Project Outcomes
Project Outcomes
List any important outcomes or findings not previously reported:
The writing workshop at L. E. Phillips Memorial Public Library drew 31 students and 6 adults from area public schools, charter schools, and homeschool programs, many of whom do not regularly have access to this type of program. Students were visibly excited about what they learned, and several of them brought their families to the book signing event at Memorial High School later that day. Homeschool families went out of their way to thank staff for thinking so intentionally of their population and its needs. The afternoon time and location of the event were specifically geared toward making the program accessible to multiple educational models, and it was apparent that participants felt seen and heard and were grateful to be included.
Perkins’ school visits were uniformly described as excellent. She used warmth and humor to describe her background as an immigrant and the trials she faced adapting to a new culture. Many students individually sought out her books after her presentations. Teachers also used the book collections purchased through the grant in class and for small group reading projects. One school librarian held a writing contest to determine who could attend the writing workshop and then had those students bring back what they learned to their peers.
Approximately 60 students and community members attended the Meet the School Authors book sale to hear an inspirational question and answer session with Perkins and other children’s authors, as well as buy books and get them autographed. High school students from Memorial’s Teen Literacy Initiative set up and ran the book sale as one of their club events, and the club will use the proceeds from the sale to support future literacy events. Some of these same students volunteered at the Culture Quest program.
As a result of this grant, approximately 142 children and adults heard Mitali Perkins speak and immersed themselves in diverse books, activities, and ideas. They were buoyed by the books Perkins writes and the stories she tells of her life and writing journey. Meeting an author in person is inspirational, the kind of experience that makes dreams seem possible and motivates reluctant readers to read and unconfident writers to write. Area teachers and librarians will be able to continue to support their reading and writing efforts with the shared resource purchased with the grant.
Additionally, the students and families who celebrated the importance of diversity in books and communities through hands-on activities at Culture Quest asked important questions about equity and engaged in relevant community conversation. One student, who was very impressed with the diverse book tasting, BreakoutEDU activity, and community art project at Culture Quest , wondered why Homecoming was promoted so much more heavily during announcements than Culture Quest at his school that week. His observation was so worth talking about; this is how cultural awareness begins. For those who couldn't attend events, we hope our promotional materials (posters, facebook posts, bookmarks, emails, etc.) enhanced awareness of and interest in diverse books and the possibility of future opportunities at our public schools and libraries.
By holding events at both public schools and the public library, we were able to reach a wider audience, including public school students and teachers, community members, charter school students, and homeschool families. Our collaboration strengthened relationships and the prospect of future collaborations. It also fostered even more partnerships than orginally intended: We partnered with two students from the North High School forensics team who read an excerpt from Perkins’ work at Culture Quest; we borrowed BreakoutEDU kits from two elementary school librarians and then shared the diversity-themed clues we wrote with them in return; and we partnered with the Chippewa Valley Book Festival on publicity and invoicing.
Please briefly describe the importance of these outcomes and findings for future program planning:
Collaborative programs between public schools and libraries benefit from multiple points of view, increased creativity, expanded audience, and the ability to share both costs and resources. For example, the BreakoutEDU clues, community art project, and diverse book tasting developed for Culture Quest can be used at any time as a passive program by either the public library or school libraries.
The way we developed partnerships can be a model for future programming as well. A huge potential exists for resource sharing, but our experience is that it happens most effectively through strong existing relationships. For example, we are very likely to share future original BreakoutEDU clues with the elementary school librarians who shared their kits with us. This kind of resource sharing is good for budgets and good for the planet.
Explain one or two of the most significant lessons learned for others wanting to adopt any facets of this project:
Publicity and marketing of events is critical to success, and it is important to use personal contacts, social media, newsletters, posters, wall displays and broadcast media such as local newspapers, radio, television and local magazines. Take advantage of partnerships to enhance getting the word out to the widest possible audience.
It paid off that we were organized. Face-to-face meeting time is limited for partners in different buildings. Our clear division of labor and responsibilities was really helpful, as was our timeline for when things needed to be accomplished.
It is also very helpful to use existing programs and tie activities to them, or springboard off other community events. We used the existing Authors in the Schools program and the Chippewa Valley Book Festival to facilitate organization, cost sharing, and marketing efforts. Pooling resources increased partnerships and ensured more of the local community was invested in our events.
Finally, we recognized that students want to be activists these days. We found ways to include students in the planning and presentation of Culture Quest and the book signing event. Students were excited to help promote literacy and diversity in our community. Recognizing their interests and giving them a voice builds relationships. Tapping into their energy and giving them ownership in big projects and big ideas is a rewarding learning expereince for everyone.
Do you anticipate continuing this project after the current reporting period ends:
No
Do you anticipate any change in level of effort in managing this project:
No
Explain:
Do you anticipate changing the types of activities and objectives addressed by the project:
No
Explain:
Was an evaluation conducted for this project:
No
Was a final written evaluation report produced:
No
Can the final written evaluation report be shared publicly on the IMLS website:
No
Was the evaluation conducted by project staff (either SLAA or local library) or by a third-party evaluator:
Third-Party
What data collection tools were used for any report outcomes and outputs:
Did you collect any media for the data:
What types of methods were used to analyze collected data:
Other:
How were participants (or items) selected:
What type of research design did you use to compare the value for any reported output or outcome: