Hogwarts Night at the Library: A Program for Teens
Published on Oct 27, 2017
For SLIS 751, October 2017
MORE DECKS TO EXPLORE
PRESENTATION OUTLINE
Hogwarts Night at the Library
A Public Library Program for Teens
Hogwarts Night at the Library: A Public Library Program for Teens
Suzanne LaPierre for SLIS 751
Embedded Assignment Fall 2017
Suzanne LaPierre for SLIS 751
Embedded Assignment Fall 2017
Photo by casajump
by Suzanne LaPierre for SLIS 751
Fall 2017
The following public library program is designed to combat aliteracy among teens. The program aims to appeal to a range of literacy levels, including those who have read all the Harry Potter books multiple times, as well as those who haven’t read the books but have seen the movies or know of the themes from popular culture. Activities are designed to appeal to multiple intelligences and uphold the American Association of School Librarians (AASL) Standards for the 21st Century. The desired outcomes are to fuel teen interest in reading; foster critical thinking, interpretation and analysis of texts; improve attitudes towards reading, and spur individual creative responses to literature. It is the intention that teens who have read the book will deepen and broaden their understanding and interpretation of the themes, while those who have not read the books may be inspired to read them, or at least feel like they’ve been part of a literature-related adventure and that reading might be more fun than they previously envisioned.
Photo by prideandvegudice
Purpose
- Combat aliteracy among teens by fostering positive attitudes towards reading regardless of literacy level
- Encourage critical thinking and interpretation of literature
- Reinforce Multiple Intelligences, Bloom's Taxonomy, and ASSL Standards for 21st Century Learners
- Increase teen involvement at the library
This program promotes the learners’ independent self-directed learning, as they will not be required to complete any activities but will choose those that are of the most interest to them. Guided inquiry projects help teens gain deeper understanding of the books, and feel as if they are “living the books” in a sense by integrating their own experiences with those of the books. They are encouraged to question and evaluate themes in the books and construct their own responses and interpretations across multiple disciplines.
Photo by Isa Martine
Activity Stations
- Platform 9-3/4 Entrance/ Sorting Hat
- Trivia Game
- Theater Improv and Costume Design
- Fan Fiction Workshop
- Photo Studio with Editing Technology
- Owl Show (Raptor Rescue Group)
- Makerspace: Art Projects
- Computer Stations with Maze Making, Game Design and StoryboardThat
- Quill and Parchment Letter Writing
- Cupcake Decorating & Butterbeer
- Roundtable Book Discussion
- Follow Up Planning Stations
The program integrates projects that support learning via multiple intelligences (visual, kinesthetic, musical, interpersonal, intrapersonal, linguistic, and logical/mathematical). Activity stations include an art makerspace encourages teens to design their own characters, crests and costumes or illustrate scenes from the book, supporting visual intelligence. The ability to walk through the decorated setting helps kinesthetic learners “live the book” – as an example, have a paper “brick wall” (really a curtain) that teens walk through to enter the program area (this imitates the wall in the train station through which J. K. Rowling’s characters walk to enter Hogwarts from the Muggle world). Music, sound effects, and live readings from the books or fan faction adaptations speak to an auditory learning style. The opportunity to socialize with other teens about similar interests reinforces interpersonal skills, while the ability to more fully explore one’s own ideas and opinions regarding Rowling’s work contributes to intrapersonal development. Reading and writing workshops enhance linguistic skills while the computer stations allow teens with a more logical bent to explore the fantasy themes using software programs to design their own mazes and games.
Photo by Richard.Fisher
Partners
Public library, middle & high schools, local shops, Friends of the Library
Community partners will include the public library where the event will take place, the local middle and high schools which will help promote awareness of the event, and local businesses that may donate food and supplies. Library support groups such as Friends of the Library may also provide funds for prizes and incidentals and adult volunteers to chaperone the event in cooperation with library staff.
Photo by jonanamary
Teens Only!
Adult chaperones will be in costume as Hogwarts Staff.
This program is limited to teen participants, as teens tend to avoid programs that will be overtaken by younger children or adults. Adult chaperones will be dressed as characters to blend in. In addition to staff, adult Harry Potter fans may also serve as volunteers to plan and oversee the program.
Photo by James F Clay
A raptor rescue group may bring owls for education purposes
A local raptor rescue group may be invited to bring owls for educational purposes. They are likely to be willing because education is part of their mission. This will engage learners with an interest in science and the natural world.
Photo by Neil T
Multiple Intelligences Addressed
- Visual (costumes, art, decor)
- Kinesthetic (move through the setting)
- Auditory (music and speech elements)
- Interpersonal (socialize with other fans)
- Intrapersonal (develop ideas & opinion)
- Linguistic (supports reading & writing)
- Logical/Mathematical (computer software, game design & maze making)
The program integrates projects that support learning via multiple intelligences (visual, kinesthetic, musical, interpersonal, intrapersonal, linguistic, and logical/mathematical). An art makerspace encourages teens to design their own characters, crests and costumes or illustrate scenes from the book, supporting visual intelligence. The ability to walk through the decorated setting helps kinesthetic learners “live the book” – have a “brick wall” (really a curtain) that teens walk through to enter the program area (this imitates Platform 9-3/4 in the train station through which J. K. Rowling’s characters walk to enter Hogwarts from the Muggle world). Music, sound effects, and live readings from the books or fan fiction adaptations speak to an auditory learning style. The opportunity to socialize with other teens about similar interests reinforces interpersonal skills. Activities such as theater workshops contribute to interpersonal development, as do the opportunity to help one another throughout the event. Exploring their own ideas and opinions regarding Rowling’s work contributes to intrapersonal development. For example, activities such as costume design encourage participants to choose or invent a character based on traits with which s/he identifies. Reading, writing and theater workshops enhance linguistic skills while the computer stations allow teens with a more logical bent to design their own games and mazes using software.
Photo by Zach Dischner
Materials Needed
- Books for reference and as prizes (include various languages, braille and large print versions)
- Food and drink donated by local businesses
- Decorating elements, photo props
- Art and writing supplies
- Computer software
Materials will include food and drinks to match the theme, books from the series and spin-offs to give as door prizes, costumes for staff, decorations such as “brick wall” curtain, and props such as a sorting hat. Every teen should leave with something – or several things - they created – stories, drawings, photos or games- inspired by Rowling’s world. They should all have had the opportunity to engage in the adventure via multiple learning styles and express their own ideas inspired by the fantasy world of Hogwarts.
Photo by bibicall
Photo Props Are Easy & Fun
Teens take photos with props and use computer software to enhance them.
Photo props are easy and fun and teens can then use computer stations to edit and enhance their photos. Teens can cooperate by taking photos of one another. This reinforces interpersonal and intrapersonal skills as well as creativity.
Photo by Kiet Callies
Food and drinks should fit the theme. Teens may decorate Hogwarts cupcakes as an activity as well as a snack.
Even the refreshments may foster creativity: include a cupcake decorating station where teens can make treats based on book characters.
Photo by cardamom
Storyboard characters and adventures at the computer stations.
Computer stations can also be used for software such as StoryboardThat and Maze Creator to allow teens with a math/logic style to create their own stories and mazes inspired by the books.
Photo by Light Aoshimori
Fan fiction writing workshop may be announced in advance with readings and prizes given that night.
A fan fiction writer’s workshop may be announced in advance so that learners have more time to work on their pieces and young authors are invited to read their fan fiction at the event. Quill and parchment letter writing stations will engage teens who want to create authentic looking letters as would be delivered by owls in the books.
Photo by Mike Petrucci
Art makerspaces encourage teens to design their own characters or costumes, or illustrate scenes from the books.
An art makerspace encourages teens to design their own characters, crests and costumes or illustrate scenes from the book, supporting visual intelligence. Every teen should leave with something they have created.
Photo by davitydave
Bloom's Taxonomy as addressed in this program
- Remembering details from the books (trivia game, activities)
- Comprehending themes (fan fiction)
- Applying knowledge to new projects (makerspace art, theater, storyboard)
- Analyzing components (character, plot)
- Evaluating concepts in relation to self
- Creating (fan fiction, visual art, games)
Bloom’s Taxonomy is reinforced in this program as follows. Remembering: teens will be recalling details from the books for use in trivia games and application to projects. The décor and activities will help prompt memories of the series. Understanding: the program will bring material from all seven books together, encouraging teens to synthesize themes and plots throughout the series and reinforcing deeper understanding. Applying: teens will apply their knowledge of the books to projects such as making their own fan fiction, costumes or illustrations. Analyze: by breaking down the series into smaller parts such as characters and plot twists, teens are better able to analyze how these components fit together and create deeper meaning. Evaluate: teens are evaluating the relevance and meaning the series has to their own lives and developing informed opinions to reinterpret into their own projects. Creativity: teens will have plenty of opportunity to create their own work inspired by the Rowling series. Choosing the method or media to do so will be up to them: drawing, writing, game design, theater and costume design are just a few options. It is designed to respect the autonomy of the teens: they choose the activities that inspire their creativity.
Photo by Seb Neox
AASL 21st Century Standards
- Inquire, think critically and gain knowledge
- Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge
- Share knowledge and participate ethically and productively as members of our democratic society
- Pursue personal and aesthetic growth
Although this program takes place at a public library, it is designed to uphold the American Association for School Library (AASL) Standards for the 21st Century Learner due to the age of the participants and the desire to work in cooperation with local schools. The program engages AASL goals as follows. “Inquire, think critically and gain knowledge:” The program involves teens questioning and thinking critically about literary themes, making discoveries about the themes and interpreting those themes in new ways. “Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge:” The program activities give the teens amble opportunity to apply their knowledge of the book to new projects and create new content based on their acquired knowledge and their own ideas. “Share knowledge and participate ethically and productively as members of our democratic society:” The social nature of this event allows to teens to engage with one another in the context of this fantasy world, to share their ideas and opinions, to help one another and to work together as a group. “Pursue personal and aesthetic growth:” By creating their own art, games, stories, mazes and other original content, teens will be pursuing their own development in whichever areas are of most interest to them.
Photo by Dallas.Epperson
Multiculturalism: Hogwarts is the great equalizer. We're all foreigners/muggles learning our way in this fantasy world.
The fantasy world of Hogwarts is like another culture with its own language, history, etiquette and rules. To promote critical thinking about multiculturalism as well as literary themes, teens may be encouraged to act as ambassadors from Hogwarts to train new "students" about the ways of their world. Having books in various languages as well as braille can also help promote universal access.
Photo by Karen Roe
Measure outcomes with exit interviews and surveys. Establish a Teen Advisory Board.
Outcome goals include cognitive domain objectives (increasing the learners’ understanding of the books’ themes, their ability to interpret using critically thinking, and apply those skills to their own creative projects) as well as affective domain goals (increase feelings that reading can be fun and rewarding and feel they are capable of taking these themes and running with them).
Photo by moonlightbulb
Follow up with a teen fantasy book club
and an art show of creations from the event.
Outcomes will be measured through surveys and exit interviews with participants and follow up activities will include a fantasy book club for teens, and an art show in the library featuring creative work made during the event. If the library does not already have a teen advisory board, this event is a good time to sign up some interested teens.
Photo by Dot D
Family literacy follow-up: participants design a dramatic production to which they invite their families.
During the event, teens can choose to work on a dramatic production involving a scene from one of the books, their own interpretation, or an invented sequel. They can later present this program to their families, promoting family literacy goals. The play can take place at the end of the event and/or can be something the teens continue to develop over time.
Photo by EricaJoy
References
Alessio, A., LaMantia, K., & Vinci, E. (2017). Fandoms: Subcultures on the Rise!. ILA Reporter, 35(4), 11-13.
American Library Association. American Association for School Library (AASL) Standards for the 21st Century Learner. (2017.) Retrieved from: http://www.ala.org/aasl/sites/ala.org.aasl/files/content/guidelinesandstand...
Broussard, M. S. (2013). No Muggles in the Library Tonight! Harry Potter Night at an Academic Library. Library Trends, 61(4), 814-824.
Seigel, R. (2011). Why Series are Popular and What Makes Them Work?. Canadian Children's Book News, 34(3), 12-14.
American Library Association. American Association for School Library (AASL) Standards for the 21st Century Learner. (2017.) Retrieved from: http://www.ala.org/aasl/sites/ala.org.aasl/files/content/guidelinesandstand...
Broussard, M. S. (2013). No Muggles in the Library Tonight! Harry Potter Night at an Academic Library. Library Trends, 61(4), 814-824.
Seigel, R. (2011). Why Series are Popular and What Makes Them Work?. Canadian Children's Book News, 34(3), 12-14.
Photo by alex.shultz
