Graduate Course Proposal Form Submission Detail - LIS5631
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SCNS Liaison Notified of Graduate Council Approval
Submission Type: Change
Course Change Information (for course changes only): This request is to change the Special Topics number to a Permanent Number.
Comments: Elective for MA in LIS. To GC. Approved
- Department and Contact Information
Tracking Number Date & Time Submitted 5081 2014-10-02 Department College Budget Account Number Library and Information Science AS Contact Person Phone Denise Shereff 8139740634 email@example.com
- Course Information
Prefix Number Full Title LIS 5631 Health Information Sources Is the course title variable? N Is a permit required for registration? N Are the credit hours variable? N Is this course repeatable? If repeatable, how many times? Credit Hours Section Type Grading Option 3 C - Class Lecture (Primarily) R - Regular Abbreviated Title (30 characters maximum) Health Information Sources Course Online? Percentage Online O - Online (100% online) 0
Introduction to printed and electronic sources of health information. Course material is intended for those interested in medical, public, or academic libraries where clients need health-related information.
A. Please briefly explain why it is necessary and/or desirable to add this course.
Replacing Selected Topics with Permanent number; already listed in program
B. What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service?
This course supports the Health Information concentration
C. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times?
Yes, 3 or more times
D. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.)
Academy of Health Information Professionals, Consumer Health Information Specialization
- Other Course Information
Upon successful completion of the course, student will:
Understand the responsibilities of consumer health information providers as well as current trends and issues in consumer health information.
Recognize the role of agencies and professional organizations in the role of consumer health information.
Identify and evaluate resources for health information
Assess resources for special populations and environments including: alternative and complementary therapies, resources for chronic disease, gender, and age-related tools, resources for caregivers and health information for minority and ethnic groups.
B. Learning Outcomes
.Upon successful completion of this course, the student will be able to demonstrate the following:
Students will describe the roles of professional organizations in consumer health librarianship and become active members of professional organizations.
Students will describe and apply standards developed by professional organizations.
Students will analyze the information needs of all clients.
Students will identify appropriate information resources to meet specific requirements and will be able to make resources accessible for all clients, including those with special needs.
Students will use theories of information organization and access and apply effective search techniques to retrieve specific items of information from print and electronic sources.
Students will describe the current and future impact of developing information technology on Information/Reference services.
Students will evaluate information-retrieval systems in relation to user needs and information-seeking behaviors and cooperative library networks.
Students will describe theories of information organization and intellectual access, including relevant national and international standards in the consumer health information context.
Students will use theories and demonstrate methods of data analysis, including thesaurus creation, indexing, classification, and subject analysis in consumer health information analysis and delivery.
Students will describe the need for and impact of collection management policies in relation to collection development and technical services.
Students will identify and assess the specific information needs of user groups in the community and use that information to write a collection development policy.
Students will identify, select, evaluate and plan for acquisition of resources in all formats to meet information needs of users.
Students will describe economic and technological trends in the information industries for the acquisition, licensing, and access to resources in all formats, including resource sharing
Students will describe basic preservation activities for ensuring continued access to information in the most appropriate format.
Leadership and Management:
Students will use strategic planning processes to guide the direction and progress of a consumer health information organization.
Students will develop plans for funding and marketing programs and services.
Students will develop plans for evaluating and monitoring progress on organizational processes, programs, and products.
Students will master the theory, knowledge, and skills necessary for entry-level performance of leadership and management responsibilities as a consumer health information provider.
Students will evaluate research consumer health information resources on the critical factors of reliability, validity, scholarly authority, and relevance.
Students will identify opportunities for research and develop plans for research in consumer health information settings in library and information science.
C. Major Topics
Health information sources, reference, professional organizations, health information literacy
Huber, Jeffrey and Susan Swogger. Introduction to Reference Sources in the Health Sciences, Sixth Edition. New York: Neal-Schuman, 2014.
E. Course Readings, Online Resources, and Other Purchases
Selected readings on major topics covered in the course (Health information sources, reference, professional organizations, health information literacy)
F. Student Expectations/Requirements and Grading Policy
Reading Assignments 10 percent
Database Evaluation Project 10 percent
Librarian Interview Exercise 15 percent
Health Information Source Project 40 percent
Practical Search Exercises 15 percent
Class Attendance/Participation 10 percent
G. Assignments, Exams and Tests
Database Evaluation Project
Librarian Interview Exercise
Health Information Source Project
Practical Search Exercises
H. Attendance Policy
Course Attendance at First Class Meeting Policy for Graduate Students: For structured courses, 6000 and above, the College/Campus Dean will set the first-day class attendance requirement. Check with the College for specific information. This policy is not applicable to courses in the following categories: Educational Outreach, Open University (TV), FEEDS Program, Community Experiential Learning (CEL), Cooperative Education Training, and courses that do not have regularly scheduled meeting days/times (such as, directed reading/research or study, individual research, thesis, dissertation, internship, practica, etc.). Students are responsible for dropping undesired courses in these categories by the 5th day of classes to avoid fee liability and academic penalty. (See USF Regulation Registration - 4.0101,
Attendance Policy for the Observance of Religious Days by Students: In accordance with Sections 1006.53 and 1001.74(10)(g) Florida Statutes and Board of Governors Regulation 6C-6.0115, the University of South Florida (University/USF) has established the following policy regarding religious observances: (http://usfweb2.usf.edu/usfgc/gc_pp/acadaf/gc10-045.htm)
In the event of an emergency, it may be necessary for USF to suspend normal operations. During this time, USF may opt to continue delivery of instruction through methods that include but are not limited to: Blackboard, Elluminate, Skype, and email messaging and/or an alternate schedule. Its the responsibility of the student to monitor Blackboard site for each class for course specific communication, and the main USF, College, and department websites, emails, and MoBull messages for important general information.
I. Policy on Make-up Work
Late Work Policy:
There are no make-ups for Reading Assignments, Database Evaluation Project, Librarian Interview Exercise, the Health Information Source Project, or the Practical Search Exercises. Projects turned in late may be assessed a penalty: the equivalent of a half-letter grade if it is one day late, or a full-letter grade for 2-7 days late. Essays will not be accepted if overdue by more than seven days.
If an excused absence coincides with an examination or a project deadline, the student (1) will be given a reasonable opportunity to make up the exam or (2) will not have that work averaged into the students grade, as agreed to between the student and the instructor.
Academic dishonesty in any form will not be tolerated. If you are uncertain as to what constitutes academic dishonesty, please consult the University of South Florida's Student Handbook for further details. Violations of these rules will result in a record of the infraction being placed in your file and receiving a zero on the work in question AT A MINIMUM. At the instructors discretion, you may also receive a failing grade for the course. Confirmation of such incidents can also result in expulsion from the University. For more information, see the USF Policy for Academic Integrity http://www.ugs.usf.edu/catalogs/1112/pdf/AcademicIntegrityOfStudents.pdf
J. Program This Course Supports
Master of Library and Information Science
- Course Concurrence Information