INFO 220-14
Resources and Information Services in the Disciplines and Professions
Topic: Older Adults (2-Units)
Fall 2021 Syllabus

Fatima Perkins
E-mail
Other contact information: Available via Zoom
Office location: Remote
Office Hours: By appointment.

Canvas Information: Courses will be available beginning August 19 at 6 am PT unless you are taking an intensive or a one-unit or two-unit class that starts on a different day. In that case, the class will open on the first day that the class meets.

This 2 unit class runs from October 4th - November 30th and will be available on Canvas on Oct 4th.

You will be enrolled in the Canvas site automatically.

Course Description

Examination of the nature of resources for, and services to, professions and disciplines including methods of communication, characteristics of users, and current methods of meeting research needs in libraries and information centers.

Many communities are home to an aging population. Libraries in these communities need to be able to educate, empower and engage older adults. In this eight-week course, you will explore data-driven strategies that will help you assess the needs of the older population in your community and create impactful programs and services. Each week will target a different aspect of services for the older adult population and provide an opportunity for discussion with the instructor and other students. Throughout the course, you will be given the tools to develop a "signature" program or service for a mature audience with at least one outcome measure. Throughout the course, program and service will be interchangeably used. Though, a service prefers an event that occurs on an on-going basis.

Course Requirements

Assignments

Weekly readings, a quiz, discussion forum posts, activities, and other assignments are designed to introduce students to tools, resources, and programs/services for older adults. The course culminates with each student creating a program or services for a mature audience (individuals 60 years of age and older). Online discussions are an important aspect of this course. Opportunities will be provided to interact with other students and the instructor through the discussion forum.

1. Online discussion 

2.Written assignments 

3.Quiz

4. Final project - Signature program 

Assignments are due weekly on Sunday by 11:59 pm PT. All assignments should be in a Word or PDF document. Assignments are to be posted to the Canvas site in the assignment dropbox. Assignments must demonstrate that course resources like readings have been used. Before submitting your assignments, please check your spelling and grammar. Concerning late work, contract the instructor to discuss emergency situation that may prevent submitting work by due date.

• Assignments for week 1: Due Sunday, October 10, 2021, by 11:59 PM

1. Read assigned chapter(s). Roberts, A., & Bauman, S. (2012). Crash course in library services for seniors. Santa Barbara, CA: ABC-CLIO. Chapter 1: Why single out seniors? Pages 1-5.
2. Go to U.S.. Census Bureau Quick Facts. Identify a community state, county, municipality) you are interested in. Query the search mechanism for that community. List the community, Identify the percentage of 65 and older, education level, and low-income level.
3. Review the 2019 Profile of Older Americans (acl.gov).
4. Review the Global Network for Age Friendly Cities and Communities (who.int/ageing/projects/age_friendly_cities_network/en/).
5. Identify one or more characteristics of the older adult population and discuss how you find these characteristics relevant to library programming/service delivery for older adults. Participate in a discussion with your assigned group. Have a group representative post two of your discussion points on Canvas.

• Assignments for week 2: Due Sunday, October 17, 2021, by 11:59 PM

1. From the Crash course in library services for seniors. Identify a specific program for older adults. Describe how the program could be supported by elements from a paradigm or theory.
2. Briefly describe how paradigms and theories could support an outreach plan developed for serving older adults.
3. Quiz – Seven Dimensions of Aging Program/Service Match
   
   Optional: Is your state or community Age Friendly? AARP Network of Age Friendly States & Communities

• Assignments for week 3: Due Sunday, October 24, 2021, by 11:59 PM
  
  Read the library outreach case scenario.:

1. Identify the prevalent myth about the aging brain that is presented in the scenario.  
2. Briefly describe how paradigms and theories could support the outreach plan the library is proposing.
3. Given the financials of the library what do you believe would be the biggest challenge to implementing this outreach plan and proposed program for older adults? Post your position to support or oppose implementing the plan.
   
   Optional: Read the service delivery scenario and describe what could be done to adapt the program to meet special needs an older adult may have.

• Assignments for week 4: Due Sunday, October 31, 2021, by 11:59 PM

1. Create a survey/assessment to ascertain the needs/interests of library programs/services for older adults.
   • The assessment should be 5 to 10 statements. Consider gathering demographic information like age.
   • Include an intro paragraph as to why the library is doing the assessment.
   • How would you disseminate the survey/assessment?
2. After collecting the responses for the survey/assessment, how could this information be used to develop programs/services. Also, what library stakeholders should receive this information.
   
   Optional: What other means could be used to determine interests and needs of a particular library consumer?

• Assignments for week 5: Due Sunday, November 7, by 11:59 PM
  
  After reviewing the information at Shaping Outcomes: Course Home, complete the logic model worksheet. To compete the worksheet, you will need to use a program. You may create your own program idea or use an existing program from one of the reading resources, Programming Librarian or Crash Course.
   
• Assignments for week 6: Due Sunday, November 14, 2021 by 11:59 PM

1. As a team generate a program idea. Create a logic model for your program using the Shaping Outcomes logic model form. A group member will post the program idea and logic model to the discussion forum.
    
2. As a group, identify the challenges to outlining a program using this method. Post one challenge that you found with using this form. Post one suggestion that could resolve the issue.

Assignments for week 7: Due Sunday, November 21, 2021, by 11:59 PM

1. Individually, generate a program idea. This will be your signature program. Use the program logic model create ia description for your signature program that includes:

• Title
• Target audience
• Goal/objectives of the program
• Rationale for program interest/need
• Partnerships/collaborations considered.
• Program replication - can another library branch or system use the program?
• Potential funding sources (Friends, local foundation, sponsorship by a local business, United Way etc.)
• If this program is on-going (like books by mail), explain how it will be sustained.

Assignments for week 8: Due Sunday, November 30, 2021, by 11:59 PM

1. Imagine that you need to secure funding from the Friends of the Library for your proposed program. How would you approach them, and do you predict any challenges?
   1. Visit Visualizing Funding for Libraries-Data Tool-Foundation Center.
      1. Go to the Visualizing Funding for Libraries/Data Tool webpage.
      2. Determine which library received funding in 2017 from these funders:
         • The Saint Paul Foundation ($90,000.00), F. R. Bigelow Foundation ($20,000,00), and Minnesota Nurses Association ($5,250.00).
         • supporting your signature program and why.
      3. Using the Data Tool identify a funder that you believe would be interested in

Course Calendar

Week 1 (October 4-10): As the World Turns – Demographics and More

This week we will introduce ourselves via the discussion forum. This week is structured to learn how “old age” is defined and other generational categories. Various resources will be used to understand the 60-year-old and older population. In addition, tools will be used to identify community demographics, impact, and understand how communities respond to the population growth of older adults. (CLO#1)

Week 2 (October 11 – 17): Paradigms & Theories on Aging: Support for Programs and Service Development

Paradigms and theories about older adults and aging provide a critical framework for creating innovative programs and services.  These paradigms and theories help us to understand why we may or may not want to embark on a particular initiative. General paradigms and theories will be discussed including three Sociological Perspectives on Aging: Disengagement, Activity, and Conflict theories. These theories support the creation of serving older adults and program/service development. In addition, other influences will be highlighted including the Seven Dimensions of Aging, International Council on Av=active Aging - Nine Principles of Active Aging, and AARP's Age Friendly Communities. (CLO #2)

Week 3 (October 18 – 24): Adult Learner Models and Learning Styles: What does it mean for an older learner?

Adult instruction differs from that of children. However, adult instruction strategies may be overlooked when planning an educational opportunity for adults. Four valid models will be presented this week as well as basic learning styles. The class will explore how these learning elements may impact an older adult learning experience. Four adult learning models will be defined, basic learning styles will be highlighted and aspects of aging that may impact the ability to learn. (CLO#2)

Week 4 (October 25-31): Assessing Older Adult Program and Service Interests/Needs

A proactive approach should be taken when ascertaining the needs/interests of library stakeholders. Older adults who attend library programs or benefit from library services should be included in the planning of programs/services being developed for them. This approach helps the library understand diverse perspectives that are important. In addition, analyzing the responses from surveys/assessments helps libraries better plan their resources like funds and staffing. Prior to planning a program/service this question should be asked – Why are we doing this and who will it benefit?

This week the importance of assessment of needs and interests will be focused on and how this process helps create outstanding programs/services. Information gathering techniques like surveys, focus groups, interviews, and public forums will be discussed. (CLO #2)

Week 5 (November 1- 7): Program & Service Development I

As discussed, program planning must include the input of older adults. Feedback from the target population will enhance the probability of success. All efforts need to support the library’s mission, vision, and core values. These governing elements should have been shaped by the community’s participation, so you are offering the community what they have deemed desirable. Most libraries have program policies and a program planning checklist. If your library does not, this is something you may want to consider. In addition Guidelines for Library Services with 60+ Audience: Best Practices will be discussed. These guidelines were developed by American Library Association.

The concept of logic models will be introduced for program/service development. The value of a library’s organizational readiness to serve mature audiences will be highlighted as well as discussion about formats for programs/services. (CLO # 3)

Week 6 (November 8 – 14): Program & Service Development II:  Program Logic Model

Well, the approach to program planning has evolved and is more thoughtful where various elements are now considered including library mission, customer/community interests, and needs. 

Have you ever written a grant proposal? Funders want and appreciate a logical, rational, sequence to how your program (often referred to as an intervention) will specifically impact communities and individuals. The program logic model gives a quick snapshot of how impact will be achieved. In this module, the basics will be highlighted. Clearly, if you are creating a program that is considered “one-time only”, you may question the effectiveness of outcomes for such a program. Have no fear – that is why the model allows for immediate outcomes, intermediate and long-term. (CLO # 3)

Effective Outcome-Based Planning and Evaluation

In this module: the model developed by Shaping Outcomes. This model was developed in cooperation between the Institute of Museum and Library Services (IMLS) and Indiana University Purdue University Indianapolis (IUPUI): http://www.shapingoutcomes.org/course/index.htm. There are various logic model formats, the one presented in this course is simple and clear. The model is effective for three reasons:

1. Shaping Outcomes offers a free comprehensive online course including an orientation, logic model form and diagram, case scenarios, and a glossary of terms.
2. The model was developed with consideration of libraries and museums.
3. Examples- case studies of library programs and initiatives are given.

Week 7 (November 15- 21): Create and Promote a Signature Program/Service

We will primarily focus on developing a “signature” program for a library. The program you develop should be a new idea or one that you have improved. (CLO # 3)

Week 8 (November 22 – November 30): Finding Funding

We will look at the importance of securing funds for programs and services. You will need all these elements to frame your program/service for older adults. Let us begin our studies with funding. Resource development has become increasingly important for public libraries. Yet, most libraries do not have a staff person, development office or and/or foundation with the sole focus of securing funds to support the library’s programs and services. This week potential funders of library programs will be identified. In addition, the basics of grant proposal development will be highlighted. (CLO # 3)

Grading

• Online discussion - 15%
• Written  assignments - 15%
• Logic Model analysis ( Group Logic Model) -25%
• Quiz - 5%
• Final project ( Signature Program) -  40%

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Course Workload Expectations

Success in this course is based on the expectation that students will spend, for each unit of credit, a minimum of forty-five hours over the length of the course (normally 3 hours per unit per week with 1 of the hours used for lecture) for instruction or preparation/studying or course related activities including but not limited to internships, labs, clinical practica. Other course structures will have equivalent workload expectations as described in the syllabus.

Instructional time may include but is not limited to:
Working on posted modules or lessons prepared by the instructor; discussion forum interactions with the instructor and/or other students; making presentations and getting feedback from the instructor; attending office hours or other synchronous sessions with the instructor.

Student time outside of class:
In any seven-day period, a student is expected to be academically engaged through submitting an academic assignment; taking an exam or an interactive tutorial, or computer-assisted instruction; building websites, blogs, databases, social media presentations; attending a study group;contributing to an academic online discussion; writing papers; reading articles; conducting research; engaging in small group work.

Course Prerequisites

INFO 220 has no prequisite requirements.

Course Learning Outcomes

Upon successful completion of the course, students will be able to:

1. Describe the relevance of national, state, and local demographic changes and how these changes impact library service for the older population.
2. Assess the information needs of older adults.
3. Design a program or service that meets the information needs of older adults.

Core Competencies (Program Learning Outcomes)

INFO 220 supports the following core competencies:

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Textbooks

Required Textbooks:

• Roberts, A., & Bauman, S. (2012). Crash course in library services for seniors. ABC-CLIO. Available through Amazon: 1610690796

Recommended Textbooks:

• Wacker, R., & Roberto, K. (2018). Community resources for older adults: Programs and services in the era of change. SAGE. Available through Amazon: 1506383963

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Grading Scale

The standard SJSU School of Information Grading Scale is utilized for all iSchool courses:

In order to provide consistent guidelines for assessment for graduate level work in the School, these terms are applied to letter grades:

• C represents Adequate work; a grade of "C" counts for credit for the course;
• B represents Good work; a grade of "B" clearly meets the standards for graduate level work or undergraduate (for BS-ISDA);
  For core courses in the MLIS program (not MARA, Informatics, BS-ISDA) — INFO 200, INFO 202, INFO 204 — the iSchool requires that students earn a B in the course. If the grade is less than B (B- or lower) after the first attempt you will be placed on administrative probation. You must repeat the class if you wish to stay in the program. If - on the second attempt - you do not pass the class with a grade of B or better (not B- but B) you will be disqualified.
  
• A represents Exceptional work; a grade of "A" will be assigned for outstanding work only.

Graduate Students are advised that it is their responsibility to maintain a 3.0 Grade Point Average (GPA). Undergraduates must maintain a 2.0 Grade Point Average (GPA).

University Policies

Per University Policy S16-9, university-wide policy information relevant to all courses, such as academic integrity, accommodations, etc. will be available on Office of Graduate and Undergraduate Programs' Syllabus Information web page at: https://www.sjsu.edu/curriculum/courses/syllabus-info.php. Make sure to visit this page, review and be familiar with these university policies and resources.

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