A Logic Model Using Theory of Change Applied in Grant Development of Civic Engagement for Racial Justice in Public Libraries

Implications for LIS Education


  • Bharat Mehra University of Alabama
  • Kimberly Black Chicago State University
  • Baheya S. Jaber University of Alabama
  • Kaurri C. Williams-Cockfield University of Alabama




civic engagement, logic model, racial justice, southern public libraries, Theory of Change


This poster highlights insights from application of a logic model using Theory of Change (ToC) applied in ongoing grant development of civic engagement for racial justice in public libraries of the American South. An externally funded grant project, Civic Engagement for Racial Justice in Public Libraries (RJ@PL), awarded by the Institute of Museum and Library Services’ “National Leadership Grants for Libraries” to the University of Alabama and the Chicago State University serves as focus in partnership with multiple state public libraries (August 2022 – July 2025). RJ@PL explores the role of public libraries in their support of racial justice and positive social change in communities. RJ@PL is conceptualized in five interrelated components in the logic model: (1) Assessment; (2) Strategic planning; (3) Actualization of information-based solutions; (4) Evaluation; (5) Dissemination. Data collected will help develop contextually relevant strategic information tools (e.g., roadmap, action plan, taxonomic framework of information responses) for civic engagement that public libraries can use to overcome problems related to racism in their communities. ToC will be used to develop the community engagement frameworks and strategic action plans. ToC is an approach to creating change that emerged from the efforts of philanthropic associations that funded comprehensive community change initiatives; it was developed to measure philanthropically funded projects’ progress and determine their efficacy in meeting their goals (Andrews, 2005; Weiss, 1995). RJ@PL bridges gaps at multiples levels, including (not limited to) social justice scholarship, competences and practices, and has strong implications for LIS education.




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