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1
INFO 649 Fall 2012
Library Program Proposal
Getting to know EPL:
Homeschooling resources at Ericson Public Library
Submitted by: Arielle Loy
I certify that:
This paper/project/exam is entirely my own work.
I have not quoted the words of any other person from a printed source or
website without indicating what has been quoted and providing an
appropriate citation.
I have not submitted this paper/ project to satisfy the requirement of any
other course.
Arielle Loy
December 9, 2012
2
Abstract
Getting to know EPL: Homeschooling resources at Ericson Public Library will appeal to
homeschooling educators, parents, and coordinators in and around Boone, Iowa. Currently there
are approximately three hundred students being homeschooled within the library’s service area
(US Census, 2010). Library staff and administration would like to create a stronger bond with
homeschoolers and encourage them to make use of the resources available at Ericson Public
Library. In-house statistics have revealed that homeschooling resources are not currently being
utilized to their optimal potential (Z. Stier, personal communication, November 18, 2012).
Getting to know EPL will strive to familiarize participants with resources including online
databases, meeting spaces, devices, and knowledgeable librarians. The instructor will
demonstrate available physical and digital resources. Participants will tour the library building
and will be encouraged to use various spaces for lessons, tutoring, and workshops. Lastly, the
program will open a dialog between homeschoolers and library staff regarding ways in which the
two groups can collaborate and work together.
Community
Ericson Public Library is located near downtown in Boone, Iowa. The library is a block
west of the business district and a few blocks from the middle school, high school, and several
private and public elementary schools. According to the latest census records there are just over
12,000 residents in the city of Boone (US Census, 2010). Less than 4% of those residents are of a
racial minority, 15% of the population is living below the national poverty line, and
approximately 4% are unemployed (US Census, 2010). Just under 20% of the population is
between the ages of five and eighteen (U.S. Census, 2010). Approximately three hundred
3
students are being homeschooled within the library’s service area which includes residents living
immediately outside of the city limits (US Census, 2010).
Ericson Public Library’s mission statement reads as follows:
“The Ericson Public Library provides the residents of Boone and the surrounding area with
access to books and library materials and to other resources, programs and services to meet
informational, educational, cultural and recreational needs. The library promotes reading and the
use of library materials, and provides support for community, cultural and historical activities.
Through its staff, Board and services, the library builds knowledge, understanding and
appreciation of libraries and library materials in those it serves (“Mission,” 2012).”
Ericson Public Library currently offers regular programming for individuals of all ages.
Story times for young children are held every Wednesday and Thursday morning. The Children’s
Librarian also presents monthly outreach programs at local preschools. Afterschool programs for
school-age children are held on Monday and Tuesday afternoons. Programs for teenagers are
held monthly and Adult programs include a monthly book club and occasional E-reader
assistance program.
Target Audience
The approximately three hundred students currently receiving a homeschool education in
and around Boone represent students ages four through eighteen; males and females; and
children from families of diverse socio-economic backgrounds (Boone HSAP, 2012).
These students are guided not just by their parents but also by various supervisors,
coordinators, and teachers. The Boone Homeschool Assistance Program supports, supervises,
regulates, and assists with homeschool education in Boone County. Boone Homeschool
4
Assistance Program (HSAP) consists of thirteen employees including administration, support
staff, and supervising and enrichment teachers (Boone HSAP, 2012).
This program will be marketed to the parents of current and future homeschooled
children, employees of Boone HSAP, homeschooled students over the age of sixteen, and any
additional interested parties.
Statement of Need
Homeschooling rates have increased more than 29% nationally since 1999. Explanations
vary but the most common reasons for choosing to homeschool are a dissatisfaction with the
quality of public education and the environment of schools (NECS, 2003). Jane Van Galen
(1991) outlined two distinct types of homeschooling families: ideologues and pedagogues.
Ideologues often choose homeschooling due to objections to the lessons and curriculum in the
academic institutions while pedagogues tend to believe themselves better equipped to teach their
children than the available teachers (Hana, 2012). Both of these schools of thought drive
homeschooling parents and educators to the public library.
In a 2008 Knowledge Quest article, Teresa Willingham said that, even if librarians do not
notice them, homeschoolers are using the public library. Nann Blaine-Hilyard echoed these
sentiments in her 2008 article for Public Libraries. She points to homeschoolers’ frequent library
use, insatiable appetite for literature, and involved parents who are committed to their children’s
education as evidence that homeschoolers are ideal library patrons (Blaine-Hilyard, 2008).
Library use and a devotion to life-long learning are a shared passion for librarians and
homeschoolers. The National Center for Education Statistics reported that 78% of homeschool
families report using the public library for educational resources (NCES, 2003). That percentage
was greater than the use of homeschooling catalogs, retail bookstores, education publishers not
5
affiliated with homeschooling, and individual specialists. Similarly, in a ten year study of
homeschooling families in Pennsylvania, public libraries were found to consistently be among
the greatest used resource for materials and curriculum. Most homeschooling families reported
the use of more than one resource (Hana, 2012). Hana’s study suggests that today’s
homeschooling parents are choosing specific methods and are selecting their materials more
carefully now than ever before (Hana, 2012). Additionally, Hana suggests that, thanks to the
connectivity provided us by the World Wide Web, homeschoolers are conducting their learning
in a larger scale with a more extensive variety or resources, a wide range of curricula, and a
larger support base of fellow homeschoolers (Hana, 2012). Online databases, extensive search
engines, video conferencing, and other new opportunities are bringing homeschooling out of the
home and into the world at large. Selwyn and Husen (2010) stated that “developing and
sustaining technological skills and competencies are seen to be a key part of a student’s ability to
engage with twenty-first century schooling” (p 137). As experts on information literacy and
technology, libraries and librarians are the ideal conduits for connecting homeschoolers with
these immensely beneficial emerging technologies.
Public libraries can be the answer to many of the homeschooling parent’s frustrations. It
has been estimated that a parent can expect to spend $300 to $400 minimum per homeschooled
child annually. For more sophisticated curriculum the price tag could exceed $1,000 (Hana,
2012). Interlibrary loan, a sometimes overlooked library service, provides homeschooling
families with expensive resources at a fraction of the cost. Interlibrary loan also allows a parent,
educator, or coordinator the opportunity to review a resource before it’s purchase.
Homeschool parents, students, and educators are often frustrated by restrictive policies,
age limits, union rules, and other red tape (Shin, 2008). Assistance from local school districts can
6
be a great benefit to homeschool students. However, in the case of the Commonwealth of
Pennsylvania and other locations around the country, the use of facilities, resources, and
inclusion in classes and extracurriculars is determined by the school district. Policies are often
wildly different from one district to the next (Hana, 2012). By opening a dialog with
homeschoolers, public libraries are better able to address these frustrations. It is possible that the
public library may be able to provide resources and space when the school district cannot.
Willingham encourages homeschoolers and public libraries to use one another’s
strengths. Library meeting rooms are available, she says, during school hours for homeschoolers
to gather and learn together. Willingham encourages public libraries to connect with local
homeschooling families and organizations to discuss potential collaborations as they may not be
obvious. She cites a library that opened their meeting space for homeschool play rehearsals when
the students were denied participation in the public school’s production. The “open learning
environment” and search for deeper knowledge that often draws families to homeschooling is a
valuable quality associated with public libraries. These shared values should be seen as a vehicle
for collaboration (Willingham, 2008).
Getting to know EPL speaks to the library’s mission statement by providing for the target
audience’s informational and educational needs. Homeschooling students, parents, educators,
and coordinators are vital members of Ericson Public Library’s service community. In
demonstrating resources and opening a dialog of service, this program is building “knowledge,
understanding and appreciation of libraries and library materials in those it serves (“Mission,”
2012).”
The desired outcomes for Getting to Know EPL are broken into immediate results and
those observed six months after the program has occurred. The desired attendance is at least
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twenty participants. At the conclusion of the program, 95% of participants will be more familiar
with the available resources including materials, services, staff, physical spaces, website and
Teen Zone Blog than they had been before the program. This outcome will be measured by the
completion of a brief survey conducted at the end of the program. A second survey will be
mailed to participants six months later, in May 2014.
From the second survey a number of outcomes will be measured. Sixty percent of
participants will use a library staff member as a reference source in person, over the phone, or
online. This outcome may also be partially measured using reference statistics from the
children’s department desk. Ideally, the reference statistics in the children’s department will
increase 5% in the six months following the program.
Sixty percent of the participants will use one of the demonstrated meeting or study spaces
in the building. This outcome may also be partially measured using staff observations and
records of meeting room reservations. Ideally, meeting room reservations will increase 5% in the
six months following the program.
Sixty percent of the participants will report using the library’s website and visiting the
Teen Zone Blog. This outcome may also be partially measured by a 5% increase of visits to the
two sites.
Sixty percent of the participants will report using at least one of the demonstrated
physical resources. The outcome may also be partially measured by a 5% increase in circulation
of the demonstrated books, DVDs, and magazines. A 10% increase in the use of Ericson Public
Library’s subscription of EBSCOhost may partially measure this outcome.
These outcomes fit within Ericson Public Library’s mission of serving users’ information
and education needs while also fulfilling the library’s mission of promoting the use of library
8
materials and services (“Mission,” 2012). These outcomes also meet parents’, educators’, and
coordinators’ needs to provide quality education and promote life-long learning in their students
(Boone HSAP, 2012).
Intended Results
At the conclusion of this program, participants will be familiar with the various resources
available for them at Ericson Public Library. They will be informed of the books, DVDs,
databases, and other materials that can support their curriculum. Participants will also be familiar
with the library spaces including the meeting room and website and how they can be used to
further the learning process. Lastly, participants will have connected with at least one librarian
and one library volunteer.
Ideally, these outcomes will produce both observable and measurable results. Library
staff will observe a greater homeschool presence in the library. Homeschoolers will use the
meeting and study spaces available at Ericson Public Library. Students, parents, educators, and
coordinators will use library staff as an educational resource. Greater reference statistics from the
Children’s Desk will help to provide evidence toward this shift. This open dialog will create an
environment in which collaboration will flourish. Homeschooling parents, educators, and
coordinators will ask for the library’s help and include the library when searching for solutions to
future problems.
Online databases, magazines, and books that align with homeschooling curriculum will
circulate more often. Armed with the knowledge of these items and, in the case of online
resources, the knowledge of their function, homeschoolers will put them to good use in their
instruction. This increased use will help Ericson Public Library defend the items’ purchase and
9
encourage the purchase of similar items. The use of these resources will increase the quality of
instruction provided to the homeschooled students in Boone and the surrounding area.
Program Design and Evaluation Plan
Partner Organization
The Boone Homeschool Assistance Program, the local homeschool support organization,
will assist in planning this program. The instructing librarian will meet with various
administration and staff of Boone HSAP three times leading up to the event. Each time the
instructor will strive to become more familiar with the needs of homeschooling students, parents,
educators, and coordinators. This collaboration will be vital to the success of the program and
fundamental in building the relationships Ericson Public Library wishes to build with the
homeschool community. Boone HSAP will also assist Ericson Public Library in advertising
Getting to know EPL. The program will be advertised in the August and September issues of the
organization’s newsletter. Additionally, during workshops and meetings leading up to the event,
the employees and administration of Boone HSAP will encourage their homeschooling families
to attend the program.
Program Goals & Objectives
The desired objectives for Getting to know EPL are threefold:
1. Participants will become familiar with and make use of available resources at Ericson Public
Library.
2. Participants will become familiar with and make use of physical and digital library spaces.
3. Participants will become familiar with library staff and will use them as an educational
resource.
10
These objectives fit within Ericson Public Library’s mission of serving users’ information
and education needs while also fulfilling the library’s mission of promoting the use of library
materials and services (“Mission,” 2012). Additionally, these objectives meet the homeschool
community’s objective to provide quality education and promote life-long learning (Boone
HSAP, 2012).
Project Activities
The instructing librarian will meet with Boone HSAP three times in person or on the
phone to create an assessment of the needs of the target audience. The librarian and Boone
HSAP administration and employees will discuss issues concerning Boone homeschooling
parents, the resources currently available for them at Ericson Public Library, and resources not
currently available that could be purchased for circulation. The first meeting will take place at
least two months prior to the date of the program. The needs assessment created through these
meetings will be the foundation upon which the content of Getting to know EPL will be built.
Several avenues will be used to advertise Getting to know EPL beginning one month
prior to the program. In addition to Boone HSAP’s newsletter and posters in the library and
throughout the community, the program will be advertised in various local publications.
Publications include Boone Living, a monthly magazine, Boone News Republican, Ames Tribune,
Ogden Reporter, and Madrid Register News. Additionally, the program will be advertised via
Boone’s local radio station, KWBG AM 1590, and the local public radio stations, WOI AM 640
and WOI FM 90.1. Getting to know EPL will also be advertised on the library’s website,
Facebook page, Twitter feed, and on the Teen Zone Blog. Please see Appendix A for examples of
print advertisements, posters, and the script for radio advertisements.
11
Participants may begin registering one month prior to the program. Registration may be
conducted via phone, email, or in person at the library’s reference or children’s desks. In the
event that more than thirty participants register, a waiting list will be created. At that point the
instructing librarian may consider scheduling an additional program session.
Getting to know EPL is composed of seven activities beginning with introductions. The
instructor will introduce her or himself and speak very briefly as to their background, interests,
and responsibilities at Ericson Public Library. The assistant will then do the same. The instructor
will distribute business cards and encourage participants to contact him or her with any
questions, needs, or concerns. Next, the participants will introduce themselves and state what
they are hoping to learn from the program. This introduction helps to create an open, welcoming
learning environment from the very beginning. This portion of the program also introduces the
participants to a librarian in an effort to meet the program’s objective of familiarizing them with
library staff. Before continuing, the instructor will distribute handouts which outline the
resources and information that will be covered during the program. Ten minutes have been
allotted for this portion of the program.
Books, magazines, DVDs, and other physical resources will be demonstrated during the
next portion of the program. An informal survey will be conducted to gauge the participants’
current knowledge of available resources. Questions may include “Have you checked out books
from our nonfiction collection to use in your lessons?”, “Did you know that we subscribe to
Mailbox Magazine?”, and “Has anyone ever used one of the library’s National Geographic or
History Channel DVDs in a lesson?” The instructor will then present prepared annotations of
selected resources. This portion of the instruction helps to meet the program’s objective of
familiarizing participants with available resources. During this portion of the program the
12
instructor will also instruct participants on interlibrary loan, it’s process, and benefits. Fifteen
minutes have been allotted for this portion of the program.
An informal survey of the participants will be taken to gauge their knowledge of
EBSCOhost. Questions may include “Have you used EBSCOhost before?”, “Do you ask your
student to find magazine and newspaper articles for research?”, and “Did you know that Ericson
Public Library has access to a huge archive of hundreds of periodicals that you can access from
home?” Using a laptop and projector, the instructing librarian will then demonstrate EBSCOhost.
Accessing the database, logging in, searching, and analyzing results will be briefly demonstrated.
This portion of the instruction helps to meet the program’s objective of familiarizing participants
with available resources. Fifteen minutes have been allotted for this portion of the program.
The instructor will introduce the participants to the many devices available for in-house
use at Ericson Public Library. Again, the instructor will begin by asking a few questions to gauge
the participants’ prior knowledge of available devices. Aside from internet and word-processing
computers, the library has six laptop computers and two iPads. These devices are available on
the library’s first floor for two hours at a time and require a state-issued ID remain at the desk
during the check-out period (Z. Stier, personal communication, November 18, 2012). These
devices are considered resources that are available for homeschoolers to use to advance and
deepen their curriculum. Ten minutes have been allotted for this portion of the program.
A ten minute break will allow participants to get a drink, visit the restroom, converse, and
spend some time looking at the resources demonstrated during the first half of the program. After
the break, the group will take a tour of Ericson Public Library. Before embarking the instructor
will survey the group as to their prior experience with the building’s spaces. Questions may
include “Has anyone reserved the meeting room?”, “Did you know that we have study spaces on
13
all three floors?”, and “Have you ever used a library space for a group project or lesson?” If the
group consists of more than twenty people they will be split into two groups and the instructor
and assistant will each take ten to fifteen people. The tour will be comprehensive, including all
three floors of the library. The instructor and assistant will point out the location of collections
and items of interest such as Juvenile Nonfiction, Juvenile Reference, Young Adult Nonfiction,
and Reference. Special emphasis will be given to the meeting room, which is free to reserve and
use, and various study spaces throughout the building. These study spaces are ideal for studying,
group work, and tutoring (Z. Stier, personal communication, November 18, 2012). This tour will
help meet the program’s objective of familiarizing participants with the library’s physical spaces.
Thirty minutes have been allotted for this portion of the program.
Once the group has reconvened in the meeting room, the instructor will guide them on a
tour of the library’s website and the Teen Zone Blog. The instructor will sample the participants’
prior knowledge of the website and blog by taking a brief, informal survey. Questions may
include “Did you know that you can place items on hold and renew items from home?”, “Have
you used the library’s catalog via the website?”, and “Have you visited the Teen Zone Blog?”
Using the laptop and projector, the instructor will demonstrate the useful functions of the
library’s website including the event calendar, online catalog, link to EBSCOhost, PDF
documents concerning local history, and access to the Boone News Republican archive.
Additionally, the instructor will demonstrate how patrons can access their account information
from the library’s website. Using their library card, patrons are able to place holds, renew items,
and contact a librarian with requests or questions (Z. Stier, personal communication, November
18, 2012). From the library’s website the instructor will navigate to the Teen Zone Blog where
he or she will demonstrate the book reviews, library calendar for teens, and suggested titles
14
available there. This digital tour has been allotted ten minutes and will meet the program’s
objective to familiarize participants with Ericson Public Library’s digital spaces.
Getting to know EPL’s final activity is a question and answer period that includes a brief
survey. This final activity will be an opportunity for participants to ask for clarification and for
the instructor to encourage participants to return to the library and use the resources discussed
during the program. Five minutes have been set aside for this portion of the program.
Participants may remain after 7:45 to continue the conversation with the instructor, assistant, and
one another. Participants will also be encouraged to explore and take home any of the
demonstrated resources at this time. The meeting room will remain open and available until 8:00.
Scheduling and Resources
Schedule
July 1st: Discussions with Boone HSAP begin
July 1st through August 30
th: Planning period
August 1st: Advertisements begin to air on the radio stations and appear in local publications.
August 5th
: Registration opens
Program Schedule:
6:00-6:10 Introductions and handouts
6:10-6:25 Demonstration of physical resources and interlibrary loan
6:25-6:40 Demonstration of EBSCOhost
6:40-6:50 Introduction to laptops and iPads
6:50-7:00 Ten minute break
7:00-7:30 Tour of Ericson Public Library
7:30-7:40 Tour of website and Teen Zone Blog
7:40-7:45 Question and answer period, brief survey, and exploration of demonstrated resources
Resources
Planning Getting to know EPL will require ten to fifteen working hours from the
instructing librarian. These hours will be used to consult with Boone HSAP, assess the needs of
the target audience, collect and annotate resources, train the assisting volunteer, coordinate
publicity, set up the meeting room, develop handouts and surveys, and assess the program’s
15
effectiveness. The personnel required for the planning stage include the instructing librarian,
assisting volunteer, and Boone HSAP employees. Materials, supplies, and equipment for the
planning stage are minimal. Resources for posters include a computer, software, paper, ink, and
a photocopier. Resources for the meetings with Boone HSAP may include travel expenses or
phone calls.
Resources for the program will need to be gathered by the end of the day on Friday
August 30th
, 2013. Personnel for the program include the instructing librarian and assisting
volunteer. The meeting room will need to be reserved well in advance in order to ensure its
availability for set up and the program itself. Chairs, tables, laptop, projector, screen, and hdmi
cable are all stored inside of the meeting room (Z. Stier. Personal communication, November 18,
2012). The instructing librarian will need to gather physical resources; a circulating laptop and
iPad; and passwords for databases for demonstrations. Handouts and formal surveys will require
paper, ink, and photocopier. The refreshments table will require coffee grounds, filters, and hot
water; a percolator; sugar, creamer, and stir sticks; hot water and tea bags for tea; Styrofoam
cups; napkins; and hard candies.
Method of Evaluation
Getting to know EPL will be evaluated via several formal and informal checks. Informal
evaluations will include observations during and after the program. Formal evaluations include
survey results, meeting room reservations, and circulation and reference statistics. In addition to
the brief exit survey, each participant will receive a survey in the mail six months after the
program. The results from the six-month survey will help assess how well the program met it’s
desired results and objectives. An outcomes-based evaluation method will be used to assess the
16
program’s level of success. Please see Appendix B for Outcomes Planning Tables. The outcomes
used to evaluate Getting to know EPL are:
1. Participants will use and check-out the resources demonstrated during the program.
2. Participants will use the library’s meeting room, study spaces, website, and Teen Zone Blog.
3. Participants will use library staff as an educational resource.
Budget
The total budget for Getting to know EPL includes printing costs, refreshments and
supplies, publicity fees, mailing of the six-month surveys, and salary for the instructing librarian.
The total budget comes to just under $250.00.
ITEM LOCATION QUANTITY PRICE PER ITEM
TOTAL COST
Newspaper Ads NA 4 $ - $ -
Boone Living ad NA 1 $ - $ -
Local radio ad NA 1 $ - $ -
Public radio ad NA 2 $ 10.00 $ 20.00
Posters created in EPL 20 $ 0.10 $ 2.00
Librarian hours NA 15 at most $ 13.00 $ 195.00
Volunteer hours NA 2 at most $ - $ -
Handouts created in EPL 30 $ 0.10 $ 3.00
Exit surveys created in EPL 30 $ 0.05 $ 1.50
6 month surveys created in EPL 30 $ 0.10 $ 3.00
Postage for 6 month surveys (metered and discounted through city hall) created in EPL 30 $ 0.40 $ 12.00
Refreshments quill.com varies varies $ 10.00
TOTAL $ 246.50
17
Appendix A: Publicity Examples
Print advertisement for Boone Living magazine and local newspapers:
Getting to know EPL:
Homeschooling resources at Ericson Public Library Monday September 2, 2013 6:00-7:45
Open to parents, instructors, and coordinators
involved or interested in homeschooling.
Registration is required.
Register at the library, online, or by phone.
Ericson Public Library
702 Greene Street Boone, IA 50036
515-432-3727 www.boone.lib.ia.us
Radio advertisement:
Are you a homeschooling instructor, parent, or coordinator? Are there resources you wish you
could provide your students that are just too expensive or unattainable? Well, Ericson Public
Library has you covered! Did you know that the library subscribes to over thirty-five educational
magazines and databases? Did you know that the library owns laptops and iPads that you can use
with your lessons? Did you know that Ericson Public Library has a meeting room that you can
reserve for meetings and events? Come on Monday September 2nd
at 6:00 in the library’s
beautiful meeting room to learn about all of these resources and more! If you’re involved in
homeschooling in the Boone community, you can’t miss this opportunity to learn all about what
the library has to offer. Monday September 2nd
at 6:00. Registration is required! Register online,
by phone or in person at 702 Greene Street in Boone! Visit www.boone.lib.ia.us for more
information or call 432 3727!
Poster:
18
Appendix B: Outcomes Planning Tables
Outcomes
Inputs Activities Outputs Outcome Targets
Outcome
Indicators
Outcome #1
Participants
will use and
check out
materials that
align with
their
curriculum.
Librarian;
assistant;
physical
resources;
laptop,
projector,
screen;
handouts,
pencils;
facility
(meeting
room);
tables and
chairs
1. Instructor will
conduct a survey of
participants' current
knowledge regarding
the library's available
resources.
2. Instructor will
demonstrate and
introduce participants
to each of the selected
physical and digital
resources. These items
will be included in a
handout for later
reference.
3. Participants will
explore demonstrated
resources at their own
pace.
Number of
participants
At least twenty
participants will attend.
100% of participants will
leave with a reference
handout.
At least 95% of
participants will be more
familiar with available
resources than they had
been prior to the program.
60% will use at least one
of the demonstrated
resources in the six
month period following
the program.
Circulation will increase
5% and use of
EBSCOhost will increase
10% in the six months
following the program.
Open-ended
questions during the
demonstration of
resources.
Instructor and
assistant observations
of participant during
the program.
Circulation and
recorded use of
demonstrated
resources following
the program.
Survey results
immediately after the
program and six
months later.
Outcomes
Inputs Activities Outputs Outcome Targets
Outcome
Indicators
Outcome #2 Participants
will use
library
spaces,
website, and
Teen Zone
Blog.
Librarian,
assistant,
laptop,
projector,
screen
facility
(meeting
room,
computer
stations,
children's
department,
teen area,
reference
collection)
1. Instructor will
survey on prior
knowledge of building,
website, and blog.
2. Guided tour of
building.
3. Guided tour of
website and blog.
Number of
participants
At least twenty
participants will attend.
95% of participants will
be more familiar with the
physical and digital
spaces than they had been
before the program.
60% will use at least one
of the demonstrated
spaces in the six month
period following the
program.
Reservations of the
library's meeting room
and visits to the teen blog
and website will increase
5% in the six month
period following the
program.
Open-ended
questions during the
physical and digital
tours.
Instructor and
assistant observations
of participant during
the program.
Recorded use of
spaces following the
program.
Staff observations
Survey results
immediately after the
program and six
months later.
19
Selected Bibliography
Blaine-Hilyard, Nann. (2008, May/ June). Welcoming homeschoolers to the library. Public
Libraries, 47(3), 17-27.
Hanna, Linda G. (2012, Nov.). Homeschooling education: Longitudinal study of methods,
materials, and curricula. Education & Urban Society, 44(5), 609-631.
Selwyn, Neil, & Husen, Onno. (2010, June). The educational benefits of technological
competence: An investigation of student’s perceptions. Evaluation and Research in
Education, 23(2), 137-141.
Shinn, Lora. (2008, Aug.). A home away from home. School Library Journal, 54(8),
38-42.
Willingham, Teresa. (2008, Sept./Oct.). Libraries and homeschoolers. Knowledge Quest, 37(1),
58-63.
Outcomes
Inputs Activities Outputs Outcome Targets
Outcome
Indicators
Outcome #3
Participants
will use
library staff
as an
educational
resource.
Librarian
assistant
business
cards
1. Instructor will
introduce her/himself
and business cards will
be distributed.
2. It will be stated that
library staff are
available and willing to
take questions,
recommendations, and
concerns in person,
over the phone, and
online. 3. Participants
will be encouraged to
ask library staff for
assistance on special
projects or with library
resources.
Number of
participants
At least twenty
participants will attend.
The number of reference
questions at the children's
desk will increase 5% in
the six months following
the program.
60% of participants will
utilize library staff in
person, over the phone, or
online in the six months
following the program.
Instructor and
assistant observations
of participants during
introductions and
discussion of
availability of library
staff.
Reference statistics
from the children's
desk.
Staff observations
Survey results
immediately after the
program and six
months later.
20
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