I am working to keep more statistics than I ever have before. I'm not
doing it for the administration so much as I am for myself.
For instance, I need and want to see what will raise my circulation
statistics--Do I need to schedule teachers in the library more often? Do
more books displays? Do Book Talks on the web site? Do them on the
school news? Or in the school newspaper? Or take an individual approach
of talking to students I see about particular books?
The same sort of questions apply to how I teach on-line searching, how I
encourage teachers to collaborate with me and so on. If I don't keep
statistics, I don't feel that I'll have a realistic picture of what is
and isn't working.
Deb Waugh
Library Media Specialist/Technology Facilitator
Graham High School
Bluefield, Virginia
dwaugh@tazewell.k12.va.us
debwaugh@frontiernet.net
-----Original Message-----
From: School Library Media & Network Communications
[mailto:LM_NET@LISTSERV.SYR.EDU] On Behalf Of Jacqueline Henry
Sent: Friday, April 11, 2003 9:58 AM
To: LM_NET@LISTSERV.SYR.EDU
Subject: Statistics
I keep "raw data" in case I ever need it. I do not compile this
information=
into report format on a regular basis. No one has ever asked for that
=
information, so why do the extra work until there is a need for it. For
=
instance, I keep copies of our class schedules so that I can compile the
=
numbers if I need to look at trends. I have not found time to do so for
a =
few years now. However - I have dones so in the past when I began to
get =
the sense that the library was busier than usual. It came in very
handy. =
I used to have grades k-12 and I knew that I was spending much more of
my =
time with the elem students - to the detriment of the secondary
students. =
I wanted the district to divide the library and staff them seperately.
=
Related to this issue I did 2 things:
1. My assistant and I developed an easy checklist of all our jobs. At
=
the end of each 40 minute period for 3 weeks we stopped and put a check
=
mark under various activities that we did during that period and whether
=
they were with elementary students or staff or secondary students or =
staff. We were able to use that data to develop a graph that showed
that =
we were spending 75% of our time with elementary students and staff and
=
that the secondary students and staff were pretty much on a "self-serve"
=
basis. I can tell you that this made a HUGE impact on the secondary =
principal. The elementary principal was quite content to go on as we =
were, since their needs were being met. So - it was the secondary =
principal that pushed the issue of hiring staff to cover elementary =
library needs.
2. I computed the "raw data" about research classes after the above =
change was made. the data showed that when I no longer had elementary =
classes to deal with, the number of secondary research classes went up =
50%. When the secondary school went to block scheduling, the number of
=
classes increased by 40%. These numbers were really useful to prove
that =
an increased number of staff results in an increased use of the library.
"All that is gold does not glitter, not all those that wander are lost"
J.R.R. Tolkien
~~~~~~~~~~~~~~~~~~~~~~
Jacquie Henry, MLS
Ruben A. Cirillo High School
Gananda Central School District
3195 Wiedrick Road
Walworth, NY 14568
jhenry@gananda.org
http://www.gananda.org/library/mshslibrary/indexgcl.htm
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