Symposium copy of school library standards

http://www.metricsandlibraries.org/

Defining New Metrics for Library Success School Libraries

Anita Brooks Kirkland@AnitaBK

Jeanne Conte@contej

University of Toronto iSchool Symposium, in partnership with Dysart & Jones Associates

April 22, 2014


Our communities, boards, management and institutions are asking for stronger and better measurements of our impact and value to help them with decision making and prioritization.


Assessing and Communicating the Efficacy of School Library Programs: Evolving Practice

Leading Learning: Standards of Practice for Effective School Library Learning Commons in Canada

Cultivating Effective Instructional Design to Co-plan, Teach and Assess Learning


http://www.lrs.org/data-tools/school-libraries/impact-studies/




“Yes, but what do you DO that makes a difference to student learning?”

In the current educational climate there is a very clear mandate for a shift from

putting our emphasis on finding and accessing to knowledge building. It’s where education is going. We are talking about standards-based education.

We are talking about accountability. We are talking about evidence of achievements.

Todd, R., Kenney, B. (Interviewer) (2006). Ross to the rescue: Rutger’s Ross Todd’s questto renew school libraries. School Library Journal 52 (4) 44-47.

Dr. Ross Todd, Rutgers University

Canadian Library Association (ATLC & CSLA), 2003

A Vision for School Libraries in Canada

Revisioning School Libraries:

A.Learning Centres for Lifelong Learning

B.Active Learning Environments

C.Gateways to the World

D.Resource-based Teaching and Learning

E.Collaborative Teaching and Learning

Standards for Managing School Library Programs●Staffing School Libraries●School Library Collections●School Library Facilities●Information and Communication Technologies

Canadian Library Association (ATLC & CSLA), 2003

Leading Learning: Standards of Practice for Effective School

Library Learning Commons in Canada

Whereas the focus of the library program in the past was on building strong collections of resources and assisting users to find and use them effectively, the goal now is to build learning communities and make connections among learners, thus facilitating knowledge creation in the school community.

Standards

Facilitating Collaborative Engagement to Cultivate and Empower a Community of Learners

Advancing the Learning Community to Achieve School Goals


Fostering Literacies to Empower Life-Long Learners

Designing Learning Environments to Support Participatory Learning

Standards Themes

Facilitating Collaborative Engagement to Cultivate and Empower a Community of Learners

Vision for Learning

Design for Collaboration

Partners in Collaborative Learning

Student and Community Partnerships

School Administration Partnerships

District Administration and Consultant Partnerships

Advancing the Learning Community to Achieve School Goals

Planning for School Improvement

Principal Collaborative Role

Teacher- Librarian Collaborative Role

Teacher Collaborative Role

Support Staff Collaborative Role

District Administration and Consultant Collaborative Role

Cultivating Effective Instructional Design to Co-plan, Teach and

Assess Learning

Instructional Leadership

Instructional Partnerships

Engaging with Inquiry Approaches

Differentiated Learning

Technology for Learning

Assessment for, of and as Learning

Evidence Based Practice

Fostering Literacies to Empower Life-Long Learners

Literacy Leadership

Engaging Readers

Information Literacy

Critical Literacy

Digital Literacy and Citizenship

Cultural Literacy

Literacy Partners

Designing Learning Environments to Support Participatory Learning

Designing for a Collaborative Physical LLC

Designing for a Collaborative Virtual LLC

Designing for Accessibility in the LLC

Designing for Responsive Print and Digital Collections

Designing for Creativity and Innovation

Designing for Participatory School Culture


Themes

Instructional Leadership Instructional Partnerships

Engaging with Inquiry Approaches Differentiated Learning

Technology for Learning Assessment for, as and of learning

Evidence-Based Practice

Transitions

What changes do we want to make?

Timelines

What are the expected start and finish times?

Strategies and Actions

How will we achieve transitions?

Roles

Who is responsible for what?

Resources

What budget, time and people are needed?

Indicators of Success

How will we know the transition is complete? How will we know it is working?

Planning and Leading Transitions to a School Library Learning Commons: Action Plan


Themes

Instructional Leadership Instructional Partnerships

Engaging with Inquiry Approaches Differentiated Learning

Technology for Learning Assessment for, as and of learning

Evidence-Based Practice

www.togetherforlearning.ca

http://www.togetherforlearning.ca/

❖ The Learning Commons: ■ Physical ■ Virtual

❖ Reading Engagement❖ Multiple Literacies❖ Critical and Creative Thinking❖ Discovery and Guided Inquiry❖ Developing the Individual

Learning to Learn



www.togetherforlearning.ca http://www.edu.gov.on.ca/eng/policyfunding/growsuccess.pdf



http://www.edu.gov.on.ca/eng/policyfunding/growsuccess.pdf

http://www.edu.gov.on.ca/eng/policyfunding/growsuccess.pdf

Supporting Adaptive, Responsive Stances to Teaching and Learning

Formative assessment [assessment for learning] is a planned process in which teachers or students use assessment-based evidence to adjust what they're currently doing.

W. James Popham, Transformative Assessment (ASCD)

Evidence of Learning

C = Conversations

P = Products / Performance

O = ObservationsTRIANGULATION

● plan assessment concurrently and integrate it seamlessly with instruction;

● share learning goals and success criteria with students at the outset of learning to ensure that students and teachers have a common and shared understanding of these goals and criteria as learning progresses;

● gather information about student learning before, during, and at or near the end of a period of instruction, using a variety of assessment strategies and tools;

● use assessment to inform instruction, guide next steps, and help students monitor their progress towards achieving their learning goals;

● analyse and interpret evidence of learning;

● give and receive specific and timely descriptive feedback about student learning;

● help students to develop skills of peer and self-assessment.

As essential steps in assessment for learning and as learning, teachers need to:

Inquiry positions the teacher as an informed practitioner refining planning, instruction and assessment approaches in the continual pursuit of greater precision, personalization and innovation. A focus on student learning drives inquiry. Data generated from student actions and work compel teachers to investigate new, engaging and relevant questions about how and what their students learn. These questions lead to informed actions within the classroom, which in turn serve to refine or initiate new investigations.

http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/capacityBuilding.html

http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/capacityBuilding.html

Students are better able to evaluate and reflect on their own learning and the collective learning of the class when they have been part of the learning process from the beginning, having played an active role in the initial planning and identification of main learning goals. In fact, a key feature of inquiry-based learning is the practice of revisiting initial theories and ideas, both as individuals and as a class, and reflecting on the ways in which current understanding differs from the former. In this way, students begin to experience learning as an ongoing process, not an end point.

Learning to learn is a critical component of student success. The Learning Commons’ information-rich and media-savvy environments facilitate learning to learn. The Learning Commons’ networked learning experience and directed metacognition of what is being learned – and how it is being learned – facilitate learning to learn as well.

To improve their learning, students need feedback and formative assessment throughout a unit or project. They also need opportunity and time to reflect and discuss their findings with others.

https://www.accessola.org/OLAWEB/OSLA/Together_for_Learning/Learning_to_Learn.aspx

Discovery&

Guided Inquiry


Teacher / teacher-librarian collaborative inquiry for system change.

2012: Ottawa

Collaborative Teacher Inquiry and the School Learning Commons

https://sites.google.com/site/treasuremountaincanada2/contehttp://lanyrd.com/2013/ecoo13/schpym/

It has been demonstrated that when librarians and teachers work together, students achieve higher levels of literacy, reading, learning, problem-solving, and information and communication technology skills.

IFLA/UNESCO School Library Manifestohttp://www.unesco.org/webworld/libraries/manifestos/school_manifesto.html

In working together, teacher-librarians in partnership with others can modify the process, content, product and environment to meet the needs of a diverse student population. The result will be empowered learners.

Together for Learning, p. 12



Defining New Metrics for Library Success School Libraries

Anita Brooks Kirkland@AnitaBK

Jeanne Conte@contej

University of Toronto iSchool Symposium, in partnership with Dysart & Jones Associates

April 22, 2014

Education

Symposium copy of school library standards