VIKBB63 Information Science: Reader's Digest

Faculty of Arts
Autumn 2018
Extent and Intensity
1/1. 3 credit(s). Type of Completion: z (credit).
PhDr. Michal Lorenz, Ph.D. (lecturer)
Guaranteed by
PhDr. Petr Škyřík, Ph.D.
Division of Information and Library Studies - Department of Czech Literature - Faculty of Arts
Contact Person: Mgr. Sabina Kubisová
Supplier department: Division of Information and Library Studies - Department of Czech Literature - Faculty of Arts
Wed 10:00–11:40 VP
Course Enrolment Limitations
The course is also offered to the students of the fields other than those the course is directly associated with.
The capacity limit for the course is 15 student(s).
Current registration and enrolment status: enrolled: 1/15, only registered: 0/15, only registered with preference (fields directly associated with the programme): 0/15
fields of study / plans the course is directly associated with
Course objectives
At the end of the course students should have a broader understanding of topics, theories in information science, its identity and subfields.
  • 1) Introduction: theoretical basis, concepts and phenomena, delimitation of information science
    2) History of information science - origin and identity
    3) Information wars
    4) Unified theory of information
    5) Critical reflection of educational tendencies
  • BUCKLAND, Michael. Emanuel Goldberg, Electronic Document Retrieval, and Vannevar Bush’s Memex. Journal of the American Society for Information Science. 1992, 43(4): 284 – 294. ISSN 1532-2890.
  • FARRADANE, Jason. Toward a True Information Science. The Information Sciencist. 1976, 10(3): 91-101. ISSN 0020-0263.
  • NOLIN, Jan – ĂSTRÖM, Frederick. Turning weakness into strenght: strategies for future LIS. Journal of Documentation. 2010, 66 (1), 7 – 27. ISSN 0022-0418.
  • CRONIN, Blaise. Cutting the Gordian Knot. Information Processing & Management. 1995, 31(6): 897-902.
  • BROOKES, Bertram C. The foundations of information science. Part I - IV. Journal of Information Science. 1980 - 1981.
  • YOVITS, Marshall C. Information Science: Toward the Development of a True Scientific Discipline. American Documentation. 1969, 20(4): 369–376. ISSN 1936-6108.
  • BERRY III, John N. We Must Have Library Education. Library Journal. 1998, Vol. 123, No. 3.
  • Van HOUSE, Nancy A. – SUTTON, Stuart A. The Panda Syndrome: An Ecology of LIS Education. Journal of Education for Library and Information Science. 1999, 37(2): 131-147.
  • GORMAN, Michael. Whither library education? New Library World. 2004, Vol. 15, No. 9 – 10, s. 376 – 380.
  • DURRANCE, Joan. C. Competition or Convergence? Library and Information Science Education at a Critical Crossroad. Advances in Librarianship. 2004, 28.
  • BERRY III, John N. Don't Dis the LIS "Crisis": Gorman is right to focus his ALA term on library education. Library Journal. 2004, Vol. 129, No. 16.
  • DILLON, Andrew – NORRIS, April. Crying Wolf: An Examination and Reconsideration of the Perception of Crisis in LIS Education. Journal of Education for Library and Information Science. 2005, 46(4): 280-298.
  • RAYWARD, W. Boyd. Visions of Xandu: Paul Otlet (1868-1944) and Hypertext. Journal of the American Society for Information Science. 1994, 45(4): 235 – 250. ISSN 1532-2890.
  • ABBOTT, Andrew. The System of Professions: An Essay on the Division of Expert Labor. Chicago: The University of Chicago, 1988. ISBN 0-226-00069-9.
  • BURKE, Colin. History of Information Science. Annual Review of Information Science and Technology. 2007, 41(1), p. 20-24. ISBN 978-1-57387-276-8.
  • MARCO, Guy A. Two false dogmas of information science. New Library World. 1996, 96 (1131).
  • ROBINSON, Lyn. Information science: communication chain and domain analysis. Journal of Documentation. 2009, 65(4): 578-591. ISSN 0022-0418.
  • WELLISCH, Hans. From Information Science to Informatics: a terminological investigation. Journal of Librarianship. 1972, 4(3): s. 163. ISSN 0022-2232.
  • OTTEN, Klaus – DEBONS, Anthony. Toward a Metascience of Information: Informatology. Journal of the American Society for Information Science. 1970, 21(1): 89 - 94. ISSN 1532-2890.
  • ROTHSTEIN, Samuel. Why People Really Hate Library Schools. Library Journal. 1986, 110(6), 41 – 48. ISSN 0363-0277.
  • FURNER, Jonathan. Information Studies Without Information. Library Trends. 2004, 52(3), 427 – 446. ISSN 0024-2594.
  • RAYWARD, W. Boyd. The Origins of Information Science and the International Institute of Bibliography/International Federation for Information and Documentation (FID). Journal ofthe American Society for Information Science. 1997, 48(4): 289 – 300. ISSN 15
  • VAKKARI, Pertti – CRONIN, Blaise (Eds.). Conceptions of library and information science. Historical, empirical and theoretical perspectives. London: Taylor Graham, 1992. ISBN 0-947568-52-2.
  • BUCKLAND, Michael Keeble. Emanuel Goldberg and his knowledge machine : information, invention, and political forces. First published. Westport, Connecticut: Libraries Unlimited, 2006. xiii, 380. ISBN 0313313326. info
  • The quest for a unified theory of information : proceedings of the Second International Conference on the Foundations of Information Science. Edited by Klaus Haefner - Wolfgang Hofkirchner. Amsterdam: Gordon and Breach Publishers, 1999. xxxiii, 59. ISBN 905700531X. info
  • OSTLER, Larry J., Therrin C. DAHLIN and J.D WILLARDSON. The closing of American library schools : problems and opportunities. 1st pub. Westport, Conn.: Greenwood, 1995. xi, 158. ISBN 9780313284618. info
  • PARIS, Marion. Library school closings : four case studies. Metuchen, N.J.: Scarecrow, 1988. 168 s. ISBN 0810821303. info
Teaching methods
critical reading of literature and work with texts, class discussion, art projects, essays
Assessment methods
Student's performance is evaluated continuously — written preparation, attendance and art projects are awarded. At least 34 points (of 72 total) are required to pass the course.
Language of instruction
Further Comments
Study Materials
The course is also listed under the following terms Autumn 2015, Autumn 2016, Autumn 2017.
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