Developing Programs for the School Library Dr. Wendy Rickman AASL Summer Conference July 24-25, 2011 Eureka Springs, AR

Programming Defined Any special event consisting of planned activities that are developed and shared to achieve predetermined learning objectives. Programming Consists of planning, promotion, organization, and assessment. Programming is created to serve the needs of students and faculty. Ray, L. Schoolwide book Events

Types of Programming Programs are usually the original creations of school librarians. Exhibits & Displays Speakers & Entertainers Interest Centers Demonstrations Media Ray, L. Schoolwide book Events

Programming Foundations – Based on Curriculum – Based on Target Groups – Based on Special Themes – Based on Interests & Entertainment – Based on Time Purposes – Support & Enhance the Curriculum – Enrich Other Curricula – Personal Enrichment – Provide Professional Development Benefits – Enhance Public Relations – Highlight the School Librarian – Increase LMC Usage – Support & Enrich Classroom Learning – Broaden Student & Teacher Insterests – Inspire Lifelong Learning Ray, L. Schoolwide book Events

Book Events Encourage students to read and build school unity. Basic Steps for Creating Book Events Choose a broad theme. Meet with Admin. To discuss event & topic. Schedule event and organize event groupings. Invite Administration, teachers, & students in advance. Find theme-related titles in the collection. Design displays & incorporate student work. Organize the event itself. Order theme-related items for give-aways. Remind teachers of the event schedule. Have a great time! Ray, L. Schoolwide book Events

Stages of Programming Preparation Execution Assessment Wilson & Wilson,.

Gathering Ideas for a Theme Intrinsic Motivation Informal Observation Faculty Suggestion Other LMS Experiences Student Interests Curriculum Needs Professional Development Community Happenings Wilson & Wilson,.

Developing a Specific Plan “Good planning requires clarity (p. 32).” Set Goals Consider the Audience – age, gender, interests; smaller groups often get more out of it. Time Frame Identify Resources – age, interests, maturity, background knowledge, appropriateness. Wilson & Wilson,.

Things to Do Outline Program Content Obtain Admin Approval Teacher Support Plan the Details Schedule the Speaker &/or Support People Order Resource Materials Contingency Plan Completing Final Preparations Execute the Plan Present the Program Follow-up After the Program Wilson & Wilson,.

Program Assessment “All good programs must include some type of follow-up activity to solidify or extend learning (p. 118).” Extending the Program Activities for the LMC – Displays & bulletin boards – Interest centers – Hands-on activities Activities for the Classroom – Bibliography resources – Learning centers Wilson & Wilson,.

Completing the Process Thank the Resource People. Thank the Volunteers Wilson & Wilson,.

Evaluations Nonverbal Book Circulation Teachers extended activities Formal Evaluations: – By students – By teachers – By the school librarian Wilson & Wilson,.

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