Teen Book Club Planning Project

Hit the Books!Baldwinsville Public Library Teen Book Club: Project, Marketing, and

Assessment PlanJennifer Wiley and Lora VanDenBerghe

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Table of ContentsProject Plan

Introduction………………………………………………………………………….…… 3Relationship to Library Strategic Planning………………………………………….…… 3User Needs Assessment…………………………………………………………….......... 3Relevant Literature……………………….………………………………………………. 5Recommendations for Action…………….……………………………………………… 7Works Cited……………………………………………………………………………...12

Marketing PlanIntroduction………………………………………………………………………………13Relevant Literature……………………………………………………………………….13Marketing Goals and Outcomes………………………………………………………….15Target Audience………………………………………………………………………….16Positioning Statement…………………………………………………………………....17Key Messages……………………………………………………………………………17Message Delivery Strategies……………………………………………………………..17

Mockups of Selected Marketing Methods……………………………………………….22Works Cited……………………………………………………………………………...27

Assessment PlanIntroduction………………………………………………………………………………28Goals of the Service……………………………………………………………………...28Outcomes of the Service (In order of priority)…………………………………………..28Relevant Literature……………………………………………………………………….28

Assessment Plans Per Outcome………………………………………………………….30Timeline for Continuous Assessment……………………………………………………41Impact Rubric……………………………………………………………………………42Works Cited……………………………………………………………………………...43

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Project Plan

IntroductionThe idea of a teen book club is not a new one, but more often than not these projects end

up being abandoned as teens lose interest and motivation. However, there has been an increased trend in recent years to fight this by giving the teens more control over their clubs. For the Baldwinsville Public Library, this creates the opportunity not only to create and maintain a book club, but to increase the use of the young adult section and to be a part of building a foundation for life long library users.

The “Hit the Books” club will serve to offer teens of the community a monthly forum through which to discuss books and participate in activities. Moreover, it will give teens the opportunity to step into monthly leadership roles and explore their creativity by designing their own activities as well as developing critical thinking skills. The meetings will occur once a month for a duration of time to be determined by the teens during the first meeting. In each meeting, the teens, under the supervision of Valerie Chism (Val) and the direction of a Teen Leader to be chosen each month, will discuss the reading in depth, participate in an activity designed by the Teen Leader to accompany the discussion, and select the next month’s book and Teen Leader. A Teen Liaison appointed during the first meeting to maintain the position for the year will then perform informal assessments through interactions with the members throughout the rest of the month and relay the information to Val who will use the feedback to make changes necessary for maintaining, and hopefully expanding, the group. This plan is aimed at giving as much control as possible to the teens while allowing Val to keep a flexible role as supervisor, to step in as necessary.

Relationship to Library Strategic PlanningAccording to the current mission statement and long-range plan, the young adult section

has not been a priority of the library beyond educational support in the past. However, there has been talk of adjusting both the mission statement and the long-range plan (neither of which has been updated in over ten years) and this book club could serve to reinforce the importance of including young adult recreational services in both. The current long-range plan does, however, include a goal for educational support for high school students. Our program supports this goal through the forms of improved critical thinking and reading skills. Furthermore, the current plan also supports a mission of providing materials to “support cultural, recreational, and leisure activities” (Baldwinsville Public Library Board of Trustees). The book club will include monthly activities in relation to the readings that will support this goal as well. It is difficult to assess how the online aspect of the program fits with these statements due to their age, but as it will aid in the previously mentioned aspects of the club, it too has qualities that support the long-range plan (Baldwinsville Public Library Board of Trustees).

User Needs AssessmentKey Internal Stakeholders:

● Young Adult Librarian: Valerie Chism (Val) is currently on staff as the dedicated Young Adult Librarian at Baldwinsville Public Library. She is heading up the project and will serve as the supervisor of the club. Her main responsibilities will be to guide discussion

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with the monthly Teen Leader and to make sure all administrative issues are taken care of, including the purchase of materials and reserving the room. The project will serve to increase the popularity and use of her department within the library and give her the opportunity to build relationships with the local teens.

● Director of the Library: Though she will not be working on the project directly, as director Marilyn Laubacher has interest in seeing increased use of the library by users of all ages. She will be responsible for approving many of the administrative actions required of Val.

● Teen Liaison: A designated teen of the group who will serve as the bridge between the other teens and the library staff during the duration of the project. He/she will consult with Val to help recruit and maintain a group of teens for the club and perform informal assessments monthly to ensure the needs of the teen members are being met.

Key External Stakeholders● Teen Members: These are teens who choose to join the book club and attend on a regular

basis. They will learn valuable skills in critical thinking and creativity and will be given the opportunity to step into the role of “Teen Leader”, improving their leadership and public speaking skills by leading discussions and activities. They will also have a significant say in how the club is run, within the guidelines of the library, and what materials will be used.

● Teen Non-members: These are teens who choose not to join the book club. Though they may not be directly affected by the events of the club, they may indirectly be affected through their peers to read more or to use the library more. They may also have the opportunity to learn some of the skills gained through the club through interactions with friends who do choose to participate.

● Parents of Teens: Parents will have the opportunity to see their teens with new skills and the opportunity for brighter futures.

● Teachers of Teens: Teachers may see improved grades and increased interest in materials as teens develop critical thinking skills and a greater interest in reading.

Service Users 10th/11th Grade Reader: Teens in the 10th or 11th grade who already enjoy reading for

pleasure. 10th/11th Grade Non-Reader: Teens in the 10th or 11th grade who do not enjoy reading

for pleasure, but who may be interested in other aspects of the teen book club. 12th Grade Reader: Teens in the 12th grade who already enjoy reading for pleasure. 12th Grade Non-Reader: Teens in the 12th grade do not enjoy reading for pleasure, but

who may be interested in other aspects of the teen book club.

Needs based on internal/external assessments At this point, any formal forms of assessment such as surveys are fairly old and outdated.

However, there have been some teens who have expressed interest in the project to Valerie

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Chism through word of mouth. We will suggest in the time line for the project that some assessment be taken early in the planning period.

Potential Benefits, Opportunities, Costs, and Risks to the Users● Opportunities:

○ The opportunity to have a monthly activity○ The opportunity to get new exposure to reading and libraries○ The opportunity to improve relationships with library staff and with peers○ The opportunity to find an enjoyment of new authors or genres

● Benefits:○ Development of critical thinking and creativity○ Better leadership skills○ Increased enjoyment of reading for pleasure○ Improved public speaking skills○ New skills learned through the monthly activities○ An additional activity to put on a college application or resume

● Costs:○ Transportation○ Additional reading on top of normal schoolwork○ Decreased free time due to meetings and additional reading or planning○ Boundaries of comfort zone pushed from leadership and public speaking

responsibilities● Risks:

○ Lack of peer support may cause feelings of disconnect from friends○ Complaints from other users of the library may make teens feel unwelcome○ Inconsistent or limited attendance could force the club to shut down prematurely○ Committing to an activity that later makes them feel overwhelmed○ Being perceived as “smart” may lead to rejection by peers.

Estimated Demand for ServiceThough there have been expressions of interest for book clubs, the library has not been

successful in getting any started and maintained. There has been some interest expressed more recently in a less formal matter, but excitement also wanes fairly quickly. With these facts in mind, Valerie Chism believes six to eight teens is a reasonable expectation for attendance at the start up of the club. Since a major problem in the past has been maintaining interest and attendance, setting an initial goal of one year with a similarly sized group seems realistic.

Relevant LiteratureAt the start of the planning process, one must remember: “[P]rograms should be as varied

as the interests of the young adults” (New York Library Association, 1984, p. 13). The literature supports a process that begins with research of the basics such as space and staff, then adds the input of teens, and culminates with a flexible creativity to best develop the program.

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First, the library must conduct research to determine which options best suit their user needs. This research can look at the library’s own staff, time, (Vaillancourt, 2000, p. 26) budget (Jones et al., 2004, p 235) and space (Kunzel & Hardesty, 2006, p. 6) to determine where to begin. Once the library has determined their existing strengths and weaknesses, they can begin to decide what specifics for the club would be best for them and their community, giving themselves as many options as possible at first (Jones et al., 2004, p. 228). Options include: will the club all read the same book or will the teens each pick their own book and find connecting genres or themes to discuss (Jones et al., p. 227); in what way will the room be set up (Brady, 1985, p. 150); how much control will the teens have (Kunzel & Hardesty, 2006, p. 6); and what type of behind the scenes support the club will require of the library staff (Kunzel & Hardesty, 2006, p. 6). After the various options are determined, the library should outline the specific methods of their program and set clear goals for themselves with steps they can clearly measure and set dates for each (Vaillancourt, 2000, p. 25). It is important to have these objectives outlined so that the library can look back and have a clear means of assessing the program later on.

Once the general research is done, teen input is an invaluable tool for building upon the general data for a more successful program. Allowing teens to participate in the planning process, through aspects such as book selection, makes the experience more personal for them (NYLA, 1984, p. 13; Scharber, Melrose, & Wurl, 2009, p. 187). The library should consider incorporating the teens who have shown interest in such a program into the planning process, possibly selecting one of these teens to take the lead and guide activities and discussion (Jones et al., 2004, p. 227; Scharber et al., 2009, p. 187). Having a teen leader may be more appropriate and beneficial for the program then a librarian taking complete control (Kunzel & Hardesty, 2006, p. 6). The more participation and inclusion teens feel helps to spread awareness for and grow the program (Scharber et al., 2009, p. 187). The library must be open and willing to listen to the input of the teens, so there is a better understanding of what they are interested in doing and getting out of their experience (Jones et al., 2004, p. 234).

Once the basics have been established, it is time for the planning process to become creative. One must remain flexible in their planning in order to permit for the free flow of creativity, allowing for the needs and wants of the teens to better meet (Kunzel & Hardesty, 2006, p. 5). Hall (2007, p. 33) suggests that once the list of reading material has been determined take the time to brainstorm ideas for book related activities. This activities could include such programs as: crafts, movie showings, field trips, etc (Hall, 2007, pp. 33-34). Along with planning creative programs, the moderator must be flexible in the role that they play in leading others. They must be willing to adjust their own role to nudge, support, instruct, or intervene as needed in the program (Kunzel & Hardesty, 2006, p. 6).

Regardless of the options that arise, it is important to keep the planning process short in order to maintain enthusiasm and to start with a structured plan that can be changed to fit the needs of the club (Scharber et al., 2009, p. 187). Careful planning and attention to the needs of the library’s own community are two factors necessary for success of any program. For a teen book club though, the input of the actual teens the club would serve and the ability for the library to be both flexible and creative in meeting the needs of those teens are of the highest priority. In the end, the club should serve to be both informational and recreational in order to best serve the teens it was created for (NYLA, 1984, p. 13).

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Recommendations for ActionGoals and Outcomes

Goals OutcomesEngage teens in the library environment Increase in the number of young adult

materials circulated within the year

Create a fun, relaxed, safe space Increase use of the library’s teen space by teens

Allow the club to be teen led Each month there is a different Teen Leader that leads the meeting’s discussion and activity

More than 25% of the teens volunteer at some point within the course of the year

Encourage critical thinking and creativity By the end of the first quarter, 25% of the teens actively contribute to the discussion topics during monthly meetings

At least every other month the club will supplement discussion with a creative activity, developed by the teens in cooperation with Val

Create sustainability for the club and bring in a new flow of students

Maintain an attendance of at least six or more teens at each meeting for the year

Each member recruits at least one friend to join the club by the end of the year

Encourage participation in both a face-to-face and online environment

In addition to the monthly meetings, an online discussion forum via Facebook will allow teens to continue discussions on their own time.

Monthly Budget

Expense Cost Notes

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Books $50 The plan is to purchase paperback copies of the books for each teen. Additional copies may be found through inter-library loans

Refreshments $20

Administrative Costs $100 Room, utilities, etc.

Library Personnel $100 Time spent to read the book, time spent at monthly meeting and at mid-month meeting

Marketing $35 Reprinting of any necessary marketing materials, time spent by staff reprinting and redistributing those materials

Items for activity (optional)

$0-$20 These costs will be determined month by month in meetings with the Teen Leader

Total Minimum of $305-$325/month($3660-3900/year)

Responsible Parties Valerie Chism: Young Adult Services Librarian

o Arranging for and facilitating meetings

o Marketing

o Develop discussion and/or activity of the month’s meeting

o Purchasing books, refreshment, materials for activities, etc.

o Selection of next month’s book

o Assessment of teens after the meeting

Teen Liaisono Communicate concerns and issues of teens with Valerie

o Informal assessment of teens throughout the year

o Marketing

Teen Leadero Meet with Valerie mid-way through the month

o Develop and lead discussion and/or activity of the month’s meeting

Teen Memberso Come to and participate in monthly meetingso Select Teen Liaison and monthly Teen Leadero Select books

Custodial Staffo Set up and straighten up the room

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Action Plan and Timeline May 2011

o This project will begin in May 2011. A majority of this month will be spent

doing an informal assessment of the current teen users of the library and marketing the program. Marketing should take place at the library, in local schools, and within the community

o The first meeting for the club will be held on the last Thursday of the month from

4 to 5 PM. This meeting will be a discussion of what the teens are interested in getting out of the club, what they want to read, and how they want the meetings to be run. A Teen Liaison for the club should be selected, as well as a Teen Lead for next month’s meeting. Book selection for the next two months should be determined so the books can be ordered. This will allow for the July book to be distributed during the June meeting.

Task Timeline Responsible Party/PartiesAssessment of teen users May 1-25 Valerie Chism (Val)

Marketing May 1-25 Val

Reserve room May 1 Val

First Teen Book Club meeting May 26, 4-5 PM Val

Chose Teen Liaison May 26 Val, teen members

Chose Teen Leader May 26 Val, teen members

Determine book for next two months

May 26 Val, teen members

Decide on general meeting time May 26 Val, teen members

Purchase book for June meeting May 27 Val

Distribute June book As soon as it comes in Val

June 2011 - June 2012o This program will benefit by following a year long cycle. At the end of the year, it

will be important to assess the program in full, making adjustments for the next year. The Teen Liaison will play a vital role in helping in the assessment of the program during this entire time period.

o A monthly timeline can be followed for each month of the program. With in the beginning of the month the next month’s book needs to be ordered, marketing materials updated, room reserved, and book read. In the middle of the month Val

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should have a meeting with that month’s Teen Leader. Together they will determine the discussion topics and possible activities for the month’s meeting. The week of the meeting refreshments and any needed materials for the activity should be purchased. The room should also be set up prior to the meeting.

o During the monthly meeting, details for upcoming meetings should be determined. The next month’s Teen Leader and a book for the meeting in two months should be chosen. The book for the following month should be distributed to the teen members. Finally, an informal assessment of the teen members feelings and feedback should take place before leaving the meeting. The Teen Liaison will then continue to make informal assessments throughout the month.

Task Timeline Responsible Party/PartiesOrder book for next month First day of the month Valerie Chism (Val)

Marketing Beginning of and throughout the month

Val, Teen Liaison

Read book for this month Beginning of and throughout the month

Val, teen members

Reserve room Beginning of the month Val

Teen Leader meeting Middle of the month Val, Teen Leader

Determine discussion and/or activity

Middle of the month (during Teen Leader meeting)

Val, Teen Leader

Purchase food and materials for activity

Within the week of the club meeting

Val

Initial set up the room Day of the club meeting Custodial Staff

Club meeting Last Thursday of the month (time to be determined during May meeting)

Val, teen members

Select next Teen Leader During club meeting Teen members

Select book for meeting in two months

During club meeting Teen members, Val

Distribute next months book During club meeting Val

Informal assessment After the meeting Val, Teen Liaison

Pilot-TestWe do not feel that a pilot-test is appropriate for this project.

ScalabilityThe initial goal is to have six to eight teens. Through marketing efforts and word of mouth,

we hope to increase that number throughout the year. After maintaining the club for a few years

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and building those numbers, the library hopes to be able to host a larger event modeled after Rochester’s Teen Book Festival, a day long event which brings authors and teens together to celebrate reading.

SWOT

Strengths Dedicated Young Adult Librarian Small community (close proximity,

community center, etc) Room with kitchen space and

technological equipment Teen Liaison

Weaknesses Other librarians hesitant toward teens Limited availability of books in the

system Limited space Lack of funding

Opportunities Relationship with schools Offering exciting activities Increased teen involvement (in the

library/community) Developing skills through activities

Threats Over-programmed/Program-phobic users Lack of interest Unable to attract new students once the

current group graduates Lack of transportation

Limitations and Assumptions Limitations

o Low attendance of teens

o Unavailable books

o Tight budget

o Limited space

o Limited availability of time

Assumptionso Teens will be interested in the club

o Teens will be interested in being leaders

o Teens will be willing to provide input during initial meeting and feedback

throughout

Works Cited

Baldwinsville Public Library Board of Trustees. (1998). 1998 - 2000 Mission Statement and Long Range Plan. Retrieved from http://www.bville.lib.ny.us/mission.htm

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Brady, J. (1985). Programming for young adult. In A. Gagnon & A. Gagnon (Ed.), Meeting the challenge: Library Services to Young Adults (pp. 147-152). Ottawa, Ontario: Canadian Library Association.

Hall, S. (2007). How I learned to run a really popular book club (and what I learned about its effect on students' reading skills and attitude). Teacher Librarian, 35(1), 32-36. Retrieved from Research Library. (Document ID: 1379474741).

Jones, P., Gorman, M., & Suellentrop, T. (2004). Connecting young adults and libraries (3rd ed.). New York, NY: Neal-Schuman Publishers, Inc.

Kunzel, B., & Hardesty, C. (2006). The teen-centered book club: Readers to leaders. Retrieved from http://books.google.com/books?id=qjPlMTfGxWoC&printsec=frontcover&dq=The+Teen-Centered+Book+Club&source=bl&ots=5LzYMnI1SS&sig=PPv5ClGaF7NpJZLYcEQ-pdvieAc&hl=en&ei=OyVcTZXEMZCdgQe6lZXwDA&sa=X&oi=book_result&ct=result&resnum=4&ved=0CDQQ6AEwAw#v=onepage&q&f=false

New York Library Association. (1984). Standards for youth services in public libraries of New York State. New York: New York Library Association.

Scharber, C. (2009). Online book clubs: Bridges between old and new literacies practices. Journal of Adolescent & Adult Literacy, 52(5), 433-437. doi:10.1598/JAAL52.5.7

Scharber, C. M., Melrose, A., & Wurl, J. (2009). Online book clubs for preteens and teens. Library Review, 58(3), 176-195. Retrieved from Research Library. (Document ID: 1858574591).

Vaillancourt, R.J. (2000). Bare bones young adult services: Tips for public library generalists. Chicago, IL: American Library Association.

Marketing Plan

Introduction

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It is not enough to simply plan and start a book club. With out people to attend the program it will quickly become an unsuccessful attempt and a loss for the library. Therefore it is imperative to the success of any program to have a marketing plan in place to promote the program to the public. However, it is not simply about putting the word out on your program, it is important to have a specific target audience to focus your marketing on so that creative materials can be developed to catch their attention.

The “Hit the Books” club will focus its marketing efforts on teenagers in 10 through 12 grade at Baldwinsville’s Baker High School. A key to making this a successful marketing plan will be the placement of relevant materials in both the library and school settings. Marketing materials will begin with print items, such as flyers and bookmarks, as well as a group Facebook page. From there, additional materials may be added and updates made to initial materials as needed. It will be important to the success of the “Hit the Books” club to make sure the program is marketed to the right audiences in the right settings.

Relevant LiteratureNo program will even get off the ground without some level of promotion, let alone

succeed. Although libraries usually have a small, if any, budget for marketing, it is important to find ways of getting information about the program out to the teens (Jones et al., 2004, p. 261). For teen book clubs, this requires a lot of awareness of and attention to the target audience. Every community has a unique group of teens and the library must be aware of those unique aspects in order to get the most out of their marketing. The literature offers several ways libraries have attempted to do this.

First there are the basic methods of advertisement that have proven to be tried and true. Many libraries have utilized quick blurbs in newspapers. For example, an ad printed in the Asbury Park Press (2011) for the Middletown Public Library of New Jersey reads:

Teen Book Club at the Middletown Public Library, 2/13 from2-3 in the teen zone. This group will meet the 2nd and 4th Sundayof each month. For the first meeting on 2/13, bring a bok [sic] you'vealready read to discuss with the group.

Other standard methods of marketing used by libraries include flyers and posts to the library’s website (Jones et al., 2004, pp. 262-263). As steady as these methods may be, librarians may get stuck on them and not explore other options that may be more suitable for drawing the attention of teens (Jones et al., 2004, p. 263).

In order to appeal to teens, “messages need to be very verbal and very visible” (Jones et al., 2004, p. 262). This is a factor that flyers, websites, and newspaper ads may not always be able to meet. In order to supplement these forms of marketing, librarians can borrow methods from other businesses when they are pushing something new. The staff should stay excited about the program throughout and share their excitement with teens who visit the library or, while helping teens, librarians can develop an “add on” phrase like retail stores may use (Jones et al., 2004, p. 262). Additionally, marketing is another step within the process of developing a program in which utilizing input from teenagers could be invaluable (Jones et al., 2004, p. 263). Asking a teen to help with the design and layout for an advertisement could bring an element into the process that may escape many librarians on their own (Jones et al., 2004, p. 262). And never underestimate word of mouth (Jones et al., 2004, p. 262).

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Some other methods of marketing that may attract the attention of teens include: newspaper book reviews of teen books, billboards, ads in yearbooks or newsletters, cable access TV, date due slips, e-mail lists for teens, team up with a fast food restaurant, raffles, posters and bookmarks, reading lists, customer loyalty programs, mailing lists, mouse pads, parades, bus ads, school visits, student ambassadors, and many more. (Jones et al., 2004, p. 263-268).

Using methods beyond print may also be a beneficial way to attract teens to the program, catching them while they are online, a common place for them. These methods include podcasts and advertisements on social networking sites (Scharber, Melrose, & Wurl, 2009, p. 187).

Marketing is the link between the work that the library has done in planning a program and the teens who will utilize the program. It is most important while determining the methods of advertisement that the library will use to keep in mind who the program is for. If the advertisement fails to attract the attention of teens or does not show up in areas they frequent, they will also fail to do any promotion for the book club.

Marketing Goals and Outcomes

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Target Audience

Users 10th/11th Grade Readers

10th/11th Grade Non-Readers

12th Grade Readers

12th GradeNon-Readers

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Goals Outcomes

Encourage teens to attend this new program ● At least 4 inquires about the club per week during May 2011

● Initial attendance of at least 6 teens

Provide a steady attendance for the club ● Have at least 6 teens at each monthly meeting for a year

● Teens are kept updated on what is planned for upcoming meetings

Encourage new teens to join the club ● After the initial year there will be at least 5 new members

● Each member brings at least one friend to the club with them at least once

Emphasize to teens the aspects of the club beyond simply “reading”

● Teens not typically interested in reading join for the opportunity to take a leadership role, socialize with other members, and participate in activities

Create an Internet awareness for the club ● Initially have at least six teens following the Facebook page

● Teen followers post on the Facebook page at least once a month

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Demographics -15-17 years old-Predominately English speaking Caucasians

-15-17 years old-Predominately English speaking Caucasians



Lifestyle -Students-Possible part time jobs-After school activities-Socializing with friends-Dating

-Students-Possible part time jobs-After school activities-Socializing with friends-Dating

-Students-Possible part time jobs-After school activities-Socializing with friends-Dating-Deciding on post-graduation plans

-Students-Possible part time jobs-After school activities-Socializing with friends-Dating-Deciding on post-graduation plans

Library Usage -Minimal-Use for both pleasure and academics

-Rare-Use only for academics

-Minimal-Use for both pleasure and academics

-Rare-Use only for academics

Information Needs

-Homework-Study space-Materials for pleasure reading

-Homework-Study space

-Homework-Study space-Materials for pleasure reading-Materials for SAT and college application help

-Homework-Study space-Materials for SAT and college application help

Communication Preferences

-Instant messaging-Test messaging-Facebook and Twitter-E-mail




Competing Service Alternatives

-After school activities-Part time jobs-Socializing




Positioning StatementThe “Hit the Books” teen book club will provide Baldwinsville teens with the

opportunities not only to experience reading in a social setting, but to expand their skills in critical thinking, creativity, and leadership. By leaving many of the decisions in the hands of the teens, this forum will provide a place for them to feel a sense of control and ownership, not often

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offered to them. By providing the teens with the opportunity to be hands on in the library, the book club will also serve to create lifelong library habits and users. Parents and teachers will benefit from seeing their children/students succeed in new areas of development.

Key Messages● 10th/11th Grade Reader: Get together with your friends to discover new books and

activities!● 10th/11th Grade Non-Reader: Discover the social side of reading!● 12th Grade Reader: Discover new books and get the opportunity to take charge of your

book club!● 12th Grade Non-Reader: Looking to have the chance to take charge and boost your

college applications? Try the book club!● Other Librarians: See new lifelong users develop!● Parents: Watch your kids develop new skills to succeed!

Message Delivery Strategies● Tools:

○ Word of Mouth: Promotion of the club through teens talking to peers, teachers talking to students, and library staff talking to teen users.

○ Boxing Glove Keychains: Keychains to be distributed to club members with miniature boxing gloves imprinted with the club logo.

○ Newspaper Ad: Informative blurb to be printed in the Baldwinsville Messenger to inform the public about the start up of the club.

○ Fliers: Eye-catching fliers to be posted in the library’s teen area and circulation desk, as well as around the high school.

○ Facebook Page: An online informative page on a social media site already used by many teens that will give further details about the club and opportunities for the teens to get involved.

○ Traditional Bookmarks: Imprinted with informative designs (graphics provided) and left in the open for the teens to pick up in the library’s teen area and at the circulation desk.

○ Magnetic Bookmarks: Imprinted with the club’s logo and distributed to club members with their books.

○ Water Bottles: Imprinted with the club’s logo and distributed to club members.○ USB Bands: USB wristbands imprinted with the club’s logo and distributed to

club members.○ T-shirts: Imprinted with the club’s logo and distributed to club members.

● Action Plan & Timeline○ May 2011○ This will be the initial month of Marketing for the “Hit the Books” club. Initial

marketing material will include: Fliers, bookmarks, group Facebook page and a

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news release in the Baldwinsville Messenger. Once those materials have been developed, they will need to be placed both in the Library and the High School. It is encouraged that the Librarian go personally to the High School and talk to students.

○ Due to production time estimated from Janway.com taking up to five weeks, it is suggested that personalized items, especially the boxing glove keychains, are ordered in the beginning of May.

Task Timeline Responsible Party(ies)

Order boxing glove keychains May 1 Val

Produce initial marketing materials (flyers and bookmarks)

May 1 - 8 Val

Write, send, and print newspaper ads for Baldwinsville Messenger

May 1-8 Val

Create a Facebook page for the program

May 1 - 8 Val

Distribute marketing materials within the library: teen space, circulation desk, etc.

May 9 - 26 Val, librarians

Distribute marketing materials at Baker High School

May 9 - 13 Val, teachers

Make any needed updates marketing material for the next month’s meeting

May 27 Val, Teen Liaison

○ June 2011 - 2012○ For the subsequent months, it will be important to update any necessary

marketing material, such as fliers and the Facebook page. Updates to the fliers should happen as soon as possible after the monthly meeting. The Facebook page should be updated as often as necessary to reflect the most recent updates, including topics of discussion or activities as they are decided during the mid-month meeting (see the Project Plan).

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○ At the beginning of the month it will also be necessary to develop and order any additional marketing items, such as the boxing glove chains, water bottles, etc. This will allow time for the product to be produced and delivered. These additional marketing materials will be used in the months to come to further promotion of the club.

Task Timeline Responsible Party(ies)

Make needed updates to flyers and redistribute

Beginning of the month Val, Teen Liaison

Make needed updates to Facebook page

Beginning and through out the month

Teen Liaison

Discuss new and improved marketing materials

Beginning of the month Val, Teen Liaison

Order additional marketing materials from outside vendor

Beginning of the month Val

● Budget○ The designs for the materials have already been created, therefore no additional

time or resources are necessary for the creation of the marketing designs.○ The initial marketing plan only includes materials to be used in bulk for the

general public while the additional marketing plan includes materials to be distributed to members of the club to help maintain and grow attendance.

Initial Marketing Tools

Expense Cost Notes

Time $20 Pay for time spent for production and distribution of materials by the library staff

Flyers $20 75 to be hung around the library and in the high school. Materials required:

● color and black ink● paper

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Bookmarks $25 100 to be left in the Teen Space of the libraryMaterials required:

● color and black ink● card stock

Boxing Glove Keychains

$345.00 ($1.15 per keychain)

Pricing from Garrettspecialties.com for a minimum bulk order of 300 keychains

Newspaper Ad $25 Ad in the Baldwinsville Messenger

Total for May $90 + cost of keychains ($435)

Keychains are optional, though suggested, and pricing may be flexible depending on the source

Additional Marketing Tools● These tools are options for additional marketing materials that could help promote peer to

peer marketing. These are not meant to be purchased all at once, but as interest for them arises. Pricing found was based on the minimum option for bulk order.

Expense Cost Notes

Magnetic Bookmarks $162.50 ($.65 per bookmark) Pricing from Janway.com for a bulk order of 250 bookmarks

USB Memory Bands $335.50 ($6.70 per band) Pricing from Janway.com for a bulk order of 50 bands at 512 MB

Water Bottles $294.00 ($.98 per bottle) Pricing from Janway.com for a bulk order of 300 bottles

T-shirts $198.00 ($5.50 per shirt) Pricing from Janway.com for a bulk order of 36 adult sized white t-shirts

● Responsible Parties○ Valerie Chism (Young Adult Service Librarian): As the young adult librarian Val

has access to the tools of library. Additionally, Val has connections to the high schools and local teens through her position and has already formed some relationships with both.■ Produce initial marketing materials■ Create and monitor group Facebook page■ Get Press Release printed in the Baldwinsville Messenger■ Order additional marketing materials from an outside vendor■ Set up marketing material in the teen space at the library

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■ Promote the program at Baker High School■ Update marketing materials for future months■ Help to develop additional marketing material

○ Teen Liaison: Has existing relationships with other teens and a working relationship with Val■ Help to develop additional marketing material ■ Update the group Facebook page

○ Librarians: Have access to a variety of locations within the library and are aware of the areas of highest traffic.■ Place marketing material through out the library

○ Teachers: Have existing relationships with the teens and may already have a working relationship with Val.■ Allow Val to come into the school and promote the program

Mockups of Selected Marketing Methods

Logo: for general marketing and additional items (keychains, water bottles, t-shirts, USB bands, and magnetic bookmarks)

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Newspaper Ad

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Traditional Bookmarks

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Flyers

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Works CitedAsbury Park Press. (2011). Teen book club at the Middletown Public Library. Retrieved from

http://www.app.com/article/20110202/GETPUBLISHED/102020357/Teen-Book-Club-Middletown-Public-Library

Garrett Specialities (1998-2010). Garrett Specialties: A promotional product comapny. Retrieved from http://www.garrettspecialties.com/boxing-glove-keychain-p-12227.html

JanWay Company (2011). Librarians’ #1 Choice Custom Printed Fundraising and Promotional Items. Retrieved from http://173.163.132.77/index.asp


Scharber, C. M., Melrose, A., & Wurl, J. (2009). Online book clubs for preteens and teens. Library Review, 58(3), 176-195. Retrieved from Research Library. (Document ID: 1858574591).

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Assessment Plan

IntroductionIt is not enough to simply run a program, your stakeholders want to make sure that the

program is of actual worth. Therefore, assessment of the program, to see whether it is achieving its goals or not, is vital to the programs continuation.

When dealing with teens, assessment may become a bit difficult. One may find that surveys may not be your best choice because teens are very unlikely to take them seriously. Therefore, to assess the outcomes of the Hit the Books! Teen Book Club, we have recommended a combination of observation methods and recording of data.

Goals of the Service● Engage teens in the library environment● Create a fun, relaxed, safe place● Allow the club to be teen led ● Encourage critical thinking and creativity● Create sustainability for the club and bring in a new flow of students● Encourage participation in both a face-to-face and online environment

Outcomes of the Service (In order of priority)● Maintain an attendance of at least six or more teens at each meeting for the year ● By the end of the first quarter, 25% of the teens actively contribute to the discussion

topics during monthly meetings ● Each month there is a different Teen Leader that leads the meeting’s discussion and

activity● More than 25% of the teens volunteer to be the Teen Leader at some point within the

course of the year ● Each member recruits at least one friend to join the club by the end of the year ● Increase use of the library’s young adult space by teens ● At least every other month the club will supplement discussion with a creative activity,

developed by the teens in cooperation with Val● Increase in the number of young adult materials circulated within the year ● In addition to the monthly meetings, an online discussion forum via Facebook will allow

teens to continue discussions on their own time.

Relevant LiteratureOnce a program has begun, it is time to start assessing and evaluating the impact the

program is having on the users. “Assessment is gathering information...; evaluation is using that information to make judgements” (Asselin, 2003, p. 52). It is important that this gathering of information is an ongoing process (Vaillancourt, 2000, p. 28) that can be collected during every interaction (Asselin, 2003, p. 53). Once this information has been collected it should be used to make improvements to the program (Asselin, 2003, p. 52).

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The literature suggests using multiple forms of assessment (Asselin, 2003, p. 53). Forms can range from formal to informal; including such techniques as note taking (Vaillancourt, 2000, p. 26), reviewing attendance, questionnaires (Brady, 1985, p. 151), informal interviews, eavesdropping and the reading of body language (Jones et al., 2004, p. 241). These assessments should be done by the personnel whom is responsible for the implementation and improvement of the program (Brady, 1985, p. 151).

If an informal interview is chosen to gain information there are a few things to consider. First, try not to interview the teens that are familiar to the library staff. It is best to obtain the insight of less frequent users, so the program can be improved to benefit the non-user. Second, make sure that questions are established beforehand, however, feed off or the teens answers to determine further questions. Finally, it is important that the person asking the questions remains relaxed in order to make a relaxed environment for the teen to respond. (Jones et al., 2004, p. 241)

If a questionnaire format is chosen instead, there are some things to consider. Use a mixture of open ended and close-ended questions. Make sure there are a variety of options available, or space available for suggestions. Be aware of the length, if it becomes too long the teens will lose interest. (Jones et al., 2004, p. 240)

Before making changes to the program the library should consider that they should not solely rely on the information that has been obtained from the users. No one likes to take long surveys, or be asked numerous questions at one time. A desire to just finish may cause answers to be “silly” and not helpful for the assessment. Another concern with surveys is that there is the possibility that the right questions were not asked, therefore making it difficult to get the help in evaluation. (Jones et al., 2004, p. 240)

As mentioned in the planning section of this literature review, it is important to get the teens involved from the beginning. It is just as important to hear directly from them in the assessment and evaluation of the program (Vaillancourt, 2000, p. 26). Therefore, the library will find that in order to have a successful program for teens, it is important to give them the last word (Hall, 2007, p. 35).

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Assessment Plans Per OutcomeOutcome 1

Outcome: Maintain an attendance of at least six or more teens at each meeting for the year

Target Audience: Teens (10th/11th graders readers and non-readers, 12th grade readers and non-readers)

Methods & Tools for Evidence Collection

Attendance records will be kept during each meeting

Recommendations for Pilot Assessment

No pilot test for this assessment is necessary

Alternative Methods & Tools

There is no alternative for this method of assessment

Analysis of Evidence (Data Plan)

The number of teens in attendance at each monthly meeting will be recorded and charted over the course of the year

How Assessors Will Know the Outcome Has Been Met

There will be at least six teens in attendance at each meeting over the course of the year.

Results Scenario & Decision Making Indicators

● The outcome will have been met if there are more than six teens in attendance at each meeting over the course of the year. This will indicate that the club has developed sustainability.

● The outcome will not have been met if less than six teens are in attendance at each meeting. This will indicate that marketing methods need to be increased and that a conversation needs to be held between the teens and Val or the Teen Liaison to determine what changes are necessary.

● The outcome will exceed expectations if more than eight teens are in attendance at each meeting. This may indicate that less marketing is necessary for the next month and that re-evaluation of materials needed for following meetings needs to be done.

Recommendations for Reporting

A formal report including a graph representing the attendance for the meetings to be available to the board of trustees

Responsible Parties Val will be responsible for recording meeting attendance and analyzing and charting the data

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Timeline ● Every month, Val will record the number of teens in attendance at the meetings.

● At the end of the year, Val will analyze the numbers for signs of sustainability and chart the results.

Outcome 2

Outcome: By the end of the first quarter, 25% of the teens actively contribute to the discussion topics during monthly meetings



A tally will be kept on the attendance record of the number of times each teen participates in the discussion.




● Survey completed at the end of the quarter asking teens how much they felt they contributed to the monthly topics of discussion.


A tally of each teens participation on the discussion topics will be recorded and analyzed every quarter


At least 25% of the teens are observed as actively engaged in the discussion topic by the end of the first quarter.


● The outcome will have been met if at least 25% of the teens are observed as actively engaged in the discussion topics by the end of the first quarter. This will indicate an improvement in critical thinking and creativity on the part of the teens.

● The outcome will not have been met if less than 25% of the teens are observed as actively engaged in the discussion topics by the end of the first quarter. This will indicate that a conversation needs to be held between Val and the teens or the teen liaison and the teens to determine what changes need to be made. This may also indicate that some teens need additional encouragement to contribute.

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A formal report including a graph representing the number of teens participating in discussion topics to be available to the board of trustees

Responsible Parties Val will be responsible for keeping a tally of the teens’ participation in discussion topics during meetings and analyzing the data quarterly.

Timeline ● Every month, Val will observe and tally how often each teen in attendance participates in the discussion.

● Every quarter, Val will analyze the numbers for signs of increased use and chart the results.

Outcome 3

Outcome: Each month there is a different Teen Leader that leads the meeting’s discussion and activity



Meeting Minutes will be recorded by Val or a teen member designated for the task at each meeting with a notation of who is leading discussion during that month’s meeting




General observation by Val of different teens showing interest in being the Teen Leader


A record of the Teen Leaders will be kept in the monthly Meeting Minutes to be compiled into a report at the end of the year.


There will be a Teen Leader for each monthly meeting.


● The outcome will have been met if every month over the course of the year there is a Teen Leader for the meeting. This indicates the teens are in control within club.

● The outcome will not have been met if more then two months go by with out a Teen Leader. This indicates that there needs to be increased effort by Val to encourage teens to take the lead.

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● The outcome will have been exceeded if teens begin to compete for the leadership role. This indicates that a voting method may need to be put in place.


A formal report to be available to the board of trustees

Responsible Parties Val will be responsible for keeping Meeting Minutes that include a record of who is the Teen Leader for the month.

Timeline ● Every month, Val will record the Teen Leader in the monthly Meeting Minutes

● At the end of the year, Val will compile a list of Teen Leaders for the year.

Outcome 4

Outcome: More than 25% of the teens volunteer to be the Teen Leader at some point within the course of the year



See Outcome 3




General observation by Val of different teens showing interest in being the Teen Leader


See Outcome 3


At least 25% of the members of the club will have volunteered at some point to be the Teen Leader


● The outcome will have been met if 25% of the teens volunteer to be the Teen Leader at some point over the course of the year. This indicates the teens have a sense of control within the club.

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● The outcome will not have been met if less than 25% of the teens volunteer to be the Teen Leader at some point over the course of the year. This indicates that there needs to be increased effort by Val to encourage the teens to take the lead.

● The outcome will exceed expectations if 100% of the teens volunteer to be the Teen Leader at some point over the course of the year. This may indicate a need for the development of an advanced monthly schedule of Teen Leaders.


See Outcome 3

Responsible Parties See Outcome 3

Timeline See Outcome 3

Outcome 5

Outcome: Each member recruits at least one friend to join the club by the end of the year



Attendance records will be kept during each meeting with special notation for members bringing a friend.






The number of friends in attendance at each monthly meeting will be recorded and charted over the course of the year.


There is at least one friend in attendance per member over the course of the year.

Results Scenario & ● The outcome will have been met if there is at least one

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Decision Making Indicators

friend in attendance per member over the course of the year. This will indicate that the club has developed sustainability.

● The outcome will not have been met if less than 50% of the members bring a friend. This will indicate a conversation needs to be held between the teens and Val or the Teen Liaison to determine what changes are necessary.

● The outcome will exceed expectations if every member brings more than one friend over the course of the year. This may indicate the need for the development of a second group.


A formal report including a graph representing the number of friends in attendance for the meetings to be available to the board of trustees

Responsible Parties Val will be responsible for recording friends in the monthly meeting attendance and analyzing the data

Timeline ● Every month, Val will record the number of friends in attendance at the meetings.

● At the end of the year, Val will analyze the numbers for signs of sustainability and chart the results.

Outcome 6

Outcome: Increase use of the library’s young adult space by teens



Observation and recording of the number of teens using the teen space every week. This will be done by Val keeping a weekly tally from her desk, which is within the young adult space. In order to make sure the tally is consistent a head count will be performed at the same time every day.



Alternative Methods & ● Surveys filled out by teens about how they use the young

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Tools adult space● Informal talks with teens in the library


The number of teens using the young adult space on a weekly basis will be recorded and charted over the course of the year


There will be at least a 5% increase in the weekly number of teens in the young adult space of the library over the course of the year


● The outcome will have been met if there is more than a 5% increase in the number of teens observed using the young adult space. This will indicate that the book club has succeeded in encouraging further use of the young adult section of the library.

● The outcome will not have been met if there is less than a 5% increase in the number of teens observed using the young adult space. This will indicate a need within the book club for the library staff to actively encourage increased use of the young adult section of the library.

● The outcome will exceed expectations if there is more than a 20% increase in the number of teens observed using the young adult space. As there has already been some thought as to moving the teen space into the basement which is planned to undergo renovations, this may be used as further evidence of a need for a larger young adult space.


A formal report including a graph representing the number of teens in the young adult space to be available to the Board of Trustees

Responsible Parties Val will be responsible for keeping a weekly account of teens in the young adult space and analyzing the data.

Timeline ● Every week the tally of teens using the young adult space will be compiled and kept in a file.


Outcome 7

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Outcome: At least every other month the club will supplement discussion with a creative activity, developed by the teens in cooperation with Val



Meeting Minutes will note if an activity has taken place during the monthly meeting that was developed in part by the teens






Activities developed in part by the teens will be noted in Meeting Minutes and compiled into a report at the end of the year.


At least six meetings have activities developed in part by the teens over the course of the year.


● The outcome will have been met if at least six meetings have activities over the course of the year developed in part by the teens. This will indicate that the teens are developing stronger skills in creativity.

● The outcome will not have been met if less than six meetings have activities over the course of the year developed in part by the teens. This will indicate that more needs to be done to stimulate the teens’ creative thinking within the club meetings and within the mid-month meetings Val has with monthly Teen Leaders.

● The outcome will exceed expectations if there is an activity for every meeting over the course of the year developed in part by the teens. This may indicate the need to set aside a second day in the month for just holding activities related to the monthly reading.


A formal report including a compilation of the activities developed in part by the teens to be available to the Board of Trustees.

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Responsible Parties Val will be responsible for keeping the monthly Meeting Minutes that will include notation on the activities developed in part by the teens

Timeline ● Every month, Val will take notes on the activities developed in part by the teens

● At the end of the year, Val will compile her notes on the activities into a formal report

Outcome 8

Outcome: Increase in the number of young adult materials circulated within the year



Circulation records of young adult materials from the circulation desk will be collected weekly and analyzed each quarter for signs of increased circulation.






The number of young adult materials circulated on a weekly basis will be recorded and charted over the course of the year by the library staff


There will be at least a 2% increase from last year in the weekly number of young adult materials circulated over the course of the year


● The outcome will have been met if there is more than a 2% increase in the circulation of young adult materials. This will indicate that the book club has succeeded in encouraging further use of the young adult materials of the library.

● The outcome will not have been met if there is less than a 2% increase in the circulation of young adult materials. This will indicate a need within the book club for the library staff to actively encourage increased use of the

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young adult materials of the library.● The outcome will exceed expectations if there is more

than a 7% increase in the circulation of young adult materials. This will indicate the possible need for a discussion concerning an increase in the budget for collection development of young adults materials.


A formal report including a graph representing the circulation of young adult materials to be available to the Board of Trustees at the end of the year.

Responsible Parties ● Circulation records will be kept by the circulation staff● Val Chism will be responsible for analyzing the

circulation data

Timeline ● Every week the number of young adult materials circulated will be extracted from the circulation records and kept in a separate file.


Outcome 9

Outcome: In addition to the monthly meetings, an online discussion forum via Facebook will allow teens to continue discussions on their own time



Observation and monitoring of the wall posts and comments as well as the number of teens following the Hit the Books! Facebook page by the Teen Liaison




● Record of the emails received from Facebook notifications from the Hit the Books! Facebook page

● Surveys asking the teens how often they use the the online forum and how useful and/or easy they find it

● Informal assessment through conversations between the teens and both Val and the Teen Liaison about the use of the Facebook page

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The number of wall posts, comments, and teen followers will be recorded every month and graphed for analysis of its usefulness for the club each quarter.


There will be at least a 10% increase each quarter in the number of posts on the Facebook page


● The outcome will reach expectations if there is at least a 10% increase each quarter in the number of posts on the Facebook page. This will indicate that the online forum is viable option for supplementing the monthly meetings of the book club.

● The outcome will fail to have met expectations if there is less than a 10% increase each quarter in the number of posts on the Facebook page. This will indicate that the online forum is not a viable option to supplement the monthly meetings of the book club and it may need to be scrapped.

● The outcome will exceed expectations if there is more than a 30% increase each quarter in the number of posts on the Facebook page. This may indicate that offering a separate online only club is a viable option.


A formal report including a chart of the use of the Facebook page by the members of the teen book club

Responsible Parties ● The Teen Liaison will be responsible for keeping track of the information being posted on Facebook by fellow teens

● Val will be responsible for taking the raw data from the Teen Liaison and creating a chart for the Board of Trustees.

Timeline ● Every month, the Teen Liaison will compile the number of posts on the Facebook page and the number of teens following the page.

● Every quarter, Val will take the raw data from the Teen Liaison and create a chart.

Timeline for Continuous Assessment

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The project period has been determined to be for the duration of a year. Each outcome will need to be assessed at the given time during each subsequent project period.

Outcome: Assessment Period:

Maintain an attendance of at least six or more teens at each meeting for the year

To be assessed at the end of each year.

Each month there is a different Teen Leader that leads the meeting’s discussion and activity


More than 25% of the teens volunteer to be the Teen Leader at some point within the course of the year


Each member recruits at least one friend to join the club by the end of the year

To be assessed at the end of the year.

Increase use of the library’s young adult space by teens To be assessed quarterly through out the year.

At least every other month the club will supplement discussion with a creative activity, developed by the teens in cooperation with Val

To be assessed at the end of the year.

Increase in the number of young adult materials circulated within the year

To be assessed quarterly through out the year.

In addition to the monthly meetings, an online discussion forum via Facebook will allow teens to continue discussions on their own time

To be assessed quarterly through out the year.

Impact Rubric

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Indicators: Preliminary: Progressing: Exemplary: Data Source:

Attendance Attendance of 6 teens at each meeting

Attendance of 7-8 teens at each meeting

Attendance of more than 8 teen at each meeting

Attendance Records

Participation At least 25% of the teens contribute to meeting discussion

At least 50% of the teens contribute to meeting discussion

100% of the teens contribute to meeting discussion

Attendance Records,Meeting Minutes

Leadership At least 25% of the teens volunteer to be Teen Leader each month

50% of the teens volunteer to be Teen Leader each month

100% of the teens volunteer to be Teen Leader each month

Meeting Minutes

Circulation of Young Adult Materials

2% increase in the number of young adult materials circulated per month



Library Circulation Records

Use of the Library’s Teen Space

5% increase in the number of teens counted in the teen space per week

10-15% increase in the number of teens counted in the teen space per week

20% increase in the number of teens counted in the teen space per week

Weekly Tally

Online Component

10% increase of the number of posts on and followers of the online forum per quarter

20% increase in the number of posts on and followers of the online forum per quarter

30% increase in the number of posts on and followers of the online forum per quarter

Observation

Works Cited

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Asselin, M. (2003). Assessment issues and recommendations. Teacher Librarian. 30(5), 52-53. Retrieved from Research Library. (Document ID: 348079561)

Brady, J. (1985). Programming for young adult. In A. Gagnon & A. Gagnon (Ed.), Meeting the challenge: Library Services to Young Adults (pp. 147-152). Ottawa, Ontario: Canadian Library Association.

Hall, S. (2007). How I learned to run a really popular book club (and what I learned about its effect on students' reading skills and attitude). Teacher Librarian, 35(1), 32-36. Retrieved from Research Library. (Document ID: 1379474741).


Vaillancourt, R.J. (2000). Bare bones young adult services: Tips for public library generalists. Chicago, IL: American Library Association.

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Teen Book Club Planning Project

Education

Transcript of Teen Book Club Planning Project