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Last revised May 11, 2006

Course Syllabus for Consumer Health in Diverse Cultures & Communities


Instructors: Kay Deeney, Kelli Ham


COURSE NAME, NUMBER, AND PREREQUISITES

Consumer Health in Diverse Cultures & Communities

IRLS 588-002

Course prerequisites: There are no prerequisites for this course

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COURSE DESCRIPTION

"This course is designed to introduce concepts relating to providing consumer health information with particular attention to Native American and Chicano/Hispanic communities. 3 credit hours."

What will we be covering in this course?

The topics in this course include National Library of Medicine online resources; locating age specific health resources, particularly for teens; evaluating health web sites; conducting the health reference interview; and examining different models for libraries and roles for librarians in providing consumer health information to diverse communities. Native American and Chicano/Hispanic resources will be highlighted.

So how are we going to do this?

Health disparities are a significant problem with various population groups including Native Americans and Hispanic Americans. The literature indicates that health information needs to address cultural issues as well as health needs of special population groups.

Providing consumer health information to individuals is a growing trend. Librarians are competing with search engines like Google, websites such as WebMD and commercial sites selling products. Librarians can provide access to good quality health information in a number of ways. In order to provide this kind of service, librarians need to know and understand the tools available.

This course is a blend of in-person and online instruction. The classes will be taught with demonstrations and discussions of various resources, in-class assignments and exercises, and guest lecturers who specialize in aspects of our subject. Because the course is taught over a short period of time, it will be quite intensive in order to cover all the material and concepts. The online component will include webcasts , podcasts , exercises and D2L discussions.

Students can bring life experiences into the discussions. Students will be able to look at a given topic in light of their own culture/community. Students are expected to be present at every class and participate in discussions virtually and in person. There will be individual as well as group assignments. Students will be able to choose the topic of many projects such as the subject of a librarian interview or the location of a library visit.

This course will prepare students to meet the consumer health information needs of diverse populations through knowledge of Native American and Hispanic databases, websites and other resources.

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COURSE OBJECTIVES

By the end of the semester, students will:

  1. become acquainted with the consumer health environment and how many kinds of libraries are impacted
  2. be able to locate quality health information for the lay public especially teens
  3. be able to locate quality health information for Native American & Chicano communities
  4. be able to evaluate health web sites with criteria covered in the class
  5. report using NLM & other online health resources
  6. practice the skills for conducting a health reference interview
  7. practice critical thinking in their health information seeking behavior
  8. become aware of different models for libraries and different roles for health sciences librarians
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REQUIRED COURSE MATERIALS

Students need online access, either by way of their own computers and Internet connection or by public access means (such as those provided in Public Libraries or in on-campus labs).

There is no set text for the course. There will be a number of required readings. The online materials will be available either directly on the Web or through password protected electronic reserves at the library ( http://eres.library.arizona.edu ) The password will be provided when classes begin.

 

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COURSE REQUIREMENTS

Requirement

Percentage of Final Grade

Participation

15%

Miscellaneous Exercises

25%

Presentations & Quizzes

20%

Interview/Library visit

20%

Health Info Profile

20%

Students will need to complete the following:

1. Presentation and demonstration of a health website. Students will also need to create sample questions that the particular website can answer.

2. a . An in-person visit to a public, tribal or academic library or other information-providing type organization. Students will focus on the consumer health materials and collections, databases and access to websites, and other services available to patrons. Or,
2. b. Interview a medical, public or tribal librarian about consumer health issues.

3. Various exercises including examining websites; evaluating health websites; critical thinking and role playing reference interactions.

4. A profile of a significant person highlighting health information resources for that person. This assignment will encompass the many health tools and resources students learned about in the course.

5. Students will also participate virtually via D2L discussions, viewing webcasts , podcasts and completing readings as required. Some assignments will be completed here.

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COURSE POLICIES

Academic Code of Integrity

Students are expected to abide by The University of Arizona Code of Academic Integrity . 'The guiding principle of academic integrity is that a student's submitted work must be the student's own.' If you have any questions regarding what is acceptable practice under this Code, please ask an Instructor.

Accommodating Disabilities

The University has a Disability Resource Center . If you anticipate the need for reasonable accommodations to meet the requirements of this course, you must register with the Disability Resource Center and request that the DRC send me, the Instructor, official notification of your accommodation needs as soon as possible. Please plan to meet with me by appointment or during office hours to discuss accommodations and how my course requirements and activities may impact your ability to fully participate.

Assignment Policies

All assignments will be submitted to the instructor at the end of the class in which the assignment is due or submitted online by the due date.  All assignments should conform to a manual of style, such as MLA, Chicago Manual, or APA.  Papers should be word processed and double-spaced.  Ten percent (10%) will be deducted from all late assignments. 

Incompletes

The 1997-8 University of Arizona General Academic Manual, p.23 reads

The grade of I may be awarded only at the end of a semester, when all but a minor portion of the course work has been satisfactorily completed. The grade of I is not to be awarded when the student is expected to repeat the course; in such a case the grade of E must be assigned. Students should make arrangements with the instructor to receive an incomplete grade before the end of the semester ...

If the incomplete is not removed by the instructor within one year the I grade will revert to a failing grade.

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GRADING

Grade Breakdown

Your final grade is determined from the following breakdown:

Requirement

Percentage of Final Grade

Participation

15%

Miscellaneous Exercises

25%

Presentations & Quizzes

20%

Interview/Library visit

20%

Health Info Profile

20%

Assignment of Course Grades:

Course grades will be assigned as follows:

A=90+ (Superior Work)

B=80-89 (Very Good)

C=70-79 (Marginally Satisfactory)

F=0-69 (Failed to meet requirements)

Students are required to submit all assignments and exercises. Work submitted late will lose ten (10) points. Any requests for extended time for assignments, such as medical reasons, must be approved by the instructors on a case by case basis.

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CONTACTING US

You can reach Kay Deeney by phone (800-338-7657 or 310-206-0525), email kdeeney@library.ucla.edu

You can reach Kelli Ham by phone (800-338-7657 or 310-825-1984), email kkham@library.ucla.edu

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