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Shell J's List: Jobagy Pathfinder EBP

  • A Pathfinder for Evidence-Based School Librarianship

  • How do I set up an action research project to support the creation of evidence folders that demonstrate the impact of my role on student achievement?

  • What ... is evidence-based practice and action research?

    • What is EBP for school librarians?

      Evidence-based school librarianship uses research-derived evidence to shape and direct what we do. EBP combines professional wisdom, reflective experience, and understanding of students' needs with the judicious use of research-derived evidence to make decisions about how the school library can best meet the instructional goals of the school.

      In order to accomplish this, school libraries need to systematically collect evidence that shows how their practices impact student achievement; the development of deep knowledge and understanding; and the competencies and skills for thinking, living, and working.

  • Author-educator Geoffrey Mills (2000) identifies action research as "any systematic inquiry conducted by teacher researchers, principals, school counsellors, or other stakeholders in the teaching/learning environment to gather information about how their particular schools operate, how they teach, and how well their students learn." (p. 5)

    Henning, J. E., Stone, J. M., & Kelly, J. L. (2009). Using action research to improve instruction: An interactive guide for teachers. New York: Routledge.

  • Why ... is evidence-based practice important?

      • How do you recognize the Disposable Librarian?

         
           
        • They talk about what the library needs and wants instead of student needs and how the library supports the educational process.
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        • Don’t bother them with students; they are too busy measuring the exact placement of barcode, spine and genre labels.
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        • Books go out over holidays? Never!
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        • Circulate books to kindergartens? That is not going to happen either; they might lose a book or two.
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        • Allow primary age students to browse the whole collection and, gasp, even take out nonfiction books? Again, that would not be what is best for the library.
        •  
        • Do not bother trying to talk about them about their lesson plans. The Disposable Librarian does not do them. They are “The Librarian” instead of being an educator.
        •  
        • Maybe they will read a few stories, show a video, or hand out some worksheets, but do not expect them to teach information skills.
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        • When they do teach, they hijack the teacher’s curriculum, forcing the students to listen to days of instruction that has no relevance to the project at hand.
        •  
        • Be a part of the assessment process? Hah! That is for teachers. Disposable Librarians do not grade.
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        • Teachers are met at the library door and it is clear that they are not invited to enter.
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        • Students and adults fear and avoid them. Coming to the library is simply not safe.
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        • Their answer to nearly every question is no.
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        • Using technology? Forget that!
    • of student learning. Through these measures, school librarians may work analytically to develop evidence-based claims about progress with meeting curriculum outcomes. By placing emphasis on outcomes, evidence -based practice in school libraries shifts the focus from the medium to the message - from articulating what school librarians do in their day-to-day work to articulating their effect on what students become. Placing emphasis on systematically gathered evidence moves school library advocacy from a "tell me" framework to a 'show me" framework. Accordingly, evidence based practice first and foremost validates that quality learning outcomes can be achieved through the school library. Secondly, through these quality learning outcomes EBP validates the important role of the school librarian as an instructional partner in the school, and as a key team member in achieving the school's mission and goals.
      • Todd, R. J. (2008). A question of evidence. Knowledge Quest, 37(2), 16-21.

    • Summary 
       
         This volume discusses the role of the library media specialist as an agent of change in a school, as well as presenting strategies for change using current reform initiatives.
    • The book does not cover all aspects of school reform, but considers the most relevant one, specifically what specialists teach, how to teach and assess for learning, key literacies, working with diverse student populations, and professional development. Topics considered include the impact of standards-based education, evidence-based practice, family involvement and family literacy, literacy and technology, special education and inclusion, and students with limited English-proficiency.
      • Hughes-Hassell, S., & Harada, V. H. (2007). School reform and the school library media specialist. Westport, CT: Libraries Unlimited.

  • How ... do I search for information on this topic?

  • ProQuest Educational Journal

    LISA: Library and Information Science Abstracts

    Library Literature and Information Science

  • Evidence-Based Library and Information Practice

    The purpose of this open-access, peer reviewed journal published by the University of Alberta Learning Services is to provide a forum for librarians and other information professionals to discover research that may contribute to decision making in professional practice. EBLIP publishes original research and commentary on the topic of evidence based library and information practice.

    Knowledge-Quest

    Published by the American Association of School Librarians, Knowledge Quest is devoted to offering substantive information to assist librarians and educators in the development of school library programs and services. Articles address the integration of theory and practice in school librarianship and new developments in education, learning theory, and relevant disciplines.

    Teacher-Librarian

    Teacher Librarian is for the library professional working with children and young adults. There are articles exploring current issues such as collaboration, leadership, technology, advocacy, information literacy, and management.

    School Libraries Worldwide

    The official journal of the International Association of School Librarianship. It is a refereed, peer-reviewed journal that publishes current research and scholarship on any aspect of school librarianship.

    School Library Monthly

    SLM content is written by school library professionals, and supports K-12 school librarians as they plan instruction collaboratively with teachers. It helps strengthen information literacy skills, inquiry and the research process and encourages the use of a variety of resources. It promotes the integration of technology and provides links to a vast array of literature.

  • Evidence-based practice

    School libraries

    Evidence-based librarianship

    School libraries - evaluation

    Action research in education

  • Action research in education

    LC Call Number LB 1028.24 D36 Dewey Call Number 370.72-dc21

    School libraries -Research - Methodology

    LC Call Number Z675 S3 S955 Dewey Call Number 027.8'07 -dc21

    School libraries - evaluation

    LC Call Number Z675 S3 Dewey Call Number 027.80973

    School librarian participation in curriculum planning

    LC Call Number Z675 S3 Dewey Call Number 027.8

  • Who ... are some writers I should pay attention to?

  • Aug 02, 10

    Also follow him on Twitter @rossjtodd

  • Where ... are some good places to start?

  • Aug 02, 10

    Definitely look at the flow-chart graphic -great guiding questions to think about backward design of EBP!

    Pappas, M. (2008). Designing learning for evidence-based practice. School Library Media Activities Monthly, 24(5), 20. Retrieved from http://login.ezproxy.library.ualberta.ca/login?url=http://proquest.umi.com/pqdweb?did=1395113571&Fmt=7&clientId=12301&RQT=309&VName=PQD

  • Aug 02, 10

    Great background on EBP and tools that can be used to begin planning and gathering evidence.

    • Questions to ponder as you explore 
           

           Because of your school library, what are your students able to do?
         
           What have your kids become? Who have your kids become?
         
           How has your school library helped kids learn?
         
           How does the school community see you? What is your impact?

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