Research Topic and Methodology Form—Unit 4Use the research s.docx

Research Topic and Methodology Form—Unit 4
Use the research study approved for the Unit 2 assignment to
complete this form.
1. Write the APA-formatted reference for your article.
2. Paste the persistent link for your article here.
3. Identify and describe the main topic of the research article.
Note: This is the overall, general topic the researchers are
investigating. It is not the same thing as the purpose of the
article.
4. Identify the research problem the researchers investigated in
the article. In one to two paragraphs, describe a few of the
research findings the researchers report in their literature that
are closely related to the research problem. Use appropriate
citations for secondary sources.
5. List the research question or questions the researchers used.
Make sure these are formed as questions and that they are
answerable using research methods. In one to two paragraphs,
explain how answering these research questions would help
solve the research problem identified in number 4.
6. Identify the methodology, either qualitative or quantitative,
and the approach the researchers used to answer the research
question or questions. Recall:
· Qualitative approaches include case study, phenomenology,
grounded theory, ethnography, and generic qualitative inquiry.
· Quantitative approaches are experimental, quasi-experimental,
and non-experimental.

7. Describe the findings in the literature review that are closely
related to the research problem in the chosen research.
8. Explain how the answers to the research question or
questions will help the researchers solve the research problem
in the chosen research.
In one paragraph, explain how the methodology and approach
allow the researchers to answer the research question or
questions listed in number 5.
1
Running head: INFORMATION SECURITY STRATEGY FOR
COMPANY
1
INFORMATION SECURITY STRATEGY FOR COMPANY
4
Information Security Strategy for Company
Student’s Name
Course
Date
Information Security Strategy for Company
The business-critical information of the IFG includes its
customers' information, employees' information, and its payroll
system. The success of IFG has been contributed mainly by the
involvement of their loyal customers. Protecting the information
of their customers is a top priority as this is their critical
information. Glow-Foods, one of the companies of IFG
organization, is a leader when it comes to the involvement of
customers in their business. It has asked their customers to

upload pictures of themselves while drinking one of the
company's products, Green Tea Shake, on the Glow-Foods
website. Also, Glow-Foods has encouraged their customers to
send a coupon off their favorite Glow-Foods product to a friend.
Such information of their customers remains a top priority to
the organization. IFG has many employees and the information
employees become a critical point to the organization. Personal
details of the employees should remain confidential and not
disclosed to anyone outside the organization. This means that
this information is critical to the organization and thus must be
protected at all times. The organization's payroll and
confidentiality go hand in hand. The financial data used in the
payroll process remain critical information to the organization.
the information needs to remain confidential to the firm.
Most organizations in the world do face a lot of vulnerabilities.
IFG being of these large organizations do face a lot of
vulnerabilities. They may be in form of IT security risks,
physical, cultural or procedural risks. These risks pose a great
damage to the company. Due to the increased use of technology
such as computers and social media, vulnerabilities such as
hacking are one of the great risks that the organization faces.
IFG has increased the use of social media such as Facebook and
Twitter to market their products. They even do interact with
their customers through their website where they ask them to
upload pictures of themselves drinking or eating their products.
This makes it become an easy target for hackers who can easily
hack its social media accounts and leak important information.
Physical vulnerabilities may be caused by burglars or even the
employees themselves. Employees at sometimes are a threat to
the organization if they start practicing unethical practices such
as stealing from the company. Procedural vulnerabilities are
those risks that the organization faces due to changes in the
environment. Epidemics in certain areas may lead to poor sales
of the organization's products.

The IFG organization has set up appropriate human resource
and IT security policies and practices. These policies and
practices are to help the IFG organization to manage its
employees and creating better strategies to manage its IT. These
policies are to help curb vulnerabilities such cybersecurity
which can lead to the leakage of important information. The
human resource policies enable training of employees on
cybersecurity thus enabling them to create strong passwords,
not using their personal gadget to carry out work activities, and
avoiding keylogger and phishing scams. The HR policies do
hold employees accountable if they violate any of the rules on
technology. The organization has also set up various physical
security policies and practices to increase security. Physical
security is the foundation when it comes to IT security (Mo,
Kim, Brancik, Dickinson, Lee, Perrig & Sinopoli, 2012).
Installation of surveillance cameras is one of the first steps that
IFG has taken to increase security. They able to identify easily
anyone with malicious intentions. Locking of rooms that contain
vulnerable devices is a practice that the organization has
applied. The organization has employed a lot of security guards
so as to ensure that there is safety in the workplace. The
organization has applied the use of antivirus on all its systems
to improve the security ecosystem. Antiviruses are to prevent
malware and viruses that cause a scrutiny of the systems used.
Programs that prevent unauthorized personnel from accessing
the organization's information and also that monitor the
activities that take place in the organization's network have
been installed. Over 50% of the activities in the organization
are automated. These activities include packaging of food and
management of employee and customers' records.
The organization needs to create a more interactive website that
enables them to get more feedback from the customers. This
will enable them to interact with more clients which will help in
making marketing plans in the near future. They need to
implement the use of cloud computing as this will enable the IT

team to scale while linking with the company's databases (Mell
& Grance, 2011). Setting up more and effective HR and IT
policies will enable them to overcome cybersecurity. These
policies will enable to close the gaps between IT and business
enterprise.
Mell, P., & Grance, T. (2011). The NIST definition of cloud
computing.
Mo, Y., Kim, T. H. J., Brancik, K., Dickinson, D., Lee, H.,
Perrig, A., & Sinopoli, B. (2012). Cyber–physical security of a
smart grid infrastructure. Proceedings of the IEEE, 100(1), 195-
209.
Running Head: INNOVATIONS AT INTERNATIONAL FOODS
8
INNOVATIONS AT INTERNATIONAL FOODS
Innovations at international foods
Institution
Name
Date
Table of Contents
2Table of Contents
21.1 THE COMPANY OVERVIEW
31.2 Current IT Strategic Planning and Management
41.3 PROBLEMS CITED IN THE CURRENT IT PLANNING
STRATEGY
42.0 BUSINESS IMPACT OF THE PROBLEMS
53.0 TECHNOLOGY ROADMAP
54.0 INFORMATION SECURITY STRATEGY
65.0 IT FUNCTIONS AND CAPABILITY STRATEGY.

76.0 SUMMARY
97.0 REFFERENCES
1.1 THE COMPANY OVERVIEW
The International Foods Group (IFG) Tower was a Chicago
landmark as well as part of the company’s logo, which appeared
on the packages of almost every type of food one could
imagine—breakfast cereals, soft drinks, frozen pizza, cheese,
and snack foods, to name just a few. IFG was now the largest
purveyor of food products the world had ever known. , IFG kept
right on growing, gobbling up dozens of companies each year—
some because IFG wanted to stomp on its competition and
others because it wanted their good ideas.
1.2 Current IT Strategic Planning and Management
IFG has taken over Glow-Foods since the company has done
well in using social networking, mashups, and multimedia to
support its marketing strategy and has an impressive ability to
reach the under thirty demographic with technology. IFG has
traditionally marketed its products to women with children
missing out on the youth. It has a functional Web site—a place
where customers can find out about its products and where to
buy them. More recently, it has added the products nutritional
content, some recipes, and a place where customers can contact
directly with questions, but it is unidirectional and pretty dry.
Enough of what had been done in Glow-Foods succeeded that
demand for the company’s products had skyrocketed. Young
adults and teens had responded en masse to the opportunity to
post pictures of themselves drinking their Green Tea Shakes in
unusual places on the Glow-Foods Web site and to send a
coupon for their favorite Glow-Foods product to a friend.
Serialized company mini-dramas popped up on YouTube and
viewers were asked to go online to help shape what happened to
the characters—all of them using Glow-Foods products
extensively. Contests, mass collaboration in package design,

and a huge network of young part-time sales reps linked through
Facebook all contributed to making the brand hip and exciting—
and drove sales through the roof.
1.3 PROBLEMS CITED IN THE CURRENT IT PLANNING
STRATEGY
The team has encountered some problems during the strategic
planning. Access to instant messaging and Facebook require
prior approval from Rick Visser’s group. They need to know
why Josh’s team needs it. Ben demands that the team goes
through him since he is the contact person and claims he should
be present in all meetings. Sheema requested that the team
should request their proposed work, with costs and benefits for
the fiscal year beginning six months from now. The team is not
sure how the plan will play out, it could be great and would
need lots of resources to scale up or could bomb and fail.
2.0 BUSINESS IMPACT OF THE PROBLEMS
Since access to instant messaging and Facebook require prior
approval from Rick Visser’s group, this could affect
communication and information could fail to deliver on time.
The information could also fail to reach the receivers incase
Visser’s group fails to approve the information. Ben demands
that the team goes through him since he is the contact person
and claims he should be present in all meetings. Incase case Ben
is engaged elsewhere and is not able to attend a meeting, it
means that the meeting will be postponed and this is a waste of
time and resources. Sheema requested that the team should
request their proposed work, with costs and benefits for the
fiscal year beginning six months from now. The team is not sure
how the plan will play out, it could be great and would need lots
of resources to scale up or could bomb and fail. For this reason
a definite budget cannot be made. 3.0 TECHNOLOGY
ROADMAP

International Foods Group (IFG) will connect directly with
customers about new product development ideas through an
interactive Web site with real-time response from internal staff.
The company will then reach out to different communities and
gain insights into their needs and interests, which in turn will
guide the future marketing plans. These and other ideaswill be
implemented on the ‘cloud,’ which will enable the team to scale
up or down rapidly as it needs to while linking with company
databases.4.0 INFORMATION SECURITY STRATEGY
Successful accomplishment of the goals and objectives will
result in realizing the vision and the transformation of the
company’s operations, technologies, processes, and people.
Program managers, users and supporting personnel will have
confidence in the information needed to achieve their missions.
Decision makers will share a seamless, enterprise-wide, and
common view of information, networks, and systems, allowing
them to jointly make decisions. The secure enterprise
architecture will allow appropriate sharing of information and
knowledge and enable multiple levels of information sharing
across security environments.
Cyber security capabilities will be dynamic, sufficiently robust,
and agile - reconfigurable on demand, available, and
consistently controlled at all points of access, with reduced
possibility for human and machine error. Cutting-edge
protection, detection, and response technologies will be rapidly
deployed across all systems and networks, outpacing
adversaries' efforts to exploit vulnerabilities.
Processes and governance principles will support mission
accomplishment in a networked environment, will be
continually improved, and will be sufficiently dynamic and
agile to accommodate rapidly changing needs.
Cyber security personnel will consistently demonstrate the

highest skill levels in managing and deploying the latest
technologies and methods. The entire team workforce will
recognize the importance of cyber security, understand their
role in it, and will be constantly vigilant.
5.0 IT FUNCTIONS AND CAPABILITY STRATEGY.
Different models can help executives construct an IT strategy,
most contain certain key elements including:
· A high-level overview of the IT department that covers its
mission, core values, objectives and approaches to
accomplishing its goals.
· Current budgets and fro spending forecasts a multiyear
timeline.
· An outline of current and future IT projects and initiatives
with timelines and milestones.
· A catalog of existing enterprise architecture; IT department
capabilities and capacities; and future needs and requirements
with details about infrastructure, staffing and other necessary
resources.
· An analysis of IT's strengths and weaknesses.
· A list of the internal and external forces (such as market and
industry trends) that shape current technology requirements and
innovations as well as the future forces expected to shape IT.
· A prediction of the potential opportunities and vulnerabilities
that will necessitate technology responses to best position the
organization for success.
6.0 SUMMARY
International Food Group is one of the best-known company in
the production of food. The firm has kept on growing over an

extended period becoming the most competitive in food
production. The business generates most of the revenues from
the social media platforms. They have established strategic
marketing strategies that have helped the company to reach out
most of their clients. Marketing their products mostly to women
only is one of the significant problems that have affected the
growth of the business. The youth are the most people who are
using the social media platform. This means they have the most
significant potential of customers and they have ease of access
to the products (Stevenson & Hojati, 2007).
Lack of access to instant messaging has made the firm to have
low sales since they cannot quickly respond to their clients’
needs and demands on time. The firm has to establish the
mechanism of how they will get in contact with customers who
need instant messaging. Without an immediate response from
the firm, there will be a communication breakdown. A falling
business start with communication breakdown. Then the firm
ends up making fewer revenues that it could have made if there
was established means of communication.
The destruction of firm reputation. It is the responsibility of all
workers to maintain an excellent reputation to their customers.
IFG is a firm that deals with online sales of products. Most of
the customer's details are conducted online which can include
online payment. Companies that perform online purchases and
payments have become targets for hackers and crackers. They
are always working towards accessing the clients’ information
(Dick, Carey & Carey, 2014). They also need to have access to
the payment mechanism so that they can transfer to their
accounts and commit fraud. It is the responsibility of IFG to
equip the information technology department to enable prevent
hackers and crackers. This will help in marinating the
customers’ information privacy. The firm can install firewalls
that control and keeps records of those who have access to the
company information.7.0 REFFERENCES

Dick, W., Carey, L., & Carey, J. O. (2014). The systematic
design of instruction. Pearson Higher Ed.
Erica Olsen. (2006) Strategic Planning for Dummies. Teachers
College Record,177 (4)
George Steiner (1979). Strategic Planning. The Free Press.
Rosa, M., & Soffer, P. (2013). Business Process Management
Workshops. Berlin, Heidelberg: Springer Berlin Heidelberg.
Stevenson, W. J., & Hojati, M. (2007). Operations
management (Vol. 8). Boston: McGraw-Hill/Irwin.
Journal of Experiential Education
2015, Vol. 38(4) 324 –338
© The Authors 2015
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DOI: 10.1177/1053825915578914
jee.sagepub.com
Article
Enhancing Youth Outcomes
and Organizational Practices
Through a Camp-Based
Reading Program
Barry A. Garst1 and Lance W. Ozier2

Abstract
Many children experience summer learning loss during the
summer as measured
by grade-level equivalents on standardized tests. Camp-based
reading programs
are a promising strategy to reduce summer learning loss.
Situated within a positive
youth development (PYD) theoretical approach, this study
explored the efficacy
of a U.S. camp-based reading program called Explore 30 and
examined promising
practices for reading interventions in camps as a mechanism for
enhancing youth
reading outcomes. Youth and director surveys were used to
collect quantitative and
qualitative data about program impacts. Approximately 70% of
participants read for
at least 30 min each day. A paired-samples t test found a
significant difference (in
the positive direction) in feelings about reading from pretest (M
= 2.09, SD = 1.20)
to posttest (M = 1.89, SD = 1.08), t(590) = 5.96, p < .001.
Findings suggest that the
program was an appropriate model for enhancing camp
organizational capacity for
summer reading. Implications for practice and recommendations
for research are
addressed.
Keywords
reading, positive youth development, summer learning,
enjoyment, camp
Introduction
Many children experience summer learning loss, which means

they lose academic
skills as measured by grade-level equivalents on standardized
tests. Because of
1Clemson University, SC, USA
2Institute for Student Achievement, New York City, NY, USA
Corresponding Author:
Barry A. Garst, Associate Professor, Youth Development
Leadership, Department of Parks, Recreation,
and Tourism Management, Clemson University, 414 Edwards
Hall, Clemson, SC 29631, USA.
Email: [email protected]
578914 JEEXXX10.1177/1053825915578914Journal of
Experiential EducationGarst and Ozier
research-article2015
mailto:[email protected]
http://crossmark.crossref.org/dialog/?doi=10.1177%2F10538259
15578914&domain=pdf&date_stamp=2015-03-26
Garst and Ozier 325
summer learning loss, children’s test scores are lower when
they return to school in the
fall than when they left school in the spring (Cooper, Nye,
Charlton, Lindsay, &
Greathouse, 1996; Downey, von Hippel, & Broh, 2004;
Entwisle, Alexander, & Olson,
2000). Summer learning loss impacts all youth, regardless of
gender, ethnicity, or IQ.
Reading books is the best predictor of reading achievement,
reading comprehen-
sion, vocabulary, and reading speed (Anderson, Fielding, &

Wilson, 1988; Stanovich
& Cunningham, 1993). Unfortunately, reading is declining in
America, and this decline
has civic, social, cultural, and economic implications (National
Endowment for the
Arts, 2010). Reading skills are important for youth in a variety
of ways. As Arend and
Rogers (2013) noted, “In an age where children are categorized
based on their perfor-
mance on reading and writing measures, there are high stakes
for literacy develop-
ment. Imagine the difference in self-concept for a child labeled
‘struggling’ and one
labeled as ‘above grade-level’” (p. 41). Camp-based reading
programs may provide an
opportunity to reduce summer learning loss by exposing youth
to academic enrich-
ment in an experiential setting (Dewey, 1938). Although
summer reading programs in
U.S. camps are common, few studies of camp-based reading
programs have been con-
ducted. This study examined the impact of a camp-based
reading program on youth
reading outcomes.
Developmental Outcomes of Camp Experiences
For more than 150 years, American summer camps have thrived
as sites for both rec-
reational and educational enrichment. Defined as “organized
experiences in group liv-
ing in the outdoors that use trained leaders to accomplish
intentional goals” (Henderson,
Bialeschki, & James, 2007, p. 755), camp has evolved over time
through four distinct
stages, including the Recreational Stage (1860-1920), the

Educational Stage (1920-
1950), the Social Orientation and Responsibility Stage (1950-
1970), and the New
Directions Stage (1970-present; James, 2009). Yet despite
evolving priorities, even the
earliest camp directors recognized the educational value of the
summer camp experi-
ence (Paris, 2008).
The developmental outcomes of the camp experience for young
people are well
documented (Bialeschki, Henderson, & James, 2007; Garst &
Bruce, 2003; Thurber,
Scanlin, Scheuler, & Henderson, 2007). The first large-scale
study of U.S. camps was
the American Camp Association’s (ACA; 2005) National Youth
Development
Outcomes study, through which 5,000 youth, staff, and parents
from a representative
national sample of camps were asked about the ways youth
benefited from the camp
experience. Results from this study indicated that campers
experienced growth in a
variety of areas, including self-esteem, peer relationships,
independence, adventure
and exploration, leadership, environmental awareness,
friendship skills, values and
decisions, social comfort, and spirituality.
Other research, influenced by the Community Action
Framework for Positive
Youth Development proposed by Gambone, Klem, and Connell
(2002) and the work
of Eccles and Gootman (2002), has revealed that camp
experiences provide many of
the supports and opportunities necessary for positive youth

development (PYD; ACA,
326 Journal of Experiential Education 38(4)
2006), including supportive relationships, safety, youth
involvement, and skill build-
ing. The provision of these developmental benefits and
contextual supports and oppor-
tunities suggests that camp experiences provide young people
with the proper setting
for learning, which could be called learning readiness. In other
words, through camp
experiences (and other experiences that provide the supports
and opportunities for
PYD), young people experience a readiness for learning because
they are surrounded
by caring adults, they feel emotionally and physically safe, are
involved in hands-on
activities that facilitate adventure, exploration, and leadership,
and thus are prepared
for impactful learning engagement. As Garst, Browne, and
Bialeschki (2011) posited,
“Opportunities foster positive development by offering novel,
challenging, and engag-
ing experiences that effectively open the learning pathways of
young people” (p. 74).
In fact, in a comprehensive review of learning outside the
classroom titled
Supplementary Education: The Hidden Curriculum of High
Academic Achievement,
Gordon, Bridglall, and Meroe (2005) suggested that out-of-
school time, experiences
such as those provided by camps, create a number of positive
social and psychological

conditions that prepare young people for academic learning
when youth return to
school after summer vacation.
Summer Learning Loss
Education researchers for over a century have been interested in
a seasonal approach
to learning that seeks to determine whether or not there are
months during the year
when children are more likely to make greater academic gains
and progress (White,
1906). Across much of the nation, excluding those on a “year-
round calendar,” school
systems follow a traditional agrarian calendar, originally
created to allow for farming
and labor rather than modern vacation and leisure. Thus, the
potential for summer
months as a period during which overall academic achievement
is either enhanced or
reduced has received increasing scrutiny.
Research suggests that many children experience summer
learning loss during the
summer months, which means they forget the equivalent of up
to 2 months of aca-
demic content as measured by grade-level equivalents on
standardized tests. Because
of this “summer slide,” children’s test scores are lower when
they return to school in
the fall than when they left school in the spring (Downey et al.,
2004; Entwisle et al.,
2000). The cumulative effect of summer learning loss is
striking. On average, students
generally lose more than 2½ months of grade-level equivalency
in mathematical com-

putation skills and almost 2 months of reading achievement for
low-income students.
In addition, studies reveal that the greatest areas of summer loss
for all students,
regardless of socioeconomic status, are in factual or procedural
knowledge (Cooper
et al., 1996). Therefore, summer learning loss impacts all youth,
regardless of gender,
ethnicity, or IQ.
Summer Reading Programs
Providing youth with summer reading opportunities can help
them develop a range of
reading skills. For example, reading practice improves word
recognition, builds
Garst and Ozier 327
vocabulary, and improves reading fluency and comprehension.
Reading can also be an
impactful source of world knowledge and a way for youth to
develop an understanding
of complex language syntax and grammar (Locke, 1988). The
number of minutes
spent reading during out-of-school time, even if only a small
amount, correlates posi-
tively with reading achievement (Anderson et al., 1988).
Summer reading programs (SRPs), a staple for most public
libraries and some
museums since the turn of the century, are commonplace. A
2001 survey of
Pennsylvania public libraries found that children who attended

SRPs read on a higher
level than those who did not attend, and participants also spent
more time reading than
nonparticipants. Furthermore, teachers of SRP participants
reported that 31% main-
tained or improved their reading skills compared with 5% of
nonparticipants (Celano
& Neuman, 2001).
One of the most highly regarded SRPs is the California Reading
Outcomes Initiative
(California Library Association, 2013), cited by the American
Library Association as
a summer reading best practice. Based on California Library
Association survey data
collected during the summer of 2013 from 9,996 children, teens,
and adults in 15
library jurisdictions found that the majority of youth program
participants enjoyed the
summer reading program (90%), shared books and talked about
books they read
(61%), and planned to come back to the library after the summer
(86%).
Camp-Based Reading Programs
For over a century, reading has been a common activity in U.S.
summer camps (Coale,
1914). In 2011, the ACA conducted an environmental scan of
camp-based reading
programs and found that approximately 220 ACA camps were
providing camp reading
programs reaching more than 360,000 youth across 36 states
(Garst, Morgan, &
Bialeschki, 2011). Because camp experiences are an
experiential youth development

setting that supports learning to engage a large number of youth
during the summer
months, camp-based reading programs (CRPs) may be an
effective strategy to provide
youth with academic and reading engagement. As previously
noted, reading books is
an excellent predictor of reading achievement, and a number of
CRPs have targeted
time spent reading and attitudes toward reading as primary
program goals (Arend &
Rogers, 2013; Garst, Morgan, & Bialeschki, 2011).
Few CRP-related studies have been published, and those that
have been published
examined different camp models serving different camp
populations. Van Westervelt,
Johnson, Westervelt, and Murrill (1998) examined the impact of
a 6-week summer
camp on self-concept and reading/writing skills of dyslexic
students aged 9 to 14 years
from public, private, and specialized private schools. Youth
attending camp improved
significantly in phonetic reading skills but not reading speed.
Schacter and Jo (2005)
used an experimental design to examine the outcomes of the
Read to Achieve pro-
gram, a 7-week literacy promotion day camp for first-grade
students from low-income
families. In this program, 2 hr of camp time each day were
devoted to reading activi-
ties, and the remainder of each day was devoted to typical camp
activities. Reading
comprehension scores for program participants were 41% higher
3 months following

the program than the scores for the control group. Program
participants also reported
increased time spent reading books. A randomized field trial
approach was used by
Borman, Goetz, and Dowling (2009) to examine the impact of a
6-week summer day
camp on summer learning outcomes of 93 treatment and 35
control students from
high-poverty schools in Baltimore, Maryland, using the
Developmental Reading
Assessment (DRA). Practical and significant treatment effects
were found.
Arend and Rogers (2013) developed a CRP as part of a 26-day
resident camp tar-
geting sixth-grade youth and used the Elementary Reading
Attitude Scale (ERAS) by
McKenna and Kear (1990) to measure attitudes toward reading.
In that program, youth
were engaged in a combination of reading and writing activities
for 75 min on most
days. The researchers found significant differences in
participants’ attitudes toward
recreational and academic reading for both male and female
youth. Male youth expe-
rienced the greatest amount of attitude change toward reading (p
< .001) from pretest
and posttest.
Theoretical Context
This study was situated within a PYD theoretical approach and
informed by experien-

tial education practices. Across two decades of research, the
field of youth develop-
ment has experienced a shift in practice from single issue
programs that sought to
ameliorate problem behaviors to more comprehensive strategies
that recognize and
emphasize the needs and competencies inherent in all youth
(Barcelona & Quinn,
2011). A PYD approach acknowledges that all youth have
strengths and that youth will
develop in positive ways when their strengths are aligned with
appropriate supports
and opportunities (Benson, Scales, Hamilton, & Semsa, 2006).
Lerner (2004) identi-
fied the “Big Three” characteristics of PYD programs as (a)
positive and sustained
adult-youth relations, (b) life-skill-building activities, and (c)
opportunities for youth
participation in and leadership of valued family, school, and
community activities. In
this study, skill-building experiences provided to youth through
camp-based reading
along with the support of caring adult staff were viewed to be
one such opportunity to
build PYD. Situating this camp-based reading study within a
PYD approach was sup-
ported by the previously mentioned research on camp
experiences that suggested that
such experiences provide many of the supports and
opportunities necessary for PYD
(ACA, 2006), including supportive relationships, safety, youth
involvement, and skill
building.
Reading in the camp setting corresponds with Conrad and
Hedin’s (1982) defini-

tion of experiential education as that which is
offered as an integral part of the general school curriculum, but
taking place outside of
the conventional classroom, where students are in new roles
featuring significant tasks
with real consequences, and where the emphasis is on learning
by doing with associated
reflection. (p. 58)
The results from the formal measures used in their study
demonstrated that experi-
ential programs do have a positive impact on the psychological,
social, and intellectual
Garst and Ozier 329
development of the student participants consistent with the
findings of this study.
Furthermore, Gass, Gillis, and Russell (2012) described several
principles of experi-
ential education practice that inform a theoretical framework for
CRPs, including the
following:
•• Experiences are structured to require the learner to take
initiative, make deci-
sions, and be accountable for results.
•• Learners are engaged intellectually, emotionally, socially,
soulfully, and/or
physically. This involvement produces a perception that the
learning task is
authentic.

•• The results of the learning are personal and form the basis for
future experience
and learning.
Reading was also recognized as a common leisure activity for
children (Nippold,
Duthie, & Larsen, 2005). Leisure activities, settings, and
experiences have need-
satisfying properties that impact a person’s interest in, and
satisfaction with, the leisure
activity (Mannell, 1999). Attitudes and feelings toward reading
can cause a young
person to approach or avoid reading situations, so understanding
specific motivations
for reading is important. Motivations for leisure reading vary,
and may include enjoy-
ment or learning (Gibson & Levin, 1975), but the most
important predictor of the
amount one reads is enjoyment (Stokmans, 1999), even when
sociodemographic vari-
ables and the amount of spare time are controlled for.
Purpose
This study explored the efficacy of a U.S. camp-based reading
program called Explore
30 and examined promising practices for reading interventions
in camps as a mecha-
nism for enhancing youth reading outcomes. Specifically, it was
hypothesized as
follows:
Hypothesis 1: Participating youth would show gains in reading
enjoyment.
Hypothesis 2: Participating organizations would learn effective

practices for deliv-
ering a camp reading program.
Method
Program and Participants
The ACA is a national 501(c)(3) tax-exempt organization that
serves as the leading
nonprofit working to enrich lives through the camp experience,
providing research,
educational resources, and technical assistance to camp and
youth development pro-
fessionals. In 2011, 218 day and resident camps enrolled to
participate in the ACA’s
Explore 30 Camp Reading Program. Participating camps agreed
to integrate Explore
30 either formally or informally into their camp program, and
provide youth with at
least 30 min of reading time per day for each day of the camp
session. Thirty minutes
was established as the reading goal based on research findings
that 30 min of daily
reading was effective in producing positive outcomes in reading
proficiency (Ohio
Department of Education, 2000; Wright, 1992).
Explore 30 provided campers with experiential education
opportunities that encour-
aged taking initiative, making decisions, and accountability for
results. Camps were

invited to adapt the Explore 30 program to accommodate the
various needs of indi-
vidual camps, resulting in a range of formal and informal
reading practices. For
instance, some camps scheduled regular library programs led by
a staff member to
introduce book selection techniques to campers, practice read-
alouds, and encourage
book discussions with peers. Other camps instituted a bedtime
reading ritual during
which counselors read a chapter book to a tent or cabin of
campers over the course of
several evenings. Many camps used the “drop everything and
read” (DEAR) strategy
during rest hour or free time, whereas other camps organized
“education clubs” to
formally link reading experiences to specific learning outcomes
in nature, art, or ath-
letics. To support the various initiatives, ACA provided a
variety of resources to
Explore 30 camps, including ideas for integrating reading in
camp, staff checklist for
reading aloud to campers, and reading scaffolding guide for
staff. To encourage
accountability, ACA provided camps with optional certificates
of achievement, camper
reading logs, and group reading logs. Table 1 shows the Explore
30 logic model, which
includes the goals, inputs, outputs, and the targeted short- and
long-term program
outcomes.
Instrumentation
Surveys were used to collect both quantitative and qualitative
data. First, camp direc-

tors were required to complete an “Organizational Profile
Survey” when they enrolled
in the program. Second, youth campers completed a “Camper
Survey” on the first
and last days of the camp session. Third, camp directors
completed a web-based
“Director Survey” after the end of the camp session. The
Organizational Profile
Survey asked questions related to camp name, camp type,
number of campers
expected to be served, demographics of campers served,
description of reading pro-
grams currently provided at the camp (if applicable), and
reading program needs of
the camp. The Camper Survey, administered in a pretest and
posttest design, was a
one-page printed self-report survey that measured number of
minutes read each day,
perceptions of reading (reading interest, reading enjoyment),
and components of the
program that campers enjoyed the most/least. The Director
Survey included both
quantitative and qualitative questions related to the number of
minutes read, percep-
tions of camper change in reading interest attributed to Explore
30, and perceptions
of the organizational impact of Explore 30 involvement.
Responses to questions on
the Director Survey, such as those related to their perceptions of
camper reading
interest, were influenced by director and staff observations of
campers and their inter-
actions and conversations with campers.

331
T
a
b
le
1
.
Ex
pl
o
re
3
0
Pr
o
gr
am
E
va
lu
at
io
n
Lo
gi

c
M
o
de
l.
G
o
al
s
In
pu
ts
O
ut
pu
ts
Sh
o
rt
-t
er
m
o
ut
co

m
es
Lo
ng
-t
er
m
o
ut
co
m
es
In
cr
ea
se
d
o
rg
an
iz
at
io
na

l
ca
pa
ci
ty
t
o
p
ro
vi
de
c
am
p-
ba
se
d
re
ad
in
g
pr
o
gr

am
s.
In
cr
ea
se
d
re
ad
in
g
en
jo
ym
en
t
an
d
en
ga
ge
m
en
t

am
o
ng
yo
ut
h
ca
m
pe
rs
p
ar
ti
ci
pa
ti
ng
in
E
xp
lo
re
3

0.
C
am
ps
e
nr
o
lle
d
in
Ex
pl
o
re
3
0
an
d
ad
vo
ca
ti
ng

f
o
r
su
m
m
er
r
ea
di
ng
.
A
cc
es
s
to
E
xp
lo
re
3
0
W
eb

p
o
rt
al
r
ea
di
ng
re
so
ur
ce
s.
Y
o
ut
h
in
vo
lv
ed
in
t

he
pr
o
gr
am
.
St
af
f
tr
ai
ne
d
to
s
up
po
rt
re
ad
in
g

ex
pe
ri
en
ce
s.
B
o
o
ks
a
nd
o
th
er
re
ad
in
g
m
at
er
ia

ls
.
Pa
rt
ne
rs
w
ho
p
ro
vi
de
re
se
ar
ch
s
up
po
rt
m
at

er
ia
ls
.
N
um
be
r
o
f
ca
m
ps
pa
rt
ic
ip
at
in
g
in
E
xp
lo

re
30
.
N
um
be
r
o
f
ca
m
ps
ad
vo
ca
ti
ng
f
o
r
th
e

im
po
rt
an
ce
o
f
re
ad
in
g
to
ad
dr
es
s
su
m
m
er
le
ar
ni

ng
lo
ss
.
N
um
be
r
o
f
yo
ut
h
pa
rt
ic
ip
at
in
g
at
e
ac
h

ca
m
p.
N
um
be
r
o
f
bo
o
ks
a
nd
o
th
er
r
ea
di
ng
m
at
er

ia
ls
av
ai
la
bl
e
to
y
o
ut
h.
N
um
be
r
o
f
pa
rt
ne
rs
w

ho
pr
o
vi
de
d
re
ad
in
g
su
pp
o
rt
m
at
er
ia
ls
.
Pr
o
m

is
in
g
pr
ac
ti
ce
s
le
ar
ne
d
o
r
ad
o
pt
ed
a
t
ea
ch
c
am
p.

C
am
ps
w
ill
e
xp
er
ie
nc
e
in
cr
ea
se
d
ca
pa
ci
ty
t
o
de

liv
er
a
c
am
p-
ba
se
d
re
ad
in
g
pr
o
gr
am
.
C
am
ps
w
ill
le

ar
n
o
r
ad
o
pt
pr
o
m
is
in
g
pr
ac
ti
ce
s
fo
r
yo
ut
h
lit

er
ac
y
an
d
re
ad
in
g.
Y
o
ut
h
w
ill
r
ep
o
rt
gr
ea
te
r
in

te
re
st
in
, a
nd
en
jo
ym
en
t
w
it
h,
r
ea
di
ng
.
C
am
ps

w
ill
b
e
po
si
ti
o
ne
d
as
y
o
ut
h
lit
er
ac
y
ad
vo
ca
te
s.
Y

o
ut
h
w
ill
b
e
be
tt
er
pr
ep
ar
ed
t
o
e
nt
er
sc
ho
o
l w

it
h
lo
w
er
le
ve
ls
o
f
su
m
m
er
le
ar
ni
ng
lo
ss
a
ft

er
pa
rt
ic
ip
at
in
g
in
re
ad
in
g
th
ro
ug
h
Ex
pl
o
re
3

0.
So
ur
ce
. R
ep
ro
du
ce
d
fr
o
m
G
ar
st
, M
o
rg
an
, a
nd
B

ia
le
sc
hk
i (
20
11
).
Data Analysis
The quantitative data from both the director and camper surveys
were analyzed with
IBM SPSS descriptive statistics. Qualitative data from the
surveys were coded and
grouped by emergent themes. These themes were further
analyzed to determine pat-
terns and conceptual consistency in the responses (Patton,
2002).
Results
Camp directors from 49 (n = 49) of the 218 camps completed
the Explore 30 Director
Survey (22% response rate). The majority of directors who
completed the survey were
administrators/directors (59.1%), followed by program
managers/directors (34.1%)
and instructional staff (6.8%). A large percentage (45.6%) of

camps were affiliated
with an agency, followed by independent for-profit camps
(24.6%), independent not-
for-profit camps (14%), religious camps (8.8%), municipal or
government camps
(7%), and 1.6% identified as other. Directors identified that
they served 13,000 youth
through Explore 30 from a range of economic levels. Just over
12% of participants
were reported to be at poverty level, 24% were low income,
59% were middle income,
and the remaining participants were considered high income.
Youth from a convenience sample of 7 camps completed the
Explore 30 Camper
Survey (N = 591). These campers were predominantly female (n
= 313, 53%) and their
ages ranged from 3 to 18 years (M age = 9.68). Campers’ grade
level was between
preschool and 12th grade. Nearly 12% were in pre-K to
kindergarten, 58% of the
campers were in elementary school, 18% were in middle school,
and 12% were in high
school.
Directors and campers reported the number of minutes that
campers read each day
at camp. Both directors and campers reported that just over 30%
of campers read for
15 min each day. Nearly 50% of directors reported that campers
read for approxi-
mately 30 min each day, whereas campers’ self-report was
slightly smaller at 42%. In
addition, directors reported that 11% of campers read for 45 min
daily, whereas camp-
ers’ self-report was slightly higher at 15%. More than 7% of

directors, compared with
13% from the camper survey, reported reading for 1 hr or more
each day. Comparing
the data across campers and directors suggests that
approximately 70% of youth par-
ticipating in Explore 30 read for at least 30 min or more each
day of their camp
session.
Directors also reported on campers’ reading interest. On a scale
of 1 to 5, where
1 = false and 5 = true, directors indicated that campers were
more likely to read during
free time (3.90) and more interested in reading (3.78) because
of Explore 30. In addi-
tion, campers were asked about their feelings toward reading
prior to and after partici-
pating in Explore 30. A paired-samples t test was used to
compare the means on
campers’ feelings about reading where 1 = “loved to read” and 5
= “hated reading.”
There was a significant difference (in the positive direction) in
the mean scores of
camper measures of “feelings about reading” from pretest (M =
2.09, SD = 1.20) to
posttest (M = 1.89, SD = 1.08), t(590) = 5.96 p < .001. In
addition, almost half of all
Garst and Ozier 333
participants (49%) shared that what they liked best about the
program was “reading by
myself” followed by 33% who enjoyed “reading with
counselors.” These results sug-

gest that campers’ feelings about reading improved following
their participation in
Explore 30.
Qualitative data analysis from the director surveys identified
themes related to
organizational capacity building for the provision of reading in
day and resident
camps, including (a) increased interest in reading by campers,
(b) enhanced learning
opportunities, (c) increased sense of community in camp, and
(d) promotion of both
PYD and academic outcomes. The reading resources provided
through Explore 30
were critical for capacity building. More than 91% of directors
shared that books pro-
vided by Explore 30 partners were the most important resource
they received through
the program.
The skill-building dimension of PYD was stressed by camp
directors. Skills men-
tioned most often by directors included life skills and reading
confidence.
One idea that directors repeatedly mentioned was that Explore
30 encouraged
campers to see reading as a fun activity; campers were excited
about reading and
would pursue opportunities to read on their own. Frontline
program staff played an
important role in encouraging campers to read. As one director
shared,
Children were more likely to read when they saw their peers
reading. They also enjoyed

the chance to read books together as partners and share the
book. The main difference
was that children began to choose reading as an activity when
there was free time.
These free time periods offered campers a wide range of
activity options, yet many
chose reading. Directors also noted that Explore 30 supported
other learning opportu-
nities at camp and they were able to integrate the program into
other activities and
programs.
In some cases, directors specifically mentioned that the program
was not success-
ful. Challenges with regard to program implementation included
failure to create buy-
in from program staff, improper preprogram planning and
organization, and insufficient
program resources and organizational support. Camps that
reported fewer program
benefits commented that they lacked the resources to adequately
implement the pro-
gram. The most commonly cited recommendation was the need
for more reading
materials. A particularly salient finding was the importance of
program intentionality
when determining when campers read, where campers read, and
how reading was
integrated into other camp activities. Camp directors who failed
to start their program
planning early were less successful than those who allowed
sufficient time for pro-
gram planning.
Discussion

The results of this study suggest that the Explore 30 Camp
Reading Program was an
appropriate model for enhancing organizational capacity for
summer reading for youth
attending U.S. camps. Data from both campers and staff
supported that approximately
70% of youth participating in the program read for 30 min or
more each day of their
camp session, providing an experiential learning opportunity for
students to learn aca-
demic skills outside the school setting.
Explore 30 was also an effective approach for enhancing youth
outcomes in the
areas of reading enjoyment and engagement, which supports the
results of similar CRP
studies (Arend & Rogers, 2013). A significant positive
difference was found in the
mean scores of campers’ self-report measures of “feelings about
reading” from pretest
to posttest. Furthermore, camp directors indicated that campers
were more likely to
read during free time and more interested in reading because of
Explore 30. These
results lend support to the relationship Stokmans (1999) found
between enjoyment and
time spent reading.
Providing youth with the opportunity to read at least 30 min
each day appeared to

be not only programmatically practical but also sufficient for
producing the desired
impacts on reading attitudes as suggested by previous research
(Ohio Department of
Education, 2000; Wright, 1992). Although some CRPs provide
youth with longer
reading periods ranging from 75 to 120 min, this study suggests
that positive impacts
are possible through 30 min of daily reading.
Camp directors also reported learning a number of promising
practices for incorpo-
rating reading into camp programs including creating a camp
library, integrating read-
ing into other camp activities, and incorporating writing into
camp activities. Youth
serving organizations that offer CRPs are encouraged to provide
youth with opportuni-
ties consistent with an experiential education approach,
including offering a wide
range of reading resources, integrating reading into existing
programs, and exploring
creative way to naturally include writing or journaling into
camp activities. Providing
books or children’s magazines for each camper to take home at
the end of camp, and
building connections between campers, families, and local
community organizations
such as libraries and other summer learning providers may
facilitate postcamp
reading.
The challenges that some camps experienced with integrating
Explore 30 in camp
highlight several strategies that camps need to consider before
planning a CRP. Proper

planning, securing staff buy-in and engagement beforehand, and
incorporating suffi-
cient resources and support were found to be critical factors
separating those camps
that successfully implemented Explore 30 and those that did
not. The importance of
programming with intention to achieve targeted results, as
identified in this study, has
been a clear trend in the camp and youth development
literatures (Bialeschki et al.,
2007; Mainieri & Anderson, 2014; Walker, 2006).
The study findings reflected two of the “Big Three” PYD tenets
found in the youth
development literature (Lerner, 2004), including positive
relationships with peers and
adults and engagement in skill-building activities. The role of
frontline camp staff as
supportive adults during reading time was particularly impactful
for facilitating PYD.
The third PYD tenet—opportunities for youth to be involved in
family, school, or
community leadership—was less evident in this study; however,
campers who were
engaged in leadership opportunities such as reading aloud to
other campers as a part of
Explore 30 may have experienced a transfer of benefits to their
homes, schools, or
Garst and Ozier 335
communities. Whether or not such CRP-related leadership
opportunities are sustained
beyond the on-site camp experience needs further study.

The impact of CRPs on academic experiential learning outcomes
also needs further
examination. Although the challenges of using the experimental
randomized control
trial in camps have been noted (Bialeschki, Henderson, Browne,
& Hickerson, 2011),
an exploration of CRP impacts using a randomized, control
group and a pre–post
design might provide greater rigor and enhance our
understanding of the efficacy of
camp-based reading strategies. In some program settings,
particularly where camp–
school partnerships already exist, the implementation of a
randomized control design
may be more feasible.
Camp programs in the United States vary from those offered in
other countries, and
the findings of this study may therefore reflect a uniquely
American approach to the
implementation of a CRP. Although some researchers have
found elements inherent to
camp experience that transcend national and cultural boundaries
(Fine & Tuvshin,
2010), the impacts associated with Explore 30 may be difficult
to replicate through
international camp programs due to language, custom, and value
system differences
(Hantrais & Mangen, 1996).
Effectively implementing new programs such as Explore 30
across camps can be a
challenge because camp programming formats and foci vary
considerably (Bialeschki
et al., 2011). For this reason, flexible programming models are

particularly valuable to
practitioners (Berkel, Mauricio, Schoenfelder, & Sandler,
2011). Explore 30 provided
a reading program structure that could be adapted to fit a range
of informal, experien-
tial settings. When high-quality programs intentionally designed
to meet target out-
comes are integrated with other characteristics of camp
experiences like sustained
duration and intensity, camps not only make short-term impacts
on the developmental
outcomes and attitudes of youth but also become transformative
experiences with last-
ing benefits (Garst, Franz, Baughman, Smith, & Peters, 2009).
Authors’ Note
This research was conducted in cooperation with the American
Camp Association as part of the
evaluation of the Explore 30 program.
Declaration of Conflicting Interests
The author(s) declared no potential conflicts of interest with
respect to the research, authorship,
and/or publication of this article.
Funding
The author(s) received no financial support for the research,
authorship and/or publication of
this article.
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Author Biographies
Barry A. Garst, PhD is Associate Professor of Youth
Development Leadership at Clemson

University, USA. Email: [email protected]
Lance W. Ozier is the Senior Literacy Specialist at the Institute
for Student Achievement, a
division of ETS; and volunteers on the American Camp
Association’s Committee for the
Advancement of Research and Evaluation (CARE). Email:
[email protected]
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