ORIGINAL QUERY:
Ross Todd believes that each of us should be able to clearly articulate the
learning outcomes of our library programs. I’d like to hear your thoughts
about this. If your principal came into your library today and asked What
are you doing to impact student achievement and what evidence do you have
to support it? what would you say?
RESPONSES
I view one of my roles as teacher. These are the things I might say:
I build a collection that both supports the curriculum and sparks curiosity
to do some independent learning.
I teach students a research methodology that asked students to seek out
background information, form questions, and choose the best possible
resources to answer those questions.
Along with the classroom teachers, I try to instill in them a love of
life-long learning and demonstrate the value of libraries and information
seeking skills as a way to become independent learners.
I teach students the steps to critically evaluate the information resources
they come in contact with.
I probably don’t have the kind of evidence that most researchers like, but
I have some nice anecdotal evidence. Things like increased circulation,
database usage is way up, and bibliographies include more reliable
resources, and freshmen are able to successfully complete a short
assessment after their library orientation. Life-long learning is a hard
one to evaluate.
Libraries definitely need to incorporate assessment into their short and
long-range planning. The problem that I encounter is that my instruction
program is completely dependent upon the faculty. Perhaps a general
assessment of skills would change this?
***
Essential questioning is part of the Learning Focus Schools program. I am
slated to attend a workshop in the next month for more info. Right now we
are formatting our lesson plans in this fashion.
We are to post an essential question at the beginning of class. At the
conclusion of the lesson, the student should be able to completely answer
it. The question should be designed in such a way to be thought provoking,
not just a "yes" or "no" type answer.
Here are a couple of sites:
<http://fno.org/sept96/questions.html>http://fno.org/sept96/questions.html
http://fno.org/feb01/pl.html
I've been working with teachers lately and have been letting them take the
lead with the essential question. I'm sure you know we are a test driven
state. most of the class time is focused on that.
***
My main goal is to share wonderful books with my students, and show them
how a library is organized, so they are eager and able to seek out
wonderful literature on their own.
EVIDENCE:
I run an activity for my school called the Hall of Fame. Students read and
log 100 books. When they turn in their log, I give them a certificate, a
bag of goodies, and I post their photo on my wall. My kids love to read! I
have about 150 each year, out of 600 kids. Some kids read 200, 300 or more!
This week I am making a list of each student’s favorite book. We have
writer’s notebooks, and every time the kids come to me I have them write
something. A few weeks ago we finished the sentence, “My favorite book
is…..” Now we are sharing out answers and I am typing them out on the
computer as they read them. It’s gratifying that at least half of the books
are things I have shared in my lessons.
***
What am I doing? EVERYTHING.
Mapping the curriculum
Matching the collection to the curriculum
Cleaning up the data (so the patrons can find the materials)
Cleaning up and maintaining a viable collection that reflects the
curriculum and my patron's interests
Being friendly and approachable
Library is open and welcoming
Patrons needs are met
Evidence to support
The patrons come back asking for more
The teachers do a variation on the same subject year after year
Teachers ask for my help and insights when developing a new project
Teachers seek me out to be part of planning teams
Teachers check out materials from the library (both for classroom use and
personal)
I think the biggie is the teachers do the same project, or develop new ones
year after year. If they didn't see some good reasons, scores and student
participation, they probably would stop doing the project. It's just too
easy to "hunker down" in their rooms and do their own thing. Do I have
actual scores or proof the project is valid, no-I'm not part of the
evaluation of the student projects. Which probably is heresy against the
trend, but I don't want to be. While I am working with the students, I am
monitoring and adjusting what is happening, giving them the information
they need at their level, assisting them to expand their skills. I am part
of the evaluation of the entire process, as we met to discuss and tweak for
the next time.
***
I'm not sure I agree that we need to be able to clearly articulate learning
outcomes for library activities. In collaborative efforts there will be
"goals," for sure, but - I prefer models of David Loertscher.
In collaboration, I am more concerned with "process" than "content"
outcomes (information literacy rather than product or knowledge).
Loertscher's activity models would finsh with a, "So what?" question -
what did we learn and what does it all mean. Not easy to predict.
***
I have always felt that the library is the hub of the school. As the
librarian (the title I prefer over media specialist, library lady,
information retrieval specialist - you know the names in the list), I feel
it is my duty (and privilege) to work with all the members of the staff and
students of my school. I try to keep current with media types including
books, magazines, newspapers, and on-line databases. It is my duty to know
where these references are and how to use them. I try to keep up with the
benchmarks and standards for the curricula needs of my school. To impact
student achievement I try to maintain a friendly and inviting atmosphere in
the library. If a student is uncomfortable or unfamiliar with the
environment, that student will not be as receptive to learning or even just
reading for pleasure.
Here in Texas we are very concerned about and driven by the TAKS
testing. To this end I try to help the faculty ease some of the pressures
they have in the testing arena. The evidence is both tangible and
intangible. The tangibles - the books, magazines, and newspapers in the
library - are easily accessible. The information on the computers, whether
it is internet, email, databases, programs, student folders, whatever, is
the intangible and where my professional knowledge and skills come in to play.
I know that my computer programs could run all kinds of reports showing all
kinds of statistics., but the fact that I know my students (I am in a very
small rural school, luckily for me) and interact with them on a daily basis
are just two ways that I am able to impact their achievement and to me, the
evidence is not only in their academic successes, but also in their social
progresses.
Toni Buzzeo, MA, MLIS <mailto:tonibuzzeo@tonibuzzeo.com>
Maine Library Media Specialist of the Year Emerita
Maine Association of School Libraries Board Member
Buxton, ME 04093
http://www.tonibuzzeo.com
Collaborating to Meet Literacy Standards: Teacher/Librarian Partnerships
for K-2 (Linworth 2006) BRAND NEW!
Our Librarian Won't Tell Us ANYTHING! A Mrs. Skorupski Story, illustrated
by Sachiko Yoshikawa (Upstart 2006) BRAND NEW!!
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