&db=f5h&AN=130425774&site=ehost-live) live (http://search.ebscohost.com.proxy-um.researchport.umd.edu/login.aspx?direct=true&db=f5h&AN=130425774&site=ehost-live)
Optional Readings:
Lagoze, Carl and Herbert Van de Sompel. (2001). The Open Archives Initiative: Building a lowbarrier interoperabilityframework. Joint Conference on Digital Libraries. http://www.openarchives.org/documents/jcdl2001(http://www.openarchives.org/documents/jcdl2001-oai.pdf) - (http://www.openarchives.org/documents/jcdl2001-oai.pdf)pdf (http://www.openarchives.org/documents/jcdl2001-oai.pdf)
Assignments:
Activity Assignment #3 due on 4/28.
Session 12 (4/29/2019) – Metadata-rich Web Services
Class Overview: Continue exploring metadata rich web services.
Readings:
Wallis, R. (2012). “Get yourself a Linked Data piece of WorldCat to play with”.
http://dataliberate.com/2012/08/12/get (http://dataliberate.com/2012/08/12/get-yourself-a-linked-data-piece-of-worldcat-to-play-with/) - (http://dataliberate.com/2012/08/12/get-yourself-a-linked-data-piece-of-worldcat-to-play-with/) yourself(http://dataliberate.com/2012/08/12/get-yourself-a-linked-data-piece-of-worldcat-to-play-with/) -
2/15/2019 Syllabus for LBSC671-0101: Creating Information Infrastructures-Spring 2019 katyn
https://umd.instructure.com/courses/1259419/assignments/syllabus 24/26
(http://dataliberate.com/2012/08/12/get-yourself-a-linked-data-piece-of-worldcat-to-play-with/) a(http://dataliberate.com/2012/08/12/get-yourself-a-linked-data-piece-of-worldcat-to-play-with/) -(http://dataliberate.com/2012/08/12/get-yourself-a-linked-data-piece-of-worldcat-to-play-with/) linked(http://dataliberate.com/2012/08/12/get-yourself-a-linked-data-piece-of-worldcat-to-play-with/) -(http://dataliberate.com/2012/08/12/get-yourself-a-linked-data-piece-of-worldcat-to-play-with/) data(http://dataliberate.com/2012/08/12/get-yourself-a-linked-data-piece-of-worldcat-to-play-with/) -(http://dataliberate.com/2012/08/12/get-yourself-a-linked-data-piece-of-worldcat-to-play-with/) piece(http://dataliberate.com/2012/08/12/get-yourself-a-linked-data-piece-of-worldcat-to-play-with/) -(http://dataliberate.com/2012/08/12/get-yourself-a-linked-data-piece-of-worldcat-to-play-with/) of(http://dataliberate.com/2012/08/12/get-yourself-a-linked-data-piece-of-worldcat-to-play-with/) -(http://dataliberate.com/2012/08/12/get-yourself-a-linked-data-piece-of-worldcat-to-play-with/) worldcat(http://dataliberate.com/2012/08/12/get-yourself-a-linked-data-piece-of-worldcat-to-play-with/) -(http://dataliberate.com/2012/08/12/get-yourself-a-linked-data-piece-of-worldcat-to-play-with/) to(http://dataliberate.com/2012/08/12/get-yourself-a-linked-data-piece-of-worldcat-to-play-with/) -(http://dataliberate.com/2012/08/12/get-yourself-a-linked-data-piece-of-worldcat-to-play-with/) play(http://dataliberate.com/2012/08/12/get-yourself-a-linked-data-piece-of-worldcat-to-play-with/) -(http://dataliberate.com/2012/08/12/get-yourself-a-linked-data-piece-of-worldcat-to-play-with/) with/(http://dataliberate.com/2012/08/12/get-yourself-a-linked-data-piece-of-worldcat-to-play-with/)
OCLC Linked Data Press Release: http://www.oclc.org/en/news/releases/2012/201252.html(http://www.oclc.org/en/news/releases/2012/201252.html)Berners Lee, Tim. (2009). “On the next web.” http://www.ted.com/talks/tim_berners_lee_on_the_next_web.html(http://www.ted.com/talks/tim_berners_lee_on_the_next_web.html)Explore: http://linkeddatatools.com/ (http://linkeddatatools.com/)Explore: https://www.oclc.org/developer/develop/linked (https://www.oclc.org/developer/develop/linked-data/linked-data-exploration.en.html) - (https://www.oclc.org/developer/develop/linked-data/linked-data-exploration.en.html)data/linked (https://www.oclc.org/developer/develop/linked-data/linked-data-exploration.en.html) -(https://www.oclc.org/developer/develop/linked-data/linked-data-exploration.en.html) data(https://www.oclc.org/developer/develop/linked-data/linked-data-exploration.en.html) -(https://www.oclc.org/developer/develop/linked-data/linked-data-exploration.en.html) en.html(https://www.oclc.org/developer/develop/linked-data/linked-data-exploration.en.html)Explore: LD4P (Linked Data for Production):
https://wiki.duraspace.org/pages/viewpage.action?pageId=74515029(https://wiki.duraspace.org/pages/viewpage.action?pageId=74515029)
Assignments:
Reflection Paper #3 due 5/5/2019
Session 13 (5/6/2019) – Explora�on of Data Management
Class Overview: In this class we are exploring the broad area of Research Data Management in order to betterunderstand how issues of organization and information technology have an impact in an emerging area of interest inlibraries, archives, schools and museums. Students will explore a real-world data management guide and try their handat data management tools. Readings:
2/15/2019 Syllabus for LBSC671-0101: Creating Information Infrastructures-Spring 2019 katyn
https://umd.instructure.com/courses/1259419/assignments/syllabus 25/26
Explore: UC Berkeley’s Research Data Management Site: http://researchdata.berkeley.edu/(http://researchdata.berkeley.edu/)Explore: DMPTool: https://dmptool.org/ (https://dmptool.org/)NIH tells Genomic Researchers: You Must Share Data. http://chronicle.com/article/NIH(http://chronicle.com/article/NIH-Tells-Genomic-%20Researchers-/148509/) - (http://chronicle.com/article/NIH-Tells-Genomic-%20Researchers-/148509/) Tells (http://chronicle.com/article/NIH-Tells-Genomic-%20Researchers-/148509/)Genomic (http://chronicle.com/article/NIH-Tells-Genomic-%20Researchers-/148509/) - (http://chronicle.com/article/NIH-Tells-Genomic-%20Researchers-/148509/) Researchers (http://chronicle.com/article/NIH-Tells-Genomic-%20Researchers-/148509/) - (http://chronicle.com/article/NIH-Tells-Genomic-%20Researchers-/148509/) /148509/(http://chronicle.com/article/NIH-Tells-Genomic-%20Researchers-/148509/)NSDA Levels of Digital Preservationhttp://www.digitalpreservation.gov/documents/NDSA_Levels_Archiving_2013.pdf(http://www.digitalpreservation.gov/documents/NDSA_Levels_Archiving_2013.pdf)
Assignments:
Cumulative Reflection Paper due 5/12/2019Capstone Project due 5/14/2019.
Session 14 (5/13/2019) – Next Steps in Informa�on Infrastructures
Class Overview: Expand on concepts in metadata schema including the notion of application profiles, abstract models(e.g. Dublin Core Abstract Model) and Resource Description Framework. Broaden student understanding ofvocabularies by introducing new serialization standards (e.g. XML, JSON). Readings:
Mitchell, E. (2015). Chapter 9: Future trends in information systems, metadata and information use. Metadatastandards and web services in libraries, archives and museums. Libraries Unlimited, Santa Barbara, CA.Buckland, Michael (2012). What kind of science can information science be? JASIST 63 (1), 1-7.
http://people.ischool.berkeley.edu/~buckland/whatsci.pdf (http://people.ischool.berkeley.edu/~buckland/whatsci.pdf)
The DIKW pyramid: https://en.wikipedia.org/wiki/DIKW_pyramid (https://en.wikipedia.org/wiki/DIKW_pyramid)Clarke, R.I. (2017). Designing a new librarianship. Journal of New Librarianship, 2, 122-125.
http://www.newlibs.org/article/3144 (http://www.newlibs.org/article/3144-designing-a-new-librarianship) -(http://www.newlibs.org/article/3144-designing-a-new-librarianship) designing (http://www.newlibs.org/article/3144-designing-a-new-librarianship) - (http://www.newlibs.org/article/3144-designing-a-new-librarianship) a(http://www.newlibs.org/article/3144-designing-a-new-librarianship) - (http://www.newlibs.org/article/3144-designing-a-new-librarianship) new (http://www.newlibs.org/article/3144-designing-a-new-librarianship) - (http://www.newlibs.org/article/3144-designing-a-new-librarianship) librarianship (http://www.newlibs.org/article/3144-designing-a-new-librarianship)
Groeger, L. (2017). When the designer shows up in the design. ProPublica.
https://www.propublica.org/article/when (https://www.propublica.org/article/when-the-designer-shows-up-in-the-design)- (https://www.propublica.org/article/when-the-designer-shows-up-in-the-design) the(https://www.propublica.org/article/when-the-designer-shows-up-in-the-design) - (https://www.propublica.org/article/when-the-designer-shows-up-in-the-design) designer (https://www.propublica.org/article/when-the-designer-shows-up-in-the-design) - (https://www.propublica.org/article/when-the-designer-shows-up-in-the-design) shows(https://www.propublica.org/article/when-the-designer-shows-up-in-the-design) - (https://www.propublica.org/article/when-
2/15/2019 Syllabus for LBSC671-0101: Creating Information Infrastructures-Spring 2019 katyn
https://umd.instructure.com/courses/1259419/assignments/syllabus 26/26
Course Summary:
Date Details
Sun Feb 17, 2019 Activity Assignment #1: Document Structure(https://umd.instructure.com/courses/1259419/assignments/4839399) due by 11:59pm
the-designer-shows-up-in-the-design) up (https://www.propublica.org/article/when-the-designer-shows-up-in-the-design) -(https://www.propublica.org/article/when-the-designer-shows-up-in-the-design) in (https://www.propublica.org/article/when-the-designer-shows-up-in-the-design) - (https://www.propublica.org/article/when-the-designer-shows-up-in-the-design) the(https://www.propublica.org/article/when-the-designer-shows-up-in-the-design) - (https://www.propublica.org/article/when-the-designer-shows-up-in-the-design) design (https://www.propublica.org/article/when-the-designer-shows-up-in-the-design)
Assignments:
Capstone Project due on 5/14/2019.
Last chance to turn in your Programming Assignment on 5/19/2019.
Acknowledgements
The overarching structure of this course is drawn from a previous version designed by Erik Mitchell and refined byMaggie Dull.
