Caroline Haythornthwaite

At the School of Information Studies, Syracuse University

2017-18: Foundations of Research Methods in Information Studies
2016-17:  Information Policy; and  Social Network Theory and Analysis for Information and Communication

At the School of Library, Archival and Information Studies (SLAIS), The iSchool at University of British Columbia

In my years as Director of the iSchool@UBC (2010-15), I was not heavily involved in teaching, but was engaged with the foundations course for doctoral students (LIS 610: Doctoral Seminar), the development of an undergraduate course in ‘networks, crowds and communities’, and teaching of a course in community informatics.

LIBR 598 H: Community Informatics

This course introduces students to contemporary research and theory related to the design, development, implementation, and use of information systems in geographically-based communities. Students will develop a grounding in the community informatics perspective and the theories that inform community informatics research and practice. Topics include: diversity in access and use of information systems by region and sectors of the population; use of information systems for information dissemination and distributed knowledge; social capital and social networks; e-learning in the community; co-evolution of technology and practice; cultural differences in attitudes to and use of technology; analysis, design and evaluation of community information systems. Last taught Fall 2011, with Asst Prof. Lisa Nathan.

At the Graduate School of Library and Information Science (GSLIS), University of Illinois at Urbana Champaign (to 2009)

LIS 590 REL: An Introduction to Doing Social Science Research in LIS

This course introduces students to the fundamentals of doing social science research in LIS. No previous background in research methods is needed or expected. During the course, students will learn how to frame a research problem, choose an appropriate research method, apply that appropriately, and write up research for presentation and publication. Students will start class with an idea of an area of study or a research problem they wish to investigate. A one-page summary of the area is required no later than the second week of class. Students may work in groups or as individuals on these projects, but will be expected to participate fully in learning about and discussing methods appropriate to all projects being undertaken for class, as well as other methods covered in class. As appropriate and as opportunities arise, students may also be able to join ongoing research initiatives that provide the context for their work in this course. As well, each semester, and as needed, the instructor will facilitate an area of research for class participants who have not settled on a topic by the second week of class. Last taught Spring 2009.

LIS 590 UL: Ubiquitous Learning

This graduate level seminar will look at issues of learning in a world moving towards ubiquitous computing. The seminar will explore this new area of research and practice. As such it will be led by the interests of the participants, uncovering topics, examples, theories, issues and implications for use as we go. This will allow students to make sense of this new and rapidly changing field of study, and understand how it interacts with existing research and practice. It will also allow interested students to set up a research agenda, or consider how analysis of past and current work can inform the design of better learning experiences. Last taught Spring 2009.

LIS 590: Distributed Knowledge

Professors Caroline Haythornthwaite and Chip Bruce

We know that learning grows out of prior experiences: It is situated within culture, language, history, and specific practices of work or community. And yet, through online social networks, distance learning programs, teleconferencing, wikis, blogs, distributed data bases, digital libraries, and other new media, we are increasingly expected to communicate across time and space, and to work with others whose situations may be very different from our own. Is it possible to acquire knowledge in distributed environments? If so, how? Why does it seem to work under certain conditions, but not in others? How can we understand and improve distributed knowledge practices? This course considers cases such as distance reference services, public outreach, online learning, distributed work teams, and community development, in which issues of distributed knowledge shape what people can and cannot do. It introduces theories such as critical mass, third space, social capital, and embedded/mobile knowledge as tools to understand and work with actual cases drawn from th literature and students’ own experiences. The course will be useful for those who will work with information in any capacity, including as librarians and information professionals, educators, scholars, and communicators, those who support the information needs of others, and anyone interested in distributed work and learning. Last taught Fall 2008.

LIS 590 C1: Community Informatics Research and Theory

This course explores contemporary research and theory in the use and application of information and communication technologies (ICTs) in geographically based communities. Topics may include: differences in access and use of ICTs by region and sectors of the population; use of ICTs for information dissemination and distributed knowledge; social capital and social networks; e-learning in the community; co-evolution of technology and use; cultural differences in attitudes to and use of technology; analysis, design and evaluation of community systems. Last taught Fall 2007.

LIS 590 EL E-Learning: Social and Technical Issues in E-learning Research and Practice

This seminar addresses social, technical, administrative, and pedagogical aspects of online education and learning. The course will primarily address e-learning in higher education, and but will also consider e-learning in non-educational settings. We will discuss technical and social challenges and new practices associated with teaching and learning online, as well as theoretical perspectives on e-learning, methods of researching e-learning, and research progress and agendas. Attention will be given to examining the online environment as a whole, including how computer-mediated communication affects interaction between students and instructors, and among instructors; how learning communities are built and sustained online; how students learn how to learn online; and social and technical aspects of sustaining online programs. Last taught Fall 2006.

LIS 590 SN: Social Networks and Information

The course is a non-mathematical introduction to the social network perspective and its potential for exploring social phenomena, with an emphasis on information processes. The social network approach considers the interactions that occur between classweb as the building blocks that determine social behavior. It is not an individual’s behavior, but rather their behavior with others that is the important unit of analysis. Thus, to understand how classweb gain access to and distribute information, it is necessary to examine the types of interactions they engage in with others. The interactions show us patterns, and the patterns reveal how social groups organize themselves to accomplish certain goals. Such patterns reveal information effects in the way information circulates among members of a social group, its impact in disseminating knowledge, providing social support, and creating community. This course will examine structural aspects of information exchange in networks and their social effects, and what kinds of exchanges need to be supported to create social outcomes such as trust and community. Last taught Fall 2005.

LIS 590 DRM: Doctoral Research Methods

This doctoral seminar offers a substantial introduction to research methods relevant to doctoral work in library and information science. This course progresses as a series of seminars, each presenting a different method of research. It prepares students to review studies of others that use such methods, and allows them to become more knowledgeable about methods appropriate to their dissertation research. Quantitative, qualitative, and multi-method approaches will be included in the course. This course is required for all first year doctoral students. Last taught Spring 2007.

LIS 590 CMC: Computer-Mediated Communication

Traces the issues and research in computer-mediated communication (CMC) that have accompanied the use and acceptance of media such as email, bulletin boards, listservs, newsgroups, group decision support systems, Internet Relay Chat, MUDs and MOOs, and the Internet. Last taught Fall 2006.

LIS 201: Information, Technology and Organizations

This undergraduate course explores information — where it is found, how it flows, how it is used, how its presence affects how problems are viewed and further information collected. Our definition of information is broad and includes consideration of data, information and knowledge We examine social aspects of information gathering, use and dissemination in organizations and the way in which this influences and is influenced by information technology (IT) and communication technology (ICT). We look at how social, organizational and/or societal views and practices affect the design, implementation and use of information and its accompanying technologies. Our focus on information, technology and organizations leads us to examine how computer-based systems are used to support information collection, processing, and exchange, and the way social aspects of information combine with technical aspects of information technologies in organizational settings. Our perspective falls generally under the category of “social informatics” and more specifically “organizational informatics” (For more on social informatics, see http://www.slis.indiana.edu/SI/). To address this area we draw from many disciplines, bringing together work on: rational and natural approaches to organizations and information; computers in the workplace; computer-supported cooperative work; computer-mediated communication; formal and informal information systems and their support through IT and ICT; distributed work; computer-supported collaborative learning; and virtual workplaces and telework. Last taught Fall 2002.

LIS 370/453: Systems Analysis and Management

This course introduces students to the principles of systems analysis and to the decisions managers must make when implementing systems. The course familiarizes students with the basic principles of systems analysis by following through the systems development life cycle. Earlier versions of the course made extensive use of a case study of the implementation of a library system at UIUC. Last taught Spring 2007.

LIS 505: Administration and Management of Libraries and Information Centers

Designed to explore the principles that govern how organizations and institutions work, this course provides a foundation for and introduction to the theories, practices and procedures involved in the management and administration of libraries and information centers. Last taught Fall 2004.

CS 591: Special Topics on Group Communication in Collaborative Spaces

I participated in this seminar in computer science in Spring 2008. The course addressed ways to gather and analyze social aspects on interaction. This course was associated with a UIUC Critical Initiatives project awarded to Professors Scott Poole (UIUC) and Nosh Contractor (now at Northwestern University).