2/7/07 update
School of Information and Library Science
University of North Carolina at Chapel Hill
INLS 890-146 Library Effectiveness
Tuesdays 8:45 -11:00
214 Manning Hall
Instructor: Joanne Gard Marshall
301 Manning Hall
marshall@ils.unc.edu
(919) 843-9668 or 843-7883
Office hours: After class or by appointment
Class Blackboard site: http://blackboard.unc.edu/
Course Description
Increasingly librarians are being called upon to evaluate the services they provide by
measuring not only inputs and outputs but also outcomes and the overall impact of the
library on the community. This course will examine the program evaluation model, the
program logic model, and other techniques that have been used to determine the
effectiveness, value and impact of library services. Students will have the opportunity to
participate in a library evaluation project that takes a mixed methods approach using
both qualitative and quantitative data collection and analysis techniques. The Lifelong
Access Libraries initiative of the Americans for Libraries Council will serve as the focal
project. http://www.lff.org/programs/lifelong.html
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This course complements a previously offered special topics course, INLS 210-096
Evidence-Based Information Practice. The tutorial used in the EBIP course has been
made available on the Blackboard site for the Library Effectiveness course so that
students may become familiar with searching and evaluating the LIS literature. The goal
of evidence based practice it to select and use the best available evidence to inform
library and information management. UNC is hosting the 4th International Conference on
EBLIP from May 6-11, 2007 and students are encouraged to attend. See the conference
website at http://www.eblip4.unc.org.
Course Objectives
The learning objectives for this class are:
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To understand the principles of evaluation research including its origin,
development and application in a variety of information service settings.
To be able to apply the techniques of evaluation research to measuring the
effectiveness of library and information service programs.
To explore the use of the program logic model to describe the program being
evaluated, the audience for the program, and the associated inputs, outputs,
outcomes and indicators.
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To explore both qualitative and quantitative methods of data collection and
analysis.
To use the knowledge of evaluation research methods to critically examine and
refine the emerging model of ongoing library and information service program
evaluation
To understand the broader implications of program evaluation in the context of
LIS education and practice.
Grading
1. 15% Overall class participation, including discussion of readings
2. 15% Each student will be responsible for presenting and leading the discussion
on a key book related to evaluation. A one to two page summary of the book
should be distributed. (Due 2/15). Megan Hendershot – Rubin; Jacques Morin
– Rogers; Lisa Ward – Durrance.
Assignments related to Lifelong Access Libraries evaluation. There are currently three
libraries that have been identified as Centers of Excellence by ALC. Each student will be
assigned one of the sites.
Megan Hendershot - Allegheny County Library Association
http://www.einetwork.net/acla/home/index.cfm
Jacques Morin - Phoenix Public Library
http://www.phoenixpubliclibrary.org/
Lisa Ward - New Haven Free Public Library.
http://www.cityofnewhaven.com/Library/index.asp
3. 15% community profile (Who does the library serve? What organizations
related to older adults and aging are potential partners in the
community?) (Due 2/22) Suggested length – 3-5 pages.
4. 15% overall library or library system profile (What overall services are
provided? Note those of potential interest to older adults.) (Due 3/8).
Suggested length – 3-5 pages.
5. 15% logic model for current services to older adults (a broad logic model for the
adult services program as a whole) (Due 3/29). Model plus 2-3 page
commentary.
6. 15% logic model for a specific library service or program, e.g. Computer
classes for older adults, grandparent/grandchild reading program; career
services. (Due 4/12). Model plus 2-3 page commentary.
7. 10% class presentation on Center of Excellence evaluation assignments
as a whole. Provide a 2-3 page handout to class.
All assignments should be sent electronically to marshall@ils.unc.edu.
Students are referred to the Graduate School website for explanation of the grading
system used for graduate students at UNC.
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Students are expected to follow the practices described in the UNC Honor Code.
Document Form and Style
Students should use the rules for the preparation of manuscripts, including the
bibliographic style described in the Publication Manual of the American Psychological
Society (http://www.apastyle.org/). One tool you may find helpful is the Citation Builder
from NC State.
Key Texts
There is no single text book for this course but the following are recommended.
Booth, A, & Brice, A. (Eds.). (2004). Evidence-based practice for information
professionals: A handbook. London: Facet Publishing. Two copies of this book are
available in the SILS library (Z665 .E94 2004).
Durrance, J.C., & Fisher, K.E. How libraries and librarians help: A guide to identifying
user-centered outcomes. Chicago: ALA. 2005. (Z685.85.D87 2005)
Rubin. R.J. Demonstrating results using outcome measurement in your library. Chicago:
ALA, 2006. (Z678.R793 2006)
Perryman, C. (2005). Evidence-based library and information practice tutorial. Chapel
Hill, NC: School of Information and Library Science, University of North Carolina.
The tutorial is included under Course Documents on the INLS 890-146 Blackboard
site.
Additional Resources: Rogers, E. (2003). Diffusion of Innovations. 5th ed. New York:
Free Press.
Two copies of this book are located in Davis Library (HM621 .R57 2003).
Schedule of classes (subject to change)
Jan 11
Introductions, class overview, history and development of evaluation research.
Overview of tutorial and course bibliography.
Assignment: Booth & Brice chapters 1-2. Article by Marshall, J.G. (Nov 15, 2000)
Determining our worth, communicating our value. Library Journal, 125(19), 28-30.
Jan 18
Class cancelled. In lieu of attending class and readings, students should complete
the CITI Course in the Protection of Human Research Subjects at
http://ohre.unc.edu/educ/php.
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Paper copies of the CITI course documentation will be available in the
SILS Library.
Jan 25
Review of readings from previous week, class discussion. Introduction to the program
logic model. Guest speaker: Heidi Madden, Project Manager, TRLN Doctoral Fellows
Program, WILIS Study, and Lifelong Access Libraries Evaluation.
Feb 1
Viewing the Program Logic Model in the broader context of program evaluation.
Feb 8
The Lifelong Access Libraries Project: Defining the program.
Feb 15
The Lifelong Access Libraries Project: Defining the community
Feb 22
The Lifelong Access Libraries Project: Profiling the Centers of Excellence.
Mar 1
The Lifelong Access Libraries Project: Creating logic models for the Centers of
Excellence. Defining outcomes.
Mar 8
The Lifelong Access Libraries Project: Indicators, measures and targets. Methods of
data collection.
Mar 15
Spring Break. Class cancelled
Mar 22
Continuing discussion of methods of data collection. Guest speaker: Elaine Martin on
Foucs Groups.
Mar 29
.The Lifelong Access Libraries Project; Developing logic models for specific programs.
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Apr 5
Lifelong Access Libraries Project; Designing the site visits
Apr 12
Lifelong Access Libraries Project; Data collection and analysis.
Apr 19
Lifelong Access Libraries Project; Reporting the results. Class presentations.
Apr 26
The future of library effectiveness studies, including evidence-based library and
information practice.
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