HILS+2511-Intro

= = = = =**Introduction** =

Welcome to Information Retrieval 1 HILS 2511
My name is Wilson Yule and I am your lecturer for Information Retrieval 1 HILS 2511 course. This is a one year course which is offered in the Department of Information and Communication Studies in the Faculty of Humanities and Social Sciences (FHSS). This course will focus on the following: indexing, cataloguing, classification and information retrieval of online and print resources. The aim of this module is to equip students with cataloguing skills and introduce them to the principles of cataloguing using the Anglo American Cataloguing Rules, 2nd Edition (AACR2), with practical exercises. For more information about the profile of the lecture, follow this link ....

Information Retrieval 1 HILS 2511- is this course for you?
This course is intended for people who are going to be involved in working in various libraries and information centre. It is intended to equip information retrieval skills to information practitioners

Course outcomes
Upon completition of this course the students are expected to do the following:

- define key concepts of information retrieval - describe different indexing techniques used in information retrieval systems - discuss search strategies applied in both electronic and manual database - explain concepts uderlying search engines - apply cataloguing and classification processes to information resources (electronic and print)

Syllabus
To know more about the syllabus of this course please follow the link [|course outline-information retrieval 1.docx]

Class Management and Ethical Issues
Ethics include moral choices made by the University of Namibia students in relation to the rest of the community, standards of acceptable behavior, and rules governing their daily conduct when attending classes. The broad issues relating to electronic information systems include control of and access to information, privacy and misuse of data, and international considerations. All of these extend to electronic networks, electronic databases, and, more specifically, to geographic information systems. Specific problems within each of the three areas, however, require slightly different kinds of ethical decisions. Networks, electronic information systems in general, and geographic information systems in particular are discussed separately by respective departments of the University. Students are urged to follow the following class management practices and ethical issues regarding use of information [|Class Management Rules and Regulations.doc] **Assessment Plan ** Note: All results will be discussed with recommendations made by the entire faculty at the beginning of the Fall semesters.
 * **What students should learn[1]** || <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**How their learning will be assessed[2]** || <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**How results will be analyzed and by whom[3]** || <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Assessment schedule[4]** || <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Process for the Department to implement any changes** ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Communicate effectively, engagingly, and clearly in writing || <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Student portfolios || <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Dept. Curriculum Committee review at end of semester; writing rubric || <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Spring 2003, 2005, 2007 || <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Curriculum Committee review, then vote by full department ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Apply the principles of the field to solve problems || <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Capstone course project || <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Capstone instructors, end of semester; problem-solving rubric || <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Spring 2004, 2006, 2008 || <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">same ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Apply their knowledge and ability to work in real world situations || <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Internship || <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Internship supervisor evaluations, reviewed by all Department faculty; specific applications evaluated || <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Every semester || <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">same ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Know concepts, theories, and principles of the field || <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Selected questions embedded in course examinations || <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Reviewed by all Department faculty, using scale of 1-5 for each content area || <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Results from three different courses reviewed each semester || <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">same ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Assess their knowledge and skills realistically || <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Exit interview || <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Notes of interviewers summarized for the faculty || <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Every spring semester || <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">same ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Perform successfully after graduation || <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Alumni survey || <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">1st and 5th year graduates assessed by mailed survey || <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">2005 and 2010 || <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">same ||

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">[1] In the literature of assessment, these are usually referred to as “learning outcomes.” What should students be able to do, know, or value? [2] One or more methods may be used for each learning outcome. When possible, direct assessments of student work should be used for assessment, but indirect methods may help flesh out the overall assessment. Direct methods include portfolios, work in capstone courses, embedded work such as research papers and examination answers, and student creative products such as art, dance, theatre, and writing. [3] More than one faculty member should assess student work, not just the instructor of a course. Methods might include evaluations using rubrics or written summaries or statistical analyses. [4] Some assessments should occur every year, but not everything needs to be assessed every year. Develop a cycle of assessment that might be one to three years long. Allow additional assessments to be developed as additional questions arise about student learning