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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

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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

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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

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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

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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

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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

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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

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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.

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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.

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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

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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

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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

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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

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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

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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

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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:

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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.

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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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