Why is it important to documentimpact on teaching and learning?
Why To inform our practice To demonstrate the library programs contribution to student learning and teacher effectiveness To advocate for the library program
"The library media center professional staffcollect and correlate data annually todemonstrate the positive effect of the schoollibrary program on student learning andachievement and formally report to the schoolleadership the results of the impact studies."Achieving Exemplary School Libraries: Standards for South Carolina School Library MediaPrograms, Objective 5
“The school librarymedia program is guidedby regular assessment ofstudent learning toensure the program ismeeting its goals.”(Empowering learners: Guidelines, 2009)
What Informs Instruction? Standards Skills Charts Learning Outcomes Information literacy models
Social Studies Academic Standards – Grade 6 SC Department of Education
Gathering Output Measures Evidence Collaborative Planning Notes Involves: Collaborative units Lesson Plans Output Measures Checklists of skills covered collaborative for each class/grade level planning notes lesson plans collaborative units with differentiation strategies
Gathering Evidence: Monitoring Progress inLearning Outcomes “A learning outcome is one sentence that indicates what students should represent, demonstrate, or produce as a result of what they learn.” Maki, Peggy (2004). Assessing for learning: building a sustainable commitment across the institution. Quote shared by Diane Harvey, NCLA-BIG Workshop, May 21, 2010.
"No one way of tracking isrecommended as superior,however, not tracking wouldbe a disaster. Evidence-basedpractice requires tracking,assessing, and reporting ifimprovement is an importantpart of the program. Suchtracking need not be timeintensive, but it needs to beinformative and shouldstimulate reflection."(Loertscher, 2003)
Purposes for Assessment Assessment OF LEARNING Assessment FOR LEARNING Assessment FOR ADVOCACY Harada AASL Fall Forum 2006
Assessment OF Learning Summative, judgmental Involves grading Places responsibility on instructor Focuses on programmatic and system accountability Examples: high stakes testing, unit tests, culminating products Harada AASL Fall Forum 2006
Assessment FOR Learning Formative, ongoing, reflective Involves student and instructor as partners in assessment Involves pre-assessment to diagnose what students already know or don’t know Harada AASL Fall Forum 2006
THE SETTING•K students discover a strangeinsect on campus.•They want to find out what itis and its potential danger.•They work with teacher, LMS,and tech coordinator.•They use library resourcesand contact an entomologistby email. Harada AASL Fall Forum 2006
Chart 1: What we know aboutinquiring (pre) Find theHave a question information Harada AASL Fall Forum 2006
Chart 2: What we know about inquiring (post)Find something Think about what we Have interesting already know wonderings Find the Check in Try to find information different places the information Share what Don’t make up we learned the information! Harada AASL Fall Forum 2006
Assessment FOR learning Focuses on student’s evolving performance ◦ Where am I going? ◦ Where am I now? ◦ How do I close the gap? Examples of instruments: learning logs, rating scales, checklists, conferences, graphic organizers, rubrics Harada AASL Fall Forum 2006
Learning Logs Wiki http://spring11ell.wikispaces.com/Learning+Logs
Survey Question Focus 1. How helpful the school library is with getting information you need 2. How helpful the school library is with using the information to complete your school work (lL skills) 3. How helpful the school library is with your school work in general (knowledge building, knowledge outcomes) 4. How helpful the school library is with using computers in the library, at school, and at home 5. How helpful the school library is to you with your general reading interests 6. How helpful the school library is to you when you are not at school (independent learning) 7. General school aspects –Academic AchievementDr. Ross Todd, Evidence-Based Practice
Reporting As AdvocacyEvidence Folders/PortfoliosSummary Reports
Charting Your Course "To make our programs count and to be accountable, we need to take a hard look at the research findings, assess where we are and decide what we need to do.. We can’t wait for someone else to do it for us.We have the academic proof now let’s build the grassroots proof. We need to set some achievable goals, and develop an action plan." Making Library Programs Count:Where’s the Evidence? School Libraries in Canada, Koechlin and Zwaan 2003
Advice Start where you are Track resources and services Build partnerships with faculty Increase collaborations Integrate ICT skills into units of study With teachers tackle assessments – develop long-range plan
Possible contents of evidence folder Link library’s mission with school’s mission statement. Connect with school’s learning priorities. Select samples of instruction that most closely align with school’s priorities. Harada AASL Fall Forum 2006
Possible contents of evidence folder Provide examples of student work for lessons included. Display compiled assessment data for lessons selected. Include samples of student and instructor reflections about progress and improvements. Harada AASL Fall Forum 2006
Buffy Hamilton https://sites.google.com/site/theunquietlibrary/monthly-reports-3
AASL Knowledge Quest Mar/Apr 2012 IssueQ: What is the key to successful coteaching?
What Is Your Impact?“…just as all politics are local, so are allassessments local. While decision-makersare usually quite willing to read andacknowledge studies done “elsewhere,”most still want to know the direct impacttheir local program is having. “ Doug Johnson, Demonstrating Our Impact 1
For More Information: Gerry Solomon firstname.lastname@example.org Dr. Donna Shannon email@example.com Dr. Karen Gavigan firstname.lastname@example.org
CreditsPhotos: Microsoft Image Gallery American Association of School Librarians. (2012, March-April). 30 second thought leadership: Insights from the school library community. Retrieved from http://www.ala.org/aasl/aaslpubsandjournals/knowledgequest Ekstrom, R. (Producer). (2012). Algonquin middle school: Quarter 1 report 2011-2012. [Web Video]. Retrieved from http://animoto.com/play/X1hw2PN3KSFa9atIR9SPRw Ekstrom, R. (Producer). (2012). Algonquin middle school: Quarter 2 report 2011-2012. [Print Photo]. Retrieved from Hamilton, B. (2010, October 29). [Web log message]. Retrieved from http://theunquietlibrarian.wordpress.com/2010/10/29/assessment-and- metacognition-blogging-research-reflections/ Harada,V. H. (Creator). (2006). What is assessment? Why should library media specialists be involved?. [Presentation]. Harland, P. E. A. (2010). Plymouth regional high school library annual report. Retrieved from http://www.prhslibrary.com/reports/report0510.pdf
Credits Johnson, D. (2007). Documenting our impact 1. Retrieved from http://www.doug-johnson.com/dougwri/demonstrating-our-impact- 1.html Kalmon, S., & Nassar, N. (2010). Collaborative planning organizer. Retrieved from http://www.cal-webs.org/files/41697872.doc Langhorne, M. J., & Rehnke, D. (2011). Developing 21st century literacies: A k-12 school library curriculum blueprint with sample lessons. New York: Neal-Schuman Publishers. Loertscher, D., with Ross J Todd. (2003) "We Boost Achievement! Evidence-Based Practice for School Library Media Specialists." Salt Lake City: Hi Willow Research & Publishing. Ontario School Library Association. (2003). The teacher librarians toolkit for evidence-based practice. Retrieved from http://www.accessola.com/osla/toolkit/home.html Todd, R. J. (Creator). (2011). Evidence-based practice:What is the fingerprint of your school library program on student learning in the 21st century? [Presentation].