every student succeeds @ your...

Every Student Succeeds @ your library™

Strategic Marketing for

School Library Media Centers

Participant Manual

American Association of School Librarians

American Library Association 3M Library Systems

April, 2003 (Abridged by D. Johnson August, 2003)

Every Student Succeeds @ your library™ : Strategic Marketing for School Media Centers

Every Student Succeeds @ your library™ Strategic Marketing for School Library Media Centers

Table of Contents

Part 1: Using These Materials 3 Purpose 3 The Participant Manual 3 The Workshop Experience 4 Part 2: Preparing to Develop a Promotional Campaign 5 The Challenges Facing School Library Media Centers 5 Why Market Your School Library Media Center? 6 An Overview of the Marketing Planning Process 7 Status Inventory – Progress Toward Marketing Our SLMC 9 Part 3: Doing SLMC UserResearch 10 First, Know Who The Users Are 10

Second, Know Who Has Great Influence on the Future Direction of Your SLMC 11

Third, Find Out What Your Users Want and Need 12 Examples of User Needs 15

Selecting the Users to Address First 16 UserNeeds Brainstorm Worksheet 17

Part 4: Reviewing the SLMC Strategic Plan 19 Key Elements of a Strategic Plan 19 School Library Media Center Strategic Plan Goals 20

Materials and Service Offerings 21 Examples of Benefits: Student Achievement @ your library™ 22 Products/Services and Benefits Brainstorm Worksheet 26

Part 5: Composing Messages 27

First, Identify the Positioning Messages from ALA, AASL, State programs/standards, district goals, and school achievement goals 28 Second, Transform Benefits Statements into Messages 29

Campaign Design Worksheet -- Part I 33 Part 6: Selecting the Vehicles and Designing the Campaign 34

First, Select the Vehicles to Carry the Messages 34 Examples of School Vehicles 36

Second, Arrange the Vehicles into a Campaign with an Effective Sequence and Frequency Pattern 38 Examples of a Three-Year Campaign 40 Campaign Design Worksheet – Part II 41

2003. Provided by AASL, ALA, 3M, Library Systems and A.B. Reynolds for use in America’s Libraries. P. 1 Abridged by D. Johnson, 8-2003


Part 7: Finalizing and Implementing the Public Awareness Campaign 42 Finalize the Campaign with a Dose of Reality 42 Costs and Benefits Analysis Worksheet 43 Funding and Resources Survey Worksheet 44 Mobilize the Resources to Implement Your Promotional Campaign 45 Influencers and Catalysts Preferences Worksheet 46 Promotional Campaign Implementation Outline 47 Evaluating Campaign Success 48

Part 8: Delivering Materials and Services 49 Appendix 50

ALA/AASL Marketing Toolkit 50 Trademark Use Policy 51 Resources 52

Feedback Sheet 54



Part 1

Using These Materials

Purpose These materials are intended to serve school library media specialists, library media district coordinators and statewide library media consultants who are searching for a tool set and a process to help them create a marketing plan and promotional campaign for their library media center. The Participant Manual -- The “Participant Manual” contains marketing background information and basic process, worksheets, examples and tools.

Content The manual is influenced by the work of Charles D. Schewe and Alexander Hiam found in The Portable MBA in Marketing, 1998. Their general approach serves as the basis for this marketing approach with an emphasis on the development of promotional plans. The application of the model to the library setting, the tools, examples, slides and workshop processes were developed by this manual’s author and members of ALA, ACRL and AASL. The approach has been used successfully in a variety of library settings.

Organization The manual is organized into 8 parts:

1. Using These Materials 2. Preparing to Develop a Promotional Plan 3. Doing School Library Media Center User Research 4. Reviewing the SLMC Strategic Plan 5. Composing Messages 6. Selecting Vehicles and Designing the Campaign 7. Finalizing and Implementing the Promotional Campaign 8. Delivering Promised Materials and Services – Reminders

Acronyms Used The following acronyms are used:

• SLMS- school library media specialist • SLMC- school library media center • SLMP- school library media program



The Workshop Experience The goal of the half-day workshop is to introduce the process so that participants are able to create a promotional campaign for their own school library media center. In the half-day workshop design, teams have enough time to get the idea of the process, learn to use the sticky walls, and create one example. If a full day can be allotted, the second half of the day can be used for individuals or school library media center teams to develop more extensive promotional plans. The outline of the half-day workshop follows: Introduction: 30 minutes

• Facilitators and helpers introductions, rationale for marketing and purpose of the workshop. • Setting the focus on student achievement and the six elements of the school library media

centers • Process walk through and a video example

Team exercise -- brainstorm on flipcharts: 30 minutes

• List of users of the SLMC in relationship to the workshop focus: student achievement. • List of materials and services provided by SLMC’s that affect student achievement • List of benefits gained by the users from the materials and services provided by the SLMCs’.

Team exercise – using the sticky walls: 2.5 hours

• Identify one user to create a promotional plan for in the workshop and identify that customer/user’s needs

• List the materials and services that serve that customer/user • Identify benefits the user receives from the materials and services • Identify @ your library™ messages and link messages to other district/school goals and

positioning messages • Identify communication vehicles to deliver the messages and schedule them over campaign

period for greatest use • Identify resources needed and the evaluation methods to be used

Large group sharing: 30 minutes

• Teams share their promotional plans • Discuss questions about the process • Complete feedback sheets



Part 2

Preparing to Develop a Promotional Campaign

The @ your library™ school library campaign will enable the American Association of School Librarians (AASL) to create public awareness of the significant contributions made by school library media specialists (SLMS) through library media programs (SLMP) to further academic achievement and life-long learning for our nation’s students. The Challenges Facing Libraries Media Centers The Issues Prior to the development of AASL’s Strategic Plan, the Association surveyed its members regarding the important issues facing the profession. Those were:

1. Recruitment, education and retention of SLMS, to the field, to the organization and to keep them accountable.

2. Role of the SLMC and SLMS in curriculum development and curriculum integration. 3. Professional development for those in the library media profession and for classroom

teachers and administrators. The following are important areas for professional development: changing technology, curriculum development and information literacy.

4. Impact of information technology on school library media services to maintain the balance between traditional library materials and services and new technological developments.

5. Visibility and advocacy for the SLMS profession. 6. Continued research in the field of school librarianship. 7. Publicity of best practices.

The Concerns Overall, school media center professionals are concerned that:

1. The value of the SLMC and its professionals are under-recognized by community, parents, students, classroom teachers and administrators.

2. SLMS sometimes lack the ability or willingness to assume leadership roles. 3. District and/or statewide coordinator positions and, therefore, leadership, are being

eliminated. The Recommendation To address the issues and concerns, it is recommended that SLMS’s:

1. create campaigns to raise public awareness 2. about the contributions of the programs and specialists of school library media centers

(SLMC) 3. regarding the academic achievement of students



Why Market Your School Library Media Center? Marketing is the process that successful businesses and organizations use to ensure continuing success. Using the marketing process will help in achieving the following goals:

• Getting greater use of the SLMC by your users. • Making better decisions about what to offer at your SLMC. • Forming better partnerships with faculty and administration. • Maintaining the central position of SLMC in the school. • Receiving adequate funding. • Having better informed school boards, legislators and other government officials. • Having better informed parents.

Other Resources Further help is provided by the American Library Association. Visit their website www.ala.org to find:

• @ your library™ Campaign for Americas’ Libraries launched its nation-wide campaign in 2000, establishing a brand that all libraries can use and providing a professional-quality information packet to guide SLMS’s.

• A substantial tool kit that provides ideas, messages lists and examples from a variety of libraries.

• The Library Advocate’s Handbook that outlines an advocacy approach accompanied by an action pack, explanatory slides and many additional resources. Advocacy is defined as: planned, deliberate and sustained effort, over time, to develop support incrementally and raise awareness of issues. Advocacy requires an ongoing process of support, awareness and education focusing on the key audiences of decision makes and stakeholders.

3M, Inc., a founding partner with the ALA, has provided materials and workshops in the past several years. See www.3M.com/library for these resources:

• How to map the future of your library • How to sell your library of the future • How to lead the design and development of your library of the future • How to market your library ( several versions for public and academic libraries)


http://www.ala.org/

http://www.3m.com/library


An Overview of the Marketing Planning Process Any organization uses the marketing planning process to make decisions about how to serve its users and how to communicate effectively with them. The overall marketing process has four main steps.

4. Deliver Materials and

Services Delivery

Interaction Adjustments

3. Promotional Campaign Messages Vehicles

Campaign Implementation

Customers/UsersMet Needs

Unmet Needs

2. Strategic SLMC Plan

Vision and MissionGoals & Measures

Products/Services & Customer Benefits

1. Customer/User and Market

Research Customer Needs

Customer View

The Focus: Serving the Users In the school library media center setting, the fundamental idea of marketing is to focus on how to better serve and communicate with users. In times of budget cuts, it is particularly important to convey the central role SLMC’s play in impacting student achievement. Marketing requires that you look at your SLMC from the users’ points of view. Understanding the users’ points of view enables the SLMS’s, school leaders and district boards to make better decisions about the role, funding and resourcing of the SLMC’s.



Four Steps

1. User and Market Research: Identify the current and future needs of users served by SLMS and LMC programs. Information gathered directly from the users provides the best base upon which to make decisions. This information helps the SLMC stay relevant.

2. Strategic School Library Media Center Plan: Like a school, district or state has created its own educational strategic plan, each SLMC should have a strategic plan – a vision statement, yearly goals, a mission statement and a list of the essential functions, materials and services provided by the SLMC that clearly assist student’s with their academic achievement and serve its other users. These decisions focus the efforts of the SLMC.

3. Promotional Campaign: Create a plan that identifies messages and schedules all the

communication activities, including personal advocacy efforts, over the period of time for the campaign. The purpose of the campaign is to inform/remind users and decision makers about the role and value of the SLMC. SLMS’s, as leaders and advocates, use the promotional campaign to tell the SLMC story.

4. Deliver Materials and Services: Deliver on the promises made in the promotions. Along the

way it is likely to be necessary to make major and minor changes in the ways the SLMC operates, address complaints and glitches, make adjustments as needed, and learn even more about the users needs. This builds credibility and cements the position of the SLMC for the future.

Excellent leadership and advocacy result when the marketing process guides SLMS’s to :

1) Understand the users served and their current and future needs. 2) Create a detailed SLMC mission statement that links in with the plan of the school,

district and state requirements/standards. The Planning Guide for Information Power is an excellent tool to use for this process.

3) Promote visibly and relentlessly the SLMC’s programs and services so awareness and use increases.

4) Serve audiences/users as they have been promised in the promotions and clearly illustrate the positive impact on student achievement.



Status Inventory: Progress Toward Marketing Our SLMC One quick way to share the marketing steps with others in your school or district is the use the Status Inventory tool. Fill out the inventory and ask others in your school to do the same. Average the scores and show the range of scores for each box. A discussion will help you answer the questions, “Are we ready to create our public awareness campaign?” and “What 2-3 steps should we take immediately?” Rate progress in your SLMC on a 1-7 scale for each step below, placing the rating number in the most appropriate column. Use “NA” for items that are not relevant to your situation.

Marketing Step Not/Just Begun

1-2

In Process

3-5

Com-pleted

6-7 Customer and Market Research 1. Research on key users current and future needs. 2. Clarity about the academic achievement benefit students and teachers receive from our programs and services.

3. Conclusions about the technological status of the SLMC. 4. Awareness of likely budget decisions. 5. Research on the perceptions of parents, administrators and board members about our SLMC.

Strategic Library Plan 6. Understanding about the state, district and school goals and requirements that must be met.

7. Decisions made about the programs and services to provide to meet needs and accomplish goals.

8. Description of the vision and mission of the SLMC in the school.

9. Statement of yearly SLMC goals and key measures. 10. Adjustments made to the activities and resources to fully meet student needs.

Promotion of the Library 11. Promotional messages identified. 12. Communication vehicles selected. 13. Multi-year campaign designed. 14. Resources and evaluation identified for the campaign. 15. Supporters identified and approached for the campaign: influential board members, administrators, faculty & parents.

16. Implementation scheduled for the promotional campaign. Delivery of Programs 17. Delivery of the programs and services as promised. 18. Check-ins with students and teachers for their responses. 19. Descriptions of problems identified by complaints. 20. Adjustments made to fix problems.

Analysis Question: What 2-3 steps must we take immediately?



Part 3

Doing SLMC User Research The first step in the overall marketing planning process is doing user and market research. For the purposes of this manual, the focus is on the “customers” of school library media centers (SLMC’s) who will be called “the users” or the “audiences”. Steps, definitions of terms, user information collection tools and examples are provided in this chapter. First, Know Who the Users Are The users are the starting and ending point for any library or school. In the case of each SLMC, the programs, materials, equipment, and other resources are selected to serve user needs. The users become the audiences for promotional information about what the media center has to offer and the value it provides. Users of school library media centers include:

• Students: They use the SLMC and its resources to locate materials for personal and educational purposes and to practice research and problem solving processes. Students with different learning styles, learning needs and at different grade levels can be identified as distinct user groups.

• Classroom teachers: They use the SLMC to locate information for course development, work collaboratively with the library media specialists to plan units of study, locate recreational materials, do their own research, and schedule time for student/classroom use of the SLMC.

• Administrators/principals: They use the SLMC collections and research services to assist them in institutional tasks, for their own recreational materials, and to do their professional research.

• District coordinators/system-wide administrators: They use the SLMC collections for their own personal recreational materials or to enhance their curriculum development plan and conduct research.

• Parents: They may use the SLMC as a focus for volunteerism or for recreational material, parenting and homework support materials. They also act as “agents” for their children regarding program value and individual treatment, influence others and vote on issues that affect the SLMC.

• Community members: They may use the SLMC’s collection, especially in smaller communities, where their nearest library is small or inconvenient, to research personal topics, find recreational materials, or provide an opportunity for volunteering.

• School library media specialists: They use their own and other’s SLMS’s centers for research, curriculum development, location of resources and for personal and professional development.



Second, Know Who Has Great Influence on the Future Direction of Your SLMC Influencers: The importance of the influencers cannot be overstated. These are the people or organizations that make decisions or influence the decisions that provide the funding for capital improvements and day-to-day operations. The most successful school library media specialists communicate purposefully and build strong working relationships with influencers.

• Administrators: The campaign must proactively reach out to this audience group to ensure that they know the importance of the SLMC in achieving school goals, student achievement and curriculum integration.

• Classroom teachers: The campaign must reach out to this audience to promote the services and programs that assist them in their day-to-day teaching and student learning.

• Boards of Education: This group must be apprised of the role and value of SLMC programs on the academic achievement of the students.

• Taxpayers: This group influences the Board of Education about the priorities and budget dollars, usually indirectly. The also must know the importance of SLMC programs in education.

• Other types of libraries: Public, college and university and research librarians, since they interact with students, have a real interest in how well students are prepared by SLMC programs. These librarians have influence the direction of the profession and in the larger community.

Catalysts: The opinions, preferences and actions of catalysts not only ensure the maintenance of library media centers but also may provide the start-up funding for new programs or services.

• Donors: Individual donors, businesses, foundations or organizations are critical targets to support for SLMC.

• Grant Funding Organizations: Established business and non-profit foundations and organizations play a key role in supporting the current operations and new efforts of SLMC’s.

• Professional Associations: ALA, AASL, and other library or educational professional organizations influence the direction and provide specific grants or other resources to SLMC’s.

• Media: In addition to being a vehicle to reach target audiences, the media are also a key audience. Journalists who post positive feature stories about SLMC’s and their programs can broadly influence other constituents.

• Parent Volunteers: Volunteers who assist with library activities ranging from raising money to working in the library.



Third, Find Out What Your Users Want and Need There are six arenas of conventional customer knowledge to be considered. Each of the following arenas should be researched in detail so that the SLMS is prepared to make the key decisions about changes in the direction of the library SLMC or its materials and services.

1. User Wants and Needs --Each of your primary users (students, classroom teachers, administrators, coordinators, parents, community members, SLMS’s, etc.) has a set of wants and needs in relationship to the SLMC. • Wants are those things the users would like the SLMC to provide for comfort, extension

of services or interest. • Needs are the basic things the SLMC must provide to assist users adequately to

accomplish their goals such as having the proper materials, an easy access system, personal support, and easy-to-use facilities and equipment. Needs can be as specific as ‘learning to use the online catalogue’ and as general as ‘improving learning capability.’ Current and future needs must be identified. Sometimes, the user is not aware of their emerging future needs. In this case, research must identify needs that are implied by the conditions and requirements of the future. Needs may be reflected in the following categories:

2. Product/Materials-- The focal point of any SLMC is the materials or services it provides.

Not only does this include tangible materials and services, but also less tangible things such as literacy and research help or software or equipment coaching. Users form opinions about how much time to spend at the SLMC based on the usefulness of the products and materials it provides.

3. Price -- Price is what the user must give up (pay) to use your product. In the SLMC setting, factors like time and convenience are important. Customers/user make decision about how much effort they will expend to use the products and services at the SLMC. If it is just too difficult to get what they need when they need it, they will reduce their use.

4. Place -- Place, or distribution, makes sure the materials and services are available when and where it is wanted. Users make decisions about whether the SLMC is too far away, or too difficult to fit in their schedule, or whether the resources are arranged inside the SLMC are easy or difficult to access. Use will drop with perceptions of difficulty of access.

5. Promotion -- Promotion is the term to describe “sales” communication – the messages and vehicles used to let the users know what materials and services are available. Users ask for or use materials and services based on their awareness of and ability to use them.

6. Experience -- Experience refers to the treatment the users receive when they interact with SLMC specialists, volunteers, facilities, equipment and resources. If the setting is convenient, easy to use, and users are treated with respect, then the users are more likely to use the SLMC frequently.



User Needs The following chart illustrates the questions SLMC leaders should be able to answer about their users’ needs.

Current Needs Future Needs Known Needs

How well are the current materials and services meeting user needs? Do our customers know about these materials and services?

How well do our plans for new materials and services match the future needs? Do our customers know we plan to offer these new materials and services?

Implied Needs

What current needs are not being met at this moment? What complaints do we get over and over? Who is not using the SLMC as much as we’d like them to? Why?

What are the environmental shifts that are placing new expectations and requirements on our users? What new information needs will they have?



Ways to Learn About Your Users There are many formal and informal ways to learn about the needs (actual or perceived) of your users. The following is a list of options.

Formal Informal National surveys on quality of libraries Yearly surveys of each user group National or regional surveys Academic department surveys Focus groups of selected customer groups Quick satisfaction questionnaires Observation of interactions Library-use analysis

Short informal interviews Spot interviews Chat room discussions Suggestion drop boxes or display walls Planned department discussions Surveys as students take particular classes Use the library media center yourself Observations

Reminders and Tips For some reason, learning about the users’ needs and points of view is difficult. Even more difficult, is making decisions about your professional offerings based on the users’ needs and perceptions. Inevitably, assumptions and conclusions formed by the SLMS or principal (also include district administrators, board members, parents and influential community members) creep into the thinking process. – perhaps overwhelming the true needs of the customer/user. Share these reminders and tips with others to help maintain the true user focus.

• Involve as many people as possible collecting information from users. Let them summarize their findings. Allow them at the end of the process, to state the conclusions they have drawn about responses the SLMC should make.

• Use phrases like, “The user has told us that they need ….” or “The user says that their opinion is ….”

• Summarize the information collected from users. Have others conduct quick interviews to confirm the information. This engages them directly with the user and is more convincing that simply reading a report.

• Draw a diagram of the all the interactions each user has with the SLMC. Indicate on the diagram the opinions each user has of materials or services at each of those interaction points.

• Create several slides that remind people that the basis of marketing is serving the users needs, a list of the users’ needs and perceptions, and goals that have been set to meet those needs. Use these slides at the beginning of any presentation to re-set the stage for discussion.



Examples of User Needs The following is a general list of needs for users of school library media centers.

Students Course primary materials Course reading assignments Course reference materials Computer assistance Internet assistance Social interaction space Self-serve copy services Computers, printers and scanners Data bases and software Audio-visual equipment Electronic and overhead projectors Information literacy instruction Research process instruction Locating appropriate reading level materials Basic skills assistance Reference and research assistance Study rooms Leisure reading materials Library collections to promote self-discovery

Teachers and SLMS’s References for texts Help in codifying course reading materials and reference materials Departmental reference lists Computer assistance Internet assistance Website assistance Social interaction space Copy services: self serve, whole document Computers and printers Databases and software Audio-visual equipment Electronic and overhead projectors Reserve materials for students to access (traditional and “e” materials) Journals and subject related collections Control/house reserve materials Workshops on new resources Research assignments design help Document delivery Identification of information literacy skills Integration of information literacy skills Original document/primary materials

Community Members Leisure reading collections Subject area collections Journals and magazines Public information access Research assistance Computer, printers Computer assistance Databases and software Internet assistance Website assistance Social interaction space Meeting spaces and equipment Copy services

Administration Function related resources Leisure reading Research assistance Databases and software Journals and subject related collections Selected acquisitions Document delivery Computer assistance



Selecting the User(s) to Address First Creating a comprehensive promotional campaign that addresses all users of the SLMC takes time and resources and can feel overwhelming the first time it is done. It often makes sense to set some priorities and select one or two primary users to address first. In a school setting, certain grade levels, content area, or student needs group (Title I kids or students taking International Baccalaureate courses) might need attention first. The following consideration grid is helpful. List the users under consideration for being addressed first in the left column. For each user, supply the number of people in the user group. Rate each user group on how central they are to the mission of the school and the SLMC, their influence in funding decisions and the quality of the current level of service they are receiving. Generally, select the user group(s) to address first who are:

• Large • Central to your mission • Under-using the SLMC • Have influence on funding • Receive less than adequate service

In certain situations, give rating categories varying weights to focus further on the key challenges facing your SLMC. If large funding cuts are looming, make sure your campaign addresses user groups (and influencers and catalysts) who influence funding decisions. If the role of your SLMC is in question, focus your campaign on the largest user groups and raise usage rates. If you have shifted your mission or the materials and services you offer, focus more on the user groups who are central to that effort.

Frequency of Use User group Size of Group

Central to Mission

L – M - H Estimated Potential

Funding Influence L – M - H

Quality/Current Service

L – M - H



User Needs Brainstorm Worksheet Use this worksheet to list the met and unmet needs for each usergroup. Answer the Analysis Questions to focus the resources of your SLMC.

Needs Categories User Groups or Subgroups

Met Needs Unmet Needs



User Needs Worksheet Analysis Questions:

1. Was your list of needs correct and complete? How do you know that? What else should be researched?

2. Place a star (*) next to the user you must address first. Who is in that group? Why must you focus promotional materials to them first? What percentage of the school library media center’s resources should be devoted to this user group?

3. Place stars (*) next to the three most important needs being met currently for the most important customer/user. What are they? How do you meet these needs? What would the user say about how well these needs are being met?

4. Indicate with an (x) any unmet need for the most important customer/user. Why are you not meeting this need: on purpose, from a lack of resources or an oversight? Is something missing in your approach or process? Should you fix this? What materials and/or services might fill this need?

Sticky Wall Arrangement: Step 1

User Need Need Need Labels

User 1 Need Need Need Examples

User 2 Need Need Need

User 3 Need Need Need



Part 4

Reviewing the SLMC Strategic Plan The elements of a strategic plan are similar for any type of organization. A strategic plan builds on market and user research and identifies the actions an organization must take to further meet it users’ needs and to achieve the goals of the organization. In this part of the manual, the elements of strategic plans are defined and particular focus is given to the selection of the materials and services to be offered. Key Elements of a Strategic Plan Once you identify the users and understand their current and future wants and needs, it is time to make choices about the direction (or re-direction) of your SLMC. This “library direction” includes the strategic intent, vision, mission and value statements of your SLMC.

• The strategic intent statement describes the scope, the attitude and the overall nature and personality of your SLMC.

• The vision statement lists very specific decisions you have made about the users to serve, the materials and services to offer, the specific goals and objectives to meet, and the basic delivery system to implement.

• The mission statement describes the purpose of the leadership team and the SLMC. • The values statement lists the fundamental principles that guide interactions among the SLMC

and its users and partners and the atmosphere the SLMC aims to create. In some cases, SLMC’s are able to state their library direction very clearly. For example, the elementary and secondary media center specialists in one district determined that their primary mission was to assist student achievement. With this degree of clarity, programs, materials and other services can be selected and evaluated based on their contribution to student achievement. Linkage to School, District and State Plans The “silver-lining” of the budget cuts that most school districts are experiencing is the greater clarity about priorities. Although difficult, this debate will stimulate clearer goals and more directly linked resources. This new reality suggests that SLMS’s, when describing their programs and plans, make the linkages clear between: 1) the desired programs (and funding), 2) the needs of the users and 3) the goals/ requirements of the school, district and/or state. Strategic Plans The intention is that the “library direction” will be achieved at some future date, to be determined. Naturally, everything in the SLMC’s direction statement has not currently been achieved, but all the elements of the ‘direction’ are desired. Since some of the elements do not currently exist, strategic plans are created to fill the gaps. Strategic plans include planned activities in most of the areas of the SLMC’s basic functioning, such as development of new services, facilities, funding, development, staff development, staff collaboration, curriculum integration, acquisition, circulation, and all the activities involved in promotion.



School Library Media Center Strategic Plan Goals (Please see the Strategic Plan of AASL, Adopted June, 2001 which will provide additional help in developing your own library media center plan.) Specific goals and objectives are identified for each of the action areas of the SLMC’s strategic plan. Examples of goals and objectives for each of the action areas include:

• Materials: Identify the materials needed to assist learning. • Services: Select the activities to assist teachers and students. • Facilities: Expand, renovate, or modify the facility. • Funding: Increase budgetary allowances by justifying this increase with the administration. • Staff development: Help teaching staff develop new skills or work in different ways with

students • Acquisition: Prioritize acquisitions, both print and electronic sources. • Circulation: Improve circulation processes. • Marketing/promotion: Increase user satisfaction, increase the number and/or groups of users,

incorporate advocacy by linking to other, identified important agendas. Measures Once the goals and objectives have been selected for your SLMC, clear measures should be identified to create the parameters and expectations and to guide the promotional plan. A few examples of measures include:

• Awareness increase by % • Attitude toward the materials and services improved by % • Skill acquisition: # of skills by # of students • Circulation increase by # • Desired increase in the number of research inquiries by # • Increased funding by $ or % • Student performance on literacy portion of state achievement test increased by % • Meet state standards in areas of x, xx, and xxx, by 20xx • Implement new programs to meet state requirements by 20xx.



Materials and Service Offerings During the direction setting and gap identification process, the materials and services the SLMC decides to offer are selected and stated. The list might not change from the past or there might be several new kinds of materials/services included. These decisions are based on the users’ needs research and conclusions that have been drawn. An example list is provided below by one district’s specialists.

Example: Elementary and Secondary District Planning: Materials and Services

Learning and Teaching • Creative instructional design (consultant) • Expertise, professional intelligence • Teaming, serve as colleagues • Instruction • Research process, research options • Student achievement • Collaboration • Information literacy skills • Information Literacy/Information Power • Ideas • Attitude • Accessibility • Working with small groups • Staff development, training • Support for Practicum students • Curriculum support, knowledge • Literature connections • Match readers to books • Lifelong learning • Book talks • Before and After school hours • Information specialist • Multicultural awareness • Presentation assistance/guidance • Orientation to Library Media Center Program Administration • Collection development resources, books,

non- print, periodicals, documents, Reference, etc.

• Ordering: books, videos, materials, “hot” books

• Ease of access

• Professional resources and training • Summer library • Reading promotions • Check in/out Positive parent involvement • Home/school support • Digital camera, video camera, etc. • Printing and reproduction of instructional

materials • Realia • Public relations • Safe place • Meeting individual interests • “Counseling” • Service oriented • Helpful • Friendly atmosphere • Space for mentors, teammates, tutors Information Access and Delivery • Internet • Online resources • Technology and tech. support • Online registration • Video taping • iMovie • Searching techniques • Presentation assistance • Professional development • Multicultural materials • Library loan, interlibrary loan • Check in/out • Instruction



Examples of Benefits: Student Achievement @ your library™ Each set of materials or service is offered because it meets a need of a user (directly or indirectly) and, therefore, provides some benefit to the user. The following are examples of SLMC materials/services and the benefits they provide:

Materials and Services Benefits to User

Materials Book and journal collections Resource lists Data bases Software Research guides Skill development guides Computer instruction guides Special topic research guides Writing and research guides Staff online materials guides Services Research assistance Reference assistance Computer instruction Software instruction Copy services Equipment maintenance Course materials management

Information is available Best resources and time saver Best resources and time saver Key tools are available Help to make research faster Help to fill in skill holes Help to use computers more easily Best resources and time saver Help to meet standards Help with online searching Find things for me Help to find things I need, faster Immediate help with use of computers or computer problems Immediate help to manage software Can make my own copies as needed Equipment always works Makes sure I get what I need for classes



An Example of Materials and Services Benefits The following list of the benefits gained from the materials and services offered was brainstormed by elementary and secondary SLMC specialists in a workshop in Aug. of 2001. The focus library direction goal of this district is to assist student achievement.

Student Achievement @ your library™

How YOUR School Library Media Program Helps Student Achievement: • Integrated information literacy skills, research process and use of technology developed by

planning with teachers • Improved instruction with integrated information literacy skills and connections to resources • Access to materials and resources and check out • Motivation provided for students to learn, connect to interests • Students helped to learn strategies to find, use, evaluate and communicate information • Accountability promoted through use of assessment, development of rubrics • Links made between curriculum and resources • Teachers and students helped to meet State standards • Students helped to acquire lifelong learning strategies • Needs of all learners met • Smaller groups are worked with • Load lightened for teachers through collaboration and direct help • Excellence in information provided • Individualized instruction provided • Parent connections are made • Community connections are made • Networking with Special Ed. And Gifted Student programs • Networking with other specialists • Safe place for students is provided • Personal needs of students are met • Teachers learn new skills • Teachers and students link to new resources.



Focusing Attention on the Key Materials and Services In the previous part of the manual, the ‘users to address first’ in the promotional campaign were selected and their most important needs were identified (User Needs Brainstorm Worksheet). The next step is to link the materials and services that are currently being offered (or will be offered) to those most important user needs. At that point, the benefits that the users receive from the materials/services can be identified. The worksheet allows participants to:

• Identify obvious user needs that are not being served by the SLMC materials or services -- called offering gaps.

• Determine whether the mix of materials and services is complete or varied enough to meet user needs satisfactorily.

• State specifically what benefits users are gaining from the materials and services. • Conclude whether the benefits gained by the users truly meet their needs.

Example 1 -- User: Students

User’s Most Important Needs

Materials/Services Offered to Meet Needs

Benefits Users Receive from the Materials/Services

Access to pertinent science materials Grade-appropriate programs Independence Research Skills

Expanded science curriculum related collection Grade level information literacy lessons Internet research skills program Game-based program to teach research

Choices on topics Current information What is needed for reports Better reader, learner Confidence in SLMC Find what I need to know Find what I need to know Find it on my own Satisfy/spur curiosity Use classic research tools Able to find information Learn with others



Example 2 -- User: Teachers



Benefits Customers Receive from the

Materials/Services Curriculum linked materials Suggestions for classroom information literacy lessons Student project support

Book lists linked with curriculum Assignment ideas linked with curriculum Research skills lessons

Save tons of time Better resources Interested students Proven ideas Help me teach right lessons Extend the curriculum Quality lessons Grade levels linked Saves me time

Example 3 -- User: Principal

Customer/User’s Most Important Needs


Benefits Customers Receive from the

Materials/Services Clear programs to raise student achievement Good programs to improve teaching Professional resources to improve my knowledge Model use of SLMC by researching personal interests

Information literacy curriculum by grade level with goals and resources Specific programs for teachers Best practices information about information literacy Good collection on rain forests

Meet school goals Something tangible to implement Relieve stress Standards met Teachers on same page Illustrate school’s response Current, solid information Save research time Confidence to act Recreational reading Make role-modeling easy



Products/Services and Benefits Brainstorm Worksheet Several examples are provided above. Fill out this worksheet for the user you previously selected.



Benefits Users Receive from the Materials/Services

Sticky Wall Arrangement: Steps 2&3

User Service Benefit (leave space) Labels

Need 1 Service Benefit Examples

Need 2 Service Benefit

Need 3 Service Benefit



Part 5

Composing Messages

The step in creating your promotional plan is to compose the messages you want to send to the SLMC’s user. You have already selected: 1) the user to speak to first, 2) that user’s needs, 3) the materials and services that meet those needs, and 4) the benefits the users receive (from the users’ perspective.) The messages you compose will convey, in interesting ways, the benefits the user can expect. Composing messages is accomplished in three steps.

1. Identify the Positioning Statements from ALA, AASL, State programs, district goals, and school action plans. These statements may focus the content of the messages you select and/or influence the language/graphics you use. In some cases, SLMC’s select a broad positioning statement that serves as the major theme for other, more specific messages.

2. Messages: Compose the messages that you want your user to see/hear regarding the benefits they receive from specific materials and services. Use the “@ your library™ “campaign brand, or create your own format.

3. Check the appeal of the messages by using the AIDA tool: Match the language of the messages to the exposure-level of the userto the materials/services.

ProgramDistric

School

ALA and AASL

Positioning Statements

SLMC

Broad Positioning Statement

Specific Messages

2003. Provided by AASL, ALA, 3M, Library Systems and A.B. Reynolds for Abridged by D. Johnson, 8-2003

State s/Standards,

t Goals, and Achievement Goals

use in America’s Libraries. P. 27


First, Identify the Positioning Statements from ALA, AASL, State programs/standards, district goals, and school achievement goals. Because of the important role of libraries and the SLMC in the educational process, a great deal of attention has been given to developing broad, useful and influential public awareness messages. Since these messages are external to the SLMC, they are called positioning statements. These statements will provide context and ideas for the SLMS’s as they select their specific SLMC messages. The table below provides space for each of the levels of positioning statements. Use these statements to jump-start your thinking about your SLMC’s positioning statement and specific messages.

Source Positioning Statements ALA ALA.org “Campaign for America’s Libraries”

• Libraries are changing and dynamic places.

• Libraries are places of opportunity. • Libraries bring you the world.

AASL ALA.org/AASL Messages for the “@ your library” campaign

• School librarians are critical to the learning experience.

• School library media centers are places of opportunity.

• School librarians ensure a lifetime of achievement.

• School librarians are technological innovators in the learning community.

State Programs/ Standards

District Goals

School Achievement Goals (see School vision and goals)

SLMC Broad Positioning Statement and Specific Messages (see SLMC vision)

(TBD in next step.)



From the SLMC vision and mission statements it is possible to develop 1-3 or more useful positioning statements, or slogans or catchy phrases, that would serve as powerful tools to inform users about the personality, focus and aspirations of your SLMC. If your SLMC does not have a vision statement, brainstorm a list of describing its role in student achievement. Some examples of broad positioning messages are: The school library media center …

• Plans with teachers to integrate information literacy skills, research process and use of technology

• Provides access to materials

and resources and check out

• Helps students learn strategies to find, use, evaluate and communicate information

• Makes links between the curriculum and resources

• Helps teachers and students meet state

standards

• Helps students acquire lifelong learning strategies

• Helps students achieve

Second, Transform Benefits Statements into “@ your library™” Messages The second step is to transform benefits statements (benefits that users receive from the materials and services – see page 31) into message statements. These messages summarize general benefits or point out specific benefits that the user will gain from the materials and services you offer. Examples of the transformation of benefits statements into message statements are below. Often it requires a simple rewording of the benefit using the “@ you library™” tag line. It is also quite all right to use other phrases and words. The key is that the words selected are understandable and meaningful to the customer/user. It is preferable to minimize the number of messages for each user. Two to four messages are probably sufficient for a 2 to 3 year campaign and should be sequenced over the campaign. Writing messages is a fairly simple task as the examples below illustrate:



SLMC Broad Positioning Statement: Every student succeeds @ your library™ Materials or Services

Provided Benefits Received by Users Message to User

Book and journal collection Software Skill development guides Reference assistance

Information is available Key tools are available Help to fill skill holes Find things for me

The right stuff @ your library™ Tech it out @ your library™ Results @ your library™ Find it fast @ your library™

Examples of Messages The American Library Association has created the @ your library™ tag line for the national @ your library™ campaign. What is so terrific about this tag line is that you can customize it to fit the vision, priorities, programs, materials, services, users and messages of your SLMC. Here are examples collected from the ALA @ your library™ campaign materials and several SLMC workshops that might suit your priorities. Since “@ your library” is a registered brand name, it is important to follow the trademark procedures suggested by ALA. Generally speaking, using the “™” after “@ your library” is required the first time the phrase is used in a document. It is not necessary to use the “™” elsewhere in the same document. Messages Suggest Campaign Graphics One of the interesting and powerful things about messages (broad or specific) is that they can often suggest the logo, graphic design or color scheme of the campaign. The logo, graphic design or color scheme provide a visual shortcut for your users that enhances a message’s visibility, attractiveness and consistency, and which, over time, helps the users attend to your messages and eventually take action. The examples provided on the next page of the platforms suggested by the ALA in its Tool-Kit for its @ your library™ campaign readily suggest interesting visual options:

• Investigate @ your library™ suggests various famous sleuths searching through various resources the library has to offer.

• Everything from Shaq to Shakespeare @ your library™ suggests images of Shaq on a stage as Othello or Shakespeare taking a shot at the basket.

• The Ultimate Search Engine @ your library™ suggests a reference librarian in superhero costume easily accessing just the right resources.



Messages that Work Messages are repeated in various forms throughout the promotional campaign. Creativity, humor, surprise, and excitement are used to animate the message (but care must be given to not obscure the message.) Composing the messages is the most creative part of developing the promotional plan. Open up your mind, capture the “wild” ideas, use ideas to stimulate others. The goal, of course, is to compose interesting, meaningful messages that appeal to the users.



The following are examples of messages collected from SLMS’s and other librarians:

Examples of Messages Help @ your library™ A Friendly Face @ your library™ Make connections @ your library™ Walk-ins welcome @ your library™ Enhance your project @ your library™ Explore your future @ your library™ Authors @ your library™ Explore @ your library™ Helping Hand @ your library™ Strategies @ your library™ Get in the Game @ your library™ The Ultimate Search Engine @ your library™ All that jazz @ your library™ A class act @ your library™ Sight and sound@ your library™ Learning spaces@ your library™ Research short cuts @ your library™ Bits and books @ your library™ It’s not just academic @ your library 24/7 access @ your library™ Learn to love learning @ your library™ Make your job easier @ your library™ Super search engines @ your library™ See the world @ your library™ Fill in the gaps @ your library™ Be in tune @ your library™ Solve the mystery @ your library™ Watch it @ your library™ Free information @ your library™ Connect to the work @ your library™ Meet your friends @ your library™ We’ve got it or we’ll find it @ your library™ Kids achieve @ your library™ Reading rocks @ your library™ Garbo meets Rambo @ your library™ It’s all @ your library ™ Go 4 it @ your library™ Slammin’ @ your library™ Get a fresh start @ your library™ Swap it @ your library™ Close the gap @ your library™ Measure up @ your library™

Jazz it up @ your library™ Bulk up @ your library™ Get wired @ your library™ Seek the truth @ your library™ Chill out @ your library™ Online resources @ your library™ You are important @ your library™ Genius @ your library™ Books just for you @ your library™ 10 great reads @ your library™ Be an individual @ your library™ Novel ideas @ your library™ Kids create @ your library™ Books are fun @ your library™ Answers @ your library™ Explore treasures @ your library™ Online @ your library™ After school @ your library™ Meet state standards @ your library™ Heavenly bodies @ your library™ Service with a smile @ your library™ What you need, we can find @ your library™ Guides to what you want @ your library™ All the ideas that are fit to print @ your library™ Smart starts @ your library™ Kansas City history @ your library™ Research coaching@ your library™ Investigate @ your library™ Research made easy @ your library™ Ponder thoughts @ your library™ Get the answers @ your library™ Open your eyes @ your library™ Shaq to Shakespeare @ your library™ Volunteer @ your library™ Czech out Prague @ your library™ Find a partner @ your library™ Picture yourself @ your library™ Get unplugged @ your library™ Get comfortable @ your library™ Be a leader @ your library™ Cite your sources @ your library™ Discover yourself @ your library™



Campaign Design Worksheet –Part I User ________________________

User Needs Materials/ Services that Address Needs

Benefits the Customer/ User

Receives from the Messages


User Service Benefit Message Labels

Need 1 Service Benefit Message Examples

Need 2 Service Benefit Message

Need 3 Service Benefit Message



Part 6

Selecting the Vehicles and Designing the Campaign Once you have defined the messages you would like your users to receive, it is time to begin designing the promotional campaign. First, select the vehicles that best carry the messages. Vehicles are the communication method(s) or channel(s) that will convey the messages through print, electronic communications, events or personal advocacy. Second, sequence the messages throughout the length of the campaign period. Campaign sequencing involves deciding how often and in what order the vehicles (and their messages) will be communicated to the users. Careful planning at this stage minimizes wasted efforts and resources.

First, Select the Vehicles to Carry the Messages There are five general types of vehicles used to promote products and services. Within each type there are many choices of specific vehicles to use. Key to making selections of vehicles is to remember the concept of a promotional campaign. A campaign is a series of messages that are repeatedly conveyed to a target audience over an extended period of time using a variety of vehicle types and vehicles. The repetition enhances learning and reinforces the message. What combination of advertising, direct marketing, personal selling, sales promotions or pubic relations/publicity will get your messages across best? Examples of vehicles in each general vehicle type include:

1. Advertising: Advertising is any form of communication about materials, ideas, goods or services that is paid for by a sponsor. It is generally transmitted by mass media – newspapers, magazines, T.V., radio, direct mail, or outdoor billboards. Less common advertising includes things like posters, handouts, circulars, catalogs, and calendars. SLMC vehicle examples include: TV spots, newspaper ads, banners, posters, celebrity testimonials, presentations, tables and flyers at events, bookmarks, T-shirts, table signs, brochures, school radio ads, etc.

2. Direct Marketing: Direct marketing is defined as any direct communication to a specific

user or user group that is designed to generate a response in the form of an order, a request for further information, and/or a visit to the store or other place of business for purchase of specific products or services. SLMC vehicle examples include: special group flyers (club groups, class lists, user groups, subject areas, grade levels, departments, topic groups), e-mail messages to data base groups, special sections in Websites, posters in selected spots, etc.

3. Personal Selling and Advocacy: Personal selling and advocacy are conversations between

two parties with a tailored message to the audience. Personal selling is especially useful when a detailed explanation is required or when the benefits have to be closely linked to the customer needs. SLMC vehicle examples include: Library greeters for new students, kiosk sessions at busy spots, specialized offers for information and assistance to class groups, presentations to classes or faculty groups, personal surveys for interests, online help, subject specialists working with faculty, public talks, presentations to the Board of Education, presentations to community groups or government agencies, etc.



4. Sales promotions: Sales promotions are activities such as displays, shows and expositions, demonstrations, and various non-recurrent selling efforts not in the ordinary routine.” They are used in infrequent intervals, since the response diminishes over time. These vehicles include displays, giving free samples, coupons, contests, trading stamps, premiums, refund offers, sweepstakes, and rebates. Libraries offer bookmarks to remind people of upcoming events or offer special computer or library services classes to attract new customers. SLMC vehicle examples include: Special, free introductory classes, introductory individualized assistance, free t-shirts or mugs, Apple-for-the-student/faculty day, learn from a celebrity event, hall tables or displays, etc.

5. Public relations and publicity: a. Public relations is an activity intended to communicate a favorable product image

and to promote goodwill. Every organization deals with important groups, called “publics” such as parents, government agencies, the community, employees, vendors and the media. Public relations vehicles are directed at these publics such as announcements in their publications, special flyers, event schedules, presentations, issue papers, etc.

b. Publicity: One activity that is part of public relations is publicity. This term refers to messages conveyed to the public through mass media, but not paid for by the organization. Public relations personnel can send press releases, stories, and pictures to the media (newspapers, radio, TV, newsletters, letters to the editor, sample articles, etc.) to stimulate publicity. For libraries, the publics are community, parents, alumni, potential donors and the influencers and catalysts. SLMC vehicle examples include: Letters to the editor, columns in campus papers or alumni brochures, releases to local papers, TV spots, announcements, notices in professional publications, etc.

Partnering with Your District’s Public Relations Office Available to many school districts is a public relations or marketing office. The amount of assistance they can provide is likely to vary depending on the size of their office and the number of priorities they have. But generally, they can help by:

1. Revealing any particular branding, policy or public relations requirements your district has set.

2. Sharing which methods seem to work best in your community setting for the different audiences.

3. Providing general advice on your campaign. 4. Providing access to and make arrangements for linking to vehicles that you would not be

able to access on your own such as newspaper, radio or T.V. ads and funding. 5. Providing copy preparation and dissemination services. 6. Writing stories or prepare written copy.



Examples of School Vehicles The following are examples listed by elementary and secondary school media center specialists:

Print Vehicles Give-Aways School-wide Events Outside School

Events Flyers Staff bulletin Newsletter Poster Bookmarks Web page Letter head Letter home Friday folders Billboard Bulletin board Graffiti Banner Table tents Shelf/desk markers Hall signs Logo Brochures

Mouse pads Coffee cups Bumper sticker Book cover Grocery sack Buttons T-shirts Sweatshirts Balloons Heart candy Printed pencils Food Prizes Tattoos Stickers Hats Computer game

Staff presentation Displays Local newspaper Electronic message City/school bus Celebrity visit, statement Footprints Book clubs, talks Class unit materials Individual contracts Skits How-to booklet Videos/Visuals School TV, radio Kid contests Class/clubs Orientations Teacher meetings Parent conferences

PTA/PTO displays or presentations Special event Informal meetings Project displays Announcements Book fairs Library Bowl Board presentations Community group presentations Community Access Local TV, radio SLMC sponsored events Art Shows Community sponsored contests


User Message Message Message Labels

Need 1 Vehicle Vehicle Vehicle Examples

Service Vehicle Vehicle Vehicle

Benefit Vehicle Vehicle Vehicle



Examples of Messages and Vehicles

Message Vehicles Students: Project help @ your library™

Planning meetings with teachers List of what we can do Project step posters with resource ideas Fun research contest

Easy access @ your library

Topic related resource lists Using the catalog exercises, step posters Classroom presentations

Teachers: Partners in excellence @ your library

Teacher meetings to share resources Coffee mugs as reminders Neat educational websites list Teaching tips for tough topics booklets

Research R’ Us @ your library Curriculum presentation Yearly scheduling meetings Teaching research skills booklet Research posters with teachers/students on them

Principals: Achievement @ your library

Summarized research on achievement Planning/review meetings that focus on achievement needs List of best practices for SLMCs and achievement Coffee mug Project displays

Teaching @ your library Instructional agenda and schedule for the year Instructional tools, methods packet Invitations to attend various instructional events Article draft for the school/district paper



Second, Arrange the Vehicles into a Campaign with an Effective Sequence and Frequency Pattern Most promotional campaigns run for a stated period of time. The @ your library™ campaign sponsored by the American Library Association (ALA) is slated for five years. The campaign you are designing for your SLMC should have a set period of time as well: 2-3 years is recommended. To be most effective, the messages (expressed through various vehicles) should be shared frequently so the users receive the messages and decide to “buy”. Therefore, messages are rarely offered only once and are offered in different forms over time. Four broad sequencing approaches are: the continuity, flighting, massed (or concentrated) and pulsing strategies. 1. Continuity Strategy: Messages are spread out over the entire planning period. (Regular return

of library books.) 2. Flighting Strategy: When the demand for the materials, materials or services has distinct and

identifiable peaks and valleys, follow a stop-and-go pattern. (Announcements of new books.) 3. Massed or Concentrated Strategy: Messages are bunched into specified periods and no

advertising or other communication occurs in between. (Specific social studies or science units.) 4. Pulsing – Combining Strategies: Combining the three strategies: continuity, flighting and

concentrated, allows for a thorough, continuous and focused strategy that maintains contact with the users over a period of time.



Sequencing Messages How the messages are sequenced will depend on the customer/user. If the user is present for a certain period of time (e.g. first, sixth, or ninth graders), you may repeat the same messages in 6 or 3 or 4-year cycles. Or if you are interested in building skill sets over a period of years with a group of students as through progress through the grades, the message may change each year to introduce a new skill, culminating the acquisition of a complete skill set at the end. Or if the goal is to influence the Board of Education and Administration regarding the budget, a campaign of contacts and presentations might precede the budget period by several months. Additional examples are provided on the table below:

User Year 1 Messages Year 2 Messages

Year 3 Messages

Year 4 Messages

New High School Students Because of the cycling of students, the same messages might be repeated each year, but to different student groups.

Save time by getting all your class materials at the SLMC. We have all your class materials when you need them. We can help you find the resources that you need.

Elementary Students In this case, the goal is to expose the students to a set of research skills. The messages might change over the campaign period as the student group progresses through the grade levels.

Grades K-3: Reading is fun; respect the SLMC materials.

Grade 4: Learn to find books in the library.

Grade 5: Learn to use several resources.

Grade 6: Incorporate several references in your paper or project.

Influencers The goal is to provide information to the Board and administration that clearly explains the key role of the library media center, its programs and specialists in student achievement.

School library media specialists teach key skills.

SLMC programs extend student learning.

SLMC’s are part of the educational process

SLMC’s, programs and specialists are key to student success.



Examples of a Three-Year Campaign Customer/

User 2004 2005 2006

Students • Goals announcement • Planning meetings with

teachers • Short presentations to

students • Posters on help offered • Posters on resources • Bookmarks • Guides • Resource lists • Photo display of

research process with student stars

• Goals announcement • Planning meetings with

teacher with some new twists

• Presentations to students

• Bookmarks, book covers with reminders

• Guides • Posters in classrooms • Photo displays of

teachers • Students present to

others • Contest (to find

answers to tough trivia questions)

• Goals announcement • Planning meetings with

teachers • Presentations to

students • New posters on help,

resources, computer • Bookmarks, free

software, research cliff notes

• Guides, resource lists • Classes, direct help • New contest • New photo display of

students – individuals and teams

Teachers • Survey/interviews on high priority needs

• Related lists of resources

• Target acquisitions and loan arrangements

• Planning meetings • Linkage posters • Guide/program input • Updates about their

students, progress and needs

• Survey/interviews on high priority needs

• Related lists of resources

• Target acquisitions and loans

• Planning meetings • Linkage posters, book

marks • Guide revisions, as

needed • Contest introduction,

posters, bookmarks • Teacher

help/participation • Teacher interests

survey

• Survey/interviews on high priority needs

• Related lists of resources, websites

• Target acquisitions and loans

• Planning meetings • Linkage posters,

bookmarks • Guide production,

revise as needed • Contest introduction,

posters, book marks, Teacher participation

• Contest prizes, ribbons, recognition

Principal • SLMC goals, meeting • Good articles on

SLMC and achievement

• Plan and schedule • Updates, invitations • Interview with

resources on professional dev.

• SLMC goals, plan, meeting

• Teacher meeting summaries, schedule

• Principal in contests, classes, displays

• Professional resources/ personal interests

• Student achievement observations, ideas

• LMC goals, plan, meeting

• Teacher meeting summaries, schedule

• Principal in contests, classes, displays

• Professional resources/personal interests

• Student achievement observations, ideas



Campaign Design Worksheet – Part II Vehicles and Campaign Years 2004 - 2005 2005 - 2006 2006 - 2007


User Messages 2003-04 2004-05 2005-06

N/S/B 1 Msg #1 Vehicle Vehicle Vehicle

Msg #2 Vehicle Vehicle Vehicle

Msg #3 Vehicle Vehicle Vehicle



Part 7

Finalizing and Implementing the Public Awareness Campaign

Now that you and your team have a very good first draft about the messages, vehicles and campaign timing, attention must turn to making sure the campaign is implemented. Other staff members can participate in this stage, as well. Included in this chapter are several helpful tools. There are several steps required to implement the promotional campaign:

• Finalize the plan with a dose of reality: Refine the plan considering funding availability, resources required and readiness of the decision makers.

• Mobilize the resources to implement your promotional campaign. Develop a plan and materials to present your campaign recommendation to district administrators and public relations sources as well as to your complete staff and volunteers.

Finalize the Campaign with a Dose of Reality

Typically, the first draft of their promotional campaigns include more things can be implemented or funded. Three tools help you make decisions. A, B, or C Campaign? To decide which elements should remain in the plan, the worksheet helps you consider three different versions that vary in scope, required effort and amount of resources. • The Comprehensive or “A” Plan: all the vehicles and activities are included as if money were no

object. • The Basic or “B” Plan: the selected vehicles and activities included if budget has to be managed

carefully. • The Bare Bones or “C” Plan: the very few vehicles and activities have to be included for any

progress to be made.

Costs and Strategic Benefits Analysis This worksheet helps with the estimation of the costs of and summary of the benefits to be gained from the promotional. Filling this worksheet out prepares you to make your case to others.

Funding and Resource Analysis This worksheet helps to identify likely funding sources for the promotional campaign.



Costs/Benefit Analysis Worksheet Estimate the costs and list the benefits to be gained from the promotional campaign.

Cost Estimates Benefits Expected

Resource Required

Time and/or $

Benefit Area

Benefits Gained

Supplies/Materials: Materials: Agreements:

Student Needs

Equipment: Rental: Purchase: Maintenance: Repair: Training: Software:

Teacher Needs

Political Will: Gain agreement: Active support: Leadership:

Library Media Center Goals

Expertise: Training needed: Use District staff: Purchase tools:

School Goals

Staffing: Staff use: Volunteers: Additional help:

District Goals

Totals:



Funding and Resource Survey Worksheet

Fill in the following worksheet to map the funding sources and answer the analysis questions. Funding Source

How your promotional plan fits with their priorities: Likelihood of Funding

L – M -- H Current SLMC Budget

Other department budgets

School Budget

District Budget

PTA/PTO

Community Groups

Grant Agencies

Other

Analysis Questions: 1. Where is the best fit between your promotional plan and the funders’ priorities?

2. What further research about funding must you do?



Mobilize the Resources to Implement Your Promotional Campaign

Working with Influencers and Catalysts In Part 3 it was stated that Influencers and Catalysts, although they are not typically considered “users”, play powerful roles in your SLMC’s success. They make decisions, influence opinions, raise options, and mobilize resources. The Influencers and Catalysts Preferences Worksheet is a great tool to identify their opinions and to identify the information they need to help you implement the promotional campaign. Create an Implementation Plan Finalize the promotional campaign calendar and create a more specific implementation plan that lists the steps, persons who are accountable, requirements to be met and the dates due. Include all the people who will help you implement the plan: SLMC staff, classroom teachers, students, district public relations staff, volunteers, Friends of the Library, influencers, catalysts, and others. Assessing Campaign Success Track progress during the campaign for two reasons: 1) to celebrate successes and 2) to make adjustments to the plan (messages, vehicles or sequence). The assessment should be linked directly to the strategic plan’s goals and measures. A simple worksheet is provided.



Influencers and Catalysts Preferences Worksheet Instructions:

1. Enter the names of the key influencers, decision makers and catalysts in the first column 2. Rate each influencer’s current level of agreement with your plan in the second column. ( “-“ scores indicate degrees of disagreement/support, the “0” indicates a

neutral stance, and the “+” scores indicate degrees of agreement/support for the issue.) 3. Identify level of agreement needed from each influencer to get approval in column 3. 4. Identify the specific element(s) of the preferences (that the influencer consistently expresses) in

column 4. 5. List the steps you and others can take to move each influencer to the needed level of agreement in

column 5 and the dates you plan to take the steps. 6. Answer the Analysis Questions. 7. Influencer, Catalyst, Decision Maker

Current Level of

Agreement: - -3 –2 –1

0 +1 +2 +3 +3

Needed Level of Agreement

-3 to +3

Specifics about the Preferences

Influence Steps/Dates

Analysis Questions: 1. How much time and energy will be required to get needed agreement (be as specific as you can)? 2. If the needed level of agreement for all key influencers does not seem achievable in the near future,

what would be the best steps to build a more accepting climate for the future?



Promotional Campaign Implementation Outline Answer the following questions: 1. What information must be documented to tell the story of the public awareness campaign well?

• SLMC strategic direction • User needs and perceptions • Key messages and positioning statements • Campaign design • Costs and strategic benefits information • Likely funding options • Other:

2. Does the plan need to be documented? Who will document the materials? How formal does it need to be? In what format? By when? 3. What are the key selling points of your public awareness campaign? How will the campaign

serve the students, teaches, the district, the community, the SLMC? 4. Which influencers and catalysts will the SLMC approach to assist with the campaign? How will you approach them? When? Who is accountable for taking these steps? 5. What steps will be necessary to fully implement the public awareness campaign? How will you engage decision makers, staff or volunteers? Who will be responsible for accomplishing each step? When will each step be completed? What criteria will determine when each step is completed?



Evaluating Campaign Success List below the users you have chosen to address in the public awareness campaign. List the goals and specific measures for each user group and measures, if you have them. Identify the assessment periods and enter expected results and the actual results. The final column provides a place to identify adjustments to the campaign that might be needed .

User Group Strategic Goal

Key Measures

Year 1 Year 2 Year 3 Adjustments

2003. Provided by ACRL, 3M, Inc., and A.B. Reynolds for America’s Libraries. 48


Part 8

Delivering Promised Materials and Services

Once the campaign has been designed, it is time to focus on implementation to ensure that “promises made are promises kept” and that “every student succeeds” @ your library™. Remember to: Refine the Promotional Campaign New ideas will be offered and clear realities faced as the promotional campaign is shared with other departments whose participation and “buy-in” are desired. Revisions are inevitable. Be ready to be flexible, but keep the messages and users in mind. Organize and ‘Staff’ for Success Not only will the promotional campaign need to be implemented, but also there may be new materials or services that must be created, documented and implemented. Find hidden talent in the staff or encourage them to develop new skills. Other situations will require that you work closely with other departments or find and manage external resources. Deliver on Promises and Learn Implement the new elements of the SLMC that you have promised in the promotional materials.

Integrate the Campaign into the SLMC Routine Include the promotional campaign part of your regular schedule and activities. Talking about the campaign raises the awareness of everyone and keeps them focused on the most important users – the students and teachers. Monitor and Adjust the Promotional Campaign As Needed By paying attention to two important things: First, how is the promotional campaign working – is it reaching people? And second, are you offering the right materials and services to your users? The campaign may be great, but the customers may not need/want what you have to offer. If this is the case, it is time to go back to the drawing board. Celebrate and Reinforce the Vision Every success is worth noticing and celebrating because even small steps move you, your SLMC and your users closer to a more powerful and successful future.



Appendix ALA/AASL Marketing Tool Kit Introduction: why do we need to promote the value of school library media centers and

specialists /what are the challenges facing them/what are the trends Goals and objectives of the school library campaign Fact sheet about the school library campaign including overview, goals and target audiences and

key academic messages Key messages/talking points for school library media centers and school library media specialists Key issues sheet/what are the hot topics in school librarianship 8 case studies/profiles of dynamic and diverse school library media specialists doing cool stuff Sample press materials (press release, PSA, op-ed) Publicity and programming ideas Tip sheet on how to use the various materials we are giving them including key messages,

sample press materials etc. Tough Q&A The importance of story collection/what makes a good story How to collaborate with school district public relations department on media and promotion How to conduct media relations @ your library™ trademark policy Best practices summary of school library media centers already participating in the campaign

ALA/AASL Toolkit, cont. Resource List (all of these will be linked on the Website)

o 3M Library Systems train-the-trainer manual (PDF) o 3M Library Systems Facilitator slides (PPT) o 3M Library Systems participant manual (PDF) o New @ your library™ graphics/artwork (downloadable) o Examples of school library media centers participating in campaign (PPT) o Library Advocate’s Handbook (PDF) o Quotable Facts about School Library Media Centers (PDF) o Summary of KRC and other pertinent research (Word doc and links) o www.acrl.org o www.ala.org/@yourlibrary o www.aasl.org o 3M.com/library


http://www.acrl.org/

http://www.ala.org/@yourlibrary

http://www.aasl.org/


The Campaign for America’s Libraries Trademark Use Policy https://cs.ala.org/@yourlibrary/ @ your library™ is a trademark of the American Library Association. The Campaign for America’s Libraries can only be a success if libraries across the county – and across the world – use the trademark consistently in accordance with the following rules. Libraries, state library agencies, state library associations and other library organizations may use the trademark @ your library™ as follows: * The trademarked typeface is American Typewriter Medium Weight (Times New Roman works on computer.) * The preferred color for the @ your library™ is read and blue, with the “@” in red (PMS 032) and “your library” in blue (PMS 072.) * A secondary color option for the entire phrase is back and/or white. * If neither of those color options work, tasteful alternatives are acceptable. * A ™ symbol must follow the phrase “@ your library”. * It violates trademark to insert a word or phrase into the logo such as “@ your ALA library™” or “@ your library media center™”. Libraries may use the trademark on signage, brochures, Web sites or other promotional materials or on merchandise intended for sale at the library or at a physical location within the community served by the library, but not through mail order, e-commerce, or other distribution methods. State library agencies, state library associations and other library organizations may use the trademark on signage, brochures, Web sites or other promotional materials designed to promote libraries, or on merchandise to be sold at libraries and other physical locations within their state or immediate geographical area. These organizations may sell through mail order, e-commerce or other distribution methods but only to their members and/or to groups they represent within their state or immediate geographical area. It is the responsibility of the state agency, state association or library organization to ensure that all of its members use the trademark in accordance with the provisions listed above. Any other uses, and any use by parties other than libraries and library organizations, are subject to the prior written approval of ALA. This includes library or library organizations selling a promotional item or product to entities other than its members or groups they represent within their state or immediate geographical area. Libraries and library organization are welcome to submit a written proposal to ALA to develop a special licensing agreement for sale of @ your library™ products outside of these provisions. Please send your proposal to The Campaign for America’s Libraries, c/o ALA Public Information Office, 50 East Huron Street, Chicago, IL 60611. Fax: 312-944-8520. E-mail: [email protected].



Resources Overall 1. Hiam, Alexander, Marketing for Dummies, New World Press, New York, 1997. 2. Sewell, Carl, Brown, Paul and Peters, Tom, Customers for Life, Pocket Books, July 1998, ISBN

067102101X. 3. Reynolds, A.B., Effective Organizational Development: A Guide to Implementation for

Management, Consultants and Trainers, Lakewood Publications, 1997, ISBN 0-943210-47-X. Leadership 1. Tichy, Noel, The Leadership Engine: How Winning Companies Build Leaders at Every Level,

Harperbusiness, 1997, ISBN 0887307930. 2. Nolan, Timothy N., Goodstein, Leonard D., Pfeiffer, J. William, Plan or Die!: 10 Keys to

Organizational Success, Pfeiffer & Co., 1993, ISBN 0893842079. 3. Scholtes, Peter R., The Team Handbook, Joiner Assoc., 1988, ISBN 0962226408. 4. Bridges, William, Managing Transitions: Making the Most of Change, Addison-Wesley, 1991,

ISBN 0201550733. Library Related Topics 1. Brown, Carol A. and Boltz, Robin, “Planning Portfolios: Authentic Assessment for Library Professionals,” Vol. 5 of School Library Media Research. 2. Wallace, Linda A., Shuman, Patricia Glass and Schuman, Neal, Library Advocate’s Handbook, ALA and the State University of West Georgia, 2000. 3. Adcock, Donald C., Information Power: Building Partnerships for Learning, AASL and AECT, 1998. ISBN 0-8389-3470-6. Websites

1. www.3M.com/library 2. www.ala.org/@yourlibrary The Campaign for Americas Libraries, c/o ALA Public

Information Office, 50 East Huron St., Chicago, IL 60611, 800-545-2433, ext. 2148 and 4020, F: 312-944-8520, E: , or [email protected] www.ala.org/acrl

3. www.ala.org/aasl/advocacy The AASL Advocacy Tool Kit. 4. www.ala.org, search on “Information Power”. 5. www.21stcenturyskills.org The Partnership for 21st Century Skills.


http://www.3m.com/library

http://www.ala.org/@yourlibrary

mailto:[email protected]

http://www.ala.org/acrl

http://www.ala.org/aasl/advocacy

http://www.ala.org/

http://www.21stcenturyskills.org/


Feedback Sheet Please respond to the following questions and leave this form with the facilitators. Thank you! 1. What did you learn? 2. What will you use? 3. What questions do you have? 4. Do you think a marketing campaign is useful and important? If so, why? Comments:


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