Program at Mandarin Middle School Draws 220!

Donald Carpenter, Library Associate at Mandarin Branch Library, contributed this article. He has been successful in his outreach to Mandarin Middle School children by researching and helping them with a specific project, and he has acquainted them with JPL resources and programs:

How do you get 220 kids into an auditorium for a library program? Ask!

I attend School Advisory Committee meetings regularly at three public schools assigned to me by JPL, so the principals and teachers are acquainted with me. At every meeting, I talk about upcoming JPL programs and ask if there’s anything I can do to work with the schools. I also wrote a letter showing what the library provided (based on an example from Keli Likins) and asked that it be sent to all of the teachers.

In late September, I was asked by Khaki Hager, a history teacher at Mandarin Middle School, to do a presentation that would help the kids prepare for the National History Day Contest. The presentation was initially for a small group but the numbers continued to grow. I researched what was required to win the contest and came up with a three part program.

The first part was “Styles of Note Taking, or How to Stay Awake in Class”. This program was a simple Power Point showing three note taking techniques: outlining, mapping, and charting. The second part was a discussion on the requirements to win the essay portion of the National History Day Contest, which is the way the vast majority of the kids were entering this contest. I also included a single page handout with simple bibliographic examples for the kids. The third part, presented by Jeff Geiger, Librarian, was a Power Point showing the various databases available through JPL.

About a week after the presentation, I received a large packet from Ms. Hager. It contained thank-you notes from all 220 kids. I’m not vain enough to think that this was their idea, but by reading the notes, I could see that all three presentations were well received by the kids and that they had actually listened!

Now for the important part: what would I do differently? Believe it or not, the notes from the kids contained some good, positive criticism. (I told them at the start that I’d never done this before.):

1) Don’t talk so fast.
OK, I got a little excited, but it also took about 20 minutes to get the kids settled in. If this happens again, I will cut the program short rather than try to squeeze everything in.

2) Include audience participation.
This would help the kids get more involved.

Now that I’ve done this, I look forward to repeating the presentations and will improve them with time and practice. If anyone is planning something similar, please feel free to ask for help. Asking for help was one thing I’m sure I did right.

Below are some quotes from students’ thank-you notes to Don Carpenter’s presentation:

“Thanks for that amazing speech about the history fair and the note taking…”

“I want to thank you for your effort and your time to inform me about the history fair. I did learn new things and I think you did a great job…”

“Thank you for coming down to my school. You have taught me about doing different things. I did not know that the library had all those features, especially the ask the librarian part.”