Introduction to various types of information retrieval systems. Various formats and access methods of information sources and services. Logical and physical information and database structures, query logic, search strategies and heuristics, user interfaces, and performance evaluation of information retrieval systems.

It is important to recognize that this is not a pure reference course. Rather, it combines the process of reference, provision of information services, and use of various information systems with emphasis on Dialog.

Bopp, Richard and Smith, Linda. (Eds.) 1995. Reference and Information Services: An Introduction. 2nd ed. Englewood, CO: Libraries Unlimited.

Before we begin with Dialog, you will need to download Dialog Pocket Guide and IS 530 Lab Workbook. These are found at:

• Dialog Pocket Guide (pdf version).

  If you prefer to download the HTML version of the Guide instead of the PDF format, go to:

• Dialog Pocket Guide (html version).

  For the Lab Workbook, go to:

• IS 530 Lab Workbook.

Additional readings are noted for each week, as applicable. There may be readings that will be assigned as the course progresses. The students should view the Readings List for the complete citations.

This course is part of the core curriculum that is determined by SIS faculty to contain basic knowledge required by any information professional. The course is intended to prepare students for specialized electives such as 531, 532, 533, 534, and 566.

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

• describe various types of information retrieval systems (IRs);
• identify and compare different types of information sources and services;
• describe various information seeking models and their impact on user information seeking behavior;
• identify answer-providing tools and their use for specific reference queries;
• describe database and record structures;
• employ appropriate query logic and languages for effective searching and retrieval in specific IR systems;
• compare different user interfaces;
• evaluate the performance and retrieval of IR systems; and
• discuss the concept of information relevance.

Class sessions will be a combination of lectures, class discussion, individual and group work, and hands-on activities. Much of the benefit from this class will come from the work you put into it outside of class hours. Most weeks, there will be hands-on assignments and online exercises in using IR systems. Expect to spend many hours in both physical and virtual libraries/information agencies and in using Dialog and Web Tools.

Students must have adequate computing skills, including but not limited to e-mail, Telnet, Web, listservs, and ftp/ssh, and MS Office 98 or higher. Additionally, students must have both Unix and Webmail accounts at UTK.

Subscribing to Reference Listservs

As soon as your e-mail account is active and you feel comfortable with Internet access, you should subscribe to LIBREF-L, a listserv for information specialists. You may also want to subscribe to STUMPERS-L. . You may subscribe for no longer than two weeks since these lists generate lots of mail. STUMPERS-L is a listserv where information providers such as librarians and information specialists post reference questions they are having trouble answering. We will discuss the main threads you read on these listservs before the end of the semester.

• To subscribe to LIBREF-L send an email message to
  LISTSERV@LISTSERV.KENT.EDU
  Leave the subject line blank
  In the body of the message type SUBSCRIBE LIBREF-L yourfirstname yourlastname

• To subscribe to STUMPERS-L send an email message to
  
  listserv@listserv.dom.edu Leave the subject line blank
  In the body of the message type subscribe stumpers-l

"Study, preparation and presentation should involve at all times the student's own work, unless it has been clearly specified that work is to be a team effort. Academic integrity requires that all work presented be the student's own work, not only on tests, but in themes, papers, homework, and class presentation"... "Cheating, plagiarism, fabrication of data, providing unauthorized help, and other acts of academic dishonesty are abhorrent to the purposes for which the University exists" (Hilltopics, 2004).

• Bopp & Smith, chaps. 5,6.
• Information seeking models.
• Kuhlthau, C.C.2004, chap. 3.
• Kuhlthau, C.C. 1993.

• Bopp & Smith, chap. 3.
• IS530 Lab Workbook, chaps. 11,12.
• Taylor, R. 1968.
• Belkin et. al. 1982.
• Dervin, B. 1992.
• Bilal & Kirby. 2002.

• IS530 Lab Workbook, chap. 10.
• Saracevic, T. 1975.