7530 Syllabus (Spring 2019)

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St. Catherine University
Master of Library and Information Science Program

Spring 2019

LIS 7530 G01: Internet Fundamentals & Design (CRN 25056)

As of 1/21/19; subject to change.

Credit hours: 3 semester hours
Classroom: CdC 18
Time: Tuesdays, 1:30-4:30pm
Contact hours: 45 (15 interactive lecture, 10 discussion, 10 lab work, 10 project work).
Instructor: Joyce Yukawa
Office: CDC 48; Hours: one hour before/after class & by appointment
Contact: jyukawa[at]stkate[dot]edu



I. Course Description

An introduction to the fundamentals of the Internet that integrates an overview of basic Internet concepts with actual website development. Concepts include the Internet's origins, evolution, architecture, telecommunications and networking, and critical issues such as security, privacy, copyright, and governance. Students gain a basic understanding of web content languages, website management, and design/usability principles through creating websites validated by World Wide Web Consortium standards. Prerequisites with Concurrency: LIS 7010, LIS 7030, LIS 7040

II. Course Texts


Recommended (on reserve)

  • Duckett, J. (2011). HTML & CSS: Design and build websites. Indianapolis, IN: Wiley. QA76.76.H94 D837 2011  
  • Ding, W., & Lin, X. (2010). Information architecture: The design and integration of information spaces. Call number: QA76.55 .D56 2010

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III. Student Learning Outcomes

Course Goals

Students will learn:

  • Internet history, background, and networking
  • Information architecture and web design standards
  • Website usability and accessibility
  • Web design planning and analysis
  • HTML and CSS
  • Internet issues such as privacy, security, intellectual property, freedom of speech, and digital literacy

Student Learning Outcomes

Course Learning Outcomes

By successfully completing this course, the student will be able to:

MLIS Program SLOs* Methods of Assessment

1. Create a website that provides access to information resources for a particular type of library or information service.

  • Design a website by identifying goals, requirements, and specifications and creating scenarios and prototypes.
  • Implement the design using valid HTML and CSS and applying usability/accessibility guidelines.
  • Use web design tools such as text editors and software for working with images to create online content.
  • Apply legal and ethical guidelines for privacy, copyright, and fair use related to the design of web-based information resources.
  • Evaluate the website's effectiveness according to usability/accessibility guidelines, visual appeal, appropriateness of content, and browser compatibility.
SLOs 5, 6, 7, 8 Web Design Project
2. Examine the fundamentals of telecommunications and networking. SLO 5 Discussion

3. Understand the principles of information architecture and best practices in website design.

SLOs 2, 6 Web Design Project, Discussion
4. Understand issues and potential related to how libraries are using the internet. SLOs 2, 5, 6, 7 Issues Panel & Paper, Discussion
5. Research, present, and discuss critical internet issues. SLO 5, 7 Issues Panel & Paper, Discussion

* MLIS Program Student Learning Outcomes

Information for People  SLO 1: Understand the philosophical, historical, and ethical foundations of the field.
SLO 2: Through understanding the relationships among information, people, and technology, apply library and information science principles and practices.
Research SLO 3: Demonstrate understanding of research methods and the interdisciplinary nature of LIS knowledge.
SLO 4: Apply research knowledge and skills to improve practice, critically evaluate the works of others, and answer questions in the profession. 
Technology SLO 5: Understand the social, cultural and ethical implications of technologies on individuals, organizations, society, and the library and information professions. 
SLO 6: Critically analyze, select, use, apply, and evaluate technologies in  the information environment. 
Social Justice SLO 7: Understand issues of power, privilege, and marginalization in  society and how they relate to the library and information professions. 
SLO 8: Analyze inequities in library and information services and work to empower marginalized groups.
Literacy and Learning SLO 9. Understand and promote literacy for self-­‐actualization and participation in a global society.
SLO 10: Understand learning principles and pedagogy to educate users according to their needs. 
Professionalism and Leadership SLO 11: Understand and apply principles of leadership, management, advocacy, and communication. 
SLO 12: Articulate your own philosophy, principles, and ethics of library and information science and apply them to professional practice.

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IV. Strategies for Success

Technology Advisory

This course requires students to be comfortable with computing concepts such as different file types, filename extensions and the folder/file structure of a computer hard drive. We will also be working with a variety of online applications and software which you will need to learn largely independently. If you do not feel comfortable with these ideas or activities, please be aware that you will need to make the added effort to become comfortable with them.

Coding Assignments

You are free to use whatever tools you want for working with HTML/CSS code except for visual or what-you-see-is-what-you-get (WYSIWYG) editors such as Dreamweaver. We’re learning how to write proper code in this course and these types of editors generally produce good looking sites with poorly written code behind them. We will look at a handful of different editing tools for both PCs and Macs.

Please keep a copy of all your HTML and CSS files for this class in a specific folder on a USB drive you can bring to class each session, or on a specific folder on your laptop that you bring to class. Keeping all of your files in one place will make your life much easier when you do coding and website work in class labs and start turning in web coding assignments.

APA Style

Use APA style for formatting and citations for all papers submitted for class. For citations on your websites, choose a style that is clear, logical, and consistent for your audience.

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V. Assignments

Web Design Project

Students will plan, design, and build a website that provides access to information resources for a particular type of library or information service of their choice. This will be done in five stages: plan, design, build, refine, and report. Both individual and team projects are welcome.

1 Plan: Website Proposal

The first step is to plan and design the website. In this phase, you will identify goals, determine requirements to meet the goals from different perspectives, develop personas of typical users, and describe general specifications of the website.

Due date: Week 3
Points: 5% of grade

2 Design: Scenarios and Site Structure

Based on how you answered the questions for your Website Proposal, you will create usage scenarios and prototypes of site structure for your website. Each scenario is a short description of something a user/customer will be able to do as a result of the project. You will also create prototypes (paper or electronic) that will be the starting point for your draft website.

Due date: Week 4
Points: 5% of grade

3 Build: Draft Website

You will create a draft website for your target library in "pure" HTML code (i.e., do not use an HTML editor like Dreamweaver). The site should follow usability guidelines and include three or more linked pages, links to external websites, images, color, and background image or color. You will upload your site to your folder on the LIS web server and validate the HTML code. The class labs will provide you with the skills to complete this assignment.

Due date: Week 7
Points: 14% of grade

4 Refine: Final Website

For the final website, you will build on your draft websites by adding new features through coding in HTML and CSS. Your validated final website should include and go beyond the requirements of the draft website in features, sophistication of coding, quality of content, navigation and usability, and creative flair.

Due date: Week 13
Points: 27% of grade

5 Final Report and Presentation

In addition to the website itself, you will write a brief summary report that addresses how well you met your design goals and describes what you learned by doing this project.

During our final class, each student will give an informal 5-10 minute walkthrough of the final website. The walkthrough should note your website topic and initial plan, any issues you had as your work progressed and how you feel your final site meets the stated goals for the assignment.

Due date: Last day of class
Points: 10%

Issues Panel and Paper

Two-person panels will present the pros and cons of a current issue related to the internet and libraries. Each person will be responsible for presenting a 15-minute argument for one side of the topic. Panel members will then lead a class discussion based on discussion questions they pose, as well as audience response. To help the class prepare for discussion, one week before the presentation the panel will post a list of at least 2 essential readings and several discussion questions on their panel's page in the class wiki. Each person will also write a succinct executive summary of around 1,500 words that covers his/her argument on the topic. It should include substantive references, but this is not meant to be a research paper.

Due date: Varies
Points: 24% of grade

ePortfolio Reflection

Refer to the ePortfolio Guidelines.

The purpose of this assignment is to help you build up your ePortfolio by reflecting on your learning in this course. 

  • Consider what you believe are the most important things you learned in 7530 and select an assignment (aka "artifact") that embodies that learning. 
  • Create a 7530 placeholder page in your portfolio, link to or upload the artifact in PDF, and provide a brief annotation with an informative title and brief description that includes the number and name of this course. This will be included in your ePortfolio on the Artifacts page. 
  • Write a reflection of one or more paragraphs about what you learned from the assignment and connects your learning to one or more of the MLIS Student Learning Outcomes (SLOs). Consider:
    • Knowledge, skills, or insights gained or deepened
    • Challenges faced
    • Other significant accomplishments 
    • Impact on how you view the internet and web design
    • Questions you have or things you want to learn more about 
    • How any of the above relate to the SLOs 

Due date: Last day of class
Points: 5% of grade

Class Participation

Active class participation is essential to the atmosphere of this class because we learn from each other and participation acts as a model of future team work. Please make every effort to attend class. If you know you will be missing a class session, please make alternate arrangements well in advance. If you are unable to attend at the last moment, please contact the instructor as soon as possible. Full points (5 points) will be given if all the following criteria are met: Completing all assignments on time, perfect attendance, regularly contributing to class discussions, regularly contributing in small group exercises, encouraging others to participate in asking questions and making relevant comments during class discussions and lectures. The scale goes down to one (1) point for the following: three or more absences, incomplete assignments, no contributions to class discussions, little contribution to small group work.

Points: 10% of grade

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VI. Assessment

Table 1. Grading Scale


Numeric Equivalent


A 95-100 Student performance demonstrates full command of the course materials and evinces a high level of originality and/or creativity that surpasses course expectations.
A- 90-94 Student performance demonstrates thorough knowledge of the course materials and exceeds course expectations all tasks as defined in the course syllabus in a superior manner.
B+ 87-89 Student performance demonstrates strong comprehension of the course materials and exceeds course expectations on all tasks as defined in the course syllabus.
B 83-86 Student performance demonstrates acceptable comprehension of the course materials and meets course expectations on all tasks as defined in the course syllabus.
B- 80-82 Student performance demonstrates incomplete, substandard understanding of course materials, or absence of required work; indicates danger of falling below acceptable grading standard.
C+ 79-77 Student performance is unacceptable; demonstrates unsatisfactory understanding of course materials and does not meet course expectations on all tasks as defined in the course syllabus.
C 76-74 Student performance is unacceptable; demonstrates unsatisfactory, incomplete and inadequate understanding of course materials and does not meet course expectations as defined in the course syllabus.
C- 73-70 Poor work.
WF   Failing grade. Due to not attending class.
F 0-69 Failing grade.


Table 2. Assignments and Grading


Assignment Grading
Website Proposal 5%
Scenarios and Site Structure 5%
Draft Website 14%
Final Website 27%
Final Report & Presentation 10%
Issues Panel & Paper 24%
ePortfolio Reflections 5%
Participation 10%
Total 100%

Assignment Due Dates & Absences

All assignments are due by 11:30pm on the date due. Late assignments will be accepted for up to 3 days after they are due, with a 5% reduction in grade per day late. In case of emergency, please contact the instructor responsible for the assignment prior to the due date for an extension. In the case of an excused absence, make-up of course requirements (e.g. exams, quizzes, practical exam, papers, etc…) must be scheduled at a mutually convenient time. It is the student's responsibility to arrange a make-up schedule with the course instructor(s) PRIOR to the absence. In the case of an unexcused absence, make-up of course requirements that were missed must be completed by the student within three (3) school days of their original date. If not completed within this timeframe, the total point value of the course requirement is forfeited.

Incomplete Grade

A grade of incomplete is given only when unusual circumstances deem it appropriate. Ordinarily, such circumstances would involve matters that are not wholly within your control, such as illness. If you wish to receive an incomplete grade you must complete a Petition for Incomplete Grade form (available online) no later than the last day of the term in which course requirements are due. You must be making satisfactory progress in the course and you must have completed 75% of the course at the time the petition is filed. Incompletes are awarded at the instructor’s discretion. If granted, the normal deadline for completion of the work is no more than eight weeks after the last day of classes in the session or sub-session in which the course is offered. The instructor may establish a due date after the normal deadline if you request it and special circumstances warrant it. The instructor will submit an alternate grade that will automatically be recorded if you do not complete the requirements for the course by the deadline. If you complete the course requirements in the time allotted, the instructor must submit the final grade by the deadline. Extensions to the due date originally agreed to by you and your instructor must be approved by the appropriate academic dean.

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VII. Other Course Requirements & Information

SCU Attendance Policy

St. Catherine University defines attendance as participating in the faculty and student interaction required by the course. The manner of participation used for attendance is defined by the format of the course. For online courses, attendance means following the communication requirements and due dates on the syllabus. For in-class learning, attendance means that (1) students are expected to arrive at class on time and stay for the duration of the class; and (2) students, whether present or not, are responsible for in-class content. For hybrid courses, students must follow both the online and in-class attendance requirements. For individualized study (e.g. independent study, directed study, research credits), communication during the first week is required to establish attendance. Failure to attend, for any reason, may be taken into account in the evaluation of the student's work. Each instructor will include the attendance/participation policy in the course syllabus.

It is not required that attendance be reported throughout the semester. However, it is required that registered students attend the first day of class, or first week for online/individualized study/off campus courses that do not meet on a specific day. Regular class attendance (for in-class), or online communication (for online learning) is expected of all students.

Students who do not attend the first day/first week of class will be withdrawn from the course by the Registrar’s Office. Faculty who elect to take attendance have the option to request course withdrawal for students who do not attend the class for 14 consecutive calendar days. Under all other circumstances, the student must initiate withdrawal from a course. Even if a student does not attend class meetings or does not log into the online course, the student remains financially responsible for paying tuition for the course, up to the date of formal withdrawal. The academic calendars on the University's website contain the add, drop and withdrawal deadlines.

Professionalism and Academic integrity

You are responsible for checking your St. Kate's email account for messages from the instructor. Check your email at least once a day.

St. Catherine University expects each of its students to uphold the Student Code of Conduct, which includes civility, respect for differences, and academic integrity and honesty. Appropriate credit must be given to original creators of all works used. Major violations are cheating and plagiarism. Cheating includes copying others’ works, collaborating without authorization, and accessing others’ computer files without authorization. Plagiarism includes intentionally or unintentionally using someone else’s words, works, thoughts, or expression of ideas without giving proper credit. Please see the St. Catherine University Academic Integrity Policy.

Americans with Disabilities Act

St. Catherine University is committed to equal access for all and recognizes that disability is an aspect of diversity. The University’s goal is to create learning environments that are usable, equitable, inclusive and welcoming. If there are aspects of the instruction or design of this course that result in barriers to the learning environment, accurate assessment or your achievement, please contact the Resources for Disabilities office as soon as possible. Access Consultants can be reached in the O’Neill Center on the lower level of Coeur de Catherine or by phone at 651-690-6563 to discuss academic adjustments or accommodations.

Students with disabilities needing academic accommodation should: (1) register with and provide documentation to the Student Disability Resource Center; (2) bring a letter to the instructor indicating the need for accommodation and what type. This should be done during the first week of class.

Religious Holiday Accommodation

With St. Catherine University’s ongoing commitment toward social justice and its openness to students of diverse religious backgrounds, the university acknowledges that students maybe absent from class and curricular-related activities because they are observing a religious holiday. Absence from classes or examinations for religious reasons (or observance) does not excuse students from responsibility for any coursework required during the absence. Students will provide faculty with reasonable notice (preferably within the first two weeks of the term) of their religious observance including the dates of religious holidays on which they will be absent. Faculty may expect a reasonable limit to the number of such requests from any one student. Faculty will work with students in advance to agree upon an appropriate plan and timeline for completing or making up any coursework that is missed due to religious observance. For the full policy, see the St. Catherine University Religious Holiday Accommodation Policy

Liberal Arts Goals

LIS 7040 Information Access Services advances the attainment of the University’s “Goals of a Liberal Arts Education”, specifically as this course prepares students to explore the nature of critical thinking in library and information science. Specific liberal arts goals addressed in this course include: Ethics and Social Justice, Diversity and Global Perspectives, Critical and Creative Inquiry, Discipline-Based Competence.

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