for segue forms (.pdf) click below

• Demonstrate differences and similarities in different information sources and information gathering techniques.
• Develop evaluation criteria for various information sources.
• Realize that a library is not contained within a building.

Learning Structure

• Class-room/Laboratory discussion groups (students will have already watched assigned video presentations)

  • During class students will participate in an activity where they build a bibliography on one plant of cultural significance to them, learn research techniques to gather information from multi-media sources, learn the significance of limited information sources, and compare and contrast sources of information used, as opposed to sources not used.
    　

• Web-based delivery of information to students:

  • Provide a brief overview of some of the most interesting areas of information science.

  • Direct students to practitioners of information science within the University and in the community at-large.

  • Show students specific courses or other educational opportunities that can be used to further explore interests in information science.

Learning Outcomes

(1 = Most Desired Outcome, 3 = A Desirable Outcome, 5 = Least Desired Outcome)

1. Students seek more information about studies in information science, register to take a course in information science, and become a degree seeking major in information science.

2. Students seek more information about studies in information science and register to take a course in information science as part of an effort to broaden their education.

3. Students develop a sufficient (but minimal) understanding of information science to be able to make decisions about their own career (and inclusion or not of this science). These students are probably better citizens/voters.

4. Students do not learn anything about information science.

5. Students develop a negative perspective about information science because of the information received through this project.

Ethnobotany Segue Experience

• In class students will participate in an activity where they build a bibliography on one plant of cultural significance to them  They will be asked to identify 6 different resources.
  　
• As a follow-up to this activity, students will be expected to to briefly discuss their bibliography at the next class session.

Other Science Components

• Information science (also information studies) is an interdisciplinary science primarily concerned with the collection, classification, manipulation, storage, retrieval and dissemination of information.^[1] Information science studies the application and usage of knowledge in organizations, and the interaction between people, organizations and information systems. It is often (mistakenly) considered a branch of computer science. It is actually a broad, interdisciplinary field, incorporating not only aspects of computer science, but also library science, cognitive, and social sciences.

Other Science Practitioners

• Eileen Herring, eherring@hawaii.edu, is happy to talk about her experience working as as a science technology librarian.
  　
• Caitlin Nelson, cnelson@hawaii.edu, is also happy to speak with students interested in library and information science.
  　
• Students may also want to contact Dr. Martha Crosby, crosby@hawaii.edu.

Other Science Courses

• Students interested in learning more about information science may want to take ICS 101 Tools for the Information Age or LIS 100 Libraries, Scholarship and Technology.

Resources

• Students considering to major in information science may want to contact the University of Hawaii ICS department advisor and education specialist Gerald Lau at glau@hawaii.edu.
  　

• For career information, students may want to view the occupational outlook for potential careers in information science at the U.S. Department of Labor:
  　

  • Librarians

  • archivists, curators, and museum technicians

  • Computer systems analysts