833 Syllabus

Course Syllabus - Spring 2012LI 833XO

Resources and Services for Diverse Populations1/27-28, 3/23-24, & Internet

Faculty: Tracie KreighbaumEmail: [email protected] Phone: (610) 563-9002Online Course Login: https://elearning.emporia.eduCredit Hours: 3.0Note: Course Syllabus May Change

Important Dates for Spring 2012

1/11: First day of class 1/16: Martin Luther King Day (ESUclosed)

1/25: Last day todrop

3/6: Midterm gradesdue

3/19-3/25: Spring Break 3/28: Last day to withdraw 5/4: Last day ofclasses

5/12: Commencement

5/15: Final grades due bynoon

Course Description

Overview of information transfer and the design and implementation of library/information services for allsegments of society. Special emphasis is placed on ethics and equity of access to information.

Course Learning Outcomes

Identify and describe the characteristics of various diverse/underserved populations.

Analyze and explain information needs and use of individuals and groups who are underserved byinformation services.

Exhibit a sensitivity and responsiveness to the diversity of information needs and information seekersserved by information agencies.

Identify barriers to information seeking, access, and use that may exist for diverse/underservedpopulations.

Develop a proposal for the design, provision, and evaluation of services for a diverse/underservedpopulation.

Syllabus http://slim.emporia.edu/Forms/syllabus/syllabus_display....

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Critically examine ethical issues/ethical constraints in the provision of library and information services fordiverse/underserved populations.

Required Readings

Required textbook: There is no required textbook for this class.

Required readings are available through ESU Electronic Reserves or electronically through the ESUcollection. Additional readings may be added.

(2008). Guidelines for Library and Information Services to Older Adults. Reference & User Services Quarterly,48(2), 209-12.

Adkins, D. & Espinal, I. (2004). The diversity mandate. Library Journal, 129(7), 52-4.

Berman, S. (2006). Classism in the stacks: Libraries and poor people. Street Spirit. Retrieved fromhttp://www.thestreetspirit.org/Feb2006/libraries.htm

Bird, J. (n.d.). How to read critically. Department of English, Winthrop University, Rock Hill, SC. Retrieved fromhttp://www.udel.edu/anthro/budani/howtoreadcritically.pdf

Burke, S. (2007). The Use of Public Libraries by Native Americans. The Library Quarterly. 77:4, 429-461.

Byrd, S. M. (2005). Knowledge. In Bienvenidos! Welcome!: A Handy Resource Guide for Marketing YourLibrary to Latinos. American Library Association, 3-14.

Camaratta, M. A. (2009). Library Service to People with Mental Challenges. Public Libraries, 48(3), 6-12.

Campbell, B. (2005). "In" versus "with" the community: Using a community approach to public library services.Feliciter, 6, 271-273.

Cuban, S. (2007). How to assess community needs and assets. In Serving New Immigrant Communities in theLibrary. Westport, CN: Libraries Unlimited

Danforth, L. (2010). Kleiman on Gaming for Seniors. Library Journal, 135(15), 44.

Deines-Jones, C. (2007). "Low-cost/No-cost Ways to Improve Service Right Now." In, Improving LibraryServices to People with Disabilities, C. Deines-Jones, ed. Chandos Publishing, 123-145.

De la Pena McCook, K. (2000). Diverse Communities: The Challenge to Community Building. In A Place at theTable: Participating in Community Building. American Library Association, 17-27.

Diaz, R. Developing library outreach programs for migrant farm workers. Florida Libraries,47(1), 12-14.

Epp, M. (2006). Closing the 95 Percent Gap: Library Resource Sharing for People with Print Disabilities.Library Trends, 54(3), 411-29.

Fisher, et. al. (2004). Information behavior of migrant Hispanic farm workers and their families in the Pacificnorthwest.Information Research, 10(1), paper 199. Retrieved from http://informationr.net/ir/10-1/paper199.html

Helton, R. (2010). Diversity dispatch: Reaching out to LGBT library patrons. Kentucky Libraries, 74(2), 14-16.

Holt, L. E. & Holt, G. E. (2010). The Homeless. In Public Library Services for the Poor. Chicago: AmericanLibrary Association, 111-121.


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Holt, L. E. & Holt, G. E. (2010). A Library Commitment to the Poor, and Ambivalence about Poverty. In PublicLibrary Services for the Poor. Chicago: American Library Association, 3-20.

Huang, I. (2002). Serving Asian Patrons with Respect. ILA Reporter. 20:1, 1-5.

Klopstein, E., et. al. (2009). Library Services to Immigrants and English Language Learners. In On the Roadwith Outreach , J. Dilger-Hill & E. MacCreaigh, eds., Libraries Unlimited, 71-87.

Kreitz, P. (2008). Best practices for managing organizational diversity. The Journal of Academic Librarianship,34(2), 101-120.

LaFlamme, M. A. Q. (2007). Towards a progressive discourse on community needs assessment: Perspectivesfrom collaborative ethnography and action research. Progressive Librarian, 29, 55-62.

McNicol, S., & Dalton, P. (2002). The best way is always through the children: The impact of family reading.Journal of Adolescent & Adult Literacy, 46(3), 246-53.

O'Toole, E. (2005). Reading America Program Fosters Intergenerational Understanding in Chinese ImmigrantFamilies. Public Libraries, 44(6), 355-9.

Patterson, L. (2000). History and Status of Native Americans in Librarianship. Library Trends. 49:1, 182-193.

Price, L. (2009). The Story of the H.O.M.E. Page Café. Public Libraries, 48(1), 32-4

Raab, R. (2010). Books and Literacy in the Digital Age. American Libraries, 41(8), 34-7.

Rothbauer, P. (2007). Locating the Library as Place Among Lesbian, Gay, Bisexual, and Queer Patrons. In TheLibrary as Place, J. Buschman and G. Leckie, eds. Libraries Unlimited, 101-115.

Roy, K. M., et al. (2004). Don't have no time: Daily rhythms and the organization of time for low-incomefamilies. Family Relations, 53(2), 168-178.

RUSA (2007). Guidelines for Library Services to Spanish-speaking Library Users. Reference and UserServices Quarterly. 47(2), 194-197.

Schrader, A. M. (2009). Challenging silence, challenging censorship, building resilience: LGBTQ services andcollections in public, school, and post-secondary libraries. Feliciter, 55(3), 107-9.

Shipler, D. K. (2004). At the Edge of Poverty. In The Working Poor: Invisible in America. New York: Alfred A.Knopf, 2-12.

Van Den Broek, A. (2011). "Good Reads for Adult Learners." Feliciter. 57:2. 78-80.

Westbrook, L. (2004). Ways of knowing: Community information-needs analysis. Texas Library Journal, 80(3),104-7.

Whitelaw, K. (2010). Defining diversity: Beyond race and gender. Retrieved from http://www.npr.org/templates/story/story.php?storyId=122327104

Recommended Readings

Shipler, D. K. (2004). Harvest of Shame. In The Working Poor: Invisible in America. New York: Alfred A. Knopf,96-120.


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Learning Activities

Assignments and Evaluation Criteria

Assignment Due Date Points#1: In-class and onlineparticipation

See course timeline. 30

#2: Service proposal 5/4 40#3: Bibliography 5/4 30

Assignment #1: In-person and online class participation (30)

Class participation, through BB discussion or during weekend class meetings, is an important aspect of thelearning process. I will be operating under the assumption that you have thoroughly read your assignments foreach week, and are prepared to discuss them in detail.

Through BB, your participation should include statements and opinions on the readings (make sure yousupport your position), questions about the readings, reactions to other students' comments, and if you'd like,stories of your experiences pertinent to the topic. I will be reading and commenting on the weekly BBdiscussions.

In-class participation is a critical element to fostering a robust learning environment. During weekend classes,come prepared to work together, and to share your thoughts, questions, and any assignments due thatweekend.

BB discussions will begin on the first day of class, Wednesday, January 11.

Evaluation criteria for in-person and online participation:

22-30 points: Actively participates in classroom discussions and demonstrates knowledge of the readings; onBB, makes relevant and pertinent comments or questions during weekly discussions; comments are postedduring the week due; minimum two comments per week, with no weeks missed.

16-21 points: Usually participates in class activities; unexcused absence from any part of weekend classes;occasionally makes substantive or pertinent comments or questions in BB discussions; posts some latecomments and misses some weekly online discussion.

15 points or fewer: Seldom participates in weekend class activities; unexcused absence from weekendclasses; seldom makes substantive or pertinent comments or questions in BB discussions; rarely postscomments during appropriate week;.

Assignment #2: Service Proposal (40 points)

The purpose of this project is to develop a proposal to provide service(s) to your identified diverse/underservedgroup. The analysis can be for any diverse/underserved group of your choosing to provide services,programming, or materials to meet the identified needs of that group. We will talk about your choice during thefirst weekend of classes.

Your service proposal should be roughly ten pages, well written, and in APA style. Do not approach the paperwith the assumption that your reader knows about the group you are discussing. In other words, start fromscratch with your introduction of the population, their information needs, barriers they face to accessinginformation, and your proposed plan for new or improved services to that group. A general guide is below.


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More specific instructions and examples will be provided later in the term. You will be required to present yourproposal work to-date the second weekend of class.

Introduction- Talk about the library you have chosen (main urban or urban branch, suburban, rural,university library, community college library, etc.), its services presently, what it is doing well, value to itsservice population…

1.

Your Population- Introduce an area of service yet to be fully realized: better addressing the informationneeds of your identified group. Talk about your group at this time. Who are they? What are theirinformation needs? Why develop and implement a service(s) to target their information needs? Givebackground and use your readings and/or additional literature to support your answer.

2.

Services- What service(s) are you proposing? If you are basing your ideas on previously publishedwork, make sure you cite that work. After describing the service(s), include a general timeline andbudget, and information on materials and staff support needed to make it happen.

3.

Evaluation- how will you evaluate your project to see if it is a success or to make changes in the future?Use class readings on assessment for ideas.

4.

Summary- Wrap it all up. Your reader should want to get up from reading this proposal and take action!5.

Evaluation criteria for the proposal:

31-40 points: Your proposal thoughtfully and thoroughly addresses the topic; there is clear evidence ofresearch on your group, their information needs, and your proposed plan for addressing those needs; yourpaper is well written with no errors and APA style is used. You come prepared to discuss your work to-date onyour proposal the second week of class.

21-30 points: Your proposal addresses the topic, and there is some evidence of research on your group, theirinformation needs, and your proposed plan for addressing those needs; your paper is well written with someerrors; APA style is used. You come prepared to discuss your work to-date on your proposal the second weekof class.

20 points or fewer: Your proposal does not address the topic completely; there is minimal or no evidence ofresearch on your group, their information needs, and your proposed plan for addressing those needs; yourpaper is poorly written and APA style is not used. You are not prepared to discuss your work to-date on yourproposal the second weekend of class.

Assignment #3: Bibliography (30 points)

Focusing on your chosen diverse/underserved group, this assignment requires you to find materials about, aswell as for your group.

Submit 2 annotations from each category (there will be a place on BB to turn these in).

Articles: Find two articles (do not have to be peer-reviewed) on what the library field is doing well in servingyour group.

Websites: Please review two websites that share important information/points of view of your identified group.

Materials: Please review two sources for your identified group. They can be books (fiction or non-fiction),websites, government information/forms. Be thoughtful with what you think a librarian should be familiar withfor the benefit of your group.

Your annotations must include:

A full bibliographic citationA brief summary of the item


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A review of the item.Whether or not you would recommend it, and why or why not.

These should not be too lengthy. A short paragraph for each of the four required sections of the annotations isfine. I will provide an example the first week of class.

Evaluation criteria for the bibliography:

22-30 points: The annotations contain all required information and are well written (no errors); they are keptbrief but informative; they are posted on time.

16-21points: The annotations contain most of the required information and are written with minimal errors; theyare too short or too long (either leave out important information or ramble on); they are posted on time.

15 points or fewer points: The annotations are missing important information and are written with some errors;they leave out important information or are difficult to understand; they are not posted by the due date.

Tentative Course Outline

Session Topics Readings Activities andDue Dates

Week 1:

1/11

Introductions Bird, J. (n.d.). How to read critically. Department of English,Winthrop University, Rock Hill, SC. Retrieved fromhttp://www.udel.edu/anthro/budani/howtoreadcritically.pdf

1/15 - BBdiscussion

Week 2:

1/16

DefiningDiversity

Whitelaw, K. (2010). Defining diversity: Beyond race and gender.Retrieved from http://www.npr.org/templates/story/story.php?storyId=122327104

Adkins, D. & Espinal, I. (2004). The diversity mandate. LibraryJournal, 129(7), 52-4.

De la Pena McCook, K. (2000). Diverse Communities: TheChallenge to Community Building. In A Place at the Table:Participating in Community Building. American LibraryAssociation, 17-27.

Kreitz, P. (2008). Best practices for managing organizationaldiversity. The Journal of Academic Librarianship, 34(2), 101-120.

1/22- BBdiscussion

Week 3:

1/23

Analysis andAssessment

Cuban, S. (2007). How to assess community needs and assets.In Serving New Immigrant Communities in the Library. Westport,CN: Libraries Unlimited.

Westbrook, L. (2004). Ways of knowing: Communityinformation-needs analysis. Texas Library Journal, 80(3), 104-7.

LaFlamme, M. A. Q. (2007). Towards a progressive discourse oncommunity needs assessment: Perspectives from collaborativeethnography and action research. Progressive Librarian, 29,55-62.

1/29- BBdiscussion.Class 1/27 &1/28

Week 4:

1/30

ImmigrantPopulations

Klopstein, E., et. al. (2009). Library Services to Immigrants andEnglish Language Learners. In On the Road with Outreach, J.Dilger-Hill & E. MacCreaigh, eds., Libraries Unlimited, 71-87.

2/5- BBdiscussion


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Diaz, R. Developing library outreach programs for migrant farmworkers. Florida Libraries,47(1), 12-14.

Fisher, et. al. (2004). Information behavior of migrant Hispanicfarm workers and their families in the Pacificnorthwest.Information Research, 10(1), paper 199. Retrievedfrom http://informationr.net/ir/10-1/paper199.html

(Optional) Shipler, D. K. (2004). Harvest of Shame. In TheWorking Poor: Invisible in America. New York: Alfred A. Knopf,96-120.

Week 5:

2/6

Hispanic/

LatinoPopulations

Byrd, S. M. (2005). Knowledge. In Bienvenidos! Welcome!: AHandy Resource Guide for Marketing Your Library to Latinos.American Library Association, 3-14.

RUSA (2007). Guidelines for Library Services to Spanish-speaking Library Users. Reference and User Services Quarterly.47(2), 194-197.

2/12- BBdiscussion

Week 6:

2/13

GLBTPopulations

Schrader, A. M. (2009). Challenging silence, challengingcensorship, building resilience: LGBTQ services and collectionsin public, school, and post-secondary libraries. Feliciter, 55(3),107-9.

Helton, R. (2010). Diversity dispatch: Reaching out to LGBTlibrary patrons. Kentucky Libraries, 74(2), 14-16.

Rothbauer, P. (2007). Locating the Library as Place AmongLesbian, Gay, Bisexual, and Queer Patrons. In The Library asPlace, J. Buschman and G. Leckie, eds. Libraries Unlimited,101-115.

Look at ALA's outreach resources for GLBT communities, andALA policy number 53.1.15; 53.12; and 60.3. All can beaccessed at http://www.ala.org/ala/aboutala/offices/olos/servicesgay.cfm

2/19: BBdiscussion

Week 7:

2/20

Poor/

MarginalizedPopulations

Campbell, B. (2005). "In" versus "with" the community: Using acommunity approach to public library services. Feliciter, 6,271-273.

Holt, L. E. & Holt, G. E. (2010). A Library Commitment to thePoor, and Ambivalence about Poverty. In Public Library Servicesfor the Poor. Chicago: American Library Association, 3-20.

Shipler, D. K. (2004). At the Edge of Poverty. In The WorkingPoor: Invisible in America. New York: Alfred A. Knopf, 2-12.

Roy, K. M., et al. (2004). Don't have no time: Daily rhythms andthe organization of time for low-income families. FamilyRelations, 53(2), 168-178.

2/26: BBdiscussion


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Look at ALA's Policy no. 61 http://www.ala.org/ala/aboutala/governance/policymanual/updatedpolicymanual/section2/61svctopoor.cfm

Week 8:

2/27

HomelessPopulations

Holt, L. E. & Holt, G. E. (2010). The Homeless. In Public LibraryServices for the Poor. Chicago: American Library Association,111-121.

Berman, S. (2006). Classism in the stacks: Libraries and poorpeople. Street Spirit. Retrieved fromhttp://www.thestreetspirit.org/Feb2006/libraries.htm

Price, L. (2009). The Story of the H.O.M.E. Page Café. PublicLibraries, 48(1), 32-4.

03/4: BBdiscussion

Week 9:

3/5

Physical &MentalDisabilities

Deines-Jones, C. (2007). "Low-cost/No-cost Ways to ImproveService Right Now." In, Improving Library Services to Peoplewith Disabilities, C. Deines-Jones, ed. Chandos Publishing,123-145.

Camaratta, M. A. (2009). Library Service to People with MentalChallenges. Public Libraries, 48(3), 6-12.

Epp, M. (2006). Closing the 95 Percent Gap: Library ResourceSharing for People with Print Disabilities. Library Trends, 54(3),411-29.

3/11: BBdiscussion

Week 10:3/12

No Discussion Please work on class presentations. A question/answer forumwill be available via BB.

3/18: NothingDue

Week 11:

3/19

No Discussions Please work on class presentations. A question/answer forumwill be available via BB.

3/25: Preparefor

class 3/23 &3/24

Week 12:

3/26

Literacy Van Den Broek, A. (2011). "Good Reads for Adult Learners."Feliciter. 57:2. 78-80.

Raab, R. (2010). Books and Literacy in the Digital Age.American Libraries, 41(8), 34-7.

McNicol, S., & Dalton, P. (2002). The best way is always throughthe children: The impact of family reading. Journal of Adolescent& Adult Literacy, 46(3), 246-53.

4/1-BBdiscussion

Week 13:

4-2

AsianPopulations

Huang, I. (2002). Serving Asian Patrons with Respect. ILAReporter. 20:1, 1-5.

O'Toole, E. (2005). Reading America Program FostersIntergenerational Understanding in Chinese Immigrant Families.Public Libraries, 44(6), 355-9.

4/8-BBdiscussion

Week 14:

4/9

NativeAmericanPopulations

Patterson, L. (2000). History and Status of Native Americans inLibrarianship. Library Trends. 49:1, 182-193.

4/15-BBdiscussion


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Burke, S. (2007). The Use of Public Libraries by NativeAmericans. The Library Quarterly. 77:4, 429-461.

Week 15:

4/16

Agingpopulations

(2008). Guidelines for Library and Information Services to OlderAdults. Reference & User Services Quarterly, 48 (2), 209-12.

Danforth, L. (2010). Kleiman on Gaming for Seniors. LibraryJournal, 135(15), 44.

4/22-BBdiscussion

Week 16:

4/23

No Discussion Please work on your assignments. A question/answer forum willbe available via BB.

4/29-nothingdue

Week 17:

5/30

No Discussion Please make sure all assignments are turned in via BB by 5/4.

A question/answer forum will be available via BB.

5/4-Allassignmentsdue.

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 due to Illnessor Personal Emergency (PDF).

SLIM Grade Policy

All graduate courses included in the SLIM MLS and doctoral programs' required curricula or their approvedsubstitutions must be passed with a final grade of B- or better to receive academic credit. If a student does notreceive a final grade of B- or better in any or all of SLIM’s required classes, then the student will be placed onacademic probation and notified by the office of the director of program administration that he or she mustretake that course or those courses.

When a student has been placed on academic probation, an administrative hold will be placed on the student’srecord to block future enrollment. The administrative hold can only be released by the student’s academicadvisor or by the SLIM dean or director of program administration. Before enrollment can be done, the studentis required to meet with the student’s academic advisor with the goal of developing an academic improvementplan.


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If a student has a semester GPA of less than 3.0 for two semesters or is on academic probation for twosemesters, then the student’s academic progress will be reviewed in light of the academic improvement planby the student’s program director, the SLIM dean, and the SLIM director of program administration, and adecision will be made regarding whether the student should be academically dismissed from the SLIM’sgraduate program. This policy goes into effect fall 2009 semester. This SLIM Grade Policy applies to all SLIMstudents, including those students who entered SLIM under the 42-credit-hour MLS program, the36-credit-hour MLS program, or the SLIM doctoral program. It will also apply to all those who have passedinto MLS or doctoral degree candidacy.

SLIM Incomplete Grade Policy

SLIM’s Incomplete Grade Policy upholds the Emporia State University Incomplete Grade Policy (for fullpolicy, go to: http://www.emporia.edu/grad/docs/policyhandbook2.pdf).

SLIM’s Incomplete Grade Policy further stipulates that an incomplete request will not be considered approvedwithout an Incomplete Request Form having been submitted by the instructor and approved by the SLIM deanwithin two weeks after the issuance of the incomplete. If the incomplete grade is being requested for reasonsof health, then documentation must be submitted to the SLIM dean’s office before the final grade change ismade.

If a SLIM student’s request for a single incomplete grade is approved by the instructor and dean, then thestudent will be limited to enrolling in six credit hours in the immediately succeeding semester. If a SLIMstudent requests more than one incomplete grade to be issued at the conclusion of a semester, then anadministrative hold will be placed on the student’s record to block future enrollment until all incompletegrades are finished and the final grade changes have been submitted by the instructor(s), signed by the SLIMdean, and accepted by the ESU Registrar’s Office.

Faculty-Initiated Student Withdrawal Procedure

Students should be aware that your instructor follows the university’s policy of faculty-initiated studentwithdrawal. It reads as follows: “If a student’s absences from class or disruptive behavior become detrimentalto the student’s progress or that of other students in the class, the faculty member shall attempt to contact thestudent in writing about withdrawing from the class and shall seek the aid of the office of Vice President ofStudent Affairs to help insure contacting the Student. The Office of the Vice President of Student Affairs shallprovide the student information about the existing appeals procedures. Upon receiving a written report fromthe faculty member, the Vice President of Student Affairs may initiate a student withdrawal from the class.None of the above implies or states that faculty members are required to initiate the student withdrawals forexcessive absence. [Policy and Procedures Manual 43.11]

Academic Dishonesty

At Emporia State University, academic dishonesty is a basis for disciplinary action. Academic dishonestyincludes but is not limited to activities such as cheating and plagiarism (presenting as one's own the intellectualor creative accomplishments of another without giving credit to the source or sources.)

The faculty member in whose course or under whose tutelage an act of academic dishonesty occurs has theoption of failing the student for the academic hours in question and may refer the case to other academicpersonnel for further action. Emporia State University may impose penalties for academic dishonesty up to andincluding expulsion from the university.

Disabilities Policy


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Emporia State University will make reasonable accommodations for persons with documented disabilities.Students need to contact the Director of Disability Services and the professor as early in the semester aspossible to ensure that classroom and academic accommodations are implemented in a timely fashion. Allcommunication between students, the Office of Disability Services, and the professor will be strictlyconfidential.

Contact information for the Office of Disability Services:Office of Disability Services211 S Morse HallEmporia State University1200 Commercial Street / Box 23Emporia, KS 66801Phone : 620/341-6637TTY: 620/341-6646Email: [email protected]

Copyright © 2011-2012 School of Library & InformationManagement Emporia State University 1200 Commercial Campus Box 4025 Emporia, KS 66801

voice: (800) 552-4770 voice: (620) 341-5203 - other numbers fax: (620) 341-5233 Content comments for the instructor:[email protected] questions: [email protected]


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Documents

833 Syllabus