Evaluation of programs is important to ensure quality learning. Evaluation of the role of the school library in order to identify future development and strategic planning for teaching and learning from the library is critical for effective library services. This session will introduce a review tool developed for school teams to use and identify a school strategic vision. The tool will be available for participants to use in their schools. Participants will be able to: Outline data collection needed to review library services Identify types of library services ad consider a future vision for your school library Use data from evidence to analyse patterns and trends.

1. Reflect, Review and Refine:
Evaluating school library
services
June Wall
Consultant in eLearning and
Libraries

2. Introduction
June Wall is an eLearning
consultant passionate about
ensuring that digital
technologies are used to
enhance learning and
leverage the best of the
technology to positively
effect student learning. She
has worked with K-12
schools, professional
associations, universities
and other training providers
on a range of projects
involving digital learning.

3. Future learning and school libraries (2013) Available at
http://www.asla.org.au/site/DefaultSite/filesystem/docume
nts/2013-ASLA-futures-paper.pdf
➔Applies agility to address educational change and
responsiveness to curriculum development.
➔Promotes inquiry based pedagogy as the driving force
and philosophical basis for teaching and learning
practices in the school community.
➔Provides 24/7 access to information, as well as curation
and mediation of learning resources.
ASLA paper

4. ➔Supports the inter-connectedness and inter-
dependence of a variety of learning environments.
➔Builds capacity for lifelong / life-wide learning.
➔Adopts evidence-based practice to inform teaching
and learning.
➔Guides inquiry, understanding and creativity among
learners.

5. ➔Enables digital citizenship.
➔Engenders a critical, ethical, and reflective approach to
using information to learn.
➔Provides professional learning opportunities based on the
needs of the school and teaching staff.

6. Scan Issue 3, Vol 33, 2014 Full paper available at www.junewall.com.au
Learning and Literacy Part 1.

7. Learning and Literacy. Part 2

8. So what does this mean for
school libraries?

9. The K-12 tool
 4 parts
 Statistics of current usage
 Circulation, student use, class use etc
 Staff and student surveys or focus groups
 Teacher librarian self reflection – based on the
Australian Professional Standards for Teachers
 Analysis of data
 Trends and patterns to note

11. A guide for determining next
steps

12. Reflect:
what is the place of the library and the TL in
your school?
Review:
What does the data say?
Refine:
What is the role of the library and TL in future
learning?

13. Reflect
Consider:
 Teaching staff
 Library staff
 Library space and its effect on users
 How does the school want to use the library?
 How do students want to use the space?
 Teaching and learning philosophy of the school?

14. Review
 Collect statistics over a period of time:
 Circulation
 Space usage
 Teacher perspectives on using the space, resources
etc
 Student perspectives on using the space, resources
 Analyse the data
 Recommendations

18.  If we were to change the focus or purpose of the library, what
do you think would be the best fit for the xxx community –
teachers and students?
 Small library focused on seniors and their needs
 The space to be used as a learning centre with options for a
variety of learning activities, including a small library collection.
http://www.slideshare.net/KnudSchulz/harvard-march-2014-
transformation-future-library
 Community space that is focused on technology based learning
activities including makerspace. Small library collection would be
part of this
 Library to remain as it is
 An integrated information (library), technology and learning hub for
the school where co teaching and collaborative learning occur.
See
http://www.asla.org.au/site/DefaultSite/filesystem/documents/2013
-ASLA-futures-paper.pdf

19. What is your library of the future for xxx? Give as
many words as you like that you feel best describe the
library of the future. But don’t stop at just descriptive
words… You may have a link to a site, or an image or
anything else that you feel best answers this question.

20. Review
 Collect statistics over a period of time:
 Circulation
 Space usage
 Teacher perspectives on using the space, resources
etc
 Student perspectives on using the space, resources
 Analyse the data
 Recommendations

21. Conclusion
“The trend shows a significant decline in use of spaces
and resources. This decline will more than likely be fast
tracked with the implementation of iPads for all students
in 2015 under the current usage patterns and attitudes
of staff and students. Staff recognise that something
has to change but are not sure as to the best solution.
There are conflicting views of what the library should be
● quiet BUT flexible use of space;
● book research BUT access to technology and lack of
work that requires books;
● individual and group work BUT use for whole classes as
a change of environment.
● Need for improved research skills of students BUT little
time in curriculum to teach anything else”

22. Review
 Collect statistics over a period of time:
 Circulation
 Space usage
 Teacher perspectives on using the space, resources
etc
 Student perspectives on using the space, resources
 Analyse the data
 Recommendations

23. Recommendations
Space
 Only 1 whole class space – xxx room. This means that no class would be permanently
booked into the library as a part of the timetable. There should be no need for class
bookings to the same degree as the iPad rollout will reduce the need for access to
laptops. At least 2 or 3 group spaces with different furniture to allow for a variety of
use
 Put a glass window or panel in the wall of the xxx2 room - as this room should be
used as a seminar room it needs visual from a duty of care perspective.
 Significant reduction in the Non Fiction collection so that the collection becomes a
“seminal collection” of material that is not available online.
 The high blue shelving can be removed if the recommendation 4 is approved.
 Create a reading space that assists development of a reading culture in the school
and is supported by a relevant and appropriate Fiction collection.
 Move the library office and workroom to what is currently known as the “silent room”
 Create a help desk that is “manned” by library and ICT staff at appropriate times to
support students. This help desk should be highly visible, low level and approachable.
 If possible, put a glass wall and doors to section off the xxx room as noise from this
space distracts students in the other section of what will be a very open space.
 The current library workroom to become a “creative lab”. This space will be multi use.
It could allow for Yr 12 to use the kitchen facilities, but primarily it should be a space
where groups of students can use video editing capabilities and technology as well as
makerspace activities. This could be booked by teachers for groups or used by
students themselves for individual projects during non class times. Conceptually this
will enable creativity and innovation to develop.

24. Teacher librarian (TL):
 The TL should work with the Head of ICT as an integrator to
support teachers use of iPads in the classroom. The initial
focus should be on ensuring that all teachers are comfortable
with using iPads well in their classrooms. The secondary focus
which should become the primary focus in time will be that of
digital literacy skills. There is research that confirms that while
students know how to use technology, they don’t know how to
use it for learning and to organise themselves. The TL should
spend most of his/her time in classes.
 To enable the above recommendation, the TL should not be on
the class timetable.
 The school needs to determine the core digital skills for
students - either from a school developed framework for digital
literacy (that could be led by the TL) or through using the
Digital Technologies draft curriculum
http://www.australiancurriculum.edu.au/technologies/digital-
technologies/Curriculum/F-10?layout=1 This would form the
basis for the digital literacy program to be embedded within
teaching and learning.
 The TL and Head of English should work together to develop
an appropriate support program that will develop a reading

25. What are the possible
outcomes of this process?
 Examination of all data sets as a whole to see
patterns and trends
 Active consideration of the TL as against the
Australian Professional Standards for Teachers at
the Highly Accomplished level.
 Active discussion with all staff about the library
 Improvement in library space and usage
 Reflection on the primary role of a TL – teaching and
learning support
 Collaboration between school leadership and the TL
 Start an action research or evidence based way of
thinking and learning

26. What are the concerns?
 Diminishing book stocks
 The idea of a library other than a resource / quiet
space.
 Change
 in thinking about the role of the TL
 Library staff and their perspective of their positions
 Teaching staff and their perspective of what a library
is

27. My contact details
Email: june@junewall.com.au
Twitter: @junewall
Facebook:
www.facebook.com/junewallconsult
ancy
http://www.slideshare.net/junewall/