HIT: Library program evaluation

[Mavis Catalfio <mcatalfi@R8ESC.K12.IN.US>]

As a result of my mentioning the Colorado study in my request for
information, many people asked for the citation:

The study was done by Keith Curry Lance, Lynda
 Welborn and Christine
Hamilton-Pennell.  It is called _The Impact of School Library Media
Centers on Academic Achievement_.  Published by Hi Willow Research and
Publishing, 1993. Distributed by Libraries Unlimited. 0-931510-48-1.
        The reason it is often cited is that one finding was:
"Among school and community predictors of academic achievement, the size
of the resource center staff and collection is second only to the absense
of at-risk conditions, particularly poverty and low educational
attainment among adults."



Here are the answers I received to my request for ways to PROVE the value
of added professional staff to our school board.  Thanks to all.


 Hi...As a part of my EdD Dissertation there is a questionnaire used with
students at end of year that had some value.  This was l970 and done at
New York University.  I was trying to identify changes in faculty's
teaching through student evaluation.  Basically, the kids were asked to
note in what ways they observed teachers teaching differently from start
of year to end of year.  Things like number and type of assignments that
involved using library materials.  Range of types of references called
for.  They were to respond to questionnaire identifying grade level,
discipline, but not teacher.  We made a point of the fact that their
evaluation would have no impact on any teacher...that we were evaluating a
PROGRAM and not a PERSON.  As a result we got terribly frank answers and
none were vindictive.  We could easily identify the teacher if we wanted
to because  of grade and discipline.  WE had opened a new school, enlarged
the LMC, and instituted workshops of staff development, and yes, we did
make significant impact.  You would have lots more types of questions now
since you have CD-ROM, internet, computerized databases etc. that we did
not have.  Nonetheless, we increased the variety and range of materials
used and the kids identified a lot of positive reaction to the changes
they experienced.  Those who did not find change clearly said so and in
most instances the assessments spotlighted particular teachers who had
resisted change.  We went to work on them the next year and the
principal's evaluations addressed the problem.  I believe that if you want
change in teacher's methods there is only one way.  Change the evaluation
sheet the principal (or evaluator) uses.  Teachers will do whatever that
piece of paper specifically addresses.  Unless the principal/evaluator is
doing the job, forget change in teachers' methods.  Hope this gives you
some ideas.  Hilda L. Jay.  Collington.

********

Personal experience:  If you want teachers (who are not trained in
information retrieval and use -- just using a library in college does not
make them an expert) to use the school library, you must have someone who
is AT LEAST on the same teaching level/experience to assist them.
Teachers do not accept suggestions well from people who do not have the
same or similar training and education that they have.  Also, frequently,
aides (with less than a college degree) are on the defensive when they
work with teachers.  They hesitate to aggressively initiate library use
programs.

Also, having worked with numerous GOOD paraprofessionals, I have
discovered that even though they are good at what they do and are willing
workers, that does not make up for college education and teaching
experience in a classroom.  They just do not understand what a teacher
goes through daily, what goes into curriculum planning, why teachers
assign the kinds of assignments that they do, how to look for related
topics historically that may find information that students need.

That latter skill *may* be present if the paraprofessional is an avid and
prolific reader of ALL kinds of books.  For example, when a student was
looking for instruments of torture used during the Inquisition, my aide
(20 years in the library) said we didn't have anything because she didn't
find anything under subject headings "torture" and "inquisition".  She
didn't know to go to the *time period*, Middle Ages, Dark Ages, Medieval
period, Crusades, Spain (Spanish Inquisition), Christianity--History,
Religion--History, etc. and then look in the index of those books.

The student and I found quite a bit of information once we figured out
times and people and places.  My aide had been an elementary library aide
for about 16 years before moving to HS, and simple searches were all she
knew.

I don't care what *anyone* says, librarianship needs AT LEAST a college
degree!

Good luck!

Betty
        Betty Dawn Hamilton * bhamilt@tenet.edu * 806.637.4523
Learning Resources Specialist * Tenet Master Trainer * Brownfield High School
                701 Cub Drive * Brownfield, TX 79316
***********


There is an article in the May, 1993 issue of School Library Journal in which
David Loertscher discusses the Colorado study and a  research review done by
Stephen Krashen called the  Power of Reading.  The Power of Reading was
published in 1993 by Libraries Unlimited.  I don't have their catalog at home
to see if it is still available.
Carol Wheat * Parkway Christian Academy * Birmingham, AL
 dems258@uabdpo.dpo.uab.edu

Thanks again for your help.

Mavis Catalfio
Elementary Technology Media Specialist
P. O. Box 1239
Portland, IN 47371
mcatalfi@r8esc.k12.in.us