Learning Through The School Library: Evidence-Based Practice: 21 Strategies Dr Ross J Todd Director of Research Center for International Scholarship in School Libraries Rutgers, the State University of New Jersey

Evidence-Based Practice (EBP) What is it?

I am a school librarian at x. We are confronting a serious situation. Because of the financial crisis in our community, our school board is addressing a proposed substantial budget cut. One of the proposed strategies is to drastically reduce the number of school librarians in the area claiming that school libraries can be effectively run by aides to ensure services are provided and the library remains open. This is despite the fact that I have hundreds of students in the library each day, and teach in the classroom regularly. I have voiced my objection, but I am told that such reductions will not impact on student learning in any way.

Evidence Based Practice If your local newspaper asked you “We want to do a story on your school library and how it really helps students learn.” If your school board was trying to make a budget decision and asked "how your school library impact students?“ If your principal asked "what is the current research on school libraries and their impacts on state standards?" What would you answer?

Evidence-based Practice Evolving concept in many professions and new paradigm for professional practice 1990s: Medicine and Health Care - to teach medical students how to independently find, appraise and apply the best evidence, and to apply it to solving clinical problems

Two key dimensions of EBP in current usage 1.Conscientious, explicit and judicious use of current best research findings in making decisions about the performance of the day- to-day role 2.Where day-to-day professional work is directed towards demonstrating the tangible impacts and outcomes of sound decision making and implementation of organizational goals and objectives. Local actions, local processes, and local, immediate outcomes

Evidence-Based Practice Evidence-Based Practice Gathering evidence in YOUR local school You are able to provide convincing evidence that answers these questions: “What differences do my school library and its learning initiatives make to student learning outcomes? “What are the differences, the tangible learning outcomes and learning benefits of my school library”?

Traditional Approaches to Evidence: Emphasis On Information Number of classes in the library Number of library items borrowed Number of students using the library at lunch times Number of items purchased annually Number of web searches Number of books lost Students suffering from PFS and LHC And who can do this?

Learning-Centered Approach to Evidence: Emphasis on Knowledge Understanding how school libraries help kids learn: Learning outcomes in terms of Information processes Information processes Information technology Information technology Reading Reading Knowledge outcomes – mastery of content Knowledge outcomes – mastery of content Independent learning Independent learning Attitudes and values of information, learning Attitudes and values of information, learning Self concept and personal agency Self concept and personal agency And who can do this?

EBP & School Library Context Identifying indicators and outcomes of learning Systematically locating evidence Analyzing and organizing evidence Summarizing evidence Presenting evidence Celebrating achievements Reflecting on evidence to reshape practice

Value of EBP: Australia Study 2003 Visibility of school librarian in learning outcomes Meaningful time with teachers Clearer sense of learning outcomes by taking an evidence approach: feel you are succeeding by being able to state specific outcomes More effective judgments about student progress Clearer feedback to students and to school community on outcomes Covered more curriculum content in less time Pooling of expertise Stronger emphasis on creative and authentic learning Focus to instructional planning Teachers as advocates Job satisfaction

EBP – Issues and Concerns Accountability: Threat to professional authority and autonomy; immunity from accountability calls I have to be a researcher: intellectual skills required to undertake evidence-based practice are information literacy competencies Our goal is lifelong learning, so how can we identify outcomes? Providing learners with explicit feedback on how they are learning in their formative years is fundamental to effective teaching and learning EBP detracts from the job! What then is your job? Time: I do not have time to do this. Professional Development: we need examples, models, templates

Evidence of Instructional Intervention and Library Program Intellectual AgencyIntellectual Agency Deep knowledgeDeep knowledge Deep understandingDeep understanding Problematic knowledgeProblematic knowledge Higher order thinkingHigher order thinking Meta-languageMeta-language Substantive communicationSubstantive communication Personal AgencyPersonal Agency Self Confidence Willingness to take risks Trying new ideas and practices IndependenceAutonomy Social and Cultural AgencySocial and Cultural Agency Respect for different values, cultural knowledges, viewpoints Team building, collaboration, negotiation, decision making Knowledge integration: from bits and bytes to conceptual coherence and integration Connect with current and future lives Social and ethical values

EBP IN ACTION 21 strategies

1. Action Research Problem identification related to curriculum standard Mutual commitment to improvement Plan for investigation of problem Implement actions / strategies to improve Effects of actions observed and recorded EBP Reflect on outcomes Ongoing cycle of planning, action, evaluation

2. Mapping Knowledge Map knowledge at beginning, midpoint and end of instructional unit What differences do you see? How do students describe the differences? Mapping can be in the form of prose, concept maps, diagrams

INTELLECTUAL QUALITY: NJ RESEARCH 2005 Higher order thinking: movement from description to explanation and reflection Deep knowledge: Evident in the nature of the sources students accessed, and the changing search patterns from generalist background information to specialist, detailed, information sources increased specificity of topic focus Deep understanding: evident in extent of recall and in the types of causal and predictive relationships portrayed Substantive conversation: Valuing of dialogue between teacher, librarian and students; fluency in written statements Knowledge as problematic: In some cases, students identified dealing with dealing with factual conflict or conflicting viewpoints and formulating their own (choice of topic); also evident in constructing arguments that show a basis for the claims they were making Meta-language: Use of language specific to the topic domain: not just provision of terms, but clarity of understanding these terms Increasing complexity of the language used to describe their knowledge, and the ordering of this knowledge into conceptually coherent units

3. Analysis of student bibliographies Diversity of choice Depth of knowledge Accuracy of citation Relevance to task Use of multiple formats

4. Checklists Students & school librarians provide checklist or ratings of perceived levels of skills and / or knowledge acquisition Use before and after instructional intervention so that comparisons of differences, changes in levels of knowledge and skills can be documented Focus on identifying changes

5. Rubric Strategies Students’ performance in final products are scaled according to a set of criteria that clearly define what is the range of acceptable to unacceptable performances and/or information products look like. Compare with previous assignments where no instructional intervention took place Provide summaries to show students’ performance Kathy Schrock: Rubric Website dex.html

6. Formal feedback strategies Examples simple feedback survey every term on what the library does “best” and “least” to help students with their school work Feedback at end of instructional unit: what helped and did not help Feedback on quality of resources Feedback on what students could do better ANALYSIS SYNTHESIS REPORTING ANALYSIS SYNTHESIS REPORTING

7. Reflection sheets / self assessments At end of lesson / unit, students reflect on: Knowledge gained Skills gained Things I need to work on Things I can apply to other research tasks Things that have helped me work better at home ANALYSIS SYNTHESIS REPORTING

8. Comment Cards / Advice Cards Advice to give to other students Build a kid’s guide to doing good research, using statements from the students, and put this on your library web site, or create a funky guide for giving out to students ANALYSIS SYNTHESIS REPORTING

9. Conferencing Strategies Group / individual review activities, students reflect on their work, on their constructive process and skills, and on benefits. Ask just a few questions, summarize responses (positive and negative); share responses back to students; report at faculty meetings ANALYSIS SYNTHESIS REPORTING

10. Journaling Strategies / Search Log Writing entries in journal that focus on the research process as well as on the outcomes of their research Search strategies used Search terms Sources used Feelings and attitudes Next task ANALYSIS SYNTHESIS REPORTING ANALYSIS SYNTHESIS REPORTING

11. Portfolio Strategies Students construct a cumulative process of samples of their work collected over a period of time, matched to curriculum goals and information literacy requirements, as well as work progress reports, products, and self-assessments. Can be electronic: available for whole school to peruse ANALYSIS SYNTHESIS REPORTING

12. Library Surveys (not of library use, but of library learning) of how students have helped them learn Eg. Using part / all of Ohio Study to gather perceptions ANALYSIS SYNTHESIS REPORTING

13. Analysis of standardized test score data matches between scores and high-use library groups Matches between scores and reading enrichment programs Improvement in critical thinking interventions

14. Photo voice Video Recording of learning process (for showing at staff meeting) Get students to use digital images, examples of searches and products created to construct a website of the unit being studied

15. Exhibitions Exhibitions, displays of products plus student self assessments of learning Put up “the story” of learning, as well as the products of new learning Let the “voices” of students tell the story

16. Motivation Board Motivation Board (staff room and library) Library Learner of the Month Library Learner of the Month Teacher Collaborator of the Month

Example of Motivation Board “I have learned many things about the research process after completing this project. The tracking sheets showed me that organization is important when researching. It helped me manage the time and showed me just how indepth my knowledge became. Another good thing was that there was always help available from the teachers and librarians” “This was a very exhausting process, but none the less, it was all worth it. I finally learned how to write a proper paper, not only for research, but any paper in general. I got to spend quality time with my teacher and librarian. The three things I enjoyed in writing and research are reading the books, making an outline, and LEARNING. I definitely learned a lot – both about my interesting topic, and the research to make it happen”.

17. Teacher-Related Strategies Number of collaborations Instructional focus (=information learning) of collaborations Subject / grade levels Teacher observations Teacher summary of outcomes Teacher summary of benefits

18. Library Reports Focus on Collaborations AND Learning Outcomes Summaries of Instructional units, highlighting instructional interventions and links to curriculum standards Summaries of learning outcomes Distribute to principal, library website, board members Include direct evidence: tallies, quotes Send to multiple recipients: Principal, School Board, include in parent newsletters

19. Mission Statements and Policy Documents School Library Policy and Mission Statements: Shift in focus from School Library to Student Learning Outcomes Test criteria: “Celebrate the Understood, not the Found” Does your mission and policy statements do this? Does your mission and policy statements do this?

20: Getting the Word Out Summary of projects in School Newsletter to parents Staff, Curriculum and parent meeting – learning outcomes focus Profiling teachers (indirectly profiling library) Photo and commentary of teaching units on school web, including student feedback of process and learning outcomes Teachers speaking at school librarian meetings Student morning tea to discuss learning outcomes with teachers Community newspaper stories Focus on national and state themes: eg “No Child Left Behind” Legislation

21: Your Actions?

“It is hard to set in motion what is still, or to stop what is in motion” Cobham Brewer 1810–1897 Dictionary of Phrase and Fable