Curriculum

Public Relations:

Table of Contents

Planning Checklist -- An Explanation

Once you take stock of your promotional efforts with the chart, you then need some way to keep track of each activity you planned so that you forget nothing. There's a temptation to "wing it," knowing that somehow it'll work out, trusting that once something's been done, somehow it'll be easy to repeat. Besides, you've got this promotional notebook where you're saving copies of your handouts, etc., so that seems organized enough.

But, even if you do have a fantastic recall of what you've done before and how you've done it, you need an organizational trick for other reasons. Suppose you want to give a promotional idea to someone else -- a friend in another SLMC or, perhaps, a new staff member, a competent volunteer, a capable student -- and let them do it. Wouldn't it be easier if you could just hand them a guide, an outline, review it briefly, and send them on their way? Or consider another scenario: you get ill, you go o n maternity leave, you retire. Wouldn't you want whoever is taking your place to be able to go on with a good idea? Hence the planning checklist.

Regardless of what type of activity you're planning or promoting, there are certain similar aspects to consider every time. Sometimes you simply forget some of the details, and with your busy agenda, it's no wonder. The checklist on the following pages is to help you remember the details. This section explains the checklist form, which follows, so you don't have to wonder: What does that mean?

This blank checklist form can be copied and filled in for each event. The form can then be punched and placed in this notebook in the appropriate spot. If any section doesn't apply to a particular event, skip it or cross it out and don't worry about it again. If you recreate the form on computer, you can easily cut out the sections that don't apply for a particular undertaking.

So, looking over the checklist, first indicate the main details of the event: what it is, what date, at what time, where, who's going to do it, who's going to come, and how many do we expect?

Then get into the specifics. First, do you need to secure permission for the event itself, for any aspect of it, including its location? From whom and have you obtained it? Perhaps instead of checking things off, you'll indicate the date of the OK and the name of the person who gave it.

Presenters

Next look at the program elements, beginning with those responsible, termed presenters although they may be called something else (panel, guest speaker, facilitator) depending on the activity. But these are the individual(s) who'll be taking care of the content of the activity.

For each presenter keep track of who they are, when they were invited, when they responded. If background material is needed for pre-publicity, was it requested and received? What about a photo and a brief biography? Are there copies of their books or other materials to sell? Are there any special conditions for their participation? Check that you sent directions both to the building and within the building, including parking. If the presenter(s) need transportation from a train or plane, when are they coming, and is there someone to pick them up? Once they arrive, is someone assigned to greet them and guide them while you tend to other matters? Are there special people to be introduced to them? Who is responsible for their introduction at the event? Does that person have background material for the introduction? Will they be presented with a token for their visit (especially important with governmental figures)? If so, what, and who's taking care of it? when they leave, is transportation provided? At what time and who's driving? When it's all over, what about a thank you note? And were photos taken and sent to them for their files?

Audience

Now let's look at the audience, who may merely be spectators or who may actually be participants. Who is targeted, and how are you getting the information to them? A flyer, an invitation? Is a teacher bringing her class? Again, instead of just checking off the form, add dates or the number of people anticipated from each invited group. If there are several methods to encourage participation, list them all. For example, if parents are invited, check that category and under "how" write out the method: press release, school newsletter, letters with students.

Facility

The next concern is the facility. Even if you're using the SLMC you need to look over this section. How will the room be set-up? If the arrangement is being done by someone else (the custodial staff) draw the details on the reverse side of the planning form. Is there special decor? Are you using flowers, something else? Who's going to arrange it? Even if you're responsible for the arrangements, indicate the source, in this case, the florist, who will provide the item. You then note if there are any other elements you wish to add to the decor.

Are there special signs to create and place? What and where? Any AV equipment? The most frequently used ones are indicated with two check spots, the first to indicate it's needed, the second to indicate it's in place. Is there any other type of AV equipment needed? Will there be a record of this event—audio, video, photographs? Who's responsible for that?

Special Elements of the Program

Then you should make a note of any special elements for your program. What about refreshments? Are you serving a beverage? Who's in charge of obtaining it? Who will serve it? What about food? Who's responsible for that, both for getting it and serving it? Again, if you're assuming responsibility, from whom are you getting it? Will there be awards as part of this activity? Perhaps there are prizes for winners or there may be tokens for all participants. Maybe there's a special recognition award for helpers. Whatever may be given away should be identified in terms of what it is, who will receive it and who's responsible for obtaining/providing it. Is there a printed program? How many? Who's going to develop and distribute it?

Publicity

Then there's publicity, the information distributed to inform others about what is going on. The publicity may be an invitation to attend the event; it may merely be a record that it is (or did) happen. But remember, most media sources want news that is about to happen rather than something that is past. What about developing a PSA? To whom is it going; what radio and/or TV stations? (Include the school PA system here; it's good practice for developing effective PSA's.) How about press releases? Do you need photographs? Again, to which papers and/or newsletters?

Will there be special invitations to selected dignitaries? These are not individuals who are part of your general participants; they are ones invited much like the press, such as your school board members. They are informed as a publicity outlet rather than as a participant. Consequently, the invitations may not be RSVP, but be alert that they may drop by, just as the news media might. Are you creating posters? Where are you placing them? What other publicity devices are you trying? Do you have an outside marquee to use? Are you placing banners somewhere? What about a billboard, sky writer, blimp, people with sandwich boards? Anything and everything that gets the information about this event out to people is a publicity technique.

Follow-up

When the event is over, there is, just like after any great party, the clean-up or follow-up. First is there any follow-up story for publicity purposes? For example, perhaps you had a great balloon launch and are now getting responses that need to be written up and sent to media sources and relayed to the participants.

Naturally, there will be thank you's. Presenters are considered under another category. But you also need to thank those who helped you, such as staff, volunteers, custodians, and others. If the florist did a great job, send a card of thanks. If giving permission to hold the event or use the facility was a new or venturous step for the administration, send a thank you card. If the newspaper gave good coverage, send a card. If certain children stood out for their participation or appreciation, send a note to the parents. Look for reasons to send thank you's to people.

You also need to return all the things you've taken from one spot to use in another. Inevitably, you've borrowed something from here, something from there. Keep a list on the reverse side of the planning checklist and then check each off when the item is back where is belongs. And, finally, file the planning checklist, copies of the PSA's, invitations, press releases, programs, etc., in your notebook.

Planning Checklist—Sample

Developing a Visual Identity

The business world successfully utilizes a visual identity for promotion. People recognize the business by its visual representation. For example, think golden arches. Although the visual entity is frequently the company's name, it is presented in a way that has visual appeal.

You, too, should use a logo. Granted, there is the "library symbol" that has developed universal recognition. But it would be helpful to have a logo for your SLMC too. Maybe you could incorporate that library symbol. It's been garbed in assorted attire and perched with various paraphernalia as libraries have adapted it to their situation. And there have been books, film reels, and buildings incorporated into a logo representing a library.

Your logo should be incorporated into the building's stationery so that every time you send anything—a letter, a note, a PSA, a press release—your school's name and your SLMC's identity within that school are represented consistently, tastefully.

Your logo may include initials, graphics, colors, a slogan, or a motto. The choice is yours. But create one and stick with it. To get started, look at logos from other libraries and businesses. Become a collector of logos. Look at stationery, ads, building signs. Make a file or a notebook and study them. If you think it would yield good results, sponsor a contest among the students to come up with a design.

When you finally find something you like, take the idea to an artist for advice and, if you can afford it, a final drawing. You probably have access to an art teacher or know someone in the community who has artistic talent. At the very least, get this person's opinion. Then field test the idea on some patrons, both adults and students.

Once the design is final, place it on everything. Make sure it's on stationery, note cards, over the SLMC door, on every flyer and promotional piece that is developed. It will become the visual identification of your SLMC, so choose it carefully.

Reprinted with permission from Wasman, Ann, ed. Best Kept Secrets: Ideas for Promoting Your School Library Media Program. Chicago, IL: AASL, 1996, p. 133-138.