Brief the class on a public library program or activity designed to meet the needs and interests of children, teenagers, or their parents, teachers, or caregivers. A sign-up sheet with a non-exhaustive list of possible topics will be circulated at the first class session (see sample below). Instructor will circulate a sign-up sheet for dates early in the semester. Select your topic or present your alternate topic to the instructor for approval by February 9. 

For this course, you may choose whether to make your presentation orally, online, or a combination of both. Suggestion: choose the presentation mode that will give your classmates the most effective access to your ideas and information -- especially if that's the presentation mode that scares you the most. 

Purpose: to design and evaluate programs, networks, and other strategies that will increase the public library's usefulness and appeal to children and young adults; also, to communicate your program plan to classmates in a helpful and appealing way. Your presentation will be online, and will include:

1. A clear statement of your topic and scope, with any necessary definitions of terms;
2. A brief explanation of why the activity is important and how it supports the library's mission;
3. A concise, well-thought-through account or demonstration of how to do the activity, dealing with any likely problems; this may include an example of the activity, if it can be presented in class in less than 15 minutes, or done online without exceeding classmates' download capacities;
4. A brief discussion of how you would evaluate the success of the activity; and
5. A listing of selected sources for further information on the subject.

Criteria for grading

Your work will be graded on planning (35%), appeal (35%), and form (30%). 

4. Above the Standard (B+ or A-)

• Planning: There is a clear statement of topic and scope, and terms are defined as needed. Rationale for the activity is compelling, in terms both of the library's mission and the needs of the intended audience. Directions for carrying out the activity or program are easy to follow and well thought out; it is clear that this activity is a cost-effective way to meet the audience needs described, and any likely problems can be dealt with effectively. The planned evaluation is outcomes-based -- directly linked to your reason for undertaking the activity in the first place; it can be carried out simply, with a minimum of staff time and effort. Sources are relevant and authoritative. 
• Appeal: The proposed activity is likely to have high appeal to its intended audience. Any samples, illustrations, graphics, or other supporting material presented online or in class are both conceptually and visually attractive. 
• Form: If online, your report is presented as a legible, well-laid out web or a document. It is easy to read and navigate, well-organized, well-written, and engaging; the spelling and grammar are very good. If oral, your report is well-paced, audible, easy to follow, and highly engaging. All requirements for handing in work are met.   

3. Meets the Standard (B)

• Planning: There is a clear statement of topic and scope, and the rationale for the activity is persuasive in terms of the library's mission and/or the needs of the intended audience. Directions for carrying out the activity or program are well thought out; plans are in place to deal with any likely problems. The planned evaluation is logical, given the rationale and intended outcomes of the program. Sources are relevant. 
• Appeal: The proposed activity is likely to appeal to its intended audience. Any samples, illustrations, graphics, or other supporting material are attractive. 
• Form: If online, the report is presented as a legible, well-laid out web or a document. It is easy to read and well-organized; the spelling and grammar are good. If oral, your report is audible, completed within the time limit, and easy to follow. All requirements for handing in work are met.

2. Below the Standard (C+ or B-)

• Planning: The topic, scope, and/or special terms may be unclear. Rationale for the activity may be based more on the presenter's  needs and interests than on those of the intended audience (e.g., "I chose this topic because I love poetry," or "I thought I should do this because I'm weak in this area"). Directions for carrying out the activity or program may be unclear, inconsistent, or impractical; there may be unmet objections to it. The planned evaluation may be perfunctory ("The program will be evaluated by a survey"), unrelated to desired outcomes, or too difficult to carry out. Sources may be weak or irrelevant. 
• Appeal: The proposed activity may be likely to bore its intended audience (e.g., a science program for kids with no active participation, or a straight lecture on bullying or safety for teens -- good information, but nothing to spark interest). The presentation may be less attractive. If the presentation is in class, it may use less effective graphics (e.g., PowerPoint with too much text, hard to read because of fussy backgrounds or font size below 28, or because presenters stand in front of screen). 
• Form: If online, the report may be hard to read (for instance, there may be dark purple font on dark green backgrounds, or thin font against fussily textured backgrounds with distracting and irrelevant graphics) or to follow. If oral, it may be hard to hear, rambling, or too long, exceeding the time limit. It may less well organized, or less well written. Spelling and/or grammar may be substandard.