Sharon Kowalsky

IST613 – Library Planning, Marketing, and Assessment

March 14, 2010

Project Plan

Project: Creating a Student Book Review Program

1. Executive Summary

1.1 Description of Service

The proposed project is designed to enhance the library in three distinct yet overlapping ways: promote library usage throughout the school community, encourage independent student learning, and teach students to use and become familiar with various technologies. In creating a student book review program, students will read independently, create unique critiques of those volumes read, and use technology to share this information with the rest of the school population.

1.2 Need for Service

Since the location of the library in relation to the student population is not ideal, it would greatly benefit the library to have a strong online presence that can be accessed from any classroom as well as from the students’ homes. In addition, students would benefit from book recommendations from their peers; this will encourage non-readers and reluctant readers to read those books that readers with similar interests have suggested. It is also useful to get a “non-adult” opinion on a book which further encourages students to be open to reading.

The school does not have a technology class that would expose students to various types of Web 2.0 tools or software use outside of basic word processing necessary for required assignments. This program would expose those students willing to participate to various types of computer programs and tools that would further their understanding of technology and increase their information technology and literacy skills.

1.3 Description of Library

The MinisinkValleyMiddle School library, run by Ms. Maggie Barrish, caters to approximately 1,100 students in grades six through eight. There are three teams at each grade level, allowing for constant communication of each student’s teachers. The library itself is located near the main office in the front of the school, but somewhat far from individual classrooms or frequently used hallways. The room itself is small but Ms. Barrish makes excellent use of the space, using an open layout of furniture and stacks that makes the room feel much larger than it is. Ms. Barrish encourages both staff and student use of the space which has made her library considerably busier than it had been in years past; collaborating with teachers on various projects as well as inviting students to visit during lunch or study hall periods has helped to show both students and teachers the vast services that are available to them.

2. Goals and Outcomes of Service

2.1 Goals/2.2 Outcomes

The main goals of the service are to:

  • Goal:Students involved in the program will practice free reading outside of the classroom.
  • Outcome:All students involved with the library’s book review program will have content they are familiar with to accurately and confidently review.
  • Goal:Students involved in the program will create original content to review the books they have read.
  • Outcome: 75% of students involved in the library’s book review program will show more confidence in their ability to create original content and will do so with more frequency.
  • Goal: Students involved will use Web 2.0 tools to publish their content to the library’s webpage.
  • Outcome: 75% of the students involved in the library’s book review program will be able to publish and upload original content on the Internet.
  • Goal: Students who are not directly involved in the program will use their peers’ content as a guide to finding free reading books of their own.
  • Outcome:Books that are reviewed by students will have increased circulation numbers.

3. Project Scope

3.1 Service Description

Ms. Barrish as the school librarian will reach out to frequent library users and ask them to participate in a book review program. Those students who volunteer will read books from the library’s collection and work with Ms. Barrish to create original reviews of the literature. Then, Ms. Barrish will teach students how to create a podcast and upload it to the library’s website.

3.2

The following components must be met in order to launch the book review program:

  • Student volunteers
  • Computers
  • Sound recording software
  • Sound editing software
  • Set meeting time for the group

4. Need for New Service

4.1 Connections to the Library’s Mission Statement

The mission of the library is as follows:

“The mission of the Minisink Valley Middle School Library Media Center is to assist the school community in maintaining a commitment to educational excellence. This is accomplished by promoting a love of literature and fostering strong independent reading habits. It is also a part of the mission to provide students and staff with access to information in a variety of print and electronic formats and to strive for a collaborative learning environment that encourages creative and intellectual thinking practices.”

The book review program will encourage students to read independently both by allowing them to act as the primary reviewer of the literature and by giving them the opportunity to use technology they would not necessarily have experience with. Along with this, exposure to using such technology supports the library’s mission to encourage creative and intellectual thinking practices. Finally, making the published podcasts available to the student body will provide the students and staff access to electronic information.

4.2 User Needs Assessment

4.2.1 Service Users

  • Student Participants
  • Readers – students who are interested in reading and enjoy discussing books they have read for “free reading.”
  • Non-Reading Technology Users – students who do not generally read for pleasure but may be interested in learning to use the technology involved.
  • Non-Readers – students who do not generally read for pleasure but may be interested in hearing peers’ opinions on books.
  • Faculty Participants – Members of the school community who may want to contribute to their own recorded review of various books. These participants may include:
  • Administration
  • Teachers from various departments
  • School staff who are not part of the teaching staff
  • Nurse
  • Secretaries
  • Maintenance staff
  • Cafeteria staff
  • Additional employees of the school

4.2.2 Internal User Needs

The library is not currently serving a full range of students and Ms. Barrish would like to further encourage free reading and use of the library outside of classroom projects. Many students do not have access to home computers or the Internet and therefore no access to using many Web 2.0 tools. Additionally, class time is generally not devoted to teaching technology. No formal internal assessment has been performed but circulation statistics show that the majority of students do not take out non-required materials from the library.

4.2.3 External User Needs

Again, no formal assessment has been performed but a simple survey among students and staff can help to determine user needs as well as level of interest.

4.2.4 Benefits, Cost, and Risks

The benefits of this program are multi-faceted and numerous; students actively participating will be further encouraged to continue their free reading and will be exposed to vast experience with technology. They will also gain first-hand knowledge with working with published to the Internet in a safe environment that will educate them on dangers of Internet publishing. Non-active participants will have the opportunity to hear peer-created reviews of books that they may not have previously considered reading and will have the opportunity to foster an exposure to free reading.

The cost will be free for those student and staff members participating or viewing the reviews as the entire program is hosted on the library’s website. Any member of the local community may also review the podcasts free of charge. Most of the risk involved for those students participating is the same of any Internet publishing but the site will not include student pictures or last names, protecting their identity.

4.2.5 Importance and Impact for Users

Exposing the student body both to the opportunity to create content and to the opportunity to hear content created by peers will help to create an environment that encourages and fosters reading outside of the classroom. Since the materials reviewed will be chosen by the student participants, various types of literature will be covered and the student body will be exposed to numerous genres that may not be covered in the classroom.

5. Stakeholder Information

5.1 Key Internal Stakeholders

  • Library Staff – Ms. Barrish will be the primary point person on the project. She will organize, implement, market, and assess the book review program. The outcome of the program will affect her reputation, future responsibilities, and her job performance.
  • Information Technology Department – The district’s IT department will be instrumental in helping to maintain the website and troubleshoot any problems or issues that may arise. The success of the project will affect their reputation as well.
  • School Administration – The administration must approve the project and, in doing so, their reputation is also affected by the outcome. The principal and vice principals must ensure that the students involved have the best educational experience possible and the feedback from this program will help them to determine whether or not it helps to support student learning.

5.2 Plan for Internal Communication with Stakeholders

Announcements may be made on the school’s loudspeaker to alert participants of meeting times and publishing dates as well as to alert non-participants when the site has been updated to include this information. Ms. Barrish can write and share an assessment of the project after the initial trial run to determine the project’s success as well as any changes that should be made.

5.3Key External Stakeholders

  • Students participating in the project – These participants will have the opportunity learn various Web 2.0 tools and Internet publishing while continuing to foster a love of reading and improving writing skills.
  • Students not participating in the project – These non-active participants will have the opportunity to view their peers’ recommendations and will be exposed to various books and genres they may not have previously considered.
  • Parents – Parents of those students who participate will have the opportunity to see how much their child has learned about reading, writing, and Web 2.0 tools. Parents of non-participating students will be able to hear book reviews and help encourage their children to read.
  • Tax payers – Community members who pay taxes for the school district will be able to see the advances made by the school to promote healthy information literacy.

5.4 Plan for External Communication with Stakeholders

Announcements can be made on the district’s website with direct links to the podcasts to ensure that the community is aware of their existence. Additional information may be sent home with parents about the program so that they may encourage their students to participate.

6. Resource Assessment

6.1 Resource Requirements, Estimated Budget

Resources required for the project are already in place at the school. The library has a number of computers that are equipped with microphones, recording and editing software, and Internet access. The library’s website already exists and has unlimited space.

In order to successfully start the project, $100 should be allocated for marketing materials such as posters and flyers. $100 should also be allocated for food and beverages to help draw students to the initial meeting.

6.2 Staff Requirements

The current staff, Ms. Barrish and her clerk, Mrs. Kulibaba, are already in place and able to take on the project. They would need to allocate one day after school from 2:10 – 3:00 pm wherein the book review club would be able to meet and record their reviews. Late busses are already leaving at this time to bring students home, so no additional transportation considerations are necessary. Ms. Barrish and Mrs. Kulibaba must be prepared to recommend books, assist and teach students how to record and edit sound, and be available to review the podcasts before approving them for inclusion on the library website.

7. Action Plan

Given the time left in the school year, the following timeline has been created to use as a trial run for the program in the fall of 2010:

April-June 2010

  • Promote the project within the school and obtain permission from the school administration to go ahead with the implementation.

September, 2010

  • Select a day of the week that routinely works as a meeting time.
  • Create tutorials and how-to pamphlets to help students remember what they will be learning.
  • Promote the project within the school community with flyers, announcements, posters, ads in the school paper, and food incentives.
  • Have the group’s first meeting to fully explain what the club will be about.

October, 2010

  • Routinely meet throughout the month to teach students how to use the technology and how to write a review.
  • Record their first round of reviews.
  • Help students edit their first reviews.
  • Publish the first round of reviews.
  • Use school announcements to promote the updated webpage.
  • Use the district webpage to promote the library’s page.
  • Use the school newspaper to announce the new program.

November, 2010

  • Begin to keep track of how often the titles used in the project circulate.
  • Start planning the second round of reviews, continually inviting more students and staff members to participate.
  • Record the second round of reviews.
  • Help students edit the second reviews.

December, 2010

  • Publish the second round of reviews.
  • Use the school newspaper, district webpage, library homepage, and school announcements to promote the project.
  • Continue to track circulation statistics of titles that have been reviewed.

January-May, 2010

  • Plan the next round of reviews, continually inviting more students and staff members to participate.
  • Allow students who have participated in previous rounds to write, record, and edit podcasts on their own.
  • Continue to help those students who need assistance.
  • Review and publish the third round of reviews.
  • Promote the reviews in the school paper, district webpage, library webpage, and school announcements.
  • Continue to track circulation statistics of titles that have been reviewed.

June, 2010

  • Ask those students and staff members who participated to complete a survey that will analyze how much was learned throughout the process and whether or not they would continue to participate.
  • Analyze circulation statistics of those titles reviewed compared to previous years to determine if there has been improvement.
  • Determine if more unique users are visiting the library and borrowing materials.
  • Determine how many participants were able to navigate successfully through using the technology and writing their own review.

8. Risk Analysis

8.1 Potential Risks

  • Social Bullying of Participants – some participants may experience backlash socially by publically announcing their “nerd” status or their love of reading.
  • Making the program fun and social while offering free food might attract both readers and non-readers. An emphasis on the technology and the freedom to choose any reading material in the library will also help to keep “nerd” status down.
  • Attracting Internet Predators
  • Not posting student pictures or last names can help deter much of the problem.
  • If this becomes a major concern, the podcasts can be moved to a secure area of the school’s site using Sakai (their school learning system) that requires a user name and password to gain entry.

8.2 Assumptions or Limitations

  • Limitation: Students may feel as though they do not have full credit of their work since their last names will not be published.
  • Limitation: With only a few hours to complete the assignment it is possible that students may need to come during lunch or study hall to finish their work.
  • Assumption: Students will be interested in participating.

9. Reflection

At this point in time, it is impossible to determine the success of the program as it currently stands since it will not be implemented until fall 2010. It is unclear if the layout of the club will work best or if the after-school program will not be beneficial to student development. If this is the case, the club can easily meet during regular school hours. That being said, it is clear that the organization of such a club can be quite simple and the success measured easily with some effort from the library staff.

Starting with inviting regular users of the library to join seems as though it would be a natural way to begin such an endeavor but student interest depends greatly on how the project is promoted. Finding the right balance between fun and educational, especially for an after-school program, will help to spark student interest.

While much hangs in the balance in terms of student interest and the overall success of the project, the cost risk is very low and the benefits great which make this an ideal project to undertake.