Studies on Information Process Models

Part of our essential reading for topic 4 includes two articles about studies on information process models (The Big 6 and PLUS models). When I first started reading I thought why on earth do we need to read about these studies - what valuable information can I get from these readings? It took a bit of thinking but this is what I came up with -

• The studies show there is definite value in using information process models. There is a potential link between information problem-solving models and metacognitive skills (one of the essential skills students must possess in order to be successful in problem-based learning activities).
• Strengthened metacognitive skills can be applied to a variety of learning situations.
• With appropriate support, students can succeed at complex, learner centred, research oriented tasks.
• Using a model can boost students confidence when approaching problem solving tasks.
• Through a collaborative approach this type of metacognitive support can be effectively integrated into the school curriculum.
• Students themselves view scaffolding models as beneficial.
• Learners need to use models many times until it becomes almost second nature and then it should be gradually withdrawn to reduce reliance.
• Models are best used how learners want to use them.
• Models do not need to be used in a linear process.

And most importantly I think the studies show that TLs have much to gain from studying and evaluating how their students use a information process model so that they can understand better how learners learn and how to effectively integrate the information process into the curriculum.

Show Me the Evidence!

Show Me The Evidence! (Mary Jo Langhorne 2005)

• There are various studies that show school library programs have a positive impact on student achievement.


• Evidence can be locally generated in a variety of ways.


• Data can be used to enhance budget requests. Budget requests need to be carefully correlated with building instructional goals. It helps to prepare the budget professionally with a spreadsheet. Base it on analysis of the data and include school curriculum and instructional goals.


• Use the data that is at your disposal now, not when cuts are being made.


• A great resource: School Libraries Work! (Scholastic) http://www2.scholastic.com/content/collateral_resources/pdf/s/slw3_2008.pdf


• It is up to us to recognise this as a golden opportunity to solicit support, be visible and gain ground.

My Thoughts: I saw this article as a call to action. We are told what sort of evidence we have at our disposal and practical ways that we can use it and share it with stakeholders. I felt a sense of urgency through the article - the time to act is NOW!

Evidence = Assessment = Advocacy

Evidence = Assessment = Advocacy

(By: Kramer; Diekman. Published in Teacher Librarian, Feb 2010, Vol. 37, p27-9

• Advocacy is about educating stakeholders using the best available evidence and it is an ongoing process.


• The message is about how we prepare students to function in the 21st century.


• The issue of evidence: What difference is made by specific library encounters? TLs need to speak the same language as the teachers and focus on student achievement. TLs need to plan strategically and find out what matters most to teachers and administrators. TLs must learn to gather evidence. It does not need to be formal pre/post tests. It can include KWL charts, an exit slip: "What did you learn today?", a check mark on a clip board.


• The issue of education/assessing the evidence: It is not enought just to collect and document the learning. Reflect and retool lessons to improve student learning. Communicate results to stakeholders. Ask the audience to take some action.


• The issue of advocacy: Advocacy links the evidence gathered with the education of the stakeholders to answer the essential question - How does the school library program affect student achievement? Assessment is an ongoing examination of learning and a shared responsibility with other teachers. Data gathering should occur for nearly every instructional encounter.


• Evidence, assessment, advocacy = always. Speak the same language as other teachers and stakeholders. Collaborate with teachers and build relationships. With evidence TLs can advocate for the school library program. Assessment data needs to be reported regularly - a constant stream of why we are at the centre of teaching and learning.


• The real winners in all this are the students.

My Thoughts If TLs want to ensure survival of their profession and survival of the school library program then they must continually gather evidence (data), assess the evidence, and revise teaching and learning programs to meet the needs of students and improve student achievement. I also think learning how to do this should be an essential part of a TL training program.

Evidence Based Practice

The next part of our studies on the role of the TL looks at accountability, evidence and research. This is important for TL students to look at as it's the way all schools are going in the wake of the current economic climate. If the TL as a species wants to survive, then we have to prove how we make a difference in student learning.
In the next few posts I'm going to jot down some important ideas that I've gained from various articles on EBP.

The Evidence-Based Manifesto - Ross Todd (School Library Journal, April 08)

• Evidence-based school librarianship is an approach that involves examining research-based evidence, school-librarian observed evidence and user-reported evidence. The TL uses this evidence in order to make decisions about programs, resources and services that aid the achievement of a school's mission and goals.


• As the goals usually centre of student achievement and quality teaching and learning, EBP should focus on these as well


• School librarian ship derives its mandate from a diverse body of theoretical and empirical knowledge and active engagement with this knowledge is what enables the profession to continually transform and improve.


• All students can learn through engagement with school libraries.


• The value of a school library can be measured.


• Accountability is an essential component of sustainable development of the school library profession.


• Accountability is a commitment to growth through examining process and practice.


• It involves a move from a "tell me" framework to a "show me" framework.


• It's not about survival of TLs, it's about survival of our students.


• EBP recognises multiple sources, types of evidence and ways of gathering evidence - this develops stronger claims.


• EB school librarianship uses research derived evidence to shape and direct what we do.


• School libraries need to systematically collect evidence.


• There are 3 dimensions to EBP in school libraries: evidence for practice, evidence in practice, evidence of practice.


• TLs need EBP to show why school libraries matter today and how they help students learn.


• EBP validates that QL outcomes can be achieved though the school library and that the school librarian is an important instructional partner.


• EBP means a shift from information inputs to knowledge and skills outputs.


• "Standards For the 21st Century Learner" (AASL) provides a framework for the evidence that should be generated. http://www.ala.org/ala/mgrps/divs/aasl/guidelinesandstandards/learningstandards/AASL_LearningStandards.pdf


• There are challenges of EBP. We need to make it accessible and applicable so it can be integrated into practice.


• Locally generated evidence could be presented as a portfolio.


• EBP is no about scrambling to find additional time. It is about establishing priorities and making choices about the importance of school libraries and learning.
  

My personal thoughts on EBP:

EBP is essential for all TLs.It must be done looking at a variety of evidence types from a variety of sources. TLs must have a good understanding of the school's goals and mission and make sure their EBP follows along the same lines. Gathering evidence must be ongoing - not a one off. It must be about what is best for the students.