This required orientation course introduces all Library and Information Science, and Dual Degree students to the full range of academic, administrative, and social expectations for students, and the environment in which they must meet those expectations. Intended for and appropriate to both online and face-to-face students, this course describes program requirements; college, school, and program policy; and offers information about the full range of resources available to the students in support of their program. It also offers basic tutorial and instruction related to the use of Moodle (the learning management system used in online and face-to-face courses), library resources, and other key tools used to support student learning.

Designed to acquaint students with the basic management functions of planning, organizing, staffing, directing, and controlling. The course is intended to help provide understanding of human interactions in the workplace and develop the practical problem-solving skills needed to handle managerial problems professionally. Approaches to managing, from authoritarian to participative to laissez-faire, are examined. Readings, case studies, critical incidents, simulations, and discussions. This is a required course for the Libraries & Librarianship concentration.

A critical review of the issues and trends in management, program development, and evaluation of contemporary school library media centers at the elementary, secondary, and district levels in the United States. Students in this course will complete 15 pre-practicum fieldwork hours in the context of an assignment involving the development of an observation protocol (a method associated with evaluation research) and an interview with a school library media specialist.

This course focuses on topics related to services, information sources and information seeking processes as manifested in a variety of information centers. Introduces information concepts and services, including: question-negotiation (the reference interview), customer service, ethics, evaluating the collection, management, user service philosophy, service in different institutional settings and for diverse populations, and the assessment of services. Students learn about the creation, packaging, access and presentation of information in different types of sources and formats. This is a required course for all MS students.

This course offers an overview of user instruction and assessment of related learning outcomes across information settings. The course will introduce basics of pedagogy, including backwards design, universal design, assessment of learning outcomes, and learning theories. Students will critically examine concepts of information literacy and analyze its role in instruction across information settings, and apply best practices in development of information literacy learning outcomes and instructional programming to design program modules in various formats.

Given the increasing diversity of information users in the United States, information professionals need to learn more about specific groups in order provide appropriate services. This course examines the special needs and potential contributions of groups that are traditionally underrepresented in information settings. Through readings, discussion, and guest lectures, students will explore diversity issues which impact information services and develop skills for planning, implementing, and evaluating programs for addressing these issues. Specific diversity issues include race and ethnicity; gender and sexual orientation; social class; national origin; physical, psychological, and learning ability; and age. Students will gain experience in addressing diversity issues in two interrelated projects. The first project will involve writing a paper on a particular group and its needs in terms of collection development, programming, or accessibility issues, etc. For the second project, students will build on the first paper in a service learning project with an information center of their choice. Examples of service learning projects include constructing a detailed program or service activity for a specific group; compiling an annotated bibliography of best current materials and digital sources for a specific group; implementing a mentoring program for a specific group; evaluating diversity programs which are already in place; or writing a staff training proposal.

This course examines the planning and delivery of information and recreational services to meet the diverse needs of young people between the ages of 12 and 18 in public libraries and school library/media centers. Examination of the developmental tasks of adolescents and relevant social, educational, and demographic trends. Emphasis on the development of library policies and collaboration with youth-serving community agencies. Attention to communication and program skills and the promotion, funding, and evaluation of library programs and services for teenagers.

This course surveys the history, staffing, organization, development, and future of special libraries-of multiple types-in North America. Specific attention will be given to examples of highly successful models of special library organization, staffing, and service, as well as to notable and common challenges associated with special libraries. Students will read and evaluate recent research describing the value of special libraries and examine comparative data describing special libraries in the U.S. and abroad.

The phenomena, activities, and issues surrounding the organization of information in service of users and user communities. Topics include resource types and formats, information service institutions, markup, descriptive metadata, content standards, subject analysis and classification, and the information life cycle. Readings, discussions, examinations, and oral and written exercises. This is a required course for all MS students.

This course addresses the theories, principles, and practices of subject cataloging and classification. It covers the application of national standards to the creation of bibliographic records and to the construction of catalogs in libraries and other information environments. It teaches the concepts of subject cataloging including: understanding the various approaches to and pitfalls in determining aboutness; the theoretical foundations, structure, and the application of LCSH in subject cataloging; the application of the policies in the LC Subject Heading Manual; and complex number building in Dewey Decimal Classification and Library of Congress Classification. The course also includes examinations of the history and theoretical foundations of subject cataloging and classification and explores other subject access systems from around the world (e.g. UDC, Colon, Bliss, Expansive classification, PRECIS, AAT, and MeSH). May include readings, discussions, presentations, exams, exercises, and individual or group projects.

This course provides an overview of the social, economic, and political impact of adult functional illiteracy in the United States; it discusses the issue at both the federal and state level with implications for library involvement at the community level. Emphasis will be placed on the analysis of the literacy needs of a community and at the development and implementation of programs to meet that need. It will introduce advocacy, training, budgeting, staff recruitment, student assessment and instruction, publicity and program evaluation of both traditional and innovative library-based literacy/ESOL programs; it will suggest approaches to serve traditionally underrepresented communities by exploring how to improve equity of access to those populations.

The course will cover a wide variety of topics concerned with the history and development of the book, both as a physical object and as the bearer of intellectual content. Therefore, the lectures/discussions will look at two different kinds of phenomena: the physical properties of the objects that carried written and pictorial texts and the intellectual use to which books have been put. A third area that the course will address picks up the miscellaneous but important issues of the world of libraries; the antiquarian and out-of-print book trade; book collecting; remainders; handling, storing, caring for, repairing, and conserving books; legal considerations of book/text ownership and use; and other areas of book history. Students will be introduced to the extensive vocabulary of the book world. With a mastery of this new vocabulary, the students will have a grasp of a subject of extraordinary breadth, boundless fascination, and endless debate. As Milton said, "A good book is the precious life blood of a master spirit." This course will explain why.

This courses serves as a foundation course for students who seek careers as information professionals in archives, museums, libraries, and other cultural heritage settings. Working with representative partner sites, the course introduces students to diverse information organizations. With a focus on the purpose, mission, and history of these institutions, the course examines key concepts and activities in an interdisciplinary context. Differences in the purposes and missions of these institutions are also considered. Specific topics include: collection building, organizing knowledge structures, conserving and preserving collections, collection use, exhibitions, education, the application of technology, and cultural politics. Assignments include case studies, presentations, and group projects. This is a required course for the Cultural Heritage Informatics concentration.

This course is in three components: 1) studying the ethics and responsible practice of oral history; 2) developing a project to document a life, event, occupation, family, institution or experience; 3) archiving, providing access, and preserving audiovisual recordings. Students are required to secure a recording device to perform oral history interviews and to learn to use audiovisual editing software.

Examines the Isabella Stewart Gardner Museum in depth: the patron who built it, the artworks it holds, and its professional practices today. Using the Gardner as a case study, explores historical and current approaches to curation, connoisseurship, collection building, education, archives, and community outreach. Includes multiple site visits.

Fundamentals of archival theory and practice, including the issues, values, methods, and activities in archival settings. Introduction to core archival functions of appraisal, acquisition, arrangement, description, reference, and access. Overview of history and terminology of the profession. Discussion of the types and varieties of archival repositories and the value of historical records beyond traditional research use. Engagement with contemporary issues in the archival profession. The course includes a required 60-hour field experience.

This course covers the fundamentals of the prevention and remedial treatment for the preservation of collections in libraries, archives, and museums. The study of the structure and deterioration of many types of cultural heritage materials serves as a foundation. Preservation and collections care topics, such as environmental management, pest management, disaster planning, housekeeping, available treatment and reformatting options, and best storage practices, provide students with opportunities to learn practical skills they can apply right away.

Explores access to and use of archives and manuscript collections within the framework of archival description and representation. How archives are described and the surrogates that are used to represent them profoundly impact their access and use and are central to the archives profession. Students will explore various types of archival use including exhibits (physical and virtual) in addition to the creation of surrogates for primary sources and will gain a theoretical and practical understanding of EAD (Encoded Archival Description) as well as other emerging metadata standards.

Archival appraisal, or the assessment and evaluation of archival records to determine their continuing value for long-term retention, is one of the central and most critical challenges and responsibilities of the archivist. Building on the introductory exposure to appraisal offered in LIS 438, this course will focus on developing a theoretical framework for appraisal by introducing students to the strategies and methodologies of appraisal, through case studies and by exploring appraisal models developed and implemented within the profession. It will place the issues and activities of appraisal within the context of the documentation of society and the preservation of organizational and community memory.

Developing a knowledge base that encompasses a variety of competencies around sustaining an archives is vital for archivists who often work in small one or two person repositories or may face the challenges of establishing new repositories. This course will analyze the requirements of such small or emerging programs and focus on the ways to develop strategic plans, locate and pursue sources of funding, market and design outreach, understand the physical and intellectual resources of an archival facility,; and sustain program growth. The class will also examine these issues within the context of different types of archives (i.e. government, academic, historical societies).

This is a bridge course between Archives and History that explores the relationship between historical events, the creation and maintenance of archival records, and the construction of collective memory. It analyzes the role of archives and records in the process of documenting and remembering (or forgetting) history. Focusing on twentieth century events, it considers such archival issues as repatriation, records destruction, contested history, and memory construction. These issues are presented within the context of various types of records such as genealogical records, oral records, and records of material culture (artifacts) in addition to traditional print materials.

This course explores theories and practices for preservation of digitized and born-digital materials. Students focus on a variety of environments, repositories, infrastructure, policies, and procedures necessary to care for digital content. Topics include sustainability of media; file formats; metadata; rights issues; asset and risk management; digital forensics; and certification.

This course will cover the theory and practice of metadata as it is applied to digital collections. It will provide students with a comprehensive overview of current metadata standards in the library, archives, and visual resources communities, and offer them an opportunity to get hands-on practice using selected standards. It will examine the role of metadata in the discovery, delivery, administration, and preservation of digital objects, and consider current and emerging issues in metadata. The course will address all aspects of metadata, including creation, management, and use. In-class exercises and assignments will provide students with the opportunity to apply specific content and structure standards. Prerequisite: LIS 415.

This course addresses the creation, management, and dissemination of art information in museums and in their archives and libraries, as well as in academic art libraries and visual collections. Topics include: the historical development of art research collections in museums and libraries; impact of new technologies on research and collection management; use of social media and the related information management issues; developments in field-specific standards such as CCO and the various Getty vocabularies, with an emphasis on the impact on access to visual materials; develoments in cross-institutional projects; and issues specific to small museum libraries and archives.

This course teaches the core concepts and skills needed to create and manage digital collections and repositories. It covers the digital convergence of cultural heritage information in libraries, archives and museums. It introduces strategies for managing digital objects over the long term through active, ongoing oversight of the total environment (content, technologies, and user expectations) during all phases of the information life cycle. The course also includes extensive discussion of policy issues affecting digital collections, including sustainability issues for digital repositories, and open access to digital resources.

This course surveys the history, staffing, organization, development, and future of public libraries, addressing the principles and techniques associated with planning and delivering public library services to individuals and communities. Students will examine the governance and service structure of metropolitan and town libraries and consider the political, fiscal, and societal trends affecting them. Special attention will be given to the analysis of the library needs of specific groups and relationship of these needs assessments to the implementation of particular programs and services.

This course surveys the history, staffing, organization, development, and future of college and university libraries. Common issues-including managing change, scholarly communication, publishing, information technology, advocacy, evaluation and assessment, planning, budgeting, and higher education-will be addressed within a context that connects academic libraries, and their infrastructure, with their parent institutions.

Activities through which library collections are systematically developed and managed are explored, especially the formulation and implementation of written collection development policies. Other specific topics include identification of user needs; collection evaluation; fund allocation among competing departments, subjects, and/or media; selection methods; intellectual freedom; storage alternatives; and cooperative collection development. Course includes readings, guest lectures, and a term project in which a collection development policy for a real information agency is prepared.

This course addresses the theories and methodologies associated with managing institutional records, both paper-based and electronic. It introduces the set of activities required for systematically controlling the creation, distribution, use, maintenance and disposition of recorded information maintained as evidence of business activities and transactions. With an emphasis on case studies, students will learn about records appraisal, scheduling and disposition, functional analysis and records management program implementation and policy. Prior experience working with institutional records and/or LIS438 is recommended.

Principles and practices of database management and database design. Discussion and practice cover database application lifecycle, data modeling, relational database design, SQL queries, reports and other interfaces to database data, and documentation. Lectures also cover Web databases, XML, multimedia databases, and ethical and privacy issues associated with database systems. Individual and group projects.

Students complete structured field experience activities in elementary and secondary school libraries. Students will document their field experiences, make reflective written responses to readings and activities, and complete carefully designed learning projects that will help them develop professional skills, knowledge, and resources. This course fulfills 30 of the mandated 75 hours of pre-practicum field experience in preK-12 libraries for Massachusetts initial certification.

This course will prepare the school library teacher to successfully integrate new and emerging technologies into the school library program, technology lab, and classroom. Technologies studied will be appropriate for integration into all areas of the school's curriculum. Web-based and mobile resources and tools are used extensively throughout the course and are directly tied to current topics in successful school library management and practice. Hands-on learning and discussion of issues that could arise as a part of technology integration with pre-K - 12 students are foundational elements of the course. The role the school library teacher plays in the professional development of teachers in his/her school as a resource person, leader in technology instruction, facilitator, collaborator, and instructor will be discussed throughout the course. Meets Technology Requirement for students in the School Library Teacher Program.

This course provides an in-depth look at the pedagogy of teaching and learning including an analysis of the research base that informs the application of specific strategies used for effective instruction. Students will examine the organization, structure, and content of the Massachusetts Curriculum Frameworks, the Common Core State Standards, and the AASL Standards for the 21st Century Learner. Students will prepare lessons, teach, participate in peer reviews, and begin to develop as reflective practitioners. Students will develop an understanding of the wide range of instructional strategies as they learn to create and implement standards-based lesson plans. Students will learn how to assess these lessons, resulting in data that correlates to student achievement.

Digital libraries are regulated collections of distributed networked resources made accessible to users, usually through a transparent and standardized interface. This course will examine publicly and privately funded digital library projects in the US and internationally, and will explore evolving definitions and visions, as well as issues such as preservation and intellectual property. Through hands-on investigation, students will also become familiar with the components of digital libraries, and with digital library research. Assignments will include (but are not limited to) papers and presentations.

This course will cover the entire knowledge management cycle from knowledge capture and codification, to sharing and communities of practice, transfer and application. It will also include major theories and models in knowledge management. Students will learn to apply the case study research design in knowledge management, and look at cases discussing the role of knowledge management in organizational improvement. Contemporary knowledge management software (including knowledge creation and sharing in social networking websites) will be covered. Finally, the course will explore knowledge management not just from the organizational perspective, but also from the individual perspective.

Organizing and structuring content to help individuals, communities, and organizations find and manage internal and external Web-based resources and services. Application of current coding, metadata, and style standards to create Web documents. Evaluation of Web site quality and usability, and assessment of resource discovery tools. Strategic planning and user needs analysis for information architecture. Content inventory, organization, and management in support of wayfinding and navigation. Design documents for prototyping large Web sites. Readings, essays, design projects, in-class presentations.

Photographs as visual information. Problems of meaning, context, and definition. Responsibilities of the photo archivist. History of major types of photographic artifacts and development of photographic genres. Characteristics of 19th century processes. Special problems of subject access and remote access. Utilization by scholars, visual researchers, and communication industries. Onsite examination of management practices in a variety of institutions. Guest specialists include, when possible, visitors from special libraries, historical societies, major archives, museums, and picture agencies.

Outreach and advocacy are critical components of successful archives and cultural heritage programs, encompassing broad areas of user concerns from digital exhibits to educational programs, to social responsibility. Students explore the principles of outreach as well as strategies for identifying partners and the needs of diverse user populations. They learn how to develop public and educational programs including exhibits, and publicity and marketing tools for many audiences. Students also examine professional ethics and core values of advocacy and social responsibility in national and international settings.

The increasingly digital nature of the cultural heritage milieu is driving convergence of practice in LAMS (libraries, archives and museum). Before appropriate technological solutions can be determined and implemented, requirements need to be defined and convincing use cases developed. Students taking this course learn the theoretical underpinnings and the practical skills specific to ascertaining user requirements, management and access of digital resources, focusing on commonalities among practice in libraries, archives, and museums. Three areas crucial to the effective management of digital assets are emphasized: use-case analysis, technological skills, and project management.

This course addresses the evaluation, selection, and organization of materials for children (ages 0 - 12) in public and school library collections. Students will become familiar with materials for children in various formats, including the picture book, easy reader, transitional book, and chapter book; and will attend to fiction and nonfiction published to meet young people's recreational and curricular reading and information needs and interests. This course places strong emphasis on the evaluation of both individual items and library collections of children's material as well as on the selection of material for children for the purposes of collection development.

This course addresses the evaluation, selection, and organization of materials for young adults (young people ages 12 - 18) in public and school library collections. Students will become familiar with materials for young adults in various formats and genres, including traditional and graphic novels, and will attend to fiction and nonfiction published to meet young adults' recreational and curricular reading and information needs and interests. This course places strong emphasis on the evaluation of both individual items and library collections of young adult material as well as on the selection of material for young adults for the purposes of collection development.

This course covers the fundamental concepts and theories pertaining to information science. The course content includes core concepts and theories, information context, user and needs, information seeking and behavior, information interaction and retrieval, information use, and other related topics. Through this course, students will examine, analyze, and synthesize professional and scholarly work in this field, develop an understanding of the history of the field, and project the future of information science and their own leadership role within it. Assignments may range from literature search, opinion paper, annotated bibliography, in-class presentations on theories and models, to oral history interviews of persons in the field. This is a required course for the Information Science & Technology concentration.

Introduces computer science and programming using a high-level programming language (currently Python). Teaches program design in the context of contemporary practices both object oriented and procedural. Presents fundamental computer science topics through initiation and design of programs. Students learn to think logically and to apply this thinking to debugging computer programs.

From a foundation of systems theory, the software- and systems-development life cycle, intergroup communication, Systems Analysis & Design considers all aspects of the analysis of information systems documentation (needs analysis, feasibility study) and improved systems design (logical and physical design [e.g., technical needs; input and output requirements such as forms, screens, reports, networking, pseudocoding, UML and object-data models, SQL, evaluation and documentation]). The course also covers management, personnel, and resource issues of project management, such as "build-or-buy" analysis & communicating with user groups. By casting libraries as small enterprises, students work with a specific library information systems project, such as a digital library project, to construct a professional-grade project analysis, in the form of a project portfolio, and present their analysis to the class.

This course provides the conceptual foundation and context of computing, Internet and related technologies as used in information-intensive professions. With an emphasis both on concepts (along with an emphasis on terminology that appears in the professional literature) and skills (interactive demos and/or hands-on sessions), the course encourages students in trying out and learning new pieces of technology. The course provides an overview of topics such as how computers work (hardware, software, history of IT); networking; internet, related technologies and the future of WWW; content management systems; RDBMS and XML; ethics; security; information search and retrieval; the impact and implications of technological change on libraries, archives and other information centers; technology today and tomorrow; and other related topics. Along with providing the general technology foundation needed before taking other technology courses offered at SLIS, this course also introduces some of these other courses.

Comparison of American and foreign library systems in terms of national differences in philosophy, objectives, and services. Evaluation and comparison of collection policies, technical processes, public services, professional training, management, and facilities. Selected in-depth area studies. International cooperation and major projects in the information fields; contributions of international organizations. Guest lectures, presentations, and individual research projects.

This course is designed to teach students how to meet the popular reading needs of adult public library users. Genre fiction, literary fiction and non-fiction titles along with readers� advisory resources and tools are explored. The relationship of readers� advisory services with reference, and other library programs, research on adult reading, and with popular reading in an information society will be examined. While the course introduces the basic principles of reader�s advisory work, subjects or genre, because of the immense body of literature available, will be covered in a brief, introductory manner. The fiction genres included are adventure, western, mystery/crime, science fiction, fantasy, romance, historical fiction, Christian fiction, and horror. Non-fiction subjects include how-to-do-it, biography, self-improvement, and consumer health. Readers� advisory services including the interview, book lists, and book discussion groups are examined. Relevant research, trends and issues related to readers� advisory are discussed.

The Practicum Equivalent Experience provides students with the opportunity to apply in a school setting the skills and knowledge that he/she has learned throughout the School Library Teacher Program. If a student is currently working in a school library as "the teacher of record," he/she can choose to substitute one of the practica with a Practicum Equivalent Experience. The Practicum Equivalent Experience allows the student to receive credit for work experience gained at the school in which he/she is employed. The Practicum Equivalent Experience is done under the direction of a college supervisor and supervising practitioner. The minimum time requirement for a Practicum Equivalent Experience is 300 clock hours. Registration is made by arrangement with the Director of the School Library Teacher Program. LIS 495 is a capstone experience which is completed after all pre-practicum course work has been completed.

This is an educational field-based experience at the preK-8 grade level for students needing a practicum as certification requirement. Students will have the opportunity to practice school library skills and methods under the direction of a college supervisor and supervising practitioner. A minimum of 150 clock hours will be arranged. Registration is made by arrangement with the Director of the SLT program.

This is an educational field-based experience at the 7-12 grade level for students needing a practicum as certification requirement. Students will have the opportunity to practice school library skills and methods under the direction of a college supervisor and supervising practitioner. A minimum of 150 clock hours will be arranged. Registration is made by arrangement with the Director of the SLT program.

This is a course open to a variety of subjects and topics. This provides faculty with the opportunity and flexibility to develop courses based on current interests and trends in the field. After a course has been offered several times, the faculty consider whether it will be entered into the regular curriculum or remain a special topics course. Please note that these courses are offered occasionally and are not part of the SLIS course rotation.

This course provides a theoretical and practical introduction to Museum Studies. Students will read academic scholarship on the history of museums, the cultural and epistemological functions they have served and the ethical dilemmas they face. Through a combination of lectures, site visits and conversations with leaders in the field, they will also examine how real-world institutions organize, preserve and exhibit their collections, serve their audiences and make use of new technologies. Students will learn about professional roles including curation, collections management, registration, education and fundraising. The class will examine the continuing divide between arts institutions and historically marginalized communities, and analyze how (and how well) a variety of organizations are reaching out to diverse audiences today. Students taking this class at the graduate level will complete supplementary assignments and readings.

This course is a focused field experience combined with a related academic components. The field experience involves a minimum of 130 hours in an LIS setting and approximately 20 hours of coursework completed online. As a 3-credit course, it has a significant hands-on learning component. Through discussion with key personnel in the organization and working under professional supervision, the student gains hands-on experience in the information environment. Examples of coursework include: readings; discussion forums; reflections or journal entries; and/or examples of field work. Prerequisite: 18 credit hours including all SLIS core and concentration requirements.

Open only to students in the doctoral program. Required of all such students (1) not in residence in any regular semester in order to maintain matriculation, (2) not taking a course for credit during the fall or spring semester, and (3) working on their concept paper, proposal, or their field research project. Supervised study may not be applied toward academic credit requirements for the doctoral degree.

This course addresses the theories, principles, and practices of social science research. It examines reflective inquiry (including the development of the problem statement, literature review, theoretical framework, logical structure, research objectives, and questions/ hypotheses) and research design, data collection methods, and data analysis. The course also covers generalizability, reliability, and validity, and the report and presentation of research results. Methods in quantitative and qualitative data analysis are introduced. Students are able to develop their own research proposals and select appropriate methods based on scientific research questions. The course builds on themes and research concepts introduced in LIS 620: History, Concepts and Research Opportunities. The course requirement might include assignment, quizzes, research projects, and presentation of the results.

This course covers basic statistical methods and tools for exploratory data analysis in social sciences, focusing on basic concepts of probability theory, experimental design, descriptive statistics, inferential statistics, and regression analysis.

Open only to students in the doctoral program who have completed 33 semester hours and have successfully passed the comprehensive examination. Note: while working on the dissertation students are enrolled in LIS 600 for the fall and spring semesters.

Provides an opportunity to apply various critical lenses developed in the humanities to modes of writing for the broader public, including: book and film reviews, long-form analytical journalism, museum exhibition guides, and interviews.

Designed for students with a solid base of writing skill who wish to grow further as writers. Teaches writing of non-fiction that a non-captive audience would willingly read. Focuses primarily on the personal narrative.

Targets the eager and curious writer of poems seeking structure, feedback, and models of excellence in a workshop setting. Assumes that those who want to write are those who have been deeply moved by the writing of others. Includes extensive reading and attendance at poetry readings in the Boston area.

includeStudies topics including Milton, magic and fantasy in the Renaissance, and literary depictions of love in the 16th century.

Studies texts of law, literature, and cinema arising out of acts of genocide and political violence in the twentieth and twenty-first centuries. Provides students with a basis for understanding, through literary analysis, the social, cultural, and legal histories that resulted in specific human rights violations.

Students examine a wide range of theoretical essays and books, most by poets and creative writers whose theories of literary art develop out of their own practice. Focused on an array of influential writings by creative writers on the art, theory, and practice of writing, the course will consider how their ideas and arguments have shaped many of our fundamental conceptions of what creative writing is and how it works. The objective of the course is to provide students with a working knowledge of the central theoretical and practical issues in creative writing and an understanding of how diverse writers have attempted to define and set standards for their art.Eligibility:Student has completed or is in process of completing any of the following course(s): ENGL 105 - Creative Writing: Non-Fiction, ENGL 107 - Creative Writing: Fiction, ENGL 109 - Creative Writing: Poetry, ENGL 199 - Approaches to Literature

Introduces students to the main schools of theory in cinema and media studies, including auteur theory, narrative, semiotics, psychoanalysis, Marxism, feminism, queer theory, critical race theory, reception theory, third and accented cinemas.

Offers focused study of a particular theme or tradition in literature.

Offers an intensive study of a particular genre of literature.

Offers a framework for advanced independent work in literary studies. Anchored in a common topic that changes each year. Texts include some of the critical and theoretical approaches that help to define the topic.

Offers an intensive study of a particular genre of literature.