Mad Roar:  Howls and Hisses in the Moonlit Stacks

Final project Report
Info 780
Drexel University
Spring, 2005

Table of Contents

I.             COMMUNITY

II.           TARGET AUDIENCE, stakeholders, people with skills, community representatives

III.         STATEMENT OF NEED

IV.        PROPOSED PROGRAM (ACTIVITIES)

V.           POSSIBLE PARTNER ORGANIZATIONS

VI.        PROGRAM GOALS, OBJECTIVES, AND POSSIBLE OUTCOMES

VII.      METHODS OF EVALUATION

VIII.    RESOURCES

IX.        BUDGET

X.           FOOTNOTES

XI.        REFERENCES – needs to be updated

XII.      APPENDICES

a.   Program Planner

b.   Resources – from the files of the Cecil County Public Library (will be used as Training Guides for the Teens)

c.   Book List – Currently available from Cecil County Public Library’s catalog

d.  Sample Evaluation Forms (A.  Participant’s Evaluation; B.  Librarian’s Evaluation)

e.   Sample Publication - Flyer

I.         COMMUNITY

     Cecil County is nestled in the upper Northeastern corner of Maryland midway between Philadelphia and Baltimore.  Traditionally an agricultural community, it is becoming more attractive to commuters who are looking for spacious homes with plenty of acreage and easy access to the big cities.  The 90,000 residents of the County are feeling the effects of an influx of white collar workers and scholars, and this in turn is changing the roles of the public library system.

     The County has little public transportation (mostly on-call for senior citizens), few sidewalks, no movie theatres and almost no outlet for its teenagers (other than some school-related or religious).  Of the six operating branches, most are within walking distance of the public middle and elementary schools.  The branch libraries have become central in some typical Cecil County’s young adult afternoon lives because it is one of the few places that

·         is free,

·         out of the inclement weather

·         off the busy highways and major roadways

·         and gives the teens something to do (such as internet accessible computers). 

  There is still more need to reach the middle school age teenagers who are not venturing into the libraries’ doorways.  Programs such as the one we propose may be a way to bring those “reluctant readers” back into the library setting and offer them a way to generate interest in books and reading again.

II.     TARGET AUDIENCE, stakeholders, people with skills, community representatives

             I.      Target Audience:  Young Adults, especially - but not limited to - “reluctant readers” in the Seventh and Eighth grades and children aged four to six.

          II.      Stakeholders:  The Young Adult Library Specialists, Children’s Librarian, Young Adult Outreach Coordinator, parents, Media Specialists in Elementary and Middle schools (public and private), other library staff such as Public Relations and Circulation staff, and a local business Pat’s Pizza.

       III.      People with Skills:  The Young Adult Library Specialist, Children’s Librarian and staff, Young Adult Outreach Coordinator, the Home Daycare Outreach Coordinator, and Library Teen Pages.

        IV.      Community Representatives:  Parents, teens, children, Boys and Girls Clubs of Cecil County, Cecil County Public Schools’ Media Specialists and Remedial Reading teachers, YMCA, home school organizations (such as Tri-State), Elkton Parks and Recreation, Young People’s Theatre Program (through Cecil Community College) and Cecil County Public Library.

III.    Statement of Need

A.     Problematic situation this program will address:

Many recent studies reiterate the necessity of serving the teenagers of today.  One of the most prominent studies reveal that “about two thirds of middle and high school students test below the ‘proficient’ reading level on the National Assessment of Educational Progress.”  In fact, 68 percent of students who were in Grade Eight fell below reading proficiency in 2003. ¹ 

These young adults are often observed as “reluctant readers,”  - a loosely applied term which often describes the typical 12 to 18 year olds who no longer chooses to pick up a book.  Unfortunately, the decrease in pleasure and recreational reading seems to have an adverse affect on literacy. 

There are many reasons why public libraries should creatively embrace services and programs that will target this user group. ²   Generating literacy is an important goal for all libraries and public libraries have a unique position in the communities they serve.  Many libraries have taken up the challenge; one can easily find young adult programs or after school programs whose components include homework and reading.  But to engage a teen’s interest in reading is another matter.  By Grade Six, students are often “burned out” on reading.  They’ve found the word “reading” synonymous with “school work” and equate that with “drudgery.” 

The teens who have moved into reading for pleasure are a discouraging few.  As Patrick Jones (a leader in establishing effective young adult library services), stated at a recent library conference, “Teens don’t find it interesting.  Even seeing the metaphor in a story – the essence of making that story interesting and profound – is difficult for most kids.”³ By the time children enter the sixth or seventh grades, stories have become shallow and uninteresting, or too much of a struggle to get through, especially in light of the time they spend on school work in their classes and at home.

For most kids by the time they reach Middle school, reading has become work and uninteresting.⁴   No wonder, as Sven Birkerts reports on the 2004 findings of the National Endowment for the Arts in his article, “Reading at Risk:  A Survey of Literary Reading in America” (2004), “between 1982 and 2002 literary reading among young adults has fallen 17 percent in the 18-24 age group.”⁵   It has unfortunate but obvious that reading has become another assigned chore.

Teenagers are at the apex of peer pressure.  As social needs rise, teens express themselves and their need to fit in through many ways.  Perhaps through popular programming, the public library can generate an image that it is a place that is welcoming of teens, whether they are the “book-readers” or not.  Reaching this user population is important; after all, teens comprise about one fourth of library users.⁶

We need role models to help set the trend that the library is the place to be, and that leisure reading is delightful and productive.  But, it seems that our whole culture’s interest in literature has taken a downturn.  As Lawrence Hardy also states, “A recent study carried out by the National Endowment for the Arts revealed that the percentage of American adults who read literature has fallen rapidly over the last 20 years.”⁷   If adults as role models are passing by the books, young adults will certainly be affected.  Trips to the local libraries and bookstores and money to purchase books in household budgets will continue to see priorities in other areas.  If we encourage teens to mentor young children through literacy programs such as Mad Roar, and if they find these types of experiences fun and worthwhile, this trend just might get turned around.

This makes family-oriented literacy programs even more important.  Teens rely upon parents or caregivers for transportation.  Parents’ time is divided among many demands, and selections are targeted with how it can fit in with the family’s needs. 

When Mom and Dad or any caring adult see their teen’s reading skills diminish (usually evident by lowering grades), along with their time and money, the local library can fit into this niche.  Mad Roar provides incentives for the parents to partner with the library.  It’s a free program centering upon their young adult children, welcoming their even younger children (and relieves some child care issues) and involves the parent in useful ways.  Its aim is to enhance reading and storytelling skills.  Dinner is provided.  All involved will benefit!

Another is that teens are socially eager to be accepted, albeit primarily by their peers, but they also respond well to positive and genuinely welcoming attitudes by adults.  They truly want to be wanted.

Through Mad Roar and other similar programs, teens will be encouraged to develop -

·        Lifelong social skills

·        Tools for working well with children

·        Renewed interest in books

·        Meaningful experiences in the library

·        Positive relationships with people of all ages, and particularly with library staff

·        Leadership qualities

·        And professional storytelling techniques.

     Public libraries such as the Cecil County Public Library are positively responding to the growing, manifest need of serving teenagers in ways that will -

·        Compatibly help increase teen literacy

·        Provide a community service that is coordinated with schools

·        Meet parents’ expectations

·        Help staff learn that teens are not to be feared or despised, but treated with the same amount of respect (if not the same kind of respect) as adults and children.

B.     How the Program is Tied to Needs of the Community:
There are few opportunities for Cecil County teens to participate in something that will showcase them as literacy leaders, especially young adults who, up to this time, may have had little or no interest in reading.   The program is developed to help teens create:

·        Meaningful relationships with children they will mentor

·        Bonds with library staff  and a good experience within the library that will be a foundation for future programs in which teens may be involved

·        Enhance teen self-esteem

·        Build confidence in their ability to express themselves in ways that are unique and viable

·        Foundations for public speaking

·        Abilities to work with young children

·        Provide a family-oriented evening for participants (pizza for the family, involving parents as partners in transportation, structure and support for the teens and library staff)

·        Establish a foundation for future teen literacy activities.

C.     Mission of the Cecil County Public Library:

Cecil County Public Library provides access to educational and cultural resources
 for all
and promotes individual and community success.

Retrieved from the Cecil County Public Library’s web site (http://www.cecil.ebranch.info/MissionStatement.htm), May 7, 2005 

It is essential that programming meet the Cecil County Public Library’s criteria by:

• Meeting the needs of the community, and
• Providing and ensuring quality programs, events and services.

Jefferson County (Colorado) Public Library gives a concise model of goals with which to focus upon when considering library programming.  Although targeting programming for adults, these points can be applied here as well. 

All programs being considered for Jefferson County Public Library should meet the following criteria to ensure quality: 8             Offers information best transmitted in groups.             Promotes appreciation of books and reading.             Introduces a range of library services.             Enhances the use of the library’s collection.             Improves access to information for targeted audiences.             Encourages positive community cooperation and support.

D.  Community Vision: 

Mad Roar is designed to engage teens that are typically disinterested in reading in a mentoring program that will:

• Introduce teens to storytelling tools (flannel boards, use of puppetry, etc.)
• Provide encouragement to develop their individual public speaking and storytelling style
• Give them the instruction they need to read aloud to children in an articulate and captivating manner
• Foster leadership qualities in teens
• Connect teens with community members who are typically outside their peer groups.

IV.     PROPOSED PROGRAM (Activities)

When choosing the title, we have to remember the audience we are targeting (young adults) as well as those we are marketing to (young adults, children and especially parents/caregivers as well as our stakeholders).  Programming to teens means to involve them as much as possible in the development of library programs and services.  They are the library’s driving force in developing useful collections and enhancing services for young adults. 

It also means to develop programs and provide library services that will appeal to them.  The title, “Mad Roar:  Howls and Hisses in the Moonlit Stacks,” was a work in progress for much of the life of this report. 

Somewhere after the concept and before the title, a few teens who were patronizing the library were informally and individually approached.  Once the program was briefly described, they were asked to give feedback upon title ideas and offer any ideas of their own.  Two or three titles had the high “teen” appeal.  Their reasons:  It is unique, it is something they helped to create, it is “sound oriented” (going along with the storytelling theme) and it’s an eye-catcher.  The final “Mad Roar” firmly sets a tone for a promising event that some young adults have already expressed interest in, even though the actual event is 9 months away.

Description of the Proposed Program:

The Cecil County Public Library recently adopted a Program Planner to help organizers:

·         Thoroughly pre-plan events, helping to catch oversights and to ensure quality programs that fit within the library’s mission.

·         Work as a team with staff that will either be engaged or affected by the program.

·         And, to establish a consistent measurement of successes for budgeting and promotional purposes. 
(Please refer to the attached “Program Planner”.)

·         Mad Roar is hoping to attract 15 – 20 pre-registered teens, around the ages of 12 to 16 who do not regularly use the library.  The program is divided into two parts:  The Training and the Event.

Date:  Saturday, March 11, 2006

Time:  1-3pm

Location:  Cecil County Public Library, Elkton Central, 301 Newark Avenue, Elkton, Maryland

                  Large Meeting Room

Description:  The Training will consist of three or four library staff skilled as storytellers and in working with children.  With the guidance of library staff during the two-hour workshop, 15 – 20 pre-registered teens will learn how to

·         choose appropriately-aged and themed books that they plan to read (in the next part of the program) to young children (ages 4 – 6) from pre-selected picture books (refer to Appendix C: Book List),

·         present the stories in an engaging manner using props and voice inflections,

·         work with library staff,

·         easily locate targeted library materials.

Teens will be provided with a few handouts and resources to take with them.  The six-day gap between the training session and the storytelling event will provide teens with an opportunity to practice delivering their stories.

     While the publicity for the program will be more widespread for the second half of Howls and Hisses in the Moonlit Stacks, much of the structured leadership counseling and instruction will take place in the first meeting which is exclusively for the teens involved in the program while the actual storytelling event will serve as a platform of evaluation for the training workshop in storytelling technique.

Date:  Friday, March 17, 2006

Time:  After the library is closed, 5:30 – 7:30pm .

Location:  Cecil County Public Library, Elkton Central, 301 Newark Avenue, Elkton, Maryland

                  Children’s Department (this is a separate and enclosed room within the larger library)

Description:  The Event will take place when the winter is ending and spring is soon to begin.  (Cecil County consists of many farms – programs and events around the County are somewhat affected by the growing cycle.)  The library can be a mysterious place when the closed sign is placed on the door. 

Appropriate music will play in the background while the 15 – 20 teens who participated in the training quickly set up their stations within the Children’s Department’s stacks.  (Much will have been pre-arranged in anticipation of the event.)  They might use blankets and flashlights, flannel boards, puppets, chairs and cushions in any combination which suits their storytelling needs.  Stories have been pre-selected and prepared.

15 – 30 pre-registered children, ages 4 – 6, will be allowed to enter the library along with the teens.  This will provide incentive for parents to bring the family, since all will be participating in the program.  (Even if a parent has a baby or child who is not participating, they will be welcome to remain in the Children’s Department.)

When the program begins, one of the staff will confirm the pizza order and delivery by telephone.

Two library staff will assist the teens, one library staff will help organize the children and assign one or two to each station, and one library staff will stay with the parents to enlist their helping in preparing for the dinner.

The actual storytelling will take about 20 minutes. 

Pizza is pre-arranged to arrive by 6:15 – 6:30 (either delivered by the business’s service or by another adult, such as a responsible parent).  Dinner will begin by 6:30 and end around 7:00.  Clean-up is from 7:00 – 7:15.  Evaluations and feedback will also take place (See “Part VII:  Methods of Evaluation”).  The program officially concludes at 7:30.

V.   POSSIBLE PARTNER ORGANIZATIONS

In 2001, Cecil County community organizations responded to the need of after school programs with enthusiasm.  The primary organizations include the Boys and Girls Clubs of Cecil County, Upper Bay Counseling Center, Elkton Parks and Recreation, Cecil County Public Schools – Middle School grades, and the Christian-focused Generation Station.  Partnering with these organizations was and continues to be of importance to the public library.  At the same time that these after school organizations were developing, the Cecil County Public Library began its Books After the Bell outreach program.  BATB targets middle school aged students who participate in after school programs by bringing its unique programs, and books and library materials specifically chosen for the students to the sites in all areas of the County. 

Partnering with the largest after school organization, the Boys and Girls Clubs, along with the library’s outreach program Books After the Bell, local public and private schools, home-school organizations, the nearby YMCA and Young People’s Theatre Program (provided by Cecil Community College) will provide Mad Roar with plenty of incentive, publicity and community cooperation.

VI.     PROGRAM GOALS, OBJECTIVES, & IDEAL OUTCOMES

The goals of this Young Adult program are:

1.      To promote youth literacy (Grades K through 12).

2.      To build community and intergenerational relationships.

3.      To attract teens to public libraries.

Goal One:  To promote youth literacy (Grades K through 12).

Objectives: 

1.      To develop communication skills of young adults, such as those used for public speaking.

2.      To develop a program that will stimulate renewed interest in reading.

Outcomes: 

1.1.            Learn how to effectively speak to an audience in an engaging manner.

1.2.            Learn storytelling techniques.

2.1              Learn how to find and select library books and materials that are interesting, age-appropriate and fit the storytelling theme.

Goal Two:  To build community and intergenerational relationships.

Objectives: 

1.      To develop leadership skills.

2.      To encourage interest in the Cecil County community and its activities.

3.      To build confidence in working alongside peers.

4.      To gain self-assurance in working with adults.

5.      To foster an ability to work with young children who might not be part of their family or neighborhood.

6.      To develop trust in adults, community organizations, and local businesses.

Outcomes: 

1.1   Learn how to mentor children.

1.2   Learn how to handle unexpected situations.

2.1   Establish meaningful connections with community organizations.

3.1   Learn how to work as a team on a project.

4.1   Increase teen’s positive interaction with adults.

4.2   Showcase teens’ successful effort.

5.1   Increase teen’s positive interaction with children they might not know.

5.2   Introduce young adults to lifelong tools and techniques that assist in interacting and working with children.

Goal Three:  To attract teens to public libraries.

Objectives: 

            1.  Develop a library program that will interest teens.

Outcomes:

1.1   Develop a positive lifelong perception of libraries.

1.2   Justification for increasing Young Adult Library Services.

VII.   METHODS OF EVALUATION 

The most important part of Mad Roar is set as its primary goal:  To have a positive impact on teen literacy.  Determining the program’s success in this regard is dependent upon two factors:

a.       the types of measurements used, and

b.      how those measurements are interpreted.

Fore the purposed of gathering adequate and useful feedback, three evaluations will be used.  It almost goes without saying that using a variety of methods in combination with one another will provide avenues for a clearer understanding of how the program fared.

The first survey is called the “Participant’s Evaluation” (please refer to Appendix D).  The survey will be mentioned in the introductions to the program during the Training and the Event. 

When the storytelling event is completed, the teens are to immediately fill out the surveys.  The one-page evaluations contain closed and open-ended questions.  It is anticipated that it will take 5 minutes to complete them.  The organizer will instruct the participants that they surveys are anonymous.  When completed, these will be collected and the teens are then free to move to the dinner portion of the event.

The second survey will be interactive, as a group interview, conducted as follows:

The organizer will use a flip chart or dry erase board and have the completed Participant’s Evaluations in hand.  While the teens are finishing up their pizza, the organizer will lead the group in a discussion about the surveys and the event.  This will have a big effect on how the evaluations are interpreted, since the teens will be able to clarify any questions or unclear answers.

For example, if the teens generally responded to Question 2:  “How effective was the training in getting you ready for the storytelling event?” by circling a 1 (indicating the least effective), the organizer can ask the group about why there might be such a poor rating and what would have made this better.  Specific and thoughtful answers will offer valuable insight that can only happen through such a method.

This type of evaluation will probably take around 15 minutes, so it is essential that the organizer prepare the participants and attending family members.  It is probable that they might assume the event is completely over when the food is served since the Cecil County Public Library has not attempted this type of surveying method before!

The third survey is for the participating librarians and library staff.  It will allow feedback to the organizer of the training and the event from the library’s perspective, and expand the organizer’s eyes and ears in order to understand perimeters of the event that might be otherwise overlooked.  This evaluation can be completed after the participants leave, but staff who are going to fill them out should know about it ahead of time in order to pay attention (i.e.; to how many male and female teens there are).

VIII.  RESOURCES
 

Within the Cecil County Public Library, there are two valuable resources that provide guidance when working with teens and children.  The first is the staff.  The second encompasses the reference books and helpful bits of information that are collected from workshops, seminars, conferences and the staff that are always on the alert for insight and stimulating ideas.

Some of the Library’s Resources (see Appendix B for samples) concern potential training material for the teens.  For example, these might answer some questions about the general behavior traits of children.  There are key developmental trends that a teen or adult could tune into, such as knowing that a typical three or four year old usually knows some numbers and letters, can easily follow a story, likes to sing and play games.  This is the age when pretending stimulates the imagination; perfect for the budding storyteller!

The “Literacy Facts” handout from Succeed to Read (www.succeedtoread.com/facts.html) highlights terrific points about why literacy is important.  Understanding the core reasons for reading is often motivating. 

Learning how to be an effective part of that in someone’s life brings depth to the program.   Included in the resources are top tips for storytellers.  “Preaching to the Choir:  Promoting Storytelling in the Library by Librarians” by Jane Dorfman (2001) points out four considerations:

·         Finding your story (especially, “Tell those you love.”)

·         Remembering your story.

·         What to do if you forget your story!

·         Vary your stories. 

Training the teens will rely upon these and other bits of expertise gained from the years of staff experience to the resources that are commonly used for learning these techniques.   For the purposes of this event, it is important to keep these points simple and focusing upon only a few top elements.  There is always more to learn.

Other staff resources are the props and materials that are readily available.  These include puppets, flannel boards, plush animals, and hundreds of books filled with beautifully-illustrated stories.  Staff has also gathered oversized books and music tapes that might prove to be useful for this program.

IX.     BUDGET

A.  Staff:

B.  Items:

X.       FOOTNOTES

1.  Forgetting How to Read, or Just Re-Locating It?  Lawrence Hardy (2005). Education Digest.  Retrieved from:  Wilson Web 5/9/05.

2.  For example, the Chapin Hall Center for Children at the University of Chicago recently concluded a four-year study of the Public Libraries as Partners in Youth Development (PLPYD) Initiative.  One of the findings of this study shows a highly important outcome of working with teens in the library as observed by the Project Director:  “The project is changing the face of youth in our community.  The public comes in and sees these helpful, knowledgeable teens, and that’s the opposite of what the media is presenting as the image of local teenagers.”  From:   New on the Shelf:  Teens in the Library  (Wilson Web, 5/8/05)

3.  Patrick Jones at Maryland Library Association’s Annual Conference, 2005.  Mr. Jones led an all-day workshop on Wednesday, May 4, entitled “Connecting Young Adults and Libraries:  New Directions and Best Practices”.  For more information, see his web site at www.connectingya.com.

4.  As Patrick Jones states on his web site, www.connectingya.com, the average fourteen year old boy who responded to a YALSA survey said that their top reason for not reading is that it is “Boring, not fun.”  Retrieved 5/10/05.

5.  “Reading at Risk:  A Survey of Literary Reading in America” (2004) is referred to in The Truth About Reading by Sven Birkerts.  This is an excellent article describing the author’s viewpoint answering why there is such a downward trend in leisure reading, not only among teens but the whole United States.  Of course, technology plays a major role, but it’s not as simple as that.  As he aptly puts it:  “A combination of new technology, new habits and untold hours once available for books given over to screen activities, such as surfing, gaming, e-mail, and instant messaging, have made reading less prevalent.  And the precipitous drop in the 18-24 age group would seem to confirm the surmise.”  Retrieved from School Library Journal v. 50 no. 11 (November 2004) p. 50-2 on 5/15/05. 

6.  According to the National Center for Education Statistics in a 1993 study, out of the 18 million patrons who visited their local libraries, 23% were classified as young adults (ages 12-18).  However, in “11 percent of libraries, over 40 percent of the patrons were young adults.” It was identified through this study that “Librarians report that insufficient library staff is a leading barrier” to establishing adequate services for teens.  From the National Center for Education Statistics, Institute of Education Sciences, U.S. Dept. of Education.  Retrieved on May 10, 2005 from:  http://nces.ed.gov/surveys/frss/publications/95357/.

7. Forgetting How to Read, or Just Re-Locating It?  Lawrence Hardy (2005). Education Digest.  Retrieved from:  Wilson Web 5/9/05

8.  From:  Lear, B.W. 2002.  Adult Programs in the Library. ALA.  The Sample Programming Policy (Figure 1.1) of the Jefferson County Public Library in Colorado provides these cohesive guidelines that are beneficial for all libraries.

XI.     REFERENCES

Arnold, J. (2002). Integrated library program.  School Libraries in Canada, 22(2), 38-40.

Bishop, K. & Bauer, P. (2002). Attracting young adults to public libraries. Journal of Youth Services in Libraries, 15(2) 36-44. 

Birkerts, Sven (2004).  The Truth About Reading.  School Library Journal, 50 (11), 50-52.  Retrieved May 15, 2005 from Wilson Web.

Callison, D. (2004). Digital divide.  School Library Media Activities Monthly, 20(6), 37-

Cart, M. (2005). Programming for young adults. Retrieved April 10, 2005, from Illinois School Library Media Association, from http://www.islma.org/pdf/ProgrammingforYA.PDF.

Casper, Vicki (2002).  Book Buddy Mentoring.  Nebraska Library Association Quarterly, 33 (1)5, Spring 2002.  Retrieved April 19, 2005 from http://wilsontxt.hwwilson.com/pdffull/01530/zrdey/5sd.pdf.

Fine, J. (2005). The darndest things! funny stories about working with teens. Young Adult

            Library Services, 3(2), 9-2.

General information on public libraries. Retrieved May 10, 2005 from the National Center for Education Statistics.  From:  http://nces.ed.gov/surveys/frss/publications/95357/4.asp.

Hardy, L. (2005). Forgetting how to read, or just re-locating it? The Education Digest, 70(6), 33-41.

Honnold, R. (2004). Connecting teens with generations A-Z intergenerational programs with young adults. Public Libraries, 43(5), 281-284.

Ishizuka, K. (2005).  Study: don’t underestimate youth programs. School Library Journal, 51(3) 22.

Jones, P. et al. (2002). New directions for library services to young adults. Illinois: American Library Association.

Mattessich, P. et al. (2001). Collaboration: What Makes It Work, 2nd Edition: A Review

of Research Literature on Factors Influencing Successful Collaboration. (2^nd ed.).
Minnesota: Wilder Publishing Center.

McGrath, Anne (2005).  A new read on teen literacy.  U.S. News & World Report, v. 138(7) (February 28 2005), 68-70.

McQuillan, Jeff. Seven myths about literacy in the United States.  Retrieved May 9, 2005,
from ERIC Clearinghouse on Assessment and Evaluation, Washington DC.

Patronage in public libraries by children and young adults. Retrieved May 10, 2005 from the National Center for Education Statistics.  From:  http://nces.ed.gov/surveys/frss/publications/95357/3.asp.

Programming.  Retrieved May 15, 2005 from:  http://www.ala.org/ala/yalsa/yalsamemonly/yalsamounder/yalsamotopics/programming.pdf

Rosser-Hogben, D.M. (2004). Meeting the challenge: an overview of the information

needs of rural America. Rural Libraries, 24(1), 25-49.

Services and resources for children and young adults in public libraries.

Retrieved May 10, 2005 from the National Center for Education Statistics. http://nces.ed.gov/surveys/frss/publications/95357.

Singer, R. School-age children and the public library. Journal of Youth Services in Libraries, 13(1), 36-41.

Spielberger, J., Horton, C., Michels, L.  New on the shelf:  teens in the library:  summary of key findings form the evaluation of public libraries as partners in youth development.  Chapin Hall Center for Children at the University of Chicago.  Retrieved May 8, 2005 from Wilson Web:  www.chapinhall.org.

Teen Events at the Library, April 2005 and May 2005. Retrieved April 7, 2005, from the

San Francisco Public Library, http://sfpl.lib.ca.us/news/eventsteen.htm.

XII.   APPENDICES

Appendix A:  Program Planner

Appendix B:  Resources (Training Materials)

Appendix C:  Book List

Appendix D:  Sample Evaluation Forms

Appendix E:  Flyer

Appendix A:
Program Planner for the Cecil County Public Library

______________________________________________________________________________

Program Planner

Goals (check all that apply):

¨ Educational           ¨ Cultural                  ¨ Art              ¨ Entertainment                 

¨ Marketing             ¨ Business                ¨ Other___________________

Please explain how program meets these goals:

PR Planning (Administrative use only): 

Please attach any supporting materials.

Appendix B: 

Resources from the Cecil County Public Library (Omitted attachment)

From the files of the Cecil County Public Library.
These and similar resources will be used to develop Training Materials for the teens.

Appendix C:  Books

Pertinent books that are currently available from the Cecil County Public Library’s catalog (www.cecil.ebranch.info):

Albee, Sarah. Elmo Says Achoo

Asch, Frank. Barnyard Lullaby

Berkes, Marianne. Marsh Music

Blanchard, Arlene. Sounds My Feet Make

Capucilli, Alyssa. Inside a Barn in the Country: A Rebus Read-Along Story

Carle, Eric. The Very Quiet Cricket

Carle, Eric. The Very Clumsy Click Beetle

Carle, Eric. Slowly, Slowly, Slowly, Said the Sloth

Carmen, William. What's That Noise?

Enderle, Judith, et al. Six Snowy Sheep

Feiffer, Jules. Bark, George

Hall, Kristin & Flaxman, Jessica. Who Says?

Hindley, Judy. Does a Cow Say Boo?

Hort, Lenny. The Seals on the Bus

Gelman, Rita Golden. Mole in a Hole

Jordano, Kimberly. Phonemic Awareness Songs & Rhymes

Low, Joseph. Mice Twice

Mathews, Judith, et al. Nathaniel Willy, Scared Silly

Martin, Bill. Polar Bear, Polar Bear, What Do You Hear?

Martin, Bill, et al. Listen to the Rain

Palatini, Margie. Moo Who?

Perkins, Lynne Rae. Snow Music

Polacco, Patricia. Mommies Say Shhh

Poluskin, Maria. Who Said Meow?

Prelutsky, Jack. Poems of A. Nonny Mouse

Prelutsky, Jack. A. Nonny Mouse Writes Again: Poems

Seuss, Dr. Gerald McBoing Boing Sound Book

Seuss, Dr. Mr. Brown Can Moo, Can You : Dr. Seuss's Book of Wonderful Noises

Showers, Paul. The Listening Walk

Silverstein, Shel. A Giraffe and a Half

Steen, Sandra. Car Wash  

Shapiro, Arnold L. Who Says That?

Spier, Peter. Gobble, Growl, Grunt 

West, Colin. “Buzz, buzz, buzz” went the Bumblebee

Whybrow, Ian. The Noisy Way to Bed

Wells, Rosemary. Noisy Nora

Wise, Margaret Brown. Bunny’s Noisy Book

Updated 5/21/05

Appendix D:  Sample Evaluation Forms

_______________________________________________________________________________

A.  PARTICPANT’S EVALUATION

PROGRAM TITLE:  Mad Roar:  Howls and Hisses in the Moonlit Stacks

DATE:  March 17, 2004     LIBRARY:  Elkton Central Library    

To help evaluate the present program, and to plan for future programs, please answer the following:

1.  How did you learn about this program?

¨     Newspaper

¨     Flyer

¨     Poster

¨     Newsletter

¨     Website

¨     Other ____________________________________________________________

2.  How effective was the training in getting you ready for the storytelling event? (Please circle the appropriate number using 5 for the most effective and 1 for the least)

 (very effective)           5          4          3          2          1          (least effective)

Comments:____________________________________________________________________

______________________________________________________________________________

3.  Did the training and storytelling event meet your expectations?
______________________________________________________________________________

5.  Do you have any additional comments or suggestions?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

B.  LIBRARIAN’S EVALUATION FOR PROGRAMS

 Appendix E:  Sample Publication – Flyer

                                                (Omitted attachment)