School Resource Center

THE

ROBERT GORDON UNIVERSITY ABERDEEN

THE IMPACT OF THE SCHOOL LIBRARY RESOURCE CENTRE ON LEARNING ___________________________________________ Report on research conducted for Resource: The Council for Museums, Archives and Libraries Library and Information Commission Research Report 112

by Professor Dorothy Williams Caroline Wavell 2001

Research Report 9 School of Information and Media FACULTY OF MANAGEMENT

THE ROBERT GORDON UNIVERSITY

THE IMPACT OF THE SCHOOL LIBRARY RESOURCE CENTRE ON LEARNING A report on research conducted for Resource: The Council for Museums, Archives and Libraries

by Professor Dorothy Williams and Caroline Wavell 2001

© Resource: The Council for Museums, Archives and Libraries 2001. The opinions expressed in this report are those of the authors and not necessarily those of Resource: The Council for Museums, Archives and Libraries. Library and Information Commission Research Report 112 RE/037 ISBN 1 901 085 67 8 ISSN 1466-2949 Library and Information Commission Research Report 112 is published by The Robert Gordon University for Resource: The Council for Museums, Archives and Libraries and copies may be purchased from The School of Information and Media, The Robert Gordon University, Garthdee Road, Aberdeen, AB10 7QE, UK.

ABSTRACT This report describes research into the impact of the school library resource centre (SLRC) on learning, funded by Resource: The Council for Museums, Archives and Libraries. The study was conducted in Scottish secondary schools between August 1999 and February 2001. The research was undertaken at a time of increasing presssure to measure performance in all educational establishments, including libraries and information services (ILS) and to ensure the service is not only efficient but also effective. The study looked at learning in its broadest sense, including motivation, progression, independence, and interaction. The first phase of the study used focus group discussions with teachers and pupils and interviews with librarians to identify their perceptions of how the SLRC can contribute to learning. The second phase used case studies of specific examples of SLRC activity to establish whether this perceived impact on learning was indeed taking place; to identify indicators which might be used as evidence of learning; and to examine the process of assessing the impact of the SLRC on learning. The report identifies: • stakeholder groups’ perceptions of the wide range of possible learning experiences which might be affected by the SLRC; • the broad range of potential impacts on the learning experience which were observed in practice; • examples of indicators of learning which can provide a starting point for individual teachers and librarians to examine the relationship between their own SLRC and learning; • examples of techniques used to monitor the impact on learning; • a range of factors which influence the effectiveness of learning in the SLRC, and which will help practitioners make decisions about aims, objectives and activities to optimise the learning potential.

AUTHORS Dorothy Williams is Professor at the School of Information and Media, The Robert Gordon University, Aberdeen and has considerable experience in research at the interface between education and information, in particular information skills development, information management and the impact of information on decision-making in education. Caroline Wavell is a Research Assistant at the School of Information and Media, The Robert Gordon University, Aberdeen and has worked in the museum and school library sectors developing a keen interest in education in its broadest sense.

ACKNOWLEDGEMENTS

The project team would like to thank all those who have contributed to this research project. We are grateful to the following members of our Advisory Group for their support and advice throughout the project: Rhona Arthur Mike Baughan Caroline Beaton Barbara Buckley Margaret Croucher Graham Legge Clare Nankivell Kay Wilson

Assistant Director, Scottish Library Association Chief Executive, Learning & Teaching Scotland Curriculum Support Team, Perth & Kinross Education Department Research Programme Manager, Library & Information Commission Research Programme Manager, Resource - The Council for Museums, Archives and Libraries The Rector, Kemnay Academy Research Associate and CIRT Manager, School of Information Studies, University of Central England Network Librarian, Alford Academy & Community Education Centre

We thank the Heads of School Library Services in Scottish local authorities for their help in identifying potential schools to help with the project. We thank the Directors of Education in Scottish local authorities for giving us permission to approach schools. Finally, we are particularly grateful to all those librarians, teachers, head teachers and pupils who kindly gave their time to participate in this study.

This report represents the views of the authors and not necessarily those of Resource.

CONTENTS

page

Abstract Authors Acknowledgements Contents List of appendices List of tables List of figures Executive Summary

i-iv

1.

Introduction

1-2

2. 2.1 2.2

Background The SLRC and learning Other studies

3-6 3 4

3. 3.1 3.2 3.3 3.4

Assessing Impact Indicators of impact Scope of impact assessment Sources of evidence The process of impact assessment

7-12 7 8 9 10

4. 4.1 4.2 4.3

Methodology Selection of schools Focus groups Case study design

13-20 13 15 17

5. 5.1 5.2 5.3 5.4

Focus Group & Interview Findings Findings from teachers' focus groups Findings from pupils' focus groups Findings from the librarians' interviews Discussion of findings

21-36 22 26 27 30

6. 6.1 6.2 6.3 6.4 6.5 6.6 6.7 6.8

Case Study Findings School C: S1 English School A: S1 Modern languages School I: S2 Geography School K: Sixth form biology School F: S3 Skills course School F: Reading for pleasure School H: Pupil librarians Special events and ad hoc use of the SLRC

37-106 38 49 60 68 74 83 92 100

7. 7.1 7.2 7.3 7.4 7.5 7.6

Discussion Motivation Progression Independence Interaction Revised framework Value of monitoring techniques

107-130 108 111 116 119 121 123

8. 8.1 8.2 8.3 8.4

Conclusion Research in context Learning in the SLRC Monitoring and evaluating impact on learning Planning for effective learning through the SLRC

131-136 131 132 133 134

9.

Bibliography

137-140

List of appendices Appendices 1-5 Instruments for focus groups 1. 2. 3. 4. 5.

Flier and questionnaire sent out to heads of school library service Questions for librarians' interviews Letter of introduction and SLRC use sheet sent to participating teachers Learning outcome grid completed by teachers and librarians SLRC use sheet completed by pupils

Appendix 6-16 Instruments for case studies 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16.

Procedure Matrix Interview with teacher Plan for use of the SLRC Example of completed impact framework grid for case study 2 Observation schedule Example of questionnaire, reading for enjoyment Checklist for evidence in work Questionnaire used for attempted gathering of ad hoc data Librarian log Teacher and librarian interview at end of project Teacher's reflection on pupil librarians

Appendix 17-25 Case study data 17. 18. 19. 20. 21. 22. 23. 24. 25.

Case study 1, animal project questionnaire Case study 2, French project questionnaire Extract from observation notes, case study 2 Case study 3, geography investigation questionnaire Case study 4, biology investigation questionnaire Case study 5, reading for enjoyment questionnaire: control class D, individualised class E, database class F Analysis of reading material, case study 6

List of tables

page

1 2 3 4 5 6 7

14 21 22 26 28 29 30

8 9 10 11 12 13 14 15 16

Distribution of responding and participating schools Composition of focus groups Completion rates of SLRC use sheets and learning outcome grids Pupil use of the SLRC Role of the librarian Librarians' objectives for pupil use Comparisons between group perceptions of impacts of SLRC on learning Initial classification of learning impacts Summary of the conditioning factors influencing the impact on learning Comments on self-evaluation sheets completed by observation class (case study 5) Breakdown of self-evaluation comments from all the classes (case study 5) Motivation from the impact framework Progression from the impact framework Independence from the impact framework Interaction from the impact framework Summary of conditioning factors observed from the case studies

31 33 79 80 108 112 116 119 123

List of figures 1. 2. 3. 4. 5.

Aspects of learning areas upon which the SLRC can impact Initial impact framework Planning and evaluation cycle Blank framework Revised impact framework

32 35-36 126 127 128-129

THE IMPACT OF THE SCHOOL LIBRARY RESOURCE CENTRE ON LEARNING

EXECUTIVE SUMMARY

This report presents the findings of a recent study which investigated the impact of the school library resource centre (SLRC) on learning. The study had two phases: 1. Focus group discussions with teachers and pupils and interviews with librarians identified teachers', pupils' and librarians' perceptions of how the SLRC can contribute to learning. 2. Case study research, using the framework developed from the first phase, identified learning experiences that the SLRC impacted upon; investigated indicators to be used as evidence of learning; and examined the process of assessing the impact of the SLRC on learning. The research was conducted in secondary schools in Scotland between August 1999 and February 2001. The study was commissioned by the Library and Information Commission, which was absorbed into Resource - The Council for Museums, Archives and Libraries in April 2000.

Perceptions of learning impacts (Section 5) The teachers represented in the focus groups covered a wide cross-section of subject departments as well as members of senior management. Their accumulated perceptions of the impact of the SLRC on learning covered a broad range of potential learning experiences but it was clear that their views were based on broad expectations of what the impact might be, rather than any in-depth analysis or monitoring of actual learning impact. The pupils participating in the focus group sessions found the concept of how the SLRC might contribute to learning more difficult to grasp but were able to identify a range of potential learning impacts. The librarians interviewed were aware of what they were trying to achieve but were not sure whether their objectives were being met. The collective perceptions of impact were expressed as: • The acquisition of information and wider general knowledge; • Skills development in the areas of finding and using information, ICT skills and reading skills and their cross-curricular use and potential for equal opportunities; • Higher achievement in school work; • Developing a study and reading habit encouraging independent working; • Motivation to learn and enjoyment of learning; • The ability to use these skills confidently and independently and the ability to transfer these skills across the curriculum and beyond school; • The development of interpersonal and social skills, including working collaboratively. The three groups of participants shared a common perception of how the SLRC could contribute to learning. The discussions also highlighted factors which were thought to influence the learning impact and these factors tended to reflect constraints imposed by finances, environmental conditions, personalities and social background, which were not easily controlled by individual teachers or the librarian. These potential areas of impact on learning formed the foundation of an impact framework of potential learning experiences, which related areas of impact to established educational and i

learning classifications. The result was a list of potential learning experiences that were categorised under the learning themes of motivation, progression, independence and interaction and a corresponding list of possible indicators which could be used to look for evidence that such learning experiences were taking place. This framework provided the basis for a qualitative, observational approach to case study investigations, in which evidence of the learning experiences was identified and the validity of the indicators was examined.

Findings from the case studies (Sections 6 & 7) The case study units covered a range of learning across the curriculum and broader educational goals and they also represented a wide range of year groups. The activities selected for investigation covered a range of curriculum related project work, a skills course, the promotion of reading for pleasure, pupil librarians, special events and ad hoc use of the SLRC. The investigation examined the learning experiences and evidence of impact was identified in the learning themes of motivation, progression, independence and interaction. Examples of indicators that might be used to look for evidence of impact were identified. The various methods of monitoring impact and the value these methods have for particular learning experiences was examined. Finally the case studies highlighted a number of conditioning factors which influence the impact on learning. Evidence of motivation was seen across all the case units by pupil enjoyment and participation and absorption in the tasks set whether that was a project, looking for reading material or in the commitment of the pupil librarians. The indicators were identified as: • Verbal and written expression of enthusiasm by pupils; • Pupil willingness to participate in the activity set; • Pupil application and absorption in the task; • Willingness of pupils to continue their work either by returning to the SLRC or at home; • A change in attitude towards work over a period of time. Evidence of progression was most easily identified as awareness of or ability to use a specific skill associated with the finding of information and sometimes the use and presentation of information. It was also possible to identify examples of the application of skills in new contexts. The indicators were identified as: • Awareness of or the ability to use specific skills associated with finding, using and presenting information; • The use of new knowledge in work or discussion of new knowledge; • Personal achievement or quality of work; • The ability to apply skills or knowledge in a new situation. Evidence of independence was identified in individual pupils who appeared to have mastered a skill and were seen to have the confidence and competence to proceed and progress unaided, either in the class session or in their own time. The pupil librarians were able to use their initiative by instigating their own activities and tasks. The indicators were identified as: • The ability and confidence to continue and progress with a task unaided; • Awareness of the need for help and the confidence to seek it; • Awareness of the need for organisation and time management in work; • Use of initiative; • Increased self-esteem. Evidence of interaction was particularly relevant in the junior curriculum related activities and with the pupil librarians, where discussion and interaction were encouraged. Interaction

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was seen as a learning experience in itself, as a means of enhancing the learning in other themes and as a means of establishing the learning that individuals were engaged in. The indicators were identified as: • Discussion with others about the task; • Peer co-operation; • Ability to mix with other groups; • Use of appropriate behaviour. The methods used for monitoring impact on learning in the SLRC were varied and some were easier to use within the class situation while others required discussion or questioning beyond the immediate environment. The methods identified as potentially useful tools for practitioners in schools were: • Observation of pupils at work in the SLRC and connecting their learning both to the immediate context and to previous experiences; • Discussion with and questioning of pupils about their work both during and at the end of the activities; • Examination of work in progress and, if available and when appropriate, submitted written work; • Discussion with other members of teaching staff about work, attitudes and related incidences; • Examination of reader records. The factors that were seen to influence effective learning were varied and were often seen to be associated with the immediate context. An examination of the influencing factors may help teachers and librarians to make decisions about their aims, objectives and activities to optimise the learning potential. Interestingly, these factors reflect the need for joint teacher and librarian planning. The influencing factors identified during the case units included: • Interest, enthusiasm and appreciation shown by others; • Appropriate intervention to ensure progress could proceed; • Familiarity with surroundings; • Foundation of necessary skills to proceed; • Understanding of task or tasks; • Opportunity to try again and build on understanding; • New stimuli, for instance the use of computers; • Frustration caused by problems; • Tensions within groups; • Time constraints or inappropriate use; • Lack of focus, skills, background theory. The way forward (Section 8) The project developed a framework of potential learning experiences and examples of indicators which can be used to evaluate learning. The framework provides a basic understanding of the SLRC learning context, which could provide a useful starting point for teachers, librarians and schools to begin looking at effective learning associated with the SLRC. The report highlights a number of key issues which need to be resolved if the SLRC is to make an effective impact on learning: • the need for local and collaborative planning and decision-making. The report provides an understanding of how the learning experiences interact and interrelate with each other and within the curriculum and school context. There is evidence of learning beyond the immediate goals set by the individual teacher using the SLRC and, although these are

iii

not necessarily readily visible, they are part of the overall learning experience within the school environment and play a vital role in the development of the cross-curricular, core skills needed to fulfil the educational aims of the current political and social climate. The framework could be used within the overall planning and evaluation processes at a school, subject department, SLRC and course level to help identify appropriate roles for the SLRC. An understanding of the influencing factors identified in the case units may help teachers, librarians and senior management to prioritise conflicting and competing agendas when using the SLRC. •

the need for more understanding or use of the skills involved in information handling and a mutual understanding of how the library and teaching professions can support each other and collaborate together in order to encourage effective use of the SLRC.

•

the need to look beyond the immediate SLRC for impact. The evidence of the impact on learning is not always easily visible but, if it is thought to be valuable, measures need to be put in place to identify impact across learning contexts, beyond the immediate situation and over appropriate timescales. This requires some form of evaluation of courses or activities undertaken in the SLRC to ensure effective teaching and learning. There is also a need to assess individuals to ensure progression of skills and progress over time. It is not suggested that every use of the SLRC requires formal evaluation or assessment but that the stakeholders in the local context will be in a position to decide their own priorities.

There is potential value in applying the experiences gained from the SLRC impact study to other information services (such as public libraries, museums and archives) or learning contexts (such as homework clubs). The framework could provide the starting point for practitioners to examine the provision of learning experiences against the impact on the learning of the user in a variety of educational environments. However, the findings of the research are expected to be particularly relevant to all members of the teaching and library professions who are interested in the use of the SLRC for effective learning and teaching, from policy-makers, senior management to individual teachers and librarians working directly with pupils in schools.

iv

1.

INTRODUCTION

This report describes research carried out in secondary schools in Scotland to assess the impact of the school library resource centre (SLRC) on learning. The research was undertaken between August 1999 and February 2001. The project was commissioned by the Library and Information Commission, which was absorbed into Resource - The Council for Museums, Archives and Libraries in April 2000. The research has been undertaken at a time when value and impact studies are trying to establish the contribution made by library and information services in different community contexts including that of supporting traditional education, independent study and lifelong learning. At the same time there is increasing interest in ways in which links between the public libraries and the educational sector can promote lifelong learning1 . A recent consultation document has suggested the need for a cross-sectoral learning and access standard for museums, archives and libraries2 and this requires an understanding of the relationship between the user, the context and the learning in educational environments outside the traditional school or college setting. While this study focuses on Scottish schools, the interest in establishing the impact of information and library services in schools is worldwide, not least because of the increasing pressures to justify the resource allocation from a school's budget or the existence of adequate professional staffing within the SLRC. While there may be an intuitive knowledge that the SLRC makes a valuable contribution, more concrete evidence is required to convince decision-makers of its importance. At the same time, the position of the SLRC within the school environment is changing. In the UK, recent government initiatives such as the National Grid for Learning (NGfL)3 and the implementation of information and communications technology (ICT) networks within schools has increased awareness of information support for the curriculum. The volume of information and the speed with which it is available has also raised an awareness of the need to understand information in terms of its delivery, evaluation of purpose and its ultimate use. Information scientists have a key role to play in developing the skills for effective information use and librarians in schools have found their roles being redefined to enable schools to fulfil government objectives for the NGfL, and to develop a clearer strategy for integrating the work of the SLRC within the wider educational experience. While ICT initiatives have already resulted in new opportunities to enhance the work of the SLRC in support of the curriculum, such developments have also dramatically increased the expenditure in the area of ICT. Such expenditure requires careful consideration and with recent devolved management within schools the pressures to justify expenditure in terms of educational benefits are increasing. There is a growing awareness of the need to examine carefully how effective the various inputs and outputs are in terms of enhancing the quality of learning and raising achievements within schools as well as creating better links with the wider community. This focus on evaluation of the quality of learning within schools, shifts the emphasis from one of measuring outputs (as has traditionally been the case when measuring SLRC performance) to that of the outcomes, particularly the nature and quality of the learning experience, resulting from the provision of the SLRC and how this relates to the goals and aspirations of the school itself. It may never be possible or even desirable to attempt to "measure" learning impact in the same way as academic achievement may be measured, but it is the understanding of the impact on the learning experience which will ultimately be needed if the work of the SLRC is to be fully integrated within the curriculum and thus contribute effectively to achievement.

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All these factors have led to the realisation that greater understanding is required in the relationship between information and learning and between the role that the SLRC and the librarian can play in enhancing the quality of the learning experience. This research focuses on this relationship with the aim of identifying the impact the SLRC can have on learning as well as the challenges involved in evaluating that impact. The aim of the study was: • to assess the impact of a School Library Resource Centre (SLRC) on learning. The main objectives were: • to develop frameworks describing pupils', teachers' and librarians' perceptions of a) the ways in which the SLRC contributes to the learning experience; b) direct and indirect benefits to learning from a SLRC; and using the frameworks as a starting point • to identify learning outcomes to be used as indicators of SLRC impact; • to assess the impact of a SLRC on specific aspects of learning. The research was conducted within secondary schools, examining the issues from the perspectives of librarians, teachers and pupils in semi-structured focus groups and a series of case studies. Sections 2 and 3 examine the background to the study and the rationale behind the chosen research approach, while Section 4 describes in more detail the methods used. The outcomes of the focus group phase (Section 5) and the case studies (Section 6) are analysed separately before the fuller implications are discussed and interpreted in Sections 7 and 8.

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a. Library and Information Commission. Empowering the learning community. Report of the Education and Libraries Task Group to the Secretaries of State for Culture, Media & Sport and for Education & Employment. London: Library and Information Commission, March 2000. [online] http://www.lic.gov.uk/publications/policyreports/empower/index.html [May 2000]. b. DfEE. Consultative Fora Good Practice for Learning Partnerships. Nottingham: DfEE Publications, 2000. c. Train, Briony, et al. The Value and Impact of Homework Clubs in Public Libraries. Boston Spa: The Library and Information Commission, 2000. Library and Information Commission Research Report 32. 2 re:source. A Learning and Access Standard for Museums, Archives and Libraries. London: re:source The Coucil for Museums Archives and Libraries, April 2001. [online] http://www.resource.gov.uk/information/lrnacstd.pdf [May 2001]. 3 a. Becta. The National Grid for Learning. Dated January 2001. [online] http://www.ngfl.gov.uk [03.03.01]. b. Connecting the Learning Society: Government's consultation paper on NGfL - a summary. DfEE. 1997. [online] http://www.dfee.gov.uk/grid/consult/index.htm [2001].

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2.

BACKGROUND

2.1

THE SLR C AND LEARNING

The emphasis of the research is on learning and the relationship between a SLRC and the learning experience. The mission and goals of any SLRC indicate that support for the learning process is seen as central to the development of information and library services. SLRCs aim not only to provide a rich learning environment in terms of an appropriate range of resources but also in terms of developing the learning skills of pupils. Yet the research and professional literature of recent years indicates that the relationship between the provision of the SLRC and the quality of the learning experience remains unclear1 . The need for greater understanding of this relationship emerges from a consideration of recent curriculum related developments, which have placed greater emphasis on the development of transferable skills. In 1999, the Scottish Office identified key priorities for the curriculum in developing essential skills to foster the personal and social development of the individual in order to equip them for life2 . The implementation of the new Higher Still (post-16, S5-S6 3 ) curriculum is intended not only to build upon these foundations within the 5-14 (primary - S2) and Standard Grade (S3-S4) education but to increase employability by encouraging the development of core skills in communication, numeracy, problem solving, information technology and working with others. The English National Curriculum has similar developments in learning opportunities across the curriculum to encourage a lifelong learning 4 . The SLRC is seen as having an active and supporting role in achieving these educational priorities but for librarians as well as teachers, the nature of the potential SLRC contribution remains vaguely defined and raises wider questions about the relationship between the SLRC and the learning experience. Alongside these educational initiatives are the management issues of quality assurance and benchmarking. The use of performance indicators to self-evaluate the quality of educational provision in school has been paralleled by education and library organisations' attempts to develop guidelines and indicators for evaluating the SLRC5 , within the context of the school as a whole. One key area identified for evaluation is that of Learning and Teaching, within which one Performance Indicator is that of "Quality of pupils' learning". However, the evaluation of the contribution made by the SLRC to quality of learning within the school requires an understanding of the relationship between SLRC activities and the learning goals of the curriculum and the school as a whole. This is all part of the wider pressure on managers of library services in the public sector, including schools, to move beyond measuring efficiency of performance into assessment of effectiveness. The Government’s response to a report by The Library and Information Commission (LIC) recognises “the important role played by high quality school library services in supporting teaching and learning within schools”6 . However, how to recognise “quality” provision, particularly in respect of learning, presents challenges. Traditionally attempts to measure performance have focused on activities which are essentially to do with the running of the SLRC rather than the impact these activities and services have on the work of the school and its learners. Measures of outputs from a library perspective (covering expenditure, resource provision and levels of library use, e.g. numbers of library-related transactions, learning skills transactions and users) may tell us much about the efficiency with which the SLRC operates but tells us little about the outcomes in terms of the learning experience and achievement. It would appear that a new approach is needed if schools are to begin to assess the impact of the SLRC on learning.

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In the UK, recent guidelines produced by Information Management Associates of assessing Best Value and better performance encourages managers of public and school library services to move beyond attempts to benchmark or measure performance in output terms and to focus more on assessment of outcomes, in other words impact. However, the guidelines also acknowledge that while there is growing interest in benchmarking on the basis of impact and achievement (rather than outputs) in a wide range of public sector services and contexts "...nobody is doing it well - yet!" 7 Clearly a better understanding of the relationship between SLRC activities and the learning experience could be useful as a way of demonstrating the value of, and attaining appropriate recognition for, the work of the SLRC, an issue of concern to the Information and Library Science (ILS) profession world-wide 8 . However, a more fundamental need for such understanding relates to the future planning of an effective SLRC in support of the curriculum. Effective integration within the work of the school requires some sharing of a common “language” and vision between the library and teaching professions of what they want from their SLRC in relation to the learning process. Yet, curriculum guidelines offer little guidance to either teachers or librarians on how the services of the SLRC should be incorporated into curriculum and lesson planning in support of the achievement of targets. It has become increasingly clear that there is a need for research which can provide some sort of framework or starting point within which schools can begin this dialogue and more effective planning.

2.2

OTHER STUDIES

Attempts to measure SLRC impact in terms, which will be understood by educators and decision-makers, have been emerging in studies in the USA in recent years. As in the UK, much of the impetus for such studies in the USA has come from the greater pressures on librarians to justify their existence and the pressure on decision-makers to justify and prioritise expenditure in relation to the achievement of learning goals 9 . Key studies such as the original "Colorado Study"10 and the follow up Second Colorado Study 11 have already reported a strong statistically relevant correlation between the provision of an SLRC and academic achievement, in research conducted over a large sample of schools in the state of Colorado. In particular it appears that the quantity of professional staffing is a key factor. Other studies have also pointed to a positive impact on achievement albeit on a more localised scale, for example in schools involved in the Library Power programme initiative 12 . Such studies have provided the kind of evidence that will be reassuring to librarians, and convincing to decision-makers. However, by focusing on academic achievement they do not necessarily take account of the broader learning experience. Nor do they fully explain the way in which the SLRC activities and programmes interact with, and contribute to, the learning experience. While providing positive evidence of the overall impact on achievement, their value in terms of planning and integrating the work of a SLRC within the curriculum is more limited. This present study could be seen as complementary to, but different from, the Colorado and more recent follow up studies carried out in the USA13 in that it attempts interaction between the SLRC and the learning experience. Research by Kuhlthau14 and Pitts15 has also focused much more on the learning experience, specifically in relation to the information search process. By revealing and describing the inquiry process as a series of stages that relate to the cognitive and affective domains of learning, this research has been influential in helping to establish a relationship between information and learning. Building on these earlier investigations, Kuhlthau's more recent studies in relation to the Library Power programme16 have gone on to identify indicators of learning and frameworks for evaluating libraries' provision of opportunities for learning which take account of attitudes, development of information skills and the use of resources 4

for learning through enquiry. Though this research has concentrated on evaluating the provision of learning opportunities, the approach taken is closely related to the aims of the present study. By engaging librarians in the process of identifying indicators of learning it begins to move our understanding on from a focus on library outputs to a language and understanding which relate to outcomes and impact on learning. The work of Kuhlthau and Pitts, provides an invaluable reference point in this study, however, these studies tend to focus on particular aspects of the SLRC role, in particular those of developing information skills and the information retrieval process. In other words they focus on the information handling aspects of the learning process. This is clearly a focus for much of the planned activity in the SLRC but does not address the wider learning goals which schools as a whole seek to achieve. In Scottish schools, for example, recent evaluation guidance to schools defines quality of learning under the broad themes of motivation, progress in learning, independence and interaction 17 . The curriculum for primary and early secondary defines learning in terms of a broad range of knowledge and understanding, dispositions to learning, social and personal responsibility, and core skills and capabilities 18 ; while the new post 16 Higher Still curriculum seeks to develop a broad range of core skills (communication, application of number, information technology, working with others, improving own learning and performance, and problem solving) 19 . These broader definitions of the goals and aspirations of schools, teachers and learners provide a backdrop for the work of the SLRC, yet it is currently not clear how the kinds of services and activities of the SLRC relate to these various learning experiences and goals. It is with this in mind that the present study set out to examine the wider impact of the SLRC, not just in terms of the impact on pupils' ability to find and use information, important though that clearly is in this context, but also on their ability to learn effectively in the broadest sense.

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Streatfield, David and Markless, Sharon. Invisible Learning? The contribution of school libraries to teaching and learning. The British Library, 1994. Library & Information Research Report 98. 2 The Scottish Office. Targeting Excellence - Modernising Scotland's Schools. Edinburgh: The Stationery Office, 1999, p. 14. 3 S1, S2, S3 etc., are the accepted abbreviations for first year secondary, second year secondary, third year secondary and so on in Scottish education. Similarly P1, P2, etc. are standard abbreviations for the year groups in primary education. 4 National Curriculum for England online homepage. [online] http://www.nc.uk.net/home.html [March 2001]. 5 Taking a Closer Look at the School Library Resource Centre Self-Evaluation using Performance Indicators. SOEID/SCCC/SLA/SLIC, 1999. 6 Empowering the Learning Community - Home Page. The Government’s response to the report of the Education and Libraries Task Group empowering the learning community, p.5. [online] http://www.lifelonglearning.co.uk/etlc/front.htm [June 2001]. 7 Streatfield, D., et al. Best Value and Better Performance in Libraries Project. London: Information Management Associates, 2000. [online] http://www.informat.org [August 2000]. 8 Eisenberg, Michael B. and Brown, Michael K. "Current Themes Regarding Library and Information Skills Instruction: research supporting and research lacking." School Library Media Quarterly. Vol 20 (2), Winter 1992, p. 103-110. 9 Kuhlthau, Carol Collier. "Implementing a Process Approach to Information Skills: A study identifying indicators of success in library media programs". School Library Media Quarterly. Vol. 22 (1), Fall 1993. 10 Lance, K.C., Welborn, L., & Hamilton-Pennell, C. The impact of school library media centers on academic achievement. Castle Rock, CO: Hi Willow Research and Publishing, 1993. 11 Lance, K.C., Rodney, M.J. & Hamilton-Pennell, C. How School Librarians Help Kids Achieve Standards The Second Colorado Study. San Jose: Hi Willow Research & Publishing, 2000.

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Hopkins, Dianne McAfee and Zweizig, Douglas L. "Introduction to the Theme Issue: Library Power Programme Evaluation". School Libraries Worldwide. Vol. 5 (2), 1999, p. i-vi. Oberg, Dianne. "A Library Power Case Study of Lakeside Elementary School, Chattanooga, Tennessee". School Libraries Worldwide. Vol. 5 (2), 1999, p. 63-79. 13 a. Lance, K.C., Welborn, L., & Hamilton-Pennell, C. The impact of school library media centers on academic achievement. Castle Rock, CO: Hi Willow Research and Publishing, 1993. b. Lance, K.C., Rodney, M.J. & Hamilton-Pennell, C. How School Librarians Help Kids Achieve Standards The Second Colorado Study. San Jose: Hi Willow Research & Publishing, 2000. c. Lance, K.C., Hamilton-Pennell, C. & Rodney, M.J. Information Empowered: The School Librarian as an Agent of Academic Achievement in Alaska Schools. Juneau: Alaska State Library, 1999. d. Lance, K.C., Rodney, M.J. & Hamilton-Pennell, C. Measuring Up to Standards: The Impact of School Library Programs & Information Literacy in Pennsylvania Schools. Camp Hill, PA: Pennsylvania Citizens for Better Libraries, forthcoming. 14 Kuhlthau, Carol Collier. Seeking Meaning: a process approach to library and information services. Norwood, New Jersey: Ablex Publishing Corp, 1993. 15 Pitts, Judy M. "Mental Models of Information: the 1993-1994 AASL/Highsmith research award study." School Library Media Quarterly. Vol. 23 (3), Spring 1995, p. 177-184. 16 Kuhlthau, Carol Collier. "Student Learning in the Library: What Library Power Librarians Say." School. Libraries Worldwide; Vol. 5 (2), July 1999, p. 80-96. 17 Taking a Closer Look at the School Library Resource Centre Self-Evaluation using Performance Indicators. SOEID/SCCC/SLA/SLIC, 1999. 18 Scottish Executive. The Structure and Balance of the Curriculum 5-14 National Guidelines. Dundee: Learning and Teaching Scotland, 2000. [online] http://www.ltscotland.com/guidelines/pdf/saboc.pdf [2001]. 19 SCET. Higher Still Homepage. Scottish Council for Educational Technology, 1998-2000. [online] http://www.higher-still.org.uk/ [08.03.00].

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3.

ASSESSING IMPACT

3.1

INDICATORS OF IMPACT

Some of the challenges faced in studying the impact of the SLRC within its community are on the face of it similar to the challenges encountered in attempts to assess impact of any kind of information and library service, namely identifying reliable, valid indicators of impact, and the methods to assess them within a complex environment. Indicators have to be appropriate to the type of information and library service or programme being studied and the environment within which users operate. Menou recognises this need in his framework for measuring impact of information on development 1 . This framework advocates an in-depth qualitative study of the Information Use Environment (IUE) in order to identify a suite of indicators that can be used for evaluation at several levels. In dealing with impact of the SLRC on learning, the indicators chosen have to reflect the learning goals of the curriculum and the school as a whole since this is the context within which learning activities in the SLRC will be planned and undertaken. Moreover, the impact of any SLRC will be an individual impact depending on the learner and on local circumstances and the indicators of impact will tend to be localised and specific. To some extent learning in an information context can be seen as a decision-making process in that the learner has choices to make and will tend to make those choices in an individualistic way depending on previous experiences, motivation, confidence, information handling skills, and so on2 . Studies of real-world decision-making indicate that the point at which information may influence a decision will depend on the accumulated experience, knowledge, values and preferences of the decision-maker and not simply on their awareness of a particular piece of information 3 . The way in which information is interpreted and used, and the timescale for information to have an impact, will vary from individual to individual. Thus the indicators selected should, ideally, allow for the assessment of SLRC impacts which may be direct or indirect, immediate or longer term. The complexity is compounded by the need to examine learning in its broadest sense (see Sections 2.2 and 3.2) identifying indicators which are appropriate to a wide range of learning experiences. While some may relate to the uptake and use of information others will relate more to motivation, interaction and communication with others. The choice of appropriate indicators will also be influenced by the decisions made by the teacher as an intermediary in the learning experience. Local interpretation of the curriculum, local setting of learning goals, and individual teaching styles will undoubtedly influence the kind of value and impact the SLRC will have. Conversely, it is only by developing an understanding of the potential for SLRC impact on the learning experience that the librarian and teacher can plan effectively to ensure that the learning goals of the SLRC are appropriate to the pedagogical approaches and to local teaching and learning styles. The work of Streatfield and Markless4 clearly points to the wide variation in teaching approaches within schools, which will require appropriate but differing information and library provision. This once again stresses the need for research which will not simply assess impact in general terms but will provide frameworks for individual schools to evaluate the contributions made by their own SLRC within their own particular learning and educational environment. This has been a central consideration in the development of the approach taken within this study. It is clear, then, that the examination of the context of the "Information Use Environment" and identification of appropriate indicators of impact requires an understanding of the uses and expectations of the SLRC from the perspective of the learner as well as those involved in

7

mediating the learning experience, i.e. the librarians and teachers. However, it was recognised that this in itself was likely to raise some challenges within the study. Both teachers and librarians have some responsibility for the effective uptake of information and library provision in relation to the curriculum. Yet little clear guidance is provided to teachers (in, for example, curriculum guidelines) on what their expectations or plans should be when using the SLRC to support the curriculum or learning. Similarly while librarians have guidelines and standards to follow 5 these tend to relate more to outputs (services and targets) and do very little to help relate such services and outputs to the goals of learners and teachers. Therefore, while it was important to study impact on learning within a framework, which represented the uses, demands and expectations of the school as a whole, it was clear that defining what these expectations were in any degree of specificity might prove problematic. The approach taken was to conduct semi-structured focus groups with teachers and pupils and interviews with librarians to establish the framework of learning perceptions.

3.2

SCOPE OF IMPACT ASSESSMENT

A further element of complexity is associated with the fact that the study sought to identify the scope and breadth of impact of the SLRC rather than impact of particular resources or information. The outputs from the SLRC which may impact on the learning experience are broad and varied. Alongside the provision of information, the SLRC provides planned instruction in information skills, individualised advice in the handling and presentation of information, provides advice and support within planned curriculum activities, promotion of reading for pleasure, afterschool activities and clubs, opportunities for library helpers and prefects, support for the professional development of the teacher, a social environment for meeting outwith timetabled classes, and so on. One way to make the process manageable is to restrict impact studies to specific aspects of the information and library service. It is interesting in this respect that recent guidance from Information Management Associates on "Best Value and Better Performance in Libraries" in the school and public sector, clearly signal the need for managers to restrict impact assessment to key aspects of the information and library service and not to attempt to assess impact of the whole service6 . This follows also the approach taken in many previous impact studies where the focus has often been restricted to the impact of specific information provision. For example, attempts to examine impact of information services in the health sector (e.g. Marshall7 and Urquhart8 ), financial sector (e.g. Marshall 9 ) or on development (e.g. Menou 10 ) have tended to examine the issues from the perspective of the impact of information on decision making. Moreover, as Streatfield and Markless point out, to be useful in any particular evaluation of impact indicators should: "be as few as possible allow meaningful comparisons to be made over time cover significant parts of the activities of the service[...] reflect the existence of competing priorities."11 This being the case, the study sought to provide guidance for individual schools to develop a manageable and practical approach by focusing on particular aspects of the SLRC's work while still providing a broad framework for considering the impact of the SLRC as a whole. The approach adopted was a multi-site case study design in which specific examples of learning tasks, identified during the discussions with practitioners, were used as the case units. The analysis of these specific examples was complemented by relatively open reflection on the overall impact by practitioners and learners in focus groups and interviews. This allowed for an iterative building and refining of a framework which describes the ways in

8

which the SLRC can impact on the learning experience, based on the evidence of this study, and the ways in which schools can begin to monitor the impact of their own SLRC.

3.3

SOURCES OF EVIDENCE

Any study which seeks to examine the outcomes of the use of an information and library service, faces further challenges in gaining insights into processes and experiences which may take place well outwith the initial library visit or transaction. Previous studies of the impact of information on decision-making have often relied on users being able to isolate and make judgements about the impact of information distinct from all the other influences on decision-making. Thus Marshall's work relied on self-reporting by clinicians on the way in which specific information gained from their information and library service had enhanced their ability to make sound judgements and decisions related to the diagnosis and treatment of patients12 . Similarly, Usherwood's study of the impact of the public library13 relied on adult respondents, who identified the potential breadth of the impact of a library and information service in which the wider social as well as informational impacts can be seen. However, the question arises as to whether it is feasible and practical to build this kind of approach into a study of the impact of the information and library service within a school. Such studies provide useful pointers for examining the impact of information and library services in the educational sector but care has to be taken when attempting to adapt their methods for a school environment, when dealing with younger learners and a very broad range of potential areas for impact. Self-assessment of impact can be difficult enough for users when faced with relatively isolated instances of information and decisions, but is made much more problematic when dealing with the very wide ranging learning experiences of interest in the present study. In addition, previous impact studies in other sectors have tended to focus on mature adult users, whereas many of the users of the SLRC will be relatively immature and are likely to find it much more difficult to articulate their ideas, thoughts and feelings about the learning experience. Thus, while it was important to attempt to gain some feedback from learners, teachers and librarians themselves, it was also important to develop an approach which was not solely reliant on individuals' ability to isolate and make judgements about the SLRC distinct from all the other influences on learning. The approach taken was: • one of triangulation, gathering data from different sources (learner, teacher and librarian) using a range of data collection techniques some of which relied on self-reporting, as well as direct observation and examination of the recorded (usually written) work of learners; • not to attempt to separate impacts due to SLRC input from all the other influences, but instead to monitor the learning experiences taking place in SLRC related activities. (This became particularly important after it became clear that the teachers and librarians had quite general expectations and plans for SLRC activities and that it was going to be extremely difficult to develop a detailed picture prior to case studies of how the SLRC activity "fitted" into the planned curricular activities. (see Section 4.3.2)) Thus the study sought evidence of the kinds of learning which a range of SLRC-related activities could potentially stimulate, encourage and support, with the knowledge that the impact of the SLRC will itself be influenced by a wide range of other factors in the school.

9

This approach, once again, places emphasis on the interaction between the work of the SLRC and that of the teacher in the classroom.

3.4

THE PROCESS OF IMPACT ASSESSMENT

Finally, the process of assessing impact was considered as important to the research as finding actual evidence of impact on learning. Examination of the case units considered how the SLRC can contribute effectively to the learning experience and had the potential to give examples of how SLRC input might contribute to effective learning. However, as discussed above, the impact of any SLRC on learning will be context specific and indeed will change with time. The study therefore sought to provide both examples and suitable frameworks or guidance as a starting point for schools to examine the impact of their own SLRC over time. With this in mind, it was not the intention to draw comparisons between the relative impact of different SLRCs. Instead the study sought to identify the range of learning impacts, as well as specific examples of impact, which could reasonably be expected to be produced in any SLRC which aspired to the standards of resource provision and staffing expected within a "good" SLRC. For this reason, the SLRCs chosen for the study were valued by their schools and considered themselves to be broadly complying with, or at least actively aspiring to, the standards set out in the recently published CoSLA document "Standards for School Library Resource Services in Scotland."14 Each had a professionally qualified librarian, provided a broad range of learning resources, had capacity for individual, group and class activities and had some planned input to the development of information literacy.

1

Menou, M. (ed.) Measuring the impact of information on development. Ottawa: IDRC, 1993. Pitts, Judy M. "Mental Models of Information: the 1993-1994 AASL/Highsmith research award study." School Library Media Quarterly. Vol. 23 (3), Spring 1995, p. 177-184. 3 Klein, Gary A., et al. (ed). Decision Making in Action: Models and Methods. Norwood, New Jersey: Ablex Publishing Corporation, 1993. 4 Streatfield, David & Markless, S. Invisible Learning? The Contribution of School Libraries to Teaching and Learning. British Library Research and Development Department, July 1994. Library and Information Research Report 98. 5 a. CoSLA. Standards for School Library Resource Services in Scotland a framework for developing services. Convention of Scottish Local Authorities, 1999. b. Tilke, Anthony (ed.). Library Association Guidelines for Secondary School Libraries. London: Library Association Publishing, 1998. c. Texas School Libraries, School Library Standards: Library Learning Environment. [online] http://www.tea.state.tx.us/technology/libraries/environment.html [07.08.00]. 6 Information Management Associates. Best Value and Better Performance in Libraries. London: Information Management Associates, 2000, part A2.2. [online] http://www.informat.org/prta0202.html [04.08.00]. 7 Marshall, Joanne G. "The impact of the hospital library on clinical decision making: the Rochester study". Bulletin of the Medical Library Association. Vol. 80 (2), April 1992. 8 Urquhart, Christine J. and Hepworth, John B. The Value to Clinical Decision Making of Information Supplied by NHS Library and Information Services. Boston Spa: British Library Research and Development Department, 1995. 9 Marshall, Joanne G. The Impact of the Special Library on Corporate Decision-making. Washington: Special Libraries Association, 1993. SLA Research Series 8. 10 Menou, M. (ed.) Measuring the impact of information on development. Ottawa: IDRC, 1993. 11 Information Management Associates. Best Value and Better Performance in Libraries. London: Information Management Associates, 2000, part A2.2. [online] http://www.informat.org/prta0202.html [04.08.00]. 12 Marshall, Joanne G. "The impact of the hospital library on clinical decision making: the Rochester study". Bulletin of the Medical Library Association. Vol. 80 (2), April 1992. 2

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13

Usherwood, Bob and Linley, Rebecca. New Measures for the New Library A Social Audit of Public Libraries. Sheffield: Department of Information Studies, The University of Sheffield, 1998. 14 CoSLA. Standards for School Library Resource Services in Scotland a framework for developing services. Convention of Scottish Local Authorities, 1999.

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12

4.

METHODOLOGY

The Researchi was undertaken in two phases: •

a series of focus groups with teachers and pupils, and interviews with librarians, to examine the use, expectations and perceptions of the potential impact of the SLRC on learning. More specifically the feedback from this phase provided the basis for the development of frameworks describing: Ø pupils’, teachers’ and librarians’ perceptions of the ways in which the SLRC contributes to the learning experience and the benefits they might expect from use of the SLRC; Ø examples of potential indicators which could be used to assess the impact on the quality of the learning experience;

•

case studies of specific SLRC related activities in order to assess the impact of the SLRC on the learning experience and factors which influence that impact. As well as providing examples of effective learning taking place in SLRC related activities, this phase allowed: Ø the verification and refinement of the initial frameworks; Ø evaluation of the process involved in monitoring and assessing the learning experience within the SLRC.

4.1

SELECTION OF SCHOOLS

The Research Project is set in the context of the Scottish educational system and schools for inclusion were restricted to secondary schools in mainland Scotland. This provided a cohesive educational and curriculum context within which to examine learning as well as a range of geographical locations that could be visited regularly within the timescale of the project. In addition, the Scottish Library Association acted as a collaborative partner throughout the study, providing advice and support in identifying contacts and opportunities to disseminate information to, and gain informal feedback from, Heads of School Library Services across Scotland. However, in order to ensure that the study was seen as relevant across as wide a basis as possible, representatives of the ILS and educational communities in England and Scotland were included in the Advisory Group, which comprised representatives from: • the school library profession; • the teaching profession, in particular senior management in schools; • Scottish Library Association; • Learning and Teaching Scotland, the main curriculum development and guidance body in Scotland; • the English and Welsh ILS community; • the research community; • the funding agency. The main criteria for selecting participating schools were that: • the school felt their SLRC met the standards set out in the recently published document by CoSLA1 ; i

Research(er) and Project used with capital letters refer to the Impact of SLCR on Learning Project and Research to distinguish this from research and projects carried out by pupils in the case studies.

13

•

teachers and senior management as well as librarians were willing to commit some time to the project.

Fliers and brief questionnaires [Appendix 1] were sent to the Heads of School Library Services in mainland Scotland for distribution to schools via their librarians. The questionnaire was designed to: • identify schools who might be interested and committed to the project; • ensure that the schools selected measured up, at least in part, to the standards felt appropriate for a school library, following the guidelines set out by CoSLA in the document “Standards for School Library Services in Scotland”. The distribution of the questionnaires was left to the individual School Library Services. Some sent a copy to all the school libraries under their jurisdiction while others selected schools that were either likely to be interested or had a good reputation. It was understood that some were sent directly to the librarians concerned while others were sent to the head teachers for consideration. Response A total of 158 questionnaires were sent out, five copies to each Head of School Library Service, with the invitation to request more or photocopy if necessary (one authority did request additional copies for all schools). Four weeks was given for the return of the questionnaire. This partly coincided with the October mid-term holiday (two weeks in some areas) and for this reason a number of responses which arrived late were still considered. A total of 42 replies were received by 15 November 1999. Figure 1 shows the range of replies received across the education authorities. Table 1

Distribution of responding and participating schools

Scottish Education Authorities

Aberdeen City Angus Argyll & Bute Clackmannanshire Dundee City East Lothian Edinburgh, City of Glasgow, City of Highland Inverclyde Moray North Lanarkshire Perth & Kinross Scottish Borders South Lanarkshire West Lothian

Number of replies to questionnaire

2 2 2 1 4 2 4 3 2 1 1 7 1 2 3 5 Total 42

Number of schools accepted for focus group phase

Schools continuing with case study phase

1 1

1

1

2 including

2 1 1

1

1 1 1

1 (1) later withdrew

10

6

replacement

1

The plan was to have approximately six schools participating at the case study stage of the research. However, a wider selection of ten schools was chosen for the initial focus group phase in order to give a greater range of perceptions of impact particularly from the librarians'

14

point of view. It also made allowance for schools not wishing to continue; concerns were voiced over the time and work commitment involved in participating with the study. From those schools, which met the main criteria, indicated above, the final selection was made on the basis of the enthusiasm and commitment of the school and librarian as well as ensuring a geographical spread. Logistics were taken into consideration to allow for adequate liaison between the researchers and the participating schools. Consideration was not given to demographic, social or economic settings because the study was looking for a broad range of perceptions and examples and was not specifically setting out to compare impact in relation to factors which that might influence learning or the ability of the SLRC to attain any recognised standards. However, in order to achieve a broad range of inputs at this stage the schools chosen from those who volunteered included one special needs school, a school which had already begun to try to examine more closely the relationship between learning and the SLRC, and another school was chosen because it had job-share librarians. Otherwise the schools covered an appropriate mix of rural and urban locations but were not considered to have any particularly significant characteristics. The final selection of ten schools was made with the help of the Advisory Group. The schools were then contacted to ensure all parties were in agreement with the project and formal approval for access was sought from Directors of Education and Head Teachers. The schools have been treated anonymously for reporting purposes. Each school was assigned a code letter corresponding alphabetically to the order of the visits, A-K (an additional school was introduced during the case study stage but did not take part in the focus groups).

4.2

FOCUS GROUPS

4.2.1 Design The aims of the focus groups and interviews were: • to establish the perceptions of teachers and senior management, librarians and pupils of the expected impact (benefits or not) of the SLRC; • to identify where possible specific direct and indirect, short and long-term potential benefits to learning and how these might show up. The focus groups were semi-structured, employing a mixed strategy, which allowed for some individual reflection as well as group discussions and enabled a broad spectrum of evidence to be gathered. The discussions were recorded but identities were not, thus ensuring anonymity. This restricted comparative analysis between the focus groups and case study examples but anonymity was felt to be more important for some individuals. The groups were interviewed separately to allow for some comparative analysis of the perceptions of teachers, librarians and learners, and not because of concerns about lack of confidentiality of disclosures. The format and instruments for the focus groups were piloted at a local school where it was felt the approach and wording were acceptable. Focus group discussions were conducted during December 1999 and January and February 2000.

15

Librarian participants Each librarian was given a semi-structured interview with open-ended questions for guidance [Appendix 2]. In the case of the job-share librarians both were present at the interview. A further group discussion was conducted during the first librarians’ meeting, when all the participating librarians were invited to a meeting to discuss progress at the end of the focus group phase. No new evidence was gathered from this meeting. Teacher participants Each school was asked to invite six to eight members of staff to participate in the focus group discussion. A range of curriculum areas was requested and when possible one member of senior management and/or a head of department. Non teaching staff were also encouraged but none were represented. The schools varied in their approach to selecting participants. Sometimes the librarian invited keen users and in other cases the member of senior management with responsibility for the SLRC selected appropriate members of staff. The schools where senior management took an active interest in the focus group discussion tended to have more productive discussions. It also became apparent that some of the librarians who were left to organise the groups experienced difficulties in timetabling and commitment. The participating teachers were given a letter in advance of the focus group and asked to consider how they used the SLRC and what they felt the learning outcomes might be [Appendix 3]. The discussion, lasting approximately one hour, began with teachers explaining what they used the SLRC for. They were then prompted to reflect on what they would expect or hope the learning outcomes to be and to try to break the outcomes further into direct, indirect, immediate and delayed outcomes. A “learning outcome” grid [Appendix 4] was used to help them think this through and some of the teachers either completed the grid at the time or returned it at a later date after reflection. The grid served its purpose of trying to make the teachers think beyond their immediate requirements but feedback from the teachers at the end and through the librarians indicated that they found the grids difficult or confusing to use. Pupil participants Each school was invited to select six to eight senior pupils to participate in focus group discussions. It was considered that senior pupils would be able to reflect back over a number of years of using the SLRC and might be in a better position to communicate their ideas than junior pupils. However, this caused some discussion because many of the librarians felt the senior pupils were not always the most frequent users or were tied up with exams. In two schools both senior and junior pupils were present together. In one of these schools, where senior management had been involved, the discussion was productive because the pupils were given the opportunity to meet each other and discuss what was required before the event. In the other school, the mix of ages and maturity was felt to limit the discussion to a certain extent. The pupils were given more structured prompting to encourage discussion and reflection and the discussions usually lasted about half an hour. At the end of the session each pupil was asked to write their individual ideas down, both to give more structure to the views and to encourage the less confident pupils to express themselves [Appendix 5]. Some pupils were reluctant to participate in the discussion, indicating their relief after the tape recorder had been switched off.

16

4.2.2 Logistics and quality of discussion Librarians found it difficult to gather teachers together at the same time because of timetabling and cover issues. Schools in which senior management was involved found this easier. The quality of the discussion varied depending on the numbers, key members of staff and the preparation of the teachers in the groups, and the confidence and mix in the pupil groups. School C, where one male and one female pupil from each of the S2-S6 year groups were involved, had prepared the pupils by getting them together, introducing each other and discussing the issues in advance. In School E the mix of pupils caused minor problems of distraction and intimidation. The schools where the senior management have an active interest in the SLRC and a member of senior management was present tended to be more focused in their discussion.

4.2.3 Focus group analysis Full verbatim transcription of tapes was not considered necessary for the purposes of this stage of the study but detailed notes were made from each focus group or interview to allow the main ideas and perceptions to be identified. The partial transcripts were analysed manually. Main ideas from the transcripts were noted and the school and participant group code was recorded against the idea. The transcripts were not coded according to individual participants’ contribution. The findings were discussed with the Advisory Group and any observations taken into account.

4.3

CASE STUDY DESIGN

4.3.1 Choice of case study units During the focus group discussions teachers were identified who were keen to make effective use of the SLRC, who worked well with their librarian and who might be interested in participating in some action research. The librarians were invited to identify curriculum units or activities being run during the case study period where teachers could be approached with a view to collaborating in the case study research with the librarian. The aim in selecting case study units was to attempt to cover a breadth of SLRC use and age range, while taking into account the logistics for visits. A variety of potential curriculum related projects and library skills courses were identified involving first and second year pupils and one information skills course was identified in which third year pupils were involved. The Researchers were interested in investigating the impact of some of the significant areas of SLRC input that are less directly linked to the curriculum. Case study units were selected to reflect the impact of the SLRC on the promotion of reading for pleasure; the impact of the SLRC on pupil librarians' learning; and an attempt was made to try to get a clearer picture of the impact of ad hoc use of the SLRC. Curriculum related project work is part of the 5-14 curriculum, and a few subjects (for instance Religious and Moral Education) continue investigations up to Standard Grade. In the Higher Curriculum investigations have an important role in most subjects. Curriculum based project courses were chosen to cover a variety of subjects and year groups and it was expected to see evidence of previous experience of using the SLRC in these case study units. All the focus group schools had a skills course in the first year and some form of follow up course in the senior years. It was decided to target the middle years for a skills course because there were fewer project options available in the Research timescale. The lower school skills 17

courses vary in emphasis across the schools but they generally cover some form of introduction to the SLRC and the resources and begin to tackle the information handling skills of finding appropriate information, note taking, reading for information and bibliographic details. The emphasis on the middle years skills course is on developing the research skills, and organisation and time management associated with study skills. The SLRC has traditionally had close links with the English department and the library profession has traditionally played an important part in the promotion of literature as well as providing access to information. The national curriculum and political trends have highlighted the need to maintain the significant part libraries can make to encourage a reading habit and an enjoyment of reading for pleasure as well as for study purposes. The 5-14, Standard and Higher Curriculum all include the encouragement of reading for pleasure and information and this goes hand in hand with government initiatives of lifelong learning, National Year of Reading, literacy hour in English primary schools and an emphasis in encouraging reading to community groups through the public libraries. Standard Grade and Higher English require detailed reading of a variety of genres, i.e. poetry, drama, novels, short stories, Scottish works, and critical analysis of them. This is based upon the foundation of the 5-14 Reading Strands aimed at encouraging reading for enjoyment, reading for information, reflection on the writer's ideas and craft, an awareness of genre and knowledge about language 2 . English teachers in the focus groups suggested that the SLRC helped pupils select reading material and that this indirectly helped the understanding of characterisation and plot. Some of the focus group SLRCs had more involvement in the promotion of reading for pleasure than others; in two schools the librarians' role was thought to be significant and one of these was chosen for this case study unit. Although the school was involved in encouraging reading in both the lower and senior years and the first year library course was considered the most suitable in terms of timing, input and contact with pupils and staff. Pupil librarians were encouraged in five of the focus group schools and in two of these schools the pupil librarians were seen to play a prominent role. Discussions with the Advisory Group established that this was an area where the SLRC was thought to provide a significant role in preparing pupils for work responsibilities as well as supporting other forms of learning and social development. It was agreed that this would make a suitable contribution to the understanding of the impact on learning as a case study unit. Another significant area of SLRC support is providing facilities for personal, leisure and study activities, for both pupils and staff, before, during and after school. Lunchtime use in many of the focus group SLRCs was considerable and it was decided that an attempt would be made to assess the impact of the SLRC on the more individual learning experiences. The aim was to conduct this in all the case study schools over a short period of time during the lunch break. The use of careers information is another aspect of the SLRC and this was considered as a possible case study unit but none of the schools provided obvious opportunities for this and the learning experiences of some of the other activities provided more scope for examination.

4.3.2 Methodology The aim of the Research was to take a grounded approach inviting those involved in each case study to work with the Research team to select appropriate aspects of learning and associated indicators to suit the local learning context. The framework [see Section 5.4.1] developed from the focus groups was to provide the starting point. The design of each case study would therefore be determined by the local conditions and discussions with the librarians and teachers involved was important in order to establish the potential impact and decide the appropriate methods of monitoring before implementing the design. However, the 18

unpredictable nature of school life meant that plans were often changed unexpectedly and there was not always the opportunity for the full discussions expected with the teachers. It was expected to take a qualitative approach for the case studies, using a variety of methods, such as questionnaires to elicit responses from users, observations of learners and the analysis of records of assessments and achievements. It was expected that the teachers and librarians would be involved in the data collection but not all the teachers were able to give the commitment or time to the Project and the librarians were not always comfortable with the data collection process. Where the teachers and librarians were fully involved in the initial discussions [see Appendices 6-9 for planning instruments], it became apparent that there was a lack of understanding of the learning goals expected from the use of the SLRC. The Research team had to take a more observational approach to the case studies than was originally intended to try and understand what the learning processes and their indicators might be. After initial discussions with the teacher and/or librarian, the Researcher used the initial impact framework from the focus group phase [see Section 5, figure 2] to complete a specific grid with potential learning experiences and possible indicators for that particular activity [see Appendix 9 for an example of a completed framework]. This acted as a basic framework to work with but was neither exclusive nor prescriptive. The Researcher observed pupils’ learning experiences using descriptive recording methods and schedules detailing specific activities where possible [Appendix 10]. Pupils were questioned about their experiences, sometimes informally as they worked and in other instances a questionnaire [see example Appendix 11] was used with both open and closed questions. The questionnaire was based upon the aspects of learning identified in the impact framework that was developed from the focus group discussions. Wherever possible the jotters or notes, submitted work and assessment grades were examined in consultation with the teacher. A schedule [Appendix 12] was used to check the work against possible criteria drawn up to reflect the initial learning themes. The participating teachers and librarians were asked to reflect on the impact of the SLRC on learning during the project and were questioned informally about their reactions at the end of the activity [Appendices 14 and 16]. It was decided to adapt the Marshall 3 approach to look at the ad hoc use of the SLRC by both pupils and staff; looking at the impact of a specific visit to the resource centre and how the information or resource might have had an influence on the user. Marshall, and other researchers4 , looked at the impact of a piece of information on the decision making of doctors in the medical profession and managers in a variety of other financial and business sectors. This research used a critical incident technique, asking practitioners to assess the value of information to their particular need. A questionnaire was designed in a simplified format, based on the potential learning experiences. It was piloted at one of the local focus group schools not involved in the case studies and changes were made to the design and wording to avoid ambiguity. The questionnaire [Appendix 13] was tried again in two of the case study schools, but had to be abandoned. The intrusive nature of the questioning interfered with the personal nature of pupil and staff use of the SLRC on an ad hoc basis. Pupils and staff found it difficult to see their use of the SLRC in terms of learning and the interruption of a leisure activity caused unease. The use made of information or resources in the SLRC by pupils in schools does not necessarily have the same foundation of need to satisfy a problem or to enable a decision to be made that is the case for professionals seeking information. The use of the careers library and the staff development materials is the nearest the SLRC comes to fulfilling the decision making function of the professional library but the decision was made not to examine these as case studies in this Research.

4.3.3 Case study analysis The data for each case study was gathered and examined together as a separate unit. Initial analysis was begun as each type of data was collected and examples of impact and the 19

conditioning factors began to emerge. When all the data was collated for each case unit, the value and relevance of the indicators used was examined and initial conclusions about the learning experience and impact of the SLRC were drawn. Each case unit was also evaluated for the effectiveness of the monitoring process and revisions were made to the instruments and approach for use in the next case unit both according to these observations and considering the context of the next case unit. [See Appendices 17-25 for questionnaire responses, sample observation notes and statistical data from reader records and jotters.] During the final writing up of all the case study units, further analysis of the evidence of impact and the indicators was made and more general conclusions were drawn from the accumulated findings and conditioning factors. Finally, the monitoring techniques were assessed as a whole and conclusions drawn about the relative merits in terms of practical application, evidence sought and the quality of data obtained. A second meeting was arranged for all the participating librarians to give them feedback on the case study investigation and to get feedback from them about the usefulness of the initial framework as a potential planning and evaluation tool. The framework and findings were discussed with the Advisory Group and comments were noted. Finally the findings from the case studies and feedback from librarians and Advisory Group were used to revise and review the initial impact framework as a way of a) summarising the learning experiences and potential indicators of impact and b) providing a starting point for schools themselves to evaluate the impact of their SLRC.

1

CoSLA. Standards for School Library Resource Services in Scotland a framework for developing services. Convention of Scottish Local Authorities, 1999. 2 SOED. Curriculum and Assessment in Scotland National Guidelines English Language 5-14. Edinburgh: SOED, June 1991. 3 Marshall, J. The impact of the special library on corporate decision-making. Washington DC: SLA, 1993. SLA Research Series 8. Marshall, J. The impact of information services on decision making: some lessons from the financial and health care sectors. London: British Library Research & Development Department, March 1993. Information policy briefings 1. 4 Urquhart, C.J. and Hepworth, J.B. The Value to Clinical Decision Making of Information Supplied by NHS Library and Information Services. London: British Library Research & Development Department, 1995.

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5.

FOCUS GROUP and INTERVIEW FINDINGS

Table 2 gives a breakdown of the composition of the focus groups to illustrate the spread of subjects represented by teaching staff and the year groups and gender of the pupil participants. The majority of teaching departments was represented and members of the senior management team were included wherever possible. The Research team had requested senior pupils be invited to the discussions when possible because it was felt they would have more experience to reflect upon for discussion. Senior study leave and other local factors meant the mix was more varied. School C decided to include pupils from all year groups because their IT Skills course had only been going for three years and therefore the junior years had a different perspective than the seniors. The range of year groups participating contributed well to the overall data gathered. The responses made during the discussions and the perceptions these groups had of the impact of the SLRC on learning can be taken as covering a wide spectrum of opinions within the school population. The involvement of the senior management team in the focus groups and the amount of thought the teachers had given to their use of the SLRC and expected outcomes affected the quality of the discussion. Table 2 School

Composition of focus groups Teacher focus group

Pupil focus group

number of participants

subject range

male

female

year range

A

8

2

6

S4, 5, 6

B

6

4

4

S5, 6

C

10

5

5

S2, 3, 4, 5, 6

D

4

4

2

S6, 5, 4

E

5

4

5

S6, 3, 1

F

6

2

3

S6, 5

G

6

2

3

S6, 5, 4

H

6

2

4

S5, 4

I

5

3

6

S6, 5, 4

J

6

Assistant Head, Support for Learning, Science, Modern Languages, Art, Business Studies, Guidance, English Assistant Rector (Science), Science, Modern Studies, Religious & Moral Education, English, Business Studies SMT, History, Geography, Biology Computing, Home Economics, Science, Support for Learning, Guidance, English PT English, PT Support for Learning (visual impairment), Geography, Technical English, Modern Languages, Science, Geography, (SMT at end) ATP English, ST Science, Assistant Rector (Modern Studies), PTGuidance, PT Maths, Support for Learning English, Art, RME, Guidance (PE), SMT, Modern Studies RME, English, Guidance (English), Home Economics, SMT (English), Support for Learning English, Support for Learning, Home Economics, Geography, Science Modern Languages, RME, English, SEN & Guidance, Science (Biology), Home Economics

6

4

S4, 3

The spread of teachers represented in the focus groups reflected a whole range of subject use. Every school was represented by English, Social Subjects and Religious and Moral Education

21

(RME); Support for Learning and Guidance departments in most schools and Modern Languages, Science, and Art in several. Maths was represented in only one school. Music and Drama were not represented but were mentioned by librarians in some schools and PE was represented by Guidance staff. The different subjects reflected a different emphasis of use. Before the focus groups, teachers were each asked to reflect on their use of the SLRC and what they perceived the impact of use to be and to write their responses on a SLRC Use Sheets [Appendix 3] to bring with them to the focus group. This was to give the teachers the opportunity to reflect on the topic before coming to the focus group and the Research team took these sheets as evidence of their initial thoughts. During the discussion the teachers were asked to think about the impact in terms of direct and indirect and immediate and delayed learning outcomes. At the end of the focus groups the participants were invited to complete one or two Learning Outcome Grids [Appendix 4] attempting to identify any direct and indirect, immediate and delayed outcomes in relation to specific curriculum related tasks of their choice. This was to give the Research team an idea of what teachers expected to be the impact but also what they thought might be the impact in the longer term or impact they had not planned but might be happening anyway. The teachers and librarians found this task difficult, despite the more positive feedback, when the grid was piloted by teachers in a nonparticipating school. The term "learning outcome" caused confusion because of its specific meaning in curriculum terminology but the task was also found to be difficult because teachers were not in the habit of thinking about how they used the SLRC in this way. The pupils were not asked to prepare a SLRC Use Sheet before the focus group but were prompted during the discussion to think about their current and past use and how this might have an impact on their learning. At the end of the discussion the pupils were each invited to complete a SLRC Use Sheet [Appendix 5] but not the Learning Outcome Grid. Table 3 gives a breakdown of the SLRC Use Sheets and Learning Outcome Grids returned for analysis. Table 3

Completion rates of SLRC use sheets and learning outcome grids

Teachers Librarians Pupils

5.1

SLRC Use Sheets

Learning Outcome Grids

80% 54% 100%

35% 40% none given out

FINDINGS FROM TEACHERS' FOCUS GROUPS

The curriculum subjects were well represented in the focus group discussions. Different subject teachers placed different emphasis on their use and expected outcomes but during discussion and on the individual sheets the majority expressed an awareness of issues beyond their own subject areas. Despite this, the teachers found it difficult to think of impact as direct and indirect but some examples of the less tangible delayed and indirect impact were identified. The English teachers typically placed an emphasis on fiction and library skills and the skills were taken up by Guidance and science. RE and social subjects needed information. Art seems to use the resources in an ad hoc way and in one school the art teacher also wanted to develop search skills and a respect for books. Modern languages had a variety of uses including using the Internet to access French and German newspapers by Sixth Year Study pupils in school E, using the video conferencing facilities in school F and encouraging cultural awareness in school A.

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The librarian's role was mentioned in all the teacher focus groups. The librarian was seen as having a role in supporting teaching; finding and supplying resources; supporting teachers in their learning, especially ICT skills; supporting pupil use of all resources; a role of central maintenance and distribution of information within the school and being prepared to participate in activities beyond the call of duty. It was recognised by many teachers that the personality of the librarian provides the basis for positive or negative experiences when using the SLRC and therefore has an impact on the learning potential. 5.1.1

Teachers' use of the SLRC

English All the schools had representatives from the English department but the emphasis placed on the SLRC varied, some stressed the importance of developing information skills or the variety of fiction titles to encourage reading for pleasure in the lower years and others emphasised the need for up to date information on topical subjects for discursive essays and the range of quality literature for critical analysis by senior pupils. Some of the English teachers had close links with the librarians and felt their use of the SLRC to develop skills was a service to other departments but others had less easy relations with the SLRC. One teacher expressed concern that her department insisted on silent reading in the SLRC when this was felt to be an inappropriate use in their particular circumstances (a large area which could be used by several classes at once). Modern Languages One teacher was introducing a cultural element to language teaching in the early years to enable the pupils to put their language learning into context. Another used the SLRC for video and audio conferencing to teach remote pupils and expressed a reliance on the librarian for technical support. The other two language teachers saw the value in accessing foreign newspapers via the Internet for use by senior pupils and they assumed the pupils had the skills to carry out this task. Home Economics The home economics departments use the SLRC to support curriculum related projects, to develop information handling skills either done formally or informally to reinforce skills developed in the library induction or skills courses covered earlier. The opportunity was taken by this department to encourage group work and the SLRC was thought to provide a suitable environment for collaborative work. Religious and Moral Education This is one of the few subject areas where investigations are continuous throughout the year groups. The approach taken by these teachers was different, depending on their own experience and the school policy. One teacher was quite clear that pupils needed grounding in information handling for successful research outcomes and had developed a close relationship with the librarian. Another couple of teachers saw it as an opportunity to introduce ICT skills, particularly using the Internet. Yet another teacher assumed the pupils already had the skills required to make effective independent use of the SLRC. Science The science teachers were divided in their use as a means of developing ICT skills for data presentation and those wanting to access information for project work in the lower years. They were all aware of the need to develop information handling skills even if they did not have a formal means of tackling this process.

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Social Subjects (History, Geography, Modern Studies) These subjects tended to use the SLRC for project work in geography and history in the lower school, for more sophisticated historical investigations by Sixth Year Studies pupils and the need for current information from the Internet to support modern studies. All these subject teachers recognised the importance of developing the skills to access information, with some indicating they could see the evidence of skills introduced in subjects lower down the school in their pupils' work. However, these teachers, although aware of the need for the development of skills in order to prepare pupils for effective learning, were not in a position to quantify any progress made in this area of learning. Guidance Guidance teachers in some of the schools mentioned their role in reinforcing study skills in S3 and some saw this as an opportunity to use resources while others concentrated use on career information in the SLRC. Support for Learning One support for learning teacher used the librarian as an expert in sourcing information to aid the special needs of individual pupils; another was keen to emphasis the social development pupils gained from access to the SLRC; and this department was also aware of role the SLRC has in providing appropriate material for all abilities enabling the learning potential of less able pupils to be realised. One support for learning base adjoined the SLRC helping the teacher to motivate pupils by encouraging them to find out interesting facts whenever possible. This teacher also thought the proximity of the base to the SLRC enabled pupils to avoid the stigma of being seen to enter the base directly. Art and Technical The teachers in these departments used the SLRC for ad hoc sourcing of images and background information. Two teachers were keen to use the opportunity to encourage pupils to explore resources and understand the concept of finding information or images by thinking round the possibilities and another used the librarian as a gateway to external sourcing of artefacts to draw and hoped to encourage pupils to develop "their own personality...their own expressive feelings about themselves" through exploration of the works of others. This latter teacher expressed the view that the Internet access in the classroom had diminished her need for the SLRC. Mathematics One school had a representative from the maths department and this teacher wanted to encourage pupils to view maths not just as an academic subject but also as a subject with an interesting history. This teacher was also aware of the potential value of stressing the SLRC as a place to revise and to promote the study habit. PE, Music and Drama Guidance teachers represented PE but PE use of the SLRC was not mentioned in discussion. Music and drama departments were not represented in the focus groups but two librarians mentioned use by these departments, one mentioned a CD-ROM course which was developed to support music and another that the drama teacher was involved in lunchtime support. 5.1.2 Teachers' perceptions of the impact on learning The teachers' perceptions of how the SLRC can contribute to learning can be summarised as the learning impacts identified below but it must be remembered that this has been compiled from analysis of all the responses from all the focus groups, it does not necessarily represent the perceptions of any one individual.

24

Learning impacts perceived by teachers • The acquisition of information to complete a subject specific task. • The teachers thought skills development was a high priority for pupils using the SLRC. The skills covered a range of library, information, ICT and reading skills. • Despite the inclusion of English teachers in every discussion group (no other subject was represented in each school) there was not a high emphasis on the encouragement of reading for pleasure but there was awareness that the SLRC provided a variety of suitable material. Where reading for pleasure was mentioned it was viewed as a constant challenge to get reluctant readers into a reading habit. • Using the SLRC was felt to motivate pupils to produce a piece of work, some teachers felt the introduction of computers of particular benefit in this and the SLRC has an important social role in making computers available to all pupils. • Teachers recognised the role the SLRC has to play in encouraging independent learning, encouraging an awareness of learning as an activity outside the classroom and the confidence needed to pursue learning outside the confines of the school environment. • Some teachers were aware of the cross-curricular nature of the SLRC, enabling maximum use of expensive or limited resources across subject areas and also the role in building skills to use these resources to be transferred across the curriculum and beyond school. Included in this could be the building of social skills of using appropriate behaviour in particular situations and an environment where co-operation and interaction is encouraged. • There was widespread recognition of the important role the SLRC could contribute to the social development and interpersonal skills of vulnerable pupils by providing a safe environment with the opportunity to build confidence and make friends. • The SLRC was seen to have a role in providing equal opportunities in terms of computer equipment, book resources or the just the understanding of the information world. • Several teachers also highlighted aspects of the SLRC or the contribution of the librarian that could be considered enriching to school life and thus helping school ethos. These are an accumulation of ideas raised from across the spectrum of teachers and schools; individual teachers presented their perceptions in the context of their own experiences. One science teacher made the comment during the focus group discussion, "I think another issue that has to be examined is the efficiency of the learning in the resource centre,” suggesting awareness of the need for a more considered approach to SLRC use. The Research team thought the focus groups provided a welcome opportunity for teachers to come together and discuss their use and the learning potential of the SLRC, and feedback from the librarians confirmed this view. Some teachers clearly gave their use of the SLRC considerable thought already but did not always have the means to develop this beyond their own subject area and build this into an integrated approach across the curriculum. Some schools recognised the need for this to happen in order to maximise the potential learning. Other teachers used the SLRC to give pupils the opportunity to carry out research without checking that pupils had the necessary skills required in order to complete the task satisfactorily. The teachers were encouraged to think of themselves as learners and how the SLRC might have an impact in this capacity. Although, suggestions were not readily forthcoming there was an indication that the teachers used the resources for themselves for professional development, to support their teaching, to develop their own skills and for personal reading, whether fiction, non-fiction or newspapers. The librarians in two of the schools made a conscious effort to promote reading amongst the members of staff; one held a monthly book club and the other highlighted recommended titles through the Intranet. Several teachers mentioned using the resources to support their own children's learning.

25

5.2

FINDINGS FROM THE PUPILS' FOCUS GROUPS

The quality of the discussions with the pupils was variable but analysis of the discussions and the individual SLRC Use Sheet [Appendix 5] completed at the end of the focus group sessions provided enough information to give a perception of how pupils view the contribution made by the SLRC to learning. Some pupils, as expected, were initially reluctant to give an opinion, inhibited by their peers, the Researcher or the tape recorder and the Researcher had to give more direction and prompting to elicit a response but the result was encouraging in the way pupils began to think through the ideas. The SLRC Use Sheet completed by each pupils was divided into two sections: the first asked for examples of how the pupil used the SLRC and the librarian and the second asked the pupil to describe how they felt the SLRC and librarian might help their learning. In reality the pupils found it difficult to distinguish between use and their learning and some interpretation was required during analysis. All pupils completed a SLRC Use Sheet, though the amount of detail varied between individuals and between schools. 5.2.1 Pupil use of the SLRC Table 4 gives an indication of how pupils stated they use the SLRC. Table 4

Pupil use of the SLRC

Use of Resources and space

Librarian help

•

• • •

• • • • • • •

Use of resources, including Internet and CD-ROM, to gather information. Use as a study area, including revising and homework. Use of careers information. Personal use, for pleasure, to relax, and socialise. Reading of fiction, newspapers, magazines. Computer and Internet access was mentioned as separate category by most (for pleasure, games, information, skills, email, word-processing). Inter Library Loans. Extra curricular activities.

• • •

Giving advice or opinion. Teaching new skills. Help with extra curricular activities. Helping find information. Help choosing fiction. Help with work.

There was general recognition that in the lower school use of the SLRC was more for pleasure, making new friends, playing on the computers while the older pupils were more aware of the need to study and the use of support material for their work. Pupils from school C mentioned the work experience of being Pupil Librarians.

5.2.2 Pupils' perceptions of the impact on learning The terminology used during the focus group discussions with the pupils was more informal and terms such as “help your learning” were used. The following gives an indication of how the pupils participating in the focus groups thought the SLRC could contribute to their learning. Learning impacts perceived by pupils • Improved work and therefore improved marks. • Information to enable the completion of work, especially current information (from the Internet and newspapers). • Wider general knowledge , (including an understanding of different people and cultures) and recognition of differing opinions. • Development of skills , specified as ICT, study, and library skills. 26

• • • • • • •

Developing an understanding of the need to work and the need for resources. Confidence to work independently and be more disciplined. Enabling decision-making . In the lower years helping to make friends, (helping develop interpersonal skills ). The librarian helped to motivate pupils. Enjoyment Opportunity to borrow books

Pupils from schools A and C had a wide variety of ideas and gave detailed potential benefits and showed aware of some of the problems they associate with using the SLRC. School C has a committed whole school policy towards the SLRC and a highly motivated senior management team. School A has full support from the senior management team. Pupils from school F and B valued the librarian and were very positive about the role of the SLRC. Pupils from schools G, H, I and J wrote very little and the discussion was less spontaneous.

5.3

FINDINGS FROM THE LIBRARIANS' INTERVIEWS

The librarians were interviewed individually, except for the job share librarians in school A, who were interviewed together and their responses are taken as one. The discussion started with role of librarian, moving on to the objectives the librarians had for the pupils (and staff) as users and learners, and finally trying to gather their perceptions of how the SLRC impacts on learning and what the evidence might be. The librarians found it relatively easy to identify what they hoped pupils would achieve by using the SLRC, although some found it easier to give objectives for the SLRC rather than for the pupils. They were less sure of how to achieve these objectives or whether they were being achieved. They were not generally looking for evidence of learning or able to come up with the means of checking the learning, except librarian D who had collaborated with a teacher to identify criteria according to 5-14 curriculum for information skills. It was easier for them to identify where they felt their objectives were not being met. The main objective they identified was to develop confident and independent users. Collaboration with teaching staff was not always felt to be as good as it should or could be. The librarians were not always informed of the teacher’s requirements and intended goals and they were not always informed of how effective the teacher found the experience. Librarian I expressed the idea that the more involved the librarian was in the planning the more smoothly a curriculum task progressed, and librarians A and F felt the more prepared the teacher was the more motivated the pupils were and the harder they worked. Librarian F was aware of the need for a whole school policy towards information skills. There appeared to be a lack of knowledge or emphasis on the process of finding information and more emphasis was placed on the library skills, with a few of the librarians citing the lack of a computerised catalogue for the pupils a disadvantage, inhibiting independence. The librarians generally held the view that the SLRC was no longer the place for the traditional silent reading. There was a general feeling that time and energy did not always allow more to be done.

27

5.3.1 Role of the librarian Table 5 gives a break down of how librarians viewed their role. Table 5

Role of the librarian

Role categories

Number of librarians citing role (n==10)

Collaboration with teaching staff Skills development Resource management Promotion of services Encourage confident, independent users Flexibility, ability to adapt to changing needs

10 9 8 7 3 2

Specific examples cited by the librarians included: Collaboration with staff • Collaboration with members of staff for SLRC use, including new members of staff and staff of associated primaries; • Supporting staff use whether for teaching, staff development or personal use; • Maintain good communication flow. Skills development • Encourage use of resources by introducing, developing and reinforcing library; information (including reference, search and evaluation) and ICT skills, for pupils and teachers; • Supporting pupils while in SLRC. Resource management • Provide and organise suitable resources to support curriculum needs (not all mentioned the connection between resources and curriculum needs) and to support teachers’ needs either for teaching or for personal use (encouraging fiction). One librarian expressed this as the need “to promote the resources and facilitate access to resources by all users.” • Support careers information. Promotion of services • Promotion of library, resources and potential services to existing and new members of staff, and pupils, including: staff information, reading promotion to staff and pupils, links with other agencies; • Encouraging an enriching, extension to curriculum, and providing a suitable environment; • Playing an active part in the whole school community. Confident use and independent learners • Encouraging confident use of resources and independent learning; • Enabling use beyond the SLRC. Ability to adapt to change • Ability to change according to changing needs within educational climate or flexible working to suit users. 5.3.2 Librarians' objectives for pupil use The librarians' objectives for pupil use of the SLRC focused on the development of skills. Some librarians were more specific about what they meant by the various terms used to define skills, one in particular had a clear understanding of what was meant and how they might be translated into learning objectives. Table 6 gives a break down of the learning objectives for pupil use mentioned in the interviews.

28

Table 6

Librarians' objectives for pupil use

Objective categories

Number of librarians citing objective for pupil use (n=10)

Information and research skills Library skills Motivation for learning Ability to transfer skills Information and communication technology skills Reading for pleasure Life skills Study skills (unspecified) Collaborative working

10 8 6 5 4 4 3 2 1

Specific examples cited by the librarians included: • Information skills and research skills: use a variety of sources, plan with a search strategy, skimming, scanning and ability to take notes, evaluate resources, write a bibliography and use the information (analysis identified as being a classroom activity by librarian E). • Library skills: navigation of library, ability to find resources, ability to use contents, index and reference materials. • Motivate learning by encouraging positive, fun experience and raising self-esteem and by providing a wide range of opportunities and enriching of the learning experience. • Ability to transfer skills , through the curriculum, outside the SLRC and to make informed choices about careers. Understanding of and ability to use resources elsewhere. • ICT skills , unspecified. • Encourage pupil enjoyment of reading for pleasure, whether fiction or non-fiction. • Life skills , ability to understand the need for information and to find libraries a useful source of information. • Study skills , unspecified. • Enable collaborative work. 5.3.3 Librarians’ perception of the impact on learning The SLRC was seen as the hub of the school for information and the librarian's role as supporting staff use and encouraging learning. The librarians were not always sure that these potential contributions to learning were indeed happening and one reason that they had been keen to become involved with the Research Project was to find out whether they were making an impact in the ways they hoped. All the librarians could think of examples of impact on learning in individual pupils during particular activities and the Research gathered anecdotal evidence of these impacts. Librarians are in a fairly unique position to see pupils in a number of different contexts and are in a position to see the learning from that perspective. One librarian commented, "We have an impact on everything". The librarians identified the following as potential impacts on learning: • Enabling pupils to navigate the SLRC, and its resources (developing library skills). • Enabling pupils to become confident and independent in locating and handling information, selecting the most appropriate type of resource for their need, giving accurate and detailed information in project work, understanding the need for a bibliography and the need for appropriate presentation of work (information handling skills ). • Improved achievement, by the use of differentiated resources, when necessary, or encouraging pupils to do extra work or more than is required in the classroom.

29

• • • • • • • • • •

Encouraging life skills , such as time management and setting targets and critical thinking skills. Giving access to computers and developing the skills required to use ICT effectively. Develop the reading habit, encouraging frequent borrowing, and the reading of quality and a variety of reading matter. Develop personal interests , imagination and serendipity. Encouraging enjoyment for learning and enabling a positive experience to encourage learning and also increase morale. Enables pupils to transfer skills across the curriculum. Encourages pupils to take responsibility for their own learning, to use initiative and encourage creative thinking and to see the SLRC as a means of getting ahead. Enables pupils to share information, skills and knowledge in an informal setting and co-operate with each other. Breaks down barriers and encouraging use by making libraries acceptable . The SLRC provides a refuge for vulnerable pupils or those who need to make friends in a controlled environment.

5.4

DISCUSSION OF FINDINGS

Analysis of the discussions from the focus groups and responses from the librarian interview provided a wealth of information on how the various groups perceived the SLRC could contribute to learning and how factors influenced the effectiveness of the learning process. Table 7 gives a brief comparative look at what the three groups thought the learning impacts might be and the findings for each are very similar. Table 7

Comparisons between group perceptions of impacts of SLRC on learning

Teachers

Librarians

Pupils

Information Skills: library, information, ICT, reading Reading for pleasure Independence Cross-curricular Motivation Social & interpersonal skills Enrichment of learning

Skills: library, information, life, thinking, ICT Improved achievement Reading habit Personal interests Independence Transfer of skills Motivation Interpersonal skills

Improved work Information, new knowledge Skills: ICT, study, library Understanding need to work Confidence to work independently Decision making Motivation Enjoyment Interpersonal skills

5.4.1 Development of the impact framework The potential learning impacts emerging during the focus group discussions and interviews were analysed and grouped using a number of well-established classifications relevant to the learning process. This was partly to allow some evaluation of the breadth of the potential learning impacts that were emerging at this stage and partly to provide a useful framework to facilitate further discussion and debate with teachers and librarians. The organisation of the potential learning impacts into a framework was not only seen as a way of describing what the participants were discussing in the focus groups but also intended to help practitioners identify how aspects of learning in the SLRC might fit into the curriculum. While it is not possible to claim that it encompasses all possible learning impacts nevertheless, as will be seen, the range of impacts identified was varied and broad in scope.

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Initial attempts at classifying the learning impacts into some form of basic framework, looked at the work of Benjamin Bloom in his Taxonomy of Educational Objectives1 on the cognitive, affective and psychomotor domains of learning and at the more recent work of Carol Kuhlthau2 on the cognitive, affective and physical realms of learning. Thus, for instance, under the cognitive domain were placed the learning outcomes of finding and using new information, under affective were the ideas of motivation and specific skills, such as using a CD-ROM under the physical or psychomotor domains. The interpersonal skills, which were sited as potential impacts, were added as an additional category (see table 8). Table 8

Initial classification of learning impacts

Higher Cognitive

Lower Cognitive

Psychomotor or Physical Affective Interpersonal

Improved achievement Understanding need to work Independence & confidence to work independently Transference of skills, knowledge & understanding Decision making Information skills Thinking, life, study skills New knowledge Reading skills Library skills ICT skills Motivation Personal interests Social & interpersonal skills

This classification was then considered in relation to the objectives set out in Scottish curriculum documents, the context within which the Research was being conducted. The 5-14 documentation indicates that attainment goals in all the curriculum areas are placed in the wider context of knowledge and understanding, skills, and aspects of personal and social development 3 . A more recent 5-14 document identifies these wider educational contexts as the knowledge, skills and understanding and the cross-curricular requirements of dispositions (towards learning, respect for oneself and others and social responsibility), core skills and capabilities,4 and this is echoed in the general guidelines "Curriculum Design for the Secondary Stages"5 , which links the 5-14 curriculum to more advanced curriculum levels. The Research Project was being conducted in the context of a growing awareness of the need to evaluate the quality of services in schools, including the SLRC. It was decided, therefore, to examine how the various educational and curriculum classifications would compare with the way in which learning is described within the recently published performance indicator documents 6 . The Performance Indicator 3.2 looks at the "Quality of pupils' learning" identifying the themes of motivation, progress in learning, personal responsibility for learning and interaction with others. Figure 1 presents the initial hierarchical combination of these educational and curriculum classifications. This classification was then used in order to analyse and group the potential learning impacts identified during the focus group discussions and interviews. As already explained, the teachers had expressed some concern over the use of the term “learning outcome” and as a result the general phrase “learning impact” was used at this stage. In order to stimulate feedback on the more practical recognition of learning within the SLRC context, a further level of the framework attempted to provide examples of possible indicators which could be used to identify learning impact.

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Bloom's Taxonomy of Educational Objectives1 Physical

Affective

Lower Cognitive

Higher Cognitive

[Interpersonal]

5-14 and curriculum documentation Personal & Social Development Developing informed attitudes7

Skills

Knowledge &

Understanding

Personal & Social Development Developing informed attitudes

Dispositions, Core skills

Skills

Knowledge &

Understanding

Dispositions, Core skills 4

9

Performance Indicators Motivation

Progress in learning

Personal responsibility

Interaction

POTENTIAL LEARNING IMPACTS identified during the focus group discussions and classified for ease of use under the headings: Personal & Social Development

Skills

Motivation

Progression

Figure 2

Knowledge &

Understanding

Independence

leading

to

Personal & Social Development

Interaction

Aspects of learning areas upon which the SLRC can impact

The identification of learning indicators was something which was seen as important for the planning of the case studies. The original plan for the case study investigation had been to use the frameworks to help teachers and librarians to identify appropriate indicators to evaluate impact in specific learning activities. This had proved problematic during the focus groups and interviews themselves when the teachers and librarians had not been forthcoming with more specific ideas of how to identify the impact of the SLRC on learning. Several teachers expressed the view that the impact of the SLRC could not, and perhaps should not, be isolated from other impacts on learning and one expressed concern as to whether the impact the SLRC could be measured. It also appeared that teachers and librarians generally found it difficult to focus at a very specific level on the kind of learning experiences that they would associate with SLRC based activities. In an attempt to elicit further discussion and feedback on this issue, and to facilitate planning of case studies, the Research team examined the learning impacts and used them to identify possible indicators of learning drawing also on the work of Kuhlthau8 as well as the performance indicator documents9 and 5-14 curriculum guidelines 10 . Both the list of learning impacts and the potential indicators of learning were classified using the figure 1 classification. The resulting framework, which was to provide the basis for the case study investigations, is presented in Figure 2. This initial impact framework was sent back to the schools inviting comments from the participating members of staff. This approach did not elicit any significant feedback and the framework was then explained in face-to-face meetings with individual members of senior management, teachers and librarians. This second approach proved more successful and the members of senior management responded favourably to the learning experiences, identified during the focus groups as examples of impact of the SLRC on learning, to the potential indicators of learning, developed by the Research team, and the classification within the framework. However, it was thought that the framework appeared daunting and difficult to understand without detailed explanation. This exercise did little to confirm or validate the potential learning indicators other than to gain general approval and agreement that the frameworks had some potential for helping teachers and librarians start to explore the SLRC contribution to learning. At this stage it became apparent that the approach to the case studies would have to be altered to take account of the fact that it was unlikely that the Research team would be able to engage teachers and librarians in the specific identification of appropriate learning indicators for use within the SLRC. Instead the approach had to become a more open observation of the learning experiences of the pupils, seeking evidence and examples across the full breadth of the learning experience. In other words, rather than evaluating the learning experience within

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the SLRC in relation to planned goals and specifically identified indicators, the role of the case studies was to enable more specific examples of learning and indicators to be identified. Thus the case study phase was to enable the initial framework to be refined and used to describe the kinds of learning experiences upon which a SLRC might expect, if not plan, to have an impact. Given this subtle shift in the nature of the Project outcomes, one further change to the terminology of the impact framework was made prior to its use within the case studies. As already explained, teachers had expressed concern over the use of the term “learning outcome”, which has a specific meaning in curriculum terminology, and this had been initially replaced in focus group discussions with the term “learning impact”. However, in using and refining the framework during the case study phase the term “learning experience” was chosen. This was seen as a more appropriate description of the findings which emerged and signals the fact that, rather than providing measures of impact as such, the final framework (figure 3) identifies examples of more learning experiences upon which an SLRC might expect to have an impact. . 5.4.2 Factors influencing the impact on learning The discussions highlighted a number of factors that were perceived to enhance or limit the extent to which the learning experience in the SLRC could be effective. These were considered to be important elements that needed to be taken into consideration when planning and evaluating the use of the SLRC for curricular or extra-curricular activities. A summary of these conditioning factors is reproduced in table 9. Table 9

Summary of the conditioning factors influencing the impact on learning

Enhancing / Limiting Factors • • • • • • • • • • • • • • • • •

•

External influences (home background, age/maturity, ability of pupils) Whole school attitude, how it is valued, how it is integrated, how it is supported within SLRC & classroom Acceptability - intellectual placing (hub of school) Financial factors (costs of resources & ICT) Communication flow (dissemination of information), promotion (displays, pro-active) Staff personalities - librarian, teaching styles, adapting to environment , stress if imposed Changes (curriculum, staff) Skills expectation by teachers Planning of use (with librarian, as teacher, preparing students, student's planning) Evaluation of use (efficiency of learning in SLRC) Curriculum requirements/constraints Time limitations (for use, for management) Availability - open access, class use (different groups, individuals, pairs, whole class), conflicts of interests between users, "all things to all people" Physical location and Environment (available space, physical atmosphere, design, less formal, noise) Resources limitations, books & computers - availability for all needs & levels Variety of resources (supplement/compliment classroom, differentiated, appropriateness) Equal opportunities - resources for all Difficulties (of information skills, cross-curricular, understanding, transferring, overwhelming information, frustration)

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1

Bloom, B.S. Taxonomy of Educational Objectives.Vols 1 & 2. London: Longmans, Green & Co Ltd, 1956. 2 Kuhlthau, Carol Collier. Seeking Meaning: a process approach to library and information services. Norwood, New Jersey: Ablex Publishing Corp, 1993. 3 SOED. Curriculum and Assessment in Scotland National Guidelines Assessment 5-14. Edinburgh: Scottish Office Education Department, 1991, p. 10. 4 Scottish Executive. The Structure and Balance of the Curriculum 5-14 National Guidelines. Dundee: Learning and Teaching Scotland, 2000, p. 4. [online] http://www.ltscotland.com/guidelines/pdf/saboc.pdf [15-02-01]. 5 SCCC. Curriculum Design for the Secondary Stages. Guidelines for Schools. Dundee: Scottish Consultative Council on the Curriculum, 1999, p. 6-7. [online] http://www.sccc.ac.uk/pdfs/secondary.pdf [15-02-01]. 6 Taking a Closer Look at the School Library Resource Centre Self-Evaluation using Performance Indicators. SOEID/SCCC/SLA/SLIC, 1999. HMI Audit Unit. How good is our school? Self-evaluation using Performance Indicators. SOEID, 1996. 7 Environmental Studies 5-14: Society, Science and Technology consultation draft. SCCC, 1999. 8 Kuhlthau, Carol Collier. Student Learning in the Library: What Library Power Librarians Say. School. Libraries Worldwide. Vol. 5 (2), July 1999, p. 80-96. 9 Taking a Closer Look at the School Library Resource Centre Self-Evaluation using Performance Indicators. SOEID/SCCC/SLA/SLIC, 1999. HMI Audit Unit. How good is our school? Self-evaluation using Performance Indicators. SOEID, 1996. 10 SOED. Curriculum and Assessment in Scotland, National Guidelines.

ASPECTS OF LEARNING Analysis from the focus groups and interpreted according to Bloom's Taxonomy of Educational Objectives1

Affective

Psychomotor

Lower Cognitive

Skills,

Knowledge &

Higher Cognitive

Interpersonal (additional category)

Classification according to 5-14 Documentation

Developing Informed Attitudes

Understanding

Developing Informed Attitudes

Classification according to Performance Indicators (one idea being each aspect of learning leads to next - motivation leading to progression leading to independence leading to interaction (when confident))

Motivation

Progression

Independence

Interaction

IMPACT OF RC ON LEARNING learning outcomes according to focus group discussions (more direct & immediate) Enrichment (added extras, fun through learning) Enthusiasm (positive attitude) Motivation to learn (increased / improved) Imagination /experimentation Satisfaction of success Extra curricular use Initiative (willingness to return to RC to work, read round subject, use resources for other subjects) Self-esteem (see work displayed, positive experience)

Library skills (familiarity of layout, terminology, resources, catalogue, etc) ICT skills (confident use of keyboard skills, CDRom & Internet searching, etc) Quality of work (school work & exam results, accuracy, presentation, fact, vocabulary) Information skills (understanding, selection, note-taking, evaluation, etc) Reading skills (developing habit for pleasure, information, skimming, scanning, etc) Progress in planned outcomes (planned by subject teacher/librarian/school) Increased knowledge (range & depth) Develop understanding (increase memory recall)

Serendipity & exploration (lifelong interest in books) Developing ideas Reinforcement Transferability (cross-curricular, lifelong learning) Confidence in use (awareness of & ability to try other sources of information) Study ethos (personal needs awareness & wider learning process, exam skills) Awareness (of wider information world & need for it)

Peer support & teamwork (help others find & use resources, co-operation, learn from others) Develop communication skills Social interaction (new relationships) Awareness of others (needs of others, study/work ethos, differing opinions, social skills, behaviour, respect for resources) Awareness of others (in wider world)

(more indirect & delayed)

Figure 2

Initial impact framework

INDICATORS OF IMPACT (not forthcoming from focus group discussions but based upon them) Motivation (direct & more immediate) • undirected use / exploration of SLRC & resources • promotion of resources (by user to others) • volunteer help (in RC) • volunteer discussion (with peers, librarian, teachers) • enquiries originating from resources used (more information, clarification questions) • willingness to participate (enthusiasm) • involvement in other activities as result of RC use (clubs, magazine) (more indirect & delayed) (indirect & more immediate) • undirected use / exploration resources elsewhere

Progression •

Independence • • •

•

navigation of RC & resources (terminology / location) appropriate use of resources within subject appropriate use of information / technical skills within subject skills associated with subject reading fluency / frequency / regularity / variety progress in planned outcomes

• • •

wider general knowledge concentration writing skills

• •

• • • •

• • •

• (more indirect & delayed)

•

Interaction

unsupervised use / using initiative independent, appropriate choice appropriate use of knowledge / skills in other areas developing originality / creativity in arts etc awareness / use of resources beyond SLRC confidence to seek help

• • •

use of appropriate behaviour awareness of others in RC recognition of differing opinions from resources

higher personal aspirations understanding & use of ideas/ knowledge gained in RC in another subject originality / creativity in English & ICT awareness of wider world

•

willingness to help others (find / use resources) willingness to share ideas / experiences awareness of others in school recognition of differing opinions amongst peers / in society

• • •

Possible trackers include: record of requests, record of discussions, record of resources accessed/used (useful or not & why), observation of use & users, discussion with individuals, pupils work (before, during, after), reader records (breadth, level). These will be discussed with individual schools.

Figure 2

Initial impact framework

6.

CASE STUDY FINDINGS

Each case study is introduced with brief factual information about the school and its SLRC. This is followed by a description of what the teacher and librarian were seeking to achieve and the activities they planned. One teacher forwarded a detailed lesson plan for her use of the SLRC to the Research Team and other information for these sections was accumulated from the initial discussions with teachers and librarians. The rationale for the methodology used in this Research Project has already been explained in section 4.3 but in each case study a brief summary of the specific methods used to examine the learning impacts is included to explain the variations in individual circumstances. The findings are then described in general terms of observation and the more specific evidence of impact. The evidence of impact has been broken down into the learning themes described in the Performance Indicator 3.2, the "quality of pupils' learning",1 : motivation ("extent to which pupils are motivated by their learning experience"); progression ("progress in learning"); independence ("personal responsibility for learning, independent thinking, and active involvement in learning"); and interaction ("interaction with others"). In the observation and evidence of impact sub-sections the evidence of impact on learning has been highlighted in bold italics and the corresponding indicators identified in the margin. This grouping was chosen because it was thought to describe the learning experience and can then be related to the way the curriculum is described in the official documentation; it was not chosen because of the specific use as performance indicators. Where appropriate these have given further sub-headings. The final section looks at the issues arising from the tracking or monitoring process and summarises the evidence of impact. The layout of each case study: • School context - factual information about the participating school; • School library resource centre- factual information about the SLRC; • Introduction to the case study lesson plan - describing what the teacher or librarian was setting out to achieve and the activities relating to the aims; • Case study methodology - describing the specific methods employed to examine the particular learning environment; • Observation - general description of what happened; • Evidence of impact - evidence of impact under the headings: Motivation; Progression; Independence and Interaction. These were subdivided still further where appropriate to describe more specific types of learning skills. • Discussion - examines the issues arising from the process of tracking or monitoring the evidence and summarises the examples of impact on learning. The Section 8 within the Case Study Findings examines a few examples of special events organised by the SLRC and the significant use made of the SLRC for ad hoc personal requirement. The special events in the SLRC were observed in order to investigate how impact might be indicated and examination of the ad hoc visits to the SLRC used a questionnaire based on Marshall’s critical incident methodology 2 [Appendix 12] already discussed in the methodology (Section 4.3.2). 1

a. HMI Audit Unit. How good is our school? self-evaluation using performance indicators. SOEID, 1996, p. 43. b. Taking a Closer Look at the School Library Resource Centre Self-Evaluation using Performance Indicators. SOEID/SCCC/SLA/SLIC, 1999, p. 7. 2 Marshall, J. The impact of information services on decision making: some lessons from the financial and health care sectors. London: British Library Research & Development Department, March 1993. Information policy briefings, no. 1.

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6.1

CASE STUDY 1 SCHOOL C: S1 ENGLISH

6.1.1 School context Location School C serves a small town and the outlying country districts. The school has served the town and district since the early nineteenth century and moved to its present site on the edge of the town in 1965. Size Pupil roll of 1165 and approximately 125 members of staff. Free meals 12% free meal entitlement. Bussed pupils 25% bussed pupils. Associated primaries Ten (three other primaries have the option to send pupils). School aim "The general purpose of [C] Academy is to enable pupils to enrich their lives by engaging in work and activities which will assist them to make sense of their society, to make more sophisticated appraisals of their own role in the world, and to cope with the demands and pressures which that world imposes."

6.1.2 School library resource centre Accommodation During the year 2000, the SLRC was extended to allow seating for 32 pupils in the class area, including 12 networked computers, seating for 10 in comfortable chairs and a study area with tables and study booths for 25 pupils. The career resources are in an adjoining room with seating for 20 pupils. The atmosphere is spacious, bright and welcoming. Staffing The SLRC is staffed by one chartered librarian, who has been in the post for approximately two years. The librarian has clerical assistance 2.5 hours per week, volunteer teacher help at lunchtimes and volunteer pupil librarians help whenever they are free before, after school and at lunchtime. The head teacher stressed the importance he placed on the SLRC. There is a library committee and keen interest from all members of senior management. This school places an emphasis on the development of information skills in the lower school with an integrated Information Technology Course (IT Skills Course) directed by senior management with input from the librarian. Availability The school made a conscious decision to have open access to the SLRC for all pupils. Lunchtime is particularly busy and is staffed with teacher volunteers. The SLRC is not open at break time and is not used extensively after school. Individual pupil use during class time is discouraged, except in the case of seniors. Use Some departments use the SLRC extensively while others are located too far away but all departments give positive encouragement for pupil use of the SLRC. Pupils are encouraged to work in the SLRC, not necessarily silently but with purpose, and games and general socialising are discouraged.

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6.1.3 Introduction to case study 1 The teacher involved in this case study was not a participant in the focus group discussions. Lesson plan Subject English, 5-14 functional writing to convey key facts. Level Two S1 classes taken by the same teacher, one class with 31 pupils, the other with 28 pupils. All the pupils have done other projects using the SLRC during the course of the year and one third of the pupils in each class were engaged in the library part of the integrated IT Skills Course during the case study period, which concentrated on types of information and the use of a variety of resources. The others will have covered the library modules in previous terms. Aims Each pupil was required to produce a poster or leaflet conveying interesting facts about an animal they had researched. The teacher specified her aims as the following: • To produce a piece of functional writing for the pupils’ folios (Functional writing, according to the 5-14 English Language Guidelines 1 , is used to convey information.); • To encourage reading for information (skimming and scanning); • Selecting information from a range of reference sources (practice in notetaking techniques); • To practise redrafting work. The librarian's aim for the pupils was to ensure they found relevant information from appropriate resources. Time scale The teacher initially booked the SLRC for both English periods for each S1 class for one week. After the first week there was a break of a week while the pupils took part in a Readathon in class time. Towards the end of the first week the teacher decided more time would be needed for using the resources and booked more sessions in the SLRC. This extra time was eventually reduced when she and the librarian felt the pupils were beginning to get bored and had begun to exhaust the resources. The pupils spent four periods (of 50 minutes each) researching their animal in the SLRC. After gathering information in the SLRC, the teacher expected to give the pupils another week to complete the work in the classroom. Pupils were not set homework but were verbally encouraged to look for information beyond the SLRC. Activities The teacher consulted with the librarian beforehand to ensure there was enough appropriate material available in the SLRC on all the animals she had selected for research.

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In the first session the teacher explained the task and handed out a card to each pupil with the name of an animal to research. The librarian introduced the new library arrangement and gave a refresher on the type of resources available, the use of index and content pages, the library catalogue and codebuster (an alphabetical chart of commonly used topics and their Dewey classification number). At the beginning of subsequent sessions the class was reminded of what they were trying to achieve. Pupils were allowed to sit in friendship groups and used the class or nonfiction area of the SLRC, and were only moved if the teacher felt there was too much distraction. The teacher encouraged all pupils to use the CD-ROMs, and a rotation of computer use was ensured. Resources required Pupils were given the freedom to use whatever resources they needed: reference books, non-fiction books, magazines, CD-ROMS, and the Internet. Differentiation/extension One class had a support for learning teacher with them for some of the research lessons. This teacher was also involved in delivering the IT Skills Course, which all S1 pupils complete. At the end of the project, some pupils were given a poem or piece of imaginative writing to do using the information found on the animal. Assessment/evaluation The submitted posters or leaflets were marked according to the 5-14 criteria, which included looking at the information and its presentation in poster or leaflet form. Informal discussion about the sessions was carried out between the librarian and teacher during and after the project.

6.1.4 Case study methodology The researcher observed the pupils at work using the resources in the SLRC and the first lesson back in the classroom. This involved descriptive and schedule recording. The jotters and final work were studied at the end of the project, to investigate the progress of the research process, and a checklist of possible learning experiences was used to aid data collection. In total 57 examples of submitted work were examined and 37 jotters were examined. The pupils in both classes completed a simple questionnaire (51 returned) at the end of the sessions in the SLRC to assess their views on using the SLRC and to provide an indication of what they felt they had learned. Discussions were carried out informally with the teacher and librarian during the course of the project (there was little opportunity to have more formal discussions with the teacher because of her tight timetable).

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6.1.5 Observation The teacher gave each pupil an animal to research and introduced the task explaining what was expected in the SLRC and as a finished piece of work. The librarian introduced the new layout of the SLRC, reminding the pupils about the use of reference books, index and contents pages, the library catalogue and codebuster. The teacher started with a brainstorming session to establish the type of information that would be required and subsequent lessons began with a brief reminder of the aims. When the pupils were allowed to begin their research, the five computers (loaded with a variety of CD-ROMS) were immediately occupied, one pupil used the catalogue (with help from the Motivation librarian) and the rest made their way to the non-fiction books, the reference section and the Wildlife Magazines. In one class, all but two of the 31 pupils found some resource to work from Progression showing a degree of confidence in use of the SLRC and its resources. The Independence remaining two pupils displayed a lack of enthusiasm for the resources and had made no tangible start to the research by the end of the first lesson. In the other class, again the pupils made their way straight to the resources Motivation/Independence but this time a group had difficulty finding the encyclopaedias. They had gathered on the wrong side of the shelves and seemed to be taking the lead from each other. It was observed that some pupils struggled with alphabetical order and understanding the instructions within the encyclopaedia. The pupils using the hard copy resources engaged in discussion, and Interaction helped each other find the correct volume of an encyclopaedia or the basic information highlighted in one particular encyclopaedia. The pupils were allowed to sit where they liked around the tables, and the arrangement of comfortable chairs helped the communication flow. The teacher commented that this communication is not always possible or encouraged in the formal classroom setting. The pupils who used the computers during the first lesson were not those who had recently covered the CD-ROM searching in the IT Skills Course. One pupil was observed to work systematically through all the CD-ROMs and was selective in his notes, he consulted his jotter and wrote additional information as he found it. He also helped his neighbour who was having difficulty finding his animal on his particular CD-ROM. Those on the computers were using them as a resource, taking relevant information and moving on. One pupil had problems with his password logging onto the computer and was observed to lose interest in his research for the rest of the first lesson.

Independence Independence Interaction Independence

Pupils were observed using resources to find interesting and more unusual Progression facts, for instance one pupil found information about the tail of a lemur and the librarian helped another find out about the effects of poison but this type of information was not always evident in the final piece of work or even in the jotters. In the classroom the teacher began the lesson with a brainstorming session on the way information is portrayed in leaflets and on posters to help the pupils develop ideas for presenting the information they found. When the discussion was over pupils began working in their jotters or started to 41

gather pictures or equipment needed for their poster or leaflet. All the pupils were observed to be on task. There was plenty of interaction between pupils and with the teacher. 6.1.6 Evidence of impact Motivation - Expression of Motivation • The pupils showed an enthusiasm to get started and find resources. enthusiasm More enthusiasm was observed when the teacher discussed what was found and made suggestions (although these suggestions were not immediately followed up). As the work of Kuhlthau2 confirms the interest and motivation increased as information began to be gathered together. I learned “it takes alot of evert [sic] to look for ...[information] it is fun” •

•

Another indicator of motivation was felt to extend beyond the immediate class use to prompt involvement in the project or the SLRC at another time and three pupils were pointed out to the Researcher continuing their work during one lunch break. However, the librarian found it difficult to keep records of this kind on a regular basis and it is not known how frequently this occurred. Only 10% of pupils said they went back to the SLRC in their own time to work on the project, although 51% did indicate that they had found information at home and could be taken as an indication of motivation to continue their work. The animal resources was not allowed to be borrowed for the duration of the animal project, to ensure that they were available in class time, but after the last session in the SLRC the resources were released and three pupils were observed to borrow books. It is also hoped that encouraging research skills in the SLRC enables pupils to locate resources elsewhere more easily but this case study could not establish such a correlation.

Motivation - Expression of enthusiasm

Motivation - Continuation of task Motivation - Continuation of task

Motivation - Continuation of task

One pupil was thought to be discouraged in his search by finding nothing new, commenting: "all the books have the same information".

•

The observation schedule, used during the fourth session in the SLRC, indicated that the pupils of one class spent more time on task while Motivation - Absorption in the other class spent more time off task. Not surprisingly the class in task which the pupils were more on task were also observed to use the catalogue, index and contents pages more. The other class had more resources out but appeared to be less focused.

•

The questionnaire revealed that pupils were not more enthusiastic about working in the SLRC rather than the classroom. At first this was thought to be surprising as some teachers in the focus groups considered using the SLRC as a treat, and remarks made by teachers using the SLRC during observation indicated some teachers did not consider using the SLRC as "work". However, observation and remarks by the librarian suggested that pupils consider using the SLRC during class time as part of their work, something that has to be

42

done (or not) and is not considered by them as a "treat". One pupil commented that being in the SLRC was, "better than working in the classroom", an opinion confirmed by others. On the questionnaire the pupils were asked if they work hard in the classroom and the SLRC and 84% indicated they worked quite hard or very hard in the classroom and 75% indicated they worked quite hard or very hard in the SLRC. •

•

The teacher expressed the opinion that motivation could not be measured from the final work and, while it is accepted that this is subjective, the Researcher thought some work (25/57) revealed a dynamism and extra effort, care and attention, which might indicate motivation and an enthusiasm for the project. Those with the better grades reflected this but there were also others who appeared to put effort into the process (either observed or concluded from their jotters) which was not reflected in the submitted work and not necessarily recognised in the assessment of their work. The teacher thought all the pupils had found new information about their animal but the Researcher thought that about half (29/57) of the submitted work displayed some form of unusual input into their work that might suggest motivation.

Motivation - Expression of enthusiasm

Progression - Found relevant information

The pupils had a week's break from the research in order to take part in a Readathon and this might explain a general reluctance to get on with the research in the next SLRC session. It might also be explained by Kuhlthau's3 observations, which indicate that during the exploration stage of the research process, there tends to be a feeling of confusion.

Progression • One class showed greater concentration on their own work during Motivation - Absorption in session three in the SLRC, at a stage in the research process when the task interest is expected to be high and anxiety reduced. In the other class, fewer pupils progressed beyond the stage of exploring the resources, there was less willingness or understanding of the need to use the resources, and these pupils showed fewer signs of taking notes. Some of the pupils had just begun their library module of the IT Skills Course, working through reference material and CD-ROMS in the SLRC, while other groups had done this in previous terms. There did not appear to be any obvious difference between any of the IT Skills Course groups. I learned "where to start when looking for something" •

In the questionnaire, 43% of pupils responded that they used resources they had not used before and 43% said they had learned new skills. A slightly smaller percentage, 35%, indicated that they had learned something new about the SLRC or the way it works. 69% of pupils thought they would find it easier to find information in the future. Given the librarian's and teacher's emphasis on use of a variety of resources it was interesting to note that 73% of pupils felt they would have used the same or more resources in the classroom and 84% felt they would have used the same or more resources if they had done the project for homework. Observation had suggested that pupils were in

43

Progression -Find relevant information

•

•

fact using a wider range of resources than would have been possible in the classroom and therefore their responses may indicated confusion over the wording of the question or a different interpretation of what is Progression -Found meant by "using resources". The majority (88%) of pupils indicated relevant information from that they used more than one type of resource and most used several number of resources within each type. For example, when asked to write down five things they learned in the library while doing their research, one pupil indicated he/she had learned: Progression - Use of index, "how to use the index of a reference book, how to use an animal CD use of CD-Rom, found rom, how to find information without help, how to treat others in a relevant information from library, to use resorces [sic] I never knew obout." number of resources Interaction - Use of The teacher encouraged three pupils who had not experienced the CD- appropriate behaviour ROMs to try one. All were reluctant but made some attempt. One continued his research unprompted on the same CD-ROM the Motivation/Progression following lesson (despite the inconvenience of a particularly dark Continuation of task/ICT screen) and indicated that he was feeling more confident. The teacher skills noted that the pupils take computers in their stride, using them as a tool and some of the pupils were observed to use the computers in this way. The teacher was surprised how much information some of the less able pupils had managed to find. Several of these pupils gave quite detailed information they had learned about their animal on the questionnaire. I learned "that the books give you millions of information"

•

One jotter in particular suggested a real awareness of the research process, beginning with a general encyclopaedia, noting the source of information, taking notes (some copying was also evident) and adding to information already found, and the selection of information related to the original questions. Other jotters were seen to have some of these elements but did not suggest the same methodical approach to the task. Although the teacher had suggested the pupils made a reference to the source of information in their jotters this was not a requirement and pupils tended to note the first source of information only but when checked, it was evident that other sources had been used. In all, 22/37 pupils made a note of the source of information at least once in their jotter.

•

At the beginning of each lesson the teacher reminded pupils about notetaking and it was felt that some pupils improved their notetaking Progression - Notetaking skills over the sessions. It was difficult to distinguish between those pupils who had written notes in their own words and those copying text. When questioned a group of pupils indicated that they needed to take down all the information to ensure they missed nothing. Altogether 19 of the jotters showed evidence of notetaking with three individuals using bullet points.

•

The teacher also reminded the pupils about skimming and scanning but it was clear that one pupil learned the terms without really understanding what was meant, when he wrote that he had learned to:

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Progression/Independence Confident & competent use of information handling skills

"skim & scan read everything". •

One class used the research to write poems about their animals and ideas generated from the research could be detected in the poems. These pupils were given the opportunity to use their information in a different format, enabling them to interpret their findings in a new Progression - Information analysis way.

•

One regular library user had very little evidence of research in his jotter but he was observed in the SLRC one lunchtime and explained that he was using the computer to copy and paste information and pictures from the Internet and that he would then highlight and wordprocess the work at home. The final work was also done on the computer. This illustrates a development of ICT skills and Independence - Confident independent use of resources. However, the teacher felt this pupil had use of ICT skills not tackled the project in the way she intended and it also demonstrates how the work in progress would not be visible to the teaching staff if they had felt it to be important. There were other examples of finished work that did not reflect the amount of information found during the research process.

•

Another regular library user displayed well-organised notes, linked to the original list of requirements noted from the brainstorming session. The information found was interesting and well used in the final poster. A pupil with well-developed information handling skills is able to make good use of the opportunities offered by the SLRC to extend Independence the learning experience.

•

Twenty-two pupils showed evidence that they had developed ideas Progression - Information from their notes through to the final piece of work but there was more analysis evidence of analysis of information in the poems than in the posters.

Independence • The pupils had all used the SLRC for other projects during the year and confidently sought resources despite the new and unfamiliar layout of the SLRC. The learning support teacher commented that she was surprised how much information one of the less able pupils had managed to locate. In the submitted work 17/57 pupils demonstrated an awareness of other sources of information beyond the SLRC.

Independence - Confident use of library skills Independence - Transfer skills

•

After the fourth session in the SLRC three pupils were seen to return at Independence/Motivation lunchtime (motivation) and were observed to continue their research Confident use (independence).

•

It was observed that the pupils were confident to ask for help from the Independence - Confident teacher, the librarian and this was confirmed in replies to the to seek help questionnaire. Several of the pupils ticked two boxes and therefore did not give a preference but 69% indicated they would ask the teacher and/or the librarian as opposed to 29% who preferred to ask a friend.

•

In the classroom there appeared to be less independent working and more need for reassurance from the teacher. The teacher felt this might be a reflection of how they perceive the SLRC as a place for independent research whereas the classroom generally has more teacher

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intervention. Interaction • A great deal of discussion was observed between individuals and groups; some was social chat but other instances involved helping each Interaction - Peer support other locate resources and discussion related to the project. One pupil was observed not letting another use a resource, a third pupil intervened, "you're not even using it" and passed it on. The learning support teacher commented on how pupils helped each other by pointing out information that might be useful. •

73% of pupils indicated that they had found information useful to someone else in the class and 61% that they had received information from a peer. This substantiates what was observed by the Researcher, teacher and librarian that there was peer support and an awareness of the needs of others.

•

Discussion was observed not only between the pupils but also with the teacher who interacted with the pupils in a lively, informative manner.

•

Observation in the classroom did not reveal any obvious change in motivation or interaction but the pupils were beginning the design stage of the poster/leaflet and therefore the type of activity encouraged a similar working atmosphere. Pupils were keen to answer questions, were attentive and were on task for the majority of the time.

•

There was more dynamic behaviour and a relaxed atmosphere in the classroom, which might be due to a familiarity with their surroundings, but it might also be an indication that the pupils adapt their behaviour Interaction - Appropriate according to the circumstances. It was mentioned in the teacher focus behaviour groups that pupils need to understand and respect the needs of others and that using the SLRC was perceived to be a means of encouraging an awareness of others and providing the opportunity to adapt their behaviour according to the circumstances. An encouragement by members of staff of quiet and respectful use of the SLRC for study was observed at all times.

6.1.7 Issues arising from the process of monitoring impact Observation was a useful tool to investigate what the pupils were doing and how they were tackling the project but some of the pupils were wary of the Researcher and reluctant to discuss how they were tackling the research process. The teacher and librarian were in a better position to understand individual problems when discussing progress with the pupils. The observation schedule gave a more quantitative measure of pupils’ actions and gave an indication of how the class as a whole was progressing rather than a more individual evaluation when observing particular pupils. Detailed discussion with the teacher proved difficult in this case study because of her full timetable. However, discussion during the SLRC sessions was valuable and allowed changes to be made immediately where necessary, such as the decision to end the sessions because the pupils were beginning to exhaust the resources and get bored.

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The questionnaire provided useful evidence to support the observation about how pupils enjoyed the experience (motivation), how they found the experience of using the SLRC and the type of resources used, what they thought they had learned (progression and independence) and how they felt they had interacted with each other (interaction). However, it was clear that there were ambiguities in the responses. Examination of final work gave a good indication of how the pupils chose to present the information they found but the jotters gave a clearer picture of what information was found and how individuals tackled some aspects of the information handling process. However the teacher indicated that she did not have the criteria to assess this aspect of the work and the jotters are not readily available for the librarian to examine. The librarian felt the main criteria for success was whether the teacher was satisfied with the project and the pupils' experience in the SLRC but this is not necessarily an indicator of impact on learning.

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6.1.8 Case study 1: summary of the evidence of impact on learning Indicators of Motivation: • Enthusiasm to get started; • Pupil absorption in task; • Continuation of research in own time; • Effort in the final work • Expression of enjoyment of experience. Indicators of Progression: • Awareness and development of skills: Ø Library skills, including the ability to find and use a variety of resources, including use of index; Ø Information handling skills, including selection and use of appropriate information, skimming & scanning techniques, notetaking; Ø ICT skills, including increased familiarity when searching different CD-ROMS and Internet; • Evidence of new information in jotters and appropriate use or interpretation in final work; • Quality of work submitted. Indicators of Independence: • Ability to continue and progress unaided either in SLRC sessions or in own time, transfer of skills; • Awareness when help is required and confidence to seek help from member of staff. Indicators of Interaction: • Discussion about work with peers and members of staff; • Willingness to help each other, peer support; • Use of appropriate behaviour and respect for needs of others. Summary of factors influencing the impact on learning Factors enhancing impact: • Enthusiasm of teacher; • Constant interaction of teacher with pupils; • Understanding of SLRC and resources from previous experience; • Rotation of pupils on computers. Factors limiting impact: • Frustration expressed by pupils caused by problems.

1

English Language 5-14. Curriculum and Assessment in Scotland National Guidelines. Edinburgh: The Scottish Office Education Department, June 1991, p.19. 2 Kuhlthau, Carol Collier. Seeking Meaning: a process approach to library and information services. Norwood, New Jersey: ablex Publishing Corp., 1993. 3 Ibid.

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6.2

CASE STUDY 2 SCHOOL A: S1 MODERN LANGUAGE

6.2.1 School context Location School A serves a small town and the surrounding rural and coastal area. Size 902 pupils and 100 staff. Projected roll for August 2001 is 944. Free meals 70 pupils representing 8% Bussed pupils 340 pupils representing 38% Associated primary schools Eight School aim "Our Aim is to enable pupils to achieve all they can and gain the skills and knowledge they will need to cope with a rapidly changing world." 6.2.2 School library resource centre Accommodation The SLRC covers an area of approximately 315 square metres; allowing seating for 40 pupils, including 10 networked computers within a careers area and a separate staff development area. The atmosphere is bright and airy. Staffing Two chartered librarians work on a job share basis with part-time assistance for 12 hours per week. Pupil librarians help at lunchtime. Senior Management is fully committed to the SLRC. Availability The SLRC is open before and after school and most lunch times. Whole classes, groups of pupils or individuals use the resources throughout the day. Use The majority of departments make use of the resources either for the pupils or for staff development.

6.2.3 Introduction to case study 2 The language teacher involved in the case study had participated in the focus group and expressed an interest at that time in the potential of using the SLRC to develop a cultural awareness in the pupils alongside their study of the language. Her experience of using the SLRC in this way was limited to one project during the previous year. The teacher was invited to take part in the case study and accepted, developing an ambitious project centring on co-operative learning methods introduced at a staff development workshop. Lesson plan Subject Modern language, French cultural project. Level Two S1 classes doing a project at the beginning of the school year. They

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had all started their library induction course during English. The previous language experience of these first year pupils will depend on whether they were introduced to French or German in primary school and they spend the first year studying one or other language but not necessarily the one introduced in primary. Aims The aim of the French project was to give the pupils some cultural background to their study of the language. The pupils were in small groups and given a topic to research. Each group had to complete a worksheet giving information on that topic to be assessed by the teacher. The groups then gave a presentation, using a prepared poster, to other groups linked by a common theme. These groups became new clusters and prepared presentation using the accumulated information to give to the whole class. Aims of the project expressed by the teacher were to: • develop awareness of French culture • develop research skills • develop independent learning • develop group work and positive interaction • develop reporting skills in small group, clusters of groups and whole class. The aim was to use the SLRC: • as a research centre: books, CD-ROMS, Internet, TV • as a space and to have access to librarians: • for research • for encouraging small groups interaction • for pupil support • for teacher support Time scale The whole project was scheduled to take eight lessons, with the research being done in one 40-minute period and finished at lunchtime or after school. The research time was extended for another period when it was discovered that the pupils needed more time to complete their research. During the other lessons the pupils were to work in groups to present their findings and report to other members of the class. Activities Initial discussions took place between the teacher and librarians and the teacher drew up detailed lesson plans for the project. These were passed on to the librarians and Researcher and further discussions were held to clarify the project. The two S1 French classes taught by the participating language teacher were organised into groups of about three pupils (using a system to ensure random grouping). The groups were given a topic to research and spent two periods in the SLRC looking at resources selected by the librarians in advance. The groups reported their findings back to the teacher or librarian in both a written summary and brief presentation. Some of the groups continued to work in the SLRC using the space. The groups then joined with others to form new clusters united by a common topic. Each group nominated one member to work with another group member of the cluster to reorganise and refine the information to be presented to the whole class.

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These members of the cluster groups worked in the SLRC. Meanwhile the remaining members of the clusters worked in the classroom and used the information gathered to help devise a quiz for the teacher to test their knowledge and understanding of the cultural aspects researched. The teacher designed a class evaluation that each pupil completed at the end of the project. Each pupil wrote a sentence or so about what they had learned, what they had enjoyed, what they did not like during the project and what the group could have done better. Resources required The librarians located suitable book and Internet resources and a checklist was made available for each group identifying the most appropriate resources. The non-fiction books were taken off the shelves and kept separately. Two groups of pupils needed to use a video to extract information. Assessment/evaluation The teacher gave instructions on what was required and assessed the information written on the worksheet. The teacher and librarians assessed the reporting skills of the various groups, according to criteria specified in a checklist and the pupils themselves were involved in peer and selfevaluation. 6.2.4 Case study methodology Although two classes were involved in the same project only one class was observed as the case study unit. In this class, all the groups were observed doing their research in the SLRC. The groups that were allocated to work in the SLRC at the poster and reporting stage were observed as they used the information gathered to make a poster and then reported that information to the larger group or cluster. Informal discussions were carried out with the pupils, librarians and teacher during the sessions. At the end of the project the teacher and librarian evaluated the project with the Researcher present. The teacher discussed her impressions of the project with the Researcher. Observation schedules were not used in this case study because of the complex nature of the project itself. A questionnaire was completed by the pupils of both classes (50 returned) and the self-evaluation sheets completed for the teacher were also examined. The presentations were observed and the posters and worksheet examined. The librarians were asked to keep a record of their observations. 6.2.5 Observation The librarian reminded the pupils that they were to work together and tried to establish what role each individual had within the group (resource manager, timekeeper, and noise controller). The teacher was using an unfamiliar co-operative learning model for this project and this caused initial uncertainty about what was expected of the pupils and the librarians. 51

The librarians had prepared research cards for each group listing appropriate resources to ensure that pupils could begin quickly. The pupils were reluctant to refer back to instructions given in the classroom by the teacher to establish what they were supposed to be doing. The roles they were given within the group caused confusion at the start and they were not good at communicating with each other or organising themselves to ensure all the tasks were covered. The project commenced at the beginning of the school year when the new S1 pupils were unfamiliar with the SLRC, the librarians and other members of the group and this was thought to have a bearing on how quickly and confidently the research process was undertaken. Pupils using the book resources appeared to understand the need to use the Progression contents and index pages and made a reasonable start at reading and taking notes. A few of these pupils had begun to make connections with their Progression topic and the information they were finding by the end of the lesson. Those using the computers needed more help, were less able to search efficiently and reluctant to take notes but printed as much information as they could. Although the librarian reminded them to read these printouts, this was not observed and by the end of the lesson not much appeared to have been done with this information. A few pupils were disappointed not to have had the chance to use the computers. Some pupils still appeared unsure of what was required by the end of the first session. During the second session in the SLRC the groups were gathering their information together onto a worksheet and beginning to think about their presentation. This time they appeared to be more aware of what was required and were more focused, although individual members within groups were not always collaborating as well as they should. When the teacher checked the worksheets and explained why goals had not been met there appeared to be a greater understanding of what had been required and in some cases a clearer idea of how to proceed, but others were less sure because they had not understood their topic sufficiently or because the process of presenting the information caused renewed uncertainty. Most of the groups managed to progress onto the next stage with a little input from the librarian or another helper (the teacher had sent two assistants to the SLRC to help the librarians).

6.2.6 Impact findings Motivation • During observation it became apparent that motivation was directly related to the understanding of the task and an ability to proceed. Pupils arrived in the SLRC ready to get on with the task set but some groups and individual pupils found it difficult to grasp what was required either because they had not thought to read the instructions, because they did not fully understand the instructions or because aspects of the research process proved difficult to grasp, such as the use of technology or reading skills required to access the information from the resources. •

Pupils were observed to be on task when their aims were clear or Motivation -Absorption they thought their aims to be clear. A few pupils were observed to in task be fully engrossed in a task that was inappropriate for the required outcome, for instance the writing of notes from the reference book 52

on the agriculture of France when the task required regional foods and specialities. •

One pupil was absent during the first research session and was observed to have difficulty getting motivated into the research process. The other members of the group appeared to know what was required and had already acquired a degree of knowledge. They tried to explain to the absent member but were still unsure of their own ground and in the end the absent pupil contributed more to the artist aspect of the poster than the research.

•

The observations made by the librarians confirm that pupil willingness and ability to get on with the task increased when the librarian intervened with help and direction. Discussion with the librarian also suggested that the pupils had enjoyed the experience of working in the SLRC on this particular project. One girl said she had learned more about football than she ever knew before while another member of the same group’s comment was: Motivation - Expression of enthusiasm

"Magic ". •

The librarian commented that: "all pupils were polite and well-behaved and worked quietly" and this could be an indication that they were willing participants.

Interaction/Motivation Appropriate behaviour/ Willing participation

•

Only 16% of pupils indicated on the questionnaire that they went back to the SLRC to work on the project in their own time but this low percentage may also reflect the group nature of the project and the difficulty of proceeding alone or getting the group together. One pupil, who had found relevant information, was observed, apparently engrossed, continuing her research in the SLRC over Motivation break time. The librarians reported that they noticed a few pupils Continuation of task, returning to the SLRC at lunchtime to continue with their research Absorption in task but no record was kept.

•

The class evaluation revealed a positive response to their enjoyment Motivation - Expression of the project and many pupils indicated an enjoyment of finding of enthusiasm information, using resources, particularly computers as well as working in a group and practical aspects of designing the posters.

•

The project questionnaire revealed a variation between the two classes doing the project with the observation class having 100% pupils indicating they liked doing the research in the SLRC either a lot or quite a lot but only 56% of the other class responded in the same positive categories. However overall the percentage was 78% in the positive range of enjoying the research. The teacher felt this discrepancy between the classes was reflected in the work produced by the two classes and motivation may have had a part to play in this.

•

It was more difficult in this case study to gauge the motivation in the posters produced because of the nature and organisation of the

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project as whole but one pupil did bring postcards from home to Motivation/Continuation put on the poster. of task • •

Two pupils wrote a short but enthusiastic piece about the project Motivation - Expression of enthusiasm for the local newspaper. Independence - Use of A few pupils were reported to have used the SLRC at lunch times initiative and after school for other activities as a result of the project and 86% of pupils indicated that they wanted to return to the library to Motivation - Return to use SLRC do something else.

Progression • The learning experiences related to the learning theme of Progression, could be examined in terms of an increased awareness of French culture, the development of presentation and reporting skills, the development of library, information handling and ICT skills. •

Some pupils were using information skills learned previously, such Independence - Transfer as the use of index and contents pages, a variety of ICT skills, and of skills in one instance an awareness of highlighting information when processing it. This would suggest that pupils confident in a particular skill are capable of transferring use of that skill to other situations but also highlights the need for teachers and librarians to be aware of skills already developed and to be able to build upon them.

•

It was more difficult during observation to see skills being developed. Resources were already located for the pupils in order to save time and an ability to locate resources was not really required. Some pupils displayed difficulties in using resources in some cases because of the uncertainty of what information was required but there was also a reluctance to read the information and then write notes from it.

•

Individual learning experiences were observed, particularly when using the computers. One pupil was observed discovering how to Progression - Use of print selected text instead of the whole article and another was computer skill observed to grasp the concept of using keywords in searching.

•

The questionnaire and evaluation comments did give an indication that pupils were aware of the research process and how they might overcome some of the problems they encountered: Progression -Awareness of need reading skills, Need for information Progression - Finding The worksheets, posters and presentations did give some evidence information, Presenting of progression in terms of information content and presentation information skills. "Read worksheet clearly" and "Be more organised about where to look"

•

•

There was evidence that information had been gathered for the first round of presentations but very often this had not been fully processed either through lack of time or lack of developed skills but

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pupils showed an awareness of this in their peer evaluations and reactions to their presentations and the second round of presentations showed a development of presentation skills as well as a refinement of the information content.

Progression - Awareness of need for relevant information & presentation skills

•

One librarian commented that she felt the presentations she evaluated were not very impressive. Group 3 were described as poorly prepared and organised and did not make the best use of the information they had, groups 1 and 2 had the information but did not present it to its best advantage and 8 and 9 were the best and this was thought by the librarian to be in part due to the subject matter (sport).

•

The pupils were also asked to make up questions for the quiz and examples of these reflected an understanding and knowledge of Progression - New knowledge the information collected.

•

The class evaluation revealed an increased awareness of French Progression - New culture and France and actual examples of knowledge gained and knowledge this was also supported by the questionnaire when 100% thought their knowledge of France and the French had increased. This knowledge was to be tested later in the term when the pupils are given the quiz to complete. The questionnaire also showed a high percentage of the pupils felt they had learned new skills (82%) and Progression - New skills learned something new about the library and how it works (94%) while doing the project and would find it easier to find information next time they used the library (86%). Fewer pupils indicated they had used resources not used before (66%).

•

The librarians did comment that they saw a difference in these pupils and their ability to locate resources, use the library and Progression - Transfer of navigate CD-ROMs during English and Home Economics classes skills when these skills were introduced as part of the library and ICT skills courses.

•

The teacher felt that pupils research skills could have been better and indicated that changes would be made in the future to ensure the directions are clearer and more time is allocated to the research. The teacher was more positive about the pupil's awareness of French culture.

•

The pupils' responses to the class evaluation and questionnaire revealed an awareness of some of the research skills that needed to be developed in the future and this could be seen as valuable lesson in itself.

•

86% pupils felt they had worked hard in the library either ‘a lot’ or ‘quite a lot’.

Independence • Again independence appeared to increase as the understanding and confidence in the task increased. The librarians expressed the view Independence - confident that the pupils appear confident to ask questions and even expect to seek help the work to be done for them. The questionnaire suggests that 72%

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were confident in seeking help from the librarians, one saying: "I am just starting High school and I want to have trust in the librarian and I want them to no [sic] I am not shy in asking for help" •

However, 22% preferred to ask a friend for help and some of them elaborated that they felt insecure about asking the librarian: "The librian [sic] might have not understand" and "I feel more confartable [sic] with a friend".

•

The observation revealed an air of confidence in some pupils who on closer scrutiny were not confident in what they were doing and either lacked the confidence to seek help or were over confident in their abilities and did not realise that they needed help. In the few instances where independence or use of initiative was observed the pupil had a clear idea of the task and the direction in which further work was to proceed. Again the need for intervention in the information handling process is required early on for effective learning to take place.

•

One librarian noticed an example of the use of the subject index or Independence -Use of computer catalogue to find extra books while the other felt the initiative pupils were more inclined to try to find resources for themselves. There were examples of pupils finding resources from home:

•

"I found a website on my own computer that solved all my groups Independence/ Motivation - Continue problems”. task unaided The teacher noticed the pupils found places to rehearse their talk and used mind mapping on their posters and although these cannot be related directly to any impact from the SLRC it does illustrate the way pupils use initiative given favourable circumstances. As expressed by teachers in the focus groups, using the SLRC does encourage an atmosphere in which pupils can demonstrate initiative. The article for the newspaper is also an illustration of initiative as well as motivation. The two are closely related in many instances.

•

Some pupils were allocated the library as a working space after the research stage of the project and these pupils used the opportunity Independence - Use of initiative to expand their research independently as required.

•

The replies to the last part of the class evaluation suggest that pupils were aware of some of the issues of time management and organisation in order to improve their standard of work: "Get organised and understanding what is asked of you" and Progression - Aware of need for organisational "knowing what I am looking for" skills, finding information

•

The librarians expressed the feeling that these pupils were more confident users of the SLRC after their experience. They also noticed that a few pupils showed initiative in using the catalogue to

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find more resources. Interaction • Observation and discussion with the pupils revealed that interpersonal skills of co-operation, communication and peer support improved as the members of groups got to know each other better and those groups where the interaction was slow to develop were observed to remain distracted. The groups found it difficult to organise the tasks between them and resentment built up over individuals' use of particular resources, “hogging of the computer", and inability to use the video as a resource. This French project provided an opportunity to examine the interaction identified by teachers in the focus groups as a potential learning experience and the library provides an environment that can encourage peer cooperation away from the constraints of the classroom. The groups were observed to take a while to form relationships but when the groups formed clusters, there was evidence of greater cohesion and Interaction - peer support an improvement in peer support. •

Individual instances of pupils encouraging and helping each other were observed, particularly when using ICT.

•

In the questionnaire all pupils indicated that they had made contributions of information or ideas to the group and 88% felt Interaction - Peer they had learned from others while in the library. The class support evaluation revealed strong feeling about working in a group, both the enjoyment and some of the negative aspects, the problems of members not contributing or individuals being uncomfortable within their group.

•

By the final presentation there was clear evidence of improvements Progression in presentation skills and an awareness of what was required. Improvements in Although both teacher and librarians felt the presentation could presentation skills have been better the project provided valuable opportunity for development of this part of the curriculum.

•

The teacher indicated at the end of the project that she felt the class was more cohesive and that as individuals they were better at Interaction - Peer answering questions and talking to the teacher than previous classes support at this stage in their first year. She also felt they were more caring as a class when asked about the class dynamics.

6.2.7 Issues arising from the process of monitoring impact Detailed observation as carried out by the researcher is clearly not practical in the normal course of class use of the SLRC but it is a useful tool to gain evidence of the opportunities for intervention and the processes used by individual pupils while involved in research activities in the SLRC. Observation also reveals other things happening in the SLRC which might not otherwise be noticed, such as how pupils sent from class on an individual basis cope with the information process considering input from structured courses and activities. The observation schedule provided a useful reminder of what to look for but

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proved difficult to complete because of the way the groups were working. The evaluation given to the pupils by the teacher was felt to be a valuable tool, providing assessment information on what the pupils had learned about the topics they researched and about the processes involved and by providing evaluation information on where adjustments might made to make the project more effective in future. The questionnaire gave information about the learning experiences not specifically covered by the aims of the course but are only a crude indication of what is happening. Discussion during the class time was difficult between the staff but between the staff and pupils was both useful in terms of assessing the situations pupils were facing but also in terms of helping pupils to clarify they tasks. Logs were kept by the librarians of their observations during the project. They found it relatively easy, though time-consuming, to consider what was happening in the SLRC during the project time but less easy to find any connections beyond this time, i.e. it was not noted when pupils returned to the SLRC to continue their research. The notes indicated an awareness of the learning experiences and possible indicators and during the evaluation of the course with the teacher some of the issues noted were discussed, suggesting that the reflection provided a useful means of clarifying what was happening.

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6.2.8 Case study 2: summary of the evidence of impact on learning Indicators of Motivation: • Willing participation, when task was understood; • Returning to SLRC to continue project, or enthusiasm to continue project elsewhere; • Desire to return for SLRC for some other activity; • Expression of enthusiasm when questioned about project. Indicators of Progression: • Awareness and development of skills: Ø Library skills, including familiarity with layout; Ø Information handling skills, including selection of appropriate material for presentation; Ø ICT skills, including CD-ROM and Internet searching, importing pictures, printing selected text; Ø Reporting skills, including interaction with audience, improvement in presenting the information; • Increased knowledge of France and French culture. Indicators of Independence: • Transfer of skills from primary school, including use of contents and index and notetaking techniques; • Confidence and ability to proceed, use of initiative within this project; • Confidence when returning to SLRC for another exercise; • Confidence within the classroom; • Confidence to seek help; • Awareness of need for time management and organisation for independent learning. Indicators of Interaction: • Co-operation within the group; • Understanding of need for peer support; • Use of appropriate behaviour; • Cohesive class, working together. Summary of factors influencing the impact on learning Factors enhancing impact: • Understanding of task; • Ability to proceed, the skills required have been developed; • Intervention by staff at appropriate time; • Ensure absent pupils are integrated and fully briefed; • Opportunity to try again; • Familiarity with surroundings. Factors limiting impact: • Time constraints; • Tensions within a group.

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6.3

CASE STUDY 3 SCHOOL I: S2 GEOGRAPHY

6.3.1 School context Location School I is an urban secondary school situated near the city centre and serves a multi-racial community. The school was relocated in the present innovative building in 1991. Size Pupil roll was 975 in August 2000 with 74 teaching staff. Free meals 22% of school roll at time of reporting. Bussed pupils No bussed pupils. Associated primaries Four associated primaries. School aim The school is committed to success, raising expectations and standards and providing opportunities for our young people and adult learners. 6.3.2 School library resource centre Accommodation The SLRC covers an area of approximately 500 square metres with seating for 90 pupils and 27 networked computers (20 situated in an adjacent IT room). The accommodation includes a class area, a partitioned careers area and senior study area with study carrels and tables. A separate IT suite is available for classes using the SLRC. Staffing The SLRC is staffed with one chartered librarian, who has been in the post since the school was built, and a part-time library assistant. Availability The SLRC is open during day, before and after school and at lunchtime. Use “The Resource Centre is used to promote the English reading programme, teaching information skills, a wide variety of research projects both in subject and year groups, careers lessons and interviews, supported study after school, reading club at lunchtime.”

6.3.3 Introduction to case study 3 The teacher involved in the case study was a participant in the focus group discussions and was known to work closely with the librarian to plan courses conducted in the SLRC. Lesson plan Subject Geography, natural disasters including volcanoes, earthquakes, tidal waves, floods and famine. Level All seven of the geography classes in S2 were doing this project. One class (30 pupils) was used as the case unit and another class, with a different teacher, was observed on two occasions.

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Aims The aim of the course was a personal investigation into a natural disaster and how this affects the local population. The course was designed to encourage independent research using a variety of resources in the SLRC, to develop mapping and diagram skills, to motivate pupils and to develop an enjoyment of geography. The theory of volcanoes and earthquakes was covered in class before the research project. Time scale This course had been initially planned to run for one 57-minute period per week over five weeks. In fact the pupils had eight research sessions that lasted over a period of eleven weeks, including holidays, and two other days when the SLRC was not available. Activities During the first session in the SLRC, the teacher explained the task and the librarian reminded the class about the resources and the research sequence. Pupils had to choose a natural disaster, such as volcanoes, earthquakes, floods, and follow guidance in a research project booklet to complete a 600 word project. The pupils decided a title and then selected approximately four questions to answer on the chosen topic and these would be used to make up the sections of the written project report. During the remaining lessons, the whole class worked in the SLRC researching their topic independently with support from the teacher and librarian. Resources required The non-fiction books were selected by the librarian and remained on a trolley for the duration of the project. This ensured the resources were readily available for all the pupils but were only available for loan during the holiday and at weekends. Project boxes with newspaper cuttings, leaflets, etc. were also available. CD-ROMS and the Internet were introduced from the third week in the SLRC. Differentiation/extension Pupils would be directed to suitable resources as required. Assessment/evaluation The teacher assessed the pupils' work according to criteria clearly marked in the research project booklet handed out at the start of the project. The marking covered information content, information gathering techniques and diagrams and maps. The librarian was consulted on the research process if required. The course was evaluated by informal discussion between teacher and librarian. Examples of work were displayed on the library notice board at the end of the project period.

6.3.4 Case study methodology The first, second, fourth and last session in the SLRC were observed. An observation schedule was not used in this case study because the pupils 61

were too spread out to make timed observation valid but the Researcher used the criteria in the schedule as a reference for observation. The Researcher met with the teacher and librarian before the start of the project and informal discussions took place with the teacher, librarian and pupils during the project. The pupils completed a questionnaire (25 returned) at the end of the project. It was noticed that the pupils did not respond to the question on using ‘non-fiction’ resources and it was explained that the librarian used the term ‘information book’ but the aim of this question was to establish the variety of resources used and evidence was available from the responses given. The Researcher examined the submitted work (15 pieces) and a few jotters but very little work in progress was available. The librarian indicated that keeping a log of enquiries or resources used by the case study pupils was impractical.

6.3.5 Observation The teacher explained to the Researcher that the case study class had not covered the theory of volcanoes and earthquakes by the start of the project. The SLRC was not available for two sessions at the start of the course because of strike action and another school event and it was observed from the jotters that the teacher took this opportunity to cover the theory. It took a long time for the pupils to get settled in the classroom area of the SLRC during the first lesson and this was partly due to the presence of an S2 home economics class who were doing a group project on countries. The librarian explained to the class what they were expected to do during the geography investigation. Each pupil was given a research project booklet which set out the investigation guidelines in steps covering choice of topic, planning, where to find information, techniques for gathering information and guidelines on what was required in each section of the submitted booklet and how the work would be marked. The librarian then explained what resources were available and where they were located in the SLRC. The pupils were then encouraged to start thinking about and planning their topic and questions. The pupils were told to use their jotters for making notes and that space in the SLRC was available to keep finished work if required. While pupils considered their choices and thought of their research questions, the teacher discussed choices with individual pupils. Pupils were told they could share information as long as each submitted their own piece of work at the end. Once they were allowed the freedom to begin their research, some pupils settled quickly using the topic boxes and books. Other pupils were Motivation/Progression distracted by friends in the S2 class researching countries for home economics. By the end of the first lesson the majority of the pupils were on Motivation task and the teacher reminded them to take a note of the resources they were using. The teacher checked jotters between this lesson and the next 62

lesson in the SLRC three weeks later. During subsequent lessons, pupils were given the freedom to research independently with the teacher going round discussing progress individually. Once the computers were made available to the pupils (during the third session in the SLRC), the teacher and librarian spent the majority of time helping these pupils in the adjoining computer lab. The rest of the class were expected to continue working independently in other areas of the SLRC and pupils were observed to get on with their work. However, some pupils took advantage of this freedom to chat and find excuses not to get on with their work. The teacher explained that it is school policy to concentrate on those pupils who want to get on with their work.

6.3.6

Impact findings

Motivation • Observation during the first lesson in the SLRC suggested there was a good deal of enthusiasm to get started and excitement about the prospect of being in the SLRC. Part of this excitement was due to the fact that another S2 class was using the SLRC for a home economics project and friends could get together. However by the end of the first session in the SLRC, the majority of the pupils had planned their questions and begun using the resources. This class then had a break from the research for two weeks due to holidays and strike action and it was noticeable during the next session the pupils were less focused and more easily distracted. For many of the pupils the enthusiasm continued to diminish during the subsequent weeks. "I enjoy projects and like to be given freedom to research at my pace."

Motivation - Expression of enthusiasm (in behaviour) Progression - Using resources

Motivation - Expression of enthusiasm (in questionnaire)

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Two girls showed signs of motivation and commitment to the project when they enquired about taking resources home at the end of the Motivation - Intention to first session but this was not possible because they were needed for continue of task other classes doing the same project. The librarian reported a few resources were issued during the holiday period but no record was kept.

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During the second session, another pupil was keen to show the Researcher the amount of work already accomplished and this appeared to be of a good standard, including the main requirements of the project. This pupil was motivated to work at home on the project, where he admitted he found it easier to work without distractions, and his conclusion and questionnaire responses indicated that he had enjoyed doing the project. However, it was noticed that this pupil did not do a great deal more during subsequent periods in the SLRC and his submitted work did not include significantly more work than that shown to the Researcher during the second session. "I can work by myself and have my own space"

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The use of computers initially increased motivation for the research

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Motivation - Expression of enthusiasm (verbal) Motivation/ Independence Continuation of task unaided

process and the topic in general. All the available computers were Motivation - Willing occupied during the lessons observed but by the last lesson the focus participation had diminished. •

One pupil was very enthusiastic about a CD-ROM and tried to Motivation - Expression encourage peers to use it but because the terminology was different of enthusiasm (verbal) they failed to understand the relevance of the CD-ROM to their topic (the CD-ROM used the term storm instead of hurricane) and the opportunity was not seen to be taken up.

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Six of the fifteen pieces of finished work examined showed signs of Motivation - Expression enthusiasm and extra effort. The questionnaire suggested that 68% of of enthusiasm (in work) the case study class completing questionnaires had enjoyed doing the project ‘quite a lot’ or ‘a lot’ and two commented that it made a change to be out of the classroom. However, although 80% indicated that they worked hard in the SLRC, this was not the impression gained from the observation and did not appear to be reflected in the quality of work submitted. One pupil appeared to be motivated by his experience in the SLRC from his response in the questionnaire. He commented that he had enjoyed doing the research in the resource centre a lot because: “you have got more space and better resources” but he did not submit a written project that the Researcher saw.

Progression • Out of a class of thirty, fifteen pupils submitted written work (52%). Progression - Written Eleven of the fifteen (38%) received marks of 15 or more out of 30 work submitted and where a breakdown of the marks was available (nine of the fifteen) six received 6 marks or more out of 12 for the research process. •

The written work that was marked 15 or more out of 30 had evidence that relevant information had been found and in most cases from a Progression - Found few different resources. Some of the information had not been used to relevant information support the pupils’ original questions but attempts had been made to organise the facts in some way. One pupil wrote in his conclusion: “From this project I learnt a lot of things about the volcano. How it works and how the lava flows. I learnt things I didn’t know before. I found it very intresting [sic] and I would like to do anything like this again.”

Progression - New information Motivation - Expression of enthusiasm

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This pupil probably did learn about volcanoes from the project but it was also noted that he did not use his time in the SLRC effectively but worked on the project at home.

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During the first lesson pupils quickly found resources and appeared to Progression - Found know what they were looking for. When questioned the pupils relevant resources understood the concept of finding resources because they had used the SLRC for other projects (a few mentioned the home economics project they were also doing around this time), and there was an assumption that the resources in the SLRC would be appropriate.

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Their responses to questions indicated an assumption that if they could not find information it would be because another pupil was using the resource they needed. There was less awareness of the skills needed to extract and use information effectively and it became apparent that not all the pupils were as capable at handling information, especially as the lessons progressed and the initial focus of their research appeared to decrease. •

When the pupils were allowed to use the computers there was evidence from their immediate use that they were reinforcing skills Progression - Transfer of learnt in a previous computing class when they had been taught to skills import pictures. Once again it was noticed that pupils were able to find Internet sites but were less able or willing to reflect on how the information they found related to their own work. When the submitted work was examined the poorer examples consisted of sheets printed from the Internet without any attempt to understand or analyse its content. Even some of the more able pupils had difficulty in using the information appropriately and the keen pupil described previously appeared to have found the information and then set the questions rather than the other way round.

•

This project provided the opportunity for pupils to find and use a variety of resources and the questionnaire revealed that 60% of the respondents used more than one type of resource. Two pupils commented that they enjoyed the opportunity of using the Internet; two said they learned ICT skills and one commented that computers do not have all the information. Three thought they would have done better work if they had had access to a colour printer, illustrating a preoccupation with presentation rather than content.

Independence • Use of the SLRC for this project enabled pupils to use theory covered in the classroom and apply it in a piece of independent research. Examination of the finished work did show that some pupils made use of this opportunity to reinforce and consolidate their learning and understanding. •

The project also enabled pupils to transfer and practise information handling skills developed in other subjects both within the SLRC and beyond to other sources of information at home or the public library. The pupils were able to locate suitable resources independently within the SLRC and one or two pupils demonstrated an ability to work independently when they continued in their own time. However, the pupils who produced good results while working independently also showed signs of having more highly developed information handling skills.

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There was less evidence of planning and organisational skills being developed. This may have been partly because the work in progress was not available for inspection but observation of the pupils suggested that they were not planning and organising their work effectively.

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The pupils appeared confident to use the resources unsupervised and

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Independence - Confident location of resources Independence Competent progress unaided

were confident in asking the Researcher for help but they were not Independence - Confident always aware of their own difficulties and therefore unable to seek to seek help help. •

One pupil was observed to follow up a URL from one of the topic Independence - Confident sheets found in the SLRC. This was felt by both pupil and Researcher use of resources to have been a useful site.

•

In contrast to the main case study class, the other class observed showed independence and a greater awareness of the information handling process by taking books into the computer room. They were also more willing and able to discuss what they were doing and they appeared to be more focused. This increased focus may have reflected the fact that this class began their project after the holiday break.

Interaction • The SLRC provided an opportunity for interaction and peer cooperation and this was observed on occasions. Two girls during the second lesson were working together using the same resource and continued to work after the rest of the class had packed up. Other pupils were observed to help each other with ICT skills. •

However the size of the SLRC, which enables several classes to do research at the same time, did appear to encourage interaction between pupils, which is not related to the task in hand, and it was also difficult for pupils to share resources effectively.

6.3.7 Issues arising from the process of monitoring impact The layout and organisation of the SLRC made the observation of pupils very difficult. Two S2 subject classes were using the SLRC for different projects during the same period, involving the same pupils in some cases. This was also observed to cause the teachers some confusion on occasions. The use of the questionnaire on this occasion only produced limited information. The pupils were less able or willing to elaborate on their work in the SLRC and this was also thought to be reflected in the way the pupils responded to questioning by the Researcher. The responses from the questionnaire are inconsistent with the situation observed and the final work examined in some instances and the pupil responses needed to be treated with caution.

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Interaction - Peer support Motivation - Continuation of task

6.3.8 Case study 3: summary of the evidence of impact on learning Indicators of Motivation: • Enthusiasm to get started; • Willing participation; • Desire to continue work at home; • Enthusiasm to explain and discuss work; • Discussion with peers about work or resources found; • Effort in submitted work. Indicators of Progression: • Mark given for submitted work; • Development of skills: Ø Library skills, including ability to navigate SLRC and use a variety of resources; • Reinforcement and transfer of skills from elsewhere; • New information. Indicators of Independence: • Show understanding or confident use of skills; • Transfer skills from elsewhere in curriculum; • Confidence to seek help; • Continuing project elsewhere. Indicators of Interaction: • Peer co-operation, sharing resources, explaining processes. Summary of factors influencing the impact on learning Factors enhancing impact: • Use of computers. Factors limiting impact: • Size and organisation of the SLRC; • Lack of understanding of information handling process; • Lack of focus, need to reinforce aims and skills especially after break from project.

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6.4

CASE STUDY 4 SCHOOL K, S6 BIOLOGY

6.4.1 School context Location This is an independent, fee-paying, co-educational day school situated in a city centre. The school has a history dating back to the thirteenth century and a unique role in the community serving villages and towns in the adjoining regions. The school is housed in a complex of buildings situated on adjacent sites. Size The total school roll is about 1,100 pupils, of which 700 are in the secondary school and a teaching staff of about 90 in the secondary school. School aim "The aim is to provide a secure and caring environment in which each individual has the opportunity to fulfil his or her potential. This is a predominantly academic school where the majority of pupils go on to university. However, the education of the whole pupil involves more than high standards in academic fields. There is a wide range of out-of-school activities, many carried to high levels of achievement and a strong corporate life - both essential in the development of a pupil's personality."

6.4.2 School library resource centre Accommodation The SLRC is housed in one of the adjacent sites and covers an area of approximately 272 square metres. There is seating for approximately 80 pupils, including careers and senior study area, 20 networked computers and a specific area for the junior school. Staffing The SLRC is staffed by one full-time chartered librarian and one full-time library assistant. Availability The SLRC is open all day, before and after school and at break and lunch time and allows for whole class use, individual research and leisure or homework activities. Use The SLRC is used by a variety of subject departments in the senior school.

6.4.3 Introduction to case study 4 This school was not involved in the focus group discussions. The biology teacher was keen to encourage his sixth form pupils to make effective use the SLRC and other libraries to help with their academic work. Subject Biology investigation. Level Sixth year Higher level pupils, seventeen in the class. Aims The following aims were expressed by the teacher: • To raise awareness of how the library can help;

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• • •

To learn how to use a library properly; To encourage regular use; To find information for use in investigation.

Time scale At the beginning of the school year the pupils were given a refresher course in using the SLRC. After the October holiday, the pupils began their biology investigation and the submission date for the first draft of their introduction to their investigation was early December. Activities As part of their biology Higher course the pupils were required to carry out an investigation on a topic of their own choice. The investigation required the pupils to design and carry out an experiment and research the relevant background to their chosen topic. The pupils were given written guidelines for the biology investigation and during their refresher course in using the SLRC they were given a booklet to guide them through the research process. The pupils were expected to make independent use of the SLRC and other resources during their investigation period. Assessment/evaluation The teacher would assess the pupil's work. The use of the SLRC would be evaluated informally by the teacher and librarian. 6.4.4 Case study methodology The pupils using the SLRC for their investigation were expected to work independently and during study periods and therefore observation was not possible by the Researcher. The SLRC staff was asked to keep an informal record of their observations of which pupils used the SLRC and how they tackled the task. Pupils were given a library research checklist during their refresher period in the SLRC by the librarian, to help with the research process and to be used for feedback but at the end of the case study the pupils indicated that they had not used the checklist. After their draft introductions for their investigations had been submitted the pupils completed a questionnaire to give the Research team information about their experiences of tackling the research. They were also asked to complete a flow chart detailing the steps they took during the research process and indicating at which points they felt the SLRC had an impact on what they did. Four of the more able pupils were questioned about their experiences of the research process and using the SLRC. The Researcher also discussed the pupils’ written work and use of research with the teacher and the pupils’ use of the SLRC with the SLRC staff.

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6.4.5 Observation Observation was not possible during this case study. 6.4.6 Impact findings Motivation • One pupil showed enthusiasm for his investigation. The librarians Motivation - Expression of remembered his enthusiasm for the subject and his willingness to enthusiasm, initiated approach them and discuss the investigation with them. The discussion enthusiasm for the subject was also reflected in his submitted work. •

Another pupil's work also showed a degree of enthusiasm for the subject but this particular pupil only used the SLRC for Internet access.

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Five other pupils indicated in the questionnaire that they had enjoyed Motivation - Expression of doing the research but nine had indicated that they had not enjoyed enthusiasm the experience.

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The teacher was not impressed with the overall commitment of the class to the investigation.

Progression • The teacher was generally disappointed with the quality of the work and was aware of having to nag them to get down to work. The teacher commented that: "there was a lack of evidence of reading and/or comprehension of reading and the transfer of theory where present was vague, often irrelevant, occasionally copied with no clear understanding". •

In the questionnaire, 65% pupils indicated that the SLRC had an Progression - Found influence on the factual content of the investigation. One pupil relevant information commenting that the SLRC had enabled her to find: “out about enzyme action” and gave her ideas for her investigation and another thought the SLRC had an influence on the factual content because it: “allowed me to research (via skill acquired) independently at other Independence - Transfer of skills libraries.” Only 18% indicated that they felt the SLRC had an influence on how they tackled the investigation but one commented that she thought she had: “used a wider range of informative sources" because of the SLRC and another thought the SLRC had an influence: "since there are a lot of books relating to my subject I did a lot of background reading before I started."

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Progression - Found information from range of resources

A higher percentage, 47%, felt previous usage had an influence. These responses were elaborated upon by indications that previous experience helped pupils understand how to access information and how to use it; how to use the Internet; or helped them develop wordprocessing skills. Only a small percentage of pupils felt they had learned new skills (18%) or used new resources (12%) on this occasion.

Progression/Independence - Awareness of information handling skills and ability to apply in new context transfer of skills

I think the SLRC had an influence on how I tackled my investigation because "training i.e. skills played a vital role in planning investigation." I think using the SLRC on previous occasions had an influence on this investigation because "Skills in source finding have been developed through use of the library in previous years allowed me to find information relatively easily" and "I knew how and where to access information. I knew how to use the information in the best way." •

For those who used the SLRC, the most helpful aspect was thought to be the access to computers and the Internet (47%) and help given by the librarians (29%). The difficulties experienced were more to do with the limited choice of resources (47%) held by the SLRC and finding quiet time (24%) to use the SLRC.

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There was evidence that not all the pupils were confident at handling information or had developed the skills to tackle an independent piece of research to the best advantage. The submitted work displayed evidence of irrelevant information and in some cases not enough information to support the work. The teacher's comments confirmed this view.

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The teacher was aware that one pupil had the opportunity to draw on theory from both biology and geography but was disappointed that the pupil had not exploited the opportunity.

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Another pupil's work showed evidence of use of the SLRC and indicated an enjoyment of the investigation but had failed to fulfil the criteria of the theory and investigation write-up.

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The pupils had not been given their grades prior to completing the questionnaire. It was therefore interesting to note that the two pupils who were given a grade A both indicated that they had enjoyed doing the research and were pleased with the results. However the majority Progression/Motivation of the others indicated that they had not enjoyed the research, although Sense of achievement/ Expression of enthusiasm more expressed satisfaction with their progress.

Independence • All the pupils used resources elsewhere. Several displayed an Independence -Ability to independence of approach appropriate for the level of research transfer skills expected. These pupils were motivated and understood both the requirements of the topic chosen and the information handling process. •

Although other pupils indicated they had the ability to research

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independently in their responses to the questionnaire, the final work they submitted suggested they were unaware of their limitations and the need for additional help. They also failed to make the connections between their reading and the work in class. None of the pupils used the research checklist supplied by the librarian to help with the research process and several did not use the curriculum guidelines set out for this particular piece of work. Interaction • This particular case study did not lend itself to this type of learning experience and no evidence was found for pupils sharing ideas or experiences of finding or handling information.

6.4.7 Issues arising from the process of monitoring impact The independent nature of this investigation posed particular problems in monitoring the learning experience. An examination of the notes and work in progress revealed information handling strategies and use of techniques not revealed in the submitted work.

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6.4.8 Case study 4: summary of the evidence of impact on learning Indicators of Motivation: • Initiate discussion with librarians about investigation; • Effort in work; • Expression of enjoyment when asked. Indicators of Progression: • Development of skills: Ø Library skills, including ability to locate appropriate information sources both in SLRC and elsewhere; Ø Information handling skills, including selection of relevant material to support arguments and theory; Ø ICT skills, including Internet searching and word processing skill. • Knowledge and understanding of investigation subject matter and biology theory; • Sense of achievement. Indicator of Independence: • Use of sources of information beyond SLRC; • Transfer of skills. Summary of factors influencing the impact on learning Factors enhancing impact: • Previous experience of SLRC; • Librarians' help. Factors limiting impact: • Lack of understanding of subject theory; • Lack of understanding of information handling process; • Lack of reference to subject investigation criteria, and research checklist.

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6.5

CASE STUDY 5 SCHOOL F: S3 SKILLS COURSE

6.5.1 School context Location This is a mixed comprehensive school serving an extensive area of rural and urban pupils. The school was founded in 1792 but moved to its present site on the outskirts of the city in 1977. Size Pupil role of 779 and 65 members of staff. Free meals 8.09% Bussed pupils 6.55% Associated primaries Ten School aim The school aims "to provide each pupil with a wide range of challenging experience in a safe, caring environment, so that each individual pupil can make the best of his or her talents."

6.5.2 School library resource centre Accommodation The SLRC is on two floors and has an area of approximately 115 square metres, with seating for 45 pupils. The lower floor is arranged with tables for class work and has 12 networked computers, and the senior study area and careers library is located on the upper floor. Staffing The SLRC is staffed by one chartered librarian with volunteer parental help and a library assistant has recently been appointed to work 15 hours per week. The SLRC has full backing from Senior Management. Availability The SLRC is open all day, before and after school and at lunchtime. Lunchtime is particularly busy and members of staff help, the SLRC is closed at break time. Use All departments use the SLRC and positively encourage pupil use. 6.5.3 Introduction to case study 5 Lesson plan Subject Personal and Social Education (PSE), using the subject of healthy living to develop study skills introduced in class by the guidance teacher. Level S3, all PSE pupils. Aims A personal investigation into a Healthy Lifestyle and how this affects the body. Pupils to choose a topic from smoking, alcohol, drugs, healthy diet, exercise and produce a poster, leaflet or short talk on how this affects the

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body. The course is designed to refresh pupils in how to use the library, to encourage independent researchers, to meet deadlines and develop ICT skills, as well as health education. Time scale One 40-minute period per week for a three-week block. Activities Lesson 1, the librarian reminded pupils about resources and the research sequence. Lesson 2, the pupils used the resources to research their selected topic, and the project was continued as homework so that it was finished for lesson 3. Lesson 3, the pupils explained their work to other members of a small group who peer evaluated the work according to set criteria. This was followed by a class discussion about the results, considering the information found and its relevance to the topic chosen and the task, the presentation and appropriateness of design, and the bibliography. The librarian then asked the pupils to complete a self-evaluation sheet noting down what they had learned about the research process. The librarian introduced the library resources and the research process, with teacher supporting the librarian and pupils. Resources required Research checklist for each table. All book resources available and access to the Internet. Assessment/evaluation Informal discussion after the course between teacher and librarian, review of final product, peer and self-evaluation sheets. Examples of work were displayed on the library notice board. Pupils were recommended for mention for the ‘record of achievement’ for good or outstanding work.

6.5.4 Case study methodology One class was observed for all three lessons and the Researcher discussed the research process with the teacher and pupils informally during these sessions. The final work of this class was examined as well as the work of the other five classes. Very few pupils submitted any notes for examination. The peer and self-evaluation sheets were also examined.

6.5.5 Observation Session 1: The librarian explained what the pupils would be doing over the three weeks. The librarian reminded the class about the arrangement of resources in the SLRC, choosing a book, skimming and scanning, notetaking and keywords, the research process, discussion of the Internet, presentation and recording the source of information and summarised it all before the pupils got started.

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The teacher reminded the pupils about the study skills introduced in class. During brief discussion, the librarian commented that she should also watch the video the pupils had seen in class to refresh her memory of what was covered. The pupils had ten minutes at the end of the session to make a start and Progression - Find most began looking for resources but three pupils began on their poster. resources Session 2: The librarian's introduction explained that the pupils should all have chosen their topics and made a start the previous week; that they would need to be highly focused; and the work would have to be finished for homework so that the completed poster, leaflet or talk could be presented to their group the following week. All the pupils went to get resources quickly; nine boys went straight to the computers and spent time logging on. The librarian helped them find search engines and reminded them to keep focused on the effects on the body of their particular health issue. Most of the sites that pupils tried were drug related and were therefore barred. The librarian, still working with those on the computers, helped individuals define their search and think of keywords. The other thirteen pupils were working with book resources and only one was recorded as not focused on the project. The teacher helped by encouraging pupils to think about what information they would need on their poster. One pupil was observed to move on from the computer and use an encyclopaedia . Another pupil found a useful looking site and was copying the information directly onto paper.

Motivation - Willing participation

Motivation - Willing participation Progression/Independence - Appropriate use of resources

The lesson provided the opportunity for instruction in developing search skills using the Internet. The pupils were not confident at seeking help, one had trouble printing and was finally spotted and helped; another spent a long time looking for a book in the wrong section of the library and was not spotted having trouble; and another told the Researcher that he did not know what he was supposed to be doing because he was absent the previous week but did not seek help. Session 3 Two pupils were absent the previous week and had produced no work and the librarian commented that some other pupils had produced very little. The pupils started peer evaluation at their tables. Four of the seven groups took the exercise seriously and engaged in discussion about the work Motivation - Willing presented. The teacher helped one of the less committed groups. participation The librarian led the general discussion on the work, commenting on quality, the use of resources, the use of style for presentation but there was little response from the pupils on this occasion (although the librarian had indicated that other classes had contributed more to this discussion). The pupils were then asked to do a self-evaluation writing briefly what they had learned about the research process. 6.5.6 Impact findings Motivation • Observation suggested that those pupils who normally get down to work continued to do so, especially during the research lesson when Motivation - Willing pupils quickly found resources and settled to using the information. participation 76

Reluctant pupils, particularly the boys did appear to be encouraged by Motivation - Willing using the Internet but the end product these pupils submitted did not participation necessarily reflect the same enthusiasm or effort. This may in part be due to problems encountered with the banning of sites to do with drugs and difficulties of finding appropriate material. However one pupil was observed to find a good site on the Internet by chance but failed to use the information in any final piece of work. •

The librarian commented that she felt one of the other classes had shown more enthusiasm for the discussion and evaluation in the last Motivation - Willing lesson, making interesting and relevant comments about the participation presentation of pieces of work and the use of information, such as the fact that adding the source details detracts from the impact of a poster or leaflet.

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Although the librarian found it impractical to keep a check on pupils using the SLRC in their own time, a few pupils were noted. One pupil returned on her own with a very specific question to research on the Internet, displaying motivation, independence and appropriate preparation.

•

Motivation/Independence Return to continue work Progression - Appropriate use of resources, Planning

Another pupil asked the librarian when the work would be displayed Motivation/Progression on the board outside the SLRC and the librarian felt she was keen to Expression of enthusiasm, see her on show. This pupil's self-evaluation reflects a degree of Sense of achievement enthusiasm by detailing the elements of her work thought to have been successful: "The things I learned the most is how quickly I need to look up things in 3 weeks as I think I needed more time and most of it went on the computer in school and at home also the Decoder chart was the quickest. … [Laminating] was the last thing I thought of and It turned out to be a good Idea. The hardest thing was trying to find out how much you spend on fags a day and a year d £28 y=£14562 The book are the fasters espically [sic] the decoder chart."

•

•

In the case study class, fifteen out of the twenty completed pieces of work showed some evidence of enthusiasm and effort and eight of those were of good quality, one exceptional. These pupils may be well motivated pupils who produce quality work in all subject areas but there was one example of a generally less able pupil who was motivated by this project to submit a good piece of work and the teacher and librarian were pleased to have the opportunity to credit this pupil with a positive referral to the achievements board.

Motivation -Expression of enthusiasm, effort

Progression - Recognition of achievement

There were examples of work in each class that did suggest a degree of enthusiasm for the project and time spent on the exercise. In total, four pupils were recommended for the achievements board and approximately twenty pieces of work were displayed outside the SLRC.

Progression • The majority of pupils were observed navigating the library and finding appropriate resources with little difficulty. Two pupils made immediate use of the codebuster to find resources and four others Progression - Appropriate use of resources 77

went straight to the encyclopaedias, both tactics considered to reflect Progression - Appropriate good practice and an understanding of the library skills taught. The use of resources pupils using book resources were more aware of the skills required for effective use; these would have been reinforced during the projects undertaken during previous years. "Books are easier to use than I first thought. Looking up the index to find information is quite easy" •

One pupil had difficulties finding appropriate resources from the shelves and was directed to the codebuster. He successfully found a book and in his self-evaluation wrote: "I learned that one bottle of spirits can kill. I learned how to search effectivly [sic] for information."

•

There was little evidence of planning or notetaking either when using book resources or the Internet despite the research reminders on each table but the quality of some of the final pieces of work would suggest that some planning and selection processes were used when the Progression - Appropriate information was put together as homework. Comments from the peer use of resources and self-evaluation exercise did suggest that more thought had gone into the research process than was observed at the time and the pupil who returned to the SLRC with a specific question for the Internet did appear to have thought the process through and planned her strategy. "Selecting the best information from the source you are using" "The most important thing is when you put the info[sic] into your own words" "...I now know if I work well I can get a lot of information in a short time"

•

The similarity of responses on the self-evaluation cards suggested that pupils had picked up on points raised during the discussion and had not given the evaluation significant thought but there were also more original issues raised, illustrated in the quotations from the selfevaluation sheets. "The most important thing I learnt was to not leave everything to the last minute"

Progression - Awareness of time management

•

Some pupils indicated that they had learned new information and Progression - New some final pieces of work did contain information that the pupils may information not have known already. There were also a significant number of pupils who did not appear to find or choose to communicate new information. The peer evaluations reflected this with pupils commenting on the fact that they did not learn anything new from a poster or leaflet: Progression - Awareness of need for new information "Yes she found information. It was nothing we did not no [sic]."

•

One pupil was observed working on the computer quite effectively

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and he found a suitable site after two attempts at searching and this pupil indicated that he had learned new skills using the Internet:

Progression - ICT skills

"I did my essay on smoking. I learnt how to use the Internet and how smoking affect [sic] almost every part of your body." However his poster did not suggest enthusiasm, the design and the text were copied. •

Only a relatively small number of pupils in each class noted the Progression - Awareness of source of their information, although this was part of the checklist on need for bibliography each table, and even fewer appeared to know what was required for a bibliography. One interesting discussion raised the problem of noting the source on a poster or leaflet and the conflict this posed for the design. Without this record or the pupils' notes it was not possible to consider the ability of pupils to use and assimilate the information from a variety of sources.

•

This project provided an opportunity for the development of Internet search skills and much of the librarian's time was spend in this way. It was noted that some pupils either lacked the confidence to ask for help or were unaware of skills that might have improved the effectiveness of their research.

•

A breakdown of the comments on the self-evaluation cards suggested an awareness of the issues raised during discussion (see tables 10 and 11).

Table 10

Comments on self-evaluation sheets completed by observation class

Categories of comments Time management * Books easier and/or quicker to use ** Library skills - finding information Subject information Information skills - need for relevant information, need to take notes Need to get down to work ICT skills Presentation skills No comments

* **

The librarian stressed this in the discussion The librarian mentioned this in the discussion

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Number of mentions

10 5 4 2 2 2 1 1 2

Table 11

Breakdown of self-evaluation comments from all the classes

Categories of comments Planning, time management and organisation Books easier and/or quicker to use Library skills - finding information Subject information (not necessarily new information) Information skills - need for enough relevant information, need to take notes, own words, note source Need to get down to work ICT skills Presentation skills Interpersonal skills - share No comments, not serious

Number of comments in each class 3R1 9

3M1 5

3R2 10

3M2 5

3R3 9

3M3 15

1

0

5

9

3

0

5

3

4

4

3

2

1

13

2

5

3

1

12

3

2

0

7

10

0 0 3 0 0

0 1 1 0 2

2 1 1 0 2

1 0 1 0 0

5 0 2 0 5

1 0 2 1 6

Independence • The pupils who were able to navigate the SLRC to find appropriate resources had mastered at least some of the library skills introduced and practised in previous years and this mastery leads to a form of independence. •

Some pupils continued their work for homework and a few indicated they used resources outside the SLRC in their bibliographies and this suggests a degree of independence by these individuals. "You need to spend a good amount of time in the library or at home, looking through information books, computers. So you have enough information for the task."

•

The librarian expected the pupils to be independent in their use of the library and resources and observation revealed that the pupils were generally independent but some showed a reluctance to seek help (the pupil who failed to find the correct shelves for his topic) or recognise when help was appropriate (particularly when searching the Internet).

•

Pupils were able to move between resources in an independent manner, one pupil was observed accepting the limitations of the computer and moving onto an encyclopaedia.

Interaction • The individual nature of this exercise was not conducive to interaction but some pupils were observed to help each other find information. •

The peer evaluation provided an opportunity for pupils to consider and discuss the use of information in an informal way but some pupils found this task difficult to carry out objectively.

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Independence - Confident & competent at finding resources

Independence - Continue task unaided

•

The teacher helped one group evaluate more realistically and this highlighted information that pupils had copied without understanding.

6.5.7 Issues arising from the process of monitoring impact If used carefully peer and self-evaluation can be an effective tool for assessing the understanding and implementation of the pupil's learning. A questionnaire was not appropriate in this case study because of time constraints but the use of peer and self-evaluation did give valuable insight. Discussion with guidance staff was limited. Two pupils handed in their notes and this made it much easier to see what they had done and how the notes were reflected in the final work. This is an important part of the process and is valuable for assessing the work and evaluating the course properly. The pupils were not asked to submit their notes from the research and therefore the Researcher was not able to look at the planning or information process. The librarian was trying out a new format for this course and adapted it during the process. Not all the classes received quite the same treatment. The evaluation sheet was refined so that the pupils had a clearer idea of what they were assessing. However, there were problems associated with peer evaluation, such as the influence of personalities in the assessment. The self-evaluation cards often reflected the discussion rather than genuine reflection on the pupils' part. The librarian expressed the view that the changes prompted by the case study Research had improved the course and the self-evaluation comments were considered to be particularly valuable. The librarian in this school mentioned to the Research team that being involved in the Impact Project had prompted reflection on her own work and she understood the benefit of using the self-evaluation comments for further development of the SLRC. As a result of the changes to the S3 skills course the librarian discussed the possibility of developing ICT skills in the S1 library periods with senior management.

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6.5.8 Case study 5: summary of the evidence of impact on learning Indicators of Motivation: • Keen to get on, willing participation; • Discussion stimulating interest and understanding; • Expression of enthusiasm; • Continue project in own time, either in SLRC or elsewhere; • Quality of work submitted. Indicators of Progression: • Development of skills: Ø Library skills, including ability to navigate the SLRC and the resources; Ø Information handling skills, ability to select new and appropriate material for presentation, awareness of need for bibliography; Ø ICT skills, including searching the Internet; Ø Critical skills, including understanding of requirements and appropriate application; Ø Study skills, awareness of need for time management; • New information; • Quality of work; • Sense of achievement. Indicators of Independence: • Ability to find appropriate resources in SLRC and elsewhere, continue unaided. Indicators of Interaction: • Peer evaluation discussions. Summary of factors influencing the impact on learning Factors enhancing impact: • Display of work; • Use of computers; • Positive referral for achievements award. Factors limiting impact: • Difficulties accessing sites on Internet; • Lack of confidence to seek help, or unaware of need for help.

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6.6

CASE STUDY 6 SCHOOL F: S1 READING FOR PLEASURE

6.6.1 School context Location This is a mixed comprehensive school serving an extensive area of rural and urban pupils. The school was founded in 1792 but moved to its present site on the outskirts of the city in 1977. Size Pupil roll of 779 and 65 members of staff. Free meals 8.09% Bussed pupils 6.55% Associated primaries Ten School aim The school aims "to provide each pupil with a wide range of challenging experience in a safe, caring environment, so that each individual pupil can make the best of his or her talents."

6.6.2 School library resource centre Accommodation The SLRC is on two floors and has an area of approximately 115 square metres, with seating for 45 pupils. The lower floor is arranged with tables for class work and has 12 networked computers, and the senior study area and careers library is located on the upper floor. Staffing The SLRC is staffed by one chartered librarian with volunteer parental help and a library assistant has recently been appointed to work 15 hours per week. The SLRC has full backing from Senior Management. Availability The SLRC is open all day, before and after school and at lunchtime. Lunchtime is particularly busy and members of teaching staff help. The SLRC is closed at break time. Use All departments use the SLRC and positively encourage pupil use. 6.6.3 Introduction to case study 6 Lesson plan Subject A weekly library course during English. The first year library course introduces the main library skills as well as a number of other information handling skills and activities to encourage the enjoyment of reading. Level S1 classes Aims The aim of the library course is to give S1 pupils the basic skills they need

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to use the library independently for finding information, and to promote confidence in selecting fiction and enjoying reading. Time scale S1 pupils go to the SLRC for one period a week during the first year. The case study period lasted from the beginning of the school year (in August) to the end of the second term (in December). Activities Each week the librarian introduces different aspects of library skills. Some weeks focus on the selecting and reading of books and other weeks involve a short activity on information handling, as well as time to change books. This librarian in conjunction with other school librarians in the authority has contributed to the development of three web-based databases of modern fiction. The Power Readers database is designed for S1 and S2; Keep Reading encourages the S3 and S4; and for the senior years a Higher Still Contemporary English Literature website. The Power Readers database encourages the pupils to work towards a progression of awards by reading a variety of genres; the head teacher then presents the pupils with their awards. The bronze level award required the pupils to read one poetry anthology, one book of short stories, one Scottish novel, one award winner and two genres not tried before and finally the pupils are asked to write a brief review of one of the books. The database gives details of a selection of books under genre headings, and links to author sites. All the S1 pupils were introduced to the Power Readers database during a library session. All pupils have a library jotter in which they keep a record of their reading with an indication of their enjoyment of the book. Resources required The fiction books and the database of recommended contemporary fiction. Differentiation/extension As required.

6.6.4 Case study methodology This case study investigated the promotion of reading for pleasure based upon the introduction to fiction given by the librarian during the first term of the library course. The aim was to examine whether the SLRC has an impact on the reading habit; whether it helps the selection process; whether it encourages pupils to try reading different genres and authors; and whether this in turn might help the way pupils read, use language and their enjoyment. For the purposes of this case study the librarian changed the emphasis of her course. For one class, the librarian gave pupils a list of suggested authors and titles tailored for the individual, using information on hobbies and reading habits expressed in the questionnaires completed during P7 visits. Two other classes were required to work towards the awards on the Power Readers database. The other three classes were left to select their library books from the shelves or the database. The case study followed the individualised class (individualised class E), one of the classes given the database as a compulsory activity (database class F) and a control class left to their own selection (control class D). 84

This case study school traditionally handed out questionnaires to the P7 visiting pupils to get a feel for their likes, attitudes and time spent on reading. This would then be discussed during the course of the library programme, which is taken in English time, and again at the end of the year to see if attitudes had changed. The case study S1 pupils completed a questionnaire at the end of the autumn term to determine how the SLRC might have had an impact on pupils’ reading. The questionnaire included questions about the number of books borrowed and the number of books read to try to ensure students made the distinction between the two. The library jotters were examined for the case study pupils and for the previous (1999) S1 pupils. Pupils were observed and questioned during a few of the library sessions and occasionally when they came to the SLRC at lunchtime. Informal discussions were carried out with the librarian and teachers to ascertain any changes noticed in pupil reading habits over the case study period. The teachers did not feel able to comment on how the SLRC might impact on reading or writing ability because of all the other complex factors influencing an individual's learning. An examination of a sample of 1999 S1 reader records suggests that pupils borrow books during the English class both for reading for pleasure and to support a curriculum subject. It is not possible to know whether these books are actually read but knowledge of the individual and careful examination of the issue and return dates can give some reasonable indication. The time of borrowing can also give an indication of the motivation and independence of the pupils. The reader records provide a link between what is borrowed and activities that are taking place elsewhere in the curriculum or school. In this case study school, the library records are maintained centrally and the reader records are not readily available for inspection as the library service were concerned about data protection issues.

6.6.5 Observation The librarian introduced the Power Readers database to all the S1 classes and each pupil was given the URL in their homework diary enabling them to log on at different locations. Each class was introduced to the arrangement of fiction books in the SLRC and the books on the Power Readers database were out on display. The individualised class was also given a sheet listing up to ten books and/or authors that the librarian thought each pupil might like to try reading. After the introduction to the fiction books and the database, the pupils were left to make their own selection of books to borrow. All three of the observation classes responded to the introduction to the database in a similar way and there was not an immediate rush to use the computers. These S1 pupils would have had very different experiences of ICT and this introduction to the database was at the beginning of their secondary schooling and the reluctance by some pupils to try the database may have been due to a lack of understanding or confidence in the technology. One pupil (control D) was observed to send another away so he 85

could use the computer alone. A few pupils in each class did try to select books from the database but the time taken to log on caused problems and detracted from the stimulating experience intended. The problems with the database were sorted later in the term. The librarian took a liberal approach to the awards and allowed pupils to succeed as long as they had broadly fulfilled the criteria although they may not all have used the database to select their choice. In the individualised class one pupil was observed to be very keen to try the Motivation - Expression of database and asked questions about the genre of books for the award. He enthusiasm, Initiate appeared to be the less interested in the list of recommended books and discussion authors. The pupils in the compulsory database class were observed to be more interested in the display of database books than using the computers or they asked advice from the librarian rather than use the computers. The control class were the most stimulated by the computers and had gathered in small groups by the end of the lesson but time was limited for them to do much exploration. Pupils using the database were observed to be interested in exploring the links and it did stimulate limited interest in the books but then some pupils found it difficult to make a selection. During the following lessons the librarian treated each of the case study classes in the same manner. In the second lesson observed, the librarian introduced the different genres in fiction by inviting discussion of possible types already known by the pupils, showing examples and describing the plot. These titles were then offered for pupils to try and very often the pupils were keen to accept the recommendations although the books were sometimes rejected later when the pupils had the chance to select for themselves. Another library session concentrated on poetry to coincide with National Poetry Day when this SLRC made an effort to celebrate the event by encouraging staff and pupils alike to share their favourite poems. The class Motivation - Willing observed (control) borrowed about twelve poetry books and this would, of participation course, count towards their award. It became apparent after observing the individualised class for a few sessions that they were a class of particularly able and keen readers and this was confirmed by discussion with the teacher and librarian. Many already knew which books they wanted to borrow but there were others who consulted their list of suggestions. The jotters suggested that many of them were using their individualised list, using some of these to work towards their Power Readers award and were also selecting titles of their own choice. During the lunch break it was observed that several pupils requested their library jotters to update, particularly those from the individualised class but not exclusively. During the course of the second term the teacher and librarian decided that one particularly well read pupil should be given an extension exercise and he was encouraged to set up a website for book reviews.

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6.6.6 Evidence of impact Motivation "Its the only library I go to really." [F] "I have never Read a book until [sic] I came here"[D] •

The librarian reported a number of pupils asking for their jotters and pursuing their reading in their own time but keeping formal records Motivation - Continue activity of numbers proved impractical.

•

A particularly keen reader (E) asked the librarian how to become a Motivation/Interaction Initiate discussion librarian.

•

The questionnaire completed by the pupils asked whether they felt the SLRC had helped them enjoy books: overall 57% indicated a positive response (control class D 46%, individualised class E 60% and database class F 67%). Although this gives an indication of the reading pleasure promoted by the SLRC, it must be viewed with the knowledge that some of the negative answers indicate pupils who already enjoyed reading: negative responses do not necessarily signify a negative feeling towards the SLRC. "… I did'nt [sic] read alot but now I read a fair amount"[E]

-

Motivation - Change in attitude

"I read a lot before but know I read more because it is more exciting to read different genres."[D] •

Observation of the pupils coming into the SLRC during class time suggested that the individualised class E were particularly enthusiastic but discussion with the teacher and librarian suggested that this is a class with particularly able and/or willing readers anyway.

•

The Power Readers database also stimulated enthusiasm, despite the initial difficulties of time available for pupils to log onto the Internet. The librarian indicated a higher percentage of pupils having been given awards by the end of the second term (December) and the evidence in jotters suggests that many more were working towards the Bronze (or higher) awards. This was also true of the pupils in the individualised class where the jotters indicated that many pupils were keeping two lists of books read, one for the Power Readers database and one for other reading, including the suggested titles or authors.

Motivation/Progression "...I have read all the books for the first year bronze leval [sic] Power Continue activity, readers and I won't of read as many books if I did not know about it." Recognition of achievement [E] Progression • 65% of pupils felt the SLRC had influenced their choice of reading Motivation/Progression material (73% control, 56% individualised, and 67% Power Readers). Willingness to try The lower percentage in the individualised class may indicate a higher proportion of already active readers in that class as suspected from other sources of evidence.

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•

•

One of the aims of the Power Readers database is to encourage pupils to try reading different genres or authors. The pupils of the Power Readers case study class responded positively to the question "Since using this SLRC I've tried to read different genres or authors" with 60% indicating they had and 53% saying they had enjoyed one or more of these books. In the control class 41% said they had tried different genres (23% enjoyed reading one or more of these different genres) while the individualised class responded with 44% reading different genres or authors and 44% enjoyed the experience.

"I have learned larger words and reading has improved" [D] "I know how to look for stuff in books" [E] "To help me enjoy my spare time" [E] The Power Readers database gives pupils the opportunity to select quality fiction listed under a variety of genres with reviews. By December 2000 14 Bronze awards and 2 Silver had been presented to S1 pupils with many more pupils on their way to achieving an award. This was an increase from the previous year but unfortunately there were no records kept for comparison. In the case study classes, the control class had the highest score with 4 bronze and 1 silver awards, the database class had achieved 4 bronze and the individual class had one of each. Pupils in the individualised class were reading a variety of material from the individualised recommendations and their own preferences. The other two classes appeared to be working towards the reading award at about the same rate. The availability of the award system or the database to select titles seems to have promoted an interest and willingness to read. The database posed problems of access during class time because of the numbers and time to log in but was available to pupils at other times in the SLRC and access was available from home for those who had Internet access.

Independence • Independence is difficult to monitor, especially over such a short period of time. The fact that some pupils were able to use the SLRC to make choices themselves and select books that appealed to them could be seen as an indication of independence and this was seen both during the library sessions and at lunchtime. This could also be seen as an indication of motivation. •

Progression - Try different genre

Pupils were asked if they thought using the SLRC might have helped their learning in other ways and the positive responses (46% in the control class, 80% in the individualised class, and 53% in the Power Readers class) suggest an awareness of other learning issues with the active readers more aware of the benefits. The written comments suggest the pupils were considering a variety of learning experiences: project work in history and science, improving language, revision, homework and library skills. "It helped to improve my english volcabulary [sic]" [F]

•

Motivation/Progression Change in attitude, Change in reading habit

However, some of the comments on the questionnaire reveal instances

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Progression - Awareness of learning & reading

where pupils indicate they have altered their attitudes towards Motivation/Progression/ reading and this in time might encourage an independent reading Independence - Change in habit. One comment from a pupil who indicated in his P7 attitude questionnaire that he thought books were boring was particularly encouraging: "I like the audio book” [D] and another, "The library has helped me understand how to enjoy books more" [E]. “I am reading almost every night and I am not watching so much T.V." [E] "I've read more in 1/2 of S1 than P7" [E] "I don't think that books are boring anymore." [E] •

The fact that some pupils understood the relationship between reading and other aspects of learning might also suggest that they are developing independence of thought.

Interaction • 74% of pupils indicated that they discussed books they had read or Interaction - Discussion were reading with family, friends, teacher or librarian. Pupils about activity displayed a preference for discussion with friends and family. 68% also said they had recommended a book borrowed from the SLRC to someone else. This discussion indicates a degree of enthusiasm to share the experience but that act of sharing is also part of the learning experience. I think it has helped me enjoy reading: "It has because we talk about them" [E] "I sometimes come in and tell my friend about a book or use the computer" [E] 6.6.7 Issues arising from the monitoring process This librarian felt that the full timetable and busy lunchtime in the SLRC was a good indicator of learning. The teachers certainly valued the SLRC and the librarian and were constantly visiting to discuss school matters or to use the resources themselves but this is less an indicator of learning than an indicator of the value placed upon it. The reader record showed clear indication that the SLRC played a significant part in the selection of material borrowed by pupils. Poetry, science, war novels, audio material and horror stories were all borrowed in greater numbers when the librarian had some input into the discussion about a subject. It also reveals the influence of peers in the selection of books to read: clusters of borrowers from the same class were reading Horrible Histories, River Boy, Skellig, the Machine Gunners to mention just a few, at about the same time. The issue statistics also reflect a very high rate of borrowing and the growth over the past ten years since this librarian has been in the post. The number of books issued and the variety may not make an immediate and 89

recognisable impact on pupil learning but it does enable pupils to experiment with books and allows keen readers to acquire substantial amounts of reading material without undue expense or inconvenience. Discussions with the teachers proved difficult. There was a reluctance to make any judgements, they were reluctant to think of ways of finding out and there appeared to be an assumption that there would be no clear evidence of impact on learning. An analysis of the number of books claimed to have been read in jotters between 1999 and 2000 did not reveal any significant differences over the period August to December. The very slight decrease in 2000 (which was expected) might be due to the more realistic claims made this year than the previous year. The questionnaire enabled pupils to comment on their responses and this gave some valuable indication of what the pupils themselves thought the impact of the SLRC had been on their reading habits. It was interesting to note that there were not as many differences between the three groups as might have been expected but the positive response from all the groups would suggest that the additional input into this part of the library course did have a positive impact on pupil selection of texts and their enjoyment.

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6.6.8 Case study 6: summary of the evidence of impact on learning Indicators of Motivation: • Returning to SLRC in own time to borrow books, continue activity; • Discussion with teacher, librarian or others about books; • Recommending books; • Enjoyment of book, change in attitude; • Working towards award. Indicators of Progression: • Willingness to try different genre or author; • Change in reading habit; • Understanding of relationship between reading and other learning; • Sense of achievement. Indicator of Independence: • Independent choice of quality fiction. Indicator of Interaction: • Discussion of books. Summary of factors influencing the impact on learning Factors enhancing impact: • Interest taken by librarian and teacher.

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6.7

CASE STUDY 7 SCHOOL J: PUPIL LIBRARIANS

6.7.1 School context Location School J is a modern, purpose-built city school on a green field site. Size Pupil roll was 940 pupils in 2000 with 72 members of teaching staff. Free meals Not available. Bussed pupils Not available. Associated primaries The school has four associated primaries in the city with another six primaries outside the city with the option to attend. School aim "Our aims are to encourage your child to play a full part in the life of the school and to provide learning facilities which will enable all our pupils, whatever their abilities, to realise their potential and to become responsible caring adults. To achieve our aims we encourage self-discipline and selfmotivation in all our pupils, respect for others and others' points of view."

6.7.2 School library resource centre Accommodation The SLRC is situated centrally in the school and acts as a corridor between classrooms and the staff area and has constant activity throughout the day. The room has tables for class use, comfortable seating and study carrels. A careers section and networked computers are situated to the side of the room. Staffing The SLRC is staffed with one full-time chartered librarian. A library assistant is shared with other schools and the pupil librarians help every day when they are available. The head teacher was particularly interested in the SLRC because of his experience of Canadian education and their use of teacher/librarians. He felt the tradition of teacher training in this country did not always recognise the importance of resources as a learning aid and felt teachers often undervalued the SLRC. The head teacher was fully committed to the work of the SLRC and saw ICT as a means of affecting change in the way information, and the management of that information, is viewed in schools. Availability The SLRC is open all day, before and after school on most days and at morning break and lunchtime. The librarian encourages class use, individual borrowing and research and leisure use by pupils and teachers. The atmosphere is noisy and enthusiastic. Use All pupils in S1 and S2 complete Library and Information Skills Course modules during English lessons and the majority of subject departments use the SLRC for research.

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6.7.3 Introduction to case study 7 Aims Pupil ownership of the SLRC; Increased self-esteem and use of initiative; Interaction with others; Development of ICT skills by using the various computer applications and sorting problems. Level All pupils may apply to become pupil librarians and during the case study there were eleven (three girls, eight boys) ranging from S5 to S2. Time scale Pupil librarians help in the SLRC during morning break, lunchtime and after school whenever they are available. They continue in the post for as long as they are able or remain interested. Activities The pupil librarians are involved in library duties, such as returning books to shelves, general tidying, issue and return of loan items using the computerised library management system. The group helps with the processing of new stock and repairs. They help users of the SLRC, particularly with ICT, by loading CD-ROMS, sorting difficulties, and explaining processes. In return, the pupil librarians have privileges of access and loans. Candidates apply for the chance to become a pupil librarian and are selected on basis of a simple application form and interview with the librarian. New recruits are trained by the librarian and by established pupil librarians. The pupil librarians have designed the application form and a multi-media library quiz to help with their training. The librarian tends to leave organisation of the group to the pupil librarians themselves.

6.7.4 Case study methodology The Researchers met with the pupil librarians and discussed aims of the Project and how they might help. During this initial meeting the pupil librarians explained what their duties were and were encouraged to reflect on how this might have an impact on their learning. The pupil librarians were then involved in the decisions of how the learning might be tracked. It was agreed that the pupil librarians would keep a chart detailing the activities of each individual. All members of the group were also encouraged to keep a personal log of their activities and reflections on the processes involved. After discussions with the head teacher and the librarian it was agreed that the guidance staff would be approached and asked to reflect on the individual pupil librarians in their care and whether they could detect any evidence that being a pupil librarian had an impact on learning. The pupil librarians were observed carrying out their duties and those in S2 were also observed in their classes in the S2 Library and Information Skills 93

Course based on research in the SLRC. The initial timescale for the case study was two weeks but this was extended to six weeks to encourage greater involvement and reflection of the Impact Project. The librarian was encouraged to consider what the pupil librarians were doing and how this might influence their learning.

6.7.5 Observation Two of the pupil librarians were not present at the initial meeting and during the case study period, seven of the eleven pupil librarians were seen Motivation - Willing to be particularly active and the others appeared to contribute little. participation The librarian reported that two of the pupil librarians had been very involved with the preparation of the chart and had explained the Project to the absent members of the group. On the first observation day after the initial meeting with the pupil librarians, another member of the group was particularly keen to show the Researcher the chart they had prepared and started to complete.

Motivation/Interaction Initiate discussion Motivation - Expression of enthusiasm

It was apparent that those involved in the preparation of the chart had given it thought but it was very factual, giving activities carried out by whom and when. Seven of the group started to fill in the chart during the first two weeks and then the two senior pupils became less involved in the SLRC as other activities took on a higher priority. Three pupils never filled in the chart and one pupil started completing activities during the last week of the case study although he was frequently observed carrying out duties and taking an active part. During the initial two weeks of the case study, the senior pupil librarians expressed their resentment of the way certain individuals were contributing to the tasks. It was felt that the senior pupil librarians were doing the more tedious routine tasks in the SLRC while the younger members of the group were allowed to spend their time doing more exciting things on the computers. The pupil librarians who were particularly keen on ICT were developing a presentation of the study skills club to be shown at an Progression - Developing exhibition in the city hall and the others did not see this as part of their presentation & ICT skills library duties. During the observation period the pupil librarians were seen to spend the majority of their time either using the computers, helping other users with Interaction - Peer support computer related tasks or manning the issue desk and only a little time was spent shelving and tidying the resources, although this was mentioned by most as one of the major duties of the pupil librarians. After the initial two weeks, the pupil librarians were encouraged to spend a little time each day reflecting on their activities and experiences in the SLRC and during discussions they were more willing to consider their activities in a more reflective way. However, they still had difficulties seeing any connections between what they were doing in the SLRC and Motivation/Progression/ their learning experiences. Only one member of the group kept a diary and Interaction - Initiate was very keen to show this to the Researcher. discussion, Sense of achievement 94

6.7.6 Impact findings Motivation • Six of the pupil librarians were committed members of the team who Motivation - Willing were keen to help in the SLRC whenever they were available. They participation explained that it gave them something to do during their free time in school. Two of them also explained that they helped after school most days. •

•

Motivation/Interaction Peer support Progression - ICT skills, Sense of achievment, Independence - Use of The pupil librarians valued the librarian's recognition of their work initiative in the SLRC and two were also particularly enthusiastic about Progression - Sense of achievement describing their contribution to the Researcher. The pupil librarians were seen to enjoy each others company, to enjoy the responsibility of being in charge of the issue desk or the computers, and those enthusiastic about IT enjoyed the freedom they were given to explore and develop their interests and skills.

•

The two guidance teachers, who felt able to comment on the pupils in their care, indicated that they felt being a pupil librarian helped motivate pupils to become involved in school life and encouraged a positive attitude towards school.

•

The librarian also reported a spontaneous comment by another teacher about one of these pupil librarians and how his attitude to work and Motivation - Change in attitude social skills had improved as a result of the experience.

•

When the S2 Library and Information Skills Course classes were observed doing their Power Point presentation on countries, it appeared that the pupil librarians who were enthusiastic ICT users had an impact on the motivation of other pupils in their class to learn Interaction - Peer support about the programme and achieve a high standard of presentation.

Progression • Two pupils came from a primary school where ICT use was Progression - Develop ICT encouraged and the role of pupil librarian gave them the opportunity skills to expand and develop sophisticated computer skills for real situations. For example, during the case study the pupils were currently working on or mentioned being involved in: Ø A Power Point Presentation about the school skills club for an education department exhibition promoting "Valuing learning, Valuing Learners"; Ø A multi-media programme for a library quiz; Ø Preparing a training package for new pupil librarians for use with a booklet - this developed an appreciation the issues involved in explaining ideas to others in both ICT and book format; Ø A calendar for sale, encouraged by a member of the computing staff. It was felt that the pupil librarians were given more freedom to continue with the project because the member of staff knew of their commitment to the SLRC. •

Motivation/Interaction Specific tasks like this not only stimulated individual interest but also Continue activity/ Peer provided the opportunity to share expertise and several of the pupil support librarians said they had learned a lot of ICT skills from the more experienced computer members. One of the less computer literate

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pupil librarians expressed an interest in learning some of the skills and Progression - ICT skills indicated that she was now more involved and more confident using the computers. •

These activities also generate interest with other SLRC users. During the S2 Skills Course when Power Point was introduced motivated pupils used the computers and expertise of the pupil librarians during the lunch break to explore ideas and refine the presentations. The pupil librarians in the S2 classes doing the skills course using Power Point were in demand for their services and expressed the view that understanding the technology allowed them to concentrate on the content of the presentation. The presentation of these groups was more technically advanced but there was no evidence that the information conveyed was of a higher quality.

Motivation/Independence - Continue activity/Use of initiative Progression - Sense of achievement Progression - ICT skills

•

The pupil librarians are able to solve many of the computer problems Progression - ICT skills, encountered by other users of the SLRC and are able to help with Sense of achievement programmes or games; they are also given the responsibility to do so.

•

One pupil was keen to show the Researcher his borrowing history Progression/Motivation explaining that he had borrowed many more books because he was a Try new reading/ Change pupil librarian. He explained that he is attracted to resources while in attitude shelving or arranging displays of books. His borrowing history did appear to confirm that more books had been borrowed since he became a pupil librarian and he indicated that these were not related to school work, however there was no evidence that this enthusiasm to borrow resources had continued into the new school year or that it had an influence on his learning.

•

The other pupil librarians did not think they used more resources because they were involved with the SLRC but they did express the feeling that knowing how the SLRC worked helped them to make Progression - Appropriate use of resources better use of the resources when needed to for class work.

•

Two of the pupil librarians expressed the view that they would not have joined the after school skills club if they had not been involved with the SLRC. This skills club, which is supervised by the librarian and other members of the teaching staff, enables pupils to do their homework in a supported environment and the staff introduce study skills to encourage a positive attitude to their work.

•

All the pupil librarians were involved in other activities in the school; several in the same musical band but none of them felt that being a pupil librarian had any connection with this. One of the guidance staff did comment that he thought it gave one pupil librarian the:

Progression/ Motivation Develop study skills/ Continue activity, Change in attitude

"confidence to become involved [in other activities] e.g. with musical act[tivities]". •

Progression - Awareness of The pupils involved with the ICT initiatives expressed the feeling that they had learned about "time management" from doing the projects need for time management and having to meet deadlines imposed by others.

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Independence • The focus group discussions mentioned the role of the SLRC in providing emotional support for individual pupils and the role of pupil librarian can attract this type of vulnerable pupil. One of the pupil librarians in the case study displayed signs of being in this category and the SLRC provided this individual with the opportunity to gain confidence and self-esteem in a comfortable environment. This pupil’s guidance teacher commented:

•

“he is aware that there is an alternative way to behave and sometimes Motivation/Progression Change in attitude/ Sense he associates with a more sensible hard-working group in school.” of achievement When the librarian is out of school, the pupil librarians take the initiative of running the SLRC by themselves, and they explained that Independence - Use of they make regular checks of the SLRC and take it upon themselves to initiative obtain permission to do so from the relevant members of staff.

•

It was recognised that these pupil librarians are given independence to Independence - Use of organise themselves by the librarian but it was also seen that other initiative members of the teaching staff took their ideas seriously and gave them the opportunity to work on projects independently.

•

One of the guidance teachers expressed the opinion that working in the SLRC increased confidence, self-esteem and initiative because it: "offers alternative ways of contrib [uting] to school and having skills noticed for those who are not sporty or do not have the outgoing personality needed for eg. House Captain." "Pupil librarians are in general distinguished by their willingness to take responsibility, helpful attitude and the confidence they gain to develop their own interests, and not run with the herd." [guidance teacher]

Interaction • Two of the Pupil Librarians expressed the feeling that they had developed teamwork skills by working with the group. This teamwork Interaction - Peer support was observed in the way some members of the group worked together to get the chart organised for the Project and then communicated the ideas to other members of the group; in the way some of the library duties were carried out; and in the way the ICT initiatives were completed. However, the Researcher also observed areas of tension that could not easily be resolved from within the group itself without input from the librarian. •

Working in the SLRC also gave the pupil librarians the opportunity to mix with pupils from other year groups and members of staff. During Interaction - Friendships the case study members of the group were involved in the exhibition organised by the education department and in a Primary 7 open evening when they met prospective pupils and their parents.

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6.7.7 Issues arising from the process of monitoring impact The pupils found it difficult to understand the learning concepts associated with this Research Project and the chart and diaries were therefore of a more factual nature than was really required. Other studies have used pupil diaries and logs more successfully but they have tended to concentrate on a particular learning process, such as using ICT for information seeking1 . Where the interest was in tracking a much wider range of learning experiences this clearly led to some difficulties for the pupils in trying to self-evaluate the learning experience. However, observation and discussion helped to draw some of these learning connections out and the teachers were able to reflect in a limited way on the potential learning experiences. It was particularly interesting to observe the pupil librarians in the classroom situation and see how their experiences were reflected in other curriculum activities. The two pupil librarians who were keen users of ICT were confident helping other members of the class to make the most of Power Point and their group presentations were technically more competent. The use of resources was not observed but the three presentations given by groups who had a pupil librarian did make good use of information and were among the best of the twelve presentations given by this class, half of which were unfinished. Motivation may be expressed as a willingness to participate, an enthusiasm and energy to do something. This motivation might be due to, or reflect, the immediate activity taking place in the SLRC but it might also extend beyond the SLRC to motivate the pupil to do or learn something. These connections are more difficult to trace but when the pupil librarians were observed in the classroom situation and questioned about other activities, there did appear to be evidence that their learning experiences were transferred to other situations. The comments expressed by other members of teaching staff gave a valuable insight to how the pupil librarians were seen in other areas of the school, although one guidance teacher expressed caution about making connections between attitude and involvement in the SLRC. Interaction can either be seen as a progressive skill related to communication and organisation within a group or as a means of promoting learning by interacting with others and learning from others. This was particularly significant during the observation of, and discussions with, participants in this case study.

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6.7.8 Case study 7: summary of the evidence of impact on learning Indicators of Motivation: • Willing participation, enjoyment of working together; • Expression of enthusiasm, initiate discussion; • Changed attitude to school; • Encouragement to others. Indicators of Progression: • Development of skills: Ø Library skills, including navigation of SLRC and resources; Ø ICT skills, including practical use of variety of programmes, problem solving; Ø Time management skills; Ø Presentation skills; • Involvement in other activities, participation in study skills, more book borrowing; • Sense of achievement. Indicators of Independence: • Increased confidence and self-esteem; • Use of initiative • Appreciation by other members of staff of commitment. Indicators of Interaction: • Teamwork, peer support, share expertise; • Friendships and ability to mix with other groups. Summary of factors influencing the impact on learning Factors enhancing impact: • Freedom given by librarian and other members of staff; • Practical application of skills; • Appreciation from librarian. Factors limiting impact: • Tensions within the group.

1

Kuhlthau, Carol Collier. Seeking Meaning A process approach to library and information services. Norwood, New Jersey: Ablex Publishing Corporation, 1993.

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6.8

SPECIAL EVENTS: SCHOOL F AD HOC USE: SCHOOLS A, C, F, AND J

6.8.1 Introduction The school librarians interviewed in the selected focus group schools, aimed to provide experiences and activities beyond the traditional library functions to support the curriculum and these activities had the added advantage of helping to promote themselves and the SLRC with the school. All the librarians tackled this in some form. Activities ranged from ensuring their presence at parent meetings and helping with induction activities, to supervising Duke of Edinburgh expeditions and senior proms and staging events centred round the SLRC itself or facilitating events using the SLRC area. During the period of investigation many of these activities were taking place and a decision was made to observe a few examples in order to consider the impact on learning. It was also recognised that there is a great deal of ad hoc use of the SLRC by staff and pupils out of class time and it was thought to be worthwhile to try and understand how this use might impact on learning. Like the pupil librarians case study, these activities were not planned strictly as class based, curriculum related activities in the sense of the earlier project based case studies had been. This in itself created interesting challenges from the Research perspective in that it was not going to be as easy to observe and record this type of use of the SLRC or examine work produced by learners.

6.8.2 Space Fair Background The Space Fair was organised by the librarian in collaboration with the science department, the local Astronomical Society and a local enthusiast and the librarian raised sponsorship money. The aim of the Space Fair was to support the S2 science curriculum, and the event has been repeated every three years to enable all pupils to access it either during P7, S1 or S2. The secondary pupils attended the space fair in their science classes and the associated primaries were invited to attend for an afternoon. The exhibition, which lasted for a month, consisted of models of the planets in the solar system indicating their relative size and another display showed the relative distances between them. The resources were displayed to accompany the exhibition; space fiction and poetry and the non-fiction books; posters, video clips, and satellite photographs were all on display. There was a special section on the Moon Landing. The computers were set up with a variety of space related CD-ROMS and there was a hands-on balloon model of how a rocket is propelled. Observation The Researcher spent the second day of the Space Fair observing the activities. This provided the opportunity to view one S1 class for a double period and a visiting Primary 7 class using the resources. "The pupils were highly motivated by all of the activities. Excellent

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selection of books on display - pleased to see a range of fiction with a 'space' theme also." "It is so much easier to "see" space facts with the help of the exhibitions and books." The pupils were given an introduction to the exhibition and its layout by the librarian and encouraged to explore the exhibits before choosing a planet to investigate. The S1 pupils were to write this up as an exercise. The primary 7 pupils listened to a talk given by a local model maker and space enthusiast and were then encouraged to explore the resources using a worksheet to find out about a planet chosen from a selection of bookmarks. This visit provided the pupils with the opportunity to familiarise themselves with the SLRC in preparation for their move to secondary after the summer. "I really enjoyed the model rocket. I am going to try and make it at home." "I really enjoyed this brilliant exhibition I hope they will do something like this again. It was really informitive and I would love to visit Nasa and in future years go into space." In discussion with the Researcher the science teacher indicated that he was not sure whether there was any benefit in using the SLRC in this way. This class showed signs of a lack of direction, and most of the time was spent wandering around instead of using the resources in an organised way. The librarian expressed dissatisfaction and felt there was a need for more direction but when questioned the teacher felt the pupils had managed adequately. When approached one pupil said, "it is better than being in the classroom" but was not sure that they had learned anything. One pupil did Motivation/Independence remain in the SLRC and continued his research over the lunch break. - Continue activity/ During the course of this lunch break eight other pupils were observed unaided using the resources associated with the Space Fair. Evidence of Impact During the Space Fair visitors were invited to make comments in a book. Nine pages of comments were completed. Comments were not written by all the participants but it was available for the primary visits, the open evening and during school time. Spontaneous letters of thanks were also Motivation - Expression received from two of the visiting primary schools. Ten S1 pupils completed of enthusiasm a brief questionnaire. The secondary pupils generally treated their class visit to the Space Fair like any other work situation, they got on it but without great enthusiasm but those responding to the questionnaire indicated that they felt the visit Progression - New had been worthwhile and 82% said they had learned something new. information The primary pupils mentioned finding information, they enjoyed using the CD-ROMS, the talk and models. One pupil was particularly enthusiastic at the open evening and mentioned it to her form teacher the next day and enquired about joining the Motivation - Expression Astronomical Society . Two weeks after the fair ended a pupil asked to use of enthusiasm, one of the space CD-ROMs during lunch break and another wanted to find Continue activity out about Black Holes on the Internet. These individuals continued to be stimulated by the Space Fair after the event and are typical of many of the 101

activities going on in the SLRC when individuals pursue their interests and learning in their own way but often unnoticed. 6.8.3 TES Newspaper Day Background This is an annual event for this case study school and in the past efforts have been highly praised. The aim is for pupils to produce a newspaper in one day using national and local news. Twelve pupils were selected from volunteers and suitable candidates put forward by English teachers. The librarian was keen to have participants with the appropriate mix of skills required to complete the task to a high standard. This year the pupils were mainly from S3, younger than in previous years. Three S5 pupils had been involved in previous years and had the editorial positions; the other nine were responsible for specific jobs, such as advertising, fashion, and sport. The team had met with the librarian before the event to allocate tasks and all were expected to do some preparation before the day. Observation The day began with technical problems with the email not getting through. This was sorted during the morning. The package for participating schools had also not arrived on time. One of the sub-editors was learning how to use the desktop publishing software, while another pupil arrived with examples of advertising that needed to be scanned, tidied and saved on the network. The pupil responsible for advertising was particularly keen to show the Researcher what he was doing. Others showed less outward signs of enthusiasm but were all fully absorbed in their individual tasks until the final stages of production at the end of the school day. Little help was sort from the librarian or visiting teachers but advice was given on computing techniques and one teacher helped during her free periods by speed typing pupil’s work if required.

Progression - Use of unfamiliar software Motivation/Interaction Expression of enthusiasm/ Discussion about activity Motivation - Absorption in task

Members of teaching staff looked in periodically to see progress and give encouragement. The librarian felt the day had been less frantic but more of her input had been required during the final stages than in previous years. The newspaper was finished about an hour before the deadline and the participants were pleased with the final result. Evidence of Impact All the participating pupils were asked for their reaction to the day. They all indicated that it had been an enjoyable experience. Five pupils indicated they had learned ICT skills, new desktop publishing and scanning skills as well as improving other keyboard or word-processing skills. Four felt they had learned writing skills, such as writing in journalistic style. Three pupils mentioned time management issues, working to deadlines and how the finishing off takes longer than you expect. Nine pupils felt the experience would help them in the future, either with specific skills or for a career in journalism, and it would be valuable addition to pupils’ record of achievement. 102

Motivation - Expression of enthusiasm Progression - Use of unfamiliar ICT software, Writing skills, Awareness of need for time management, Sense of achievement

The librarian reported that the displayed Newspaper had caused comments from members of the school and that an obvious outcome of the day had been an interest by the head teacher in the ICT skills learned by the pupils, prompted by his own daughter's involvement and enthusiasm afterwards. The impact on skills and a sense of achievement of taking part in the event is echoed in an article by Sarah McNicol1 .

6.8.4 Book Week Background The aim of the Book Week is to promote books to the staff and pupils of the school. The library hosts the events and in the past the librarian has been instrumental in organising the events. This year, much of the organisation was carried out by one member of the English department with support from the librarian and other colleagues. Observation Two visiting authors spent a day in the SLRC talking to the English classes. The English department had wanted the emphasis to be on creative writing rather than promoting the author's individual work. One author was an experienced speaker and excellent storyteller and the other was less experience. The themes of the craft of writing and getting published were explored and useful tips and hints were extended to both teachers and pupils. The audience was felt by one author to be too large and the sessions although inviting questions were not conducive to pupil interaction. Another event during the week was a book quiz organised by ten keen S3 pupils for visiting teams of primary 7s. The event was very well organised and had occupied the S3 pupils for some time. Evidence of Impact At the end of one session one pupil asked advice from one author about getting a piece of writing she had done published. Other enquiries were made about one of the author’s published work and whether it was available in the SLRC to borrow. One of the teachers decided to try out an idea suggested by one of the authors. The teachers were generally enthusiastic about visits like this because it allows the pupils to see another perspective, helps reinforce their teaching, encourages the teachers to reflect on their teaching. The teacher felt the pupils who organised the book quiz had gained experience working as a group, it helped give them organisational skills, it drew on their knowledge of literature and provided a means of giving them experience of communication in front of an audience, which will become part of the 5-14, level F curriculum. The pupils themselves felt they had learned organisational, team and time management skills, and they had to think about their reading and knowledge of books.

6.8.5 Ad hoc use of the SLRC Although the critical incident approach used by Marshall2 to examine ad 103

Motivation/Independence - Continue activity/ Use of initiative Motivation - Continue activity

Interaction/Progression Peer support/ Organisational skills/ Use of knowledge, Presentation skills

hoc use proved inappropriate in the school setting, general observation with comments from the librarian suggested that a great deal of reinforcement and learning is going on by individual pupils in their own time. The librarians are generally busy supervising the break times and do not necessarily look closely as what pupils are doing with their time and the resources. However, given the stimulation of the Research Project, connections were made between previous experiences and pupils' activities in the SLRC. Examples included: • After a failed attempt at class emailing exchange students, because of problems with the network, two pupils returned at lunchtime to try again. • One pupil who had been disruptive during a class session in the SLRC returned during the lunch break and spent the time quietly reading. • Another pupil who needed careful handling during a class session in the SLRC was brought back by a support for learning teacher later in the day and the pupil worked quietly on his own. • Pupils were observed to come back in their own time to continue working on projects using the SLRC. • On another occasion a member of support staff borrowed a book on horses for her primary aged daughter. They had drawn a blank at the primary and public library but had find books in the SLRC. The member of staff was particularly delighted because her daughter was not naturally a reader but had requested others after reading the first. • Subject teachers viewed potential resources on the Internet that the librarian had highlighted during their free periods. • A less able pupil was keen to do some bitesize revision during the lunch break but during a class session using the resource in the SLRC, had been reluctant to be involved. It was noticed during the lunchtimes that the computers and newspapers were used much more than the books and pupils often came with resources they had gathered previously. 6.8.6 Discussion The idea of special events is to motivate pupils and stimulate interest and this is achieved in very subtle ways; the impact is on individual pupils and in a way that is often not noticed or recognised within the school. Sometimes it reflects impact from an activity carried out in the past. In the same way ad hoc use of the SLRC is very individual and the reinforcement or acquisition of new skills and knowledge often goes unnoticed. During the school visits the Researcher observed or was made aware of numerous incidences where the SLRC had made an impact in a small way to the attitude or the learning experience of individual pupils.

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Motivation - Continue activity

Progression/ Independence - Continue unaided

Progression/ Independence - Continue unaided

6.8.7 Case study 8: summary of the evidence of impact on learning Indicators of Motivation: • Continuation in own time (sometimes much later); • Pursue interest beyond SLRC; • Expressed enthusiasm; • Absorption in task. Indicators of Progression: • Awareness & development of skills: Ø ICT, including use of unfamiliar software; Ø Writing skills, including style; Ø Time management; Ø Organisation skills; Ø Presentation skills; • Achievement; • Use of knowledge & understanding. Indicators of Independence: • Continue activity unaided; • Change in attitude; • Use of initiative. Indicators of Interaction: • Teamwork, peer support.

1

McNicol, Sarah. Read All About It The Benefits of Organising a Newspaper Day. The School Librarian. Vol. 47 (4), Winter 1999, p. 175-178. 2 Marshall, Joanne. The impact of information services on decision making: some lessons from the financial and health care sectors. London: British Library Research & Development Dept, March 1993.

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7.

DISCUSSION

The study set out to identify the nature of the impact that the SLRC has on learning, firstly through the perceptions of the key players, i.e. learners, teachers and librarians, and secondly by monitoring the learning taking place in case studies of specific examples of SLRC related activities. This Section of the report examines the range and examples of learning experiences observed across the case studies; compares these observations with the earlier perceptions of teachers, learners and librarians (as summarised in figure 2); and finally summarises the nature of the potential learning impact as well as factors which have been observed to influence that impact both positively and negatively. While it was clearly seen that a broad range of learning experiences was being fostered by working in the SLRC, it was also clear that the learning was not necessarily related to the kind of outcomes the teachers stated as their aims. The learning experiences observed to be supported and fostered by the SLRC are discussed under the four broad learning themes used in current evaluation guidelines provided for Scottish schools 1 and used to classify potential learning experiences identified in the focus groups and interviews (figure 1 and figure 2) and in individual case study analysis, i.e. motivation, progression, independence, interaction. These in turn relate well to other established classifications of learning as discussed in Section 5. Within each of these learning themes the discussion: • begins with a reminder of the potential learning experiences identified within focus groups and interviews (as shown in figure 2) together with the potential indicators which had been drawn up as an aid to discussion with teachers and librarians and observation within case studies (see again figure 2); • examines the evidence for the existence of these learning experiences within the case studies as well as the factors which appear to influence the extent of the impact the SLRC is likely to have on these experiences; • examines the indicators which had earlier been identified as potentially useful in monitoring learning experiences in the SLRC in relation to a) their value as indicators within the case studies; b) new indicators and/or amendments to the list which have arisen as a result of case study observation; c) those indicators which, by their nature, have proved to be easier or more difficult to track; • finally summarises the nature of the impact of the SLRC on learning in the form of a revised framework of learning areas, experiences and indicators. Clearly the emerging list of indicators are examples only. They would be expected to vary according to specific activities and local circumstances and the value of the framework (as discussed more fully in Section 8) is as a starting point for individual schools, teachers and librarians to plan and evaluate their own SLRC related activities and services. The section finishes with a general discussion on the revised framework, and some of the issues arising from the cases studies that have influenced the refinements and an examination of the value and feasibility of the various methods for data collection.

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7.1

MOTIVATION

7.1.1 Evidence of impact on learning Motivation was one of the learning experiences that all the groups of participants identified in the focus groups and interviews and the SLRC did indeed appear to have a significant role in fostering this aspect of learning, although the potential impact was also seen to be limited in certain circumstances. Given favourable circumstances the SLRC can encourage motivation to learn within the specific activity going on and also stimulate motivation beyond the immediate task to other learning situations within the school and home environment. The potential for enthusiasm and fostering a motivation to learn were seen in all the case study investigations but the other learning experiences identified within this theme were less obvious and more difficult to trace. Motivation would appear to be closely linked to the ability to proceed with a task as well as interaction with others. Within this theme the learning experiences of enthusiasm and motivation to learn are closely related. In the impact framework (figure 2) the potential learning experiences and indicators associated with the theme of motivation were identified as those shown in table 12. Table 12

Motivation from the impact framework

Learning experience

Indicators of motivation

• • • • •

• • •

Enthusiasm (positive attitude) Motivation to learn (increased / improved) Imagination /experimentation Satisfaction (achievement / success) Self-esteem (see work displayed, positive experience)

•

• • • • •

Willingness to participate (enthusiasm) Absorption in activity or task set Continuation of task in own time in SLRC or elsewhere Initiate discussions, enquiries, further research, other activities in RC or elsewhere (e.g. promotion of resources, writing articles, joining clubs) Promotion of resources (by user to others) Volunteer help (in SLRC) Exploration of resources elsewhere Express satisfaction with task Express pride in task, desire to see work displayed

The first two learning experiences, enthusiasm and motivation to learn, were relatively easy to observe and monitor through discussion and feedback but the other three are less easily recognised and would usually require further investigation beyond the SLRC. Enthusiasm This was observed in the curriculum based project work in S1 and S2 by the initial enthusiasm with which the pupils began their research. The pupils in case studies 1 and 3 knew their way around the SLRC and were able to locate resources that might be appropriate immediately. The pupils in case study 2 were unfamiliar with their surroundings and less sure of how to tackle their task and did not display the same initial enthusiasm to get started. However, individual pupils did show more excitement when they began using the computers and the video and when questioned during the second session in the SLRC their response was very positive with only one pupil indicating that she had not enjoyed the experience. The use of computers was seen to increase interest and stimulate action to varying degrees in pupils in case studies 1, 3, 4 and 5.

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This expression of enthusiasm was apparent in other individual pupils when they interacted with the Researcher in case study 3, or with the teacher and each other in case studies 1 and 2. The four senior pupils interviewed in case study 4 expressed enthusiasm for their investigation although there were indications from the questionnaires that some of the pupils whose investigations had not produced such good results were not as enthusiastic. Although discussions initiated by pupils about the books they were reading was not observed there was evidence in the reading records and the questionnaires that this could be an indicator of enthusiasm for particular books and reading in general. Although one teacher expressed concerns about using the final piece of work as a means of measuring enthusiasm, there did appear to be evidence of effort and extra input in some examples of work that could be interpreted as a form of enthusiasm. The voluntary return to the SLRC to continue the activity was thought to indicate enthusiasm and this could also include the effort put into the activity at home. Individual pupils were observed or reported to return to the SLRC to continue project work (case studies 1 and 2) and the final work reflected pupil effort at other times (case studies 3, 4 and 5). The pupils in case study 6 showed their enthusiasm not only by returning to the SLRC to record their reading in their jotters and to borrow books but by their accomplishments in achieving the bronze awards for reading. The pupil librarians showed their enthusiasm by continued commitment to their roles, by the effort they put into the projects they initiated and by the positive group interaction that was observed. The special events organised in the SLRC highlighted isolated incidences where individual pupils were enthusiastic enough to pursue an element of that activity beyond the immediate occasion but these examples are easily missed as they tend to happen after the event or outside the SLRC. The factors, which appeared to have an impact on the enthusiasm of the pupils, were familiarity with their surroundings and the ability to proceed with the task, i.e. to "make positive progress" with the task in hand. The use of computers was perceived by participants in the focus group discussions as being a means of motivating pupils to learn and of stimulating interest. In the case studies this introduction of technology was particularly stimulating, though not exclusively, to boys but problems with logging on or the speed of getting results was seen to frustrate individuals. Group interaction was seen to enhance enthusiasm when relations were good but in case studies 2 and 7 examples of tension were observed to cause problems. The enthusiasm of the teacher (and librarian) and the willingness to interact and become involved with pupils was thought to increase the sense of purpose and motivation. Discussion would appear to stimulate motivation as well as being an indicator of some of the learning experiences within the motivation theme. A positive experience in the SLRC can also lead to motivation in other aspects of learning. Motivation to Learn The pupils' willingness to get on with the set task and their absorption in that task were thought to be examples of motivation to learn. This was observed in various forms in all the case studies. The pupils in case studies 1, 2, 3 and 5 working on curriculum related projects were seen to be getting on with the task in hand but on closer inspection it appeared that some individuals were not fully absorbed in what they were doing; some of the discussion was unrelated to the project work, some pupils were not fully engaged in reading the texts they had in front of them or able to proceed for some other reason. The pupils in case study 4 were not observed working but reports from the teacher suggested that many of them had found it difficult to get down to their investigation. The two other case studies required a slightly different approach to consider the motivation to learn, as the need to be fully absorbed in the task was not as great. The pupils librarians' willingness to learn new skills, transfer those skills to the classroom situation was thought to reflect a motivation to learn and the comments from the guidance teacher about one pupil's attitude to work and school would also suggest increased motivation to get on. The pupils in 109

case study 6 did appear from observation to be actively involved in selecting books and some were seen to read the books chosen and the questionnaire gave an insight into how the pupils themselves thought their attitude to reading had changed. Observation of the ad hoc use of the SLRC would suggest that pupils can become fully absorbed in their personal activities and the fact that lunchtimes are so busy in some of the SLRCs, would also indicate a willingness to be productively occupied. Imagination and experimentation These learning experiences to do with promoting the individuality and personality of pupils appeared to be present in case studies 6, 7 and 8. The potential was evident in the way pupils in case study 7, who are allowed the freedom to approach activities in their own way and given the time to experiment, and develop their own ideas. However, the intangible nature of these learning experiences and the complexities of getting to grips with individual learning meant that this learning experience was not really identified or explored. The nature of the task undertaken within the SLRC has an impact on the learning experience most likely to be affected and therefore different types of activities, such as those associated with art, might have given more insight into this type of learning experience. The extension work in case study 1, when pupils wrote a poem or a piece of writing about their animal did reflect imagination. Satisfaction If the experience in the SLRC was positive then satisfaction was expressed either in terms of an enthusiastic response to questioning or the voluntary display of the pupil's efforts. This was observed in the curriculum related case studies and with the pupil librarians. Less obvious was the return of a pupil to the SLRC for another unrelated activity that was inspired by previous success. Pupils indicated on their questionnaires whether they wanted to return to the SLRC for another activity and the responses favoured a desire to return but this did not appear to reflect a true sense of achievement or success except in case study 2 where other expressions of satisfaction had also been seen. Self-esteem Evidence for self-esteem being generated by the SLRC activities was only thought to be seen in case study 7 where the attitude of the pupil librarians reflected a confidence and ability to take responsibility within their own environment and a pride in their achievements. The remarks about one pupil by a guidance teacher regarding a change in attitude towards school were thought to reflect increased self-esteem. The SLRC may well have a positive role to play in other ways to enhance self-esteem by enabling pupils to have their work recognised in some way, for instance through awards or displays, but identifying the impact would appear to be more difficult and may well rely on other members of staff or the family to identify this learning experience. 7.1.2 Value and feasibility of the indicators The indicators that appear to apply to the motivation aspect of learning and were identified in the case study areas are: • expression of enthusiasm (verbally or effort work); • willing participation; • absorption in the task; • continuation of an activity (beyond the immediate occasion); • change in attitude. Although similar to those identified as possible indicators in the impact framework (figure 2), there are fewer indicators in the list above. The wording was refined as similar indicators began to emerge from different situations and different tracking mechanisms. "Expression of

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enthusiasm" encompassed observed spontaneous reactions to a situation as well as those encountered through discussion with individuals or deduced from the effort and additional qualities displayed in written work. In a similar manner "willing participation" and "absorption in the task" can be gauged from a range of possible monitoring devices. The "continuation of an activity" and "change in attitude" require checks to be made in other contexts, either through keeping brief records in the SLRC itself or by enquiring about behaviour and activities from other members of teaching staff. Some evidence of the continuation of an activity may be visible in the final work if this is available for scrutiny by the librarian. Informal remarks made by teaching staff and family members may also indicate a pupil’s motivation related to a variety of learning experiences. A “change in attitude” would appear to require more extensive monitoring and knowledge of the individual and may, of course, be influenced by other factors unrelated to the SLRC, such as maturity or friendship groups. Therefore, those indicators most easily identified were closely related to the activity under scrutiny but it is possible to identify impact of the SLRC on motivation beyond the immediate circumstances when steps are taken to specifically look for learning experiences in this way. It is interesting to note that the indicators for motivation identified during the case study work echo those suggested by librarians in research carried out by Kuhlthau on the Library Power initiative 2 .

7.2

PROGRESSION

The theme "progress in learning" identifies learning experiences related to skills, knowledge and understanding and within the SLRC environment this is associated with the finding and use of information. The development of skills provide more tangible means of identifying particular learning experiences and in this case the indicators could be described as "learning outcomes" a term teachers are more familiar with. The type of skills identified during the focus groups have been loosely categorised under headings generally used by the librarians in the interviews (detailed below and listed in table 13) but the definition of terms associated with information literacy is constantly under debate. • Library skills: this includes the traditional skills covered by induction courses such as understanding of the layout of the SLRC, use of the catalogue, the types of resources available, and familiarity with their use. • Information handling skills: this covers the use of information and various process models can be found in the literature to help support and develop these skills, such as Marland 3 , Eisenberg & Berkowitz 4 , Kuhlthau5 , to name but a few. • Reading skills: in the impact framework this was treated as a separate category because it was isolated in discussions and was thought by teachers and librarians to cover the development of a reading habit as well as reading for information including skimming and scanning. • ICT skills: these have been given a separate category in the Report because this was how they were portrayed in discussions and in the current curriculum literature. There is an argument that ICT skills, apart from the physical skills of keyboard mastery, are very similar to the skills required when handling all information that is effective search strategies, and evaluation for relevance, bias, currency, manipulating and communicating i.e. the information handling skills. Increased knowledge and understanding covers the higher order cognitive aspects of assimilating information and making sense of it within the individual's existing knowledge to increase recall ability and the range and depth of understanding. The knowledge and understanding is then used by the pupil to produce a piece of work of a quality that represents

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the ability of the individual. This learning experience is most likely to be related to the direct outcome set by the subject teacher and is most likely to be assessed by the teacher. The case study Research identified great potential for the development of learning experiences in this broad area of learning. The SLRC can have a significant impact on the development of skills and this in turn encourages knowledge and understanding and the production of quality work. It would appear from the evidence that the introduction, practise and mastery of skills can be relatively easily monitored within the SLRC context but that more work needs to be done to understand what the skills are and how they will be identified. The other two learning experiences in progression, i.e. increased knowledge and understanding and the quality of work are more difficult to establish without closer collaboration with teaching staff. Table 13

Progression from the impact framework

Learning experiences

Indicators of Progression

•

•

• • • • •

Library skills (familiarity of layout, terminology, resources, catalogue, etc) ICT skills (confident use of keyboard skills, CD-ROM & Internet searching, etc) Information skills (reading for information, skimming scanning, understanding, selection, note-taking, evaluation, etc) Reading skills (developing habit for pleasure, information, skimming, scanning, etc) Increased knowledge & understanding (range, depth & recall) Quality of work (school work & exam results, accuracy, presentation, fact, vocabulary)

• • • • • •

Ability to navigate SLRC & resources (knowledge of terminology, appropriate resources) Knowledge & ability to use appropriate ICT skills Use of information skills (reading for & selection of information, note-taking, evaluation) Increased fluency, frequency & regularity of reading Willingness to try reading a variety of genres & styles Ability to recall & increased depth, range of general knowledge and understanding Development of writing skills

Awareness and development of skills: Library skills The majority of pupils in all the case studies showed signs of understanding how to go about finding resources. Observation during the case studies showed pupils’ ability to navigate the SLRC and find a variety of resources and this was taken as evidence of their understanding of library skills. In case study 1, 3, 4 & 5 pupils were reminded of the resources at the beginning of the sessions but there was evidence that pupils had transferred the skills (for instance the use of contents and index pages, the layout of encyclopaedias and how to go about finding additional resources using the catalogue and keywords) from previous project work in the SLRC. The pupils in case study 2, who had not completed their library induction, were observed using the contents and index pages and were familiar with the layout of an encyclopaedia and would have transferred these skills from primary school. References to other sources of information in their final work or responses to the questionnaire and discussion was taken as evidence that pupils had the ability to find appropriate material from other sources, such as home or the public library. This transferability of skills was an aspect of learning that appeared to cause concern in the focus group discussions and interviews. Individual pupils were observed to have particular problems finding resources and many did not appear to think of using some types of resources unless reminded but there was enough evidence of pupils finding information to suggest that reinforcement would have overcome these difficulties. Although the senior pupils in case studies 4 and 5 did not always make the connection of how previous experience of using the SLRC might have helped them, there was

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evidence in the responses to the questionnaire and self-evaluation sheets to suggest that previous mastery of library skills contributed to their ability to find information. ICT skills Computers were used in all the case studies and the ability of pupils to master quite quickly specific skills was evident when watching pupils help each other or when they were given instructions by the librarians or teachers. The use of particular software applications for practical purposes by the pupil librarians (case study 7) and those involved in the TES Newspaper Day (Section 6.8) and the sharing of that knowledge with others are good examples. However, individuals were also observed to grasp more fundamental skills such as the importing of pictures, printing selected text, while other pupils indicated they learned word-processing skills as a result of working in the SLRC. In case studies 1 and 2 pupils were observed to gain confidence in using a computer to search for information whether from a CD-ROM or the Internet. In case study 5 the use of search engines and keywords was introduced to individual pupils and was seen to be successful for some but the problems of time, access to sites and the ability to handle the information were thought to limit success and the learning experience. Some of the seniors in case study 4 were very successful in developing their Internet searching skills to obtain appropriate information but those interviewed also acknowledged a lack of understanding of some of the authority and copyright issues associated with the use of information from the Internet. Information handling skills The information handling skills were less developed than the library skills but in all the case study schools doing project work there was evidence of an awareness by pupils of some of the skills involved. Some pupils in each case study showed signs of developing or mastering skills indicating some input and transfer of previous information skills introduction. Two pupils in case study 2 explained their methods of extracting information using highlighters or crossing out unwanted information. Pupils in case study 1 displayed note taking techniques in their jotters and when observed using resources. Where the rough work and the final piece of work was available in case studies 4 and 5, there was evidence of selection of appropriate material and noting sources of information. The examination of rough and final work provided useful evidence of what information was found, what was selected and whether the selection was the most appropriate. From the examples examined it would suggest that those pupils who were given the higher marks had developed better information handling skills but there was also evidence in the jotters that some pupils had found significant amounts of relevant information which they did not use, and there may be several reasons for this, such as their own interpretation of the usefulness of material6 or an inability, for whatever reason, to interpret the material. The teacher in case study 4 expressed concerns that some of his senior pupils had not mastered the techniques of selecting the most appropriate material and case study 5 reflected a similar situation where some pupils had well-developed information handling skills, but many revealed weaknesses. The Research found evidence that using the SLRC can encourage the use of the information handling skills and can provide the opportunity for these skills to be introduced and developed but it also highlighted instances in each case study (1-5) where a lack of skills limited the effective learning process. In case studies 2, 5, 7 and 8 indicators of impact were identified which were not specified in the learning experiences outlined in the original framework (figure 2 and table 13) but are part of the information handling process described in the literature (Marland, Eisenberg & Berkowitz and Kuhlthau). The use of peer and self-evaluation in case study 5 was introduced as a means of evaluating the success of the course by examining what the pupils indicated they had learned. This form of reflection can also help pupils understand strengths and weakness and gives them the opportunity to develop the skills of critical analysis and this was evident in some comments made during the discussion or on the peer evaluations forms. The opportunity to develop critical skills was also introduced in case study 2 and some of the pupils managed reasonably well but others found this task difficult. In case study 2 the pupils 113

were evaluating the group presentations of their research findings and this leads on to the reporting skills. The skills associated with reporting or presenting in front of an audience were only observed to be touched on briefly and the librarians were not impressed with the quality of the talks but they were felt to reflect the quality and understanding of the research. In case study 2 the course provided the means to do a second presentation and these showed signs of improvement in both the presentation and the research as well as a greater sense of achievement. This confirmed the finding that an understanding of the task enables pupils to progress and highlights the conditioning factor that providing the opportunity for pupils to reflect and improve their performance can serve as a useful learning tool. Reading skills In the original framework (figure 2 and table 13) reading skills were expressed as a separate learning experience. In the case studies the skimming and scanning techniques were seen as part of the information handling process although evidence of use of the techniques was very difficult to establish. The development of a reading habit and the enjoyment of reading was investigated in case study 6 but again the actual reading skills of fluency and understanding could not be established easily from the SLRC perspective. The willingness of these pupils to try a variety of genre or different authors was evident from the responses given to the questionnaire in which pupils reported that their attitudes had changed and that they had tried different genres and authors recommended by the librarian or on the database. Their responses also revealed an awareness of the relationship between reading and other learning, especially language development, but correlations of this sort are very complex and would need much greater input from the teaching staff to establish any actual examples of impact of the SLRC on reading ability. What was evident from the number and variety of books borrowed and the awards given, was that the SLRC can have an impact on the motivation to read and the selection of reading material, particularly when emphasis is placed on introducing new elements to stimulate interest. The evidence that discussion can be a motivating and monitoring tool from other case study units suggests that this may be of value in developing and evaluating this learning experience. The questionnaires and anecdotal evidence would suggest that discussion is more significant than was apparent from the observation during this case study. Increased knowledge and understanding Evidence of increased knowledge and understanding was difficult to judge in the majority of the case studies without knowing how much the pupils already knew. This emphasises the importance of joint planning and evaluating the work carried out in the SLRC by both librarians and teachers. The teacher in case study 1 thought all her pupils had learned something about their individual animal and the responses to the questionnaire would suggest that the pupils themselves thought they had learned facts and skills. The pupils in case study 2 displayed a greater knowledge and understanding of their topics as they presented their information in additional ways throughout the project. The teacher in case study 4 expressed disappointment in the knowledge and understanding of his pupils because connections between their research and biology theory or the investigation requirements were not always made but the final work and the questionnaire would suggest that new knowledge and understanding had taken place but not necessarily to satisfy the outcomes required by the exercise. The pupil responses in questionnaires, peer and self-evaluation sheets and the final work does give an indication of new knowledge but it is limited without greater understanding of the pupils involved and the work is not always available to the librarians unless specifically requested. Some evidence of knowledge and understanding comes with the ability to transfer skills and process and use previous knowledge that was seen in some of the learning experiences associated with the development of skills.

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Quality of work The quality of the submitted work and the mark given is an indication of the ability of the individual and the Research did establish that giving pupils the opportunity to work in the SLRC is not necessarily enough to improve the quality of work (as in case studies 3 and 4). The impact the SLRC may have on quality of work is related to pupil motivation and the ability to proceed with the task set and this in turn is related to the development of skills and there was evidence that pupils' work was directly related to the amount or quality of information they had found in the SLRC. The teachers indicated that the work could not have been done as easily without the availability of the resources in the SLRC but were less aware of the need to consolidate the skills required to use these resources effectively. However, there was evidence of pupil effort in submitted written work, of observed improvements in reporting skills (case study 2), and an expressed sense of achievement by pupils (case studies 6, 7 and 8 in particular). Again the final work is often not available to the librarian and therefore other methods of monitoring the quality of work need to be established if this is something that individual schools want to evaluate themselves. The examination of rough work did give an idea of how individuals were working and over a period of time this could give an indication of the progression of skills developed by an individual. In case study 6, the number of pupils who were working towards or had already achieved awards for their reading was higher than the previous year at the same time and this was an indication that the database or the individual reading lists promoted by the SLRC had an impact on the achievements of these individuals. It would be possible for librarians to keep a record of achievements awarded for work that involved the SLRC and using action research over time these records could provide valuable evidence of impact. Study skills Organisation and time management skills have been groups together as study skills, which is how they were described in case study 5. Developing an understanding of study skills was one of the aims in case study 5 and the pupils responded in their self-evaluation with an awareness of the need for organisation and time management skills in their application to work. In the framework (figure 2) this learning experience was placed under the theme of independent learning but seeing how the pupils were being introduced to the idea and became aware of the skills it was thought to be more appropriate in the progression learning theme. Once mastered, and pupils are observed to use these skills confidently and competently, the learning experience would become an indicator of independence. The pupil librarians and the pupils involved in the newspaper day discussed the need for organisation and time management skills when their activities had deadlines and awareness was also expressed by pupils on the evaluation sheets in case studies 2 and 5. The impact of the SLRC on these learning experiences would be to provide opportunities for pupils to work to deadlines but more important is the contribution the SLRC can make in the development of other skills which enable pupils to fulfil the requirements of many of their assignments. 7.2.2 Value and feasibility of the indicators The indicators that appear to apply to the progression theme and were identified in the case studies are: • Development of skills: awareness of need, leading to ability to practise (leading to confident and therefore independent use) • Library skills: use codebuster, catalogue, index, contents page, encyclopaedia, • Information handling skills: use skim & scan, note taking appropriate material for task • ICT skills: use unfamiliar software (including search the Internet) • Study skills: organise task, submit task on time, evaluate own or others’ work • Reading skills: try different genre or author, relationship between reading and other learning • New knowledge

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• •

Achievement (leading to self-esteem) Ability to apply skills or knowledge in different context (leading to independence)

In the progression area of learning the indicators needed to establish evidence of learning were more specific than those for motivation and required a breakdown of the identified learning experiences into particular skills. The Research identified a few basic indicators, very similar to the examples given in the original framework (figure 2 and table 13), to establish evidence of some aspects of the possible learning experiences; the ability to use the contents and index pages to locate information and highlighting information or the use of bullet points indicated an ability to select information from a resource. On some occasions an individual displayed an awareness of a skill and at other times a pupil displayed an ability to use a skill. Once a skill was mastered, the individual appeared confident in that learning experience and could proceed without assistance, these skills became an indicator of independence. However, there is a need for more development in this area and the indicators used in the Project are examples only. There was evidence that some of the skills overlap between the learning experiences, such as the use of ICT as a resource overlaps with the information handling process and more development should clarify the learning experiences and the indicators that would be most appropriate within the local context. The learning experiences of increased knowledge and understanding and the quality of work are more easily examined by members of the teaching staff but there are ways for the librarian to establish indicators by using rough work and keeping records of achievements (of any kind) and by establishing close working relations with members of teaching staff.

7.3

INDEPENDENCE

Throughout the Research Project professionals warned of the problems of cause and effect and this was summarized by one librarian who said, "Confident pupils use the library, the library does not make confident pupils" . The case studies suggested that independence is closely associated with the confident and competent handling of a skill, the ability to proceed without assistance. It is also dependent upon motivation and the desire to proceed, the recognition of a need and the confidence to tackle something learned either in a new environment or under new circumstances. The SLRC can help to develop confidence and independence by providing the opportunity for pupils to learn, develop and master skills in a cross- and extra- curricular environment. Table 14 identifies the learning experiences from the focus group discussions with the associated indicators. Table 14

Independence from the impact framework

Learning experiences

Indicators of learning

•

• • • • •

• • • • •

•

Serendipity & exploration (lifelong interest in books, information, knowledge) Reinforcement, revision & development of skills, knowledge, ideas Transference of skills & knowledge (cross-curricular, lifelong learning) Confidence in use (awareness of & ability to try other sources of information) Study ethos (personal needs awareness & wider learning process, exam skills) Awareness (of wider information world & need for it) Initiative (willingness to return to RC to work, read round subject, use resources for other subjects)

• •

•

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Unsupervised use, exploration of resources Recognise the need for learning Independent, appropriate choice Confidence in use or to seek help Higher personal aspirations (desire to do more or better) Awareness of wider information world (use of resources beyond SLRC) Ability to reflect, look critically, reevaluate Show initiative , using resources beyond required need, using knowledge & skills in other areas, developing originality & creativity

There was evidence of independence in all the case studies but the indicators are also associated with other aspects of learning and the distinctions are not always clear. There were quite a few learning experiences identified within this learning area but some of the learning experiences were less easily observed or the situations were not conducive to that particular learning experience. Serendipity and exploration Evidence of serendipity and exploration was not forthcoming in the case studies although some aspects were touched upon in the special events and ad hoc section. The freedom associated with lunchtime use of the SLRC and the role of the pupil librarians did allow for a few examples of exploration to be identified. At lunchtime pupils were observed to explore the Internet in school F where pupils were observed to look up an author site and others were reported to have found the official examination timetable before it was given in class. One of the pupil librarians explained that he found books of interest when doing the shelving. However, these were isolated incidences and as already explained in Section 4, the Research did not establish any consistent means of establishing evidence. Reinforcement Reinforcement was observed to happen both in the more structured class time and at lunchtime. The intended meaning of this learning experience was in the unsupervised use of the SLRC to reinforce some aspect that the pupil was aware needed practice or wanted to develop further. During class time the reinforcement of skills was more evident and is more closely related to the progress in learning theme and the indicators developed for the progression framework would be most appropriate. The ad hoc use of the SLRC to develop skills or reinforce class work was observed in all the schools where the lunch period was reviewed. However, again the Research did not establish any means of finding evidence in any consistent manner except by observing how pupils were occupied and relating that back to other activities. Transference of skills & knowledge The transfer of skills and knowledge has already been discussed in the previous learning theme and this highlights one the difficulties of using defined areas of learning to look for impact. The ability to transfer skills and knowledge is viewed as evidence of independence because the pupil had mastered the process enough to use confidently without assistance. This can be seen as the ultimate step in the progression theme of learning leading to independent learning. The indicator identified as evidence of the transfer of skills was observed use of skills or previous knowledge in a new situation and this required knowledge of what the pupils already knew or had covered on other occasions. Independent use of these skills and knowledge in their own time was thought to be another indicator of independence and again this required looking at how pupils were using the SLRC in their own time or how they were using skills developed in the SLRC elsewhere. The latter required discussion with pupils about their experiences (case study 4) or an examination of their work (case study 5), which is not always an option for the librarian. Confidence in use Evidence for confident use of resources was identified while pupils worked in the SLRC either during class time or in their own time. Those pupils with well-developed information handling skills, in case studies 1-5, appeared to make effective use of the SLRC, and examples of confident SLRC users were observed in all the case studies where individual pupils continued and progressed with their work unaided either during the class time or their own time. In some cases this confident use may only apply to a few specific tasks within a learning experience, such as the ability to find a site on the Internet but not locate the most relevant information from that site. There were also indications of confident use of resources beyond the SLRC environment, whether at home, or using the public library. This was evident from extra visits pupils made to the SLRC in their own time and from additional 117

information or effort in submitted work. Confident use of the SLRC was also observed during the lunch break when pupils had the opportunity to develop their own interests; this was often associated with the computers, which is where much of the evidence of learning was observed during the lunchtime, such as the use of the Power Point application in school J. The ability to transfer skills across the curriculum and in different situations has already been mentioned under progression but is also seen as an indication of independence because the skills have been mastered and the individual is able to apply them unaided. Another aspect of confidence identified within the Report is the ability to appreciate the need for help and ask for it from the teaching or library staff. There was a mixed response in the questionnaires to this question between pupils who lacked confidence and would rather ask a friend and those who recognised the expertise of either the librarian or the teacher. This may well reflect the local context and the organisation of the particular projects but the observation did indicate that pupils, particularly those using computers, were often unaware of their needs. It was noticeable that the S3 pupils were more reluctant to seek help and some of the sixth form pupils had the impression that the SLRC and the librarians would not be able to help with such specialist and individual investigations they were undertaking. However, these sixth form pupils showed evidence of confidence by being aware of other sources of information and indicating that they had pursued their search at university libraries. An extension of this is the evidence from the teacher in case study 2 that her classes had developed more confidence to interact in class because of their project work. Although the cooperative learning model used is likely to have had more impact than the use of the SLRC it is an interesting example of innovative use that had an impact in a number of ways on learning. Study ethos The development of study skills has been discussed under the Progression theme and evidence that pupils were aware of these skills was highlighted there. The practice of these skills reflects an independent approach to study and the evidence for this was inferred from the timely submission of well-presented and well-organised work in any of the case studies and appeared to reflect those pupils who had well-developed information handling skills. The flow charts completed for the Researcher by the senior pupils in case study 4 confirmed this view. Awareness The awareness of the wider information world and the need for it has been covered in other aspects of independence, such as confidence and the study ethos. Although it was considered a learning experience in its own right the evidence from the case studies would suggest that it is closely related to other aspects of independence and might not warrant such significance. Initiative Case study 7 revealed the most evidence for the use of initiative, where the pupils were given responsibility, given recognition of their skills and ideas and the chance to develop them. There was anecdotal evidence of the use of initiative in ad hoc use of the SLRC and again some of these examples reflected the freedom, support and availability of space and resources in the SLRC to develop personal ideas and is closely linked to the learning experiences in the motivation theme. Indicators for the use of initiative were identified as the pupils' ability to initiate and follow through an idea and this was seen for example in the way the pupil librarians developed multi-media programmes to train new librarians.

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7.3.2 Validity and feasibility of the indicators The indicators that appear to apply to the independence theme and were identified in the case studies are: • Ability and confidence to continue and progress with task unaided either in SLRC sessions or in own time, beyond SLRC • Awareness when help is required and confident to seek help • Awareness of need for time management and organisation for independent learning • Transfer skills from elsewhere in curriculum • Continuing project elsewhere • Increased self-esteem • Use of initiative • Independent choice of quality fiction The indicators identified during the case studies were mainly associated with confidence. This encompassed unsupervised use of the SLRC, appropriate use of resources either in the SLRC or elsewhere and confidence developed within the SLRC that was reflected in the ability to tackle an activity in other areas of the school or outside. Given the right circumstances this confidence can then be expressed as initiative either within the SLRC or elsewhere. The most easily recognisable examples were when pupils had mastered a skill and could proceed without help and observation of the lunchtime use of the SLRC, including the work of the pupil librarians, provided examples of confident use. However, during observation of the project work case studies it became evident on closer inspection that some pupils displayed an air of confidence that in reality was either misplaced or masked an obstacle of some sort. One of the indicators of independence was thought to be the ability of an individual to understand the need for help and seek it from the most appropriate source of assistance.

7.4

INTERACTION

The SLRC was perceived by the teachers and librarians as having an impact on group interaction, peer support and providing a valuable environment for individuals to develop social interaction. All the case studies, except the senior pupils biology project, revealed aspects of interaction where the SLRC had a role to play. The most obvious examples were the peer support, social interaction with other pupils and members of staff and awareness of the needs for others. There was not only evidence that this was taking place but also evidence that this interaction had an impact on other learning experiences, particularly motivation and progression. The evidence for interaction was in the amount of relevant discussion and sharing of ideas amongst the pupils and teaching staff and the indicators identified in the table 15 below were the sort of evidence seen in the case studies. Table 15

Interaction from the impact framework

Learning Experience

Indicators of Interaction

•

•

• • • •

Peer support & teamwork (help others find & use resources, co-operation, learn from others) Develop communication skills Social interaction (new relationships) Awareness of others (needs of others, study/work ethos, differing opinions, social skills, behaviour, respect for resources) Awareness & knowledge of others (in wider world)

• • •

•

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Willingness to help others (find, use resources) Willingness to share ideas, experiences Use of appropriate behaviour in different situations & respect for needs of others Recognition of & respect for different opinions & cultures amongst peers / in society Use of variety of means to communicate findings & ideas

Peer support & teamwork The project work provided opportunities for discussion, peer support and sharing of ideas and resources. This was very evident in case study 1, where the teacher interacted with the pupils and encouraged discussion and the sharing of ideas and resources. In case study 2, where this was encouraged to happen, the uncertainty limited effectiveness of interaction initially, but as the groups became more at ease relationships began to develop. The need to understand your own task before you can interact with others was thought to have a bearing in both case studies 2 and 3, where again isolated instances of peer support were observed, in the sharing of resources and help with computer skills, but the productive interaction seen in case study 1 was not observed in case studies 2 and 3. In case study 4 and 5, the pupils were more independent in their approach to the research exercise but during the latter, there was some evidence from the discussion in session 3 that this helped the learning process. Develop communication skills The ability to discuss the task or a book with peers or a member of staff was thought to be an indication of interaction and the developing of social and communication skills. Pupils indicated that they discussed books they had read with others in case study 6 and discussion about books was also observed in the ad hoc use of the SLRC at lunchtime, either between pupils or with the librarian. In schools A and F this discussion about books was also observed amongst the staff. The pupil librarians in school J were also observed to discuss their own activities and to include other pupils and staff in their discussions. Social interaction The ability to mix with other groups was particularly noticeable with the pupil librarians who interacted with each other across the year groups and with other SLRC users. The librarian in school F had concerns about the isolated social behaviour of one of the pupils seeking refuge in the SLRC and, together with the English teacher, was attempting to integrate the pupil into a small group during English library sessions using the mutual interest of reading. The librarian is not alone in being able to identify individual pupils like this but does have a unique position in being able to observe pupils during recreation time and this might give an insight into both behaviour and possible courses of action. Awareness of others The policy in school A encouraged a respect for the needs of others while working in the SLRC and this calm, studious atmosphere was reflected in the pupils' behaviour when compared with the classroom and other schools where there was not the same emphasis. In school A, there was also evidence of pupils using appropriate behaviour in the SLRC. One librarian expressed concern when the pupils arrived for their first session because a few had caused problems on a previous occasion. However both librarians indicated that pupils were well behaved and generally considerate of each other. The co-operation within groups was particularly relevant to the project in school A and by the end of the course there was evidence that individuals were working better in their groups and the self-evaluation sheets revealed an awareness of the need for co-operation. The class teacher also thought the classes were working better as a whole after the course than previous classes at this stage of their first year in French. Awareness & knowledge of others in the wider world There were limited opportunities for this learning experience to be displayed in the activities investigated in the Project. However, case studies 2 and 3 did provide the opportunity for some awareness of the wider world to be expressed in the factual content of the project work and there was some evidence, particularly in case study 2. In these circumstances it would appear to be more appropriate for awareness and knowledge of others in the wider world to be incorporated within knowledge and understanding within the progression theme.

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7.4.2 Validity and feasibility of the indicators The indicators that appear to apply to the interaction theme and were identified in the case studies are: • Discussion about activity/task with peers, staff • Peer co-operation, sharing resources, explaining processes, working together, helping each other, evaluation • Friendships and ability to mix with other groups • Use of appropriate behaviour and respects for needs of others The willingness of pupils to help others and share ideas and resources were good indicators of co-operation and interaction and there was also evidence of respect for others in the way the pupils behaved towards each other but the awareness of others in the wider world was more difficult to establish unless it formed part of the overall aims for the project. The development of communication skills can be identified either in the social context described here where the SLRC can contribute to the way in which individuals interact and develop social skills or in terms of a development of communication skills which are more appropriate as the ultimate aim of the information handling process under the progression theme of learning.

7.5

REVISED FRAMEWORK

During the case study work the initial framework (figure 2) was explained to members of senior management in two schools and case study teachers in four of the schools. The teachers were preoccupied with the organisation of their own courses and showed little enthusiasm for the framework. Members of senior management responded in a more positive manner recognising the potential for identifying the learning experiences and indicators in this way. The framework continued to be reviewed and refined during the case study period in the light of feedback and one of the developments was a planning and evaluation cycle which attempted to place the framework into the school, departmental and course evaluation system. This is represented in figure 3. At the end of the case study work but before the final analysis had been carried out all of the participating librarians from the case study and focus group schools were invited to a meeting for a presentation of the preliminary findings. Two exercises for the librarians were organised for the day and were designed to provide the Project with feedback on a) the librarians’ responses to issues arising from the Project and whether they reflected their own experiences and b) the value of the framework (figure 2) as a planning and evaluation tool. The librarians were given two exercises, working in small groups and sharing ideas. The first activity invited them to look at problems in an imaginary curriculum project scenario and consider ways of making the learning experience more effective. The aim was to examine the kind of ideas they came up with and whether they were reinforced or differed from the findings emerging from the case studies and the extent to which they were focusing on the learning process. Some of the librarians did pick up on issues from the initial findings from the research and these tended to be the librarians who throughout the Project had been ready to tackle the issues of impact on learning. The discussion concentrated on how the librarians themselves could improve the lessons by giving the pupils more targets to work towards, by giving more instruction and help with the information handling experiences. One group discussed how they might influence what teachers do but full collaboration was not mentioned and this was observed during the case studies to be a challenging area. The timetable does not permit enough development time to enable detailed collaboration and during focus group and case study discussions it was noted that the two professions appear to be working along parallel lines and not really fully engaging with each other's knowledge and expertise. During the librarians' meeting, the dicussion concentrated on how the librarian could improve the lessons by giving the pupils more targets, instruction and help with their

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information handling experiences. The groups were then asked to consider how they might evaluate the changes they had made in the imaginary scenario and their ideas reflected some of the instruments used during the case study work, in particular the use of questionnaires both for the pupils' and the teachers' reactions to the course. The second activity was undertaken in order to see how easy or difficult the librarians found the process of using the framework of potential learning experiences and possible indicators (figure 2) to plan and evaluate reading for pleasure activities. The librarians were given a completed example of the framework for reading promotion and a blank framework (figures 4 and 5) to complete for the planning and evaluation of their contribution to reading for pleasure using the impact framework (figure 2) as a starting point. The initial reaction was that the framework was daunting but by the end of the exercise most expressed the feeling that the learning experiences and indicators were helpful. One librarian expressed a dislike for using the blank grid as a format for organising ideas, but another felt the framework helped her articulate what she already does, and yet another indicated that she would like to try using the framework with a teacher in the near future. The discussion in one group suggested that the framework identified a great number of potential learning experiences for the reading activity and the challenge would be to keep the selection of target learning experiences within manageable proportions. One group expressed a reluctance to interfere with personal reading in any way that might make it too formal. This exercise reflected the different ways individual schools use the SLRC in the local context: for example, one English department was reported to use the SLRC for fiction selection and silent reading with little input from the librarian; another librarian reported that she only saw pupils on an individual basis for personal reading because the English department did not take the pupils to the SLRC; and in other schools the librarians were more actively involved with promotion of reading for pleasure during library periods. This was seen to have a bearing on how the librarians approached this exercise. The exercises provided useful feedback on the findings and framework. However, it is recognised that the framework will only provide one possible model for tackling the planning and evaluation of the SLRC on learning and this model will need to work well with the existing development planning process used in schools. This is an area for further research and there has also been interest in looking at the framework in relation to the primary sector. Positive feedback was received spontaneously from several librarians after the meeting and one immediately organised an evaluation meeting with the case study class and teacher in her school. David Streatfield, in his recently published work on quality assurance in the SLRC7 , suggests that in order to be effective and manageable, indicators need to be kept to a minimum and this was borne in mind when revising the framework in the light of the case study investigations. The refinements made to the impact framework in the light of case study analysis and responses during the librarians’ meeting have been brought together in figure 6. This framework provides a foundation upon which individual schools, teachers and librarians may begin to plan and evaluate their own SLRC related activities and services. The learning experiences defined in the two frameworks (figure 2 and 6) are similar but the terminology has been simplified and some of the areas of overlap have been clarified from the case study investigations. Not all the learning experiences were identified in great depth but the range and variety encountered did validate the range projected by the focus group participants. The skills required to achieve success in the progression theme need to be identified as specific learning outcomes or targets and appropriate indicators established in order to assess the progress of individual pupils or evaluate the success of the course in terms of learning achievements. The standards published by the American School Library Association 8 give a useful starting point for breaking down the information handling process into specific skills and learning objectives. The 5-14 documentation also covers many of the skills required to handle information effectively. Areas where clear evidence or indicators 122

were not established tend to be the areas where the learning is more abstract or where the learning is expressed outside the SLRC. It does not however, imply that the SLRC does not have an impact on these learning experiences. It is anticipated that the refined framework will be adapted and developed still further (by the Research team or individual schools) to provide a working tool for schools, teachers and librarians to use as a starting point for closer examination of how the SLRC can impact on learning and how to look for evidence that the SLRC has had an impact. Analysis of the focus group discussions had earlier revealed a variety of conditioning factors identified by participants as influencing the impact of the SLRC on learning (see table 9). These were analysed and identified as factors that were outside the control of the individual members of teaching staff but having a bearing on the organisation of the SLRC service provision. During observation and analysis of the case studies other conditioning factors began to emerge and these are summarised below (table 16). Table 16

Summary of conditioning factors observed during the case studies

Enhancing • Enthusiasm of teacher • Interest shown by teacher/librarians and interaction with pupils • Intervention by staff at appropriate time • Rotation of pupils on computers • Ensure absent pupils are integrated and fully briefed • Understanding of task • Understanding of SLRC and resources from previous experience • Ability to proceed, the skills required have been developed • Opportunity to try again • Practical application of skills • Familiarity with surroundings • Use of computers • Display of work • Positive referral for achievements award • Appreciation from librarian of effort • Freedom given by librarian & other members of teaching staff

Limiting • Frustration caused by problems, e.g. computer access • Tensions within a group • Time constraints • Lack of understanding of information handling process • Lack of focus, need to reinforce aims & skills especially after break from project • Lack of understanding of subject theory • Lack of reference to instructions and checklists by pupils • Lack of confidence to seek help, or unaware of need for help • Size & organisation of SLRC (distraction from other classes)

The conditioning factors identified during case study observation and discussion have more immediate implications within the class situation. Some of these conditioning factors would be easier to implement or resolve than others, but an understanding of them would assist senior management, teachers and librarians to weigh up the priorities and develop the most effective learning and teaching within the local SLRC context.

7.6

VALUE OF MONITORING TECHNIQUES

One of the objectives of this Research Project was to examine how impact might be measured and ease with which this might be achieved in everyday practice. The methods used during the Project have been discussed in the individual case studies but some general points are worth summarising.

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Observation provides a valuable tool to assess what is happening in the class situation but it is recognised as being impractical in situations where the librarian is occupied with a number of activities during the same session in the SLRC. However, it is worth taking a step back occasionally and looking at the situation objectively. In order to do this effectively it is important to have the aims and objectives for the course or activity clearly identified so that the observation and reflection is focused. In one of the case studies an observation schedule was used to give more accurate quantitative measurement and this required marking individual activities at timed intervals. This would also be impractical under normal circumstances but adapting this for use as a checklist to assess how individuals are coping with itemized tasks would be more easily administered. Discussion during the course of the activities in the SLRC was not only seen to stimulate interest, to encourage and help individuals overcome obstacles, but it is also an effective means of gauging understanding and progress. The remarks made by pupils when interest was shown in their work provide a valuable indication of their motivation as well as their understanding of the task they are engaged in. Listening to the discussion between individuals helps to gauge motivation and understanding and gives an idea of how able the pupils are at co-operating with one another, their understanding of other peoples’ needs and how these skills are developing. Verbal questioning of pupils or giving them the chance to express their ideas and feelings in open-ended questions on the questionnaire or evaluation sheets proved a more effective way of obtaining evidence than the closed questions. The latter provided useful quantitative data but the responses were found to be contradictory on occasions and the younger pupils had difficulty understanding the questions, partly because of their own reading and comprehension levels and partly because of the abstract nature of many of the questions. Throughout the Project it was evident that pupils often do not think about or are not able to reflect on their learning or the processes they go through to achieve their aims. This inability to express the learning expectations and achievements was particularly evident when the Research team attempted to capture the impact of the SLRC on ad hoc learning. It was recognised that the impact of the SLRC within the learning situation is more to do with a need imposed upon the individual by the learning context or to do with a leisure activity than a conscious attempt by the individual to find information to aid decision-making. The impact research carried out by Marshall9 required the individual to identify a prospective need for information to enable decision-making or further action to take place. The information seeking contexts within the school environment that reflect a similar need to enable decisionmaking are the pupils’ use of the career section and the teaching staff need for educational documentation and references. These may prove more fruitful areas for further experimentation with Marchall's approach to evaluating impact in the SLRC. In normal circumstances a pupil's finished work is not available for the librarian to examine and, although useful evidence was gained in this way, it was not thought to be essential as long as the teacher is aware of the need for feedback. It may prove useful to keep a record of the final marks or achievements of pupils if evidence was required over a long period to evaluate particular courses or the progress of individuals across a series of courses. Developments in the United States have begun to look at this more closely and the standards set out in Information Power10 provide a useful starting point for identifying the processes and skills required for information handling. The publication on assessment in the SLRC, edited by Kuhlthau11 gives interesting techniques for identifying pupil progress as well as providing the basic evidence to evaluate courses undertaken within the SLRC. Kuhlthau12 successfully used diaries and logs maintained by senior pupils to gather evidence on how they approached searching the Internet. This method was tried in this Impact Project but with less success. This is again thought to reflect the more abstract nature of the learning data sought from the pupil librarians where this approach was tried. The librarians themselves were encouraged to keep logs of events happening in the SLRC that reflected the learning experiences in the case study 124

units. While this was only taken up in case study 2, it did provide useful data and the librarians reported that the reflection process itself helped to focus their attention on the pupils’ activities. The use of automated library management systems enables borrowing records and the loan history of individual resources to be examined and this was investigated in case study 6. There are data protection issues regarding the use of borrower records which need to be examined but the data provides useful information on links between resources and courses, between the use of resources in particular classes and how peer groupings influence borrowing, and the time and date of borrowing allows for a greater understanding of how the resources might have been used than the statistics alone. This information helps to substantiate evidence accumulated from the observational methods. It was not expected that any one simple easy way would be found to assess impact but the experience gives an insight into the practicalities of some of the possible methods. The case study work identified discussion, observation, and pupil evaluation sheets as useful methods for gathering evidence and there is also a need for more formal assessment of individual pupil’s progress in the skills identified as being part of the learning experiences within the SLRC. Some evidence needs to be sought from sources outwith the SLRC environment and requires the collaboration of teaching staff and links with families.

1

Taking a Closer Look at the School Library Resource Centre Self-Evaluation using Performance Indicators. SOEID/SCCC/SLA/SLIC, 1999. HMI Audit Unit. How good is our school? Self-evaluation using Performance Indicators. SOEID, 1996. 2 Kuhlthau, Carol Collier. Student Learning in the Library: What Library Power Librarians Say. School Libraries Worldwide, Vol. 5 (2), July 1999. 3 Marland, M. (ed.). Information skills in the secondary curriculum. Schools Council Curriculum Bulletin No. 9. London: Methuen Educational, 1981. 4 Eisenberg, Michael B., et.al. Information Problem-Solving: The Big Six Skills Approach to Library & Information Skills Instruction. Norwood, N.J.: Ablex Publishing, 1990. 5 Kuhlthau, Carol Collier. Seeking Meaning: A process approach to library and information services. Norwood, NJ: Ablex Publishing Corp, 1993. 6 Pitts, Judy M. "Mental Models of Information: the 1993-1994 AASL/Highsmith research award study." School Library Media Quarterly. Vol. 23 (3), Spring 1995. 7 Streatfield, D., et al. Best Value and Better Performance in Libraries Project. London: Information Management Associates, 2000. [online] http://www.informat.org [August 2000]. 8 AASL, AECT. Information Power: Building Partnerships for Learning. ALA Editions, 1998. 9 Marshall, J. The impact of information services on decision making: some lessons from the financial and health care sectors. London: British Library Research & Development Dept, March 1993. Series Information policy briefings, no. 1. 10 AASL, AECT. Information Power: Building Partnerships for Learning. ALA Editions, 1998. 11 Kuhlthau, Carol Collier (ed). Assessment and the School Library Media Center. Englewood, CO: Libraries Unlimited, Inc, 1994. 12 Kuhlthau, Carol Collier. Seeking Meaning: A process approach to library and information services. Norwood, New Jersey: Ablex Publishing Corp, 1993.

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Audit of performance (impact on learning)

Execute action/programme of study maintaining appropriate support

Use indicators of impact to identify strengths and weaknesses

Identify areas for improvement to include in development plan

Select course of action/programme of study to support development plan

Select indicators of impact on learning to support aims (outcomes) and activities to support indicators and aims

Decide on aims (learning outcomes) for using school library resource centre

Independent and joint reflection (by pupils, teacher, librarian, school as appropriate) to evaluate learning and teaching

Revise action/programme of study as appropriate

Contribution to overall performance/impact of SLRC (curriculum area or school)

Double edged boxes indicate activities using SLRC supported by librarian or individual teacher. Both types of box involved in quality assurance/performance related activities .

Figure 3

Planning and evaluation cycle

AIM for using SLRC: LEARNING OUTCOMES for using SLRC:

Class / Dates / Times

MOTIVATION Areas of learning:

Potential Learning Experiences PROGRESSION INDEPENDENCE

INTERACTION

Indicators of learning:

Trackers:

Activities (considering all abilities):

Resources (considering all abilities):

Figure 4

Blank framework

ASPECTS OF LEARNING Affective Developing Informed Attitudes Motivation

Psychomotor Skills, Progression

Lower Cognitive Knowledge &

Higher Cognitive Understanding Independence

Interpersonal Developing Informed Attitudes Interaction

POTENTIAL LEARNING EXPERIENCES FROM USING THE SLRC Learning experiences identified during case studies MOTIVATION PROGRESSION

Enthusiasm (positive attitude) Motivation to learn (increased / improved)

Library skills (familiarity of layout, terminology, resources, catalogue, etc) ICT skills (confident use of keyboard skills, CDRom & Internet searching, etc) Information skills (understanding, selection, note-taking, evaluation, etc) Reading skills (developing habit for pleasure, information, skimming, scanning, etc) Study skills (organisation, time management)

Learning experiences either not identified or more difficult to identify Imagination Quality of work (school work & exam Satisfaction of success results, accuracy, presentation, fact, Self-esteem (see work displayed, vocabulary) positive experience) Achievement (planned or not) Increased knowledge (range & depth, including awareness of wider world)

INDEPENDENCE

INTERACTION

Confident use (of skills introduced and developed in progression) Reinforcement (practise and revision in own time) Transferability (of skills, knowledge & understanding cross- & extra curricular, lifelong learning) Initiative (development of ideas)

Peer support & teamwork (help others find & use resources, co-operation, learn from others) Social interaction (development of communication skills & new relationships) Awareness of others (needs of others, study/work ethos, differing opinions, social skills, behaviour, respect for resources)

Serendipity & exploration (interest in information & books)

Figure 5

Revised impact framework

INDICATORS OF IMPACT (identified in case study investigation)

Introduction & development (progression) of skills & knowledge leading to confident, competent & unaided use (independence) of skills & knowledge MOTIVATION

PROGRESSION

INDEPENDENCE

INTERACTION

•

•

•

•

• • •

Expression of enthusiasm

(verbally or effort work) Absorption in the task (willing participation) Continuation of an activity (beyond the immediate occasion) Change in attitude

• • • • • • •

Observation Discussion/Questioning Finished Work

Library skills : use codebuster, catalogue, index, contents page, encyclopaedia Information handling skills : use skim & scan, note taking appropriate material for task ICT skills , use unfamiliar software (including search the Internet) Study skills : organise task, submit task on time, evaluate own or others’ work Reading skills : try different genre or author, relationship between reading and other learning New information or knowledge Achievement (leading to self-esteem) Ability to apply skills or knowledge in different context

• • • • •

Confidence & competence to continue and progress with task unaided either in SLRC sessions or in own time, beyond SLRC (find & use relevant resource using skills mastered) Awareness when help is required and confident to seek help Independent study (understand need, & use of study skills) Transfer skills from elsewhere in curriculum Increased self-esteem Use of initiative

Ability to apply skills or knowledge in different context increases confidence and independence Possible means of monitoring the indicators Work in progress Observation Discussion/questioning Evidence beyond SLRC Observation Work/dicussion/questioning

Figure 5

•

• •

Discussion about activity/task with peers, staff Peer co-operation, sharing resources, explaining processes, working together, helping each other, evaluation Friendships and ability to mix with other groups Use of appropriate behaviour and respects for needs of others

Observation/listening

Revised impact framework

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8.

CONCLUSION

8.1

RESEARCH IN CONTEXT

This Research Project aimed to investigate the impact of the SLRC on learning by looking firstly at what the major stakeholders perceived to be the learning experiences taking place within this environment and secondly to examine whether this learning was indeed happening and how it might be monitored through a number of case studies. The Project was undertaken within the context of the current educational climate with increasing pressure to provide evidence of quality assurance, and at a time when there is interest amongst practitioners and research communities in evaluating and understanding the impact of information and library services. The recent government initiatives to raise educational standards, encourage social inclusion and introduce information technology throughout the curriculum, have led to a shift in emphasis towards the development of core skills in pupils who will be able to learn independently both in the school environment and beyond. The SLRC has been recognised as having a key role in supporting the ICT initiatives and the development of the skills required to extract and use information effectively. Alongside this, local authorities, including educational establishments and public libraries, are required to demonstrate public accountability in terms of service to clients and value for money. The increased expenditure on technology as well as the traditional hard copy resources within the SLRC has prompted a need for quality assurance in the SLRC as well as in the school as a whole. The school library profession has embraced this and has sought to integrate its approach with that required of schools as a whole. However, the inclusion of the "quality of pupils' learning" amongst the performance indicators established for the SLRC1 revealed an area that librarians found difficult to tackle. Traditional evaluation of a library service has looked at outputs in terms of statistical information relating to expenditure, resources and use but has until recently not tackled the evaluation of impact in terms of service outcomes. Teachers understand the need to encourage use of the SLRC and its resources both through the curriculum and to develop independence beyond the classroom but do not necessarily place sufficient emphasis on how the SLRC can contribute most effectively to pupil learning. This study compliments to some extent other recent studies in the USA where the provision of a SLRC has been linked to academic achievement2 . Within the Library Power programme 3 improvements in the quality of provision of service have provided greater opportunities for pupils to develop information handling skills through an integrated approach to enquiry. The need to understand the SLRC's contribution to effective learning was the context in which this study began. The challenges of measuring impact were recognised from other studies looking at the impact of information in other environmental4 , business and professional5 contexts and the need to identify reliable, valid indicators of impact and the means of monitoring them within the particular environment. Therefore, the indicators used in this study had to reflect the stated curricular goals and the approach taken by individual schools to achieving those goals. The learning activities within the SLRC could not and should not be viewed in isolation. The pupil or staff users of the SLRC are similar to other information users in their need for information and the resultant decision-making process will depend on previous accumulated experience and knowledge and the timescale for impact will vary according to the individual and the specific circumstances. However, the complexity of the learning environment must also take into account, the maturity of the users, the involvement of the teacher as intermediary and the need to weigh up competing priorities. Previous impact studies have relied on the user being

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able to articulate their information need and being able to evaluate the implications their information use has on their future course of action. The immaturity of some of the information users and the involvement of the teaching staff and librarians as intermediaries in the school context posed significant new challenges when trying to assess the impact of the SLRC on the learning of the users. The aim was not to compare the relative impact in different schools but to examine a range of learning situations within SLRCs where attempts had been made to provide a good standard of service as specified in recent standards published by CoSLA6 . By focusing on a range of learning contexts the emphasis was placed on the impact of the SLRC as a whole within those contexts rather than the impact of specific information or resources. Traditional impact studies in other ILS sectors have taken a critical incident approach to examine how information helped with decision-making and progress along a planned course of action. Although the use of information in the school context can have such applications there are other more complex issues associated with the impact on learning that meant the use of traditional impact methods was more challenging and less easily implemented. The methodology involved the gathering of data from the learner, the teacher and the librarian using collection techniques such as self-reporting, observation and examination of recorded work executed by the learner and this ensured a triangular approach. There was no attempt to try and isolate the impact on learning from the multitude of other influencing factors but to monitor the learning experiences within SLRC related activities over a relatively short period of time. The process of monitoring impact was considered as important to the Research as finding actual evidence of impact on learning and the findings from this part of the Research may provide a useful starting point for practitioners to examine their own situation over a longer period of time.

8.2

LEARNING IN THE SLRC

The Research examined a relatively small range of specific activities conducted in the SLRC but these examples highlighted the potential for impact on a very wide range of learning experiences. The range of learning experiences identified were classified according to various educational theories and the resultant framework (figure 2) placed the learning experiences into learning themes which accorded well with the breadth of learning described in other learning classifications, for example Bloom 7 , the Scottish curriculum documentation 8 and “Taking a Closer Look at the School Library Resource Centre”9 . Thus the range of learning experiences upon which the SLRC can have an impact includes all the areas of learning expressed in current educational documents as forming part of the curriculum goals within schools, i.e. motivation, progression, independence and interaction. The Research highlighted how the SLRC can contribute to the development of a variety of skills associated with the handling of information and how pupils can demonstrate a knowledge and understanding of these skills when intervention is appropriately applied. It has also shown that contributions can be made to cross-curricular reinforcement of core skills and can encourage the "disposition"10 of pupils towards social and individual responsibility. The SLRC provides those who are equipped with the skills to progress to independent learning with the opportunities to increase their knowledge, understanding and help to fulfil personal achievements. Use of the SLRC alone does not motivate pupils to learn, they need to understand what is required of them and have the skills or an understanding of the skills in order to proceed with the task set. Pupils who have mastered some of the processes are able to take advantage of the opportunity to work independently (although many appear to do so in their own time). Those pupils who are not confident in the information handling skills need additional support to make their use of the SLRC more effective. The case study investigation provides more evidence to support the work already undertaken11 in understanding the 132

processes involved in the handling of information and the skills required to tackle enquiry related activities. The library, information handling, ICT, reporting, study and critical skills are all interrelated and more development work needs to be done within individual schools to identify the most appropriate way to tackle the introduction and reinforcement of these skills within the local context. This may then enable more effective learning to be achieved within the SLRC by all pupils. The relative ease with which pupils were able to locate appropriate sources of information but the difficulty they appeared to have using the information would suggest that a greater emphasis needs to be placed on the latter than the former activity. The schools where the senior management was seen to be actively involved in the development and integration of resource-based learning into the whole school, appeared to have a greater understanding of the issues involved and were in a better position to engage in the practical implementation of reviews and revision of practice. The impact of the SLRC does not need to be confined to the areas of learning progression (i.e. information handling skills, increased knowledge and understanding and improved quality of work) unless school policy and local circumstances indicate this to be the most appropriate course of action. It may be appropriate for the main emphasis to be on progression skills and knowledge but the SLRC can contribute, alongside other departments, to the learning in its wider sense of motivation, independence and interaction. The Research has contributed to an understanding of the relationship between the SLRC and learning and opens the way for greater reflection by schools, teachers and librarians on what the learning potential is and how this potential might be maximised. The examples of impact give an indication of the breadth of the learning experiences and the framework (figure 5), along with a knowledge of the influencing factors provides one way for practitioners to begin the process of evaluating what is being achieved in the SLRC and planning for further developments. Factors which enhance or detract from the impact will always be present but need to be borne in mind when planning and evaluating courses, thus enabling the most appropriate activities to be organised for the specific requirements in relation to the overall learning potential. Therefore, the SLRC contribution to enhancing the quality of learning must not be evaluated in isolation from the rest of the school and planning must be a joint process to make educational sense.

8.3

MONITORING AND EVALUATING IMPACT ON LEARNING

Some elements of learning are easier to monitor than others. It was found to be easier to examine the immediate learning context, i.e. the work done within the SLRC and its relation to the curriculum goal set by the teacher. The indicators can be very specific and lend themselves to tracking techniques which are relatively easily managed and relevant to the main focus of activity. However, the Research looked at connections beyond the immediate SLRC learning environment and saw evidence of the transfer or development of skills and learning to other areas of the curriculum and other aspects of learning not directly related to the immediate goal. It is important for librarians and teachers to at least be aware of these other impacts on learning, which may be happening. Whether planned for or just taken into account as part of the teaching and learning process, these factors contribute to a greater understanding of the nature of the end product of pupils' work. A greater understanding and awareness of these instances could also help develop a more integrated learning environment, particularly for some of the core skills, which are so prominent in current educational thinking. The indicators to be used as evidence of learning should be context specific and therefore need to be examined at a local level, but some general points have been made on the type of indicators which are easier and more difficult to track (see Section 8.2.3) and use of the framework may help with this process. It would not be possible or desirable to evaluate everything and the local context is likely to restrict evaluation to a particular learning theme, to specific programmes or in some form of rotation. However this is tackled, collaboration 133

between the teacher and librarian is necessary to provide an understanding of the common goals and how the integration of the two professions can enhance learning. Although the two are interrelated, there may be a distinction between the aims of a project or course and the aims for using the SLRC and the impact this might have on learning. The study provides evidence that the latter are not necessarily fully explored by teachers and librarians. Teachers are using the SLRC for a specific curriculum goal and this is being assessed formally but the skills that are needed to complete that specific task are not being consistently analysed and reinforced and therefore the support is not necessarily forthcoming at the most appropriate times. Similarly, some of the indirect and less immediate learning experiences are not given due consideration and in many cases these have a direct bearing on the cross-curricular, core skills emphasised in recent educational documents. As indicated in the Government’s response to the “Empowering the Learning Community” 12 there is a need for cross-disciplinary training to “allow people from different professions to learn alongside one another and to exchange skills.”

8.4

PLANNING FOR EFFECTIVE LEARNING THROUGH THE SLRC

Teachers and librarians do not yet have a common vision or language to describe the way the SLRC interacts with the classroom. The SLRC is not an end in itself but can be seen as a step towards an end, with the start and conclusion taking place outside the SLRC. The joint planning which exists is limited and the "outcome" of the activity tends to be measured in terms which relate to the end product but the skills or processes which contribute to the end product are not assessed or evaluated. Part of this may relate to a sense of detachment which teachers feel towards the SLRC, they do not have or expect to have control over the way the SLRC operates and they may not plan the activity accordingly. Librarians on the other hand may assume that more has been planned than is in fact the case. They may not have a clear understanding of what the teacher expects, assuming the teacher does have specific expectations, and therefore are not in a position to give support in the most appropriate way. The framework may provide the means for teachers and librarians to begin the planning and evaluation process. Some form of course evaluation provides valuable information on what has been learned about the processes as well as subject matter, it provides useful information on where difficulties lie for further development or concentration of effort. The need for intervention at appropriate time helps to avoid disillusionment and frustration, and early intervention increases the chances of developing independent learners at a later stage. In order to ensure the programmes of study provide effective learning experiences the activities and/or pupils need some form of evaluation or assessment to provide evidence of impact on learning. This need not be confined to the skills developed within curriculum based activities. In discussing Higher Still core skills, the head teacher of one case study school saw the potential for the SLRC to contribute in areas outwith the planned curriculum. For example, he felt there would be value in some form of accreditation of pupil librarians, itemising the duties and matching these to individual abilities to help guidance staff compile the personal records of pupils. Clearly with potential for impact in different contexts and settings there is a need for both teaching staff and librarians to be involved in evaluating that impact. There are areas of learning that each group is in a better position to assess and the accumulated evidence is important. However, decisions about the evaluation priorities and where the responsibilities for evaluation rest may need to be made locally depending on the particular approaches individual schools take to teaching and learning and ethos. The SLRC does impact on learning and on learning in its broadest sense. The learning can be monitored provided the teacher and librarian understand what they are looking for and what they are hoping to achieve by monitoring the learning. There is no need to evaluate 134

everything at once but unless there is some understanding of the kind of learning experiences being fostered by the SLRC activity, whether these are planned or not, then there can be no real attempt to plan for more effective use of the SLRC. A great deal of learning is happening that is not planned for and it is up to the stakeholders in the local environment to decide which aspects are worth planning for, what their priorities should be and what and how evaluation should take place. This should be done at various levels to be integrated into the school development plan, departmental planning and the planning and evaluation of individual courses and activities based within the SLRC. The findings of this research are relevant to all members of the teaching and library professions who are interested in the use of the SLRC for effective learning and teaching, from policy-makers, through senior management to individual teachers and librarians working directly with students in schools. Clearer guidelines could be developed on how to integrate the use of the SLRC into curriculum practice, in particular with regard to the current educational emphasis on key skills in England and Wales and core skills in Scotland. Senior management need to take a more active role to ensure greater collaboration between departments (including the SLRC) in order to encourage greater understanding of the potential learning, progression of skills and activities, and consistency of terminology and aims. Teachers and librarians need to develop a common language and understanding of their respective expertise and the roles each profession can play to provide effective support for pupils who use the SLRC. Teacher training institutions and information and library schools could incorporate a greater awareness of the potential learning associated with the SLRC into courses. Education departments and library services could take up the opportunity to disseminate current research into joint and profession specific staff development programmes, as recognised by the Government “Training of librarians, resource managers and teachers should be co-ordinated and should include ways of developing mutual support” 13 . There is also potential for this research to provide the foundation for further studies into the impact of wider educational and recreational facilities on the learning of users, as suggested in the Learning and Access Standard consultation document 14 . In conclusion, the study found evidence of impact across a broad spectrum of learning areas but found that the impact was not always directly related to the intended aims for SLRC use. Some form of evaluation needs to be put in place to ensure the learning and teaching is effective in the areas of recognised and stated priority and that the roles and process by which evaluation is carried out needs to be established. The Research offers a framework for evaluation of impact not only in the SLRC but potentially useful in any learning context. In addition, because the study has been firmly embedded within the context of learning, the findings may provide some basis for reflection on the impact of information services, in the broadest sense, on education and lifelong learning.

1

Taking a Closer Look at the School Library Resource Centre Self-Evaluation using Performance Indicators. SOEID/SCCC/SLA/SLIC, 1999. 2 a. Lance, K.C., Welborn, L., & Hamilton-Pennell, C. The impact of school library media centers on academic achievement. Castle Rock, CO: Hi Willow Research and Publishing, 1993. b. Lance, K.C., Rodney, M.J. & Hamilton-Pennell, C. How School Librarians Help Kids Achieve Standards The Second Colorado Study. San Jose: Hi Willow Research and Publishing, 2000. c. Lance, K.C., Hamilton-Pennell, C. & Rodney, M.J. Information Empowered: The School Librarian as an Agent of Academic Achievement in Alaska Schools. Juneau: Alaska State Library, 1999.

135

d. Lance, K.C., Rodney, M.J. & Hamilton-Pennell, C. Measuring Up to Standards: The Impact of School Library Programs & Information Literacy in Pennsylvania Schools. Camp Hill, PA: Pennsylvania Citizens for Better Libraries, forthcoming. 3 Hopkins, Dianne McAfee and Zweizig, Douglas L. "Introduction to the Theme Issue: Library Power Programme Evaluation". School Libraries Worldwide. Vol. 5 (2), 1999. 4 Menou, M. (ed.). Measuring the impact of information on development. Ottawa: IDRC, 1993. 5 Marshall, Joanne. The impact of information services on decision making: some lessons from the financial and health care sectors. London: British Library Research & Development Dept, March 1993. Information policy briefings no. 1. 6 CoSLA. Standards for School Library Resource Services in Scotland a framework for developing services. Convention of Scottish Local Authorities, 1999. 7 Bloom, B.S. Taxonomy of Educational Objectives. Vols. 1 & 2. London: Longmans, Green & Co Ltd, 1956. 8 SCCC. Curriculum Design for the Secondary Stages. Guidelines for Schools. Dundee: SCCC, 1999, p. 6-7. [online] http://www.sccc.ac.uk/pdfs/secondary.pdf [15-02-01]. 9 Taking a Closer Look at the School Library Resource Centre Self-Evaluation using Performance Indicators. SOEID/SCCC/SLA/SLIC, 1999. 10 SCCC. Curriculum Design for the Secondary Stages. Guidelines for Schools. Dundee: SCCC, 1999, p. 6-7. [online] http://www.sccc.ac.uk/pdfs/secondary.pdf [15-02-01]. 11 Kuhlthau, Carol Collier. Seeking Meaning: a process approach to library and information services. Norwood, New Jersey: Ablex Publishing Corp, 1993. 12 Empowering the Learning Community - Home Page. The Government’s response to the report of the Education and Libraries Task Group empowering the learning community, p. 6. [online] http://www.lifelonglearning.co.uk/etlc/front.htm [June 2001]. 13 Ibid. 14 re:source. A Learning and Access Standard for Museums, Archives and Libraries. London: re:source The Coucil for Museums Archives and Libraries, April 2001. [online] http://www.resource.gov.uk/information/lrnacstd.pdf [May 2001].

136

9.

BIBLIOGRAPHY

This bibliography includes references cited in the body of the report and other references for further information. AASL, AECT. Information Power: Building Partnerships for Learning. ALA Editions, 1998. Accounts Commission for Scotland. Measuring up to the best: A manager's guide to benchmarking. Edinburgh: Accounts Commission for Scotland, 1999. Bloom, B.S. Taxonomy of Educational Objectives.Vols 1 & 2. London: Longmans, Green & Co Ltd, 1956. CoSLA. Standards for School Library Resource Services in Scotland a framework for developing services. Convention of Scottish Local Authorities, 1999. DfEE. Consultative Fora Good Practice for Learning Partnerships. Nottingham: DfEE Publications, 2000. Eisenberg, Michael B., et.al. Information Problem-Solving: The Big Six Skills Approach to Library & Information Skills Instruction. Norwood, N.J.: Ablex Publishing, 1990. Eisenberg, Michael B. and Brown, Michael K. "Current Themes Regarding Library and Information Skills Instruction: research supporting and research lacking." School Library Media Quarterly. Vol. 20 (2), Winter 1992. Empowering the Learning Community - Home Page. The Government’s response to the report of the Education and Libraries Task Group empowering the learning community. [online] http://www.lifelonglearning.co.uk/etlc/front.htm [June 2001]. HMI Audit Unit. How good is our school? self-evaluation using performance indicators. SOEID, 1996, p. 43. Hopkins, Dianne McAfee and Zweizig, Douglas L. "Introduction to the Theme Issue: Library Power Programme Evaluation". School Libraries Worldwide. Vol. 5 (2), 1999. Klein, Gary A., et al. (ed). Decision Making in Action: Models and Methods. Norwood, New Jersey: Ablex Publishing Corporation, 1993. Kuhlthau, Carol Collier. Seeking Meaning: a process approach to library and information services. Norwood, New Jersey: Ablex Publishing Corp, 1993. Kuhlthau, Carol Collier. "Implementing a Process Approach to Information Skills: A study identifying indicators of success in library media programs". School Library Media Quarterly. Vol. 22 (1), Fall 1993. Kuhlthau, Carol Collier (ed.). Assessment and the School Library Media Center. Englewood, CO: Libraries Unlimited, Inc, 1994. Kuhlthau, Carol Collier. "Student Learning in the Library: What Library Power Librarians Say." School Libraries Worldwide, Vol 5 (2), July 1999, p. 80-96.

137

Lance, K.C., Welborn, L., & Hamilton-Pennell, C. The impact of school library media centers on academic achievement. Castle Rock, CO: Hi Willow Research and Publishing, 1993. Lance, K.C., Rodney, M.J. & Hamilton-Pennell, C. How School Librarians Help Kids Achieve Standards The Second Colorado Study. San Jose: Hi Willow Research and Publishing, 2000. Lance, K.C., Hamilton-Pennell, C. & Rodney, M.J. Information Empowered: The School Librarian as an Agent of Academic Achievement in Alaska Schools. Juneau: Alaska State Library, 1999. Lance, K.C., Rodney, M.J. & Hamilton-Pennell, C. Measuring Up to Standards: The Impact of School Library Programs & Information Literacy in Pennsylvania Schools. Camp Hill, PA: Pennsylvania Citizens for Better Libraries, 2000. Langford, Linda. "Information literacy: a clarification." School Libraries Worldwide. Vol. 4 (1), January 1998. Library and Information Commission. Empowering the learning community. Report of the Education and Libraries Task Group to the Secretaries of State for Culture, Media & Sport and for Education & Employment. London: Library and Information Commission, March 2000. [online] http://www.lic.gov.uk/publications/policyreports/empower/index.html [May 2000]. Linley, Rebeccca & Usherwood, Bob. New Measures for the New Library A Social Audit of Public Libraries. British Library, 1998. Research and Innovation Report 89. Markless, Sharon and Streatfield, David. The Really Effective College Library. London: Information Management Associates, 2000. Library and Information Commission Research Report 51. Marland, M. (ed.). Information skills in the secondary curriculum. London: Methuen Educational, 1981. Schools Council Curriculum Bulletin No. 9. Marshall, Joanne. The impact of information services on decision making: some lessons from the financial and health care sectors. London: British Library Research & Development Dept, March 1993. Information policy briefings 1. Marshall, Joanne G. The Impact of the Special Library on Corporate Decision-making. Washington: Special Libraries Association, 1993. SLA Research Series 8. Marshall, Joanne G. "The impact of the hospital library on clinical decision making: the Rochester study". Bulletin of the Medical Library Association. Vol. 80 (2), April 1992. McNicol, Sarah. Read All About It The Benefits of Organising a Newspaper Day. The School Librarian. Vol. 47 (4), Winter 1999, p. 175-178. Menou, M. (ed.). Measuring the impact of information on development. Ottawa: IDRC, 1993. Morrison, Marlene, et al. The Role of Libraries in a Learning Society. London: Library & Information Commission, 1998. [online] http://www.lic.gov.uk/publications/policyreports/learningsoc/index.html [24.01.00]. Oberg, Dianne. "A Library Power Case Study of Lakeside Elementary School, Chattanooga, Tennessee". School Libraries Worldwide. Vol. 5 (2), 1999. 138

Olen, Sandra. "Academic Success and School Library use". School Libraries Worldwide. Vol. 1 (1), 1995, p. 69-79. Partners in Action: the Library Resource Centre in the School Curriculum.Ontario, Canada: Ministry of Education, 1982. Pitts, Judy M. "Mental Models of Information: the 1993-1994 AASL/Highsmith research award study." School Library Media Quarterly. Vol. 23 (3), Spring 1995. re:source. A Learning and Access Standard for Museums, Archives and Libraries. London: re:source The Coucil for Museums Archives and Libraries, April 2001. [online] http://www.resource.gov.uk/information/lrnacstd.pdf [May 2001]. re:source. Using Museums, Archives and Libraries to Develop a Learning Community A Strategic Plan for Action. London: re:source The Coucil for Museums Archives and Libraries, 2001. [online] http://www.resource.gov.uk/information/usestrat.pdf [May 2001]. SCCC. Curriculum Design for the Secondary Stages. Guidelines for Schools. Dundee: Scottish Consultative Council on the Curriculum, 1999, p. 6-7. [online] http://www.sccc.ac.uk/pdfs/secondary.pdf [15-02-01]. SCCC. Environmental Studies 5-14: Society, Science and Technology consultation draft. Scottish Consultative Council on the Curriculum, 1999. SCET. Higher Still Homepage. Scottish Council for Educational Technology, 1998-2000. [online] http://www.higher-still.org.uk/ [08.03.00]. Scottish Executive. The Structure and Balance of the Curriculum 5-14 National Guidelines. Dundee: Learning and Teaching Scotland, 2000. [online] http://www.ltscotland.com/guidelines/pdf/saboc.pdf [2001]. Scottish Office. Setting Targets - Raising Standards in Schools. Scottish Office, March 1998. Scottish Office. Targeting Excellence - Modernising Scotland's Schools. Edinburgh: The Stationery Office, 1999. SOED. Curriculum and Assessment in Scotland National Guidelines. Assessment 5-14. Edinburgh: Scottish Office Education Department, 1991. SOED. Curriculum and Assessment in Scotland National Guidelines. English Language 5-14. Edinburgh: Scottish Office Education Department, June 1991. Streatfield, D., (IMA) et al. Best Value and Better Performance in Libraries Project. London: Information Management Associates, 2000. [online] http://www.informat.org [August 2000]. Streatfield, David and Markless, Sharon. Invisible Learning? The contribution of school libraries to teaching and learning. The British Library, 1994. Library & Information Research Report 98. Taking a Closer Look at the School Library Resource Centre Self-Evaluation using Performance Indicators. SOEID/SCCC/SLA/SLIC, 1999.

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Texas School Libraries. School Library Standards: Library Learning Environment. [online] http://www.tea.state.tx.us/technology/libraries/environment.html [07.08.00]. Tilke, Anthony (ed.). Library Association Guidelines for Secondary School Libraries. London: Library Association Publishing, 1998. Train, Briony, et al. The Value and Impact of Homework Clubs in Public Libraries. Boston Spa: The Library and Information Commission, 2000. Library and Information Commission Research Report 32. Urquhart, Christine J. and Hepworth, John B. The Value to Clinical Decision Making of Information Supplied by NHS Library and Information Services. Boston Spa: British Library Research and Development Department, 1995. Usherwood, Bob and Linley, Rebecca. New Library - New Measures: A Social Audit of Public Libraries. IFLA Journal. Vol. 25 (2), 1999, p. 90-96. Willars, Glenys. The School Library in Teaching and Learning for All. School Library Manifesto. IFLA/UNESCO, 1998. [online] http://www.ifla.org/VII/s11/pubs/manifest.htm [25.07.2000].

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APPENDICES 1-5 INSTRUMENTS FOR FOCUS GROUPS

1

Flier and questionnaire sent out to heads of School Library Service

2

Questions for librarians' interview

3

Letter of introduction and use of SLRC use sheet sent to participating teachers

4

Learning outcome grid completed by teachers and librarians

5

SLRC use sheet completed by pupils

Appendix 1

THE

ROBERT GORDON UNIVERSITY ABERDEEN

The impact of the school library resource centre on learning The School Library Resource Centre (SLRC) is actively involved in pupil’s learning, not only by developing library and information skills but also by supporting the curriculum and by encouraging independent decision-making and critical analysis. The current focus on developing transferable skills as the basis for lifelong learning suggests that SLRCs should be very much at the heart of schoolbased initiatives promoting this integrated approach to learning. The SLA, COSLA and SCCC have all recently been involved in developing appropriate standards and methods of evaluating the performance of school libraries. However, the relationship between the performance of the SLRC and the outcomes in terms of learning remains unclear and there is interest in establishing real examples of the impact of the SLRC on learning. The key to the adoption of standards and the integration of school libraries within the planning and decision-making process in schools lies in a shared understanding of the value and impact of the school library on learning. Researchers at RGU are beginning a project, complementing the work of the SLA, COSLA and SCCC, which aims to assess the impact of a good school library resource centre on learning. The challenge of this research is to find meaningful ways to express impact. The project team will follow self-evaluation practice, grounding the research in the local context of the individual school and its community. This research will, therefore, invite schools themselves to participate in discussions about the aspects of learning that they feel are appropriate as indicators of impact. The project will establish ‘impact frameworks’ of learning benefits based on the way pupils, teachers (including senior management), and librarians value their SLRC, a discreet and valuable exercise. These frameworks will help to identify indicators of impact on learning, which schools will then be able to use as the basis of local self-assessment of impact under the guidance and assistance of the project team. Approximately six secondary schools will be selected from across Scotland. Dr Dorothy Williams leads the project working in partnership with the Scottish Library Association. Dr Williams is actively involved in research in education and information; in particular, information skills development, information management, and the impact of information on decision making in education. Mrs Caroline Wavell is Research Assistant for the project. The project, which is funded by the Library and Information Commission, started in September 1999 and is due to run for eighteen months. For further information, please contact: Dr Dorothy Williams, Project Leader tel: 01224 263905, e-mail: [email protected] Mrs Caroline Wavell, Research Assistant tel: 01224 263960, e-mail: [email protected] School of Information and Media, The Robert Gordon University, Garthdee Road, Aberdeen. AB10 7QE

Appendix 1

The impact of a school library resource centre on learning Would your school be interested in taking part in this project? The project team is looking for approximately six schools to take part in the study. The schools will have a Chartered Librarian, who has been in the post for a minimum of six months, has established a good working relationship with teaching staff, and is striving towards the “Standards for School Library Services in Scotland” recommended by CoSLA. The project will involve preliminary discussions in your school between the school librarian, participating subject teachers, members of senior management and some pupils to identify the benefits your SLRC has on learning. The librarians of participating schools will be invited to meet as a group to share the findings of these discussions. The research team will then carry out an in-depth case study in each school to investigate selected aspects of learning. The case studies will take place at mutually convenient times between February and October 2000. If you are interested in taking part, please tell us a little about your library by spending a few minutes completing the following questionnaire. The final selection of schools will be made partly on the information provided in this questionnaire and partly on practical considerations, such as the geographical spread of the participating schools.

QUESTIONNAIRE Yes 1

Curriculum Support

1.1

Is the librarian involved in collaborative planning with members of teaching staff?

1.2

Does the library run an information skills programme, which is at least partially integrated into the curriculum?

2

Resources Provision

2.1

Does the library provide a range of sources of information in print, audio-visual and electronic media to support curriculum needs?

2.2

Does the library provide fiction to promote literacy and reading for pleasure?

2.3

Does the library maintain staff development materials?

2.4

Does the library provide links with external agencies to extend the resources available?

3

Learning Support

3.1

Does the library environment allow for a mix of activities such as individual study, small and large group work?

3.2

Is the librarian able to offer appropriate support to pupils practising skills individually, in groups and as a class?

No

Name, Address & Phone No. of School: Name of School Librarian: Please return the completed questionnaire to the project team at the address below by Monday, 25th October 1999, and do not hesitate to contact us if you have any queries. Dr Dorothy Williams (Project Leader) 01224 263905 [email protected] Mrs Caroline Wavell (Research Assistant) 01224 263966 [email protected] School of Information and Media, The Robert Gordon University, Garthdee Road, Aberdeen. AB10 7QE

Appendix 2

LIBRARIANS’ INTERVIEW We are interested in what use is made of the library to promote learning, what the learning outcomes might be and how they might show up. What do you see as your role in the library? What are your objectives for library use?

Learning outcomes 1. In what ways does the library or the librarian promote learning? for the pupil as learner for the teacher as learner for the teacher as teacher 2. In what ways does library use show up as learning outcomes? as an immediate direct outcome as a delayed direct outcome as an immediate indirect outcome as a delayed indirect outcome

Library use 3. Which teachers use the library? as individuals for themselves, for their pupils, with their pupils? as whole class, small groups, individuals? 4. Do teachers collaborate with the librarian before use? on how library might support the curriculum, appropriate resources, best approach (class, groups, team teaching etc.) 5. Which teachers do not use the library? 6. What are the reasons for not using the library? 7. Do any other members of staff or outside groups use the library? 8. Which pupils use the library out of class? groups, individuals, intervals, after school 9. What are they using the library for? recreation, homework 10. Do they think of resources that are less obvious, without prompting? 11. Do they consult the librarian? 12. What help do they seek? location, most appropriate resource, research/information skills, technical help 13. What are the reasons for pupils not using the library?

Appendix 2 14. Is there a difference in approach to library use by those pupils who have used the library during class? 15. In what ways does this show up? 16. If there is a difference, is it temporary or longer lasting? 17. Are there any instances where you have seen a delayed reaction? 18. What courses does the library organise? 19. Are other members of staff involved? 20. How are they involved? exchange of ideas, shared teaching 21. How are the courses structured? talk, action, workbooks 22. Do you and the teacher have different objectives? 23. Is library use evaluated? How? 24. Are there any areas where you feel the library/librarian is not used to full potential? 25. Do any courses/activities use the library without input from librarian? 26. Can you think of instances when a member of staff or pupil could not carry out a task or that task would be restricted without the support of the SLRC or librarian?

Appendix 3

THE

ROBERT GORDON UNIVERSITY ABERDEEN

IMPACT OF A SCHOOL LIBRARY RESOURCE CENTRE ON LEARNING

We would like to thank you for agreeing to take part in the teachers’ focus group to support the above research. The School Library Resource Centre (SLRC) is actively involved in pupil’s learning, not only by developing library and information skills but also by supporting the curriculum and by encouraging independent decision-making and critical analysis. The current focus on developing transferable skills as the basis for lifelong learning suggests that SLRCs should be at the heart of school-based initiatives promoting this integrated approach to learning.

Aims and objectives of the research • to assess the impact of the School Library Resource Centre (SLRC) on LEARNING by: • assessing the outcomes of using the SLRC as perceived by teachers, librarians and pupils • identifying learning outcomes to be used as indicators of impacts • and evaluating the impact on specific aspects of learning.

Methodology • Secondary schools from across mainland Scotland were invited to complete a simple questionnaire to indicate their willingness to participate in this project. Ten schools have been selected to take part in the first phase of the study. • The aim of the first phase is to identify what teachers, librarians and pupils perceive to be the impact of the library on learning. This involves an interview with the school librarian(s) in the SLRC, and a focus group discussion with a small number of teachers and pupils. • The aim of the second phase is to evaluate the impact of the school library on specific aspects of learning. The frameworks established from the focus groups will help to identify indicators of impact on learning to be used as the basis of self-assessment under the guidance and assistance of the project team.

Focus Groups • The focus groups will be held during December 1999, January and February 2000. A small group of teachers from across the curriculum areas and representing teachers, senior management and support staff will be invited to consider their use of the SLRC and to reflect on the direct, indirect, immediate and delayed outcomes of using the library. A similar exercise will be carried out with the senior pupils and each group will be analysed separately. • It will be of great help to us and to yourselves if, before the focus group, you would reflect on these issues and note down any thoughts you have on the attached sheet. A discussion of the learning outcomes will form the basis of the focus group. Please bring the completed sheets with you.

Your help is very much appreciated and it is hoped that your participation will prove to be rewarding for your own and the pupils’ use of the SLRC. It will certainly provide the project team with valuable information to identify frameworks of perceived learning outcomes. The finished research will help librarians and teachers consider how to evaluate the use of the SLRC in terms of learning. Dr. Dorothy Williams, Project Leader and Mrs Caroline Wavell, Research Assistant

Appendix 3

TEACHERS’ FOCUS GROUP Name of school Position/subject USE OF THE SCHOOL LIBRARY LIBRARY USE In what ways do you use the school library? In what ways do you use the school librarian?

----------------------------------------------------------------------------------------------------------------EXPECTED OUTCOMES What do you expect to be the outcomes of using the library and librarian? In what ways might library use show up as learning outcomes?

Please continue overleaf, if necessary.

LEARNING OUTCOME GRID Name of School Position & subject LEARNING ACTIVITY DIRECT OUTCOME Positive or negative

INDIRECT OUTCOME Positive or negative

IMMEDIATE OUTCOME Positive or negative

DELAYED OUTCOME Positive or negative

Appendix 4

APPENDIX 5

PUPILS’ FOCUS GROUP Name of school Year

M/F LIBRARY USE

What do you use the library for? What do you use the librarian for?

----------------------------------------------------------------------------------------------------------------In what ways do you think using the library, the library resources and the librarian helps you? How can you see this in your work or in other things you do?

APPENDICES 6-16 INSTRUMENTS FOR CASE STUDIES

6.

Procedure matrix

7.

Interview with teacher

8.

Plan for use of the SLRC

9.

Example of completed impact framework grid for case study 2

10.

Observation schedule

11.

Example of pupil questionnaire, Reading for Enjoyment

12.

Checklist for evidence in work

13.

Questionnaire used for attempted gathering of ad hoc data

14.

Librarian log

15.

Teacher and librarian interview at end of project

16.

Teacher's reflection on pupil librarians

Appendix 6 PROCEDURE MATRIX

Curriculum Projects before librarian discussion with researcher & teacher teacher

discussion with researcher & librarian

pupil

during logbook noting other use, discussions, impacts from project consideration & report on progress, learning impacts during, after & in comparison with previous years/classes observe (schedule)

after discussion

discussion

jotters, final work questionnaire

Ad Hoc Use & Events librarian

before discussion with researcher

during logbook

teacher pupil

observation discussion

after logbook questionnaire if appropriate questionnaire

Pupil Librarians

teacher/headteacher

before discussion organisation discussion

pupil

discussion

log/consideration & report log

librarian

before discussion

during log

after reader records

teacher

discussion jotters

questionnaire

librarian

during

after discussion log/consideration & report reflection

Personal Reading

pupil

Appendix 7 INTERVIEW WITH TEACHER Introduction: this research is looking at the impact of the school library resource centre (SLRC) on learning. Would like to ask you a few questions before you use the SLRC, and again after your use. We would appreciate any thoughts you may have during use and this could be noted on the sheet/book. During this piece of work it would be helpful for our research if the pupils write all their work in jotters (or on paper) which is kept and studied along with the final product at the end of the project. We would appreciate the opportunity to study the work in progress and the final product for evidence of the impact of the SLRC on learning. At the end of the project we would like to pupils to complete a simple questionnaire to investigate how they feel the use of the SLRC may have had an impact. 1. What are your priorities for this piece of work? 2. Why did you decide to do this piece of work using the school library? 3. How would you have approached the same piece of work if the school library had not been available? • • •

Would you have expected the same outcomes? Would you have been looking for different things during the process and in the end product? How would the pupils gained the skills expected from using the school library?

4. In what ways do you expect using the school library to help (impact on) the pupils' learning from the point of view of the curriculum? 5. Do you expect using the school library to help their learning in ways that are not directly related to the curriculum subject? How or in what ways? 6. How would you look for evidence of the school library's contribution to their learning? 7. Will you be looking for evidence of their learning from the school library? 8. How will using the school library in this instance help you either as a teacher or personally? 9. Do you feel the use of the school library was successful in fulfilling your reasons for using it? 10. Did you notice any unexpected events which might/would have had an impact on learning? 11. Did you feel your major input in the school library was directed towards your intended priorities? If not, where was your input directed? 12. Please state your priorities and rate them on a scale of 1-10 (1 = trivial, 10 = vital), then state your inputs and rate them, and then state the outcomes and rate them.

Appendix 8

Plan for Use of the School Library Resource Centre Who? Teacher / Class Numbers / Special needs

When? Start Date / Completion Date Periods / Times

What? Subject / Topic AIMS & OBJECTIVES Performance criteria

How? Student grouping

How? Learning / Programme Activities

How? Resources

How? Responsibilities for teacher / librarian

Evaluation of course

APPENDIX 9

ACTIVITY: Modern Languages - Research Cultural Aspect of France

School: Aims: developing awareness of French culture developing research skills developing independent learning developing group work & positive interaction developing reporting skills MOTIVATION Indicators of direct impact: • willingness to participate in research task • enthusiasm for subject and exercise in general

PROGRESSION • • •

Indicators of indirect impact: • undirected use / exploration of SLRC & resources (in own time)

Duration: Autumn term, Aug-Oct 2000 Outcomes & indicators:finding information navigation of resources and use of resources undirected use, use of initiative cooperation and discussion increased confidence

•

INDEPENDENCE

successful research (finding information) appropriate use of resources, information handling techniques appropriate presentation of work in own words, accurate factual input

•

development of appropriate ICT skills (keyboard, CDRom)

•

Trackers & Administration of Trackers Librarian: • maintain logbook of undirected use by pupils involved (resources used, how used), record queries arising, discussions initiated by project, note any impacts elsewhere in school from project (school magazine, awards) • questionnaire given to participating pupils

• •

Involving: S1

INTERACTION

confidence to try unaided and seek help undirected use (exploration of SLRC & resources in own time) use of initiative

•

•

co-operation & discussion with peers (willingness to help others, to share ideas, recognition of differing opinions) awareness of French culture

awareness of study skills (planning, organisation)

• •

cohesive class communication skills

Teacher: • discuss work in progress, willingness & awareness of pupils, final product • consider and report on learning benefits or not in comparison with previous years

Researcher: • observation (in RC & classroom) & discussion with pupils (reactions, any unidentified outcomes) • study work jotters and final product • analysis of questionnaire

School / Class / Project / Date Time Catalogue Codebuster Non-fiction Reference CDRom Index Contents Notes/Keywords Own words Drawing/designing Checking notes Reading resource Discussion on task Discussion off task On task Off task Receiving information Giving information Teacher activity Librarian activity

OBSERVATION SCHEDULE Appendix 10

APPENDIX 11 QUESTIONNAIRE READING FOR ENJOYMENT Name

Class

Researchers at the Robert Gordon University would like to know whether you think using the School Library has had any influence on your reading habits. Please complete the following by ticking the boxes and making any additional comments you feel would be helpful.

1. I think the school library has had an influence on my choice of reading material. Please explain.

yes no don't know

2. I think the school library has had an influence on the number of books I've borrowed. Please explain.

yes no don't know

3. I think the school library has had an influence on the number of books I've read. Please explain.

yes no don't know

4. I think the school library has helped me enjoy reading books. Please explain.

yes no don't know

5. Since using this school library, I've tried to read different genres (or types of books) or different authors.

yes no don't know

If yes, please complete 6 to 8. If no, please go to 9. 6. I decided to read these books because...

APPENDIX 11 QUESTIONNAIRE READING FOR ENJOYMENT 7. I enjoyed reading one or more of these different genres or different authors.

yes no don't know

8.

I am happy to try more books I have not experienced before.

yes no don't know

9.

I discuss books I am reading or have read with:

family teacher other

friend(s) librarian

10. I have recommended a book I have borrowed from the school library to someone else.

yes no don't know

11. I think my reading habits have changed since using the school library. Please explain.

yes no don't know

12. I use the school library in my own time (at lunchtime, before or after school) . Please explain.

yes no don't know

13. I think using the school library might have helped my learning in other ways. Please explain.

yes no don't know

Thank you

MOTIVATION Willing participation • enthusiasm PROGRESSION Ability to plan research • knew what to look for •

where to look

•

found resource

•

noted source

Ability to use information • arrangement of notes •

use of own words

•

information relevant

•

enough information

Final work • quality of work •

evidence of new knowledge

•

bibliography INDEPENDENCE

Ability to transfer skills Ability to locate resources outside SLRC INTERACTION

APPENDIX 12 CHECKLIST FOR EVIDENCE IN WORK

Appendix 13

THE

ROBERT GORDON UNIVERSITY ABERDEEN

IMPACT OF SCHOOL LIBRARY RESOURCE CENTRE ON LEARNING

We would like to find out whether this visit to the School Library Resource Centre has affected your work.

Please complete SECTION A & B of the questionnaire before leaving the School Library Resource Centre and return it to the librarian. In one week from now, please complete SECTION C & D and return it to the librarian. THANK YOU.

SECTION A Name of School PLEASE THINK CAREFULLY ABOUT YOUR ANSWERS Time

.................................

Date

.................................

Full Name

.........................................................................................................................................

1.1

Class (if pupil)

.................................

1.3

Male

1.2

Position (if staff) ....................................

1.4

Female

What was the MAIN thing you did during this visit to the School Library Resource Centre?

(Please tick one box only)

1.4

I found information

1.5

I used a piece of equipment

1.6

I borrowed a book or other resource

1.7

I worked on a project or idea

1.8

Other, please explain..................................................................................................................

PLEASE CONTINUE OVERLEAF

Appendix 13 SECTION B PLEASE THINK CAREFULLY ABOUT YOUR ANSWERS How did your visit to the School Library Resource Centre make you feel? 2.1

I enjoyed this visit to the School Library Resource Centre

2.2

I was unhappy with my visit (e.g. too many people, not enough information, didn't get help)

2.3

It made me want to find out more

2.4

It gave me a new idea(s)

2.5

I felt my visit was worthwhile

2.6

I lost interest in the task or topic

(Please tick one box for each statement) yes no don't know doesn't apply

if yes, please explain why..........................................................................

Did your visit help you with your work? 3.1

I think I learned a new skill (e.g. research, computer, study skills)

3.2

I was able to use skills or knowledge I already knew

3.3

I was able to get on with a task better because of the visit

3.4

It helped increase my knowledge and understanding

3.5

It made me aware of other sources of information

Did you talk to others while in the School Library Resource Centre? 4.1

I helped someone else

4.2

I learned from someone else (NOT the librarian)

4.3

I discussed what I found or did with someone else

4.4

I met new people

4.5

I became more aware of the needs or opinions of others

Did the School Library Resource Centre have any other affect?

(Please tick one box for each statement) yes no don't know doesn't apply

(Please tick one box for each statement) yes no don't know doesn't apply

(Please tick one box for each statement) yes no don't know doesn't apply

5.1

It gave me the confidence to help myself

5.2

It saved me time

5.3

My visit helped in some other way (e.g. saved money, helped teaching, helped efficiency, increased opportunities)

if yes, please explain way........................................................................................................................................ Please remember to complete SECTION C & D in one week from now and return it to the School Library Resource Centre. THANK YOU.

Appendix 13

IMPACT OF SCHOOL LIBRARY RESOURCE CENTRE ON LEARNING

We would like to find out whether your visit to the School Library Resource Centre last week has affected your work.

Think about your visit to the School Library Resource Centre last week when you completed Sections A & B of this questionnaire. Please complete SECTION C & D of the questionnaire and return it to the librarian in the School Library Resource Centre. SECTION C Name of School

Full Name

................................................

Class (if pupil) ................................................ Date

Position (if staff)......................................

................................................

SECTION D PLEASE THINK CAREFULLY ABOUT YOUR ANSWERS Has that visit made a difference to the way you feel?

(Please tick one box for each statement) yes no don't know doesn't apply

6.1

Do you remember how you felt about that visit? (e.g. enjoyable, unhappy, wanted more, new ideas, worthwhile, lost interest)

6.2

Do you feel differently now than you did at the time

if yes, in what way ................................................................................................................................................. 6.3

I am more confident because of something I learned then (e.g. more able to find information, choose appropriate books, use information)

if yes, in what way?................................................................................................................................................. PLEASE CONTINUE OVERLEAF

Appendix 13

SECTION D (continued)

PLEASE THINK CAREFULLY ABOUT YOUR ANSWERS Has that visit made a difference to your work? 7.1

(Please tick one box for each statement) yes no don't know doesn't apply

I still remember how to use skills I learned then

if yes, please give an example................................................................................................................................. 7.2

The quality of my work was/is/will be better because of my visit (e.g. more information, better presentation, understand something better, higher marks)

if yes, in what way?................................................................................................................................................. 7.3

I have been able to continue or complete a task or idea because of that visit

7.4

If I had not gone to the School Library Resource Centre last week, I would not have been able to work so well

7.5

If I had not gone to the School Library Resource Centre last week, I would have gone elsewhere to do the same thing

7.6

I still remember information or knowledge I got from that visit

if yes, please give an example.................................................................................................................................

In what other ways has the School Library Resource Centre had an affect? 8.1

(Please tick one box for each statement) yes no don't know doesn't apply

I have changed something I was going to do because of my visit

if yes, please give an example................................................................................................................................. 8.2

Help I received during that visit has helped me in another way

if yes, please give an example................................................................................................................................. 8.3

I have returned to the School Library Resource Centre or searched for resources elsewhere because of that visit

8.4

I have tried something new because of that visit (e.g. skill, hobby, joined something, written something different, read something different)

if yes, what have you tried?..................................................................................................................................... 8.5

I wanted to discuss what I found or did with others after my visit (e.g. friends, teacher, librarian, someone at home)

if yes, who?.............................................................................................................................................................. 8.6

That visit has helped me in some other way

if yes, please give an example.................................................................................................................................. THANK YOU FOR YOUR HELP.

Appendix 14 LIBRARIAN LOG IMPACT of SLRC on LEARNING Please make a note of any incidents or comments involving pupils or members of staff that has arisen as a result of the SLRC for this project. Even comments such as: "I enjoyed that" after leaving the SLRC is worth noting. Date/time

Thank you.

Name of enquirer/commentator

Nature of enquiry/comment/incident Situation and outcome if appropriate

Appendix 15 Teacher Interview at end of project 1 Do you feel using the school library was successful in fulfilling your reasons for using it?

2 How did you feel about the quality of the research, presentations, posters? Do you think the pupils used the resources appropriately?

3 Have you noticed a difference in attitude towards French lessons/subject either language or culture? Considering previous years when you did not run this course.

4 S1s

Any changes in confidence of these pupils? either comparing before or with previous

5 Did you notice any unexpected events which might/would have an impact on learning?

6 Have you noticed any increased knowledge, developed skills, ICT or other as a result of the project?

7 Did you notice any differences in the quality of work or interaction between the groups working in the library and those working in the classroom?

8

Any evidence of pupils using the resources in their own time because of this project?

9 Can you thing of any examples of use of initiative within the library or using the resources during the project?

10 Can you see a difference in the class dynamics compared with other classes or previous years?

Appendix 15 Librarians Interview at the end of the project 1 use?

Do you feel using the school library was successful in fulfilling the objectives for

2 How did you feel about the quality of the research, presentations, posters? Do you think the pupils were able to use the resource appropriately?

3 Have you noticed a difference in attitude or different approaches to the library between these pupils and other S1s?

4

Any changes in confidence?

5 Did you notice any unexpected events which might/would have an impact on learning?

6 Have you noticed any increased knowledge, developed skills, ICT or other as a result of the project?

7 Did you notice any differences in the quality of work or interaction between the groups working in the library and those working in the classroom?

8

Any evidence of pupils using the resources in their own time because of this project?

9 Can you thing of any examples of use of initiative within the library or using the resources during the project?

10 Can you see a difference in the class dynamics compared with other classes or previous years?

APPENDIX 16 TEACHER'S REFLECTION ON PUPIL LIBRARIANS Please reflect on the following pupils and their involvement as pupil librarians in the Learning Resource Centre. Name of Pupil

Class

Please make a note of any changes you have noticed in any of these pupils during their involvement with the School Library Resource Centre. The following are possible aspects of learning that might be affected by involvement as a pupil librarian. 1. • • • •

Motivation involvement in activities associated with the Learning Resource Centre; involvement in other activities around the school; attendance at school/in class; contribution to class activities involving the Learning Resource Centre.

2. • •

Progression use of resources in class/home work (search skills, navigation of Learning Resource Centre or the resources within it); confidence in ICT applications.

3. • • •

Independence confidence; self-esteem; initiative.

4. • •

Interaction communication with other pupils or staff; willingness to help others.

Your Notes and Comments about the above or any other aspect of learning you may have become aware of in any of the above pupils. Please consult any other teachers if you feel it is appropriate.

APPENDICES 17-25 CASE STUDY DATA

17.

Case study 1, animal project questionnaire

18.

Case study 2, French project questionnaire

19.

Extract from observation notes, case study 2

20.

Case study 3, geography investigation questionnaire

21.

Case study 4, biology investigation questionnaire

22. 23. 24.

Case study 6, reading for enjoyment questionnaire: control class D, individualised class E, database class F

25.

Analysis of reading material, case study 6

Appendix 17

ANIMAL PROJECT QUESTIONNAIRE Name

Class

You have just finished researching an animal in the library for English, please complete the following by ticking the boxes. a little

quite a lot

a lot

1.

I liked doing the research in the library

not at all

3

19

22

6

2.

I like doing lessons in the classroom

2

14

26

9

3.

I worked hard in the library

2

11

31

7

4.

I work hard in the classroom

0

5

35

8

5.

When I was in the library and I needed help, I preferred to ask:

the librarian the teacher a friend

6.

How many resources did you use? (please write number of each)

number indicating one or more in each box

7.

27 23 49 38 11

19 25 24

non-fiction books magazines reference books CDRoms Internet sites

I went back to the library in my own time to work on the project yes 5 no

46

8.

I found information from somewhere else for my project:

home public library classroom other

26 8 23 5

9.

If I had done the research in the classroom I would have used:

more resources same number less resources

14 23 14

10.

If I had done the research for homework, I would have used:

more resources same number less resources

25 18 8

Appendix 17

11.

I used resources I had not used before while in the library yes 22

no

29

12.

I learned new skills while in the library

22

no

29

13.

I learned something new about the library or how it works yes 18

no

29

yes

14.

Next time I use the library to find information for myself or for a project, I will be able to find and use the resources:

more easily 35 the same 16 less easily 0

15.

I found information useful to someone else in the class yes

37

no

13

31

no

20

a little

quite a lot

a lot

16.

Someone else found information useful to me yes not at all

17.

I am pleased with the research I did in the library

2

7

31

11

18.

I found information I did not know about

my own animal another animal something else

48 4 3

19. Write down five things you learned in the library while doing your research 1 2 3 4 5

20.

library skills(15), about animal (21), ICT skills (11), information skills (2), no response (2) library skills (18), about animal (14), ICT skills (13), general behaviour (1), information skills (1), other (2), no response (2) library skills (18), about animal (15), ICT skills (6), general behaviour (5), other (1), no response (6) library skills (14), about animal (14), ICT skills (6), general behaviour (4), no response (13) library skills (16), about animal (10), ICT skills (2), general behaviour (3), other (2), no response (18)

I want to go back to the library to do something else yes Thank you.

34

no

17

Appendix 18

FRENCH PROJECT QUESTIONNAIRE Name

Class

You have just finished researching a topic in the school library resource centre for French, please complete the following by ticking the boxes. not at all

1.

I enjoyed doing the research in the library

0 not at all

a little

quite a lot

a lot

11

22

17

a little

quite a lot

a lot

30

13

2.

I worked hard in the library

0

7

3.

When I was in the library and I needed help, I preferred to ask:

the librarian a friend

36 11

Why? Librarian knows best, more comfortable with friend, librarian might not understand, questions not too difficult, know how to use computer at home, didn’t know librarian Which?

4.

I used the following:

Number indicating one or more in each box

5.

20 34 25 33 10 2

I went back to the library in my own time to work on the project

How many?

non-fiction books reference books CDRoms Internet sites video other

yes

8

no

42

6.

I used resources I had not used before while in the school library

yes

33

no

17

7.

I learned new skills while in the school library

yes

41

no

9

8.

I learned something new about the school library or how it works yes

47

no

3

Appendix 18

9.

Next time I use the library, I will be able to find information:

10.

I learned from others while in the school library

yes

44

no

6

11.

I was able to contribute information or ideas to the my group

yes

50

no

0

12.

Write down the most important thing you did to help you find the information you needed: ICT for information 19 Read instructions 4

13.

use books 14 ask librarian 6

use index or computer 4 ask friend 1

15.

watch video 2

Write down one thing you need to improve in order to help you find information more easily: better computer skills 5 use Internet or computers 3 concentrate or talk less 5 use library more effectively 9 write information down 1 did as well as they could 2

14.

more easily 43 the same 7 less easily 0

read instructions 10 organisation of group 7 blank 4

I think my knowledge of France and the French has increased yes 50

no

0

I want to go back to the school library resource centre to do something else yes 43 no 6

Thank you.

Appendix 19 EXTRACT FROM OBSERVATION NOTES CASE STUDY 2

Day 2 Session 1 researching in the SLRC Librarian reminded the pupils that they were to work together and to have good manners. Group 1 - researching mountains, rivers, regions. Confusion over their roles, one member of the group was absent. Girl (A) seemed to know what she was doing, found information quickly. Boy (B) working on the Internet looking up regions, found a map of France, then librarian helped find the regions and reminded him to go through the information. Librarian reminded all pupils to put the information into their own words. The instruction sheet was felt to be too broad in its scope because the pupils found it difficult to focus on what was required. There was little evidence that the pupils referred to the instruction sheet much. Group 9 - researching sporting personalities The group appeared unsure of what they were supposed to be doing. Boy (D) worked on Corbertin and the Olympics from a book. Girl (E) knew what she was doing on the computer, she grasped the idea of selecting text for printing but not sure about printing a photo, after help from the librarian understood immediately. Boy (F) was watching (E) on the computer, less capable but demonstrated an understanding of the process when questioned. (D) took a long time reading and noting information, unsure of how much information was needed, writing the information in sentences. He was disappointed not to be on the computer. (F) not sure what he was supposed to be doing and was not working collaboratively. At the end of break, one of the group rushed back to collect information and thanked the librarian for her help. Session 2 producing a worksheet with the information & preparing an oral presentation Librarian checked the pupils had gathered all the information and explained that they needed to get the main points on an A4 sheet of paper of submission to the teacher and that they should consider who they would present the information. The librarian did not feel this was her role. The teacher visits the SLRC to see how things are going, she mentions keywords, mind maps and spider diagrams. These are not topics covered by the librarians. Group 1 One girl (C) was away last week when the research began. All three were looking at the information found last week, attempting to show the girl who was off what they had found. They got the instructions out and discussed what had been found but were unsure how to proceed. It seemed clearer when researcher suggested they needed to find the main points from the instruction sheet for the presentation. The boy (B) was proud of his contribution, text printed from the Internet, and wanted to go back on the computer. They looked at this and the girl (A) decided it was not relevant and thought they needed to use the books again. (A) appeared to know what was needed but failed to find enough information on the Alps. The suggestion of using an atlas to locate the mountains, rivers and regions was not taken up. (A) continued to work on her own during break and without consulting the other two. They asked about Napoleon, another group's topic. (C) never really got into the subject. Group 9 (E) getting on with writing information. They appeared to be organised and working as a team. The boys had already written their pieces on the worksheet and were waiting for the girl so they could sign the sheet. [They had not thought of doing anything else while waiting, e.g.

Appendix 19 starting the poster.] (F) was not contributing as much as the other two. Day 3 Session 3 Preparing an oral presentation Librarian checked the pupils had gathered all the information needed and explained. Group 1 This group had achieved the goal although the teacher commented that they had not mentioned the Alps or the river Seine. By the end of this period they were still not organised for their talk. (A) was reluctant to use any other resource than the encyclopaedia. Group 9 The group did not achieve the goal because they missed information on the Tour de France. They said they had the information but failed to include it on the worksheet. They felt they were working better as a group than at the start and they had decided to swop around and talk about different information than they had found. They were the most organised group and started practising their talk earliest. The girl said she enjoyed finding new information and one of the boys enjoyed going on the Internet best. Session 4 Giving a talk The audience did not appear to be listening except those doing the evaluation. It was difficult to understand because the information was not organised and the presentation was poor in some cases. The evaluation sheets were not shown to the appropriate group although they did appear to understand what was written. One member was then elected to stay in the SLRC to work with others from the cluster group to prepare the information for another presentation to the class. The member chosen was not always the most competent. Group 1 (C) did the introduction to the talk, (B) read from the sheet about the rivers and (A) read about the mountains. The information was not clearly delivered but they did cover the main points. Group 9 They were organised and had better information. Both the boys read information and were less clear in their presentation. They did not look at the audience. They evaluated group 8, the girl (E) knew what she was doing and involved the others.

Appendix 20

QUESTIONNAIRE Geography Investigation Name

Class

You have just finished researching natural disasters in the school library resource centre for geography, please complete the following by ticking the boxes.

1.

I enjoyed doing the research in the resource centre, because ...

not at all

1

not at all

a little

quite a lot

5

a little

5

quite a lot

2.

I worked hard in the resource centre

3.

When I was in the resource centre and I needed help, I preferred to ask:

14 15 13 0

the librarian the teacher a friend didn't need help

4.

Which resources did you use? (please write number of resources used in each category)

5 11 3 18 5

non-fiction books reference books CD-ROMs Internet sites other

1

4

8

Pupils who use more than one type of resource 15

5.

I went back to the resource centre in my own time to work on the project

6.

I found information from somewhere else for my project:

7.

I used resources I had not used before while in the resource centre

11 9 6 4

7 yes

18 no

home public library classroom other

12 yes

13 no

a lot

12

a lot

12

Appendix 20

8.

I learned new skills while in the resource centre

9.

I learned something new about the resource centre or how it works

10 yes 3 no

14 yes 8 no

10.

Next time I use the resource centre to find information for myself or for a project, I will be able to find and use the resources:

11.

I learned from others while in the resource centre

12 don't know

3 don't know 18 more easily 6 the same 1 less easily

13 yes 10 no

12.

While doing the investigation, I discussed information found or ideas I had with others 15 yes 9 no 1 don't know not at all

13.

I am pleased with the research I did in the resource centre

14.

While doing the geography research, I learned ... About the subject Use of resources Other

5.

17.

2

a little

4

quite a lot

15

21 3 1

Next time I do research in the resource centre, I could do better by ... No response Work harder Find more information/ use more resources Better organised, work faster Ask for help Problems with librarian

16.

2 don't know

3 12 5 3 1 1

I want to go back to the resource centre to do something else 21 yes

4 no

0 don't know

I am thinking about studying geography for standard grade 10 yes 10 no

Thank you.

5 don't know

a lot

4

Appendix 21 QUESTIONNAIRE BIOLOGY INVESTIGATION Name

17/17 completed Researchers at Robert Gordon University are studying how the school library resource centre might influence your learning. You have just submitted a draft introduction to your biology investigation and we would appreciate a few minutes of your time to complete the following.

1. I used the school library resource centre for my investigation Please explain Limited resources

3 not at all 7 a little 3 quite a lot 3 a lot 1 no response

2. I think the school library resource centre has had an influence on the factual content of my investigation Please explain

12 yes 5 no 1 don't know 0 doesn't apply

3. I think the school library resource centre has had an influence on how I tackled my investigation (planning, finding resources, evaluating and selecting information, making notes, any other aspects) Please explain

3 yes 10 no 2 don't know 2 doesn't apply

Background reading

4. I used resources I had not used before while in the school library resource centre

5. I learned new skills while using the school library resource centre

6. I think using the school library resource centre on previous occasions had an influence on this investigation Please explain IT skills (Internet) 1 How to access information & use it 3 Library catalogue 1 Word processing skills 1 Not really used before 1

2 yes 15 no 0 don't know 0 doesn't apply 3 yes 13 no 1 don't know 0 doesn't apply 8 yes 7 no 1 don't know 0 doesn't apply 1 no response

Appendix 21 QUESTIONNAIRE BIOLOGY INVESTIGATION

7. I found the most helpful aspect of using the school library resource centre was... Librarian there, willing help 5 Internet access 7 Computers 3 Arrangement of books 1 Not useful 1 Enough books/information from books 2 Easy access 1 Periodicals 1 8. I found the most difficult aspect of using the school library resource centre was... Finding books on chosen subject/current relevant information 8 Not difficult 1 Finding time 1 Quiet time 4

9. I found information from elsewhere Internet 2

11 home 8 university library 6 public library

7 class 7 other 0 doesn't apply

10. I found the experience of using the school library resource centre helpful when finding information from elsewhere Please explain Skills and librarian contacting other authorities ILL Internet sites to use at home Library skills

3 yes 8 no 1 don't know 1 doesn't apply

11. Next time I need to find information, I will find the process

6 easier 10 same 1 less easy 10 yes 3 no 4 don't know 0 doesn't apply 7 yes 9 no 0 don't know 1 doesn't apply

12. I was pleased with the research I did

13. I enjoyed doing the research

Thank you

Appendix 22

QUESTIONNAIRE READING FOR ENJOYMENT Name

Class D (22/27 returned)

Researchers at the Robert Gordon University would like to know whether you think using the School Library has had any influence on your reading habits. Please complete the following by ticking the boxes and making any additional comments you feel would be helpful.

1. I think the school library has had an influence on my choice of reading material. Please explain. Yes More to choose from 8 Yes Particular types of book 3 Yes Reading more 1 Yes Library is here (not down town) 1 Yes Librarian recommended 3 Yes Try different books 1 No Don’t like reading/read same thing 2 2. I think the school library has had an influence on the number of books I've borrowed. Please explain. No Already public library/borrowed same/don’t read fast 3 Yes Don’t have many at home 1 Yes Borrowing more 4 Yes Good range 2 Yes librarian influenced me 1 3. I think the school library has had an influence on the number of books I've read. Please explain. No read a lot anyway 2 No Not much time 1 Yes librarian influenced me 3 Yes Reading different genre 1 Yes Reading more 3 Yes Enjoy reading more 1 Yes Encouraged to read more 1

16 yes 5 no 1 don't know

4. I think the school library has helped me enjoy reading books. Please explain. No Not much time 1 Yes Fun activities with books 1 Yes Read different books 1 Yes Favourite types 2 Yes Quite like books now 1 Yes Lot of good books 2 5. Since using this school library, I've tried to read different genres (or types of books) or different authors.

10 yes 7 no 4 don't know 1 no response

If yes, please complete 6 to 8. If no, please go to 9. 6. I decided to read these books because... In the database 1 Told to Lot of people borrowed them 1

Good choice 2 Seem exciting/interesting 2 Wanted new style 1

1

12 yes 6 no 3 don't know 1 no response

9 yes 9 no 3 don't know 1 no response

9 yes 13 no 0 don't know

Appendix 22

QUESTIONNAIRE READING FOR ENJOYMENT 7. I enjoyed reading one or more of these different genres or different authors. Lots of different types 1

5 yes 3 no 1don't know 13 no response

8. I am happy to try more books I have not experienced before. Like the audio books 1 Like different types 1

8 yes 2 no 1don't know 11 no response 7 friend(s) 6librarian

9. I discuss books I am reading or have read with: Like to tell my family Paired reading

12 family 2 teacher 6 other

10. I have recommended a book I have borrowed from the school library to someone else.

16 yes 3 no 1 don't know

11. I think my reading habits have changed since using the school library. Please explain. Choice, different genre 3 TV less, read more 1 Never had a book before 1 Try to read more 1 Learned larger words and reading has improved 1 12. I use the school library in my own time (at lunchtime, before or after school) . Please explain. Sometimes lunchtime 2 Only for computers 3 If its wet I read 1 13. I think using the school library might have helped my learning in other ways. Please explain. English language 6 Helps understand words 1 Always able to get books out 1 Other things 1 Science 1

10 yes 8 no 4 don't know

Thank you

12 yes 9 no 1 don't know

10 yes 5 no 6 don't know 1 no response

Appendix 23

QUESTIONNAIRE READING FOR ENJOYMENT Name

Class E (25/26 returned)

Researchers at the Robert Gordon University would like to know whether you think using the School Library has had any influence on your reading habits. Please complete the following by ticking the boxes and making any additional comments you feel would be helpful.

1. I think the school library has had an influence on my choice of reading material. Please explain. Yes Different genre 5 Yes Do more research 1 Yes Help with choice 1 Yes More than public library 1 Yes Lots of good books 2 Yes Encourage me 2 2. I think the school library has had an influence on the number of books I've borrowed. Yes See if I like them 1 Please explain. Yes Need information 1 Yes Helped me enjoy my spare time 1 Yes Read more books 4 Yes Needed books to help my English 1 Yes I like it more now 1 Yes Borrowed lots 2 Yes List to help 2 Yes I hated reading in P7 1 Yes Told to 1 3. I think the school library has had an influence on the number of books I've read. Please explain. Yes Bronze award 2 Yes Read when I’m told to 1 Yes Reading more 5 Yes Encouraged to read more 1 Yes Enjoyed them 1 Yes Read most of it 2 Yes Borrowed more 1 Yes Read them when bored 1 4. I think the school library has helped me enjoy reading books. Please explain. Yes Discuss/encouraged/helped to choose 8 Yes More variety 2 Yes More books I like 3 Yes I like information books 1 5. Since using this school library, I've tried to read different genres (or types of books) or different authors. No Only like adventure, horror, comedy 1

If yes, please complete 6 to 8. If no, please go to 9. 6. I decided to read these books because... Haven’t read them before 2 Recommended by teacher/librarian 2 Try something different 4 Looked good/interesting 3

14 yes 4 no 7 don't know

13 yes 6 no 6 don't know 0 no response

16 yes 5 no 4 don't know 0 no response

15 yes 2 no 5 don't know 3 no response

11 yes 13 no 0 don't know 1 no response

Appendix 23

QUESTIONNAIRE READING FOR ENJOYMENT 7. I enjoyed reading one or more of these different genres or different authors. Yes Good authors

11 yes 1 no 0don't know 13 no response

8. I am happy to try more books I have not experienced before. Yes Should be good 1

11 yes 1 no 1don't know 13 no response 11 friend(s) 5librarian

9.

I discuss books I am reading or have read with:

6 family 7 teacher 4 other

10. I have recommended a book I have borrowed from the school library to someone else.

20 yes 3 no 2 don't know

11. I think my reading habits have changed since using the school library. Please explain. Yes Read more 4 Yes Books are not boring 1 Yes Borrowed more 1 Yes Read more instead of TV/in spare time 3 Yes Different attitude (not just pointless stories) 1 12. I use the school library in my own time (at lunchtime, before or after school) . Please explain. Yes When I want a book to read 1 Yes At lunchtime 4 Yes Computer or tell friend about 1 Yes Not as much because bag was stolen 1 13. I think using the school library might have helped my learning in other ways. Please explain. Yes Subjects 2 Yes Information 7 Yes English (spelling, words) 5 Yes How to find books 4

12 yes 5 no 8 don't know

Thank you

19 yes 5 no 1 don't know

20 yes 2 no 3 don't know 0 no response

Appendix 24

QUESTIONNAIRE READING FOR ENJOYMENT Name

Class F (returned 15/25)

Researchers at the Robert Gordon University would like to know whether you think using the School Library has had any influence on your reading habits. Please complete the following by ticking the boxes and making any additional comments you feel would be helpful.

1. I think the school library has had an influence on my choice of reading material. Please explain. Yes Read different, other books 4 Yes Found books I enjoy 3 Yes More choice, lots of books 3

10 yes 1 no 4 don't know

2. I think the school library has had an influence on the number of books I've borrowed. Please explain.

10 yes 1 no 3 don't know 1 no response

Yes a lot more 2

No I read what I want anyway 1

Yes Good to read 1 No Only take one at a time 1 Yes Better range 2 Yes The only library I go to 1 3. I think the school library has had an influence on the number of books I've read. Please explain. Yes Lots if variety to choose from 2 Yes Good books 2 Yes Done bronze level 1 No Already read lots Yes Librarian gets the right books 1 Yes Reading helps you relax 1 4. I think the school library has helped me enjoy reading books. Please explain. Yes Found good books 1 Yes I read more of them 1 Yes Encouraged to read 1 More choice 1 Yes didn’t read before 1 5. Since using this school library, I've tried to read different genres (or types of books) or different authors. J K Rowing 2 Ord 2 If yes, please complete 6 to 8. If no, please go to 9. 6. I decided to read these books because... See if they would interest me 4 Thought I was read too much by same author 1 Looked good 4 Recommended by friends 1

10 yes 3 no 1 don't know 1 no response

10 yes 2 no 3 don't know 0 no response 9 yes 3 no 2 don't know 1 no response

Appendix 24

QUESTIONNAIRE READING FOR ENJOYMENT 7. I enjoyed reading one or more of these different genres or different authors.

8 yes 3 no 0don't know 4 no response

8.

I am happy to try more books I have not experienced before.

9.

I discuss books I am reading or have read with:

7 yes 1 no 3don't know 4 no response 8 friend(s) 0librarian

7 family 4 teacher 1 other

10. I have recommended a book I have borrowed from the school library to someone else.

11. I think my reading habits have changed since using the school library. Please explain. Read more 4 No waiting for books 1 Wider choice 1

6 yes 3 no 1 don't know 5 no response 6 yes 1 no 3 don't know 5 no response

12. I use the school library in my own time (at lunchtime, before or after school) . Please explain. Yes Revising

2 yes 6 no 1 don't know 6 no response

13. I think using the school library might have helped my learning in other ways. Please explain. History & science 2 Unspecified 1 History 1 English vocabulary 1 Improve English 1 Revising, homework 1

8 yes 0 no 0 don't know 7 no response

Thank you

Appendix 25 Analysis of numbers of books read by classes 1999 and 2000 1A

1B - PR

1C

1D - CS control

1E - CS individual

1F - CS PR

1999 jotters total no books for year no books read to Dec 12 average no bks/student to Dec no students achieving PR awards no students reading 5+ bks

22 283

17 (23) 256

26 (25) 222

31 (29) 219

27 243

20 161

191

169

134

124

139

105

8.7

7.3

5.4

4.3

5.2

5.3

17

20

15

11

12

12

2000 no jotters examined total no book read to Dec 12 average no books read/student no students achieving PR awards

27

26

26

27

26

25

144

148

119

119

172

140

5.3

5.7

4.6

4.4

6.6

5.6

1 Bronze

2 Bronze

2 Bronze

4 Bronze

1 Bronze

4 Bronze

no. students not finished any bks no students read 2+ no students reading 5+ bks no students reading 6+ no students read 10+ % students reading 5+ books

4

3

0

1 Silver 3

1 Silver 1

1

20

20

22

18

20

23

14

12

12

11

13

14

9

11

9

9

11

12

3

4

1

2

5

3

51.9%

46.2%

46.2%

40.7%

50%

56%

1999

146 jotters = pupils 862 books read average 5.9 books per pupil 59.6% reading 5+ books

2000

157 jotters= pupils 842 books read average 5.4 books per pupil 48.4% reading 5+ books