This document discusses using data from the AASL Planning Guide and the "School Libraries Count!" survey to advocate for school library programs. It recommends drawing connections between the Planning Guide assessment results and personalized reports from the "School Libraries Count!" survey. Sample data is provided comparing a school's hours spent planning with teachers and budget for information resources to state and national averages. The document provides guidance on sharing assessment results with stakeholders to clarify strengths and areas for improvement in the library program.

1. Using the AASL Planning Guide with
“School Libraries Count!”:
Personalized Results to Advocate
for your School Library Program
Sabrina Carnesi
Crittenden Middle School
Newport News, Virginia 23606

2. • Draw connections between
 Planning Guide module’s data results
 Personalized reports from “School
Libraries Count!” survey
 Discuss Sharing Information
from Program Assessment with
Stakeholders
A Planning Guide for
Empowering Learners

3. • Drawing connections between
 Planning Guide module’s data
results
 Personalized reports from “School
Libraries Count!” survey
A Planning Guide for
Empowering Learners

4.  Aligned with the national guidelines presented in
Empowering Learners: Guidelines for School Library Programs
A Planning Guide for
Empowering Learners

5. • Aligned with the national guidelines presented in
Empowering Learners: Guidelines for School Library Programs
• Assesses the program using 16 sets of criteria
• 1. Developing Visions for  9. The Learning Space
Learning  10. Budgeting
 2. Teaching for Learning  11. Policies
 3. Reading  12. Collection and Information
 4. Multiple Literacies Access
 5. Inquiries  13. Outreach
 6. Assessment for Learning  14. Professional Development
 7. Building the Learning  15. Empowering Learning
Environment  16. Leadership
 8. Staffing

8. A Closer Look:
Staffing Raw Data and the
Assessment Rubric
Hours per Week meeting Hours per Week Delivering Instruction
w/Teachers to Plan Instructional
Units

9. Teaching for Learning Section
pages 2&3
The raw data from “School Libraries Count” as well as additional
personalized data from Hines MS is used to develop a profile for the
school’s library program.

10. Teaching for Learning Section
pages 2&3
The raw data
shows that Hines
MS spends an
average of 3 hours
per week planning
instruction with
teachers in
comparison to the
rest of the state’s
3.5 hours and
nation’s 3.01
hours.
Exemplary - Proficient - Basic

11. Teaching for Learning Section
pages 2&3
Exemplary - Proficient -
Basic

12. Teaching for Learning Section
pages 2&3
Exemplary - Proficient - Basic

13. A Closer Look:
Library Expenditures
and the Assessment Rubric
Average Spend on Information Resources:
print, nonprint, licensed databases, and
other electronic access to information

14. Building the Learning Environment:
Budget-pages 10 & 11
Library budget for Hines MS is
slightly higher than the national
and state averages.

15. Building the Learning Environment:
Budget-pages 10 & 11
The raw data
shows that Hines
MS spends $15,000
on information
resources in
comparison to the
average for rest of
the state at $8,000
and the nation’s
$14,000.
Exemplary - Proficient - Basic

16.  Snapshot of library program as it now exists.
 Bold and Clear Areas
 Fuzzy Areas
 Clarifying the picture
 Move from what is to what should be
 Identify activities or steps needed to develop
picture
 Brainstorm suggestions
 Responsibilities carried out by various stakeholders
A Planning Guide for
Empowering Learners

17. Basic 8
Exemplary
50
Proficient 42
A Planning -Guide for - Basic
Exemplary Proficient
Empowering Learners

18.  School Libraries Count! 2010 Report
 http://www.ala.org/ala/mgrps/divs/aasl/researchands
tatistics/slcsurvey/slcsurvey.cfm
2011 School Libraries Count survey
will be available in January 2011.
A Planning Guide for
Empowering Learners

19. Objective 2:
Use Your Data to Advocate for Your Program!
Share Your Plan
with the
Stakeholders in
Your School
Community!
A Planning Guide for
Empowering Learners

21. Common Beliefs
Lay a strong foundation
Give us language to reach out and
connect to colleagues
Start the conversation on common
ground

22.  Reading is a window to the world.
 Inquiry provides a framework for learning.
 Ethical behavior in the use of information must be
taught.
 Technology skills are crucial for future employment
needs.
 Equitable access is a key component for education.
 The definition of information literacy has become more
complex as resources and technologies have changed.
 The continuing expansion of information demands that
all individuals acquire the thinking skills to learn on their
own.
 Learning has a social context.
 School libraries are essential to the development of
learning skills.

23.  Who can we Dance with?
 Our Stakeholders
 Classroom Teachers
 Parents
 Other School Librarians
 Administrators

24. What are Elevator Speeches?
Definition
•30 to 40 second speech created by
advertisement executives to promote a
promote a particular product.
•50 – 100 words in length

25. What to Consider …
…when creating an elevator speech
•Who you’re addressing
•What library event you’re promoting
•An invitation to attend event or visit
library media center

26. Sample
STANDARD 4 ~ AUDIENCE: PARENTS
Based on Common Belief #1
– Reading is a window to the world.
I know you want your child to have a
successful life. And so do I. We both believe
that reading is the key to learning for life and
developing new understandings. I invite your
support for our afterschool book club by
allowing your child to participate. (46 words)
N. Silcox – Arlington City Schools
November 2009

27. As (school) librarians, it is important for us to
collaborate with the classroom teacher in teaching
our students the ethical use of information. It is our
job to show students how to seek diverse
perspectives gather and use information ethically
and to safely and responsibly use social tools. Will
you allow me to schedule your classes in our computer
lab to go over proper Internet safety skills? After the
session, I can register them on my Internet Safety blog
and they will be able to ask me to help them with any
questions that may arise when they start their research
project. (47 changed to 101 words)
An. McLean – Roanoke City Schools
K. Harris – Petersburg School District

28. Sample
STANDARD 2 ~ AUDIENCE: CLASSROOM TEACHERS
Based on Common Belief #3
– Ethical behavior in the use of information must be
taught. know we both want our students to be
I
independent learners and to take responsibility
to generate and answer their own questions. I
would love to work with you in your next unit to
engage students in their own learning
experience by sharing skills to help them gain
critical thinking knowledge using the library’s
many resources. I can also teach them several
tools of self-assessment to ensure that they can
thrive in a complex information environment. (76
words)
H. Overstreet – Brunswick County Schools
K. Lively – Brunswick County Schools

29. 1. Please generate your own personal elevator
speech to advocate an activity or program in
your library that you think would need
broader support.
2. Write a rough draft on the loose-leaf paper at
your table with your name and email address
to turn in.
3. Recopy your elevator speech on poster paper
and display on wall in elementary, middle, or
high school section.

30. Please feel free to walk around and view
various elevator speeches when time
allows

31. http://www.ala.org/ala/mgrps/divs/aasl/guidelinesan
dstandards/planningguide/planningguideresources.cfm

33. Sabrina Carnesi
Virginia Learning4Life State Coordinator
Crittenden Middle School
6158 Jefferson Avenue
Newport News, VA 23606
sabrina.carnesi@nn.k12.va.us