Walking the Talk: Stepping into the Future Dr Ross J Todd Director of Research Center for International Scholarship in School Libraries Rutgers, the State.

Walking the Talk: Stepping Walking the Talk: Stepping into the Futureinto the Future

Dr Ross J ToddDr Ross J ToddDirector of ResearchDirector of Research

Center for International Scholarship Center for International Scholarship in School Librariesin School Libraries

Rutgers, the State University of Rutgers, the State University of New JerseyNew Jersey

[email protected]@scils.rutgers.educissl.scils.rutgers.educissl.scils.rutgers.edu

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

The Challenge The Challenge

““YouYou

BeginBegin

ConstructingConstructing

The RoadThe RoadBy WalkingBy Walking

It”It”

Your contribution to thelearning landscape of Victoria?

• A clear and effective communicator• A self-directed and lifelong learner• A creative and practical problem solver

• A responsible and involved citizen• A collaborative and quality worker• An integrative and informed thinker

Your contribution to thelearning landscape of Victoria?

“Essential Learnings”

Because of your school libraryBecause of your school library

What are your kids able to do?What are your kids able to do? What have your kids become?What have your kids become? Who have your kids become?Who have your kids become?

HOW HAS YOUR SCHOOL LIBRARY HOW HAS YOUR SCHOOL LIBRARY HELPED YOUR KIDS LEARN?HELPED YOUR KIDS LEARN?

From Research to PracticeFrom Research to PracticeHow do we make it happen?How do we make it happen?

Spark: a vision for the future

Light: direction and guidance

Energy: action and outcomes

Community: sharing and celebration

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.

Emphasis On Information Emphasis On Information EvidenceEvidence

Number of classes in the libraryNumber of classes in the libraryNumber of library items borrowedNumber of library items borrowedNumber of students using the library at lunch Number of students using the library at lunch timestimesNumber of items purchased annuallyNumber of items purchased annuallyNumber of web searchesNumber of web searchesNumber of books lostNumber of books lostStudents suffering from PFS and LHCStudents suffering from PFS and LHC

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

Emphasis on Knowledge Emphasis on Knowledge EvidenceEvidence

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, learningAttitudes and values of information, learning Self concept and personal agencySelf concept and personal agency

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

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

Librarians and ResearchLibrarians and Research

Librarians’ use of research is low (McClure & Librarians’ use of research is low (McClure & Bishop, 1989, Turner, 2002).Bishop, 1989, Turner, 2002). To busy to read research.To busy to read research.Applied research that seeks to resolve Applied research that seeks to resolve operational concerns is most widely used.operational concerns is most widely used.Research is not consulted because it is Research is not consulted because it is perceived to inadequately address the real perceived to inadequately address the real concerns of practice.concerns of practice.Research not presented in ways that foster Research not presented in ways that foster understanding and application. understanding and application.

FROM RESEARCH TO FROM RESEARCH TO EVIDENCE-BASED PRACTICEEVIDENCE-BASED PRACTICE

Organizational Organizational LevelLevel

Instructional LevelInstructional Level

LearnerLearnerLevelLevel

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

LevelLevel

What is our Voice?What is our Voice?

““We are almost at a tipping point … We are almost at a tipping point … now we need to understand the now we need to understand the evidence and use it to speak the evidence and use it to speak the

language of decision- makers: not language of decision- makers: not “library, library, library” but “student “library, library, library” but “student achievement, literacy and learning”achievement, literacy and learning”

Professor Ken HaycockProfessor Ken Haycock

EBP Organizational LevelEBP Organizational Level

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”

MISSION STATEMENTSMISSION STATEMENTSDottie Tobia Dottie Tobia School Librarian, East Brunswick, NJSchool Librarian, East Brunswick, NJ

Our school library is a collaborative learning environment Our school library is a collaborative learning environment fostering respect for individual differences, and tolerance fostering respect for individual differences, and tolerance for differing opinions and points of view. Students are for differing opinions and points of view. Students are encouraged to investigate, explore and question in order to encouraged to investigate, explore and question in order to nurture their thinking, problem solving and meaningful nurture their thinking, problem solving and meaningful learning. It promotes a spirit of inquiry and the utilization of learning. It promotes a spirit of inquiry and the utilization of individual strengths and interests in the pursuit of individual strengths and interests in the pursuit of knowledge and understanding. knowledge and understanding.

To reach this goal, our school library provides both print To reach this goal, our school library provides both print and digital informational resources in multiple formats, and and digital informational resources in multiple formats, and instructional experiences to enable students to develop instructional experiences to enable students to develop effective research skills and be responsible and successful effective research skills and be responsible and successful users of information and creators of knowledge. users of information and creators of knowledge.

SCHOOL LIBRARY POLICY / SCHOOL LIBRARY POLICY / STANDARDS: MaineSTANDARDS: Maine

Not called a “library policy”, but “Student Learning Not called a “library policy”, but “Student Learning through X School Library”through X School Library”

Focus on the state’s learning results, which is Focus on the state’s learning results, which is described in 6 Guiding Principles:described in 6 Guiding Principles:

1.1. A clear and effective communicatorA clear and effective communicator2.2. A self-directed and lifelong learnerA self-directed and lifelong learner3.3. A creative and practical problem solverA creative and practical problem solver4.4. A responsible and involved citizenA responsible and involved citizen5.5. A collaborative and quality workerA collaborative and quality worker6.6. An integrative and informed thinkerAn integrative and informed thinker

STUDENT OUTCOMESSTUDENT OUTCOMESEach student will:Each student will:

become an integrative and informed thinker, and a clear become an integrative and informed thinker, and a clear and effective thinker ….and effective thinker ….

engages with diverse ideas to apply knowledge engages with diverse ideas to apply knowledge and skills across the content areas;and skills across the content areas;communicates knowledge using oral, written, communicates knowledge using oral, written, visual and technological modes of expression visual and technological modes of expression derived and interpreted from multiple sourcesderived and interpreted from multiple sources

In order to achieve these outcomes…In order to achieve these outcomes…students require access to diverse current students require access to diverse current

materials in multiple formats and reading levels, materials in multiple formats and reading levels, aligned with the curriculum;aligned with the curriculum;

students need to use technology and students need to use technology and information information tools to acquire, organise, and to tools to acquire, organise, and to structure their structure their ideas to create information ideas to create information products that accurately products that accurately represent their newly represent their newly developed understanding;developed understanding;

STUDENT OUTCOMESSTUDENT OUTCOMESIn order to achieve these outcomes:In order to achieve these outcomes:

students need to have high levels of reading literacy;students need to have high levels of reading literacy;are able to define problems, frame questions, explore are able to define problems, frame questions, explore ideas, formulate focus, investigate, analyze and ideas, formulate focus, investigate, analyze and synthesize ideas to create own views, evaluate synthesize ideas to create own views, evaluate solutions and reflect on new understandings;solutions and reflect on new understandings;are able to communicate ideas using oral, written, are able to communicate ideas using oral, written, visual and technological modes of expression – visual and technological modes of expression – individually or in teams;individually or in teams;are ethical, responsible users of information who are ethical, responsible users of information who demonstrate concern for quality information and value demonstrate concern for quality information and value different modes of thoughtdifferent modes of thought

INSTRUCTIONAL INTERVENTIONINSTRUCTIONAL INTERVENTION

Essential to the development of these Essential to the development of these competencies is instruction centering on:competencies is instruction centering on:

Mastery of information scaffolds related to reading Mastery of information scaffolds related to reading and research processand research process

Mastery of the effective and critical use of Mastery of the effective and critical use of information and technology tools to produce and information and technology tools to produce and disseminate knowledgedisseminate knowledge

Understanding of ethical and appropriate use of Understanding of ethical and appropriate use of information in the creation of knowledgeinformation in the creation of knowledge

Information-Learning SpecialistInformation-Learning Specialist

an educational partner-leader who mutually collaborates, an educational partner-leader who mutually collaborates, negotiates, and plans with school administrators, negotiates, and plans with school administrators, teachers, students and parents to implement information teachers, students and parents to implement information instruction in the curriculum; instruction in the curriculum;

an instructional designer who creates and delivers an instructional designer who creates and delivers information literacy instruction at class, group and information literacy instruction at class, group and individual levels; individual levels;

as a school library program administrator who mutually as a school library program administrator who mutually negotiates, plans and implements a whole-school library negotiates, plans and implements a whole-school library program which articulates the integration of the program which articulates the integration of the informational, transformational and formational informational, transformational and formational components, tied to curriculum outcomes and life goals;components, tied to curriculum outcomes and life goals;

Information-Learning SpecialistInformation-Learning Specialist

a partner-leader in the provision of learning-oriented a partner-leader in the provision of learning-oriented professional development targeted to whole school professional development targeted to whole school success of learning goals;success of learning goals;

a partner-leader capable of engaging all a partner-leader capable of engaging all stakeholders in sustained and action-oriented stakeholders in sustained and action-oriented discussions in the context of continuous discussions in the context of continuous improvement of the necessary resources, improvement of the necessary resources, technology and staffing requirements needed to technology and staffing requirements needed to maximize the learning opportunities through school maximize the learning opportunities through school libraries and the instructional interventions.libraries and the instructional interventions.

SOME NOTESSOME NOTES

Student Learning Policy, not a Library PolicyStudent Learning Policy, not a Library PolicyStudents are the “subject” of the sentences, not Students are the “subject” of the sentences, not the “school library” OR “Teacher-Librarian”the “school library” OR “Teacher-Librarian”Focus on outcomes, not infrastructure, but show Focus on outcomes, not infrastructure, but show clear relationship to information inputs and clear relationship to information inputs and infrastructureinfrastructureEmbed a Embed a formform, , informinform, and , and transformtransform interaction interaction (ie. Student outcomes, learning-teaching (ie. Student outcomes, learning-teaching intervention, sufficient resources and intervention, sufficient resources and technology)technology)Focus on role of teacher-librarian as information-Focus on role of teacher-librarian as information-learning specialistlearning specialist

Evidence-BasedEvidence-BasedPractice (EBP)Practice (EBP)Learner LevelLearner Level

EVIDENCEEVIDENCE

““Don’t tell me what you Don’t tell me what you believe. Show me what you believe. Show me what you do, and I will tell you where do, and I will tell you where

your priorities are”your priorities are”

Maine School Librarian-Maine School Librarian-Classroom Teacher PartnershipsClassroom Teacher Partnerships

70 instructional partnerships initiated in an 70 instructional partnerships initiated in an EBP Symposium EBP Symposium Asked to engage in instructional partnership Asked to engage in instructional partnership with EBP focus, and to document EBP with EBP focus, and to document EBP processes and outcomesprocesses and outcomesNovember 2003 – March 2004November 2003 – March 2004Contextualized by Maine’s “Essential Contextualized by Maine’s “Essential Learnings” FrameworkLearnings” FrameworkCame together on 4Came together on 4thth March for analysis and March for analysis and reportingreporting

Breakout sessions by elementary, Breakout sessions by elementary, middle school, secondary levelmiddle school, secondary level

Include a brief overview of the unitInclude a brief overview of the unitnature of the collaboration with a focus on Maine nature of the collaboration with a focus on Maine Learning Results (student outcomes in content area Learning Results (student outcomes in content area and information literacy) and information literacy) strategies and processes used to gather support for strategies and processes used to gather support for evidence-based practice (EBP). evidence-based practice (EBP).

Within each group, discuss and construct a summary Within each group, discuss and construct a summary of EBP strategies, learning outcomes, enablers to of EBP strategies, learning outcomes, enablers to EBP, barriers and potential solutions to barriers. EBP, barriers and potential solutions to barriers.

EBP Record – Partnership LevelEBP Record – Partnership LevelGrade, curriculum and information literacy objectives

Strategies used to gather evidence

Learning outcomes: what learning outcomes are shown here. Be precise and clear

Value of the Partnership

Problems encountered

Possible solutions to these problems

How you might use the results

Typical EBP StrategiesTypical EBP StrategiesKnowledge and skills Knowledge and skills mappingmappingAnalysis of student Analysis of student bibliographiesbibliographiesReflection sheets / self Reflection sheets / self assessmentsassessmentsComment CardsComment CardsMinute PapersMinute PapersRubricsRubricsChecklist of current skills and Checklist of current skills and acquired skillsacquired skillsProcess / search journalsProcess / search journalsKnowledge testsKnowledge testsTeacher feedbackTeacher feedbackVideo Recording of learning Video Recording of learning process (for showing at staff process (for showing at staff meeting)meeting)

Summaries of evaluations of Summaries of evaluations of presentations and productspresentations and productsSurveys / questionnairesSurveys / questionnairesInformal comments / Informal comments / anecdotesanecdotesBefore / after brainstorming Before / after brainstorming recordsrecordsPortfolios of workPortfolios of workPhoto voicePhoto voiceExhibitions, displays of Exhibitions, displays of products plus student self products plus student self assessments of learningassessments of learningMotivation Board (staff room Motivation Board (staff room and library)and library)

INTERVENTION MATTERSINTERVENTION MATTERSPre- & Post-Mapping of knowledgePre- & Post-Mapping of knowledge

“write down what you know”“write down what you know”

Changes in knowledge: from simple, often incorrect Changes in knowledge: from simple, often incorrect descriptions of properties of topics, to complex descriptions of properties of topics, to complex structures: reasons, outcomes, causality, structures: reasons, outcomes, causality, implicationsimplicationsHigher levels of conceptual coherence and structural Higher levels of conceptual coherence and structural centrality of knowing: from scatty to coherentcentrality of knowing: from scatty to coherentOwnership of knowledge outcomes: creation, not Ownership of knowledge outcomes: creation, not replication: less plagiarismreplication: less plagiarismDeveloping personal positions: prediction, reflection, Developing personal positions: prediction, reflection, understanding personal position in relation to topic: understanding personal position in relation to topic: ownership of knowledgeownership of knowledge

INTERVENTION MATTERSINTERVENTION MATTERS

““I have learned many things about the I have learned many things about the research process after completing this research process after completing this

project. The tracking sheets showed me that project. The tracking sheets showed me that organization is important when researching. organization is important when researching. It helped me manage the time and showed It helped me manage the time and showed

me just how indepth my knowledge became. me just how indepth my knowledge became. Another good thing was that there was Another good thing was that there was

always help available from the teachers and always help available from the teachers and librarians”librarians”

INTERVENTION MATTERSINTERVENTION MATTERS

““This was a very exhausting process, but This was a very exhausting process, but none the less, it was all worth it. I finally none the less, it was all worth it. I finally

learned how to write a proper paper, not only learned how to write a proper paper, not only for research, but any paper in general. I got for research, but any paper in general. I got to spend quality time with my teacher and to spend quality time with my teacher and

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

an outline, and LEARNING. I definitely an outline, and LEARNING. I definitely learned a lot – both about my interesting learned a lot – both about my interesting

topic, and the research to make it happen”.topic, and the research to make it happen”.

INTERVENTION MATTERSINTERVENTION MATTERS

““A six page research paper scared the bloody A six page research paper scared the bloody crap out of me, but with the help I got while crap out of me, but with the help I got while doing the project, I knew I could do it. This doing the project, I knew I could do it. This

project opened me to new ideas, and how to project opened me to new ideas, and how to write my own ideas and thoughts based on write my own ideas and thoughts based on

them. I enjoyed recording my thoughts them. I enjoyed recording my thoughts because I like to express how I am feeling because I like to express how I am feeling

during the process. This allowed my teachers during the process. This allowed my teachers and librarians to know my thinking throughout and librarians to know my thinking throughout

the course and to guide me better”the course and to guide me better”

Value of EBPValue of EBP

Meaningful time with teachersMeaningful time with teachersCovered 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 planningClearer sense of learning outcomes by taking an Clearer sense of learning outcomes by taking an evidence approach: feel you are succeeding by being evidence approach: feel you are succeeding by being able to state specific outcomesable to state specific outcomesMore effective judgments about student progressMore effective judgments about student progressClearer feedback to students and to school community Clearer feedback to students and to school community on outcomeson outcomesTeachers as advocatesTeachers as advocatesVisibility of school librarian in learning outcomesVisibility of school librarian in learning outcomesJob satisfactionJob satisfaction

Enablers of EBPEnablers of EBP

Belief in a learning-outcomes focusBelief in a learning-outcomes focusWill to be involved (commitment to action rather Will to be involved (commitment to action rather than advocacy)than advocacy)Planning and reflection time: scheduled rather than Planning and reflection time: scheduled rather than ad hocad hocKnowing what indicators to look for: setting Knowing what indicators to look for: setting concrete outcomes – ie. “the students will be able to concrete outcomes – ie. “the students will be able to …” and knowing what to look for as evidence…” and knowing what to look for as evidenceStarting small: one case studyStarting small: one case studyFear of “not changing”Fear of “not changing”

A knowledge-Sharing CommunityA knowledge-Sharing Community

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

Evidence-based practice challengesEvidence-based practice challenges

Time: Time: “Finding time is always a problem. However, this is “Finding time is always a problem. However, this is often an excuse for lack of commitment. We pretend we often an excuse for lack of commitment. We pretend we are busy with other things because we have not made the are busy with other things because we have not made the commitment to student learning outcomes. We’ve stopped commitment to student learning outcomes. We’ve stopped at information, rather than knowledge. As we grow to value at information, rather than knowledge. As we grow to value something, we tend to make time. It really is a matter of something, we tend to make time. It really is a matter of what our priorities are” what our priorities are”

Competency: Competency: “The more we see and hear about different “The more we see and hear about different approaches to EBP, the more our confidence and approaches to EBP, the more our confidence and experience is built. EBP should be the focus of our PD in experience is built. EBP should be the focus of our PD in the next few years” the next few years” Lack of knowledge and skills to Lack of knowledge and skills to undertake evidence-based practiceundertake evidence-based practice

INFLUENCEINFLUENCEININ

THETHEWORKPLACEWORKPLACE

EVIDENCE-EVIDENCE-BASED BASED

PRACTICEPRACTICE

Revolting LibrariansRevolting Librarians

Rascal attitude: creative, collaborative Rascal attitude: creative, collaborative naughtiness to show library learning is fun, and naughtiness to show library learning is fun, and motivate others to be part of itmotivate others to be part of itEncourage students to be intellectually Encourage students to be intellectually mischevious: center for intellectual discontentmischevious: center for intellectual discontentDon’t have students suffering from LHC and PFSDon’t have students suffering from LHC and PFSCelebrate learning achievementsCelebrate learning achievementsWhat language do you speak? What language do you speak? Deweydecilibrobabble or a cross-curricular Deweydecilibrobabble or a cross-curricular learning dialect? learning dialect? Is your library an open invitation for mystery, Is your library an open invitation for mystery, intrigue, discovery – where accidental discovery, intrigue, discovery – where accidental discovery, as well as planned discovery, is highly likely?as well as planned discovery, is highly likely?

BREAKING THE CYCLEBREAKING THE CYCLE Moving from a Moving from a VICTIMVICTIM mindset: No one is going to mindset: No one is going to

rescue you, but you!rescue you, but you!

SEEING is BELIEVINGSEEING is BELIEVING: what does your school see : what does your school see you doing? Educator? Manager? Curator? Book you doing? Educator? Manager? Curator? Book Stamper? Dragon at the Door? Shusher?Stamper? Dragon at the Door? Shusher?

From From LIABILITY to LIBERATIONLIABILITY to LIBERATION: Making issues : Making issues more invisible (censorship, copyright, plagiarism, more invisible (censorship, copyright, plagiarism, rules, regulations, resourcing, technology, staffing rules, regulations, resourcing, technology, staffing needs) and learning outcomes more visible.needs) and learning outcomes more visible.

Factors needed for successful Factors needed for successful changechange

Pressure for Pressure for changechange

Clear shared visionClear shared vision

Capacity for Capacity for changechange

Actionable first Actionable first stepssteps

Model the wayModel the way

Reinforce and Reinforce and solidify changesolidify change

Evaluate and Evaluate and improveimprove

Symptoms when factors are Symptoms when factors are missingmissing

Bottom of the boxBottom of the box

A quick start that A quick start that fluttersflutters

Anxiety and Anxiety and frustrationfrustration

Haphazard efforts Haphazard efforts and false startsand false starts

Cynicism and Cynicism and distrustdistrust

Go back to old Go back to old waysways

Sceptical and Sceptical and stagnatestagnate

“Are you in earnest? Seize this very minute. What you can do, or dream you can, begin it. Boldness has genius, power, and magic in it.

Only engage and then the mind grows heated ….… Begin and then the work will be completed”