Evaluation and Assessment

Woolls Ch. 13 "On the Job: Managing Program Evaluation and Assessment"

Evaluating your students' learning can seem threatening, while measuring their learning seems less so.  But is assigning grades as effective a method of evaluation?  I do not think grades are as effective.  Grades are often given based off a checklist of requirements, and are a black and white measure.  Evaluation can be so much more comprehensive, letting the student demonstrate his engagement with the material, as well as his eventual mastery of the material..  In class recently we have talked about using badges for evaluation.  The great thing about badges is that they can be given for mastering a skill, and the student then has that physical representation of success. Whereas a grade is only a mark on a paper, clearly marking out whether the student has succeeded or failed.

Woolls talks about how library program evaluation can be assessed by observing rapport between students and staff, surveying staff on how relevant the collections were to their needs, and continuously undertaking the process of program evaluation.  After all, if you only evaluate the program if under pressure of losing your job, what does that say about your job as librarian?  Always be aware of reporting to your principal about your evaluation processes, so that he knows you are taking your job seriously.

Mueller, J.  (2005) Authentic assessment in the classroom…and the library media center.” Library media connection 23(7), 14-18. 

In his article, Mueller discusses the need for assessment to go beyond what students know to how students assess and engage their knowledge.  Students need to develop tools to evaluate their learning.  Mueller says that if teaching something is worth pursuing, then it is also worth assessing to make sure the students grasped the concepts.  

Todd, R.J. (2003). School libraries and evidence: Seize the day. Library media connection 22(1), 12-18.

The beginning of Ross' article is pretty neat.  He talks about a school librarian from Australia who quite effectively captured her passion in the role of a school librarian.  This librarian talks about being at the forefront of information technology and teaching it to students, as well as collaborating with teachers to design best lesson plans.  I think this is cool because right away it demonstrates that with technology in today's world, school librarians around the world have so much going for them because they can keep in touch with each other and discuss best methods of assessment.  Ross goes on to say that evidence is the new best friend of librarians.  When presented effectively, evidence can really shed light on the importance of the school librarian's role as teacher.

Young, T. (2005). “Better data … better decisions.”  Library media connection 23(4), 14-19.

Young discusses the importance of collecting data to improve the services of your library media center.  I think this article is very important, because it asks the reader to assess what kind of data to collect in order to meet his/her library's needs.  Thinking back to our school library defense project, I remember that one of the big studies on the importance of school libraries was actually insignificant because the data was not actually relevant to the issue at hand.  When gathering data about your library program, you really need to make sure that your data is relevant to the points you are trying to make.  You also need to make sure that your data is presented in a logical and meaningful way.  If data is effectively gathered and presented, it can really serve to benefit your library media program.

Overall Thoughts

From the readings today I have concluded that truly effective assessment takes a lot of work.  Although not as effective, grading is less time consuming.  But in the long run, an effective form of assessment could quite possibly be the deal-breaker when it comes to keeping school libraries alive.  Also, a well-designed assessment strategy will probably lead to more passion for the job.  If you care so much about your program, you will continue to assess it in order to make it better.

Class 13

In class last week we chatted with Debbie Abilock about online evaluation for students.  In the midst of discussing TRAPS, Debbie asked us how young we should teach students about online website evaluation.  She also placed before us the idea of starting as young as 2nd grade, and asking these students to identify the WHO and WHY of a website.  Personally, I think this is a great idea.  Technology and the internet are becoming very prevalent, and students are going to need to know how to navigate and evaluate the internet.  If we start students as young as second grade to start evaluating websites, then these second graders will have a basic foundation upon which to build more complex concepts.  This way, as we also discussed in class, we can begin developing the second graders' understanding of terminology relating to website evaluation.

The second half of class we discussed budgeting.  One of the tips discussed was to make sure you always have a wish list handy, because if the principal has extra slush money, he may very well take it to the library, and you will have a day to decide what to do with it.  I thought it was interesting that school libraries tend to have the largest unrestricted funds in the school.  This means that librarians can be more flexible in spending, yet I wonder if at the same time it is more difficult for them to make purchases.  Say a librarian wants to purchase a few iPads for the library.  Will she have a more difficult time getting this through administration because it's a new idea that has not been implemented before in the school?  Finally, district-controlled money often needs to be spent by a certain date.  So basically budgeting keeps librarians on their toes.  They have to be 100% aware of how their money is coming and going.

Class 12

I have read some great blog posts in response to last week's class!  There's a lot of re-verifying the school librarian profession.  Folks have been discouraged about the future - finding a job, and keeping a job.  It is great to not only hear some optimism, but to read some fiery posts about passionately pursuing this career.  It is also wonderful to hear some great encouragement from fellow classmates.

In class last week we had an SI alum come speak with us, who is now working as a school librarian.  She was really upbeat, and had a great sense of humor.  I think our class really appreciated what she had to say, and that what she said was positive.  It has struck me that all the librarians we've visited have told us that we need to be flexible.  This visit was no exception, yet the spin was much more positive.  I think everyone left feeling better.

We also talked about intellectual freedom.  I think that while some schools may have no choice but to place filters on the internet based on certain restrictions, schools should try to keep their internet access as available as possible.  This way, teachers can teach their students how to deal with iffy online sites, and then the students will be prepared when they encounter other iffy material while outside school.  Also, if teachers respect the students' ability to decide for themselves whether content is acceptable or not, students will be more likely to take this responsibility upon themselves, especially if trusted when younger.

The Week's Readings

Blog Series: Johnson, D. (2009). Budgeting for learn, mean times.

Good budgeting is essential.  Usually a school has at least one program that is particularly well funded, and Johnson argues that with expert budgeting, this funded program could be the school library.  Also, the internet as a free resource does not replace print resources, but rather online and print resources complement each other.  Make sure you know and believe in your library's mission - this will ensure your drive to obtain funds for your library.  Also make sure you understand how your district's budget operates, and who controls the budget.  As you budget for your library, understand that you will report to someone else on how you spent your money.  Develop an advisory board to help, get involved in school meetings, local meetings, or politics for advocacy purposes.  Also use technology when crafting budgets - spreadsheets, word processors, and presentations can all help!

There's a lot to deal with when developing and maintaining a budget!  I think that lists are very important.  Lists are important for you to keep track of money you spend and to keep track of new areas to spend money on.  Lists are also important when presenting your budget to somebody else - you won't forget how or why you spent the money you did, and you can show exactly where the money is going.  I also liked the idea of the advisory board.  This is another excellent opportunity to take advantage of talent in your school community, collaborate with those folks, and advocate for your program.

Woolls Ch. 7+9

In these chapters, Woolls discusses how to manage personnel and how to manage your budget.  When managing your personnel, Woolls suggests that volunteers might actually take more management skills than paid staff.  Volunteers are paid by personal appreciation, they require more training and direction, and correcting their actions requires lots of tact.  All true.  I was surprised that Woolls also points out that as the school librarian you might have to help train the teachers.  I think this could either set the librarian immediately up for success or failure, depending on new teachers' first impressions.  Overall, Woolls says that to motivate your staff at its most basic requires listening to their input and developing enough tasks to keep them engaged.

When it comes to managing the budget, Woolls spends a lot of time on grant writing.  I am currently taking the grant writing class in the School of Social Work.  I always enjoy when classes line up to complement each other.  In our grant writing class, we just finished writing our grants two weeks or so ago.  The grant proposal is not a lengthy document, but it takes a lot of thought and preparation.  Every section in the grant needs to directly correlate to make a cohesive whole to even stand a chance of catching a grant funder's eye.  Even though grant writing is a lot of work, the benefits can sure pay off.

From Coatney - "Leadership and your professional school organization" by Blanche Woolls

In her essay, Woolls discusses the importance of becoming involved in a professional school library association.  Should you become an officer (which Woolls reminds us is a privilege) you must become familiar with the organization's rules.  You have to know how to organize and lead groups, and how to meet and talk with media.  I'm wondering how many school librarians do have an encounter with the media at some point in their careers?  Woolls also says that leadership may be as simple as writing a letter to the editor, or submitting an article for publication.  Most importantly, school librarians must remain aware of what is happening in the field.  Finally, in order to attend conferences, you must be able to state your case about why it is important to attend that conference.  All of the above demonstrates your dedication to school libraries.

From the School Libraries eBook: "'Filled with Heart': Characteristics of 21st-century School Librarians," by Michael Stephens

This brief essay seemed fitting to address our recent conversations about the toughness needed to be a school librarian.  School librarians are fighting for their jobs, and it can seem draining and hopeless.  And then we have a reminder like this one that successful librarians are "filled with heart."  In fact, each of Stephens' points seem to suggest that the librarian is just as much of a scholar as her students.  Successful 21st-century librarians are barrier breakers, changing perceptions about the school library; they're curious, wondering about how the outside world can change their school programs; learners, researching how other methods can shape their own programs; they think big, seeing the big picture and not getting caught up in the day to day; learners, in the lifelong sense; and persistent, always looking to positively and actively represent their programs.  Through all this, they are "filled with heart" - they empathize with and look to advance their fellow mankind.  Wow - now there's a positive for school librarians!

Brief Reflection

The readings for this week all have something in common, which would be that adults play a major role in determining youth's online freedom and privacy.  The school librarian of course teaches intellectual freedom and privacy.  At home, parents also have a say in their children's time spent online.  Since this is the case, I think it is very important for adults to be on the same page about what they are teaching their children.  The school librarian should take care to inform parents about what their children are learning in the library classroom.  This can be accomplished via email or classroom newsletter.  Also, making sure that the school librarian keeps parents up to date will establish and continue to foster positive parent relationships with the librarian.  Parents will be more likely to appreciate and stand up for the school librarian, and the librarian will be a more effective teacher when teaching with the support of the parents.  When collaborating in educating their youth in online freedom and privacy, adults must be careful to balance online dangers with online possibilities.  Youth must be educated in the technologies of today to keep current, while understanding that there are some issues to be aware of, such as being mindful of posting content under their online accounts.

Freedom and Privacy

Coatney - "Intellectual Freedom" by Helen R. Adams, pg. 43-66
School librarians have a high level of responsibility when it comes to intellectual freedom.  They have to maintain their knowledge about this topic, so that enforcing rules and teaching online freedom and privacy are relevant and up to date.  A lot of what the school librarian does is just provide access and protect the students' right to that access.  This comes into play when parents and/or law conflicts with educating students in today's technology and online tools.  When developing the library collection as a whole, the school librarian must censor herself to not prejudice against any library materials that students may need access to.  The librarian must also set up a solid challenge procedure for when library materials are challenged by students and parents.  This includes planning ahead, keeping the principal informed, forming a reconsideration committee, and knowing how to respond to the media.  In all this, it is most beneficial to the school librarian to build positive relationships and gather support from administration, staff, and parents, so that when the fight comes, the librarian has plenty of back up.

Knowledge Quest, Vol. 39, No. 1, "Teens and Privacy: Myths and Realities" by Francis Jacobson Harris, pg. 74-79
In her article, Harris draws attention the fact that adults are more concerned about the external threats to teen privacy online.  For example, adults worry about sexual predators, and "technopanic," or teens' lack of knowledge about external threats online.  Teens themselves worry more about how they stand in regards to their peers.  In reality, privacy threats are often more direct, including emailing, messaging, and chat, all of which teens are typically smart to avoid an unknown source. Teens should also be more concerned with possible online privacy when it comes to applying for jobs or schools.  Adult figures should teach teens that potential admissions officers or employers can make decisions based on teens' Facebook pictures and other social media sites.  Since social media sites are now a part of teens' lives, school librarians are aptly placed to address these issues.  School librarians can look at school filtering policies, consider alternatives such as mobile devices, online gaming communities, and virtual worlds, and teach safety training that "reflects reality and enables students to develop positive digital footprints to enhance rather than limit future opportunities" (Harris, 78).

Knowledge Quest, Vol. 39, No. 1, "'Tag! You're It!' Playing on the Digital Playground" by Diane de Las Casas, pg. 80-82
Unlike the outdoor playground-loving youth of yesterday, today's youth spend most of their free time using technological devices.  Since her daughter has her own cooking videos and website, de Las Casas monitors her daughter's online presence.  However, schools do not have the same ease in monitoring their students - online access is ruled by district policy and federal and state law.  This results in a battle over online access in pitting teaching technology skills against technology safety and privacy.  As a result, schools should make sure to tailor access appropriately each to the elementary, middle, and high school.  Just like on the playground, adults should teach children to explore and play, while simultaneously teaching them how to play safe.

Class 11

Last class we went to visit another elementary school library.  My first impression was that there were so many books that fit into the smaller space.  The library was set up in a hotdog shape as opposed to a hamburger shape.  This meant that the students began class in one area and then moved to another area to continue their lesson, which may have been helpful in getting some of the squirreliness out.  We sat with the students as they worked on their online comic projects, and then came together as a class after the students left.

The topic of the day was professional development.  I believe that professional development is very important.  It keeps you up to date on what is current and new in the profession, and it keeps you in contact with fellow professionals in the field.  This encourages the exchange of new ideas and best practices.  It is too bad that some folks do not see the value in professional development, resulting in attending events only to gather the required hours for the session.  Also, leadership of professional development conferences needs to be strong to gather support and continuation of the event.  Only if the event is relevant and meaningful to the folks there will it be considered important enough to keep.  When all parts of the professional development puzzle work together, such collaboration can be extremely beneficial to those in the field, if only because it makes us excited to be a part of that puzzle.