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University of California, Berkeley School of Information
     Management and Systems
SIMS > Academics > Courses > Fall 2005 > IS290 > The Quality of Information


Paul Duguid

Geoffrey Nunberg

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The date given is the date for which the assignment is due.


September 7: Quantity vs Quality

(1): Quantity
Estimate the amount of information in your house/apartment/dorm.
Be prepared to justify your system of measurement.

September 15: Quantity vs Quality

(2): Quality and "rotten information"
Put yourself in the place of a sophomore trying to search a contentious topic on the web. Assess the quality of your findings.Imagine that you're a typical UC Berkeley sophomore and have just been assigned a paper on some plausible topic over which there is some division of opinion-- whether the relation of Vitamin C to cancer, simplification of the tax code, electronic voting, heterosexual spread of AIDS, Ebonics/Black English. pick whatever you like, so long as it's the kind of topic where people recognize the relevance of "authoritative" opinion, even if they disagree as to what it is or who is entitled to hold it. (That is, don't pick the question of whether the intentional walk rule should be changed or whether hip-hop is a force for Good or Evil.)

Like most of your classmates, the first thing you do is go to Google and enter a search query or two. You come up with a bunch of pages of varying degree of authority or reliability. Then be prepared answer the following questions: What makes for the impression of authoritativeness in a document found on the Web? Give specific examples of institutional cues, domain names, graphical and typographic cues, linguistic cues (right down to punctuation), cues in html code, and anything else that seems relevant.

How can the impression of authority be undermined? That is, what kinds of (actually) authoritative pages are likely to appear non-authoritative and vice-versa?

Which queries work best for finding authoritative information? Are there any general principles here? Does it help to look at pages that come up later, or to include non-relevant terms like "paint" or "Cleveland" that will effectively reduce the set to a more random sample? What happens if you include words like "authoritative," "official," or "debunk"?

How could the results be improved using multiple search engines? (For these purposes, one other will suffice.) E.g., what can you do using the proximity feature of AltaVista or some other feature that Google doesn't have?

October 5: Newspapers to blogs

Suppose that you've been hired by CNN to do a five-minute feature on "What the Bloggers are Saying" about daily events -- in this case, former FEMA director Michael Brown's testimony to a House committee. How would you go about finding out what the currents of opinion are; on what grounds would you choose one or another blog comment to report? In general, how does one go about determining what "the blogosphere" is thinking? Try to come up with specific examples rather than general principles.

We'll ask some or all of you to present in class. If you want to follow a series of links or present a graphic please send these ahead so we can load them onto one of our machines. Otherwise, just come to class ready to present your findings--in the spirit of CNN or not, as you choose.

October 19: Forms of authority

Compare Wikipedia, Wiktionary, or a similar open source reference work to a conventional, equivalent (e.g. The Encyclopaedia Britannica, the Dictionary of National Biography, etc.) Explain your strategy of comparison.

November 2: Search

tba

November 9: Literacy

The quality of education:

You have a brother, Lafcadio, who graduated from college five years ago with a major in history and now works as manager of an occult bookstore in Truth or Consequences, New Mexico. He wants to get an MBA so he can improve his career opportunities. You also have a sister, Hermione, 30, who dropped out of college in her sophomore year and now works doing data entry for an American company in Mexico City. She would like to return to college to get a bachelor's degree in some technology-related field so that she can get a better job.

Both L and H remember the buzz in the 1990s about digital Universities, and hope that they can achieve their goals online. They turn to you as someone still in the world of education and knowledgeable about matters digital with the following list (some of which are no more than vague memories from before the crash) and ask you to take a first cut at the list, recommending or discounting one or two (or preferring one not on the list) on grounds of the quality of education and qualifications. (You're don't know exactly how much they can afford, so money is an object, but how much of an object you are not sure.) Do this assignment for one or the other sibling.
UC extension
Cardean
DeVry
Jones International
Open University
Phoenix online
Saylor U
SUNY
Western Governors University
For starters, chose a couple from this list for comparative purposes and see what sorts of assessment you can make given the criteria you start with. You can add others to the list, if you chose, but they should be online--which will exclude Hamburger U. You may also find that some of these no longer exist. Disappearance may, however, provide (perhaps with the help of the Internet Archive/Wayback Machine) help in assessing the presentations, claims, and likely survival of those that still do. Work in pairs if you like. Prepare, as with the other assignments, a brief overview with links and be ready to present your case.

November 16: Libraries

Assess the quality of Project Gutenberg, Google Print, Google Library, the Million Book Project, the Open Content Alliance or a similar "collection" against a conventional library, a neighborhood bookstore, or the books on your bookshelf. As with the Wikipedia assignment, choose an example tactically to reveal strenghts and weaknesses. Be prepared to argue for how representative of the whole your sample might be.

     outlines of final papers due

November 30

     final papers due

December 6: Presentation of final papers