1. THERE’S STUFF ON YOUR TABLES!
Please don’t touch anything (yet)
IS NOT A SUMMER PRESCRIPTION
FOR YOUR BRAIN
La Crosse Public Library
Feb 13, 2014
4. SUMMER READING PROMOTION
Meet them where they are
Get them to come to the library
(this is POWERFUL stuff!)
5. HOW TO GET TO THE KIDS?
Ask for 15 min at each grade level TOPS
Ask for three dates/times, make one of
If possible communicate through the LMC
6. 15 MIN PITCH: SOME THINGS TO TRY
Talk TO the kids: no 4th wall
BRAIN DRAIN: The library can solve it!
2-3 things you want them to do: repeat them and
make THE KIDS repeat them
7. ACTIVITY: YOUR PITCH (10 MIN)
What problem does your Summer Reading
Program solve for kids?
What 2-3 things do you want them to remember?
What else could you say about the library to pump
8. NOW YOU’VE DONE IT.
THEY’RE COMING FOR YOU.
9. SOUNDS LIKE WE NEED SOME
10. HERE IS OUR BOAT.
• 18 year old memorial
•Reward for “being caught reading” on it
The goal was to get kids to read
on the Boat.
Why weren’t we successful?
11. REWARDING FOR
Everyone likes being rewarded, right?
…is it a chore?
Children weren’t reading….
They were WAITING to “GET CAUGHT”
(when they didn’t fast enough?)
13. THE QUESTION:
How do we
set the kids up
Rename the Boat.
Make clear rules.
14. How do we make non-arbitrary rules?
15. MANAGING THE SPACE: ADULTS
16. MANAGING SPACE: CHILDREN
17. AND THE LIBRARY’S LIKE
18. AND YOU’RE LIKE
19. HERE’S THE THING:
need to tell them
what to do.
20. You can’t assume anyone
To know anything
You didn’t teach them
--kind of a mix between Bruner
21. ONE ESSENTIAL PART OF RULES:
How EXACTLY a child can meet
(AS SOON AS they meet them, say
22. WHAT DOES THIS LOOK LIKE?
“No Running in the Library”
(What should I do instead?)
(What does that EVEN MEAN?)
23. YOU ARE THE AUTHORITY
Make your expectation clear
Mean what you say
Consequence: your disappointment
(as soon as they correct their behavior: THANK them)
24. SETTING CLEAR EXPECTATIONS WILL:
Empower children to use the
Create a welcoming environment
Ensure more positive
interactions for you
25. ACTIVITY: 15 MIN
There are two shiny envelopes per table.
Inside is a rule or correction phrase a librarian
might use with a kid patron.
Why is it problematic?
How would you phrase it differently?
26. SETTING UP YOUR SPACE FOR SUCCESS
Take a look around and ask yourself the following
1. Entering the Children’s area, what do I want a child
to gravitate toward?
MAKE THIS SHINY
2. Looking around the Children’s area, is there
anything a child could do to destroy something
REMOVE THIS THING
27. SETTING YOUR SPACE UP FOR SUCCESS
28. PASSIVE PROGRAMMING
29. STEALTH PROGRAMMING
30. CHECK OUT CLUBS
31. STORY ACTION POD
Your personal amusement
32. IN-ROOM DIY SCAVENGER HUNT
33. HOWEVER IT WORKS AT YOUR LIBRARY…
34. …WHEREVER THERE’S ROOM!
35. DISPLAYS AS
36. BOOK BUNDLES
37. SLP DECORATING PARTY!
38. STE(A)M PROGRAMMING
39. WHY DO YOU PROGRAM?
To get kids into the library
To increase room use and check-out
To create shared experiences with our kid patrons
40. HOW DO YOU PROGRAM?
interactive, engaging, meaningful, kid-centered
Set up 3-5 stations, explain them, let them go
Less planning time, less $$
41. SCIENCE- PRESCHOOL
And I’ll puff…
42. SCIENCE- ELEMENTARY
MYTH: Raisins Can Dance!
--a can of colorless soda (e.g., 7-Up or
--a tall, clear glass or plastic cup
--several raisins (fresh raisins work the