IST 668: Literacy through School Libraries

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 e-mail messages as soon as possible any
time Monday-Friday)
Phone: (315) 443-1069; (917) 848-0582 (personal cell phone, use
in case of emergency)
Email: [email protected]
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
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: http://blackboard.syr.edu 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 (https://my.ischool.syr.edu). 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
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 e-mail Dr. Stripling directly ([email protected]).
Do not e-mail within the Blackboard site, because those e-mails do not show up in Dr.
Stripling’s regular e-mail.
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
For more information and the complete policy, see http://academicintegrity.syr.edu.
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), http://disabilityservices.syr.edu, located in Room 309 of 804
University Avenue, or call (315) 443-4498 or (315) 443-1371 (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
http://supolicies.syr.edu/emp_ben/religious_observance.htm, 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
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, 5th Edition. San Francisco, CA: Jossey-Bass.
Kouzes, J. M. and Posner, B. Z. (2012). The Leadership Challenge Workbook, 3rd Edition. San
Francisco, CA: Jossey-Bass.
COURSE CALENDAR
MODULE 1: THE ADVOCACY FRAME
Dates
Week 1: Jan.
12 – 18
Topic(s) and Activities
Overview of course and assignments
Assignments
Overview of advocacy
 Definition
 Difference from public awareness and
marketing
 Types of advocacy
 Who are the advocates
Week 2: Jan.
19 - 25
Why we must advocate
 Reasons to advocate
 Public perceptions of librarians, libraries
 Need to provoke and lead change in
attitudes and behaviors
5
Find article(s) on public
perceptions of librarians or
libraries. Draw conclusions
about prevalent public
perceptions and post to
Discussion Board.
MODULE 2: ASSESSING STRENGTHS, PRIORITIES, AND CHALLENGES
Dates
Week 3: Jan.
26 – Feb. 1
Topic(s) and Activities
Assessment of personal leadership
 Assessing own leadership style
 Leading from the middle
 Leading as social influence
 Connection to competencies of
librarians
 Developing a team
Assignments
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 Assessment of community and decision
–8
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)
Establish connection with a
library in your area.
Week 5: Feb. 9
– 15
Collaborate with your
cooperating librarian to use
a tool/rubric to assess library
programs and services.
Assessment of library programs and services
 Tools and rubrics for academic, public,
and school libraries
For that library, determine
the major community and
decision-maker priorities and
challenges.
Determine major strengths
and priorities of the library.
MODULE 3: DEVELOPING THE PILLARS OF EFFECTIVE ADVOCACY
Dates
Week 6: Feb.
16 – 22
Topic(s) and Activities
LEADERSHIP - Leading for social influence
 Connecting priorities
 Influencing others to change
 Leading a change process
Assignments
Assignment 1: Analysis of
Congruence of Strengths
and Priorities – Personal
Leadership, Community and
Decision Makers, Library
Due February 22
6
Dates
Week 7: Feb.
23 – Mar. 1
Topic(s) and Activities
RELATIONSHIPS - Developing and sustaining
relationships
 Relationship factors to consider
 Recommended strategies
Week 8: Mar. 2 GOALS AND OUTCOMES - Defining goals and
–7
clear outcomes
 Values pyramid
 Strength/priority congruence analysis
 Data, evidence to establish importance
of goals
Assignments
Map the community,
community leaders, and key
decision makers (including
local, state, and national
policy makers).
Plan strategies to engage
and build relationship with
the different constituencies.
Establish 1-3 goals with clear
outcomes for advocacy
campaign.
Week 9: Mar. 8 SPRING BREAK
– 15
Week 10: Mar.
16 – 22
EVALUATION - Defining measures of success
 Collecting data, evidence, stories
Develop measurement
strategies for each outcome.
MODULE 4: DEVELOPING AND IMPLEMENTING AN ADVOCACY CAMPAIGN
Dates
Week 11: Mar.
23 – 29
Topic(s) and Activities
Developing an advocacy campaign plan
 Goals, outcomes, strategies, timeline,
evaluation
 Attention to leadership, relationships
 Incorporating congruence analysis
 Consideration of legal issues
Assignments
Develop advocacy campaign
plan.
Week 12: Mar.
30 – April 5
Developing messages for different audiences:
Face-to-face
 Conversations
 Elevator speeches
 Presentations
Develop elevator speech for
key decision maker/policy
maker.
Week 13: April
6 – 12
Developing messages for different audiences:
Publications
 Op-eds
Develop op-ed on aspect of
advocacy campaign that
needs provocation to
7
Assignment 2: Advocacy
Campaign Plan
Due March 29
Dates



Topic(s) and Activities
Articles
Brochures
Infographics
Assignments
produce change.
Develop infographic on
aspect of advocacy
campaign that needs data
and evidence to change
perceptions.
Week 14: April
13 – 19
Developing messages for different audiences:
Social Media
 Website
 Social tools
Plan social media campaign.
Week 15: April
20 - 26
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
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:
http://owl.english.purdue.edu/owl/resource/560/01/
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
EVIDENCE
CONGRUENCE OF STRENGTHS, PRIORITIES,
CHALLENGES


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
9
Community and Key Decision
ADVOCACY CAMPAIGN PLAN
 Goals
 Outcomes
 Targeted audience(s)
 Strategies
 Timeline
 Evaluation

Maker/Policy Maker Map
Advocacy Campaign Plan



Elevator Speech
Op-Ed; Infographic
Social Media Campaign
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.
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
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
329-350
318-328
304-317
294-303
284-293
266-283
252-265
238-251
PERCENTAGE
94
91
87
84
81
76
72
68
LETTER GRADE
A
AB+
B
BC+
C
C-
11