Communication Studies and Language Information Studies

Role of Library and Information Services in Community Training

SAQA US 244279 | NQF 5 | Credits 15 | Duration 12 Days
From $2,214 per delegate

Description

This course equips learners with the knowledge and skills to explain the role of library and information services in the community. It covers the functions, value, and impact of these services in supporting community development, lifelong learning, and access to information. Participants will understand how libraries contribute to social inclusion, cultural preservation, and economic growth.

Learning Outcomes

  • Explain the purpose and functions of library and information services within a community context.
  • Analyze the role of library and information services in supporting lifelong learning and literacy.
  • Evaluate the contribution of library and information services to social inclusion and community development.
  • Demonstrate how library and information services preserve cultural heritage and promote access to information.
  • Apply the principles of community needs assessment to tailor library and information services effectively.

Target Audience

This course is designed for library assistants, information officers, community development workers, and anyone interested in understanding the community role of library and information services.

Prerequisites

None — open enrollment.

Course Outline

Day 1: Introduction to Community Information Needs

Objectives:
• Define the concept of community in the LIS context
• Identify diverse information needs within communities
• Explain the role of LIS in addressing community needs
• Discuss the impact of socio-economic factors on information access
• Outline the course structure and expectations

Topics:
• What is a community? Types and characteristics
• Information needs: individual, group, and community levels
• The role of libraries and information services in community development
• Barriers to information access
• Overview of the course and assessment criteria

Day 2: Community Profiling and Analysis

Objectives:
• Describe methods for conducting a community profile
• Identify key data sources for community analysis
• Analyze community demographics and information behaviors
• Apply profiling techniques to a case study
• Understand ethical considerations in community research

Topics:
• Steps in community profiling
• Data collection methods: surveys, interviews, observation
• Using census data and local statistics
• Analyzing information behavior patterns
• Ethics and confidentiality in community research

Day 3: Information Services for Diverse Communities

Objectives:
• Recognize the needs of special populations (e.g., youth, elderly, disabled)
• Design inclusive information services
• Apply universal design principles in LIS
• Evaluate existing services for accessibility
• Develop strategies for outreach to marginalized groups

Topics:
• Special populations and their information needs
• Inclusive service design principles
• Assistive technologies and adaptive equipment
• Outreach programs and partnerships
• Case studies of successful inclusive services

Day 4: Community Engagement and Participation

Objectives:
• Explain the importance of community engagement in LIS
• Identify methods for encouraging community participation
• Develop a community engagement plan
• Facilitate focus groups and feedback sessions
• Measure engagement outcomes

Topics:
• Theories of community engagement
• Participatory approaches: co-design, advisory committees
• Conducting focus groups and public meetings
• Feedback mechanisms: surveys, suggestion boxes
• Evaluating engagement effectiveness

Day 5: Information Literacy and Lifelong Learning

Objectives:
• Define information literacy in a community context
• Develop information literacy programs for various age groups
• Promote lifelong learning through LIS
• Integrate digital literacy into services
• Assess the impact of literacy programs

Topics:
• Components of information literacy
• Designing workshops for different age groups
• Digital literacy: internet safety, online research
• Partnerships with schools and adult education centres
• Measuring program success

Day 6: Collection Development for Community Needs

Objectives:
• Apply community needs analysis to collection development
• Select materials that reflect community diversity
• Manage collections for relevance and currency
• Implement weeding and deselection policies
• Evaluate collection use and user satisfaction

Topics:
• Collection development policies
• Selection criteria based on community profile
• Diversity and inclusion in collections
• Weeding and inventory management
• Usage statistics and user feedback

Day 7: Technology and Digital Inclusion

Objectives:
• Understand the digital divide and its impact on communities
• Implement technology-based services (e.g., public access computers)
• Provide digital skills training
• Manage digital resources and online databases
• Advocate for broadband access and digital equity

Topics:
• The digital divide: causes and consequences
• Setting up public access technology
• Digital literacy training programs
• E-resources and online databases
• Advocacy for digital inclusion

Day 8: Partnerships and Collaborations

Objectives:
• Identify potential community partners (e.g., NGOs, government)
• Develop collaborative projects and programs
• Write partnership proposals and MOUs
• Manage joint initiatives effectively
• Evaluate partnership outcomes

Topics:
• Types of community partners
• Benefits and challenges of partnerships
• Proposal writing and negotiation
• Roles and responsibilities in collaborations
• Case studies of successful partnerships

Day 9: Advocacy and Marketing of LIS Services

Objectives:
• Develop an advocacy strategy for LIS
• Create marketing materials for community outreach
• Use social media and traditional media for promotion
• Engage stakeholders and decision-makers
• Measure the impact of advocacy efforts

Topics:
• Advocacy vs. marketing
• Developing key messages and target audiences
• Marketing tools: flyers, social media, events
• Engaging with local government and funders
• Evaluating advocacy campaigns

Day 10: Program Planning and Evaluation

Objectives:
• Plan community programs using logical framework approach
• Set SMART objectives for programs
• Implement monitoring and evaluation systems
• Collect and analyze program data
• Report findings and make improvements

Topics:
• Program planning models (e.g., logic model)
• SMART objectives
• Monitoring tools: checklists, surveys
• Data analysis for program evaluation
• Reporting and feedback loops

Day 11: Crisis and Change Management in LIS

Objectives:
• Identify potential crises affecting LIS (e.g., budget cuts, disasters)
• Develop contingency plans for service continuity
• Manage change effectively within the organization
• Communicate with community during crises
• Learn from case studies of LIS crisis management

Topics:
• Types of crises: financial, natural, reputational
• Business continuity planning
• Change management theories and practices
• Crisis communication strategies
• Lessons from real-world LIS crises

Day 12: Capstone Project and Course Review

Objectives:
• Synthesize course content into a community action plan
• Present the capstone project to peers for feedback
• Reflect on learning and application to own context
• Prepare for final assessment
• Create a personal action plan for ongoing professional development

Topics:
• Capstone project: developing a community LIS initiative
• Presentation and peer feedback
• Review of key concepts and skills
• Final assessment preparation
• Continuing professional development resources

Practicals

40 hours of practicals To be conducted online or on-campus or in-house
Overview

The practicals component enables learners to apply community profiling, program planning, and service delivery skills in real or simulated community settings. Through hands-on exercises, learners develop competence in conducting needs assessments, designing outreach activities, and evaluating service impact.

Practical Activities
  • Practical 1: Community Profile Fieldwork — Learners conduct a mini community profile by gathering data through surveys and interviews in a local community, then analyze the findings. (12h)
  • Practical 2: Designing an Inclusive Information Service — Learners design a service or program for a specific community group (e.g., seniors, youth) and create a prototype promotional flyer. (10h)
  • Practical 3: Technology Training Workshop — Learners prepare and deliver a short digital literacy session (e.g., using email, online safety) to a small group of community members. (8h)
  • Practical 4: Program Evaluation Exercise — Learners evaluate a sample community program using provided data, then write a brief evaluation report with recommendations. (6h)
  • Practical 5: Capstone Project Presentation — Learners present their capstone community action plan to the class and receive constructive feedback. (4h)

Summatives

Each delegate is assessed continuously throughout the course via daily exercises, scored practical assignments, and a final summative test at the end.

Practical Assignments — 30%

Practical assignments are observed and scored against a rubric during the practical sessions. Each delegate's practical mark is averaged into a single 100% score and contributes 30% to the final total.

Daily Exercises — 20%

Every training day ends with a multiple-choice exercise scored out of 100%. The scores from each daily exercise are averaged across the duration of the course to produce a Daily Average mark, which contributes 20% to the final total.

Final Test — 50%

On the last day a final summative test is written. It is a multiple-choice paper with multiple-answer questions: each question may have more than one correct option, and a single wrong selection on a question marks the entire question wrong — no partial credit. The final test is scored out of 100% and contributes 50% to the overall mark.

Final Total
Component Out of Weight
Practical Assignments (rubric-scored) 100% 30%
Daily Average (multiple choice) 100% 20%
Final Test (multi-answer multiple choice) 100% 50%
Final Total 100%

All marks are recorded on the AATICD LMS and visible to each learner under their account.

Certificate

Certificate of Completion

Awarded to delegates who achieve an overall mark of 50% or higher on the Final Total (Practicals 30% + Daily Average 20% + Final Test 50%).

How it works
  • Certificates are auto-generated on the AATICD LMS as soon as the marks pass the 50% threshold.
  • Each certificate is a branded PDF with the delegate's name, the course title, the unit standard ID, NQF level, credits, and the date of issue.
  • You can download or print your certificate from your LMS dashboard at any time after issue — there's no reissue fee and no expiry date.
  • If you scored under 50% you can sit the final test again at the next scheduled session at no extra cost.
Where to find it

Sign in to the LMS, open your dashboard, and your certificates appear under My Certificates. Each entry has a View / Download button and a print option.

Training Discounts

Group discounts apply automatically — the more delegates you enrol, the greater the saving. Discounts are calculated at 3% per 5 delegates, scaling up to 40% off for 100+ delegates.

Delegates Discount
5 3% off
10 6% off
15 9% off
20 12% off
25 15% off
30 18% off
50 30% off
75 35% off
100 40% off

3% discount per 5 delegates, up to 40% off for 100+ delegates. Contact us for a custom group quote.

Upcoming Training Sessions
Online training — attend live sessions from anywhere via our virtual classroom.
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Showing all 498 sessions across 26 venues
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Wed 05 Jan 2028 Thu 20 Jan 2028 Your Premises Summer 2027 $2,878 Register
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Training Discounts
Delegates Discount
5 3% off
10 6% off
15 9% off
20 12% off
25 15% off
30 18% off
50 30% off
75 35% off
100 40% off

3% off per 5 delegates, up to 40% for 100+

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