How does this program work?

The Central Kansas Library System adopted in 2007 an official list of "Core Skills for Librarians, Library Staff and Trustees in the Central Kansas Library System". On the left sidebar and click "All core skills (Word)".

CE program rewards is organized around "CE Project Agreements." All CE Project Agreements have a:

• Learning component listing learning resources teaching a core skill, and a
  
• Library work component for applying this learning in doing library work better.

Completing the learning and work components can be done several ways. (Word document).

Completing a learning component earns $50. Completing a library work component earns $50. So completing both components of a CE Project Agreement earns $100 toward the CE portion of next year's CKLS incentive grant.

Those CE Project Agreements allowing librarians and trustees to work together earn twice the grant money, i.e, $100 for librarians participation, $100 for trustee participation.

The CE portion of the system grant has a cap of:

• $800 a year for training the librarian and library staff, and
  
• $200 for training trustees.

The Central Kansas Library System recognizes librarians, library staff and trustees for completing specific CE Projects. This recognition is made several ways.

• Names of individuals completing CE Projects will be listed in the CKLS POST newsletter.
• The names of individuals completing CE Projects is listed under completed CE Projects listed in the right column of this Web site. These people are resources others can call on for advice about completing these projects.

The Central Kansas Library System uses honorifics (e.g., Excellent Service Library) to recognize libraries when librarians, library staff and trustees complete CE Projects expressing specific sets of core skills.

"Create a READ poster" report by Library Director Lynell Sheahan

The model in my poster was myself, the picture taken by Mary Ann June at the READ meeting. I had a picture of a Library built in the year 500 A.D. that was taken in Epheses, Turkey when we visited there in 2006. I decided to use the Adobe Photoshop Elements program to place myself in one of the doorways. (To this day I am sorry I did not actually climb the steps and go in, as many others were doing.)

Mary Ann June took a picture of me holding a book, and using the Magic Extractor in the Adobe Photoshop Elements program, I placed myself in the entrance at the top of the stairs. I used the program to type in the words of the theme, Reading Takes You Back in Time.

The theme was to help folks visualize the places one can travel by reading, both going back in time and/or distance. The picture in Turkey showed both, as the Library is still there, but it also helped to visualize the distant past.

The other picture was just distance, taken in 2007 on a cliff in southeastern Ireland when we visited there. Mary Ann June took a picture of me sitting on the floor reading a book and using the Adobe Photoshop Elements program, we placed me on the edge of a cliff in Ireland. It also shows how the hobby of reading can travel with you even to faraway places.

I took the pictures to the local coffee shop, showing them to the “regulars”. That gave me an opening to talk with them about the Photoshop Program and also about possibly selecting a book for a discussion group.

Basic Questions for Discussion

After reading your book, you may want to consider some of these questions, and any others you may think of. Being prepared to contribute to the discussion will make being a part of your group more enjoyable for you and others.

• What is the book about?


• What seems to be the important themes?


• Is this book driven primarily by plot, by an idea, or by its characters?


• What are the main character's distinguishing characteristics? Do you admire or dislike them? Who are the secondary characters? Who is you favorite character and why?


• Describe the interaction among the major characters. What is the most important relationship in the book?


• Do you think any of the characters should have reacted differently in any particular scenes? How would you have reacted?


• What is your favorite scene in the book and why?


• What was the most revealing scene in the book? Does it further the action of the book?


• Are there any flaws in the story?


• What would you change about the book?


• Are any events in the book relevant to your own life? If so, did this book change the way you might react in any similar situations in your own life?


• Would you recommend this book to another reader? Why or why not?
  

Book Discussion Group Interest Survey

The [Frank Carlson] library is considering forming a book discussion group. Please fill out the following information.

Are you interested in taking part in a book discussion group? _____

Would you enjoy discussing? mystery/thriller/suspense ___, general ___, non-fiction ___, fantasy ___, other ___, if other, what genre? ___

What time of day is best for you? morning ___ afternoon ___ evening ___

Name ________________________________

Phone number __________________________

Email ________________________________

Clueless Mystery Dicsussion Group Bi-Laws

ARTICLE I - Group Established

1. The name of the group shall be the Clueless Mystery Discussion Group.


2. The group shall be an affiliate of the Frank Carlson Library.


3. The group leader shall be a staff member of the Frank Carlson Library.

ARTICLE II - Group Purpose

The general purpose of Clueless Mystery Discussion Group shall be:

1. To provide enjoyment of reading mystery/thriller/suspense books.


2. To provide comradeship with others who share a similar taste in reading.

ARTICLE III - Membership

1. The membership of clueless Discussion Group shall be limited to twelve persons.


2. Members are governed by the bi-laws.

ARTICLE IV - Meetings

1. The group shall meet September through May each year.


2. Book discussion will not take place the months of September and December. A group gathering will be held those months, however.


3. Meetings shall be held in the Frank Carlson Room of the Frank Carlson Library unless otherwise stated.


4. Meeting time shall be at 7:00 p.m. the second Monday of the month unless otherwise stated.

ARTICLE V - Attendance

1. Attendance is expected at all meetings.


2. Roll will be taken at each meeting.


3. Members are expected to notify the library if attendance is not possible at a forthcoming meeting.


4. A member missing three meetings during the group year will be asked to relinquish membership in the group in order to allow new members the opportunity to join.
   

ARTICLE VI - Book Sharing

1. Each month a member will share a book to read with another member and will remain that member's book budy throughout the group year.

ARTICLE VII Book Reading

1. Members are expected to read the month's selection.


2. Members are to have tolerance for book selections.


3. Book discussions cannot take place if the member do not read the books.


4. Prior to the group year, members have the opportunity to suggest book titles/authors for the next group year.


5. Final selection will rest with the group leader.
   

The following completed "Write an E-rate technology plan CE Project

Prairie View Public Library by Library Director Gloria DeWitt, March 2009.

Cawker City Public Library by Library Director Stacy Koster, June 2009.

Formoso Community Library by Library Director Barbara Langston, June 2009.

• Technology Plan, Equipment replacement schedule, and Budget with e-Rate

Courtland Community Library by Library Director Barbara Langston, October 2009.

• Technology Plan, Equipment replacement schedule, and Budget with e-Rate

Luray Public Library by Trustee Kathy Heinze, January 2010.

Stockton Public Library by Library Director Christine Sander, January 2010.

Long Island Community Library by Library Director Beth Ponstein, February 2010.

Gypsum Library "Create a READ" poster report by Joyce Roe

I took a picture of the children on the last day of reading program, 2008. We gave them star sunglasses and we asked for attitude. The picture was so cute, I decided to make it into a poster. Its titled, "Read with Attitude". The posters is in our library. Everyone enjoys it. Many comments are made about it. Including, how did you get it made into a poster?

For 2009 reading program, we had a story theater. Michelle Meade was our guest. In costume, the children acted out, "Anansi and the Moss-covered Rock". I took a picture of them in costume. Wrote "Be Creative @ Gypsum Library". The poster is in our library. The kids thought that was cool to be on a poster. I made a poster for each family to take home. They really enjoyed getting one to take home.

We do story time for pre-school age children. One day our program was on hats. We read about hats and made hats out of tissue paper. I took a picture of one of the children in her hat while she was holding the book, Old Hat, New Hat. I removed the library out of the background and put her on a rock in a rock garden with a small waterfall. Its titled, "Story time @ Gypsum Community Library". I just hung it up in the library today. It will be fun to hear the comments. It is really cute.

When I took the Read posters workshop, Mary Ann took my picture. I made a poster of myself reading my favorite children's book with the summer reading program background. It advertised the time and dates of summer reading program which was displayed in our library. I must say, I enjoyed the workshop and being able to be creative. The posters have brought many smiles!

Report on J. H. Robbins Memorial Library project for "Marketing and merchandising your library."

The following completed "Marketing and merchandising your library" CE Project

J. H. Robbins Memorial Library in Ellsworth by Library Director Linda Homolka

• Report of this project by Linda Homolka
  

CE Project Agreement for III-A-3 (001)

Merchandise and marketing your library

Word version of this document

Purpose: Use WebJunctions' Merchandising and Marketing Program

Core skill: III-B-4: “establish a welcoming environment that encourages active use of library services by the public with convenient public services, effective study areas, convenient traffic flow and excellent signage”

Eligible participants: Librarians

Repeatable?: No

Do you want help from a CKLS consultant?
___ No help needed.
___ Yes, modify project agreement
___ Yes, suggest other readings or learning
___ Yes, early preparation visit
___ Yes, one-on-one coaching through activity
___ Yes, other: _______________________________

Learning component:

1. Go to http://ks.webjunction.org/merchandising_and_marketing


2. Click the top center tab called "Documents."


3. Listen to the online audio presentation "Dazzling Displays and Rave Reviews."


4. Listen to the online audio presentation "Why Do We Dewey?"


5. Read some of the projects posted on this same page.


6. Read J. H. Robbins Memorial Library Project at http://tinyurl.com/kotujh


7. Watch Cindi Hickey's "Video demonstration _Adding content to WebJunction."

Library work component:

1. Follow Shannon Roy's instructions below to create and submit a project to Webjunction.


"The project can be on anything connected with marketing or merchandising the collections. It might be:


• a special display, as long as it involves marketing the collectionsthe development of a special collection


• a special booklist, as long as it is actively marketed to the public


• a project on the website that involves marketing the collection


• a publicity campaign


• a program on the collection to a special audience.


• a re-design of collection signage


• a series of reviews of reviews by staff, trustees or patrons


• a change in library arrangement that better merchandises a collection.

"The project report should include:

• a description of the project that is at least 250 words long


• a description of the project implementation or implementation plan


• an evaluation of the project or a plan for evaluation

Attachments to the report could include photos, flyers, brochures, website links, etc."


2. Follow Cindi Hickey's video to upload the project to WebJunction.


3. Send the link to your report on WebJunction to Chris Rippel.


4. Please fill out the evaluation at http://www.ckls.org/CE/AgreementEvaluation.doc

Randall's READ poster

Long Island "Create READ posters" CE Project report by Beth Ponstein

The purpose of our READ poster was to make a nice prize for the summer reading kids to take home. I thought they would enjoy a professional looking poster with their picture on it. They seemed excited about it, and their parents, even more so. It’s my goal to get kids into the library, and reading more. So perhaps, if they have a nice poster of themselves in the library, they’ll want to come in and show it off to their friends.

Our models were the kids from our summer reading program. I asked them if they wanted their pictures taken and they said, “Sure!” I took the picture during summer reading in our library. They each held a book. I took the picture and created the poster.

Each of the kids in the picture got an 8 x 10 of the finished poster. We have a poster hanging in our library. We showed all the parents, and anyone else who came in the library.

If other people want to create a Read poster, I have all the information and directions to follow. It’s really a fun project!

Beth Ponstein
Long Island Library

Port Library in Beloit "Create a READ poster" report by Rachel Malay

I created a READ poster earlier this spring at a workshop hosted at the Port Library.

I used a very old picture of my sister and I that I had previously scanned in, and was in a Facebook photo album. I just downloaded the photo to the local computer (laptop). I didn't use any extra props in addition to what was already in the picture: some fabulous sunglasses. The picture was from my childhood; I believe my sister and I were about 4 or 5 at the time. The picture was taken by my mom.

I chose the picture because the models were cute (no narcissism meant!) and the background was in high contrast to the models. I also chose that picture because a caption popped into my mind the instant I saw it. None of the backgrounds seemed right, so I started exploring what else was on the ALA READ! CD.

I found the wallpaper/background (perfect!), but the "READ" was already in another ready-made background. So, I just deleted everything from the ready-made background except the word "READ", added the wallpaper I had found, and added a caption at the bottom in a matching font and color.

I sent the poster to my Mom, who put it up in her library. You can see the poster in the background of a video they made as part of an online teen summer library program. http://www.youtube.com/watch?v=X5Spq-Z_Suw. I would love to repeat the project and take some more time to make a whole advertising campaign around it. But that would have to be carefully planned, as my time is currently limited.

Rachel Malay
Youth Services
Port Library

CE Project Agreement for III-B-4 (001)

Support a book discussion group

Word version of this document

Purpose: Learn to support a book discussion group

Core skill: III-B-4: Design, implement and sponsor library programs for all ages that offer information, special skills or entertainment.

Eligible participants: Librarians

Repeatable?: No

Do you want help from a CKLS consultant?
___ No help needed.
___ Yes, modify project agreement
___ Yes, suggest other readings or learning
___ Yes, early preparation visit
___ Yes, one-on-one coaching through activity
___ Yes, other: _______________________________

Learning component: Attend a workshop or read the following materials.

• “Ten tips for starting and running a successful book club” by Rachel Jacobsohn, author of The Reading Group Handbook, begins with a discussion of policy questions that should be answered before forming the group followed by advice about creating variety during the discussion. (http://tinyurl.com/kljv6z)


• Frank Carlson Library's handouts from "Supporting a Book Discussion Group" workshop
  
  • Clueless Mystery Discussion Group Bi-laws
  
  
  • Book Discussion Group Interest Survey
  
  
  • Basic questions for a discussion
  
  
• Any five interviews with over 25 librarians asking the number of members, discussion leaders, selecting books, books creating the best discussions, keeping meetings fun, advice, specials for book clubs, etc. http://tinyurl.com/maqsp4)


• Any five interviews with a hundred discussion clubs asking about the number of members, frequency of meetings, food, discussion leaders, favorite books, books creating favorite discussions, keeping things fun, advice, horror stories, etc. (http://tinyurl.com/mbu3rm)


• “The all-important first meeting!” lists nine questions that need to be discussed during and five issues that should be settled by the end of the meeting. Above and below this online article are links to articles about: getting started, moderating meetings, difficult meetings, choosing books, discussion questions, and games to break the ice. (http://tinyurl.com/ndxsmt)



• Links to Web sites with discussion guides produced by publishers and others. (http://www.book-clubs-resource.com/guides/)


• “Book discussion group sets available in Kansas libraries” lists sets of books that can be borrowed for discussion groups. (http://tinyurl.com/7444t)


• Four librarians’ comments about “Book discussion group sets available in Kansas libraries.” (http://tinyurl.com/lfpk9p

Library work component:

1. Using the resources above, start a book discussion group.


2. Have at least three meetings of book discussions.


3. Librarians who have been running book discussion groups for a while, can also earn $50 of CE Project grant money by answering these questions below.


4. To receive CE credit, email me a couple of paragraphs describing your experiences of answer any five of the following questions. If your club is new you may not have “horror stories,” “favorite books,” or know how your meetings are “kept fun and interesting.” Just tell us what you can.


• Does your library host any book clubs? If so, are they based on a certain theme or genre (i.e., mystery)? How often do the groups meet?


• How many members are in each group? How many men, how many women? What ages are most of the member? Are the groups open to accepting new members?


• Who leads the book discussions? Are reading group discussion guides used?


• How are books selected? Is a new one chosen at each meeting, or are they chosen for a number of meetings ahead of time?


• What were some of the best discussions or favorite books the groups have read?


• How are book club meetings kept interesting and fun?


• What advice would you give to other libraries that would like to start hosting book clubs, or provide resources for ones in the community? What are the benefits to hosting book clubs at a library?


• What general advice would you give to book club members? Any specific ideas for making reading selections?


• How can book clubs better utilize resources at their local libraries?


• Does your library offer anything special for book clubs?


• Do you have any horror stories, amusing anecdotes, or other tales to tell that you have heard from book clubs?


• Are you a member of a book club? If so, what do you enjoy most about the experience from a reader's perspective? Does being in a book club enable you to better suggest both titles and discussion ideas to reading groups?


5. Please fill out the evaluation at http://www.ckls.org/CE/AgreementEvaluation.doc

Burr Oak Create a READ poster CE Project report by Tammy Finnell

The Burr Oak Library attended the Read Poster Workshop. While there we were taught a little bit about PhotoShop. We were given examples of different projects that we could do.

I decided that I would take advantage of the workshop by creating a Summer Reading Program poster for this summer’s program.

Mary Ann June took my picture sitting on the floor of the meeting room cross legged. I chose a colorful children’s book to hold in front of me like I was reading it. Mary Ann then took me through the steps of photo shop to crop myself out of the original picture and put myself into one of the “Be Creative at Your Library” pages from the clip art disc that was given to each library with this year’s notebook.

I chose to use a color that was in the clip art to use in the print. The overall effect was very fun and colorful. The posters came out wonderful!!

I hung the posters in 3 nearby towns to promote the program. I also used a smaller version of the poster in the local newspaper.

I have had many patrons comment on the poster and several kids saw me and said, “Hey, I know you, you are on the summer reading poster!!”

This was a fun workshop and had a wonderful outcome to share with the community!

Tammy Finnell
Burr Oak Librarian

Logan Library "Create a READ poster" report by Norma Mullen

As a new librarian, I decided to "introduce" myself to the community as the librarian with this poster.

I was, therefore, the model and I sat at a table reading a book as my daughter took the picture. There was considerable background "stuff" as it was taken in a kitchen dining area. The picture was taken on an older digital camera with a very non-professional photographer. However, when transferred to a floppy disc and then brought up on the computer at our class it didn't look to shabby.

During class however, when we tried to enlarge it for the poster it did not have enough pixels. (Or the other way around-whichever is right). So, it looked very splotchy. Mary Ann and Gail quickly decided it was not a major problem--as it seemed to me--and it was decided to use the picture for bookmarks instead of a poster, leaving the picture small.

I still was able to edit the picture and remove all the background "stuff" and I even made my big, fat arm smaller. That was a hoot! Anyway, I added a patriotic background, made myself rather discreet within the whole and added our library hours at the bottom to make this bookmark a useful tool.

I really liked the way it turned out and Mary Ann made them up for me. My board members were delighted with the results and we think they will be much more effective in the long run than a poster would have been for us.

I have been giving them out to my patrons when books are checked out, trying not to duplicate. Usually, when handing out the bookmarks a simple, quick explanation of the how and why is given.

Thanks to CKLS, Gail and Mary Ann for putting on this workshop and making it so easily accessible.

Frank Carlson "Create a READ poster" CE Project report by Denise De Rochefort-Reynolds

After attending the READ workshop, the Frank Carlson Library’s staff was inspired to make individualized posters as part of our Summer Reading Program. But we couldn’t afford the cost of the official ALA READ poster software so we decided to create our own version without infringing on copyright.

Here’s what we did:

Individualized posters were created for every child who reached his or her reading goal this summer. Each child was allowed to choose where his or her photo would be taken. Some wanted to pose with our SLP cutout, others preferred to sit in a comfortable chair. Outdoor photo opportunities were offered but not chosen.

We used our digital camera and Microsoft Office Publisher to create the posters. We simply imported the picture, positioned it on the page, and, using a text box, added the 2009 SLP theme at the bottom of the poster. Then we printed the poster in full color on plain paper. Each staff member was taught how to do this and by the end of the program, every staff member had an opportunity to create at least one poster. To make the posters even more unique, we varied the font for each poster. We made the posters “on demand,” that is whenever a child met the reading goals.

We made two copies of each poster. The first copy went home with the child. The second copy was posted on our giant bulletin board. By the end of the summer we had quite an array of posters on display.

Because the posters were going to be displayed, we did not include any child’s name.

We did not publicize this project with a press release or other conventional means. But the growing display of posters drew quite a bit of interest.

We thought that the individualized posters given as a prize for meeting reading goals was a good way to support this year’s theme: Be Creative @ Your Library.

Belleville Library READ poster report by Leah Krotz

At the Belleville Public Library, we decided to create READ posters to promote our Teen Volunteer program and to encourage reading by teens and younger kids. We wanted our Teen Volunteers to be seen as "cool" role models for reading.

When we proposed the idea to our volunteers, they were enthusiastic. We invited each teen to choose either a favorite book or a favorite activity. If they chose an activity, the library director found a book that matched the chosen hobby. The library director took the pictures, staffing them with props the teens provided.

We had one teen choose a Stephen King book and we posed him in the library stacks. One plays the guitar, so we gave him a funky brick wall background and a book about rock music. One loves plants and gardens, so she was posed with a watering can and a gardening book, outside among flowers. The last teen is an avid horsewoman, so her picture was taken on horseback, reading a favorite horse book. We used a different color and font for the word "READ" on each poster, coordinating with the colors in the photo.

The Director created the posters and a printed small posters. She sent them to CKLS for printing in large size.

The posters were displayed in the Teen area of the library, and the teens got to take their large posters home at the end of the Summer Library Program. The teen volunteer program was publicized in the local newspapers, on the library Web site, and through the library's print and online newspapers.

Picturing America Grant Report by Burr Oak Community Library

The picturing America posters were displayed in the Burr Oak Library for 2 months. During this time all patrons were encouraged to look at them and read the resource book to answer any questions they had regarding the posters. Our Library is located in a school building. During the 2 month time period, several teachers brought their students to the library to view the posters. They used them to help strengthen their lessons on American History and its founding principles.

The students were encouraged to look at all the posters and ask questions. One teacher focused on the American history aspect of the posters. The kids talked about George Washington, Paul Revere, and Abraham Lincoln. Another teacher focused more on the art side of the posters talking about color, brush strokes, and composition. At the end of the school year the lessons were on American Indians. The teachers used the posters to show different types of Indian tribes that were featured on the posters, the Mandan, Lakota, and Mohican.

The Picturing America posters that hung in the library stimulated lots of conversations from young and old. I think they were well received and we will hang them again in the future. We may break them into smaller groupings and change the groupings every 2 weeks.

CE Project Agreement for V-C-2 (001)

Start a Friends of the Library Group

Word version of this document

Purpose: Learn the purpose and how to start a Friends Group

Core skill: V-C-2 Leverage community support, including trustees and library groups, to build support for public libraries at the local, state and national level.

Eligible participants: Librarians and trustees

Repeatable?: No

Do you want help from a CKLS consultant?
___ No help needed.
___ Yes, modify project agreement
___ Yes, suggest other readings or learning
___ Yes, early preparation visit
___ Yes, one-on-one coaching through activity
___ Yes, other: _______________________________

Learning component: Attend a workshop or read the following materials.

• How to start a Friends Group by Friends of Kansas Libraries at http://www.fokl.net/?page_id=12


• Starting a Friends Group by Friends of Libraries U.S.A. at http://www.folusa.org/resources/pdf-versions/fact-sheet-1.pdf


• $150 start up grant by Friends of Kansas Libraries at http://www.fokl.net/?page_id=11


• Sample constitution by Friends of Kansas Libraries at http://www.fokl.net/?page_id=13


• Sample bylaws by Friends of Libraries U.S.A. at http://www.fokl.net/?p=16


• Online video on applying for 501(c)(3) tax exemption at http://tinyurl.com/nfkm4y


• Optional help: How to obtain 501(c)(3) tax-exempt status for your non-profit organization by Nolo at http://tinyurl.com/mz6jd7


• Optional help: IRS FAQ about obtaining tax-exempt status:


• General questions at http://tinyurl.com/n8o5m3


• Questions specific to application form 1023 at http://tinyurl.com/lt4m63


• Optional help: IRS instructions for filling out application for 501(c)(3) status at http://www.irs.gov/pub/irs-pdf/i1023.pdf


• Optional help: IRS application form for 501(c)(3) status at http://www.irs.gov/pub/irs-pdf/f1023.pdf


• Optional help: Online help for filling of a 501(c)(3) application form at http://tinyurl.com/nztakh


• Optional help: Role of the Friends Board at http://www.folusa.org/resources/pdf-versions/fact-sheet-10.pdf


• Optional help: Web site of Friends of Kansas Libraries (FOKL) at http://www.fokl.net/ offers $150 start up grants, 12 steps for starting a group, challenge grants, a sample constitution, sample by-laws, advice for getting and keeping members.


• Optional help: Friends of Libraries U.S.A. at http://www.folusa.org/index.php offers advice on running a friends group, grants and raising money, starting a friends foundation, planned giving, getting and keeping members, ideas on book sales, fundraising, membership, programs, etc.

Library work component:

1. To receive CE credit, submit the following


• Bylaws or Constitution


• List of new officers


• Brochure for membership drive describing the purpose of the group, etc.


• List of goals for upcoming year