Welcome everybody this is the session 6 a using emerging technology to improve your library program today we are going to talk about evidence based practice and data collection

shockingly we are halfway done with this webinar series can’t believe it seems like we just started. The next one up is on January 12, when we will be talking about social capital. After that on February 2 we will talk about visibility and advocacy, and on March 9 we will talk about micro-blogging.

It is time to take a moment to thank our host Ed Web.net and solid software company for sponsoring this webinar series.

And speaking of micro-blogging if you have anything to say about your experience here and at Web today please tweaked hash tag add Web ET at hash tag and Web emerging technology

I’m pretty excited about the conversations we’ve been having over the last few weeks. We started talking about Wikipedia that, I believe was inspired by Gwyneth Jones and Buffy Hamilton who blog and tweeted about using Wikipedia as a tool for evaluating sources in the classroom. Then we talked about calendars, much to my surprise. I think I started that one with session 5 on cloud computing. Who knew? Then there was this amazing conversation about silent auction items. You all have such great suggestions. And this week it’s been all about the readers and e-books. This all points back to what the recommendations of the national education tech plan that Lisa mentioned earlier. We are all forging ahead on the right path for 21st-century teaching and learning.

on Sunday I posted an invite to a quick survey and here are your answers. We had about 35 entries as of last night when I updated the graph. I am going to report report our findings David Letterman style. Ed Web.net emerging Tech community members most want to assess 10. Perception of librarians 9. Note-taking 8. Recreational reading 7. Locating resources. 6. Perception of library 5. Database navigation 4. Research process 3. Ethical use of resources 2. Evaluating resources Critical thinking some folks chose to complete the narrative response and here are their answers

all of these are valuable to assess, but some are assessed by classroom teachers. Others, they do not assess, so I would like to be able to. I do okay should only use the trails of assessment, and I wish I had time with students to take that even further! But collaboration and critical thinking just can’t be assessed that way. Ability to transfer skills from year to year-becoming lifelong learners

the last thing any school library in California needs is more recreational reading. I have been fighting the fiction fight for the last few years and I realize that I failed when I found one middle school had 35 copies of the twilight series (and the student population of less than 800), often this emphasis on recreational reading is tied to accelerated reading I could write volumes on this

with the adoption of the common core state standards, there will be more emphasis on reading nonfiction, research (using a variety of print and digital resources) and writing a research paper. We need to start the research process in elementary rather than waiting for high school. We have a pretty comprehensive orientation for those classes that come in. Self perception of preparedness for college future collaboration in research

and don’t forget the American Association of school librarians standards for the 21st Century learner, as encapsulated in learning for life.

“A Planning Guide for Empowering Learners” is a program evaluation, planning, implementation and advocacy tool that will ensure school library program planners go beyond the basics to provide goals, priorities, criteria and general principles for establishing effective library programs.  The guide includes a revised “School Library Program Rubric,” a tool that allows school librarians to assess their programs on 16 different sets of criteria. AASL members get a 10% discount off the $40 1st year subscription, It is $20 to renew it.

And speaking of micro-blogging if you have anything to say about your experience here and at Web today please tweaked hash tag add Web ET at hash tag and Web emerging technology

Where you talk about the literature does for a little bit. So let’s backtrack just a little bit. First I want to thank Buffy Hamilton for refreshing my memory. While I was mulling over today’s presentation, I was thinking about Carol Gordon’s work on cognitive behavior and information science. I had heard her speak years ago at the New England Association of school librarians leadership conference, and she made quite an impression. At the time, I seem to recall she was working out at Simmons College in Boston. I wanted to reference her here, but I couldn’t remember her name. Seriously, it’s been quite a few years. I asked my colleague Christina Rousseau, and she couldn’t remember either. So I tabled it, and moved on. Then lo and behold last Saturday, Buffy was at the New Jersey Association of school librarians conference, and though I was not there, I was following those proceedings and educampNYC’s proceedings through twitter from home. Anyway, Buffy tweeted about Carol Gordon’s presentation, any came back to me. It was Carol Gordon! That’s a good twitter story isn’t it? Carol is now at Rutgers, the premier institution for K-12 library science, and clearly she is still one to watch in terms of information science research in K-12 education. If I remember correctly she was not a big six fan, because it was too linear. She argued that cognitively speaking, learning had to occur in a more random fashion.

Three out of the four people I will discuss today are at Rutgers Carol Kuhkthau has done great work researching the information search process.

In my first summer at library school in 1999, I had the good fortune of attending a week long workshop with one of Connecticut’s great librarians, bill derry. Keith Lance had within the last two years completed the Colorado study, which was pivotal in leading the way toward demonstrating the Impact of school library programs on students learning. This study has been modified and replicated across the nation.

In my first summer at library school in 1999, I had the good fortune of attending a week long workshop with one of Connecticut’s great librarians, bill derry. Keith Lance had within the last two years completed the Colorado study, which was pivotal in leading the way toward demonstrating the Impact of school library programs on students learning. This study has been modified and replicated across the nation.

and then there is Ross Todd. Come to think of it, I first met Ross Todd at that same conference with Carol Gordon. Irene are you out there? That was a great conference! When was that? Dr. Todd worked with Carol Kuhlthau on the Ohio study, which was published in school Library Journal as 13,000 kids can’t be wrong! The problem with doing Enumerating experts, is that you invariably leave people out. Rather than go on and on, I just wanted to highlight the work of of some of the leaders in the field of evidence-based practice.

I posted a link to his 2008 piece in school Library Journal, The Evidence-Based Manifesto for School Librarians: If School Librarians Can’t Prove They Make a Difference, They May Cease to Exist. School Library Journal, 54(04), 38-43. in Last week’s blog.

one of our survey respondents referenced trails, which “is a knowledge assessment with multiple-choice questions targeting a variety of information literacy skills based on 3rd, 6th, 9th, and 12th grade standards. The assessment items are based on Ohio Academic Content Standards and the American Association of School Librarians' Information Power and Standards for the 21st-Century Learner. It is free. Our respondent had concerns about finding instructional time to administer the assessment. I had a bunch of questions about administering it in an unsupervised setting, Basically via e-mail, but my contact person was out of town so I will have to get back to you on that

Project SAILS, located at Kent State University, offers two tests, one for cohorts and one with individual scores. They are both multiple-choice tests of information literacy knowledge skills based on the ACRL information competency standards for higher education. Right now both cost $3.00 per student (up to a cap of $2,000). They are for undergraduate students. More than 50,000 students at 100 institutions have taken the SAILS test.

And since were taking a brief pause, let’s thank our host Ed Web.net and our sponsor Follett software company.

Okay, I’ve talked about our assessments that new kid high school before in fact I’ve shown one image of twice already. But in the context of today’s discussion I think it is relevant to feature it again. So, we universally assess (and I do mean universally every kid is expected to participate in this assessment) information and communication technology learning At least three times for now. This is not to say that we don’t assess information and communications technology learning in other areas over and over and over again during our students 9 to 12 experience. I am only featuring these assessments because of their universal nature, and the structure and formality with which we record student achievement. we assess freshman as they work on their my personal wellness unit. We also assess juniors on both of their research papers, one for English and one for social studies.

Every freshman at new Canaan high school participates in my personal wellness project. It starts on the first day of class of their first semester of high school, and they finish in December. In a nutshell, they recorded their nutrition intake and their physical activity for a 24-hour period, they recorded in the US DNAs might peer amid tracker interactive website, they examine and adapt the my permit tracker wellness analysis, research relevant articles using a database that will support their areas of concern, they compile an annotated bibliography that documents the research process, they write reflections, and record the entire experience on their my personal wellness website. It is truly intense. During this unit,, We assess information and communications technology learning in three ways.

first there is the pre-and post-assessment. This is the the graph I’ve shown twice before, and for those of you who are sick of seeing it, I don’t blame you. But considering the topic under discussion today, it seemed relevant.

And I don’t know that I’ve actually broken down the questions like this before but for those of you who did take the questionnaire I posted on Sunday, you will see that there is a relationship between the questions I asked on the survey and the questions we ask on this pre-and post-assessment. This is not to say that these are the most important questions to ask. These are just the questions we chose to ask when we developed this assessment. We’ve just finished this year’s post-assessment, and while my colleague Christina Rousseau has been pouring over this year’s data, I have not. When I do I will share the outcome. We made a number of instructional modifications based on last year’s Data, and I am really curious to measure the impact of those changes.

I want to make sure that I give credit where it is due. In 2005, my colleague Christina Rousseau and I started to grade annotated bibliographies for all the freshmen. At the time we had 283 freshmen. We now have 350. In 2007, I stopped grading. My colleague Chris believed in the value of a longitudinal study and plowed on. For the past six years now, she has created 209 and attended bibliographies each fall. We developed scoring sheets years ago. There is a rubric in place. We/she measures Performance on Four criteria, each earning Up to four points. We used to keep them on our website, but since most of our students use our online bibliography checklist now, we took them off. If you want to see them will be glad to share. The first year we administered this assessment, 9% of our students scored the maximum number of points. Last year, it was 60%, With 99% of her students attaining goal.

At the end of the project, we ask students to complete an evaluation survey, reflecting on its influence on their wellness. Each year, we focus on these results and use them to revise instruction for the following year. You can see the growth in students perception of the project’s value.

Now let’s switch gears for a minute and not about the junior research paper. It is a graduation standard. We require two in the junior year one in English, and one social studies,. Teachers assign this project differently. Generally the US history teachers tie it to a study of economics. The AP US teachers are the hardest to nail, and I’m sure that will not come as surprise to any of you. You know their rationale. We also teach a interdisciplinary US history/English class and those teachers tend to focus on contemporary issues. The English teachers leave the subject of research up to the students, for the most part. Our program objectives with this project include having kids plan, locate resources, Understand the resources, evaluate resources, synthesize the resources, identify gaps in learning, go back to locate understand and evaluate complementary resources, the reflect and apply knowledge into original thinking and creative ideas. That’s all. we have lots of room for improvement with this project. It needs some degree of standardization in both disciplines. Our recordkeeping needs work. So after piloting pre-and post-assessments with random classes for the last year, we are finally administering it universally. Our juniors will be pre-and post assessed twice this year.

We have choked the assessment into areas of focus. There is the setup or planning stage.

Then there is the access and familiarity stage. This is the closest we come to asking test like questions. Have you enrolled in the Library courseware Quarter 1? Have you used the new online catalog (Destiny) to find books yet? If yes to above, did you sign in? If no to above, what is the log in information? Which best describes the last time you logged into the NCHS database page? Which best describes the last time you pulled a book from the NCHS library shelves using a call number or location number? Have you ever used a NCHS eBook?

What online resources (not databases yet) are you considering using to help you with your research ? What databases are you considering using to help you with your research ? What print resources are you considering using to help you with your research? What other resources are you considering using to help you with your research? Which social media or collaborative technologies might you use for this project? How do you plan to take notes for this project? How well do you understand the process for in-text citations? When do you think you should start compiling your working bibliography? Do you plan on using an online tool to help you with your bibliography/works cited list? Do you think you will need help from a librarian with this project? Do you think you will need help from a technology integration teacher with this project? Do you think you will consult a teacher from the Writing Center for this project?

This is really where we need to head next. I’m not sure a guy gets all of this is here. It will certainly be easier to do once we have for datasets for each student. Once teachers see the value in that, and administrators see the value in that, I think it will be much easier to secure partnerships with colleagues for this kind of assessment.

The questionnaire that I put out last Sunday is still available. It has an open-ended question in case I didn’t ask something you would like to see there. I’ll post a new thread with a link to the questionnaire in the discussion forum, and we can continue this conversation.

And speaking of micro-blogging if you have anything to say about your experience here and at Web today please tweaked hash tag add Web ET at hash tag and Web emerging technology

once again on the thank our host and web.net and our sponsor the fall at software company for providing this fantastic opportunity to meet, collaborate and converse with extraordinary professionals.

And it’s now time for our live chat. Go ahead and start without me. It’s going to take me a minute to adjust my settings here. I’ll catch up in a minute.

Using Emerging Technology to Improve Your Library Program Session 6: Evidence-Based Practice and Data Collection

House keeping We are half way done! Next up Social Capital – Jan 12 Visibility & Advocacy – Feb 2 Microblogging – Mar 9

Thanks to host & sponsor!

Tweet your experience! #edwebet @edwebnet #tlchat

Great conversations! Great conversations! Wikipedia Calendars Silent auction eBooks and eReaders

What would you most like to assess? RESULTS: http://bit.ly/edwebet2

All of these are valuable to assess, but some are assessed by classroom teachers. Others, they do not assess, so I would like to be able to. I do occasionally use the Trails assessments, and wish I had time with students to take that even further! But collaboration and critical thinking just can't be assessed that way. Ability to transfer skills from year to year - becoming lifelong learners

"The last thing any school library in CA needs is more recreational reading. I have been fighting the ""fiction fight"" for the lat few years and realized that I failed when I found one middle school had 35 copies of the Twilight series (and a student population of less than 800), Often this emphasis on recreational reading is tied into AR.... I could write volumes on this.

With the adoption of the Common Core State Standards, there will be more emphasis on reading non-fiction, research (using a variety of print and digital resources) and writing a research paper. We need to start the research process in elementary rather than waiting for high school. We have a pretty comprehensive orientation for those classes that come in. Self perception of preparedness for college/ future collaboration & research

AASL Planning Guide

Tweet your experience! #edwebet @edwebnet #tlchat

Carol GORDON Rutgers University Cognitive and information science Action research

Carol kuhlthau Rutgers University Information search process

Keith Lance Colorado State Library Impact of school libraries on learning

David Loertcsher San Jose State University Learning Commons

Ross Todd Rutgers University Evidence-based practice for school libraries

Thanks to host & sponsor!

What we assess @NCHS: Annotated bibliographies – My Personal Wellness Research process – My Personal Wellness Research planning – Junior research paper Research reflection – Junior research paper Recreational reading – random

My personal wellness

Pre and post assessment

Questions Courseware? Website? Databases? Best resource for… Keyword v. subject Advanced searching Boolean operators Delimiters Truncation Bibliography guides Prioritizing research Website evaluation Summary v. Annotation CRAAP test

Annotated Bibliographies Christina Russo

Evaluation “The project will have a positive effect on my personal wellness.”

Junior Research paper Graduation standard 2 – one in English and one in social studies Different curricular alignment, depending on teacher Room for improvement Recorded assessment: research New developments: pre and post assessments

Topic Research question Thesis statement Keywords Prior knowledge? Set-up

Access & familiarity Courseware OPAC Databases eBooks

Procedural questions Resources Note-taking Citation In-text references Support Grade

Next steps: Conference with students Post-assessment Record data in SIS Reflection/student interviews Meet with teachers for debrief Revise instruction Revise assessments

What do you want to know? ?

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