Graduate School of Library and Information Studies
Spring 2012
LSC544--Visual
Information Science
Dr. Yan Ma, Professor
Tel.: 401-874-2819 (O) 401-419-8487 (Cell)
Email: yanma@uri.edu
The above class time provides a time frame to post answers and/or necessary class materials of each week. You will need to post your assignments by the designated class time without a deduction from your grade. You do not need to be at your computers during the designated class-time.
| Course Description | Course Objectives | Textbooks | Class Schedule |
| Grading Policy | Reserve Readings | Resources | Sakai |
Course
Objectives:
1.
Study
the nature of information in textual and visual forms.
2.
Study
the interdisciplinary nature of visual information science.
3.
Study
information and visual information and communications theories.
4.
Understand
and analyze needs and uses for both textual and visual information. User
information seeking behavior for both textual and visual information.
5.
Discuss
information policy, intellectual property, and copyright for both textual and
visual information.
6.
Understand
the theory and practice of information storage and retrieval systems for both
textual and visual information.
7.
Understand
and study issues relating to user interface design.
8.
Explore
information technology for visual information science
9.
Study
research methods for textual and visual information.
10.
Become
familiar with important journals, books, and authors.
Course Requirements
Read assigned readings; participate in
discussions, such as analyze, critique, and synthesize the readings; complete
assignments as instructed, and pass one exam. A final term paper will be your choice of a topic
relating to visual information science. Confer
with the instructor on your topic.
Required and Recommended Textbooks
(They are available at the URI Bookstore and the Rhode Island Book Company).
Moore,
David and Dwyer, Francis. (1994). Visual Literacy: A Spectrum of Visual Learning.
Rubin,
Richard. (2010). Foundations of Library
and Information Science.
Barry, Ann Marie. (1997). Visual intelligence: perception, image, and manipulation in visual communication. Albany, NY: State University of New York Press. ISBN: 0791434362 (Recommended)
Tufte,
Edward R. (2001). The Visual Display of Quantitative Information, 2nd
ed. Cheshire, CT: Graphics Press. ISBN: 0961392142
Tufte,
Edward R. (1990). Envisioning
Information.
Tufte,
Edward R. (1997). Visual Explanations :
Images and Quantities, Evidence and
Narrative.
You May Purchase the books from:
You can order them from Amazon.com.
http://www.amazon
Ebay Textbook Bookstore: http://half.ebay.com/
Recommended Texbooks on Reserve at the URI Library
Atherton,
Pauline and Johnson, Eric H. (1999).
Visualizing subject access for 21st
century information resources.
(Eds).
Barry,
Ann Marie Seward. (1997).
Visual Intelligence: Perception,
Image, and Manipulation in Visual Communication.
Horn,
Robert E. (2000). Visual Language Global Communication for the 21st
Century.
Lancaster,
F. Wilfrid and Warner, Amy. (1993).
Information Retrieval Today.
Lancaster,
F. Wilfrid. (1999). Indexing and
Abstracting in Theory and Practice. (2nd).
Tufte,
Edward R. (2001). The Visual Display of Quantitative Information, 2nd
ed. Cheshire, CO: Graphics Press. ISBN: 0961392142
Tufte,
Edward R. (1990). Envisioning
Information.
Tufte,
Edward R. (1997). Visual Explanations :
Images and Quantities, Evidence and
Narrative.
Bates, Marcia. (1999). The invisible substance of information science. Journal of the American Society for Information Science, 50 (12): 1043-1050.
Chen, Chaomei, Paul, Ray J. and O’Keefe, Bob. (2001). Fitting the jigsaw of citation: Information visualization in domain analysis. Journal of the American Society for Information Science, 52 (4): 315-330.
Cooper, Linda Z. (2008). Support Visual Literacy in the School Library Media Center: Developmental, socio-cultural, and experiential considerations and scenarios. Knowledge Quest, 36 (3): 14-19
De Vaney, Ann. (2000). Technology in Old Democratic Discourses and Current Resistance narratives: What is Borrowed? What is abandoned? What is New? In DeVaney, Ann, Gance, Stephen, and Ma, Yan. (Eds.). Technology and Resistance: Electronic Communications and New Alliances Around the World, (pp. 9-50). New York: Peter Lang.
Greene, Stephan, Marchionini,
Hill, Linda, et al. (2000).
Hochheiser, Harry and Shneiderman, Ben. (2001). Using interactive visualizations of WWW log data to characterize access patterns and inform site design. Journal of the American Society for Information Science, 52 (4): 331-343.
Joswick, Kathleen E. and Stierman, Jeanne Koekkoek. (1997). The core list mirage: A comparison of the journals frequently consulted by faculty and students. College and Research Libraries, 58 (1): 48-55.
Lucky,
Robert. (1989).
A theory of information. In
Silicon Dreams, pp. 37-48. New
Ma, Yan. (2002). A design analysis model for developing World Wide Web sites. Journal of American Society for Information Science, 53 (7): 531-535.
Ma, Yan. (2000). Chinese Online Presence: Tiananmen Square and Beyond. In DeVaney, Ann, Gance, Stephen, and Ma, Yan. (Eds.). Technology and Resistance: Electronic Communications and New Alliances Around the World, (pp. 139-151). New York: Peter Lang.
Ma, Yan. (1999). Visual information science: its need and place in the curriculum of library and information science education. In Griffin, Robert .E., Gibbs, William J., and Weigmann, Beth. (Eds.). Visual Literacy in an Information Age (pp. 235-239), Blacksburg, VA: The International Visual Literacy Association.
Ma, Yan and Diodato, Virgil. (1999). Icons as visual form of knowledge representation on the World Wide Web: A semiotic analysis. In Woods, Larry. (1999). (Ed.). ASIS’ 99 Proceedings of the 62nd ASIS Annual Meeting Washington, D. C. October 31 – November 4, 1999. (pp. 181-193). Medford, NJ: Information Today, Inc.
Marty, Paul F. (2000). On-line exhibit design: the
sociotechnological impact of building a museum
over the World Wide Web. Journal of the American Society for Information
Science, 51 (1): 24-32.
Paolini, Paolo, et al. (2000). Visiting a museum
together: how to share a visit to a virtual world. Journal of the American
Society for Information Science, 51 (1): 33-38.
Rorissa, Abebe (in press 2008). User-generated descriptions of individual images versus labels of groups of images: A comparison using basic level theory. Information Processing & Management.
Rowley, Jennifer.
(1994). The controlled
versus natural indexing languages debate revisited: A perspective on
information retrieval practice and research.
Journal of Information Science,
20 (2): 108-119.
Shannon, Claude & Weaver, Warren. (1949). The
Mathematical Theory of Communication
Taylor, R.S. (1968). “Question negotiation and information seeking in libraries.” College and Research Libraries, 29, (1968),178-189.
Walsh, Peter. (2000). The neon paintbrush: Seeing, technology, and the museum as a metaphor. Journal of the American Society for Information Science, 51 (1): 39-48.
Warren, Scott Alan (2001). Visual displays of information: a conceptual taxonomy Libri v. 51 (3): 135-47
Final
Project
25%
|
Assignments |
% | Post before 6:30 p.m. on | Individual |
| What is Information? | 5% | 2/1 (Week 2) | x |
| What is Visual Information? | 10% | 2/8 (Week 3) | x |
| Mode of Information report | 15% | 2/22 (Week 5) | x |
| #1 Response to the Readings on visual information seeking | 5% | 2/29 (Week 6) | x |
| #2 Response to the Readings on interface design | 5% | 3/7 (Week 7) | x |
| #3 Response to the Readings on organizing visual information | 5% | 3/21 (Week 8) | x |
| #4 Response to the Readings on communication theory, perception, perceptual aesthetics | 5% | 3/28 (Week 9) | x |
| #5 Response to the Readings on visual cognition | 5% | 4/4 (Week 10) | x |
| #6 Response to the Readings on meaning and interpretation of visual information, cultural, social, and … of visual information | 5% | 4/11 (Week 11) | x |
| #7 Response to the Readings on visualization of information, information design | 5% | 4/18 (Week 12) | x |
| Final project | 25% | 4/25 (Week 13) | x |
| Presentation and Discussion | 10% | Weekly | x |
|
International
Visual Literacy Association |
|
Visual
Literacy Bibliography: |
|
The Human-Computer Interaction
Laboratory at the |
|
Information
Visualization Resources on the Web |
|
Atlas of
Cyberspaces |
|
Guides
to Quality in Visual Resources Imaging |
| Katy Börner &
Chaomei Chen (Eds): Visual Interfaces to Digital Libraries. Springer
Verlag, LNCS 2539, 2002. http://link.springer-ny.com/link/service/series/0558/tocs/t2539.htm |
| Digital and Media Literacy: A Plan of Action by Rebee Hobbs (PDF File in Sakai) |
National Association for Media Literacy Education: http://namle.net/ Core Principles of Media Literacy Education: http://namle.net/publications/core-principles/ Media Literacy: http://mediaeducationlab.com/ Center for Media Literacy: http://www.medialit.org/ |
Computer Facilities on the URI Campus
You can finish your projects in any computer labs on campus or at home. The Information Technology Instruction Lab in Library Room 107 is equipped with the most up-to-date hardware and software for GSLIS education.
** Students with special test and note-taking needs should contact the instructor as early as possible for accommodations.
| Week 1 1/25 |
Week 2 2/1 |
Week 3 2/8 |
Week 4 2/15 |
Week 5 2/22 |
Week
6 2/29 |
|
|
Week 7 3/7 |
Week 8 3/21 |
Week 9 3/28 |
Week 10 4/4 |
Week 11 4/11 |
Week 12 4/18 |
Week 13 4/25 |
Present and Post your first exercise to Sakai.
Ma, Yan. (1999). Visual information science: its need and place in the curriculum of library and information science
education. In Griffin, Robert .E., Gibbs, William J., and Weigmann, Beth. (Eds.). Visual Literacy in an Information
Age (pp. 235-239), Blacksburg, VA: The International Visual Literacy Association.
Discuss these questions in Sakai. You can address all the issues in one discussion or address of one the major issues. But whatever you are going to discuss will need to be focused on the last question #6.
2.
(Rubin)
What will new technologies affect the mission of libraries?
3.
How
will electronic publications and information be evaluated and selected?
4.
How
will access to electronic information be provided, controlled, and paid for?
5.
How
does technology affect the employees of the organization, and how can it be
implemented for maximum productivity?
6.
(Ma)
How visual information has played a role in this information age? In what
aspects?
Cooper, Linda Z. (2008). Support Visual Literacy in the School Library Media Center: Developmental, socio-cultural, and experiential considerations and scenarios. Knowledge Quest, 36 (3): 14-19
Week4
(February 15)
Core Principles of Media Literacy Education: http://namle.net/publications/core-principles/
What are the current information policy or intellectual property rights for visual information?
Assignment: View PPT Lectures of "Information
Representation"; "Indexing"; "Inverted Files"; and "Icon Indexing".
#2
Response to the Readings
on
interface design is
due to be posted in Sakai. Each of you will need to find one most current quality article on the
topics of today’s session. Share your summary with your classmates.
Post your citation or
URL to the class Sakai. Prepare one good or one poor
example of interface design of an information system. Post
your examples in Sakai.
another institution.
Wen-Cheng; Lin, et al. (2007). Integrating textual and visual information for cross-language image retrieval: A
trans-media dictionary approach. Information Processing & Management, 43 (2): 488-502.
http://ww.idp.mdh.se/personal/rpn01/ (It did not work on May 18th. Will check).
Rune Pettersson's published papers:
http://www.idp.mdh.se/forskning/publikationer.asp (It did not work on May
18th. Will check).
Rune Pettersson's Book on Information Design published by John Benjamins Publiching
company:
http://www.benjamins.com/cgi-bin/t_bookview.cgi?bookid=DDCS%203
Final project is due today.
Instruction on Assignments:
If you post your assignment after 6:30 p.m. on date specified, there will be 50% deduction of the grade for that assignment. Please down load free Virus Protection Software and scan your attachments before you post them to Sakai. If you send a virus file to the class, you will lose total grade. Call 401-874-2301 (Help Desk) on how to download the virus software.
1. Two Definition Papers: The first exercise should focus on concepts that have come to be associated with information, knowledge, recorded knowledge, data, facts, and others that you think are relevant. The second exercise should focus in the concepts of visual information, visual literacy, visual communication, and others that you think are relevant. Summarize as succinctly as possible some of differences between these terms in one or two pages. In preference to definitions in encyclopedias and dictionaries, which can be used and which may be of use as leads to other sources, seek usage or explanations in books, journals, magazines, and newspapers.
Submission: Please send me your assignment through Sakai “Assignment" Tool. Please first type and save your answers in a Word file and then save in Notepad to copy and paste your papers. If you send an attachment with visuals, please SCAN your file before posting it to Sakai.
Record your choice of stage of mode of information with me as early as
possible to avoid conflicts. In
your research of the mode of information of your choice, the following aspects
may be considered for your analysis, critique, and comparison: information
storage and retrieval; information seeking behavior; information needs;
information use patterns; learning styles; information policy; and information
representation in different mode of information.
For example, the structure of a book and the meaning
that the author is trying to communicate to the readers.
For
example:
In
this example, TI=title, TC=table of contents, PR=preface, CH=chapter heading,
QU=quotation, SE1=first level section heading, TX=text, FN=footnote,
SE2=second level section heading, NO=notes. This example shows that chapter begins with a quote, has two levels of
hierarchy and that the book has notes at the end of chapters rather than end
of book.
2).
Could your scheme be automated (automatically tagged)?
3).
If the book were an electronic book, list TWO new features/capabilities that
could be added. What tags would
you assign to these new features?
Can you do the structure of a TV program, a video,
a Web site, or cell phone and demonstrate how meaning is constructed and communicated?
Submission: Please send me your assignment through Sakai “Assignment" Tool. Please first type and save your answers in a Word file and then save in Notepad to copy and paste your papers. If you send an attachment with visuals, please SCAN your file before posting it to Sakai.
3. Short Response Papers: Write your short papers no more than 600 words each as instructed in the specific weekly instruction. They need to be posted to Sakai on time. They will be graded with full points if they are not individually graded with special comments sent privately to the student(s) by the instructor.
Submission of Response Papers: Please send me your assignment through Sakai “Forum” Tool. It is better for all of you to share your Responses to the Readings. Please first type and save Responses a Word file and save in Notepad to copy and paste your papers the Forum box in Sakai using the subject title “Response #1.” For example, Response to Readings #1 needs to be posted in the Topic box labeled as "Response #1." Post your ideas, thoughts, and other discussion responses to the appropriate Topic box in Sakai "Forum" box. For example, submit your discussion responses for Week 2 in the Topic box labeled as "Forums--Week 2" Tip: you may hold on “Ctrl” and “V” key together to paste the text to the mail message box. If you send an attachment with visuals, please SCAN your file before posting it to Sakai.
4. Discussion Questions: For most of the weeks each week, a list of questions are provided for discussions. You can choose to answer ONE of listed questions. These questions are our professional challenges and they invite your innovative and creative responses. Although they are not graded individually, your contribution to the weekly discussions will contribute to the 10% of the grade of "Presentation and Discussion." These questions are designed to help you engaged in the process of learning visual information and solving problems facing of profession. These questions also provide suggestions to narrow down your choice for your final project.
5. Final Project: Write a paper of no less than 1500 words to explore one of the following topics that we have discussed in class. If you choose a topics not listed below, a short conference about your proposed topics is required.
Or, you can prepare a project that enables us to visualize information better, to
improve the present information system, to solve a problem by using the
theories and principles learned in class.
1. How visual information has played a role in this information age? In what aspects?
2. Visual communication theory or model(s)
3. Information policy or intellectual property rights for visual information
4. Visual information rich or poor. Or, visual information literate vs. illiterate.
6.
7. Visual vs. textual information storage and retrieval
8. Can traditional cataloging and indexing principles still be used to process/organize visual information? How?
9.
10.
11. Meaning construction and visual information
12. Information design and visual information
13. Digital libraries and visual information
14. Digital museums and visual information
15. Differences and similarities of visual and media literacy. How can the information professionals apply visual and media literacies to enhance/empower our profession?
For all papers:
Write clearly, using good grammar and spelling.
You will cite the article using the APA format. These are the websites for APA style format:
APA Guide from the Northern Michigan University Library
University of Illinois at Urbana/Champaign APA Citation Styles Handbook
Electronic Reference Formats Recommended by the American Psychological Association, and/or Examples of APA-style citations.