50010 Information Discovery and Analysis

Faculty of Humanities and Social Sciences: Information and Knowledge Management
Credit points: 6 cp
Result Type: Grade, no marks

Handbook description

In this subject, students are introduced to a range of techniques that enable them to conduct sophisticated searches and analysis in digital environments. Using case-based approaches and a real-life scenario, they learn to apply these skills in a particular problem context. By analysing and reflecting upon approaches to the execution of searches as well as the significance of the content of information located through these searches, they develop an understanding of information systems and an appreciation of their strengths and current limitations. To develop an understanding of potential strategic uses of information, they also learn how to analyse information to create compact syntheses that suit the needs of different audiences in different contexts. In a collaborative learning environment, students also critically examine themes associated with information practices in a digital world. Students also continue to contribute to their course-wide e-portfolio.

Subject objectives/outcomes

In this subject students are expected to:

Understand concepts of information access (seeking, discovery and findability, information interactions) and information analysis;
Demonstrate familiarity with the nature and characteristics of, and use a range of information tools and resources, including databases, web resources and other formats;
Develop key skills and capabilities required for making effective use of networked information resources to locate and analyse information for particular purposes/contexts;

Understand key areas of contemporary debate and contention in information access and analysis;
Demonstrate information and digital literacies appropriate for professional information practice;
Continue the development of their course-wide e-portfolio.

Contribution to graduate profile

Understand how knowledge and information are constructed, represented and used by individuals and groups
Use advanced approaches to seek, analyse and evaluate information and collections for use by individuals and organisations
Design and develop information and media content and structures using a wide variety of processes and technologies for diverse audiences in the workplace and society
Develop reflective capabilities that underpin innovative information practice and life-long learning
Experience a range of professional roles and practices which are the foundation of creative information practice
Communicate effectively in interpersonal settings, in writing and in a variety of media.

Teaching and learning strategies

Teaching strategies will strive to promote interactive learning and to foster exploration extending beyond the classroom. The weekly program will involve lectures, group discussions and workshops expanding upon selected themes and readings. Sessions in the computer lab aim to help them develop the information and digital skills necessary for completion of assignments. The course program uses UTSOnline. Through UTSOnline, students can participate in discussion forums, interact with their course colleagues, keep informed about class announcements, and access some learning resources. Wikis, blogs and other collaborative tools available via UTSOnline will be used to prepare for and deliver some assignment components.

Throughout the semester, students will be introduced to a range of techniques and technologies associated with the key skills and capabilities required for completing the assignments tasks (e.g.: Dialog, personal information management software).

Content

Overview of the creation, production and distribution of information resources: nature, functions and characteristics of information resources;
Basic concepts of information access: exploring themes of information seeking and findability in the literature; use and implications of networked information systems; relevance as a concept and as part of the search experience;
Constructing and implementing search strategies for specific purposes or for individual clients: conducting client interviews in virtual and real environments; applying advanced search tactics; effectively using databases and digital libraries; judging relevance and evaluating search results.
Developing skills for accessing and assessing content: seeking, searching, utilising indexing tools and thesauri and evaluating;
Identifying and evaluating components of searcher-system interactions: understanding the search process, client interaction; mediation and disintermediation; the role of the 'expert' for information discovery, virtual inquiry;
Value-added analyses;
Implications of Web2.0 environment for information discovery and analysis;
Course-wide portfolio development;

Assessment

Assessment item 1: Learning Activities (INDIVIDUAL assignment)

Objectives	a,b, c, e, f
Value	30%
Due	At the start of class Week 7
Task	This is an ongoing assignment that involves theory and skills introduced in the first 6 weeks of the semester. Students will carry out a set of analytical, writing and searching exercises. They will also provide a 1000-1200 word critical reflection in which they will identify an area of skill development related to their long-term professional career goals and reflect on their personal, intellectual and practical skills development in the exercises carried out. Reference should be made to the theoretical and practical literature in this report. Students are to hand in a sample of four tasks drawn from tasks assigned in weeks 2-6 and their reflective report. These are also to be placed in the student's e-portfolio.
Assessment criteria	Effective searching and writing practices evident in samples chosen; Ability to identify an area of skill development related to student's long-term professional/career goals; Ability to reflect on the development of a range of skills developed during assignment activities; Thoroughness in the application of theoretical and practical literature in the analysis of activities Clarity of work submitted, including structure, layout, written expression; Accuracy of acknowledgement of sources.

Assessment item 2: Case-based Information Problem (INDIVIDUAL assignment)

Objectives	a, b, c, e, f
Value	40%
Due	In Class Week 11
Task	Acting as an 'information expert' for a client, students will address a specific problem by: eliciting and analysing the information requirements of the client, executing appropriate search strategies and evaluation approaches to identify, locate and select appropriate information; preparing value-added analysis of information judged by the student to be appropriate for the client. Students will select from a set of scenarios that are grounded in real-life experiences. Students will determine their client's information requirements, develop a search strategy and conduct iterative searches of appropriate databases and web search and discovery tools to locate information that helps their client resolve their information problem. Students are to document their searches. Students will prepare a value-adding analysis of the search results for the client in the form of a client information package. A professional report (1500-2,000 words) will document and evaluate the student's search and analysis process, summarising the approach taken to every aspect of interaction with the information problem with reference to the theoretical principles underlying the decisions and actions taken. Students will receive guidelines in class to help them structure their report appropriately. Students are to hand in: the client information package, the documentation of the search(es) performed and the professional report. The client information package and the professional report are to be placed in the student's e-portfolio.
Assessment criteria	ability to elicit and analyse the information requirements for a specific client; ability to devise and implement appropriate search strategies evident in report and supporting documentation; ability to refine searches in inventive ways for successful searching outcomes; ability to prepare value-added analysis in forms required by the client and the information problem; ability to evaluate search outcomes; depth of analysis and synthesis of theoretical literature to support claims; depth of understanding of dynamics of interactions with clients evident in analysis of the varied stages of the search and evaluation processes; depth of understanding of dynamics of interactions with information systems evident in analysis of the varied stages of the search and evaluation processes; clarity of written expression and structure of report and client information package accuracy in acknowledgment of sources.

Assessment item 3: Virtual Conference (GROUP assignment)

Objectives	a, d, e
Value	30%
Due	Asynchronous elements: three working days before the last class in week 14 Synchronous elements: at the start of the class, Week 14
Task	In this assignment, students will have the opportunity to work as part of a team and critically examine themes associated with information practices in a digital world. Topics must be approved by the instructor. Students will participate in a dynamic virtual conference in which each team will moderate a session of a conference running in both asynchronous and synchronous modes during Week 14. The asynchronous mode involves preparing a presentation of 15-20 minutes (including audio and visual elements) and annotated bibliography of at least 5 resources (with 25-50 word abstracts) to be posted in the UTSOnline space dedicated to the assignment. Teams are invited to be creative about the delivery of the content so that the presentation is interactive and experiential. Style options available for this presentation will be discussed in class; for example: powerpoint, mp3 recordings. Each group's site will also allow for comments by other members of the class in the days leading up to the synchronous session. Each team will also have a wiki site established for them as their collaboration space. The synchronous mode involves moderating a 20 minute session in which other members of the class will have an opportunity to ask questions about the team presentations.
Assessment criteria	depth of understanding of the topic being presented as evident in digital documents,- moderated live session and annotated bibliography; thoroughness of reading on the selected topic evident in the digital documents, moderated live session, annotated bibliography; cohesiveness and coordination of team's presentation for the allotted time; degree of interaction inviting audience to engage with the key ideas, arguments and debates communicated in team's presentation (as evident in synchronous and asynchronous elements); clarity and accessibility of communication designed for specific audience and purpose; accuracy in acknowledgement of sources.

Minimum requirements

Students are expected to read the subject outline to ensure they are familiar with the subject requirements. Since class discussion and participation in activities form an integral part of this subject, you are expected to attend, arrive punctually and actively participate in classes. If you experience difficulties meeting this requirement, please contact your lecturer. Students who have a reason for extended absence (e.g., illness) may be required to complete additional work to ensure they achieve the subject objectives.

Attendance is particularly important in this subject because it is based on a collaborative approach which involves essential workshopping and interchange of ideas. Students who attend fewer than ten classes are advised that their final work will not be assessed and that they are likely to fail the subject.

Indicative references

Specific reading will be assigned on a week-by-week basis in class. The reference list below is indicative of the texts we will be using in the subject.

Bates, M.J. 2002, Toward an integrated model of information seeking and searching, The New Review of Information Behaviour Research, vol. 3, pp. 1-16.
Bell, S.S. 2006, Librarian's guide to online searching, Libraries Unlimited, Westport, Conn.
Case, Donald O. 2007, Looking for Information: A survey of research on information seeking, needs, and behaviour 2nd Edition, Elsevier, Amsterdam – Boston.
Dervin, B., & Dewdney, P. 1986, Neutral questioning: a new approach to the reference interview, Reference Quarterly, pp.506-513.
Henninger, M. 2008 The Hidden Web: Quality Information on the Net, 2nd Edition, UNSW Press, Sydney.
Kuhlthau, C.C. 2004, Seeking meaning: a process approach to library and information services, 2nd edn, Libraries Unlimited, Westport, CN.
Marchionini, G. 2004, From information retrieval to information interaction, paper presented to the European Conference on Information Retrieval, April 5, 2004, Sutherland, U.K. Available at: http://springerlink.metapress.com/content/eh6e6e16yk9f/
Mizzaro, S. 1997, Relevance: The Whole History, Journal of the American Society for Information Science, vol. 48 no.9, pp.810-832.
Morville, P. 2005, Ambient findability, O'Reilly, Sebastopol, CA.
Taylor, R.S. 1986, Value-added processes in information systems, Ablex, Norwood.