IST 600: Advocacy for Academic, Public, and School Libraries Course Syllabus ~~ Spring Contact Information:

Transcription

1 IST 600: Advocacy for Academic, Public, and School Libraries Course Syllabus ~~ Spring 2015 Contact Information: Course Instructor Dr. Barbara Stripling 229 Hinds Hall or 105 Hinds Hall - Center for Digital Literacy School of Information Studies, Syracuse University Office Hours: By appointment on campus, Skype, conference call (I will respond to messages as soon as possible any time Monday-Friday) Phone: (315) ; (917) (personal cell phone, use in case of emergency) bstripli@syr.edu Skype: barbara.stripling GENERAL INFORMATION COURSE DESCRIPTION IST 600 Advocacy for Academic, Public, and School Libraries will focus on developing an understanding of advocacy, the reasons for advocacy, the pillars of advocacy, and the strategies and tools for delivering and measuring the effects of advocacy. Emphasis will be placed on assessing personal leadership strengths, community and decision maker priorities, and library programs and services as the basis for sustained advocacy efforts that result in changed attitudes and behavior. This course is designed to prepare library professionals with sound knowledge and understanding of: The definition of advocacy as it is differentiated from public awareness and marketing. The reasons why continuous advocacy is essential for every library, given the changing information environment, economic conditions, public policy trends, the public perception of librarians and libraries, the changing social and educational pressures on our communities, community priorities, and the transformation of libraries themselves. The role of the librarian as a leader of advocacy. Assessment of community priorities. Assessment of library programs and services in academic, public, and school libraries. The importance of sustained relationships. Advocacy planning with clear goals, outcomes, and measures of success. Advocacy messaging for different audiences. Building a culture of sustained advocacy. 1

2 LEARNING OBJECTIVES Upon completion of IST 600 students will be able to: Assess personal leadership strengths and connect them to the role of the librarian as a leader of advocacy. Develop strategies for assessing community and decision maker/policy maker priorities. Employ tools for assessing library programs and services in academic, public, and school libraries. Connect the priorities and agendas of communities and key decision makers to library advocacy. Develop strategies to build and sustain relationships. Define clear advocacy goals, outcomes, and measures of success. Develop an advocacy plan. Develop advocacy messaging for different audiences in different formats: face-to-face contact, publications (including op-eds and infographics), and social media campaigns. Build a culture of sustained advocacy. BLACKBOARD The ischool uses Syracuse University s Blackboard system to facilitate distance learning and main campus courses. The environment is composed of a number of elements that will help you be successful in both your current coursework and your lifelong learning opportunities. To access Blackboard, go to the following URL: Use your Syracuse University NetID & Password to log into Blackboard. Questions regarding technical aspects of Blackboard, please submit a help ticket to the ischool dashboard at My.iSchool Dashboard ( Log in with your NetID, select Submit a Helpdesk Ticket, and select Blackboard as the request type. The ischool Blackboard support team will assist you. COURSE REQUIREMENTS Overview of Class Participation Students are not required to be online at a specific time. You can log in, read posted information, access course modules, and complete assignments whenever it is convenient for you, as long as course deadlines are met. All students are expected and required to participate in all activities and to complete all course assignments and readings on time. The required textbook for the course (see Required Textbook section) will be supplemented with required readings from the professional literature. In addition, several supplemental texts are recommended for practical strategies and examples of advocacy. This course may use a variety of technology tools to facilitate publishing and sharing your work. The standards for professional publication will apply, but you will also have the opportunity to use your creativity. You will be able to add your finished products to your professional portfolio. 2

3 Because this is an asynchronous online class, we are unable to participate in real time discussions for the whole class. The instructor, however, does urge class members to establish times for collaboration with each other using Skype, telephone, or any other means. Any student may schedule Skype sessions or phone calls with the instructor at any time for feedback and guidance. Discussion Board The Discussion Board of Blackboard will be used as a regular venue for class members to share expertise, elicit comments from classmates, and provide feedback to others. Each member of the class will host one week on the Discussion Board during the semester, prompting the discussion with an advocacy issue and providing a summary of responses at the end of the week. Each member of the class is required to post at least 2 responses each week, one to the original issue posting and one as a response to a fellow class member. For communication with the instructor, please Dr. Stripling directly (bstripli@syr.edu). Do not within the Blackboard site, because those s do not show up in Dr. Stripling s regular . COURSE DELIVERY METHODS This course is designed to be constructivist; therefore, the quality of the learning will depend on individual work and interaction among the members of the class and the instructor. It is possible that some instruction will be delivered via: Power Point presentations Word/PDF documents Videos on YouTube or other online video sites Whenever possible, class members will publish their work using Web 2.0 tools so that the entire class can benefit from the shared knowledge and creativity. STATEMENT OF ACADEMIC INTEGRITY Syracuse University s Academic Integrity Policy holds students accountable for the integrity of the work they submit. Students should be familiar with the policy and know that it is their responsibility to learn about course-specific expectations, as well as about university policy. The university policy governs appropriate citation and use of sources, the integrity of work submitted in exams and assignments, and the veracity of signatures on attendance sheets and other verification of participation in class activities. The policy also prohibits students from submitting the same written work in more than one class without receiving written authorization in advance from both instructors. The presumptive penalty for a first offense by an undergraduate student is course failure, accompanied by a transcript notation indicating that the failure resulted from a violation of Academic Integrity Policy. The standard sanction for a first offense by a graduate student is suspension or expulsion. 3

4 For more information and the complete policy, see STUDENTS WITH DISABILITIES Our community values diversity and seeks to promote meaningful access to educational opportunities for all students. Syracuse University and I are committed to your success and to supporting section 504 of the Rehabilitation Act of 1973 as amended and the Americans with Disabilities Act (ADA). These acts ensure that no otherwise qualified individual with a disability...shall, solely by reason of disability, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program or activity.... If you believe that you need accommodations for a disability, please contact the Office of Disability Services (ODS), located in Room 309 of 804 University Avenue, or call (315) or (315) (TTD only) for an appointment to discuss your needs and the process for requesting accommodations. ODS is responsible for coordinating disability-related accommodations and will issue students with documented disabilities Accommodation Authorization Letters as appropriate. Since accommodations may require early planning and generally are not provided retroactively, please contact ODS as soon as possible. You are also welcome to contact me privately to discuss your academic needs, although I cannot arrange for disability-related accommodations. RELIGIOUS OBSERVANCES POLICY SU religious observances policy, found at recognizes the diversity of faiths represented among the campus community and protects the rights of students, faculty, and staff to observe religious holidays according to their tradition. Under the policy, students are provided an opportunity to make up any examination, study, or work requirements that may be missed due to are religious observance provided they notify their instructors before the end of the second week of classes. For fall and spring semesters, an online notification process is available through MySlice/StudentServices/Enrollment/MyReligiousObservances from the first day of class until the end of the second week of class. OWNERSHIP OF STUDENT WORK In compliance with the Federal Family Educational Rights and Privacy Act, works in all media produced by students as part of their course participation at Syracuse University may be used for educational purposes, provided that the course syllabus makes clear that such use may occur. It is understood that registration for and continued enrollment in a course where such use of student works is announced constitutes permission by the student. After such a course has been completed, any further use of student works will meet one of the following conditions: (1) the work will be rendered anonymous through the removal of all personal identification of the work s creator/originator(s); or (2) the creator/originator(s) written permission will be secured. Work that a student has published to the Web will remain there until the student takes it down. 4

5 As generally accepted practice, honors theses, graduate theses, graduate research projects, dissertations, or other exit projects submitted in partial fulfillment of degree requirements are placed in the library, University Archives, or academic departments for public reference. COURSE READINGS Required Textbook The required textbook for this course is: Rath, T. and Conchie, B. (2008). Strengths Based Leadership. New York: Gallup Press. Recommended (not required) Texts A number of articles and research reports on advocacy issues will be made available or recommended during the course. In addition, a number of advocacy tools that are available online will be recommended. Reading those materials is strongly recommended. If you are interested in learning more about leadership, you may want to acquire the following texts: Kouzes, J. M. and Posner, B. Z. (2012). The Leadership Challenge: How to Make Extraordinary Things Happen in Organizations, 5 th Edition. San Francisco, CA: Jossey-Bass. Kouzes, J. M. and Posner, B. Z. (2012). The Leadership Challenge Workbook, 3 rd Edition. San Francisco, CA: Jossey-Bass. COURSE CALENDAR MODULE 1: THE ADVOCACY FRAME Dates Topic(s) and Activities Assignments Week 1: Jan Overview of course and assignments Overview of advocacy Definition Difference from public awareness and marketing Types of advocacy Who are the advocates Week 2: Jan Why we must advocate Reasons to advocate Public perceptions of librarians, libraries Need to provoke and lead change in attitudes and behaviors Find article(s) on public perceptions of librarians or libraries. Draw conclusions about prevalent public perceptions and post to Discussion Board. 5

6 MODULE 2: ASSESSING STRENGTHS, PRIORITIES, AND CHALLENGES Dates Topic(s) and Activities Assignments Assessment of personal leadership Assessing own leadership style Leading from the middle Leading as social influence Connection to competencies of librarians Developing a team Week 3: Jan. 26 Feb. 1 Assess own leadership style using Strengths Based Leadership assessment instrument [Note: you will get your own code with the purchase of the book]. Match main personal characteristics with competencies for librarians. Week 4: Feb. 2 8 Week 5: Feb Assessment of community and decision maker/policy maker priorities ALA/Harwood community engagement tools Determine community priorities and challenges Determine priorities/agenda of key decision makers/policy makers (including legislators) Assessment of library programs and services Tools and rubrics for academic, public, and school libraries Establish connection with a library in your area. For that library, determine the major community and decision-maker priorities and challenges. Collaborate with your cooperating librarian to use a tool/rubric to assess library programs and services. Determine major strengths and priorities of the library. MODULE 3: DEVELOPING THE PILLARS OF EFFECTIVE ADVOCACY Dates Topic(s) and Activities Assignments LEADERSHIP - Leading for social influence Connecting priorities Influencing others to change Leading a change process Week 6: Feb Assignment 1: Analysis of Congruence of Strengths and Priorities Personal Leadership, Community and Decision Makers, Library Due February 22 6

7 Dates Topic(s) and Activities Assignments RELATIONSHIPS - Developing and sustaining relationships Relationship factors to consider Recommended strategies Week 7: Feb. 23 Mar. 1 Map the community, community leaders, and key decision makers (including local, state, and national policy makers). Week 8: Mar. 2 7 Week 9: Mar Week 10: Mar GOALS AND OUTCOMES - Defining goals and clear outcomes Values pyramid Strength/priority congruence analysis Data, evidence to establish importance of goals SPRING BREAK EVALUATION - Defining measures of success Collecting data, evidence, stories Plan strategies to engage and build relationship with the different constituencies. Establish 1-3 goals with clear outcomes for advocacy campaign. Develop measurement strategies for each outcome. MODULE 4: DEVELOPING AND IMPLEMENTING AN ADVOCACY CAMPAIGN Dates Topic(s) and Activities Assignments Week 11: Mar. Developing an advocacy campaign plan Develop advocacy campaign Goals, outcomes, strategies, timeline, evaluation plan. Attention to leadership, relationships Assignment 2: Advocacy Incorporating congruence analysis Campaign Plan Consideration of legal issues Due March 29 Week 12: Mar. 30 April 5 Week 13: April 6 12 Developing messages for different audiences: Face-to-face Conversations Elevator speeches Presentations Developing messages for different audiences: Publications Op-eds Develop elevator speech for key decision maker/policy maker. Develop op-ed on aspect of advocacy campaign that needs provocation to 7

8 Dates Topic(s) and Activities Assignments Articles produce change. Brochures Infographics Develop infographic on aspect of advocacy campaign that needs data and evidence to change perceptions. Week 14: April Developing messages for different audiences: Social Media Website Social tools Plan social media campaign. Week 15: April Using leadership to build a culture of sustained advocacy Everyday advocacy Everyone an advocate Tips for effective advocacy Assignment 3: Elevator Speech, Op-ed, Infographic, and Social Media Campaign Due: April 28 ASSIGNMENTS & GRADING Overview of Assignments The assignments in this course will accumulate into a Personal Advocacy Campaign Plan. By the end of the semester, each student will have a plan that builds on personal leadership strengths and the priorities and challenges of a particular community. The Advocacy Campaign Plan will provide a framework for advocacy that can be adapted to any library situation in the future. Students will be evaluated on the completion of three main assignments (as well as class participation through Discussion Board). The assignments are designed to help students understand the many and varied facets of advocacy and the role of the librarian in fostering advocacy. By the end of the semester, all students will have an advocacy campaign and supporting assessments and strategies for inclusion in electronic portfolios and use in a professional position. Every aspect of the Personal Advocacy Campaign Plan should meet professional standards. Every piece must be written clearly and authoritatively, with NO spelling and grammatical errors. While not everyone is a great speller, there are numerous means of receiving assistance that should practically eliminate any technical issues. Your instructor will provide feedback on content, but will not edit your work for you. NOTE: If your instructor determines that your 8

9 submitted work needs more than VERY light editing, then you will be notified to seek editing help and resubmit. The instructor will NOT serve as your editor. All assignments are due by 11:59 p.m. on the date listed there is an automatic ten minute grace period allotted. Your instructor will not accept late work unless there is a documented explanation provided (such as a doctor s note, etc.). Please inform the instructor as quickly as possible BEFORE an assignment is due if you must submit an assignment late and have a documentable explanation. All submitted assignments should be formatted as appropriate for the venue, but adhering to the following guidelines: 1- Use non-academic, easy-to-read, 12-point font (e.g., Arial, Calibri); 2- Save your assignments as.docx files (if that is impossible, save as.doc files) before posting to the Web or Blackboard (you will want to get back to the original file to make edits or revisions); 3- Follow the specified format for tool and assignment (a template will be provided) for consistency across the class; 4- Use proper American Psychological Association (APA) format for citations/references. It is best to purchase the latest edition of the APA Publication Manual but an excellent resource is found at Purdue University s Online Writing Lab at: ASSIGNMENTS The following is an outline of the Personal Advocacy Campaign Plan components and the evidence that will be developed for each. The plan has been divided into three assignments due over the course of the semester. COMPONENT ASSESSMENT Assessment of leadership strengths Assessment of community and decision maker/policy maker priorities and challenges Assessment of library programs and services CONGRUENCE OF STRENGTHS, PRIORITIES, CHALLENGES EVIDENCE Personal Leadership Assessment ALA/Harwood Assessment Completed Library Program and Services Assessment and Analysis Congruence Matrix with Conclusions ASSIGNMENT 1: CONGRUENCE MATRIX AND CONCLUSIONS Due: Sunday, February 22, 2015, 11:59 p.m. RELATIONSHIPS Community and Key Decision 9

10 ADVOCACY CAMPAIGN PLAN Goals Outcomes Targeted audience(s) Strategies Timeline Evaluation ASSIGNMENT 2: ADVOCACY CAMPAIGN PLAN Due: Sunday, March 29, 2015, 11:59 p.m. MESSAGES Face-to-Face Publications Social Media ASSIGNMENT 3: ADVOCACY MESSAGING Due: Tuesday, April 28, 2015, 11:59 p.m. Maker/Policy Maker Map Advocacy Campaign Plan Elevator Speech Op-Ed; Infographic Social Media Campaign ASSIGNMENT #1: Analysis of Congruence of Strengths and Priorities (100 points) DATE DUE: Due Sunday, February 22, 2015, 11:59 p.m. ASSIGNMENT #2: Advocacy Campaign Plan (100 points) DATE DUE: Sunday, March 29, 2015, 11:59 p.m. ASSIGNMENT #3: Advocacy Messaging (Elevator Speech, Op-Ed, Infographic, Social Media Campaign) (100 points) DATE DUE: Due Tuesday, April 28, 2015, 11:59 p.m. DISCUSSION BOARD: Discussion Board Moderation and Comments (50 points) DATE DUE: One week as host and moderator; Weekly responses throughout the course 10

11 DESCRIPTION: The Discussion Board of Blackboard will be used as a regular venue for class members to share expertise, elicit comments from classmates, and provide feedback to others. Each member of the class will host one week on the Discussion Board during the semester, prompting the discussion with an advocacy issue and providing a summary of responses at the end of the week. Discussion hosts will receive 8 points for the original issue posting plus the summary of responses. Each member of the class is required to post at least 2 responses each week, one to the original dilemma posting and one as a response to a fellow class member. Two points will be assigned for the original posting; one point will be assigned for the response to a class member. GRADING SCALE The chart below shows how letter grades will be assigned based upon points earned for each assignment. POINTS EARNED PERCENTAGE LETTER GRADE A A B B B C C C- 11