Last revised November 17, 2006.
Course Syllabus for IRLS 588, Intellectual Freedom and Libraries
Winter Intercession: Tucson, Meets 8-5: December 18-22, 2006. Course work continues until January 9, 2007.
Link to Course Outline
- Course Name, Number, and Prerequisites
- Course Description
- Course Objectives
- Required Course Materials
- Course Requirements
- Course Policies
- Grading
- Contacting the Instructor
Instructor: Kay Mathiesen
Intellectual Freedom and Libraries
COURSE NAME, NUMBER, AND PREREQUISITES
IRLS 588Prerequisites: None
Intellectual freedom has been characterized as "the right of every individual to both seek and receive information from all points of view without restriction. It provides for free access to all expressions of ideas through which any and all sides of a question, cause or movement may be explored"(http://www.ala.org/ala/oif/basics/intellectual.htm#ifpoint1). This course will explore the ideal of intellectual freedom as the foundational value of the Library and Information Professions. We will consider accounts of the value of intellectual freedom and challenges to intellectual freedom in the form of arguments for various forms of censorship. By engaging with a range of viewpoints on these issues students will learn how to defend intellectual freedom while constructively engaging with members of the community whose values may differ.
COURSE DESCRIPTIONContent of the Course
Intellectual Freedom is the foundational value of Libraries and the Library Profession. As the American Library Association points out, "As information professionals, librarians are in a unique position to promote and protect intellectual freedom for all people 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" (http://www.ala.org/ala/oif/basics/intellectualfreedom.htm). In this course we will explore the historical and theoretical foundations of intellectual freedom and the special role that libraries and library professionals play as promoters of intellectual freedom.
Topics Covered Will Include:
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- History of intellectual freedom and censorship in libraries
- The America Library Association's positions on intellectual freedom and censorship
- First amendment law and libraries
- Accounts of the value of intellectual freedom
- Types of censorship
- Arguments for and against filtering the internet
- Neutrality and bias in selecting books and other information resources
- Children's information rights
- Intellectual freedom and privacy
- Intellectual property as a justification for censorship<>
- <>Intellectual freedom in a multicultural and global context
Teaching/Learning Methods
This course will meet during for 5 days from 8 to 5. The material for discussion will be presented via short lectures, socratic dialog, films, etc. Students will engage via large and small group discussions, informal presentations of the readings, role playing simulations, debates, etc. Students should come prepared by doing the reading and completing any associated written work before class. Students will be expected to have familiarized themselves with the course materials and come prepared with questions, examples, objections, and points for discussion. While all readings and lectures will be completed by December 22nd, the course discussion will continue until January 9th via d2l. Please note that given topic of this course, we may be considering some material that some students may find offensive due to its sexual, violent, or other sensitive content.return to top of page]
By the end of this course you should:
COURSE OBJECTIVES
- Know the history of censorship especially with regard to libraries and its relevance today.
- Know the basics of First Amendment law and its relevance to libraries.
- Know how to defend the value of intellectual freedom.
- Know and be able to critically evaluate the ALA's position on intellectual freedom.
- Understand how privacy, digital divide, classification, intellectual property impact intellectual freedom.
- Understand and be able to engage constructively in the debates around such issues as filtering the internet.
- Understand intellectual freedom in a multicultural and global context.
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Readings:
REQUIRED COURSE MATERIALSThe readings for this course will be from various sources, book chapters, journal articles, and on-line lectures and guides. Some readings are on the web; other readings are available online from the UA Library; still other readings are available through electronic reserves. The password will be provided .[return to top of page]
COURSE REQUIREMENTS
Graded Assignments Project 30% Exam
25% In-class Writing Assignments
20% Participation 25% Group Presentation: Groups will present on an issue in information ethics to the class and facilitate class discussion on the topic. The group presentation assignment requires for the group to develop a document which summarizes the main points of the presentation, with links to further information, and a bibliography.
Individual Project/Presentation: Each student will pursue an individual project on a topic chosen in consultation with the professor. The project will be due January 7th.
Exam: The Exam will be in class on the last day. It will cover such topics as the history of intellectual freedom and censorship, the basics of first amendment law, the ALA positions on intellectual freedom, and the types of censorship.
Short Assignments: Short writing assignments will ask students to do such things as dissect the readings, apply theories to cases, and defend positions on issues.
Participation: The participation grade will include participation in both on-line and in-class discussion. Students will be evaluated on the basis of both the frequency and the quality of their participation.
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COURSE POLICIESAcademic Code of Integrity
Students are expected to abide by The University of Arizona Code of Academic Integrity, see . 'The guiding principle of academic integrity is that a student's submitted work must be the student's own.' If you have any questions regarding what is acceptable practice under this Code, please ask an Instructor.
Accommodating Disabilities
The University has a Disability Resource Center. If you anticipate the need for reasonable accommodations to meet the requirements of this course, you must register with the Disability Resource Center and request that the DRC send me, the Instructor, official notification of your accommodation needs as soon as possible. Please plan to meet with me by appointment or during office hours to discuss accommodations and how my course requirements and activities may impact your ability to fully participate.
Assignment Policies
- How to submit your assignments: Students should submit their assignments either in class or via the D2L drop box.
- Assignment due dates: All assignments and exams are due either at the beginning of class or if due by the D2L drop box by midnight on the due date. (Due dates will be listed on the course schedule.) No late work will be accepted without a pre-approved excuse. You must contact me in advance to get approval to turn in work late. Even with permission to turn in work late, work may be docked as much as a third of a grade for every day it is late.
- Writing style: Student written work should be free of grammatical or spelling errors. All sources should be clearly documented. (Any documentation style is fine as long as it is used correctly and consistently.)
Incompletes
The 1997-8 University of Arizona General Academic Manual (p.23) reads:
The grade of I may be awarded only at the end of a semester, when all but a minor portion of the course work has been satisfactorily completed. The grade of I is not to be awarded when the student is expected to repeat the course; in such a case the grade of E must be assigned. Students should make arrangements with the instructor to receive an incompete grade before the end of the semester.If the incomplete is not removed by the instructor within one year the I grade will revert to a failing grade.
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All assignments (except for individual short assignments) will be graded out of 100 points on a standard scale. Individual short assignments will be graded check (full credit), check-plus (extra credit), check-minus (partial credit). The overall grade for the short assignments will be on a 100 point scale (someone who got a check for all assignments will have a 100 for the short assignments).
GRADING POLICIES AND PROCEDURESThe final grades will be given as follows:
A 100-90 B 89-80 C 79-70 D 69-60 [return to top of page]
E-mail: kmathies@email.arizona.edu
CONTACTING ME[return to top of page]