ask you…What do people know about the library?Who knows what you do?Who knows what you and the library “do” to

support the school?Who understands how you and the library

contribute to the educational process?

Your teachers?Your principal?Your superintendent?Your students?Your student volunteers?Your parents?Your parent volunteers?Parent/Teachers Association?

Library Friends?Other building level professionals?District personnel?School district administration?School Board members?Your coordinator/administrator?Your peers?Area/professional colleagues?Other community members?

What convinces others of your value, your worth? Typically we know…How many books/materials we check out

Books/materials available per studentHow many classes come in to the library for

Big Six… Tours… Orientation…How many articles are accessed from

databases…other usage..reference materialsHow many pieces of media are produced by

your studentsAge of materials… Copyright…

This data isn’t enough and - sometimes – not at all useful.

No matter what the answers to the questions are - you need to…Figure out who you need to convince…Figure out what convinces each group…

Your library data?/Comparison data?Your data matched to your students?Your data matched to school initiatives?Your data designed, gathered and delivered in

outcomes?Your data delivered in state assessment

terms?

Find examples of other success stories…Match “success story” data to your type

of library and your “who”Identify opportunities for delivering the

message

Big Picture…

Using the TLA survey, select 10 questions and conduct a survey of your school/population

Compare your data against TLA’s state wide survey

Compare your data against national survey data (ex. see LRS.org; see AASL “Longitudinal Study”

Partner with others to create curriculum for local, regional and statewide advocacy training for school librarians

Partner with other district personnel to re-deliver the TLA survey

Create a data warehouse to organize data to integrate into/support grant applications (all data)

Work with TASL to identify best practices of using data at the building level…at the district level

Work with TASL to integrate local data & Texas Survey district wide data to create profiles of school libraries

Match your district’s TAK’s, TEK’s data to the library’s activities related to TAK’s, TEKS (See Spring Branch ISD URL in Webliography.)

Back home…Add data to your homepage, wallpaper,

screensaver marquee...a different fact, outcome, measurement, assessment every week

Create an annual report comparing statewide data to your library’s performance (and/or the school library standards, etc.)

Feature data in everything that “represents” you in a column in your library’s newsletter, blog or wiki…the school or districts newsletter, blog or wiki, your email signature

Feature data in your letterhead, on library instruction content handed out, your fax sheets

Integrate data into discipline-specific teacher team work/curriculum

Prepare a teacher workshop/ask a neighboring librarian to deliver a teacher’s workshop on the library’s contribution to student success

Feature library outcomes that mirror classroom teacher curriculum outcomes

Put interesting library outcomes/facts on library tabletop signs, library posters, bulletin boards

Create tabletops, paper placemats, posters for non-library locations with a different fact, outcome, measurement, assessment every week

Add data to any mail out (include fine notices, letters home)

Ask Friends, PTA if you can include content in their newsletters, emails, etc. with a different fact, outcome, measurement, assessment every week

Team with a classroom teacher to present a student success/outcomes presentation and/or workshop for a specific discipline using data

Integrate data into advertising library services brochures, bookmarks

Link budget requests to student data/outcomes

Ask the principal to include library student success data into his/her school board presentation (and/or create your PPT presentation for them to add their data and deliver )

Create a district-wide library report card to highlight overall successes, specific features, areas that need attention

Create a discipline-specific library report card to highlight overall successes, specific features, areas that need attention

Create grade-by-grade profiles of library resource that support curriculum, that support preparing for tests

Create “over the summer” library activity profiles for teachers integrating school and public library content

Gather/use data (database, e-book, audio book, streaming) “match to curriculum” for disciplines and grade levels

Focus on cutting edge 21st century library “land” no matter what’s in your library such as:linking to and advertising “23 things,” supplemental literature supporting tests, web-delivered resources (streams, learning

objects, instruction assignments that support standardized school textbooks, etc.)

USING DATA…Use this data approach in this order

Irrefutable data: statistically-significant, robust data from significantly credible sources (data should be based in reality/”reflect” reality)

Substantial data: point-in-time data or directionally accurate data. Typically survey data on a big scale (TLA, national) or a smaller scale (internal considered less valid)

Expert commentary: quotes from industry experts (ESC personnel, leading vendors, peers in the field/other benchmark districts) can be considered a summary or synthesis of information.

Anecdotal data: Although many consider anecdotal data only “example” or “storytelling” or “endorsement” data, it can be data driven…what separates it from substantial is that it includes only “one or two data points or examples that support your case.”

Quotes: Comments from teachers, parents, students, etc. can illustrate need and/or use and be powerful evidence.

Your opinion: From the perspective of the audience, your opinion is too biased to be considered supporting evidence. (Even though you may be the recognized expert in your district or in the field…use this approach last.)  Adapted from Juice Analytics http://www.juiceanalytics.com/writing/making-your-case-a-hierarchy-of-supporting-data/

NO DULL DATA…Clever ways of displaying data…

ANYTHING by Edward Tufte (www.edwardtufte.com)

Visualizing data; visualizing information Display of Statistical Data

http://www.physics.csbsju.edu/stats/display.html

Unusual charts and graphs NCES – Kidszone http://nces.ed.gov/nceskids/createAgraph/; http://www.graphscharts.com/; http://

math.pppst.com/graphs.html; Data Guidebook for Teachers and Leaders – Depka, Eileen (Google Books); Just Plain Data Analysis - Klass, Gary http://lilt.ilstu.edu/jpda/charts/Charts.htm and How to Construct Bad Charts and Graphs – Klass, Gary http://lilt.ilstu.edu/gmklass/pos138/datadisplay/badchart.htm

Maximizing PowerPoint presentation opportunities

Expand your “ask”…

Move from “I need this (new) material” to “This addition to the collection will support (grade, student population, discipline, activity, program)”

Change from “We need more of” to “This addition will allow x more users or uses that support (test preparation, accelerated learning)

Matching Texas Data to Target Audiences

1. School libraries enjoy strong and intense voter support – regardless of parental status or any other demographic or regional variance. Voters, parents, school boards, other elected officials

2. School libraries and professional librarians are viewed as essential to the education of Texas children. Texas voters say school libraries are as important as classroom education and more than eight in ten believe that school libraries make a major contribution to children’s education. Principals, superintendents, school board, PTA’s

3. While positive feelings are high across every subgroup, women, older and Hispanic voters – as well as frequent public library users – are the most intensely supportive of school libraries compared to their counterparts. Parents, other community members

4. School libraries are viewed as essential because they provide opportunities for children to develop reading and research skills and voters see a link between academic success and strong libraries. Principals, teachers, school boards

5. Texas voters are willing to take their support of school libraries to the legislature. More than nine in ten voters support statewide legislation to require access to a school library and professional librarian. Elected officials such as school boards, statewide legislators from your community

6. Texas voters say school libraries are as important as classroom education and more than eight in ten believe that school libraries make a major contribution to children’s education. Teachers, school boards, other elected officials, parents

7. School libraries are viewed as essential because they provide opportunities for children to develop reading and research skills and voters see a link between academic success and strong libraries. District personnel, principals, superintendents, teachers

Other School Library Data

on the Web

Texas Survey&

Texas Survey Data

Methodology METHOD: Texas statewide telephone survey

DATA COLLECTION: October 17 to November 2, 2008

SAMPLE SIZE: 1,201 interviews total

SAMPLE: A “random-digit dial” sample was used, whereby every household in our defined geographic region has an equal probability of being reached. Participants were then screened by age (adults 18 and older) and voter registration status (currently registered to vote in Texas at the address where they received the call).

WEIGHTING: Data were weighted to reflect the proper demographic and geographic distribution of the adult voter population (guided by 2008 exit polls and Texas Secretary of State registered voter data). Age and Party affiliation were weighted.

Full data is found at:

“Voter Survey on Texas Libraries”

http://www.txla.org/html/pr/survey.html And data can be sorted by:

• County• Type of respondent• Party affiliation• Age• General geographic Texas area

92%

90%

74%

65%

57%

55%

5%

8%

17%

24%

29%

28%

-2%

-2%

-8%

-10%

-14%

-17%

Q27-32. First, how important are [READ ITEM] to the education process— very important, fairly important, slightly important or not at all important?

Texas voters, especially women and older voters, believe school libraries are as important as classroom education itself

Total Important

97%

98%

91%

89%

83%

85%

Classroom education

School Libraries

After school programs

Theater and arts programs

Field trips

Athletic programs

There is no difference between those with and without kids (89% with kids say school libraries are very important and 91% without kids)

Most likely to say School Libraries are very important:Democrats (93%) and Republicans (92%) vs. Independents (86%)

Women (92%, particularly college educated women, 95%, vs. 88% men)Those over 45 (92% vs. <45, 88%)

Public library users (92% of frequent users and 91% infrequent users vs. those who do not use the library 85%)

Very Important Fairly ImportantSlightly/not at all important

82%

14%

-2%

Minor contribution

Major contribution

Not much of acontribution

Texas voters assert that school libraries are a critical educational element – over 8 in 10 believe they make a major contribution to children’s education

Southeast

South

Central

Northeast

Northwest

West

80%

81% 83%

87%

78%

82%

% Major Contribution

Q33. Do you believe that school libraries make a major contribution, minor contribution or not much of a contribution to children’s education?

Overall82%

At least 7 in 10 voters across every demographic, geographic and political sub-group say school libraries make a major contribution to children’s education. Voters in the Southern and Central parts of the state are most intense in their feelings.

-2%

77%

15%

-2%

Somewhat support

Strongly support

Somewhat oppose

Strongly oppose

Thus, not surprisingly, nearly all Texas voters say they would support legislation to require schools to provide libraries and librarians that meet statewide standards

Southeast

South

Central

Northeast

Northwest

West

75%

75% 82%

79%

77%

76%

% Strongly Support

Q41. Currently public schools in Texas are not required to provide students with a school library or librarian. Would you support or oppose legislation that requires public schools to provide students with a school library and

librarian that meet statewide standards? FOLLOW-UP: And, would you strongly (support/oppose) this, or somewhat (support/oppose) this? 93%

Overall77%

Strong support for school library legislation crosses party affiliation, though Republicans – particularly Republican men – are less intense in their support

-2% -1%-3% -2%

75%86% 81%

17%9% 16%

-2%

Women Men

-2% -1%-7%

-2%

64%81% 75%

21%

14% 21%

-6%

Republicans IndependentsDemocrats Republicans IndependentsDemocrats92% 95% 96% 85% 95% 96%

Q41. Currently public schools in Texas are not required to provide students with a school library or librarian. Would you support or oppose legislation that requires public schools to provide students with a school library and

librarian that meet statewide standards? FOLLOW-UP: And, would you strongly (support/oppose) this, or somewhat (support/oppose) this?

Strongly support Somewhat supportStrongly oppose Somewhat oppose

87%

84%

84%

11%

15%

14%

Strongly Agree Somewhat Agree

Texas voters agree that school libraries are essential to the overall education process because they support reading and research skills

Total Agree

98%

99%

98%

Q34-40. I am now going to read you a list of statements about public school libraries. For each one, please tell me if you agree or disagree with that statement. Here's the first one: [READ ITEM]? Would you say you strongly

agree with this statement, somewhat agree, somewhat disagree or do you strongly disagree?

School libraries are important because they give every child the opportunity to read and learn.

School libraries are an essential part of the education experience.

School libraries are important because they help teach children research skills they will need all their lives.

Top tier statements

77%

71%

70%

63%

20%

23%

23%

26%

Strongly Agree Somewhat Agree

Texans also agree that school libraries are critical to student achievement and strong school libraries produce students with better problem solving and job skills, although with less intensity

Total Agree

97%

94%

Q34-40. I am now going to read you a list of statements about public school libraries. For each one, please tell me if you agree or disagree with that statement. Here's the first one: [READ ITEM]? Would you say you strongly

agree with this statement, somewhat agree, somewhat disagree or do you strongly disagree?

School libraries are important because they help students do better in school.

Professional school librarians are critical to student achievement.

School libraries serve as another classroom for students.

Students from schools with strong libraries have better problem-solving and job skills.

93%

89%

Second tier statements

Q44. If the funding was cut for the public library in your community, which one of the following outcomes

would concern you the MOST?

If funding were cut, Texans’ biggest concern would be the restricted access to books and recourses – which was rated as one of the most important aspects of libraries

42%

21%

19%

12%

3%

47%

24%

12%

11%

2%

Public Library

School Library

Q47. If the funding was cut for the school libraries in your community, which one of the following outcomes

would concern you the MOST?

Fewer books and resources would be available

(School) Library programs and activities would be cut

(School) Libraries would be open fewer hours

Professional (school) library staff would be reduced

None of the above (VOL)

Parents are particularly concerned that fewer books and resources would be

available at public (45% vs. nonparents 40%) and school libraries (52% vs.

nonparents 45%)

Library users are slightly more concerned about fewer books and

resources being available (43% frequent users and 44% infrequent users vs. 36%

nonusers), but it was the item both groups would be most concerned

about.