Professional Reading Reviews Volume 29,
Number 3, February 2002
With Ken Haycock
Evaluating the school library media center: Analysis
techniques and research practices /Nancy Everhart.
Guide for developing and evaluating school library media
programs. Sixth edition. / Nebraska Educational Media
Association.
Program evaluation: Library media services. / Kathleen
Fitzpatrick.
Reviewed by Ken Haycock
That schools and school library media programs should regularly
assess their effectiveness and efficacy is surely beyond
dispute. That there are several roads to the same destination
is evident in this trio of recent titles addressing program
evaluation.
The National Study for School Evaluation (NSSE) has developed
a series of Indicators of Schools of Quality in conjunction
with the Alliance for Curriculum Reform, whose members include
the majority of the national discipline-based organizations
working with K-12 education, including the American Association
of School Librarians (AASL). The purpose of this series is
to enable teachers and administrators to translate high standards
for student learning to tools and resources to assist with
their achievement. The complementary Program Evaluation series,
of which Program evaluation: Library media services is one
title, identifies program-specific indicators of instructional
and organizational effectiveness and provides practical advice
for assessment and improvement.
Consistent with the approach of the series, this title is
organized in three parts: Part 1 focuses on the quality of
work of students, Part 2 focuses on the quality of work of
the school and Part 3 supports putting the indicators to
work through school improvement action plans. The editor
was assisted by AASL representatives Betty Marcoux, Carol
Newman, Barbara Stripling and Julie Walker.
In Part 1, the three categories of national standards—information
literacy, independent learning, social responsibility—are
detailed through the nine individual standards and 28 indicators;
accompanying rubrics provide detail for five levels of performance
from no evidence to exemplary levels of achievement. These
standards are tied to the school-wide goals for student learning
in schools of quality—learning to learn skills, expanding
and integrating knowledge, communication skills, thinking
and reasoning skills, interpersonal skills, and personal
and social responsibility. Worksheets are provided to assist
with defining expectations, analyzing student performance
and identifying priorities for improvement.
In Part 2 similar formats are used with the indicators of
effectiveness, also taken from Information power (1998).
These guidelines reflect what should occur in a well-staffed
and supported school library. Part 3 provides advice for
developing school action plans with timelines and responsibility
for implementation. Examples address the need for professional
development, school policies, curriculum review and assessment.
The strengths of this approach are the clear reflection
of well-accepted national indicators of schools of quality
and of national standards for information literacy and guidelines
for best practice, and the school-wide approach to review,
assessment and improvement. Indeed, the NSSE stresses “effective
decision-making that is data-driven, research-based and collaborative”—that
approach alone in schools would result in well-supported
school libraries and effective teacher-librarians.
Pushing the envelope a bit further toward a different level
of specificity, and providing connections to local standards
and guidelines, the Guide for developing and evaluating school
library media programs was developed specifically for Nebraska
and is now in its sixth edition. Coordinated by Deb Levitov,
national program principles and guidelines have been correlated
with regional accreditation agency indicators and the Nebraska
Department of Education’s guidelines and “high
performance learning model.”
There are many more elements of support here for the TL
to use in implementation, such as examples of collaborative
planning guides and information process models, suggestions
for advocacy (even how to write a news release), evaluation
checklists involving all stakeholders, including parents
and students, self-assessment tools for determining continuing
education needs, sample selection policies and reconsideration
forms, role descriptions for library media staff, including
adult and student volunteers, resources for collection mapping
and assessing facilities and appendices with sample policy
statements.
Not only does this guide serve as a model for other states
and provinces but it is also noteworthy that its development
was supported by a private foundation, the Lincoln Public
Schools Foundation with financing from the DeWitt Wallace
Reader’s Digest Fund, and that it was approved by the
Nebraska State Board of Education—a letter of commendation
from the state Commissioner of Education even introduces
it. While reflecting national standards and guidelines, this
is a “hands-on tool” to evaluate and reform your
own program and to use as model for your own jurisdiction.
Evaluating the school library media center also provides
innumerable resources for data gathering and analysis. Organized
by curriculum, collections, facilities, technology, personnel
and usage, the author addresses the many functions of evaluation
that she identifies: success in attaining stated goals; determining
student and teacher needs; providing a basis for allocation
for resources; recognizing strengths and accomplishments;
and examining impact on student learning. Both quantitative
measures (how many students used the library? how many periodical
titles are provided?) and qualitative measure (were they
satisfied? which periodicals are cited in student papers?)
are included. Many evaluation methodologies, among them questionnaires,
checklists, collecting numbers, and observation, are introduced
with practical examples and sample forms.
In an effort to be comprehensive and useful, the work is
perhaps less focused than it could be. While stressing the
need for local studies, some examples, particularly in assessment
of the collection, seem arbitrary and dated; further, responses
on an electronic discussion list are given the same weight
as rigorous research studies. Aside from this, however, it
is a very useful collection. Unlike the NSSE title it is
not tied to a set of standards and guidelines and does not
require whole school involvement. Unlike the Nebraska title,
it is not limited to examples from one state. In addition,
each chapter includes specific references, annotated titles
for further reading, recent related dissertations with a
summary of findings, and recommended web sites on the topic.
The appendix notes evaluation tools from state documents,
state by state.
TLs will find this a useful title for local action research.
As the author points out, collecting hard data lends credence
to program needs and supports effective communication with
administrators and other decision-makers.
Each title addresses a unique issue or concern but all provide
support for improvement of school libraries and student learning.
(Evaluating the school library media center. Libraries Unlimited,
1998. 262 pp. $35. 1-56308-085-0; Guide for developing and
evaluating school library media programs. Libraries Unlimited,
2000. 262 pp. $39. 1-56308-640-9; Program evaluation. National
Study of School Evaluation, 1998. $30.)
Bottom line: Here’s my evidence—where’s
yours?
Evaluating the school library media center: Analysis
techniques and research practices /Nancy Everhart.
 Buy
online at Amazon.com
Guide for developing and evaluating school library media
programs. Sixth edition. / Nebraska Educational Media
Association.
Buy
online at Amazon.com
How school librarians help kids achieve standards: The
second Colorado study. / Keith Curry Lance, Marcia
Rodney and Christine Hamilton-Pennell.
Powering achievement: School library media programs
make a difference—the evidence. / Keith Curry
Lance and David Loertscher.
Reviewed by Ken Haycock
Any TL reader unfamiliar with the 1992 “Colorado study” needs
first to review Keith Lance’s article in this issue.
In one of the first state-wide studies sponsored by government,
the Colorado Department of Education articulated a statistical
link between the quality of school libraries and student
achievement as measured on standardized tests; the study
results also “ruled out the demographic and economic
make-up of the school and community as well as the teacher-pupil
ratio as potential factors explaining away these effects
as something other than cause and effect.”
In How school librarians help kids achieve standards, the
report of the second study, the Colorado Department of Education/Colorado
State Library and University of Denver Department of Library
and Information Services focus more on the specific collaborative
and leadership behaviors of the teacher-librarian that impact
achievement, as opposed to the library as place, and a connection
with performance on the state’s standardized tests,
as well as principal and teacher engagement in the program
and technology as factors. On all of these counts, this Colorado
study showed a positive impact. (These factors were corroborated
and extended in similar studies in Alaska and Pennsylvania,
reported in a one-page summary in the “What works” column,
TL 28:1 (October, 2000) available on the TL web site www.teacherlibrarian.com.)
Staff and resources, including technology, make a difference
to reading scores as do collaboration between teacher and
teacher-librarian, flexible scheduling, and leadership activities
such as regular meetings with the administration and serving
on curriculum committees. The study was limited to reading
scores as these have such a powerful affect on other test
scores.
The review of the research literature follows the principles
and guidelines of Information power (1988, revised 1998)
and provides compelling reading. The design of the survey
and sources of data are explained as are the statistical
methods employed. Forty tables of results are included; especially
illuminating are those providing comparative data between
high and low performing programs and schools. The text includes
an executive summary, brochure and brief report which includes
the Alaska and Pennsylvania data as well.
Powering achievement provides support for teacher-librarians
to present the findings from Colorado, Alaska and Pennsylvania
as well as reading research summarized by Stephen Krashen
in The power of reading (Libraries Unlimited, 1993) and Jeff
McQuillan in The literacy crisis (Heinemann, 1998). Part
1 contains four model presentations: a one-minute presentation
on the Lance studies on TLs and student achievement; a one-minute
presentation on the Krashen/McQuillan studies on school libraries
and reading; a five-minute presentation on all of this research;
and a fifteen minute presentation. Each includes PowerPoint
slides (downloadable) and a brochure (reproducible). Part
2 includes discussion starters on various aspects of the
research, again with supplementary resources. Part 3 includes
suggestions for implementation of the findings. The appendices
include many more examples, other research studies that corroborate
these findings, suggestions for use, and reproducible material.
Of course, taking “off the shelf” scripts and material
is no more reflective than some of the approaches we try
to change in our schools. The strength here is in considering
the issues in one’s school or district and drawing on
these resources for background information, supporting documentation
and suggestions for using them effectively.
Taken together, readers will have substantial evidence from
different studies and states to support their arguments for
better support for resources and best practice. They should
also have several ideas for public presentations and handouts
for duplication and distribution.
(How school librarians help kids achieve standards. Hi Willow
Research and Publishing, 2000. $30. 0-931510-76-7; Powering
achievement. Hi Willow Research and Publishing, 2001. 106
pp. $25. 0-931510-77-5. Distributed by LMC Source www.lmcsource.com.)
Bottom Line: Discuss these with every school administrator
and school board member.
How school librarians help kids achieve standards: The
second Colorado study. / Keith Curry Lance, Marcia
Rodney and Christine Hamilton-Pennell.
Buy
online at Amazon.com
Information literacy: A review of the research. 2nd
edition. / David Loertcher and Blanche Woolls
Reviewed by Ken Haycock
Typically second editions should be noted as “worth
a look” in TL rather than featured in full but this
major study of the research on information literacy warrants
special attention; indeed, it should be purchased and used
by all teacher-librarians. Loertscher and Woolls not only
synthesize the research in our field and other subject areas
but also examine the implications for professional practice.
They carefully link information literacy skills with subject
understanding.
As one might suspect, preferred approaches to the research
or information process are not linear, step-by-step, but
reflective and recursive. Loertscher proposes his model for
information literacy—the student:
- questions and wonders;
- finds and sorts;
- consumes and absorbs,
- thinks and creates;
- summarizes and concludes,
- communicates,
- reflects on process and product—
moving emphasis from hunting and gathering information to
constructivist approaches to teaching and learning. For each
step in the model the authors indicate what the research
suggests with readable summaries of findings of specific
studies, what has been learned from other subject disciplines,
what theory and practice suggest, the generic information
skills to integrate at this stage and ideas to test in practice.
Beyond the proposed model, the authors support evidence-based
practice by reviewing the research and proposing suggestions
for dealing with common problems: information overload; attitudes
and motivation; working with specific groups of students;
different teaching approaches; and standards. Promising techniques
are also outlined. Finally, common information process models
used in schools are reviewed and sources for professionals
to keep current with the related research are introduced.
Subtitled “a guide for practitioners and researchers,” this
important work brings together the research and best thinking
in school library media and other disciplines and proposes
next steps for development by those who conduct the research
and those who apply it. (Hi Willow Research & Publishing,
2002. 170 pp. $25. 0-931510-80-5. Distributed by LMC Source
www.lmcsource.com.)
Bottom Line: If you think about what you do, this is
an essential purchase.
Buy
online at Amazon.com
Worth a Look
Bare bones children’s services: Tips for public
library generalists
Anitra Steele and Association for Library Service
to Children
For libraries with few or no children’s specialists,
with a focus on adapting adult reference skills to work with
children. Covers children’s services, programming, assessment,
promotion of books and the library, collection development
and other issues and challenges. Includes index.
ALA Editions, 2001. 125 pp. $32.00. 0-8389-0791-1)
Battle of the books and more: Reading activities for
middle school students
Sybilla Cook, Frances Corcoran and Beverley Fonnesbeck
Comprehensive guide to planning and implementing successful
reading competitions and other activities, with strategies
for individuals, small groups, classroom and school-wide
programs. Includes forms, promotional materials and questions
for 250 popular and classic titles, from Anne of Green Gables
to Skellig. Titles listed alphabetically, with separate author,
subject and award indexes.
(Alleyside Press, 2001. 143 pp. $19.95. 1-57950-047-1)
Censorship and selection: Issues and answers for schools,
3rd edition
Henry Reichman
Revised and updated comprehensive guide addresses different
media, the issues in dispute, important court cases (including
decisions involving Harry Potter books), how to write a selection
policy, including reconsideration procedure, and what to
do when facing a challenge.
(ALA Editions, 2001. 224 pp. $35.00. 0-8389-0798-9)
Information and research skills for assessment success
Compiled and edited by the Australia Library and Information
Association, School Libraries Section (New South Wales Group)
Step-by-step approach guides senior-level high school
students through the information skills process (define,
locate, select, organize, present and assess) in biology,
business studies, English, geography, modern history and
society and culture. Includes a section for applying the
process to all subjects.
(Pascal Press, 2000. 159 pp. A$24.95. 1-74020-242-2)
Neal-Schuman electronic classroom handbook
Lisa Hinchliffe
Covers every aspect of planning, equipping and operating
the computer lab. Three sections (Preparation and planning,
Design and construction, and Day-to-day operations) address
issues of layout, space, funding, storage and security, licensing,
etc. Appendices include laws and regulations, directory of
suppliers, web sites. Indexed.
(Neal-Schuman, 2001. 257 pp. $75.00. 1-55570-407-7)
No crystal stair: A booklist on the black experience
New York Public Library
Update of 1996 edition, Crystal stair: Still climbing,
with nearly 900 titles selected by committee, briefly annotated
and intended as a representative rather than comprehensive
booklist. Organized by subject, from Music and Dance to Parenting,
with sub-divisions under History and Literature. Titles are
listed alphabetically, and include call numbers.
(New York Public Library, 2001. 50 pp. $8.00. 0-87104-751-9)
Promoting a global community through multicultural children’s
literature
Stanley Steiner
Annotated bibliography of more than 800 titles appropriate
for Grades K-8. Organized by subject and then subdivided
into book type (e.g. picture books, fiction and non-fiction),
each annotation includes a grade recommendation and short
synopsis of the story or how the resource can be used. Each
section includes suggested strategies for using the books,
from reading aloud to in-service use.
(Libraries Unlimited, 2001. 179 pp. $35.00. 1-56308-705-7)
Story works: How teachers can use shared stories in the
new curriculum
David Booth and Bob Barton
Practical guidance on using stories and storytelling
in today’s technology-focused classroom. Includes a
discussion of why storytelling is important and how it can
be used to touch students’ lives. Sections on storytelling
and responses, including story art, dramatization and writing
stories, as well as how to choose books for storytelling.
Includes reference list.
(Pembroke, 2000. 143 pp. $18.95. 1-55138-125-7)
Tell it together: Foolproof scripts for story theatre
Barbara McBride-Smith
Presents 23 lesson plans and activities the author developed
over 20 years of classroom use and workshop presentations.
Designed for group or single storytelling, the scripts are
grouped under Myths, Folk tales and Fiction, and aimed at
Grades 3-6. Includes tips on writing scripts, and other resources.
(August House, 2001. 192 pp. $14.95. 0-87483-650-6)
Using Internet primary sources to teach critical thinking
skills in geography
Edited by Martha Sharma and Gary Elbow
Features 75 geography web sites with in-depth critical-thinking
questions and activities for use in Grades 7-12. Each entry
includes tips on using the site, questions to ask and a list
of additional sites on the topic. Organized by concept: spatial
terms, places and regions, physical systems, human systems
and environment and society. Includes index and tips on locating
and evaluating sites.
(Greenwood Press, 2000. 167 pp. $39.95. 0-313-30899-3)
Using Internet primary sources to teach critical thinking
skills in mathematics
Evan Glazer
Features over 150 mathematics web sites to help develop
critical thinking by math students in Grades 7-12. Each entry
addresses a specific math problem and includes site tips,
in-depth critical-thinking questions and activities, and
additional sites on the topic. Sample problems include “Classic
fallacies” and “Fibonacci sequence.” Indexed.
(Greenwood Press, 2001. 223 pp. $39.95. 0-313-31327-X)
Using Internet primary sources to teach critical thinking
skills in world languages
Edited by Grete Pasch and Kent Norsworthy
Features 200 web sites to help develop critical thinking
by language students in Grades 7-12. Grouped by the seven
major world languages and cultures discussed: Chinese, French,
German, Japanese, Latin Russian and Spanish. Each entry includes
a site summary, discussion questions and activities and a
list of related web sites. Indexed.
(Greenwood Press, 2001. 137 pp. $39.95. 0-313-31259-1). |
