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a reading adventure for boysan INN333 Program Proposalby Frances Berndt, Katya Henry & Anna LagosBOOKQUESTTable of Contents1. Introduction ....................................................................................................1 1.1 Purpose of document ..............................................................................1 1.2 Program impetus, context, background ................................................12. Program purpose and objectives .................................................................3 2.1 Purpose ....................................................................................................3 2.2 Objectives ................................................................................................33. Program description ......................................................................................4 3.1 User description and analysis ................................................................4 3.2 Description of the product ......................................................................64. Scope ..............................................................................................................11 4.1 Scope of the program ..............................................................................11 4.1.2 Out of scope ......................................................................................11 4.2 Duration ....................................................................................................11 4.3 Location ....................................................................................................11 4.4 Assumptions ............................................................................................11 4.5 Constraints ...............................................................................................11 4.6 Deliverables .............................................................................................125. The Evidence .................................................................................................13 5.1 Male mentors ............................................................................................13 5.2 Books for boys .........................................................................................13 5.3 Book Trailers and boys ...........................................................................14 5.4 Gaming and libraries ...............................................................................14 5.5 Collector cards .........................................................................................15 5.6 Boy-friendly libraries ...............................................................................166. Stakeholder analysis .....................................................................................177. Strategic imperatives ....................................................................................198. Project schedule ............................................................................................209. Communication plan .....................................................................................2110. Marketing plan .............................................................................................2211. Preliminary cost plan ..................................................................................24 11.1 Budget impetus .....................................................................................24 11.2 Assumptions .........................................................................................24 11.3 Budget breakdown ...............................................................................24 11.4 Grants and promotions ........................................................................2612. Risk assessment .........................................................................................2713. Evaluation plan ............................................................................................2914. Conclusion ...................................................................................................3315. Recommendations .......................................................................................3416. Sign-off .........................................................................................................35References .........................................................................................................36Appendix A: Books for boys ............................................................................40Appendix B: Resources for book trailers ........................................................42Appendix C: Online resources .........................................................................43Appendix D: BookQuest launch .......................................................................45List of Tables Table 1: Program outline …………………………………………………………........6Table 2: Internal stakeholders ………………………………...................................17Table 3: External stakeholders ……………………………...……...........................18Table 4: Program objectives and strategic imperatives .....................................19Table 5: Project schedule ......................................................................................20Table 6: Internal communication plan ..................................................................21Table 7: Marketing plan .........................................................................................22Table 8: Preliminary cost plan ..............................................................................25Table 9: Risk assessment .....................................................................................27Table 10: Evaluation plan .....................................................................................301. IntroductionBookQuest is a response to the lower literacy rates of boys. ?It is a program designed to get boys reading, to get them into the library. ?It is a reading adventure for boys.Purpose of document The purpose of this document is to provide senior management of Brisbane City Council (BCC) Libraries with the details of a program proposal that addresses boys’ literacy, BookQuest: a reading adventure for boys. ?This document provides a detailed description of the program, its purpose and objectives. ?It will examine the need for the program, provide an analysis of the user group, and offer the supporting evidence. ?The document provides full program details including a stakeholder analysis, project schedule, budget, communication and marketing plans, risk assessment, evaluation plan, recommendations, and supporting resources. ?It demonstrates how the program fulfills the strategic imperative for Brisbane City Council Libraries and why it must be adopted.1.2 Program impetus, context and background Impetus Why a reading program for boys? ?Boys make up the majority of students struggling with literacy skills (Carroll and Lowe, 2010), and this is reflected in Australian National Program for Literacy and Numeracy (NAPLAN) results (Australian Bureau of Statistics, 2011). ?This is especially the case in Queensland with only 85.7% of Year 5 boys attaining a reading level of or above the national standard compared to the national average of 89.3% for boys and 93.4% for girls (Australian Bureau of Statistics, 2011). Why does this matter? ?James Moloney (2000), author of Boys and Books writes, “As well as being a predictor of poor academic performance in high school, poor literacy levels and a reluctance to read are also strong pointers to unemployment as an adult.” ?The House of Representatives Standing Committee on Education and Training (2002, p. 96) confirm that the level of literacy [and numeracy] achievement is the most reliable indicator of educational, social and economic success. ?Alarmingly, it is the level of achievement by the age of 14 that is the determinant (Penman, 2004, p.1). ?Our program is aimed at boys aged 9-12.Context The importance of foundation skills such as literacy, language and numeracy cannot be underestimated. ?It is known that these core skills are crucial to higher educational outcomes, higher workforce participation and higher productivity (Industry Skills Council, 2011, p. 3). ?The Industry Skills Council has called on industry and all education sectors to respond urgently to what it describes as the Literacy, Language and Numeracy (LLN) challenge (Industry Skills Council, 2011, p. 4). ??The State Library of Queensland (SLQ) recently released the framework Libraries for literacy — every day, every way, which addresses the need for “the development of responsive literacy services...so that Queenslanders can actively participate in the social, economic and cultural life of their communities.” (SLQ, 2011a) ?In recognition that “the promotion of literacy is in the interest of all, as part of efforts towards peace, respect and exchange in a globalizing world,” (United Nations, n.d.) the United Nations declared a Literacy Decade, concluding in 2012, which aims to increase literacy levels and empower people everywhere. ??2012 sees the launch of the National Year of Reading in Australia. This initiative is a response to the nearly half of all Australians who struggle with literacy. ?“It’s about Australians becoming a nation of readers.” (NYR 2012, 2011) ?The National Year of Reading 2012 (NYR 2012) presents Brisbane City Council Libraries with a unique opportunity to address boys’ literacy, to get boys reading. BackgroundThroughout libraries, schools and homes around the world, book clubs and literacy programs have been popping up to get boys reading. ?Authors and publishers have also responded, providing boys with books they want to read. ?In 2006 the State Library of Victoria’s Centre for Youth Literature piloted their own program, Boys, Blokes, Books & Bytes (2007). ?The results have been undeniably successful. ??While there are already a number of family literacy programs in Brisbane City Council Libraries, there is nothing aimed specifically at boys. ?The National Year of Reading 2012 provides the perfect opportunity to provide such a program. 2. Program purpose and objectives ?The purpose of a public library program is “to provide the community with a range of activities related to library services and collections that enrich the lives of community members.” (ALIA, 2011b, p. 31)2.1 Purpose The purpose of BookQuest is to get boys reading. 2.2 ObjectivesWe want to develop a reading culture among boys, to get boys engaged with reading and with each other, to develop their skills and to get them into the library. The key objectives of BookQuest are as follows:to engage boys in readingto bring boys into the libraryto develop participants’ information literacy skillsto increase use of the BCC Libraries’ resources and collections3. Program Description3.1 User description and analysis BookQuest has been developed for boys in the middle years of schooling, that is boys aged from nine to twelve years (Moloney, 2000). ?It has been designed for boys with at least a basic reading level with the aim of engaging boys in reading. ?The program has been developed in response to research that demonstrates that boys in the middle years age bracket show lower levels of literacy skills and a lower level of interest in literacy than their female counterparts. ?Gender difference and reading achievementCarroll and Lowe (2010) report that boys make up the majority of students struggling with literacy skills. This result is reflected in the Australian National Program for Literacy and Numeracy testing (NAPLAN) which in 2009 showed that the number of boys reading at or above the minimum standard was 89.3% while girls achieved 93.4% (Australian Bureau of Statistics, 2011). In Queensland this difference is even more pronounced with 85.7% of year 5 boys attaining a reading level at or above the national standard in 2010 (Australian Bureau of Statistics, 2011). This difference is evident throughout the world. Zambo and Brozo (2009) state that this is a universal pattern and indeed a long-standing one, with nearly a century of research from North America confirming the pattern of gender difference in reading achievement.This pattern of lower literacy levels amongst boys can have an impact throughout the boy’s life. Kipnis (cited in Zambo and Brozo, 2009, p. 3) states that “failure in reading tops the list of esteem-busting events in the lives of boys”. Poorer achievement in literacy has also been linked to early school leaving and as a result lower rates of entry into higher education (Penman, 2004). ??Lack of interest?Additionally, research has demonstrated that boys have a lower level of interest in literacy than girls. ?Millard (cited in Blair and Sanford, 2004) conducted a study in Great Britain which demonstrated that boys did not view education as positively as girls and reported that they did not like to read. Furthermore, in a study conducted by Blair and Sanford (2004) in Canada, they observed that boys preferred physical activity to activities such as reading and writing. ?In an Australian study, Alloway, Freebody, Gilbert and Muspratt (2002) reported that teachers had observed that boys demonstrated an overall lack of interest in print-based reading and writing activities. ?However, these studies do identify that perhaps it is just that boys experience literacy in a different way and that by engaging boys on a different level they would become as engaged in reading as their female peers. ?In a strategy paper prepared for the Ontario Ministry of Education, Moloney suggests that “being mindful of boys’ reading preferences can go a long way towards building an engaging and inviting reading environment for boys” (2002, p. 8). What makes boys read?So why do boys want to read? ?What can we do to make BookQuest successful in its purpose of engaging boys in reading? ?Blair and Sanford (2004) identify five key elements that are important to boys when selecting reading materials, including:Personal Interest: boys want reading materials that reflect their own areas of interest, and will often choose items that they can relate to through their relatives; for example, a boy whose grandfather participated in World War 2 (WW2) is likely to be interested in reading about this. Action: boys are interested in reading texts that involve action, items featuring superheroes or fantasy figures displaying traits of strength and power. Boys also like to get involved in this action themselves.Success: Boys are motivated by success and this is generally measured in relation to what their friends are doing (ie competition) or through rewards they receive through their reading accomplishments. Fun: both the materials and the experience need to be funPurpose: the reading needed to be for a purpose; for example, figuring out how something worked or being able to provide information to their friends. Moloney (2002) builds upon these ideas by suggesting that engaging reading material for boys must reflect an image of themselves, make them laugh, and focus on more than emotions. ?Moloney goes further to suggest materials that are popular with boys often include books in a series, science fiction or fantasy and reading materials such as newspapers, magazines and comic books. ?Zambo and Brozo (2009) identify that when boys are exposed to reading materials that capture their imagination and have positive male characteristics they are more likely to become engaged in the reading material. ?Different ways of readingCarrington (2002) argues that boys are more likely to be engaged with literacy when it includes practices that are graphic, electronic or multimodal. ?In addition, boys are more willing to participate in literacy events when they are public, for example drama or public speaking. ?The willingness to engage in literacy connected with technology was further observed in a literacy program run in select schools throughout New South Wales, with teachers at one school observing that boys were keen to use technology in a number of areas of curriculum (NSW Public Schools, 2008). ?If we can capture these elements in our program then we should be successful in meeting our objective of engaging boys in reading. Not just gender?There is an additional body of literature that suggests that the difference in literary achievement may not primarily be a result of gender difference. ?For example, Watson, Kehler and Martino (2010) argue that focusing on this issue diverts attention away from the impact of socio-economic status, cultural background and peer group. ?This idea is further supported by Sawyer, Singh and Zhao (2009) who also add geographic location, disability and sexuality to the list of factors affecting results in literacy achievement. ?These two papers suggest that rather than focusing on the differences between the genders, there are characteristics that will engage readers of both genders, and that these characteristics should be given increased focus. ?Alloway (cited in Watson et al, 2010) argues that reading material that can be related to the reader’s sense of self, as well as material that is active and purposeful, will engage readers. Sawyer et al (2009) state that maximising opportunities for hands on learning, and taking into account the social and cultural backgrounds of the group (thereby relating material to the reader’s sense of self) will promote engagement in reading. ?These factors, along with elements outlined above, should be taken into consideration when implementing the BookQuest program. 3.2. Description of the product The program has been developed specifically for boys between the ages of 9 to 12, and as discussed in the User Description and Analysis (see Section 4), must therefore include the following elements in order to be attractive to the user group:reflect their personal interests and their self-imageinvolve action allow the boys to feel success through rewards and their relation to their peers be funbe focused on a purposecapture their imagination, often through superheroes and fantasy figuresinclude a range of reading material from books to newspapers, magazines, comics, fiction and non-fictioninvolve technology.Consideration of these elements has resulted in the development of the BookQuest program as detailed below. ?The program is designed to run over ten months, commencing in February 2012 and coinciding with the NYR 2012. Table 1: Program OutlineDateEvent10 February, 2012Launch EventThe first BookQuest nightWeekly (during school terms)Readers Advisory ServiceGames afternoons & Book Trailer timeMonthlyBookQuest nights to be held on the second Friday of each month from February to NovemberOne-off eventsBook Trailer competition (all entries to be received by 14 October, 2012 to coincide with the NYR 2012 competitionReading Hour Event to be held in conjunction with the nationwide event on Saturday, 25 August 2012During school holidaysBook fine amnesty for all BookQuest membersOngoing activitiesBookQuest website and librarians’ blogBookQuest collector cardsBookQuest membership packEach of the activities is described in detail below.BookQuest NightsWho: BookQuest membersSupport person: Dads, Grandfathers, other guardian, significant male role model close to the boyPublic librarianGuest SpeakerWhen:2nd Friday of each month from February through to November from 6pm - 8pm.? The first BookQuest night on 10 February, 2012 will also be the launch of the BookQuest program.What:The BookQuest nights are a chance for the boys and their support persons to get together with pizza and soft drink and have some fun while playing with books. ?Each night will have a theme (listed below), and will involve a guest speaker who will lead a relevant activity such as an experiment or treasure hunt, and discuss some of the favourite books they have read related to the theme. ?There will also be a selection of books and other relevant material for the boys to look at and borrow if they’d like. Themes will include ‘A Boys’ Own Adventure’ (action & adventure), ‘School Daze’ (friends and school), ‘Horrible History’ (the past), ‘Totally Wild’ (animals and the environment), ‘The Final Frontier’ (space), ‘Weird Science’ (science), ‘The Deep Blue Sea’ (pirates & the ocean), ‘Good versus Evil’ (superheroes & villains), ‘Fright Night’ (monsters and ghost stories), and ‘Goal!’ (sport). ?For an idea of what one of these nights will look like, see Appendix D for details of our launch event, a BookQuest night with an action & adventure theme, ‘A Boys’ Own Adventure.’ Readers Advisory ServiceWho:BookQuest membersPublic LibrariansWhen:Will be updated weekly by each librarian.What:A dedicated library shelf will be updated on a weekly basis with books recommended by members of BookQuest, librarians or the BookQuest night special guests. Each week one recommendation will be highlighted with some information about the BookQuest member who recommended the book and the reasons why they liked it. The four highlighted recommendations (one from each participating library) will be also featured on the BookQuest website. ?Recommendations will be collected via a recommendations box in the library and through the BookQuest website.Games afternoon and Book Trailer timeWho:BookQuest membersPublic LibrariansWhen:Every Friday afternoon during term time, from 3.30pm - 5pmWhat:A special space will be made available in the library at these times, exclusively for use by BookQuest members. ?Games consoles and games will be available for the boys to play with. Additionally, a video camera and computers will be made available for any boys wanting to work on their book trailers. ?The Librarian supervising the space will have knowledge to assist the boys in the production of their book trailers, and additional help will be available through the BookQuest website. Book Trailer CompetitionWho:BookQuest membersWhen: Final date to receive entries is 14 October, 2012. ?This date was selected to tie in with the National Year of Reading book trailer competition and will therefore allow the boys to enter their trailers into both competitions.What:BookQuest members must create a book trailer for the book that they think is a ‘must read.’ ?Members can create as many entries as they like, and entries will be collected throughout the year and displayed on the BookQuest website. ?Each library will have a video camera and computer available for BookQuest members’ use to assist with the creation of their book trailer. ?Additionally, librarians will be provided with training to enable them to assist the boys with the use of the camera and software. ?Four winners (one from each library) will be announced and each will win an iPod Touch. Reading Hour EventWho:BookQuest membersLibrariansWhen:25 August, 2012What:Arranged to coincide with the National Year of Reading’s Reading Hour Event, libraries will be open for BookQuest members to come along, bring their favourite books and read all together as a part of the national event. Amnesty on Book FinesWho:BookQuest membersWhen:During all school holidays in 2012What: To encourage BookQuest members to use the borrowing services of the libraries, an amnesty on all fines for BookQuest members will be granted during school holidays. ?This will further support the Collector Card activity (see below). BookQuest website and librarians blogWho:Public librariansBookQuest membersWhen:Throughout 2012What:A dedicated website for BookQuest held off the library’s main website. ?The website will be updated regularly and will include upcoming news and events, a readers’ advisory service including highlighted books and an option for the boys to recommend books, and details of the BookQuest collector cards. ??Additionally, the four librarians (one from each library) will be responsible for maintaining a BookQuest blog on this website which will feature, amongst other things, a report on each BookQuest night. ?BookQuest collector cardsWho:BookQuest membersWhen:Throughout 2012What:A special set of fifty collector cards will be developed. ?One card will be given to a BookQuest member each time they borrow from the library. ?Not all cards will be produced in equal numbers, making some of them more difficult to attain than others. ?Each card will include information and statistics about the character on the card. ?The cards will also include details of the BookQuest website for members and others to refer to. BookQuest membership packWho:BookQuest membersPublic librariansWhen:Throughout 2012What:Upon joining BookQuest, the library member will receive a special membership kit to get them started. ?This kit will include a special sticker to put on their library cards, identifying them as a BookQuest member, a book voucher provided by a sponsor, a program of events and one BookQuest collector card to start their collection. ?This kit will also include a code of conduct and a permission form for the member’s guardian to sign, allowing use of the child’s first name and photo, if provided, for the readers advisory service and the book trailer competition. ?This form may also include a disclaimer for the boy’s participation in the BookQuest nights. ?This issue will be clarified with the BCC legal team.4. Scope 4.1 Scope of the program The aim of BookQuest is to engage boys in reading. ?It has been developed for 9 to 12 year-olds with at least a basic reading level.4.1.2 Out of scope The program is not intended as a learn to read program.It is not designed as an ESL program.It is not designed to meet the specific user needs of girls.4.2 Duration BookQuest is a 10-month program that will coincide with the school year and the National Year of Reading 2012 program. ?4.3 LocationBookQuest will run initially at 4 Brisbane City Council libraries covering a broad geographical area: Kenmore in the northwest, Mitchelton in the north, Carindale in the south, and Sandgate in the east. ?These libraries were also chosen for their proximity to other services (train stations and shopping centres), and available library facilities (meeting rooms, computers, access to gaming consoles).4.4 AssumptionsThe following assumptions were made in the design of the program:community supportstaff commitmentpartner & sponsor supportuser group basic literacy skills 4.5 ConstraintsConstraints to the program include the following:budgetstaff availabilitystaff skill setlibrary facilitiesprogram materials (books, computers, games)library and council policies working with minors (regulations and duty of care)4.6 DeliverablesProgram deliverables (refer to Section 3.2 for details)BookQuest websiteprogram of events support materialsexpansion of collectionInterim deliverablesproject plancommunication planmarketing plan risk analysisstakeholder analysis budget 5. The evidence The rationale behind the BookQuest program Our proposal has been informed by Evidence-Based Practice and Design Thinking. ?We have conducted a review of the literature, had discussions with public and school librarians, and importantly, asked boys and their male carers what would work for them. Evidence-Based Practice in the library context (EBLIP) “bring[s] together the best available evidence and insights derived from working experience, moderated by user needs and preferences.” (Booth, 2006, p.65) ?Design thinking requires the designer to fully understand the problem before thinking about possible solutions (Bell, 2008), and to ask, “What is in it for the user? ?Will the experience be memorable and unique?” (Bell, 2008) ?We have designed a program that considers the challenges and barriers to boys’ literacy. ?We have created an experience that responds to the user needs, which will make boys want to come to the library each week and engage in reading. We provide the evidence and rationale behind each element of BookQuest below.5.1 Male mentors A key component of BookQuest is the involvement of male mentors. ?James Moloney (2002) observed that one of the reasons boys don't read is because they see it as a feminine activity as a result of their mums or sisters always reading to them from a young age. ?The involvement of male role models in BookQuest will?go some way to changing this mindset.The involvement of male role models has been used with great success in other programs. ?The inclusion of male mentors in the Boys, Blokes, Books & Bytes program was partly informed by the UK’s National Literacy Trust’s Reading Champions Program (SLV, 2007). ?This program utilises peer role models to motivate others. ?3,000 UK schools and other institutions have joined the Reading Champions program so far with the following outcomes:Participants became more positive about reading, read more regularly and enjoyed reading moreReading Champions developed their social, communication, teamwork and leadership skillsOther pupils in the school became more motivated to readThe school’s reading culture became stronger and more inclusivePupils’ dads and male carers read more often with their children and talked about reading with them more often (National Literacy Trust, 2011)5.2 Books for boys ? “A good book for a boy is one he wants to read.” James Moloney, 2002Best-selling author James Patterson (2012) writes, “The best way to get [boys] reading more is to give them books that they'll gobble up -- and that will make them ask for another... Vampire sagas, comics, manga, books of sports statistics -- terrific! -- as long as kids are reading.”Eriksson & Krashen (as cited in Gunter & Kenny, 2008, p.87) cite three ways to increase reading achievement: “an increased availability of high interest books, sustained wide area reading, and opportunities for students to share their reading experiences with others.” ?The ability for boys to share what they are reading with others is important. ?Gunter and Kenny (2009, p.87) write, “If students are properly matched with authors or genres they like and a forum is provided for them to share their experiences, even reluctant readers will likely complete the books they start and will read others from the same author or genre.”Author and first US National Ambassador for Young People’s Literature Jon Scieszka, has created a website that does precisely this. Guysread aims “to motivate boys to read by connecting them with materials they will want to read, in ways they like to read.” ?It provides adults with strategies to help boys read, but importantly, it also provides book recommendations which are recommended by other boys (Scieszka, 2011). ?De La Iglesia writes in ipl2 that “Reading literature about people from other cultures has been proven to have positive developmental affects on children of all backgrounds. For the children of a specific ethnic minority, reading positive stories about their own ethnic group can increase self-esteem and make them feel part of a larger society. For children of a "majority" group, reading stories about other cultures can increase their sensitivity to those who are different from themselves, improve their knowledge of the world, and help them realize that although people have many differences, they also share many similarities.” 5.3 Book Trailers and boys ?A key element of the BookQuest program is the book trailer competition. ?The National Year of Reading 2012 is hosting a Creative Reading Prize, the Inkys (NYR 2012), and BookQuest members will have the opportunity to submit their book trailers for judging in both the NYR 2012 competition and in their local libraries.Book trailers are an effective way of engaging boys in reading. ?Researchers at the University of Central Florida developed a program that aimed to motivate digitally-oriented students toward reading and writing (Gunter & Kenny, 2008, p.86). ?Their response was Digital Booktalk, a program based on book trailers. ?The researchers found that after completing the program, the participants’ attitudes towards reading and writing had improved significantly, as did their understanding of “the value of storytelling as a way of knowing (Gunter & Kenny, 2008, p. 93).” ?Students were also more interested in telling their own story and listening to others’ stories. ?There was a corresponding decrease in participants’ anxiety about writing and presenting a story in front of their peers. (Gunter & Kenny, 2008, p.93) Logan City Council Libraries also ran a book trailer competition as part of their Summer Reading Challenge in 2010/2011, which was very successful in terms of participation and quality of entries. ?Jo Beazley, Youth Outreach Librarian at Logan Libraries confirmed that the book trailer aspect of the Challenge was very popular, especially with boys (personal communication, September 27, 2011).5.4 Gaming and libraries Together with the book trailer concept, the weekly gaming afternoons provide BookQuest members with the opportunity to engage with and develop their digital literacy skills. ?As identified earlier in the report (see Section 3.1), boys are active and keen users of technology and can be engaged in reading through the use of a variety of multimodal and electronic practices. ?Video games provide an excellent opportunity for BookQuest members to engage in reading. In a study in England, Alvermann and Heron (cited in Blair and Sanford, 2004) provide one example of a boy who identified himself as a non-reader. ?During play on a computer game however, he had participated in character analysis, made plot predictions and pursued multiple sources of information. ?Through their own study, Blair and Sanford (2004) argue that the multiple levels in computer games help sustain boys’ interest and focus as boys report they have to concentrate on the game and information presented within it to ensure they do not miss a piece of information that may be critical to their later success in the game. ?Moreover, through playing computer games it was found that boys were encouraged to read strategy and cheat magazines or Internet sites to further their game progress. ?Gardner (2004) draws similarities between the video game format and traditional reading material. ?He states that games are a story-telling media and as with books, have beginnings, middles, ends, characters and plots, heroes and villains. ?Gardner also reports case studies of school libraries that have allowed computer game play during break times and have proved to be very popular with the boys in the schools. Finally, Brand (2003) argues that video games are an everyday part of contemporary learning and socialisation, and can be used as a tool to inspire interest in ‘formal’ culture. ?Brand also reports that there is a growing body of evidence that video game play is related to higher levels of literacy. ?With 91% of households with children having access to computers, the Australian Bureau of Statistics refers to today’s children as belonging to the ‘digital generation’. ?The use of computers and video games will be a part of everyday life for a number of BookQuest members (Australian Bureau of Statistics, 2011b). 5.5 Collector cards: motivation through reward ?University of Alberta researchers Heather Blair and Kathy Sanford found that boys’ interest in reading is connected to the amount of success they experience through their engagement with reading, and one of the ways they determined their success was by rewards they received (Blair and Sanford, 2004, p.14). ?Through their study, they found that boys who were rewarded through their reading (in this case, a meal at Pizza Hut once they had read enough to earn a reading medal) reported that it made the reading fun and it felt good to achieve the reward (Blair and Sanford, 2004, p.14).Collector cards are a simple and effective method of rewarding and motivating children’s reading. ?The National Library Board (NLB) of Singapore used collectible story cards as a way of persuading reluctant readers (specifically boys aged 7 to 12) to borrow books (Thorpe-Bowker, 2009). ?29,000 children participated in the program, 550,000 collectible cards were redeemed, an estimated 820,000 books were borrowed, and more than 14,000 hits were recorded on the program website. ?One enthusiastic parent said of the collector cards, “The collectible cards certainly appeal to boys of his age group and the concept of telling a story through the use of cards is a very effective way of getting children to read... Reading has become his hobby. He loves to visit the library now and he can’t wait to collect the rest of the cards.” (Thorpe-Bowker, 2009)This reward method has also been adopted elsewhere. ?The ABC’s Reading Eggs, an interactive computer program designed to get children reading, has recently introduced a module for older readers 7-13, Reading Eggspress. ?As one way of motivating and rewarding children’s learning, Reading Eggspress is offering hundreds of trading cards for kids to collect (Sandblom, 2011).5.6 Boy-friendly libraries The public library has a role to play in social inclusiveness. ?It should be a place where people feel welcome, where they feel they are a part of their community (Poustie, 2000). ?The State Library of Queensland’s (2008) document ‘Expanding Horizons: Positioning public libraries for the future 2008-2012’ defines the best libraries as “inclusive, vibrant and dynamic community places.” Designating a user-specific space for boys, whether it be the entire library after hours during the BookQuest nights, or in a nominated room or area for the games afternoons, gives boys a sense of ownership of the program and its goals. The State Library of Victoria’s ‘Boys, Blokes, Books & Bytes’ suggested that boys were more likely to engage with the activity if they felt comfortable within the space (The Centre for Youth Literature, 2007, p. 15). The website Getting Boys to Read (McQueen, n.d.) offers the following suggestions for creating boy-friendly libraries:Create an inviting atmosphere.Not just allow, but encourage food and drinks.Provide comfortable seating.Make the library look cool.Provide reading materials that boys like.Develop relationships.Get parents involved.Start up a library-based program.Implement a ‘No shushing!’ policy. The BookQuest program aims to make the library a place boys want to come to and return to each week.6. Stakeholder analysis We anticipate the following persons or organisations may have a role to play or be interested in the program proposal. Table 2: Internal stakeholders StakeholderArea of interestConsulted?Youth LibrariansYouth Librarians of the BCC libraries will be responsible for running the program as detailed in this document.Youth Librarians will be extensively consulted during the development of the program. We will seek their ideas and their feedback on our proposal, additionally they will be involved in determining the time frame for roll-out.Collection Development LibrariansCollection development must ensure appropriate materials are available for use by the program.Collection Development Librarians will be consulted during the development of the program, we will work with them to ensure appropriate materials and volumes are available at launch. Council IT DepartmentIT involvement will be required to implement some of the recommendations from the program, particularly the BookQuest website.Will be kept up to date with system and IT requirements and feedback received to ensure program proposal is achievable within council IT policies.Library ManagementMust sign off on program implementation and budgetary implications.Will receive updates on proposal development and review and sign-off on completion. If program is accepted, management will be involved in a project steering committee to deliver the program.Workplace Health and SafetyMust sign off on program activities to ensure safety requirements have been met.Will review and approve program activities. Library/Council MarketingWill be required to develop marketing materials to promote program as well as the BookQuest collector cards.The marketing team will also be called upon to help develop partnerships for sponsorship and promotion of the program. Will review proposal upon completion and will be consulted as to the development of the BookQuest collector cards. The project team will also work with marketing to develop any partnership opportunities. Library events management Will be required to help coordinate the major ‘event’ components of the program.Feedback will be sought for the development of these components and approval on final proposal.BCC legal teamWill be required to provide advice on disclaimer wording/permission slip for BookQuest members.Will review proposal and sign off on program activities. Table 3: External stakeholdersStakeholderArea of interestConsulted?School LibrariansWill have a general interest as they work in the same field.School librarians will not be consulted, but information about the program will be issued once the proposal has been approved. Community literacy programsMay have a general interest in the program.Literacy organisations will not be consulted on the program, but will be issued with information about the program once finalised. SLQAs there is a strong focus on literacy at the current time, the State Library will have an interest in the area and may be able to provide budgetary support through grants.Will be given a presentation on the overall program development and discussions will be undertaken in regards to grants for the program budget. Library users: Middle years boysThese library users are the key participants in the program. Library users will not be consulted in the initial development of the program, however their feedback will be sought throughout the program duration. Fathers or male mentorsProgram participantsLibrary users will not be consulted in the initial development of the program, however their feedback will be sought throughout the program duration. Other council librariesMay have an interest in developing a similar program in their librariesProgram details will be made available for other regional council librariesNYR 2012As we will be utilising some of the marketing material produced by NYR2012, they may have a general interest in the program.Will not be consulted on the program, but will be issued with information about the program once finalised. May be consulted with regards to further partnership or sponsorship opportunities through the grants process.SponsorsAs there is a substantial focus on literacy in 2012, the program may provide a great opportunity for some relevant community sponsorship.Potential sponsors will be consulted throughout the development of the program by the marketing team. 7. Strategic imperatives One of the objectives for the provision of literacy services, as stated by ALIA’s Standards and Guidelines for Australian Public Libraries, is: “To actively promote and support programs for members of the community with identified literacy needs.” (ALIA, 2011b, p.40) BookQuest does this.In order for Brisbane to attain its 2026 vision of a smart, prosperous, regional, world city, programs that promote literacy in middle years boys are essential. These boys will grow into more productive adult community members who will one day encourage their own children to read (BCC, 2005). BookQuest supports the State Library of Queensland’s “Libraries for Literacy” policy. This policy targets family literacy programs in Queensland’s public libraries as a key initiative for 2011 through to 2014 (SLQ, 2011a). BookQuest also supports SLQ’s “Expanding Horizons” policy of creating welcoming spaces that promote community engagement by bringing people together (SLQ, 2008).By encouraging boys and adult role models from the community to attend the library, we align ourselves with the BCC Libraries’ vision of being a gateway to culture, information and knowledge. BookQuest also aligns itself perfectly with the BCC Libraries’ vision of promoting lifelong learning. Furthermore, by encouraging members of the community to participate in this program, it is anticipated that use of the public libraries’ resources and collections will be increased (BCC Library Services, 2000).The SLQ, BCC and BCC Libraries’ policies and strategy documents are all underpinned by a recognition of the importance of the cultural diversity of our communities. We have included a list of multicultural books in Appendix A for inclusion in the program. Taking into account the social and cultural backgrounds of the members of the group will also promote engagement in reading. BookQuest supports the SLQ, BCC and BCC Libraries’ policies and visions related to equity and inclusion. The National Year of Reading 2012’s vision of Australia becoming a “nation of readers” (NYR 2012, 2011) provides the perfect framework for literacy programs such as BookQuest.The objectives of BookQuest meet the strategic imperatives of ALIA, BCC Libraries, Brisbane City Council, National Year of Reading 2012 and the State Library of Queensland as detailed the Table 4 below.Table 4: Program objectives and strategic imperativesBookQuest ObjectivesStrategies/VisionsEngage boys in readingNYR, SLQ, BCC Libraries’ vision, ALIABringing boys into the librarySLQ, BCC Libraries’ vision, NYR, ALIADevelop participants’ information literacy skillsBCC vision, SLQ, NYR, ALIAIncrease the use of BCC libraries’ resources and collectionsBCC Libraries’ vision, SLQ8. Project schedule Table 5: Project schedule Item Due DateStakeholderSubmit final proposal 30 October, 2011F. Berndt, K. Henry & A. LagosSign off proposal 4 November, 2011Senior Management, BCC LibrariesAppoint Program Manager and team (Youth Outreach Librarians, IT)11 November, 2011Senior Management, BCC LibrariesApply for grantsOngoingProgram ManagerContact partners and sponsors OngoingProgram ManagerImplement communication planNovember 2011Program ManagerCreate program websiteDecember 2011Program Manager & IT staffCollection expansionDecember 2011Program Manager & Collection Development ManagerDevelop support materialsDecember 2011Program Manager, PR & Marketing staffFinalise program scheduleJanuary 2012Program ManagerExecute marketing plan January 2012Marketing team (BCC libraries and council)Train staff January 2012Program Manager & IT staffArrange for guest speakersOngoingProgram ManagerPrepare facilitiesJanuary 2012Youth LibrariansRun programFebruary - November 2012Youth Librarians, Program Manager & IT staffEvaluate programOngoing, and at conclusion of programYouth Librarians & Program ManagerReview program (update & adapt if required)December 2012Youth Librarians & Program Manager9. Communication planThe communication plan has been designed to include all internal stakeholders. Table 6 details the information they will need, when they will need it and how the information will be provided. Also included are details of who will be responsible for providing the information.Table 6: Internal Communication PlanStakeholderInformation requiredDateFormatResponsibilityLibrary ManagementProvide updates on programMonthlyEmailProgram ManagerAll staff across 4 librariesProposal trailerProgram details and scheduleNovember 2011All staff briefing sessionIntranet link to websiteProgram ManagerCollection Development LibrariansList of books and games to acquireDecember 2011MeetingEmailProgram Manager, IT DeptYouth LibrariansProgram details and finalised scheduleDecember 2011MeetingProgram ManagerCouncil IT DepartmentProgram details and “look” of websiteDecember 2011MeetingProgram Manager, Youth Librarians and Marketing teamWorkplace Health and SafetyProgram details regarding health and safety issuesDecember 2011MeetingProgram ManagerBCC legal teamProgram details regarding legal issuesDecember 2011MeetingProgram ManagerLibrary/Council MarketingProposal trailerProgram details and scheduleDecember 2011MeetingProgram Manager andEvents teamLibrary events managementProgram details and scheduleDecember 2011MeetingProgram Manager and Marketing teamYouth LibrariansBook trailer trainingJanuary 2012Training sessionProgram Manager, IT Dept10. Marketing plan Our marketing plan informs our users about the BookQuest program with a variety of internal (within the library) and external (in the community) strategies. ?The positioning of BookQuest within the National Year of Reading 2012 provides us with access to unprecedented marketing resources. ?Co-branding BookQuest with the NYR 2012 will allow us to take full advantage of additional NYR 2012 publicity. ?National Year of Reading 2012 partners and sponsors Bookstores Dymocks and the ABC Shop, publishers Random House Australia, the Disney Channel and the Australian Society of Authors should all be called on to participate. Table 7: Marketing planActionTargetDue DateDevelop promotional materialsParents/carers, middle years boys, community, schools, partners & sponsorsDecember 2012Add program details and trailer to BCC libraries’ websiteLibrary staff, parents/carers, middle years boys, communityJanuary 2012Display posters at BCC libraries and Customer Service CentresParents/carers, middle years boys, communityJanuary 2012BookQuest bookmarks available at check-out desk Parents/carers, middle years boys, communityJanuary 2012Advertise on NYR2012 websiteParents/carers, schools, communityJanuary 2012Advertise in BCC newsletterParents/carers, communityJanuary 2012Include BookQuest in BCC Libraries promotional materialParents/carers, middle years boys, communityJanuary 2012Advertise in local print press and radio (free coverage in context of NYR2012)Parents/carers, communityJanuary 2012Promote program at SLQ and during SLQ events, including Dads Read Parents/carers, middle years boys, communityJanuary 2012Put up promotional materials at bookshops and other NYR2012 sponsorsParents/carers, middle years boys, communityJanuary 2012Put up promotional materials at community centres and nearby shopping centresParents/carers, middle years boys, communityJanuary 2012Advertise program on BCC social media (Twitter, Facebook)Parents/carers, communityJanuary 2012Link to BookQuest trailer in all promotional materialsParents/carers, middle years boys, community, schoolsJanuary 2012Provide schools with program detailsTeacher librariansJanuary 2012Invite school book clubs to participateTeacher librariansJanuary 2012Program websiteParents/carers, middle years boys, community, schoolsJanuary 2012Development of BookQuest welcome packageMiddle years boys, parents/carersFebruary 2012Invite press to BookQuest launchParents/carers, middle years boys, communityFebruary 2012BookQuest launchParents/carers, middle years boys10 February, 2012Email reminder before each BookQuest nightParents/carers, middle years boys, schools, communityMonthlyAnnouncement of Book Trailer winnersParents/carers, middle years boys, communityOctober 201211. Preliminary cost plan 11.1 Budget impetusThe House of Representatives report Boys: Getting it right highlighted the need for an improvement in boys’ literacy as far back as 2002. Now, a decade later, the Federal government’s promotion of the National Year of Reading 2012 and the State Library of Queensland’s “Libraries for literacy” initiative indicate that programs for promoting literacy, particularly in boys, is still a priority. ?Programs that encourage middle years boys to read have far reaching effects. Penman (2004) states that boys with improved reading skills are more likely to complete high school and go on to tertiary studies which will greatly improve their job prospects as adults and will positively affect the nation’s economy.11.2 AssumptionsAssumptions for this budget are as follows:The user group will be approximately 20 boys per activityYouth Librarians will run the activities at a rate of $30 per hourIT staff rate is $40 per hourLibraries will have access to facilities, including games consoles for gaming afternoons11.3 Budget breakdownThe Table below gives a breakdown of the costs incurred per library with a grand total for the cost of the program across four libraries. The program budget is estimated to be approx. $10 000 per library, totalling $42 000 across the four BCC libraries. Note that this is an initial budget only and is designed to cover the start-up costs of running BookQuest. A comprehensive budget will be released with the program plan once the program has been approved by management.Table 8: Preliminary cost planItemDescriptionCost BreakdownTotal($)Staff hoursWeekly afternoon activities2 per week x 40 weeks = 802400Monthly evening activity2 per month = 30900Collection DevelopmentExpand collection50 titles at approx. $20 per title1000Expand computer games collection5 games at approx. $50 per game250EquipmentVideo cameras for book trailers150ConsumablesPizza, plates, cups and drinks(20 large pizzas for boys and mentors, 10 litres of coke, 40 plates, 40 cups) x10 months2600Running costs for monthly themed activities, e.g. Supplies for science experiments1000Competition prizesTickets, books, lucky door prize 250iPod touch (book trailer competition prize)250PrintingCollector cards, brochures, flyers and membership packsPrint 1250 cards, 100 brochures/flyers/stickers500Advertising and Marketing Advertising in school newsletters, local newspapers 200 Advertise on NYR WebsiteFree through NYR0Guest Speakers5 speakers for duration of programFree through NYR0ContingencyOn collection, consumables, equipment, printing and prizes10%500Loss of RevenueDue to book fine amnestyAmount to be determinedTotal Cost Per Library (excl. website development) 10 000Total Across Four Libraries Including Library Website DevelopmentIT staff hoursOnce off website development10 hours for program website400Ongoing website maintenance1hr/week over 40 weeks1600Total Cost for Four Libraries42 00011.4 Grants and promotions As part of its literacy framework, Libraries for literacy - every day, every way 2011-2014, the State Library of Queensland is offering public libraries ‘Digital Literacy Initiatives’ grants (SLQ, 2011b). ?The purpose of these grants is to enable public libraries “to grow their capacity to use digital literacy as a pathway to literacy engagement.” ?BookQuest’s online component, games afternoons and book trailer competition does just that. ?It is intended that we will apply for this grant to cover some of our expenses. Tying BookQuest in with the National Year of Reading 2012 would allow us to take full advantage of NYR 2012 marketing resources, including promotion on the NYR 2012 website, at no extra cost. ?It will also give us access to NYR 2012 sponsors, including the Australian Society of Authors as well as book suppliers Random House Australia, Disney,?Dymocks Bookstores, the ABC and Madman Entertainment.12. Risk assessment Table 9: Risk assessmentRiskImpactProbabilityMitigation StrategiesLow attendanceHighLowImprove marketing and advertisingToo many attendeesHighMediumSplit into groups Increase schedule of events Expand the program to additional libraries with requisite funding and staffing.Not enough popular books to go aroundHighMediumSource from floating collectionApproach NYR2012 sponsors (Dymocks, Disney, Madman, Random Hill, ABC)Staff unavailability after hoursHighLowPrepare a roster and confirm staff attendance prior to their rostered dateInappropriate use of InternetHighLowBy having a dedicated web page for the boys club we can monitor and control what is included on the web page. Book trailers can be uploaded to a specific part of our website rather than external sites such as YouTube, avoiding access to inappropriate content.Grant applications are unsuccessfulMediumHighA number of grants will be applied for to reduce this risk. Occurrence of bullying at BookQuest eventHighLowA code of conduct will be issued to the members of BookQuest upon joining. In extreme cases, discussions with the member’s guardian and library management may be required to resolve the issue.Failure of IT approval for the websiteHighLowThe IT department will be consulted throughout the development of the program to ensure their support of the technology required. Additionally, we are excluding any social media component such as Facebook or Twitter from the program so as to reduce potential issues with council IT policy.A member of the public questions why the program is designed primarily for boys.LowLowWhile the program is designed to meet the specific needs of middle-years boys, girls will be welcome to join the program if they wish. A boy joins BookQuest with very little or no literacy skills. MediumLowA mechanism will be put in place where this boy is made to feel welcome, and will be able to participate in BookQuest activities such as games afternoons and BookQuest nights. Effort will be undertaken to contact the member’s guardian and school, if required, to assist with the boy’s future literacy development and provide a more appropriate avenue. BookQuest members who speak little or no English.MediumMediumWhile the program has not been developed for the purposes of teaching ESL, non-English speaking members will be welcome and can participate in many of the BookQuest activities. Where possible, referral to BCC ESL collection will be made. Objection to publishing details of BookQuest members on the readers advisory highlights. Information published will include the boy’s name, membership library and a photo, if provided. Only the boy’s first name will be published. MediumHighWhen joining BookQuest, permission will be requested from the member’s guardian to publish these details. Details will not be published if no permission is received. Images of the boys included in book trailersHighMedium When joining BookQuest, permission will be requested from the member’s guardian to use images of the boy. Participants will be requested not to record other members for the purposes of their book trailers. Use of copyright material in book trailer MediumLowLibrarian to advise participants on copyright issues.Book trailers would be reviewed by Librarian before publication.13. Evaluation plan BookQuest was developed as a response to the lower literacy rates of boys. ?Its purpose is to get boys reading. ?The key objectives of the program are as follows:to engage boys in readingto bring boys into the libraryto develop participants’ information literacy skills to increase use of the BCC Libraries’ resources and collectionsEvaluation will allow us to continually improve the service and to make improvements for the future of the program. ?It will enable us to assess the success of the program, to measure community response to the program, to evaluate staff performance and training needs, to reassess the funding and staffing needs of the program, and to ensure that the user needs have been addressed. Specifically, it will allow us to answer the question: have the key objectives been met? ????A combination of qualitative and quantitative data analysis will be undertaken throughout the program and at its conclusion, to obtain the views of stakeholders, and to measure the impact of the program against the objectives. ?Table 10: Evaluation plan MetricStakeholderFormatObjective metPurposeResponsibilityDateAttendance at BookQuest nightsBoys and male mentorsHead countAll program objectivesYouth LibrarianAt the conclusion of each BookQuest nightAttendance at Games afternoonsBookQuest membersHead countAll program objectivesYouth LibrarianConclusion of each Games afternoonSuggestion boxBoys and the male mentorsEnsure user needs are metYouth LibrarianThroughout the programMonitoring of budgetProgram expenditurePerformance against budgetYouth Librarian, Program ManagerThroughout the programNumber of Collector cards distributedCollector cards- to engage boys in reading- to bring boys into the library- to increase use of the BCC Libraries’ resources and collectionsThroughout the programNumber of books borrowed by BookQuest membersBookQuest membersEvaluation of book borrowing records- to engage boys in reading- to bring boys into the library- to increase use of the BCC Libraries’ resources and collectionsProgram managerThroughout the programNew library membershipsBookQuest membersExamination of library records- to engage boys in reading- to bring boys into the library- to increase use of the BCC Libraries’ resources and collectionsProgram ManagerThroughout the programStaff surveysYouth Librarians, IT staffEvaluate staff training needsProgram ManagerQuarterlyInformal feedbackBoys and male mentorsDiscussions with librariansEnsure user needs are metYouth Librarians, Program ManagerThroughout the programComments on websiteBoys and male mentorsEnsure user needs are metYouth Librarians, Program ManagerThroughout the programSubmission of book trailersBookQuest membersMonitoring of program website- to engage boys in reading- to develop participants’ information literacy skillsMeasure community response to the programYouth Librarians, Program ManagerThroughout the programHits on websiteBookQuest members, boys and male mentors, sponsors and partners, community membersWebsite reportMeasure community response to the programIT staff,Program ManagerThroughout the programFocus groupBoys and male mentorsMeasure community response to program, ensure user needs are metProgram Manager, Youth Librarians At the conclusion of the programTestimonialsBoys and male mentorsInterviewMeasure community response, ensure user needs are metProgram Manager, Youth Librarians At the conclusion of the programSurvey sponsors and partnersSponsors and partnersWritten questionnaire, online surveyMeasure community response to programProgram ManagerAt the conclusion of the programSurvey school librariansSchool librariansWritten questionnaire, online surveyMeasure community response to programProgram ManagerAt the conclusion of the programSurvey participantsBoys and male mentorsWritten questionnaire, online surveyEnsure user needs are metProgram ManagerAt the conclusion of the program14. ?Conclusion This document outlines a proposal to develop a program for Brisbane City Council Libraries that aims to engage boys in reading.We have designed a program for boys that is fun, involves action, provides boys with opportunities for reward, appeals to their desire to utilise technology, focuses on their personal areas of interest, involves male mentors and gives the boys a sense of ownership of the library space. The key activities of the program include the BookQuest nights, games afternoons, the book trailer competition and collector card rewards for borrowing books.This proposal document also outlines the stakeholders and risks involved with this project, a marketing and communications plan, a project schedule and evaluation plan, a budget proposal and the strategic imperatives that place this proposal within the broader strategies of the BCC Library Service, Brisbane City Council and the State Library of Queensland. ?15. Recommendations The following recommendations are made:Brisbane City Council Libraries accept the proposal, including all elements of the program ?A Project Manager and Steering Committee be appointed to implement the programThe program should be run initially in the four-nominated libraries in order to cover a broad geographical area of Brisbane. ?Additional libraries are welcome to adopt the program if demand requires, and if necessary funding and staffing can be securedThe program should run for an initial one-year period and then be extended in 2013 if successful The program is for boys with basic level literacy skills, however it may be adapted to cater for all reading levels and ESL studentsThe allocation of a $42,000 budget is recommended for the implementation of this programThe communication plan is implementedThe marketing plan is implementedThe program is evaluated throughout and at the conclusion of the program, in order to ensure objectives are met16. Sign-off Name: BookQuest: a reading adventure for boysProject Sponsor/Owner:Frances Berndt, Katya Henry and Anna LagosCommissioned by:BCC LibrariesCompletion Date:30 October, 2011Implementation Date:10 February, 2012Approvals/Sign Off (not required for draft versions)The sign off of this document signifies that the authorised signatories below have read, accepted and agreed with the planned objectives specified within. ?Responsibility for outcomes as a direct result of these specifications will be shared by all signatories. NameTitleSignatureDateTBCYouth Librarian, MitcheltonTBCYouth Librarian, KenmoreTBCYouth Librarian, CarindaleTBCYouth Librarian, SandgateTBCBCC Collection Development ManagerTBCManager, BCC ITTBCManager, BCC LibrariesTBCManager, BCC Workplace Health and SafetyTBCManager, BCC MarketingTBCManager, BCC Legal References ALIA. (2011a). Libraries and literacy - we’re already working on it [media release]. ?Retrieved from ALIA. (2011b). Beyond a quality service: Strengthening the social fabric. Standards and guidelines for Australian Public Libraries. Retrieved from Alloway, N., Freebody, P., Gilbert, P. and Muspratt, S. (2002). Boys, Literacy and Schooling: Expanding the Repertoires of Practice. ?Retrieved October 27, 2011 from , Byron. (2008). The Ideas of Henry Jenkins and librarians. Behavioral & Social Sciences Librarian, 26(3), 81-84. doi: 10.1080/01639260802164696Australian Bureau of Statistics. (2011). Australian Social Trends. Education and Training. Retrieved October 12, 2011 from Bureau of Statistics. (2011b) Children of the Digital Revolution. Retrieved October 29, 2011 from Bell, S.J. (2008). Design thinking. American Libraries, 39(1/2), 44-49. Blair, H and Sanford, K. (2004). Morphing Literacy: Boys Reshaping their Literacy Practices. ?Retrieved October 27, 2011 from Booth, A. (2006). Counting what counts: Performance measurement and evidence-based practice. Metrics, 7(2), 63-74. DOI: 10.1108/14678040610679452Brand, J. (2003). Don’t criticise the effects of video games on kids, exploit them!. Retrieved October 27, 2011 from Brisbane City Council. (2005). Our shared vision. Living in Brisbane 2026. Retrieved October 12, 2011 from City Council. (2011). VI: Visible Ink. Retrieved from Brisbane City Council Library Services. (2000). Collection development statement. Retrieved October 12, 2011 from Carrington, V. (2002). The middle years of schooling in Queensland: A way forward. Discussion paper prepared for Education Qld. School of Education: University of Queensland. Retrieved October 22, 2011 from Carroll, J. and Lowe, K. (2010) Boys, Blokes and Books: Engaging boys in reading. Paper presented at the National Conference for Teachers of English and Literacy – aWAy With Words: Exploring the ambiguities in literacy and English Education. Retrieved October 22, 2011 from Centre for Youth Literature, State Library of Victoria. (2007). “Boys, Blokes, Books & Bytes”. 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(2000). Boys and books. Sydney: ABC BooksMoloney, J. (2002). Ideas for getting boys to read. Cited in Ontario Education. (2002). “Me Read? No Way! A practical guide to improving boys’ literacy skills.” Retrieved from National Literacy Trust. (2011).?“About Reading Champions”. Retrieved from National Year of Reading 2012. (2011). Retrieved October 12, 2011 from Public Schools. (2008). Boys and Literacy K-6. Retrieved October 27, 2011 from . (2010). PISA 2009 Results: Executive Summary. Page 19. Retrieved October 12, 2011 from Parliament of the Commonwealth of Australia. (2002). Boys: Getting it right. Report on the inquiry into the education of boys. Retrieved October 12, 2011 from , James. (28 September, 2011). “How to get your kid to be a fanatic reader”. CNN. Retrieved from: , R. (2004). What do we know about the experiences of Australian youth? An easy reference guide to Longitudinal Surveys of Australian Youth research reports, 1996-2003. Melbourne: Australian Council for Educational Research.Poustie, K. (2000). Whither Australian public libraries. Retrieved from Roy, L. (2002). Marketing in Public Libraries. Strategic Marketing in Library and Information Science. New York: Haworth Information Press.Sandblom, Matthew. (2011).?“ABC Reading Eggspress is coming soon!” Retrieved October 18, 2011 from ?Sawyer, W., Singh, M. and Zhao, D. (2009) Boys' literacy : negotiating the territory. English in Australia; 44, 3. ?pp.19-28. Retrieved October 22, 2011 from , Jon. (2011). . Retrieved from: State Government of Tasmania. (2010). eGovernment: Templates. Retrieved from State Library of Queensland. (2008). Expanding Horizons: Positioning Queensland public libraries for the future 2008-2012. Retrieved October 20, 2011 from State Library of Queensland. (2011a). Libraries for Literacy, every day, every way: 2011-2014. ?Framework. ?Retrieved October 20, 2011 from State Library of Queensland. (2011b). Libraries for Literacy, every day, every way: 2011-2014. ?Action Plan. ?Retrieved October 20, 2011 from Thorpe-Bowker. (2009). “Collector card promotion persuades reluctant young readers to borrow books”. Thorpe-Bowker’s Australian Library News. ?Retrieved from United Nations. (n.d.). United Nations Literacy Decade. Retrieved from University of Technology Sydney. (2006). UTS Project Management Templates. Retrieved from ?van Hasselt, M. (2008). Professor Glyn Davis endorses State Library boys reading program [media release]. State Library of Victoria. Retrieved from ?Watson, A., Kehler, M. and Martino, W. (2010). The Problem of Boys’ Literacy Underachievement: Raising Some Questions. Journal of Adolescent & Adult Literacy Vol 53, 5, pp. 356–361, Retrieved October 22, 2011 from Zambo, D. & Brozo, W. (2009). Bright Beginnings for Boys: Engaging young boys in active literacy. Newark: International Reading Association. Retrieved October 22, 2011 from Appendix A BOOKS FOR BOYS Recommended by ‘Boys, Blokes, Books & Bytes’Specky Magee (series), Felix Arena & Garry LyonSelby (series), Duncan BallArtemis Fowl (series), Eoin ColferExtreme Adventures (series), Justin D’AthThe BFG, Roald DahlDanny the Champion of the World, Roald DahlBoy, Roald DahlSpooks Apprentice (series), Joseph DelaneyToad Rage, Morris GleitzmanBoy Overboard, Morris GleitzmanThe Day My Bum Went Psycho (series), Andy GriffithsJust (series), Andy Griffiths & Terry DentonMoonshadow, Simon HigginsChange the Game (choose-your-own-adventure sports stories), Michael Hyde Undone, Paul JenningsUnbelievable, Paul JenningsWicked! (series), Paul Jennings & Morris GleitzmanUncanny, Paul JenningsThe Dog Who Dumped on My Doona, Barry JonsbergSkullduggery Pleasant, Derek LandyDeep Water, HI LarryStaying Alive in Year 5, John MarsdenA Whole Lot of Wayne, David McRobbieEragon, Christopher PaoliniThe OK Team, Nick PlaceChaos Code, Justin RichardsDeltora Quest (series), Emily RoddaQueasy Rider (Lightning Strikes series), James RoyA Series of Unfortunate Events (series), Lemony SnicketNips XI, Ruth StarkeMaxx Rumble (series), Michael Wagner Illustrated books and graphic novelsSpider Chronicles, Holly BlackBelonging (wordless picture book), Jeannie Baker The Watertower, Gary CrewA Story of Natural Numbers, David DemantDo Not Open, John Farndon Coraline (graphic novel), Neil Gaiman Point Blanc (graphic novel), Anthony Horowitz The Rainbirds, David Metzenthen & Sally RippinBone (series), Jeff Smith The Lost Thing, Shaun TanThe Arrival (wordless picture book), Shaun Tan Fox, Margaret Wild & Ron BrooksWoolves in the Sitee, Margaret WildUndersea Adventures of Captain Eli (graphic novel), Jay Piscopo The DFC (weekly comic: thedfc.co.uk)GuanYu: Blood Brothers to the End – A Chinese Legend, Dan Jolly & Ron Randall Multicultural Books for Boys Through my eyes, Ruby BridgesWords to My Life’s Song, Bryan AshleyBud, Not Buddy..Curtis, Paul Christopher The Birchbark House, Louise ErdrichWhere the Mountain Meets the Moon, Grace Lin A Single Shard, Linda Sue ParkEsperanza Rising, Pam Munoz RyanEllington was not a street, Ntozake ShangeBoys without Names, Kashmira ShethThe Composition, Antonio Skarmeta10 Books for Boys, recommended by AlfredThe Iron Man, Ted HughesThe BFG, Roald DahlFantastic Mr Fox, Roald DahlYou’re a Bad Man, Mr Gum!, Andy StantonThe City of Ember, Jeanne DuPrauTin Tin, HergéAsterix, Goscinny and UderzoAncient GreeceUsborne’s Puzzle AdventuresPip of Pengersick, JAC WestAppendix B RESOURCES FOR BOOK TRAILERSBook Trailers for All A website for sharing, viewing, and downloading trailers for children’s and YA books.Digital Book Talk An initiative of the University of Central Florida, Digital Book Talk aims to “create a community of avid readers, one video at a time.” ?It provides an extensive selection of student-created book trailers, the research behind the link between book trailers and literacy, and resources on how to create a book trailer. Fiction Notes: Book trailers Author Darcy Pattison’s step-by-step guide to producing a book trailer as well as book trailer competitions, tips on where to post them, and links to articles concerning book trailers.The Inkys Competition page for the National Year of Reading 2012 book trailer competition.Interface online: book trailers A lesson plan for students on creating book trailers, including a step-by-step guide and recommended software.Seven Brilliant Book Trailers A selection of book trailers by Brain Pickings, a website which celebrates creativity. ?Trailers include Lemony Snicket’s 13 Words, and Lane Smith’s It’s a Book.Squidoo: Book trailers Provides tips, examples and demonstrations of how to make book trailers.Summer Read.Flip.Win competition Logan City Council Libraries’ book trailer competition website from 2010/11, contains examples of book trailers, tips on making book trailers, and resources.Tech tools for digital storytelling and presentations Lib 2.0 wiki which provides everything students and librarians need to know to create a book trailer. ?Offers examples, tips on where to find images, storyboarding, tutorials, ideas and links. Appendix C ONLINE RESOURCES BookQuest The official website for the BookQuest program.abcya by school teachers, abcya provides free educational computer games and activities for primary school children.Alphabet Soup This is the website for the Australian literary magazine for children aged 6-12. ?It aims to inspire creative writing and reading and provides a platform for children to publish their stories.Australian Society of Authors The peak professional organisation for Australian writers. ?The website provides details on organising author appearances.Book Club 4 Boys Provides tips on setting up a book club for boys, created by a mother for her four children (all boys). ?Deltora Quest The website of the popular book series, with summaries of each chapter, games, character profiles and competitions.Getting Boys to Read A community based blog for parents, librarians, and teachers. Getting Boys to Read provides information and support through articles, videos, interviews, and a forum.Get Johnny Reading blog provides a forum for teachers and librarians to motivate boys and other reluctant readers to become actively engaged with reading.Guys Read Created by author Jon Scieszka, Guys Read is a web-based literacy program for boys. ?Its aim is to get boys to become lifelong readers by helping them find books they want to read.Inside a dog A website about books, by young people for young people. An initiative of the Centre for Youth Literature, State Library of Victoria.James Moloney Author, former teacher and teacher librarian James Moloney provides an overview of the issues surrounding boys’ literacy and provides a list of recommended reads.Kids Book Review A children’s literature and book review site with author interviews, reading lists and books arranged by categories.National Year of Reading 2012 Contains all details regarding the National Year of Reading 2012, including projects, events calendar, ambassador profiles, activities, free logos. Read Kiddo Read author and 2010 Children’s Choice Book Awards Author James Patterson provides tips on getting children to read.Appendix D BOOKQUEST LAUNCH ‘A Boys’ Own Adventure’: a library questWho: BookQuest membersSupport person: Dads, Grandfathers, other guardian, significant male role model close to the boyPublic librarianGuest SpeakerWhen:The first BookQuest night to be held on 10 February, 2012 from 6pm - 8pm.What:The BookQuest nights are a chance for the boys and their support persons to get together with pizza and soft drink and have some fun while playing with books. ?Each night will have a theme, and will involve a guest speaker who will lead a relevant activity such as an experiment or treasure hunt and discuss some of the favourite books they have read related to the theme. ?There will also be a selection of books and other relevant material for the boys to look at and borrow if they’d like. SUGGESTED LAUNCH PROGRAM:6:00pmPizza and drinks6:15pmWelcome and introduction to BookQuest by librarian6:30pmDiscussion of theme (action & adventure) and book discussion 7:00pm Library Quest: a treasure hunt around the library which encourages kids and their male mentors to explore the library’s collection and services.Participants will navigate their way around the library, discovering answers to questions from the reference section, Junior Fiction, non-fiction, Young Adults sections, BookQuest Readers Advisory section, computers, check-out desk, information desk, BookQuest meeting space, toilets.Prizes collected along the way will include stickers, temporary tattoos, bookmarks and gold chocolate coins.Boys will receive a voucher to collect a free book at one of the following BookQuest nights, encouraging them to return.7:45pmConclusion and book borrowing (boys will receive a collector card each time they borrow). ................
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