The document discusses evaluation of school libraries. It describes various instruments used to evaluate school libraries, including surveys, focus groups, resource inventories, and rubrics. It also discusses evaluating library staff, students, teachers, and the library program itself to determine strengths and areas for improvement. The goal of evaluation is to continuously improve library programs and services and demonstrate how the library supports student and school success.
lecture of Fe Angela M. Verzosa for presentation before the Conference on Library Management in the Philippine Setting: Principles and Best Practices, Villa Caceres Hotel, Naga City, August 16-17, 2012
Collection evaluation techniques for academic libraries ALISS
Â
Sally Halper, Lead Content Specialist - Business & Management, British Library. An excellent introduction to some really good practical qualitative and quantitative tools including White's brief tests. A bibliography of further readings is also provided.
BOOK SECTECTION TOOLS
Selection aids or tools provide necessary information about books, their contents, bibliographic characteristics, physical formats, possible uses and where they can be obtained.
There is no single selection tool capable of per-forming all the functions of buying guide needed by the librarian. The librarian can have fingertip access to large sources of information. Selecting 2or3 tools appropriality
There are three types of book section tools or aids, namely:
(A) Per-publication Review Media
(B) Post- publication Review Media
(C) Review of learned periodicals and Specialised Journals
(A) Pre- publication Review Media
1. Publisherâs Weekly.
New York, R.R. Bowker Co. 1872
The weekly is standard American book trade journal. It is a valuable professional aid for selecting books in different types of libraries specially where there is urgency of purchasing popular books.
The weekly mentions non-book materials only but they are not reviewed. Its scope and content is larger than bookseller. It is an essential reading for the librarians to get information about new books.
Publisherâs weekly reviewed 3670 adult books and 520 juvenile works in 1976. Its circulation now, is over 32,000.
2. The New York Times Books Review (weekly).
New York, the New York Times Co. 1896
It is the most popular and oldest reviewing periodical in the USA. Review of books for children and young adults regularly appear in each issue. Each issue lists best selling paperbacks. Fiction reviews are exhaustive and complete-reviews are written by experts.
3. Library Journal (semi-Monthly, Sep-jun: Monthly, July-August).
New York , R.R.Bowker Co. 1876
Public libraries and academic libraries prefer this journal for selection of books. Professional libraries and teachers in library science write the reviews.
The journal is primarily devoted to books and provides varying attention to other media also. Nearly 500 book reviews appear in a year. Reviews generally appear one or two months after the books are published. Reviews are arranged by broad subject headings. The arrangement is alphabetical by subect.
lecture of Fe Angela M. Verzosa for presentation before the Conference on Library Management in the Philippine Setting: Principles and Best Practices, Villa Caceres Hotel, Naga City, August 16-17, 2012
Collection evaluation techniques for academic libraries ALISS
Â
Sally Halper, Lead Content Specialist - Business & Management, British Library. An excellent introduction to some really good practical qualitative and quantitative tools including White's brief tests. A bibliography of further readings is also provided.
BOOK SECTECTION TOOLS
Selection aids or tools provide necessary information about books, their contents, bibliographic characteristics, physical formats, possible uses and where they can be obtained.
There is no single selection tool capable of per-forming all the functions of buying guide needed by the librarian. The librarian can have fingertip access to large sources of information. Selecting 2or3 tools appropriality
There are three types of book section tools or aids, namely:
(A) Per-publication Review Media
(B) Post- publication Review Media
(C) Review of learned periodicals and Specialised Journals
(A) Pre- publication Review Media
1. Publisherâs Weekly.
New York, R.R. Bowker Co. 1872
The weekly is standard American book trade journal. It is a valuable professional aid for selecting books in different types of libraries specially where there is urgency of purchasing popular books.
The weekly mentions non-book materials only but they are not reviewed. Its scope and content is larger than bookseller. It is an essential reading for the librarians to get information about new books.
Publisherâs weekly reviewed 3670 adult books and 520 juvenile works in 1976. Its circulation now, is over 32,000.
2. The New York Times Books Review (weekly).
New York, the New York Times Co. 1896
It is the most popular and oldest reviewing periodical in the USA. Review of books for children and young adults regularly appear in each issue. Each issue lists best selling paperbacks. Fiction reviews are exhaustive and complete-reviews are written by experts.
3. Library Journal (semi-Monthly, Sep-jun: Monthly, July-August).
New York , R.R.Bowker Co. 1876
Public libraries and academic libraries prefer this journal for selection of books. Professional libraries and teachers in library science write the reviews.
The journal is primarily devoted to books and provides varying attention to other media also. Nearly 500 book reviews appear in a year. Reviews generally appear one or two months after the books are published. Reviews are arranged by broad subject headings. The arrangement is alphabetical by subect.
An article on how to manage special libraries.
Includes:
- Aspects in special library management
- Problems, challenges and opportunities involved in managing a special library
Course: LIBSCI 36 - Special/Public Librarianship
Teacher: Elizabeth Banlat
The identity of the library is closely bound with its collections. In a print world, this made sense, as the central role of the library was to place materials close to the user and arrange them for effective use.
However, in a network environment this is no longer the case. Lorcan Dempsey, Vice President, Membership and Research, and Chief Strategist at the Online Computer Library Center, will discuss the following three trends that are changing the character of library collections:
The facilitated collection, where the library connects users to resources of interest to their research and learning needs, whether or not they are assembled locally.
The collective collection, where libraries begin to think about moving to shared environments to manage their collections and assuming collective responsibility for stewardship of the scholarly record.
The inside-out collection, where libraries work with other campus partners to support the creation, management and disclosure of institutional materialsâresearch data, special collections, and so on. Here the library supports the creative enterprise of scholarship directly. Together, these trends are changing how we think about collections, libraries, and services to their users.
Together, these trends are changing how we think about collections, libraries, and services to their users.
The Thomas Lecture Series honors the outstanding work that Shirley K. Baker, former Vice Chancellor for Scholarly Resources & Dean of University Libraries, led in the areas of networked information and resource sharing.
Designing an information literacy program: Basic ElementsNatesh Subhedar
Â
This ppt provides guidelines on how to design an information literacy program on any topic.
Intended audience: Post graduate students of Library and Information Science
The Role of Libraries and Librarians in Information LiteracyPLAI STRLC
Â
*Paper presented during the PLAI-STRLC Regional Conference on Promoting Information Literacy for Lifelong Learning, September 25, 2006 at Capuchin Retreat Center, Lipa City, Batangas
The Changing Nature of Collection Development in Academic LibrariesFe Angela Verzosa
Â
Presented at the seminar-workshop sponsored by the Center for Human Research and Development Foundation Inc. at PBSP Bldg, Intramuros, Manila, Philippines on 24 August 2006
An article on how to manage special libraries.
Includes:
- Aspects in special library management
- Problems, challenges and opportunities involved in managing a special library
Course: LIBSCI 36 - Special/Public Librarianship
Teacher: Elizabeth Banlat
The identity of the library is closely bound with its collections. In a print world, this made sense, as the central role of the library was to place materials close to the user and arrange them for effective use.
However, in a network environment this is no longer the case. Lorcan Dempsey, Vice President, Membership and Research, and Chief Strategist at the Online Computer Library Center, will discuss the following three trends that are changing the character of library collections:
The facilitated collection, where the library connects users to resources of interest to their research and learning needs, whether or not they are assembled locally.
The collective collection, where libraries begin to think about moving to shared environments to manage their collections and assuming collective responsibility for stewardship of the scholarly record.
The inside-out collection, where libraries work with other campus partners to support the creation, management and disclosure of institutional materialsâresearch data, special collections, and so on. Here the library supports the creative enterprise of scholarship directly. Together, these trends are changing how we think about collections, libraries, and services to their users.
Together, these trends are changing how we think about collections, libraries, and services to their users.
The Thomas Lecture Series honors the outstanding work that Shirley K. Baker, former Vice Chancellor for Scholarly Resources & Dean of University Libraries, led in the areas of networked information and resource sharing.
Designing an information literacy program: Basic ElementsNatesh Subhedar
Â
This ppt provides guidelines on how to design an information literacy program on any topic.
Intended audience: Post graduate students of Library and Information Science
The Role of Libraries and Librarians in Information LiteracyPLAI STRLC
Â
*Paper presented during the PLAI-STRLC Regional Conference on Promoting Information Literacy for Lifelong Learning, September 25, 2006 at Capuchin Retreat Center, Lipa City, Batangas
The Changing Nature of Collection Development in Academic LibrariesFe Angela Verzosa
Â
Presented at the seminar-workshop sponsored by the Center for Human Research and Development Foundation Inc. at PBSP Bldg, Intramuros, Manila, Philippines on 24 August 2006
7 Tips for an ESSENTIAL School Library Program: How to Remain Indispensable in Tough Budget Times
Use these tips and other leadership strategies to help you develop an effective library program that impacts student achievement and makes you an indispensable school librarian.
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Course: LIBSCI 36 - Special/Public Librarianship
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đŁđđđŹ đ đŚđ§đ˘đĽđŹ đ
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Thank you so much for participating, and congratulations to all of the winners! đ
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1. LIBSCI 37 | EVALUATION
School Library:
Assess to create an
effective school library
Evaluation
FRANCHESKA
VONNE
GALI
Library and Information
Science-III
Silliman University
2021 | 5:00 P.M.
2. Why evaluation is needed for the school library
1
What instruments are used to conduct evaluation
in the school library
2
How evaluation is conducted among library staff,
students, and teachers
3
On our lineup for this topic
The areas we will be discussing:
LIBSCI 37 | EVALUATION
3. One way to meet the changing
needs of users is to conduct an
ongoing evaluation of the
library program.
School librarians must strive to ensure that the
relevancy of their school library programs and
instructional impact of information literacy skills
are understood by administrators, teachers, parents,
and the community in general.
LIBSCI 37 | EVALUATION
Source: Connaway, Lynn Silipigni, comp. 2015. The Library in the Life of the User: Engaging with People Where They Live and Learn. Dublin, Ohio: OCLC Research. http://www.oclc.
org/content/dam/research/publications/2015/oclcresearch-library-in-life-of-user.pdf .
4. What is Evaluation?
Evaluation is the process of judging
something on a set of standards.
LIBSCI 37 | EVALUATION
Source: What is Evaluation - Meaning and definition - Pallipedia. (2015). Retrieved from Pallipedia.org website: https://pallipedia.org/evaluation/
5. Why assess? The primary means of
doing this is through meaningful
assessment, taking a hard look at
what we are doing.
Need for
Evaluation
Program evaluations do not need to belong, tortuous, stultifying ordeals.
On the contrary, by collecting and interpreting only meaningful data, the
process can be painless and exciting, and possibly even fun.
Program evaluations should only exist as tools that will help us increase
our budgets, improve our working conditions, and make our programs
essential to our studentsâ learning. A practical program evaluation used as a
starting point for long-range planning is the only thing that can improve a
schoolâs library program significantly and permanently.
Program assessments can help establish a link between the library program
and school success if the assessment is directly related to whole-school
goals.
LIBSCI 37 | EVALUATION
Source: Johnson, D. (2013). The Indispensable Librarian: Surviving and Thriving in School Libraries in the Information Age, 2nd Edition: Surviving and Thriving in School Libraries in the Information Age, Second Edition. United States: ABC-CLIO.
6. Who is involved
in the Evaluation?
Library program assessment is most effective
when the librarians, building principals, and district
personnel share its responsibility.
The team should include not just librarians but
administrators, teachers, technology specialists,
parents, and possibly students. All members of
the assessment team need to be identified and
their roles and responsibilities identified.
LIBSCI 37 | EVALUATION
Lewis, M. (n.d.). Enabling School Librarians to Serve as Instructional Leaders of Multiple Literacies. 24, 2021. Retrieved from https://www.ala.org/aasl/sites/ala.org.aasl/files/content/pubs/slr/vol24/SLR_EnablingSchoolLibrarians_V24.pdf
7. How to Handle
Evaluation
Evaluations provide feedback on what is essential to the
library staff and its users. However, one of the greatest
fears about conducting an assessment is that the resulting
data will prompt suggestions contrary to best practices for
the library program.
How the library program benefits from the evaluation are
directly related to how effectively the librarian addresses
each concern. The concerns are honest views of what is
perceived and should not be taken personally.
LIBSCI 37 | EVALUATION
Lewis, M. (n.d.). Enabling School Librarians to Serve as Instructional Leaders of Multiple Literacies. 24, 2021. Retrieved from https://www.ala.org/aasl/sites/ala.org.aasl/files/content/pubs/slr/vol24/SLR_EnablingSchoolLibrarians_V24.pdf
8. Is conducting an evaluation a
challenging experience for
you?
Can I get a show of hands?
LIBSCI 37 | EVALUATION
9. Evaluating the
Current Program
Librarians who conduct a self-evaluation of their
program will become knowledgeable about their
library programâs current strengths and weaknesses.
Honesty when observing all characteristics of the
library program is an essential requirement of a self-
evaluation.
LIBSCI 37 | EVALUATION
Source: Martin, A. M. (2012). Seven Steps to an Award-winning School Library Program. United States: Libraries Unlimited.
10. Self Evaluation Step-by-Step
The library staff starts by
reading the vision and mission
that guide the library program's
goals and objectives.
VISION AND MISSION
01
Integrating library skills into the
curriculum
Providing flexible scheduling for
library use
Having resources that are current
and user friendly
Meeting the needs of users promptly
Each library staff member then lists
their thoughts about what portion of
the current library program is most
important. The library staff might create
the following list:
THOUGHTS
02
After comparing the lists to
embedded criteria in the vision
and mission, staff members then
consider this question: âIs what
the library staff deems
important aligned with the vision
and mission?â
QUESTION
03
The library staff then analyzes
the consistencies and
inconsistencies between what
is perceived and the vision and
mission state. Next, the
schoolwide team continues the
self-evaluation process by
mirroring the library staffâs
evaluation process.
SELF-EVALUATION
03
LIBSCI 37 | EVALUATION
Source: Martin, A. M. (2012). Seven Steps to an Award-winning School Library Program. United States: Libraries Unlimited.
11. THE NEXT STEP IN THE EVALUATION PROCESS IS TO CONDUCT A NEEDS
ANALYSIS.
CONDUCTING A
NEEDS ANALYSIS
The best way to find out what people need is to
ask them. So, the trick to finding out what
people think is in whom you ask and how you
ask them.
LIBSCI 37 | EVALUATION
Source: Martin, A. M. (2012). Seven Steps to an Award-winning School Library Program. United States: Libraries Unlimited.
12. What are some evaluation
instruments that you know?
Can I get a show of hands?
LIBSCI 37 | EVALUATION
13. Evaluation Instruments
An essential source of information
about the library program comes
from the patrons it serves.
Therefore, short, easily understood
surveys designed for parents,
students, teachers, and principals
should be given to a random sample
of these groups in every building.
SURVEYS AND FOCUS
GROUPS
01
Focus groups of students,
teachers, and parents can also
provide good data (e.g.,
discussions, sound recording,
taking notes, holding meetings).
FOCUS GROUPS
02
It is vital to have a good
inventory of the resources
that make up the library
program. Simple spreadsheets
that allow quick data analysis,
such as professionals per
student, are excellent to report
such data.
COUNTING THINGS
03
These guides, checklists, and rubrics offer a description of the services of an effective library. Check to see if your state has specific
guidelines for school library programs.
LIBSCI 37 | EVALUATION
Source: Martin, A. M. (2012). Seven Steps to an Award-winning School Library Program. United States: Libraries Unlimited.
14. Evaluation Instruments
The purpose of gathering data, of course,
is to help identify both the strong and
weak areas of the library program.
Therefore, the data gathered by the
surveys, inventories, and rubrics should be
carefully tabulated and examined for
patterns that indicate a high degree of
agreement in particular areas.
DATA ANALYSIS
04
The written report has at its
heart the findings of strengths
and weaknesses of the
program, recommendations for
improvement, and the data used
to draw those conclusions.
THE WRITTEN REPORT
05
Good assessment tools are not
used to evaluate work at the end
of a given period. Instead, they
should serve as a guide and
reminder for day-to-day
activities.
FOLLOW-UP
06
These guides, checklists, and rubrics offer a description of the services of an effective library. Check to see if your state has specific
guidelines for school library programs.
LIBSCI 37 | EVALUATION
Source: Martin, A. M. (2012). Seven Steps to an Award-winning School Library Program. United States: Libraries Unlimited.
15. Evaluation Instruments
A common means of assessing a school library program (and by
inference evaluate its impact on student learning) is comparing
an individual library program to a state or national set of
program standards. In addition, checklist elements are
segmented to help school librarians, administrators, and district
supervisors easily see the shared responsibilities of all
stakeholders at the school, district, and state levels.
STANDARDS AND
CHECKLISTS
07
These guides, checklists, and rubrics offer a description of the services of an effective library. Check to see if your state has specific
guidelines for school library programs.
LIBSCI 37 | EVALUATION
Source: Martin, A. M. (2012). Seven Steps to an Award-winning School Library Program. United States: Libraries Unlimited.
16. Evaluation Areas
Some areas for evaluation are discussed here.
CURRENCY
How recent is the information available in this
item? The importance of currency varies with the
topic selection.
DEPTH OF COVERAGE
How much information is available in this source?
LIBSCI 37 | EVALUATION
Source: Martin, A. M. (2012). Seven Steps to an Award-winning School Library Program. United States: Libraries Unlimited.
17. Evaluation Areas
Some areas for evaluation are discussed here.
AUTHORITY
How trustworthy is the information?
EASE OF USE
How much effort will it take for students or
teachers to find the information they need?
Some of the ease of use is a function of the
format; some is a function of the item itself; some
is a function of the user.
LIBSCI 37 | EVALUATION
Source: Martin, A. M. (2012). Seven Steps to an Award-winning School Library Program. United States: Libraries Unlimited.
18. Evaluation Areas
Some areas for evaluation are discussed here.
LOCATABILITY
How much effort would it take students or
teachers to locate the information found?
PERMANENCE
How durable is this information?
LIBSCI 37 | EVALUATION
Source: Martin, A. M. (2012). Seven Steps to an Award-winning School Library Program. United States: Libraries Unlimited.
19. Evaluation Areas
Some areas for evaluation on the library items are discussed here.
OWNERSHIP/ACCESS
How much effort would it take students or
teachers to locate the information found?
UNIQUE CHARACTERISTICS FOR THIS
FORMAT
What are the unique characteristics or special
features of this item particular to this format?
And is that characteristic important for the topic
chosen?
LIBSCI 37 | EVALUATION
Source: Martin, A. M. (2012). Seven Steps to an Award-winning School Library Program. United States: Libraries Unlimited.
20. Hold up. Aside from the
school library itself, which
persons are also evaluated?
Can I get a show of hands?
LIBSCI 37 | EVALUATION
21. GOAL-BASED EVALUATION
PERFOMANCE EVALUATION
What Are Goals?
Goals are statements of what the librarian hopes to
achieve during a specific period. Goals do not detail how
a task is undertaken, only the outcome the librarian
wishes to achieve.
Staff
Evaluation
Performance review is the annual process in
which a librarian and their supervisor discuss,
document, and evaluate their job performance. It is
the formal procedure by which the librarian and the
supervisor improve communication, promote team
effort in the unit, foster the librarian's professional
development, and determine performance/merit
level.
Job knowledge, skills, and overall performance
Initiative and creativity
Leadership and teamwork
Interpersonal relations
Supervisory/Managerial skills (when applicable)
Each supervisor will evaluate library staff from a
different viewpoint, and each librarian brings a
unique situation to the evaluation process. There
are, however, five criteria that are likely to be
applicable in evaluating the job performance and
goal attainment of each librarian.
LIBSCI 37 | EVALUATION
Source: Johnson, D. (2013). The Indispensable Librarian: Surviving and Thriving in School Libraries in the Information Age, 2nd Edition: Surviving and Thriving in School Libraries in the Information Age, Second Edition. United States: ABC-CLIO.
22. TYPES OF ASSESSMENT
RUBRICS FOR ASSESSMENT
Can be:
Summative - at the end
Formative - during
Direct - demonstration
Student
Evaluation
Assessment, or finding ways to determine whether
our students are learning what we intended them to
know, is a crucial part of instruction. By illuminating
where students are learning and where they are not,
assessment âprovides important feedback that
librarians can use to improve their teachingâ
(Oakleaf & Kaske, 2009, p. 276). We can use
assessment data to revise our instruction better to
meet the goals better, leading to better teaching and
learning.
By what criteria we should judge performance.
Where we should look and what we should look
for to judge performance success.
How the different levels of quality, proficiency,
or understanding can be described and
distinguished from one another.
Examples
Worksheets
Tasks and Demonstrations
Pre- and Post-Tests
Graphic Representations
Pro/Con Charts
Annotated Bibliography
Short Writing Exercises
Using Rubrics for Assessment
Rubrics tell us (Wiggins & McTighe, 2005, p. 173):
Indirect - reflection
Formal - planned
Informal - unplanned
LIBSCI 37 | EVALUATION
Source: Johnson, D. (2013). The Indispensable Librarian: Surviving and Thriving in School Libraries in the Information Age, 2nd Edition: Surviving and Thriving in School Libraries in the Information Age, Second Edition. United States: ABC-CLIO.
23. One way to address this challenge in the library is to
demonstrate the positive results of teaching by collecting
formative assessment data. For example, librarians can
validate their impact on instruction using pre-and post-tests and
assessments, graphic organizers, checklists, rubrics, and
reflections, combining these with the studentsâ final products.
Teacher
Evaluation
Educators undergo regular performance
evaluations. School librarians are both
teachers and librarians, and this dual role brings
evaluation challenges.
The American Association of School Librarians (AASL) Standards for
the 21st Century Learner require students to self-assess, so should school
librarians engage in ongoing reflective practice and self-assessment. The
AASL Publication, A 21st-Century Approach to School Librarian
Evaluation, presented as a workbook, includes a rubric that organizes the
work of the school librarian into three parts with fourteen headings:
1. Teaching for Learning
1.1 Building Collaborative Partnerships
1.2 Role of Reading
1.3 Addressing Multiple Literacies
1.4 Effective Practices for Inquiry
1.5 Assessment in Teaching for Learning
2. Building the Learning Environment
2.1 Planning and Evaluating
2.2 Staffing
2.3 Learning Space
2.4 Budget
2.5 Policies
2.6 Collection and Information Access
2.7 Outreach
2.8 Professional Development
3. Empowering Learning through Leadership
3.1 Leadership and Best Practices (AASL, 2012, 16-17)
LIBSCI 37 | EVALUATION
Source: Johnson, D. (2013). The Indispensable Librarian: Surviving and Thriving in School Libraries in the Information Age, 2nd Edition: Surviving and Thriving in School Libraries in the Information Age, Second Edition. United States: ABC-CLIO.
24. Evidence-Based
Practice
Evidence-based practice focuses on data collection and
analysis for improvements in practice. Evaluations
conducted as part of evidence-based practice are
generally narrow in scope, conducted by school-level
evaluators, and result in practice recommendations. The
data collected and analyzed for purposes related to
evidence-based practice can come from a variety of
sources, depending on the aspect of practice being queried
such as the online circulation and cataloging system
(OPAC) records and instructional patterns, by class, grade,
or subject (evidence in practice â data for decision-
making).
LIBSCI 37 | EVALUATION
Source: Johnson, D. (2013). The Indispensable Librarian: Surviving and Thriving in School Libraries in the Information Age, 2nd Edition: Surviving and Thriving in School Libraries in the Information Age, Second Edition. United States: ABC-CLIO.
25. Evaluation is a critical aspect of an ongoing cycle of continuous
improvement. In addition, evaluation helps to align the libraryâs
programs and services with the school's goals.
The evaluation demonstrates to students and teachers, library staff,
and the broader educational community the benefits derived from
school library programs and services.
Evaluation gives the evidence needed to improve programs and
services and helps library staff and library users understand and value
those programs and services. Successful evaluation leads to the
renewal of programs and services and the development of new
programs and services.
School library evaluation:
IFLA School Library Guidelines
(2nd revised edition)
LIBSCI 37 | EVALUATION
Source: IFLA. (2021). The IFLA/UNESCO School Library Guidelines 2002. Retrieved from Ifla.org website: https://archive.ifla.org/VII/s11/pubs/school-guidelines.htm
26. Sample
School
Library
Checklist
LIBSCI 37 | EVALUATION
Source: IFLA. (2021). The IFLA/UNESCO School Library Guidelines 2002. Retrieved from Ifla.org website: https://archive.ifla.org/VII/s11/pubs/school-guidelines.htm
27. Sample
School
Library
Checklist
LIBSCI 37 | EVALUATION
Source: IFLA. (2021). The IFLA/UNESCO School Library Guidelines 2002. Retrieved from Ifla.org website: https://archive.ifla.org/VII/s11/pubs/school-guidelines.htm
30. References Connaway, Lynn Silipigni, comp. 2015. The
Library in the Life of the User: Engaging with
People Where They Live and Learn. Dublin,
Ohio: OCLC Research. http://www.oclc.
org/content/dam/research/publications/2015/
oclcresearch-library-in-life-of-user.pdf
1 2 IFLA. (2021). The IFLA/UNESCO
School Library Guidelines 2002.
Retrieved from Ifla.org website:
https://archive.ifla.org/VII/s11/pu
bs/school-guidelines.htm
3
Lewis, M. (n.d.). Enabling School
Librarians to Serve as Instructional
Leaders of Multiple Literacies. 24, 2021.
Retrieved from
https://www.ala.org/aasl/sites/ala.org.a
asl/files/content/pubs/slr/vol24/SLR_
EnablingSchoolLibrarians_V24.pdf
4
Martin, A. M. (2012). Seven
Steps to an Award-winning
School Library Program. United
States: Libraries Unlimited.
5
What is Evaluation - Meaning and
definition - Pallipedia. (2015).
Retrieved from Pallipedia.org
website:
https://pallipedia.org/evaluation
/
6
Johnson, D. (2013). The Indispensable
Librarian: Surviving and Thriving in
School Libraries in the Information Age,
2nd Edition: Surviving and Thriving in
School Libraries in the Information Age,
Second Edition. United States: ABC-
CLIO.