Timeline

The GIL project timeline is organized into three phases of action steps to implement the project and generate four outcomes.  Phase 1 includes (a) implementing a recruitment plan and competitive application process; and (b) creating questions and administering the survey validation study; and (c) analyzing the survey validation study findings to measure the importance of certain KSA to inform GIL curricula.  Phase 2 includes (a) developing the online GIL courses; and (b) disseminating findings from the survey validation study as an approach for practice to inform other LIS curricula.  Phase 3 includes (a) delivering two online GIL courses; and (b) assessing those courses based on student course evaluations and additional interviews with the ten GIL project funded students.



Phase

Time Period

Activities

Phase 1

July 2012 - December 2012

(1) Implement recruitment plan (Outcome 2); and

(2) Create and administer survey validation study (Outcome 3)

Phase 2

January 2013 - June 2013

(1) Create GIL courses (Outcome 1); and

(2) Disseminate survey validation study findings (Outcome 4)

Phase 3

July 2013 - June 2014

(1) Deliver GIL courses (Outcome 2);

(2) Assess GIL courses;

(3) Disseminate other study findings (Outcome 4); and

(4) Complete summative evaluation of the entire project

    

Phase 1 addresses Outcomes 2 and 3 and will take six months (July 1, 2012 through December 31, 2012).  Outcome 2 will be addressed by the implementation of the recruitment plan and competitive application process to recruit students to the GIL project.  The competitive application process will include marketing the project website through an announcement displayed prominently on each school’s website. This will capitalize on the online advertising and recruitment efforts already underway at each school (e.g., Google AdWords, AdobeConnect online information sessions, etc.). The recruitment plan will also include sending announcements to listservs including internal school lists, others related to librarianship (e.g., jESSE, MAPS-L), GIScience, and Historically Black College and Universities (HBCUs) in order to reach a diverse and broad audience of applicants from underrepresented populations. The advisory committee members’ networks will also be employed to reach venues beyond websites and listservs.

The competitive application process will require prospective students to address, in writing, why they are interested in the program and how GIL coursework will expand their employment opportunities.  Included in the recruitment plan will be a mechanism to record demographic data of students who enroll in the courses and to track their employment record into the future.  Outcome 3 will be addressed by the creation of survey validation questions and administration of the study.  Survey validation study findings will measure the importance of certain KSA to inform the development of the two online GIL courses.  Key advisory committee members will assist with feedback for revisions to both the recruitment plan and survey validation study prior to their respective implementations.

Phase 2 addresses Outcomes 1 and 4 and will take six months (January 1, 2013 through June 30, 2013).  The primary focus of project personnel time during Phase 2 is the development of the online GIL courses in for by survey validation study findings.  Course development will involve drafting course descriptions, syllabi, and assignments for advisory committee members to review. Based on advisory committee feedback, the course development from the survey validation study as a model for practice to inform other LIS curricula in an article for review in the Journal of Education for Library and Information Science or another appropriate publication venue will conclude.  Although ideally courses are informed by GIL practitioners and the survey validation study findings, study personnel speculate that one GIL course will likely focus on GIS technology and the other GIL course will cover the policy, services, resources, and metadata standards related to geospatial data and GIS users.  Assignments will include labs with GIS technology, the creation of GIS resource guides, and traditional research papers on geographic information policy and the societal context of geographic information.  Students will be strongly encouraged to develop their coursework projects into publishable papers and presentations. 

Phase 3 addresses Outcomes 2 and 4 and will take the final twelve months of the project (July 1, 2013 through June 30, 2014).  The primary focus of project personnel during Phase 3 is the delivery of the two online GIL courses. At Drexel, the courses will be Winter/Spring consecutive quarters and at the University of Tennessee, the courses will be Fall/Spring consecutive semesters. Secondarily, but vital to evaluation of the project, Phase 3 will assess the courses based on student course evaluations and additional interviews with the ten GIL project funded students.  The project summative evaluation conducted in Phase 3 will assess the delivery of all four project outcomes, the final report, and the MAGIRT-sponsored ALA Annual Conference in Summer 2014.  In addition, peer-reviewed articles and additional presentations will address Outcome 4 and spread the project's findings to audiences beyond LIS education and LIS practice.

The courses continue to be offered in Spring at the University of Tennessee:

INSC 543 Geographic Information in Information Sciences

INSC 516 Geospatial Technologies