Assignment #3: Creative Programming at Sauquoit Valley High School

Assignment #3: Creative Programming at Sauquoit Valley High School Amanda J. Boehlert Syracuse University

Assignment #3: Creative Programming at Sauquoit Valley High School Executive Summary

Located in the rural valley of Sauquoit, NY, the Sauquoit Valley High School (SVHS) is one of three branches in the Sauquoit Valley Central School District and serves a student population of approximately 430 students in grades 9 through 12 (Find Good School, n.d.). SVHS has a student to teacher ratio of 16.3 percent (Find Good School, n.d.) and includes the following departments: Art, English, Food/Consumer Science, Foreign Language, Health, Library, Math, Music, Physical Education, Resource, Science, Social Studies, and Technology (High School Classroom Menu, n.d.). In addition to its academic curriculum, SVHS is also offers a wide array of extracurricular activities and programs, including athletics, drama/theater, choir/band, yearbook, student council, and debate, to name few. In an effort to promote reading for pleasure, and to put the library back on the students list as the cool place to be, I would like to implement the following four (4) programs in the next school year: 1) Literary Luncheons: Program consists of inviting students to eat lunch in the library once a week and listen to the librarian read a book and/or sign-up to read aloud themselves. 2) New Books Club and Webpage: Program consists of students reading new books/materials and creating book reviews (either written and/or video) to post to the clubs webpage, which will be created and maintained by the students. 3) Summer Reading Program and Website: Program consists of the school librarian collaborating with teachers/staff to create a summer reading website where, instead of everyone being assigned the same summer reading book, students will be assigned to read whatever they choose over the summer and participate in a blog. The website will also include links to different web-based technologies, etc. where the students could be assigned to do something creative instead of, for example, write a book report. 4) Family and Community Outreach Program: Program consists of sponsoring a number of activities throughout the school year, including Ice Cream Socials, a Book Drive, a Book Fair, and sending out a quarterly Family Night newsletter. Combined, I believe these four programs can go a long way towards promoting reading for pleasure in our students, as well as our families and community. Please see the following four (4) briefs for more specific information on each program.

Assignment #3: Creative Programming at Sauquoit Valley High School Literary Luncheons

Rationale: Literary luncheons are particularly great motivators that increase student interest in reading, because they are very informal and there are no added expectations from the students; all students have to do is be polite and listen to me read! There is an option for students who would like to read-aloud by signing-up to do so, but there are no requirements for reading aloud or for a discussion of the book just read unlike what would normally occur in a classroom setting; so this sets the tone that reading is fun and to just sit back, relax, and enjoy! For an example of a successful literary luncheon program in a middle school library please see an interview with Sharon OConnell (Arnone & OConnell, 2011). Program Description: This program will consist of inviting students to eat lunch in the library once a week and listen to the librarian read a book aloud. An announcement will be made every week (during morning announcements, library webpage, paper advertising, etc.) and interested students should pick up a Literary Luncheon Pass, which will allow them to go to the front of the line at the school cafeteria. I will have a Suggestion Sheet for students to suggest books that they would like to hear, as well as a sign-up sheet for anyone who would like to read aloud themselves; this would have to be coordinated per book and that student(s) would be called up to read after they had eaten their lunch. I will need to coordinate with the school cafeteria to allow the students that are attending to get their lunch first in the lunch line, as well as the best method to return trays, deal with garbage, etc. Assessment: Student participation will likely depend on the book that I am reading at the time, whether it is a title or genre that interests them, as well as feedback from their peers and friends who attend. Considering the busy schedules of high school students and the fact that lunch is one of the only times in school for students to socialize with friends, I would consider this program a success if 10 20 students attended each session. I am also hoping this program will bring new faces (those normally not seen, unless it is part of a class instruction) into the library with new interests in reading and would consider the literary luncheon program successful if it brought even one of those new faces in.

Assignment #3: Creative Programming at Sauquoit Valley High School New Books Club and Webpage

Rationale: I believe students will be motivated to join the New Books Club and Webpage for a few reasons, including the fact that each student can choose what they would like or want to read and create a review for; being able to review and make suggestions for new reading materials for the school library from book catalogs; and most importantly, the technological aspect of creating and maintaining a webpage. The Internet and other emerging technologies have become so ingrained in todays society that students enjoy using and are always looking for new ways to utilize the latest and greatest technology (Small, Arnone, Stripling, & Berger, 2011, Discussion Strategies section, para. 8). For those students not interested in joining, I believe that the New Books Club and Webpage will still lead to an increase in reading motivation as a result of the students reading and/or watching the book reviews that their peers produced and posted on the webpage. Program Description: This program will consist of students reading whatever new books/materials they would like and creating book reviews (either written and/or videotaped using a web-based technology like Animoto) to post to the clubs webpage, which will be created and maintained by the students. In the beginning, the club will need to meet twice (2x) a month for 1 2 hours after school in the library until the webpage is developed. The club should then be able to meet once a month for 1 2 hours to go over the books read and create the book reviews. I will need access to the schools software for producing a webpage/site, such as Dreamweaver, to work with the students in creating a webpage. Perry Meridian Middle School in Indianapolis, IN, one of the 2010 winners of the AASLs NSLPY Award, implemented a similar New Books Club with success (SLJ Staff, 2010, para. 8). Assessment: Depending on students schedules, I would like to see at least 5 regulars who come to the meetings and contribute to the webpage. Ultimately, I believe the New Books Club and Webpage would be considered a success if we had a maximum of 25 members (more than that would require additional computers and assistance from school staff). My goal would be to have the webpage up and running with some book reviews by the fourth or fifth meeting and then make any additional changes to the format in increments throughout the school year. I will use a counter to track how many people visit the webpage and I would consider the webpage a success, as well as the program, if we track 500 visits by the end of the school year.

Assignment #3: Creative Programming at Sauquoit Valley High School Summer Reading Program and Website

Rationale: According to an online survey regarding summer reading conducted by Ross Todd and Carol Gordon of Rutgers University, 200 out of the 600 students surveyed said that they hated to read, eliciting such responses as I HATE TO READ! and IM TIRED OF PEOPLE TELLING ME WHAT TO READ!; Gordon states, Their perception was that they had no choice, and they were angry (Whelan, 2010, Summer reading: headaches, dizziness section, para. 2). The goal of the Summer Reading Program and Website is to give back to the students choice. Students will be able to choose what they would like to read and the method for completing an appropriate assignment (if applicable), which will ultimately increase literacy and/or reading motivation over the summer months. Program Description: This program will require collaboration between the school librarian and the teachers/staff to create and sustain a summer reading program/website for the high school students. The main components of the website will include book reviews from teachers/staff/peers (should be able to link the website from the New Books Club to this one); a blog for students to participate in as part of the summer reading requirement; and links to different web-based technologies and some suggestions for various activities. The idea is, instead of everyone being assigned the same summer reading book students will be assigned to read whatever they choose over the summer (at least 2 books/materials) and be required to participate in a blog every two weeks to report on their progress. In addition, and depending on the classroom teacher, students may also be assigned to complete a project with a book of their choice using one of the web-based technologies listed on the website. A nice example of a similar program and website called DE Surfs Up! was created by the Delawares Delcastle Technical High School and Howard School of Technology and can be found at: http://www.desurfsup.com/# (Whelan, 2010, Summer reading: headaches, dizziness section, para. 1). Assessment: Much of this programs success is going to depend on the collaboration between the school librarian and the teachers and staff, because if the teachers are not willing to forego being able to assign students a particular summer reading book/assignment, then students will not be motivated to participate in a program that is in addition to a book not of their choice. So collaboration is key! Assuming that the teachers/staff are willing to participate/collaborate then I would like to have the website up and running by the end of this school year. In order to assess the program, I would conduct both student and teacher/staff surveys at the end of the program to gain feedback.

Assignment #3: Creative Programming at Sauquoit Valley High School Family and Community Outreach Program

Rationale: The Family and Community Outreach Program will increase literacy and/or reading motivation, because all of the activities are directed towards promoting the library, promoting reading, promoting literacy, and letting families and the community know that the library is here! I feel that too often parents and families forget that the school library exists for them, their students, and the community; how many parents ask their children/teens How was library today? This program will be important for getting the word out about the library, as well as getting families, students, and the community interested and involved in library and reading. Program Description: This program will consist of sponsoring a number of activities/events throughout the school year, including the following: 1) Ice Cream Social: I would like this event to be held sometime in mid-October and invite the students and their families from grades 9 12 to an Ice Cream Social in the library. This would be a great opportunity to introduce the librarian and the staff; give a tour of the library; showcase some examples of student projects; explain some of the library programs (such as the Literary Luncheons & New Books Club/Webpage); let parents/families know about the activities that will be coming up over the next year (such as Family Night Newletter, Book Fair, and Book Drive); and let the students know that the library is here to help! 2) Family Night Newsletter: This will be a one to two page quarterly newsletter containing fun facts/activities/ideas/information of things for families to do together. For example, the summer quarterly newsletter could focus on hiking with recommendations for trails, what to pack, a couple of fun facts, as well as recommendations for good fiction and non-fiction books to read on the subject! 3) Book Fair: I would like to host a Book Fair one week in the winter for high school students and their families to be able to purchase various reading materials at a fraction of the cost. I am still looking into options for the company that we would host with this function with since Scholastic Books, who we normally conduct the elementary and middle school book fairs with, does not offer book fairs for high school students in the Upstate New York area. 4) Book Drive: I would also like to host a Book Drive in the spring to benefit a group(s) of the students choice (we could take a poll). We would advertise to families and the community requesting donations of books of a certain age and condition (no moldy, out-dated encyclopedias, etc.). [This may also be a great opportunity to collaborate with the Social Studies teacher for a Government & Economics project]. 5) Ice Cream Social for Incoming Freshman and their Families: Towards the end of the school year, I believe it would be extremely beneficial to invite the 8th graders and their families to an Ice Cream Social in the library. Similar to the Ice Cream Social held at the beginning of the year, this would be a great opportunity to introduce the librarian and the staff; give a tour of the library; showcase some examples of high school student projects; explain some of the library programs (such as the Literary Luncheons & New Books Club/Webpage); and let the students know that the library is here to help! Assessment: Each program activity will have its own measures of assessment, including attendance at the Ice Cream Socials and Book Fair; number of books collected at the Book Drive (did we reach our goal?); number of parent or community volunteers at the events; did the books I recommended in the Family Night Newsletter get checked-out?, etc. All of these assessments combined, verbal feedback from families and students, as well as a tally to see if parents/community members are visiting the library more will tell me if this program is successful.

Assignment #3: Creative Programming at Sauquoit Valley High School References Arnone, M (Interviewer) & OConnell, S. (Interviewee). (2011). A Literary Luncheon [Interview videotape]. Retrieved from http://www.youtube.com/watch?v=qaLr3lj7rzQ&feature=player_embedded#at=12. Find Good School. (n.d.). General Information of SAUQUOIT VALLEY HIGH SCHOOL. Sauquoit Valley High School Sauquoit NY. Retrieved from http://findgoodschool.com/school/360000204500SAUQUOIT-VALLEY-HIGH-SCHOOL-SAUQUOIT-NY. Sauquoit Valley Central School District. (n.d.). High school classroom menu. Retrieved from http://www.svcsd.org/education/dept/dept.php?sectionid=121. SLJ Staff. (2010). CT high school, IN middle school win AASLs NSLPY award. School Library Journal (5/10/2010). Retrieved from http://www.libraryjournal.com/slj/articlesawards/884686339/ct_high_school_in_middle.html.csp.

Small, R.V., Arnone, M.P., Stripling, B.K., & Berger, P. (2011, in press). Teaching inquiry. New York: Neal Schuman Publishers. Whelan, D.L. (2010). Up, up, and away: How a group of researchers is reinventing school libraries. School Library Journal (5/1/2010). Retrieved from http://www.schoollibraryjournal.com/article/CA6727287.html.