SCHOOL’S OUT!! OR How to Keep the Kids Happy This Summer Cindy Porter LIS 560 Spring 2007

Welcome, Parents & Classmates! Welcome to today’s program about finding information you need to plan summer activities for K-5 children. Here’s what we’ll cover today: The target audience for this program. The needs of the target audience. How to use the ARCS model to effectively help parents find the information they need.

Kathryn and our favorite librarian Seattle Public Library Summer Reading Program 2006

Where Did I Begin? Personal experience. The experience of many “mommy friends.” “Madrona Moms” listserv (more then 1,100 members enlisted since 2000) and other similar groups. Talking with parents at my daughter’s extra-curricular activities (e.g. sports, arts, foreign language, religion) and school. My neighborhood.

Composition of Target Audience Not homogenous like scientists, engineers, scholars groups in LIS 510. Broad spectrum of ages, education levels, employment, family composition, gender. At least somewhat sophisticated in use of online resources (i.e., , listservs, Internet).

Needs of Target Audience A better way to locate information about summer activities. Collocation is important, but almost nonexistent. Current process reminiscent of Bates’ “berrypicking model.” Opportunities to network with other families to collect, share information. Setting up an effective, efficient family calendar. Maintain summer sanity for kids and parents.

Bates’ “Berrypicking” Model (1989) Bates, M.J. (1989). The design of browsing and berrypicking techniques for the online search interface. Online Review, l 3(5),

Presentation Tools Use PowerPoint to structure presentation. Start presentation with a short survey to collect information about attendee needs: “Why did you come to this program?” “What is your most pressing question?” “What information do you want to come away with today?” Break into small groups for brainstorming, then report back to full group. Use flip charts, white/chalk boards to gather input.

Presentation Tools (continued) Distribute handouts that address various sources of planning information, including online parenting Web sites, print publications, fliers from organizations such as YMCA. Offer sample calendar templates. Sit in a chair, preferably in a circle with attendees to engender camaraderie, i.e., don’t use lecture format. Pass out evaluation form that surveys attendees’ satisfaction level, asks what was most successful in presentation, seeks suggestions for improvement

Ways to Gather Information Ask your child how (s)he would like to spend summer. Network to find out plans of child’s friends, other families. Network with other families, agencies. Collect information all year. START EARLY! Attend summer camp fairs, read parenting magazines.

Types of Camps, Activities This age group generally is considered to be too young for overnight/sleep-away camps, so that somewhat limits options. Academic (educational/enrichment). Outdoor Targeted (religious, environmental, particular organization, such as YMCA, Girl/Boy Scouts) Child care Combination of any/all of the above.

Program Wrap-up Activities Brainstorm opportunities for parents to become involved in activities that will help make networking connections, e.g. volunteer programs, advisory councils, PTA. Provide sign-up sheets for parents who want to join a summer activities listserv. Share information about activities. Plan summer playdates. Gauge interest in future meetings. Offer more chocolate.

Questions? Comments? Take questions from parents. Ask parents to fill out a survey about program’s effectiveness and attendees’ satisfaction. Suggestions for future programs? Any area missing from program? Did this program address the areas you noted in the survey at the start of today’s presentation?

Thank you for attending! If you have suggestions to make this presentation more effective, please contact: Cindy Porter

In Conclusion “If possible, leave some unscheduled time so your kids will have the opportunity to hang out at home, amuse themselves, and hopefully get a little bored so they really enjoy and appreciate the more elaborate scheduled activities (of the regular school year) and are looking forward to going back to school in the fall.” Eleanor Goodall, mom

Using the ARCS Model Attention – Attendees will be engaged because they’re interested in the topic; voluntary attendance. Relevance – Attendees WANT this kind of information. Program is goal-oriented. Confidence – Attendees should be able to establish expectations and see them “bear fruit.” Satisfaction –Because attendees WANT this information, they’re invested. and will give feedback.