| L608 --> syllabus --> intro.html |
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Summer 2007 |
Room | Time | Instructor: Howard Rosenbaum | Office: 005B@SLIS | Office Hours: | |||||
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| L 036 | 1:00-4:00 T, Th |  hrosenba@indiana.edu |
Telephone: 812 855 3250 | 11:30-1:00 PM T, Th |
| Table of Contents | |||||
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| Introduction: What is this course about (short description) |
Course Objectives: What you will learn |
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| Course Requirements: What is expected of you |
Other Important Information: How we will communicate with each other |
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| Assignments: Specific information about what you must do |
Grading: How you will be evaluated |
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| Required Texts: What you must read |
Topic Outline, Reading Schedule and Assignment Due
Dates: The nuts and bolts of the course |
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| Assignments and Due Dates: When assignments are due (short version) |
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"We are not afraid to entrust the American people with unpleasant facts, foreign ideas, alien philosophies, and competitive values. For a nation that is afraid to let its people judge the truth and falsehood in an open market is afraid of [them]John F. Kennedy, 1962
Censorship, restrictions on free speech, the ability to disseminate and access information, the control of privacy and personal information, digital rights management, the spread of surveillance, the protection of intellectual property - these are some of the issues that shape the concept of intellectual freedom in the 21st century. These issues are also central to the information professions. In this course, we will investigate intellectual freedom in three contexts. We will look critically at:
For example, intellectual freedom has been a cornerstone of library practice throughout this century and has faced and withstood many challenges. It does, however, embody a paradox; the core of this concept is rather simple to express and extremely difficult to use as a basis for professional activities. According to the Office of Intellectual Freedom of the American Library Association1, intellectual freedom rests on the conditions that:
This concept has been incorporated into an Interpretation of the Library Bill of Rights which has been expanded to include the networked information environment2:
Freedom of expression is an inalienable human right and the foundation for self-government. Freedom of expression encompasses the freedom of speech and the corollary right to receive information. These rights extend to children as well as adults.Libraries and librarians exist to facilitate the exercise of these rights by selecting, producing, providing access to, identifying, retrieving, organizing, providing instruction in the use of, and preserving recorded expression regardless of the format or technology.
It is clear that libraries have an important role to play as institutions which provide unrestricted access to information and attempt to create and maintain the conditions that support a "climate of intellectual freedom." Challenges to this role have arisen in the form of censorship disputes, access issues, privacy issues, and collection development. One purpose of this course is to provide you with the opportunity to carefully develop a reasoned position on these and other issues and, more generally, on the problem of the preservation of intellectual freedom in libraries, librarianship, and the information professions.
However, the problems that coalesce around the concept of intellectual freedom have moved far beyond the walls of the library. Branscomb3 points out that the issue of the ownership and control of information is intricately intertwined with the concept of intellectual freedom and developments are occurring in society at a rate which far outpaces the ability of the legal system to keep up; as a consequence, "controversy over the ownership and control of information is rampant today." There are important decisions being made in the courts, in the legislative and regulatory branches of government, and in the private sector that will affect the public's access to, control over, and use of information. For example,
Another purpose of this course is to give you the opportunity to explore these issues in some depth.
A third arena where some of these issues are being discussed and, in some cases fought over, is the Internet, where, some argue, the traditional concepts of intellectual property protection and copyright no longer hold. The Internet, the argument continues, may be the last preserve of intellectual freedom. How long this situation may hold, however, is an open question, since there are a number of challenges to intellectual freedom arising in the networked information environment. These involve the such events as the ongoing series of court cases in which the RIAA sued people who were operating peer-to-peer network nodes from their campus computers and others who were accused of trading copyright-protected music files, the revision of the Patriot Act, which greatly extends the ability of the Federal Government to monitor online and offline activities, the Federal GovernmentÕs warrantless spying program, the controversy over what has become known as "cyberporn," and the growing debate over a fee-for-service internet. Some current issues that are moving to the center of the debate include:
A third purpose of this course is to consider the issues that surround intellectual freedom in the networked information environment.
Why should these events be of concern to information professionals?
The library and information professions are deeply involved in the acquisition, storage, and dissemination of a wide range of print, traditional non-print, and electronic information, so familiarity with the issues involved in the ownership of and provision of access to information in a networked environment will have personal and professional benefits for you.
It is now commonplace that this environment has become well integrated into libraries and information centers, so a concern for the problem of intellectual freedom in this environment is simply an extension of traditional concerns, and as future professionals, you should be aware of the issues that will arise as the struggle for the ownership and control over different type of information unfolds over the next decade.
This course will be divided into three sections to accommodate these major components of intellectual freedom. The first section will be "Intellectual Freedom and Libraries," the second will be "Intellectual Freedom and the Society," and the third will be "Intellectual Freedom and the Internet."
Notes:
1. ALA. Office for Intellectual Freedom. (2000). Access to Electronic Information, Services, and Networks: An Interpretation of the Library Bill of Rights. Adopted by the ALA Council, January 24, 1996 Available at:
http://www.ala.org/ala/oif/statementspols/statementsif/interpretations/qandaaccesselectronic.htm
2. . ALA. Office for Intellectual Freedom. (2002). Intellectual Freedom Manual, 6th Ed. Chicago: American Library Association.
3. Branscomb, A.W. (1994). Who Owns Information? From Privacy to Public Access. New York: Basic Books. p 74.
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By the end of this course, you will:
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What is means to participate in a seminar
This course is run as a seminar, which means that the success or failure of the class depends, to a great extent, on your participation throughout the semester. The class will not be run in a lecture format after the first class and will thereafter involve discussions and active interchanges among the people in the class. This means that you have a greater responsibility to take control of your own education, both in and outside of class. In class, you should be prepared to discuss the topics that are scheduled for each afternoon. Outside of class, you should make the time to read and think about the material placed on reserve.
Although the syllabus follows a predetermined schedule, the seminar format provides a degree of flexibility that will allow the class to spend more time on those topics that are capturing our interest. The course content can therefore evolve as we begin to explore the concept of intellectual freedom and its related issues.
Other requirements
To receive a passing grade in this course, you must turn in all of theassignments and the term project and do your presentation. You cannot pass this course without doing all of the assigned work, however, turning in all ofthe work is not a guarantee that you will pass the course. Grades of <I> (Incomplete) may be assigned in this course after discussion with the instructor, but, depending on the circumstances, there will be a penalty applied at the discretion of the instructor.
All papers and assignments must be submitted on the dates specified in this syllabus. If you cannot submit an assignment or cannot deliver a presentation on the date it is due, it is your responsibility to discuss your situation with the instructor, preferably in advance. Given that your reasons or problems are legitimate, arrangements for the completion of the outstanding work can be made; this will occur, however, at the discretion of the instructor. There will be a penalty for work turned in after the assigned date, and this will also be applied at the discretion of the instructor.
Your written, web-based, and oral work will be evaluated according to four criteria; it must:
Borderline grades will be decided (up or down) on the basis of class contributions and participation throughout the semester.
3. PlagiarismA student must not adopt or reproduce ideas, words, or statements of another person without appropriate acknowledgment. A student must give credit to the originality of others and acknowledge an indebtedness whenever he or she does any of the following:
a. Quotes another person's actual words, either oral or written;
b. Paraphrases another person's words, either oral or written;
c. Uses another person's idea, opinion, or theory; or
d. Borrows facts, statistics, or other illustrative material, unless the information is common knowledge.
Plagiarism is the use of someone else's ideas, words, or opinions without attribution. Any assignment that contains plagiarized material or indicates any other form of academic dishonesty will receive a grade of F. A second instance will result in an automatic grade of F for the course. Penalties may be harsher depending upon the severity of the offense. See Indiana University's "Code of Student Rights, Responsibilities and Conduct" (link above).
There is more to avoiding plagiarism than simply citing a reference. To aid students both in recognizing plagiarism and in avoiding the appearance of plagiarism, Indiana University's Writing Tutorial Services has prepared a short guide entitled "Plagiarism: what it is and how to recognize and avoid it". This guide is available here.
It provides explicit examples of plagiarism and offers strategies for avoiding it. Each student should be familiar with this document and use it as a guide when completing assignments.
Here are some strategies for avoiding plagiarism provided by Writing Tutorial Services at Indiana University:
Put in quotations everything that comes directly from the text especially when taking notes.
Paraphrase, but be sure you are not just rearranging or replacing a few words. Instead, read over what you want to paraphrase carefully; cover up the text with your hand, or close the text so you canÕt see any of it (and so arenÕt tempted to use the text as a ÒguideÓ). Write out the idea in your own words without peeking.
Check your paraphrase against the original text to be sure you have not accidentally used the same phrases or words, and that the information is accurate.
From: http://www.indiana.edu/~wts/pamphlets/plagiarism.shtml
Indiana University and School of Library and Information Science policies on academic dishonesty will be followed. Students found to be engaging in plagiarism, cheating, and other types of dishonesty will receive an F for the assignment and an additional penalty aapplied at the discretion of the instructor. As a rule of thumb, when in doubt, cite the source!
| Grade | GPA | MEANING |
|---|---|---|
| A | 4.0 | Outstanding achievement. Student performance demonstrates full command of the course materials and evinces a high level of originality and/or creativity that far surpasses course expectations |
| A- | 3.7 | Excellent achievement. Student performance demonstrates thorough knowledge of the course materials and exceeds course expectations by completing all requirements in a superior manner |
| B+ | 3.3 | Very good work. Student performance demonstrates above-average comprehension of the course materials and exceeds course expectations on all tasks as defined in the course syllabus |
| B | 3.0 | Good work. Student performance meets designated course expectations, demonstrates understanding of the course materials and is at an acceptable level |
| B- | 2.7 | Marginal work. Student performance demonstrates incomplete understanding of course materials. |
| C+ C |
2.3 2.0 |
Unsatisfactory work. Student performance demonstrates incomplete and inadequate understanding of course materials |
| C- D+ D D- |
1.7 1.3 1.0 .07 |
Unacceptable work. Course work performed at this level will not count toward the MLS or MIS degree. For the course to count towards the degree, the student must repeat the course with a passing grade. |
| F | 0.0 | Failing. Student may continue in program only with permission of the Dean. |
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There are three ways you can get in touch with me outside of class:
There is also a class list called hrosenba_intellect, to which we are all subscribed.
By sending an electronic mail message to hrosenba_intellect@listserv.indiana.edu, you can communicate with everyone else.
I will use the mailing list to send messages to the class; typically, these will be clarifications of questions about assignments and other important information, such as when I must alter or cancel office hours. I'll also send interesting postings that cross my desktop from time to time. You can use the list to ask questions of your colleagues and discuss issues raised in class as the semester progresses
I suggest that you check your e-mail every day!
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Assignments |
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| Select any of the topics here for a detailed description of the assignment ---> |
Wiki entry and commentary | Lead the class | Project |
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You will be evaluated on the basis of four assignments: These assignments are described below, and will be discussed in greater detail in class.
For this class, you will:
| WIKI ENTRY AND COMMENTARY |
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This entry should have three main sections. In the first section, clearly introduce and define the issue that you are exploring and explain its significance. In the second section, develop the main argument of the entry. Explain both sides of the issue (you explain one side and your partner explains the other). Try to offer the strongest case for your side of the issue. Make use of other resources in your entry including articles and websites, where appropriate. In the third section, take an informed position on the issue. This means giving your opinion and supporting it in some way. You will express your opinion as will your partner. You and your partner can agree, in which case you can write this section together, or you can disagree, in which case each writes his or her own third section.
This entry will be around 1000 words in length and will be posted to the class wiki. This part of the assignment is worth 20% of the final grade.
For the second part of the assignment, you will contribute to at least two other entries in the wiki. This will involve posting your informed opinions, clarifications, additions or suggestions for deletions to other entries. In your posting, be sure to make reference to relevant materials whether from the course or your other reading. By June 5, you will have made your first posting. By June 12 you will have made your second posting. Each posting is worth 7.5% of the final grade, for a total of 15%.
The wiki is here: https://ella.slis.indiana.edu/g/freedom/pmwiki.php
| LEAD THE CLASS |
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For the class that you will lead, you will provide me with at least two print or web-based readings that you want the class to read in advance of the discussion. No later than three days before you are scheduled to lead the discussion, , you will give me paper or digital copies of the readings. I will make copies of any readings, place them on ereserve in the SLIS Library, and alert the class that the readings are available by posting messages to the class list. If you want to use web sites, please post the URLs to the class list at least three days before the class.
To seed the discussion, you will prepare four general discussion questions (two for each reading) that and post them to the class list hrosenba_intellect@listserv.indiana.edu no later than three days in advance of the class discussion you lead.
When you lead the discussion, you should be prepared to talk about the topic and the readings, raising questions that will serve as the basis for our discussion. You should prepare notes or an outline, and may bring any supporting materials (such as overheads) to class with you. For the brave, you may also provide a live demonstration. If you need a computer and projector, let me know and I will arrange to have them in the class for your session.
After the class, you will submit your written materials which will be returned to you shortly after I examine them.
You complete this assignment by providing us with readings, preparing the discussion questions and posting them on the class list, showing up in class, leading the discussion, and turning in your materials. You will sign up for topics on May 10. This assignment is worth 20% of the final grade.
| PROJECT |
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Investigate an intellectual freedom topic in some depth. For the final project, you can select one of three options. The first is a conventional term paper. The second and third options will require that you investigate a complex intellectual freedom issue in the community. If you are interested in a different type of project, you must discuss it with me and not begin work on it until I have cleared your topic. You may investigate in more depth the topic you select when you lead the class.
You will select a topic that involves intellectual freedom issues or controversies and investigate it in considerable depth. The topic may be one that we have covered in class or one of your own choosing.
For this paper, you will
Two interesting possibilities:
Monitor a talk radio show or television talk show_
Select a television or radio talk show and watch or listen to it for at least two weeks. If you are listening to a radio talk show, listen for an hour at a time at least three times a week. If you are watching a television show, make sure it is broadcast at least five times weekly and then watch it at least three times a week. Listen for the appearance What are the two main issues with intellectual freedom implications that are discussed during this time period? How are these issues presented? How does the host frame these issues? Describe and analyze the persuasive technique(s) used by a talk show host during the period of time you observed the show.
Controversial issues on the web
Select a controversial issue that has implications for intellectual freedom. Analyze the issue and explain the two major position that divide people concerned with the issue. Find at least four advocacy web sites, two on each side of the issue. Analyze the ways in which the issue is presented on the sites. What are the strengths and weaknesses of their presentations? Whose is more convincing and why?
Increasingly we find that we are being observed as we move through public and private spaces. Advances in technology, particularly in miniaturization and the extension of networked communications, have led to a range of monitoring devices that are used to track our movements.
It is a common although taken for granted experience to be video and sometimes audio recorded as we carry out routine tasks. For this project you will attempt to determine the extent to which we are being monitored in our town.
For this project you will:
There are two ways you can do this. One is with images. You can use your digital camera. If you don't own one, you can check out a digital camera from the UGL and use it for 48 hours. Go out into town and look for the cameras! The second way is through a textual description of surveillance. This is appropriate when you uncover observation technologies in use in private spaces (such as a retail space) and cannot take a photograph. Collect and organize these descriptions.
This will involve determining
Recently the Courts in the US have been a setting where an intense debate over the question of access to digital information is being played out in a succession of legal battles. Librarians and public school educators find themselves in the middle of this debate.
For this project, you will attempt to determine the ways in which public libraries and schools in the area are coming to grips with this issue.
For this project you will:
This will involve determining
You will write a paper of about 10pages (~2500 words) summarizing your research. Follow the format above.
You will select your project by May 17. You will receive confirmation of your topic by May 18. The first draft of the project will be due on June 5; the final version is due on June 14 and will be worth 40% of the final grade.
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This table shows the assignments you have to do and the percentage of the final grade each is worth.
| Assignment | % of Final Grade | ||
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| Wiki posting | 20% | ||
| Wiki editing (twice) | 15% | ||
| Lead class discussion | 20% | ||
| Project | 40% | ||
| Participation | 5% |
Note that there is a portion of the overall grade that has been allocated for class participation. Participation will be determined in two main ways. One will involve a demonstration of your effort and interest in class. Since this class is a seminar, participation in this sense is defined primarily as contributing to class discussion, although there are also ways to demonstrate that you are engaged in the class, such as coming by during office hours to discuss your work or ask questions.
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There are no required texts for this course. Readings will be made available through ereserves or will be on the web.
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Select any date and see:
| Select any date to see readings, assignments, and due dates |
May 8 | May 10 | May 15 | May 17 |
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| May 22 | May 24 | May 29 | May 31 | |
| June 5 | June 7 | June 12 | June 14 |
NOTE: The URLs for the readings were last checked on May 8, 2007
Introduction: Intellectual freedom and the networked information environment
Leading the seminar assignment discussed in class
Final project discussed in class
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The roots of Intellectual freedom: Impacts on librarianship and the information professions
Readings:
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Intellectual freedom and the law: Censorship and privacy
Readings:
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Issues for Librarians: Access and filtering
Readings:
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Access to the networked information environment: Across the digital divide
Readings:
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What is protected speech? Free speech and hate speech
Readings:
Murphey, D.D. (2003). Conceptual Issues in Prohibiting "Hate Speech". Mankind Quarterly, 43(3), 335-53.
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Freedom of information: personal and governmental concerns
Readings:
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What is the tradeoff between our rights and our security? Surveillance, monitoring, and the Patriot Act
Readings
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Controlling the flow of information: Copyright, the Digital Millennium Copyright Act, digital rights management, and the Creative Commons
Readings
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The Free and Open Source Movement and Challenges to Intellectual Freedom
Readings
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Net Neutrality
Readings
Save The Internet. (200566). Home Page.
Thierer, A.D. (2004). "Net neutrality": Digital discrimination of regulatory gamesmanship in cyberspace? Policy Analysis. 507. 1-28.
U.S. Senate Committee on Commerce, Science, and Transportation. (2006). Prepared Statement of Vinton G. Cerf Vice President and Chief Internet Evangelist Google Inc. Hearing on "Network Neutrality"
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Ethics and the information professions
Readings
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| Assignment/Project | % of Final Grade | Due Date |
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| Wiki entry | 20% | May 30 |
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May 9 | |
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May 16 | |
| First Wiki commentary | 7.5% | June 6 |
| Second Wiki commentary | 7.5% | June 13 |
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May 9 | |
| Class discussion | 20% | Whenever |
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May 9 | |
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May 16 | |
| Project | 40% | June 15 |
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May 9 | |
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May 16 | |
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May 18 |
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| Page by Howard Rosenbaum | |
| Find me at hrosenba@indiana.edu | http://www.slis.indiana.edu/hrosenba/www/L608/syll/syllprint.html |