Closing the Gap

Closing the Gap

NCSLMANovember 5, 2010

Dr. Anthony Chow, UNCGDr. Linda Gann, UNCG

Kristi Allred, UNCG

OverviewWhy this research?What gap?Review of the literatureClosing the gap

November 5, 2010 2 of 36NCSLMA 2010 Annual Conference

Why this research?


What Gap?The difference between what

research states as best practices for school library programs and what actually occurs in the field


Important Research Studies

Keith Curry Lance’s impact studiesSchool libraries do

have a positive impact on student achievement

Replicated in numerous states


Important Research Studies

Stephen Krashen’s The Power of Reading: Insights from the Research

• Students who have access to more reading materials – particularly on subjects that interest them – are more likely to read voluntarily, read in greater volume, read more often, and score better on achievement tests.


Best PracticesAdequate

staffingLarge and

varied collection

Flexible access/flexible schedule

CollaborationLeadershipAdvocacyCommunicati

on with the principal


Support from Principal“…the principal is the key factor in

developing an effective and integrated school library program.”

Ken Haycock


The GapMany principals believe school libraries are

important but do not see the direct link between libraries and student achievement (Lau, 2002).

Many principals do not make connection between educational theory and the school library (Veltze, 1992).

Principals admit they need more information about school libraries in their educational leadership courses (Wilson and Blake, 1993).


Why the gap?1. Perceptions from previous school

experiences2. Lack of education in principal training

programs3. Isolation of school librarians4. Lack of communication between school

librarian and principal (Hartzell, 1997; Hartzell, 2002; Roberson, Applin and Schweinle, 2005)

5. Systemic problem, systemic solutions -lack of strategic alignment between school and library goals (Chow, Mui, & Gavin, 2008)


Organizational Elements Model (Kaufman, 2006)

MACROMICRO

PROCESSStudent achievement

Student success

TeachersStudentsLibrariansPrincipalLibraryClassroomsTechnology

ClassesFixed Sched.Flexible Sched.AR



MACRO

Student achievement

Student success

StudentsTeachersAdministration

Library


Is everyone on the same page?


MACRO

Student achievement

Student success

StudentsTeachersLibraryAdministration


Get everyone on the same page?

Norms of Group Development (Tuckman,

1965) Forming – Group gets to know

each others’ strengths and weaknesses

Storming – Conflict representing differing views and values

Norming – Conflict is resolved through “norming” process of understanding how to work together.

Performing – Team works together emphasizing strengths not weaknesses, similarities not differences.

Source: University of Queenlsand Website


Closing the gap: #1 Align library

goals with stakeholders


How do you ensure your goals are in line with your

stakeholders?


Things you can do….Develop a strategic plan with a few strategic goals for the year:

Involve school stakeholders – students, administration, teachers, and parents.Ask, “how can I help you achieve your goals? Build on existing goals students, teachers, and administrators already have.Add some of your own!Identify “best practices” as resources you seekDeveloping a strategic plan (Lyddon, 1999)


http://www.wmich.edu/nonprofit/Guide/guide7.htm

Bottom lineYou have to STORM

To NORM

To PERFORM


Closing the gap: #2 COMMUNICATE!


How do you communicate with your principal?


Annual ReportsLibrarians who submit annual reports are rated higher by their principals. Library statisticsBudget proposals Is the library meeting students’ and teachers’ needs?Alignment with school goalsHighlight the year’s (or month’s) best practices Annual report template (Baule and Bertani, 2000; Edwards, 1989; Harvey, 2008)November 5, 2010 21 of 36NCSLMA 2010 Annual Conference

Annual Reports - Examples

Annual report template http://www.statelibraryofiowa.org/ld/school-librarians/reqandsupp/anrpt/view

Other examples


http://www.statelibraryofiowa.org/ld/school-librarians/reqandsupp/anrpt/view

http://www.statelibraryofiowa.org/ld/school-librarians/reqandsupp/anrpt/view

Regular MeetingsDeliver reportsMaintain

continuous conversation

Weekly, bimonthly, or monthly

Considered important by librarian and principal

(Wilson and Lyders, 2001) November 5, 2010 23 of 36NCSLMA 2010 Annual Conference

NewslettersPrint and electronicShowcase people, not just statisticsSpecific collaborative effortsPicturesQuotes from studentsEncourage participation(Baule and Bertani, 2008; Harvey, 2008; McGriff et al., 2004)


Newsletters - ExamplesSchool Library Link

http://www.theschoollibrarylink.com/

Other examples




Hallway ConversationsInformalInformation standardsHow library fits into

instructional programs

Available resourcesCollaboration

opportunities

(Harvey, 2008; Wilson and MacNeil, 1998)


Invitations to the Media Center

Special events (author visits, reading promotion activities)

New technologiesCollaborative effortsDay-to-day eventsShowcase the full range

of what you do in the school library

(Baule and Bertani, 2000; Brisco, 2003; Harvey, 2008; Wilson and Lyders, 2001)


What to communicate to the principal?


What to communicate?Common library data

Circulation statisticsCollection statisticsPatron usage statisticsNumber-of-classes-in-the-library

statistics

What kind of images do these numbers reinforce?


What to communicate?Evidence (data) that shows

The differences you and your school library make in relation to student learning outcomes

Evidence-based practice National data and local data from your library

Key points to rememberStudent achievement is the bottom line.The school librarian is first and foremost a teacher

who works with students to increase learning.Whenever possible, use student and teacher

voices.November 5, 2010 30 of 36NCSLMA 2010 Annual Conference

Communication brings results!

When the research is shared with principals and teachers

Improved relationship with principal and teachers 69% (principals); 66% (teachers)

More time spent by school librarian in collaborative planning and teaching63%

More computer access and larger collections48%

More classes visit their school library more frequently40%

Changes from fixed to flexible scheduling39% -- Library Research Service, May 2005

Responses from 501 individuals in 36 statesNovember 5, 2010 31 of 36NCSLMA 2010 Annual Conference

Other ResourcesIMPACT videos

http://www.ncwiseowl.org/Impact/videos.htm School Libraries Work! (Scholastic)

http://listbuilder.scholastic.com/content/stores/LibraryStore/pages/images/SLW3.pdf

Library Research Servicehttp://www.lrs.org/impact.php


http://www.ncwiseowl.org/Impact/videos.htm



http://www.lrs.org/impact.php

Principals are busy;stay on their radar!


Future ResearchLaura Bush Grant Proposal – December 2011

1. Courses for pre-service administrators and teachers

2. Strategic planning and mentoring pilot3. Statewide survey regarding current school library

climates Article summarizing our findings thus far


Questions?


ContactAnthony Chow – UNCG, LIS department

[email protected], School Librarian Survey Linda Gann – UNCG, LIS department

[email protected] Kristi Allred, UNCG, LIS student; Walkertown Middle

School 8th grade ELA teacher [email protected]


mailto:[email protected]

http://www.surveymonkey.com/s/slm



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Closing the Gap

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