Summer Reading Program

By:

Donna BellerbyPatricia CozzaAimee Hardy

Beth Jones

Summer Reading Program Introduction

Though k-12 schools traditionally run on a nine-month schedule, Information Power contends that, "After-hours access to information and resources that are not always available in homes unlocks the door to the school library media program and to the learning community's potential" (126). In an effort to increase access to the school library's collection and to boost information literacy, we have created a fictional summer library program that supports the curriculum, efforts, and mission of a local school district.

The fictional school district that we have created is called Springville School district. It is located in rural Pennsylvania in a well-funded district, and includes four elementary schools of about 200 students each. A full-time school library media specialist and one aide staff each school. The community's public library also offers programming during summer vacation.

Though our program is entirely fictional, it is designed to be feasible. Summer library programs have been included with great success in other school districts. Writes Carole Fiori, "Although summer library reading programs (SLRPS) started more than a century ago, the SLRPS of today are a key component in creating a nation of readers and thus of literate citizens" (85). Across the country, k-12 schools are engaging young readers through summer programs. Heatly School District in New York offers movies at the library, crafts, guest readers, reader's theatres, and booktalks to registered students each summer ("Summer Reading"). Another school district that has had success with a summer program is Saddleback Unified School District in California, which contends, " Reading should not stop simply because school is out" ("SVUSD Summer Reading").

Introduction Works Cited

AASL (American Association of School Librarians) & AECT (Association for Educational Communications and Technology). Information Power: Building Partnerships for Learning. Chicago: ALA, 1998.

Fiore, Carole D. "Summer library reading programs." New Directions for Youth Development 2007.114 (Summer2007): 85-98. Academic Search Complete. EBSCO. Mansfield University Library Mansfield, PA. 10 Oct. 2008 <http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=25640489&site=ehost-live&scope=site>.

Heatly School Information Resource Center. "Summer Reading 2007." Heatly School. 2007. 08 Oct. 2008 < http://www.heatlylibrary.net/2007/06>.

Saddleback Unified School District. "SVUSD Summer Reading." Saddleback Unified School District. 2008. 08 Oct. 2008 < http://www.svusd.k12.ca.us/reading/> .

Objectives

For any endeavor to succeed, it must have goals. The objectives written here spell out our goal in creating a summer reading program. Through the summer reading program, our hopes to:

Encourage the independent pleasure reading that is so critical in America's children Promote family involvement in reading. Generate enthusiasm for reading for information and for pleasure. Provide students with access to reading materials during the summer. Offer time for students to independently use the library media center and its materials. Advance the development of information literacy through access and instruction in

information skills.

Staffing

Staffing is the life blood of any library program. With the appropriate levels of staffing a summer reading program can be facilitated effectively and efficiently. State level guidelines dictate the appropriate levels of staffing for school year library programs. These guidelines create an effective guide to follow for successful summer programs. These state level mandates are based on number of student’s participating in the programs. The Commonwealth of Pennsylvania Department of Education supports the guidelines for Staffing in school libraries. We have utilized these guidelines to support the staffing levels of our factious summer reading program.

1 Librarian/Media Specialist – The Librarian/Media Specialist will be the program director and oversee all administrative duties related to the program. This will not be limited to, but include the following duties:

Guides and directs all of the activities related to and acts as the main advocate for the school library program.

Works collaboratively to define and recommend the policies of the summer reading program.

Meets and confers with other staff members in the program. Creates and maintains program policies and procedures. Prepares, justifies, and communicates budgetary needs. Performs ongoing assessment of the summer reading program Establishes cooperatively with the principal and the technology coordinator, the

policies for the use of electronic hardware and software within the library. Directs, monitors, and supervises support staff. Implements district policies and procedures

(Commonwealth of Pennsylvania)

2 Elementary Certified Teachers: The teacher’s primary roles will include the following:

Work collaboratively with the SLMS and other staff member’s Implement weekly planned activities to encourage reading Support and encourage student’s participation in the reading program. Provide appropriate feedback to support program objectives.

1 Library Aide/Support Staff: The aide’s primary roles:

Monitor students and parents. Assist the school librarian with library summer reading program schedules and

scheduling of volunteer library assistants. Prepare, process, and receive orders. Process materials for use. Maintain records, inventories, and bookkeeping accounts. Assist in maintaining an electronic or manual catalog of materials

1 Member of the Custodial Staff:

Securing areas of use General custodial duties Cleaning specific areas of use.

Staffing Work Cited

Commonwealth of Pennsylvania. Guidelines for School Library Programs. Harrisburg: Commonwealth Libraries, 2005. Pennsylvania Department of Education. Jan. 2005. Commonwealth Libraries.11Oct.2008 http://wwwww.statelibrary.state.pa.us/libraries/lib/libraries/PA_Guidelines05.pdf>.

Advertising

After a positive experience with record numbers of children and circulation during a summer program, East Baton Rouge Parish Library's Dianne Brady said, "The experience left us firmly convinced that the marketing of a summer reading club pays off" (158). Our group agrees, and we have a plan in place to ensure that kids are excited about coming to our Summer Reading Camping Adventure.

To add to the enthusiasm, we will have the media centers of all four libraries decorated in a camping theme for the last week of school. Reading areas will include tents for kids to sit in as they read, complete with flashlights to use as book lights (of course, these tents will be open to allow for supervision of students). Each child will receive a promotional flyer to take home to encourage participation, and library staff will use a PowerPoint

presentation for both students and staff to encourage awareness and enthusiasm about the summer program. These made-up resources are attached with our information.

Several months before the program, we will write news releases to promote our program.

In addition, we will include several marketing tactics during the event. We will call local news media organizations, and invite them to cover our program. Additionally, we will ask community members and government officials to stop by for a visit to see the wonderful things going on in our library, even during the summer. Of course, the library will be decorated in a camping theme, and our "rangers" (staff) will be outfitted in camping gear. Friendly smiles and approachable attitudes are also effective ways of generating enthusiasm and respect for the library media center.

Some tips that Brady suggests and that we will follow, include drumming up enthusiasm early, especially among library staff, creating quality resources for advertising and use during the program, and begin advertising the summer program in the spring (158). Though our summer club will run June through August, we will start promoting it in early May in all of the district's elementary libraries. Students must get in their permission forms by June 1 in order to participate.

Barbara L. Stein and Risa W. Brown, authors of Running a School Library Media Center, suggest thinking of the program as product. They go on to exhort SLMS to, "Present your product to your consumers. Marketing is ongoing; almost everything you do creates an image of the library. If you have satisfied customers--students, teachers, and administrators--they will come back and recommend you to friends and colleagues" (116). According to Information Power, school library media specialists should, "Use a variety of written, verbal, and visual formats- for example, fliers, presentations, displays, and student products- to inform teachers and others of program resources, activities, and services and to promote the program throughout the school and local community" (113). School library media specialists need to be advocates for their program, and the offering of a terrific summer library program is an excellent time to do that. Through publicity materials, news coverage, and enthusiasm from our staff, we hope to create a positive and well-received program for the good of our students and schools. "Promoting the library program is like offering a gift of information to your community," explains Enid Costley (2).

Advertising Section Works Cited

AASL (American Association of School Librarians) & AECT (Association for Educational Communications and Technology). Information Power: Building Partnerships for Learning. Chicago: ALA, 1998.

Brady, D. "Selling your summer program." School Library Journal 36.3 (Mar. 1990): 158. Academic Search Complete. EBSCO. Mansfield University Library, Mansfield, PA.. 10 Oct. 2008 <http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=9004091763&site=ehost-live&scope=site>.

Costley, Enid. Summer Reading Program Tips. Richmond, VA: Library of Virginia, 2007.

Stein, Barbara L., and Risa W. Brown. Running a School Library Media Center : A How-

to-Do-It Manual. 2nd. ed. New York: Neal-Schuman, Incorporated, 2002. 116. Springville

Theme

School District Summer Reading Program

Camp Out at the Library

The theme for Springville School District is “Camping Out at the Library.” The theme

should be one to spark children’s interest in the program. Camping is a summertime

experience many students have had. Decorations, awards and incentives for this theme

can be easily obtained. Additional decorations to add to the theme include tents, sleeping

bags and various stuffed forest animal and insect friends. This theme also lends itself to a

wide range of activities, stories, crafts and discussions. Summer camp at the library will

open a new world of excitement and reading adventure for students.

Theme Works Cited

Positive Promotions. http://www.positivepromotions.com

Budget

Springville School District Summer Reading Program

Camp Out at the Library

Program Budget

Office SuppliesMarkers (#886417SS) $ 23.99Crayons (#007503, 8/box, .49/bx, 85 boxes) 41.65Pencils #2 (#08327555, 96 ct., $3.99/bx, 2 boxes) 7.98Construction Paper (2 pks asst., 300 sheets/pk, 5.59/pk) 11.90Lined Paper (1 ream) 2.39Printer Paper (5 reams, 7.99/ream) 39.95Glue (4 oz. @ $.39/ea) 29.25Scissors (will use classroom supply) .00

Refreshments:Snack (for kick-off, closing and program) 100.00

Drinks (capri sun 6.95/case, 40/cs) 84.00

Theme Décor/IncentivesCertificates (#RC-197 13.95/pk, 4 pks.) 55.80Silicone Bracelet/Recognition Card #SK-669F (for kick off 10/pk @ 11.90/pk, 8 pks.) 95.20Reading Log # PA-24E (25/pk@ $8.25/pk, 4 pks) 33.00Camp out at the library bookmark 100/pk 32.95Camp out at the library posters (8ea. @ 7.25/ea) 58.00

Salaries:3 Teachers (1SLMS, 2 classroom teachers, workshop rateOr 23.00/hour for 6 weeks x 3 hours/week/teacher)(9 x $23.00) x 6 1,242.001 Library Aide (3 hrs/week x 11.00/hr) x 6 weeks 198.00

StaffCustodial Staff (this district event takes places duringNormally scheduled custodian summer work hours.No additional cost will be incurred. .00

Other:Use of library, computer lab, 2 classrooms .00Shipping and misc. expenses 350.00

Total Budget Costs $2,606.44

Budget Works Cited

Positive Promotions http://www.positivepromotions.com

Classroom Direct http://store.schoolspecialtyonline.net

Timeline

Springville School DistrictSummer Reading Program 2009

Program Preparation Schedule

February, 20091. Contact school principal to confirm school and classroom use.2. Send a letter to district librarians outlining program and enlisting their help for implementation.3. Mail program schedule and budget to Administration office.

March, 20091. Submit order for program posters, incentives/awards, supplies.2. Print flyer to parents introducing the program and outlining registration procedures and deadlines.

April, 20091. Create and print flyers for display at elementary schools.2. Confirm registration procedures and deadlines with SLMS in each school.3. Write news release.

May, 20091. Send registration forms to parents.2. Send “Camp Out in the Library” posters to all four elementary schools for display to promote

program.

June, 2009June 1 -Registration ends. June 5 -Finalize registration data.

-Decorate library in “Camp Out at the Library” theme.June 10 -Send home program reminders to parents.June 16 -Last student school day.June 17 -Assemble supplies in designated areas.

-Procure any additional supplies needed.

June 19 -Meet with program staff to finalize details and review procedures.June 22 -Program begins with kick-off celebration.

July, 2009 July 31 -Program ends with closing celebration.

Works Cited

Library of Virginia. Institute of Museum and Library Services.www.vacationreading.org/SRPTips.pdf

Advertising

After a positive experience with record numbers of children and circulation during a summer program, East Baton Rouge Parish Library's Dianne Brady said, "The experience left us firmly convinced that the marketing of a summer reading club pays off" (158). Our group agrees, and we have a plan in place to ensure that kids are excited about coming to our Summer Reading Camping Adventure.

To add to the enthusiasm, we will have the media centers of all four libraries decorated in a camping theme for the last week of school. Reading areas will include tents for kids to sit in as they read, complete with flashlights to use as book lights (of course, these tents will be open to allow for supervision of students). Each child will receive a promotional flyer to take home to encourage participation, and library staff will use a PowerPoint presentation for both students and staff to encourage awareness and enthusiasm about the summer program. These made-up resources are attached with our information.

Several months before the program, we will write news releases to promote our program.

In addition, we will include several marketing tactics during the event. We will call local news media organizations, and invite them to cover our program. Additionally, we will ask community members and government officials to stop by for a visit to see the wonderful things going on in our library, even during the summer. Of course, the library will be decorated in a camping theme, and our "rangers" (staff) will be outfitted in camping gear. Friendly smiles and approachable attitudes are also effective ways of generating enthusiasm and respect for the library media center.

Some tips that Brady suggests and that we will follow, include drumming up enthusiasm early, especially among library staff, creating quality resources for advertising and use during the program, and begin advertising the summer program in the spring (158). Though our summer club will run June through August, we will start promoting it in early May in all of the district's elementary libraries. Students must get in their permission forms by June 1 in order to participate.

Barbara L. Stein and Risa W. Brown, authors of Running a School Library Media Center, suggest thinking of the program as product. They go on to exhort SLMS to, "Present your product to your consumers. Marketing is ongoing; almost everything you do creates an image of the library. If you have satisfied customers--students, teachers, and administrators--they will come back and recommend you to friends and colleagues" (116). According to Information Power, school library media specialists should, "Use a variety of written, verbal, and visual formats- for example, fliers, presentations, displays, and student products- to inform teachers and others of program resources, activities, and services and to promote the program throughout the school and local community" (113). School library media specialists need to be advocates for their program, and the offering of a terrific summer library program is an excellent time to do that. Through publicity materials, news coverage, and enthusiasm from our staff, we hope to create a positive and well-received program for the good of our students and schools. "Promoting the library program is like offering a gift of information to your community," explains Enid Costley (2).

Advertising Section Works Cited

AASL (American Association of School Librarians) & AECT (Association for Educational Communications and Technology). Information Power: Building Partnerships for Learning. Chicago: ALA, 1998.

Brady, D. "Selling your summer program." School Library Journal 36.3 (Mar. 1990): 158. Academic Search Complete. EBSCO. Mansfield University Library, Mansfield, PA.. 10 Oct. 2008 <http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=9004091763&site=ehost-live&scope=site>.

Costley, Enid. Summer Reading Program Tips. Richmond, VA: Library of Virginia, 2007.

Stein, Barbara L., and Risa W. Brown. Running a School Library Media Center : A How-to-Do-It Manual. 2nd. ed. New York: Neal-Schuman, Incorporated, 2002. 116.

Enrollment

Encouraging student participation in the summer reading program is a vital component to the program. Students who summer read for pleasure are more likely to prevent the typical “summer slide, which is described when young minds sit ideal for three months.” (RIF)

It is vital to promote the summer reading program and encourage an enrollment period. This enrollment is important for many reasons; staffing, budgeting, promoting, and planning. Also resources have to limit enrollment for safety and security reasons.

A registration period is provided so that interested individuals will have ample opportunity to participate. With the end of school drawing near, program registration must occur at the end of the school year. Because this is a school sponsored program it is limited to school age children. To allow the SLMS

adequate time for planning and preparation of the program, usually a two week window would be considered adequate.

During the enrollment phase students and parents would be given a packet containing:

A reading contract: both parent or caregiver and student must sign. This contract would detail program objectives and rules that would govern the program.

Program overview: This would highlight the student’s participation guidelines; provide information on incentives for reaching reading goals.

Calendar of events: Listing weekly lessons and suggested reading activities and library hours of operation.

Information sheet: Specific details of the program and contact information of program administration.

Enrollment Work Cited

Reading is Fundamental, Inc. "Keeping Kids off the Summer Slide." Reading Is Fundamental. 2008. 9 Oct. 2008 <http://www.rif.org/parents/articles/summerslide.mspx>.

Green, Sandy. "TEN YEARS OF SUMMER READING SUCCESS: THE EASTERN AND CENTRAL READING ENCOURAGEMENT AND DEVELOPMENT NETWORK (E.C.READ'N)." APLIS 20.2 (June 2007): 55-66. Academic Search Complete. EBSCO. North Hall Library, Mansfield,PA12 Oct. 2008 <http://search.ebscohost.com/login.aspx? direct=true&db =a9h&AN=25091185&site=ehost-live&scope=site>.

Reports

According to Information Power, “Ongoing, regular assessment can be used to keep the library media program active, vital, and at the center of student learning.” (AASL) For this reason it is important to monitor library reports. This assessment allows summer reading staff to maintain proper staffing, appropriate materials and consistent adhere to the program objectives. Ongoing reporting allows weekly progress monitoring of the program. This allows for corrective actions to take place as necessary. Different from program evaluation this can be a formative assessment of the program on a weekly basis.

A program manual should be constructed for all involved to provide a working document that highlights the programs objectives and goals. This “how to” guide should contain:

Program objectives, goals and overview Ideas for activities and lessons Master calendar for the term of the program listing critical dates and times Copies of student reporting forms, student and parent contracts and other important

information for participants. Forms for recording daily statistics and reports Contact listing for program administrators Suggested activities and lessons for the program

(Sandy Green)

The following reports should be prepared weekly to monitor the summer reading program:

Sign-in Sheets – this allows staff to monitor the total attendance for weekly activities. These sheets provide information that will determine your staffing patterns.

Student tracking forms – this form of reporting provides information on the amount of time students are putting into the program. Tracking minutes read or books read are an important tool for students. This tracking sheet also allows library staff to provide incentives for reaching reading goals.

Parent reporting forms – parents can be active participants in this reading program by helping their child set goals for reading. Providing parents the ability to see the average reading (books or times) for participants will help them encourage their child to reach their goal. Averages should be posted for all participants to see. Charting progress is vital to provide encouragement and excitement in the program.

Usage reports generated by the circulation system provide library staff with information about circulation trends. Areas of interest can be enhanced by the utilization of circulation reports. The circulation reports can also serve as a summative assessment for final evaluation of the program.

“Program evaluations clearly show that reporting is the most valuable aspect of the program for caregivers and the participants.” (Sandy Green) Participant reporting supports the whole program. All other reports support the evaluation of the programs administration.

Reporting becomes a vital component to provide a tool for the final evaluation on the success of the summer reading program. Administrative reports can be tabulated and provide important information that will serve as a program guide for the next reading program. These reports allow you’re to quantitatively support your program.

Reports Work Cited

American Association of School Librarians, and Association for Educational Communications and Technology. Information Power: Building Partnerships for Learning. Chicago: American LibraryAssociation, 1998.

Green, Sandy. "TEN YEARS OF SUMMER READING SUCCESS: THE EASTERN AND CENTRAL READING ENCOURAGEMENT AND DEVELOPMENT NETWORK (E.C.READ'N)." APLIS 20.2 (June 2007): 55-66. Academic Search Complete. EBSCO. North Hall Library, Mansfield,PA12 Oct. 2008 <http://search.ebscohost.com/login.aspx? direct=true&db =a9h&AN=25091185&site=ehost-live&scope=site>.

Assessment

Discussion We will be doing a lot of discussion about the books being read each day during the program. Some of the things the students will be discussing:The types of booksThe set up of the informationThe setting, characters, problem, solutionTheir feelings on the bookWhat did they learn from the bookWhat would they changeDuring the discussions we will be looking at the students understanding of the information being presented and its application. We will be listening to them to see if they are thinking in complex ideas such as predictions, conclusions and summarizing. Are they enthusiastic, do they want to look for more information on the topic? Have they changed their thinking on an issue brought up in the book? Through active discussion we can be sure that the students are processing the information that we are giving them.

We can see how they are using the information through their questions and how they add to each others comments.

Field Guide (Day 2) (Some students may have filled them out; some will be taking them on their trip. The younger kids would have done simple sentences and/or single words or dictation.)Did the students answer the questions: (This could be done after a nature walk.)What time of day is it?Who is on this expedition with me?What tools do I have?How have I traveled to this spot?What do I see?Do I see anything that surprises me?Do I see anything that interests me?Are their answers thoughtful and engaging? Do they use their imagination?Are they clear in their answers?Do they add drawings of things that were interesting?Do they express a desire for knowing more?

Powerpoint Photo Journal (Day 3) The students were to put together a photo journal of a camping trip to a United States Park of their choice. The younger kids were to print photos of their park and write captions. The students needed to have information in their parks camping facilities and special activities that campers could do. They needed to make it interesting to entice others to want to go there for a camping trip. The presentations would be viewed by other students, staff and families on the last day.Are their captions thoughtful and engaging? Do they use their imagination?Are their presentations creative?Are their presentations colorful?Do the captions match the photo?

Book Review The students will be submitting online book reviews for books read during the lessons at the summer program. This is to generate interest in reading and presenting their thoughts to others as well as to assess what they have gained from the readings and the discussions.Are they summarizing the important parts of the story?Are they discussing the characters and the setting?Do they mention the genre?Do they give their opinion on the book?Do they mention their favorite part?Do they leave a cliffhanger if appropriate?Do they have the appropriate title?Do they tell the author of the book?

Program Evaluation

Program evaluation is necessary so that the school library media specialist can see how the program is doing. According to the Pennsylvania Guidelines for School Library Programs, "assessment is essential to maintaining a viable school library program" (15). As the librarian works to assess and evaluate many key areas of the library's summer program, such as the staff, instructional programming, collection and budget for future growth, facilities and equipment, he or she will see ways that the library's summer

program can be improved and continue to take concrete steps toward achievement of its fundamental mission.

For our proposed summer program, we would do several types of evaluation. We would have the staff complete reflection journals, we could analyze results of standardized tests to see whether students in our group achieved at the same rates as their peers, and we could use information observations. Circulation reports and usage data will also be helpful in evaluating our summer program, as will discussions with community members and the involved students and staff.

One reason that evaluation is necessary is to justify the continuation of the program. As Christine Hamilton-Pennell et. al. explain, evaluation can be the sort of evidence that administrators can understand and support (47). Many studies in varied states have shown that strong schools are usually correlated with strong libraries. One of the key areas for assessment that the Hamilton-Pennell et. al. article points out is staffing. A study in Alaska showed that collaboration, information literacy instruction, providing hours in media center, and providing in-service instruction were all things that the school library media specialist could do that were linked with higher test scores (46). The hours provided in the proposed summer program would dramatically increase student access to the library media center. In an age when school districts seem only to willing to lift the ax toward the position of the nation's school librarians, such assessment and the resultant data are very helpful for media programs. Information Power says that it is important to ensure that the "roles and responsibilities" of the staff contribute to the overall effectiveness of the program (108). School library media specialists need to reflect and work to be sure that they are doing everything possible to meet the library's mission.

After the summer program, it is important that the summer staff and volunteers take the time to evaluate and reflect on their work. A reflection of the library's goals that includes whether or not we accomplished desired ends would serve well as we tailored the program for future years. These reflections provide a snapshot of the views and commentary on the program from the staff's point of view.

Numeric data will also be necessary as we evaluate the program. This information can include circulation statistics and possible student scores on pre- or post-tests. It would also be helpful to track students in the summer program as they go back to school in the fall. Did they retain their reading skills as much, or more so than their peers? This information will not only be helpful in evaluating the success of the program, but also in providing justification for its continuation.

In addition, the library staff should evaluate the summer program through community responses and student comments. Information observation and interviews can also yield valuable information. This time of reflection both rewarding and important as an avenue for continued growth. Information Power suggests that this period of contemplation can help "improve student growth" (174). Information Power also says, "An effective program increases its stature through regular and systematic communication about its mission, goals, functions, achievements, and overall impact" (112). Strong evaluation and communication of the results is necessary for this to be a reality.

As Nancy Everhart explains, we can also use evaluation to think about the types of programs that can be offered and to discuss how effective current programming is

through the use of tools like focus groups (14). Meanwhile, Doris Epler writes that it is important that the school's mission is at the forefront when evaluating a program and meeting the standards ALA has set forth. She contends that "systematic evaluation" is necessary, and says that we can find both factors that speak to whether we are meeting large goals, as well as clues on formulating specific activities ("Using Evaluation").

Another key area for assessment during the summer program is the collection and the facilities that house it. As aforesaid, it is important to meet the needs of today's learners. Libraries need to have a balanced collection that supports the school curriculum as well as meeting the pleasure reading needs of its patrons. The library's resources should be housed in a place that is both accessible and welcoming. School library media specialists should use circulation, usage reports, observation, and evaluation of student work, among other things, to find ways to assess the library. We also need to conduct interviews to find out how the information age has affected the use of the traditional collection. One format that might be used is an interview to find out whether independent library searches were successful, according to Everhart.

Finally, the library's summer budget is an important aspect that should be assessed. All of the above, including the collection, facilities, technology, the program, and the provision of librarians and support staff, can be affected by the budget. Appropriate funding is necessary to ensure that our nation's library programs, staff, and facilities are meeting the growing information needs of our populace. Success can translate into continued funding, while demonstrating that a school's budget is not up-to-par may spur some consideration as school monies are doled out, if the librarian can make a case for just how essential it is that the library is fully funded. Additionally, successful evaluations can also help ensure that grants are renewed in order to continue the summer programming.

As multiple studies have shown, a strong library contributes to a strong school. One way to gauge the effectiveness of programs, as well as to ensure their continued success, is through program evaluation. It is very important the school library media specialists develop the knowledge and skills that are necessary to evaluate and assess and evaluate programming both qualitative and quantitative data about a variety of factors. Through the knowledge born of this assessment, they can make the necessary changes to become even stronger.

Works Cited: Program Evaluation Section

AASL (American Association of School Librarians) & AECT (Association for Educational Communications and Technology). Information Power: Building Partnerships for Learning. Chicago: ALA, 1998.

Commonwealth Libraries. Pennsylvania Guidelines for School Library Information Programs. Harrisburg: Bureau of Library Development, 1999.

Epler, Doris. "Using evaluation: To bring school library resource center..." Emergency Librarian 18.3 (Jan. 1991): 8. Academic Search Complete. EBSCO. Mansfield University Library, Mansfield, PA, [State abbreviation]. 8 Oct. 2008

<http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=9706222124&site=ehost-live&scope=site>.

Everhart, Nancy. "Evaluation of School Library Media Centers: Demonstrating Quality." Library Media Connection 21.6 (Mar. 2003): 14. Academic Search Complete. EBSCO. Mansfield University Library, Mansfield, PA. 10 Oct. 2008 <http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=9350955&site=ehost-live&scope=site>.

Hamilton-Pennel, Christine, et.al. "Dick and Jane Go to the Head of the Class." School Library Journal 127.19 (April 2000): 44-7. Library Literature. Wilson Web. Mansfield University Library, Mansfield, PA. 09 Oct. 2008. < http://vnweb.hwwilsonweb.com.ezproxy.mansfield.edu/hww/results/external_link_maincontentframe.jhtml?_DARGS=/hww/results/results_common.jhtml.29>.

Other Considerations

Our group worked together to create a successful and thought-out summer program. Of course, our program was on paper. In reality, there will probably be snags and challenges not mentioned here.

One consideration that k-12 schools need to take into account is the work of their local public library. Most public libraries offer some sort of program during the summer, and schools should coordinate their efforts with those of the public library. It is certainly not a time to try to compete or to create alienation, especially since both school and public libraries are working toward the same goals of information literacy and reading.

Another thing to think about is the sheer power of reading. Our group recommends the book The Power of Reading by Stephen Krashen. In it, Krashen discusses the state of reading in America today, and some ways to encourage kids to read. Independent reading is, of course, of the utmost importance.

In our fictional program, we also decided to locate the program activities centrally, with one head leader. In reality, this could pose a challenge. Everyone needs to be on board with this decision, and parents need to be willing to transport their children. Also, another consideration in our decision to house the program at one central location is the need for a union catalog. With a union catalog, children will be able to check out, even though the program is not at their home school.

Finally, we would suggest strong communication and training. Meetings, emails, and phone calls should be expected in coordinating an effort like this that reaches across schools. The lead school library media specialist will need to drum up support and enthusiasm amongst the staff, because creating a successful summer reading program will require extra effort on the part of all. Training of the staff and communication about goals, objectives, and assessments is also imperative. Time will need to be set aside to ensure that everyone understands the goals of the program, as well as their own individual roles in achieving those goals.

Program Tools

The following items were created to promote our summer reading program. A powerpoint presentation and flyers to promote our program as well as suggested lesson plans to complement the program. See attachments for a Promotional Powerpoint and a Participation flyer.

Springville Summer Program Lessons and Activities

Build a campfire or two out of brown, red, yellow, and orange construction paper and place them in the library area. The kids can sit around them and read during their library time. (Display the books: Sharing Nature With Children and Sharing Nature With Children II by Joseph Bharat Cornell and some of James V. Bradley’s books in the Nature Walk Series and Discovering Nature With Children by Ingrid Chalufour and the Take a Walk Series by Jane Kirkland)

Day One: 9:00-11:00Introduction Discuss the procedures for the summer program and expectations. LessonAsk students their favorite things to do in the summer. Tell them that we are going to be doing a lot of reading and activities that have to do with camping. What kind of books do you think about when you picture one for reading? Do you ever think about a poem book? I have a book that will change your mind! Introduce the book Toasting Marshmallows by Kristine O’Connell George. Read the book with interest and excitement talk about the poems and the pictures and the descriptive words. Use chart paper to graph the students favorite poems. At the end discuss some reasons poems were liked better than others. If there is time brainstorm a web of words related to camping, including adjectives. Write it on chart paper or the chalkboard/dry erase board.ActivityThe Boy Scouts local troop leader will be there with a discussion of camping necessities, and wilderness survival techniques. He/She will involve the students in a discussion and also let them see, touch, experience some of the supplies that are necessary when camping and skills/knowledge you should have for survival, especially if you are separated from your camp. Ending- Talk about what the students learned that was new today. What did they like best, etc. Tell them what to expect next session an why they should come. We are going to read some books about camping trips and how outdoor enthusiasts document what they have seen.

Day Two: Field JournalIntroduction Review last weeks session, discuss procedures for today and preview today’s lesson and activities.LessonRead Stella and Roy Go Camping by Ashley Wolff and When We Go Camping by Margriet Ruurs. Discuss that when some people go camping they write a field journal so they can look back on their experiences. Have some examples available. A field journal includes:

What time of day is it? Who is on this expedition with me? What tools do I have? How have I traveled to this spot? What do I see? Do I see anything that surprises me? Do I see anything that interests me?

Discuss what the students would write in the field journals if they were the characters in the books we read. As an example fill in a chart pad that has the questions already pre-written on the pages. Answers can come from either book just put a small one or two at the end of the idea so they know which book it came from.

ActivityMake their own field journal, using brown construction paper for the cover and 6 sheets of white paper for the pages. Fold in half to make a book with the brown paper on the outside. Paste various items from nature on the front and back cover to make your own field guide. (twigs, leaves, grass, small pebbles, rice, seeds, spices, flowers,) The kids can gather these items on a walk around the school before working on the books and/or they can be provided.They can also brainstorm words that they can use in their journals, or copy the word web made the previous week. That way they have a word bank to use when they are filling in their journal on their own adventures/trips. The younger students can draw pictures and then “write” sentences or single words. They can also dictate sentences to the teacher.ClosingReview what was learned today. Answer any student questions. Preview next weeks lesson and activity.

Day Three: Camping Internet JournalIntroduction Review last weeks session and discuss tonights procedures. Highlight todays lesson and activities.Lesson Discuss that we will be talking about the things we can do on a camping trip.Read What Camping Can Teach Us: Life Lessons Learned from the Great Outdoors.Discuss some of the things students have seen on camping trips or nature walks. Are they similar to pictures in the book? What are some things they would like to see? Discuss what things would make a camping trip fun for them, what kind of activities would they want to do? Brainstorm ideas on chart paper. (The first computer class will have to do this before they work.Activity- Computer LabHave the students log onto http://gorp.away.com/gorp/resource/main.htm. Have them pick one of the U.S. National Parks and do a power point picture journal or travel brochure for the camping activities at that park. Make sure they refer to the items they brainstormed that would make it the best camping trip. They will be displayed for other students and parents to look at. The younger students can gather and print pictures from the park sites. They can write or dictate a title for each picture, or a sentence about the picture.ClosingReview what was done today. Talk about some of the best camp sites and the activities they wanted to do the most. Show some of the pictures and tell the students that they will see the power point presentations on the last day. Preview what will be done the next session.

Day Four: FishingIntroduction Review what has happened so far in the summer session. Discuss the procedure and lessons and activity for today.LessonDiscuss the experiences the students have had with fishing. Did they like it? What did they like? What did they not like? What did they find interesting, strange, funny, boring?Read The Little Fish That Got Away by Bernadine Cook and Wishing I Was Fishing by Eva Wells. Discuss the two books and their similarities and differences with the theme of fishing. Do they have a favorite? Why? Discuss some of the things they would say about the books if someone asked them. Write some of the ideas down on chart paper to take to the computer lab.

ActivityWrite a book review online about either of these books or any of the ones read in the sessions so far. Get the kids excited about it by letting them know that people depend on these reviews to decide whether or not they will read or buy the book. Let them know that once they submit their review they are a published author and that they should do their best work. They can log on to www.amazon.com, www.bookhooks.com, or www.storiesfromtheweb.org/sfwhomepage.htm to submit a review. They need to have it checked by the teacher before submitting it.K-2: Have them draw pictures of their favorite parts in the books just read or one of their choosing from the past sessions. Have them draw pictures of their favorite parts and write the title of the book and what their favorite part was. (This can be dictated.) They can then share them with the group and display them for others to see.ClosingReview what was learned today. Ask how the students feel about being published authors and having people use their reviews to gain knowledge on a book. Will they read the reviews now when they are looking for a book? Will they write another review?

Day FiveIntroduction Review previous lesson and activity. Discuss todays procedures and the lesson and activities.Lesson Discuss yesterdays books and the topic of fishing. How are fish caught? What things do we need? Lead the students to a discussion on rods and lures. Discuss what each is used for and that there are many types.Read A Good Days Fishing by James Prosek and Anansi Goes Fishing by Eric Kimmel discuss the similarities and differences between the two books. Introduce the term Fable and its qualities. Discuss how Turtle tricked Anansi. How do the students feel about this story?ActivityThe students will design their own lures. On a light blue piece of construction paper 11”x 17” The students will glue a brown straw or pipe cleaner to represent a fishing pole. They will then glue yarn from the top of the “fishing pole” to look like the fishing line. At the end of the fishing line the students will design a lure. They will glue different craft supplies that are provided to their paper to create their original fishing lure. (Rubber beads, feathers, string, etc.)

ClosingReview what was discussed today. Tell the students that the past 5 weeks have been great and next week is the last week of summer program. Tell them there will be a special snack, and discuss the project and lesson coming up.

Day SixIntroduction Discuss the activities that have gone on the past five weeks. Let the students generate a discussion about all the things they have learned. Let them know that today during their library time they will have a special snack, related to camping. See if they can guess what it is. Don’t tell them till they get to their snack time! The students will be broken up into two groups this morning for a two group rotation. Each group will have library time and reading for 35-40 minutes. After this hour and twenty minutes the second hour will be a zoo presentation.(Library time: Make Smore’s, heat them on a plate for 4 seconds, pass them out at a table, then have the students wash up and search for books. They can also look at the power point presentations that were done.)Lesson (Today is a two group reading lesson, 30 minutes. The second hour is a demonstration by the local zoo on animals found in the local woods.) Discuss with the students that while people are camping they frequently walk in the woods. What are some things we see in the woods? How does it make us feel? What does it smell like? Read Our Walk in the Woods by Charity Nebbe. Discuss what Abby and Kirby like to do in the woods. Do they like the same things? How are they different? Do they like walking in the woods together? Will they do it again? Read Take a City Nature Walk by Jane Kirk;land. Have the students discuss and compare the two books. Have any of the students ever been to they city? Have they ever thought about all the things they were seeing in this way? How does this make them feel now? Would those that have never been to a city want to go now?ActivityThe local zoo will be bringing a few of their animals that are native to the area, to the library for a demonstration. We will be discussing the animals and how they adapt and survive and what to do if we encounter them. It is a 35-40 minute presentation.ClosingDiscuss the fun that was had at the summer program and remind the kids to visit their local library. Tell the students what a great summer it was and that you can’t wait to see them at school when it starts.

Supplies

4 pkg brown construction paper 11x1, 1 pkg red construction paper, 1 pkg yellow construction paper and 1 pkg orange construction paper, 4 pkg white paper 11x17

1 pkg brown rice (Unless going on a walk to collect items for day 2.)

5 containers various dried herbs (Unless going on a walk to collect items for day 2.)

Dried flowers plastic flowers from the craft store (Unless going on a walk to collect items for day 2.)

3 pkg 11x17 Light blue construction paper

Various craft store supplies (beads, feathers, string, glitter, etc.)

2 pkg brown drinking straws

2 spools yarn any color

4 boxes graham crackers

6 pkg marshmallows (not mini)

4pkg Hersheys chocolate bars (6 bar packs)

Works Cited

Parent Guidelines

“How to Make Summer Reading Effective.” National Center for Summer Learning. Ed. James Kim. Johns Hopkins University. 10 October 2008 <http://www.summerlearning.org/index.php?option=com_content&task=view&id=88&Itemid=410>

“Summer Reading and Learning for Children Tips For Parents.” American LibraryAssociation. <http://www.ala.org/ala/mgrps/divs/alsc/alscresources/summerreading/tipsresources/tipsresources.cfm>

Lessons, Activities, and Assessments

American Association of School Librarians. American Association of School Librarians. "Standards for the 21st-Century Learner."   ALA, 2007 5 May 2008 <http://www.ala.org/ala/aasl/aaslproftools/learningstandards/standards.cfm>

American Association of School Librarians. Standards for the 21st-Century Learner In Action. May 2008.   ALA, 2007 5 May 2008 <http://www.ala.org/ala/aasl/aaslproftools/standardsinaction/standardsinaction.cfm>

Amazon.com. 1996-2008. 10 October 2008. http://www.amazon.com.

Bookhooks.com. 2006. 10 October 2008. http://www.bookhooks.com.

New York State Zoo at Thompson Park.2008. 10 October 2008. http://www.nyszoo.org/homepage.html.

Riedling, Ann Marlow. Information Literacy; What Does It Look Like in the School Library Media Center?  Westport, CT: Libraries Unlimited, 2004.

Stories from the web. 10 October 2008. http://www.storiesfromtheweb.org/sfwhomepage.htm.

Surfing the net with kids. October 2008. Ed. Barbara Feldman. 10 October 2008. http://www.surfnetkids.com/bookrpt.htm

Thompson, Helen M. and Susan A. Henley.  Fostering Information Literacy; Connecting National Standards, Goals 2000, and the Scans Report.  Englewood, Libraries Unlimited, Inc., 2000.

Springfield Summer Program Guidelines and Tips

Please have your child at the school library at 9 am.

Please pick up your child at 11am Summer is a wonderful time to share reading

with your child to keep the reading skills they gained during the school year.

Make a time and place for reading in your home and encourage talking about reading in your family.

Set a good example by reading on your own. Keep reading with your children into their teen

years. When preparing for trips this year, bring along

some audio books, and take turns choosing the story.

Have family members share favorite ghost stories and/or adventure stories around the campfire at picnics and on camping trips.

Visit the public library once a week to encourage your child to read a variety of books.

Make sure that a child is choosing appropriate books to read independently. Use the 5 finger rule. Ask your child to read the first 100 words in the book. Have him/her raise one finger for each word that is too difficult to figure out. If the child has more than five fingers up, the book is too hard. Choose another!