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Wrapping the Gift?Evaluating the School
Library Program
LIB 620 Library ManagementFall 2010
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What are school libraries for?
The Mission of the School Library– The school library provides
information and ideas that are fundamental to functioning successfully in today’s 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 citizens.
– IFLA/UNESCO School Library Manifesto
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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 . . . – Empowering Learners (2009).
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What about school librarians?
Roles and Responsibilities of the School Library Media Specialist– Leader– Instructional Partner– Information Specialist– Teacher– Program Administrator
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More on the role of the LMS
•Guiding principles– Principle One: School libraries have no
boundaries. – Principle Two: Library and information
professionals should be flexible. – Principle Three: Ensure that students are effective
users of ideas and information. – Principle Four: Information is everywhere,
essential, and central. • Lowe, C. A.
The Role of the School Library Media Specialist in the 21st Century. ERIC Digest. 2000-11-00
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Another way to look at it
Three critical areas of services1. Information access and delivery• The school library media specialist who has a
solid foundation in evaluating information, has technological expertise in retrieving and organizing information, and maintains a commitment to intellectual freedom, is able to create an information-rich learning environment within the school.
– Program Standards for School Library Media Specialist Preparation (2003), p. 7.
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More from NCATE Standards
Three critical areas of services2. Teaching and learning
• Earlier versions of the school library media specialist program focused on a consultancy role and stressed locational guidance, but current practice demands a true partnership role, in which the school library media specialist and classroom teacher are engaged together throughout the instructional process.
– Program Standards for School Library Media Specialist Preparation (2003), p. 7.
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More from NCATE Standards
Three critical areas of services3. Program administration
• The school library media specialist must understand management and change, must communicate clearly, and must be prepared to take tactical risks. In addition, librarians must advocate for support and must create an environment that contributes to student achievement. . . . Therefore, the effective school library media specialist will exhibit leadership skills among colleagues . . .
– Program Standards for School Library Media Specialist Preparation (2003), p. 7.
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LMS Leadership
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Leadership
Are there many types of leaders?– Appointed Leaders– Expert Leaders– Interpersonal Leaders– Social/Informal Leaders
• Are you a “born leader”? If not, you can develop skills to help you become an effective leader. Just as you become a better teacher through experience, you'll become more comfortable as a leader over time.
• The Teacher Librarian as Manager
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The Kentucky Department of Education recommends the following resources:– Characteristics of Highly Effective Teaching an
d Learning (Library)
– School Library Media Program Rubric– School Media Librarian Evaluation Instrument
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Evaluation of School Library Programs
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Preemptive Action:The busy librarian’s 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
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What is evaluation?[1]
As defined by the American Evaluation Association: – evaluation involves assessing the strengths and
weaknesses of programs, policies, personnel, products, and organizations to improve their effectiveness.
– Evaluation is the systematic collection and analysis of data needed to make decisions• Evaluation Definition: What is Evaluation?
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What about school library program evaluation?
Evaluation of school library media centers:–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 evaluated.• Emanuel T. Prostano and Joyce S. Prostano,
The School Library Media Center 5th ed. (Englewood, CO: Libraries Unlimited, 1999), 44.
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Purposes of evaluation
To find out what is right
To find out what is wrong
• Summary of definition in Blanche Woolls, The School Library Media Manager 2nd ed. (Westport, CT: Libraries Unlimited, 1999).
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What can you evaluate?
Everything!– Collection– Personnel– Library Layout– Programs– Curriculum collaboration
– Reference service/collection:• Interview skills• Quality of the answers
provided• Satisfaction of your
patrons– Students or teachers—or
other school staff
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What should you evaluate?
That depends . . . – On your priorities– On your economic needs and situation– On the policies and procedures established by your
school, school district and/or state– On how much time you have left over from your other
duties to devote to planning and executing an evaluation project
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Why evaluate?
Because you have to– Continuous assessment of services can be an
ongoing requirement for accreditation/funding, etc.
Because you want to– You want to find out how well you’re doing– You want to find out how well others think
you’re doing– You want to find ways to improve your service
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Why Evaluate?
• Schools are being evaluated by student academic achievement in reading, writing and math.
• Recent studies show student achievement correlates positively with effective school library programs.
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Why Evaluate?
Studies show the positive correlation with student achievement occurs when there is an effective school library program [and]:– School librarians are full time and– Librarians collaborate with teachers on
instructional planning.
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Why Evaluate?
Studies also show an effective school library program includes the following attributes: – Quality collections;– Increased hours of access beyond school day;– Professional development for teachers and
librarians;– Student access to technology; and– Collaboration with other types of libraries.
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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 school’s goals for student achievement.
To build a case for better support, the librarian needs data that demonstrates the value of the program.
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An evaluation enables you to:– Determine success in attaining program goals.– Determine students’ and teachers’ needs so they can
be incorporated into the program.– Provide a basis for resource allocation.– Recognize strengths and accomplishments.– Examine the impact of the program on
student learning.
What Can an Evaluation Do?
• Nancy Everhart, Evaluating the School Library Media Center, 1998)
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It makes sense—
Focus data collecting and evaluation on those components of a school library program that the research shows correlate with student achievement.
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Types of Evaluation
Formal
Informal
External
Internal
Formative During a program
Summative After the program is completed
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Evaluation requires standards
How do you know if the media center is “good”/ “not good” or even “good enough”?– “Good enough” for what? For whom?
Guidelines or rubrics or objectives for collections,
performance, etc. can be found in:–
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Types of Data
Quantitative Qualitative
Number of OPAC searches
Size of collection
Number of lessons planned with teachers
Students’ success rate in locating appropriate resources in OPAC searches
Collection supports the curriculum
Comprehensive and collaborative planning is in place
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Standards require interpretation
Quantitative: relatively easy–
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Qualitative: more difficult –
Standards require interpretation
32Interpretation means operationalization
Operationalize:– To define a concept in a way that can be measured. In
evaluation research, to translate program inputs, outputs, objectives, and goals into specific measurable variables. • Program Evaluation Glossary
http://www.epa.gov/evaluate/glossary/o-esd.htm
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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 – Jo Bell Whitlach, Evaluating Reference Services
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Methods of Evaluation
Obtrusive– People are aware of the evaluation
• Self-evaluation• Surveys• Observation
Unobtrusive– data collection that does not require intrusion into
the lives of participants by investigators• Glossary for Responsible Conduct in Data Management
– People are unaware of the evaluation• Unobtrusive measures of physical facilities• Use of proxies—“mystery patrons”
35Obtrusive reference evaluations in a school library context
Questionnaires or interviews of students or teachers
Numbers gathering:– Reference question counts– Numbers/types of reference books used– Circulation statistics
Observation– By external observer– Self-observation: Journal
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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.
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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
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Look at the rubric
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Empowering Learners
Building collaborative partnerships:– Guideline:
• 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
– Empowering learners, p. 20.
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Addressing multiple literacies:– Guideline:
• The school library media program provides instruction that addresses multiple literacies, including information literacy, media literacy, visual literacy, and technology literacy.
– p. 23.
According to Empowering Learners
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Determine the type needed.– Quantitative/Qualitative
Determine the method of collection.– Existing statistic– Survey, questionnaire, focus group, observation
Evaluation Model Step 2.
Collect data
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– Identify areas of agreement and disagreement among groups.
– Identify areas of strength and areas that need improvement.
– 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
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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
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Disagreement Example--
Target Indicator: Curriculum development is modeled and promoted.
Library Staff Response
100% Basic _____ Proficient ____ ExemplaryAdministrative Response
____Basic 100% Proficient ____ ExemplaryTeaching Staff Response
82%Basic 18% Proficient ____ Exemplary
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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
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Weakness Area Example--
Target Indicator: Students are engaged in reading, writing, speaking, viewing & listening for enjoyment, enrichment, & understanding.
Library Staff Response
____Basic 100% Proficient ____ Exemplary Administrative Response
100% Basic ____ Proficient ____ Exemplary Teaching Staff Response
82% Basic 18% Proficient ____ Exemplary
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Contradictory Data Example—
Target Indicator:Effective teaching modeled & promoted.Library Basic ____ Prof. 100% ExemplaryAdmin. ____ Basic ____ Prof. 100% ExemplaryTeacher Basic 60% Prof. 40% Exemplary
Target Indicator: Student achievement is assessed.Library 100% Basic Prof. ExemplaryAdmin. 100% Basic ____ Prof. ExemplaryTeacher 90% Basic 10% Prof. Exemplary
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Back to Step 2Collecting More Data – Focus 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?
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• Review the data, formulate recommendations.
• For example: – Because of the strong correlation between the
school librarian’s 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 stakeholders—
Evaluation Model Step 4.
Analyze the data
50Example:
Recommendations for First Year
– Review the Standards for the 21st Century Learner to ensure they align with content standards and set student expectations for analysis, evaluation and inquiry.
– Meet with teaching teams to solicit recommended revisions.
– Convene a workshop for new teachers to review the standards.
Standards for the 21st Century Learner
Adapted from
51Example:
Recommendations for First Year
Collaborative Planning– Establish regular common planning time for
teachers with the library media staff.
Curriculum Development– Review school policies to remove any barriers
that prevent librarians from participating in building and district curriculum sessions.
52Example:
Recommendations for First Year
Reading, Writing, Speaking, Viewing– Provide a series of author workshops and develop
plans with teachers for student reading, writing, speaking, and viewing responses to the author workshops.
– Involve Parents.Effective Teaching– Clarify conflicting feedback through focus groups
targeting use of assessment, differentiation, & inquiry in instruction.
– Develop recommendations based on new data.
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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
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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 & admin.
None projected
Sept. 1
Secure schedule
Post schedule in lib. & faculty rm.
Principal None Sept. 10
Participate 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
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This example of an evaluation was…
• Type (which one?)– Formal– Internal– Formative
• Data collection methods:– Research– Rubric-based
questionnaire– Focus Group
• Data type:– Quantitative– Qualitative
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Unobtrusive evaluation in schools 1
Unobtrusive measures of physical facilities– “The basic premise . . . is that you can learn a
great deal . . . by looking at how things wear (‘erosion’), how things are left in the building (‘traces’) and how things are rearranged (‘adaptations for use’).”• Nancy Everhart, Evaluating the School Library
Media Center: Analysis Techniques and Research Practices. Libraries Unlimited, 1998.
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Unobtrusive evaluation in schools 2
Use of proxies—“mystery patrons”– Technique used more often in academic libraries
and government documents reference services• Half-right reference: the 55% rule• 5-minute rule
– Peter Hernon and Charles R. McClure, “Unobtrusive Reference Testing: The 55 Percent Rule” Library Journal April 15, 1986, 37-41.
• “It’s not true, and now we know why . . . the so-called “55% rule” has never been tested against a truly representative field sample.”
– John V. Richardson, Jr., “Reference Is Better Than We Thought,” Library Journal April 15, 2002, 41-42.
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Importance of a sophisticated model
Richardson:– “The 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 questions.”
– “Students of reference service should learn about the existence of multiple performance outcomes (i.e., accuracy, utility, and satisfaction) and to recognize that each outcome is driven by different factors.”• “Reference Is Better Than We Thought.”
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Characteristics of good models
Measures of reference service must be– Valid
• They “accurately reflect the concept being studied.”– Reliable
• They “are stable and dependable, and provide consistent results with each repeated use.”
– Practical• They “require that data be relatively easy to collect.”
– Useful• They “provide information that can be used to
improve reference services.”– Whitlach, Evaluating Reference Services.
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Problems of Evaluation in School Context
Often the school librarianis the only one working in the library
An evaluation project can be time-consuming to plan and to put into action
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Solutions to evaluation problems
Depends on your local situation– Your resources:
• Time, money, available warm bodies
– You and your creativity
Make evaluation part of your routine– As you plan/prepare your program(s), include
an evaluation component• Appropriate, affordable, accessible, accountable
Seek collaborative partners whenever possible
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Find out more in LIB 604!
LIB 604 Libraries in the School Curriculum– An approach to understanding the role of the
library media specialist and the media center in the school curriculum, with the aim of developing the school as a learning community, stressing collaboration between administrators, teachers and librarians in planning learning experiences.
– Offered Spring semesters– Includes a Collaborative Action
Research assignment.– See What is Collaborative Action Research?
