The courses that I have taken at the University of Washington Information School gave me a strong foundation for understanding the core concepts of working with information of all types with subspecializations in a diverse array of issues from working with children and adolescents, government publications, health information, and research and instruction. This list gives the synopsis of the purpose of each course I have taken to collectively comprise my Masters of Library and Information Science degree. Although the knowledge I have gained is substantial, I believe I will continue my pattern of lifelong learning to add to my professional skills.<\/p>\n
LIS 500 The Life Cycle of Information <\/strong> LIS 510 Information Behavior <\/strong> LIS 520 Information Resources, Services, and Collections <\/strong> LIS 521 Principles of Information Services <\/strong> LIS 524 Adult Reader Services in the Public Library <\/strong> LIS 525 Genres for Adult Readers <\/strong> LIS 526 Government Publications <\/strong> LIS 550 Information in Social Context <\/strong> LIS 560 Instructional and Training Strategies for Information Professionals<\/strong> LIS 566 Young Adult Materials: Evaluation and Use <\/strong> LIS 567 Public Library Services for Youth <\/strong> LIS 570 Research Methods <\/strong> LIS 590 Directed Fieldwork <\/strong> LIS 596 Professional Portfolio <\/strong> INFX 542 Information Structures Using XML <\/strong> INFX 598 Contemplation and Information<\/strong> The courses that I have taken at the University of Washington Information School gave me a strong foundation for understanding the core concepts of working with information of all types with subspecializations in a diverse array of issues from working … Continue reading
\nOverview 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. <\/p>\n
\nIntroduction 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. <\/p>\n
\nConcepts, 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. <\/p>\n
\nAnalysis 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. <\/p>\n
\nFocuses on developing and performing readers’ advisory services for contemporary adult fiction and non-fiction. Includes interpersonal and marketing skills necessary to promote reading including reading advocacy, readers’ advisory interviewing, writing advisory annotations, presenting book talks, and conducting book discussion groups.<\/p>\n
\nReviews characteristics of the most popular genres of fiction, including speculative fiction, mystery\/thriller\/suspense, romance, westerns, and graphic fiction\/memoir. Helps to develop practice in book talking, preparing annotated booklists, and making reading suggestions to library users.<\/p>\n
\nIntroduction to government publications of the United States and their acquisition, organization, and use. Other topics covered include the public’ s right to know, the Federal Depository Library Program, government influences in our daily lives, and future directions in government information.
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\nLIS 528 Health Sciences Information Needs, Resources, and Environment<\/strong>
\nCharacteristics of users of health sciences information; health professionals, researchers, consumers and patients; environments (academic health sciences centers, hospitals, clinics, and public libraries); evaluation of information resources in health care; types and uses of health information management systems; policy issues, professional standards, education, and certification.
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\nLIS 530 Organization of Information and Resources<\/strong>
\nIntroduction 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.<\/p>\n
\nConcepts, 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.<\/p>\n
\nDevelops 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. <\/p>\n
\nAn 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. <\/p>\n
\nAdministration of youth departments in public libraries; planning and promoting programs and services; evaluation of library collections; community and professional roles of the youth librarian. <\/p>\n
\nResearch 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. Prerequisite: LIS 500, which may be taken concurrently.
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\nLIS 580 Management of Information Organizations <\/strong>
\nIntroduction 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. <\/p>\n
\nProfessional, supervised fieldwork in a library or professional information setting. Fieldwork is a one-quarter experience; however, this may be repeated in a different setting with a different set of learning objectives for a subsequent quarter. Library and information science majors only.<\/p>\n
\nPreparation and presentation of reflective working and presentation portfolios representing the student’ s goals, achievements, knowledge and skills, experience, and professional objectives. Development of plans for ongoing professional development. Prerequisite: completion of 30 credit hours and adviser approval of MLIS degree plan. <\/p>\n
\nIntroduces the concepts and methods used to analyze, store, manage, and present information and navigation. Equal weight given to understanding structures and implementing them. Topics include information analysis and organizational methods as well as XML and metadata concepts and application.<\/p>\n
\nThe aim of this course is to explore how contemplative practices and perspectives can offer insights into today\u2019s information-intensive culture and how they can provide guidelines and design principles for the development of new information practices and technologies. In the course, we will practice a variety of contemplative practices\u2014including sitting and walking meditation, and mindful reading and writing\u2014that train the mind and body to be more relaxed and attentive, and we will read some of the recent literature in psychology, neuroscience and philosophy that addresses the value of such practices. We will also make use of the insights and understandings gained from these studies to investigate and critique various information practices, such as email use, texting, and multitasking.<\/p>\n","protected":false},"excerpt":{"rendered":"