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101 Cards in this Set
- Front
- Back
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Reasons for programming
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1. to highlight collections and promote services
2. outreach and promotion to develop partnerships in the community 3. attract regular and new users of all ages and backgrounds in the community 4. raise profile in the community and positively impact library use 5. promote and develop literacy skills at all levels and of all types |
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benefits of programs
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respond to patron interest, act as a forum for idea sharing, gathering and education, promotes cultural awareness and development, develops information literacy, offers training and assistance with new tech, fosters a love of reading and learning, assists in early literacy for young children, provides safe and welcoming environment for meetings,
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program selection criteria - things to consider when choosing
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1. should meet community needs not follow tradition
2. should meet existing and anticipated popular demand 3. presents multiple sides of controversial issues 4. balance group issues with general demand 5. does not promote specific commercial enterprise 6. relates to collection |
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program delivery
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may be by staff or community expert including author, performer, staff experts from community partnerships and volunteer presenters with credentials relating to the topic. Programs need measurable outcomes and regular evaluation on them
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Considerations when planning a program
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when to begin, number of sessions, popularity, target group availability
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starting to plan
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when to start depends on program type, space, time and other offerings in the community. May be up to a year in advance to ensure availability
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factors that influence program development
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1. group targeted
2. theme or concept 3. desired outcomes (specific) 4. community requests 5. promotion of the collection 6. fulfillment of library missions statements or objectives |
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Developing concepts
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- check other libraries
- check past programs - participate in community and special interest groups - set or attend planning meetings for audience served - brainstorm - ask the community - check news and magazines for popular topics |
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determining what events to provide
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relate to community and change with it, reevaluate each year, read the literature and consider what others in your area are doing
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Academic libraries
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post secondary institution libraries
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College libraries
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must help the college to meat goals, they will reflect college goals with their own and support objectives, cater to students and faculty, offer programs like user instruction, class visits, in-library training sessions, one on one instruction and tours. Large amounts of information dealt with and programs should address it
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University libraries
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help meet university's goals, reflect them and support their objectives, collections vary from small undergraduate to large research, they serve student, faculty, researchers working for the university and outside researchers for a fee, they offer programs in user instruction, class visits, in library training sessions, one on one instruction and tours
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Public Libraries
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used for work, study, research and leisure, there is variation depending on size and location with regard to hours, collections to meet needs, branches, etc., tend to serve those who live, work, go to school or pay taxes in the area, may have external borrwoers fee. They are for all of the general public and are multi-cultural and multi-lingual
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Public Library Program offerings
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1. literacy - storytime and booktalk
2. reading - summer, forest of reading 3. book clubs - online or in person 4. user instruction for resources 5. ESL 6. reader advisory 7. cultural and recreational programs |
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school libraries
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elementary and high school they are present in order to provide curriculum support to students in school, serve the students that attend school from K-12, the programs are centered around working with teachers to plan and implement library related activities, instructing students in research, study and lifelong learning, providing materials to support assignments, helping students use the library and promoting literacy with book clubs and competitions
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special libraries
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serve clients and employees of parent organization and serve the needs of the parent or sponsoring organization, has specific subject specialization and a mandate that comes from the organization needs. programs vary but include training users with internet and other electronic resources like deep web and databases, supporting professional development and training in some sectors or a public education role depending on the organization (usually non-profit), limited programming
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types of programs
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1. instructional - library staff
2. informational - info not related to library and not staff taught 3. literary and cultural 4. crafts 5. social and recreational 6. children 7. special events 8. outreach |
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program planning steps - BP CELS
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1. develop strategy for success
2. make a checklist 3. create a budget 4. consider logistics 5. plan publicity 6. evaluate event |
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develop strategy for success
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match event to purpose, ensure staff support annd awareness, have at least 3 months to plan, develop means of evaluation - measurable objectives (attendance, profit, circ stats)
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check lists
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step by step guide to organize and execute event, keep on track, order chronologically by date
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budget
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be specific and include revenue opportunities (tickets, sponsors, donations) and all expenses
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logistics
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consider and plan for the size of space or building used, utility support needed, setup, coordination, clean up and emergency plans
preferred and alternate times, location, number of participants based on room and resource size and availability, will session be dedicated entirely to the library |
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publicity
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main focus is getting word out, where and how, also consider if you are trying to inform, educate, entertain, increase awareness or attendance and how to facilitate good community relations
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evaluation
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right after event when details are fresh, consider questionnaire for participants, evaluate objectives met and patron opinions
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evaluation criteria
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1. did it fulfill goals and objectives
2. what worked and what needed fine tuning 3. what should be added to checklist 4. was event well attended 5. was formal and informal feedback positive 6. would you do this or a similar event again |
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clientele
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what do you need to know about target audience - who, where (for details on time and delivery), other resources or competition, why they might need events - research potential groups
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audience analysis
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research on potential client groups, primary audiences for resources and services, listening to customers is a key part, the staff is seeking to understand client perspectives and expectations, result is used to improve services so they can be designed to address desires, wants, needs and interests and match users with services they find meaningful and useful, to achieve this traditional service may have to be modified and new services invented.
First identify customers using analysis, the library hopes to encourage loyal customers to use more services and attract new customers, easier to keep than attract and heavy users more profitable than occasional users |
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Library customer types
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Lifers - connected to library, personally involved and militant
Regulars - frequent the library for scholarly and social activities One Time Users - wander in for wifi or book not online but dont see selves as users Sporadics - use the library for a function but dont see selves as part of community Absents - not interested in the library and dont see a need for it |
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audience characteristics
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when assessing libraries look at demographic characteristics for the community and their geographic locations (census, student and course lists), to offer virtual service the library must be aware of users and abilities, accessibility and interest in the technology, must be aware of how users perceive the benefits of a program and their preference for program types - listen, observe and take advice
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use of audience characteristic information
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when info is gathered consider how it can be used to develop a program, different programs for different groups, find audience motivations and develop programs to meet needs, decisions about library use will be influenced by time, money, competition and quality of service
- user need identified - options evaluated - solutions sought - patron evaluates options and decides how he desires to meet needs |
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Teen Babysitting Program
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takes into account audience characteristics, popular in public libraries, consider characteristics of teens - when they can attend, what day of the week is best, which workshop type is preferred and why they might come
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Impact of user daily activities on programming
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understanding user behaviour is more that surveys and observations, most libraries run on cycles associated with daily lives of users, for example more kids in the summer or extended academic library hours at exam times
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Goals of All libraries
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1. serve community and client needs
2. promote the library |
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Program planning forms
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1. title
2. date - check for conflicts in staff and community 3. time - library type dependent 4. audience - make clear, review community profile, include ages up to adulthood and restrictions otherwise 5. description 6. objectives - library and user 7. topics addressed 8. hosts 9. library material for display and loan 10. check list 11. setup 12. public performance rights 13. registration - plan process and materials 14. client and speaker amenities 15. conclusion - evaluation, thank yous, report |
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potential speakers
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local artists, writers, poets, zoo staff, conservation area staff, museum staff, historical and geneological societies, nature societies, local government workers, multicultural and heritage groups, independent consultants and business people on general topics
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check lists
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should be in date order of tasks from beginning to the program date so duties are not missed and other staff can take up tasks if needed
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potential problems
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be aware of possibilities and try not to cancel - safety, security, administrative, no shows, illness, bad weather, misbehaviour
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advertising and publicity
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schools, bulletin boards, websites, news, social media, school newsletters, emails to academic students, library types, flyers and bookmarks, posters, media release, list-serv
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room setup
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tables, chairs, layout and sketches, doors and ability to slip in and out, if needed fill out sheet and attach to planning sheet, projection and viewing needs, Public performance rights
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post program report
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consider its usefulness and political impact - show the usefulness of library and programs, write clearly and briefly, anticipate questions, conclude with summary and recommendations for the future, note what went right and wrong
- when - topic - audience - attendance - cost - success - problems - unexpected successes |
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instructional programming
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user education, bibliographic instruction, information literacy (larger scope), library instruction
goal is to teach users how to search, evaluate and use information and how to use the library effectively and independently - goal is independence. Key in libraries where the mandate is education, offered by staff |
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methods of instructional programming
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1. course instruction - student in class or using website modules
2. guides - how tos and subject guides 3. one-on-one instruction - part of reference, in person or virtual 4. tutorial - prescribed set of steps in learning 5. tours - library set up, activities at locations, length and depth varies 6. workshops - small number of participants learn something specific |
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delivery of instructional programs
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in person, web based with many users, distance education
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types of instructional programs
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1. demonstration
2. instruction - simultaneous 3. tutorial |
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topic ideas for instruction
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how to use library tools, do research, use research resources (internet, databases, geneology, local history rare materials)
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Instructional program audiences - public libraries
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1. children - use libraries and start research
2. young adults - use library, research skills, library tours, pathfinders, bibs, databases, indexes, lessons through schools, community outreach 3. adults - business and other research, internet use, specific tools, small business |
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Instructional Program Audiences - school libraries
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varies by age of children from elementary to highschool
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Instructional Program Audiences - Academic
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library instruction - course related and integrated, computer equipped labs for hands on catalogue, bib, database and internet instruction
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Academic library standards
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set by the ALA association of College and Research libraries in higher education, can be used by college and university libraries
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good library instruction
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1. relates to client needs - current issues, curriculum
2. active rather than passive learning 3. more than one medium for help 4. clear objectives for library and patron 5. teaches concepts not just mechanics - transferable 6. doesn't end with class - learning and understanding always grow |
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teaching to all types
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can't apply to all learning styles but class structure should be diverse enough to reach everyone, can be done by using images, diagrams, demonstrations, screen projections and oral and written explanations, offering handouts that summarize information and repeat directions for demonstrated skill, provide class time for active participation, pause for questions, include concrete and conceptual information connecting ideas to the real world (practical use), present info in logical and sequential manner and point out connection to other areas information is relevant
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active learning
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most students need more than a lecture; the opportunity to hear, read, see and do what they are taught increases retention, activity breaks up monotony so students pay attention and enjoy the session more, allows incorporation of personal learning patterns into activities by students
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active learning in library instruction
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talk to patrons informally on arrival, arrange rooms to encourage participation, use small group discussion, questions and writing for non-threatening participation, give time for responses, paraphrase answers for positive reinforcement, draw into discussion by showing relevance of library to their needs, allow questions after the session
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principles of learning
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- people must be ready to learn to do so
- people learn best what they perform - people learn from mistakes - people learn easiest what they find familiar - relate to existing knowledge - people favour different senses to learn - sight sound, touch, hands on, role play, interactive, methodically and interactively in our culture, one at a time, in chunks - people can't learn what they don't understand - need theory - people learn through practice - need time - people learn when they can see progress - feedback - people respond best when what they learn is presented uniquely for them - individualize and break into groups |
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presentation techniques and teaching style
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rehearse, particularly timing, check everything before presenting, first impressions important, practice, concentration usually only lasts 20 minutes, use visual stimulation to maintain attention, look for audience cues, make eye contact without staring, move without being overactive, body language, voice, real examples, patience - learning new things is difficult
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things to avoid
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overuse of aids, bad language, discriminatory remarks, inappropriate humour, irrelevant or inappropriate content, distracting habits
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involvement ideas
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- lead discussion on important ideas and topics
- group review of relevant resource to explain value - brainstorm searching keywords - conduct and perform searches on assigned topics - web searching and evaluation - best heading searches in catalogue |
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learner characteristics
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what skills are possessed and what instruction is needed, is the session general, school or academic, what will be worked on, will the professor provide materials, what are guidelines and requirements, what prep has been done, what will be learned, skills developed, is expected knowledge made clear (with students, teacher, promotions), are there specific concepts, resources and databases to teach, are there special needs to accommodate - contact party the program is for to make sure any changes they need have time to be done
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program goals and objectives
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create the foundation for the lesson plan, if well written the instructor has an effective and meaningful structure for discussion, activity and assessment, objectives should be met by the end of the program. Goals explain the reasoning behind what you want to teach, articulate what you want to accomplish and maintain focus, address question of what you want the participants to take with them from the session, then set the content and teaching to best achieve them, what the student should be able to do, not the learning process, goals of other library instructors or the overall program are likely to shape session goals, should be clear and measurable
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SMART objectives
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Specific - easily identified and understood
Measurable - track activities of the objective and know when achieved Achievable - realistic based on resources, collections and facilities Relevant - lead to goals they support Timely - realistic and appropriate time frame for achievement, start and finish dates |
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Objectives for instructional sessions
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student performance of concepts described in session goals, often referred to as learning outcomes because they define more specifically what skills will be demonstrated after the session, can be used to assess effectiveness, focus on student not instructor - taught them something, each focuses on one idea and measures specific behaviours, avoid vague terms like understands and knows
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lesson plan
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consists of deciding what content to use in a session, outlining session and deciding what tools to use
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choosing a topic
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pertinent to class content (relevant), effective example to demonstrate concepts, used in a way students can apply to their own topics
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class outline
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may want a short outline or basic concepts and sample searches or a detailed script - depends on comfort level, as you get more comfortable try to pare script into smaller outline - if not tied to a script you can focus on concepts and skills
1. intro - yourself, material, objectives and skills, concepts to leave with 2. divide into concept based sections 3. include sample searches 4. create active learning exercises 5. determine time for sections 6. ensure lesson flow between sections and well defined transition 7. leave time for question and discussion |
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tools
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decide what resources are needed, is a computer lab more useful, are print resources needed, will you use a board, demonstration computer, powerpoint, what handouts or webpages are useful before and after the session
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benefits of online tutorials
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students learn information competence skills at their own pace outside the physical classroom and traditional class time, good introductory precursor, gain a common foundation of knowledge before in person instruction session, librarians can make more of the one hour, one shot in person library instruction
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Concepts taught in online library tutorials
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general orientation to library's online and physical environments, defining topics and selecting search terms, searching, selecting and evaluating information generally or for a topic, identification of popular and scholarly literature, understanding and recognizing primary literature, plagiarism
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measuring online learning
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quizzes after online modules or tutorials to tesk knowledge
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characteristics of web based instruciton
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should be designed to meet the same criteria as face to face instruction - with goals and objectives, a structure or plan, incorporation of learning styles and utilization of active learning
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tips for web based instruction
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1. active learning
2. content and language clear 3. stay relevant 4. contact info to answer questions 5. relate instruction or course or resource - context and relevance 6. provide structure - objectives, learning styles, pace 7. goals and objectives - purpose and expectations clear |
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types of web-based instruction
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1. general research and reference
2. searching OPAC 3. periodical database use 4. internet instruction 5. citing sources 6. plagiarism |
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why handouts
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reference source after session ends, present information visually for visual learners, support nad complement presented information, guide for future research, allow you to refer back for future sessions
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when create handouts
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at time of planning session, tailor to the program, make copies in advance to avoid complications
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when distribute handouts
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opinions differ - some say beginning or end, others when it is most relevant, students will view right away and may tune out until they are done
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what to include in a handout
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outline key ideas, information from session you want available for reference, further info or bib for further research, illustrations, charts or graphics, activity guide or worksheet with directions or steps, say no more than is necessary
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handout design tips
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set off distinct parts with formatting, bullets make it easier to scan and understand, utilize white space, use colours to distinguish multiple handouts, ask if information flows, if it is visually appealing, if the info will allow them to remember content, if contact info and additional sites are needed or included
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storytime
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program where children's librarians and techs read books to children, often includes simple songs, finger plays, puppets and crafts, parents take kids to program on set dates to participate or they go with classes, in room or library for children up to grade one, they promote literacy and a live of books, kids associate libraries with fun activities and the library is promoted - usually at least once a week, others more often and for various ages
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baby time
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geared towards babies, toddlers and their caregivers, simple board books used as basic intro to stories, babies sit with their caregivers and program person reads short, sturdy books, sings songs and interacts in a general manner
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toddler programs
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for two year olds and caregivers, same format as preschool programs with shorter stories, preschool for ages 3-5 and can sit longer for the stories, activities and songs. Often a theme based craft after storytime, changes occurring with full day kindergarten
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purpose of storytime
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one of the first library programs, introduce young children to good books and teach that books and reading are valuable, goal to get kids excited about books nad inspire imagination, should be fun and connect to joy of reading, children develop skills and tools like phonological awareness, listening and motor skills, models read aloud techniques for parents, improves circulation, prepares preschoolers for kindergarten, teaches listening, sitting quietly and paying attention, constant in creating a successful reader is a child who is read to daily, get parents in the habit of coming to the library themselves and encourage kids to return later for school help
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storytime format
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nametags
opening song - repeat each week movement song listening song announce theme read book counting song read book finger play read book songs with nflannel board book craft closing song |
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storytime environment
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should be child friendly weather in childrens area or a meeting room, program rooms best, preschoolers on carpet facing staff with parents behind, reader higher up and book faces audience
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storytelling
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a performance where the storyteller is in charge of the environment and people pay attention to them, audience is passive, meant to entertain, enchant and inspire
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story reading
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give and take experience between reader and listener, audience actively engaged and reading with you, meant to educate, motivate and inspire
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benefits of reading aloud
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listening stimulates the same area of the brain as reading, removing the need to decode the text allows the child to pay more attention to understanding and interpreting the text, models reading fluency using feeling and expression, increases vocabulary, allows them to hear unknown words in context, learn reading is fun - when they identify as a reader they will put more energy in learning mechanics
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reading tips
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a. stories like music
2. stop acting like a grown up 3. find the right voice 4. practice |
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stories are like music
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create your own interpretation of another's work, stick to the text so kids see the connection of words and language but embellish with expression, each word is important and has a role to play in creating the whole - limited number so carefully chosen, words read based on the role they play, no one knows if you made a mistake if you don't acknowledge it, try to memorize
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stop acting like a grownup
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develop a performance persona, make your feelings express the story, children can look foolish and not feel it, relearn this, your feeling will be reflected in your narration
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find the right voice
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use your own as narrator, character voices can be hard to track, some debate over use, animals are easy, vary tempo, timing and accents, don't change pitch extremely
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practice
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read at least 3 times
1. silently - do you like it, can it be read aloud, evaluate pictures and means of capturing attention 2. out loud with stops and redos - find your voice, look for comment spots, sound effects and audience participations 3. dress rehearsal |
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scheduling storytime
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depends on target audience, try to make convenient for parents, children and staff
- babytime - mornings for up to 23 months, 30 minutes - toddler time - mornings for 23 months - three years, 30 mins - preschool - morning or afternoon depending on community, staffing and school schedules, for 3-5, 45 minutes |
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storytime prep
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choose books and songs based on theme, try to memorize what you can so eye contact can be used to draw in audience
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choosing a book
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should like it, be age appropriate, not dated, good to read aloud with large and viisable pictures and be relatable to hte audience
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babytime format
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mellower with age range from infants to starting to walk, lots of rhymes, soothing songs, short board books, rhythm of voice and bright colours to keep interest - welcome song, rhyme, short book, rhyme, song, book, closing song
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baby time songs and rhymes
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repetition and parent and child songs - tickle rhymes, bouncing rhymes, body rhymes, lullabies
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babytime books
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brief with large colourful pictures, can see objects around them and focus for short periods, board books are simple and should be large enough to hold up - tend to be shortened versions of other stories or simple, bright picture books
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toddler storytime format
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active program, great to build preliteracy skills, active kids with participation and parents present to keep child focussed, toddler not likely to sit for whole session, stories, songs and rhymes full of movement, singing and action, like baby time with added activity
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types of picture books
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1. participation - call and response
2. circular stories - end where they started 3. creative dramatics - act out 4. concept stories - teach letters and numbers 5. cumulative stories - recurring phrases to chant along |
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pre-school and family storytime
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interactive stories, can be longer but not overly so, more stories can be incorporated, 45 min session
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storytime benefits for preschoolers
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provide necessary building blocks for when child starts reading
- print awareness - vocabulary - letter knowledge - print motivation - make it seem fun - phonological awareness - narrative skills |
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goals of library services for young adults
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provide transition from child to adult services based on unique YA needs, promote literacy, life long learning, information literacy and reading for pleasure, need and deserve services to address educational, informational, cultural and leisure time needs
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