Friday, April 29, 2011


As the time for the final project nears… I find myself needing to brainstorm… Since I am choosing to do option B, or the programming plan I need to think up some ideas for my anime/manga club idea… 

Sunday, April 17, 2011

Blue Pill or Red Pill?

For my final assignment I have chosen to go with Option B…

Option B
Write a 9-12 page programming plan using the CATE OBPE model.
Identify your sources of initial information (i.e Library╩╝s strategic plan, literature review)
and summarize the reasons and capacity for the program.
Identify necessary information gathering (i.e surveys) and what specific information you
will be gathering.
Identify the intended outcomes of the program
Outline the program/service
Outline the plan for evaluation

At this point I believe I need to figure out what exactly I am being asked…and how I will go about putting this together…

I already know I will be focusing on a local library and have a pretty good idea of what type of programming I hope to introduce…improve…

Q: What is the CATE OBPE model exactly??
A: Project CATE was developed with the collaboration of the Florida State University of Information and the St. Louis Public Library. Its major participants were Eliza T. Dresang and Melissa Gross from FSU and Leslie Edmunds Holt from SLPL.

The acronym CATE OBPE stands for Children's Access to and Use of Technology Evaluation through Outcome-Based Planning and Evaluation... It can be applied to many subjects… specifically youth services.

For youth services librarians, using this helps to better serve youth in the community. Using this method helps in not only evaluating current library programs, but can also be used in the creation of new ones.

"In addition to increasing the knowledge of youth services staff, OBPE does the following:

·       Helps staff "work smart" by providing a system to measure success and specific information to use to adapt or change programs and services.
·       Strengthens library planning and budget allocation.
·       Allows a library staff to understand and describe the impact of its program and services on its users by enabling communication among youth services staff between library departments, including administration, and by enhancing communication with the community, donors, and program partners.
·       Provides accountability for public agencies, including libraries. OBPE is required by the federal government and will be increasingly required by agencies using state and local funds; it is required by some private donors as well.
·       Enhances the career paths of individual youth services staff members by adding to their professional skills." (Dresang, Gross, & Holt, 2006, p. 15)

Project CATE Outcome-Based Planning and Evaluation Model

  (Dresang, Gross, & Holt, 2006, p. 27)

The four phases:

  • Phase I: Gathering Information
  • Phase II: Determining Outcomes
  • Phase III: Developing Programs and Services
  • Phase IV: Conducting Evaluations


Dresang, E. T., Gross, M., & Holt, L. E. (2006). Dynamic Youth Services Through Outcome-based Planning And Evaluation. Chicago: American Library Association.


Sunday, April 10, 2011

Hiding in the Stacks - Observation and Evaluation

I've done several program observations for my other youth classes and the time has come to do another one… though by the time this gets posted, I will have already observed my program and only some of the later reflections in this post will be written in the present…

In preparation, I gathered some information about the demographics of the community so I could get a better understanding of the target audience. I also looked into what the librarians involved knew about the topic of the program.

I grabbed my notebook and set my mind to furious note-taking mode. I knew I had to be able to capture the atmosphere of the room as well as be able to describe anything and everything that I saw. I was also ready to talk to some of the teens, that is if they were willing to talk…

- Post Observation –

I think attending the teen Anime Club was an interesting experience… especially since I am very interested in anime and manga. I think that one thing that helps me in being able to evaluate this program is my strong background in the genre, which allowed me to see what could be improved, at least in what was being offered… I have a ton of ideas running through my head alongside the critiques that I seem to be wanting to write down at the same time. [my brain feels like it is going to explode!]

Evaluating this program should be fun and interesting.

I should also mention at this point that I may be able to actually get my hands on running one of these programs at some point, so this evaluation will be able to be used to create a proposal that may actually be used at some point in my future… [fingers crossed]

Sunday, April 3, 2011

Online Research… Lurkers, Lurkers, Everwhere… Beware, Beware

The topic of lurking came up as one of the chapters assigned… lurking is basically using the online resource without actually participating… most commonly lurkers appear in message boards/forums. Since my potential research involves the online environment in some way, I would probably have to gather research in some manner. This brings me to the ethical side of things - how this gathering of data can be seen as unethical because it is gathered without the permission of the subjects, or in the cases of them being minors, their parents as well.

Personally, I don't like lurkers. This stems from hanging out in those very online environments and being active in the forums (mostly anime and manga ones) and understanding that being a part of the forum meant having to participate and that lurkers or inactive accounts got thrown out.

Since I potentially would be looking into how online reading has changed teen reading habits I would have to get data from these online environments. I think that with some being zines or similar sites, I could look into collaborating with those running the sites and see if something could be achieved through that. For others, like blogs, it would mean seeing what types of information participants have released on their profiles to see if age or other information was made public and then to try and make them anonymous. I think I would have to balance this out through utilizing a mix of online and in person interviews and data collection. I also think that in addition to being transparent about the process when gaining permission from parents and adolescents themselves, I would introduce myself to the online community I am observing and create a profile that includes my mission and intentions as well as establishing my credentials. In addition to that, I would see if my status statement would include a cool and yet open way to represent myself.

Richman, A. (2007). The outsider lurking online: Adults researching youth cybercultures. In Best, A. L. (Ed.), Representing Youth: Methodological Issues in Critical Youth Studies. (pp. 182-202). New York: New York University Press.

Saturday, April 2, 2011

Literature Reviews...

At this point of my research I had to create a literature review. At first I had no clue where to start… and I really didn't know how I wanted to or should review the literature… of course the first part was finding said literature.

Some key words – key word combos for research:
reading online
media reading
Internet and reading

My first steps included skimming the articles to see if they had anything to do with what I wanted to write about, which was the changing definition of reading amongst youth and the role that adults play in that. It was hard because some of the articles would only refer vaguely to the Internet. Getting my thoughts together in a cohesive way also took some time… I found myself glancing to a few citations for ideas about how to find more research articles on my topic. What I did find did surprise me because there still isn't as much on showing the relationship between leisure reading and how it is changing… other than being negative – mainly numerical data showing that the time teens spend on leisure reading decreases as they reach adulthood… I think I grew frustrated over not seeing enough research on methods of stopping that and reversing it or giving CPR so that reading would be fun again for teens. My other problem is that I am going to be working in the public library… unless a certain librarian in a certain private elementary school retires soon and I go in that direction… (sorry for the sidetrack…) anyways, my issue is that as a public librarian there is little you can do to influenced assigned reading from school. I found a lot of research that could be a starting point to help teachers see the light but feel that there's more that can be done from a librarians perspective… I have to say at this point I don't know what that is yet… but I believe that additional research will begin to reveal possible solutions…