Passive is the New Active

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The class had some great program ideas to share that incorporated the concepts found in passive or stealth programming (ongoing; kid-powered; encourages lots of engagement and return visits without staff-led activities). They also shared the positives and negatives of their programs.

- My favorite passive program I ever ran (and am getting to do again next month) is March Character Madness, a basketball tournament inspired program where kids can vote for their favorite book characters who would advance every week to the next round.  While it was a bit of work up front (cutting out characters, creating a large tournament board, etc) it was so worth it!  It ran for 4 weeks (most of our passives are weekly, so this was great since we didn't have to think up new things during the entire month of March).  My favorite part was the discussion it caused between us and the patrons and even between parents and children.  We had one boy come back religiously every week to make sure Harry Potter was still advancing (Harry was our big winner overall) and so many parents took the time to vote too  for their favorites since we included classics like Nancy Drew and Cat in the Hat.  Can't wait to get started on it next week!

 -In our 16 library system, we have 14 libraries offering 1000 Books before Kindergarten. 13 of those 14 are offering it in its traditional manner of filling out reading logs and returning them for small prizes at certain increments. One of our libraries is having families take a pledge to read 1000 books before kindergarten. We launched our 1000 books program last January and to date we have 2750 children enrolled, 342 at the mid-point and 83 have finished. Our libraries have really embraced this stealth program that is low-cost and requires a very limited amount of staff time. And in some cases, the libraries have asked their Friends groups to sponsor prizes or the tote bags with our 1000 books logo. Friends of the Library groups just eat this stuff up. 

I was part of the process to get this program county wide and my biggest regret is not encouraging or requiring all of the libraries to offer the program the same way. For instance, we have one library that hands out prizes every 25 books read. We have another that has levels every 200 books and another that gives a prize at 500 and then 1000. This has made it very difficult to collect stats across the county and also to develop a mobile app with achievement levels! We decided to go with unlocking an achievement every 25 books since it is the lowest common denominator. 

- Penguin packs-we have backpacks that we filled with 5 winter themed books and 2 activities (coloring sheets, mazes, paper craft idea, etc.).  We created 20 packs, which all went out throughout the month, and the response was very positive to this program.  The advantage of the Penguin pack (or book bundles) is that they are quick and easy for parents to pick up and take home.  Disadvantage, they take a little staff time and planning--but in the long run, I love this idea for so many reasons.  Parents are taking a variety of books home and sharing them with their children, therefore, building a love of reading and developing those early literacy skills.

In the summer we usually have one or two stations set up at all times in the library for kids to have fun at, such as a Lego station with various of ideas of what to build and then have the opportunity to have their creation displayed for the week.  We have also done the loom magic for kids--they love to create the bracelets and see what else they can do with some of the books we have available for inspiration.  The advantages of setting up stations is that you can have this set up before you open and take it down the next day.  Disadvantage, coming up with fresh ideas that will interest the kids.  Believe me, you find out quickly what is not an interest :)  

- We have a handful of those rainbow band looms for making all sorts of different crafts, and several thousand bands in different colors and patterns. We have them out on Saturday afternoons and they're a huge hit. We used to have some pretty serious behavior issues with our older youth and teens on weekends, but almost all those problems in our space have stopped since getting these for crafting. They aren't the cheapest thing to keep stocked (about $7/1000 bands) but they are the most popular DIY program we have. There are some kids who come in on other days to ask for them!

Over the summer, we bought a bunch of board games to circulate. Those are also a really popular DIY program. Kids can pick any game from the shelf and play at an empty table for as long as they want. We haven't had much loss from in-library play, and for the most part, they clean up after themselves. It's a great rainy day activity!

- For the past year or so, I've had a passive program on Mondays called "preschool craft." (Very imaginative name, right...?) I put out the materials for the first four hours that we are open (10am to 2pm) and then take things down before the afterschool kids get there. It's been relatively successful - I don't get huge numbers, but I do get consistent numbers. I've also had an active program once a month for the afterschool crowd where we make a craft. The attendance here has varied wildly from two to twenty and is entirely unpredictable (even with registrations). 

This semester, I ditched the afterschool craft and instead instituted Maker Mondays (I told you naming wasn't my forte - I totally stole the name from somewhere else). I put out the craft materials all day so that anyone can make our craft all day long.  This has worked much better for me. I don't have to put a lot of work into a program that may or may not get anyone and those who do want to make things have even more opportunities than they did before. 

I have struggled a bit with projects that will span the age groups, but if push comes to shove, I can put out two projects. So far, I've managed to find things that are customizable based on ability. The older kid projects look far more carefully made and the preschool ones tend to focus more on process than product. Which is, I feel, as it should be. 

  

Mixing It Up

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Often, when we plan and think of programs we only consider "active" programs - programs like storytimes or workshops where a library staffer or performer is the leader and is active throughout the session. Other types of programs - like passive (stealth) programs or DIY programs where kids can interact with material whenever they stop at the library - often aren't blended into the mix of program offerings. The class discussed the positives- and negatives - of having a variety of program types and what it can mean for workflow, engaging kids and balance within the department and the library!

- It seems that creating a mix of active, passive and DIY programs would really give the staff more time to concentrate on other aspects of the Youth Services department.  I have mentioned our Tot Spot area, which really takes care of itself, but I think most of our programming is active. My hesitation with having more passive/DIY programming would be the patron's reaction to it.  Maybe the passive programming would be a welcome change for them.  I love the idea of the Book Bundles and a Winter Reading Program.

- I am in favor of mixing it up, especially for those libraires with one staff person in youth services. Perhaps someone else can fill in for the YS staff person while they are on vacation because you can pre-plan a passive program or have things set for DIY. I also think you have a lot of different needs in a community and what might work for one family, may not work for another. 

My daughter is a speedy crafter so if she went to a structured craft program she would be done in 5 minutes and antsy to leave. Also, arriving to a program on time can be another struggle with little ones! I'm all for drop-ins.

- A lot of this comes back to balance, I think. We previously talked about balancing age groups and balancing work and life, but it also applies here. I strive to balance the themes of the programs as well as everything else. 

Which is to say, I have Story Time, Crafts, Messy Art, Preschool Lab, and special events for the preschool set. I have reading with dogs, art, science club, cooking, and special events for the school-age crowd. I also do one program a month for the older kids and I try to find things that either have broad appeal or I specifically do something girly followed by something more boy (kids don't always fall into types, of course, and everyone is welcome to come to anything). 

For the most part, though (the exception being the crafts), these programs are all either programs or unprograms. I have had very few passive programs and I am now suuuuuper excited to add them to the mix. I think that they are perfect for my over-scheduled-but-still-want-to-come-to-the-library kiddos. I think the passive model will work especially well with the teens since I don't see them very often. 

Of course, there is a lot of prep work involved in a passive program, but once they are rolling by god they roll! I can't wait to try them. And if they ease my day-to-day burden a little? Even better. 

- I feel like the most important reason to have a mixture of programming styles is so kids come back. They don't want to keep doing the same thing over and over again. Lego club is great. Kids come in a build and we talk a bit but ultimately, they do it all themselves. I have had the suggestion from multiple patrons to have craft events. We provide the materials, but really, I'm just making sure nobody is cutting their hair or gluing themselves together. I think it's important to have events where the programmer is very involved. This is the best way to interact with the kids. You get to have fun and play and then you are seen as more fun I think. 

The only pitfall I see in doing this is that sometimes it's hard to incorporate all age groups which can deter families from coming. You may feel as though you need multiple events of the same kind to bring in all ages. For me, I feel like a family event is the best idea. Children who are old enough can participate on their own but the younger kids can have a parent or caregiver stay and help them. It's family time but it's also something to be hands on and relaxing. Kids need a break sometimes. They want to let loose and go crazy and I want the library to be the place to encourage that.

- Doing passive and DIY programs has been a work in progress for our library.  Our patrons are getting used to the idea of not having something guided so much and being able to come in and participate throughout the month with a more passive program and or just sitting down and doing a fun activity as part of a DIY program.  These types of programs are becoming more and more popular I think because this allows our patrons to not be tied down to a particular time frame.  People are more and more busy now a days and still like to participate but not neccessarly at the times we would offer programs.  

I don't have a hestiation in offering all three types of programs at our library, I think this offers our patrons a wide variety of activities that they can still take part in as part of their library experience.  

Boredom Busters

Librarian-students all had a chance to create/report out a program they developed as a final project. Each considered the goals of the program, format (active, passive), how much time/money it might take and described how it was or would be done. Melendra from KS shared this idea.

• Name of Program: Boredom Busters, courtesy of the “Bryce Don’t Play” blog.
• Program Type: Do It Yourself passive program.
• Program Location: On site in the children’s room of the library.
• Target Age: Elementary aged children who are independent readers.
• Length in Minutes of Program: On average, the activities at the DIY station will take between fifteen and twenty minutes to complete. Each theme will be up for one month. There will be two crafts and one game or activity for each theme.
• Series Event: This program will be changed on a monthly basis. The first six months are planned.
• Scheduling Strategy: The program is a Do It Yourself passive program that will be available at all times the library is open. This will allow children to participate in the program whenever they are in the library rather than needing to make a special trip to the library in order to participate in a program. The DIY station will be located near the children’s desk, so that library staff will always be available to assist or refill supplies.
• Staff time and Budget: I estimate each theme will take approximately two hours to plan. Since many of the materials that will be used in the DIY station are standard children’s library supplies, like glue, glitter, construction paper and tissue paper, I estimate that materials will cost between five and ten dollars per monthly theme.
• Collection connection: Books tied to each theme will be displayed with themed materials. Each month’s theme activity will have a connection to reading, writing, or library skills. Two examples: during the bug theme month, the activity will be creating spider web poetry; for the Fourth of July theme, the game will be easier if children use the flag reference book to help figure out the flag’s origin.
• Estimated Preparation Time: Program planning should take no longer than three hours per theme. This includes time spent finding crafts and games, purchasing materials, making samples, and setting up the station.

Program Description:

This program is a do-it-yourself passive program that will be rotated on a monthly basis. Monthly themes will be tied into holiday, time of year, or library event. DIY projects will be set out on a table along with directions and supplies for completing the project. The DIY station will be located near the children’s desk. Directions for completing the crafts and enough supplies to complete a certain number of projects (between five and ten) will be left on the DIY station. These supplies will be replenished as necessary. This will, hopefully, keep people from walking away with supplies. There will be a note on the DIY station directing children to the children’s desk if they run out of supplies.

Each month there will be two crafts along with a game or activity tied to the theme. Below, I have included a list of monthly themes, crafts, and activities for the first six months. There will be a cart containing theme related books next to the table. Books will be available for checkout or reading within the library. When appropriate, such as for insects and spiders theme, there will be a sign with call number information for finding more books that are together in one area of the collection. Books will be a mix of fiction and nonfiction and will include some easy readers. I have included sample book lists with each month’s theme.

Ways the Program will Engage Children:

The themed DIY station will allow children to engage different creative strengths, since each station’s theme will include an activity related to reading or writing as well as an art project. The reading and writing activities will engage children’s verbal skills and creativity, while the art projects will engage visual and design skills. The writing and reading connections for the themes are important because they draw participants back into the resources the library offers. While the campfire stories writing prompts clearly tie into both reading and writing, even the simple act of suggesting a book to another reader ties the egg hunt to reading.

The DIY station will also provide opportunities for social engagement, if children desire such interaction. Since the station will be available all the time, children who are shy can visit the station when it is empty, while more outgoing children can bring a friend or even make a new friend. The DIY station will change on a regular basis, because of this, it will provide an ongoing program that children can participate is as best fits their needs. Ideally, it will motivate children to visit the library more because, as the “Programming Librarian” blog notes, when a library provides passive programs, patrons “experience something novel each time they return to the library, encouraging them to continue coming back” . DIY programs give children more agency in the programming process. Marge Loch-Wouters highlights, it is the children’s own energy, creativity, and action that drive their participation.

Detailed Plans for First Six Months of Boredom Buster Stations:

(Book Lists for each month are in this google doc)

1.      1.  April = Eggs

a.      Glitter eggs

b.      Tissue paper eggs

c.       Activity/Game: Write a book suggestion on a slip of paper to place in egg and hide the egg. (Children can hide the egg they decorated, or extra eggs will be available at the children's desk.

1.      May = Insects

a.      Cup bugs (cups, pipe cleaners, markers, googly eyes, glue)

b.      Paper spider webs

c.       Activity/Game: Spider web poems (Make a large web with tape on a magnetic board. Supply magnetic “bug” words for poetry creation.)

1.      June = Travel

a.      Map ornaments

b.      Make your own map (Could be tied into fantasy or travel books)

c.       Activity/Game: Community passports (Passports include pages to partnering city businesses & other community activities. If children go there, they get a stamp or sticker on appropriate page. These would be given out at the children’s desk.)

1.      July = Fourth of July/America

a.      Flag Pinwheels

b.      Pencil Fireworks

c.       Activity/Game: Identify the Flag (Using images of state and regional flags, clues, and a book of USA flags on table for reference.)

1.      August = Camping

a.      No fire campfires

b.      Mini-me using sticks, stones, and other natural supplies

c.       Activity/Game: “Write your own campfire story” with story prompts.

1.      September = School

a.      Monster Book Marks

b.      School Spirit Mascots: coloring sheets for all the local elementary school mascots

c.       Activity/Game: Photos of the schools guessing game

Project in a Box: Blackout Poetry

Librarian-students all had a chance to create/report out a program they developed as a final project. Each considered the goals of the program, format (active, passive), how much time/money it might take and described how it was or would be done. Kelly from WI shared this idea.

In the Children’s Area, I have puzzles, crafts, blocks, and AWE computers for children to play with any time they visit the library but there is nothing equivalent in the teen area.  We have created a comfortable space for them.

I got the idea of a “program in a box” from ALA's Programming Librarian.  Teens check out a box with a crafty project  to make in the library. My take on the idea is having a “Project in a Box” that contains instructions and supplies in the teen area. Each month I change out the project.  This makes a simple, passive DIY solution to lack of programming for tweens and teens. The actual target age range is 11-16.

April is National Poetry Month. Teens are drawn to the poetry. Novels-in-verse, like Crank by Ellen Hopkins, are popular. Blackout poetry was a suggested as simple and inexpensive program that I learned about at a workshop and was mentioned on Programming Librarian blog. This would be the first project for “Project in a Box”. A display of poetry books and novels-in-verse along with a book list will also be set up in the teen area. If teens want, they can give their finished project to staff and we would display it in the teen area.

The cost and staffing is minimal. I am using pages from discarded library books and rejects from the Friends book sale. Pens, pencils, and markers are the only other supply needed which the Library has plenty. Prep time would be an hour. During quiet times, Library Assistants can tear apart the books. I would rather have loose pages in the project box than books the kids would have to tear apart themselves. This would cut down on mess and any confusion on which books can be used for blackout poetry.  I would also add an hour of staff time for creating a display and a book list of poetry books.

The Blackout poetry program is not completely passive. I am planning it as an activity for my Teen Advisory Board and as part of an outreach visit to the Youth Center. This would add 1.5 more hours of staff time but those hours were already in my schedule. A couple of months ago I started a Teen Advisory Board. They loved the idea of blackout poetry. For our April meeting, they will be creating their own blackout poetry that I will use as examples for the project box.

Since blackout poetry is very portable, I am also planning it as part of a 45 minute outreach visit to the Youth Center to promote National Poetry Month and the new monthly “Project in a Box” program. At the visit, I would book talk poetry books and novels-in-verse. I would get the teens started on doing blackout poetry. As I’ve done in the past, I would leave supplies at the Center. Then the teens can hang out and do the project at a leisurely pace. Teens that want their work displayed at Library could bring them to us or I could pick them up.

Blackout poetry is the kickoff of my “Project in a Box” passive DIY program. Future projects would be similar. Simple and inexpensive but lots of room for creativity. Ideas for future projects include origami, duct tape wallets, friendship bracelets, and popsicle stick bookmarks.

Image from South Kingstown Public Library, Rhode Island

How to Set-Up 1000 Books Program

In June of 2013, as part of our SLP registration,  we started our "1000 Books Before Kindergarten" program.  To get to the point where we had it ready for parents and children to participate,  we did the following:

1. Researched the philosophy behind and the benefits of "1000 Books". 

2. Looked at what other libraries across the state and the country were doing with it and the different procedures they were using to organize and monitor it.

3. Presented information about it to our library board and obtained unanimous approval to start the program. I wanted library board approval due to both the long term commitment and the financial commitment we would need to ensure its success. 

4. Decided on a format: yellow portfolios with prong fasteners,  which would include an explanation; literacy information from both ALA and Reading Rockets; and a reading log for 1000 titles, along with a strip of stickers in the front pocket of the portfolio. Ordered the portfolios and made photocopies.  Assembled the first 50 packets. 

5. Placed a request for the design and printing of a t-shirt transfer and a sticker for the portifolios with the PR person at our library system.  The design was to be cheerful and colorful depicting children and books without having to worry about a copyright infringement. 

6.  Purchased white t-shirts; plastic "Bee a Reader" book bags and various stickers with book and reading themes.

7. Publicized "1000 Books" with fliers and posters; newspaper articles; the library's website and later when it was created,  the library's Facebook page.

8. Put together a schedule of incentives for reaching different levels of the program,  such as 100 books, 500 books,  etc. 

9.  Ordered a small selection of board books and paperback picture book titles to use as awards. Devised sticky labels for the cover of each book indicating that it was presented to the child because of his/her accomplishments in our "1000 Books" program. 

10. A few days after we started our "1000 Books" program,  I learned about an early literacy mini-grant from the Department of Public Instruction,  which could be used to enhance our program.  I completed the grant application and months later,  received notice that we would be awarded one of the grants. 

11. I ordered more books and promotional items. 

12. After the program started, we contacted our library system and requested the design and printing of certificates of achievement for the children who finished the program and a triple fold brochure to help with the future promotion of "1000 Books".

13. During the summer,  I believe we registered 22 children for our "1000 Books" program.  When school started in the fall, I sent letters of explanation and invitation to the parents of the local early childhood students; the parents of the students in four-year-old kindergarten; and the parents of students at the local preschool.  I also tried to locate home-based child care providers to let them know about the program.  I also "talked it up" with the parents of the children who attended our toddler and preschool story times and with individual parents as I saw them in the library.  As of February 25, we now have 87 children registered. My goal is 100 children. 

14. My question after rereading the above: when does this program become passive? I've put a lot of time and energy into it!

15.  The answer: once the child is registered.  At that point, when a parent or child gives us the reading log, we hand them the next prize...or a selection of books from which the child can choose the one he or she wants.  We also offer lots of congratulations on a job well done!
         

What are the advantages for this type if programming? Once it's set up and organized,  staff time is minimal.  Some maintenance has to be on going: making sure there is an inventory of awards and continuing to promote the program will be necessary.  There could be an increase in circulation of children's books and perhaps,  an increase in toddler and preschool story time attendance. Good PR for the library will be another advantage,  along with strengthening the relationship between the library; local schools; and local child care providers,  both center based and home based. Increased knowledge of the library and the services it provides will benefit everyone. 
          

What are the disadvantages when doing this type of programming? In the case of a multi year program like "1000 Books", there needs to be a financial commitment so that children reaching "1000 Books" four years from now will receive the same recognition as those completing the program in 18 months.  There needs to be a time commitment made by the library that the staff will have the time necessary to actively promote the program, which could include annual letters to parents and visits to schools. Individual staff members will need to understand the importance of early literacy and feel comfortable in inviting parents and children to participate. While that is not necessarily a disadvantage,  it can be with staff not having the same beliefs as the department head or director. Everyone needs to be on board! 

Luci Bledsoe, Johnson Creek (WI) Public Library

You Say Passive, I Say Fantastic

Lots more shares of passive or stealth programs in the class. Here are just a few!

Most of our passive programs are centered around our monthly theme and therefore change every month.  We seem to do a lot of "Find the..." hunts.  This month it is finding the bookworms (bookmarks sticking out of books) in the books that they have fallen in love with and write down their titles.  We let kids do it individually or in teams and then come up for a sticker.  There are a few other activities lying around that they can do (a puzzle, coloring sheets, brown paper laid over the tables for free-style drawing, some Duplo blocks with words on them that are supposed to be kind of like magnetic poetry).  We're also trying out a Winter Reading Program this year.  I like having passive programs in the library because it gives the kids something new to look forward to when then come and something to do while their parents look for books.  

Our first DIY/passive program was Wimpy Kid station I found thanks to one of the many, many, many blogs I follow: Future Librarian Superhero .  This was a huge success for us with about 65 kids participating. We did give away a copy of the book which I think increased the numbers.

I currently am doing a Love Your Library Month program that consists of a library bingo where the children pick up a sheet with 9 blocks on it asking them to check out an item from 9 different areas (ex: check out a DVD, check out a audiobook, a new book, etc) to get a black out and when they are done they can turn it in to be entered in a drawing for a prize. They can do this as many times as they like throughout the month of February. I also had a library trivia sheet they could do and turn in for another entry and a library scavenger hunt for different ages to get them to identify the different areas of the library. And I included a guess the # of heart marshmallows in the jar for another entry in the drawing and to win an extra prize. All of the papers are kept on a top of a low table with pencils and slips of paper and an entry box. I also include some books on love on the table to fit the theme.

We do an optional bingo board as part of our SLP. It has the traditional 25 squares with a free center square. Except for two of the remaining squares each square represents checking out a different genre or format or categories like "DVD based on a book". The remaining two squares are 1) donation for the food pantry or the humane society--we provide a wish list for the latter and 2) 10 pennies for our penny jar that sits at the circ desk.

I started a simple activity called the Guesstimation Station. Kids guess how many items are inside a Ball jar placed on a display. They write their estimates, names, phone numbers, and place them in the box. The child with the closest guess wins a book or prize from the hodgepodge of extra SRP stuff we have. I switch out the items monthly. Here's a quick blog post about it if you want a visual.   It's really easy, and I get over 100 kids each month putting in a guess! I didn't know how many would participate, so I was pleasantly surprised the first time I opened the box! The only drawback I have encountered is duplicate entries, which I only count as one participant for statistics purposes.

I started a Pete the Cat reading program which runs through the month. I used the small display case in the lobby to promote the program.  There is also a guessing game. How many buttons are in the jar?  When children sign-up, they receive a reading record and a bookmark.  Upon completion, each child receives a certificate and a pair of shoelaces. I had read somewhere that children today are having a hard time learning how to tie shoes.  So, if a child can show staff that he/she can tie his/her shoes, they also receive a piece of chocolate candy.  We have many children proudly showing us how he/she can now tie their shoes.

A passive program we have had is a “How Many/ Who Do You Recognize?” display (example). We numbered the shadowed characters, made a worksheet, and asked the interested children to complete it. They returned their worksheet to our desk. We picked the most accurate guesses and the winner receiver a bag filled with past reading program prizes (it was a great opportunity to clear out our older stock). Like mentioned above, a disadvantage was checking on the display to make sure pencils and worksheets were available in an orderly fashion.

Stop by my Pinterest Board for more stealthy ideas.

What cool passive or stealth programs are you doing?

What's Great About Passive Programming?

In our class we looked at different types of programs: passive (stealth) programs, DIY programs and active programs. The class discussed some of the positives they see with programs other than active programs.

• Having a mix of programs allows you to provide something that appeals to more people.  Those people who don't bring kids to programs or storytimes but do come in every Saturday morning to check out books have a chance to participate in some type of program (probably passive) without interrupting their routine.  Also, having low maintenance programs like passive and DIY programs can take the pressure off to have more active programs.  If someone asks why you're not having a big active program all the time, you can point to smaller programs that kids can participate in at their own convenience and maybe keep them coming in for more than just a 45 minute program.
• In this same vein, I think passive programs can be a better fit for older children. Although young children at our library love all the programming we provide (or their parents do), we have more trouble reaching older elementary school children. Passive programs seem like a good fit for this group since it allows them to have more agency and they don't have to worry about bringing a friend to every program.
• Passive programs work well for busy families that can not always make to the library to planned programming at a certain time.  They can stop by when it is convenient for them, pick up some books and participate in whatever passive program that is happening while they are there.  I think that active and planned programming is great for families that might be looking social interaction.  It is great with preschoolers and elementary aged children.  It's great for the kids and the parents to interact with each other, plus we can use that time to share our book collection.  Pitfalls for passive programs included keeping the project contained, keeping staff updated on what the program is, and depending on how long the program goes- helping staff remember to encourage patrons to participate.  Pitfalls for active and planned programs would definitely be time constraints for families.  They have so many activities after school and in the evenings.
• I am a full-time librarian and my work desk is the public desk in the children's room. When I'm not doing storytimes, I'm at the desk observing and always asking myself how I could make my department better for every single kid that walks in the door. That being said, I am a firm believer in meeting kids where they are. Some children LOVE a crazy storytime with 20 kids running around (with 20 adults in a 43-capacity room!). Some kids would rather go to the dentist (no offense, dentists!) than participate in a jam-packed, fast moving program. With the different types of programs, we as librarians can meet kids where they are and indulge their unique personalities and interests. If we only did one type of program, a huge chunk of kids would never get the experience of being themselves at the library. I do many DIY programs that are 90% self directed (the 10% being a sign that says "Hey, this is cool! Do it!"). This catches the kids who are not able to attend formal active programs, or kids that have half an hour to hang out while their caregivers print something in the computer lab. I think we as librarians can do ALL OF THE THINGS with a good mixture of programming. :)
• I actually think a mix of active and passive programs are virtually essential for a library to embrace in order to remain financially viable. We started exploring passive programming because we had to. We don't have enough staff to execute traditional "active" programming for all ages on a consistent basis.  But that's not the only reason to do it. Technology has been a game-changer for this generation. Kids are more independent and self-directed. Our culture has fundamentally changed as a result of the internet. I think it's our responsibility to not only help them navigate that world, but to offer relevant programming for a variety of interests. There used to be a more collective experience around "cultural" events: the country stayed home on Thursday nights to watch the Cosby Show or you anxiously listened to hours of the radio to hear that one song you loved. That's not the case anymore. Passive/DIY programming allows libraries to widen the scope of interests. And it allows libraries the chance to quickly adjust to trends. Active programming takes advanced planning and by the time an event comes around, kids may have moved on. I also think it's a really sneaky way to redirect kids to books. I am not a the-library-is-for-reading-books-and-only-reading-books type of person, but I do believe one of the greatest thing I can do for a child is get them to see that reading is FUN. If kids choose reading as a leisure activity, they win life forever. Passive and DIY book-based programming can excite kids and remind them how fun reading is. 
• Passive activities give that shy young reader who is uncomfortable in group activities a chance to participate, entertain children while their parents are using library computers, and introduce “new” books to children and parents.
• Having a mix of programs allows you to provide something that appeals to more people.  Those people who don't bring kids to programs or storytimes but do come in every Saturday morning to check out books have a chance to participate in some type of program (probably passive) without interrupting their routine.  Also, having low maintenance programs like passive and DIY programs can take the pressure off to have more active programs.  If someone asks why you're not having a big active program all the time, you can point to smaller programs that kids can participate in at their own convenience and maybe keep them coming in for more than just a 45 minute program.

6 by 6 Early Literacy Stations

In talking about passive and DIY programming in class, Melendra Sanders from NCKLS in Kansas shared the perfect preschool stations.

I created early literacy stations focused on a specific book. These stations are out in the children's area of the library for 2 months at a time.

For the stations, I would come up with activities that related to at least 5 of the 6 early literacy skills from Every Child Ready to Read (ECRR), although in Kansas it has been rebranded as 6 by 6 which is how we "label" all the activities. Each station has an introduction that explains what the 6 early literacy skills are and how they help children be ready to learn to read when they start school. There is also a description and the materials needed for each activity. The activity descriptions contain information about the individual early literacy skill the activity promotes and simple directions for how to do the activity.

The stations contain a mix of items, such as toys, games, and writing/coloring tools. There are also containers for each activity's materials, so that all the things have a "home" and can be cleaned up or moved easily.

Often stations are planned to coordinate with active programming. For example, Kansas has a Kansas Reads to Preschoolers (KRP) week, and the 6 by 6 station that overlaps with that week always focuses on the KRP book.  

 

This promotes the use of station materials in active programs too. The year the KRP books was Lola Loves Stories, I created a felt board for the 6 by 6 station that had different hats Lola could wear related to specific books she may have read. The kids loved it at the station, and all the storytime librarians used it in one form or another for their storytimes that week.

Here is a sample station for the book Bear in the Air:

6X6: Tell Stories about Everything

Recounting what happened in a book helps your child learn to follow, understand, and tell a story. Knowing how stories work helps a child learn to read because it gives him a better understanding of what he is reading.

Retell the Tale:   Using the map from the end of the book, help your child retell the story by finding the important scenes or characters on the tables.

6X6: Take Time to Rhyme

Rhymes, because they emphasize the individual sounds that make up words, are a great way to help children hear those smaller. Being able to isolate those small sounds helps children when they are learning to read.

Find the Rhyming Words: Find the rhyming words on the sea shell halves and match them to make whole sea shells.

6X6: Talk, Talk, Talk

The more you talk to your child about the everyday events of the day, the large his/her vocabulary will be. Children with large speaking vocabularies learn to read more easily because it is easier to sound out a word that they already know.

Make Lemonade:  Use the lemonade recipe and props help your child make lemonade. Talk about how each ingredient would taste, look, and feel.

6X6: Noticing Print All Around

Helping your child notice the words in the book and how they go along with the illustrations allows her/him to better understand that the print is what you are reading.

Hanging the Laundry:  Match the shirt illustrations and short words to hang them on the laundry line.

6X6:  Look for Letters Everywhere

Noticing different shapes is a first step in recognizing the difference between letters. Sorting activities are great for this skill.

Sort the Shapes:  Help your child place each shape through the correct hold in the bucket. While you’re at it, talk to them about the upper and lower case letters on each shape.

 

6X6:  Look for Letters Everywhere

Learning the letters of the alphabet is more than just singing the ABC song. Children need to recognize that letters are different from each other, that even the same letter can look different as upper and lowercase.

Match the Letters: Help your child put the upper case letters in alphabetical order. Then help him match the lower case letter to the upper case letter.

Advantages:
The patrons love the activities; we have families play with them for hours at a time.
Parents and children are exposed to new books.
Staff get more storytime resources for current and future use.
The program both promotes the early literacy skills and exposes parents to the rationales behind some of the things librarians do that are educational without us having to constantly "talk up" our role in early literacy.
The stations are portable and storable for reuse in the future.

Disadvantages:
They do take planning and effort on a regular basis.
They have to be cleaned up regularly.
Sometimes pieces go missing or get damaged.
Depending on how much staff wants to repurpose items, they could be expensive.

Gimme a Break

There was lively discussion on how the class felt about building breaks into programming cycles. Some students take breaks ranging from two weeks to six weeks periodically throughout the year. Some follow the school calendar for breaks (more programs during no school times). Some feel that routine for families is important and seldom take breaks.

Many people mentioned that they get pushback from patrons when they either decide to take a break in a long series of programs like storytime OR if they decide to skip a year and not always offer the same "big" program (think Valentine Day party or Dr. Seuss Birthday or Gingerbread House Making). Still they felt breaks were worth the reaction for what they offered staff - a chance to catch a breather and plan; opportunities to attend conferences; time to do outreach; a chance to take vacation and unwind!

Many felt badly when families come in during a break expecting a storytime. One strong champion of breaks shared that they always put out some DIY crafts the first week into a storytime break and that helps to ease families through the no-storytime break. At our library we offer Book Bundles, a passive program like Smart Cookie Club and encourage families to get involved in 1000 Books Before Kindergarten.  Others explain to families that library staff need to spend some time learning themselves or serving other ages and that also helped the disappointed families.

One classmate reported that she took the idea of taking breaks in programming to her director and successfully convinced the director to support her incorporating them into their program planning.

Some comments::

• Breaks give us time to recharge and reevaluate. It’s time to try new things: puppet practice, new feltboards, learning new technologies. In our community, if we offered programming for 0-5 year olds every single day we’re open, people would come. They are definitely disappointed when we take breaks, but I really do think they understand why staff needs the time. 
• I think the break issue is related to the general issue of self-care vs. I-can-take-care-of-everyone-all-the-time martyrdom that many parents face (moms especially).
• So I guess in all I try to include some breaks to regroup and try to get ahead on some planning. Being that a lot of us I think do this on our own I think we need it, especially if this isn't the only part of our job, if you need to weed books, purchase books, help out with the other parts of the library etc. you almost have to include a break somewhere.  

What is your break experience like?