Professional Documents
Culture Documents
Asset Mapping
A
COMMUNITY COMMUNITY
RESEARCH RESEARCH
LAB LAB
TOOLBOX TOOLBOX
TOOLKIT
APril 2012
COMMUNITY a program of
RESEARCH
About Us Acknowledgments
Advancement Project (www.advancementprojectca.org) This toolkit was made possible through our work with
is a public policy change organization rooted in the civil Advancement Project’s Urban Peace Institute and such
rights movement. We engin eer large-scale systems organizations as the Alliance for a Better Community
change to remedy inequality, expand opportunity and open (ABC) and Community Coalition. Healthy City, through
paths to upward mobility. Our goal is that members of all the Community Research Lab, developed this toolkit with
communities have the safety, opportunity and health they funding from First 5 Los Angeles. This and other toolkits
need to thrive. Advancement Project’s Programs include: can be accessed through the Healthy City website at
Educational Equity, Equity in Public Funds, Healthy City, www.healthycity.org/toolbox.
and Urban Peace Institute.
Healthy City (www.healthycity.org) is an information Authors: Janice C. Burns, M.A.; Dagmar Pudrzynska Paul;
+ action resource that unites community voices, rigor- and Silvia R. Paz, B.A.
ous research and innovative technologies to solve the
root causes of social inequity. We transform how people Editors: Taisha Bonilla, M.T.S.; Deanna Cooke, Ph.D.;
access and use information about their communities. As and Tahirah Farris, AICP, M.PL
a program of Healthy City, the Community Research Lab
partners with community-based organizations to develop, Design
implement, and disseminate data/ mapping projects, tools,
and workshops that promote community knowledge and Rosten Woo and Colleen Corcoran / bycommittee.net
Community Based Participatory Action Research.
2. Uses mapping technology to engage organizations What will you find in this toolkit?
in the research process
++ Key research concepts and methods
3. Is both community-based and place-based,
often focusing on a geographic place such as a ++ Additional Tools You Can Use, with in-depth
neighborhood guides for applying the concepts and methods
Methods 10
-- Community-Engaged Mapping 10
-- Social Investigation 11
Interviews
Surveys
Community Walks
Tools 12
-- Online Mapping 12
-- Analysis 13
-- Reports 14
-- Presentations 14
-- Databases 14
VII. Glossary 15
-- Appendix A: Case Study: Using Participatory Asset Mapping for Advocacy and Policy
in Boyle Heights and East Los Angeles (Alliance for a Better Community) 19
IX. References 41
Community members can provide knowledge about their individual What do you consider an “asset’? what
assets and community assets. Participatory Asset Mapping is a are some of your community assets?
process where they specifically identify Community Assets, which
include citizen associations and local institutions.
COMMUNITY ASSETS
INDIVIDUAL ASSETS
ift a
ls
G
so
f Individu
Ci
tiz ns
en Associatio
Loc
al Institutions
First, start with your research question. Think about Community-Engaged Mapping (CEM)
the issue or project that you are working on. Think about
the types of community assets that you are interested in Community-Engaged Mapping (CEM) is a group
capturing or the specific information that you need about mapping exercise designed to answer specific research
these assets. In conducting a participatory asset mapping questions and gather feedback from community members
activity, typical research questions may include: (who live, work or attend school in the area), for the purpose
of developing place-based planning, policy, and interven-
++ Which places (such as parks or businesses) do tions.viii It can be described as a focus group around a map.
residents go to most in the community? Do they It involves community dialogue over maps of a particular
consider these places assets? place or geographic area (such as a neighborhood) about
community members’ experience with the physical environ-
++ What types of ‘ ’ assets exist in this ment of that place. With Community-Engaged Mapping,
community? Examples of ‘ ’ could be community members are formed into small, breakout
‘health’ assets, ‘educational’ assets, or ‘arts and groups that allow them to collectively discuss and map
recreation’ assets. their communities (for this exercise, when using large paper
maps, breakout groups should be no more than 10-12 people
Appendix D (Asset Mapping Facilitation Guide, pg. 26) per group; when using computers and maps online, they
includes a list of different types of assets that may be help- should be no more than 4-5 people per computer).
ful in creating a research question about assets. You can
also refer to the Community Research toolkit for details Community-Engaged Mapping can be used to have
on how to create a research question. community residents identify locations of: local assets;
assets that they travel outside of their neighborhood
Next, choose a method and tool to collect information to access; resources that community members believe
about assets. The method is how you will collect this infor- can be improved or developed to become assets; and
mation; it’s the process by which you collect it. The tool is resources that are missing. The map on page 11 shows
what you use to record or document the information that results of a Community-Engaged Mapping event focused
you collect. You can combine any of the following methods on Community Assets; it is a digitized version of all of the
and tools to collect community assets. Use the methods maps created at the event combined (which included the
as the means for collecting the information and the tools map on page 9). Community members identified places
as the place to document and record this information. in the community that they frequented and whether or
Many methods and tools exist to help organizations and not they were assets by giving those resources grades
communities apply Participatory Asset Mapping to identify (for information about the asset categories listed, see the
the locations of and their experiences with community Asset Mapping Worksheet on pgs. 35-36). Appendices C
assets. Here, we highlight a few. (pg. 23) and D (pg. 26) provide step by step instructions
on planning, implementing, and facilitating a Community-
Engaged Mapping exercise or event.
S La Salle Ave
Cimarron St
S Hobart Blvd
Places People Frequent Within the
Brighton Ave
Halldale Ave
research process. During interviews, it is important to
Dalton Ave
W 30th St A+
10th Ave
W 30th St
S La Salle Ave
Cimarron St
S Hobart Blvd
Raymond Ave
Kenwood Ave
Van Buren Pl
Brighton Ave
Halldale Ave
Community by Category and Grade
Walton Ave
Dalton Ave
W 30th St W 30th St
Arts and Recreation simultaneously
W 31st St develop a positive rapport and gather
W 31st St
Buy Groceries
A+
useful information. AB positive rapport refers to a
W Jefferson Blvd B
A+ Get Involved
B C
B
A A A
B
A
harmonious
C B
relationship
B
A
between the interviewer and
AB B B
A A A B ABDB B A
D Go Out to Eat A
B A CA the interviewee, thus
W 35th St
building
B A CA
A B
trust and allowing for the W
A B A A B St
W 35th
free flow of information.ix BThere W 35thare several different
S Budlong Ave
Health Care A A B
Denker Ave
B St
St Ave
8th Ave
W 35th Pl
S St Andrews Pl
Other W 35th Pl W 35th Pl
S St Andrews Pl
W 35th Pl
types of questions you may want to include in
B your
9th Ave
Denker
B 6th Ave B B B
7th Ave
B-/C+
Cimarron St
B-/C+
3rd Ave
Other Services
3rd Ave
W 36th St B B
W 36th St
interview, but mainly you’ll be focusing on descriptive
5th Ave
B W 36th St B
4th Ave
Cimarron
School
2nd Ave
2nd Ave
questions, which are meant to gather information
S Van Ness Ave
Raymond Ave
Socialize C
W 37th St W 37th St W 37th St W 37th St
S Gramercy Pl
S Gramercy Pl
S Catalina St
Ruthelen St
Work
Expo
Ruthelen St
sition W 37th Pl
e
Blvd
interviewee
W 37th Pl
to
W speak
37th Pl freely. Remember thatWif37thyou’re
Av
Worship/Church A
Expo A A+ A+F A Pl
sition B A A A+F
9th
Pl A A B F A B B B BA B A+ A A
A = It is an asset
A A
A A B B B focused on developing
A
A A an
W 37th
A B F asset
Dr
B B B BAmap, you’ll need to
F = I go there, but it is not an asset B
AA B
A A+ A B B
A A A B B B
Rodeo Rd B A A A A A AA A B A gather
Exposition Blvd geographical B information,
AA B
A A+ A B B
A
such as addresses
B A A A A A AA A B A Exposition Blvd
Coliseum St Rodeo Rd
F A+ B
or ZIP codes during the F
interview process.
Sutro Ave
W 38th St A+ B W 38th St
S Hobart Blvd
A
W 38th St
Cimarron St
S Hobart Blvd
Walton Ave
A
S Budlong Ave
++ Surveys A W 38th Pl
Cimarron St
Rolland Curtis Pl D
A W 38th Pl A
W 38th Pl
Middleton Pl
B
If you decide to do aAWDsurvey 39th St asking residents and
Norumbega Ct
Roxton Ave
Ave
B
A
organizations to identify assets in their community,
OlmstedAve
B Middleton Pl
S Gramercy Pl
Ave
W 39th St A B
Brighton Ave
Westside Ave
Welland Ave
A A B A
Arlington Ave
A A AA A C
S Gramercy Pl
Hepburn
A W 39th St A B
Brighton Ave
C A A
W 39th Pl ABA A
telephone, e-mail, Aetc. AYou will have to choose the
C
Pl
Dublin Ave
Leighton
A Ave
C
S St Andrews Pl
S Wilton
W 39th Pl
type that is right for you and the audience you’re
6th Ave
S St Andrews Pl
Sutro Ave
C B C
Social Investigation F+ A
(For more detailed information on surveys as B
S Western Ave
W 41st St BC W 40th Pl
Ave
S St Andrews Pl
S Raymond Ave
Ave Ave
La Salle Ave
Halldale Ave
Denker Ave
CB
Dalton Ave
C C
S Harvard Blvd
S Gramercy Pl
lvd
S Normandie
k B
9thNess
W 41st Dr C W 41st St
S Western Ave
B W 41st St F+
S Normandie Ave
A- B
t
Pl
S Van Ness Ave
La Salle Ave
Halldale Ave
Denker Ave
im
S St Andrews
Dalton Ave
S Van
S Harvard Blvd
S Hobart Blvd
Le W 41st Pl
Garthwaite Walk W 41st Pl
many dA
v different methods
e
Av
e of gathering community knowl-
W 41st Dr A-
ee lvd ite
Sutro Ave
W 41st Pl
edge
Cr tB
through a community-engaged approach. With + + Community Walks
5th Ave
4th Ave
r w a W
e W 41st Pl
i m a rth Miles
Social
ed by Healthy City, August e
L02009. Investigation,
Places/Assets/Non-Assets
0.1 G 0.2 community members
Identified by Community collect
Participants June andfor Change A
6, 2009. Vision community
Community Map walk is a method where you walk
ntified by Community Coalition, 2008. School data from LAUSD and L.A. County Office of the Assessor, 2008. Geographic data from Navteq, 2009.
map information on an individual basis, which may be through a neighborhood of interest to map out and col-
combined at a later time. Organizations
Map created by Healthy City, Augustmay2009.
conduct lect information
Places/Assets/Non-Assets about
Identified by Community that neighborhood’s
Participants resources
June 6, 2009. Vision for Change
Area Identified by Community Coalition, 2008. School data from LAUSD and L.A. County Office of the Assessor, 2008. Geographic data from Navteq, 2009.
Community Map
social investigation before or as an alternative to a group and dynamics. It provides a first-hand view of the
mapping session such as Community-Engaged Mapping community, its people, and its assets and can naturally
to effectively identify community assets and create asset provide all the location information you need to put your
maps. These methods differ from traditional information assets on the map. A small map can be used as a tool
gathering methods in that they focus on gathering infor- to directly record asset locations, as well as a guide for
mation directly from people and communities, instead of your walk. You can combine the walk with interviews
about people and communities (from secondary sources). of community members along your walk, to find out
Widely recognized and used methods of social investiga- more about specific assets in detail. A community walk
tion include interviews, surveys, and community walks, also offers the opportunity to take pictures and video
which are further described below. of local assets, that can be placed on a map using the
tools outlined on the next page.
++ Interviews
Conducting interviews is a very common way of
collecting information from all types of audiences.
When conducting interviews with community
members, it is important to keep in mind that they
http://maps.google.com/maps
Asset Mapping
The general process of identifying and providing informa- Data
tion about the strengths and resources of a community Measurements of any characteristics of interest. Ex: How
on a map. It supports strategic planning efforts to address many children live here? How do teenagers feel about
community issues by building on resources and strengths. homework? What type of detergent is most popular
among grocery store shoppers? How many liquor stores
are there in my neighborhood?
Breakout Groups
Small groups of people created or divided up from a large
group of people to discuss, or do an activity related to, a Focus Groups
specific question, issue or topic (with each small group A primary data collection method that involves interview-
usually reporting their discussion back to the large group). ing participants in a group generally composed of no more
than 10 people who were selected because they share
certain characteristics relevant to the purpose of the
Coding research. For example, if your research question focuses
A systematic way in which to condense extensive data on the quality of food in the community, your focus group
sets into smaller analyzable units through the creation of may include residents (parents, children, business owners)
categories and concepts derived from the data.xiii who live locally and regularly depend on the food outlets
in your community of interest.
Community
A group of people living in the same locality, a group of Geographies
people sharing common interests or similar identity, or the Spatial (non-physical) boundaries (also, units) for which
district or locality in which such groups live. data is collected. On the HealthyCity.org site, these are
shapes that represent boundaries, usually established by
socio-political decisions, for which secondary or admin-
Community Based Participatory Action istrative data is collected. Here are just a few common
Research (CBPAR) geographies.
CBPAR aims to address the practical concerns of people
in a community. CBPAR is a collaborative approach to
ZIP Code – A ZIP (Zone Improvement Plan) Code is a Participatory Asset Mapping
five-, seven-, nine-, or eleven-digit code assigned by the A process where community members collectively create
U.S. Postal Service to a section of a street, a collection of asset maps by identifying and providing the information
streets, an establishment, structure, or group of post office about their own community’s assets on a map. It com-
boxes, for the delivery of mail. The Census uses the ZIP bines the concepts of participatory mapping and asset
Code Tabulation Area (ZCTA) instead of the ZIP Code for mapping.
data. A ZIP Code Tabulation Area is a geographic area that
approximates the delivery area for a 5-digit or a 3-digit ZIP
Code. ZCTAs do not precisely depict the area within which Participatory Mapping
mail deliveries associated with that ZIP Code occur. Participatory mapping refers to mapping practices that
engage communities and community knowledge directly
in the mapping process. It supports communities to
Geographic Information System (GIS) articulate and communicate their knowledge, record
Geographic Information System (GIS) is a computer and archive local knowledge, advocate for change, and
application used to store, view, and analyze geographical address communities’ issues. Participatory mapping, in its
information, or information associated with a location. various forms, provides a critical visual representation of
Typically, a GIS is used for creating and handling maps. GIS community knowledge about a place.
allows researchers to identify spatial (see term) patterns
among problems and resources.
Methodology
The ideas, rules and procedures that guide research.
Ground-truth data
The action of exploring the validity of data and information
based on the account of community members. Pursuing Qualitative Data
on-the-ground knowledge to verify data claims; also, the Data or information that is descriptive and cannot be
process of checking data and maps against reality, which measured. Ex. color, smell, perception of safety, etc.
may involve checking the map against other data sources
or traveling to the place where the data were collected.
Quantitative Data
Data or information expressed numerically, can be
counted, measured and analyzed statistically.
Research Ethics
The principles and rules that guide how people should Wikimaps on HealthyCity.org (formerly “Live
be treated, when they are participants in a research Mapping”)
process or project Formerly “Live Maps”, this feature has been completely
revamped and enhanced, and has the new name of
“Wikimaps”. As did Live Maps, Wikimaps enable multiple
Secondary Data people to plot points on the same map, adding descrip-
Data that have been collected for another purpose and tions, photos, and/or videos to each point. A Wikimap is
now are available for other researchers to use for their a great tool for participatory mapping, since it can quickly
purposes. For example, the California Department of and easily be used to capture community knowledge
Public Health collects data on births and deaths of the about community issues and assets, utilized for commu-
California population; we can use this in community health nity planning sessions, and many more possibilities.
assessments even though we did not do the primary data
collection.
Social Investigation
A broad term that encompasses many different methods
of gathering community knowledge through a commu-
nity-engaged approach. These methods are separate from
traditional information gathering methods in that they
focus on gathering information directly from people and
the community, instead of about people (from secondary
sources).
Spatial
Associated with a position in space, most often a real loca-
tion on the ground (e.g. a street address). This may also
refer to a conceptually defined or hypothetical position in
space (e.g., the strength of interpersonal relationships).
Spatial Analysis
Any analytical process in which the position of the data is
considered to be an essential component of the analysis
Case Study
Using Participatory Asset Mapping for Advocacy
and Policy in Boyle Heights and East Los Angeles
In 2010, the Alliance for a Better Community (ABC), a policy Research Questions: Where are the Healthy
organization established to respond to and shape Latino Food and Recreational Assets?
policy in Los Angeles, conducted a Community Health
Assessment of Boyle Heights and East Los Angeles. As ABC and Healthy City created several research questions
part of this assessment, ABC partnered with Healthy City to identify healthy food and recreational assets:
to research and analyze the affect of the built environment
on community health in the defined areas and propose ++ What is the community’s access to healthy food
policy goals to address identified concerns. Through options and safe recreational spaces?
Participatory Asset Mapping, ABC gathered first-hand
knowledge from community members about local food ++ Where do residents go to buy healthy food in the
and recreation/physical activity assets and resources and community?
any issues surrounding access to them.
++ Where do they go for recreation/physical activity
resources in the community?
Analysis
HealthyCity.org
WikiMaps User Guide*
Formerly “Live Maps”, this feature has been com-
pletely revamped and enhanced, and has the new Wikimaps: Above & Beyond Live Maps
name of “Wikimaps”. As did Live Maps, Wikimaps
enable multiple people to plot points on the same ++ greater control for facilitators
map, adding descriptions, photos, and/or videos to
each point. Wikimaps are great for gathering data ++ easier to gather input
from community residents – whether it be map-
ping assets in the community or noting areas that ++ access multiple views of the data you
need improvement. To create a Wikimap and start collect
collecting community data, follow the steps below.
Setting up a Wikimap
Step 1:
Step 2:
Step 3:
Step 4:
Step 6:
Well Done! You have created your Wikimap and can now
access your Wikimap’s profile page under “Wikimaps >
My Wikimaps in the Account section.
*The steps, images, and tool outlined above are subject to change with-
out notice. In the case that this guide is not current at the time of use,
you can visit www.HealthyCity.org for the most up-to-date information.
Community-Engaged Mapping:
Planning an Asset Mapping Event
A Community-Engaged Mapping event is best facilitated Step 1: Develop mapping exercise,
through well coordinated mapping events or sessions. participation format and plan for analysis
During the events or sessions, participants can be asked
to assess the neighborhood, public safety, and community ++ Develop mapping exercise and data
assets in breakout sessions. The breakout groups should collection tools
be made up of 10–12 participants each if using table-sized
maps, 4–5 participants if using online maps. Participants ++ Develop data collection tools based
will be asked to critically think about the neighborhood on the format you would like to use to address
layout, building structures, and community assets. During your research question.
a Community-Engaged Mapping event that focuses on
assets, participants are asked to identify and share their -- Remember the importance of understanding the
knowledge about local community resources and assets. geographic component of your data –
From this phase, locations and accessibility of existing do you need addresses? Zip codes?
community assets and locations and needs for new
assets will also be identified. At the end of entire event, -- Will you use web-based tools?
participants will re-convene as a general body to report Like healthycity.org!
back on their discussions and to participate in a dialogue
on next steps. -- Will you need to create original forms?
++ Large convening
Step 2: Develop and test facilitation guide!
++ Individual interviews
++ A facilitation guide can be very
important in ensuring consistent
data collection every time and by all
facilitators! Consistency in the data collected
is critical to the validity of your data. Collecting
data in the same way every time can help with
consistency. Adhere to the script. Ask questions in
the same way, answer questions in the same way.
++ REMEMBER! Have a back-up plan! -- Who: Who is your audience? Who will you show
Something can always go wrong with technology these findings to?
or any number of other things. Anticipate! And
plan ahead - what will you do if this happens to -- When: Are you looking at a problem that has
you!? been ongoing? Is it a particular point in time?
Community-Engaged
Mapping: Asset Mapping
Facilitation Guide
Introduction Sample Exercise Agenda
This exercise will draw upon local knowledge and expertise I. Welcome & Introductions
to identify existing assets, as well as opportunities for new
assets, specifically those assets that residents identify II. Event Goals & Ground Rules
as missing, yet needed in the community. The assets
gathered during this exercise will reflect those resources III. Focus Group Break Out
in the selected neighborhood considered by community
members to be assets to the community and will focus IV. Community Asset Mapping
on place-based assets (as opposed to individual assets). Exercise Intro: What is an Asset?
Using the Asset Worksheets and corresponding coded V. Where are the places you go
Asset Maps, participants will describe and map community to…
resources in break-out groups. Participants will be asked shop/play/work/etc.?
to identify the places that they frequent. They will be
asked to think about if and why their identified resources VI. Discussion of Existing and
should be considered assets, by rating and discussing the Missing Assets
places they go. The asset rating will aid in determining how
beneficial the community perceives the rated resource to VII. Summary and Group Findings
be and if they consider it to be an asset to the community.
The description of the assigned rating will aid in providing VIII. Reconvene, Report-back and
more specific information on that particular resource and Lunch
will perhaps determine what helps or hinders it from being
a quality and/or accessible resource. IX. Summary & Next Steps
Moderating techniques
++ Maintains control over the group and -- Has anyone had a different experience? Does
the topics being discussed, but is careful not to lead anyone see it differently?
the discussion or appear aggressive or controlling.
++ Responding to participant comments.
++ Is a good listener; understands what is being Remember to stay neutral. Avoid using positive
said and knows when to ask probing questions verbal responses such as “correct” or “that’s
that get participants to expand on or clarify their good.” Moderators should use encouraging
comments.
++ SCRIBE: Place the asset map in clear view 2. DISTRIBUTE ASSET MAPPING
(e.g. place printed paper map on a table or WORKSHEET & REVIEW DIRECTIONS/
project online map onto a wall). EXAMPLE (5 minutes)
++ Have participants review the map to orient “To get a sense of the assets that are in this
themselves to the area displayed. community or should be in this community, we
++ Overview:
-- We’re going to: Define ‘assets’ want to know about the places that you go, in
and around this area, and whether or not you
-- Identify the places in the community that think they’re assets.”
we go most, and ‘grade’ them
++ Give each participant an ASSET mapping
-- Discuss: What’s in the community (assets WORKSHEET.
and non-assets)?
“The top of the sheet we just passed out reads
-- What’s in the community that can be ‘Are the Places You Go Assets?’ There are 12
improved? questions. Let’s read through them.” (Have each
person in the room read a question).
-- What’s missing?
“For each question, think about the places that
++ ASK: Can anyone tell me what an “asset” is?” you or the people you know usually go to or go to
most, whether inside or outside this area. After
++ SCRIBE: Record several responses to this I read the question out loud, you will write the
question ON BUTCHER PAPER. name, location, and a grade (A means you think
it’s an asset, F means you go there but do not
After recording several responses, summarize them, think it’s an asset, and everything in between).
and, if not already stated, ask participants if you can Let’s go through an example.”
all agree that an asset is “a positive place or program
that makes the community a safe, healthy, and good
place to live”.
-- “Where does this person go for other services and ++ Facilitator reads a question aloud
resources and where is it located? [participants
or facilitator answers ‘Hyde Park Library’]. For ++ Participants write assets
each question, write the name and location on worksheet
of the places that you usually go to for that
question. One line, one place (if you go to two ++ Have participants write down the name, address/
targets, that’s two places). Write the address if location, and grade of places that fit the question.
you know it, but if you just know the intersection, Once most participants have written down their
that would be helpful also.” places for this question, move on and read the
next question.
-- “How did this person grade Hyde Park Library?”
[participants or facilitator answer ‘A’]. So, you will ++ Repeat #1 & 2 until all questions have been read.
then write an A-F grade in the box next to each
place you write. A means “I think it’s an asset”; F
means “I go there but I don’t think it’s an asset.” 4. PLACE STICKERS ON THE MAP OR INPUT
And remember the discussion we had on what an POINTS INTO COMPUTER USING ONLINE
asset is.” MAPPING (10 minutes)
a. WHAT’S IN THE COMMUNITY? (“Assets and -- ASK: Looking at the places that you go to outside
non-assets that are here”) the community/area, would you say that these
places are assets missing from the community?
Have participants review the map. NOTICE: Are What types of these assets are missing?
there particular clusters of the places that they go
to? Clusters of specific types of places? Clusters of -- WHAT ELSE?: Are there even other types of
grades (clusters of “A”s means clusters of assets, programs or places that are missing from the
clusters of “F”s means clusters of non-assets)? community?
If so, why do they think these clusters exist? Are
there specific intersections and locations where
their places/assets are located? Write down any 6. WRAP-UP DISCUSSION –
specific geographic locations to the questions SUMMARIZE PROCESS (5 minutes)
below.
WHAT: Of the places you put on the map, which ++ COLLECT WORKSHEETS: Once the discussion
places ARE NOT assets? finishes, have participants turn in all of the
worksheets.
WHY: Why don’t you consider these places assets?
++ END OF EXERCISE.
WHAT ABOUT LOCATION: Is there something
about where they’re located that would make you ++ NOTE: Frequently Asked Questions and
say they’re not an asset? examples of types of assets can be found on
pages 37-39.
-- Whenever possible capture the location about 2. Quotes illustrating the varied opinions
which people are speaking. being presented. There is much value in
capturing the exact words that are used
-- What are the assets? by participants. While a lot of information
will be captured on the maps it will also
-- Why are they assets? be important to capture some key points
people made. These key points or quotes
-- Is there something about their location that may be used later in reports.
makes them assets?
3. Summary of key discussion points. Assist
-- What are NOT assets? the facilitator in recalling key points made
at certain points of the discussion. Include
-- Why aren’t they assets? detail regarding parking lot issues.
6. Collect Worksheets!
EXAMPLE: Where do you go to: Buy Groceries? EXAMPLE: Where do you go for: Other services and resources?
Central and Rosecrans, 2205 W. Florence Ave.,
Fresh and Easy Hyde Park Library
Compton L.A.
1- Where do you go to: School? 4- Where do you go to: Shop (general/non-food items)?
EXAMPLE: Where do you go to: Buy Groceries? EXAMPLE: Where do you go for: Other services and resources?
Central and Rosecrans, 2205 W. Florence Ave.,
Fresh and Easy Hyde Park Library
Compton L.A.
7- Where do you go to: Get involved in community/issues? 10- Where do you go for: Other services and resources?
8- Where do you go to: Socialize/get together with friends? 11- Where do you go for: Arts and recreation?
9- Where do you go for: Health care? 12- Where do you go to/for: ___ (any category not listed)?
Who is going to see this? make a community a safe, healthy, and great place
to live.
++ Insert text regarding how the community
organization will use this information (Example:
CBO X will take findings to inform their planning What if I consider a person (such as a youth
and advocacy with your concerns, will assist worker) to be an asset?
campaigning and community organizing to get
more leaders to advocate for the community. ++ This exercise seeks to analyze places and physical
CBO X will also address concerns by contacting environment and does not capture individual assets.
appropriate City departments responsible for If the person can be tied to a place, such as a youth
specific identified issues). worker who works at a particular youth center,
you can write down the youth center and grade it
based on quality of their services and staff or how
Why focus on the environment? It’s not accessible it is from where you live and so forth.
about places; it’s people – the family; gangs;
kids; etc.
How do you suggest we “grade” these
++ We all understand that there are a number of assets, especially assets such as social
FACTORS that may contribute to the specific issue organizations, non-profits, etc.?
in this community, some of which are beyond our
control and some of which we can directly affect. ++ The grade just asks whether or not you would
consider it an asset, based on the definition of
++ Today/At this point our focus is on the CONCRETE asset given and discussed in your group. Two of the
and ACCESSIBLE IMPROVEMENTS that this group considerations you can use could be what you think
can accomplish. of the quality and accessibility of the place. Quality
is what you think about the quality of services or
++ The goal for today is to draw from YOUR EXPERTISE products that they provide. Accessibility is what
and KNOWLEDGE of your community to identify you think about the convenience of their services,
areas and pinpoint what can be done to improve which could be in terms of distance, affordability,
them. language, etc.
What is an asset?
The following list provides general ideas and Where do you go for health care?
examples of the different types of assets that may
fall under the more general categories (and is not ++ Hospitals and Clinics
intended to be an exhaustive list):
++ Mental Health Facilities
++ Banks
Where do you go to shop? (for non-food
items, e.g. clothes, household items, etc.) ++ Health and Human Services Department
++ Associations
++ Citizen Groups
++ Art Centers
++ Community gardens
++ Playgrounds
++ Bike Paths
++ Walking Paths
++ Zoos
++ Wildlife center
++ Fishing spot
++ Campsites
i. McKnight, John L. & Kretzmann, John. (1996). ix. Spradley, J. (2003). Asking Descriptive Questions.
Mapping Community Capacity. Retrieved from In M.R. Pogrebin (Ed.), Qualitative Approaches
http://www.abcdinstitute.org Kretzmann and to Criminal Justice: Perspectives From the Field
McKnight are credited with developing the Asset (44-53). Thousand Oaks, CA: Sage Publications.
Based Community Development concept and
framework. x. Community Research Toolkit (2011) Retrieved
from www.healthycity.org/toolbox
ii. McKnight, John L. & Kretzmann, John. (1996).
Mapping Community Capacity. Retrieved from xi. Carroll, Amy M., Perez, Mercedes, & Toy, Peggy.
http://www.abcdinstitute.org (2004). Performing a Community Assessment
Curriculum. In Health DATA Train the Trainer Project
iii. IFAD. (2009). Good Practices in Participatory (4). Retrieved from http://www.healthpolicy.ucla.
Mapping. edu/healthdata/tw_cba4.pdf
iv. Kretzmann, J.P. & McKnight, J.L. (1993). Building xii. UC Santa Cruz Educational Partnership Center.
Communities from the Inside Out: A Path Toward SilVHER Asset Mapping Reports Complete Data
Finding and Mobilizing a Community’s Assets. Set [Data file]. Available from http://epc.ucsc.
Retrieved from http://www.abcdinstitute.org edu/site/Reports/121
v. Carroll, Amy M., Perez, Mercedes, & Toy, Peggy. xiii. Marshall, C., & Rossman, G. B. (2006). Designing
(2004). Section 1: Asset Mapping. In Health Qualitative Research (4th ed.). Thousand Oaks:
DATA Train the Trainer Project- Performing a Sage Publications.
Community Assessment: Curriculum Appendices.
Retrieved from http://www.healthpolicy.ucla. xiv. Rodriguez, Vanessa. (2011). Places, Spaces &
edu/healthdata/tw_cba18.pdf People: How the Urban Environment Impacts
Health in Boyle Heights and East Los Angeles.
vi. Indianapolis Neighborhood Resource Center. Retrieved from http://www.afabc.org
INRC Organizer’s Workbook. Retrieved from
http://www.inrc.org/Assets/docs/workbook/ xv. Rodriguez, Vanessa. (2011). Places, Spaces &
inrc_book_web.pdf People: How the Urban Environment Impacts
Health in Boyle Heights and East Los Angeles.
vii. Healthy City. (2011). Data and Data Sources. Retrieved from http://www.afabc.org
Retrieved from http://www.healthycity.org/c/
ahc/sc/datasource