Composition and Communication I is the introductory course in a two-course sequence designed to engage students in composing and communicating ideas using speech, writing, and visuals. Students will develop interpersonal communication, critical thinking, and information literacy skills by exploring what it means to be engaged, twenty-first century citizens. Students will practice com posing, critiquing, and revising ideas based on personal experience, observation, and fieldwork in the community, culminating in several discrete projects using oral, written, and visual modalities.

Composition and Communication II is the advanced course in a two-course sequence designed to engage students in composing and communicating ideas using speech, writing, and visuals. In this course, students will work in small groups to explore issues of public concern using rhetorical analysis, engage in deliberation, compose conscientious and well-developed arguments, and propose viable solutions to different audiences. Students will sharpen their ability to conduct research; compose and communicate in spoken, written, and visual forms; and work effectively in teams through sustained interrogation of an issue. A significant component of the class will involve learning to use visual and digital resources both to enhance written and oral presentations and to communicate with public audiences. Prereq: CIS 110.

Composition and Communication 112 is an accelerated version of the standard two-semester composition and communication sequence. It focuses on integrated oral, written, and visual communication skill development and emphasizes critical inquiry and research. Students will sharpen their ability to conduct research; compose and communicate in written, oral, and visual modalities; and use interpersonal skills to work effectively in groups (dyads and small groups). In order to achieve these goals, students will explore issues of public concern in a profession that aligns with their career goals using exploratory, informative, and persuasive communication skills as both consumers and producers of information. Course members will develop complex arguments based on significant primary and secondary research, ultimately aimed at proposing a solution to their chosen issue. To do this, they will conduct individual, partner, and team-based work and produce a series of communication products that combine modalities (face to-face, written, oral, visual, digital) in different ways. A significant component of the class will consist of learning to use visual and digital resources, first to enhance written and oral presentations and later to communicate mass mediated messages to various public audiences.

Theories; strategies; techniques for researching, analyzing, constructing, and presenting oral arguments for and against selected contemporary topics and issues. Emphasis on in-class presentations. Prereq: Instructor approval required to enroll.

Study of a specialized topic in instructional communication. May be repeated to a maximum of nine credits under different subtitles. Lecture. Prerequisites will be set by the instructor.

This communication intensive course prepares students for their careers by developing effective communication skills (integrated written, oral, and visual) applied specifically to today’s technology-driven and global business environment. The course will focus on developing strong communication skills in interpersonal settings, on small group teams, and when delivering public presentations. Students will prepare cover letters, resumes, websites, and portfolios; develop effective interviewing skills in face-to-face and online environments; communicate effectively based on audience analysis in face-to-face and online settings; deliver effective formal public business presentations (informative and persuasive) based on audience analysis and using a variety of presentational aids that enhance the message; and learn to manage data, graphics, and a positive online presence (e.g., websites, blogs, social media outlets, email messages,and webinars). Prereq: Upper division status in accounting, analytics, economics, finance, management, marketing, or permission from instructor.

Intensive study of a specialized topic in instructional communication. May be repeated to a maximum of 9 credits under different subtitles.Lecture.

Qualified students enter the professional sector to refine skills and knowledge. Supervised internships in an international location approved by the College allow placements in industry, government, the media, communication agencies, etc. International internship credit will only be given for sites/programs approved by Education Abroad at UK. Pass/Fail only. Prereq: Admission to upper-division in one of the undergraduate majors in the College of Communication and Information (COM, ICT, ISC, JOU or MAS), fulfillment of internship prerequisites for the specific major (for COM 399, JAT 399 or ICT 399), and approval of the College's executive director for international studies.

This course provides students an opportunity to work one-on-one with a faculty member in the college as a teacher’s apprentice in a course in the track of their chosen major. As an apprentice, students will attend all classes of the course they are serving as an apprentice for and meet with the faculty member weekly to discuss course content and pedagogical strategies. Students will also prepare at least three lesson plans and lead the class in working through them at least three times over the course of the semester. Students will ultimately develop a reflective teaching portfolio for the course. This course is repeatable for up to 6 credits. Prereq: Upper division status in the College of Communication and Information, successful completion of the course for which a student wants to as an intern-apprentice (i.e., B or better), an overall GPA of 3.0 or higher, permission from both the teacher of the course and the Director of the Division of Instructional Communication prior to registration, and completion of a Division Learning Contract.

Composition and Communication in the Digital Age I is the introductory course in a two-course sequence designed to engage STEAM students in composing and communicating ideas using speech, writing, visuals, and technology. This course will focus on equipping students to (1) translate complex, technical information into comprehensible terms, (2) utilize research skills to collect and evaluate information, and (3) employ written, oral, and technical elements as both independent and interconnected forms of communication. Fulfills UK Core in Composition and Communication I.

Communication for the Digital Age focuses on improving students’ oral, written, and visual communication skills so they can effectively form and translate technical information in ways that are easily understood by public audiences. In this course, students will both analyze and create materials designed to inform and persuade professionals in fields related to information communication technology. Students will also work individually and in groups to research, create, and present an argument focused on improving the communication of technical information. They will explore issues that align with their professional interests and produce products that use multiple methods (oral,written, or digital) to make an argument. A significant component of the class will involve learning to use visual and digital resources to enhance written and oral presentations. Prereq: CIS 110/WRD 110 or equivalent. Fulfills a UK Core requirement in Comp & Comm II.

Through the exploration of social and technological theories related to Information Communication Technology and the evolution and current applications of ICT, students will gain a better understanding of how emerging technologies have led to the need and development of ICT as a discipline; its shared  commonalities with other disciplines; its distinct characteristics; its applications in the workplace and personal contexts; and its impact and future implications on individuals, organizations, and societies. Fulfills UK Core - Inquiry in Social Sciences requirement.

Emphasizing critical inquiry and critical thinking, this course will explore the theories and definitions surrounding the term “information literacy.” Students will put this theory into practice by developing problem-solving skills that allow them to meet information needs throughout their lifetimes. Students will gain a better understanding of how information and knowledge function in society and will discover methods of finding, accessing, evaluating, and using different information sources in an effective and ethical manner. Counts for UK Core in Arts & Creativity. ICT 200 is the same as IS 200.

Gain knowledge about information sources, information retrieval and professional information management.  Learn how information sources are described, organized, and disseminated using metadata standards and publishing practices.  Acquire the skills to locate and retrieve qualit6y sources of information with search engines and databases.  Implement knowledge management technologies and apply an understanding of social factors in order to create efficient and usable organizational work flows. Previously "General Information Sources." (Same as IS 201)

This course is designed to teach the fundamental concepts of information technology in ways relevant to professional practice in informatics and the information professions. It explores applications of computers and networks to information problems. Included are features of hardware, types of software, commercial systems and search engines. (Same as IS 202)

This course introduces students to the legal, political, and ethical issues confronting today’s information professionals and the subsequent impact of these issues on information and communication technology (ICT) policy and law development. The rapidly evolving ICT infrastructure and the global shift to an information society will provide the context for the course. Emphasis will be placed on: organizational policy development, information ethics, computer ethics, freedom of speech and expression online, information filtering, intellectual property, cyber law, and pertinent legal and political acts related to the present information and communication infrastructure.

This course studies the impacts of information and communication technology (ICT) on individuals and society.  It examines current issues related to the flow of information in society, including the impact of technology and the development of the information economy. The role of the information profession within the context of information society issues is also explored. Also UKC 380.

This course is intended to give students a solid background in databases, with a focus on relational database management systems. Topics include data modeling, database design theory, data definition and manipulation languages, storage and indexing techniques, query processing and optimization, and database programming interfaces.

The course focuses on the practice and theory of designing, building and maintaining content management systems.

This course examines and applies the principles of information systems analysis. It surveys project management, feasibility and analysis, systems requirement definition and resource allocation. It utilizes a structured systems development methodology that spans the entirety of the information system lifecycle, which starts with the conception of the need for a specific information system and ends with the implementation of that system. The course utilizes a case study approach in which students initiate the analysis and logical design of a limited-scope information system.
Prereq:  ICT 202. This course is the same as IS 303.

In today’s 24-7 culture, every choice we make comes with more data about which product/service/area is the “best” on a number of factors. The challenge, then, is sorting through the data to make an informed decision. In this course, you will be presented with several “real life” scenarios and then asked to use data to construct an appropriate written or oral response. Whether as information consumers or as information professionals, sorting through the data and making a decision that can be articulated to people unfamiliar with the issue is a key indicator of information literacy. Given that this course fulfills your Graduation Composition and Communication Requirement for Information Studies, you will be asked to write and revise several short pieces and complete one digital presentation. (Meets Graduation Composition and Communication Requirement)

In the age of digital information, the technology, economics, and law of intellectual property are constantly in flux. In order to continue to effectively provide access to information, ICT professionals need to play a role in managing these changes. This introductory course examines the basic conceptual elements of copyright protection, and its adaptation and application to new media and information communication technologies.

Information and Communication Technologies (ICTs) are pervasive in our increasingly global society and, importantly, have the potential to improve lives and society. This course is designed to provide you with a sophisticated understanding of the philosophy, theory, design, and analysis of both qualitative and quantitative research in communication. During this course you will be exposed to a variety of methodological designs and analyses. Using a variety of methods ranging from the foundational (e.g., interviews, surveys) to cutting edge (e.g., big data analysis, geospatial mapping) and readings from a variety of contexts (e.g., education, healthcare, risk and crisis), this course is designed to equip you with the research and methodological tools to understand how ICTs affect individuals, relationships, groups, organizations, social movements, and policies and to use these methodological tools in applied settings.

This course introduces theoretical and foundational concepts in information science and situates information in various contexts through which it has been circulated, conceptualized, and used. Students will learn fundamental approaches to understanding relationships across technology, people, and society. Emphases include technologies, classification, information transfer, format, use, and definitions of information and "information age."

Using a selected contemporary culture artifact, this course will provide opportunities for students interested in exploring the darker side of new technologies and theory. The selected artifact will explore our uses of technology and will be matched with theoretical frameworks for understanding potential behaviors around this phenomenon.

With so many technologies in use today, information can often fail to effectively reach those who need it. In this course, students will focus on the importance of taking a human-centered approach to best identify and meet individuals’ and groups’ information needs. Human Relations and Technology focuses on engaging critical thinking skills to effectively tailor and disseminate information to people both within and outside of the IT industry. Through analysis and design, students will be asked to address multiple real-world situations with a specific focus on connecting to humans through (and often in spite of) technology.

Universal design is a holistic concept that can be applied to everything from computer software to electronics to dishes. It is the idea that accessibility and usability standards should be blended together to create information that anyone can access. More specifically, web accessibility refers to the inclusive practice of removing barriers that prevent interaction with, or access to information on websites. When websites are correctly designed,developed and edited, all users have equal access to information and functionality. The focus of the course is on how web accessibility can be implemented successfully in working environments by creating digital resources online that all consumers can use. In this course, you will learn how information must be presented that is flexible and adaptive to different users’ needs or preferences, accessible through a variety of different technologies and why it is easier and more cost effective to design websites and social media content correctly the first time than re-designing it later. Students will compare and contrast accessible and inaccessible websites and social media and also perform a web accessibility audit for an actual business.

This course is an introduction to Information Architecture (IA), an area concerned with the design, evaluation, and implementation of interactive Web systems in terms of organization, labeling, navigation, and search. It aims to acquaint students with principles and process of information architecture for usercentered design of Web systems such as websites and mobile applications. It also provides students the opportunity to develop practical skills related to the design of information organization and navigation systems. The course prepares students for the companion technical course of “content management systems” where they will apply the theories and techniques studied in this course to the implementation of a fully functional website.

This course is designed to engage students with the deployment of multimedia within contemporary interactive technologies, including their historical and cultural contexts, underlying platforms, visual cultures, sociocultural dynamics, and technical components. The objective of this course is to help students cultivate conceptual tools that are of practical relevance that can be used while creating and engaging with multimedia tools, platforms, and artifacts both in their professional and personal lives. To this extent, the readings are carefully chosen to introduce foundational concepts of new media (Unit 1), associate and apply these concepts in their daily lived lives (Unit 2), and critically think about some of the broader implications of new media (Unit 3). The assignments are designed to cultivate critical analytical thinking by helping students apply the insights to day-to-day examples. Students are also required to complete two multimedia tool workshops as a part of their curriculum in order to gain practical skills.

This course is a survey of electronic information resources for health professionals, including databases and Web resources, but with afocus on MEDLINE. Discussion of relevant controlled vocabularies, their use in formulating and executing search strategies, andalternative interfaces to MEDLINE are addressed. The course also includes reference management software, an evidence based healthcare component, and discussion of systematic reviews. Prereq: STA 210 or equivalent. (Same as IS 326.)

This course will provide students with a foundation in the history and development of consumer health information seeking in addition to practical experience in locating, evaluating, and providing health information to diverse and special populations within educational and healthcare settings. Students will gain an understanding of the lifecycle of consumer health information - from policy development, to creation, to dissemination, and use – and the role of healthcare professionals in providing that information. Current issues and trends, as well as future directions in consumer health information provision and health information seeking will be discussed. There are no pre-requisites for this course. Same as IS 327.

An introduction to the various technical and administrative aspects of Information Security and Assurance.  This course provides the foundation for understanding the key issues associated with protecting information assets, determining the levels of protection and response to security incidents, and designing a consistent, reasonable information security system with appropriate intrusion detection and reporting features.

Special topics in ICT. Offerings vary by semester. ICT 390 may be repeated up to 12 credit hours provided the special topics courses selected are different (check the course subtitles or contact infosci [at] uky.edu if you have questions).

The purpose of ICT 395, Independent Study in ICT, is to provide students the opportunity for directed study in an ICT-related subject, issue or problem of a particular interest to the student, and which is not dealt with in regular courses; or to enable the student to expand upon a topic which has been dealt with, but not to the degree which satisfies the student's interest. Independent research or reading and a substantial written report are required.

Prior approval and completed contract are required to be eligible for registration in an independent study.

This course is for undergraduates only: graduate ICT students should complete ICT 696.
Qualified undergraduate ICT students enter the professional sector to understand how to apply their ICT skills and knowledge. Supervised internships approved by the School allow experiences in a variety of environments. Emphasis will be placed on professional development. A typed and signed contract must be completed prior to the start of the internship. Pass/fail only.
Prereq: Junior or Senior standing; completed at least two upper-division ICT electives.

Business and commercial transactions conducted via electronic means are subject to complex legislation and regulation that changes frequently. The relevant legislation and regulatory mechanisms govern commercial transactions as well as any electronic marketing, such as promotional emails or online newsletters. This course provides an overview of the regulatory framework governing e-commerce transactions, relevant standards and ethical considerations, protocols to ensure consumer protection, and emergent issues relating to compliance and enforcement.

As new information and communication technologies are developed, they increasingly raise concerns about the collection, use, storage, and sharing of personally identifiable information. This course provides an overview of privacy, privacy laws, privacy-related technologies, and self-regulatory efforts to mitigate potential privacy risks. The study of privacy will be approached from philosophical, historical, legal, policy, and technical perspectives.

Using technology in workplace settings requires an understanding of the relevant instructional strategies as well as an understanding of how technology supports learning in a specific IT context. In this course, students will gain a better awareness of what is needed to develop instructional experiences for adult populations. Students will explore how to use specific instructional strategies to learn, assess, and develop content to meet the needs of organizations seeking to train those in the workforce. ICT 315 is a prerequisite for this course.

Systems administrators install, maintain, and manage computer systems and servers that support small and large networks. We will learn how to administer these computer systems and servers with the Linux operating system. In the process, students will know how to install software, implement security policies, manage users, configure networks, evaluate logs, and automate processes. Pre-req: ICT 301 Intro to Databases.

This course introduces students to web development with the goal of designing a website containing structured and semantic data and that adheres to principles of usability, accessibility, and inclusion. By the end of this course, students will acquire skills at planning, developing, organizing, and managing websites in HTML5 and CSS3 and will develop an understanding of basic design principles and project management. ICT 320 Information Architecture is a prerequisite for this course.

Students will learn techniques for creating effective visualizations of quantitative data using principles from graphic design, perceptual psychology, cognitive science, and user-centered design. Topics include task abstraction, visual encodings of data, use of color, interaction techniques, and methods of evaluation. Data types discussed in the course will include tabular, network, and geospatial data.

Prereq: One programming course, such as CS 115 or equivalent, or permission of instructor.
Crosslisted with: BMI 520

This course introduces students to policy concerns relating to security informatics, and highlights theoretical and practical approaches to designing secure information and communication technology (ICT) systems. It addresses key issues such as authentication, risk analysis, access control, database and network security, and information assurance.

May be taken for graduate credit for the MS in ICT program.

The global reach of the Internet, the low marginal cost of online activity, and the relative anonymity of users have contributed to a wide escalation in cybercrimes. Consequently, information and communications technologies (ICT) are being increasingly employed to instigate threats to global civil society. This course provides an overview of cybercrime and the digital law enforcement practices put in place to respond to them. The course will focus on the types and extent of current cybercrimes, how the justice system responds to these crimes, the various constitutional protections afforded to computer users, the law and policies that govern cybercrime detection and prosecution, and related technologies.
May be taken for graduate credit for the MS in ICT program.

Supervised lab work in ICT with meetings for evaluation of student’s work, technique and review of issues.
This course is now inactive: ICT undergraduates should complete ICT 399, and graduate ICT students should complete ICT 696 for their internship requirement.

This course examines a wide variety of issues that relate to the roles of information communication technologies(ICTs) in political, social, psychological, and cultural processes in community contexts, both physical and virtual. In so doing, this course reviews such topics as information communication technologies(ICTs), including social media and mobile technologies, and their relation to governments, political parties, nonprofit/voluntary organizations, social movements, news media organizations, citizen journalism, public sphere, social capital, deliberation, and political/civic/community engagement. As such, this course sheds light on the democratic functioning of the information communication technologies (ICTs) for a healthy community to operate at local, regional, national, and global levels.

Human computer interaction (HCI) is an interdisciplinary field in which computer scientists, engineers, psychologists, social scientists, and design professionals play important roles. The goal of HCI is to solve real problems in the design and use of technology, making computer-based systems easier to use and more effective for people and organizations. Ease of use and effectiveness are critical to the success of any systems that interact with people, including software systems, home, office and factory appliances, and web and phone applications. This course provides an overview and introduction to the field of human-computer interaction, with a focus on how it applies to managers, technology executives, and others who will work with HCI professionals. Particular emphasis will be placed on what HCI methods and HCI-trained specialists can bring to design and development teams. The course will introduce students to proven tools and techniques for creating and improving user interfaces, such as Participatory Design, HCI for Development, Contextual Inquiry, and Think-Aloud User Testing. Students at the end of the course will have learned some useful techniques and an understanding of systematic procedures for creating usable and useful designs and systems.

Information and Communication Technologies (ICTs) are pervasive in our increasingly global society and, importantly, have the potential to improve lives and society. This course is designed to provide you with a sophisticated understanding of the philosophy, theory, design, and analysis of both qualitative and quantitative research in communication. During this course you will be exposed to a variety of methodological designs and statistical procedures to allow you to complete your own research projects during your time as a graduate student here at the University of Kentucky.
Using a variety of methods ranging from the foundational (e.g., interviews, surveys) to cutting edge (e.g., big data analysis, geospatial mapping) and readings from a variety of contexts (e.g., education, healthcare, risk and crisis), this course is designed to equip you with the research and methodological tools to understand how ICTs affect individuals, relationships, groups, organizations, social movements, and policies and to use these methodological tools in applied settings.

Survey of electronic information resources in the health sciences, including databases and Web sources. Discussion of relevant controlled vocabularies and their use in formulating and executing search strategies. The course also includes an evidence based health care component whereby students learn to analyze critically the biomedical literature and determine reference and research relevancy.

Same as LIS 626.

History and development of consumer health information resources; role of professional and governmental agencies in provision of consumer health information; policy issues related to provision of consumer health information. Consumer health professional literature, user information needs, user resources, and information services. Identification, selection, utilization, and evaluation of consumer health information for special populations within specialized educational and healthcare settings. Trends and issues in consumer health informatics.

Same as LIS 627.

The primary purpose of this course is to expose students to leadership strategies and challenges in the information professions. Primary attention is placed on: 1) the role of communication in effective leadership; 2) innovation and change in the information professions and the leadership styles available for addressing such changes; 3) ethical frameworks in communication leadership; 3) issues management and organizational planning; and 4) leadership communication strategies for managing conflict and crises. Pre-requisite: Graduate student status in the ICT, LIS, or CJT graduate programs.

Organizational knowledge is a valuable strategic asset. Knowledge management refers to the systematic management of an organization’s knowledge assets so that they can be leveraged for sustainable advantage. This course examines how knowledge is created, captured, organized, diffused, and implemented in an organization. Topics covered include knowledge management processes and practices, corresponding technologies, collaboration tools, and people and cultural issues.

Same as LIS 658.

This course will provide a foundation in the area of data science based on data curation and statistical analysis. The primary goal of this course is for students to learn data analysis concepts and techniques that facilitate making decisions from a rich data set. St udents will investigate data concepts, metadata creation and interpretation, general linear method, cluster analysis, and basics of informa tion visualization. At the beginning, this course will introduce fundamentals about data and data standards and methods for organizi ng, curating, and preserving data for reuse. Then, we will focus on the inferential statistics: drawing conclusions and making decisions from  data. This course will help students understand how to use data analysis tools, and especially, provide an opportunity to utilize an open  source data analysis tool, R, for data manipulation, analysis, and visualization. Finally, in this course we will discuss diverse issues around data including technologies, behaviors, organizations, policies, and society. Previously LIS 690 course. Fulfills an IT requirement.

Same as LIS 661: counts toward the Data Science core requirement for ICT master's students.

This course examines three major categories of topics in relation to data analysis and visualization. First, this course will cover the basic ways that data can be obtained from various sources, such as raw text files, web APIs, and data repositories. It will also cover the techniques of data cleaning and how to organize data for analysis. Second, the course will cover the essential techniques for analyzing quantitative data. It will teach prediction and clustering methods that are useful to solve various real data analysis tasks. In addition, students will learn major theories and recent methods in text analysis. Third, this course teaches how to create visualizations that effectively communicate the meanings behind data and information. The course will cover key practical skills in information visualization, such as plotting, mapping, and network visualization. This course will not be mathematically intensive. Instead, the course will use existing computational tools and programming libraries to solve various problems. You will use the R language and environment intensively for data analysis and visualization. Previously an LIS 690 course, not offered yet. Fulfills IT requirment.

Same as LIS 662: counts toward the Data Science core requirement for ICT master's students.

Special topics in ICT (graduate level). May be crosslisted with LIS 690. Pre-requisites vary upon course offered, please check syllabus for descriptions and enrollment requirements.

Opportunities for directed study in subjects or problems of interest to a student. Observation and research required, and a written report describing the work accomplished. Pre-requisite: Consent of instructor and approval of proposal.

This is for graduate students in ICT only: ICT undergraduates should take ICT 399 instead.
ICT practicum is a self-directed and independent field experience credit. The practicum is designed for graduate students to observe, synthesize, and evaluate theory, methods, and/or skills acquired from course work and contextualize these skills within their practicum site. Emphasis will be placed on critical thinking, management of responsibilities, and professionalism in approved practicum site. May be repeated to a maximum of six hours.
Prereq: Admission to M.S. in ICT program and 18 hours of graduate work.

Emphasizing critical inquiry and critical thinking, this course will explore the theories and definitions surrounding the term “information literacy.” Students will put this theory into practice by developing problem-solving skills that allow them to meet information needs throughout their lifetimes. Students will gain a better understanding of how information and knowledge function in society and will discover methods of finding, accessing, evaluating, and using different information sources in an effective and ethical manner. Counts for UK Core in Arts & Creativity. IS 200 is the same as ICT 200.

Gain knowledge about information sources, information retrieval and professional information management.  Learn how information sources are described, organized, and disseminated using metadata standards and publishing practices.  Acquire the skills to locate and retrieve qualit6y sources of information with search engines and databases.  Implement knowledge management technologies and apply an understanding of social factors in order to create efficient and usable organizational work flows. Previously "General Information Sources." (Same as ICT 201)

This course is designed to teach the fundamental concepts of information technology in ways relevant to professional practice in informatics and the information professions. It explores applications of computers and networks to information problems. Included are features of hardware, types of software, commercial systems and search engines. (Same as ICT 202)

This course examines and applies the principles of information systems analysis. It surveys project management, feasibility and analysis, systems requirement definition and resource allocation. It utilizes a structured systems development methodology that spans the entirety of the information system lifecycle, which starts with the conception of the need for a specific information system and ends with the implementation of that system. The course utilizes a case study approach in which students initiate the analysis and logical design of a limited-scope information system. Prereq: IS 202. (Same as ICT 303.)

Introduction to techniques of multimedia production and the basic principles of communication via multimedia. Practical, hands-on experience with various media used in computer-based multimedia including: text, still graphics, motion graphics, animation, sound, and hyperlinking. Includes stand-alone computer- and Web-based applications. Lecture, two hours; laboratory, two hours per week. Prereq: Telecom major or minor status or consent of the instructor. Same as TEL 322.

This course is a survey of electronic information resources for health professionals, including databases and Web resources, but with afocus on MEDLINE. Discussion of relevant controlled vocabularies, their use in formulating and executing search strategies, andalternative interfaces to MEDLINE are addressed. The course also includes reference management software, an evidence based healthcare component, and discussion of systematic reviews. Prereq: STA 210 or equivalent. (Same as ICT 326.)

This course will provide students with a foundation in the history and development of consumer health information seeking in addition to practical experience in locating, evaluating, and providing health information to diverse and special populations within educational and healthcare settings. Students will gain an understanding of the lifecycle of consumer health information - from policy development, to creation, to dissemination, and use – and the role of healthcare professionals in providing that information. Current issues and trends, as well as future directions in consumer health information provision and health information seeking will be discussed. There are no pre-requisites for this course.

An examination of the role of a variety of communication and information systems used in organizations. This includes the study of communication processes across a variety of systems, including the telephone, e-mail, voice mail, and audio- and video-conferencing. It also includes an examination of the uses for a variety of information systems and technologies, including computer networks, integrated voice response systems, computer-telephony integration, call centers, automated attendants, voice recognition, and synthesis, database management systems, and a variety of additional hardware and software tools used in business today. Prereq: Telecom major status or consent of instructor. Same as TEL 355.

This course examines competitive intelligence models, functions, and practices; the roles of information professionals in CI, and the management of CI. Discussion and practice topics include: intelligence ethical and legal considerations; identifying intelligence needs; intelligence project management, research methods, analysis, production, and dissemination; the uses of intelligence; intelligence sources and tools; managing the intelligence function; and the evolution of CI. Prereq: IS 303.

Provides an overview of health care information systems, legal and ethical issues in health care, compliance and regulatory requirements, coding of health care data, quality management, HL7, data security, and HIPAA. Explores major applications and commercial vendors, decision support methods, evaluation of health-care information systems; and new opportunities and emerging trends. Prereq: IS 201, IS 202.

This course is intended for undergraduates. Graduate students should take LIS 610. A survey of children’s literature, traditional and modern. Reading and evaluation of books with multimedia materials with emphasis on the needs and interests of children. Covers media for use by and with children from preschool through grade six.

This course is intended for undergraduates. Graduate students should take LIS 614. A study of literature and related materials for use with young people in grades 6-12. Emphasis is placed on the special characteristics and needs of young people and the evaluation of materials for this age group.

Students investigate the Information Society and its relationships with our world including the impact on information organizations and communities. Students focus on the discipline's ethics, values, and core concepts.. Part of Library Science Core.

Within given theoretical contexts, students search and retrieve organized information. Students learn to construct, apply, and critically evaluate advanced information search and retrieval strategies. Part of Library Science Core.

Students describe and classify recorded knowledge and learn fundamental principles and practices that facilitate access and retrieval. Part of Library Science Core. Previously called Information Representation and Access; Knowledge Management.

Students learn and apply the basic elements of management and leadership within the context of information organizations. Part of Library Science Core.

Basic tools, techniques and methods of research. Consideration is given to the role and purpose of research in library and information science and its relationship to research in other disciplines. Includes critical evaluation of current research in library and information science and the development of a research proposal. Prereq: LIS 601, LIS 602 or consent of instructor.

A survey and historical study of library materials and literature for children up to grade 6. Students will engage in extensive reading, and in the evaluation of books and some multimedia materials. Basic programming will be explored.

A  survey  and  historical  study  of culturally  diverse literature  for  youth  of  all  ages.  Students  will  engage  in  extensive  reading,  evaluation,  and  discussion  of  literature  and  the  issues  related  to  developing  an  understanding  of  various  cultures  and  special  populations within  the  United States. Prerequisite:  Children’s  Literature  (LIS610  or  comparable)  is  preferred. This course was previously offered as an LIS 690 Special Topics course.
 

A study of effective programming for children and young adults. Emphasis is placed on oral presentations. Literature-based activities and community outreach. Prerequisite: LIS 510 or consent of instructor.

A study of literature and related materials for use with young people in grades 7-12. Emphasis is placed on the special characteristics and needs of young adults and the evaluation of materials for this age group.

Includes an overview of the current research relating to the information behavior of children and youth in both school and everyday life, an examination of the different approaches to studying children and youth in the research literature, and consideration of the ways in which such research can inform the provision of information services for this population. This course will be of interest to students intending to pursue careers as school library media specialists, children or teen services librarians, or as information professionals in knowledge organizations that provide materials and/or services to children and youth. Previously an LIS 690 Special Topics course.

Electronic resources include all those systems (databases) and works (ebooks, periodicals) that are collected, described, provided, and managed by librarians and information specialists. Electronic resource management is therefore the management of these resources and this course examines the complexities involved with this activity. Topics covered include electronic resource systems, standards, processes and work flows, licenses, negotiations, access, evaluation, and usability. Previously an LIS 690 Special Topics course.

This course examines video, board, and roleplaying games as activities that involve literacy practices. You will learn how to think about literacy practices beyond just reading and writing and how to evaluate the design of a game. Building on these skills, you will then learn how to identify the literacy practices associated with meaningful games, meaningful game contexts, and game design activities for youth and/or adults. Practical considerations for using games in libraries and other contexts will also be addressed.

How people learn has implications for how learning environments should be designed. This course examines theories of informal learning— primarily drawing upon research from the sociocultural tradition of learning and human development—and considers how they can be practically implemented into information organization contexts. Being grounded in a sociocultural tradition means that this class will center issues of equity, diversity, and justice as they relate to the organization and design of information organization contexts and settings (e.g. libraries, museums, youth programs, new media centers, non-profit organizations). For example, how do issues of culture and learning inform the development of afterschool literacy programs in public libraries or Maker spaces in school libraries, especially those that serve predominantly minoritized communities? By gaining a deep understanding of how people learn across their lifespan, students will be able to consider how to create a community of learners in a range of settings in which people from various backgrounds participate. Topics covered include issues related to culture and cognition, identity development, adult-youth partnerships, access to/relationships with new digital media, and design thinking. Previously an LIS 690 Special Topics course.

This course provides an introduction to the theory and practice of information services, which are defined broadly as the activities in which information professionals engage to connect people to the information they need, including information needs assessment, direct information provision, information literacy instruction, and intermediation for all stages of the information search process. Emphasis is placed on the roles played by information professionals to help diverse users define and negotiate their information needs, navigate usersystem interfaces, formulate effective search strategies for information retrieval, and evaluate and select information. Attention is also given to the skills necessary to plan for, implement, and evaluate the delivery of information services in a wide variety of organizational contexts. The ethical foundations of information services are also considered. Prereq: LIS 601. Counts as part of Library Science foundational requirement for students who matriculated between Spring 2014 and Spring 2017. Offered Summer and Spring.

Survey of electronic information resources in the health sciences, including databases and Web sources. Discussion of relevant controlled vocabularies and their use in formulating and executing search strategies. The course also includes an evidence based health care component whereby students learn to analyze critically the biomedical literature and determine reference and research relevancy.

Same as ICT 626.

History and development of consumer health information resources; role of professional and governmental agencies in provision of consumer health information; policy issues related to provision of consumer health information. Consumer health professional literature, user information needs, user resources, and information services. Identification, selection, utilization, and evaluation of consumer health information for special populations within specialized educational and healthcare settings. Trends and issues in consumer health informatics.

Same as ICT 627.

This course is designed to introduce the interdisciplinary field of medical informatics to health information professionals. Medical Informatics is a developing field that essentially seeks to apply information and computing technologies to improve all aspects of healthcare, including patient care, research, and education. During the semester we will explore a number of topics central to understanding the field, including: the nature of biomedical information, the electronic medical record, the role of information and computing technologies to support clinical decision making, healthcare and informatics standards, information retrieval, system analysis and technology assessment, and essential issues of information technology in medical education and medical ethics. By the end of this Web-based course, students are expected to be able to understand broad aspects of the field and can use this as a foundation for further education, training, and work in health information professions. (Same as CJT 629. Previously offered as LIS 639/539.)

This course reviews important information retrieval (IR) theories and models; explores a brief history of IR research; and examines various IR applications. Students will get familiar with IR foundations such as document indexing or query expansion/optimization strategies, as well as understand overall system architectures for selected IR applications. Students will explore how to analyze and compare IR systems, how to select the best IR systems for particular tasks and how to design a prototype for an efficient IR system. Prereq or concur: LIS 636 or LIS 637 or LIS 638. Counts as part of Library Science foundational requirement for students who matriculated between Spring 2014 and Spring 2017. Offered Summer and Spring.

The goal of this course is to introduce major theories and methods for understanding and analyzing social media. This course will review topics such as social networks, ethics and policy, marketing approaches, and social analytics, and then discuss various applications of social media in different disciplines and organiza- tions including scholarship, library, healthcare, and education. This course fulfills an IT requirement for Library Science students.

The course introduces the concepts and practices of information architectures (IA) for a Web site within the context of the organization it serves. It aims to acquaint students with principles and process of information architecture for user-centered design of websites. It also provides students the opportunity to develop practical skills related to the design of information organization and navigation systems. The course prepares students for the companion technical course of “content management systems” where they will apply the theories and techniques studied in this course to the implementation of a fully functional website.

A study of the computing fundamentals necessary for the understanding and use of information technology. Focus is on examining computer systems in concept and practice, which is essential to information professionals. Topics include how computers represent, process, store and retrieve information; how operating systems control these processes, interpret commands, present the user interface, and run applications; how databases are designed and created; how general understanding of programming processes and productivity software skills is important in a variety of professional contexts. Productivity applications include the Office suite, Internet applications and web publishing, and database management systems.

A course examining the structure, development and evolution of the Internet; network protocols and client/server architecture issues; Web page design, authoring, and evaluation; the use of the Internet as an information storage and retrieval system; recent advances in HTML and scripting languages; and Internet related social issues such as censorship and copyright. Prerequisite: LIS 636 or consent of instructor. (Same as CJT 638.)

A survey of information agencies and health science libraries, including topics related to: the healthcare community and their information needs, information resources in the health sciences, controlled medical terminologies and classification systems, search and retrieval of information resources, issues in the management of collections and access to health libraries. (Same as CJT 640.)

A study of the materials of legal research and reference work. Emphasis is placed on the methods of effective research and the actual use of legal materials in the solution of practical reference problems. The selection, cataloging, classification, and storage of materials in a law collection are considered. The specialized requirements of law librarianship and law library administration are treated. Prerequisite: LIS 601 and LIS 602 or consent of instructor.

This course is designed to cover the management, care, and servicing of manuscript and archival material. Attention will also be given to criteria for building an archival/manuscript collection in a repository and to the description and interpretation of its holdings in guides and catalogs for the use of researchers. Prerequisite: LIS 602 or consent of instructor.

Examines the philosophy behind current national and state guidelines for library media programs and addresses the roles of library media professionals in program and resource management in order to provide learning experiences necessary for leading and learning in the P-12 school setting.

Examines historical development of the public library and its roles in society. Topics considered include the environment of public libraries; organization and management; information needs of client groups; information resources and services provided to clients; and trends developments in public libraries. Prerequisite: LIS 601 and LIS 602 or consent of instructor.

Examines historical development of academic libraries and their roles in higher education. Topics considered include the environment of academic libraries, organization and management needs of client groups, information resources and services provided clients; and issues, trends, and developments in academic libraries. Prerequisite: LIS 601 and LIS 602 or consent of instructor.

An intensive study of trends in school media centers with emphasis on research, technology, and the role of the school media specialist in the school curriculum.

Consideration of new and emerging educational technologies that could be integrated into school curriculum. Includes hands-on experiences as well as critical reading and discussion on current issues relating to educational technology and the role of the media specialist in technology integration.

Organizational knowledge is a valuable strategic asset. Knowledge management refers to the systematic management of an organization’s knowledge assets so that they can be leveraged for sustainable advantage. This course examines how knowledge is created, captured, organized, diffused, and implemented in an organization. Topics covered include knowledge management processes and practices, corresponding technologies, collaboration tools, and people and cultural issues.

Same as ICT 658.

Intellectual and administrative aspects of building, maintaining and evaluating library collections. Topics include: library cooperation; national standards; the writing and implementation of collection policies; strategies of selection and evaluation; contemporary publishing and the book trade.

This course will provide a foundation in the area of data science based on data curation and statistical analysis. The primary goal of this course is for students to learn data analysis concepts and techniques that facilitate making decisions from a rich data set. St udents will investigate data concepts, metadata creation and interpretation, general linear method, cluster analysis, and basics of informa tion visualization. At the beginning, this course will introduce fundamentals about data and data standards and methods for organizi ng, curating, and preserving data for reuse. Then, we will focus on the inferential statistics: drawing conclusions and making decisions from  data. This course will help students understand how to use data analysis tools, and especially, provide an opportunity to utilize an open  source data analysis tool, R, for data manipulation, analysis, and visualization. Finally, in this course we will discuss diverse issues around data including technologies, behaviors, organizations, policies, and society. Previously LIS 690 course. Fulfills an IT requirement.

Same as ICT 661: counts toward the Data Science core requirement for ICT master's students.

This course examines three major categories of topics in relation to data analysis and visualization. First, this course will cover the basic ways that data can be obtained from various sources, such as raw text files, web APIs, and data repositories. It will also cover the techniques of data cleaning and how to organize data for analysis. Second, the course will cover the essential techniques for analyzing quantitative data. It will teach prediction and clustering methods that are useful to solve various real data analysis tasks. In addition, students will learn major theories and recent methods in text analysis. Third, this course teaches how to create visualizations that effectively communicate the meanings behind data and information. The course will cover key practical skills in information visualization, such as plotting, mapping, and network visualization. This course will not be mathematically intensive. Instead, the course will use existing computational tools and programming libraries to solve various problems. You will use the R language and environment intensively for data analysis and visualization. Previously an LIS 690 course, not offered yet. Fulfills IT requirment.

Same as ICT 662: counts toward the Data Science core requirement for ICT master's students.

This course focuses on the theoretical, technological, human factors and evaluative components of digital library (DL) research and practice. Students will read and discuss literature on DLs, review existing technologies and proof-of concepts implementation projects, and work as a group to develop a prototype but operational DL. This course is foundational for students wishing to engage seriously in the world of digital librarianship. Prereq: LIS 602, LIS 636.

This course is designed as a first database course for students without any previous experience. The general aim of the course is to understand the basic concepts, principles, and hand-on experiences on database systems. The course will evolve from understanding, visualizing, and analyzing data. Then transition to understanding relational databases by designing and building databases using Access and querying using Structured Query Language (SQL). Prerequisite: LIS 636 or consent of instructor. (Same as CJT 668.). Previously called Information Systems Design.

Practicum in a library or other information-related organization. Student assumes entry level professional duties and responsibilities in an operational setting under the close supervision of an information professional. Requires minimum of 140 hours of experiential learning, and the completion of a multimedia presentation/portfolio under the direction of the course coordinator. Prerequisites: Completion of 18 hours of graduate work in library and information science and consent of course coordinator. Examples of capstone projects as well as the learning contract may be found here. Counts as part of Library Science foundational requirement for students who matriculated between Spring 2014 and Spring 2017.

The LIS 676 School Media Practicum course is a requirement for students seeking school media librarian certification through the University of Kentucky’s School Media Librarian P-12 Certification program, and it entails supervised experience in school library media centers.
In collaboration with the cooperating school librarian, the school media librarian candidate will schedule and complete a 5-10 day practicum experience at the school site (either physical location or virtual site depending on the instructional delivery mode of the school at the time of the experience). For each practicum experience, the school media librarian candidate will be expected to fully engage in the activities of the school library [media center] with the cooperating school librarian. The school media librarian candidate will be expected to create a detailed daily log of activities and fully reflect on those activities via daily journaling. Additionally, the school media librarian candidate is required to teach or co-teach a lesson to students or provide a professional development session for teachers. 
If feasible, the cooperating school librarian should provide evaluation feedback related to that teaching experience and also provide evaluation feedback related to the practicum experience as a whole. The University of Kentucky course supervisor will provide the cooperating school librarian information to access University of Kentucky evaluation instruments.
Prerequisite: Admission to Teacher Education Program and consent of instructor.

Intensive study of one aspect of library and information science under the leadership of an authority in the area. (Same as CJT 690.)

Opportunities for directed study in subjects or problems of interest to a student. Observation and research required, and a written report describing the work accomplished. Prerequisite: Consent of instructor and approval of proposal.
Students who wish to participate in an independent study must fill out and submit the Independent Study Proposal Form and return it to the Student Affairs Officer for final approval.