LIS

723 Program Plan

Name: Jamie Winchell
Program name: Book Talks for Ms. Stovalls Junior Theme: Hope for What America Can Be
Age range: high school Juniors in College Prep (regular level) American Literature
Intention. What do you hope will happen?
Students will have a generative experience that instills in them curiosity, inspiration and excitement as they
embark on their 3-week research project.
Students will be exposed to lesser known individuals and narrower aspects of movements so that they can go
beyond the obvious/usual and dig deeply into issues that matter to them.
I will serve as a partner in setting the tone for the entire research project experience; the subject area teacher
and I will be compatible, productive collaborators throughout.
Students and teacher will have a positive experience with the library and the librarian; they will realize that the
library is a positive and welcoming place to be, that I am approachable and helpful, that I have great expertise,
and that I am a conduit for great resourcesall of which aim to promote student learning and achievement.
Connection. What makes this a library program?
These book talks promote the librarys collection: it is a chance for me to showcase the many outstanding
resources we have for projects like this.
The talks will serve as jumping off points for deeper research that will utilize the librarys other excellent
resources.
The talks will also promote the librarians expertise and resourcefulness; it will prove that teaching happens in
the libraryby subject area teachers as well as teacher librarians.
The talks promote the library as a hub of learning for all stages of the research process.
Preparation. What do you need to do to get ready?
Many conversations and emails will the teacher to clarify: assignment purpose; scope and sequence of
assignment; students needs; teacher needs.
Many conversations and emails with the teacher to ask and suggest ways in which I can be a source of support
and collaboration.
Curate book selections; add to LibGuide/Live Binder for this particular class.
Pull titles and create display.
Prepare book talks on select titles.
Budget. What will the program cost (beyond existing staff time/supplies)?
N/A, but if advance notice of assignment is given or if the assignment will be the same for subsequent years, I
might be able to prioritize additional titles in our ordering.

Lis 723 fall 2014 Thom Barthelmess/tbarthelmess@dom.edu

Promotion. How will you market the program to your audience?

There will be minimal marketing since this is a required experience for students.
The teacher will promote the book talks, I hope, when she goes over the entire assignment and shares some
enthusiasm for how helpful she believes the talks will be. In this sense, the teacher can also promote the co-
teaching roles we will both play for this entire process.
I could email the class with link to the LibGuide/Live Binder and the library site.
In my introduction, I will make a pitch for how important I think these book talks will be.

Execution. What happens during the program?

{Before: teacher goes over the assignment in the classroomintroduction, timeline, grading, etc.}

Students sit at tables with their assignment in hand; titles are displayed and the LibGuide/Live Binder is
projected.
My introduction: my quick synopsis of their assignment & my role(s) in their assignment timeline; why I am
excited for them; I talk briefly about my hopes for these talks (finding individuals/movements that are lesser
known) just as these individuals did, you need to find hope, vibrant forces, the energy to act, possibilities
Reminders for each non-fiction text: features like contents, index, bibliography, format can be helpful.
Explain: < YES! | hmmmm | NO! > chart: while I talk, youre jotting notes
Intro 4 types & do book talks
o Multi-Person Biographies: 1. 101 Changemakers 2. Women Aviators 3. Legends, Icons & Rebels
o Eras, Events, Groups & Movements: 1. Wheels of Change 2. Flesh & Blood So Cheap 3. Latino Americans
o Individual Biographies: 1. Marian Anderson 2. Dorothy Day 3. Richard Feynman
o Memoirs & Essays: 1. Winona LaDuke 2. Ted Nugent 3. Studs Terkel
Segue into their perusing; remind them of the 3 sources they are supposed to get today; share library site, my
contact info, my hours & availability. See you the day after tomorrow for your continued research!

Evaluation. How will you measure your success?
Informally: by day 8 of their research project, I will use a checklist to make sure that each student has a
topic/individual/movement that they care about and are inspired by. Ill do this through many 1:1
conversations.
Informally: I will ask to look at students end products and the grades they received.
Formally: I could create a survey for students and teacher about the overall research process: the book talks,
available resources the 1:1 support, the writing, bibliography/citations.
Formally: I could mine this project for data points--# talks, # searches in catalog/databases, # check outs
Informally: When other teachers and students come to me after hearing from their colleague/peers about the
quality of work I do, the service I provide, and the positivity of the libraryI will know that this experience was a
success!
Other. What other factors are important to your success?
Productive collaborative relationship with the subject area teacher.
Ideally, I would have links to the titles in the school librarys LibGuide that go to the schools catalog.
Relationship building with students is essential; because I probably wont know many of them, I will need to hit
the ground running to establish rapport while guiding their learning and curiosity.

Lis 723 fall 2014 Thom Barthelmess/tbarthelmess@dom.edu

Lis 723 fall 2014 Thom Barthelmess/tbarthelmess@dom.edu