Untangling the evidence: An empirical model

Untangling the evidence: An empirical model

UNTANGLING THE EVIDENCE: THEORY AND PRACTICE Ann Gillespie, QUT March, 2014 Part 1: The theoretical background Presenting the holistic model of evidence based practice for teacher librarians Developing a common language

What is evidence for teacher librarians using illustrations from practice TODAYS PRESENTATION UNTANGLING THE EVIDENCE Six common beliefs about EBP in school librarianship (Todd, 2009) School libraries are essential for addressing curriculum standards

Teacher librarians are well placed to lead and transform educational practice School libraries play a transformative role in the intellectual, social and cultural development of children TLs enable transformation of information to knowledge The value of the school library can be measured

Sustainable development is associated with accountability FROM THE LITERATURE The six core beliefs identify a purpose for evidence based practice in teacher librarianship Overarching critical finding: Evidence based practice for teacher librarians is a holistic experience.

Supporting critical finding: Evidence based practice for teacher librarians involves both purposefully engaging with evidence and unintentionally encountering evidence. THE FINDINGS: PRESENTING THE THEORY THE MODEL Engaging: a deliberate and purposeful activity and Encountering: an unintended or serendipitous activity or event

Engaging having two modes, that of purposeful seeking and purposeful scanning Encountering also having two modes, that of accidental finding and accidental receiving. Andy: I dont know if I can measure it, I dont know if I am even measuring the right thing. By all the standards that come out of the books I may be a dismal failure. I dont care, but there are plenty of kids and plenty of parents who reckon that I am doing a reasonable job, and I can deal with that. Fine, OK. That kid now picks up books and they share them with their family. And we win.

Many of the critical incidents in this research revealed an encountering of evidence, with a reliance on observation, anecdote and chance encounter and coincides with a lack of specificity and precision (Todd, 2003). Teacher librarians were aware of what they wanted to achieve, but were unsure about how to articulate and specify these as outcomes. RELATING THE EVIDENCE TO MEANINGFUL OUTCOMES

Teacher librarians have many approaches for gathering and using evidence. BUILDING AN EVIDENCE BASE The diverse nature of the teacher librarians role highlights the need for many approaches to evidence based practice. DIVERSITY TYPES OF DATA FOR

EVIDENCE Qualitative Quantitative JOELLE Joelle is Head of Library Services in an independent sector Prep to year 12 school of 1100 students. Whilst the school deliberately sought a teacher librarian, Joelle has had to gradually build her position at the school. Joelle describes her role as: to facilitate effective learning and teaching through

the provision of quality services and resources; whether the resources are print or electronic. She has been an advocate for continual improvement to the librarys facilities in order to fulfil the information needs of her clientele. ALCINA Alcina is Head of Information Services in a Prep to year 12 independent sector school of 1350 students. Alcina is involved in the curriculum committee and runs the junior

school staff meetings. She is actively involved in planning and teaching with the class teachers and uses a flexible timetable with the other teacher librarians to manage the workload. She has introduced a guided inquiry approach and embeds ICT into the teaching program. JOAN Joan is the teacher librarian in a government sector Prep to Year 6 school of 915 students. The student population is

quite multicultural and a Sikh temple is nearby. For many of the children English is a second language. Joan is involved in cooperative planning and teaching operated with a flexible timetable. Joan has introduced a guided inquiry approach and uses this as the focus of her cooperative teaching interactions. MEG Meg is Head of Information Services in a Prep to year

12 independent sector school of 2200 students. Meg describes her role as: my main role is leadership of the teacher librarians, the library technicians and the audio visual technicians and I spend probably 90% of my time managing a large diverse group of staff, as well as teaching. Data is locally derived Circulation and borrowing statistics

Student database usage Student access Surveys Wiki

Supported with incidental feedback GATHERING DATA ADVOCACY WITH EVIDENCE AILEEN Aileen is Head of Information Services in an independent sector Prep to Year 12 school of 850 students. Some of the students are international and local boarders. She is supported by two fulltime librarians, a full-time clerical assistant and a part-time AV assistant, an archivist and a fulltime and a part-time teacher librarian. The library has had an extensive renovation where Aileen worked with the architects and the school board to provide a modern library. Aileen likes to

see the library at the forefront of technology and works to achieve this aim. JOSIE Josie is teacher librarian in a government sector Prep to year 10 school of 420 students. A joint use library is situated on the school grounds and Josie manages this library with the assistance of a library technician provided by the local council. The local community has access to the library outside of school hours. Josies focus however is with the students and teachers of the school. Much of Josies teaching time

is in the provision of relief from face to face contact, so cooperative teaching opportunities are limited. She does however plan with the class teachers to ensure that teaching in the library is relevant to the class needs. the facilitator, an EQ employee (past Principal) said "Well, take the TL, what do they do, is it really necessary to have someone employed just to sit and read a story? (pers.comm. 13 August, 2010) I had a year three class in here yesterday and we looked at one of the short listed picture books, the Gregory Rogers one that has no words. We spent 45 minutes with it, and the teacher just went I cant believe we just spent 45 minutes looking at a picture book and it has not got one word in it. We were talking about what it was about, what had

happened, .....so is just those sorts of things that as teacher librarian we can just sit down with a book and spend an hour with them Donna DIFFERENT PERSPECTIVES Will all evidence bring positive outcomes? A CAUTIONARY TALE JOBY Joby is teacher librarian in a Prep to year 6 independent sector school of 300 students. Joby has a heavy teaching load and engages with all

classes each week as well as providing relief from face to face teaching, so the timetable is very structured. To ensure the teaching in the library is relevant Joby plans with each teacher at the beginning of each term takes an inquiry approach where possible with the classes she works with. MEERKAT THEORY Greater risk = Richer pickings Have a plan

Align the your role and the goals of the library with the goals of the school Meet the needs of your school environment Provide evidence that demonstrates your contributions to the goals of the school THE SCHOOL LIBRARY IS NOT BORDERS EBLIP 8 conference. Brisbane, QUT Gardens Point, July 6,7,8, 2015 https://twitter.com/EBLIP8

Online Open Access Journal http:// ejournals.library.ualberta.ca/index.php/EBLIP (or just Google EBLIP) Our study Building the basis for evidence-based library and information practice: a qualitative study

http:// www.qut.edu.au/research/research-projects/building-the-basis-for-ev idence-based-library-and-information-practice-a-qualitative-study Facebook Evidence based practice for school libraries MORE ABOUT EBP IN LIBRARIANSHIP Todd, R. J. (2003a). Learning in the information age school: Opportunities, outcomes and opinions. In International Association of School Librarianship (IASL) Annual Conference. Durban, South Africa.

Todd, R. J. (2009). School librarianship and evidence based practice: Progess, perspectives, and challenges. EBLIP Evidence Based Library and Information Practice 4(2), Retrieved January 10, 2012, from https://ejournals.library.ualberta.ca/index.php/ EBLIP/article/view/4637/5318 REFERENCES TIME TO REFLECT ON YOUR EXPERIENCES Engaging

Purposeful seeking Actively seeking contact with an identified source. Searching for specific evidence Asking pre planned questions; using active questioning strategies Engaging

Purposeful scanning Identifying a likely source to provide evidence for a specific purpose Identifies an opportunity to ask a question; actively listening, observing (within or outside school environment) Encountering Accidental finding

Unintentional encountering of evidence in unexpected places Overheard feedback in unexpected settings Encountering Accidental receiving Unexpected feedback Receiving evidence sourced from another party. through another party or by proxy CRITICAL ACTIONS

What is the problem? Actions that can be taken What is the evidence gathering strategy or approach? What is the evidence? Example from Rachel:

The students are borrowing more from the library Purposefully seek evidence using the borrowing statistics of the students. Collation of borrowing statistics. Begin to build benchmark data. Statistics recorded on class by class basis; Statistics recorded on

activity basis where the TL was involved in the class or not involved. Borrowing statistics Compared statistics for future evaluation Purposefully seek evidence by asking students what they thought of the books they were reading. Record responses using Comments and

micro recorder at the anecdotes from the time of the students students returning the books. Ask students to give a quick review of the books they have read. Record the responses. What is the problem Actions that can be taken

What is the evidence gathering strategy or approach What is the evidence? Example from Andrea: The teacher librarian has had a successful teaching interaction with the students. Purposefully seek

evidence using photographs, student journals and displays of student work Student work samples, photographs and journals demonstrate TLs positive effect on student learning Work samples, photographs, comments, student journals and displays

Accidental receiving Comments of evidence by Record these listening to comments comments in a journal from those who come or memo to see the display. What is the problem? Actions that can be taken What is the

evidence strategy or approach? BUILD ON THE MODEL What is the evidence How does this align with policy (or whatever) ?

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