"What Works": Research You Can Use

Volume 30, Number 1, October 2002

Clear Goals and Indicators for Learning

Research Finding:

Teachers and librarians need to develop a common vision and language for the library and its integration into curriculum practice.

Comment

The curricular aims for using the library have not been fully or specifically explored by teachers or librarians; indeed this is an area of confusion and challenge for both. There is no common vision or language for library use and no clear guidelines on integration of the library into curriculum practice.

The development of appropriate indicators to effective practice and to student learning is key to more effective student learning.

Library learning can contribute not only to the development of a progression of skills and knowledge but also to student motivation, growing independence and interaction with peers. Indeed, positive changes in attitude to work, awareness of the needs of others, peer cooperation and use of initiative are examples of student learning that can occur but that are not typically assessed through library-based learning experiences.

Effective instruction and effective learning can be enhanced by librarians understanding better how to assess student progress and teachers understanding better the need to assess student information-handling skills and processes.

These issues are understood better in schools where school administrators are involved in the development and integration of resource-based learning.

Note: Scottish school librarians, with whom this study was conducted, do not hold teaching qualifications, hence the use of the term “librarian” here.

Source

Williams, D. & Wavell, C. (2001). The impact of the school library resource centre on learning. UK Council for Museums, Archives and Libraries. Library and Information Commission Research Report 112. Aberdeen, Scotland: The Robert Gordon University.