|Master of Information Courses
Introduction to Library and Information Professions (0)
A brief orientation to the Rutgers M.I. program, the information professions, basic concepts and vocabulary, and the literature of the field. Required of all students at the beginning of the first semester of study. Students will gain an overview of the scope and organization of the information professions as well the concepts and problems that define librarianship and information science as fields of study.
Required of all entering students.
Colloquium in Library and Information Studies (0)
A series of lectures with discussions, featuring guest speakers, that
highlight current and recurring issues and introduce students to
leaders in the field. Students will gain awareness of important issues in professional practice, especially as they relate to ethical and policy issues.
Required of all students during a fall or spring semester late in their program of study. Students must attend at least three offerings. No credit given.
ePortfolio Capstone (0)
A capstone course where students reflect upon and assess their previously documented learning experiences and coursework through the completion of an eportfolio showcasing their academic accomplishments. Students will also build a professional eportfolio focusing on career goals and objectives.
Prerequisite: 17:610:501. Pre- or corequisite: 17:610:502.
Human Information Behavior (3)
Behavior vis-à-vis information as it bears on
problems in library and information services and forms a theoretical
and professional base for such services. Diverse contexts of
information behavior; processes of information seeking, searching,
using, and valuing. Assessment of studies of human information behavior
in terms of relevance to library and information services.
Research Methods (3)
Methods of assessing individual and organizational
information needs, with emphasis on quantitative social science
research techniques. Includes evaluative methods as an essential
component of planning; critiques of published research; computer
laboratory sessions for statistical data analysis.
Interface Design (3)
Basic principles for designing the user interface in information
systems, with special reference to computerized systems. Major topics
include: relationships between users' models of information systems and
the conceptual models presented to them; human cognitive capabilities;
Foundations of Interaction Design and Informatics (3)
Students will learn theoretical foundations of informatics, acquire knowledge of design principles and methods, learn general analytical methods, and develop technical skills for prototype design. Students will engage innovative ways of thinking, and learn to develop solutions to improve the design of real-world information and communication technology (ICT) systems.
Learning Theory, Inquiry, and Instructional Design (3)
This course examines social constructivist learning theories, information/digital/media literacies, curriculum standards, principles of instructional design, outcomes-based education, and evidence-based practice. Participants will learn how to design and implement inquiry-based learning programs for K-12 students that support cultivation of young people's information and technology dispositions, practices, and expertise, as well as their information/digital literacies.
Emerging Literacies: Learning and Creating with Digital Youth (3)
This course is designed to prepare youth services librarians for leadership in teaching and supporting new literacies. Students will develop strategies to empower K-12 learners to engage in critical inquiry and become creative constructors of knowledge, global collaborators, computational and design thinkers, and digital citizens. They will envision inclusive, technology-rich library environments in which learners think, create, share, and grow and explore the cultural implications of new forms of digital creativity and communication for youth as they examine relevant academic literature across the disciplines.
Planning Outreach Services (3)
Language, ethnicity, culture, disability, and other conditions that can hamper access to appropriate library/information services; methods for studying communities in these categories and developing relevant programs and resources. Students write grant proposals to implement needs-based information services for target groups in specific settings.
Information Professions and Community Engagement (3)
This course provides an introduction to, and overview of, community engagement theory and practice and its relevance to building the relationships that serve the information needs of communities in the digital age. Topics covered include community in theory and practice, social capital, social networks, information needs of communities, engagement methodology, evaluation, and collective impact and their relationship to library and information science organizations.
Information Literacy, Learning, and Teaching (3)
Development of effective instruction in the use of information resources and technologies in all types of library settings. Special attention paid to adult learning theory and to the integration of information-seeking behavior with instructional design. Students develop and practice instruction in cooperation with librarians and library users in various settings.
Pre- or corequisites: 17:610:530 and 540.
Organizing Information (3)
Introduction to options and methods for creating information systems that provide access to the content of a collection of resources, whether print or electronic, linguistic, audio, visual, graphical, or commercial. Comparison of different kinds of classification schemes such as library subject headings, folksonomies, taxonomies, and ontologies. Techniques for vocabulary control and for assessment of information system quality with respect to usability and maintainability. Application of basic design principles to information systems. Introduction to fundamentals of resource description using XML and RDF metamodels and the simple Dublin Core metadata schema.
Cataloging and Classification (3)
Introduction to the theories, systems, and practices of cataloging and
classification. The course emphasizes the
functions of library catalogs identified in Functional Requirements of
Bibliographic Records (International Federation of Library Associations and
Institutions), as well as the use of Resource Description and Access, Library
of Congress Subject Headings, and the MARC21 (MAchine Readable Cataloging)
encoding format in the creation and maintenance of such catalogs. It likewise covers the use of the Dewey
Decimal Classification and the Library of Congress Classification as vehicles
for access to information and in the organization of library collections. Due attention is given to the history of
cataloging and classification and to the impact of the past on current practice
and emerging developments.
Metadata for the Information Professional (3)
Detailed examination of issues and problems relating to the creation
and application of metadata in various information environments. Major
metadata schemes, encoding standards, and container architecture are
examined with emphasis on functions, syntax, semantics, quality, and
evaluation. Additional topics for examination include resource
identifiers, controlled vocabularies, and metadata project management.
Prerequisite: 17:610:520 or 522, or permission of instructor.
Knowledge Organization, Access, and Services for School Librarians (3)
This course explores principles, services, processes, policies, and strategies for leading the development, organization, and implementation of an effective and innovative school library program to ensure equitable physical, digital, and intellectual discovery, access to, and usability of collection and resources for diverse learning communities.
Search and the Information Landscape (3)
This course explores professional, user-centered strategies for seeking, finding, retrieving, managing, evaluating, and sharing information across an array of traditional and emerging digital platforms, as well as the evolving role of the information professional.
Formerly Principles of Searching.
Collection Development and Management (3)
Overview of creation, production, and distribution of materials. Emphasis on community analysis, collection development planning, criteria and methods for selection, collection evaluation, and collection management procedures and techniques.
Manuscripts and Archives (3)
Introduction to theory and practice of manuscript and archival administration. Focus on accepted methodology and current issues relating to the collection, organization, preservation, and use of historical materials.
Records Management (3)
Examination of the document life cycle of the records of organizations;
generation and control; filing, storage, and retrieval systems using
various technologies; protection
and disposition; and retention regulations and practices. Discussion of how
records management concepts and contexts differ from archives and
library organization and retrieval systems.
Prerequisites: 17:610:520 and 550.
Competitive Intelligence (3)
Competitive and strategic intelligence can support various corporate
and organizational objectives and functions. Systematic programs for
gathering, analyzing, and disseminating information for decision-making. Special attention to the information audit; to tailored
selection and analysis of information for given user groups; and to
assessment of quality and value of information services.
Pre- or corequisite: 17:610:530.
Reference Sources and Services (3)
Focuses on the full range of information resources studied and used in applied contexts, placing emphasis on access to information through reference tools and the uses of information by learners. Important considerations are an analysis of strategies for searching and evaluating these works and comparisons between printed and electronic media. Emphasis placed on research tools, communication, information services, policy development, and evaluation.
Pre- or corequisite: 17:610:530.
Government Information Resources (3)
Introduction to the nature and use of federal, state, local, and international government information resources. Problems relating to the acquisition, bibliographic organization, and reference use of public documents. Major emphasis on information resources of the U.S. federal government.
Prerequisite: 17:610:540 or permission of instructor.
Health Sciences Information (3)
Bibliographic structures and resources used to provide collections and services in medical, dental, pharmaceutical, nursing, and other health fields. Emphasis on audiovisual materials, electronic searching, and networks in medical and dental schools, hospitals, and special libraries.
Prerequisite: 17:610:540 or permission of instructor.
Children, Reading, and Literacy (3)
The course surveys the range of literature and media published for children, explores children's developmental reading needs and interests, prepares youth services librarians to evaluate resources across formats and genres, and explores the potential for creating rich literacy cultures in schools and public libraries.
Formerly Materials for Children.
Young Adults, Reading, and Literacy (3)
This course prepares school and youth services librarians to take leadership in creating cultures of literacy for young people aged 12-18. Students will explore both traditional and emerging social/digital strategies to match readers with books across genres and media formats, plan and implement reader-centered activities, model critical thinking relating to the reading of nonfiction and fiction, and celebrate authors and reading.
Information Resources in the Social Sciences (3)
Study of print and electronic reference sources and research centers
and organizations that produce information in the social sciences.
Special attention to interdisciplinary areas and problems in searching
Prerequisite: 17:610:540 or permission of instructor.
Introduction to Information Technologies (3)
This course offers students a
hands-on introduction to software tools and technology used in the creation and
delivery of information services. Students will learn key concepts and skills related
to web technologies (e.g., HTML, CSS, Frameworks), web programming (e.g.,
use and evaluate web services and open source software tools. Students will
learn how information technology is used in today's information organizations
and libraries, e.g., integrated library systems, technical services, document
management, and provision of web services. The knowledge and skills conveyed in
this course will assist students in applying information, web, and data
technologies in various information services and in their professional
Information Retrieval (3)
Theory, design, use, and evaluation of information retrieval (IR) systems. Design principles for IR systems and their implementation, characteristics of operational and experimental retrieval systems, and evaluation of information retrieval systems.
Prerequisites: 17:610:510 and 550.
Understanding Library Systems and Software Applications (3)
Covers the evaluation, selection, application, integration, and management
of information systems supporting library and information services.
Includes systems and software for content management, circulation,
acquisition, cataloging, access, and digital library networks.
Digital Libraries (3)
Fundamental issues, problems, and approaches to digital libraries, reflecting differing efforts and thinking in a number of fields and enterprises. Variety of digital library collections; organization, access, and use of digital libraries. Technical infrastructure; socioeconomic issues; integration of information resources; relation to traditional libraries. Current projects and initiatives.
Information Visualization and Presentation (3)
Design of presentations using texts, graphics, images, and sounds. User interpretation, navigation, and interaction with visualizations. Visualization in information retrieval and interfaces in library and information processes. Effective display and presentation of information using various formats, both print and electronic.
Multimedia Production (3)
A laboratory course in the design and production of multimedia resources for libraries, media centers, information systems, and other informational applications. Examines and critiques current uses of new media and provides skills in user-centered multimedia design.
Preservation of Library and Archival Materials (3)
The physical nature of materials and the causes of deterioration. Techniques for promoting longevity; environmental control; storage and handling practices; and reformatting. Disaster planning and recovery. Digital preservation. Visits to conservation studios and archives.
Pre- or corequisite: 17:610:520 or 580.
Database Design and Management (3)
This course introduces students to databases, data modeling, and database management systems for information management and retrieval. Both theory and practical technology experiences will take place balancing database concepts, design, implementation, and usage.
Digital Library Technology (3)
Organizational, technical, and logistical issues concerning the design and implementation of electronic collections, documents, and services. Students learn in the context of building their own prototype digital library.
Pre- or corequisite: 17:610:553.
Web Programming (3)
This course gives students a hands-on introduction to the key web programming concepts, technologies, and software tools used to create web applications. Students will learn how to use major front- and back-end frameworks to design multidevice user experiences.
Prerequisites: Students who have not successfully completed the course 17:610:550 may request to waive the course prerequisite if they can demonstrate that they have the knowledge/expertise to:
Prerequisites: 17:610:550. See course description for a further explanation of prerequisites.
- Create and upload HTML webpages that are standards-compliant and contain relative and absolute links, tables, images, and embedded video or data widgets.
- Design external cascading style sheets that control the layout and visual appearance of a set of webpages.
- Use basic programming concepts (variables, arrays, loops, and functions).
Foundations of Data Science (3)
This course provides students with a practical introduction to the field of data science and familiarizes them with the essential facets of the data scientist profession. This includes a grounding on data-based reasoning, problem formulation, data collection, data preprocessing, data analytics, visualization, and the ethics surrounding the use of data and its processing.
Formerly Fundamentals of Big Data Curation and Management. Prerequisites: 17:610:550; elementary understanding of computer programming.
Data Analytics for Information Professionals (3)
Data analytics linked to storage, curation, management, and mining with attention to alternative methodological approaches. The course will demonstrate various methods to explore how big data might be analyzed, stored, and retrieved.
Problem Solving with Data (3)
This course offers students a practical introduction to the field of data science and common methods for quantitative and computational analytics, through which they can have an overview of key concepts, skills, and technologies used by data scientists. While the course covers several programming languages and tools, the focus is on solving problems. Students will be introduced to real-life problems that involve collecting and analyzing data.
Prerequisites: 17:610:550 or a waiver by the instructor based on the student's ability to show adequate technical background.
Machine Learning for Data Science (3)
This course requires computational thinking, statistics, and a basic understanding of linear
algebra. Specifically, the student will need to have prior experience with
programming as well as statistics. Examples of courses that fulfill such
requirements are 04:547:202, 16:198:509, and 17:610:562 for programming;
15:291:531, 16:954:581, and 17:610:511 for statistics. An exception may be made
for a student who could demonstrate technical readiness through some other
method, including a technology course taken elsewhere or industry experience.
Consult with the course instructor for further information.
Management Principles in Information Organizations (3)
This course provides an introduction to the current state of management theory, ethics, and practice focusing on leadership and the management of information organizations.
Prerequisite: Open only to library and information science majors.
Transformative Library Leadership in Theory and Practice (3)
Leadership theory, principles, and practice, particularly emphasizing: feminist theory as it relates to a feminized profession; communication and diversity in organizations and in a global society; and recurring professional and leadership issues within the local, national, and international structure of the library and information professions.
Formerly Leadership in Theory and Practice.
Evaluation of Library and Information Services and Systems (3)
Methods of assessing performance and value, with emphasis on evaluating
each system or service in its context. Specification of criteria,
measures, measuring instruments, and methods of evaluation related to a
variety of library services and to information retrieval (IR) systems.
Financial Management for Library and Information Organizations (3)
Introduction to fiscal management as a strategic planning process resulting in the selection of accounting systems and the development and control of budgets. Emphasis on the creation of a financial plan based on an assessment of fiscal status, an environmental scan, market survey, and the selection and implementation of a budget format. Special attention given to capturing alternative sources of funding, preparation of grant proposals, and determination of appropriate investment strategies.
Knowledge Management in Organizations (3)
Critical approach to theories and applications of knowledge management in corporations and organizations, with special attention to multinationals. Knowledge as a resource and asset. Role of special librarians/information specialists as knowledge brokers. Knowledge repositories and transfer of technology. Applications of information technologies to knowledge management.
Leadership, Management, and Evaluation of School Libraries (3)
This course examines the philosophy and creative leadership of school library programs. Using a case study approach our explorations include the planning and evaluation of a school library program, as students explore the transformational role of the school librarian as leader of a learning culture and institutional change.
Formerly Management of School Library Media Programs. Prerequisites: Successful completion of at least 15 credits of coursework and 17:610:514.
Supervision in the Media Center (3)
Application of general principles and theories of supervision to current problems in school library media center administration. Techniques and competencies needed to function as a supervisor in schools and in school districts. THIS COURSE DOES NOT APPLY TO THE MASTER OF INFORMATION DEGREE; IT MAY BE APPLIED TO THE POST-MASTERS N.J. STATE CERTIFICATE IN SUPERVISION for those with both teaching certification and school library media certification.
Information and Communication Project Management Theories and Best Practices (3)
This course examines the concepts and solutions required for successful completion of a project in an organization including planning, scheduling, controlling, resource allocation, leadership, performance measurement activities, and evaluation.
Interpersonal Communication for Information Professionals (3)
Provides an overview of interpersonal communication theory with
in-depth analysis of practical application in library and information science settings. Topics
include strategies for understanding and improving interpersonal
interactions (with clients, colleagues, support personnel, and
administrators); professional-client interactions; dealing with
problematic situations; the role of nonverbal communication; and
Ethical Decision-Making in Information Practices (3)
This course in ethical practices presents a foundation for understanding decision-making in information organizations within the context of human values and current and emerging information and technology directions. Real-life case studies will be examined as a basis of study.
Knowledge and Society (3)
Introduction to the production, dissemination, and consumption of knowledge in society, related to roles of information professionals and the functions of libraries and other information institutions. Differences among disciplines in how knowledge is recorded and transmitted. Global issues and trends in society that have affected scholarly communication and the access to information for the public.
Social Informatics (3)
Technological innovation, computerization, and electronic information are associated with dilemmas, value conflicts, and choices surrounding the scholarly, personal, and professional use of information. Addresses social relationships, technological utopianism, societal control, vulnerability of information systems, and ethical responsibilities.
Information Policy (3)
The economic, social, and political forces affecting the introduction and implementation of current information legislation and policy, set within the theoretical context of frame reflection. Emphasis on national and global policy in the design of evolving electronic infrastructures. Particular attention given to issues of access, including universal service, intellectual freedom, intellectual property rights, privacy, security, advocacy, equity, and the role of library and information professionals and organizations in policy formulation.
Foundations of Archives and Preservation (3)
Students will get an introduction to the current issues and trends in preservation, archival theory, and conservation. They will learn about the historical and emergent forms and how materials of cultural and scientific knowledge are accessible to present users and future generations; and about the methods of assessment for providing access to analog and digital records as trustworthy evidence and memory covering activities of individuals, families, organizations, groups, and movements. Focus will be on critical thinking around privacy, human rights, social justice, activism, and memorial contestation. Students will be oriented to the principles of archival professional practice of arrangement and description; appraisal theories; and will learn about the practices for diverse organizations in the changing perspectives and social contexts.
Recommended for students in the archives and preservation sub-area as the foundational course to take before enrolling in specialized classes.
Intellectual Freedom in Libraries (3)
Examines the historical and legal background of intellectual freedom in libraries as well as current trends and topics. The course discusses the many challenges to the concept and practice of intellectual freedom from technological to political to legal. Students learn how to articulate, promote, and defend intellectual freedom policies as a key component of professional practice in all types of library and information services.
Reading Interests of Adults (3)
Examination and evaluation of materials for adult library users, with special attention to fiction genres. Use of materials in programming. Emphasis on popular culture and adult literacy.
The History of Books, Documents, and Records in Print and Electronic Environments (3)
The course will examine the production and
circulation of knowledge in light of changing technologies, institutions, and
textual forms. An overview and comparison of textual transmission in oral,
manuscript, print, and electronic communication environments will include
regulatory frameworks and the history of intellectual property (from
attribution and authorship to participatory ownership of creation). It will
examine the current scholarship relevant for understanding books, documents, and
record manifestations comparatively. The focus on the book trades, web spheres,
and sociotechnical systems such as digital libraries will prompt questions
about the nature of texts (print, nonprint, and digital), their reception,
associated literacy practices, and communities and institutional contexts. The
course will present a critique of the technological revolution
Understanding, Designing, and Building Social Media (3)
What makes social media--such as Facebook, Flickr, Twitter, and MySpace--work? The goal of this project-based course is to merge social science, information science, computer science, and engineering approaches to explore the social and technological forces driving social media services (including, for example, technological adoption, interaction design, social networks, computational and information aspects of social media, and communication and motivation theories).
Social Media Research Seminar (3)
This seminar-format course will guide students in conducting a research project on a topic of interest that involves social media. Social media refers to an emerging set of platforms (including, but not limited to, Facebook, Flickr, and Twitter) in which users display content in a public or semipublic manner. Increasingly, these platforms significantly impact individuals, organizations, and our society at large. In this course, students will produce a paper of publishable quality while gaining a deep understanding of interdisciplinary research in the field of social media.
WISE-Individual Study (3)
Students who participate in WISE consortium courses will be given special permission to register for this course in order to receive credit for their work.
Individual Study I,II (3,3)
Prior to registering, students write a proposal for
specifying rationale and outcome, and seek the approval of a faculty
member who will supervise the investigation. Usually pursued near the
end of the student's program of study.
May be pursued by a student interested in a specialized topic or type of library/information practice not covered in the curriculum.
Field Experience (3)
Requires a minimum of 150 hours of supervised
professional work in a
library or other information organization, attendance at meetings with
the faculty adviser and other students, keeping a journal, and a brief
summary paper. Placement is based on the student's background and
Prerequisite: Successful completion of at least 15 credits of coursework. Arrangements must be made with the faculty adviser early in the preceding semester.
Special Topics (BA)
Special Topics are new courses developed in
response to emerging areas of interest, and courses in traditional
areas given occasionally as student demand dictates. Special Topics
numbers may also be used for students enrolled in WISE Consortium
courses. Rutgers School of Communication and Information is a member of the WISE Consortium, a collaboration of accredited universities who
offer online master's programs in library and information science.
Students at Rutgers may be able to register for one or two online
courses at another university through WISE, with permission of an
adviser. WISE courses count as transfer credits to the master of information (M.I.)
program; note that a maximum of 6 transfer credits in total may be
counted toward an M.I. degree.
Matriculation Continued (0) *
Students who must interrupt their studies may, with the approval of the program director, register for Matriculation Continued (leave of absence). There is no tuition for this registration, although a student fee is charged. Students who do not register for Matriculation Continued will be charged a reactivation fee upon their approved return to the program. (Note that international students on temporary visas who interrupt their studies must in most cases leave the United States during such periods.) Matriculation Continued is available only to students not enrolled in any coursework and not using faculty time or university facilities except to complete previous coursework from classes with incomplete or temporary grades. Master of information (M.I.) students may enroll in Matriculation Continued for a maximum of two consecutive semesters. Students are still expected to complete the M.I. program within three years; a request to extend the time for the degree would have to be done separately. All M.I. students who are engaged in the completion of degree requirements are expected to register for at least 6 credits per semester or 12 credits per year, including summer, in order to meet the three-year limit for the degree.