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FRIT 7090: Young Adult Program #2 - Sapere

Young Adult Program #2

Title of Program:

Reading Role Models: A Reading Advocacy and Outreach Program

Curriculum Areas/Topics Covered:

As a reading advocacy program, this effort will cover the English/LanguageArts/Reading curricular areas.

A major area of focus of the program will be advocacy of reading and school librariesthrough the mentoring activities of one of the most visible and influential humanresources in the high school community, student-athletes.

Time Frame of Program:

The program will run for the length of the school year. One hour per month, selectedstudent-athletes will visit area elementary schools and read to students, engaging themin discussion about reading, school and character-related topics. In addition, thestudent-athletes will appear at monthly Family Reading Night events at local elementaryschools, as well as participating in Read Across America Day at the elementary schoolsthey serve. Finally, the student-athletes will be featured as spokespersons for Teen ReadWeek at the high school.

Goals and Rationale of Program:

Rationale:

The rationale of the program is to capitalize on the referent power and relative celebrityof student-athletes in order to promote reading, literacy and the library media programto students in local elementary schools as well as in the high school. Student-athletesare in a unique position to influence their communities, given properly planned anddirected efforts. The planning and efforts of this program are designed to meet thefollowing stated goals:

Goals:

To promote the life-long, foundational skill of reading and the library media program toa segment of the student population not typically associated with it, student-athletes.

To actively involve student-athletes in advocating reading to other students, both theirage and younger.


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To increase the dispositional behavior of reading in students at both the high school andelementary school level.

To spearhead school and community-wide efforts to promote reading by takingadvantage of the local celebrity and notoriety of the schools student-athletes.

To publicize and share these efforts with others, both locally globally, through a varietyof media, including television and newspaper media and the world wide web.

To provide leadership, mentoring and a positive character influence on youngermembers of the community.

To impress the importance of service and community involvement to programparticipants.

AASL Common Beliefs and Standards:

Common Beliefs:

Reading is a window to the world.

Reading is a foundational skill for learning, personal growth, and enjoyment. The degreeto which students can read and understand text in all formats (e.g., picture, video, print)and all contexts is a key indicator of success in school and in life. As a lifelong learningskill, reading goes beyond decoding and comprehension to interpretation anddevelopment of new understandings

Standards:

1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual,

media, digital) in order to make inferences and gather meaning.

1.3.4 Contribute to the exchange of ideas within the learning community.

1.3.5 Use information technology responsibly.

1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry

process.

1.4.4 Seek appropriate help when it is needed.

2.1.6 Use the writing process, media and visual literacy, and technology skills to create

products that express new understandings.2.2.4 Demonstrate personal productivity by completing products to express learning.

3.1.2 Participate and collaborate as members of a social and intellectual network of

learners.

3.1.4 Use technology and other information tools to organize and display knowledge and

understanding in ways that others can view, use, and assess.

3.1.6 Use information and technology ethically and responsibly.


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3.2.2 Show social responsibility by participating actively with others in learning

situations and by contributing questions and ideas during group discussions.

3.2.3 Demonstrate teamwork by working productively with others.

3.3.6 Use information and knowledge in the service of democratic values.

3.4.2 Assess the quality and effectiveness of the learning product.

3.4.3 Assess own ability to work with others in a group setting by evaluating varied

roles, leadership, and demonstrations of respect for other viewpoints.

4.1.1 Read, view, and listen for pleasure and personal growth.

4.1.2 Read widely and fluently to make connections with self, the world, and previous

reading.

4.1.3 Respond to literature and creative expressions of ideas in various formats and

genres.

4.1.7 Use social networks and information tools to gather and share information.

4.2.4 Show an appreciation for literature by electing to read for pleasure and expressing

an interest in various literary genres.4.3.1 Participate in the social exchange of ideas, both electronically and in person.

4.3.4 Practice safe and ethical behaviors in personal electronic communication and

interaction.

Intended Audience and Demographics:

The intended audiences for this program are the student populations of Creekview HighSchool and the three primary elementary schools that comprise its attendance zone.Combined, the demographic breakdown of this grouping of students mirrors that of the

high school. Approximately 90% of the students in the school are white, 5% areHispanic, and 3% are African-American, while the remaining 3% are classified as Asianor Other. 15% of the student population is eligible for free or reduced lunch, whileapproximately 10% of all students are eligible for special education services.

In addition, as the program will extend into community activities (such as FamilyReading Nights), the program will endeavor to impact the larger community not onlythrough the students, but through their parents and other community members.

Steps for Implementation:

After first securing the approval and support of the high school and elementary schoolprincipals, planning and implementation of the program can proceed. The steps forimplementing the program can be divided into the following categories: recruiting,training, logistics & coordination, and execution.

Recruiting:

Student-athletes will be recruited through the coaches of their respective sports at the


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end of the school year previous to the programs implementation. Coaches will be askedto submit the names of any of their athletes that they think are candidates for theprogram. These arent necessarily their bestplayers, they are their bestkids. Theprogram is seeking responsible, service-minded kids of characterto join the team student-athletes that the coaches know will represent their programs well. Candidates

are limited to Seniors and exceptional Juniors.

Once the list of candidates is generated, candidates will be notified and asked to fill out asimple application, asking for their contact information, the sports they participate in,and a brief explanation of why they wish to be a part of the program. It will be madeclear to candidates that this is a community service-type activity, and that the onlytangible pay they will receive will be in the form of community service hours, as well as

an activity they can certainly include on college applications. Most of the rewards theywill derive from their participation cannot be measured.

As it will be impossible for the library media specialist to coordinate and manage this

entire program alone, additional staff will need to be recruited as well. Three coaches(from any of the various sports) will be needed to serve as building contacts/liaisonswith the area elementary schools. These individuals will be responsible forcommunicating and planning with the principal (or his designee) at each elementaryschool the monthly visits by the athletes. They will also be responsible for takingaccurate roll of student-athlete participants and communicating this information back tothe high school attendance secretary (a necessary by-product of this program is that thehigh school students will miss a portion of their first class of the day on programmedreading days, this with prior permission from the principal).

Training:

Just as reading is a skill, reading a book aloud to a group of youngsters is a skill as well,and one that most high school students have little experience with. Given this fact,training will be provided for the student-athlete readers during their initial visit to theirassigned elementary school in August. Training will be conducted by media specialistsat the participating elementary schools.

Logistics & Coordination:

This will be the most complicated portion of the programs implementation. With threegroups of approximately 15-20 students serving three different elementary schools once

a month, there are a lot of moving parts here. In addition to their monthly visits,student-athletes will be participating in Family Reading Night activities once a month attheir assigned schools, serving as building spokespeople for Teen Read Week at the highschool, and blogging about their activities on the media centers website. These blog

posts will be shared with the elementary school media specialists so that they may postthem on their respective sites as well.


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Following is a breakdown of the logistics and coordination needs for these variousactivities:

Monthly Reading Visits:

Groups of student-readers will assigned and dedicated to a particular elementaryschool, and will visit that school on the first Friday of each month. This visitationschedule can be altered by agreement between the building principal andrespective building liaison.

Student-readers will read to two grade levels per visit. This schedule will allowstudent-readers to read to each grade level (K-5) twice throughout the schoolyear.

Reading will commence at the beginning of the elementary school day, 7:45 AM.This will enable the student-readers to return to the high school as close to their8:30 start time as is possible. Any tardiness to their first class of the day will bedocumented by the building liaison (coach) and excused per the high school

principal. Student-readers will meet their building liaison at the elementary school (in the

media center) before the start of the elementary school day. They will beresponsible for their own transportation to the elementary school site and backto the high school at the conclusion of that days reading.

Student-readers will come dressed in attire representative of their respectivesports (football players wearing their jerseys, other sports wearing t-shirts orsweatshirts representing their sports, etc.)

At their training session in August, student readers will select a book appropriatefor the grade levels they will read to in September (K-1, for example). After theycomplete their September reading assignment, they will return their book andselect another one for their October assignment (grade 2-3, for example). Thisprocedure will be followed throughout the school year. Book selections will bemade under the supervision and with the recommendation of the elementaryschool media specialists.

The normal monthly visitation schedule will be adjusted to accommodate Readacross America Day in March. Student-readers will be the feature attraction inany events planned by the elementary school staff(s).

Family Reading Nights:

Small groups of selected student-athletes (2-3) will report to their respectiveschools to serve as Celebrity Readers on designated Family Reading Nights.These are pre-existing events coordinated and run by the administration/mediaspecialists at the respective elementary schools.

Each athlete will participate in at least one Family Reading Night per semester,but not when they are in-season for their sport.


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Teen Read Week:

In the weeks leading up to the Teen Read Week (October 16-22 this year, 2011),student readers, with the assistance and training of the high school mediaspecialist, will prepare short, 20-30 second promotional videos that will be

posted on the media center website and broadcast on the morningannouncements.

Videos may be done individually, or by small groups (no more than 3-4) ofstudent-athletes.

Student-athlete readers will also pose for photographs that will be used to createREAD posters which will be featured in the media center and in other areas of theschool. (These photographs will also be used to create READ trading cards fordistribution at the elementary schools.)

Monthly Blog Postings:

Each participating student-athlete reader will maintain a blog through one of thefree blog sites available on the school computer network (Word-Press, Blogger,Weebly, etc.). This will be coordinated and guided by the high school mediaspecialist. All student readers will use the same blog site so that their posts canbe coordinated and featured on the media center websites at the high school andthe participating elementary schools.

Student readers will make a blog post once a month (minimum), preferablywithin 1 to 3 days after their monthly reading assignment or Family ReadingNight participation. Blog posts should consist of their reflections about theirreading experience.

Blog posts should follow school-district standards for communication in an onlineenvironment.

Media specialists at all participating schools will monitor blog posts not only forappropriateness of content, but also to select noteworthy blog posts. A Blog ofthe Month will be featured by each school media specialist at their discretion.

Funding and Budget Needs:

As the primary resources involved in this program are human ones, and the readingmaterials to be used are already owned by the elementary schools as part of theirexisting collections, costs should be minimal. The biggest cost involved is that of the

time investment required of all the participants.

Creation of videos and blog posts can be accomplished using resources already availablein the high school media center and on the schools computer network.

The financial cost for the program will come at the marketing end. Money will need tobe budgeted for the creation/production of READ posters and READ poster tradingcards. At least $800 will be budgeted for these items. This money will come from the


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high school and elementary school principals discretionary funds, and the high schooland elementary school media center budgets. In addition, funding will be sought fromeach participating schools PTA/PTSA, as well as from the booster clubs of the

participating student-athletes sports.

Number of Staff and Volunteers:

High School Media Specialist:

Responsible for overall coordination of the program. Initiates recruiting of student-athlete readers with high school coaches. Coordinates and plans dates/times of monthly reading visits and Family Reading

Night events with all participants. Facilitates and monitors monthly blog posts by readers. Coordinates design, production and ordering of READ posters and trading cards. Maintains and updates program marketing information on media center website. Facilitates production of promotional videos for Teen Read Week, as well as

distribution and posting of all Teen Read Week promotional materials.

Responsible for all budgetary/financial aspects of the program.Elementary School Media Specialist (3):

Responsible for maintaining contact with high school media specialist in order toproperly coordinate reading events.

Facilitates and monitors monthly blog posts by readers. Maintains and updates program marketing information on media center website.

Trains student-athlete readers at beginning of school year. Facilitates student reader book selections to correlate to grade levels. Coordinates student reader involvement in Read Across America Day activities at

respective elementary schools.

Building Contacts/Liaisons (Coaches) (3):

Responsible for day-to-day operations during monthly reading events. Monitors student attendance at events, and reports absences to high school

attendance office. Acts as liaison between high school and elementary school principals or their

designees.

High School Coaches:

Responsible for recommending candidates for the program based on their uniqueknowledge of their character, abilities, and interests.

Supports program by promoting it to their booster clubs/parent groups.


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Marketing:

The most influential marketing tools in this program are the student-athletesthemselves. Their presence in the elementary schools is a powerful advertisement forthe promotion and advocacy of reading and library media programs.

Beyond that, however, several other measure will be undertaken to market the program:

Student-athlete readers will be feature on READ posters which will be postedboth at the high school and the elementary schools

Student-athlete readers will be featured on READ trading cards which will bedistributed during their monthly visits to the elementary schools.

Before and during Teen Read Week, student-athlete readers will be featured inpromotional videos shown on the schools morning announcements.

Morning announcements at the elementary schools will promote the appearanceof student-athlete readers at monthly reading visits and Family Reading Nights.

Announcements/articles promoting reading visits by athletes will be featured inPTA/PTSA/School newsletters/newspapers at the respective schools.

Local newspaper and television media will be notified of scheduled readingevents, particularly those at the beginning of the school year, in order to furtherspread news of the program.

Announcements (including student-athlete reader blog posts) will be featured onthe school and school media center websites.

Youth Participation:

Student-athlete Readers (45-50):

Responsible for honoring their commitment to read at scheduled monthlyreading events.

Actively promote reading, literacy and the library media program through theirparticipation.

Maintain a monthly blog consisting of their reflections on their monthly readingexperiences.

Create, either individually or with a small group, a promotional video for TeenRead Week at the high school.

Serve as positive role models for youth and ambassadors of their sportsprograms and the high school at large.

Evaluation:

A variety of formal and informal surveys will be conducted of all of the participants ofthe program, as well as those they serve. Surveys will be created and administered usingonline polling software (SurveyMonkey, etc.) or discussion boards.


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The high school media specialist and elementary school media specialist willrespond to surveys which measure how well the program met its stated goals ofincreasing reading behavior among students. This may include circulation data,as well as testimonials/commentary from students checking out books. Mediaspecialists will also evaluate the overall effectiveness and efficiency of the

program by reflecting on areas that may be improved in the future.

The student-athlete readers will complete a self-evaluation/reflection of theirefforts in the program, focusing on areas where they feel they excelled as well asareas for improvement.

Students at the elementary school will complete simple surveys intended togauge the impact of the program on their reading habits and book selections.

Teachers, coaches and staff at the participating schools, as well as communitymembers, will be invited to provide their feedback through a discussion board on

the media center websites at each of the participating schools. Testimonials andfeedback obtained through this discussion board will be used to makeimprovements to the program as well as promote its continuation.

Resources:

The student-athletes themselves are the feature attraction, and the primary resourcethat will be available to the audiences of youngsters at the elementary schools, as well astheir peers at the high school during Teen Read Week and parents and communitymembers at Family Reading Nights.

In addition, a variety of visual resources, including READ posters, READ trading cards,and promotional videos on the high schools morning announcements will also be

available.

References: See below

Amy, J. C., & Halas, J. (2011, Spring). Rec and read mentor programs. Reclaiming

Children & Youth, 20(1), 20-24. Retrieved from

http://web.ebscohost.com.wf2dnvr2.webfeat.org//detail?sid=fb7baa8c-0515-4201-

ac7c4bba36dc4021%40sessionmgr111&vid=1&hid=119&bdata=JnNpdGU9ZWh

vc3QtbGl2ZQ%3d%3d#db=a9h&AN=61200038


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Creative ideas. (n.d.).Read design studio: creative ideas [Fact sheet]. Retrieved from

American Library Association website:

http://www.alastore.ala.org//_DS_Creative_Ideas.pdf

Fulco, C., & Lee, D. (2010, December). Read like a demon: football heroes promoting

reading to primary school students.APLIS, 23(4), 151-156. Retrieved from

http://web.ebscohost.com.wf2dnvr14.webfeat.org//?sid=de7b5c61-425c-46a6-

8472ae3c549771b8%40sessionmgr110&vid=1&hid=108&bdata=JnNpdGU9ZW

hvc3QtbGl2ZQ%3d%3d#db=a9h&AN=56486050

King, K. A., Vidourek, R. A., Davis, B., & McClellan, W. (2002, September). Increasing

self-esteem and school connectedness through a multidimensional mentoring

program.Journal of School Health, 72(7), 294-299. Retrieved from

http://web.ebscohost.com.wf2dnvr14.webfeat.org//?sid=9f1539d7-5e9f-4328-

92aaf2d2e04da6f0%40sessionmgr104&vid=1&hid=123&bdata=JnNpdGU9ZWh

vc3QtbGl2ZQ%3d%3d#db=a9h&AN=7451125

Lagesten, C. E. (2007, June). students as library leaders: student team builds leadership

skills while helping to battle budget cuts. Teacher Librarian, 34(5), 45-47.

Retrieved from

http://proquest.umi.com/pqdweb?did=1283156561&Fmt=3&clientId=134390&R

QT=309&VName=PQD

Read posters featuring KU coaches, athletes, mascots. (2007, Fall). Bibliophile (article 7).

Retrieved from The University of Kansas Libraries, The University of Kansas

website: http://www.lib.ku.edu//fallissue.shtml#read


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Teen read week. (n.d.). Teen read week[Press release]. Retrieved from Young Adult

Library Services Association website: http://www.ala.org////////.cfm

Wilson, D. (2001, January 1). Viking hero reader program: allowing student athletes to

make a worthy contribution to their community.Language Arts Journal of

Michigan, 17(1), 40-42. Retrieved from http://scholarworks.gvsu.edu////


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Young Adult Program #2

Scoring Rubric0 2 4 Score

Originality

Not original/Not workable/Not submitted/Not attempted

(Counts twice)

Program is workable, but itis not original.

Program is workable,original, creative, andinnovative. It has fresh andexciting ideas.

/8

Completeness Template was not used. At

least five references are notincluded. Does not focus onthe topic of leadership,advocacy and creatingcommunity connections./Not submitted

Some sections of thetemplate have beencompleted with meaningfulentries. It does not paint acomplete picture of theprogram. It does not speak

well enough to the focusedtopic of leadership, advocacyand creating communityconnections. Some of therequired five references areincluded.

Each section of thetemplate has beencompleted with meaningfulentries. It paints a completepicture of the program andspeaks to the focused topicof leadership, advocacy andcreating communityconnections. All of therequired five references areincluded.

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Quality

Project shows lack ofplanning. Components donot work together asintended. Project lacks depthand detail./Not submitted

Project shows someplanning. Some componentsdo not work together asintended. Some of thecomponents lack depth anddetail.

Projects shows a great dealof planning went into it. Allcomponents work togetheras intended. Componentsdemonstrate depth anddetail.

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Form

References are notdocumented at all, and thereis a lack of APA formatting.Numerous errors ingrammar, spelling or usagethat distract reader.

References are mostlydocumented, and APAformatting is attempted. Afew errors found ingrammar, spelling or usagethat distract reader.

References are alldocumented, and APAformatting is usedthroughout, including in-text citations and referencelist. No errors found ingrammar, spelling or usagethat distract reader.

/4

Total /20

Scoring Guide:

18-20 Target

14-17 Acceptable

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