Learning Through The School Library: Evidence-Based Practice: 21 Strategies Dr Ross J Todd Director of Research Center for International Scholarship in.

Learning Through The School Library:Learning Through The School Library: Evidence-Based Practice: 21 StrategiesEvidence-Based Practice: 21 Strategies

Dr Ross J ToddDr Ross J ToddDirector of ResearchDirector of Research

Center for International Scholarship in Center for International Scholarship in School LibrariesSchool Libraries

Rutgers, the State University of New Rutgers, the State University of New JerseyJersey

[email protected]@scils.rutgers.edu

cissl.scils.rutgers.educissl.scils.rutgers.edu

scils.rutgers.edu/~rtoddscils.rutgers.edu/~rtodd

Evidence-BasedEvidence-BasedPractice (EBP)Practice (EBP)

What is it?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 PracticeEvidence Based PracticeIf your local newspaper asked you “We want If your local newspaper asked you “We want to do a story on your school library and how to do a story on your school library and how

it really helps students learn.”it really helps students learn.”

If your school board was trying to make a If your school board was trying to make a budget decision and asked "how your school budget decision and asked "how your school

library impact students?“library impact students?“

If your principal asked "what is the current If your principal asked "what is the current research on school libraries and their research on school libraries and their

impacts on state standards?"impacts on state standards?"

What would you answer?What would you answer?

Evidence-based PracticeEvidence-based Practice

Evolving concept in many professions Evolving concept in many professions and new paradigm for professional and new paradigm for professional practicepractice

1990s: Medicine and Health Care - to 1990s: Medicine and Health Care - to teach medical students how to teach medical students how to independently find, appraise and apply independently find, appraise and apply the best evidence, and to apply it to the best evidence, and to apply it to solving clinical problemssolving clinical problems

Two key dimensions of EBP in Two key dimensions of EBP in current usagecurrent usage

1.1. Conscientious, explicit and judicious use of Conscientious, explicit and judicious use of current best current best research findingsresearch findings in making in making decisions about the performance of the day-decisions about the performance of the day-to-day roleto-day role

2.2. Where day-to-day professional work is Where day-to-day professional work is directed towards demonstrating the tangible directed towards demonstrating the tangible impacts and outcomes of sound decision impacts and outcomes of sound decision making and implementation of organizational making and implementation of organizational goals and objectives.goals and objectives.Local actions, local processes, and local, Local actions, local processes, and local, immediate outcomesimmediate outcomes

Evidence-Based PracticeEvidence-Based PracticeGathering evidence in YOUR local schoolGathering evidence in YOUR local school

You are able to provide convincing evidence that You are able to provide convincing evidence that answers these questions:answers these questions:

““What differences do my school library What differences do my school library and its learning initiatives make toand its learning initiatives make to

student learning outcomes?student learning outcomes?““What are the differences, the tangible What are the differences, the tangible

learning outcomes and learning benefits learning outcomes and learning benefits of my school library”?of my school library”?

Traditional Approaches to Evidence:Traditional Approaches to Evidence:Emphasis On InformationEmphasis On Information

Number of classes in the libraryNumber of classes in the library

Number of library items borrowedNumber of library items borrowed

Number of students using the library at lunch Number of students using the library at lunch timestimes

Number of items purchased annuallyNumber of items purchased annually

Number of web searchesNumber of web searches

Number of books lostNumber of books lost

Students suffering from PFS and LHCStudents suffering from PFS and LHC

And who can do this?And who can do this?

Learning-Centered Approach to Evidence:Learning-Centered Approach to Evidence:Emphasis on KnowledgeEmphasis on Knowledge

Understanding how school libraries help kids Understanding how school libraries help kids learn: Learning outcomes in terms oflearn: Learning outcomes in terms of

Information processes Information processes Information technologyInformation technology ReadingReading Knowledge outcomes – mastery of contentKnowledge outcomes – mastery of content Independent learningIndependent learning Attitudes and values of information, Attitudes and values of information,

learninglearning Self concept and personal agencySelf concept and personal agency

And who can do this?And who can do this?

EBP & School Library ContextEBP & School Library Context

Identifying indicators and outcomes of Identifying indicators and outcomes of learninglearning

Systematically locating evidenceSystematically locating evidence

Analyzing and organizing evidenceAnalyzing and organizing evidence

Summarizing evidenceSummarizing evidence

Presenting evidencePresenting evidence

Celebrating achievementsCelebrating achievements

Reflecting on evidence to reshape practiceReflecting on evidence to reshape practice

Value of EBP: Value of EBP: Australia Study 2003Australia Study 2003

Visibility of school librarian in learning outcomes Visibility of school librarian in learning outcomes Meaningful time with teachersMeaningful time with teachersClearer sense of learning outcomes by taking an evidence Clearer sense of learning outcomes by taking an evidence approach: feel you are succeeding by being able to state approach: feel you are succeeding by being able to state specific outcomesspecific outcomesMore effective judgments about student progressMore effective judgments about student progressClearer feedback to students and to school community on Clearer feedback to students and to school community on outcomesoutcomesCovered more curriculum content in less timeCovered more curriculum content in less timePooling of expertisePooling of expertiseStronger emphasis on creative and authentic learningStronger emphasis on creative and authentic learningFocus to instructional planningFocus to instructional planningTeachers as advocatesTeachers as advocatesJob satisfactionJob satisfaction

EBP – Issues and ConcernsEBP – Issues and Concerns

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

Evidence of Instructional Intervention Evidence of Instructional Intervention and Library Programand Library Program

• Intellectual AgencyIntellectual Agency• Deep knowledge Deep knowledge

• Deep understanding Deep understanding • Problematic knowledgeProblematic knowledge• Higher order thinkingHigher order thinking

• Meta-languageMeta-language• Substantive communicationSubstantive communication

•Personal AgencyPersonal AgencySelf ConfidenceSelf Confidence

Willingness to take risksWillingness to take risksTrying new ideas and Trying new ideas and

practicespracticesIndependenceIndependence

AutonomyAutonomy

•Social and Cultural AgencySocial and Cultural AgencyRespect for different values, cultural knowledges, Respect for different values, cultural knowledges,

viewpointsviewpointsTeam building, collaboration, negotiation, decision makingTeam building, collaboration, negotiation, decision makingKnowledge integration: from bits and bytes to conceptual Knowledge integration: from bits and bytes to conceptual

coherence and integrationcoherence and integrationConnect with current and future livesConnect with current and future lives

Social and ethical valuesSocial and ethical values

EBP IN ACTIONEBP IN ACTION

21 strategies21 strategies

1. Action Research1. Action Research

Problem identification related to curriculum Problem identification related to curriculum standardstandardMutual commitment to improvementMutual commitment to improvementPlan for investigation of problemPlan for investigation of problemImplement actions / strategies to improveImplement actions / strategies to improveEffects of actions observed and recorded EBPEffects of actions observed and recorded EBPReflect on outcomesReflect on outcomesOngoing cycle of planning, action, evaluationOngoing cycle of planning, action, evaluation

2. Mapping Knowledge2. Mapping Knowledge

Map knowledge at beginning, midpoint Map knowledge at beginning, midpoint and end of instructional unitand end of instructional unit

What differences do you see?What differences do you see?

How do students describe the differences?How do students describe the differences?

Mapping can be in the form of prose, Mapping can be in the form of prose, concept maps, diagramsconcept maps, diagrams

INTELLECTUAL QUALITY: INTELLECTUAL QUALITY: NJ RESEARCH 2005NJ RESEARCH 2005

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

3. Analysis of student 3. Analysis of student bibliographiesbibliographies

Diversity of choiceDiversity of choice

Depth of knowledgeDepth of knowledge

Accuracy of citationAccuracy of citation

Relevance to taskRelevance to task

Use of multiple formatsUse of multiple formats

4. Checklists4. Checklists

Students & school librarians provide Students & school librarians provide checklist or ratings of perceived levels of checklist or ratings of perceived levels of skills and / or knowledge acquisitionskills and / or knowledge acquisition

Use before and after instructional Use before and after instructional intervention so that comparisons of intervention so that comparisons of differences, changes in levels of knowledge differences, changes in levels of knowledge and skills can be documented and skills can be documented

Focus on identifying changesFocus on identifying changes

5. Rubric Strategies5. Rubric StrategiesStudents’ performance in final products are scaled Students’ performance in final products are scaled according to a set of criteria that clearly define what according to a set of criteria that clearly define what is the range of acceptable to unacceptable is the range of acceptable to unacceptable performances and/or information products look like. performances and/or information products look like.

Compare with previous assignments where no Compare with previous assignments where no instructional intervention took placeinstructional intervention took place

Provide summaries to show students’ performanceProvide summaries to show students’ performance

Kathy Schrock: Rubric WebsiteKathy Schrock: Rubric Website http://school.discovery.com/schrockguide/inhttp://school.discovery.com/schrockguide/index.htmldex.html

6. Formal feedback strategies6. Formal feedback strategies

ExamplesExamplessimple feedback survey every term on what simple feedback survey every term on what the library does “best” and “least” to help the library does “best” and “least” to help students with their school workstudents with their school workFeedback at end of instructional unit: what Feedback at end of instructional unit: what helped and did not helphelped and did not helpFeedback on quality of resourcesFeedback on quality of resourcesFeedback on what students could do betterFeedback on what students could do better

ANALYSIS SYNTHESIS REPORTINGANALYSIS SYNTHESIS REPORTING

7. Reflection sheets / self 7. Reflection sheets / self assessmentsassessments

At end of lesson / unit, students reflect on:At end of lesson / unit, students reflect on:Knowledge gainedKnowledge gainedSkills gainedSkills gainedThings I need to work onThings I need to work onThings I can apply to other research tasksThings I can apply to other research tasksThings that have helped me work better at Things that have helped me work better at homehome


8. Comment Cards / Advice 8. Comment Cards / Advice CardsCards

Advice to give to other studentsAdvice to give to other students

Build a kid’s guide to doing good research, Build a kid’s guide to doing good research, using statements from the students, and using statements from the students, and put this on your library web site, or create put this on your library web site, or create a funky guide for giving out to studentsa funky guide for giving out to students


9. Conferencing Strategies9. Conferencing Strategies

Group / individual review activities, students Group / individual review activities, students reflect on their work, on their constructive reflect on their work, on their constructive process and skills, and on benefits.process and skills, and on benefits.

Ask just a few questions, summarize responses Ask just a few questions, summarize responses (positive and negative); share responses back to (positive and negative); share responses back to students; report at faculty meetingsstudents; report at faculty meetings


10. Journaling Strategies /10. Journaling Strategies /Search LogSearch Log

Writing entries in journal that focus on the Writing entries in journal that focus on the research process as well as on the research process as well as on the outcomes of their researchoutcomes of their researchSearch strategies usedSearch strategies usedSearch termsSearch termsSources usedSources usedFeelings and attitudesFeelings and attitudesNext taskNext task


11. Portfolio Strategies11. Portfolio Strategies

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


12. Library Surveys12. Library Surveys

(not of library use, but of library learning) (not of library use, but of library learning) of how students have helped them learnof how students have helped them learn

Eg. Using part / all of Ohio Study to Eg. Using part / all of Ohio Study to gather perceptionsgather perceptions


13. Analysis of standardized test 13. Analysis of standardized test score datascore data

matches between scores and high-use matches between scores and high-use library groupslibrary groups

Matches between scores and reading Matches between scores and reading enrichment programsenrichment programs

Improvement in critical thinking Improvement in critical thinking interventionsinterventions

14. Photo voice14. Photo voice

Video Recording of learning process Video Recording of learning process (for showing at staff meeting)(for showing at staff meeting)

Get students to use digital images, Get students to use digital images, examples of searches and products examples of searches and products created to construct a website of the created to construct a website of the unit being studiedunit being studied

15. Exhibitions15. Exhibitions

Exhibitions, displays of products plus Exhibitions, displays of products plus student self assessments of learningstudent self assessments of learning

Put up “the story” of learning, as well Put up “the story” of learning, as well as the products of new learningas the products of new learning

Let the “voices” of students tell the Let the “voices” of students tell the storystory

16. Motivation Board16. Motivation Board

Motivation Board (staff room and Motivation Board (staff room and library)library)

Library Learner of the MonthLibrary Learner of the Month

Teacher Collaborator of the MonthTeacher Collaborator of the Month

Example of Motivation BoardExample of Motivation Board““I have learned many things about the research process I have learned many things about the research process

after completing this project. The tracking sheets after completing this project. The tracking sheets showed me that organization is important when showed me that organization is important when

researching. It helped me manage the time and showed researching. It helped me manage the time and showed me just how indepth my knowledge became. Another me just how indepth my knowledge became. Another good thing was that there was always help available good thing was that there was always help available

from the teachers and librarians”from the teachers and librarians”

““This was a very exhausting process, but none the less, it This was a very exhausting process, but none the less, it was all worth it. I finally learned how to write a proper was all worth it. I finally learned how to write a proper

paper, not only for research, but any paper in general. I paper, not only for research, but any paper in general. I got to spend quality time with my teacher and librarian. got to spend quality time with my teacher and librarian.

The three things I enjoyed in writing and research are The three things I enjoyed in writing and research are reading the books, making an outline, and LEARNING. reading the books, making an outline, and LEARNING.

I definitely learned a lot – both about my interesting I definitely learned a lot – both about my interesting topic, and the research to make it happen”.topic, and the research to make it happen”.

17. Teacher-Related Strategies17. Teacher-Related Strategies

Number of collaborationsNumber of collaborations

Instructional focus (=information Instructional focus (=information learning) of collaborationslearning) of collaborations

Subject / grade levelsSubject / grade levels

Teacher observationsTeacher observations

Teacher summary of outcomesTeacher summary of outcomes

Teacher summary of benefitsTeacher summary of benefits

18. Library Reports18. Library Reports

Focus on Collaborations AND Learning Focus on Collaborations AND Learning OutcomesOutcomesSummaries of Instructional units, Summaries of Instructional units, highlighting instructional interventions and highlighting instructional interventions and links to curriculum standardslinks to curriculum standardsSummaries of learning outcomesSummaries of learning outcomesDistribute to principal, library website, board Distribute to principal, library website, board membersmembersInclude direct evidence: tallies, quotesInclude direct evidence: tallies, quotesSend to multiple recipients: Principal, Send to multiple recipients: Principal, School Board, include in parent newslettersSchool Board, include in parent newsletters

19. Mission Statements and 19. Mission Statements and Policy DocumentsPolicy Documents

School Library Policy and Mission School Library Policy and Mission StatementsStatements: Shift in focus from School : Shift in focus from School Library to Student Learning OutcomesLibrary to Student Learning Outcomes

Test criteriaTest criteria: : ““Celebrate the Understood, not the Found”Celebrate the Understood, not the Found”

Does your mission and policy Does your mission and policy statements do this?statements do this?

20: Getting the Word Out20: Getting the Word Out

Summary of projects in School Newsletter to parentsSummary of projects in School Newsletter to parentsStaff, Curriculum and parent meeting – learning Staff, Curriculum and parent meeting – learning outcomes focusoutcomes focusProfiling teachers (indirectly profiling library)Profiling teachers (indirectly profiling library)Photo and commentary of teaching units on school Photo and commentary of teaching units on school web, including student feedback of process and web, including student feedback of process and learning outcomeslearning outcomesTeachers speaking at school librarian meetingsTeachers speaking at school librarian meetingsStudent morning tea to discuss learning outcomes Student morning tea to discuss learning outcomes with teacherswith teachersCommunity newspaper storiesCommunity newspaper storiesFocus on national and state themes: eg “No Child Focus on national and state themes: eg “No Child Left Behind” LegislationLeft Behind” Legislation

21: Your Actions?21: Your Actions?

““It is hard to set in It is hard to set in motion what is still, or motion what is still, or

to stop what is in to stop what is in motion”motion”

Cobham Brewer 1810–1897Cobham Brewer 1810–1897Dictionary of Phrase and Dictionary of Phrase and

FableFable