California Summer Reading Program
Outcomes Manual for Libraries DRAFT: SUMMER 2009 The California Summer Reading Program is a project of the California Library Association The California Summer Reading Program is supported by the U.S. Institute of Museum and Library Services under the provisions of the Library Services and Technology Act, administered in California by the State Librarian. Contents Introduction What is outcome evaluation? Page 4 Why go to the trouble of doing outcome evaluation? Page 5 Overview of the California Summer Reading Program’s outcome evaluation pilot study Page 6 Timeline Page 8 Evaluating outcomes for preschoolers Page 9 Description of outcomes and data collection methods Evaluating outcomes for school-age children Page 11 Description of outcomes and data collection methods Evaluating outcomes for teens Page 14 Description of outcomes and data collection methods Appendix 1: Interview questions for Preschool Outcome 1 Page 17 Appendix 1a: Interview questions for Preschool Outcome 1 (Spanish) Page 18 Appendix 2: Parent survey for Preschool Outcome 2 Page 19 Appendix 2a: Parent survey for Preschool Outcome 2 (Spanish) Page 21 Appendix 3: Child survey for School-Age Children Outcome 1 Page 23 Appendix 4: Children’s focus group questions for School-Age Children Outcome 2 Page 25 Appendix 5: Teen survey for Teen Outcome 1 Page 27 Appendix 6: Teen focus group questions for Teen Outcome 2 Page 29 Appendix 7: Teen checklist for Teen Outcome 3 Page 30 Appendix 8: Reporting instructions for interviews: Preschool Outcome 1 Page 31 Appendix 9: Reporting instructions for focus groups: School-Age Children Outcome 2; Teen Outcome 2 Page 32 Appendix 10: Reporting Form for Parent Survey: Preschool Outcome 2 PRE-SUMMER Page 33 Appendix 11: Reporting Form for Parent Survey: Preschool Outcome 2 POST-SUMMER Page 36 Appendix 12: Reporting Form for Child Survey: School-Age Children Outcome 1 PRE-SUMMER Page 39 Appendix 13: Reporting Form for Child Survey: School-Age Children Outcome 1 POST-SUMMER Page 42 Appendix 14: Reporting Form for Teen Survey: Teen Outcome 1 PRE-SUMMER Page 45 Appendix 15: Reporting Form for Teen Survey: Teen Outcome 1 POST-SUMMER Page 48 Appendix 16: Reporting Form for Teen Checklist: Teen Outcome 3 Page 51 Appendix 17: Year One Evaluation Task Force Page 52 Introduction What is outcome evaluation? Most libraries collect output measures of many kinds. These are measures that answer the question: “how many?” How many books circulated last year? How many reference questions did we answer? How many adult programs did the library hold, and how many people attended? How many children participated in the Summer Reading Program? Outcome measures answer the question: “so what?” What changes in attitude, behavior, knowledge, skills, or status happened to your library patrons as a result of checking out those books or having those questions answered? Outcome evaluation is the process of determining outcome measures. Outcome evaluation is most effective when it is part of a systematic planning process. In their book, Dynamic Youth Services through Outcome-Based Planning and Evaluation (American Library Association, 2006), Eliza T. Dresang, Melissa Gross, and Leslie Edmonds Holt guide readers through a four-step process: 1. Gathering information. 2. Determining outcomes. 3. Developing programs and services. 4. Conducting evaluations. Each step builds on the step before. First you gather information from and about your users that will help you determine what their needs might be for a particular service. Based on what you learn, you decide the particular need the library can fulfill and express that need in terms of one or more outcomes as defined above. The third step is to plan and implement a program or service designed to achieve the desired outcome for your patrons. Finally, you conduct an evaluation study to find out if you really did achieve the outcomes. For example, suppose that your formal and informal community needs assessments have indicated that parents in your community need to be educated and supported in techniques for engaging their children in emergent literacy activities. Your library has made early childhood literacy a major focus. For the summer reading program, therefore, you have adopted Outcome 2: Families spend time reading and engaging in literacy activities together. Now you must devise some library programs that It takes more thought, time, and effort to determine outcomes than it does to document outputs. Automated circulation systems automatically track the number of books circulated. Anyone who has ever worked a reference desk knows the routine of tallying the number of queries with hash marks on a form. We have learned that this count is likely to be more accurate if it is done during one or two “typical” weeks during the year when staff can pay attention to keeping it honest rather than trying to count every question every hour of every day. Among the outputs of Summer Reading Programs that libraries have counted are numbers of children who register, numbers of children who attend programs, numbers of minutes read by all children who participate and the average number of minutes read by children, and numbers of books read during the summer. It is really just a matter of counting. Outcome measures are a little trickier because you are trying to figure out what change happened to an individual as a result of some service or program or intervention provided by the library. Usually the only way you can know this is to ask the person to tell you. Therefore, the typical methods used to collect the data that yields outcome measures are those used by social scientists: pre- and post-tests, surveys, interviews, and focus groups. Libraries often include a budget for evaluation in large grant-funded projects. This allows them to bring in an outside consultant with special skills in this area. Increasingly, however, libraries are learning how to do it themselves and applying simple outcome measures to their ongoing services and programs.
Why go to the trouble of doing outcome evaluation? A funding agency may require outcome evaluation as a condition of receiving a grant. Outside funding sources may also look more favorably on your proposal if you can demonstrate that it has fulfilled desired outcomes or has the potential to do so. One library foundation staff person said that corporate funders were looking for programs that could prove that they brought results.
Summer Reading Programs are a good example of a library program that has benefited enormously from outside funding. Both local businesses and national corporations have helped to pay for the incentives, programming, publicity, and record-keeping materials that are traditional elements in a Summer Reading Program. Commercial interests have contributed money in exchange for their name or logo on a flyer or some equivalent recognition. In these tough economic times, however, libraries are competing with many other worthy nonprofit programs for the same sources of funding. Programs that can demonstrate that their programs contribute to positive outcomes in children have a competitive edge. Outcome evaluation can also contribute to better management decisions within the library. You can use the results of your evaluation effort to modify and improve a program that didn’t meet your expectations. You may even decide to discontinue it and focus your resources elsewhere. Conversely, learning that a program has met or exceeded your outcome targets may help you transfer those good practices to other services. It also gives you data for a great “how we did it good” story to tell the media, elected officials, and other stakeholders Overview of the California Summer Reading Program’s outcome evaluation pilot study
Background The pilot study was developed because CLA would like to present the California Summer Reading Program according to the principles of outcomes-based planning and evaluation. However, we want to be sure that this is workable for librarians who present summer reading programs. Consequently, the pilot study will test outcome evaluation with a small number of libraries to help us decide whether it is feasible to implement this approach statewide. The pilot study is funded with an LSTA grant from the State Library (as are the other parts of the California Summer Reading Program). In year one (2008-2009), 8 library outlets are taking part in the pilot study. These libraries are part of the following library jurisdictions: the County of Los Angeles Public Library, Fresno County Library, Long Beach Public Library, Monterey Public Library, Oakland Public Library, San Bernardino County Library, San Diego County Library, and Santa Monica Public Library. The libraries represent different geographic areas and sizes of libraries, and, as a group, they offer both children’s and teen summer reading programs. Representatives from the participating libraries have formed an Evaluation Task Force. They have attended two working group meetings, and have developed outcomes for summer reading 2009. They will implement outcome evaluation during the summer, and report on their experiences in the fall. In year two (2009-2010), we will begin by reviewing how things went during summer 2009. We will then expand the study to look at how outcomes-based summer reading can most effectively and efficiently be implemented throughout library jurisdictions (not just in one outlet as in year one). Representatives from participating libraries (which will include libraries that took part in year one and new libraries) will meet during the year to review the outcomes and discuss the best way to expand the project to all their outlets. In summer 2010, participants will implement outcomes-based summer reading throughout their library jurisdictions. Following year two, we will decide whether we can present the California Summer Reading Program according to the principles of outcomes-based planning and evaluation. If we decide that we can, we will use the results of the pilot study to create a strategy for implementing outcome evaluation statewide. Overarching principles The Year One Evaluation Task Force agreed on two overarching principles that would guide their thinking about an outcome-based planning and evaluation approach to summer reading. · Families will play an integral part of any summer reading program for children. · Teens will be involved in planning, implementing, and evaluating any teen summer reading program. The Evaluation Task Force also agreed that each of the three age levels for whom Summer Reading Programs are designed – preschool, school-age children, and teens -- would have its own evaluation strategy. They then decided on a total of seven outcomes. Outcomes Outcomes for preschoolers (ages 3 through 5) · Preschoolers enjoy coming to the library · Families spend time reading and engaging in literacy activities together Outcomes for school-age children (ages 6 through 11) · Children enjoy reading · Children see the library as a positive summer destination Outcomes for teens (ages 12 through 18) · Teens read for fun · Teens see the library as a positive summer destination · Teens engage with others about their reading Timeline Before SRP begins:
At the beginning of SRP, during the first two weeks:
Mid-summer:
About three weeks before the end of SRP:
During last two weeks of SRP:
Outcome 1.
After SRP and before October 1, 2009 :
October 2009:
Evaluating outcomes for preschoolers (1) Preschoolers are defined here as children ages 3 through 5. OUTCOME 1: PRESCHOOLERS ENJOY COMING TO THE LIBRARY. This outcome is intended to measure whether the library has created an environment that is pleasant for preschoolers, whether they are at the library for a program or just to check out books. Data collection method: Conduct individual interviews with 25 parents attending a program for preschoolers or just visiting the library about midway through the summer.
· Ideally, the interviewer should be someone who is not responsible for the usual preschool services. It could be another library staff member or a community volunteer. · Because of confidentiality issues, the interview should take place in a somewhat private space where it will not be overheard by other parents or staff. · Interviewer should explain that the interview will take no more than five or ten minutes and that it is part of an effort by the library to determine customer satisfaction with its summer services for children. · It is not necessary to tape the session, but the interviewer should try to capture as much of the parent’s own words as possible in writing. It’s okay to ask the parent to wait a moment while the interviewer writes down a particularly interesting or significant response. · The interviewer should maintain an engaged but neutral and nonjudgmental attitude during the session. See Appendix 1 for interview questions. See Appendix 8 for information on reporting your data to CLA. Evaluating outcomes for preschoolers (2) Preschoolers are defined here as children ages 3 through 5. OUTCOME 2: FAMILIES SPEND TIME READING AND ENGAGING IN LITERACY ACTIVITIES TOGETHER. This outcome is intended to measure time spent engaging a preschool child in reading and literacy activities by any members of the family or people who are in the home and treated as family, such as a nanny. It is not intended to measure reading and literacy activities that occur in an institutional child care or preschool setting. It is intended to measure any change in book sharing and literacy activities over the summer. Literacy activities may include playing word games, reading road signs and other environmental print, reciting nursery rhymes, etc. Data collection method: Pre- and post- surveys of 100 parents of preschoolers at the beginning and end of summer. · Pre-SRP surveys should be distributed to parents attending preschool story hour or just visiting the library during the first two weeks of the Summer Reading Program. Post-SRP surveys should be distributed during the last two weeks of the Summer Reading Program. Since you may be handing out the surveys on more than one occasion, be sure to ask the parent if they have already filled one out. · Ask parents to fill out the survey and put it in a designated spot – perhaps a collection box on the children’s librarian’s desk or circulation counter – before they leave the library. · You do not need to ask the same parents to fill out the pre- and post-SRP surveys; any 100 will do. · Any library staff member or volunteer, including teen volunteers, may be responsible for approaching parents and asking them to fill out the survey. Volunteer should explain that the library is trying to learn more about how families share books and literacy activities with their preschool children. · Parents should be given a writing implement as well as the survey form, and they should be told that it should take no more than five or ten minutes to fill it out. · Note that this activity will take place both before and after the interviews for Outcome 1. · Use the same form for both pre-SRP and post-SRP surveys. Be sure to label or color code the forms in some way so that you can tabulate the data correctly as pre- or post-SRP See Appendix 2 for survey forms. See Appendix 10 and Appendix 11 for information on reporting your data to CLA. Evaluating outcomes for school-age children (1)
School-age children are ages 6 through 11. OUTCOME 1: CHILDREN ENJOY READING. This measure is intended to measure whether children’s attitudes about reading for pleasure and corresponding behaviors change over the summer. Data collection method: Pre- and post-SRP surveys of 100 children at the beginning and end of summer. · Administer pre-SRP survey to children as they register for SRP. · Post-SRP survey should be given to children during the last two weeks of SRP. This might be at the culminating activity if the library has such an event. You do not need to survey the same children each time. · Ask children if they want to fill out the form by themselves or whether they want someone to do it for them. If they opt for being interviewed, any library staff person or volunteer, including a teen volunteer, may perform that service. Parents may help younger children fill out the forms as long as they understand that the answers must be the children’s own responses. · Tell children that the library is trying to learn more about how children feel about reading. · Ask children to fill out the form and leave it in a designated spot before they leave the library. · Use the same form for both pre-SRP and post-SRP surveys. Be sure to label or color code the forms so you can tell them apart when you are tabulating the data. See Appendix 3 for survey forms. See Appendix 12 and Appendix 13 for information on reporting your data to CLA. Evaluating outcomes for school-age children (2)
School-age children are ages 6 through 11. OUTCOME 2: CHILDREN SEE THE LIBRARY AS A POSITIVE SUMMER DESTINATION. This measure is intended to measure children’s attitude about the library. Do they see it as a welcoming, fun place to go and spend time during the summer? Data collection method: Conduct at least two focus groups, with five to nine children in each, towards the end of the summer. · The best composition of the focus groups would be five to nine children of approximately the same age, i.e., seven- and eight- year-olds or nine- and ten-year-olds. Both focus groups should include children of the same age. In other words, don’t do one group with younger children and another with older children. · If you get wildly different responses to your questions in the two focus groups, conduct one more. You’re looking for patterns of responses that recur in more than one focus group session. · The focus groups should be held in a location away from the public area. · Provide refreshments. · Give the children paper and drawing materials to doodle with during the focus group. It helps them focus. · The children’s librarian is not the ideal person to conduct the focus group. Children may not feel they can be completely honest with someone they know and like. Another library staff member or volunteer can be trained to do this. · Teens may be trained to conduct the focus group if you feel that they are capable of maintaining order. · The person conducting the focus group should concentrate on asking the questions and listening to the responses. Be sure to caution the facilitator to be neutral and nonjudgmental, not to signal the kind of responses he or she wants to hear. · It is helpful to have a second person taking notes for the facilitator. You may also make a video or audio tape of the session if it seems appropriate. This is more for the benefit of the child participants than for the purpose of data collection although the children’s librarian who is responsible for the overall evaluation may find it useful to review the tape. It is not necessary to make a written transcript of the session. Good notes are enough. · The focus groups could be framed as summer reading program activities. PLEASE TURN OVER · Parents may want to know more about this activity. Tell them that this is an enrichment experience for the child and an opportunity for the child to give feedback to the library. Emphasize that the child will not be identified in any way. If audio or video tapes are made of the session, these will be for the librarian’s use only; they will not show up on YouTube! Give parents a copy of the focus group questions. Another option would be to schedule an activity for parents at the same time as the children’s focus group; perhaps they could be involved in a focus group answering similar questions. (Note: you need not submit their responses to Natalie; they would be for your information only.) See Appendix 4 for focus group questions. See Appendix 9 for information on reporting your data to CLA. Evaluating outcomes for teens (1)
Teens are young people ages 12 through 18. OUTCOME 1: TEENS READ FOR FUN.
This outcome measures any change in teens’ attitudes about reading for pleasure over the course of the summer. Data collection method: Pre- and post-surveys of 100 teens at the beginning and end of summer. · Distribute pre-SRP surveys during the first two weeks of Summer Reading, and the post-SRP surveys during the last two weeks. You do not need to survey the same teens each time. Be sure that pre- and post- surveys are clearly labeled or color-coded so you can tell them apart when tabulating the data. · You might want to ask some of your teen regulars to add appealing graphics to the survey form, help to hand them out, and/or design a collection box where teens can place the completed forms. · Explain to teens that the library is trying to learn more about teens’ reading habits. · Teens participating in the survey do not need to be formally registered for the Summer Reading Program. You can include any teens who are taking part in a summer reading program, event, or activity. See Appendix 5 for survey forms. See Appendix 14 and Appendix 15 for information on reporting your data to CLA. Evaluating outcomes for teens (2)
Teens are young people ages 12 through 18. OUTCOME 2: TEENS SEE THE LIBRARY AS A POSITIVE SUMMER DESTINATION. This outcome measures teens’ attitudes towards the library as a welcoming, comfortable place to be during the summer. Data collection method: Conduct at least two focus groups with five to nine teens each towards the end of the summer. · See general guidelines for conducting children’s focus groups for School-age children’s Outcome 2. · It is acceptable for a librarian whom the teens know to conduct the teen focus groups. Teens are less likely to try to anticipate the “right” answers than younger children. · Be sure to provide refreshments. · Teens, like younger children, may feel more comfortable if they have paper and writing or drawing implements to doodle with during the focus group. See Appendix 6 for focus group questions. See Appendix 9 for information on reporting your data to CLA. Evaluating outcomes for teens (3)
Teens are young people ages 12 through 18. OUTCOME 3: TEENS ENGAGE WITH OTHERS ABOUT THEIR READING. This outcome looks at the kinds of interactions teens have with other people about reading during the summer. Data collection method: Towards the end of the summer, ask 100 teens to fill out a checklist of book sharing activities. · The checklist should be distributed BEFORE the post-SRP survey for Teen Outcome 1, not at the same time. · Consider asking teen regulars or members of the teen advisory council to design appealing graphics for the checklist, distribute the checklist, and/or design a collection box for the completed checklist. · Explain to teens that this is another way that the library is using to learn more about teens and reading. See Appendix 7 for checklist form. See Appendix 16 for information on reporting your data to CLA. Appendix 1 Interview Questions for Preschool Outcome 1: Preschoolers enjoy coming to the library Begin by telling parents why you are asking them questions: I wonder if you would mind answering a few questions for us today? The library is trying to learn more about how preschool children feel about coming to the library during the summer. It is part of our effort to find out how satisfied our customers are with our services. This should take no more than five or ten minutes of your time. 1. How old is your preschool child? (or children) 2. Why do you bring your child to the library in the summer? (Prompts: Get out of the heat? Come with big brother or sister? Storytime?) 3. What do you and your child usually do when you come to the library during the summer? (Prompts: Attend storytime? Look at picture books? Come for Family Place parent/child workshop?) 4. How would you describe your child’s typical mood while you’re at the library? (Prompts: happy, anxious, impatient, varies.) 5. What does your child like best about coming to the library during the summer? Least? 6. What do you like best about bringing your child to the library in the summer? Least? 7. Is there anything else you would like to tell me about your preschooler and the library? Apéndice 1a Preguntas de entrevista para preescolares resultado 1: Niños de edad preescolar disfrutan la venida a la biblioteca
Explíqueles a los padres porque están respondiendo estas preguntas:
Si no es un inconveniente, ¿podría usted contestar algunas preguntas para nosotros hoy? La biblioteca trata de aprender más sobre los niños de edad preescolar y como se sienten acerca de la venida a la biblioteca durante el verano. Es nuestro esfuerzo de averiguar si nuestros clientes están satisfechos con nuestros servicios. Este cuestionario no va tomar más de cinco o diez minutos de su tiempo.
1. ¿Qué edad tiene su niño? (o niños)
2. ¿Por qué trae usted a su niño a la biblioteca en el verano? (Por ejemplo: ¿Salir del calor? ¿Venir con el hermano o la hermana mayor? ¿La hora de los cuentos?)
3. ¿Qué es lo que usted y su niño hacen cuando vienen a la biblioteca durante el verano? (Por ejemplo: ¿Asistir la hora de cuentos? ¿Mirar libros ilustrados? ¿Venir al taller de Family Place para padres y niños?)
4. ¿Cómo describiría usted el humor típico de su niño mientras están en la biblioteca? (Por ejemplo: feliz, ansioso, impaciente, varía.)
5. ¿Qué es lo que su niño disfruta mejor acerca de la venida a la biblioteca durante el verano? ¿Menos?
6. ¿Qué es lo que usted quiere mejor acerca de traer su niño a la biblioteca en el verano? ¿Menos?
7. ¿Hay otra cosa que usted querría decirme acerca de su niño y la biblioteca? Appendix 2 Parent Survey Please take a few minutes to complete this short survey. Your responses are private and confidential. The information you provide will be combined with responses from other parents and used to help us understand how parents share books and other literacy activities with their children and to help us improve our services to preschool children and their parents and caregivers. When answering the questions, please keep in mind only the child or children in your family who are ages three to five. Please read each question and choose the answer or answers that best fit your experiences. There are no right or wrong answers to the questions. 1. How old is the child (or children) that you bring to the library? ___ years old ___ years old ___ years old ___ years old ___ years old 2. How often do you visit the library with your child or children? c This is the first time c Less than once a year c Once a year c Several times a year c Once a month c Once a week c Several times a week 3. What do you and your child do when you come to the library? (Please check all answers that apply.) c Check out books, CDs, DVDs, or other resources. c Participate in storytime. c Read a book. c Attend a special event. c Use the computer. c Play with toys, puzzles, and games. c Get together with other families. c Other? Tell us. PLEASE TURN THE PAGE OVER AND CONTINUE WITH THE SURVEY 4. What are your preschool child’s three favorite things to do at home? (Please check up to three answers.) c Playing with toys. c Watching TV. c Reading books. c Building things. c Playing video games. c Listening to stories. c Drawing or coloring pictures. c Climbing, running, skipping, jumping. c Playing make believe. c Other? Tell us. 5. How often does someone in your family share books with your preschool child? c Less than once a month. c Once a month. c Several times a month. c Once a week. c Almost every day. c Once a day. c Several times a day. 6. Do you and your preschool child play with words in other ways besides reading books? For example, singing songs, reciting or making up rhymes, telling stories? c Yes c No c Less than once a month. c Once a month. c Several times a month. c Once a week. c Almost every day. c Once a day. c Several times a day. THANKS FOR FILLING OUT THIS FORM. PLEASE LEAVE IT IN THE BOX ON THE LIBRARIAN’S DESK WHEN YOU LEAVE THE LIBRARY TODAY. Apéndice 2a Cuestionario para padres
Por favor tome unos minutos para completar este breve cuestionario. Sus respuestas son privadas y confidenciales. La información que usted provee será combinada con respuestas de otros padres y nos ayudara comprender cómo padres comparten libros y otras actividades literarias (leer y escribir) con sus niños para poder mejorar nuestros servicios para niños de edad preescolar y sus padres y a las cuidadoras.
Al contestar las preguntas, por favor tenga presente sólo el niño o niños en su familia de edades tres a cinco.
Por favor lea cada pregunta y escoja la respuesta que más corresponda a sus experiencias. No hay respuestas correctas o incorrectas.
1. ¿Qué edad es el niño (o los niños) que usted trae a la biblioteca?
___ años ___ años ___ años ___ años ___ años
2. ¿Con qué frecuencia visita usted la biblioteca con su niño o niños?
c Esta es la primera vez c Menos de una vez al año c Una vez al año c Varias veces al año c Una vez al mes c Una vez a la semana c Varias veces a la semana
3. ¿Qué es lo que usted y su niño hacen cuando vienen a la biblioteca) (Por favor marque todas las respuestas que aplican.)
c Alquilar libros, CDs, DVDs, u otros recursos. c Participar en hora de cuento. c Leer un libro. c Asistir un evento especial. c Utilizar la computadora. c Jugar con juguetes, rompecabezas, y juegos. c Juntarse con otras familias. c ¿Otro? Díganos.
POR FAVOR DE VUELTA A LA PÁGINA Y CONTINUÉ CON EL CUESTIONARIO 4. ¿Qué son las tres cosas favoritas de su niño para hacer en casa? (Por favor marque las 3 respuestas que aplican.)
c Jugar con juguetes. c Mirar la televisión. c Leer libros. c Construir cosas. c Jugar videojuegos. c Escuchar historias. c Dibujar o colorear imágenes. c Subir, correr, saltar. c Jugar con juegos imaginarios. c ¿Otro? Díganos.
5. ¿Con qué frecuencia alguien en su familia lee libros con su niño?
c Menos de una vez al mes. c Una vez al mes. c Varias veces al mes. c Una vez a la semana. c Casi cada día. c Una vez al día. c Varias veces al día.
6. ¿Usted y su niño juegan con palabras en otras maneras aparte de leer libros? Por ejemplo, ¿cantar canciones, recitar o hacer rimas, contar historias?
c Sí c No
c Menos de una vez al mes. c Una vez al mes. c Varias veces al mes. c Una vez a la semana. c Casi cada día. c Una vez al día. c Varias veces al día.
GRACIAS POR COMPLETAR ESTA FORMA. POR FAVOR DEJELA EN LA CAJA EN EL ESCRITORIO BIBLIOTECARIO. Appendix 3 Child Survey Please fill in the blanks or check the best answers to the questions on this form. This is not a test. There are no right or wrong answers! Your answers will help us understand more about what children like to read during the summer. 1. Are you a c boy? or a c girl? 2. How old are you? __________ 3. What grade will you be in next year? __________ 4. How do you feel about reading during the summertime? Check the best answer below. c It is one of my favorite things to do. c I like it a lot. c I only read when I am bored. c I only do it when somebody makes me. 5. How often do you read for fun during the summer? c Every day. c At least once a week. c At least once a month. c Never. 6. How do your best friends feel about reading? c It is one of their favorite things to do. c They like it a lot. c They read only when they are bored. c They read only when somebody makes them. PLEASE TURN THE PAGE OVER AND CONTINUE WITH THE SURVEY 7. What makes reading fun? Check all the right answers below. c The book is funny. c The book has interesting characters. c The book has an exciting plot. c The book is easy enough for me to read. c My friends are reading the same book. c Something else? Tell us about it 8. What do you like to read besides books? Check all the right answers below. c Magazines. c Comics. c The sports page in the newspaper. c Catalogs. c Internet websites. Which ones? c Anything else? Tell us about it. THANKS FOR FILLING OUT THIS FORM. PLEASE LEAVE IT IN THE BOX ON THE LIBRARIAN’S DESK WHEN YOU LEAVE THE LIBRARY TODAY. Appendix 4 Child Focus Group Questions Thanks for being part of this focus group today. A focus group is just what it sounds like: a group of people focused on talking about one subject. Today that subject is going to be the library. We want to know what kids like you think about being at the library, especially during the summertime. I’m going to ask you a few questions. I hope that all of you will give your honest opinions. There are no right or wrong answers. This isn’t a test. Please feel free to eat and draw and doodle while we talk. Everything you say will be kept confidential. That means [please insert definition appropriate to the group]. If you are recording the conversation, say: As you can see will be recording the conversation today. We want you to know that the tape will only be seen/listened to by [please insert information appropriate to your library]. Any questions? Okay. Let’s start! 1. First, let’s go around the table and find out your names and what school you go to and what grade you’ll be in next year. 2. We’re off to a good start. Here’s the first question: How often do you come to the library in the summer? Why do you come? (Prompts: Summer Reading program, check out books, use the computer, Mom makes me, etc.) 3. Tell me what you think about the children’s space at the library. (Prompts: Is it comfortable? Too quiet? Too noisy?) 4. What could we do to make the children’s space at the library more fun or more interesting or more comfortable? Why don’t you draw a picture of the ideal library for kids while we talk? 5. How do you usually feel while you’re at the library? (Prompts: Happy? Bored? Impatient? Busy? Curious? Angry? Ask “why” when someone comes up with an adjective.) PLEASE TURN OVER FOR QUESTIONS 6-9 6. How does the library staff usually treat you? (Prompts: Are they friendly? Polite? Mean?) 7. What else do you do in the summer besides go to the library? 8. Is there anything else you want to tell me about how you feel about the library? 9. Who wants me to show us their picture of the ideal library for kids? Tell us about it. Appendix 5 Teen Survey Hi. Please take a few minutes to fill out this survey for us. The Library wants to know more about how and why teens read during the summer. Your answers are anonymous and confidential so be totally honest. 1. Are you a c boy or c a girl? 2. What school will you attend in the fall? ____________________________ 3. What grade will you be in? _________ 4. Do you like to read just for fun during the summer? c Yes, a lot. c Sometimes. c Never. 5. If you answered “yes, a lot” or “sometimes” to Question 4, please tell us what you like to read for fun? Check all the right answers below. c Books. Please give us an example or two. c Magazines. Which ones? c Manga. c Graphic novels. c Comics. c Newspapers. c Internet sites. Which ones? c Something else? Tell us about it. PLEASE TURN THE PAGE OVER AND CONTINUE WITH THE SURVEY 6. How often do you read just for fun during the summer? c Every day. c At least once a week, but not every day. c At least once a month, but not every week. c Never. 7. Is there anything else you would like to tell us about your reading? THANKS FOR FILLING OUT THIS FORM. PLEASE LEAVE IT IN THE BOX ON THE LIBRARIAN’S DESK WHEN YOU LEAVE THE LIBRARY TODAY. Appendix 6 Teen Focus Group Questions Intro: Hi, everybody. Thanks for being part of this focus group. A focus group is just what it sounds like: a group of people focused on a subject. Today the focus is the library as a place for teens to spend time during the summer. We want to know how you feel about coming here alone or with your friends. This will only work if you are totally honest and tell us what you really think. There are no right or wrong answers – just your most sincere answers. Please feel free to draw or scribble on the paper on the tables and to help yourself to the snacks. Everything you say will be kept confidential. [If you are recording the conversation: As you can see will be recording the conversation today. We want you to know that the tape will only be seen/listened to by ________] Any questions? OK, let’s start. 1. Here’s an easy one: tell us your name, your school, and what grade you’ll be in next year. 2. How often do you come to the library during the summer? 3. Why do you come? (Prompts: check out books, use the computers, see friends, attend a program, volunteer?) 4. How would you rate the library on a scale of 1 to ten as a place to spend time in the summer, ten being highest? 5. What are some words you would use to describe the library? 6. How is the library different in the summer than during the school year? 7. What would the ideal library for teens be like? 8. Is there anything else you would like to tell me about the library as a place for teens, especially during the summer? Appendix 7 Teen Checklist Please tell us how many times you did any of the following during the summer: Attended a book discussion: ___ time(s) Wrote a book review: ___ time(s) Blogged about a book I read: ___ time(s) Told a friend about a book: ___ time(s) Talked with my family about books: ___ time(s) Talked with my friends about books: ___ time(s) Participated in a poetry slam: ___ time(s) Any other literary or book-related activities? Tell us! THANKS FOR FILLING OUT THIS FORM. PLEASE LEAVE IT IN THE BOX ON THE LIBRARIAN’S DESK WHEN YOU LEAVE THE LIBRARY TODAY. Appendix 8 Reporting Instructions for Interviews Preschool Outcome 1 Please submit a Word document with the following heading: Name of Library: Preschool Outcome 1 Number of parents interviewed: Following the heading, please summarize in one or two sentences the three to five MAJOR themes, issues, or findings related to the outcome that came out of the interviews. Document each of these with one or two quotes or paraphrased statements from the participants that support your finding. Add any other relevant comments or observations at the end. Example:
· “I’ve become friends with some of the other mothers who come to storytime.” · “I enjoy talking to the other moms in the picture book area.”
Comments: We are seeing more fathers at the library during the day. We think they are out of work. Some mothers, too, have reported being laid off. Appendix 9 Reporting Instructions for Focus Groups School-Age Children Outcome 2 and Teen Outcome 2 Please submit a Word document with the following heading: Name of library: Name of outcome being reported: (i.e., School-Age Outcome 2 or Teen Outcome 2) Number of focus groups conducted: Number of participants in each: Following the heading, please summarize in one or two sentences the three to five MAJOR themes, issues, or findings related to the outcome that came out of the focus groups. Document each of these with one or two quotes or paraphrased statements from the participants that support your finding. Add any other relevant comments or observations at the end. Example: School-age outcome 2
· “I hate it when the boys are using every computer, and they don’t let you play.” · “You need more computers for kids. Sometimes the grownups are even sitting at the kids’ computers.”
· “I used to like to come to the magic shows and stuff, but now it’s all for little kids.” · “My mom makes me come to the shows with my little brother or I wouldn’t come.”
· “You’ve got those little chairs and pillows for babies but nothing for us.” · “Why don’t you get some cool beanbags or something for big kids?” Comments: Every single drawing included a swimming pool and playground equipment in the ideal library! The regulars who come in nearly every day all year round seem to want a place in the community for more active play. Two nine-year-old girls said they wished the library had a quiet corner where they could read without being disturbed. Appendix 10 Reporting Form for Parent Survey Preschool Outcome 2 PRE-SUMMER survey Please use this form to submit the responses you received to your PRE-summer parent surveys for Preschool Outcome 2. Name of Library: Number of surveys distributed: Number of usable surveys received: 1. How old are the children that are being brought to the library?
2. How often do you visit the library with your child or children?
3. What do you and your child do when you come to the library?
Other? Tell us. Please list commonly-occurring responses. 4. What are your preschool child’s three favorite things to do at home?
Other? Tell us. Please list commonly-occurring responses. 5. How often does someone in your family share books with your preschool child?
6. Do you and your preschool child play with words in other ways besides reading books? For example, singing songs, reciting or making up rhymes, telling stories?
Appendix 11 Reporting form for Parent Survey Preschool Outcome 2 POST-SUMMER survey Please use this form to submit the responses to your POST-summer parent surveys for Preschool Outcome 2. Name of Library: Number of surveys distributed: Number of usable surveys received: 1. How old are the children that are being brought to the library?
2. How often do you visit the library with your child or children?
3. What do you and your child do when you come to the library?
Other? Tell us. Please list commonly-occurring responses. 4. What are your preschool child’s three favorite things to do at home?
Other? Tell us. Please list commonly-occurring responses. 5. How often does someone in your family share books with your preschool child?
6. Do you and your preschool child play with words in other ways besides reading books? For example, singing songs, reciting or making up rhymes, telling stories?
Appendix 12 Reporting Form for Child Survey School-Age Children Outcome 1 PRE-SUMMER survey Please use this form to submit the responses to your PRE-summer child surveys for School-age Children Outcome 1. Name of Library: Number of surveys distributed: Number of usable surveys received: 1. Are you a boy or a girl?
2. How old are you?
3. What grade will you be in next year?
4. How do you feel about reading during the summertime?
5. How often do you read for fun during the summer?
6. How do your best friends feel about reading?
7. What makes reading fun?
Something else? Tell us about it Please list commonly-occurring responses 8. What do you like to read besides books? Check all the right answers below.
Internet websites Please list commonly-occurring responses Other things children like to read Please list commonly-occurring responses (please go on to another page if necessary) Appendix 13 Reporting Form for Child Survey School-age Children Outcome 1 POST-SUMMER survey Please use this form to submit the responses to your POST-summer child surveys for School-age Children Outcome 1. Name of Library: Number of surveys distributed: Number of usable surveys received: 1. Are you a boy or a girl?
2. How old are you?
3. What grade will you be in next year?
4. How do you feel about reading during the summertime?
5. How often do you read for fun during the summer?
6. How do your best friends feel about reading?
7.What makes reading fun?
Something else? Tell us about it Please list commonly-occurring responses 8.What do you like to read besides books? Check all the right answers below.
Internet websites Please list commonly-occurring responses Other things children like to read Please list commonly-occurring responses (please go on to another page if necessary) Appendix 14 Reporting Form for Teen Survey Teen Outcome 1 PRE-SUMMER survey Please use this form to submit the responses to your PRE-summer child surveys for Teen Outcome 1. Name of Library: Number of surveys distributed: Number of usable surveys received: 1. Are you a boy or a girl?
2. What school will you attend in the fall?
3. What grade will you be in next year?
4. Do you like to read just for fun during the summer?
5. If you answered “yes, a lot” or “sometimes” to Question 4, please tell us what you like to read for fun?
Please list a few of the commonly-mentioned books, magazines and internet sites. Other things teens like to read Please list commonly-occurring responses 6. How often do you read just for fun during the summer?
7. Is there anything else you would like to tell us about your reading? Please list commonly-occurring responses.
Appendix 15 Reporting Form for Teen Survey Teen Outcome 1 POST-SUMMER survey Please use this form to submit the responses to your POST-summer child surveys for Teen Outcome 1. Name of Library: Number of surveys distributed: Number of usable surveys received: 1. Are you a boy or a girl?
2. What school will you attend in the fall?
3. What grade will you be in next year?
4. Do you like to read just for fun during the summer?
5. If you answered “yes, a lot” or “sometimes” to Question 4, please tell us what you like to read for fun?
Please list a few of the commonly-mentioned books, magazines and internet sites. Other things teens like to read Please list commonly-occurring responses 6. How often do you read just for fun during the summer?
7. Is there anything else you would like to tell us about your reading? Please list commonly-occurring responses.
Appendix 16 Reporting Form for Teen Checklist Teen Outcome 3
Please use this form to submit the responses to your Teen Checklist. Name of library: Number of checklists distributed: Number of usable checklists received:
Teen activities during the summer
Please list commonly-occurring other literary or book-related activities. Appendix 17
Year One Evaluation Task Force Pat Downs Bright San Diego County Library, La Mesa Library Karen Brown Monterey Public Library Pam Carlson Long Beach Public Library, Los Altos Neighborhood Library Helen Fisher San Bernardino County Library, Lewis Library Cheryl Gilera County of Los Angeles Public Library, Norwalk Library Kari Johnson Fresno County Public Library, Sunnyside Regional Library Shana Johnson Santa Monica Public Library, Main Library Diane Satchwell Oakland Public Library, Main Library Virginia Walter Project Consultant Natalie Cole California Library Association |