Make a Splash @ Your Library!<br />But Document it with Data!<br />Dr. Johan Koren<br />
Summary<br />2<br /><ul><li>Making a splash and getting yourself and the library recognized is all very well, but it will not ensure your survival unless you can document that what you’re doing actually contributes to student achievement. To do that, you need data--which means you need to become a researcher! We will look at some ways you can do your own action research.</li></li></ul><li>Storms ahead!<br /><ul><li>The economy is stormy, and principals and superintendents are looking for ways to save money.
That threatens school libraries and school librarians, and they are often among the first to succumb to the storms.</li></ul>3<br />
What does our national association say?<br />Empowering Learners (2009)<br />GUIDELINE: The school library media program is built by professionals who model leadership and best practice in the school community<br />ACTION: The school library media specialist . . . uses research to inform practice and makes evidence-based decisions<br />8<br />
Organized evidence about your own school library<br />Action research<br />Action research is any systematic inquiry conducted by teacher researchers, principals, school counselors, or other stakeholders in the teaching/learning environment to gather information about how their particular schools operate, how they teach, and how well their students learn. <br />(An excerpt from Geoffrey Mills book Action Research) reproduced as part of Unit 1: What is and why use action research on <br />12<br />
1. Identify the problem<br />14<br />FromAction Research Powerpoint- Presented at November 7, 2005 Delsea Regional High School In-service. Powerpoint adapted by Mary Moyer from one created by Santa Rosa County Schools’ Professional Development Center. Resources used to produce PowerPoint no longer directly accessible on the web, but see Teach in Florida’s Action Research <br />
What makes a good problem statement?<br />State it as a question that should <br />15<br />
Sample questions?<br />How can the library promote reading, writing and listening skills with English-language learners?<br />“Ipods and English-Language Learners: A Great Combination.” Teacher Librarian 34, no. 5 (2007).<br />Does collaboration with the school librarian make a difference for the senior research paper?<br />16<br />
2. Collect data<br />What data?<br />How are we going to measure what we’re looking for?<br />What does “make a difference” mean?<br />Operationalize!<br />“Difference” suggests a comparison<br />Compare what?<br />Final products?<br />Compare research papers of two high school classes—one where the librarian was involved, and one where the classroom teacher worked alone<br />Or interview the students about their experience<br />17<br />
Just as important!<br />Tell ‘em about it!<br />22<br />
Present and share!<br />Ross Todd:<br />23<br />
Example of action research<br />Improving research paper assignments:<br />English teachers and the school librarian collaborate to gather data in a qualitative action research study that investigates the effectiveness of an assignment that requires primary research methods and an essay of two thousand words. <br />Gordon, Carol. Students As Authentic Researchers: A New Prescription for the High School Research AssignmentSchool Library Media Research vol. 2, 1999<br />24<br />
Questions? Need More Information?<br />25<br />Johan Koren<br />Coordinator, Murray State University Library Media Program<br />email@example.com<br />Dr. Ross J. Todd<br />DIRECTOR, CISSL <br />Center for International Scholarship in School Libraries<br />Rutgers University<br />Carol Ann Gordon<br />Associate Professor<br />Library and Information Science<br />Rutgers University<br />
A particular slide catching your eye?
Clipping is a handy way to collect important slides you want to go back to later.