“Your Data Toolkit: Gathering and Using Data to Improve Instruction.” A Supplement for LIS Faculty

Dr. Audrey Church

We are pleased to continue our series of learning experiences built around our latest issue and designed for use with school library candidates in graduate/professional programs, including pre-service school librarians and practitioners working as educators while earning their credentials. Dr. Audrey Church has provided suggested discussions, writing exercises, and other activities, written “to the graduate students,” so that faculty might borrow or adapt sections of the text directly into assignment instructions or online course modules.

Current subscribers can access the referenced articles via the hyperlinks below. (Magazine subscribers who still need to register for their login credentials at no extra cost may do so here.) As always, new subscribers are warmly welcomed into the SLC community, or we invite you to sign up for a free preview of our online platform.

Your Data Toolkit: Gathering and Using Data to Improve Instruction

This April issue of School Library Connection focuses on gathering and using data and rightly so. In today’s educational environment, data drive instruction, school improvement, teacher evaluation, and more. If school librarians are to be full participants in the educational process, they must be able to collect, analyze, utilize, and communicate with data. In fact, in my book, Tapping into the Skills of 21st Century School Librarians: A Concise Handbook for Administrators (Rowman & Littlefield, 2016), in chapter 5, “Librarian as Program Administrator,” I have an entire section on Attention to Data: “Librarians pay close attention to data. Collection statistics are important: as program administrator, the librarian monitors the age of the collection, weeding outdated and inaccurate resources… Circulation statistics are important. The librarian monitors them to see which areas of the collection should be enhanced…The librarian also monitors usage statistics…Which teachers collaborate most often? She will use this data, not only to include in the library end-of-the-year report but also to target future collaborative efforts. Student data are critically important. The librarian will document how she makes a difference in student learning” (p. 70).

Continue reading ““Your Data Toolkit: Gathering and Using Data to Improve Instruction.” A Supplement for LIS Faculty”

“Piecing Administrators into the
Collaboration Puzzle”
A Supplement for LIS Faculty

This month at School Library Connection, we are debuting a new feature on our blog—a set of learning experiences built around our latest issue and designed for use with school library candidates in graduate/professional programs, including pre-service school librarians and practitioners working as educators while earning their credentials. The suggested discussions, writing exercises, and other activities are written “to the graduate students,” so that faculty might borrow or adapt sections of the text directly into assignment instructions or online course modules.

Current subscribers can access the referenced articles via the hyperlinks below. (Magazine subscribers who still need to register for their login credentials at no extra cost may do so here.) As always, new subscribers are warmly welcomed into the SLC community, or we invite you to sign up for a free preview of our online platform.

Feedback on this supplement is  greatly appreciated as we develop this evolving area of School Library Connection’s professional development materials. Please tell us if you applied some of these ideas with your graduate students, and how they went! What did you try? What changes did you make, or might you incorporate next time? What other kinds of materials might be useful to you—more like this? Something different? We look forward to hearing from you!
—Dr. Rebecca J. Morris

 

Piecing Administrators into the Collaboration Puzzle
It’s not an exaggeration to suggest that the relationship between the school librarian and school administrator can make or break the library program. A myriad of practices and policies within the control or influence of the principal stand to affect the library program. Among them are student and teacher schedules, budget, staffing, collaborative opportunity, and school-wide literacy culture, not to mention support for and belief in the value of the school library for student learning. Continue reading ““Piecing Administrators into the
Collaboration Puzzle”
A Supplement for LIS Faculty”