1. Walking the Talk: Stepping into the Future Dr Ross J Todd Director of Research Center for International Scholarship in School Libraries Rutgers, the State University of New Jersey rtodd@scils.rutgers.educissl.scils.rutgers.eduscils.rutgers.edu/~rtodd

2. The Challenge The Challenge“YouBeginConstructing The Road By Walking It”

5. Your contribution to the learning landscape of Victoria?

6. A clear and effective communicator A self-directed and lifelong learner A creative and practical problem solver A responsible and involved citizen A collaborative and quality worker An integrative and informed thinker Your contribution to the learning landscape of Victoria? “Essential Learnings”

7. Because of your school library What are your kids able to do? What are your kids able to do? What have your kids become? What have your kids become? Who have your kids become? Who have your kids become? HOW HAS YOUR SCHOOL LIBRARY HELPED YOUR KIDS LEARN?

9. From Research to Practice How do we make it happen? Spark: a vision for the future Light: direction and guidance Energy: action and outcomes Community: sharing and celebration

10. I am a school librarian at x. We are confronting a serious situation. Because of the financial crisis in our community, our school board is addressing a proposed substantial budget cut. One of the proposed strategies is to drastically reduce the number of school librarians in the area claiming that school libraries can be effectively run by aides to ensure services are provided and the library remains open. This is despite the fact that I have hundreds of students in the library each day, and teach in the classroom regularly. I have voiced my objection, but I am told that such reductions will not impact on student learning in any way.

11. Emphasis On Information Evidence Number of classes in the library Number of library items borrowed Number of students using the library at lunch times Number of items purchased annually Number of web searches Number of books lost Students suffering from PFS and LHC And who can do this?

12. Emphasis on Knowledge Evidence Understanding how school libraries help kids learn: Learning outcomes in terms of Information processes Information processes Information technology Information technology Reading Reading Knowledge outcomes – mastery of content Knowledge outcomes – mastery of content Independent learning Independent learning Attitudes and values of information, learning Attitudes and values of information, learning Self concept and personal agency Self concept and personal agency And who can do this?

13. Two key dimensions of EBP in current usage 1.Conscientious, explicit and judicious use of current best research findings in making decisions about the performance of the day- to-day role 2.Where day-to-day professional work is directed towards demonstrating the tangible impacts and outcomes of sound decision making and implementation of organizational goals and objectives. Local actions, local processes, and local, immediate outcomes

14. Librarians and Research Librarians’ use of research is low (McClure & Bishop, 1989, Turner, 2002). To busy to read research. Applied research that seeks to resolve operational concerns is most widely used. Research is not consulted because it is perceived to inadequately address the real concerns of practice. Research not presented in ways that foster understanding and application.

15. FROM RESEARCH TO EVIDENCE-BASED PRACTICE Organizational Level Instructional Level LearnerLevel

16. Evidence-Based Practice (EBP) Organizational Level

17. What is our Voice? “We are almost at a tipping point … now we need to understand the evidence and use it to speak the language of decision- makers: not “library, library, library” but “student achievement, literacy and learning” Professor Ken Haycock

18. EBP Organizational Level School Library Policy and Mission Statements: Shift in focus from School Library to Student learning Outcomes Test criteria: “Celebrate the Understood, not the Found”

19. MISSION STATEMENTS Dottie Tobia School Librarian, East Brunswick, NJ Our school library is a collaborative learning environment fostering respect for individual differences, and tolerance for differing opinions and points of view. Students are encouraged to investigate, explore and question in order to nurture their thinking, problem solving and meaningful learning. It promotes a spirit of inquiry and the utilization of individual strengths and interests in the pursuit of knowledge and understanding. To reach this goal, our school library provides both print and digital informational resources in multiple formats, and instructional experiences to enable students to develop effective research skills and be responsible and successful users of information and creators of knowledge.

20. SCHOOL LIBRARY POLICY / STANDARDS: Maine Not called a “library policy”, but “Student Learning through X School Library” Focus on the state’s learning results, which is described in 6 Guiding Principles: 1. A clear and effective communicator 2. A self-directed and lifelong learner 3. A creative and practical problem solver 4. A responsible and involved citizen 5. A collaborative and quality worker 6. An integrative and informed thinker

21. STUDENT OUTCOMES Each student will: become an integrative and informed thinker, and a clear and effective thinker …. engages with diverse ideas to apply knowledge and skills across the content areas; communicates knowledge using oral, written, visual and technological modes of expression derived and interpreted from multiple sources In order to achieve these outcomes… students require access to diverse current materials in multiple formats and reading levels, aligned with the curriculum; students need to use technology and information tools to acquire, organise, and to structure their ideas to create information products that accurately represent their newly developed understanding;

22. STUDENT OUTCOMES In order to achieve these outcomes: students need to have high levels of reading literacy; are able to define problems, frame questions, explore ideas, formulate focus, investigate, analyze and synthesize ideas to create own views, evaluate solutions and reflect on new understandings; are able to communicate ideas using oral, written, visual and technological modes of expression – individually or in teams; are ethical, responsible users of information who demonstrate concern for quality information and value different modes of thought

23. INSTRUCTIONAL INTERVENTION Essential to the development of these competencies is instruction centering on: Mastery of information scaffolds related to reading and research process Mastery of the effective and critical use of information and technology tools to produce and disseminate knowledge Understanding of ethical and appropriate use of information in the creation of knowledge

24. Information-Learning Specialist an educational partner-leader who mutually collaborates, negotiates, and plans with school administrators, teachers, students and parents to implement information instruction in the curriculum; an instructional designer who creates and delivers information literacy instruction at class, group and individual levels; as a school library program administrator who mutually negotiates, plans and implements a whole- school library program which articulates the integration of the informational, transformational and formational components, tied to curriculum outcomes and life goals;

25. Information-Learning Specialist a partner-leader in the provision of learning-oriented professional development targeted to whole school success of learning goals; a partner-leader capable of engaging all stakeholders in sustained and action-oriented discussions in the context of continuous improvement of the necessary resources, technology and staffing requirements needed to maximize the learning opportunities through school libraries and the instructional interventions.

26. SOME NOTES Student Learning Policy, not a Library Policy Students are the “subject” of the sentences, not the “school library” OR “Teacher-Librarian” Focus on outcomes, not infrastructure, but show clear relationship to information inputs and infrastructure Embed a form, inform, and transform interaction (ie. Student outcomes, learning-teaching intervention, sufficient resources and technology) Focus on role of teacher-librarian as information- learning specialist

27. Evidence-Based Practice (EBP) Learner Level

28. EVIDENCE “Don’t tell me what you believe. Show me what you do, and I will tell you where your priorities are”

29. Maine School Librarian- Classroom Teacher Partnerships 70 instructional partnerships initiated in an EBP Symposium Asked to engage in instructional partnership with EBP focus, and to document EBP processes and outcomes November 2003 – March 2004 Contextualized by Maine’s “Essential Learnings” Framework Came together on 4 th March for analysis and reporting

30. Breakout sessions by elementary, middle school, secondary level Include a brief overview of the unit nature of the collaboration with a focus on Maine Learning Results (student outcomes in content area and information literacy) strategies and processes used to gather support for evidence-based practice (EBP). Within each group, discuss and construct a summary of EBP strategies, learning outcomes, enablers to EBP, barriers and potential solutions to barriers.

31. EBP Record – Partnership Level Grade, curriculum and information literacy objectives Strategies used to gather evidence Learning outcomes: what learning outcomes are shown here. Be precise and clear Value of the Partnership Problems encountered Possible solutions to these problems How you might use the results

32. Typical EBP Strategies Knowledge and skills mapping Analysis of student bibliographies Reflection sheets / self assessments Comment Cards Minute Papers Rubrics Checklist of current skills and acquired skills Process / search journals Knowledge tests Teacher feedback Video Recording of learning process (for showing at staff meeting) Summaries of evaluations of presentations and products Surveys / questionnaires Informal comments / anecdotes Before / after brainstorming records Portfolios of work Photo voice Exhibitions, displays of products plus student self assessments of learning Motivation Board (staff room and library)

33. INTERVENTION MATTERS Pre- & Post-Mapping of knowledge “write down what you know” Changes in knowledge: from simple, often incorrect descriptions of properties of topics, to complex structures: reasons, outcomes, causality, implications Higher levels of conceptual coherence and structural centrality of knowing: from scatty to coherent Ownership of knowledge outcomes: creation, not replication: less plagiarism Developing personal positions: prediction, reflection, understanding personal position in relation to topic: ownership of knowledge

34. INTERVENTION MATTERS “I have learned many things about the research process after completing this project. The tracking sheets showed me that organization is important when researching. It helped me manage the time and showed me just how indepth my knowledge became. Another good thing was that there was always help available from the teachers and librarians”

35. INTERVENTION MATTERS “This was a very exhausting process, but none the less, it was all worth it. I finally learned how to write a proper paper, not only for research, but any paper in general. I got to spend quality time with my teacher and librarian. The three things I enjoyed in writing and research are reading the books, making an outline, and LEARNING. I definitely learned a lot – both about my interesting topic, and the research to make it happen”.

36. INTERVENTION MATTERS “A six page research paper scared the bloody crap out of me, but with the help I got while doing the project, I knew I could do it. This project opened me to new ideas, and how to write my own ideas and thoughts based on them. I enjoyed recording my thoughts because I like to express how I am feeling during the process. This allowed my teachers and librarians to know my thinking throughout the course and to guide me better”

37. Value of EBP Meaningful time with teachers Covered more curriculum content in less time Pooling of expertise Stronger emphasis on creative and authentic learning Focus to instructional planning Clearer sense of learning outcomes by taking an evidence approach: feel you are succeeding by being able to state specific outcomes More effective judgments about student progress Clearer feedback to students and to school community on outcomes Teachers as advocates Visibility of school librarian in learning outcomes Job satisfaction

38. Enablers of EBP Belief in a learning-outcomes focus Will to be involved (commitment to action rather than advocacy) Planning and reflection time: scheduled rather than ad hoc Knowing what indicators to look for: setting concrete outcomes – ie. “the students will be able to …” and knowing what to look for as evidence Starting small: one case study Fear of “not changing”

39. A knowledge-Sharing Community Summary of projects in School Newsletter to parents Staff, Curriculum and parent meeting – learning outcomes focus Profiling teachers (indirectly profiling library) Photo and commentary of teaching units on school web, including student feedback of process and learning outcomes Teachers speaking at school librarian meetings Student morning tea to discuss learning outcomes with teachers Community newspaper stories Focus on national and state themes: eg “No Child Left Behind” Legislation

40. Evidence-based practice challenges Time: “Finding time is always a problem. However, this is often an excuse for lack of commitment. We pretend we are busy with other things because we have not made the commitment to student learning outcomes. We’ve stopped at information, rather than knowledge. As we grow to value something, we tend to make time. It really is a matter of what our priorities are” Competency: “The more we see and hear about different approaches to EBP, the more our confidence and experience is built. EBP should be the focus of our PD in the next few years” Lack of knowledge and skills to undertake evidence-based practice

41. INFLUENCEINTHEWORKPLACE EVIDENCE- BASED PRACTICE

42. Revolting Librarians Rascal attitude: creative, collaborative naughtiness to show library learning is fun, and motivate others to be part of it Encourage students to be intellectually mischevious: center for intellectual discontent Don’t have students suffering from LHC and PFS Celebrate learning achievements What language do you speak? Deweydecilibrobabble or a cross-curricular learning dialect? Is your library an open invitation for mystery, intrigue, discovery – where accidental discovery, as well as planned discovery, is highly likely?

43. BREAKING THE CYCLE Moving from a VICTIM mindset: No one is going to rescue you, but you! Moving from a VICTIM mindset: No one is going to rescue you, but you! SEEING is BELIEVING: what does your school see you doing? Educator? Manager? Curator? Book Stamper? Dragon at the Door? Shusher? SEEING is BELIEVING: what does your school see you doing? Educator? Manager? Curator? Book Stamper? Dragon at the Door? Shusher? From LIABILITY to LIBERATION: Making issues more invisible (censorship, copyright, plagiarism, rules, regulations, resourcing, technology, staffing needs) and learning outcomes more visible. From LIABILITY to LIBERATION: Making issues more invisible (censorship, copyright, plagiarism, rules, regulations, resourcing, technology, staffing needs) and learning outcomes more visible.

44. Factors needed for successful change Pressure for change Clear shared vision Capacity for change Actionable first steps Model the way Reinforce and solidify change Evaluate and improve

45. Symptoms when factors are missing Bottom of the box A quick start that flutters Anxiety and frustration Haphazard efforts and false starts Cynicism and distrust Go back to old ways Sceptical and stagnate

46. “Are you in earnest? Seize this very minute. What you can do, or dream you can, begin it. Boldness has genius, power, and magic in it. Only engage and then the mind grows heated …. … Begin and then the work will be completed”