Annotated Bibliography
Academic Articles of Grant Writing
Database Used: SHSU Newton Gresham Library’s Engine Orange
Search Terms Used: (1) “writing grants” and “school library”
Article:
Ellis,
L. (2015, February). We can’t do it alone. Teacher
Librarian. 42(3), 18-21.
Explanation: With the partnership of public libraries and school
libraries, New York City has been able to increase teacher and student access
to millions of high-quality informational resources. In addition to students
having access to resources, teachers now have special educator privileges,
allowing teachers more opportunities to plan ahead of time, access to new
materials and resources, and the ability to prepare students for college
readiness and the rigors of college-level work without having to take
additional courses. School library professionals are the backbone of helping
students think critically about information through evaluating arguments,
critical textual evidence, synthesizing disparate points of view, and more.
Abstract from Engine Orange: The article discusses the importance of district
level advocacy and professional support in the continued practice of teacher
librarians. Topics include the New York City School Library System (NYCSLS)
offerings to teacher librarians, the importance of strong educational
leadership as exemplified by Barbara Tremblay of the P721K in South Brooklyn in
New York City, New York, and the partnerships between New York City's public
library systems and the New York City Department of Education.
Database Used: SHSU Newton Gresham Library’s Engine Orange
Search Terms Used: (2) “writing grants” and “school library” and “money”
Article:
Maxwell,
N. K., & American Library Association. (2014). The ALA Book of Library Grant
Money: Vol. Ninth
edition. ALA Editions. Retrieved
from Engine Orange.
Explanation: This book aims to provide librarians, fundraisers,
and researchers with quick, convenient access to information on the major US
funding sources for library grants including private and corporate foundations,
corporate direct givers, library and nonprofit organizations, and government agencies.
Maxwell and ALA insist that one should use all of their available resources to
aid oneself in writing grants and receiving development assistance through the
process.
Description from Engine Orange: This all-in-one resource for researching library and
school grants is back in a new edition, and more useful than ever, offering
refreshed content and even more guidance on locating grant funding sources.
Using this guide, librarians, fundraisers, and researchers will find quick,
convenient access to information on the most likely funding sources for
libraries, including private foundations, corporate foundations, corporate
direct givers, government agencies, and library and nonprofit organizations.
Edited by Nancy Kalikow Maxwell, a grant writer with 35 years of experience,
this edition includes more than 200 new entries, as well as a detailed
introduction explaining the concept of “grant readiness” and walking readers
through the steps of preparing their institution for a grant project, including
strategic planning, conducting a needs assessment, and identifying potential
partners, guidance on the most effective ways to use the directory, with an
explanation of inclusion criteria and data elements, multiple indexes for
finding the right information fast. A new section covering grant-related
organizations and sources, to aid readers looking for grant writers or grant
development assistance. The challenge of “finding the money” will be made
easier with this guide's clear and comprehensive information.
Search Terms Used: (3) “grants” and “library” not “workshops”
Article:
Baxter,
V. (2007, October). Library media advocacy through grant writing. School Library
Media Activities Monthly. 24(2), 45-48.
Explanation: Baxter
describes the individuals that are available to help you write a grant, hinting
that some forms can be over twenty pages long, and how you can be successful in
choosing the right person/group to help you. Baxter also mentions how the
action plan is the most important part of the grant-writing process because it
allows you to fill in the required information for submission while informing
others of your broad goals and accompanying objectives that you wish to
complete in the upcoming year. One of the most user friendly parts of the
article is a visual of an action plan, including goals, objectives, and an easy
to understand set up of who to contact, when to contact them, resources
requested, progress of the requested materials, and who gathered them.
No abstract was given.
Database Used: SHSU Newton Gresham Library’s Engine Orange
Search Terms Used: “grants” and “library” not “workshops”
Article:
Carpenter,
J. (2008). Library project funding: a
guide to planning and writing proposals.
Oxford: Chandos Publishing.
Explanation: Library staff members and managers of information
services are required to prepare, more times than not, a project proposal and
bid for funding. The projects proposed and requested must be feasible,
realistic, and thoroughly thought through for external funding to occur.
Through the use of project development, action plans, planning and preparation
for bids, developing a proposal, and promoting it to funders, one can acquire
the funds needed for the fulfillment of their grant.
Abstract from Engine Orange: This title provides guidance on the various steps
involved in project development, planning and the preparation of bids for
funding based on the author's own experience and that of many organizations in
the cultural heritage and education sectors.
Database Used: SHSU Newton Gresham Library’s Engine Orange
Search Terms Used: “grants” and “library” not “workshops”
Article:
Gerding,
S. (2006, September/October). Writing successful library grant proposals. Public
Libraries:
Bringing in the Money. 45(5),
31-33.
Explanation: The most important part of grant work is the planning
phase, per Gerding, because no good grant is just an idea or announcement. Once
a mission and plan are concocted, one must go through with writing the proposal
which is judged on content and not the amount that one writes. While some grant
proposals are quite lengthy, Gerding insits that one should be convincing,
persuasive, but truthful in the reasoning for your requests. A few key points
Gerding explained were to know your audience and who you are requesting funds
from, the different parts of a proposal, the application summary (should always
be written last), organizing an overview, your statement of needs that will
prove that the grant will solve the problem, the description of the grant, the
budget in a detailed allocation form, and the evaluation process of the outcome
of your grant.
No abstract was given.
Database Used: SHSU Newton Gresham Library’s Engine Orange
Search Terms Used: “grants” and “library” not “workshops”
Article:
Gerding,
S. & MacKellar, P. (2006, July/August). Wishing won’t work: 10 things you
need to
know and do when applying for technology grants. Computers in Libraries. 26(7), 6-8,
56-60.
Explanation: Gerding and MacKellar break down the ten most
important things one needs to know when applying specifically for technology
grants. The following are the top ten: (1) be the vest library for your
community, (2) funders like technology plans and some even require them, (3)
create a team to develop the project with library staff members and others
interested in technology and tech-savvy individuals, (4) form partnerships with
other groups in your area that allow you to share costs and build a community
network, (5) find resources that fit your needs focusing on either a public,
government or private grant, (6) understand current technology funding trends,
(7) justify the value of technology, (8) get tips from success stories and
other examples, (9) apply for grants despite your misconceptions, and (10)
follow through with the idea that you know your community’s needs, are able to
identify the problem and envision a solution, focus on the project itself and
not the technology, plan on doing the research and identifying the right funder
for your project, and partnering with others to collaborate and build
relationships.
Abstract from Engine Orange: One way to get funding for all the technology you wish
you had is to apply for grants. The process can be intimidating if you're new
to it, but don't let that stop you! These experts, who have helped to grant
financial wishes for many applicants, give you advice on how to find funding
and how to apply for it.
Database Used: SHSU Newton Gresham Library’s Engine Orange
Search Terms Used: “grants” and “library” not “workshops”
Article:
Guevara,
S. (2019, November). Solving the funding puzzle: A quick-start guide to library
funding resources. Computer
in Libraries. 39(9), 14-19.
Explanation: Guevara lists a plethora of places to start to help
guide you in the process of writing, funding, and securing donations. She lists
a few websites with examples, reasoning for adding them into her article, and
how they can help. Guevara adds in little bits and pieces to help guide the
grant writer such as common grant types, grant terms, applications for one’s
phone, and her most used resource: The
Cybrarian’s Web2: An A-Z Guide to FREE Social Media Tools, Apps, and Other
Resources.
Abstract from Engine Orange: The article offers several sites to learn more about
grants and other funding opportunities and identify potential funding agencies
and their priorities including GrantSpace provides users with an opportunity to
access Foundation Center funding information locally; GuideStar will help you
learn more about a specific nonprofit organization, charity, or foundation; and
the National Endowment for the Humanities (NEH) is one of the largest funders
of humanities programs in the U.S.
Database Used: SHSU Newton Gresham Library’s Engine Orange
Search Terms Used: “grants” and “library” not “workshops”
Article:
Pon,
S. (2018). Get that grant: Grant-writing can be intimidating to librarians who
can’t afford
dedicated staff for the task. But the help and
opportunity are out there. Library
Journal.
143(21), 26-27.
Explanation: Pon starts off by explaining the funding trends from
2006-2016, and she breaks them up into subgroups that were funded: public,
archives, academic, school, and digital collections. As the article continues,
Pon informs the reader how the subgroups were funded, the amount of money they
received, and useful tools to help you meet your goals. Pon included valuable
websites, email alerts from digests and news services, and ways to write a
perfect proposal.
Abstract from Engine Orange: The article offers information on grant-seeking for
libraries. Topics discussed include questions that should be asked to help find
the right funders, most important thing to remember about writing proposals,
and free resources to start finding grant makers. Data on funding for libraries
in the U.S. by library type from 2006-2016 is also presented.
Database Used: SHSU Newton Gresham Library’s Engine Orange
Search Terms Used: “grants” and “library” not “workshops”
Article:
Witteveen,
A. (2019, November). Grant expectations: Get support to turn ideas into winning
programs. School Library Journal. 65(10), 36-40.
Explanation: Witteveen explains the progression one should take
when requesting a grant. Witeveen explains that one should not ask for “money”
rather they should ask for “X” dollars, so that library funding sources
understand your needs. One can identify both community partners as well as
larger funding sources to obtain grants, and that one should always be sure to
follow up with anyone you reach out to or provides the grant.
Abstract from Engine Orange: The article offers information on grants and other
funding opportunities for librarians in the U.S. Topics include the Library
Services and Technology Act (LSTA) grant application by children's outreach
specialist Stephanie Knop through the Institute of Museum and Library Services
(IMLS), the renovation of the library at Harry S. Truman High School in
Levittown, Pennsylvania through a Lowe's Toolbox for Education grant, and the
availability of Best Buy's Community Grants to libraries. INSET: 5 GRANT
WRITING TIPS.
Database Used: OCLC
Search Terms Used: (4) “grant writing”
Articles:
Surface,
T. (2016, December 06). Getting a Million Dollar Digital Collection Grant in
Six Easy
Steps. OCLC Next.
Retrieved from oclc.org/blog/main/getting-a-million-dollar-digital
collection-grant-in-six-easy-steps.
Explanation: Surface explains six easy steps that lead the grant
writer in the right direction of securing the funds. Alongside the steps,
Surface explains how to relate your goals of your grant to the grant makers,
such as supervisors and colleagues, by explaining the benefits of the program,
the audience it will reach, the benefits to the overall community using a
before and after approach, the measurements one will use for those benefits,
what success will look like along the way, and what the next steps are to take
the goal even further. Surface also includes extra resources on how to write a
preliminary proposal, writing a grant proposal, and winning said proposal.
Database Used: SHSU Newton Gresham Library’s Engine Orange
Search Terms Used: (5) “grants” and “school library” and “makerspace”
Article:
Chao,
T. (2016). Making goes districtwide. School
Library Journal. 62(8), 14.
Explanation: The Education Foundation of Wauwatosa, EFW, offered a
grant to the school district libraries of Wauwatosa, WI allowing the implementation
of makerspaces. The grant consisted of $17,200, something quite unusual for
such a district, and allowed students to benefit from the collaboration and
socialization of common interests. The short article explains how the grant was
started, the timeline in between, the items requested, and the end result.
Because of this grant over 6,000 students were affected.
Abstract from Engine Orange: The article reports on the grant provided by nonprofit
Education Foundation of Wauwatosa (EFW) to school district libraries in
Wauwatosa, Wisconsin to create makerspaces. Particular focus is given to the
fundraising strategies of EFW, as well as Longfellow Middle School's grant
application. According to EFW President Mary Phillips, the makerspace project
is a group type of creative thinking, strategy and processing.
Database Used: SHSU Newton Gresham Library’s Engine Orange
Search Terms Used: “grants” and “school library” and “makerspace”
Article:
Lynch,
G. H. (2018). Maker grows up. School
Library Journal. 64(5), 36–40.
Explanation: Hubs comprised of libraries, school districts, and
educators are able to discover the best way to utilize makerspaces, a
community-operated workspace where people with common interests can
collaborate. The article explains what makerspaces are, their establishment and
progression through the decade, and the benefits individuals receive from them.
CMP and Maker Ed supplied a $500,000 grant, supplied by Google, to fund the
implementation of said makerspaces.
Abstract from Engine Orange: The article reports on the grant provided by
nonprofit Education Foundation of Wauwatosa (EFW) to school district libraries
in Wauwatosa, Wisconsin to create makerspaces. Particular focus is given to the
fundraising strategies of EFW, as well as Longfellow Middle School's grant
application. According to EFW President Mary Phillips, the makerspace project
is a group type of creative thinking, strategy and processing.
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