Teen Book Club Planning Project

Hit the Books!
Baldwinsville Public Library Teen Book Club: Project, Marketing, and
Assessment Plan
Jennifer Wiley and Lora VanDenBerghe
IST 613: Planning, Marketing, and Assessment
4/28/11

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Table of Contents
Project Plan
Introduction………………………………………………………………………….…… 3
Relationship to Library Strategic Planning………………………………………….…… 3
User Needs Assessment…………………………………………………………….......... 3
Relevant Literature……………………….………………………………………………. 5
Recommendations for Action…………….……………………………………………… 7
Works Cited……………………………………………………………………………...12
Marketing Plan
Introduction………………………………………………………………………………13
Relevant Literature……………………………………………………………………….13
Marketing Goals and Outcomes………………………………………………………….15
Target Audience………………………………………………………………………….16
Positioning Statement…………………………………………………………………....17
Key Messages……………………………………………………………………………17
Message Delivery Strategies……………………………………………………………..17
Mockups of Selected Marketing Methods……………………………………………….22
Works Cited……………………………………………………………………………...27
Assessment Plan
Introduction………………………………………………………………………………28
Goals of the Service……………………………………………………………………...28
Outcomes of the Service (In order of priority)…………………………………………..28
Relevant Literature……………………………………………………………………….28
Assessment Plans Per Outcome………………………………………………………….30
Timeline for Continuous Assessment……………………………………………………41
Impact Rubric……………………………………………………………………………42
Works Cited……………………………………………………………………………...43

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Project Plan

Introduction
The 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 Planning
According 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 Assessment
Key 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
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

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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
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.

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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 Service
Though 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 Literature
At 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.
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

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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 Action
Goals and Outcomes

Goals Outcomes
Engage 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 Maintain an attendance of at least
bring in a new flow of students 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- In addition to the monthly
face and online environment meetings, an online discussion
forum via Facebook will allow
teens to continue discussions on
their own time.

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Monthly Budget

Expense Cost Notes
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 $0-$20 These costs will be determined month by
(optional) 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 Liaison
o Communicate concerns and issues of teens with Valerie
o Informal assessment of teens throughout the year
o Marketing
Teen Leader
o Meet with Valerie mid-way through the month
o Develop and lead discussion and/or activity of the month’s meeting
Teen Members
o Come to and participate in monthly meetings
o Select Teen Liaison and monthly Teen Leader

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o Select books
Custodial Staff
o Set up and straighten up the room

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/Parties
Assessment of teen users May 1-25 Valerie Chism (Val)

Marketing May 1-25 Val
Reserve room May 1 Val
First Teen Book Club May 26, 4-5 PM Val
meeting

Chose Teen Liaison May 26 Val, teen members

Chose Teen Leader May 26 Val, teen members
Determine book for next two May 26 Val, teen members
months
Decide on general meeting May 26 Val, teen members
time

Purchase book for June May 27 Val
meeting
Distribute June book As soon as it comes in Val

June 2011 - June 2012
o 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

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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
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/Parties
Order book for next month First day of the month Valerie Chism (Val)
Marketing Beginning of and Val, Teen Liaison
throughout the month

Read book for this month Beginning of and Val, teen members
throughout the month

Reserve room Beginning of the month Val
Teen Leader meeting Middle of the month Val, Teen Leader
Determine discussion and/or Middle of the month Val, Teen Leader
activity (during Teen Leader
meeting)

Purchase food and materials Within the week of the Val
for activity club meeting

Initial set up the room Day of the club meeting Custodial Staff
Club meeting Last Thursday of the Val, teen members
month (time to be
determined during May
meeting)
Select next Teen Leader During club meeting Teen members
Select book for meeting in During club meeting Teen members, Val
two months
Distribute next months book During club meeting Val
Informal assessment After the meeting Val, Teen Liaison

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

Scalability
The 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
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 Weaknesses
Dedicated Young Adult Librarian Other librarians hesitant toward
Small community (close teens
proximity, community center, etc) Limited availability of books in
Room with kitchen space and the system
technological equipment Limited space
Teen Liaison Lack of funding
Opportunities Threats
Relationship with schools Over-programmed/Program-
Offering exciting activities phobic users
Increased teen involvement (in the Lack of interest
library/community) Unable to attract new students
Developing skills through once the current group graduates
activities 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
Assumptions
o 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

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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

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+Tee
n-Centered+Book+Club&source=bl&ots=5LzYMnI1SS&sig=PPv5ClGaF7NpJZLYcEQ-
pdvieAc&hl=en&ei=OyVcTZXEMZCdgQe6lZXwDA&sa=X&oi=book_result&ct=resul
t&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.

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Marketing Plan

Introduction
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 Literature
No 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 from
2-3 in the teen zone. This group will meet the 2nd and 4th Sunday
of each month. For the first meeting on 2/13, bring a bok [sic] you've
already 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

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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).
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.

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Marketing Goals and Outcomes

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

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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 ● Teens not typically interested in reading
beyond simply “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

Target Audience

Users 10th/11th Grade 10th/11th Grade 12th Grade 12th Grade
Readers Non-Readers Readers Non-Readers

Demographics -15-17 years old -15-17 years old -17-18 years old -17-18 years old
-Predominately -Predominately -Predominately -Predominately
English speaking English speaking English speaking English speaking
Caucasians Caucasians Caucasians Caucasians

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

Library Usage -Minimal -Rare -Minimal -Rare
-Use for both -Use only for -Use for both -Use only for
pleasure and academics pleasure and academics
academics academics

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

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

Competing -After school -After school -After school -After school
Service activities activities activities activities
Alternatives -Part time jobs -Part time jobs -Part time jobs -Part time jobs
-Socializing -Socializing -Socializing -Socializing
Positioning Statement
The “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
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.

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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
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

IST 613 19

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 May 1 - 8 Val
materials (flyers and
bookmarks)

Write, send, and print May 1-8 Val
newspaper ads for Baldwinsville
Messenger

Create a Facebook page for the May 1 - 8 Val
program

Distribute marketing materials May 9 - 26 Val, librarians
within the library: teen space,
circulation desk, etc.

Distribute marketing materials May 9 - 13 Val, teachers
at Baker High School

Make any needed updates May 27 Val, Teen Liaison
marketing material for the next
month’s meeting

○ 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 Beginning of the month Val, Teen Liaison
and redistribute

Make needed updates to Beginning and through out the Teen Liaison
Facebook page month

Discuss new and improved Beginning of the month Val, Teen Liaison
marketing materials

Order additional marketing Beginning of the month Val
materials from outside vendor

● 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

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Flyers $20 75 to be hung around the library and in the high school.
Materials required:
● color and black ink
● paper

Bookmarks $25 100 to be left in the Teen Space of the library
Materials required:
● color and black ink
● card stock

Boxing Glove $345.00 ($1.15 Pricing from Garrettspecialties.com for a minimum bulk
Keychains per keychain) order of 300 keychains

Newspaper Ad $25 Ad in the Baldwinsville Messenger

Total for May $90 + cost of Keychains are optional, though suggested, and pricing
keychains ($435) 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

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■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
■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)

IST 613 23

Newspaper Ad

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Traditional Bookmarks

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Works Cited
Asbury 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).

IST 613 29

Assessment Plan

Introduction
It 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 Literature
Once 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).

IST 613 30

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).

IST 613 31

Assessment Plans Per Outcome
Outcome 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 Attendance records will be kept during each meeting
Evidence Collection

Recommendations for No pilot test for this assessment is necessary
Pilot Assessment

Alternative Methods & There is no alternative for this method of assessment
Tools

Analysis of Evidence The number of teens in attendance at each monthly meeting will
(Data Plan) be recorded and charted over the course of the year

How Assessors Will There will be at least six teens in attendance at each meeting over
Know the Outcome Has the course of the year.
Been Met

Results Scenario & ● The outcome will have been met if there are more than six
Decision Making teens in attendance at each meeting over the course of the
Indicators 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 A formal report including a graph representing the attendance for
Reporting 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

IST 613 32

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


Methods & Tools for A tally will be kept on the attendance record of the number of
Evidence Collection times each teen participates in the discussion.

Pilot Assessment

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

Analysis of Evidence A tally of each teens participation on the discussion topics will be
(Data Plan) recorded and analyzed every quarter

How Assessors Will At least 25% of the teens are observed as actively engaged in the
Know the Outcome Has discussion topic by the end of the first quarter.
Been Met

Results Scenario & ● The outcome will have been met if at least 25% of the
Decision Making teens are observed as actively engaged in the discussion
Indicators 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.

IST 613 33

Recommendations for A formal report including a graph representing the number of
Reporting 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


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

Pilot Assessment

Alternative Methods & General observation by Val of different teens showing interest in
Tools being the Teen Leader

Analysis of Evidence A record of the Teen Leaders will be kept in the monthly Meeting
(Data Plan) Minutes to be compiled into a report at the end of the year.

How Assessors Will There will be a Teen Leader for each monthly meeting.
Know the Outcome Has
Been Met

Results Scenario & ● The outcome will have been met if every month over the
Decision Making course of the year there is a Teen Leader for the meeting.
Indicators 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.

Recommendations for A formal report to be available to the board of trustees
Reporting

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


Methods & Tools for See Outcome 3
Evidence Collection

Pilot Assessment

Alternative Methods & General observation by Val of different teens showing interest in
Tools being the Teen Leader

Analysis of Evidence See Outcome 3
(Data Plan)

How Assessors Will At least 25% of the members of the club will have volunteered at
Know the Outcome Has some point to be the Teen Leader
Been Met

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

IST 613 35

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.

Recommendations for See Outcome 3
Reporting

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


Methods & Tools for Attendance records will be kept during each meeting with special
Evidence Collection notation for members bringing a friend.

Pilot Assessment

Tools

Analysis of Evidence The number of friends in attendance at each monthly meeting
(Data Plan) will be recorded and charted over the course of the year.

How Assessors Will There is at least one friend in attendance per member over the
Know the Outcome Has course of the year.
Been Met

IST 613 36

Results Scenario & ● The outcome will have been met if there is at least one
Decision Making friend in attendance per member over the course of the
Indicators year. This will indicate that the club has developed
sustainability.
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.

Reporting 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


Methods & Tools for Observation and recording of the number of teens using the teen
Evidence Collection 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.

Pilot Assessment

IST 613 37

Alternative Methods & ● Surveys filled out by teens about how they use the young
Tools adult space
● Informal talks with teens in the library

Analysis of Evidence The number of teens using the young adult space on a weekly
(Data Plan) basis will be recorded and charted over the course of the year

How Assessors Will There will be at least a 5% increase in the weekly number of
Know the Outcome Has teens in the young adult space of the library over the course of
Been Met the year

Results Scenario & ● The outcome will have been met if there is more than a
Decision Making 5% increase in the number of teens observed using the
Indicators 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.

Reporting 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.

IST 613 38

Outcome 7
Outcome: At least every other month the club will supplement discussion
with a creative activity, developed by the teens in cooperation
with Val


Methods & Tools for Meeting Minutes will note if an activity has taken place during
Evidence Collection the monthly meeting that was developed in part by the teens

Pilot Assessment

Tools

Analysis of Evidence Activities developed in part by the teens will be noted in Meeting
(Data Plan) Minutes and compiled into a report at the end of the year.

How Assessors Will At least six meetings have activities developed in part by the
Know the Outcome Has teens over the course of the year.
Been Met

Results Scenario & ● The outcome will have been met if at least six meetings
Decision Making have activities over the course of the year developed in
Indicators 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.

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

IST 613 39

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


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

Pilot Assessment

Tools

Analysis of Evidence The number of young adult materials circulated on a weekly
(Data Plan) basis will be recorded and charted over the course of the year by
the library staff

How Assessors Will There will be at least a 2% increase from last year in the weekly
Know the Outcome Has number of young adult materials circulated over the course of the
Been Met year

Results Scenario & ● The outcome will have been met if there is more than a
Decision Making 2% increase in the circulation of young adult materials.
Indicators 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

IST 613 40

young adult materials of the library.
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.

Recommendations for A formal report including a graph representing the circulation of
Reporting 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


Methods & Tools for Observation and monitoring of the wall posts and comments as
Evidence Collection well as the number of teens following the Hit the Books!
Facebook page by the Teen Liaison

Pilot Assessment

Alternative Methods & ● Record of the emails received from Facebook
Tools 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

IST 613 41

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

How Assessors Will There will be at least a 10% increase each quarter in the number
Know the Outcome Has of posts on the Facebook page
Been Met

Results Scenario & ● The outcome will reach expectations if there is at least a
Decision Making 10% increase each quarter in the number of posts on the
Indicators 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.
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.

Recommendations for A formal report including a chart of the use of the Facebook page
Reporting 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.

IST 613 42

Timeline for Continuous Assessment
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 To be assessed at the
for the year end of each year.

Each month there is a different Teen Leader that leads the To be assessed at the
meeting’s discussion and activity end of each year.

More than 25% of the teens volunteer to be the Teen Leader at To be assessed at the
some point within the course of the year end of each year.

Each member recruits at least one friend to join the club by the end To be assessed at the
of the year 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 To be assessed at the
a creative activity, developed by the teens in cooperation with Val end of the year.

Increase in the number of young adult materials circulated within To be assessed quarterly
the year through out the year.

In addition to the monthly meetings, an online discussion forum via To be assessed quarterly
Facebook will allow teens to continue discussions on their own through out the year.
time

IST 613 43

Impact Rubric

Indicators: Preliminary: Progressing: Exemplary: Data Source:

Attendance Attendance of 6 Attendance of 7- Attendance of Attendance
teens at each 8 teens at each more than 8 teen Records
meeting meeting at each meeting

Participation At least 25% of At least 50% of 100% of the Attendance
the teens the teens teens contribute Records,
contribute to contribute to to meeting Meeting Minutes
meeting meeting discussion
discussion discussion

Leadership At least 25% of 50% of the teens 100% of the Meeting Minutes
the teens volunteer to be teens volunteer
volunteer to be Teen Leader to be Teen
Teen Leader each month Leader each
each month month

Circulation of 2% increase in 5% increase in 7% increase in Library
Young Adult the number of the number of the number of Circulation
Materials young adult young adult young adult Records
materials materials materials
circulated per circulated per circulated per
month month month

Use of the 5% increase in 10-15% increase 20% increase in Weekly Tally
Library’s Teen the number of in the number of the number of
Space teens counted in teens counted in teens counted in
the teen space the teen space the teen space
per week per week per week

Online 10% increase of 20% increase in 30% increase in Observation
Component the number of the number of the number of
posts on and posts on and posts on and
followers of the followers of the followers of the
online forum per online forum per online forum per
quarter quarter quarter

IST 613 44

Works Cited

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).


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