SCHOOL LIBRARIES AND EVIDENCE-BASED PRACTICE: GETTING INTO THE ACTION Dr Ross J Todd Associate Professor Director of Research CISSL Rutgers, the State

SCHOOL LIBRARIES ANDSCHOOL LIBRARIES ANDEVIDENCE-BASED PRACTICE: EVIDENCE-BASED PRACTICE:

GETTING INTO THE ACTIONGETTING INTO THE ACTION

Dr Ross J ToddDr Ross J ToddAssociate ProfessorAssociate ProfessorDirector of Research CISSLDirector of Research CISSLRutgers, the State University Rutgers, the State University of New Jerseyof New [email protected]@scils.rutgers.educissl.scils.rutgers.educissl.scils.rutgers.eduwww.scils.rutgers.edu/~rtoddwww.scils.rutgers.edu/~rtodd

Core ValuesINFORMATION

TRANSFORMATIONFORMATION

Core ActionsINFORMATIONALTRANSFORMATIONALFORMATIONAL

““We must be We must be the change the change we wish to we wish to see in the see in the

world”world”GandhiGandhi

Evidence-based PracticeEvidence-based Practice

Evolving concept in many professions and Evolving concept in many professions and new paradigm for professional practicenew paradigm for professional practice

1990s: Medicine and Health Care - to 1990s: Medicine and Health Care - to teach medical students how to teach medical students how to independently find, appraise and apply the independently find, appraise and apply the best evidence, and to apply it to solving best evidence, and to apply it to solving clinical problemsclinical problems

Evidence-Based PracticeEvidence-Based Practice

““Conscientious, explicit and judicious use of current Conscientious, explicit and judicious use of current best evidence in making decisions about the care of best evidence in making decisions about the care of individual patients. This practice means integrating individual patients. This practice means integrating individual clinical experience with the best available individual clinical experience with the best available clinical evidence from systematic research” clinical evidence from systematic research” (Sackett, 1996, 72-3)(Sackett, 1996, 72-3)

Practice is justified in terms of sound evidence Practice is justified in terms of sound evidence about the likely effectsabout the likely effects

Implicit are key concepts: “duty of care”, informed Implicit are key concepts: “duty of care”, informed decision making”, “optimal outcomes”decision making”, “optimal outcomes”

Two key dimensions of EBP in Two key dimensions of EBP in current usagecurrent usage

1.1. Conscientious, explicit and judicious use of Conscientious, explicit and judicious use of current best current best research findingsresearch findings in making in making decisions about the performance of the day-decisions about the performance of the day-to-day roleto-day role

2.2. Where day-to-day professional work is Where day-to-day professional work is directed towards demonstrating the tangible directed towards demonstrating the tangible impacts and outcomes of sound decision impacts and outcomes of sound decision making and implementation of organizational making and implementation of organizational goals and objectives.goals and objectives.Local actions, local processes, and local, Local actions, local processes, and local, immediate outcomesimmediate outcomes

Evidence-Based PracticeEvidence-Based PracticeGathering evidence in YOUR local schoolGathering evidence in YOUR local school

You are able to provide convincing evidence that You are able to provide convincing evidence that answers these questions:answers these questions:

““What differences do my school library What differences do my school library and its learning initiatives make toand its learning initiatives make to

student learning outcomes?student learning outcomes?““What are the differences, the tangible What are the differences, the tangible

learning outcomes and learning benefits learning outcomes and learning benefits of my school library”?of my school library”?

EBP & School Library ContextEBP & School Library Context

Identifying indicators and outcomes of the Identifying indicators and outcomes of the library’s intervention in learninglibrary’s intervention in learning

Systematically demonstrating outcomes and Systematically demonstrating outcomes and endpoints in tangible ways, and critically endpoints in tangible ways, and critically reflecting on inputs and processesreflecting on inputs and processes

Establishing a sound evidence-based Establishing a sound evidence-based framework for decision makingframework for decision making

Focusing on delivery of services based on Focusing on delivery of services based on stated goals and objectivesstated goals and objectives

LOCAL EVIDENCELOCAL EVIDENCE

Not a cook book approachNot a cook book approachWill vary from school to schoolWill vary from school to schoolAcknowledges and integrates local processes, Acknowledges and integrates local processes, ways of doingways of doingFormative and summative evidenceFormative and summative evidenceNot just assessment; it is analyses and syntheses Not just assessment; it is analyses and syntheses of assessment to create learning outcomes of assessment to create learning outcomes profiles, and articulate differences and impactsprofiles, and articulate differences and impactsBuilding strategies into collaborative initiatives Building strategies into collaborative initiatives that enable you to show the impact / outcomesthat enable you to show the impact / outcomes

Evidence-Based Practice Evidence-Based Practice is about celebrating the is about celebrating the

understood, not the understood, not the foundfound

(Knowledge, not Information)(Knowledge, not Information)

TRADITIONAL SOURCES OF EVIDENCETRADITIONAL SOURCES OF EVIDENCEEmphasis On InformationEmphasis On Information

Number of classes in the libraryNumber of classes in the library

Number of library items borrowedNumber of library items borrowed

Number of students using the library at lunch Number of students using the library at lunch timestimes

Number of items purchased annuallyNumber of items purchased annually

Number of web searchesNumber of web searches

Number of books lostNumber of books lost

Students suffering from PFS and LHCStudents suffering from PFS and LHC

And who can do this?And who can do this?

Emphasis on KnowledgeEmphasis on Knowledge

Understanding how school libraries help kids Understanding how school libraries help kids learn: Learning outcomes in terms oflearn: Learning outcomes in terms of

Information processes Information processes Information technologyInformation technology ReadingReading Knowledge outcomes – mastery of contentKnowledge outcomes – mastery of content Independent learningIndependent learning Attitudes and values of information, learningAttitudes and values of information, learning Self concept and personal agencySelf concept and personal agency

And who can do this?And who can do this?

Because of your school libraryBecause of your school library

What are your kids able to do?What are your kids able to do? What have your kids become?What have your kids become? Who have your kids become?Who have your kids become?

HOW HAS YOUR SCHOOL LIBRARY HOW HAS YOUR SCHOOL LIBRARY HELPED KIDS LEARN?HELPED KIDS LEARN?

Building the EvidenceBuilding the Evidence

Learner LevelLearner Level

Teaching Unit LevelTeaching Unit Level

Organizational LevelOrganizational Level

Australia StudyAustralia Study

School Libraries And Student Learning School Libraries And Student Learning Outcomes:Outcomes:

What Is Your Evidence, And How Do You What Is Your Evidence, And How Do You Get It?Get It?

““No change in the current situation for school No change in the current situation for school librarians will be forthcoming until they can librarians will be forthcoming until they can

successfully demonstrate and document evidence of successfully demonstrate and document evidence of their support, success and impact on children’s their support, success and impact on children’s

literacy, with all its ramifications”.literacy, with all its ramifications”.

Research ObjectivesResearch Objectives1.1. Provide more comprehensive and detailed evidence Provide more comprehensive and detailed evidence

of how the teaching and learning focus of the school of how the teaching and learning focus of the school library improves student learning outcomes – what library improves student learning outcomes – what these outcomes actually are, and how school these outcomes actually are, and how school librarians can more effectively work towards these. librarians can more effectively work towards these.

2.2. Provide teacher-librarians with a range of strategies Provide teacher-librarians with a range of strategies that will enable them to chart and document learning that will enable them to chart and document learning outcomes of their teaching-learning activities. outcomes of their teaching-learning activities.

3.3. Enable teacher-librarians to be able to build a Enable teacher-librarians to be able to build a portfolio of local school evidence of the importance portfolio of local school evidence of the importance and value of the school library to their school and value of the school library to their school communities. communities.

4.4. To identify barriers and enablers to EBPTo identify barriers and enablers to EBP

QuestionnaireQuestionnaire

Critical Incident Technique (J. C. Flanagan)Critical Incident Technique (J. C. Flanagan)

School BackgroundSchool Background

Evidence of learning outcomes: unit description, Evidence of learning outcomes: unit description, student description; syllabus outcomes and student description; syllabus outcomes and information literacy outcomes addressed by unit; information literacy outcomes addressed by unit; learning achieved in relation to planned outcomes learning achieved in relation to planned outcomes and indicators of learning; techniques, measures, and indicators of learning; techniques, measures, strategies, checklists uses; any approaches to strategies, checklists uses; any approaches to before and after comparisons; additional learning before and after comparisons; additional learning outcomes – attitudes, self-esteem teacher outcomes; outcomes – attitudes, self-esteem teacher outcomes; barriers and enablersbarriers and enablers

To document learning outcomes To document learning outcomes and their evidence:and their evidence:

The learning achieved in relation to the planned outcomesThe learning achieved in relation to the planned outcomes

Techniques/measures/strategies/checklists/Techniques/measures/strategies/checklists/assessments used to identify that learning had taken assessments used to identify that learning had taken placeplace

Learning outcomes in relation to information skillsLearning outcomes in relation to information skills

Techniques/measures/strategies/checklists/ Techniques/measures/strategies/checklists/ assessments used to identify that learning had taken assessments used to identify that learning had taken placeplace

Any approaches you used to make before-and-after Any approaches you used to make before-and-after comparisons with the class. comparisons with the class.

To document learning outcomes To document learning outcomes and their evidence:and their evidence:

Some other significant learning gains in addition to the Some other significant learning gains in addition to the planned outcomes, such as attitudes to learning, attitudes to planned outcomes, such as attitudes to learning, attitudes to school, self-esteem, developing independence of learning, school, self-esteem, developing independence of learning, engagement in learning, increased commitment by teachers engagement in learning, increased commitment by teachers to collaborative planning and teaching, informed future to collaborative planning and teaching, informed future planningplanning

The techniques / measures / strategies / checklists / The techniques / measures / strategies / checklists / assessments that you used to identify these other outcomesassessments that you used to identify these other outcomes

The barriers experienced in relation to evidence-based The barriers experienced in relation to evidence-based practice, and how these barriers might be overcomepractice, and how these barriers might be overcome

Additional approaches, other than collaborative teaching Additional approaches, other than collaborative teaching initiatives to demonstrating the impact of school librarians initiatives to demonstrating the impact of school librarians on learning outcomes.on learning outcomes.

Sample & Data CollectionSample & Data CollectionThe survey was distributed in the Australian journal The survey was distributed in the Australian journal ScanScan in May 2002, which has a circulation of over 3000, targeting in May 2002, which has a circulation of over 3000, targeting school librarians. Best Practitioners? High Achieving school librarians. Best Practitioners? High Achieving Schools? Random selection? Voluntary selection?Schools? Random selection? Voluntary selection?

11 responses to survey. 2 elementary schools and 9 high 11 responses to survey. 2 elementary schools and 9 high schoolsschools

Low response rate: Low response rate: - questionnaire required considerable thought and time to - questionnaire required considerable thought and time to complete, and the busy daily agendas of many school complete, and the busy daily agendas of many school librarians may not have provided the time to complete itlibrarians may not have provided the time to complete it- may not have considered that the focus and/or outcomes - may not have considered that the focus and/or outcomes of the study were important of the study were important - may not actually engage in evidence-based practice, and - may not actually engage in evidence-based practice, and therefore have had little to contribute to studytherefore have had little to contribute to study

FINDINGS: FINDINGS: Learning OutcomesLearning Outcomes For example, outcomes were expressed in terms For example, outcomes were expressed in terms students being able tostudents being able to::explore general / background information sources to explore general / background information sources to increase familiarity with the topic;increase familiarity with the topic;distinguish between primary and secondary sources;distinguish between primary and secondary sources;construct a search strategy using the appropriate commands construct a search strategy using the appropriate commands for the various retrieval systems chosen;for the various retrieval systems chosen;use various search systems to retrieve information in a use various search systems to retrieve information in a variety of formats;variety of formats;record all the appropriate citation information for later use; record all the appropriate citation information for later use; read the text and identify and select the main ideas;read the text and identify and select the main ideas;compare information from different sources to evaluate compare information from different sources to evaluate accuracy, authority, recency and bias; accuracy, authority, recency and bias; show mastery of a particular presentation software;show mastery of a particular presentation software;construct of concept map of the dimensions of a topic;construct of concept map of the dimensions of a topic;draw conclusions or state personal position based upon draw conclusions or state personal position based upon information gathered.information gathered.

FINDINGS: FINDINGS: Evidence-Based StrategiesEvidence-Based Strategies (a) Formal, structured records of evidence(a) Formal, structured records of evidence

ChecklistsChecklists.. Students & school librarians provided Students & school librarians provided checklist or ratings of perceived levels of skills and / or checklist or ratings of perceived levels of skills and / or knowledge acquisition, both before and after instructional knowledge acquisition, both before and after instructional intervention so that comparisons of differences, changes intervention so that comparisons of differences, changes in levels of knowledge and skills could be documented in levels of knowledge and skills could be documented Statements about learning outcomesStatements about learning outcomes

““More than 80 % of the class showed improvement in their ability to More than 80 % of the class showed improvement in their ability to effectively judge the quality of web sites after the sequence of effectively judge the quality of web sites after the sequence of lessons to develop this awareness”lessons to develop this awareness”““Virtually all of the students recorded citations accurately in their Virtually all of the students recorded citations accurately in their essays following the input on bibliographic citations”essays following the input on bibliographic citations”““When we analyzed the essays submitted at the end, and following When we analyzed the essays submitted at the end, and following through some of the web sites that the students had cited, we saw a through some of the web sites that the students had cited, we saw a dramatic decrease in the level of plagiarismdramatic decrease in the level of plagiarism

FINDINGS: FINDINGS: Evidence-Based StrategiesEvidence-Based Strategies

Rubric strategies.Rubric strategies. Students’ performance in final Students’ performance in final products were scaled according to a set of criteria that products were scaled according to a set of criteria that clearly defined what range of acceptable to clearly defined what range of acceptable to unacceptable performances and/or information unacceptable performances and/or information products look like. EG Carol Gordon’s rubric on products look like. EG Carol Gordon’s rubric on evaluating the research processevaluating the research process

Formal feedback strategies.Formal feedback strategies. eg simple feedback eg simple feedback survey every term on what the library does “best” and survey every term on what the library does “best” and “least” to help students with their school work “least” to help students with their school work


Each term, the school librarian presented the results of Each term, the school librarian presented the results of this survey at staff meetings, and commented: this survey at staff meetings, and commented:

““I do not let an opportunity go by when I let staff know I do not let an opportunity go by when I let staff know about what the library contributes to learning. I always about what the library contributes to learning. I always quote some of the things the students have said to quote some of the things the students have said to illustrate my points. The school has got the idea that illustrate my points. The school has got the idea that what I am on about in helping kids learn. The key thing what I am on about in helping kids learn. The key thing in my view is to have something to say that goes in my view is to have something to say that goes beyond gut reaction. The student survey does just beyond gut reaction. The student survey does just that. … I believe they listen a great deal to this”.that. … I believe they listen a great deal to this”.


(b) Use of (b) Use of informal observational approachesinformal observational approaches was more was more predominant than the use of planned strategies for recoding predominant than the use of planned strategies for recoding evidence. evidence.

Gut reactions & unsystematic observations based on experienceGut reactions & unsystematic observations based on experience

““I rely on my long experience to work out what is happening with I rely on my long experience to work out what is happening with the students”; the students”; ““I watch the students casually though fairly consistently while I watch the students casually though fairly consistently while they work in the library”; they work in the library”; ““I get ideas from the kids of questions students ask when they I get ideas from the kids of questions students ask when they are in the library”; are in the library”; ““Often when I am chatting to a student doing a major assessment Often when I am chatting to a student doing a major assessment item, I will ask them about what they have learned in the library”.item, I will ask them about what they have learned in the library”.““I have discussions with the teachers about what is going on”I have discussions with the teachers about what is going on”““I take note of student behaviors while they are in the library”I take note of student behaviors while they are in the library”

FINDINGS: FINDINGS: Evidence-Based StrategiesEvidence-Based StrategiesThese more informal approaches to gathering evidence These more informal approaches to gathering evidence enabled the school librarians to make some statements about enabled the school librarians to make some statements about learning outcomes. For example:learning outcomes. For example:

““The class teacher noted an improvement”The class teacher noted an improvement”““Students completed learning journals”Students completed learning journals”““Students were certainly engaged in their learning”Students were certainly engaged in their learning”““Students showed quite a lot of independence”Students showed quite a lot of independence”““Students worked well in groups”Students worked well in groups”““I saw increases in student motivation”I saw increases in student motivation”““Students displayed all or nearly all of the information skills”Students displayed all or nearly all of the information skills”““Students initiated email interaction and to me this showed Students initiated email interaction and to me this showed engagement with the topic”engagement with the topic”““I saw evidence of improved or extended technical I saw evidence of improved or extended technical vocabulary”vocabulary”““The technology was used beyond my expectation”The technology was used beyond my expectation”

FINDINGS: FINDINGS: Value of evidence-based practiceValue of evidence-based practice

(1) Visibility of school library’s contribution to learning(1) Visibility of school library’s contribution to learning ““My boss actually talks about specific outcomes I have My boss actually talks about specific outcomes I have identified. He’s proud of what we have achieved, and it’s identified. He’s proud of what we have achieved, and it’s not because I tell him how important our school library is, not because I tell him how important our school library is, it is because I actually show him the evidence. He shares it is because I actually show him the evidence. He shares this with the parents in the school newsletter”this with the parents in the school newsletter”(2) Funding accountability (2) Funding accountability ““Money in my school seems to flow easiest to those Money in my school seems to flow easiest to those happenings … where students achieve success, and it is happenings … where students achieve success, and it is clearly seen … anything which show learning and success clearly seen … anything which show learning and success and which the school celebrates. I’ve learned over the last and which the school celebrates. I’ve learned over the last year or so that if I want to jump on the money bandwagon, I year or so that if I want to jump on the money bandwagon, I show the achievements of my library initiatives. This is usually show the achievements of my library initiatives. This is usually outcomes related to information literacy lessons, or literature outcomes related to information literacy lessons, or literature enrichment activities”.enrichment activities”.

FINDINGS: FINDINGS: Value of evidence-based Value of evidence-based practicepractice

(3) The school librarian’s role is learning centered(3) The school librarian’s role is learning centered ““My colleagues around the school see and hear me involved My colleagues around the school see and hear me involved in learning. I’m not seen as the circulation police or fines in learning. I’m not seen as the circulation police or fines controller, or the shusher or the stamper, I’m seen and controller, or the shusher or the stamper, I’m seen and valued as a teacher”.valued as a teacher”.

(4) Planning for instruction.(4) Planning for instruction. Evidence-based practice is Evidence-based practice is seen to help school librarians plan more effective seen to help school librarians plan more effective instructional interventions and information services: instructional interventions and information services: ““the feedback from students, and results of analysis of what the feedback from students, and results of analysis of what students have learned or not learned helps me plan my students have learned or not learned helps me plan my teaching to be more effective, it identifies gaps in students’ teaching to be more effective, it identifies gaps in students’ information literacy skills so I can make it better for them. information literacy skills so I can make it better for them. Sometimes you can put a lot of effort into something, and Sometimes you can put a lot of effort into something, and then find out it didn’t really achieve anything.”then find out it didn’t really achieve anything.”


(5) Job Satisfaction.(5) Job Satisfaction. Some school librarians indicated that Some school librarians indicated that evidence-based practice confirms that their profession work evidence-based practice confirms that their profession work is making a difference, and this in turn provides satisfaction is making a difference, and this in turn provides satisfaction and encouragement.and encouragement.

““When I can put my finger on what the students have When I can put my finger on what the students have achieved because of my work, I feel terrific, and get more achieved because of my work, I feel terrific, and get more enthused about being a teacher-librarian. I feel as if I am enthused about being a teacher-librarian. I feel as if I am making a valuable contribution to the kids’ learning, making a valuable contribution to the kids’ learning, because I can see some actual results”.because I can see some actual results”.

“ “I get a real buzz each day because I know I make a I get a real buzz each day because I know I make a difference to these kids at school”difference to these kids at school”


(6) Moving beyond advocacy.(6) Moving beyond advocacy. A number of school A number of school librarians indicated that evidence-based practice adds librarians indicated that evidence-based practice adds certainty to their role, by moving beyond anecdotal, guess certainty to their role, by moving beyond anecdotal, guess work, hunches, advocacy, and the touting of others’ work, hunches, advocacy, and the touting of others’ research findings. research findings.

““I don’t have to get on my library soap box and try and I don’t have to get on my library soap box and try and convince people about the value of the library. I make a convince people about the value of the library. I make a habit of sharing with them details about every set of habit of sharing with them details about every set of classroom units I do, and try and sum up how the students classroom units I do, and try and sum up how the students have benefited, using examples from their work. I don’t have benefited, using examples from their work. I don’t think that advocacy without evidence goes far”think that advocacy without evidence goes far”

FINDINGS: EFINDINGS: Evidence-based practice vidence-based practice issuesissues

(1) Accountability fears.(1) Accountability fears. Some school librarians felt that Some school librarians felt that having to “having to “prove your worthprove your worth” through pressure to ” through pressure to demonstrate learning outcomes and evidence of impact demonstrate learning outcomes and evidence of impact would be detrimental to the profession: would be detrimental to the profession: ““It would encourage more anxiety and paranoia at a time It would encourage more anxiety and paranoia at a time when teacher-librarians’ workloads are already full to when teacher-librarians’ workloads are already full to overflowing”overflowing” ““evidence-based practice might be used as a basis for evidence-based practice might be used as a basis for getting rid of us. It’s something we haven’t done, or had getting rid of us. It’s something we haven’t done, or had had to do, and because we now are not able to produce had to do, and because we now are not able to produce anything that focuses on what learning outcomes we bring anything that focuses on what learning outcomes we bring on, we may be assumed to be ineffective when on, we may be assumed to be ineffective when accountability demands are made”.accountability demands are made”.


(2) Competency requirements.(2) Competency requirements. This issue centers around This issue centers around the assumed competencies needed to undertake evidence-the assumed competencies needed to undertake evidence-based practice. As some school librarians said: based practice. As some school librarians said: ““It seems as if I need to be a statistician to do this. I just do It seems as if I need to be a statistician to do this. I just do not have these skills, and I disliked research methods at not have these skills, and I disliked research methods at university”. university”. ““We have to become researchers in order to undertake We have to become researchers in order to undertake evidence-based practice, or at least have a mastery of evidence-based practice, or at least have a mastery of statistics. Isn’t that what the universities should be doing?”statistics. Isn’t that what the universities should be doing?” (3) Evidence-based practice is contrary to lifelong (3) Evidence-based practice is contrary to lifelong learning.learning. One school librarian posited that One school librarian posited that “EBP is unrealistic, “EBP is unrealistic, given the goal of lifelong learning that information literacy is all given the goal of lifelong learning that information literacy is all aboutabout. . How can one realistically measure this outcome, How can one realistically measure this outcome, especially when it may not be evident for many years?”especially when it may not be evident for many years?”


(4) Time pressures.(4) Time pressures. Some school librarians raised the Some school librarians raised the issue of the time commitment needed to undertake issue of the time commitment needed to undertake evidence-based practice. evidence-based practice. ““I see the value of evidence-based practice, and have tried I see the value of evidence-based practice, and have tried to implement measures. It takes time, and I feel the to implement measures. It takes time, and I feel the pressure when I have so many other things to do”. pressure when I have so many other things to do”. ““I want to do it, but when do I find the time to do it?” I want to do it, but when do I find the time to do it?” and “and “I I do not have enough time to do my current job as it is, let do not have enough time to do my current job as it is, let alone adding more, even though I would like to do this”.alone adding more, even though I would like to do this”. “In “In reality a lot of evidence is intuitive and the time element reality a lot of evidence is intuitive and the time element squeezes out the more formal measures”. squeezes out the more formal measures”. ““I need to be free from providing release from teaching for I need to be free from providing release from teaching for classroom teachers so that I have time to undertake this. classroom teachers so that I have time to undertake this. This is a barrier to making real collaboration happen and This is a barrier to making real collaboration happen and working together to identify the outcomes”.working together to identify the outcomes”.


(5) Lack of knowledge and skills to undertake evidence-(5) Lack of knowledge and skills to undertake evidence-based practicebased practice. This concern was expressed by all school . This concern was expressed by all school librarians: librarians: ““I lack the skills in devising accurate assessment tools”; I lack the skills in devising accurate assessment tools”; ““I need lots of practice with this to develop my skills”; I need lots of practice with this to develop my skills”; ““It would be nice to have access to some recent criterion-It would be nice to have access to some recent criterion-referenced or standardized tests to assess my students’ referenced or standardized tests to assess my students’ standards and progress”standards and progress”““I feel completely unqualified to accumulate sufficient or I feel completely unqualified to accumulate sufficient or accurate evidence about what I do, or hope I am doing”;accurate evidence about what I do, or hope I am doing”;““I need to learn to write more performance descriptors”;I need to learn to write more performance descriptors”;It would be really helpful to have some school-wide information It would be really helpful to have some school-wide information literacy tests”;literacy tests”;““There are limited training opportunities available to develop There are limited training opportunities available to develop new approaches to implementing EBP”.new approaches to implementing EBP”.

EBP StrategiesEBP Strategies

simple checklist strategiessimple checklist strategies:: where students check where students check their perceived levels of skills, knowledge and their perceived levels of skills, knowledge and attitude before and after library intervention; attitude before and after library intervention; rubric strategiesrubric strategies:: where students are scaled where students are scaled according to a set of criteria that clearly defines according to a set of criteria that clearly defines requirements of performances and productsrequirements of performances and productsconferencing strategiesconferencing strategies:: group / individual review group / individual review activities, students reflect on their work, on their activities, students reflect on their work, on their constructive process and skills, and on benefits; constructive process and skills, and on benefits; journaling strategiesjournaling strategies:: writing entries in journal to writing entries in journal to focus on the research process as well as on the focus on the research process as well as on the outcomes of their research;outcomes of their research;

EBP StrategiesEBP Strategiesportfolio strategiesportfolio strategies:: where students construct a where students construct a cumulative process of samples of their work collected cumulative process of samples of their work collected over a period of time, matched to curriculum goals over a period of time, matched to curriculum goals and information literacy requirements, as well as work and information literacy requirements, as well as work progress reports, products, and self-assessments. progress reports, products, and self-assessments. Indicators of learning:Indicators of learning: as shown in final products, as shown in final products, performances, presentations, projectsperformances, presentations, projectsLibrary surveysLibrary surveys (not of library use, but of library (not of library use, but of library learning) of how students have helped them learnlearning) of how students have helped them learnAnalysis of standardized test score dataAnalysis of standardized test score data to see if to see if there are matches between scores and high-use there are matches between scores and high-use library groupslibrary groups

Alternatives to EvidenceAlternatives to Evidence

Beating around the bushBeating around the bushJumping to conclusionsJumping to conclusionsThrowing my weight Throwing my weight aroundaroundDragging my healsDragging my healsPushing my luckPushing my luckMaking mountains out Making mountains out of molehillsof molehillsBending over Bending over backwardsbackwards

Jumping on the Jumping on the bandwagonbandwagon

Running around in Running around in circlescircles

Mouthing onMouthing on

Pulling out the stopsPulling out the stops

Adding fuel to the fireAdding fuel to the fire

Going over the edgeGoing over the edge

Picking up the piecesPicking up the pieces

““If we always see as we've always seen, If we always see as we've always seen,

We'll always be as we've always been, We'll always be as we've always been,

We’ll always do as we've always done,We’ll always do as we've always done,

We’ll always have what we’ve always hadWe’ll always have what we’ve always had

And we’ll always get what we’ve always got”And we’ll always get what we’ve always got”

(Author unknown)(Author unknown)

The Challenge The Challenge

““YouYou

BeginBegin

ConstructingConstructing

The RoadThe RoadBy WalkingBy Walking

It”It”

Documents

SCHOOL LIBRARIES AND EVIDENCE-BASED PRACTICE: GETTING INTO THE ACTION Dr Ross J Todd Associate Professor Director of Research CISSL Rutgers, the State