sharp heffern lin summer reading program

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Public Library Summer Reading Program

Designed by Jason Sharp, Kristen Heffern and Jennifer Lin

For Dr Welch IS573: Programming for Children and Adults

Program Missions, Objectives, and Goals

We have created a public library summer reading program called “Summer of Heroes”

for teens ages 12 to 18. The program will take place on Thursdays from June 25 to July 30,

2015, from 3 to 4:30 P.M. During the 6-week program, teens will be guided through the process

of creating, revising, publishing, and marketing their work. Since our underlying theme is

“superheroes” (in part inspired by the national Collaborative Summer Library Program’s (CSLP)

theme for 2015), the program will teach not only the creative writing process (character and plot

development, editing, etc.), but also drawing, storyboarding, and converting words and pictures

to film. More specifically, our program has the following objectives and goals:

● To encourage students to continue to read throughout summer: Studies show that

students who take part in summer reading programs “significantly improve their reading

skills”, about 52 Lexile points ahead of those who do not, and they are also less likely to

suffer from learning loss (Fiore & Roman, 2010). In fact, Alexander, Entwisle, and

Olson (2001) found that summer learning is “strongly and consistently” related to

summer reading and regularity of library usage, and that the students’ use of library

predicted summer gains in achievement (p. 184).

● To provide meaningful, fun, as well as educational enrichment programs: Alexander,

Entwisle, and Olson (2001) stresses that since learning works best “when children feel

they are partners in the enterprise”, summer programs should be engaging and fun, not

punitive, with a heavy dose of “enrichment experiences” (p. 184-185). To this end, we

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tried to design a well-balanced program -- one that has practical components (creative

writing and publishing process) as well as fun and relatable components (superheroes

theme, for example).

● To inspire life-long learning: The same Celano and Neuman report (2001) also included

many librarians’ testimonials about special events that encouraged teens to explore or

research a topic in more depth. Our aim for this program is to have teens leave more

interested, more curious, more creative, and more eager to try -- and equipping them with

the basic skills that they need to do so.

● To guide teens through the process of writing and publishing, from being inspired (by

real-life heroes), to creating and developing a character from scratch, to writing a story or

creating a comic based on the character, to converting their story to film, and finally, to

getting the product ready for publishing and distribution.

Philosophy

A well-researched library program is created with an understanding of its target audience

in mind. Early adolescents (between the ages of 11 and 13), have a need to feel a sense of

competence, achievement and meaningful participation (Welch, 2013). We answer these needs

of early adolescents through honing skills that will eventually result in a product they can take

pride in that came about as a result of their own hard work and perseverance. At the end of the

six-week program, they will not only have created a superhero with a narrative backstory, but

also have tangible proof of their achievements in the form of drawn storyboards, an original,

edited film and a knowledge about how to market, promote and self-publish.

Our program will also address the unique developmental needs of middle and late

adolescents (between the ages of 12 and 18). It is during this stage of life that adolescents begin

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to question the world more extensively than ever before, form their own codes of ethics and

develop their own unique identities (Welch, 2013). This point is underlined by Staurach (2003),

author of The Primal Teen. Staurach states that “the teenage brain is raw, vulnerable [...] a brain

that is still becoming what it is meant to be” (8). The superhero theme of our summer reading

program dovetails nicely into the natural middle adolescent need to develop their own identity as

they start to make their own decisions and find a sense of purpose in adult society. It is our hope

that they somehow cultivate a more concrete idea of what kind of person they will choose to

grow into as they think critically about the persona they are creating both on paper and on screen.

Notably for the purposes of our library, it is during the period of middle adolescence that

teens and tweens have the potential to develop a habit of reading for pleasure (Search Institute,

2013). Catering to this group’s interest in superheroes by providing them with intellectually

stimulating reading materials throughout the summer program has the potential to help our target

audience develop a lifelong love and appreciation for reading. This also helps the library’s

mission of growing and cultivating readers into the next generation. Also of note is that the

Search Institute (2013) states that young adults between the ages of 12-18 “place a high value on

promoting equality and social justice.” This is echoed in Welch’s (2013) assertion that it is

during middle adolescence that students begin to have “increased thoughts about global concepts

such as justice.”

Overall, the “Summer of Heroes” reading program has been created with the

developmental needs appropriate to our target age group (teens aged 12-18) in mind from start to

finish. From the initial “create a superhero” activities (sprung forth from a need to nurture teen’s

growing need for identity) to the products they will create (to fulfill their need for tangible

achievement) and finally with a librarian’s wish to develop a lifelong love of reading in

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adolescents (at a time when they are developmentally susceptible to such a habit), this summer

reading program was planned to benefit the audience we serve from the start.

Marketing

The target audience of our Summer of Heroes program is adolescents between the ages of

12 to 18. Specifically, we want to reach out to reluctant and struggling readers, as well as

readers and fans of comic books that may not be reading other fiction and nonfiction materials.

We will also market our program to existing library patrons and local middle and high schools,

with the ultimate goal of “widening the net” and drawing in above and beyond our regular

program attendees.

One way we plan to advertise to the library’s “built in” audience is to create and post

attractive, eye-catching flyers in the teen area, and at the checkout desks of local branches of the

library (see our sample flyers in APPENDIX E). The library is active in social media and will

send Twitter and Facebook updates so followers can learn more about the program. Facebook

“event pages” will also be created to promote the program and facilitate the RSVP process --

those who have “liked” our page could view and RSVP to the event, and share the page with

their Facebook friends. The program information will also be posted on the library’s blog, as

well as on the calendar and events section on the library’s main website and electronic

newsletter.

Patrons will be encouraged to register for the program in a timely fashion since space is

limited. The authors have used the Whitehaven Library in Memphis, TN, as a model for this

program which has a capacity of 70 for its largest meeting room. The actual program attendance

will be limited to 50 to keep the size of the programs manageable and ensure that guest speakers

and volunteers have space to move around and assist program attendees.

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Local middle and high schools make up an important segment of the target population for

this program. We will use the established school library contacts at each of the five schools in the

library’s service area (3 middle and 2 high schools) and provide them with materials such as

flyers and mini posters that can be displayed in high traffic areas of the school. We can briefly

discuss these programs with students during the year-end Career Day events at which we are

scheduled to speak. Specialized school visits can also be planned with school administrators (i.e.

principals and school librarians) to help target struggling students with a special presentation.

Not only would this generate interest and enthusiasm for the program, it could help the school

send a strong message about the correlation between summer reading and academic

achievement.

We believe that meeting potential attendees where they gather is another effective

marketing technique. Volunteers and friends of the library can visit local comic book stores,

community centers, arcades, sporting events, malls, coffee shops, or bookstores and post or hand

out -- with permission -- posters or flyers. We also plan to market to theatregoers, especially

those in line for the superhero franchise movies that are slated to be released in the summer of

2015 such as the Fantastic Four reboot in June and Batman vs. Superman in July (IMDB). We

hope to establish a partnership with theatres in which the management helps promote the reading

program by displaying posters or passing out flyers, and the library in turn names the theatre as

one of the official sponsors of the program, including their logo on all marketing material.

Budgeting

The majority of the supplies required will be provided at no cost by the Whitehaven

Library in Memphis; the Whitehaven Library in particular has access to large meeting rooms,

extensive art supplies and ten 2nd Generation iPads for Week 5’s video recording and editing

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program. Printing will include small black and white program flyers, 8.5x11 inch color posters

for bulletin boards and library displays, and 11x16 inch posters for local schools and community

centers. Bookmarks will also be provided on cardstock to be used in marketing, with limited

program information included. The total cost of this print marketing is budgeted at $50.

Providing snacks and refreshments has been an effective method at the Whitehaven

library for encouraging attendance and these have been factored into the budget at the cost of

$180. As a means of promoting participation, prizes will be given based on a raffle system that

rewards frequent participants and those who read the recommended titles. Winners will receive

first choice of new Young Adult books and comic books along with a chance to attend a free

party at Incredible Pizza Company, who has a long-standing agreement with the Memphis

Library system. The total cost of these prizes are budgeted at $300.

The remaining funds will be used to provide honorariums to the three real-life hero

presenters and as payment for author/illustrator Gene Yang to provide a Skype chat in the final

program on marketing and publishing. The total cost for these program presenters is budgeted at

$310.

The total budget for this program will be $840 for the program materials and services

described and approximately $500 of staff time based on 18 hours of staff program setup,

implementation and cleanup for two staff members at the pay rate of a Library Assistant in

Memphis. Specific details and price breakdowns are included in APPENDIX D.

Program Evaluation

Even the most well-conceived and well-attended programs cannot be improved without

critical evaluation of its merits and weaknesses. Evaluations can range from informal

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observations by staff members to formal tools such as surveys or questionnaires through which

participants can provide feedback.

We plan on assessing the program informally by observing participants’ verbal and

nonverbal reactions during the program. Their body language will tell us whether they feel

engaged by the speaker or activity, disinterested, or bored. After each week, we can ask whether

they enjoyed themselves, learned something new, or had any questions about anything that was

presented that week. If parents are present, we can talk informally with them as well to gauge

how they think their teens are responding to the program. The librarian/staff should make note

of any feedback that could improve the rest of the program or future programs; these can be as

small as making changes to the temperature of the room or as major as choosing a different

speaker next year.

We will also prepare formal evaluations forms (print and online) for the librarian and

participants to fill out. Questions for the librarian or staff will assess the effectiveness of the

following program components: theme of the program, resources selected, marketing/publicity,

registration process, etc. Participants will be given a chance to complete a survey before they

leave the program in Week 6. They will be encouraged to provide feedback about the following

program components: theme of the program, guest speakers and their presentations, interest in

the topics presented, interest in attending future programs, etc. They will be asked open-ended

questions about what they thought were the most and least successful parts of the program, as

well as any additional comments they would like to make. As a way to encourage survey

participation, those who fill out a survey will have their names entered into our prize drawing.

(Please refer to APPENDIX E for sample evaluation forms).

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REFERENCES

Alexander, Karl L., Doris R. Entwisle, and Linda S. Olson. "Schools, Achievement, and

Inequality: A Seasonal Perspective." Educational Evaluation and Policy Analysis.

23.2 (2001): 171-191. Print. <http://www.jstor.org/stable/3594128>.

"Batman vs. Superman." IMDb. IMDb.com, n.d. Web. 25 Nov. 2013.

<http://www.imdb.com/title/tt2975590/>

Celano, Donna, and Susan B. Neuman. The Role of Public Libraries in Children's Literacy

Development: An Evaluation Report. Harrisburg: Pennsylvania Department of

Education, 2001. Print. <http://www.ifpl.org/Junior/studies/Role of Libraries.pdf>.

"The Fantastic Four." IMDb. IMDb.com, n.d. Web. 25 Nov. 2013.

<http://www.imdb.com/title/tt1502712/>.

Fiore, Carole, and Susan Roman. "Summer Reading Programs Boost Student Achievement,

Study Says." School Library Journal. (2010): n. page. Web. 22 Nov. 2013.

<http://www.slj.com/2010/11/students/summer-reading-programs-boost-student-

achievement-study-says/>

"40 Developmental Assets for Adolescents." Search Institute. Search Institute, n.d. Web. 25 Nov

2013. <http://www.search-institute.org/content/40-developmental-assets-adolescents-

ages-12-18>.

Powell, John. Personal Interview. 25 November. 2013

Strauch, Barbara. The Primal Teen: What the New Discoveries about the Teenage Brain Tell Us

about Our Kids. New York: Doubleday, 2003. Print.

Welch, Cindy. “Ages 12-18.” File last modified 7 Oct. 2013. Microsoft Powerpoint file.

Welch, Cindy. “Ages 10-14” File last modified 30 Sept. 2013. Microsoft Powerpoint file.

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Wilson, Patricia, and Roger Leslie. Igniting the Spark: Library Programs That Inspire High

School Patrons. Englewood: Libraries Unlimited, 2001. Print.

APPENDIX A. PROGRAM OUTLINE

Mission 1 Origins

● Before introducing program, remind teens about library policies on expected behavior

during program (keep this short and sweet).

● Introduction to the 6-week program: briefly go over program outline; go over different

ways they can earn “raffle tickets” for the prize drawings and discuss the prizes..

● Quick discussion of favorite superheroes, favorite comic books, graphic novels, etc.

● Participants will learn about the origins of popular as well as lesser-known superheroes

and answer trivia questions and earn raffle tickets.

● Talk about the science behind superheroes

● Booktalk featured books and show them read-alikes. Show teens digital comics on

Marvelkids.com.

● Have featured books, read-alikes, and other related material on display for easy checkout.

Give participants a copy of our booklist to take home.

Mission 2 Discover Real-Life Superheroes

● Before teens get a chance to create their own superhero character, we want them to draw

inspiration from real-life superheroes.

● Booktalk featured books and readalikes and remind teens they can check these out at the

end of the program.

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● Guest speakers can include local firefighters, veterans, police, EMS, outreach worker,

humanitarian, etc. who have made a big difference in the community or world, including

teens. Draw connections to popular superheroes if possible: fictional superheroes all

have “alter egos”...perhaps their superhero was a firefighter or retired navy officer, etc.

● Invite community groups to come and talk about volunteer opportunities in the

community or around the world. Include groups such as animal shelter, Big Brother/Big

Sister, food banks, homeless shelters, literacy/tutoring centers, environmental groups,

animal rights groups, women’s rights groups, Habitat for Humanity, United Way, etc.

Encourage teens to explore different areas they can serve.

● At the end of the program, remind participants to start thinking about their own superhero

character.

Mission 3 Behind the Mask

● This week participants will learn about character development. We will use the

discussion questions (see APPENDIX C) to help them generate ideas and create the

character’s backstory.

● Those who feel they have a strong backstory on paper can use the computer or iPad to

play with what their character might look like, using Marvel’s “Create Your Own

Superhero” app.

● Booktalk featured books and readalikes. Encourage them to start thinking about a story

that goes with their character. We’ll be drawing their characters next week and learn

about storyboarding.

Mission 4 Drawn to Life

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● This week, participants will practice drawing their characters and learn about

storyboarding and scripts and screenplays.

● We will talk about what storyboarding is, and why it might be important in the creative

process. We will also talk about turning a story into a script.

● Booktalk featured books and readalikes.

● Teens will work in small groups to put together a story on paper using characters they

have created. They can do this in storyboard format (we’ll provide the storyboard

templates) or by writing out a script. They will get a chance to turn their

storyboard/script into a mini movie (5 to 10 minutes long) next week.

Mission 5 Silver Screen Heroes

● This week, we will focus on filming and film editing tools and techniques. Working in

small groups, teens will make a movie based on the storyboards/scripts they have created

the previous week.

● Show them a movie-editing tool (such as iMovie) and go over key editing features.

● Discuss “starter” questions to get teens thinking about what makes a good movie -- script,

music, editing, etc.

● Allow plenty of time for participants to edit their mini-movie. Encourage them to trim or

keep their movies to no more than 10 minutes.

● Encourage teens to submit their movies to the library to be posted on the library’s web

site (per their parent’s written permission). Librarians/staff will preview them to make

sure they are appropriate for posting. With their permission, the librarians/staff will show

their film in a mini film festival at a future time. Other creations from this program

(comics, stories, etc.) will also be showcased at that time.

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Mission 6 Show Me the Money!

● This week, participants learn how to revise/edit their work and get it ready for

publication. Our guest speaker, Gene Yang, will talk via Skype about different

publishing options (particularly when it comes to comics/graphic novels) and other

strategies for sharing and selling your work.

● Teens will also brainstorm creative ways to promote their work: making eye-catching

flyers (print or virtual), creating book/movie trailers, buttons, character trading cards, etc.

Allow teens to practice making some of these promotional materials during the program.

(The Whitehaven Branch Library has a button maker that the teens can use to make

buttons with cutouts from old comics or their own drawings.)

● Booktalk featured books as well as demo/virtual tours of some self-publishing sites.

● Make sure as teens leave they have a copy of booklists, which they can also access online

through the Youth Services page on the library’s web site.

APPENDIX B. BOOKLISTS

We have created booklists for each week of the program. Each list contains one or two “featured

books”, as well as read-alikes. We have also decided to include, for some weeks, web resources

and apps on the lists to complement our book selections. The web pages and tech tools chosen

are particularly useful and relevant to the type of projects our teens will be creating.

Mission 1 Origins

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Featured Titles:

● Lore, Pittacus. I Am Number Four. 1st ed. New York: Harper, 2010. Print.

Ten years ago, John Smith and his guardian Henri escaped to Earth after their home

planet Lorien was destroyed by the evil Mogadarians. Now a teenager with developing

Loric powers, John is forced to choose between leaving his life in Paradise, OH, or

staying with and risking the lives of those he has grown to know and love. This book is

part of the Lorien Legacies series.

● Coogan, Peter M., and Dennis O'Neil. Superhero: The Secret Origin of a Genre.

Austin, TX: MonkeyBrain, 2006. Print

This book traces the superhero's roots in mythology, science fiction, and pulps. In

addition to explaining the origin of many popular characters, the book also follows the

genre's development to its current popular status in film, literature, and graphic novels.

You might also like...

● Moore, Perry. Hero. New York: Hyperion, 2007. Print.

Son of a disgraced superhero, Thom Creed has some secrets of his own, like his gay

identity and his own emerging superpower: the power to heal. Together with a band of

other misfits, Thom solves the mystery of a series of superhero-murders and saves the

world from the ultimate villain.

● Kakalios, James. The Physics of Superheroes. 1st ed. New York: Gotham Books,

2005. Print.

Using superheroes such as Flash, Superman, and Spiderman, Kakalios discusses the

science behind their superpowers and supernatural feats. Topics include Newton’s Law

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of Gravity, the properties of matter, the conservation of energy, quantum mechanics, and

solid-state physics. Also included are key equations and a thorough index.

Web Resources/Tech Tools:

● MarvelKids’ Digital Comics: Teens can access popular comics online at

http://marvelkids.marvel.com/comics. The site also has links to other web-based

activities and games related to superheroes and comics.


Featured Titles:

● Yousafzai, Malala. I Am Malala: The Girl Who Stood Up for Education and Was Shot

by the Taliban. 1st ed. New York: Little, Brown and Company, 2013. Print.

I Am Malala tells the story of a 15-year-old girl growing up in Taliban-controlled Swat

Valley in Pakistan and her fight for girl’s right to an education. Despite being shot at

point-blank range as a warning and punishment for speaking out, Malala takes her

message around the world and continues to champion for girls in her country.


● Aronin, Miriam, and Fred J. Pushies. Today's Air Force heroes. New York:

Bearport Pub., 2012. Print.

Details real life stories of Air Force heroes over the past decade.

● Barron, T. A.. The hero's trail: a guide for a heroic life. New York: Philomel Books,

2002. Print.

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Stories of heroic individuals throughout history are detailed and interspersed with

motivational texts on how teenage readers can live their own lives heroically.

● Bolden, Tonya, and Ansel Pitcairn. Portraits of African-American heroes. New York:

Dutton Children's Books, 2003. Print.

Twenty African American heroes from historical times to present day are featured and

honored through pictures and text. Heroes from diverse such as science, politics and

athletics are explored.

● McCann, Michelle Roehm, and Amelie Welden. Girls who rocked the world: heroines

from Joan of Arc to Mother Teresa. New York: Aladdin, 2012. Print.

Female heroes are featured in this title that covers a wide range of history and subject

areas.


● The Real-Life Superhero Project (www.reallifesuperheroes.com): This site features

stories of anonymous and selfless real-life superheroes who “choose, everyday, to make a

difference in the world around them.” Photographer Peter Tangen sets out to visually

document the powers of these ordinary people, their passions, and hopes to inspire others

to reach out themselves.

Mission 3 Behind the Mask

Featured Titles:

● Carroll, Michael. Super Human. 1st ed. New York: Philomel Books, 2010. Print.

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A group of misfits with emerging superpowers must band together to face the world’s

first super human, a powerful, immortal warrior from 4000 years ago who has plans to

take over the world.

● King, Wesley. The Vindico. 1st ed. New York: G. P. Putnam's Sons, 2012. Print.

A group of aging supervillains called the Vindico kidnap five teens and train them to

continue the fight with the League of Heroes. The teens, emboldened with their newly

bestowed superpowers and loyalty towards one another, uncover the Vindico’s plans and

forge a plan of their own.

You might also like…

● Campbell, Chelsea M.. The rise of Renegade X. New York: Egmont USA, 2010.

Print.

All Damien Locke has ever wanted was to be a supervillain like his mother, so imagine

his surprise when he finds that he may not inherit her evil superpowers and might

actually develop the powers of his long lost superhero father instead. Damien must now

determine whether he will be a force for good or evil in his world, while being forced to

live with his goody two-shoes superhero step-family all the while trying to retain his

friendship with his supervillain friends.

● Yang, Jeff, Parry Shen, et al. Secret Identities: The Asian American Superhero

Anthology. 1st ed. New York: New Press, 2012. Print.

Top Asian American writers, artists, and comics collaborate to create original short

stories focused on Asian-American superheroes. Humorous and at times satirical, these

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stories cover themes such as girl power, ordinary heroes with supernatural abilities, as

well as topics such as the history of superhero comics, immigration and racism.

● Packer, Sharon. Superheroes and Superegos: Analyzing the Minds behind the Masks.

Santa Barbara: Praeger/ABC-CLIO, 2010. Print.

Written by a psychiatrist, this book gives a fascinating look inside the minds of

superheroes such as Superman, Wolverine and Spider-Man. A great read for students that

want to know more about makes their favorite superhero the way he/she is.

● Faust, Minister. From the Notebooks of Dr. Brain. New York: Del Rey, 2007. Print.

In this “self-help book for superheroes”, Dr. Brains takes six members of the Fantastic

Order of Justice through therapy sessions that reveal internal struggles, secrets, and other

personal crises.


● “Create Your Own Superhero” by Marvel: Teens can use Marvel’s Superhero Avatar

Creator to name their superhero, mix and match costumes, and customize face, hair, and

other features. http://marvel.com/games/play/31/create_your_own_superhero


Featured Titles:

● Stephens, Jay. Heroes!: Draw Your Own Superheroes, Gadget Geeks & Other Do-

gooders. 1st ed. New York: Lark Books, 2007. Print.

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Award-winning cartoonist Jay Stephens shows kids the ins and outs of drawing

superheroes, from heads, masks, disguises, mutations, down to superpowers and action

effects. Stephens also include a section on hero lore and history.

You might also like…

● Chiarello, Mark, and Todd Klein. The DC Comics guide to coloring and lettering

comics. New York: Watson-Guptill Publications, 2004. Print.

Acclaimed comic book illustrator Mark Chiarello and award-winning letterer Todd Klein

demonstrate dozens of illustrative strategies and techniques using famous DC comic

characters.

● Lee, Stan, and John Buscema. How to draw comics the Marvel way. New York:

Simon and Schuster, 1984. Print.

This classic title by two of Marvel’s Comics most well-known authors and illustrators

provide advice and instruction on how to draw comics “The Marvel Way” from the man

that created Spider-man and Thor.

● Williams, Freddie E., and Brian Bolland. The DC comics guide to digitally drawing

comics. New York: Watson-Guptill Publications, 2009. Print.

Provides step by step instructions on how to digitally sketch, pencil and ink your

computer generated artwork with time saving shortcuts and techniques from one of DC

Comic’s hottest artists.

● Hamlett, Christina. Screenwriting for teens: the 100 principles of scriptwriting every

budding writer must know. Studio City, CA: Michael Wiese Productions, 2006. Print.

Provides students in grades 8 and up with an easy to use screenwriting workshop that

teaches teens how to create their first short film. Topics such as plot, pacing and

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character development are discussed and the writer uses a conversational writing style

that should appeal to today’s teens.

● Samaroo, Melissa. The complete guide to writing a successful screenplay: everything

you need to know to write and sell a winning script. Ocala, Fla.: Atlantic Pub. Group,

Inc., 2012. Print.

This book is meant for older teens and adults, but provides a more thorough overview of

the screenwriting process with additional information not found in other screenwriting

books, such as how to sell your product and navigate common legal issues.


● Marvel.com’s “Create Your Own Comic”: Marvel.com allows users to create 1-3

panel comic strips or multi-page comic books using their web tool. Users can select the

style of their comics, customize backgrounds and characters, insert different objects, and

create dialogue. http://marvel.com/games/play/34/create_your_own_comic

● Storybird.com: Storybird.com is a tech tool that lets you make “visual stories” in

seconds, using artwork from illustrators and animators all over the world. This is a great

tool for teens who are looking to jumpstart their writing, to see their imagination in print,

and to explore different ways to tell a compelling story. It allows for collaboration as

well.


Featured:

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● McLean, Thomas J. Mutant Cinema: The X-Men Trilogy from Comics to Screen.

Edwardsville, IL: Sequart Research & Literacy Organization, 2008. Print.

This book takes readers through scene-by-scene examinations of all 3 films and then

analyzes the comic-book story origins that inspired every aspect of the movies. Also,

readers will learn about each film’s development process (including behind-the-scenes

stories), omitted scenes and storylines, critical and fan reception, and box-office

performance.


● Jesser, Jody Duncan, and Janine Pourroy. Christopher Nolan's Batman: the art and

making of the Dark knight trilogy. New York: Abrams, 2012. Print.

A complete, behind the scenes look at the popular Dark Knight trilogy with in-depth

interviews from the film’s key cast and crew.

● Pogue, David, and Aaron Miller. IMovie '11 & iDVD: the missing manual.

Sebastopol, CA: O'Reilly, 2011. Print.

Instructs users on how to import, edit and share footage using iMovie, one of the most

popular and user friendly video editing softwares available.

Web Resource/Tech Tool:

● iMovie: iMovie is a simple piece of software that comes installed on most Apple

computers and allows users to create their own digital movies. They can easily upload

pictures, add sound, voiceovers and share the results.

● GarageBand is a music creation program that also comes installed on most Apple

computers and allows users to play, mix and record their own songs.

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● Moviemaker is Microsoft’s free video editor software that is available on Windows

computers. User can easily create storyboards and add sound, video clips and pictures to

create their own movies.


Featured:

● Caputo, Tony C. How to Self-publish Your Own Comic Book. New York: Watson-

Guptill Publications, 1997. Print.

This helpful guide provides complete information on all aspects of the comic book

industry and publishing process. Included are sections on: getting started in comic book

creation, securing trademarks and copyrights, marketing strategies, and more.

Read-alikes:

● Sambuchino, Chuck. 2014 Children’s Writer’s & Illustrator’s Market. 26 ed.

Cincinnati: Writers Digest, 2013. Print.

For those that write or illustrate for young readers, this is a rich resource with over 650

listings for publishers, agents, and magazines, submission guidelines, and articles on

indie-publishing, query letters, and being first-time authors.

● Brewer, Robert Lee. 2014 Writer's Market. 93 ed. Cincinnati: Writers Digest, 2013.

Print.

This rich resource includes listings for book publishers, magazines, contests and awards,

literary agents, as well as submission guidelines, sample query letters, and a checklist for

those interested in self-publishing.

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● Blurb.com: Blurb.com is a self-publishing site that allows you to create fully-

customizable books using either their online tool, Adobe InDesign, or Adobe Lightroom

(for photos). You can then sell your product in the Blurb Bookstore, the Apple

iBookstore, or spread the word through social media sites such as Pinterest or Facebook.

● Lulu.com: Lulu.com is a self-publishing site that allows you to publish your book in any

format. You can control the content as well as the price of your book, and sell them on

bookseller sites such as Amazon and Barnes & Noble.

APPENDIX C. DISCUSSION QUESTIONS/STARTERS

Mission 1 Origins

Key Points: historical/cultural overview of superheroes; science behind superheroes; fiction vs.

non-fiction; comics and literature.

How much do you know about the origins of your favorite superheroes? See if you can fill in the

blanks on how these popular superheroes got their start:

● Spiderman (answer: got bit by a radioactive spider)

● Teenage Mutant Ninja Turtles (answer: mutated by radioactive goo)

● Superman (answer: alien from Krypton, his alien DNA absorbs radiation from the sun)

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● Batman (answer: trick question, he has no superpowers, but he uses his skills to fight war

on crime [origin could also be because he witness the death of his parents])

● Wonder Woman (answer: granted her power by Greek Goddess Aphrodite)

● Iron Man (answer: made his mechanized suit to escape from enemy soldiers)

● Hulk (answer: extreme exposure to gamma radiation while saving a man at a test site)

● Captain America (answer: frail man receives an experimental Super Soldier serum)

The so-called “Tragic Hero” Discussion: What superheroes developed as a result of difficult

circumstances? Batman (death of his parents), the Joker (falls in a chemical vat), Two Face

(Harvey Dent had acid splashed on his face), etc.

Why do you think some people become “good” superheroes after a tragedy and others become

supervillains?

Work in the nonfiction elements, bring in books about how to become a superhero (survival

guide series)

Talk about what is possible and impossible (fiction vs nonfiction discussion)


Key Points: personal connections; honoring local heroes; ways to make a difference

● What makes a hero? How do you define heroism? Does age matter? Does gender

matter?

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● Do you know anybody in our community who you would consider a “superhero”?

● What are some ways YOU can become a real-life superhero? How can you make a

difference in your community or in the world? Are there local/global projects that you

feel passionate about? (e.g. homelessness, abuse, addictions, animal rights, literacy,

global warming, world hunger, etc.)

Mission 3 Behind the Mask/Create Your Own Superheroes

Key Points: character development; creative writing

Believe it or not, by the end of this 6-week program, you will have learned about creating your

own superhero, written and drawn your own comic book, gotten it ready to publish or sell, and

made it into a blockbuster movie. So far, we have talked about the origins of some of the most

well-known superheroes and met some real-life heroes that live right in our community. This

week, we’ll start thinking about your own superhero or supervillain and develop his/her

character. You will think about his or her background story. What motivates your superhero to

do good in the world or your supervillain to create havoc?

Here are some questions to think about when you’re creating your character:

● What can your superhero do? What are your super powers?

● What do you look like? Do you wear a costume and if so, does the costume hold any

special powers?

● What is your alias? What do you do when you’re not in costume?

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● How did your character become a superhero? (Discuss backstories of famous

superheroes as examples.)

● Does your superhero have a weakness? (Discuss weaknesses of famous superheroes.)

● Who are your arch-enemies?

Notes:

● An option is to have teens work together to create a team or their own “superhero

league”. Each team member can answer questions about their particular superhero, but

together, the team can write about their league’s mission, motto, etc. In this way, we can

introduce the idea of writing mission statements for businesses/organizations, and

develop teamwork skills needed later in the program.


Key Points: plot development; art of cartooning; creative writing; sequencing/storyboarding;

writing scripts/screenplays

Now that you’ve created your own superhero, let’s talk about the process of creating a story and

putting it on paper. What are some key elements of a successful story? Well-developed

characters (we did that last week), a enticing plot -- does your story have a great beginning,

middle, and end? -- and dialogues that draw you in and move the story along.

This week, we’ll work in small groups to write a story using characters that you have created and

developed last week. We’ll lay out that story in storyboard format (we have templates for you)

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or, if you prefer, in a script. Think about what you would keep or leave out of your

storyboard/script to make the story moving and interesting, because next week, we’ll be taking

your storyboard or script and turning it into a movie.

Template: http://fcit.usf.edu/lmm/pdfs/Storyboards.pdf


Key Points: scripts; video production; directing; film editing

Last week we worked together in groups to create storyboards and scripts using characters

you’ve created. This week, let’s talk about turning your work into a movie. Think about...

● What are some differences between books/comics and scripts? What might we have to

do to make a book/comic filmable?

● Where might you film this movie? Think about the setting and tone of your work.

● Who will you cast for your film?

● Think about your work and the central theme or message you want to give to the

audience. How might the tone of your work affect its soundtrack/music?

● What costumes/props might you need for the film? Do you have a budget?

● What technology will you be using to create/edit your film? How will you share it with

your audience?


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Key Points: revision process; publishing/self-publishing; marketing

Now that you have learned to develop a character, created a story, and turned it into a movie,

let’s get it ready to share with your family, friends, and the world! Our guest speaker today,

graphic novelist Gene Luen Yang, will talk to us about the process of getting your product ready

for publishing and selling. Think about...

● What are some avenues you might take to share/sell work?

● What is the difference between going to a publisher and self-publishing?

● What are some ways you can market your product? (Posters/flyers, postcards/artist cards,

movie/book trailers, social media, merchandize like trading cards, buttons, etc.)

APPENDIX D. Budget

Marketing price quantity total

price

Black and White Pages with 4 flyers on each (to be cut out) 0.05 100 5

Color Pages (8.5 by 11 inch) 0.5 10 5

Poster size (11 by 16 inch) 1 10 10

Color Pages with 5 bookmarks on Cardstock (to be cut out) 0.75 40 30

Prizes

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Books/comic books 5 60 300

Incredible Pizza Company visit 0 20 0

Programs

Honorarium gift cards for community hero presenters 20 3 60

Gene Yang skype fee 250 1 250

Snacks and Light Refreshments 30 6 180

Total Price 840

Staff Hours

Hours spent leading the program 1.50 6 9

Hours spent preparing before the program 1 6 6

Hours spent cleaning after the program 0.50 6 3

Total hours per staff 18

Staff payrate for a Memphis Library Assistant (per hour) 13.70

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Cost of staff time for one staff member 13.70 18 hrs. 246.60

Cost of staff time for two staff members 27.40 18 hrs. 493.20

APPENDIX E. EVALUATION FORMS

Note: These forms are adapted from Wilson and Leslie (2001, p. 122-128). I added some

questions that I thought were relevant and helpful.

Librarian/Staff Program Evaluation

Program: ____________________________________________________________

Target Audience: _______________________________ Date(s): _______________

Using the scale below, circle the appropriate response that best describes how effectively the

program component was met.

Program Component Ineffective Effective

Interest in theme 1 2 3 4 5

Accomplished objectives 1 2 3 4 5

Resources selected 1 2 3 4 5

Timing/flow of program 1 2 3 4 5

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Technology/equipment 1 2 3 4 5

Decorations, displays 1 2 3 4 5

Marketing/publicity 1 2 3 4 5

Registration process 1 2 3 4 5

Volunteers 1 2 3 4 5

Furniture, room arrangement 1 2 3 4 5

Increased circulation of resources 1 2 3 4 5

related to theme

Guest speakers 1 2 3 4 5

OVERALL PROGRAM 1 2 3 4 5

Comments:

The online version of the librarian/staff program evaluation can be accessed at:

https://www.surveymonkey.com/s/CQ25J2Y

Program Evaluation for Participants

Your opinion counts, so tell us what you think by circling your honest response! Please return

this to a Youth Services librarian for a chance to enter your name in our drawing!

Program: _________________________________________________________

1. I enjoyed this program. Yes No

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2. I learned new and useful information from the program. Yes No

3. I want to find out more information about the topic. Yes No

4. I know at least 3 facts about this topic before the program. Yes No

5. I have read at least one book on the topic before the program. Yes No

6. I want to read a book about the topic soon. Yes No

7. I would attend a similar program at the library. Yes No

My favorite part of the program was…

My least favorite part of the program was…

I would like to attend a program about (think about your favorite subject, electives, personal

hobbies or interests)…

Please remember to return this form to one of the Youth Services librarians! Thanks!

The online version of the program evaluation for participants can be accessed at:

https://www.surveymonkey.com/s/CQBQ8SY

APPENDIX E. PROMOTIONAL FLYERS

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Sample “virtual flyer”: https://www.smore.com/chwe

sharp heffern lin summer reading program

Documents