These are the courses I took and the credits I received toward my MLIS. The descriptions were taken from the Information School catalog.
LIS 500 The Life Cycle of Information (2)Overview of the major concepts, processes and systems, actors, and operations in the life cycle of information. Introduction to the creation, publishing and distribution, evaluation and selection, organization, access, retrieval, and use of information. Exploration of the social context in which these processes and their stakeholders interact.
LIS 510 Information Behavior (4)Introduction to the user-centered approach to information behavior. Theoretical foundations of various information behaviors such as information need, utilizing, gathering, seeking, and evaluating. Synthesis of user studies, construction of user profiles, performance of gap analysis, and application of the results of user studies to improve services and system design.
LIS 520 Information Resources, Services, and Collections (4)Concepts, processes, and skills related to parts of the life cycle of knowledge involving creation, production, distribution, selection, collection, and services to facilitate access. Specific discussion topics include characteristics of recorded knowledge; organizations and services devoted to managing access to recorded knowledge; principles associated with development of recorded knowledge and collections
LIS 521 Principles of Information Services (4)
Analysis of the information mediation process, including determination and analysis of information needs; searching for, evaluation, and presentation of appropriate results; modalities for delivery of services; and current and future techniques.
Survey of the extent and nature of business information and its sources, and of business information producers and consumers. Study and use of both print and on-line sources.
Introduction to issues in organization of information and documents including: analysis of intellectual and physical characteristics of documents; principles and practice in surrogate creation, including standards and selection of metadata elements; theory of classification, including semantic relationships and facet analysis; creation of controlled vocabularies; and display and arrangement.
Develops an understanding of library catalogs as information retrieval systems. Introduces library cataloging and classification. Focus on principles and standards in the creation of catalogs and cataloging records. Includes practice in descriptive and subject cataloging and classification. User perspective emphasized throughout.
Introduction and overview of information systems, system architectures, and retrieval models. Emphasis given to the role of users in the design, development, and evaluation of information retrieval and database management systems.
Concepts, processes, and issues related to the larger social context within which the life cycle of knowledge is played out. Discussion topics include intellectual freedom, information as public/private good, intellectual property, privacy, confidentiality, information liability, information and telecommunications policy, the economics of information, and other professional values.
Develops knowledge and skills in instruction and training functions for library and information settings. Issues and strategies for learning and teaching. Design, development, and evaluation of information and technology literacy programs. Addresses the needs of users when designing and delivering instruction.
Storytelling, past and present, noting its development as an art form. Analyzing storytellers materials (folk literature and literary forms) throughout historical periods. Essential techniques necessary to this artistic skill. Planning storytelling programs for various ages, interest groups, and situations, utilizing folk, classic, and contemporary literature.
An overview of materials reflecting adolescents' interest in media and addressing their educational, cultural, and recreational needs. Students evaluate print literature, electronic ad other non-print media for young adults. Content also designed to assist adult caregivers of adolescents.
Administration of youth departments in public libraries; planning and promoting programs and services; evaluation of library collections; community and professional roles of the youth librarian.
An introduction to materials for older children. Major genres, authors, illustrators and trends. Evaluation of materials for older children, including fiction and nonfiction in a variety of formats and media. Supporting the development of older children as readers and information seekers through their interaction with library materials.
Research as a process from problem definition and formulation of questions to design, data collection, analysis, and reporting. Students recognize research opportunities, translate them into researchable frameworks, design research projects, and implement results in libraries and other information agencies.
Introduction to internal and external management issues and practices in information organizations. Internal issues include organizational behavior, organizational theory, personnel, budgeting, planning. External issues include organizational environments, politics, marketing, strategic planning, funding sources.
Minimum of 100 hours of professional, supervised fieldwork in a library or professional information setting.
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Last modified: 7/07/2007 11:59 PM