Accountability and evidence

Much research notes that the teacher librarian must be ready with explicit evidence to be able to justify the student learning outcomes resulting from their work.  Lamb and Johnson (2008) note the need for evidence based decision making (gathering evidence relating to outcomes), evaluation (regular reflection on the role performed) and accountability (making decisions based on the evidence, taking responsibility and being able to explain actions).

It is important to be continually gathering this evidence. Loetscher (cited in Lamb and Johnson, 2008) suggests 3 evidence based strategies – ongoing data collection, evidence based practices involving measuring effectiveness as event occurs eg counting proper use of citations in student work after citation lessons, action research project, formal study address specific questions

Loetscher suggests 3 evidence based strategies –

1.              ongoing data collection,

2.              evidence based practices involving measuring effectiveness as event occurs eg counting proper use of citations in student work after citation lessons,

3.              action research project, formal study address specific questions

Loetsher headed Project Achievement looking at measurement areas – reading, collaboration, information literacy, technology. Evidence collected on perspectives re learner level- student gains, teaching level – lessons and learning, organisational level – library output.

Direct and indirect measures of evidence recommended

Source: http://eduscapes.com/sms/program/evidence.html

Ross Todd, is a major proponent of evidence-based practice. In his work, Todd, R.J. (2003). Irrefutable evidence: How to prove you boost student achievement, School Library Journal, he writes that explicit evidence plus leading by example in using skills and resources and collaboration with teaching staff can lead to respect, budgetary benefits and secure the position of the TL in the school (Di Wilson study)

Evidence of TL in improving student outcomes often not recognised as is not directly correlated or lack of hard evidence. Respect comes from providing this.

Some methods suggested include: Student surveys – what have you learned? How has it changed the way you research? What else do you need to know? [in this way this idea is similar to the work of John Hattie] Need to demonstrate value to student learning

Start by teaching fundamentals of inquiry based research. “ information literacy teaches kids to develop critical-thinking skills” Kuhlthau process of inquiry learning useful here.

In gathering evidence start with collaborative lessons – “when teachers and school librarians work together, principals … see firsthand evidence of your value” and teachers can become greatest advocates of TL worth

Charting what students have learned – instructional outcomes – critical component of EBP.  Article lists various information literacy strategies from Information Power document

Evidence highlights role of TL in boosting student achievement shaping important attitudes and values, contributing to development of self esteem and in creating a more effective learning environment.  Todd puts forward the following points:

How to Get Started... ·         Teach students the fundamentals of inquiry-based research. This lays the foundation for your documentation. ·         While planning your lesson, explicitly focus on identifying what you are teaching and how to prove you were successful. Start by focusing on any collaborative lessons with teachers. ·         Develop a paper trail. This can include samples of students' work, lesson plans, surveys, test scores, and checklists. ·         Chart what students have learned. Information Power offers a helpful checklist of strategies (visit www.ala.org/aasl/ip_nine.html).

Wordle TL standards

Another first! This wordle shows the TL standards from ASLA.  The prominence of information I find interesting and reassuring. Excellent of course, as it is about being an excellent practitioner and that is what we should always aspire to. Also that lifeling, knowledge and teacher stand out is interesting.
How do the standards compare to the daily tasks? Where is management, email?? Does enough time get allocated to the right tasks???

Source: ASLA standards and http://www.wordle.net/create

Teacher librarianship and accountability

My initial thoughts are that TL’s need to be able to prove their worth within the school environment. Despite the evidence that well performing TL’s benefit student learning outcomes, there is still resistance to the importance of the role, which can be seen in funding etc.

Haycock argues that when there is an expectation of collaboration from the school principal, there is a higher level of collaboration between TL’s and teachers and amongst teachers, which leads to improved student learning outcomes. (Haycock, 2007). As such the support of the school principal is one key factor in achieving increased collaboration.

Further, as assessment is very much in the teacher’s domain, in that, as Hartzell points out, it is difficult to see which elements of success are attributable to the work of the teacher librarian (2002), then evidence of importance is difficult to see.

As a possible answer to this, Kuhlthau’s Guided Inquiry is a useful framework for teachers and teacher librarians to collaborate to assist student learning.  An important aspect, however, is for the TL to be involved throughout the process, from planning stages right through to assessment and marking of tasks, so as to be considered a key element of the team and have the chance to derive some measure of accountability.

What will I think after the readings?

Role of Teacher Librarians as cultural change agents

Oberg argues that “the role of the teacher librarian involves understanding the nature of school culture and the process of change”. A clear understanding of the culture of the school and the methods by which change takes place within the school, enables the setting of realistic and achievable goals.

 The overall goal of the school library program is to improve teaching and learning outcomes within the school. The challenge for the TL is to be a cultural change agent, where collaboration exists to overcome the orientation of individualism in teaching as discussed by Lortie (2002).  One way to implement a collaborative program and achieve cultural change is to support and have the support of the Principal.  That is, it is important to have a sound knowledge of the principals’ view of the schools goals and how the library program can achieve them.

 Again, one of the key words which continues to be central to the ongoing role of the TL is collaboration, both with other teachers in providing effective instruction to students and in having the support of the principal and school administration.

Reference: Oberg, D. (2011). Teacher librarians as cultural change agents. Connections,  79

ALIA and ASLA statement on teacher librarian qualifications

This statement outlines the importance of having qualified TL personnel. Given the global questioning of the importance of the role, such guidelines are critical in making explicit the professional standards required and the benefits for student learning derived from having qualified TL in the school.

Reinforces other readings of importance of role to support and implement school mission and goals and provide effective programs which equip students with the information technology skills to become lifelong learners. Having qualified as both teachers and librarians is valuable in that an understanding of curriculum, pedagogy and information skills is present.

As a result of constant development in information services as well as teaching and curriculum, continual professional development is essential.

Appropriately qualified support staff are essential. This links with ideas put forward by Purcell and Herring that in order to enable TL to complete priority tasks, then others need to be delegated as required.

Teacher librarian combines roles of teacher and information manager and as such must be knowledgeable in both areas, including knowledge of the curriculum, teaching strategies, learning styles, resources, digital technologies, library and database management. This knowledge then underpins the roles undertaken by the TL in the school.

Document then lists the tasks performed by a qualified TL, noting how TL uses understanding of teaching pedagogy and curriculum combined with knowledge of information strategies to improve student outcomes. Further management of the library’s physical and online space is noted.

Purcell article initial thoughts

Commencing with a time study for TLs to identify current time allocations interesting and important as we often have misconceptions as to what roles we perform throughout a working day or week and this forces consciousness of roles performed.

Reading through 2 roles jump out to me clearly – instructional partner and information specialist, due to position on importance of collaboration and need to assist students in navigating through the ever expanding world of 21^st century technologies.  Needing to be up-to-date and able to teach students and staff is imperative.

However this also overlaps with the “teacher” role identified in “Empowering Learners: Guidelines for School Library Media Programs” referred to by Purcell. As I read, the roles appeared to overlap in many ways, which was then supported by Purcell “all of these five roles … are interconnected; one cannot be performed without the support of the others” as quoted from (AASL, 2009, 18).

Thought for the day?

So, then, how to clearly define and evaluate only 2 roles in the first assessment, and how to ensure the terminology being used by one reference is referring to the same role as another source, when the roles are so interconnected?

Evolving role of the Teacher librarian

I have just listened to a vodcast by Mike Eisenberg, dean emeritus and professor at the Information School at the University of Washington in Seattle, prepared for ABC CLIO, September 2010.
It was interesting to note firstly the economic impacts on the role of the Teacher Librarian that he mentioned, namely that as this is not a 'front line' position, involving direct instruction of students it is often at the mercy of budget cuts, which have incrementally eroded the position over time, resulting in a crisis position.

He points out that to overcome this the TL needs to implement a multifaceted apporach, or "to do list" as he states.  On this "to do list", he points out that the TL needs to have a clear vision for the library program, which is well publicised to the school community.  Implementing a team approach, where the TL collaborates with key teachers within the school and school leaders is integral.  This view is one that appears to be widely argued.  If the TL can work collaboratively with teachers and administration, then the aim of supporting student instruction, and going further, becoming a "vital part of the school" (Herring, Teacher Librarians and the school library, 2007) becomes more achievable and could possibly bring the TL in closer to the 'front line of learning'.

They need to be a "champion of the cutting edge" in terms of technology use, not limited to print resources.  As information literacy is central to student learning both now and in the future, the TL's mission must "ensure students are effective users and producers of ideas and information".  His point in taking students beyond merely being users of information is, I think, particularly important here as we are currently educating the leaders of tomorrow.  Further with the wealth of technologies available for students (and others) to publish their views, it is important that information and ideas are produced ethically and are valuable, which the TL can assist in by providing relevant instruction and modelling.

He believes that TL's need to rethink their time management in terms of allocation of time to the various duties performed.  If some are not benefitting achievement of the new goals of the TL then they should be completed less frequently, and in some cases, he argues, not at all, to allow time for more important tasks, such as "information literacy instruction, reading advocacy and information management".  This idea of prioritisation, whislt difficult to think of some tasks as being let go of, links with the time management tips given in Topic 6.

His advice that the program designed needs to be such that it is "accountable, that makes a difference and is essential" is therefore, imperative given the need to ensure that the library program remains valid and continues to survive, and that it is able to help equip students with lifelong skills to meet the needs (and the ability to navigate and make best use of the increasing level of information technologies available) of the future.

Above all, I think one of his key points is that TL's need to be accountable.  This is true of all professionals and if we wish this role to be considered so, must also be so here.

This vodcast can be viewed at:
http://www.youtube.com/watch?v=nE2MpvByblc

One day I will get the hang of inputting videos and the appropriate copyright etc!