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DOCUMENT RESUME

ED 373 927 RC 019 421

TITLE ICLIS: A Model for Extending Knowledge to Residentsin Rural Communities. A Planning Workbook.

INSTITUTION Utah State Univ., Logan.CONS AGENCY Kellogg Foundation, Battle Creek, Mich.PUB DATE [92]

NOTE 145p.; A product of the ICLIS (Intermountain

Community Learning and Information Services)Project.

PUB TYPE Reports Descriptive (141) Tests/Evaluation

Instruments (160) Guides Non-Classroom Use (055).

EDRS PRICE MF01/PC06 Plus Postage.DESCRIPTORS Access to Information; *Community_ Information

Services; Community Surveys; *Computer Networks;*Distance Education; Elementary Secondary Education;Higher Education; Land Grant Univerlities; LibraryDevelopment; Program Descriptions; *ProgramDevelopment; Public Libraries; Rural Areas; *Rural

EducationIDENTIFIERS *Intermountain Community Learning Info Serv; United

States (Intermountain West)

ABSTRACTThe Intermountain Community Learning and Information

Services (ICLIS) project was begun in 1985 to provide ruralcommunities in Colorado, Montana, Utah, and Wyoming with greateraccess to information and educational programming. Computer centers

were housed in nine rural public libraries to provide services

related to literacy, career guidance, distance education, children'sprogramming, and information sources for community businesses andmedical professionals. The first section of this guide (components ofICLIS: Building a Partnership) describes steps, objectives, and tasksinvolved in planning an ICLIS project, including building afoundation, assessing community needs and interests, proposing andrefining ICLIS project goals and objectives, designing a project planbased on goals and objectives, and formulating administrative andevaluation plans. This section also describes technical servicesavailable through ICLIS to land grant universities and publiclibraries concerning program development and implementation. Thesecond section (ICLIS--Round 1) profiles ICLIS programs in the ninecommunities, including size of the community, distance from thenearest university, number of years using the ICLIS model, status of

the community specialist, and status of the ICLIS Learning ResourcesCenter. This section also includes vignettes from community membersdescribing the impact and advantages of the programs. The thirdsection (ICLIS-Round 2) includes recommendatiors for future programs,suggestions for advertising, and possible sources for programfunding. The guide also includes contacts and resources for programdevelopment, program evaluation questionnaires, and a community

interest inventory. (LP)

ICLISA Model for Extending Knowledge toResidents in Rural Communities

A Planning Workbook

Premise: "More and more, updated information isneeded to make viable decisions."

BEST COPY AVAILABLE

"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)."

9

U.S. DEPARTMENT Of EDUCATIONOttrce or Educational Research and Improvement

EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)

71;his document has been reproduced asecelyed Irom the person or Organization

originating it0 Minor changes have Win made to improve

reproduction quality

Points of view or opinions staled in INS GOCu.mint do not necessarily represent orficialOERI pOilotiOn or policy

Acknowledgements

Although many individuals have contributedideas, time and talent in the preparation of thisICLIS Guidebook for the Project Developmentand Implementation, the ICLIS State Leaderswish to acknowledge the special contributions ofthe following individuals to the preparation ofthese resources:

Donna Whitson and Denise Sharp of the Uni-versity of Wyoming provided leadership inpulling together the primary resources of thismanual and materials. Denise Sharp editedand wrote an initial draft of the project, pullingtogether materials produced by each of thestates to provide the reader and user a helpfulguide to the development of projects in othercommunities, states or regions in the UnitedStates. Zeta Walling provided excellent secre-tarial support for the first draft.

Special acknowledgement goes to EvelynLawrence, Sheldon Yamasaki, Amy Owenand Tanya Jarvis at Utah State University.Evelyn Lawrence demonstrated her talents asa writer and editor for the Guidebook and awriter of the video modules which accompanythe manual. Sheldon Yamasaki, together withtwo student assistants, traveled to the commu-nity sites to document and produce the videomodules. Amy Owen, State Librarian for Utahand National Librarian of the Year, has also

critically read and commented on the informa-tion in this manual. Finally, Tanya Jarvis usedher tremendous reservoir of talents to producea well-designed and readable guidebook.

Finally, Peggy Nixon, who has been the Ad-ministrative Assistant for the ICUS project,deserves special recognition for her dedicationand service to the project since 1985. Peggy, infact, demonstrates the optimism shown by theproject and has been a primary linkage betweenthe states and communities. Her work andinsight guided this manual and the video tapesto their conclusion.

Although the people named above have pro-vided the most direct contributions to the produc-tion of this Guidebook, this manual is dedicated tothe ICLIS Community Specialists in the fourIntermountain states who provided the commu-nity leadership that is documented within thismanual. We would like to express thanks to Dr.Bryan R. Spykerman, who served as ICLIS ProjectDirector at the Multistate Office, for his commit-ment and service. We also recognize the staffs ofthe state libraries who have dedicated therhselvesto improving access of residents to informationaland library resources. Names of these dedicatedICLIS supporters are found throughout this manual,especially in the appendices section.

Glenn R.Wild Project Director & State Leader, UtahCharles 0. Neidt, State Leader, ColoradoKim Obbink, State Leader, MontanaRichard C.HaycockState Leader, UtahKeith M. Cottam, State Leader, Wyoming

A Special Thanks to the Community Specialists

Niki Mott : Craig, Colorado Dale Edwards: Price, Utah

Joy Dellis: Craig, Colorado Wally Goddard: Vernal, Utah

Ed Nickel: Meeker, Colorado Brett Dearman: Vernal, Utah

Pat Janes: Meeker, Colorado William Jolley: Vernal, Utah

Nansu Roddy: Hamilton, Montana Nora Kingrey: Douglas, Wyoming

Karen Locke: Libby, Montana Bill Vasey: Rawlins, Wyoming

Lea Ripley: Libby, Montana Judy Aten: Rock Springs, Wyoming

4

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Table of Contents

Foreword

I. ICLIS: A Brief History 9

II. The Challenge. 13

III. Components of ICLIS: Building Partnerships 17

A. The Planning Process 17

B. Community Resources 54C. ICLIS Services 55D. Partnerships 56

IV. ICLIS -- Round 1 59A. Community Profiles 61

B. Community Vignettes ,71

C. Success Stories 77D. Lessons Learned 80

V. ICLIS -- Round 2 85

VI. Impacts of ICLIS 91

VII. Conclusion 95

VIII. Review of Steps 101

IX. ICLIS Contacts 105

X. Resources 111

XI. Appendices 121

XII. Bibliography 137

5

iii

Foreword

What do you do if you live in any one of thethousands of small rural communities scat-tered across the United States and you wantmore education? ... Or, what if you are adoctor, a veterinarian, a farmer, a miningofficial, and you want quick access to infor-mation that could make a difference to yourpatient or to your livelihood? Or perhaps, thejob you had is no longer there because ofdrastic changes in the economy, and you needretraining. What do you do?

The problem: Not enough sources ofinformation available in rural communities.

The challenge: Find a variety of ways tomeet the needs for information and educationin those small, often isolated areas.

The solution: Develop a system that candeliver the much-needed information andeducation to residents in rural communities.

The ICLIS model embodies methodolo-gies for providing the solution -- throughutilizing telecommunications and informa-tion technology, i.e., microwave, satellites,and computers.

Presented here is a workbook for the poten-tial user of the ICLIS model. Included are thefollowing:

1. The ICLIS model and how it works

2. Recommendations for revamping ICLISprojects to meet future adoption andadaptation

3. A list of resources and references

.v

ICLIS: A Brief History

INTERMOUNTAIN COMMUNITY LEARNING AND INFORMATION SERVICES

ICLIS: A Brief History

Dispersed across the 430,000 square milesof mountain, desert, and open range of Colo-rado, Montana, Utah and Wyoming live some55 million people. Educating these rural popu-lations is an important charateristic of a land-grant institution in each of these states, namely:Colorado State University, Montana State Uni-versity, Utah State University, and the Univer-sity of Wyoming. Representatives from thesefour universities and the four state librariesmet in 1980 to discuss providing educationand information to remote intermountain com-munities. They focused on how new computerand telecommunication technologies couldbetter accommodate the requirements of thismulti-state region.

The Intermoutain Community Learning andInformation Services (ICLIS) project emergedin late 1985 as a multi-faceted partnershipbetween public and private enterprises. Fundedby a major '$2.7 million grant from W.K.Kellogg Foundation, Battlecreek, Michigan,ICLIS has been a four-year pilot project aimedat transforming rural community libraries intodynamic education and information centers.

During the four years, the ICLIS MultistateOffice, located on the Utah State Universitycampus in Logan, provided the technologyassessment and network development leader-ship to promote resource sharing. Thismultistate office coordinated with state officeslocated on the campuses at Fort Collins, Colo-rado; Bozeman, Montana; and Laramie, Wyo-ming. The state libraries were involved as

well: Colorado State Library, Denver; Mon-tana State Library, Helena; Utah State Li-brary, Salt Lake City; and Wyoming StateLibrary, Cheyenne.

A total of nine Community Learning andInformation Centers were established in therural communities: Meeker and Craig in Colo-rado; Hamilton and Libby in Montana; Vernaland Price in Utah; and Douglas, Rawlins andRock Springs in Wyoming. Douglas waschosen as one of the original sites in Wyo-ming, but was later closed. Upon closure ofthe Douglas ICLIS Center, a center was estab-lished in Rock Springs, Wyoming, to com-plete the four year grant. By 1992,, threeremained as viable, self-sustaining centers:Vernal, Craig, and Hamilton. Other sites hadintegrated ICLIS innovations into their ongo-ing operations. (See sections on "CommunityProfiles" and "Community Vignettes.")

For those involved with the ICLIS Project,the main concern was to provide "educationand access to information" in a timely mannerto the rural population. ICLIS was designed to"address real up-to-the minute problems facedby individuals and businesses in remote, ofteneconomically depressed communities." Withthe knowledge that 25% of the nation's popu-lation reside in rural areas, those involved withICLIS were determined to improve the educa-tion and information needs of those communi-ties selected to participate in the pilot program.

9

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In late 1990, the ICLIS project received asecond grant from the W.K. Kellogg Founda-tion to compile a planning workbook whichcan be utilized to assist others in developmentof a similar project.

The purposes of this workbook are: (1) todocument the conceptualization, implementa-tion, evaluation, and future of the ICLIS project;(2) to highlight the major steps other states orregions might follow in replicating or adapt-ing the ICLIS model in their efforts to improveand enhance the education and informationservices and resources available to the resi-dents in their rural communities; and (3) toprovide the user with a comprehensive listingof resources and references.

The workbook provides a brief history ofthe project by tracing the evolution of theICLIS model from conceptualization to imple-mentation. Highlighted are the major accom-plishments throughout the project's four-yearduration. The workbook shares the lessonslearned, and changes and adaptations incorpo-rated along the way as the project's present and

future status is reviewed. The workbookenables the reader to develop an understand-ing of and appreciation for the ICLISexperience.

With the publication of this planning work-book, it is anticipated that ICLIS' s ultimategoal of improving the quality of life for ruralresidents in the Intermountain region of theUnited States can and will be extended to otherparts of the country. Although the ICLISmodel is by no means the only solution to theproblem of how to extend and enhance infor-mation and education resources to ruralAmerica, the model is well worth seriousconsideration. However, the success of anyfuture versions of the ICLIS experience ex-tends well beyond the effective use of thisworkbook. Instead new goals and objectiveswill be set in the minds and spirits of the"second-generation" of ICLIS believers whodare to continue to promote the viability of thefundamental concepts undergirding the ICLISmodel.

10

The Challenge


The Challenge

"The Age of Information" is a term used todescribe the 1990s. In preparation for a dy-namic, multi-dimensional new century, noone wants to be left behind. And everyonede,-rves, at least in theory, the right to accessinformation and training in order to beequipped to meet the challenges of the twenty-first century.

Those who do have information will needto be innovative in their methods of sharinginformation with the millions of people aroundthe world who may depend on access to thatinformation for their very survival.

In the four states chosen Colorado,Montana, Utah, and Wyoming -- some 55million people live across an expanse of

430,000 square miles. Many of the communi-ties are small. (10,000 or smaller). Many arehundreds of miles from the nearest college oruniversity. And yet many of the residents inthese isolated communities are hungry foreducation ... they want the knowledge that cantruly make a difference in their lives.

The ICLIS model is designed to providethat knowledge.

The challenge is to find a way to use thefantastic technology that is available in orderto meet the need for knowledge.

13

Components of ICLIS:Building a Partnership


12

Components of ICLIS: Building Partnerships

The Planning Process:

The planning process is perhaps the keyelement in any project. And to make theplanning process work requires the coopera-tion and involvement of all the players. "Part-ners" working together can make thingshappen.

The ICLIS model is set up to involveseveral potential partners:

Project DirectorSupport StaffProject State LeadersState LibrariansCommunity Library LeadersICLIS Community SpecialistCommunity Government

With these key individuals involved fromthe beginning, partnerships are created toinsure the success of services provided throughthe ICLIS model.

During the 1985-1989 project, ICLIS usedthe IBM planning process as the foundationmodel. Each state was free to adopt and adaptthe process to their specific needs. While thismodel may be useful to future ICLIS sites, itsprocess is not absolute, and its use is notrequired for the development of an ICLISproject.

A review of the ICLIS project developmentprocess reveals that it consists of three majorphases -- (1) planning, (2) implementation,and (3) evaluation. As can be seen on theICLIS model, the development process oper-ates in a closed environment that moves in acircular direction, with each phase leadinginto the next. Each phase is composed of aseries of processes and outcomes. The plan-ning phase consists of six basic processes orsteps:

Building the Foundation of an ICLISProjectAssessing Community Needs and Inter-estsProposing and Refining ICLIS ProjectGoals and ObjectiveDesigning a Project Plan Based on Goalsand ObjectivesFormulating an Administrative PlanDeveloping an Evaluation Plan

The outcomes for these steps are commit-ment and direction, information, broad ideas,and snecific methods. The commitment aris-ing out of the first step of the planning phasedefines the entire process. The implementa-tion phase results in action, while the thirdphase, evaluation, addresses measurement andthe appraisal of results -- leading to changesand new ideas.

1.3

17

As the overview of the ICLIS experiencesuggests, the concepts underlying the ICLISproject are relatively simplistic; however, thetranslation of those concepts into reality is amore complicated matter. The ICLIS modelillustrated on page 17 evolved out of theexperience and shares the same dualistic char-acteristic. This model offers a theoreticalframework for improving the developmentand delivery of educational and informationalservices to rural communities through theeffective and efficient applications of distancelearning technologies. As can be seen, thistask involves the cooperative development ofa network of Community Learning and Infor-mation Centers housed in rural public libraries

throughout a given geographic region, e.g., asingle state or multistate area. Inherent in thisdevelopment is the cooperative effort requiredof land-grant universities, state libraries, com-munity libraries, and other public entities aswell as the private sector to strengthen andshare the resources support essential to themeeting of rural needs.

After reviewing the entire planning pro-cess, the user can then determine which as-pects, if any, of the ICLIS Project PlanningProcess can and should be adopted or adapted.

1418

The ICLIS Project Model

vos4 .& National Resources EMot/

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and Support

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15

19

The Six-Step Approach

This section takes the reader through adetailed outline of the six steps of the planningprocess. A standardized worksheet, withplentyof white space for making additions or notes,has been adopted for presenting each step.

Specifically, the worksheet format beginswith a statement of purpose, followed by alisting of the step's primary objectives, anytasks and subtasks associated with thoseobjectives. Blank worksheets are included.

The Six ICLIS Planning Steps

Building the Foundation of an ICLIS Project

Assessing Community Needs and Interests

Proposing and Refining ICLIS Project Goals and Objectives

Designing a Project Plan Based on Goals and Objectives

Formulating an Administrative Plan

Developing an Evaluation Plan

20

16

Step 1Building the Foundation of an ICLIS Project

S

Purpose

To provide a comprehensive description of the preliminaryplanning that must take place in the development of an ICLISproject.

Step I Building the Foundation of an ICLIS Project

PRIMARY OBJECTIVE

1. Determine the feasibility of de-veloping an ICLIS project

Notes:

TASK

1. ;issess the community develop-ment needs of the rural regionswithin the state in terms of infor-mation resources and education

SUBTASK

a. Develop an assessment plan bywhich this data can be obtained

Analyze the available data

b. Identify the primary org'aniz,a-dons that deliver information andeducational services to residentsof rural communities

Identify the characteristics of theclients primarily served by eachorganization

Identify the types o fsery ices pro-vided by each organization

Identify how the services are de-livered by each organization

c. Determine if the state could ben-efit from an enhanced informa-tion and education delivery sys-tem

Determine if the quality of life inthe state's rural communitieswould improve with an enhancedinformation and education de-livery system

d. Become knowledgeable aboutthe ICLIS model

22

PRIMARY OBJECTIVE TASK SUBTASK

Investigate alternatives to theICLIS model

Compare and contrast the ICLISmodel to other viable alterna-tives

e. Seek sponsorship for a statewidemeeting

Invite representatives from keyorganizations in the state, in par-ticular, the land-grant university(its library, cooperative exten-sion service, continuing educa-tion, etc.), the state library andthe state library association

Present the ICLIS model, ideallyby ICLIS representatives

Discuss the potential benefits,costs and commitments of adopt-ing the ICLIS model includingthe projected impact on partici-pating communities, the state li-brary, and land-grant university

Determine if the group wishes topursue the matter further

Establish an ICLIS Project Plan-ning Team composed of repre-sentatives from organizationsmaking an initial commitment

Notes:

I

23


2. Develop an "Organizational Pro- 1.

file" on each state-level organi-zation interested in participatingin the development of an ICLISproject

Notes:

Determine how the data for theprofile will be collected

2. Define the organizational con-text of each state-level organiza-tion

Outline the mission, objectivesand functions of the planningteam

a. Delineate the internal structurein terms of ICLIS Project Plan-ning Team representatives, com-munication, authority, responsi-bility, power base, etc.

b. Identify organizational goals

c. Identify aspects of theorganization's history whichmight have an impact upon theICLIS project '

d. Delineate the organization'smode of operation in terms ofstaffing, financing, services pro-vided, etc.

e. Determine the organization's re-lationships to other organizationsserving the same clients

f. Attempt to ascertain the "politi-cal" c limate within the organiza-tion

24


3. Identify any organizational con-straints which might have im-pact upon the organization's abil-ity to participate in the ICLISproject

4. Delineate the boundary and othercharacteristics of the client sys-tem served by each organization

5. Compile any other pertinent in-formation about the organiza-tion

6. Incorporate datainto "Organiza-tion Profile"

Notes:

a. Identify any financial constraints

h. Identify any physical/geographi-cal constraints

c. Identify any philosophical con-straints

d. Identify any state constraints

e. Identify any political constraints

a. Identify the demographic char-acteristics

b. Delineate the geographic distri-bution

c. Identify possible barriers to par-ticipation in an ICLIS project bythis organization's clients

d. Identify possible motivationalorientations of thisorganization's clients

25

PRIMARY OBJECTIVE TASK SU BTASK

3. Select ICLIS sites/communi- 1. Obtain sponsorship if necessaryties /partners

2. Establish procedures/criteria forsite selection

3. Solicit partic ipation from eligiblecommunities

4. Conduct community inventoryassessments of interested com-munities

5. Analyze the structure, climateand constraints of each commu-nity organization identified as apotential participant in the de-velopmentof aconunmity ICI,ISproject, in particular, the publiclibrary

Notes:

a. Define the organizational con-text of each community organi-zation in terms of internal struc-ture (communication, authority,responsibility), organizationalgoals, organizational history,mode of operation (staffing, fi-nancing, services provided), re-lationships to otherorganizationsserving the same clients

b. Identify any organizational con-straints, in particular -- financial,physical/geographical, philo-sophical

c. Delineate the boundary and othercharacteristics of the client sys-tem served by each organizationin terms of demographic charac-teristics, geographic distribution,possible barriers to participationby clients in an ICLIS project,and possible motivational orien-tations of clients

26


6. Conduct one or more visits tointerested communities

7. Make final selection of ICLIS a. Develop community profiles forsites/communities/partners each interested community

which incorporates /summarizesdata collected

h. Review selection criteria andcommunity profiles

c. Rate each community based uponestablished criteria

d. Notify selected and alternatecommunities

8. Expand the ICLIS Project Plan- a. Determine the number of repre-ning Team to include represen- sentatives from each selected site/tatives from each selected site/ community to be added to thecommunity ICLIS Project Planning Team --

minimally two -- head librarian,library board member, other

b. Notify these new members oftheir responsibilities as ICLISProject Planning Team mem-bers

c. Schedule a meeting of the ex-panded ICLIS Project PlanningTeam for the purpose of design-ing a preliminary ICLIS organi-zational framework

Notes:

27


4, Design a preliminary ICLIS or- 1,

ganizational framework, goals,objectives and operational bud-get for completing the planningprocess

Review all organization profiles

2. Draft preliminary ICLIS organi-zation framework

3. Revise as necessary preliminarygoals and objectives of the ICLISproject

4. Draft an operational budget

5. Solicit the financial support of 1.

one or more corporate partnersor agency sponsors for complet-ing the planning phase of theICLIS project if not already inplace

Notes:

28

Identify potential partners andsponsors including participatingorganizations

2. Develop an "invitation" for sup-port which would include thepreliminary ICLIS organizationframework, goals and objectives,and operational budget

Worksheet: Building the Foundation of an ICLIS Project

PRIMARY OBJECTIVE

Notes:

TASK SUBTASK

29

25

Step 2Assessing Community Needs and Interests

Purpose

To develop a comprehensive strategy for assessing the specificinformational and educational needs of the residents of theparticipation sites/ communities.

Step 2 Assessing Community Needs and Interests


1. Develop a comprehensive strat- 1. Determine if single or multipleegy for identifying or confirm- methods are to be used

ing the informational and educa-tional needs of the participating 2. Identify the client groups within

communities the community whose needs areto be assessed in order to ensurecomprehensive coverage

3. Utilize existing data if available

2. Design or adopt a needs assess- I. Layoutment instrument following ac-cepted principles of question- 2. Question construction and se-mire construction in terms of -- quencing

3. Clarity, completeness of instruc-tions

4. Choice of response format

5. Ease of tabulation and correla-tion with data processing proce-dures

3. Outline the procedures for pro- 1. Computer versus hand process-cessing the "need information" ing

in terms of --2. Translating identified needs into

need statements

Notes:

32

2


4. Define a method to establishpriority among the identifiedneeds 2. Identify who will make the judge-

ments regarding prioritization

1. Determine the criteria to be used

3. Determine how a final judge-ment of priority will be made

5. Gather, process and analyze the 1. Outline the procedures for eachneeds assessment data methodutilized forgathering data

2. Process the data following theguidelines outlined in Step 2Objective 3

3. Separate educational from infor-mational needs

4. Determine if these needs are ame-nable to the preliminary ICLISprogram outlined in Step 1

5. Identify non-educational or non-informational strategies that maybe required to meet the identifiedneeds

Notes:

28


6. Translate the need information 1. Specificityinto specific need statements interms of -- 2. Clarity

3. Completeness

7. Prioritize the identified needs asper guidelines established in Step2 Objective 4

Notes:

34

29

Worksheet: Assessing Community Needs and Interest

PRIMARY OBJECTIVE

Notes:

TASK SUBTASK

35

Step 3Proposing and Refining ICLIS Project Goals and Objectives

Purpose

To specify the goals and objectives which the ICLISproject will be designed to attain, the relationships amongthe objectives, the relationships between the needs iden-tified in STEP 2, and the intended outcome of the project.

31

Step 3and ObjectivesProposing and Refining ICLIS Project Goals

PRIMARY OBJECTIVE TASK

1. Review the goals and objectives 1. Identify those goals and objec-outlined in STEP 1's prelimi- tives which need revisionnary project plan

2. Revise/refine the proposed goalsand objectives to reflect the out-come of STEP 2

Notes:

2. Identify any additional goals andobjectives

1. Specificallywrite the goals andobjectives in terms of --

2. Clarify the relationship betweenproject objectives and needsstatements

3. Utilize the concept o f "hierarchyof objectives" to identify lower-level objectives

4. Specify clearly and completelyany restrictions or prerequisitesof those who will participate inthe project

SUBTASK

a. Outcome statements rather thanprocess statements

b. Avoiding "Fuzzies"

c. Proper form (e.g., Mager)

38

32

Worksheet: Proposing and Refining ICLIS Project Goalsand Objectives


Notes:

3339

Step 4Designing a Project Plan Based on Goals and Objectives

Purpose

To specify the content and processes of the project, thesequence and timing of project elements and the charac-teristics of the educational and informational resourcesrequired to implement the project.

34

Step 4 Designing a Project Plan Based on Goals andObjectives

PRIMARY OBJECTIVE TASK

1. Identify specific programs/ac- 1. Develop goals and objectives for

tivi ties for attaining each project each specified program

objective

2. Identify the human and physicalresources needed for implement-ing and administering the project

Notes:

2. Delineate appropriate methodsfor implementing each program

3. Identify the human and physicalresources needed to implementand administer each program

4. Establish a proposed schedulefor program implementation

5. Develop an administrative planfor each program (see STEP 5)

6. Develop an evaluation plan foreach program (see STEP 6)

1. Consider human and physicalresources for each specified pro-gram in Step 4 Objective 1

2. Identify any additional neededresources

a.

b.

c.

a.

SU BTASK

Personnel

Equipment and materials

Facility and environment

Consider duration, distributionof time within program. etc.

42

35


3. Identify the facility and environ-mental needs for project imple-mentation

1. Consolidate facility and environ-mental needs for each specifiedprogram in Step 4 Objective 1

2. Identify any additional needs

3. Keep in mind equipment/pro-gramming requirements as wellas the need of the users

4. Establish a proposed schedule 1. Consolidate the proposed sched-for project implementation ule for implementating each

specified program in Step 4 Ob-jective 1

2. Identify any additional schedul-ing needs

Notes:

a. Space. utilities. etc.

b. Utilization/location of equip-ment/media

c. Desired communication patterns

3643

Worksheet: Designing a Project Plan Based on the Goalsand Objectives

PRIMARY OBJECTIVE

Notes:

TASK SUBTASK

44

STEP 5Formulating an Administrative Plan

Purpose

To specify the administrative arrangements necessaryto assure the success of the project.

38

Step 5 Formulating an Administrative Plan

PRIMARY OBJECTIVE

1. Develop an organizational struc-ture for communicating with par-ticipating communities and or-ganizations

2. Establish a state office for theICLIS project

Notes:

TASK

1. Identify key organizations in-volved in the project

2. Complete an ICLIS model re-flecting the relationship amongthe key players/organizations

3. Develop a traditional organiza-tional chart

4. Establish policies/procedures re-garding "line of communication"

1. Determine the role/function ofthe state office

2. ,Identify personnel/leadership re-quirements for the state office(see Step 4)

3. Determine the location

4. Draft initial policies and proce-dures related to the role/func-tions

5. Identify facility and equipmentneeds (see Step 4)

SUBTASK

46


3. Develop an operational budget 1. Itemize anticipated expenditures

4. Organize an Advisory Commit-tee/Council for the ICLIS project

5. Select. if needed, a corporatepartner or partners to facilitateequipment acquisition and in-stallation

Notes:

2. Itemize anticipated receipts/con-tributions/fees/grant monies/matching monies. etc.

3. Ensure that the budget is bal-anced (re ceipts equal to or greaterthan cash costs)

4. Develop an accounting system

1. Outline mission/goals/objec-tives/functions/of a State Advi-sory Committee

2. Identify preferred membershipconfiguration/criteria

3. Identify potential members

4. Select members

5. Schedu le organizational meeting

1. Develop a "request for proposal"

Package

2. Identify potential corporations

4 o

Worksheet: Formulating an Administrative Plan


Notes:

48

41

0

Step 6Developing an Evaluation Plan

Purpose

To describe a comprehensive evaluation strategy whichwill result in valididating judgements of project worth

Step 6 Developing an Evaluation Plan


1. Develop a design for the evalua- 1. Identify evaluation needs, pur-

tion process poses, and posture

2. Create the research questions

3. Review alternatives in researchdesign

2. Develop an administrative plan 1. Create an evaluation taskfor evaluation analysis

2. Create an evaluation budget

3. Prepare an evaluation workingplan

3. Develop procedures for data col-lection. preparation and analy-sis, reporting and evaluation re-view

4. Prepare a"Request for Proposal"if evaluation is to be conductedby an external agent

Notes:

50

43

0

e

Worksheet: Developing and Evaluation Plan


Notes:

51

The ICLIS Model for Your Community

The potential user of the ICLIS model isencouraged to utilize the "blank" model --after reviewing his or her own communitybackground and needs. Thus the ICLIS modelprovides a "beginning" at any new site.

45

Community Resources

The nucleus of any ICLIS project is thecommunity a variable that is constant andyet ever-changing. Also, all communitiesare different in the dynamics going on at anyone time.

Thus each community presents a uniquechallenge to put all the pieces together tomake something serviceable to the whole.

Structures that are common to most com-munities include the following communityresources: library/technological capabilities,community government, and Extension spe-cialists. Added to this mix, when the ICLISmodel is put into place, is a community spe-cialist-- hired specifically to coordinate ICLISservices.

54

46

ICLIS Services

ICLIS embraces the educational and infor-mational missions of the land-grant universi-ties and the state libraries -- extending thetechnological means to better serve citizens ofthe states. Specific services include thefollowing:

1. Install personal computers in the librariesof the communities being served.

2. Train community specialists to use per-sonal computers as information tools andassess local needs for information.

3. Market the services to local residents, gov-erning agencies, and service groups to buildsupport for, and awareness of, the "new""learning resource center."

4. Provide instruction for local residents touse the variety of services now embodied inthe learning resource center.

5. Make available workshops, courses, andacademic programs using the computingtools installed at each ICLIS site.

Once these services are established, localresidents can then access a variety ofpossibilities:

Instructional course work from the land-grant universities

Individual educational programs for jobtraining and/or performance improve-ment

Updated information through databasesearches -- to assist doctors, lawyers,farmers, housewives, and many others

55

Developing Partnerships: Role/Expectations

Some of the technological partners are in-valuable in what they offer. Without them, theICLIS projects could not come into being.Two of these partners are IBM (InternationalBusiness Machines) and BCR (BibliographicCenter for Research).

1. IBM -- Once the equipment is installed,IBM offers training and support.

2. BCR -- offers training and support.

But the greatest partner of all in getting theICLIS Project off the ground in the 1980s wasthe W. K. Kellogg Foundation of Battlecreek,Michigan. Through the generosity of a 2.7million-dollar grant, funding was providedfor staffing the project and for purchasing thetechnology. It was this funding that made"learning and information centers" in the ninerural communities possible.

56

4 8

ICLIS Round 1

INTERMOUNTAIN COMMUNITY LEARNING AND INFORMATION SERVICES.

49tx.c ' 4.4.4,4*pla

S

ICLIS -- ROUND 1

The heart of the ICLIS project as developedin 1985 was to provide remote, rural townswith greater access to information and educa-tional programming though the use of specialtechnologies.

Each of the four states -- Colorado, Mon-tana, Utah, Wyoming -- chose two rural, re-mote communities where public librarians and

county extension directors could develop col-laborative programs for nontraditionallearners.

Potential developers of the ICLIS modelmay be interested in community profiles of thenine communities participating in Round 1 ofthe ICLIS project. These are shown on pages60-68.

r-I

59

Community Profiles

51

Craig, Colorado

Location:

Size:

Distance from the nearest University:

Number of years using the ICLIS Model:

Status of community specialist:

Northwest corner of Colorado

9,000 (formerly 15,000)

165 miles (Mesa State College,Grand Junction, Colorado)Five years (since 1987)

Full-time for four years (since July 1988)A full -time assistant (since Januar), 1992)

Status of ICLIS "Learning Resources Center":

Has qualified two people to graduate from a four-year university using theICLIS systemFive hundred people a month use the centerTeaches people how to use computersUtilizes children's educational gamesHas brought in a program for children through Sea WorldContinues to look for ways to meet community's needsIncreased use of center has lea to. planned expansion of facilitySURGE program available to working professionals seeking graduate degreein Business & EngineeringEleven public access computers, FAX services, satellite dish, two VCR's andtwo TV's

62

52

Hamilton, Montana

Location:

Size:




Westcentral Montana

25,500 - Ravalli County (Hamilton 2,500)

50 miles (University of Montana, Missoula,Montana)Four years (since 1986-1990)

Full-time for four yearsNow: incorporated into full-time referencelibrarian


PC certification program to permit the use of three public access computersPC training session for patrons who need instruction on the use of equipmentNew services offered by the library include:- collection and development

information desk which provides reference, subject requests, interlibraryloan services, and DIALOG database searching

Member of the Western Library Network (provides access to holding in theNorthwestTelefax for timely information requestsVideo & VCR viewingAdult and children's programming

5363

Vernal, Utah

Location:

Size:




Northeast corner of Utah

22,000 (Uintah County) (7,000-Vernal)

205 miles (University of Utah, Salt Lake City,Utah)Six years (since 1986)

Full-time for three yearsLast year of grant one-half time approxi-mately 1/3 time since then (past 2 years)Now: 12 hours a week -- with another position


Computer classes a successStill utilizing some of the technology that was introduced through 1CLISDIALOG, ERIC, CD-ROMAdopted a public "bulletin board," which is accessed by phone by 150 peopleThe number of interlibrary loans requested has doubled, due in part to theICUS system

64

Libby, Montana

Location: Northwest corner of Montana

Size: 11,000

Distance from the nearest University: 200 miles (University of Montana, Missoula)

Number of years using the ICLIS Model: Six years (since 1986)

Status of community specialist: Full-time for three yearsFull-time -- 1989-1992 -- specialist incorpo-rated with reference position

Status of ICLIS '° Learning Resources Center":

Computer equipment still being usedFAX machine still being usedOffice equipment and computer software still being usedDIALOG search base still being used (backup searches through the statelibrary)

5565

Rawlins, Wyoming

Location:

Size:

Dis'zance from the nearest University:

Ntohc.r of years using the ICLIS Model:


Southcentral Wyoming

9,000 (15,000-1985)

100 miles (University of Wyoming, Laramie,Wyoming)Five years (since 1986)

Full-time for five years (1986-1991)Now: no one


CD-ROM technology sti!! being used ("very popular")All the IBM equipment is being usedIBM computer being used by the publicOffshoot: a literacy -- VISTA volunteer project trains inmates at Wyomingstate penitentiary plus people in the community in conjunction with state

library

66

56

Price, Utah

Location:

Size:




Central Utah

10,000

110 miles (University of Utah Salt Lake City,Utah)Four years (since 1986-1990)

Full-time for four years (1986-1990)Now: aspects of community specialist's rolehave been absorbed by other library staff


Still has database searchesLiteracy projectOne public access computerPublic access computer softwareUSU COM-NET educational facility is housed in another building, but wasinitially supported by the ICUS center

67

'7

Douglas, Wyoming

Location:

Size:

Distance from the. nearest University:



Southeastern quadrant of Wyoming

4,000

115 miles (University of Wyoming, Laramie,Wyoming)Three years

One fidl-time for three yearsNow: no one


Nothing remains from the original projectEquipment was returnedNone of the services, such as interlibrary loans or database searches, remain

68

Meeker, Colorado

Location:

Size:




Northwest corner of Colorado

2,000

165 miles (Mesa State College,Grand Junction, Colorado)Five years (since 1986-1991)

Full-time for five yearsNow: no one


No Learning Resource Center as suchAll ICLIS equipment was deeded over to Meeker Public Library: public access(three computers, FAX machine, satellite dish, two TVs, two VCRs)

69

Rock Springs, Wyoming

Location: Southwestern quadrant of Wyoming

Size: 19,700 (1990 census)

Distance from the nearest University: 210 miles (University of Wyoming, Laramie,Wyoming)

Number of years using the ICLIS Model: One year (1989)

Status of community specialist:. One full time for one yearnow: no one


CD-ROM technology still being used ("very popular")One IBM computer being used b., ,)ublicOne IBM computer being used by staffThe teleconferencing equipment is being used, but not the OPtel equipment

70

Community Vignettes

In the communities that tried the ICLIS model, an impact was felt. At thevery least, community libraries modified or streamlined their services. Insome instances, personnel changed over the four years of the grantedproject. In every situation, some changes occurred. The following arevignettes from the various communities to give afeeling of the impact feltby each community.

Hamilton, Montana:

(Nansu Roddy, reference librarian,Bitterroot Library; was ICLIS communityspecialist)

"Now we are a contemporary library."

"We do have the right philosophy -- one ofservice. We want people to know they canaccess all kinds of information through ourlibrary."

"People in our community have a right tocurrent information, and now we can get itfor them."

"People in our community who want changehave supported us 100%. Those who don'twant change have been disappointed. TheICLIS project meant change, and changesometimes means problems."

"Once we evaluated the project, we decidedto focus on services and information."

Vernal, Utah:

(Evan Baker, director, Uintah CountyLibrary; was library director)

"A lot of it worked."

"The biggest success for us was the technol-ogy and being able to access DIALOGwhich was a big help to our patrons."

"The computer classes were a success."

"We have modified the original ICLIS pro-gram. We have an employee working 12hours a week providing the ICLIS retainedprograms"

"The ICLIS model did a lot for us just gettingthe technology. It has been a springboard togetting some things we wanted."

"For us it was not realistic to use theteleconferences."

"The present Board of Commissioners doessupport us in our efforts."

"What we needed help with was in determin-ing the goals. Then we needed to prepare aclear presentation and let people in the com-munity know what ICLIS is."

72

62

Craig, Colorado:

(Joy Dellis, community specialist, LearningResources Center, Craig /Moffat CountyLibrary and Learning Resource Center)

"When I came in, I was an assistant. I ran theICLIS center for three months, then got thejob as the specialist, which I still am."

"ICLIS brings education, information, andtechnology to isolated rural communities."

"We ao a lot of information searches. Andwe have gone out after new programs -- likea children's program through Sea World."

"We try to meet the needs of the community."

"People are going to have to be constantlyeducating themselves in order to stay in theworld economy-. Technology is continu-ously changing, and we need to change withwhat is happening. The ICLIS center pro-vides a viable option."

"We have 500 people a month using thecenter -- including people interested in re-training, single women parents, children --even a 78-year-old woman who trained oncomputers. She said, 'I'm not ready to getold."'

"This year three people graduated utilizingthe ICLIS Learning Center. And we havefour more in the system."

"ICLIS truly does provide a life-long-learn-. ing' opportunity."

Libby, Montana:

(Gretta Chapman, director, Lincoln CountyLibrary; was acting ICLIS community spe-cialist)

"In the beginning there was a real strugglebetween the specialist and what was alreadyincorporated."

"But the end result is that we are ahead, andwe are a model that people look to in thisstate."

"The resources gave us a step in the directionwe wanted to go -- to provide information inthe formats available."

"After all is said and done, I would not bewithout the funds, the equipment, and thetraining. Now we have two computers anda FAX machine. It's difficult for somecommunities to come up with even thatmuch."

"Our library is areal strong reference facilitynow."

"Everyone needs to know how to use acomputer. It is almost as necessary as thetelephone. Now people in this communitycan say,`I do know how to use a computer."

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63

Rawlins, Wyoming:

(Bill V asey , director, Carbon County HigherEducation Center; was ICLIS communityspecialist, Carbon County Library)

"What worked well was that we could ex-periment with some technology, and that wecould bring in some college courses."

"The concept is out on the cutting edge. It'sjust that it takes a lot of partners to make itwork."

"We needed better ways of educating thecommunity."

"One of the tremendous successes was hav-ing the universities looking across state lines.... a great idea to have college presidents andstate libraries working together."

"It has great potential. In redesigning the .

concept, I would suggest getting communitycolleges as equal partners with universitiesand libraries."

Price, Utah:

(Dale Edwards, Director, Treasure ValleyCommunity College Library, Ontario, Oregon;was ICLIS community specialist)

"I do recommend the ICLIS model for othercommunities. I think the ICLIS model couldbe replicated with relative ease, and that themodel is well set up."

"What I do suggest is that each communityinvest in the project so that there will be morecommitment to making it work."

"The project was marketed quite well ... al-though some people on the local level didn'ttake the time to understand."

"It opened the door for the library toautomate."

"One thing that did work is the delivery ofdatabase searching. We helped people onmaster's projects -- we had a large number ofrequests."

74

64

Douglas, Wyoming:

(Nora Kingrey, credit manager, DouglasClinic; was ICLIS community specialist,Converse County Library)

"It's exciting to look back on. Every personwho came in with an information need, wereally tried to fill it. Even still I receive phonecalls asking how to get information."

"People came to see the library as a referencepoint."

"It was good to know how to do some search-ing. We did a good job with ERIC."

"Having information available to peopleworks. But it needs visionaries who can seewhat a library can be."

"Needs to have the community invest in as-pects of the project from the beginning, eitherin salaries, or on-line time, or something."

"I still have a lot of faith in the project. I seea high need for the services that the ICLISproject can provide."

Meeker, Colorado:

(Pat Janes, library media coordinator,Meeker School District Re-1 ; was director oflearning resources center, Meeker PublicLibrary)

"I thought the ICLIS center was marvelous.It showed people other ways to take classes.I thought it was a cost-effective way to go toschool without leaving the community."

"We advertised, but not that many peoplewere interested. Now that it is no longer apart of the library, people seem to miss it."

"Part of the problem was not a large enoughpopulation base."

"The question I have is, 'How do we getpeople's attention to let them know the valueof a system like ICLIS?"'

"At least we are utilizing the technology leftbehind by ICLIS."

6575

Rock Springs, Wyoming:

(Helen Higby, Directory of SweetwaterCouttry Library System)

"We joined the ICLIS project rather late inthe game, so it's difficult to know what mighthave happened had we had four years todevelop our program. Even so, some partswere successful: our CD-ROM databasesproved popular, and we have subsequentlypurchased additional databases in that for-mat. The public computer has also been wellused, although patrons are now asking for aspeedier model. The teleconferencing equip-ment is still used for one or two courses orseminars each semester, and the staff uses thesecond IBM computer for some administra-tive functions."

"On the other hand, the distance learninginitiatives we attempted never really got offthe ground - for two reason: (1) high costs,and (2) the University of Wyoming neverreally committed to the Optel technology,they seemed more interested in compressedvideo."

"Our electronic bulletin board had a smallbut faithful audience."

"We still have thecapability, thanks to ICLIS,to search CARL, but we haven't found muchneed for it."

"Some time before I became director of theSweetwater County Library System, I spokeabout ICLIS with Arlen Eisen He saw thatbreaking down barriers among institutions ofhigher learning, and opening new channelsof communication benefiting rural adultswith on-going education, as one facet of theproject. It's difficult for us out in the trenchesto know how successful our efforts were: butit was a noble, and needed, goal."

76

66

Success Stories:

"It was excellent to have a place to finishmy degree." After five quarters of classworkoffered through the ICLIS system, VeraTurner of Craig, Colorado, was able to gradu-ate with a bachelor's degree in Liberal Arts,from Utah State University. When she en-tered the program, Vera was a loan officer ina local bank. Now she runs a day-care/preschool facility. She pursued her degreeout of pride and a desire for personal im-provement. "ICLIS is the only program Iknow about for finishing school the way Iwanted to."

Cathy Lowther also graduated in 1992,with a degree in Humanities, Arts, and SocialSciences from Utah State University. "Whenyou are in a rural area, these opportunities arewonderful." Cathy was born in Denver andcompleted a two-year program at NorthwestMissouri State. Once she moved to Craig,Colorado, population under 15,000, she wentten years without access to further education."If you don't have it (the opportunity foreducation), you want it even more." Eventhough there were frustrating delays at times,"overall, it was.enjoyable."

Gary Stubblefield of Craig, Colorado,utilized some of the databases available at theICLIS center to complete three of his twentycourses needed for an MBA, which he re-

ceived from Colorado State University in1992. "I could have accessed the informationother ways, but it would have entailed travel-ing to Denver or Salt Lake City." CurrentlyVice President of Operations with TrapperMining Inc. in Craig, Stubblefield has uti-lized the same ICLIS search systems to re-search a project at the mine related to amineral deposit. "So the benefits of theICLIS databases have gone beyond helpingme get a degree."

Four more Craig residents are in the sys-tem for obtaining degrees. Debbie Roberts islooking forward to graduating in Fall of1993. "I can't wait to get my degree throughUtah State University's program. All of theprofessors have been wonderful. They havegone to a lot of extra effort to enable us to getan education." Debbie adds, "I would like tolet other people know about the opportunity,and I definitely think more women should tryit."

Other ICLIS success stories further under-score the W. K. Kellogg Foundation's guid-ing philosophy of "motivating people to helpthemselves." Names of the communities inthe following stories have been omitted toprotect confidentiality of the patrons.

6777

Literacy:

Of all the programs operated by the ICLIScenter, the literacy project is probably themost satisfying. These clients have repeat-edly thanked the coordinator and other staffmembers for their assistance and interest. InSeptember 1988, a picnic was held at the citypark for the tutors and students to celebrate avery successful year. Approximately 120people attended. This number is less thanhalf of the number of people who wereinvited, indicating the large number of livesthat have been touched in a positive way bythe library literacy project.

Career Guidance:

"A middle-aged man requested generalinformation about a mining company. Aftergoing through the reference interview, I real-ized this patron was going for a, third inter-view with this particular company in threedays. He showed me the brochures he had,and we talked about the kinds of detailedinformation he needed. We chose to go intoDIALOG and do an on-line search. Thepatron walked away with financial and his-torical information about the job. One weeklater he stopped by to let me know he washired. The information in the database searchprovided more information for the patronthan was known to the interviewer."

Education:

A local nurse, director of public health,attempted to get a Master's degree from auniversity. She was unable to complete herdegree because travel to the institution wouldbe a hardship for her family. She enrolled inan independent study program at a univer-sity in the Midwest. She says, 'My successfor the entire program had depended com-pletely on the (ICLIS) library.' Her degreeled to her advancement to director of thelargest county public health department inthe state.

Children:

Children in one of the communities weretrained on computers in the local learningresource center as part of a summerreading program. At the end of the 2.5month program, a video games tournamentwas held for program participants. Ap-proximately 80 youngsters participated.Winners were declared, and prizes fromlocal merchants were awarded. Membersof the library staff indicated there had neverbeen such enthusiasm for the summer read-ing program as was evident during thisyear's event. Library circulation statisticsshowed that book and materials circulationfor youngsters increased nearly 40 percentover the previous summer's readingprogram.

78

68

Business:

A community specialist worked with asheep rancher and veterinarian to get infor-mation on a virus infection that had caused therancher to lose his entire spring crop of lambs.The specialist was able to get specific infor-mation about the virus, as well as the appro-priate dosages of vaccines to be used toeffectively treat the problem. Without thatinformation, the rancher would have contin-ued to lose lambs, and perhaps his livelihoodas well.

Medicine:

"There are seven dentists in our commu-nity. Six of them were interested in forming astudy group to view video tapes and to discusscurrent procedures. They gave me a list ofitems they would like to view and discuss. I

gave this list to a representative of the HealthSciences Information Network at our stateuniversity. Her search turned up 15 to 20 hitsfrom various dental schools. All of these videotapes were produced since 1986 and all couldbe accessed through an interlibrary loan froma dental school. I took this list to the dentistsso they could select specific tapes and arrangeto get together. There is no mandatory Con-tinuing Education for dentists in our state, butthis dentist study group acknowledges this is acost-effective way to stay current with theirpractice."

Communities:

A local group that lobbies for land ownersrequested information to better understandthe background on a piece of legislationregarding foreclosures on land. This issuewas complex and required .a document ofexplanation from the Secretary of State'soffice coupled with background articles fromother states. ICLIS provided the documentsneeded. The group met with the legislativecommittee and presented an informed argu-ment, causing the wording of the bill to bechanged. The group states that the materialfrom ICLIS made the difference in theirmeeting with the legislators.

69a, Ga..

79

Lessons Learned

Success in any endeavor comes from effortexpended towards the goal(s) and from lessonlearned along the way. The ICLIS projectdiffered from situation to situation -- accord-ing to the dynamics of the people and institu-tions involved. In every instance, there weregains and losses. Fortunately, both can beutilized in implementing an ICLIS projectagain at any point in time.

One thing was fairly clear: The ICLISmodel works. It's the people involved and themode of implementation that make the differ-ence. Here then are different perspectives on"lessons learned" from the 1986-90 phase ofICLIS:

"The main problems facing the Centerswere the difficulty in getting the word outabout ICLIS and expanding the numbersof people who use its services. Obstaclesthat hindered the development of the Cen-ters included: conflicts between 'old' and'new' ways of doing things in libraries; alack of understanding of the services of-fered by the Center; community specialist'sresponsibilities; tensions between onecommunity's library board and the ICLISCenter; and problems resulting from aCenter's limited space or location outsideof the library."

"We learned there is a continuous need toinform and educate community leadersand library boards about ICLIS and theservices offered in the Center."

"From a state librarian's view, we con-cluded that clear lines of authority needto be set up and followed through for this

project to succeed. Oftentimes expecta-tions were unclear -- both from the man-agement side of the ICLIS project andfrom the libraries' and the students' sides."

"The mistakes were in execution. We didnot sell the communities ... never con-vinced them of the value of carrying theproject at the end of the four-year fund-ing. There needs to be a bigger emphasison marketing the concept, and then onmarketing the information services of-fered by each Center."

"ICLIS failed in one community becauseit was not built solidly in the community.There was not enough buy-in from thetown leaders. Crucial: The people havegot to buy in to see a benefit. Otherwiseit just evaporates when the original peopleleave."

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70

"Implementing the project took too long.It was frustrating for hungry, eager resi-dents/students to wait for everything to bein place. Realistic possibilities need to besold to the community."

"ICLIS presented a vision of what a li-brary could be. But they needed to provethe benefit. The people controlling thepurse strings needed to be sold on thebenefit of the ICLIS project. This is thefinesse point of the project: to sell thosein the community who are needed tosupport the project."

"It needs to be realized from the begin-ning that implementing the ICLIS projectwill mean change. Are leaders, librarians,and residents ready and willing to accom-modate the ramifications of that change?"

"Our lesson was that it was vital to workwith the community -- to meet with gov-ernment leaders on a regular basis. Andfrom the beginning, the library boardshould have been more involved with thecommunity specialist in makingdecisions."

"The problem from our view was thatseveral educators from different statestried to tell communities what to do. Itneeds to be understood that it is a sharedresponsibility."

"It was a real struggle between the spe-cialist and what was already incorpo-rated."

"We learned there needs to be a commit-ment from the staff in the library to learnthe equipment. Too, it's important toincorporate ICLIS in the mission andgoals of the library."

"In our community we needed better edu-cation with the community. Early onthere needed to be a discussion of userfees."

"There were initial impressions of whatICLIS was supposed to do. When thoseimpressions were not met, some peoplesaid: 'Let it go.' But if money from thecommunity had been invested, it is morelikely cur town would have adopted thesystem."

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71

"The ICLIS project needs people whoare convinced about the worthwhilenessof the project, and who will find ways tomake it work."

"We did not integrate the communityspecialist in with the rest of the librarystaff. Thus there was some resistanceand resentment on the part of regularlibrary staff."

"One of the lessons learned is that thereneeds to be community investment fromthe beginning, and then the project ismore likely to succeed."

"I learned how crucial it is to have alibrary director who truly sees what alibrary can be -- providing informationin a variety of ways."

82

72

ICLIS Round 2


73

ICLIS -- Round 2

After all is said and done, Round 1 of the 1.

ICLIS project can be considered a success: forwhatever period of time, it met some of theneeds of the communities involved.

For a possible Round 2 to work, somemodifications and additions need to be made- to make Round 2 even more successful, andmore effective at meeting communities' needs.

The need for information is ongoing, and infact, seems to be ever incumbent in order to beaware of state, national, and internationalevents. Change is dynamic and ever-unfold-ing. The challenge is to meet change appropri-ately for the circumstances, and in some in-stances even create change in order to stay upwith events happening world-wide.

Making It Work:

Considerations: In considering changesto make for Round 2 of the ICLIS project,some key questions might be asked:

What is the library's role in thecommunity?

2. What is the director of the library's view ofthe role of the library:1

3. Is there a willingness on the part of thelibrary director, library staff, communityresidents, library board, and the countycommissioners to envision what a librarycan be ... and a-willingness to invest fundsto bring that vision about?

4. What criteria can be adopted for hiring acommunity specialist, and what specialcharacteristics should this person have?

5. What strategies can be developed to: buildpartnerships between the community, thelibrary, Extension personnel where avail-able, and the state's land-grant university?

6. What funding models can be used to garnerresources for the project?

85

Recommendations:

Responses from several individuals in-volved in the ICLIS Project indicated a widevariety of recommendations which are pre-sented here for future use.

Allow for change in the process design ofthe program. Be sure there is an introduc-tory phase in which products are not em-phasized. Determine if there is a willing-ness to allow for change.

Clearly define the roles of the various "part-ners" and other individuals involved.

Set up check points along the way somodifications can be made and successescelebrated.

Provide training for local library boards sothey can develop a sense of "ownership"and also carve out a marketing plan.

Determine ahead of time what courses aregoing to be available and what will beaccepted for credit.

Carefully consider the criteria for hiring thecommunity specialist -- it should be some-one hired by the library, respected by thecommunity, exposed to libraries and li-

brary systems, interested in and aptitudefor working with computers overall, some-one with "pizazz."

Emphasize marketing the concept first; lateron, marketing the services.

Let people know the benefits: meet withgroups, issue press releases, have a visibleICLIS logo, explain what ICLIS is so thatpeople understand the services that are -prov ided.

Involve local people so that it is understoodfrom the beginning that the ICLIS project isa shared responsibility. Be sure that one ormore funding models are in place.

Perhaps the overall recommendation can besummed up in four quick steps:

I. Get the components in place.2. Cultivate the power structure.3. Involve the community.4. Evaluate and adapt.

86

Advertising:

Once the green light has been given to "go"with the ICLIS project in a community, andthe components have been put into place, thenext step is to advertise. The ICLIS project isnow a service -- one available to help meetcommunity needs.

Advertising would especially fit in the com-munity specialist's role to let groups in thecommunity know about the services offered.The following are possibilities:

Video presentationsNewspaper articlesRadio announcementsSpecial ads

Educating the community about the valueof ICLIS services is an ongoing process. Therewill always be possibilities for presenting thevalue of education and information.

Too?

ResouiceWe haveSomeHr yo...We're hem to help you:

Update your job skillsWrite a report, or even a bookCreate a business or personal mailing listDiscover what job or occupation is best for youGet the latest information for research. writingprojects. medical or business updates.

Find out where to go for grant moneySet up a budget for your business or homeUsc our self-correcting electric typewriterCreate graphs or do calculationsImprove your job-hunting skillsPlay computer gamesWatch Videotapes

Have you always wanted to know li.OTC about Com.puters but were afraid to ask? Come in and use ourcomputer learning programs for a small charge. The!. ithelp you get started at your own speed.

Ask about current educational opportunities. creditand non-credit, high school through college.

The Learning Resource Centerin the Library570 Green Streetin Craig

Funded by theWK. KelloggFoundation

A PROMOTIONAL PIECE FOR THECRAIG CENTER WAS DESIGNEDBY JEFF STODDARD. A COMMER-CIAL ILLUSTRATOR, WHO HASUSED ICLIS INFORMATION RE-SOURCES TO SEEK FUNDING FORA .:OMMUNITY.BASED HISTORI-C..a. INITIATIVE

87

Funding:

A variety of resources are available to helpwith funding:

1. Community budget assessment2. Monies from the state3. Grants from foundations4. User fees5. Private donations

Most of the community specialists in thesites involved in Round I of ICLIS recom-mended that the community help finance theproject from the beginning.

In addition to community funds, the com-munity specialist in one community obtainedover $100,000 in grant money over a period ofthree years.

88

One community estimates almost $20,000garnered this year from all user fees

One way or another, money can be found tosupport the ICLIS service. Each communitywill need to decide the most appropriate waysto fund their project.

Impacts of ICLIS


'18

Impacts of ICLIS

As with any new project, development orproduct, an impact is felt by users and non-users alike. This was true also for the ICLISproject in each of the nine communities. Someof the changes that occurred were reflected inthe section on "Community Vignettes."

This section amplifies the impact of theICLIS project on land-grant universities andon state libraries.

The land-grant universities involved in-cluded: Colorado State University, MontanaState University, Utah State University, andthe University of Wyoming. Here are some ofthe ways these institutions were impacted:

Increased the awareness on campuses ofnew technologies and alternative teachingmethods for use on and off campus.

Heightened institutional awareness of theneed for distance learning offerings andexternal degree programs.

Validated the idea of educational deliveryservices to isolated, rural communities.

Increased faculty involvement in distanceeducation and learning.

Encouraged universities to develop andimplement distance learning programs.

The ICLIS project also impacted state li-braries although in a more limited way. Mostpeople involved with the state library de-scribed mixed feelings about the project. As awhole, impact has been hindered because ofthe small size of the project (only two locallibraries in each state) and because the projectwas not a high priority to the state libraries.

Interviewees described a number of ways inwhich the project had a positive impact on thestate libraries. The greatest impact was in thearea of library development. The project alsoinfluenced the consulting role of the statelibraries and broadened their perceptions ofwhat local libraries can do.

In all areas impacted by the ICLIS project,the overall perception was that the project washighly beneficial. There was general consen-sus among the people interviewed that theproject succeeded in achieving its goal ofenhancing the delivery of educational infor-mation to remote, rural areas. ICLIS wasconsidered to be invaluable in providing ac-cess to "new" resources through advancedtechnology, as well as in providing educa-tional opportunities that respond to acommunity's needs.

79.. tr. ae

91

Conclusion

INTERMOUNTAIN COMMUNITY LEARNING AND !NFORMATION SERVICES

30

Conclusion

In conclusion the question is, "Did theIntermountain Community Learning andInformation Services Project achieve itsmission and objectives?" The best evidence ofthat achievement is the evaluation of the ICLISproject by the Formative Evaluation ResearchAssociates (FERA). FERA concluded, "Peopleinterviewed in the site communities were verypositive about ICLIS and would like to see itmaintained in their libraries. Intervieweesspoke of the variety of ways in which theproject has had an impact on themselves, aswell as on their cities and libraries. Patronsbenefited from the Center in such ways asreceiving better jobs, obtaining information toimprove their businesses, gaining access toinformation for research projects, and helpingmembers or their families find out information

about educational and employmentopportunities. Most people commented on thefact that their communities have become lessisolated as a result of the ICLIS project, andthat their communities now have an 'addeddimension.' The impact on participatinglibraries was also considered to be high. TheICLIS project is regarded highly by both thepeople it serves and the people who deliverservices. There is general consensus amongthe people interviewed that the project hassucceeded in achieving its goal of enhancingthe delivery of educational services to remote,rural areas."

95

81

The Value of ICLIS:

The value of ICLIS lies in its "useability":Is the concept viable in yourcommunity?Are the services useable by identifiedgroups in your commuity?

Once the desire has been established inyour community, you will be ready to moveahead and put the pieces in place.

As a reminder of the value of ICLIS in thecommunities where centers are already estab-lished, here are a few more comments fromsome of the individuals involved in eithersetting up or maintaining the project:

"ICLIS brings education, information,and technology to a community."

"People in our community have a right tocurrent information, and now we can get itfor them."

"The biggest item for us was the technol-ogy, and being able to access DIALOG -- a lot of help to our patrons."

"We are ahead; we are a model that peoplelook up to in this state."

"People in our community could see thatICLIS was an opportunity -- one that wasneeded for the quality of life desired in ourarea."

"ICLIS gives libraries more options. It

allows libraries to become modern."

"The ICLIS model was the greatest ideathat has come down the pike for the smalllibrary in a decade."

"The crises our site faced during the project,though seeming to be insurmountable attimes, has played a major role in maturationof our site. It can be concluded that if a sitein a rural area can be successful, the conceptis workable."

96

82

The Challenge Revisited

"The Age of Information" -- information isthe very fabric of our lives. Without it, wedon't know how to proceed. The question is:how many options for accessing informationdo we want? We already have radio, televi-sion, newpapers, books, and magazines. Butdo we want more than that'? Are we willing tocommit to change and all that change canmean?

"The world is full of possibilities.""Consider .what could be."

In the end, ICLIS is a vision -- of what couldbe. Every community across the country is incharge of its own vision. Every communityacross the country can make -- and meet its

own challenge.

8397

Review of Steps


84

Review of Steps

When the community is ready to consideran ICLIS center, keep in mind the followingsteps:

1. Assess the community's needs.2. Obtain possibilities for financial sup-

port available.3. Work closely with ICLIS adminis-

tration and partners.4. Prepare to help develop a strategy for

implementing an ICLIS center.5. Cultivate the community and local

library power structures.6. Determine the procedure for hiring a

community specialist.7. Anticipate changes and the ramifica-

tions of change.K. Retain the overall goal -- to have a

modernized local source for educa-tional and informational servicesfor the entire community.

During the process of innovation andimplementation, it might be helpful to re-member that change will have an effect on

many people in the community. David VanSant, Assistant Superintendent of Schoolswith the Moffat County School District inCraig, Colorado, shared with us an articleentitled: "The Emotional Cycle of Change"(Kelly and Carver, 1979), which he indicatedfit the Craig situation.

The five stages of change can be describedas the following:

1. Uninformed optimism2. Informed pessimism3. Hopeful realism4. Informed optimism5. Rewarding completion

Although there may be resistance to thechanges accompanying the development ofan ICLIS center, keep in mind, the end resultwill be one of "rewarding completion," andthe benefits will continue to accrue.

101

ICUS Contacts

INTERMOUNTAIN COMMI 'NUN LEARNING AND INFORMATION SERVICES

86

ICLIS ContactsFor Questions and additional information about the ICLIS project or copies ofresources, contact the appropriate state representative.

Colorado

Charles 0. NeidtHuman Factors Research LaboratoryColorado State University.141 Gifford BuildingFort Collins, CO 80523(303) 491-1603FAX (303) 491-7975

Nancy BoltJames SchubertMaureen CrockerColorado State Library201 East Colfax AvenueDenver, CO 80203(303) 866-6739FAX (303) 830-0793

Joy DellisLearning Resource Center570 Green Street, Suite #1Craig, CO 81625(303) 824-7550FAX (303) 824-2867

Montana

Kim ObbinkMontana State University303 Montana HallBozeman, MT 59715(406) 994-6550FAX (406) 994-6546

Richard MillerSheila CatesMontana State Library1515 East Sixth AvenueHelena, MT 59602(406) 444-3115FAX (406) 444 5612

Nansu RoddyBitteroot County Library306 State StreetP.O. Box 544Hamilton, MT 59840(406) 363-1670FAX (406) 363-1678

Gretta ChapmanLincoln County Library220 West SixthLibby, MT. 59923(406) 293-2778FAX (406) 293-4235

87105

Utah Wyoming

Glenn R. WildeRichard C. HaycockPeggy P. NixonUtah State UniversityLearning Resources ProgramLogan, Utah 84322-3000(801) 750-1134FAX (801) 750-2650

Evan BakerUintah County Library155 East MainVernal, Utah 84078(801) 781-0091FAX (801) 781-1100

Amy OwenState Library DirectorUtah State Library2150 South 300 WestSalt Lake City, Utah 84115(801) 466-5888FAX (801) 533-4657

Keith M. CottamUniversity of WyomingUniversity of LibrariesLaramie, Wyoming 82071(307) 766-3224FAX (307) 766-3062

Donna WhitsonUniversity of WyomingCollege of EducationMcWhinnie Hall, Room 224Laramie, Wyoming(307) 766-6171FAX (307) 766-2018

Suzanne La BarronJerry KroisWyoming State LibrarySupreme Court & State Library BuildingCheyenne, Wyoming 82002(307) 777-7283FAX (307) 777-6289

Bill VaseyCarbon County Higher Education Ctr.600 MahoneyP.O. 1114Rawlins, Wyoming 82301(307) 328-9204FAX (307) 324-3338

106

88

Project Management Board Members

Gerald Sophar3518 Fitzhugh LaneSilver Springs, Maryland 20906(301) 598-8121

Dave Van SantAssistant Superintendent for InstructionMoffat County School District RE. No. 1775 Yampa AvenueCraig, CO 81625(303) 824-3268FAX (303) 824-6655

Russell YoumansWestern Rural Development Center.Oregon State UniversityCorvallis, OR 97331(503) 737-3621

107

89

Resources


0

Components of ICLISTo obtain additional disucssion or consulting services on the following topics, contactthose appropriately listed as resources.

Colorado

Charles 0. NeidtHuman Factors Research LaboratoryColorado State University141 Gifford BuildingFort Collins, CO 80523(303) 491-1603FAX (303) 491-7975

Montana


Utah

Glenn R. WildeUtah State UniversityLibrary 416Logan, UT 84322-3000(801) 750-1201FAX (801) 750-2650

Richard C. HaycockUtah State UniversityMain 131Logan , UT 84322-0700(801) 750-1196FAX (801) 750-1092

Wyoming

Keith M. CottamUniversity of WyomingUniversity of LibrariesLaramie, WY 82071(307) 766-3224FAX (307) 766-3062

Donna WhitsonUniversity of WyomingCollege of EducationMcWhinnie Hall, Room 224Laramie, WY 82071(307) 766-6171FAX (307) 766-2018

111

91

Developing Partnerships

Colorado


Montana


Joy DellisLearning Resouce Center570 Green Street Suite #1Craig, CO 81625(303) 824-6550FAX (303) 824-2867

112


Shelia CatesMontana State Library1515 East Sixth AvenueHelena, MT 59602(406) 444-3115FAX (406) 444-5612

Utah

92



Amy OwenState Library DirectorUtah State Library2150 South 300 WestSalt Lake City, UT 84115(801) 466-5888FAX (801) 533-4657

Wyoming



Bill VaseyCarbon County Higher Education Ctr.600 MahoneyP.O. Box 1114Rawlins, WY 82301(307) 328-9204FAX (307) 328-3338

113

Recommendations

Colorado




Montana


Nansu RoddyBitteroot County Library306 State StreetP.O. Box 544Hamilton, MT 59840(406) 363-1670FAX (406) 363-1.678

Gretta ChapmanLincoln County Library220 West SixthLibby, MT 59923(406) 298-2778FAX (406) 293-4235

114

Utah




Evan BakerUintah County Library155 East MainVernal, UT 84078(801) 781-0091FAX (801) 781-1100

Wyoming




115

95

Advertising

Colorado


Montana



Utah


Wyoming


Ito

96

Funding

Colorado



Joy DellisL .?.aming Resouce Center570 Green Street Suite #1Craig, CO 81625(303) 824-6550FAX (303) 824-2867

Montana




117

Funding Cont.Utah





Wyoming




118

98

Impacts of ICLISColorado



Joy DellisLearning Resouce Center570 Grcen Street Suite #1Craig, CO 81625(303) 824-6550FAX (303) 824-2867

Nancy BoltJames SchubertMaureen CrockerColorado State Library201 East Colfax AvenueDenver, CO 80203(303) 86( -6739

Montana




Richard MillerSheila GatesMontana State Library1515 East Sixth AvenueHelena, MT 59602(406) 444-3115FAX (406) 444 5612

9.9

119

Impacts of ICLISUtah


Richard C. HaycockUtah State UniversityMain 131Logan , UT 84322 -070()(801) 750-1196FAX (801) 750-1092



Cont.Wyoming




Suzanne LaBarronJerry KroisWyoming State LibrarySupreme Court & State Library BuildingCheyenne, WY 82002(307) 777-7283FAX (307) 777-6289

120

t

Appendices


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104

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105

COMMUNITY LEARNING AND INFORMATION CENTER


PATRON QUESTIONNAIRE

This questionnaire is designed to help us deliver better information and educational services to you. Please takea few minutes to fill out this form and drop it in the mail.

1. About how many times have you used this information centerin the last year?

times

2. How did you first learn about the Community Learning andInformation Center?

LibrarianCommunity Information Specialist

O Friend/RelativeEmployerFlyer/poster/brochure

O Radio/TV/NewspaperTeacher

O Other (Please specify)

3. Why did you first contact the Community Learning and Infor-mation Center? (Check all that apply.)

I needed information regarding my business oroccupation.

I needed agricultural information.I needed health /medical information.I needed community planning information.I needed family or human development information.I needed legal or law enforcement informatic3n.I needed information for school.I was attending a Learning Center program or activity.I was interested in educational programs.

O I was interested in career planning.O I was curious about the new service.

Other (Please Specify)

Li. In general, how useful was your visit to the Community Learn-ing and Information Center?

Very usefulSomewhat usefulNot at all usefulUndecided

5. In the future, would you go to a Community Learning andInformation Center for information or educational programs?

Yes No Undecided

6. How helpful was the Community Learning and InformationSpecialist?

O Very helpfulSomewhat helpful

Not at all helpful

Did not talk with thespecialist

Please tell us a little about yourself.

7. Highest level of education:

Elementary schoolJunior high schoolSome high schoolHigh school graduateTechnical or vocational

school

Some collegeCollege graduateSome graduate schoolGraduate degree

8. Current situation:

Employed full-timeEmployed part-timeFull-time homemakerStudent full-time

O Student part-time (not employed)Student part-time (also employed)Unemployed (not full-time student or homemaker)

9. What is your age?

Under 18 35-5418-24 55-6425-34 64 or over

10. Sex?

O Male

One final question:

Female

How might the Community Learning and Information Centerimprove its services to you and your community?

Other comments:

Thank you for taking the time to fill out this questionnaire. Thisinformation will be used to improve the services of your CommunityLearning and Information Center.

BUSINESS REPLY MAILFIRST CLASS POVAIT 03. 115 LOGAN, UTAH

POSTAGE WILL. OE PAID SY ADOPESSEE

Intermountain Community Learning and Information ServicesMulti-state OfficeUMC 0745College of Humanities, Arts and Social SciencesUtah State UniversityLogan, Utah 84321-9981

PATRON QUESTIONNAIRE

107

NO POSTAGENECESSARY

IF MAILEDIN THE

UNITED STATES



DISCOVER USER EVALUATION

1 How did you learn about DISCOVER?

NewspaperRadioFlyer in libraryFlyer in communityAgency referralOther (explain)

2. Di DISCOVER provide you with helpfulinformation about occupations?

3. Did using DISCOVER give you a cleareridea of the satisfactions you want froman occupation?

4. Did using DISCOVER help you determinewhich occupations fit your values?

5. Did using DISCOVER give you a betteridea of the advantages and disadvan-tages of different occupations?

6. Did using DISCOVER help you develop abetter understanding of how to combinethe information you have about occupa-tions and yourself for the purpose ofmaking a career choice?

NotYes No Sure

Employment Status

14. Are you presently employed? (Check only one.)

Employed, full-timeEmployed, part-timeHomemaker

RetiredUnemployedStudent, full-time

15. If employed, what is your present occupation? (Give jobtitle. not type or name of employer.)

16. If unemployed, homemaker or full-time student, haveyou ever been employed? -

0 Yes No

17.

18.

7. Have you made or do you think you willmake any career decisions based on whatyou discovered through DISCOVER?

8. Did you enjoy using DISCOVER?

9. How easy was DISCOVER to use? (Please put an "X" at theappropriate point on the scale below.)

VeryI I

I DifficultVe

Easy1.0 2.0 3.0 4.0 5.0

10. Overall, how would you rate DISCOVER as a careerinformation and guidance tool?

Excellent Very good Good

Fair Poor

11. Are you involved in career counseling of any kind?

Yes No

12. Would you be interested in meeting with a career counselorto discuss the information you obtained from DISCOVER?

Yes No Uncertain

13. How could DISCOVER be improved? What would have madeit more useful to you?

if you are unemployed, a homemaker, or a full-time studentwho has previously been employed, or if you are retired.what was your former occupation? (Please give job title oflast position held.)

Please circle the last year of school attended.

DegreesObtained

Elementary school

Junior high school

High school

College ,

Post-graduate

1

7

9

13

21

2

8

10

14

22

3

11

15

4

12

16

5 6

19. Sex?

Female Male

20. Age?

16-18 35-4419-21 45-5422-29 55-6130-34 62 or over

21. Residence: Where do you live?

22. Library Use: Do you have a public library card?

Yes No

23. On the average, how often do you use public libraries?

Once a week or moreTwice a monthOnce a monthOnce every 2 or three monthsOnce every 6 months3 or LI times a yearLess than once a yearNever103

.4411

ices



SIGI USER EVALUATION

1. How did you learn about SIGI?

NewspaperRadioFlyer in libraryFlyer in communityAgency referralOther (explain)

NotYes No Sure

2. Did SIGI provide you with helpfulinformation about occupations?

3. Did using SIGI give you a clearer idea ofthe'satisfactions you want from anoccupation?

4. Did using SIGI help you determine whichoccupations fit your values?

5. Did using SIGI give you a better idea ofthe advantages and disadvantages ofdifferent occupations?

Employment Status

14. Are you presently employed? (Check only one.)

Employed, full-timeEmployed, part-timeHomemaker

RetiredUnemployedStudent, full-time

15. If employed. what is your prcsent occupation? (Give jobtitle, not type or name of employer.)

16. If unemployed, homemaker or full-time student, haveyou ever been employed?

Yes No

17.

18.6. Did using SIGI help you develop'a better

understanding of how to combine theinformation you have about occupationsand yourself for the purpose of making acareer choice?

7. Have you made or do you think you willmake any career decisions based onwhat you discovered through SIGI?

8. Did you enjoy using SIGI? 19. Sex?

Female Male

If you are unemployed, a homemaker, or a full-time studentwho has previously been employed, or if you are retired,what was your former occupation? (Please give job title oflast position held.)

Please circle the last year of school attended.DegreesObtained

Elementary school 1 2 3 4 5 6

Junior high school 7 8

High school 9 10 11 12

College 13 111 15 16

Post-graduate 21 22

9. How easy was SIGI to use? (Please put an "X" at theappropriate point on the scale below.)

VeryEasy '

1.0

Very1

I

ryDifficult

2.0 3.0 4.0 5.0

10. Overall, how would you rate SIGI as a career informationand guidance tool?

Excellent Very good Good

Fair Poor

11. Are you involved in career counseling of any kind?

Yes No

12. Would you be interested in meeting with a career counselorto discuss the information you obtained from SIGI?

Yes No Uncertain

13. How could SIGI be improved? What would have made itmore useful to you?

20. Age?

16-18 35-4419-21 45-5422-29 55-6130-34 62 or over

21. Residence: Where do you live?

22. Library Use: Do you have a public library card?

Yes No

23. On the average, how often do you use public libraries?

Once a weekTwice a monthOnce a monthOnce every 2 or three monthsOnce every 6 months

0 93 or LI times a year

1 Less than once a yearNever

BUSINESS REPLY MAILFIRST CLASS PERMIT NO. 115

POSTAGE WILL BE PAID BY ADDRESSEE

LOGAN, UTAH

Intermountain Community Learning and Information ServicesMulti-State Office.UMC 0745College of Humanities, Arts and Social Science!Utah State UniversityLogan, Utah 84321-9981

SIGI USER EVALUATION

1-10 tinh.i..1..11.1.1,1111111111111111111111111111111

NO POSTAGENECESSARY

IF MAILEDIN THE

UNITED STATES

1110111.111101111111M10

IntermountainCommunity Learning

and InformationServices

State Universities Provide a Window on the World for RuralResidents of Colorado, Montana, Utah, and Wyoming

.0 4f ,

$4:to-7

APPLICATIONBRIEF

AST PY NDR 111

EDNpersed across the 430,000 squaremiles of mountain, desert, and open:-ange of Colorado, Montana, Utah,

and Wyoming live some 5.5-million people.Educating these rural populations is animportant part of the charter of the land-grant institution in each stateColoradoState University,. Montana State University,Utah State University, and the University ofWyoming.

Representatives from the four land-grantuniversities and state libraries met in 1980to discuss providing education and informa-tion to remote intermountain communities.They focused on how new computer andtelecommunications technologies couldbetter accommodate the requirements of themulti-state area.

:

The Intermountain Community Learningand Information Services (ICLIS) projectemerged in late 1985 as a multi-facetedpartnership between private and publicenterprises. Funded by the W. K. KelloggFoundation, Battlecreek, MI, ICLIS is afour-year pilot project aimed at transform-ing rural community ,libraries into dynamic,;,;educational information Centers. ;,The ICLIS Multistate Office, situated on the400-acre Logan campus of Utah StateUniversity, provides the technology assess-ment and network development leadershipto promote multi-state resource sharing. Itcoordinates the activities of the other stateoffices located on other campuses at FortCollins, CO, Bozeman, MT, and Laramie,WY.

MONTANA

A total of eight Community Learning andInformation Centers have started serving therural communities of Vernal and Price inUtah, Meeker and Craig in Colorado,Hamilton and Libby in Montana, andDouglas and Rawlins in Wyoming.

WYOMY NG

ICLIS' MULTISTATE OFFICE ISLOCATED ON THE LOGANCAMPUS OF UTAH STATEUNIVERSITY.

COLORADO

Cover photograph copynght The Image Rue

112 4.%i C Y AVAILAM F

Education and access to information remain vitallyimportant components for both urban and rural de-velopment. In rural intermountain communities,sparse populations, great distances, and, at times,forbidding weather complicate the delivery of educa-tion and information.

The goal of the Intermountain Community Learningand Information Services (ICUS) project is improv-ing and enhancing the education and informationresources available to rural residents through theirlocal libraries.

Microcomputers and telecommunications are centralto the ICLIS strategy. Modern technology is helpingto deliver educational offerings from the land-grantuniversities of Colorado, Montana, Utah, and Wyo-ming to remote locations. Great distances, stateborders, and rugged terrain no longer are barriers toeducational opportunity.

Local library learning and information centerslinked to university libraries through IBM personalcomputers now aid students pursuing academicdegrees. Community learning specialists electroni-cally coordinate sharing of library resources in thefour states and provide online access to commercialdata previously not available in the community.

IBM personal computers at ICLIS remote sites offerrural residents a "window on the world" throughwhich to pursue life-long learning and professionaldevelopment without compromising their chosenli Fes!y

Stanford Cazier, president of Utah State University,sees the ICLIS project as a far-reaching initiative in theevolution of distance education. Beyond offering ruralresidents an opportunity for expanding their educationthrough university outreach degree programs, ICLISresponds to a broader informational need. It addressesreal up-to-the-minute problems individuals and busi-nesses face in remote, often economically depressed,communities.

"We are trying to revitalize these rural librariestransform them into something that they have neverbeen," says Cazier. "Instead of just maintaining a

Recognizing theEducation andInformationRequirementsof RuralCommunities

ht.1 414'

STANFORD CAZIER IS PRESIDENTOF UTAH STATE UNIVERSITY.

limited hard-copy collection and a few periodicals,librariesthrough ICLIS' learning and resource cen-terscan deliver a whole array of information."

To optimize its effectiveness, ICLIS adopted an ap-proach extending beyond individual universities and theconfines of state borders. "If Utah communities havethis need," notes Cazier, "we can assume that similarconditions exist in other states around us. Wouldn't webe better leveraged if we networked and conducted ajoint effort in the suriounding states?"

As ICLIS unfolded, John Snider, president of ColoradoState University; William Tietz, president of MontanaState University; and Roland Barden, president of theUniversity of Wyoming, joined the 1CLIS project man-agement board chaired by Cazier.

3

A Focus on People Helping Themselves

Arlon Elser, program director for the W. K. KelloggFoundation, describes one of the driving interests of thefoundation as "motivating people to help themselves."

" 'We know so much better than we do.' " quotes Elser,"That is what W. K. Kellogg wrote. He wanted hismoney to apply knowledge and to solve problems."

In funding ICLIS, Elser says the W. K. Kellogg Founda-tion saw an opportunity to build upon two institutionsnearly 125 years oldthe community public libraryand the cooperative extension service of the land-grantuniversities. Rural libraries could benefit from anexpanded concept of serviceone which involvededucating, counseling, and informing. And so withICLIS, the concept of learning resource centers blos-somed.

"There is a brokering function that these learningcenters providelargely made feasible by interactivemicrocomputers," says Elser. "Libraries can't afford toacquire everything, yet if they can access the informa-tion available somewhere else, and deliver it along withindividual programs of instruction from the land-grantuniversities, the project will succeed and spread else-where."

A Focus on Resource Sharing

"The sharing of education and training programs andlibrary and information resources among states and ruralcommunities is a major thrust of the ICLIS project,"according to Bryan R. Spykerman, multistate projectmanager.

"To accomplish this goal, ICLIS has completed severalproject objectivesthe implementation of a computernetwork, the training of ICLIS community specialists inthe use of computer and distance learning technologies,and training in the access of national informationaldatabases," says Spykerman.

The ICLIS Multistate Office serves to coordinate effortsamong the states and to provide support services to staleleaders and ICLIS community specialists.

4

114

ARLON ELSER, (ABOVE)PROGRAM DIRECTOR

FOR THE W. K. KELLOGGFOUNDATION, WHICH IS

FUNDING THE FOUR-YEAR PROJECT, SEESICLIS AS A SELF-HELP

APPROACH INVOLVINGCOMMUNITY PUBLIC

LIBRARIES AND COOP-ERATIVE EXTENSION

SERVICES OF THE LAND-GRANT UNIVERSITIES.

BRYAN R. SPYKERMAN,ICLIS MULTISTATE

PROJECT MANAGER.PERCEIVES THE SHARINGOF INFORMATIONAL AND

EDUCATIONAL RE-SOURCES AS A MAJOR

RESPONSIBILITY.

(,10!'<

11101r..00

Glenn Wilde, associate dean for extension and life-spanlearning at Utah State University, grew up in rural Utahwhere the nearest library was small and inadequate."Other students from towns with larger libraries ap-peared better prepared and seemed smarter," recallsWilde, ICLIS' principal investigator. "That's why I gotinvolved with this program."

Wilde started formulating the ICLIS concept in 1976. Atthe time, he was developing an external degree programto deliver credit and non-credit courses to rural Utah.But adequate information resources to support such in-struction were missing, so he started investigating theinstallation of telecommunications equipment at librarysites.

Libraries, says Wilde, were an obvious choice for theICLIS project. They were under utilized, had space, andcould be renovated. Importantly, they were the firstplace people went for information.

A Higher Qualityof Life for RuralCommunities

GLENN WILDE, ASSOCIATE DEANFOR EXTENSION AND LIFESPANLEARNING AT UTAH STATE,CONDUCTS A WORKSHOP USINGTELEPHONE LINKS TO CARRYVOICE AND DATA COMMUNICA-TIONS TO REMOTE ICLIS SITES.

A Three-Step Implementation Process

Two realizations prompted Wilde to broaden his con-cept: 50% of the people who went to local librariesdidn't find the information they wanted; and it was notdegree-seekers alone who needed information, but theentire community. "My ideas for ICLIS 'exploded at thetime," recalls Wilde, who says the project evolved inthree distinct phases.

"First we trained community specialists to use IBMpersonal computers as information tools, and to assesslocal needs for information," says Wilde. "We had tomarket those services to the local community to buildsupport for, and awareness of, the local learning re-source center."

Teaching local residents to use IBM personal computersbecame the second phase. "Not many rural individuals

115 5

knew much about computers," comments Wilde. "Simi-lar to here at the university, we found that it was neces-sary to provide training to get the equipment used."

The final phase was delivering workshops, courses, andacademic programs using the computing tools installedat each ICLIS site. Local residents now can receiveinstructional course work from the land-grant universi-ties, or individual educational programs to help themperform their jobs better.

Beginning in fall 1987, Utah State started using theOptel Telewriter 3 PC System to deliver course workover telephone lines to IBM personal computers in-stalled at ICLIS sites. With an image-capture board andan attached graphics tablet, an instructor can illustrateconcepts and teach students at several remote sites.

"The software-based, interactive communicationssystem can deliver electronic blackboard, microcom-puter-generated images, 2nd still-framesfrozen videoimages or picturesone a time. It is a one-way videoand two-way audio channel that provides our instructorsand students with point-to-multipoint interactivity on anIBM personal computer," explains Wilde. "Through it,we funnel educational programs to ICLIS sites."

A Partnership With the State Library

Amy Owen, Utah's state librarian, considers the statelibrary a full partner in ICLIS. From her first meetingwith Wilde in 1978, Owen was keenly interested in theproject. "The need to access information today is notconfined to university campuses. A myth persists thatrural America's information requirements are fairlysimple. Nothing can be further from the truth."

6

MONTANAre:

.WYOMING.

L

Montana StMe University(Bozeman)

Rawlins(Carbon County)

.

COLORADO

116

ICLIS LOCATIONSCARBONCOUNTY WY PUBLIC LIBRARY(TOP) AND THE STRAND UNIONBUILDING ON THE CAMPUS OFMONTANA STATE UNIVERSITY.

AMY OWEN,UTAH'S STATELIBRARIAN, SAYSTHAT LINKINGWITH THEUNIVERSITIESTHROUGH ICLISHAS GIVEN THELIBRARY ANEDUCATIONALDIMENSION THATSTRENGTHENSITS ROLE INRURAL LIFE.

l4110114111ilmo

WYOMING ICLISSPECIALISTS BILLVASEY OFRAWLINS ANDNORA KINGREYOF DOUGLAS(ABOVE) UTILIZECOMPUTERS TOEXPAND LOCALINFORMATIONSOURCES. KEITHcorrAm, DIREC-TOR OF THEUNIVERSITY OFWYOMINGLIBRARIES, (LEFT)BELIEVES THATTHE PUBLICLIBRARY IS AMAJOR SUPPORTFOR LIFELONGEDUCATION.

Owen recognized that a beneficial synergism coulddevelop when an ICLIS site is placed inside a rurallibrary. "The library is the local institution that servescommunity residents from the cradle to the grave," sheobserves. "By giving us an educational dimension, theuniversity link complemented our interest in improvinglibrary services and a strong partnership emerged."

Utah's state library acts as a consultant to local commu-nity libraries. Through ICLIS, a full-time staff memberacts as a liaison with other state libraries and orients andtrains site coordinators. "If the coordinators identifycitations that are not available locally, we assist them inretrieving that information from elsewhere in the UnitedStates," says Owen.

Rural Libraries: Key Partnersin Lifelong Learning

Keith Cottam, Wyoming ICLIS state leader anddirector of the University of Wyoming Libraries,sees ICLIS as a project which is facilitating en-hanced library and educational services for ruralcommunities. "The project is based on a primaryassumption that libraries, particularly rural libraries,should be key partners in the lifelong learningprocess," says Cottam.

Nora Kingrey, ICLIS community specialist inDouglas, WY, sees the project supporting residents'needs for education. "A local nurse attempted to geta Master's degree from the University of Wyoming,but was unable to complete her degree becausetravel to the institution would have been a hardshipfor her family. She then enrolled in an independent-study program at the University of Minnesota andhas attributed her successful completion of theprogram to her access to information through theICLIS library learning center," notes Kingrey.

Bill Vasey, ICLIS specialist in Rawlins, is workingwith local employers to conduct needed training andeducation programs via the ICLIS distance learningsystems. "One of the primary needs in this energy-producing community is providing training inhazardous waste and safety regulations," says Vasey.In addition, he is offering courses in management,and computer training for managers in word proc-essing and spreadsheets.

117BEST COPY AVAILABLE

RICHARD HAYCOCK, ASSOCIATEDEAN AT UTAH STATE UNIVERSITYAND CO-PRINCIPAL ICLIS INVESTI-GATOR, WANTS ICLIS SITES TO BE

OF ASSISTANCE TO THE UNEM-PLOYEDFOR RETRAINING,

FINDING WORK, AND COPINGWITH RELOCATION.

ran* Mow^.

A Center for Social and EconomicProblem Solving

,

Richard Haycock, associate dean at Utah State Univer-sity and the co-principal investigator of ICLIS, antici-pates that each learning resource center will assume agreater share of each community's social and economicfocus. It is a natural evolution, according to Haycock,simply because local communities will support ICLISactivities when the Kellogg pilot project ends.

"If we don't infuse new form and function into thelibrary, it will die. People will find other ways to getinformation themselves," says Haycock.

"What happens to the farmer or miner now out of work?Where do the unemployed fin I information about newcareers in a remote community? ICLIS sites in Utah can

8

118

$

6 0

..se:Ar AI

help the unemployed retrain, find work, and cope withrelocation using an interactive, microcomputer-basedprogram,"says Haycock.

SIGI Plus* (System of Interactive Guidance and Infor-mation), an annually up-dated interactive computerprogram, can counsel and advise adults strugglingthrough career changes. Colorado ICLIS sites opted fora similar program called Discover.'

To serve the grow ig needs of the state's laral residents,Utah State introduced an electronic distance-educationsystem in 1984. K iown as COM-NET, the system usestwo-way audio tc:conferencing, electronic blackboards,

SIGI Plus is a trademark of Educational Testing Service (F.TS)' Discovefiis,4 trademark of American College Testing (ACT)

-

rai air-

It%Oft,

ply434fit

'47

44'

KEN MARKS, UTAH STATEUNIVERSITY LIBRARIAN, WANTSTO MAKE LIBRARY RESOURCESAVAILABLE TO REMOTE STU-DENTS WHO NEED THEM FORCOURSE WORK.

STEVE NIELSEN, FISCAL OFFICERAT UTAH STATE 'S MERRILLLIBRARY, HAS ESTABLISHED ANELECTRONIC BULLETIN BOARDTO GIVE REMOTE USERS BETTERACCESS TO LIBRARY RE-SOURCES.

Distance Education:Plugging RuralCommunities intoUniversity Informa-tion and EducationResources

slow-scan video, fax machines, and VHS and audio-cassette recorders to simultaneously teach students at17 remote sites in rural Utah.

Since COM-NET started, enrollment has increasedsteadily to more than 780 during the fall 1987 quarter.Students may pursue eight upper-division Bachelor'sand Master's degree programs. "For rural Utah, thosestatistics are impressive. Students come back to us, andthey learn as well as if they were taught face-to-face,"says Alan Seamons, COM-NET director.

Despite this progress, the qUality difference betweenattending classes on or off campus remains a continuingconcern among educators. One of the most criticaldifferences, according to Ken Marks, Utah State Univer-sity librarian and head of the Merrill Library learningresource center at Logan, is not having access to aresearch library. "Professors just assume the resourcesare available to remote students.

"Tapping into a major academic library provides anopportunity previously unavailable to a small commu-nity library," says Marks. "And being networked toremote communities enables us to creatively apply newtechnologies to effectively disseminate information."

Now remote users can browse through the MerrillLibrary catalog using IBM personal computers at ICLISsites. Steve Nielsen, fiscal officer at the Merrill Library,operates an electronic bulletin board accessible 24 hoursevery day of the week. "Distance learners may placereferences on hold, ask questions, or list requesteditems," explains Nielsen.

Every evening, 80 to 90 messages from 14 different sitesstream into Nielsen's microcomputer via modem. "Weaccomplish this for 13 cents a night. Had we opted for amainframe approach, it would have required hard wiringand being online all the time," notes Nielsen.

To cut telephone costs, Nielsen is loading records of thelibrary's audio/visual collection onto 15-megabyteSysgen DuraPak' cartridges. The cartridges are updated

' Sysgen DuraPak is a trademark of Sysgen Inc.

1.19,EEST COPY AVAILABLE

9

quarterly and mailed to each ICLIS site. "Remote userscan review the collection and request specific materialover the network," says Nielsen.

"Using an IBM personal computer for research andinstruction is technology integration that will draw thelibrary and the extension service closer together, saysMarks. "If it becomes irrelevant to the user whichfunction they are dealing withif they just recognizeICLIS as an information sourcethen the project is asmashing success."

Promoting Inter-StateEducational Cooperation

Charles Neidt, ICLIS' state .leader for Colorado, andPreston Davis, director of instructional services at Colo-..rado State University, anticipate playing an importantrole in the delivery of educational services thmughICLIS. They are advancing satellite downlinks as afuture integral part of each ICLIS site.

"We should be dropping courses into ICLIS siteselectronically from satellites, and provide the where-withal for sites to originate programming as well," saysNeidt. "Eventually, through local cable companies andcomputer networks, programming could reach directlyinto community homes."

Davis concedes it is not yet economical to use satellitesand transponders to reach a handful of sites. But asICLIS spreads, and as programming activity increases,that will change.

Funds already have been appropriated for a ColoradoState University and University of Wyoming microwavelink. The two universities also are collaborating onseveral credit courses and other cooperative educationalventures.

Today, Colorado State classes are reaching ICLIS sitesthrough the State University Resources in GraduateEducation (SURGE) program. "Live" classes taught inspecial audio/visual classrooms are videotaped and thetapes, along with lecture handouts, are shipped toremote educational sites. There, students view theprofessor's lecture, blackboard presentation, and hearthe classroom discussion. "The distance-students receivethe same classes that are taught on campus," says Davis."Through ICLIS, SURGE can spread to many morerural intermountain communities."10

CHARLES NEIDT. ICLIS'STATE LEADER FOR

COLORADO, IS INVESTI-GATING SATELLITE

COMMUNICATION AS AWAY TO DELIVER EDU-CATIONAL PROGRAM-

MING DIRECTLY TOCOMMUNITY HOMES.

17-

"`,1'.4

1 0

PRESTON DAVIS, DIRECTOR OFINSTRUCTIONAL DEVICES ATCOLORADO STATE UNIVERSITY,OVERSEES VIDEOTAPING OF"LIVE" CLASSES FOR LATERSHOWING AT REMOTE EDUCA-TIONAL SITES.

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.00 ,52.

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BRETT DEARMAN, ICLISSPECIALIST, USES ACOMPUTER-DRIVENVIDEO PROJECTOR ANDMICROCOMPUTERWORKSHOPS TOINTRODUCE BUSINESS-MEN AND ADULTLEARNERS TO EDUCA-TIONAL OPPORTUNTIESAVAILABLE THROUGHTHE ICLIS PROJECT.THE ICLIS SITE AT THEUINTAH COUNTY LI-BRARY (LEFT) INVERNAL. UT.

ICLIS is at theFront Lines ofRural InformationDissemination

When asked where the Utah town of Vernal was, a UtahState professor hesitated, and then said: "Out where thedinosaurs lived."

Vernal, a town of 6,000, does lie at the foot of theDinosaur National Monument, hundreds of miles south-east of Utah State's Loga campus. Yet, ICLIS specialistBrett Dearman doesn't fear his town's remote locationlimits educational or informational opportunities.

The ICLIS site, located in the Uintah County Library,has a collection of public-domain software for its threeIBM personal computers. Ongoing microcomputerworkshops introduce new users to the resources. Dear-man is setting up ICLIS sister sites at the local highschool and at the Utah State Roosevelt extension facilityseveral miles outside of Vernal.

Who are his customers? "It is a toss up between thebusinessmen and the adult learners going back toschool," replies Dearman. "They come back for infor-mation. Not only do I provide answers, but I pitch theeducational opportunities available through the system."

Teachers are among those most interested in continuingeducation, observes Dearman. "Vernal has had astruggle keeping teachers because it is difficult for themto maintain certification. The system will provide avariety of classes, and we may acquire more resourcesto offer several courses simultaneously."

Vernal has responded well to Dearman's ability tobroker information. After searching the Medline'medical database, he warned residents of the dangerwhen Chloridane, a pesticide, was misapplied in anoffice to kill termites. "There was no other way to findthat informationthe pertinent reference was less than amonth old," says Dearman.

Uinteh CountyLibrary

Nernst)

121

Medline is a trademark of the National Library of Medicine

EEST COPY AVAILABLE

11

Serving Some Needs in a Small Town

Ed Nickel is the coordinator of the ICLIS learningresource center in Meekera small town of less than2,000 in western Colorado. The Fairfield Center, acommunity facility, houses the library, senior citizens'center, community-college outreach office, meetingrooms, and the IC? S office.

As is the case at other ICLIS sites, Meeker's microcom-puter resources consist of three IBM personal comput-erstwo with 20-megabyte (MB) hard disks; one with a15 MB Sysgen cartridge. Two of the microcomputersare in the library, where Meeker residents use one forpublic access and the other for interlibrary loan requestsand as a resident machine for the Discover career-counselling program.

Educational assistance is the most frequent request atthe Meeker ICLIS site, according to Nickel. While someresidents have inquired about PhD programs, mostwould simply like to complete work on college degrees."We anticipate Discover will be used by residents tobroaden their skills," he says. "The Meeker area washeavily dependent on energy businesses and now suffersfrom widespread unemployment in that sector."

Although all present course offerings come from Colo-rado State, Nickel foresees participation by all four stateuniversities. "They are working out agreements totransfer credits so a student could take an Utah Stateoffering for credit at Colorado State and vice versa."

Helping residents in a small community like Meekeralso means solving some very down-to-earth problems."In our most ambitious project we are showing a localpastor how to maintain his parish mailing list on one ofour IBM personal computers," reports Nickel.

.Nickel's prowess in searching the Med line databasehelped a sheepherder save his lambs from a deadlyvirus. "The rancher's veterinarian made hundreds ofdollars in phone calls, but came up with no answers,"explains Nickel. "We searched online and retrieved 50citationsone listed a successful vaccine. It was exactlythe information he needed."

12

o

Douglas/ (Converse County)

Wm. Coe Uttar),(Laramie)

Cheyenne

ICLIS SITES IN WYOMING INCLUDETHE CONVERSE COUNTY PUBLIC

LIBRARY (ABOVE), THE STATELIBRARY IN CHEYENNE (RIGHT),AND THE WILLIAM ROBERTSON

COE LIBRARY AT THE UNIVERSITYOF WYOMING (BELOW).

122

A Multi-Faceted Sourcefor Education and Inform Hon

Isolation, according to Niki Mott, coordinator of theICLIS learning resource center in Craig, is one of theunique aspects of living in this town of 6,000 nestledamidst the rolling range of northwest Colorado. "Youcan go a few miles out of town, stand on a hill, and notsee anything but open space," says Mott.

Educational opportunities are attracting customers to herICLIS learning resource center. Already 360 potentialstudents have inquired about undergraduate or graduatecourses. "Many people with good jobs realize they canadvance further with more education, while the unem-ployed feel they can market themselves better," explainsMott.

Gary Stubblefield, vice president of operations atTrapper Mine, and Dave Van Sant, assistant superinten-dent of schools in Craig, provide two examples.

Stubblefield would like to earn a Master of BusinessAdministration degree, which could open the door to atop management position at the coal mine where he isemployed. "This site acts as a support center for mySURGE courses," explains Stubblefield. "Because I can

NIKI MOTT, COORDINATOR OFTHE ICLIS LEARNING RESOURCECENTER IN CRAIG, HAS HADHUNDREDS OF INQUIRIES ABOUTUNDERGRADUATE AND GRADU-ATE COURSES IN THIS ISOLATEDINTERMOUNTAIN COMMUNITY INNORTHWEST COLORADO.

interact with other students, or call the professor prior tothe next lecture, I don't feel cut off from the rest of myclass."

Dave VanSant is finishing his doctorate at the Universityof Colorado. Microcomputers at the learning resourcecenter provide him with access to research resourcesthat otherwise would only be available at the Bouldercampus. "My professors didn't think I could conductresearch from Craig," he says. "But with Mott's assis-tance, I searched all the academic libraries in Coloradoand received all the references I requested."

123

Keli Stoddard has no immediate plans for furthereducation, yet she regards the ICLIS center as a hedgeagainst intellectual stagnation. Having moved to Craigfrom a more urban setting several years ago, she feltfrustrated by the lack of educational opportunities tofurther her undergraduate chemistry education. "I need aplace to express my interests," reflects Stoddard. "Afterraising my family, I would like to have a place where Ican explore what new horizons might exist."

Stoddard's husband Jeff, a commercial illustrator whohas designed much of the promotional material for theresource center, is using ICLIS' information retrievalcapabilities to the town's advantage. He has formed a

13

COMMUNITY SPECIALIST NANSURODDY OF HAMILTON, MT, LEADS

A DISCUSSION OF COMMUNITYNEEDS WITH SPECIALIST KARENLOCKE OF LIBBY AND MONTANA

STATE LEADER ALAN GOODMAN.

__.mazweNN

committee to turn an abandoned railroad car into a townattraction. Mott helped him search a database forpossible grants to fund its restoration.

Bob Richards, who owns a nursery in Craig, used ICLISto advantage in his business. He questioned some of theadvertising claims for a new synthetic polymer and didnot want to recommend the product without first verify-ing the claims. Richards was amazed when Mott'smicrocomputer search retrieved 35 references to thepolymer, revealing that the product was not all themanufacturer claimed.

"Finding that out before recommending the product tomy customers was super," says Richards. "In this busi-ness, everyone with problems wants to talk to thenursery expert. To think that this type of information isreadily available has been a real eye-opener for me."

Enhancing Rural Economic Development

ICLIS information services have been effectively usedto assist rural entrepreneurs, strengthening rural econo-mies. ICLIS Specialist Nansu Roddy in Hamilton, MT,has assisted several individuals at the grassroots level."About a year ago a resident of Hamilton came to the

14

ICLIS Learning and Information Center to seek market-ing assistance for an ice cream business venture usingpassed-down recipes," explains Roddy. "We were able toget information using online resources to assist thedevelopment of this venture and, now a year later, thebusiness is successful and growing."

Recently, Roddy was able to help a Hamilton residentprepare for a job interview. "Supplying product andprofit information about the company was a key factorin this successful application," notes Roddy.

Al Goodman, ICLIS state leader for Montana and deanof extended studies at Montana State University, be-lieves that cooperation among the land-grant universi-ties, state libraries, and communities can promote aresource base to assist in the solution of rural problems."Montanans confront huge geographical distances and asmall population base. The use of distance educationand informational technologies will allow us to aggre-gate populations of users to deliver needed educational/training programs and library resources from Montanaand other participating ICLIS institutions."

12 4

iff)1APY

Attli6'ResourceWehaveSome II

For Tu.We're here to help you:

Update your job skillsWrite a report, or even a bookCreate a business or personal mailing listDiscover what job or occupation is best for '01.1Get the latest information for research, writingprojects, medical or business updates.

Find out where to go for grant moneySet up a budget for your business or homeUse our self-correcting electric typo\ ritesCreate graphs or do calculationsImprove your job-hunting skillsPlay computer gamesWatch Videotapes

I lave you always ':anted to know more about com-puters but were al'raid to ask? Come in and use ourcomputer learning programs lOr a small charge. They'llhelp you get started at your own speed.

Ask about current educational opportunities, creditand non-credit, high school through college.

The Learning Resource Centerin the Library570 Green Streetin Craig

Funded by theWK. Kellogg

Foundation

A PROMOTIONAL PIECE FOR THECRAIG CENTER WAS DESIGNEDBY JEFF STODDARD, A COMMER-CIAL ILLUSTRATOR, WHO HASUSED ICLIS INFORMATION RE-SOURCES TO SEEK FUNDING FORA COMMUNITY-BASED HISTORI-CAL INITIATIVE.

For the Future

Glenn Wilde, principal investigator, thinks the ICLISproject will have a distinct effect on rural libraries andcollege instruction in the future. "Rural libraries willbecome more market oriented and evolve into commu-nity resources for economic growth and development,"he says, "not just because of ICLIS, but in response tomany new options that will follow.

"Campus professors have yet to embrace new technolo-gies for distance learners," observes Wilde. "The newtechnology for delivering information and educationalso will benefit central campus teaching environments."

ICLIS will impact university administrative policies,says Charles Neidt, ICLIS state leader in Colorado. "Weare just starting the paperwork necessary to offer anundergraduate degree without residency on a campus."

Kenneth Marks, Utah State University's librarian andhead of the Merrill Library learning and resources,center, anticipates that the system will be fully satellitedriven by the end of the decade. "Satellite transmissionwon't eliminate other technologies, but it will add atotally new dimension to our operation," he says.

Steve Nielsen, fiscal officer who manages technical inte-gration at the Merrill Library center, sees the currentevolution of technology developments spilling beyondICLIS sites and into rural homes. "By the turn of thecentury," he predicts, "everyone will be able to havesatellite links, a microcomputer, and video recorder toreceive and capture course work. Then you can live in arural area yet remain in touch with the education andinformation resources at distant universities."

For further information contact:Glenn WildeICLIS Principal InvestigatorCollege of Humanities, Arts, and Social SciencesUtah State UniversityLogan UT 84322.0700Telephone: 801 750-1201

12515

= 7 =

International Business Machines CorporationAcademic information Systems472 Wheelers Farms RoadMilford CT 06460

This publication is intended to demonstrate the utility ofIBM products and is not an endorsement of user programs,third-party programs, or systems design. References In thispublication to IBM products, programs, or services do notimply that IBM Intends to make these available In allcountries In which IBM operates.

8/88 Printed In USA GK21-0067-00

126

Gle 1 -01367-1313


Multi-State OfficeUtah State University

Logan. Utah 84322-0745(801) 750-1134

FACT SHEET

Project.Mission

To improve the development and delivery of educational and informa-tional services to rural communities through the effective and efficientapplications of distance learning technologies. The IntermountainCommunity Learning and Information Services project demonstrates newmethods to provide educational and informational services and resourcesthrough Community Learning and Information Centers located in localpublic libraries. The rural public library is an existing, locally-supportedresource which through ICLIS developmental processes, networking andresource delivery becomes an information and education utility to servethe whole community.

Project Obiectives

To deliver new educational and informational services to rural communitics tomeet identified needs of local residents.

To develop and/or acquire educational and informational resources and serviceswhich are shared among institutions and rural Community Learning andInformation Centers.

To train Community Learning and Information Specialists within local librariesin the use and applications of informational and distance education technologies.

To strengthen the support for rural education and development among public andprivate sector institutions, providing support for rural revitalization.

To increase private sector partnerships to support education and increaseeconomic opportunity in rural communities.

127

Supported by a Grant from the W. K Kellogg FoundationServing the States of

COLORADO MONTANA UTAH WYOMING

Metlwds for Achieving Objectives

Continuous assessment of rural needs for education, training and informationalservices.

Utilization of computer-assisted access to information, improved interlibraryloan and local collections development as a support to community resourcedevelopment.

Application of compatible and affordable distance educational technologiespermitting the development and sharing of faculty, credit courses and trainingprograms between institutions and communities.

Training of Community Learning and Information Specialists and other rurallibrary personnel to use the technologies, to access external informational sources,and to make the public aware of the new services for problem-solving orlearning, whether self-directed or formal.

Developing partnerships with public and private educational support groups,vendors of technologies and educational services to utilize the networkingsystems and distance learning technologies in support of rural services.

Results

The, cooperative development of the network of rural Community Learning andInformation Centers throughout the Intermountain States will provide a criticalresource for rural revitalization, providing expanded access to problem-solvinginformational resources and a network for the delivery of educational andtraining programs to meet the challenges and demands of rural publics. Theproject further strengthens the cooperation among Land Grant universities, StateLibraries and community libraries and the private sector to strengthen and sharethe resource support to meet rural needs.

The W. K. Kellogg Foundation awarded $2.9 million to develop the ICLIS projectin eight communities in four Intermountain states--Colorado, Montana, Utah andWyoming. The four-year funding supports salaries for Community Learning andInformation Specialists, personnel support at Land Grant universities and StateLibraries, technology acquisition, and program support for state and multi-statedelivery. An ICLIS multi-state coordinating office is located at Utah StateUniversity.

W. K. Kellogg Program Officer: Dr. Arlon E. Elser

Corporate Developmental

IBM is a corporate partner in the development of the ICLIS project, providingICLIS significant discounts on IBM technologies and personnel support forcontinued planning and development of the ICLIS services and networking.

IBM Representative: Esther Hunter, IBM Salt Lake City Branch

128

Current ICLIS Services

Community Learning and Information: Training. Program.

Database Searching Access, Interlibrary Loan through Multi- state. Contractingwith the Bibliographic Center for Research (BCR)

Multi-state Technologies and Software Contracting and Support, includingDIALOG Data Services and SYSGEN Technologies

SIGI-Plus and DISCOVER Programs for Adult Educational Counseling

ICLIS Electronic Mail, Bulletin Board and. Document Delivery Services

Public Access Computers and Software, including WordPerfect, Lotus 123 andpublic domain educational software

Educational Courses and. Programming, including self;study. videotapes, AdultLiteracy Services, and interactive, live courses

ICLIS Consultation, Development and Planning. Support, Technical Application

canag_ti

Glenn R. WildeICLIS Project DirectorMain Building 128Utah State UniversityLogan, Utah 84322-0700(801) 750-1201

Charles 0. NeidtICLIS Colorado State LeaderDirector, Human Factors Research LaboratoryGifford Building, Room 141Colorado State UniversityFort Collins, Colorado 80523(303) 491-1603

Keith M. CottamICLIS Wyoming State LeaderDirector of LibrariesCoe LibraryUniversity of WyomingLaramie, Wyoming 82071(303) 766-3224

Bryan SpykermanICLIS Project ManagerMain Building 128Utah State UniversityLogan, Utah 84322-0745(801) 750-1637

Alan GoodmanICLIS Montana State LeaderDean, Extended studies303 Montana HallMontana State UniversityBozeman, Montana 59717(406) 994-6685

Or Donna WhitsonICLIS Project CoordinatorBox 3334, University StationUniversity of WyomingLaramie, Wyoming 82071(307) 766-4070

1 ,2 9

ICLIS NETWORK

WRDC 80/81 USU001

Survey Instrument

Community Interest Inventory

(Name of Community)

Instructions: This instrument is not designed to give "scientific survey" results for anycommunity among the participating states: rather, it is designed to allow community informationand suggestions coming from a broad-based community constituency. In this communityconstituency, we suggest that the following groups be specifically invited to respond: (a) cityand county government leaders: (b) government employees (Extension, BLM, state): (c) schooladministrators and teachers; (d) professionals (doctors, lawyers, etc); (e) business/technical(industrial, union leaders, etc.); (f) agricultural interests (farmers, ranchers, processors, etc.); (g)librarians and library boards; (h) general and other constituencies fitting local circumstances.

This information is to be used to better facilitate planning and coordLation among community,state and university personnel, and the results of this inventory will be shared in efforts tocooperatively respond to identified needs.

Part I: Utilization of Available Resources

1. During this past year, have you neededinformation (books, articles, pamphlets)which was related to improvement orunderstanding regarding clliployment,profession or elected office:

I. Yes2. No

(If the answer was yes, continue to answerquestions 2-3; if no, skip to question 5)

2. Where did you go to find information in thecommunity? (Mark all appropriate responses)

1. Community Library2. Local School3. County Extension Office4. County Health Agency5. State or County Bookmobile Service6. Federal or State Government Offices7. Sent for information8.

(other, please identify)

3. Were you able to find and obtain theinformation needed:

1. Yes2. Some3. No

4. If yes to question 3, where did you find theinformation? Was it necessary to leave thecommunity')

yes no

5. Have you enrolled in any educational activityin the past year? (By educational activity, itmeans any organized class, individualinstructional program, which is designed toimprove your skills or practices, yourknowledge, or your understandings.)

I. Yes2. No

(If yes, answer questions 6-8; if you respondedno, skip to question 9)

Survey Instrument

6. In these "educational activities" youparticipated in, who sponsored them?(check all appropriate boxes)

1. College/University2. Local School District/Community

Schools3. State and Local Extension Services

(Land Grant Universities)4. Professional Organization (medical,

educational, etc) Unions5. Private Organizations6. Governmental Agencies (federal, state

or local)

7. How was the "educational activity oractivities" presented that you enrolled orparticipated in? (check all appropriate boxes)

0

1. Teacher-Instructed Course (includesdemonstrations)

2. Home or Independent Study (books,assignments)

3. Short-term Workshops4. Conference or Professinal Meeting5. Television, Video-tape, Telephone

Lecture (telelecture)6. On the Job, Inservice Training7.

(other, please explain)

8. What were the reasons you enrolled in theeducational activities? (check allappropriate responses)

1. Personal Interests (reasons of self-improvement, fulfillment, personalsatisfaction).

2. Certification; Recertification;Licensing Requirements

3. Improvement of Professiona orVocational Skills (employmentadvancement)

4. High School Graduation5. College Degree Requirements6. Improvement of Business Practices

(acquisition of management skills)7. (other, pic,;.se explain)

0

Part II: Strengthening LocalInformational Resources: This sectionallows you to respond to what newinformational resources you believe to bedesirable and needed for your community.Check the boxes applicable to yourresponses:

9. Agricultural Information:the informational servicesfollowing topics:

a. crop and animalproduction methods

h. agricultural marketingpractices

c. farm and ranch safetyd. farm and ranch energy

efficiencye. pesticides/chemicalsf. horticultureg. nutrition (improvement

of dietary practices)h. management practices to

increase profits

How do you raterelated to the

Don'tExc Good Fair 1'.or Know0000000000000000000000000000

other, (please specify concerns)

10. Family Health/Medical

a. professional medicalpersonnel for patientdiagnosis

b. family healthinformation

c. dietary and medicalrelated nutrirional/medical problems

d. drug related (forpharmacists, doctors,general public

e.

2

132

Don'tExc rood Fair Poor Know0000000000000000

(other, specify)

11. Community Planning/DevelopmentInformation: Don't

Exc Good Fan Poor Know

a. studies of growth related E.Idevelopment from similarregions

b. population growth anddevelopment andsolutions to impact oncommunity services

c. services (roads fire,library, cultural)

d. city and regionalplanning

DO MC

DE1 El El El

12. Information Concerning EnergyDevelopment and Conservation: Don't

Exc Good Fan Poor Know

a. home and businessenergy conservationpractices

b. alternative energysources, including solar,best exchangers, windpower, among otherresources

c. passive and active solarsystems for home andbusiness use

d. decision-making forenergy-impactedcommunities

e. agricultural energy usef.

DE OD

(other, specify)

Survey Instrument

13. Information for Small Business:

a.

b.

c.

d.e.

managing developingbusinessfinancing anddeveloping smallbusinessmarketing techniquesaccounting practices

Done

Exc Fan Pour Know

(other, specify)

14. Information for Quality Family Life:

a.

b.

Don'tExc Good Fan Poor Know

drug abuse, delinquency 0 0E1 0 0amoug young peopleworking withexceptional andhandicapped children

c. improving parentingd. family finance/

budgetinge. family housing:

residential design andinteriors

f. early childhood andadolescent educationfamily nutritiong.

133

=El El

EEI ElCI OE DOD EC=EDO DMEI OE

Survey Instrument

15. Information About Laws and LawEnforcement

professional informationfor lawyers (case reportsabstracts)general law informationfor pulbic, such as wills,probate tax laws, etc.information related to lawenforcement and publiclawsfederal and stateregulations related to landpolicies, planning andzoning, commerce, etc.

Don'tExc Good Parr Poor Know=00 El

How do you perceive the current educational ortraining programs in your community?

17. Agricultural Education andDon't

Training, Suggested Eon Good Farr Poor Know

Programs: 0E100b,

16. Information Related to General Interests/College Degrees

a. history, government andliterature

b. arts and craftsc. social and economicd. other, please specify

D012%

EiLlE)ffiCEI

=El 00

Part III: Educational and TrainingAssessment: This section addresses yourperceived needs or desires for educational ortraining programs which could be availablethrough a Community Learning Center.Although we wish to evaluate general areas, weinvite you to write in specific educational ortraining program suggesstions. (You mightrefer to Part II on information to suggest interestfocuses. We also recognize that some areas donot relate to your vocation or interests, but theinformation gathered will related to a broadcross-section of your local community).

c.d.

18. Medical Educationaland/or Training,Suggested Prog:

a.

h.c.d.

19. Community PlanningDevelopment Training,Suggested Programs:

a.

b.c.d.

Don'tExc Good Farr Poor Know

0 00 0 0

Don'tExc Good Pair Poor Know

0 00 0 0

20. Small Business, Business& Industry, Suggested Exc Good Fan Poor Know

programs: E100E11=1a.

b.c.d.

21.Family and HumanDon't

Development, Suggested Exc Good Parr Poor Know

Programs: 00000a.

h.c.

d.

22. Legal and LawEnforcement, Health &Safety, SuggestedPrograms:

a.

h.c.

d.

23. General InterestPrograms, includingCollege and UniversityCredit Programs, Non-Credit Programs, In-service Training'rograms, Suggested?rograms:

a.

h.c.d.

Don'tExc Good Fair Poor Know

Don't

Exc Good Fair Pour Know

El DODO

Part IV: General CommunityPerceptions: How would you rate thefollowing human and cultural enrichmentconditions in your community:

24. Library Services

25. Opportunities forcultural activities inmusic, drama, art, etc.

Dor'tExc Good Farr Poor Know


26. Interesting and usefulactivities for retiredpeople

Don'tExc Good Farr Poor Know

El 0E1 El

27. Overall quality ofeducationalopportunities

28. Utilization of schoolfacilities forcommunity programssuch as recreation,meetings and civicactivities

29. Help for persons whoneed advice andguidance in solvinghuman relationshipproblems

30. Local newpapers/radio; Do they keepthe citizens wellinformed aboutcommunity projects,problems, etc

Survey Instrument


El CIO El El


Don't

Exc Good Farr Poor Know

El 1=100 El


E] MEI El

Part V: Personal Data About Yourself:

1. Are you male female

2. What is your present age

3. Do you expect to be living in thiscommunity 5 years from now?

yes IEI no don't know

4. How many years have you lived in thiscommunity?

years all my life

Survey Instrument

S. Are you buying, renting or do you own yourhome?buying renting own

6. What is the occupation of the principal wageearner of the family?

business person or managerialwhite collar (store clerk, secretarial, etc.blue collar (truck driver, labor etc.)agriculture (farmer, rancher)professional (lawyer, teacher, doctor, etc.)studenthomemakerretiredother, please specify

7. What is; our educational status?

below high school 1110

high schoolsome college/technical schoolcollege associate degreecollege bachelor'swork or degree beyond bachelors

6

136

Bibliography


137Va

Bibliography

Annual Reports

1. Colorado ICLIS Project. (1986). 1986 AnnualReport: First Year of Colorado ICLIS.Fort Collins, CO: Colorado StateUniversity.

2. Colorado ICLIS Project. (1987). 1987 AnnualReport: Second Year of Colorado ICLIS.Fort Collins, CO: Colorado StateUniversity.

3. Colorado ICLIS Project. (1988). 1987 AnnualReport: Third Year of Colorado ICLIS.Fort Collins, CO: Colorado StateUniversity.

4. Colorado ICLIS Project. (1990). Final Reportof Colorado ICLIS. Fort Collins, CO:Colorado State University.

5. Montana ICLIS Project. (1986). AnnualReport. Bozeman, MT: Montana StateUniversity.

6. Montana ICLIS Project. (1987). ICLISProgress Report State of Montana.Bozeman. MT: MontanaState University.

7. Montana ICLIS Project (1988). 1CLIS AnnualReport (1988). Bozeman, MT: MontanaState University.

8. Montana ICLIS Project. (1990) ICLIS FinalReport. Bozeman, MT: Montana StateUniversity.

9. ICLIS Project. Multistate Office. (1986). FirstYear Report. Logan, UT: Utah StateUniversity.

10. ICLIS Project. Multistate Office. (1987).Second Year Report. Logan, UT: UtahState University.

11. ICLIS Project. Multistate Office. (1988). ThirdYear Report. Logan, UT: Utah StateUniversity.

12. ICLIS Project. Multistate Office. (1989).Activity Report. Logan, Utah: Utah StateUniversity.

13. ICLIS Project. Multistate Office (1991). FinalActivity Report (Aug. 1991). Logan, UT:Utah State University.

14. Utah ICLIS Project. (1986). First Y ear Report.Logan, UT: Utah State University.

15. Utah ICLIS Project. (1987). Second YearReport. Logan, UT: Utah State University.

16. Utah ICLIS Project. (1988). Third YearReport.Logan, UT: Utah State University.

17. Utah ICLIS Project (1989). Fourth YearReport. Logan, UT: Utah State University.

138137

18. Utah ICLIS Project. (1991). Final ActivityReport. Logan, UT: Utah State University.

19. Wyoming ICLIS Project. (1986). 1986Wyoming ICLIS Budget Report. Laramie,WY: University of Wyoming.

20. Wyoming ICLIS Project. (1987). WyomingICLIS Activities Report. Laramie, WY:Wyoming Project Office.

21. Wyoming ICLIS Project. (1988). WyomingICLIS Annual Report. Laramie. WY:Wyoming Project Office.

22. Wyoming ICLIS Project. (1989). Wyoming"ICL1S Annual Report. Laramie, WY:Wyoming Project Office.

138

139

Mid-Year Reports

23. Colorado ICLIS Project. (1987). Report onGoals and Activities at the ColoradoICLIS Project Sites (December 1986 toJune 1987). Fort Collins, CO: ColoradoState University.

24. Colorado ICLIS Project. (1988). Report onGoals and Activities at the ColoradoICLIS Project'Sites (December 1987 toMay 1988). Fort Collins. CO: ColoradoState University.

25. Colorado ICLIS Project. (1988). Report onGoals and Activities at the ColoradoICLIS Project Sites. Fort Collins, CO:Colorado State University.

26. ICLIS Project. Multistate Office. (1987).ICLIS Multistate Office Mid-Year Reportof Activities. Logan, UT: Utah StateUniversity. Note: 2 Copies.

27. ICLIS Project. Multistate Office. (1988). Mid-Year Report of Activities. Logan, UT:Utah State University.

28. ICLIS Project. Multistate Office. ( 1989). Mid-Year Activity Report. Logan, UT: UtahState University.

29. Utah ICLIS Project. (1987). ICLISIUtahMid-Year Report of Activities. Logan, UT:Utah State University.

30. Utah ICLIS Project. (1987). ICLIS Mid-YearReport of Activities. Logan, UT: UtahState University.

31. Utah ICLIS Project. (1988). Utah ICLIS M id-Year Report of Activities. Logan, UT:Utah State University.

32. Wyoming ICLIS Project. (1988). Report onActivities at the Wyoming ICLIS ProjectSites Laramie, WY: University ofWyoming.

140139

Other Reports

33. Ad Hoc Evaluation Committee. (1987).Proposal for the Evaluation of theIntermountain Community Learning andInformation Services Project. Logan, UT:Utah State University.

34. Colorado State University. (1990). Divisionof Continuing Education. Guidelines forSite Coordinators. Fort Collins, CO:Colorado State University.

35. Montana ICLIS Project. (1987). MontanaICLIS Report. Bozeman, MT: MontanaState University.

36. ICLIS Project. Multistate Office. (1986).Request for Proposal. Logan, UT: UtahState University.

37. ICLIS. Utah State University CooperativeExtension Services, and Utah StateGovernment, Division of Community andEconomic Development. (1990).Demonstration ofEconomic DevelopmentProblem Solving at a Distance. Logan,UT: Utah State Unversity.

38. Wyoming ICLIS Project. (1990). FinalReport of Projects Funded by ICLISMultistate Office. Laramie, WY:University of Wyoming

39. Wyoming ICLIS Project. (1989).IntermountainCommunity Learning andInformation Services: An EvaluationReport for the Wyoming Project..Laramie, WY: University of Wyoming.'

40. Proposal for Project Management BoardEvaluation Coordinator Position.(1988). Ann Arbor. MI: FormativeEvaluation Research Associates.

140

141

Video Tapes

41. Colorado ICLIS Project. Marketing forSmallCommunities: Part 1 - MarketingSuccess Stories, Part 2 - The MarketingPlan, Part 3 - Advertising andPromotion. Fort Collins, CO: Office ofInstructional Services, Colorado StateUniversity.

42. Colorado ICLIS Project. ICLIS ArchivalTape: 1: Toward theFuture: The ICLISExperience, produced by Utah StateUniversity; 2. A Wyoming Experience,produced by the University of Wyoming;3. Craig Learning Resource Center,produced by Joy Dellis of Craig, CO andUtah State University; 4. The ICLISProject at the Bitterroot Public Library:A New Era in Rural Public Libraries,produced in Hamilton, MT by MontanaState University; 5. A DistanceTeachingSystem - OPTEL, produced by MontanaState University; 6. Response to aCritical Educational Need, produced byColorado State Unviersity.

43. Colorado ICLIS Project. The People'sUniversity, a promotional tape for use bylocal public libraries, Fort Collins, CO:Office of Instructional Services,Colorado State University.

44. ICLIS. A View to the Future: CommunityLearning Centers. Logan, UT: UtahState University.

45. ICLIS. Intermountain Community Learningand Information Services. Logan, UT:Telecommunications, Utah StateUniversity.

46. ICLIS Video Series: 1. The ICLISConcept, 2. Building Support in theCommunity, 3. The CommunitySpecialist, 4. Funding: Now to GetIt, 5. Building an Sucess. Logan, UT:Telecommunications, Utah StateUniversity.

47. ICLIS. Introduction to the Optel DistanceTeaching System. Bozeman, MT:Montana State University, ICLISProject.

48. Montana ICLIS Project. Introduction toComputer Modems and Software.Bozeman, MT: Montana StateUniversity.

49. Montana ICLIS Project. TerminationWithout Litigation. Bozeman, MT:Montana State University.

50. Montana ICLIS Project. (1987). NursingApproaches .to Quality Care of theElderly. Bozeman, MT: Montana StateUniversity.

51. Wyoming ICLIS Project. ICLIS- AWyomingExperience. Laramie, WY: Universityof Wyoming.

141

142

Manuals

52. ICLIS. Marketingfor Small Communities: AThree Phase Video Presentation. FortCollins, CO: Colorado State University.(Accompanied by video tape).

53. ICLIS. Audio-Graphic Familiarization forICLIS Community Specialists. Logan,UT: Utah State University.

54. ICLIS. ICLIS /Kellogg Project: Information,Education, Training for RuralCommunities. Logan, UT: Utah StateUniversity.

55. Utah ICLIS Project. Merrill Library andLearning Resources. Protocols forInterlibrary Loan and InformationServices. Logan, UT: Utah StateUniversity.

56. Johnson, D. A. Distant Learning, ExternalDegrees, and the Non-TraditionalStudent. Bozeman, MT: Montana StateUniversity.

Workshops

57. Christian, D. (Presenter). (1989). StressManagement Workshop. Logan, UT:Utah State University.

58. Osborne, J. (Directorof the Women's Center).(1987). Is Going Back to School for You'?Logan, UT: Utah State University.

Symposium

59. Fellenz, R. A., & Conti, G. J. (editors).(1987). Building Tomorrow's ResearchAgenda for Lifelong Learning. FortCollins, CO: Colorado State University.

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143

Class Schedules

60. ICLIS. (1988). Multistate Class Schedule.(Winter 1988). Logan. UT: Utah StateUniversity.

61. ICLIS. (1989). Multistate Class Schedule.(Summer 1989). Logan. UT: Utah StateUniversity.

62. ICLIS. (1989). Multistate Class Schedule.(Spring 1989). Logan, UT: Utah StateUniversity.

63. ICLIS. (1989). Multistate Office ClassSchedule. (Fall 1989). Logan, UT: UtahState University.

64. ICLIS. (1990). Multistate Office ClassSchedule. (Winter 1990). Logan, UT:Utah State University.

65. ICLIS. (1990). Multistate Class 'Schedule.(Spring 1990). Logan, UT.

66. ICLIS. (1990). Multistate Office ClassSchedule. (Summer 1990). Logan, UT:Utah State University.

Brochures & Handouts

67. ICLIS. Highlights of Third Year Activities.Bozeman, MT: Montana StateUniversity.

68. ICLIS. Intermountain Community Learningand Information Services. Logan. UT:Utah State University.

69. ICLIS. Introducing a New Way to Class UpYour Life in Craig. Craig, CO: LearningResource Center.

70. ICLIS. Response Line: How We SupportYou and Your System. Logan, Ut: UtahState University.

71. Williard, R. (1990). Community AnalysisGuidebook for Rural Public Libraries[Guidebook]. Helena, MT: InformationNow.

72. Montana ICLIS Project. Nursing ApproachesQuality Care for the Elderly. Bozeman,MT: Montana State University.

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Miscellaneous Materials Newsletters

73. ICLIS Project. Multistate Office. CommunityLearning and Information Center. PatronQuestionnaire Summary. [QuestionnaireSummary]. Logan, UT: Utah StateUniversity.

74. ICLIS Project. Multistate Office. CommunityLearning and Information Center.DISCOVER User Evaluation.[Evaluation Form]. Logan, UT: UtahState University.

75. ICLIS Project. Multistate Office. CommunityLearning and Information Center. skyUser Evaluation. [Evaluation Form].Logan, UT: Utah State University.

76. ICLIS. (May 1987 - Winter 1990). ResponseLine News. (v.1, no. 1 14). Logan, UT:Utah State University.

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