{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,2,25]],"date-time":"2026-02-25T22:39:53Z","timestamp":1772059193686,"version":"3.50.1"},"reference-count":86,"publisher":"Emerald","issue":"6","license":[{"start":{"date-parts":[[2019,9,26]],"date-time":"2019-09-26T00:00:00Z","timestamp":1569456000000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/www.emerald.com\/insight\/site-policies"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["JD"],"published-print":{"date-parts":[[2019,9,26]]},"abstract":"<jats:sec>\n<jats:title content-type=\"abstract-subheading\">Purpose<\/jats:title>\n<jats:p>The purpose of this paper is to reveal how instructors discuss student data and information privacy in their syllabi.<\/jats:p>\n<\/jats:sec>\n<jats:sec>\n<jats:title content-type=\"abstract-subheading\">Design\/methodology\/approach<\/jats:title>\n<jats:p>The authors collected a mixture of publicly accessible and privately disclosed syllabi from 8,302 library and information science (LIS) courses to extract privacy language. Using privacy concepts from the literature and emergent themes, the authors analyzed the corpus.<\/jats:p>\n<\/jats:sec>\n<jats:sec>\n<jats:title content-type=\"abstract-subheading\">Findings<\/jats:title>\n<jats:p>Most syllabi did not mention privacy (98 percent). Privacy tended to be mentioned in the context of digital tools, course communication, policies and assignments.<\/jats:p>\n<\/jats:sec>\n<jats:sec>\n<jats:title content-type=\"abstract-subheading\">Research limitations\/implications<\/jats:title>\n<jats:p>The transferability of the findings is limited because they address only one field and professional discipline, LIS, and address syllabi for only online and hybrid courses.<\/jats:p>\n<\/jats:sec>\n<jats:sec>\n<jats:title content-type=\"abstract-subheading\">Practical implications<\/jats:title>\n<jats:p>The findings suggest a need for professional development for instructors related to student data privacy. The discussion provides recommendations for creating educational experiences that support syllabi development and constructive norming opportunities.<\/jats:p>\n<\/jats:sec>\n<jats:sec>\n<jats:title content-type=\"abstract-subheading\">Social implications<\/jats:title>\n<jats:p>Instructors may be making assumptions about the degree of privacy literacy among their students or not value student privacy. Each raises significant concerns if privacy is instrumental to intellectual freedom and processes critical to the educational experience.<\/jats:p>\n<\/jats:sec>\n<jats:sec>\n<jats:title content-type=\"abstract-subheading\">Originality\/value<\/jats:title>\n<jats:p>In an age of educational data mining and analytics, this is one of the first studies to consider if and how instructors are addressing student data privacy in their courses, and the study initiates an important conversation for reflecting on privacy values and practices.<\/jats:p>\n<\/jats:sec>","DOI":"10.1108\/jd-12-2018-0202","type":"journal-article","created":{"date-parts":[[2019,8,12]],"date-time":"2019-08-12T08:50:15Z","timestamp":1565599815000},"page":"1333-1355","source":"Crossref","is-referenced-by-count":13,"title":["The syllabus as a student privacy document in an age of learning analytics"],"prefix":"10.1108","volume":"75","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-4245-9480","authenticated-orcid":false,"given":"Kyle M.L.","family":"Jones","sequence":"first","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Amy","family":"VanScoy","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"140","reference":[{"issue":"3","key":"key2019100909544717600_ref001","doi-asserted-by":"publisher","first-page":"224","DOI":"10.1016\/j.jeap.2009.01.004","article-title":"The genre of syllabus in higher education","volume":"8","year":"2009","journal-title":"Journal of English for Academic Purposes"},{"key":"key2019100909544717600_ref002","doi-asserted-by":"publisher","first-page":"113","DOI":"10.1145\/2567574.2567625","article-title":"Perceptions and use of an early warning system during a higher education transition program","year":"2014"},{"issue":"3","key":"key2019100909544717600_ref003","doi-asserted-by":"publisher","first-page":"439","DOI":"10.1080\/03098260903502679","article-title":"Classroom incivilities: the challenge of interactions between college students and instructors in the US","volume":"34","year":"2010","journal-title":"Journal of Geography in Higher Education"},{"key":"key2019100909544717600_ref004","unstructured":"American Library Association (2018), \u201cDirectory of institutions offering ALA-accredited master\u2019s programs in library and information studies\u201d, June 18, available at: www.ala.org\/CFApps\/lisdir\/directory_pdf.cfm (accessed December 2, 2018)."},{"key":"key2019100909544717600_ref005","unstructured":"Baker, R. 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