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Do you have a maker space?

Do you provide STEM-based programs?

Do you work with community partners?

Do you have afterschool programs and services?

If you answered "yes" to any of those questions, I have another question for you, "why?"

The reason I ask is that a lot of times I hear library staff working for and with teens talk about the great programs they sponsor and develop with teens - robot making and coding and creative writing - but I don't hear much about the why. And, it's that why that is most important. I know it might not seem like it, but it is. Why? Because it's the why that helps make sure that the programs are going to help teens grow up to be successful academically and in their personal lives. Because it's the why that is what funders and elected officials and community members are going to want to know in order to decide if your program is worth funding or supporting in another way.

Consider these two ways of talking about what you make available for and with teens during afterschool time:

Here's what's on the calendar this month for and with teens in Anytown - building apps for your smartphone, printing action figures with 3D printers, and stop-motion video.

OR

At the Anytown library we strive to give teens opportunities to gain critical 21st century skills like design and critical thinking, leadership, collaboration, and decision-making. The way we do this is to sponsor programs where they get to design their own apps for their smartphones. In this workshop they do everything from planning the look and feel of the app, deciding who the audience is, and coding the app for different devices. We also give them the chance to design 3D action figures and print them out with our 3D printer. But, before they actually do that they learn the steps in the design process and have to go through several iterations of ideas and test out their plans with their peers. We also, work with teens on stop-motion video and in those projects they work in teams to design and develop their idea, test out their video with other teens, and write reviews of each others works.

See the difference?

Of course the first example is quick and easy and the second is definitely not a succinct elevator pitch. But, the second will actually show the impacts your afterschool programs strive to achieve. And it's those impacts that stakeholders and decision-makers are going to be most interested in.

So, as you are planning and implementing your afterschool program of service this year - and even beyond that - for each project before you even get down to the nitty gritty of what the program will entail in terms of timing and staffing and supplies, etc. Ask yourself, "what are we trying to achieve for and with teens" through this program of service?" And, "How are we going to know if we have achieved (or are achieving) the why?"

Then, as you continue planning ask yourself regularly, "Is this going to help us meet the why of this afterschool program?" If not, then you'll want to re-think. If so, then you get to keep going. And, then when the program is over, and even during it, you can continue to ask yourself, "Are we reaching the why?" And, "How can we tell we are reaching the why?" If you are reaching the why, that's great. If not, it's time to revise and re-think.

And, don't forget that every time you talk about your teen services include the why of what you do. You'll discover you change the conversation and it's likely that those you talk with will actually start to think differently about what you do and how you help to improve the lives of teens in your community.

Learn more about developing outcomes - which is really what the why is all about - by checking out:

• Theory of Change: A Practical Tool for Action Results and Learning
• Outcomes-based Futures
• Why Evaluate Afterschool Programs

I recently made an expedition to SXSWedu in Austin. I was really excited about this conference because I thought it’d be useful to me as an educator/facilitator/enabler of science and technology-based programs and projects at my library. I was looking forward to hearing new-to-me perspectives on student (or in my case teen)-centered learning; maybe I’d pick up some tips on how to help teens feel comfortable expressing their interests or how to frame  a challenging project in a manageable way or chunk it into achievable pieces. What I most hoped to do, I think, was speak with other educators about the unique challenges and opportunities of learning in a makerspace-type environment. It was a valuable experience in many ways, but not quite what I expected. (The usual caveats apply – YMMV, perhaps I picked the wrong sessions, didn’t find the right folks to network with, etc.)

As I left SXSWedu and headed for home, I reflected a bit on my experience. I was disappointed, because I had hoped to connect with experts - people who knew more than me about what I was doing. I didn’t. At a panel where I expected higher-level conversation about makerspaces and learning, I left frustrated that the conversation was ‘what is a makerspace?’ and ‘low-budget vs high-budget’ and ‘you don’t NEED a 3d printer’ instead of ‘this is what makes a makerspace special, and this is how to maximize that opportunity.’ I wanted nuts and bolts and a user’s manual, and I got Tinker Toys. As I thought more and more about what had happened, it occurred to me that if I wanted to talk about this, I ought to just start the conversation I wanted to hear. To that end, here are the questions on my mind right now, and some of my possible answers.

Question 1: What’s the best way to enable teen-initiated learning in a makerspace?

A makerspace-based learning environment is very different from the structure of classroom-based learning, and I wonder how to scaffold learning and build skills methodically in such an unstructured, come-and-go environment (or whether I should even be worrying about that).

We could provide pre-chunked modules for each tool or skill (in physical or digital format). For example, a set of Arduino-themed handout-style modules, beginning with Blink and advancing to more complicated projects. We could curate a tailored, leveled set of links to digital resources for self-directed learning, like Youtube videos, Instructables, tutorials from sites like SparkFun and Adafruit, and resources created in-house. Another option might be leveled project challenges, with resources on hand and mentors (staff and/or teens) on-site to help. For example, “program the EV3 robot to follow a line maze” with Mindstorms programming books and websites accessible, and volunteers from a local robotics team.

Question 2: How should progress be measured or tracked in a makerspace learning environment?

The first option that springs to mind is badging – digital, physical, or both. A bonus (and a drawback) of this method is the opportunity to engage an artistically inclined teen volunteer to design the badges. One major question for this method is the procedure for issuing badges. There could be an online form to fill out, though that feels disconnected and impersonal, and I know I value any chance to engage with a teen during the learning process. Staff could be the primary issuers, but that reinforces the adult-as-authority dynamic. Teen mentors could also be deputized to approve badge earning, but organizing that as a face-to-face interaction could be complicated. Would these badges stay with the badge earner, or in the makerspace? Would we need to create physical artifact to hold the badges?

Chart-based tracking is a simple, time-tested method. The information is all in one place and easily accessible, but it feels (to me) a bit internal and closed off. It could be made more accessible, however. A binder is more restricted than a Google Doc, and quite private as opposed to a classroom-style wall chart.

It could be handy to track progress on the resources themselves, especially for those teens who are looking for help learning to use a resource. Imagine a sticker on the back of a resource sheet or ‘Expert’ badges displayed alongside digital resources – the teen looking at those resources can easily see peer mentors. Privacy issues could come up here, but an opt-in system might alleviate that worry. One possible complication is the difficulty of scheduling peer-to-peer learning sessions with so many demands on teens’ time.

In addition to those questions, I’ve been thinking a bit about some of the unique challenges and opportunities inherent in makerspace-based learning.

One challenge I’ve run into more than once is a complicated first foray into learning a new tool, resulting in frustration and discouragement and eventual abandonment of the project altogether, which in turn colors the teen’s view of the tool and makes it less likely that the teen will attempt to use that tool again. I hope that providing a structure for learning new tools and skills (see: Question 1) will ameliorate the problem. In discussions with others, I’ve also heard the suggestion of leaving the project as-is, in hopes that the teen will revisit it or that another teen’s curiosity will be piqued and they’ll take up the challenge. (Tangential – should projects be marked abandoned or off-limits to limit toe-stepping?)

Some makerspace materials are disposable, but many must be reused (for example, Arduinos), but being able to show off projects is important. What’s the best way to record these projects for posterity and ensure that the maker has some artifact of their accomplishment? Video clips? Time lapse photography? And what’s the best way to store and catalog these digital artifacts so that they’ll be accessible to the makers? Should they also be publicly accessible?

Caroline Mossing is a Teen Services Librarian in the Teen Library at the San Antonio Central Library.

Every kid in our SRP received one of these highly coveted bags.

Our Summer Reading Program ended August 11 after 9 wild weeks.  Almost all the children’s librarians at our 72 branches and Central Library reported record numbers of kids registering for the club and attending events.  Was it the heat?  The lack of summer school?  The awesomeness of our SRP?

Now is the time to evaluate the summer, reflect on our successes and lessons learned, and start planning for next year.

Here’s how we’re evaluating our SRP:

• Counting registration numbers – While they don’t tell the whole story by a long shot, they can be quite revealing.  Ours zoomed up this year, hurray!  And many were first-timers, as we discovered from our surveys (see below).
• Counting minutes read and books read – We just started doing this last year.  While the success of a program doesn’t necessarily hang on how many minutes were read, our administration, board of commissioners, city council, and donors sure like to hear this information.  After all, we’re combating “summer slide” with every minute kids spend reading.
• Counting number of kids still participating at the end of summer – Every child, no matter how much he or she reads, is eligible to enter a drawing at the end of summer to win a trip to Disneyland.  Comparing the number of prize entries to the number of registrations is fascinating and frustrating.  How can we keep more kids interested and engaged all summer long?
• Surveying kids – We contribute to the California Library Association’s Summer Reading Outcomes Project, so we use the project’s survey (with some tweaks) to learn what kids think about the SRP and the library.  This data is pure gold!
• Measuring the success of our outreach efforts – Each of our children’s librarians comes up with a customized plan to woo non-users to their libraries, targeting a specific group and setting goals.  Were they achieved?  How can we be more successful at attracting new families to our libraries?
• Surveying children’s librarians – No one can tell Youth Services more about what worked and what didn’t than the folks running the program on the front lines.  We solicit information, advice and great ideas on all aspects of the SRP from our children’s librarians at the end of every summer.

We are collecting and compiling all this data now.  Imagine the thousands of surveys and prize tickets piling up in the Youth Services office!  And think of the juicy data we’ll get from it all.

After we compile it, we’ll create and submit reports, meet with our 2013 Children’s Summer Reading Program Committee – and start planning next year’s program, which will be (as we vow every year) LAPL’s Best Summer Reading Program Ever!

Yesterday Beth Gallaway wrote about Return on Investment (ROI) and how to make sure to get a good bang for your buck. Beth’s specific focus was on how gaming provides great opportunities to demonstrate ROI.

Continuing on the theme of ROI, how do you:

• Make sure that administrators, community members, foundations, grant makers, etc. understand the value of all aspects of the job that you do?
• Demonstrate that the full scope of services for teens is an invaluable part of what the library offers?
• Guarantee that those who have the bucks will make sure that you have dollars that you need when you need them?

In order to prove that the money spent in teen services is a good investment, it’s important to have data and stories that you can present to others. How do you do that? Focus groups, circulation statistics, door counts, and surveys are traditional methods libraries use. But, in the web 2.0/social networking world, there are several other techniques to employ in order to find out what other’s have to say about your services and their value:

• Save searches in Twitter and use services like Google Alerts to keep track of any time the library (and specifically teen services) is mentioned online. These web-based tools give you the opportunity to “hear” what others are saying about what you do, without you even asking for feedback. You can find out what might be improved, and discover the good things others are saying about you. You can collect the online mentions and over time weave them into a story that you tell about the quality and responsiveness of services provided.
• Use a service like Poll Everywhere to get real-time feedback from teens attending events, programs, or meetings at the library. As the activity is going on teens can let you know via SMS what they are thinking.
• Ask for feedback via your library’s blog. After you’ve started a new service at the library, post on the blog about the service and ask teens to let you know what they think about it. In their comments give teens the chance to tell their stories about the value of the service in their own lives.
• Google Forms is a quick and easy way to create online polls that you can embed on your web site or blog. With Google Forms you could easily sponsor a weekly poll that asks teens to tell you about what they need from the library’s teen services, and let you know all the ways you are serving them successfully.

One of the useful features of Google Forms is that the information entered into a poll or survey is automatically added to a spreadsheet. The data collected is also made available via that spreadsheet in visual form. In other words, Google Forms provides you with charts and graphs instantaneously so that you have visualizations of the information provided by teens.

In order to demonstrate ROI it’s important to regularly let others know that you are doing a good job. Data visualizations (such as those provided by Google Forms) are a good way to get that information out to others. To create visualizations of the data you collect you can also use a service like Many Eyes, from IBM. With this service you can upload

Today I'm guest blogging over at Foreword, talking about library summer programs, reading lists, and prizes. Come by to talk about what your library does to promote reading in the summer. Share your thoughts on prizes as incentives for encouraging reading or trinkets that devalue the book experience. Or somewhere in between. How about reading lists? Does your area have required reading for summer or lists of suggested books? Head to Foreword and unload your Summer Reading angst.

Today I'm also deciding what blog posts to submit for consideration for Book Bloggers Appreciation Week. It's been very interesting going back over this calendar year of posts while thinking about what writing best defines me and my blog. Honestly, I've learned so much in forcing myself to select my favorites and get a good sampling of what I write. It's was a great exercise in seeing what direction I've been taking, what books are driving my best writing, what features are filling my pages.

I realized how few book reviews I've been doing lately. Now, part of this was a conscious choice. I was feeling overwhelmed with keeping up with the books, and rather than let myself burn out, I backed off for a while. But I think I backed off from reviews more than I thought I was, which surprised me.

I stumbled on posts that I thought were great to find that they had no or few comments, making me question if I know what my readership is looking for. If I know what I'mlooking for. And yes, along the way, I also cracked myself up with my own little bits of funny or whole posts.

With some new insight under my belt, I'm more excited than ever for the KidLitosphere Conference.. I can't wait to talk to other bloggers in person and with more than 140 characters. I always come away energized and ready to try new things, and I'd highly suggest the conference to anyone in children's or Young Adult literature who blogs or would like to learn about blogging. More information and the registration are available at KidLitosphere Central.