1

Wrapping the Giftbull The Role of the School Library

bull Evaluating the School Library

Program

LIB 620 Library ManagementFall 2014

2

What are school libraries for

The Mission of the School

Library

ndash The school library provides

information and ideas that are

fundamental to functioning

successfully in todayrsquos information and

knowledge-based society The school

library equips students with life-long learning

skills and develops the imagination enabling

them to live as responsible citizensndash IFLAUNESCO School Library Manifesto

2

2

What are school libraries for

The Mission of the School

Library

ndash The school library provides

information and ideas that are

fundamental to functioning

successfully in todayrsquos information and

knowledge-based society The school

library equips students with life-long learning

skills and develops the imagination enabling

them to live as responsible citizensndash IFLAUNESCO School Library Manifesto

2

3

AASL Mission

The mission of the school library

media program is to ensure that the

students and staff are effective users

of ideas and information The school

library media specialist empowers

students to be critical thinkers

enthusiastic readers skillful

researchers and ethical users of

information

ndash Empowering Learners (2009)

3

4

What about school librarians4

Roles and Responsibilities

of the School Library Media Specialist

ndash Leader

ndash Instructional Partner

ndash Information Specialist

ndash Teacher

ndash Program Administrator

5

More on the role of the LMS

Guiding principles

ndash Principle One School libraries have no

boundaries

ndash Principle Two Library and information

professionals should be flexible

ndash Principle Three Ensure that students are

effective users of ideas and information

ndash Principle Four Information is everywhere

essential and central bull Lowe C A The Role of the School Library Media

Specialist in the 21st Century ERIC Digest 2000-11-00

5

6

Another way to look at it6

7

School Librarian

Leadership

7

Library Media Early

Childhood Through

Young Adulthood

8

Leadership

Are there many

types of leaders

ndash Appointed Leaders

ndash Expert Leaders

ndash Interpersonal Leaders

ndash SocialInformal Leaders

bull Are you a ldquoborn leaderrdquo If not you can develop

skills to help you become an effective leader

Just as you become a better teacher through

experience youll become more comfortable as a

leader over time

bull The Teacher Librarian as Manager

8

99

Beyond Proficiency your libraryreg is a web-

based tool to guide Kentucky school media

librarians school administrators and SBDM

councils in creating and maintaining

effective library media programs for the 21st

century

10

Beyond Proficiency your

libraryreg supporting documents

ndash Beyond Proficiency your library Webcast

ndash Library Media Program Rubric

ndash Sample Evaluation Tool for School Media Librarians

Characteristics of Highly Effective Teaching and

Learning in the Library

10

11

Evaluation of School Library Programs

12

Preemptive Action

The busy librarianrsquos guide to

program evaluation

Based in part on

A workshop developed by the

Pennsylvania School Librarians Association

Professional Development Committee

(No longer available online)

indicates the slide was originally from the above presentation

12

Preemptive Action

The busy librarianrsquos guide to

program evaluation

Based in part on

A workshop developed by the

Pennsylvania School Librarians Association

Professional Development Committee

(No longer available online)

indicates the slide was originally from the above presentation

13

httpevaluationtoolboxnetauindexphpoption=com_contentampview=articleampid=11ampItemid=17

14

What about school library program evaluation

Evaluation of

school library media centers

ndash When you examine something or

someone you examine the subject and

make a judgment about the quality

significance or condition of whatever is to

be evaluatedbull Emanuel T Prostano and Joyce S Prostano

The School Library Media Center 5th ed (Englewood CO

Libraries Unlimited 1999) 44

15

Purposes of evaluation

To find out what is right

To find out what is wrong

bull Summary of definition in Blanche Woolls The School

Library Media Manager 2nd ed (Westport CT Libraries

Unlimited 1999)

16

What can you evaluate

Everythingndash Collection

ndash Personnel

ndash Library Layout

ndash Programs

ndash Curriculum collaboration

ndash Reference servicecollection

bull Interview skills

bull Quality of the answers provided

bull Satisfaction of your patrons

ndash Students or teachersmdashor other school staff

17

What should you evaluate

That depends

ndash On your priorities

ndash On your economic needs and situation

ndash On the policies and procedures established by

your school school district andor state

ndash On how much time you have left over from your

other duties to devote to planning and executing

an evaluation project

18

Why evaluate

Because you have to

ndash Continuous assessment of services can be an ongoing requirement for accreditationfunding etc

Because you want to

ndash You want to find out how well yoursquore doing

ndash You want to find out how well others think yoursquore doing

ndash You want to find ways to improve your service

19

Why Evaluate

bull Schools are being evaluated by student

academic achievement in reading

writing and math

bull Recent studies show student

achievement correlates positively with

effective school library programs

16

What can you evaluate

Everythingndash Collection

ndash Personnel

ndash Library Layout

ndash Programs

ndash Curriculum collaboration

ndash Reference servicecollection

bull Interview skills

bull Quality of the answers provided

bull Satisfaction of your patrons

ndash Students or teachersmdashor other school staff

17

What should you evaluate

That depends

ndash On your priorities

ndash On your economic needs and situation

ndash On the policies and procedures established by

your school school district andor state

ndash On how much time you have left over from your

other duties to devote to planning and executing

an evaluation project

18

Why evaluate

Because you have to

ndash Continuous assessment of services can be an ongoing requirement for accreditationfunding etc

Because you want to

ndash You want to find out how well yoursquore doing

ndash You want to find out how well others think yoursquore doing

ndash You want to find ways to improve your service

19

Why Evaluate

bull Schools are being evaluated by student

academic achievement in reading

writing and math

bull Recent studies show student

achievement correlates positively with

effective school library programs

17

What should you evaluate

That depends

ndash On your priorities

ndash On your economic needs and situation

ndash On the policies and procedures established by

your school school district andor state

ndash On how much time you have left over from your

other duties to devote to planning and executing

an evaluation project

18

Why evaluate

Because you have to

ndash Continuous assessment of services can be an ongoing requirement for accreditationfunding etc

Because you want to

ndash You want to find out how well yoursquore doing

ndash You want to find out how well others think yoursquore doing

ndash You want to find ways to improve your service

19

Why Evaluate

bull Schools are being evaluated by student

academic achievement in reading

writing and math

bull Recent studies show student

achievement correlates positively with

effective school library programs

18

Why evaluate

Because you have to

ndash Continuous assessment of services can be an ongoing requirement for accreditationfunding etc

Because you want to

ndash You want to find out how well yoursquore doing

ndash You want to find out how well others think yoursquore doing

ndash You want to find ways to improve your service

19

Why Evaluate

bull Schools are being evaluated by student

academic achievement in reading

writing and math

bull Recent studies show student

achievement correlates positively with

effective school library programs

19

Why Evaluate

bull Schools are being evaluated by student

academic achievement in reading

writing and math

bull Recent studies show student

achievement correlates positively with

effective school library programs

20

Why Evaluate

Studies show the positive correlation with

student achievement occurs when there is an

effective school library program [and]

ndash School librarians are full time and

ndash Librarians collaborate with teachers on

instructional planning

21

Why Evaluate

Studies also show an effective school library program includes the following attributes

ndash Quality collections

ndash Increased hours of access beyond school day

ndash Professional development for teachers and librarians

ndash Student access to technology and

ndash Collaboration with other types of libraries

22

Why Evaluate Because

To improve the librarian must

have baseline data about the program

To be relevant the librarian must

know if the library services and

resources are aligned with the schoolrsquos

goals for student achievement

To build a case for better support the

librarian needs data that demonstrates

the value of the program

23

An evaluation enables you to

ndash Determine success in attaining program goals

ndash Determine studentsrsquo and teachersrsquo needs so they can be incorporated into the program

ndash Provide a basis for resource allocation

ndash Recognize strengths and accomplishments

ndash Examine the impact of the program on student learning

What Can an Evaluation

Do

bull Nancy Everhart Evaluating the School Library Media Center (1998)

24

It makes sensemdash

Focus data collecting and

evaluation on those components of a

school library program that the

research shows correlate with student

achievement

25

Types of Evaluation

Formal

Informal

External

Internal

Formative

During a program

Summative

After the program is completed

26

Evaluation requires standards

How do you know if the school library is ldquogoodrdquo ldquonot goodrdquo or even ldquogood enoughrdquo

ndash ldquoGood enoughrdquo for what For whom

Guidelines or rubrics or objectives for collections performance etc can be found in

ndash

27

Types of Data

Quantitative Qualitative

Number of OPAC

searches

Size of collection

Number of lessons planned with teachers

Studentsrsquo success rate in

locating appropriate

resources in OPAC searches

Collection supports the curriculum

Comprehensive and collaborative planning is in place

28

Standards require interpretation

Quantitative relatively easy

ndash

29

Qualitative more difficult ndash

Standards require interpretation

30

Interpretation means

operationalization

31

Interpretation means creating goals and

objectives

The purpose and study goals should

determine the types of methods and measures

you use to conduct the evaluation

Objectives will define your standard of

excellence--the minimum level of appropriate

service for your particular clientele

ndash Jo Bell Whitlach Evaluating Reference Services

32

Methods of Evaluation

Obtrusive

ndash People are aware of the evaluation

bull Self-evaluation

bull Surveys

bull Observation

Unobtrusive

ndash data collection that does not require intrusion into

the lives of participants by investigators

bull Glossary for Responsible Conduct in Data Management

ndash People are unaware of the evaluation

bull Unobtrusive measures of physical facilities

bull Use of proxiesmdashldquomystery patronsrdquo

33Obtrusive reference evaluations in a school

library context

Questionnaires or

interviews of students or teachers

Numbers gathering

ndash Reference question counts

ndash Numberstypes of reference books used

ndash Circulation statistics

Observation

ndash By external observer

ndash Self-observation Journal andor portfolio

34

Evaluation Model

1 Define the question

2 Collect data--determine needed data

and method of collection

3 Analyze the data

4 Formulate recommendations

5 Develop an action plan

34

Evaluation Model

1 Define the question

2 Collect data--determine needed data

and method of collection

3 Analyze the data

4 Formulate recommendations

5 Develop an action plan

35

Research Finding

Students whose school

librarian plays an

instructional role

tend to achieve higher

than average scores

What data are

needed to

determine whether

or not the school

librarian plays an

instructional role

in the school

The Question

Evaluation Model Step 1

Define the Question

36

Look at the rubric

37

Empowering Learners

Building collaborative partnerships

ndash Guideline

bull The school library media program

promotes collaboration among members of

the learning community and encourages

learners to be independent lifelong users

and producers of ideas and information

ndash Empowering learners p 20

37

38

Addressing multiple literacies

ndash Guideline

bull The school library media program

provides instruction that addresses

multiple literacies including

information literacy media literacy

visual literacy and technology literacy

ndash p 23

According to Empowering Learners

39

Determine the type needed

ndash QuantitativeQualitative

Determine the method of collection

ndash Existing statistic

ndash Survey questionnaire focus group observation

Evaluation Model Step 2

Collect data

40

ndash Identify areas of agreement and disagreement

among groups

ndash Identify areas of strength and areas that need

improvement

ndash Identify areas where more data is needed

How can the data be analyzed to determine

whether or not the librarian plays an effective

instructional role in the school

Evaluation Model Step 3

Analyze the data

41

Agreement Example--

Target Indicator Information Literacy Standards are integrated into content learning

Library Staff Response

____Basic 100 Proficient ____ Exemplary

Administrative Response

____Basic 100 Proficient ____ Exemplary

Teaching Staff Response

12 Basic 88 Proficient ____ Exemplary

42

Disagreement Example--

Target Indicator

Curriculum development is modeled and

promoted

Library Staff Response

100 Basic _____ Proficient ____ ExemplaryAdministrative Response

____Basic 100 Proficient ____ ExemplaryTeaching Staff Response

82Basic 18 Proficient ____ Exemplary

43

Strength Area Example--

Target Indicator

Collaborative planning is

modeled and promoted

Library Staff Response

____Basic 100 Proficient ____ Exemplary

Administrative Response

____Basic 100 Proficient ____ Exemplary

Teaching Staff Response

____Basic 100 Proficient ____ Exemplary

44

Weakness Area Example--

Target Indicator

Students are engaged in reading writing

speaking viewing amp listening for enjoyment

enrichment amp understanding

Library Staff Response

____Basic 100 Proficient ____ ExemplaryAdministrative Response

100 Basic ____ Proficient ____ ExemplaryTeaching Staff Response

82 Basic 18 Proficient ____ Exemplary

45

Contradictory Data Examplemdash

Target IndicatorEffective teaching modeled amp promoted

Library Basic ____ Prof 100 Exemplary

Admin ____ Basic ____ Prof 100 Exemplary

Teacher Basic 60 Prof 40 Exemplary

Target Indicator Student achievement is assessed

Library 100 Basic Prof Exemplary

Admin 100 Basic ____ Prof Exemplary

Teacher 90 Basic 10 Prof Exemplary

46

Back to Step 2

Collecting More Data ndashFocus Groups

1 How are student products and performances

assessed in units involving use of the library

2 How do you determine the products and

performances to demonstrate mastery of content

in units involving use of the library

3 What is the role of reflection in student work

involving use of the library

47

bull Review the data formulate recommendations

bull For example ndash Because of the strong correlation between the

school librarianrsquos instructional role and student achievement the Advisory Committee establishes a three year goal of reaching the Exemplary level in all target indicators in the Teaching and Learning Rubric

Role of an Advisory Committee of stakeholdersmdash

Evaluation Model Step 4

Analyze the data

48Example

Recommendations for First Year

ndash Review the Standards for the 21st Century Learner to ensure they align with content standards and set student expectations for analysis evaluation and inquiry

ndash Meet with teaching teams to solicit recommended revisions

ndash Convene a workshop for new teachers to review the standards

Standards for the 21st Century Learner

Adapted from

49Example

Recommendations for First Year

Collaborative Planning

ndash Establish regular common planning time for

teachers with the library media staff

Curriculum Development

ndash Review school policies to remove any barriers

that prevent librarians from participating in

building and district curriculum sessions

50Example

Recommendations for First Year

Reading Writing Speaking Viewing

ndash Provide a series of author workshops and develop plans with teachers for student reading writing speaking and viewing responses to the author workshops

ndash Involve Parents

Effective Teachingndash Clarify conflicting feedback through focus groups

targeting use of assessment differentiation amp inquiry in instruction

ndash Develop recommendations based on new data

51

Library staff develop an action plan for each

recommendation

The Advisory Committee of Stakeholders

reviews and approves the action plans

Evaluation Model Step 5

Develop an actionplan

52

Action Plan Example

Target Indicator

Curriculum development is modeled and promoted

Objective Activity Documentation Participants New

Resources

Completion

Date

Review

barriers

preventing

librarians

from

participating

in curriculum

sessions

Review

policies

School Council

minutes

School

Council amp

admin

None

projected

Sept 1

Secure

schedule

Post schedule in

lib amp faculty

rm

Principal None Sept 10

Participat

e in mtgs

Meeting

minutes

Librarians None

projected

June 1

Report

back

Faculty mtg

minutes

Librarians None Monthly

Written

material

In professional

library

Librarians None Within 5

days of mtg

53

This example of an evaluation

washellip

bull Type (which one)

ndash Formal

ndash Internal

ndash Formative

bull Data collection methods

ndash Research

ndash Rubric-based

questionnaire

ndash Focus Group

bull Data type

ndash Quantitative

ndash Qualitative

54

Unobtrusive evaluation in schools 1

Unobtrusive measures of physical facilities

ndash ldquoThe basic premise is that you can learn a

great deal by looking at how things wear

(lsquoerosionrsquo) how things are left in the building

(lsquotracesrsquo) and how things are rearranged

(lsquoadaptations for usersquo)rdquo

bull Nancy Everhart Evaluating the School Library

Media Center Analysis Techniques and

Research Practices Libraries Unlimited 1998

55

Unobtrusive evaluation in schools 2

Use of proxiesmdashldquomystery patronsrdquo

ndash Technique used more often in academic libraries and government documents reference services

bull Half-right reference the 55 rule

bull 5-minute rule

ndash Peter Hernon and Charles R McClure ldquoUnobtrusive Reference Testing The 55 Percent Rulerdquo Library JournalApril 15 1986 37-41

bull ldquoItrsquos not true and now we know why the so-called ldquo55 rulerdquo has never been tested against a truly representative field samplerdquo

ndash John V Richardson Jr ldquoReference Is Better Than We Thoughtrdquo Library Journal April 15 2002 41-42

56

Importance of a sophisticated model

Richardsonndash ldquoThe reference service performance model [that led to

the 55 rule] was overly simplistic samples were way too small and the test questions were not representative of real-world reference questionsrdquo

ndash ldquoStudents of reference service should learn about the existence of multiple performance outcomes (ie accuracy utility and satisfaction) and to recognize that each outcome is driven by different factorsrdquo

bull ldquoReference Is Better Than We Thoughtrdquo

57

Characteristics of good models

Measures of reference service must bendash Valid

bull They ldquoaccurately reflect the concept being studiedrdquo

ndash Reliablebull They ldquoare stable and dependable and provide

consistent results with each repeated userdquo

ndash Practicalbull They ldquorequire that data be relatively easy to collectrdquo

ndash Usefulbull They ldquoprovide information that can be used to

improve reference servicesrdquondash Whitlach Evaluating Reference Services

58

Another model

A 21st-Century Approach to

School Librarian Evaluation

ndash Workbook style prompts walk

school librarians through

suggested readings action tips

and evidence collection to help gauge

their current levels of achievement set goals

for progress and form plans for future

professional development

ndash In this archived webinar writer Patricia

Owen walks participants through the

workbookrsquos suggested readings action tips

and evidence collection

58

59

A model piloting in KY schools

Professional Growth

and Effectiveness System

ndash The vision for the Professional Growth

and Effectiveness System (PGES) is to

have every student taught by an effective

teacher and every school led by an effective

principal The goal is to create a fair and

equitable system to measure teacher and

leader effectiveness and act as a catalyst for

professional growth

bull PGES Background

bull TPGES for Teachers PPGES for

Principals SPGES for Superintendents

59

60

What about other professionals

Other Professionals Professional Growth

and Effectiveness System

ndash Other Professional Categories

bull School counselors ndash may be in summative

year

bull School level librarymedia specialists

bull School psychologists

bull School instructional specialistcurriculum

coaches

bull School speech therapists

ndash OPGES Pilot Overview

60

61

Problems of Evaluation in School Context

Often the school librarian is the only one

working in the library

An evaluation project can be time-

consuming to plan and to put into action

62

Solutions to evaluation problems

Depends on your local situation

ndash Your resources

bull Time money available warm bodies

ndash You and your creativity

Make evaluation part of your routine

ndash As you planprepare your program(s)

include an evaluation component

bull Appropriate affordable accessible

accountable

Seek collaborative partners whenever

possible

63

httpwwwanimationfactorycom

63

62

Solutions to evaluation problems

Depends on your local situation

ndash Your resources

bull Time money available warm bodies

ndash You and your creativity

Make evaluation part of your routine

ndash As you planprepare your program(s)

include an evaluation component

bull Appropriate affordable accessible

accountable

Seek collaborative partners whenever

possible

63

httpwwwanimationfactorycom

63

63

httpwwwanimationfactorycom

63