Prepared by John Findlay & Abby Straus Maverick & Boutique

Project No. 1: The Library is everywhere

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  Libraries: More/better exposure and increased support/funding from satisfied customers.
  
• 
  Boards of Education, Municipal and County-level governance, Boards of Trustees, faculty and staff of educational institutions, Chambers of Commerce, and other partisan and non-partisan bodies throughout all New Jersey communities: Increased productivity and more effective support for their activities/missions.
  
• 
  Large and small businesses: Increased productivity.
  

• 
  Research potential organizations to work with: 6 weeks
  
• 
  Recruit, select and assign staff to organizations selected for the project: 8 weeks
  
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  Selected staff to attend, participate in, and network with stakeholders at both public and individual meetings: 12 months
  
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  Assess progress at 3- 6- 9- and 12-month stages
  

1. 
   Develop a marketing plan that touts the willingness of librarians to provide services not only in the library but outside the library as well.
   
2. 
   Select specific organizations to work with and begin attending meetings regularly to determine how the library can best meet their needs.
   
3. 
   Further steps will be determined by individual libraries and may include:
   
4. 
   Evaluating the effectiveness of the librarians’ roles at public meetings by interviewing organizations’/committees’ members
   
5. 
   Selecting additional/alternative organizations with which to collaborate (this is dependent on the librarians’ impressions and group feedback from initial encounters - highly individualized)
   

• 
  Stable/increased funding streams
  
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  Public recognition of the library’s services and staff
  
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  Improved relationships between library and stakeholders
  
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  Participation of library in the development and execution of campus-, municipality-, or school-wide projects.
  
• 
  External organizations believe their projects are more successful because of librarians’ involvement.
  

Galston, C., Huber, E. K., Johnson, K., and Long, A. (2012). Community reference: making libraries indispensable in a new way. American Libraries. Retrieved from:

Gutsche, B. (2012). The engaged and embedded library: moving from talk to action. OCLC WebJunction. Retrieved from: http://www.webjunction.org/news/webjunction/Engaged_Embedded_Library.html

Kranich, N. (2012). Hosting public forums @ your library. ALA Connect Archived Webinars and Downloads. Retrieved from: http://connect.ala.org/node/167956

Shumaker, D. (2012). The Embedded Librarian. Medford, NJ: Information Today. Retrieved from: http://books.infotoday.com/books/Embedded-Librarian.shtml

Stern, D. and Brown, T. (2012). Engaging your whole community: principles and practice to influence policy. AmericaSpeaks Webinar. Retrieved from: http://www.webjunction.org/events/webjunction/Engaging_Your_Whole_Community.html

White House Council for Community Solutions. Community collaborative toolbox. Retrieved from: http://www.serve.gov/new-images/council/pdf/CommunityCollaborativeToolkit_all%20_materials.pdf

Project No. 2: I love it here!: Bringing Systemic Delight to YOUR Library

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  Library boards/committees
  
• 
  Library directors
  
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  All library staff
  
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  Library customers
  

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  Roll out project: 2 weeks
  
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  Survey development: 2 weeks
  
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  Development of checklists for staff to use to ensure they are engaging with a sample of library users that reflects the diversity of the community: 1 week
  
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  Advertise, recruit, and conduct focus groups: 4 weeks
  
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  Analyze data and select 1-3 areas and themes to develop further (based on stated interest and urgency, as well as ease and speed with which they can be implemented): 3 weeks
  
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  Implementation of selected projects/changes: 1-6 months, depending on complexity and cost.
  

1. 
   Brief surveys (2-4 questions) will be developed to assess users’ current perception of library services. Surveys can be handed to customers, as well as presented as pop-ups when using library web site. Library staff can also ask survey questions when working directly with customers.
   
2. 
   Library staff will be surveyed to assess their perception of library services. Staff should also be asked for ideas or suggestions for improving current services as well as new services.
   
3. 
   Focus groups will be organized to gain a more in-depth understanding of the perception of current services. Ideas for new services will also be presented to assess participant’s thoughts.
   
4. 
   Use anecdotal evidence, as well as evidence based upon the notion that if we ask directly, "what should the library be doing for you,” people (especially adults) will answer based on their preconceived notions of what a library CAN be or CAN do.
   
5. 
   Library staff in all kinds of libraries should be encouraged to observe their users, and even to ask directly, "what's the one thing in your life (professional or personal) that's keeping you up at night," and use this information, to inform programming decisions and changes.
   
6. 
   We can draw out themes and ideas that emerge from the data.
   

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  Improved library use (measured by statistics such as gate counts, program attendance, circulation, etc.)
  
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  Improved staff morale
  
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  Increased faculty/library collaboration
  
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  Increased patron delight (as expressed through video, photographic and/or written testimonials)
  

Survey software (Surveymonkey, Google Docs, Wufoo, etc.)

Project No. 3: Programs for Older Adults

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  Older Adults (65+) interested in library educational and arts programs and courses offered by affiliates of Elderhostel lifelong learning.
  
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  Limited mobility or homebound adults
  

1. 
   Targeted communities’ libraries and colleges/community colleges would assess current programs aimed at this age group.
   
2. 
   Assess current means of access to these programs, physical locations and transportation, technology.
   
3. 
   Devise alternative means of delivering these educational/arts programs for older adults.
   
4. 
   Develop ideas for those who cannot attend in person: iPad; telephone classes; video streaming.
   

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  Increase in locations where older adults participate in /enjoy library and college/community college programs.
  
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  Increase in means of delivery of programs for older adults.
  
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  Increase in joint public library/nearby college program offerings.
  

Project No. 4: Create Partnerships to Support Libraries’ Role in Education

Develop synergies among public, school and academic libraries and other educational organizations to explore the challenges that we can help each other meet, while benefiting from the strengths of each other.

Governance and responsibility: This project will be a joint venture with LLNJ, NJASL, VALE and NJLA to focus on the objective below. This ties in with NJASL’s Vision - “Every student in every school in New Jersey is served by a certified full-time School Library Media Specialist. All students are empowered to achieve college and career readiness through active, collaborative library programs guided by credentialed School Library Media Specialists who are recognized as educational leaders and indispensable resources in their school communities” and with the Progression Standards for Information Literacy prepared by the New Jersey Library Association College and University Section/Association of College & Research Libraries New Jersey Chapter, User Education Committee; Central Jersey Academic Reference Librarians and Virtual Academic Library Environment (VALE) Shared Information Literacy Committee (October 2009).

Objectives: Help stakeholders to recognize the value of using library programs and services to ensure that all of New Jersey’s students (pre-K - adult) attain a greater and more consistent level of information literacy.

Stakeholders and their interests:

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  NJASL, NJLA, VALE, LibraryLinkNJ greater use of library services, more effective teaching of information literacy
  
• 
  NJ Department of Education NJ DOE Office of Literacy (Mary Jane Kurabinski’s department), and if possible, someone from the Secretary of Higher Education’s (Rochelle Hendricks) staff involved with Academic and Student Programs would result in more information literate citizens, schools more effective at meeting Common Core State Standards
  
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  NJEA, AFT
  
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  NJASA (New Jersey Association of School Administrators)
  
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  Subject area (English teachers, History, Science, etc.) and technology organizations such as New Jersey Association of Educational Technology (NJAET) for secondary and post-secondary
  
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  Anyone who is interested in an information-literate community
  

Time frame: 9-24 months several months to gather participants, and then time would be dependent on direction chosen for project work.

Estimated cost and sources of funding: Explore funding with NJEA and AFT.

Actions:

1. 
   Identify specific project representatives.
   
2. 
   Discussion of specific roles and responsibilities of different groups represented as related to education of New Jerseyans from early childhood through adult.
   
3. 
   Develop project plan (determine product desired, e.g. guidelines, regulations/policy incorporating requirement for school library programs and certified school librarians, Pre-K - 16+ continuum of skills benchmarks, including audience and distribution; steps to accomplish).
   
4. 
   Work toward fulfillment of plan/attainment of project goal.
   
5. 
   Publicity and training to follow results, e.g. how to fulfill specific roles and responsibilities –meeting standards collaboratively, assessing student skills collaboratively and consistently, etc.; how to support other groups in fulfilling their roles and responsibilities.
   
6. 
   Meeting of public library representative(s) with college representatives, including librarians, or from various academic and administrative departments. For example, Montclair State, has an Office of Education and Community Outreach (OECO), which “develops community-based programs in multiple arts disciplines that serve children as well as young and older adults including university students.
   
7. 
   Establish a pilot group in one of New Jersey’s 21 counties, which has ongoing meetings.
   
8. 
   Develop, expand, and refine partnerships among school, academic and public libraries.
   
9. 
   Host an ongoing series of forums, held in the public library, where college and high school students come together to discuss the realities of college life (academic, social, logistical).
   
10. 
    Create and implement a K-16+ Information Fluency (IF) continuum for all NJ students and residents.
    

Measures of success:

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  When all NJ schools have a full-time, certified school librarian working collaboratively with classroom teachers toward a consistent and high level of information literacy (meeting all relevant standards).
  
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  When teachers and professors assess skills and assign grades in collaboration with librarians and in full consideration of IF skills.
  
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  When education programs in colleges and universities require pre-service teachers to learn what to expect from and how to work with school librarians to teach information literacy/fluency.
  
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  When employers make hiring decisions based, in part, on the candidates’ ability to successfully maneuver in a complex information landscape.
  
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  Growth of the events. Feedback/survey results participants. Increased participant demographics (i.e. parents, teachers, counselors, etc.).
  

Professional development: Librarians will continue to need professional development in effective collaboration methods for planning, teaching, and assessing student learning. How to most effectively reach and engage adults (e.g. parents of pre-school children, parents of students, adult learners) will be a necessary skill. Participants from most groups (non-librarian and librarian educators) may benefit from learning how to develop curricula across subject areas that incorporates consistently scaffolded learning of information processes and skills. Members of educational groups need training in what to expect from school librarians (administrators and supervisors: how to hire, support, and evaluate; teachers and pre-service teachers and those responsible for teacher and administrator education: how to collaborate meaningfully, what is the expertise that school librarians can contribute)

Resources: The most important resource to the success of this project will be participants who represent articulate, informed, influential members of their specific communities/organizations, who are committed to the objective of the project. Centrally located or rotating meeting space(s) for in-person meetings as well as technology required for collaborative work at a distance will be needed. All participants should have access to/familiarity with Common Core State Standards for English, AASl’s Standards for the 21st century Learner, ISTE’s National Educational Technology Standards for Students, VALE’s Information Fluency Progression Standards.

Directory: sites -> default -> files -> pdfs
files -> Occupational health and safety
files -> The Black Panther Party’s Ten Point Program
files -> International programs roel profile
files -> Fermi Questions a guide for Teachers, Students, and Event Supervisors Lloyd Abrams, Ph. D. DuPont Company, cr&D/ccas experimental Station Wilmington, de 19880
files -> Personal Information Name: Maha Al-Ammari Nationality: Saudi Relationship Status
pdfs -> Cap membership Application
pdfs -> -
pdfs -> Executive Summary Prepared by John Findlay & Abby Straus Maverick & Boutique
pdfs -> LibraryLinknj mobile Project 2013-2014 New Jersey Libraries-On-The-Go Project Launch

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