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Course Syllabus - Fall 2011

LI 811XO

Community Needs Analysis10/7-8, 11/4-5, & Internet

Faculty: Karen Diller

Email: kdiller@emporia.edu

Primary Phone: (360) 546-9179

Fax: (360) 546-9043

Biography: https://sites.google.com/site/karenrdiller/

Online Course Login: https://elearning.emporia.edu

Credit Hours: 3.0Note: Course Syllabus May Change

Important Dates for Fall 2011

8/17: First day of class 8/30: Last day todrop

9/5: Labor Day Holiday (ESUclosed)

10/11: Midterm gradesdue

10/13: Midterm grades

available

10/26: Last day to

withdraw

11/11: Veteran's Day Holiday

(ESU closed)

11/23-11/27:

Thanksgiving Break

12/9: Last day of

semester

12/17:

Commencement

12/20: Final grades due

Official Course Description

Survey and utilization of the tools, resources, and research methodologies for the purpose ofanalyzing, designing, implementing or modifying, and evaluating library and information systemsand services. Students learn about community analysis, needs assessment, and other tools ofanalysis and assessment.

Course Aims

Accurate and continuous community analysis and assessment play a key role in enabling librariesof all kinds to be responsive, through both services and collections, to their unique servicecommunities and assists library leaders to make wise, evidence-based decisions for their libraries.This course is designed to introduce you to specific tools, resources and methodologies that youcan employ to understand the information needs of your communities and to assess theeffectiveness of current systems and services. This course will build on the knowledge that youhave gained in LI810, Research in Library and Information Science, allowing you to apply goodresearch practice to specific situations and to become more knowledgeable about specific research

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questions and methodologies. The major questions that will guide our exploration of this topic are:

Why is community analysis and assessment important?Why is there resistance to community analysis and assessment?What are the most current and credible ways to analyze the information needs of acommunity?What are the most current and credible ways to assess the effectiveness of services?How can the data gathered be presented and used most effectively?

This course is based on the following assumptions:

Libraries are learning communities.The librarian's role is one of change agent.Libraries exist to assist patrons/clients with their information needs.Accurate diagnosis (analysis) of patron/client information need is one of the most importantsteps in the cycle of professional service.

Official Course Learning Outcomes

By the end of this course, students will be able to:

Describe the central concepts, principles and models of community analysis and assessmentof services.Identify a community to analyze and select an appropriate methodology by which to do theanalysis.Identify a service/program to assess for impact and effectiveness and select an appropriateassessment methodology.Critique a research methodology.Build a persuasive argument for the need to conduct a community analysis or

program/service assessment.

Learning Activities

Students will have the opportunity to reach these outcomes through the following learningactivities: (See Assignments in Blackboard for more details.)

Readings: Each assigned reading has been selected for its applicability to the course aims andobjectives. Students will have opportunities to discuss readings in class, in small groups, andon-line. In addition, readings will help students with other learning activities. (20 points)

(Assignments 1, 2, 3, 7, 8)Community Analysis: Students will work in small groups. Each group will select acommunity (or sub-community) and hand-in one project consisting of:

A description of the community and suggestions for needed services/programs. Thiswill be written by the group.A series of short papers analyzing different methodologies (documents; interviews;focus group; survey, etc) used to do a community analysis. Each individual in thegroup will contribute one of these short papers. The short paper will include a sampleinstrument, a literature review on the pros/cons of the method, and a discussion of howto analyze and use the data from this method. (30 points) (Assignment 4)

Persuasive argument: Each student will do a short presentation during the second weekend to

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persuade stakeholders to fund and support the community analysis from Assignment 4. (15points) (Assignment 5)Assessment of service/program: Each student will select a service/program, appropriate tohis/her community from Assignment 4, to assess and then write a short research proposaldetailing how to assess this service or program. (25 points) (Assignment 6)

Required Readings

Grover, R. et al. (2010).Assessing Information Needs; Managing Transformative Library Services.Denver, CO: Libraries Unlimited.

Other readings will be available via the Internet or on Course Reserves. See Course Documentsand Assignmentsfor more details.

Outline of Course Topics and Activities

Aug 17- Oct 7: Readings and Online Discussions

Sep 3 - First Discussion Due (Assignment 1)Sep 17 - Second Discussion Due (Assignment 2)Oct 1 - Third Discussion Due (Assignment 3)Oct 7 - Readings for Weekend One

Oct 7/8 - First Weekend

Discussion of course and assignmentsReview of online discussion topicsCommunity AnalysisSmall group work on Assignment 4

Oct 8- Oct 29 - Work on Assignment 4

Oct 19 - Draft of Group Paper for Assignment 4 DueOct 29 - Assignment 4 Due

Oct 30 - Nov 4: Readings and Assignment 5

Nov 4 - Readings for Second WeekendNov 4 - Assignment 5 due in class.

Nov 4/5- Second Weekend

Presentations (Assignment 5)Discussion of your Community Analysis ProjectCulture of AssessmentAssessment Methods

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Nov 5-Nov 19 - Work on Assignment 6

Nov 13 - Draft of Assignment 6 DueNov 19 - Assignment 6 Due

Nov 20- Dec 10 - Readings and Online Discussions

Dec 3 - Fourth Discussion Due (Assignment 7)

Dec 10 - Fifth Discussion Due (Assignment 8)

Grading

Each student will come to the course with more or less expertise with the content of this course.Individual final grades should indicate both the amount of growth in student learning throughoutthe semester and the level of success each student has had with accomplishing the courseobjectives. As the instructor, I will:

provide feedback on student writing early in the semester so that students can calibrate my

expectations for graduate writing.build in formative assessment so that students have the opportunity to revise majorassignments.provide evaluation criteria with each assignment which will explain grading criteria.

Graded Activities:10 points: Participation20 points: Reading Activities30 points: Community Analysis25 points: Assessment Proposal15 points: Oral Presentation

Grading Criteria and Scale

A 100-96 points.Outstanding achievement. Participant's work consistentlydemonstrated a scholarly understanding of course content as wellas creativity and originality in approaching all course activities.

A- 95-90 points.Excellent achievement. Participant's work demonstrates thoroughunderstanding of course content and exceeds requirements on allassignments.

B+ 89-87 points.

Very good work. Participant's work demonstrates understanding

of course content and exceeds requirements by on all or mostassignments.

B 86-84 points.Satisfactory work. Participant's work demonstrates understandingof course content and meets or exceeds requirements on allassignments.

B- 83-80 points.

Marginal work. Participant's work demonstrates incompleteunderstanding of the course materials and does not meetrequirements on one or more assignments.

-

Unsatisfactory work. Participant's work demonstrates substandard

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.understanding of course content and does not meet requirementson one or more assignments.

C 76-74 points.Unsatisfactory work. Participant's work demonstrates incompleteunderstanding of course content and generally does not meetrequirements of assignments.

D 73-70 points. Unacceptable work.

F 69- Failing grade

SLIM Grading Scale

96 -100 A 77 - 79 C+

90 - 95 A- 74 - 76 C

87 - 89 B+ 70 - 73 D

84 - 86 B 0 - 69 F

80 - 83 B-

SLIM Attendance Policy

Students must attend all face-to-face classes.

In cases of emergency, see SLIM's Policy and Procedures for Absence from a Class Weekend dueto Illness or Personal Emergency (PDF).

SLIM Grade Policy

All graduate courses included in the SLIM MLS and doctoral programs' required curricula or theirapproved substitutions must be passed with a final grade of B- or better to receive academic credit.If a student does not receive a final grade of B- or better in any or all of SLIMs required classes,then the student will be placed on academic probation and notified by the office of the director ofprogram administration that he or she must retake that course or those courses.

When a student has been placed on academic probation, an administrative hold will be placed onthe students record to block future enrollment. The administrative hold can only be released by the

students academic advisor or by the SLIM dean or director of program administration. Beforeenrollment can be done, the student is required to meet with the students academic advisor with thegoal of developing an academic improvement plan.

If a student has a semester GPA of less than 3.0 for two semesters or is on academic probation fortwo semesters, then the students academic progress will be reviewed in light of the academicimprovement plan by the students program director, the SLIM dean, and the SLIM director ofprogram administration, and a decision will be made regarding whether the student should beacademically dismissed from the SLIMs graduate program. This policy goes into effect fall 2009semester. This SLIM Grade Policy applies to all SLIM students, including those students who

entered SLIM under the 42-credit-hour MLS program, the 36-credit-hour MLS program, or the

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SLIM doctoral program. It will also apply to all those who have passed into MLS or doctoraldegree candidacy.

SLIM Incomplete Grade Policy

SLIMs Incomplete Grade Policy upholds the Emporia State University Incomplete GradePolicy (for full policy, go to: http://www.emporia.edu/grad/docs/policyhandbook2.pdf).

SLIMs Incomplete Grade Policy further stipulates that an incomplete request will not beconsidered approved without an Incomplete Request Form having been submitted by the instructorand approved by the SLIM dean within two weeks after the issuance of the incomplete. If theincomplete grade is being requested for reasons of health, then documentation must be submitted tothe SLIM deans office before the final grade change is made.

If a SLIM students request for a single incomplete grade is approved by the instructor and dean,then the student will be limited to enrolling in six credit hours in the immediately succeedingsemester. If a SLIM student requests more than one incomplete grade to be issued at theconclusion of a semester, then an administrative hold will be placed on the students record toblock future enrollment until all incomplete grades are finished and the final grade changes havebeen submitted by the instructor(s), signed by the SLIM dean, and accepted by the ESU RegistrarsOffice.

Faculty-Initiated Student Withdrawal Procedure

Students should be aware that your instructor follows the universitys policy of faculty-initiatedstudent withdrawal. It reads as follows: If a students absences from class or disruptive behaviorbecome detrimental to the students progress or that of other students in the class, the facultymember shall attempt to contact the student in writing about withdrawing from the class and shallseek the aid of the office of Vice President of Student Affairs to help insure contacting the Student.

The Office of the Vice President of Student Affairs shall provide the student information about theexisting appeals procedures. Upon receiving a written report from the faculty member, the VicePresident of Student Affairs may initiate a student withdrawal from the class. None of the aboveimplies or states that faculty members are required to initiate the student withdrawals for excessiveabsence. [Policy and Procedures Manual 43.11]

Academic Dishonesty

At Emporia State University, academic dishonesty is a basis for disciplinary action. Academicdishonesty includes but is not limited to activities such as cheating and plagiarism (presenting as

one's own the intellectual or creative accomplishments of another without giving credit to thesource or sources.)

The faculty member in whose course or under whose tutelage an act of academic dishonesty occurshas the option of failing the student for the academic hours in question and may refer the case toother academic personnel for further action. Emporia State University may impose penalties foracademic dishonesty up to and including expulsion from the university.

Disabilities Policy

Emporia State University will make reasonable accommodations for persons with documented

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disabilities. Students need to contact the Director of Disability Services and the professor as early inthe semester as possible to ensure that classroom and academic accommodations are implementedin a timely fashion. All communication between students, the Office of Disability Services, and theprofessor will be strictly confidential.

Contact information for the Office of Disability Services:

Office of Disability Services211 S Morse Hall

Emporia State University1200 Commercial Street / Box 23Emporia, KS 66801Phone : 620/341-6637TTY: 620/341-6646

Email:disabser@emporia.edu

Copyright 2010-2011School of Library & Information

ManagementEmporia Sta te University1200 Commercial Campus Box

4025Emporia, KS 66801

voice: (800) 552-4770voice: (620) 341-5203 - other numbersfax: (620) 341-5233Content comments for the instructor:

kdiller@emporia.edu

Technical questions:

slimhelp@emporia.edu