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LIS 753: Internet Fundamentals & Design

Fall 2010: Sections 97 & 99

Online Course

Michael Stephens, Assistant Professor

Graduate School of Library and Information Science
Dominican University

Contact Information and Web Sites

Contact Information: (708) 524-6603 / mstephens@dom.edu / AIM: mstephens7mac

Office hours: By appointment via phone, email, video chat, IM, etc.

Online Office Hours/Chats: We may schedule some optional online group meetings/
Q&A sessions throughout the semester to work on troubleshooting, to share tips and have
some “social time.”

Course Web Site: http://lis753.tametheweb.com/

Course Overview

LIS 753 is an introduction to the fundamentals of the Internet, including its origins,
evolution, current state, and future. Critical Internet issues such as privacy, copyright, and
other related topics will be examined. Students will have a basic understanding of Web
content languages and the Internet as a result of this course. Pre-requisites are 701 and

Topics will include networking, Internet protocols and architecture, the World Wide Web,
Web site design and evaluation, HTML coding, user experience, usability, search engines,
and social software/web sites.

Course Goals

To gain a basic understanding of networking principles and techniques, Internet protocols

and architecture, and major telecommunication issues.

To gain a basic understanding of the World Wide Web, coding standards, Web site design
and page layout, and current issues.

To develop the understanding and skills to produce a group of linked HTML documents
that can be published on the Internet.
To understand the use and benefits of the World Wide Web in libraries today, and to gain
an appreciation for the Web's many complex social and legal issues.

To gain an understanding of the complexities that are involved when libraries mount
digital resources on the Web, and how this fits into a national and international
information infrastructure.

Textbooks and Resources

Required: Freeman, Elisabeth, and Eric Freeman. Head First HTML with CSS and
XHTML. Sebastopol, CA: O’Reilly Media, 2006.

Optional: Meyer, Eric. CSS Pocket Reference. (3rd edition) . Sebastopol, CA: O’Reilly
Media, 2007.

Students will also be required to contract with a web hosting service for the
duration of the course. Additional course readings are available online.

Course Design

This course is conducted fully online using our course Web site. HTML exercises are
posted to student’s Web server space by midnight on the due date, and exercise URLs
are emailed to the instructor.
Content includes HTML training and exercises, readings relevant to Internet issues and
theory, and class discussion via group postings. Detailed assignments and instructions are
posted on the course site.
The course is divided into ten sessions of modules and exercises on the class Web site. 
Students should move through the sessions sequentially, finishing the exercise and
modules for each before proceeding to the next.  Various group discussion forums will
stay active throughout the term. Discussion posts should be carefully proofread before
posting. Students may want to write in a word processing program first and then cut and
paste them in to the dialog box.

Students will be expected to use the course Web site multiple times a week to stay up to
date with readings, assignments, and discussion. This is also a way for LIS753 students to
experience the emerging social nature of the web - similar open systems are being used in
library settings all over the world. Librarians are working, writing and sharing in open,
online systems created for interaction with each other and with library users. The LIS753
site utilizes the Wordpress software package to create an interactive environment for
sharing and discourse. You must create an account on the site but no one in class is
required to share their full name, photo or any other personal details. The use of avatars
and aliases is acceptable.

It will be especially important in an online environment that you are a self-directed

learner. It is essential that you keep steady attention to the course, to the exercises, to the
readings, and to the group postings from your classmates.

Student Assignments and Grading

Weekly HTML Coding Exercises: 10 @ 3 points each = 30 points

Final Web Site Project: 30 points

Web Site Planning Document: 10 points

Module Discussion Topics: 5 @ 4 points each = 20 points

Web Site Review or Web 2.0 Tool Report: 10 points

There are 100 total possible points for this course, as broken down above. All
assignments will be due at the times specified on the course schedule. Late assignments
will receive a 10% reduction for each day late. All written work should be clear and
error free. Writing style counts for this class.

A 94 -100 %
A- 90 – 93 %
B+ 86 – 89 %
B 82 – 85 %
B- 78 – 81 %
C+ 74 – 77 %
C 70 – 73 %
C- 65 – 69%
F 0 -- 64 %

Academic Honesty and Integrity

"All students of the GSLIS are expected to observe high standards of academic honesty
and integrity. Any student whose conduct violates such standards may be subject to
disciplinary action as determined by due process." (GSLIS Bulletin, p. 48) Plagiarism is
unacceptable and will result in project failure.

Purdue University's "Avoiding Plagiarism" at http://owl.english.purdue.edu/handouts/

research/r_plagiar.html, Georgetown University's "What is Plagiarism," at https://
www11.georgetown.edu/programs/gervase/hc/plagiarism.html, or Indiana University's
"Plagiarism: What It Is and How To Recognize and Avoid It" at http://www.indiana.edu/


The course includes ten HTML/XHTML and CSS exercises due by Sunday evening by
emailing a Web URL to Michael. Students are required to contract with a Web hosting
company for server space in Exercise #1.

Module Discussions

Over the course of the term, you will publish 5 posts on selected module topics. Posts
should be a minimum of 300 words. Well-executed posts will include links, your own
thoughtful reflection and commentary about the readings, and whatever else you come
across while exploring the topic. Note:  Label your posting as Posting #1, Posting #2, etc.
Each post is worth 4 points.

Note: Part of the goal of the Module Discussions is to provide an ongoing discourse
among the course participants. You should stay engaged in the discussions throughout the
semester.  Students who wait until the end of the term to make the majority of their
postings and responses will lose points due to lack of engagement.

Grade Percentages for Postings

Refer to the GSLIS Grading Policy for an explanation of the school's uniform letter grade
rationales.  You should be aware that points for your Discussion contributions
are awarded based on strong evidence of reading, reflection, and careful composition. 
Refer to the percentage table in the syllabus to figure point values as associated with
letter grades; for example, for a five point value, figure 90% - 93% of 5 to find the point
values for an A-  (93 percent of 5 equals 4.65 points; 90 percent is 4.5 points ).

Internet/Web Issue Report or Web 2.0 Report

Choose either the Web issue report or Web 2.0 tool report. The review or report should be
400 words in length and is worth 10 points. Please post the review or report to your
server space on the due date specified and share the URL with Michael and your
classmates via the course group.

Option #1: Internet & Web Issue Report

Choose a topic from course readings or your own explorations concerning the Internet or
Web. Research and write a 400 word "technology report" on the topic and post it to your
site, including links and your own brief synthesis of the issue. How should libraries and
librarians respond to this issue? What consequences do you see? Utilize images, graphs,
and other media to present your findings. Offer an overview of the topic and draw
conclusions about the future of the issue, etc. See the course site for a list of suggested

Option #2: Web 2.0 Tool Review

This will be a review of a specific Web 2.0 tool for use in a particular LIS context. You'll
select a tool from a list, describe it, show how it is being used, and suggest how your
organization may use it. Online Cool on a Budget by Rachel Singer Gordon on
Enhancing a Web site with Web 2.0 Tools is a good starting point for this assignment.

Imagine an LIS context for yourself. Perhaps you work in a school library, a public
library, an academic library, a special/corporate library, or some other information setting
in which you might be the local expert on Web 2.0. Use your current employment setting,
or invent one! Write a 400-word review of a Web 2.0 tool that might be useful to your
colleagues, and post it to your site. Assume that your audience is a professional one with
basic Web skills, but don’t assume they are as savvy about Web 2.0 as you are. The art is
in briefly explaining the tool and showing how it can be used in your work context.

Include the following in your post:

• A concise explanation of the tool (what it does and how it works)

• Three examples of how other libraries or information settings are using that
tool. Link out to places that are currently using the tool -- or to articles about
how the tool is being used.
• Add a screen shot or image if it helps your explanation.

Closing thoughts that list a few specific ways that you and your colleagues might be able
to use the tool in your own context. Highlight the benefits of adopting the tool but also
note if you anticipate any challenges. In short, you want to show people the potential the
technology holds, prove that it is being used effectively, and suggest how it might be
adopted in your own workplace.

See the course site for a list of suggested topics.

Web Site Planning Document

Students will create a 400 word planning documents that outlines the goals and design of
the final Web Site project. With emphasis on the readings relating to usability, site design
and user experience, the document will include two parts: one section will detail pre-
planning and can include diagrams, citations from the readings and goals for the site. Part
two will be a reflection of the resulting project and an overall summation of your learning
in class. This document will be submitted as a PDF file with the URL for the final

Final Web Site

The Final Website Project should be a demonstration of your cumulative XHTML/CSS

coding and design skills learned throughout the semester.  The project should include an
opening page (file name must be index.html), a minimum of three additional pages linked
from that page, and one CSS stylesheet for all pages. Minimum level requirements are
listed here below.

You may select any topic that interests you for your Final Website Project. It does not
have to be library specific.

Required elements:

• Four XHTML documents, linked to one another and to one CSS file, for a
total of five files.
• Coherent navigation throughout your website.
• At least three external links
• A standard footer on each page, to include at a minimum the date created (or
copyright date), date updated, and contact information. Your footer may also
include your navigation if you choose, and any other standard information
appropriate for your content and design.
• All standard XHTML elements and conventions, such as doctype, and meta
tag with content type and character encoding information. You may use an
XHTML transitional or strict doctype; include appropriate information in the
opening tags as required by your doctype.
• Hidden comments in your XHTML and your CSS code to explain the various
sections of your code (include at least three code explanations in each of your
five files).
• At least one image on each page; the image can be a .gif, a .png, or a .jpg;
include <alt> tags and attribution. (Your attribution may be in your hidden
comments if you choose.)
• Font style designation and color designations, including link colors.
• At least one use each of class, ID, div, span, and line height.
• At least one example each of padding, border, and margins for text or image.
• At least one of your pages should have more than one column; float one
column left or right, and use the “jello” layout convention.
• One table with at least four rows, four columns, and either one rowspan or one

Please note that your project will be graded on the required elements as well as the
overall quality of coding, content, design, and presentation. Your final project will
be graded with more rigor than your weekly exercises, as this project is a
demonstration of your cumulative coding and design skills.
Course Schedule

Please consult the course website for up-to-the-minute course information. The asterisk
(*) denotes Modules that require a discussion group posting.

Week of Module Readings Assignments Due

August 30 History of the Internet & Web Exercise #1 Due Sept 12

September 13 Web Usability & Design Exercise #2 Due Sept 19

September 20 W3C & Access Standards Exercise #3 Due Sept 26

September 27 Intellectual Property & Remix* Exercise #4 Due Oct 3

October 4 LIS Web Jobs* Exercise #5 Due Oct 10

October 11 Global Issues & Broadband* Exercise #6 Due Oct 17

October 18 Search Engine Optimization Exercise #7 Due Oct 24

October 25 Web 2.0 & Library 2.0 Web Issue or Tool Review
Due Oct 31

November 1 Internet Futures* Exercise #8 Due Nov 7

November 8 Tech Trends, Mobile & Cloud Exercise #9 Due Nov 14


November 15 Exercise #10 Due Nov 21

November 22 Thanksgiving Break!

November 29 Web Site Project

December 6

December 13 Web Site & Planning

Document Due Dec 13