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Lakewood Public Library

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Courtney Taddonio

on 7 August 2017

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Transcript of Lakewood Public Library

Hours
Monday-Friday
8:00a-8:00p

Saturday
10:00a-4:00p

Sunday
12:00p-4:00p

Lakewood, IL
Serving Lakewood, Savoy, and Sadorus, Illinois

Staff
3 full-time staff
6 part-time staff

Lakewood Public Library
Goals
Determine the specific needs of the ASD community.
Provide an environment that addresses the sensory needs of neurodiverse teens.
Provide resources that are helpful for ASD teens.
Offer volunteer opportunities to ASD teens.
Provide additional training for staff regarding the needs of our ASD community.
Advertise these services to the ASD community.
Staffing Considerations and Training
Objective
Our objective at the Lakewood Public Library is to create a welcoming environment for Autism Spectrum Disorder (ASD) teens with a variety of resources geared specifically for them.

ASD Technology Plan
Lakewood Public Library
Budget
Provide an environment that addresses the sensory needs of neurodiverse teens.
Our Community
The Lakewood Public Library District serve three small communities: Sadorus, Lakewood, and Savoy, Illinois.
Sadorus is a rural community approx population of 400
Lakewood is a blue collar community with an approximate population of 3,400
Savoy is a mostly white collar town next to the University of Illinois with an approximate population of 9,000
______________________________________
Programs:
Children's Programs: preschool programs & summer reading programs
Teen Programs: teen space
Adult Programs: senior outreach (visit assisted living facilities)

Materials:
Books, audio books, & Playaways
Ebooks
Periodicals
CDs, DVDs, & Blu Rays
ICT Inventory
___________________________________
6 PCs
2 catalog-only computers
Public accessible WiFi
Ebsco Host, Zinneo, Ebooks, Interlibrary loan,
WorldCat and other typical databases for newspapers/magazines,
Mango, Playaways, and books on CD
Library Services
Survey
This objective is based on a community survey administered by the Lakewood Public Library in March to the residents of Lakewood, Sadorus, & Savoy. Feedback from the survey indicated a strong desire for programs and resources for teens with ASD. (https://www.surveymonkey.com/r/SDXBZQP)

While there is a growing number of programs for children with autism, there is often a lack of programs for teens (Almost Adult with Austism).


ASD Facts
______________________________________________________
Autism spectrum disorder (ASD) is the name for a group of developmental disorders. ASD includes a wide range, “a spectrum,” of symptoms, skills, and levels of disability.

People with ASD often have these characteristics:

Ongoing social problems that include difficulty communicating and interacting with others
Repetitive behaviors as well as limited interests or activities
Symptoms that typically are recognized in the first two years of life
Symptoms that hurt the individual’s ability to function socially, at school or work, or other areas of life

Some people are mildly impaired by their symptoms, while others are severely disabled. Treatments and services can improve a person’s symptoms and ability to function.
(https://www.nimh.nih.gov/health/topics/autism-spectrum-disorders-asd/index.shtml)
ASD Community in Lakewood
Lakewood has a very engaged group of parents that are working with the schools and other institutions to increase the programs and opportunities for children with ASD. The library has reached out to this group through twitter and connecting with the Lakewood ASD Facebook group to engage them in the planning process for this ICT plan. This group has been a great resource for generating ideas for programs and resources the library can provide that will benefit this population.
Abby
And finally, there is Abby, a local teen with ASD whose parents have brought her to the Lakewood library for years. Abby is very passionate about libraries and dreams of becoming a librarian one day. She is interested in volunteering and in reaching out to other teens who, like her, have ASD and could benefit from special programs and services that the library could offer.
SWOT Analysis
Strengths:
Dedicated Staff
Diverse rural community
Dedicated board & community support
A full-time technology coordinator
Weaknesses:
Lack of MLS trained librarians
Only 3 full-time staff to cover hours 7 days a week
Lack of programs for special needs community.
Opportunities:
Growing community
New technologies
Grants & external funding
Threats:
Funding from rural tax base
Difficulty increasing funding with 3 diverse communities each needing to achieve a majority vote for any library bill to pass.
Lakewood Public Library staff will complete four self-paced modules from Project PALS (Panhandle Autism Library Services). The course is entitled Serving Library Users on the Autism Spectrum: Project PALS. Each module takes one hour to complete. The modules are:
Module 1: About Autism in the Library
Module 2: Arranging the Library Environment
Module 3: Communicating with Individuals with Autism
Module 4: Interacting with Technology

Courses will be accessed using the following link: https://pals.cci.fsu.edu/

At the completion of all four modules employees will email their completion certificates to the training coordinator.
Training Modules
Each employee will receive an emailed copy of five articles detailing inclusion in the library, and about neurodiverse patrons. The following titles will be emailed on the following dates:

1. August 14, 2017-
Storytime for the Spectrum
2. September 4, 2017-
Adapting the Childcare Environment for Children with Special Needs
3. October 23, 2017-
Library Service to Special Population Children and Their Caregivers
4. November 13, 2017-
Libraries for All: Expanding Services to People with Disabilities
5. December 11, 2017-
Implementing Programs for Children with Autism Spectrum Disorder

Each employee is expected to read the article. A week after the article is sent out, the employee will discuss the article during the normally scheduled weekly one-on-one meetings with supervisors.

Articles
Training Sessions
Children and Teen Librarians will be sent to training at the Lakewood Community Center in the Behavior Toolbox Series. This is training specifically designed for educators and professionals working with children and teenagers on the autism spectrum. Librarians will learn how to manage specific behaviors using research-based intervention systems.

On-site training this Fall will take place for all staff at Lakewood Public Library on the Snap + Core First App for iPad. This app will assist non-communicative patrons in the library.

Recommended webinars for employee viewing:
Beyond Assistive Technology: Improving Library Services to People with Disabilities
Autism 101 for Libraries: What is Autism Spectrum Disorder and How Can We Help Students and Families at the Library?
Tech on the Spec(trum): Making Libraries More Accessible for Children with Special Needs

Additional Webinars

Objective: Provide communication or comfort areas within the library to assist neurodiverse teens

Provide a non-verbal communication board
Create “quiet space” in the library
Advertise these services to ASD community

Objective: To better reach ASD teens in the area who are unaware of program offerings

Complete outreach to local organizations
Email subscription service to provide parents with updates
Create display to showcase new ASD materials

Provide resources that are helpful for ASD teens.


Provide 12 iPads; 6 for staff and staff development, 6 loaded with apps appropriate for ASD teens by beginning of calendar year.
Purchase iPads.
Determine best apps (see survey results) and purchase.
Set-up iPads and load apps.

Create a robust collection of books, videos, and other resources about ASD.
Create list of books, videos and other resources that could benefit the ASD community.
Purchase the resources.
Catalog and add them to the collection.
Create a location for ASD resources.

Collaborate with other community services to offer information about services available to ASD teens in the community.
Partner with Autism Services of America and local chapters local chapters.
Open pathway of communication between the chapters and the library for program feedback.

.
People
Position Annual Salaries Departments
Library Director $56,160.00 Administration
Librarian $41,600.00 Cataloging
Library Technical $37,440.00 Technology
Coordinator
Assistant Librarian $19,500.00 Adult Services
Interlibrary Loan $19,500.00 Circulation
Coordinator
Circulation and Paging $9,620.00 Circulation
Circulation and Paging $5,772.00 Circulation
Circulation and Paging $7,800.00 Circulation
Circulation and Paging $10,660.00 Circulation
Circulation and Paging $11,440.00 Circulation

Total: $219,492.00
Revenue Sources
Levy Revenue
$342,850.00
Non-Levy Revenue:
New Card Fees $3,000.00
Fax Fees $800.00
Fines, books $3,750.00
Copy Machine Fees $1,700.00
PerCapita $14,600.00
Fines, DVD $4,000.00
Interest $6,000.00
Cash on Hand (prior FY) $2,100.00
National Leadership Spark Grant/ $23,000.00
Community Anchor
Grantwatch Underserved $3,600.00
Community Grant Winner 12 iPads

Total Revenue: $405,400.00
Expense Sources
Salaries $219,492.00
Social Security & Medicare $9,700.00
Office supplies $2,508.00
Postage $1,000.00
Telephone $2,500.00
Utilities $12,000.00
Travel and Meetings $1,500.00
Professionals and Consultants $2,000.00
Legal Publications $800.00
Equipment Purchases $4,000.00
Publicity $1,000.00
Equipment Maintenance $1,000.00
Custodial Service $3,000.00
Hauling $300.00
Automation $19,000.00
Per Capita Expenses $14,600.00
Copy Machine $2,000.00

Library Materials:
Audio $4,000
Book purchases $34,000.00
Electronic resources $6,500.00
Periodicals $2,000.00
DVD purchases $3,500.00
CD/Video $500.00

Expense Sources - Library Materials
Library Programs:
Programs $4,500.00
Publicity $2,000.00
Office supplies $100.00
Progam supplies $1,300.00
Snap + Core $8,473.94
Project Pals $14,288.00
Postage $100.00

Other:
General Contingencies $9,000.00
Audit $1,800.00
Liability, Workers' Comp $7,000.00
and Unemployment Insurance
Building Maintenance Fund $5,000.00
Special Reserve Fund -- $1,100.00
building updates

Total Expenses: $401,561.94
Expense Sources - Library Programs & Other
continued on next slide
continued on next slide
Technology Programs
Project Pals:
Site Licenses $894.00
Training $9,000.00
iPads $1,800.00
AppleCare $594.00
$2,000.00

Total: $14,288.00

Snap + Core:
Training $5,000.00
iPads $1,800.00
Applecare $594.00
Licensing $1,079.94

Total: $8,473.94
Autism in Our Community
In 2012 the CDC estimated that 1 in 50 children ages 6 to 17 has an autism spectrum disorder. In addition, autism rates in the US are increasing.

Lakewood and its surrounding communities have also seen a rise in autism rates in the last several years. And while there are a number of programs for younger children with ASD, programs designed specifically for ADS teens are lacking in our community.

Therefore, Lakewood community library proposes to partner with our community ASD parent group to design programs specifically geared towards ASD teens.
Future Plans
Future plans include taking creating partnerships with and taking advantage of training opportunities with the School of Library and Information Sciences at the near by University of Illinois & the headquarters of the American Library Association 2.5 hours away in Chicago.
Growing our partnership and taking advantage of resources available from The Heartland Library System of which we are a member.
Staying up to date with new technology trends with our Technology coordinator and continuing to rethinking the structure of our library to better meet the technological needs of our patrons.
Continue to pursue grants that will allow our staff to attend important training opportunities.
Lessons learned about ICT
Initially, the group members introduced themselves the Blackboard Group Discussion Board, and then communicated through Gmail, Google Docs, Google Hangout and Zoom. We learned how to communicate effectively using these digital tools.
After poor group experiences with Blackboard Collaborate and mediocre ones with the video component on Google Hangouts, we used Zoom, a videoconferencing app that was new to all of us. By the second call we had all gotten the hang of it.
We utilized the Zoom recording feature during our group video conferences. It was helpful to have a recording using Zoom, because we could see each other and interact in real-time. It was also nice that we could record the chat for members who weren’t there, so they could listen to it later.
Group members were all positive, organized, thoughtful, and thorough. We brainstormed the kind of library we wanted to research and work on and then divided up the various components among us. Everyone volunteered for their own sections based on what their strengths were or what they were curious about learning. While each person had an area to work on, other members in the group would edit and leave notes on each document.


Organizing four professional working people, who are also students, was most of our challenge. We all have very full schedules this summer.
Google Docs and using our TWU email made it easy to communicate and share documentation. We could see editing history, and add notes on certain lines using features in Google Docs. This made collaborating easy.
Courtney was our Prezi doc expert and she and Char took our analysis and built the presentation from our individual portions. Then we were all able to learn and use recording devices on our own technology at home to provide the auditory sections we each worked on for the presentation.
Dana and Christina worked on organizing the Zoom meetings, the lessons learned document, putting together the full paper and getting all of our sources together in the bibliography.
Lessons Learned from ICT cont.
Lessons Learned from ICT cont.
Dana created a weekly group agenda for the Zoom meetings. This worked well as a guideline for planning our individual tasks. Dana added our tasks to Blackboard in the ICT Groups 7 tasks section. These tasks kept the group on track and helped to manage goal-setting.
Christina created an overall outline to describe our library and for our introduction and shared it utilizing Google Docs. This assisted us with thinking about the description of our library and the introduction. She also updated in the group update discussions section on Blackboard. This enabled other students in the course to see our tasks, goals and progress.
Everyone was great at meeting deadlines and showing up when expected, unless work threw a wrench into it. Group work requires flexibility, as well as personal responsibility.
We learned that technology increased our collaboration efforts and even allowed us to communicate in real-time which benefited us when meeting our goals.
Lessons Learned from Group Interaction
Our group members are eager to learn, ask insightful questions, and are all good task managers. Because we all work full-time outside of school, we all have a high bar for meeting expectations and being responsible for our own work. In addition, we all have an eagerness about learning new things.
Implementing an ICT plan for a smaller, rural library was a good entry point for our group. We came from very different library backgrounds, where only one or two of us had worked at smaller public libraries before.
When you have trouble making something work or you are unclear about a direction to take with your assignment, group members provided great feedback, understanding, and were wonderful partners.
Calls didn’t take all day, but had agendas and communication was clear about what was important. Task management and planning were put in the Group Area and updated by one members, while another member posted updates to the Group Discussion area in the class, so Dr. Senn would know what our group was doing.

Lessons Learned from Project
-Very little room to shift funds as most moneys are tied up in personnel (58% salaries, taxes and liability/workers’ comp insurance), operation costs (16%), and materials (12%). The other 14% of the budget is programming, technology and contingencies (like saving to fix carpet or a roof) and may be the only flexible funding unless outside funding can be found.

-There are a lot of grants out there for schools and technology, it’s a little slimmer for public libraries. But the library doesn’t often spend time writing grants because it’s rare they receive them. Our proposal and win would seem lofty and a bit “dreamlike” for a real rural library.

Lessons Learned from Project cont.

-Even though the library has a lot of hours for their staff to cover as they are open every day of the week, there’s not a lot of “innovation” time set aside.

-Only one member of the staff has a library degree and has been trained in the ALA code of conduct.

-The staff rarely gets to attend training opportunities.

-Outside of working with seniors and early childhood, the library hasn’t been able to create programming for new populations, but they also have never done a formal poll of their constituents. Most of the decision they make are based on informal conversations and library staff’s thoughts and then confirmed or denied by the end of month’s numbers. For example, when the library moved money over to open for four hours on Sundays, the visitor numbers showed they had almost as many people for the four hours on Sunday as they did during the six hours on Saturday. Use was large with families and Internet users.

Lessons Learned from Project cont.
-Time, training and research and implementation budget are the biggest blockers of using new technology.

-Not only is the library limited by the formation of the three different towns building the district, but they are also hindered in the budget by tax caps set by the state legislature. Even if they wanted to ask for a referendum for more money, they are near the top of the property tax levy limit.

-The per capita costs ($19,000) exceed what Illinois state gives to the library in per capita grants ($14,600), this may have something to do with the fact that Illinois just passed their first state budget in two years in early July 2017.
References
Author unknown. (October 2015). “Adapting the childcare environment for children with special needs.” EXtension.org. Retrieved from http://articles.extension.org/pages/61358/adapting-the-child-care-environment-for-children-with-special-needs

Author unknown.(N.d.), Behavior Toolbox Series. Retrieved from http://autismbehaviortoolbox.com

Christensen, D. L., Baio, J., Van Naarden Braun, K., Bilder, D., Charles, J., Constantino, J. N., Yeargin-Allsopp, M. (2016). Prevalence and Characteristics of Autism Spectrum Disorder Among Children Aged 8 Years--Autism and Developmental Disabilities Monitoring Network, 11 Sites, United States, 2012. Morbidity and Mortality Weekly Report. Surveillance Summaries (Washington, D.C. : 2002), 65(3), 1–23. https://doi.org/10.15585/mmwr.ss6503a1

Cottrell, Megan. (March 2016). “Storytime for the spectrum.” American Libraries. Retrieved from https://americanlibrariesmagazine.org/2016/03/01/sensory-storytime-spectrum-libraries-add-services-for-children-with-autism/

Cruz, Rebecca.( April 21, 2014). “Implementing programs for children with autism spectrum disorder.” Public Libraries Online.Retrieved from http://publiclibrariesonline.org/2014/04/implementing-programs-for-children-with-autism-spectrum-disorder/

Grassi, R. (January 17, 2017). “Libraries for all: expanding services to people with disabilities.” Illinois Library Association. Retrieved from https://www.ila.org/publications/ila-reporter/article/55/libraries-for-all-expanding-services-to-people-with-disabilities

Hands, A.,ed. (January 2015). “Library service to special population children and their caregivers.” Association for Library Service to Children. Retrieved from http://www.ala.org/alsc/sites/ala.org.alsc/files/content/professional-tools/lsspcc-toolkit-2015.pdf


References Cont.
Jin, Holly. (March 26, 2013). ”Tech on the spec(trum): making libraries more accessible for children with special needs.” Techsoup Global. Retrieved from https://cc.readytalk.com/cc/s/meetingArchive?eventId=rfsktmmfj0d4&campaignId=rkbadzoy96jc

O’Brian, Mary. (October 2015). “Autism 101 for libraries: what is autism spectrum disorder and how can we help students and families at the library?” Center for the Advancement and Support of Educational Initiatives. Retrieved from https://www.railslibraries.info/ce/archive/102075

Okyle, C. (2015). Almost Adult, with Autism. School Library Journal, 61(11), 46–49.

Project Pals. (N.d.), Florida State University. Retrieved from https://pals.cci.fsu.edu/

Snap + Core First App for iPad. (2017). Tobii Dynavox. Retrieved from https://www.tobiidynavox.com/en-US/software/iPad-apps/Snap-1/

Todd, Kate. (August 2015). “Beyond assistive technology: improving library services to people with disabilities.” RAILS. Retrieved from https://www.railslibraries.info/ce/archive/99650
Professional Development Support
6 staff Computers - Staff only has access to these computers. They are password protected. At closing, the computers are “locked.”

6 iPads for neurodiverse patrons - In order to better serve our disabled patrons, we will purchase 6 iPads and add the Snap + Core App for them to utilize.

6 iPads for staff - Staff will have access to the Behavior Toolbox app to use during programs or while at the circulation or reference desk in order to better assist patrons with Autism.



Support cont.
Snap + Core App On 6 iPad tablets - Technical Support for this app is available at 1-800-344-1778, extension 1, Monday-Friday 9am-9pm EST.

Autism Behavior Toolbox On 6 iPad tablets - Full technical support is given during the three year license period at 215-586-3593 for 24 hours, 7 days a week.

Technological support will be provided by IT by calling number 1-800-454-1233.
Full transcript