School Libraries Self-evaluation Stretfield
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Auto-evaluation School Libraries Model in England David Streatfield Information Management Associates, UK
Evaluation: Doing what you can with the resources that you have 1 • • • • •
International large programme International small project National intensive project National self-evaluation programme Single library
Evaluation: Doing what you can with the resources that you have 2 International large programme • Bill and Melinda Gates Foundation Global Libraries Initiative (public access ICT in public libraries – 15 countries) • Intensive baseline (where we are now) and annual (how we have changed) evidence collection.
Evaluation: Doing what you can with the resources that you have 3 International small project International Federation of Library Associations Training courses in Free Access to Information and Freedom of Expression • Collect stories and materials used
Evaluation: Doing what you can with the resources that you have 4 National intensive project The Impact Initiative 22 UK university library teams; 2 years. • Systematic impact evaluation of one initiative each; supported action research approach
Evaluation: Doing what you can with the resources that you have 5 National self-evaluation programme England and Wales • Systematic process; very detailed support materials – published and eversions*; the School decides what to evaluate and when. * The Portuguese version of School Library selfevaluation is partly based on these.
Evaluation: Doing what you can with the resources that you have 6 Single library evaluation CILIP (UK Library Association) one-day training workshops: all kinds of libraries; process supported by a book* *Sharon Markless and David Streatfield Evaluating the impact of your library London: Facet 2006
What does auto- (self-) evaluation involve 1? FOCUS Role of Library
Impact it can have
Aims of Service
What does self-evaluation involve 2 and 3? INDICATORS What will tell you:
change has happened?
EVIDENCE
That you are doing things to meet your aims?
Key Questions 2. How high are standards? 4. How well are pupils’ attitudes, values, personal qualities developed? 3
How effective are teaching and learning?
•
How well does Library meet pupils’ needs?
5
How well are pupils guided and supported?
6
How effectively does the school work with parents/the community?
7
How well is the Library led and managed?
Questions and sections: an example 3. How effective are teaching and learning?
3a The quality of teaching provided by Library staff. 3b Co-operation between Library staff and teaching staff to ensure effective learning 3c Pupils’ attitudes towards and progress in Library-based work
Doing this self evaluation: nine steps 1-4 • • • •
Which question should I address? Which section do I want to work on? What evidence do I need to collect to see how the Library is doing? How can I collect evidence for each of the indicators within the section?
Doing this self evaluation: nine steps 5-9 5 6 • • •
How good is the evidence I have collected? At what level is the Library performing according to the evidence? What can I do to improve the work of the Library in this area? What should I put in the Summary Sheet? How else can I use the findings of this self evaluation?
Focus of key questions • Pupils/staff - mainly impact indicators Key questions/sections 1, 2a, 3a & 3c, 5b • The library – mainly process indicators Key questions/sections 2b, 3b, 4, 5a, 6, 7
What do we mean by impact? “ … any effect of the service (or of an event or initiative) on an individual or group.” • may be positive or negative • may be intended or accidental • may affect pupils, teachers, Library staff, senior managers, parents, etc.
Success criteria Looking for changes in: • • • •
.
behaviour (doing things differently) competence (doing things better) Levels of knowledge attitudes (e.g. confidence; valuing librarians!)
Challenges of evaluating impact • Need for clarity in objectives of Library • Need for clarity about pupils’ learning objectives in Library • Need to know what to look for as indictors of learning • Problem – capturing evidence in busy libraries • Rigour and system needed in collecting, analysing, reporting data • Problems with both qualitative and quantitative evidence
Evidence of learning Lesson observation 1 • How do you know something was learned? • What made the session a good learning experience?
Evidence of learning Lesson observation 2 The pupils: • Showed interest • Kept on task • Listened to instructions • Thought about the work/were able to reflect • Wanted to carry on in their own time • Were proud of the finished piece of work • Asked good questions • Worked independently • Used information in the right place
Collecting Evidence of Impact Observation, including informal observations Asking Questions to pupils or to other people (and recording the answers!) Looking for changes in documents and written work
Evaluation: Doing what you can with the resources that you have 1 • • • • •
International large programme International small project National intensive project National self-evaluation programme Single library
Evaluation: Doing what you can with the resources that you have 2 International large programme • Bill and Melinda Gates Foundation Global Libraries Initiative (public access ICT in public libraries – 15 countries) • Intensive baseline (where we are now) and annual (how we have changed) evidence collection.
Evaluation: Doing what you can with the resources that you have 3 International small project International Federation of Library Associations Training courses in Free Access to Information and Freedom of Expression • Collect stories and materials used
Evaluation: Doing what you can with the resources that you have 4 National intensive project The Impact Initiative 22 UK university library teams; 2 years. • Systematic impact evaluation of one initiative each; supported action research approach
Evaluation: Doing what you can with the resources that you have 5 National self-evaluation programme England and Wales • Systematic process; very detailed support materials – published and eversions*; the School decides what to evaluate and when. * The Portuguese version of School Library selfevaluation is partly based on these.
Evaluation: Doing what you can with the resources that you have 6 Single library evaluation CILIP (UK Library Association) one-day training workshops: all kinds of libraries; process supported by a book* *Sharon Markless and David Streatfield Evaluating the impact of your library London: Facet 2006
What does auto- (self-) evaluation involve 1? FOCUS Role of Library
Impact it can have
Aims of Service
What does self-evaluation involve 2 and 3? INDICATORS What will tell you:
change has happened?
EVIDENCE
That you are doing things to meet your aims?
Key Questions 2. How high are standards? 4. How well are pupils’ attitudes, values, personal qualities developed? 3
How effective are teaching and learning?
•
How well does Library meet pupils’ needs?
5
How well are pupils guided and supported?
6
How effectively does the school work with parents/the community?
7
How well is the Library led and managed?
Questions and sections: an example 3. How effective are teaching and learning?
3a The quality of teaching provided by Library staff. 3b Co-operation between Library staff and teaching staff to ensure effective learning 3c Pupils’ attitudes towards and progress in Library-based work
Doing this self evaluation: nine steps 1-4 • • • •
Which question should I address? Which section do I want to work on? What evidence do I need to collect to see how the Library is doing? How can I collect evidence for each of the indicators within the section?
Doing this self evaluation: nine steps 5-9 5 6 • • •
How good is the evidence I have collected? At what level is the Library performing according to the evidence? What can I do to improve the work of the Library in this area? What should I put in the Summary Sheet? How else can I use the findings of this self evaluation?
Focus of key questions • Pupils/staff - mainly impact indicators Key questions/sections 1, 2a, 3a & 3c, 5b • The library – mainly process indicators Key questions/sections 2b, 3b, 4, 5a, 6, 7
What do we mean by impact? “ … any effect of the service (or of an event or initiative) on an individual or group.” • may be positive or negative • may be intended or accidental • may affect pupils, teachers, Library staff, senior managers, parents, etc.
Success criteria Looking for changes in: • • • •
.
behaviour (doing things differently) competence (doing things better) Levels of knowledge attitudes (e.g. confidence; valuing librarians!)
Challenges of evaluating impact • Need for clarity in objectives of Library • Need for clarity about pupils’ learning objectives in Library • Need to know what to look for as indictors of learning • Problem – capturing evidence in busy libraries • Rigour and system needed in collecting, analysing, reporting data • Problems with both qualitative and quantitative evidence
Evidence of learning Lesson observation 1 • How do you know something was learned? • What made the session a good learning experience?
Evidence of learning Lesson observation 2 The pupils: • Showed interest • Kept on task • Listened to instructions • Thought about the work/were able to reflect • Wanted to carry on in their own time • Were proud of the finished piece of work • Asked good questions • Worked independently • Used information in the right place
Collecting Evidence of Impact Observation, including informal observations Asking Questions to pupils or to other people (and recording the answers!) Looking for changes in documents and written work
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