Keynote presentation from Dr. Ross Todd at 2015 SLS Fall Institute

1. School Libraries Making a Difference: What
Is Your Evidence And How Do You Get It
Dr Ross J Todd
Chair, LIS Department
Center for International Scholarship in School Libraries (CISSL)
School of Communication & Information
Rutgers, The State University of New Jersey
rtodd@rutgers.edu
www.cissl.rutgers.edu
www.twitter.com/RossJTodd
www.facebook.com/RossJTodd

2. Focus of Presentations
• Evidence-Based Practice: concepts, research
findings, issues and enablers
• Evidence-Based Approaches: Strategies for
action
• Evidence-Based Action: your processes and
action plan

3. Truro Public Library, MA

5. The EBP School Libraries Beginning
• First paper on EBP and School Libraries at IASL conference,
Auckland 2001
• (TODD, R. (2001). "Transitions for preferred futures of school
libraries: knowledge space not information place;
connections, not collections; actions, not positions; evidence,
not advocacy". International Association of School
Librarianship Annual Conference, Auckland, New Zealand,
8th-12th July, 2001. Available at: http://www.iasl-
slo.org/virtualpaper2001.html
• The Evidence-Based Manifesto for School Librarians
Todd, Ross J. School Library Journal, v54 n4 p38-43 Apr 2008
• Australian Parliament Inquiry into School Libraries and
Teacher-Librarians 2011

6.  Report published March
2011, tabled at Parliament
23 May 2011.
• “6.10 - The Committee has
been struck by the breadth of
anecdotal evidence that it
received demonstrating the
significant contribution to
learning outcomes in primary
and secondary schools that a
fully resourced school library,
when staffed by a fully
qualified and active teacher
librarian, can make. This
supports the findings of
Australian and international
research in this area.” (p.118)

10. Developing capacity as evidence-
based practitioners
“We recommend that the profession as a
whole needs to develop the capacity to
articulate needs from
research-based evidence
and local evidence
collected in the school.”

11. https://www.facebook.com/groups/EBPforSL/

13. Evidence-Based Practice (EBP)
What is it?

14. Evidence-Based practice
• Evolving concept in many professions as new approach to
professional practice
• 1990s: Medicine & Health Care professions; gradual take
up by many service professions: duty of care & optimum
outcomes
• 2000+ Intersection of evidence-based education &
evidence-based librarianship - international movement -
sense of urgency that school librarians engage with data
to underpin & inform practice and measure outcomes
more rigorously

15. Evidence-Based School Librarianship
Professional practice that systematically uses:
- research-derived evidence
- teacher /school librarian-observed evidence
meshed with experience and wisdom
- learner-reported evidence
[ decision making, development & continuous
improvement of school libraries
[ program processes and impact on student
achievement, reading / literacy outcomes
[ advocacy / promotion
[ informs ongoing research agenda
Central focus: student’s information-to-knowledge
experience enabled though school library initiatives, and
adding value to the school’s goals Local focus

16. Holistic Model of Evidence-Based Practice for School Libraries
Evidence FOR
Practice
FOUNDATION
INFORMATIONAL
Existing formal research provides the
essential building blocks for professional
practice:
Evidence IN
Practice
Applications /
Actions
PROCESS
TRANSFORMATIONAL
Locally produced evidence;
Data generated by practice is meshed with
research-based evidence to provide a
dynamic decision-making and learning
environment:
Librarian’s evidence / thinking / wisdom
Evidence OF
Practice
Results – impacts
& outcomes
OUTCOMES
FORMATIONAL
user-reported evidence
learner changes as result of inputs,
interventions, activities, processes

17. Evidence-Based Practice
Evidence
FOR
Practice
Evidence IN
Practice
Evidence OF
Practice

18. Alternatives to Evidence
• Beating around the bush
• Jumping to conclusions
• Throwing my weight around
• Dragging my heels
• Pushing my luck
• Making mountains out of
molehills
• Bending over backwards
• Jumping on the bandwagon
• Running around in circles
• Mouthing on
• Pulling out the stops
• Adding fuel to the fire
• Going over the edge
• Picking up the pieces
Gary Hartzell “Occupational Invisibility”
Others often do not see depth, breadth and importance of
what school librarians contribute to learning in schools

19. Evidence-Based Practice
Gathering evidence in YOUR local school
You are able to provide convincing evidence that answers
these questions:
“What differences do my school library and its learning
initiatives make to student learning outcomes?
“What are the differences, the tangible learning outcomes
and learning benefits of my school library”?
EVIDENCE = ADDING VALUE: Learning, Living, Life

20. EBP – Issues and Concerns
• Accountability: Threat to professional authority and
autonomy; “proving our worth”
• I have to be a researcher: information literacy competencies
• Our goal is lifelong learning, so how can we identify outcomes?
Evidence enables feedback for tomorrow
• EBP detracts from the job! What then is your job?
• Time: It is about priority
• Professional Development: examples
models, templates

21. Evidence-Based Strategies
Emphasis On Information
• 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
And who can do this?

22. Jean Piaget (1896–1980)
The principal goal of education in
the schools should be creating
men and women who are capable
of doing new things, not simply
repeating what other generations
have done; men and women who
are creative, inventive and
discoverers, who can be critical
and verify, and not accept,
everything they are offered.
http://www.accessola.com/school_lib/

23. Emphasis on Knowledge
Understanding how school libraries help kids learn:
Learning outcomes in terms of
– Knowledge outcomes – deep mastery of content through
inquiry
– Information processes: transformation of information
into new knowledge through inquiry
– Information technology: using tools to construct
representations of knowledge and to present new
knowledge
– Reading for learning in digital and print formats
– Independent learning: knowledge transfer
– Attitudes and values of information, learning
– Self concept and personal agency
And who can do this?

24. Mission Statements & Policy Documents Contexts for
Evidence
School Library Policy and Mission Statements:
• Redefine school libraries from Place to Experience, linking to
NY curriculum mission and standards
• Shift in focus from School Library as collections, access,
information literacy, to inquiry, thinking, knowledge
development and learning outcomes
Test criteria:
“Celebrate the Understood, not the Found”
Does your mission and policy statements do this?

25. www.wordle.net

27. School Libraries as Verbs
"Libraries are the verbs in the content standards. Wherever verbs
such as read, research, analyze, explore, examine, compare, contrast,
understand, interpret, investigate, and find appear in the standards,
Teacher Librarians and library resources are involved."
(Oxnard Union High School District)
http://www.ouhsd.k12.ca.us/lmc/ohs/stronglib/StrongSLMP.ppt

28. Meta-analyses of educational research
shows that the most significant impacts
on student learning & achievement are:
• role of teacher and quality of
instruction;
• developing a supportive learning
environment;
• engaging students in discovery,
inquiry, thinking, meta-cognition,
and knowledge building
(Visible learning: a synthesis of over 800
meta-analyses relating to achievement:
[John Hattie. Routledge, 2009])
Visible Learning

29. What is a School Library?
The school library is the school’s physical and virtual learning
commons where inquiry, thinking, imagination, discovery, and
creativity are central to students’ information-to-knowledge
journey, and to their personal, social and cultural growth.

30. NJ Research Study 2009-2012
• School libraries as pedagogical centers
• Key role of the school librarian is co-teacher implementing
curriculum
• Creative pedagogies centering on inquiry, critical thinking and
development of knowledge
• School library as connector: school and community
• Digital and ethical citizenship

31. Center for Information, Inquiry and Innovation
• A common information grounds for supporting learning across the school
• Common place across the school for investigating and experimenting with
information and IT, examining multiple perspectives and developing deep
knowledge
• Opportunity for teams engaging in pedagogical experimentation to access
and use information and web tools to empower learning through creativity,
discovery, inquiry, cooperation, and collaboration
• Zone of intervention and socialization for learning how to function
effectively in the complex informational and technological world beyond
school
• Environment where students are guided by professionals to effectively
utilize information and the most appropriate technology tools to support
knowledge development
• 24/7 environment: support knowledge building process out of school –
central portal for knowledge development: tools, techniques, processes,
help

32. EBP
Knowledge
Outcomes

33. Intellectual Quality
Intellectual Agency
Deep knowledge
Deep understanding
Problematic knowledge
Higher order thinking
Meta-language
Substantive communication
Personal Agency
Self Confidence
Willingness to take risks
Trying new ideas and practices
Independence
Autonomy
Social and Cultural Agency
Respect for different values, cultural knowledges and viewpoints
Team building, collaboration, negotiation and decision making:
inclusivity
Knowledge integration: conceptual coherence and integration
Connect with current and future lives
Social and ethical values
Curriculum: Dimensions of Evidence

34. Deep Knowledge
Knowledge is deep when focus is sustained on key concepts
and ideas
Evidence:
• Sustained focus on specific topic
• Explanatory detail
• Knowledge of hierarchical and associative relationships
Sources of Evidence
• Research products
• Oral presentations
• Sustained communication

35. Deep Understanding
• Students are able to demonstrate meaningful understanding
of the central ideas and the relationships between them
Evidence:
• Metalanguage
• Appropriate recall of complex ideas
• Organized, structured sequence of ideas: knowledge
connections
• Presentations and discussions around topic development
• Focus questions go beyond fact finding
• Formulation of conclusions, implications
• students use complex terms relevant to their subject
• students learn to search relevant databases using complex
language

36. Problematic knowledge
• Students are encouraged to address multiple perspectives
and/or solutions and to recognise that knowledge is
constructed though diverse ideas
Evidence:
• Students understand the various arguments, evidences,
counterarguments
• Acknowledge conflicts in information
Sources of evidence? Assessment rubrics

37. Higher-order thinking
• Students are engaged in thinking that requires them to
organise, reorganise, apply, analyse, synthesise and evaluate
knowledge and information
Evidence:
• Students use information from more than one web site,
compare it, select the best to use for the purpose, decide
what is relevant for each aspect of task
• Students accurately interpret evidence
• Students construct sound conclusions
Sources of evidence?

38. Substantive communication
• Students regularly engage in sustained conversations about
the concepts and ideas – can manifest in oral, written,
artistic forms
Evidence:
• Increased confidence in presentations
• Increased quality of classroom discussion after library visits
• Increase in quality and frequency of questions about
research topics
• Increased retention of content which is utilized in later
discussions
Sources of evidence?

39. Examples of claims
• Following an inquiry-based unit of work, 70% students showed
improved ability in formulating essential questions that directed
their inquiry as compared to their previous research task
• As a result of instructional interventions focusing on the
development of arguments, students showed stronger ability to
identify claims, provide supporting evidence and to identify
rebuttals
• Students’ final products showed improved ability to analyze and
synthesize information
• Students’ research reports showed improved ability to draw
conclusions and state implications of their findings
• Students’ presentations showed ability to present different
viewpoints and to provide a strong and supported case for their
own position

40. Example of Claims
• 93% of the students showed mastery of strategies for
evaluating websites for misinformation and bias
• Following instructional interventions that focused on
establishing the quality of websites, 100% of the students’
bibliographies showed use of high quality websites
• Based on a pre-test of initial and final knowledge of the
Grade 8 science curriculum topic, students’ knowledge of
their topics changed from descriptive and random listing of
facts to statements that showed explanations, conflicting
knowledge and making predictions
• Students; products showed increasing complexity of
language used to describe their knowledge, and the ordering
of this knowledge into conceptually coherent units
• 83 % of the class show improved ability in thoughtfully
analyzing and evaluating major alternative points of view

41. Focus of Instructional Interventions
• Resource-based capabilities: These are abilities and dispositions
related to seeking, accessing and evaluating resources in a
variety of formats, including people and cultural artefacts as
sources. They also include using information technology tools to
seek out, access and evaluate these sources, and the
development of digital and print-based literacies.
• Thinking-based capabilities: These are abilities and dispositions
that focus on substantive engagement with data and
information, the processes of higher order thinking and critical
analysis that lead to the creation of representations/products
that demonstrate deep knowledge and deep understanding.
• Knowledge-based capabilities: These are the abilities and
dispositions that focus on the creation, construction and
sharing the products of knowledge that demonstrate deep
knowledge and understanding.
GIVING FOCUS TO OUTCOMES

42. • Reading to learn capabilities: These are the abilities and
dispositions related to the transformation, communication
and dissemination of text in its multiple forms and modes to
enable the development of meaning and understanding.
• Personal and interpersonal capabilities: These are the
abilities and dispositions related to the social and personal
aspects of leaning about self as a learner, and the social and
cultural participation in inquiry learning.
• Learning management capabilities: These are the abilities
and dispositions that enable students to prepare for, plan
and successfully undertake a curriculum-based inquiry unit.
• Developed from Ohio, Delaware and Australia studies (25,000 students)
GIVING FOCUS TO OUTCOMES

43. Reading Challenges
• Engage with strong and thorough textual evidence to support
analysis
• Integrate and evaluate multiple sources of information presented
in different media or formats
• Analyze and synthesize multiple interpretations
• Identify and address conflicting information
• Write arguments to support claims with clear reasons and
relevant evidence
• Show how themes interact and build on one another to produce a
complex account
• Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and
audience
• Use technology, including the Internet, to produce and publish
writing and other forms of idea representation

45. Tools and measures for charting
and documenting evidence
Dr Ross Todd
Rutgers University

46. NJ Schools Study: Did they learn anything?
• 10 New Jersey public schools
• Experienced and expert school librarians
• 10 teacher-school librarian teams working on curriculum
inquiry projects with 17 classroom teachers
• 574 students in Grades 6 – 12
• Data collected over four weeks:
1. Writing Task 1 (at initiation of inquiry unit)
2. Writing Task 2 (at midpoint of inquiry unit)
3. Writing Task 3 (at conclusion of inquiry unit)
4. Search Journal Log

47. Writing Tasks
Writing task 1 and 2 consisted of the following questions
1. Write the title that best describes your research project at this
time.
2. Take some time to think about your research topic. Now write
down what you know about this topic.
3. What interests you about this topic?
4. How much do you know about this topic? Check () one box that
best matches how much you know. Nothing, Not much, Some,
Quite a bit and A great deal
5. Write down what you think is EASY about researching your topic.
6. Write down what you think is DIFFICULT about researching your
topic.
7. Write down how you are FEELING now about your project. Check
() only the boxes that apply to you. Confident, Disappointed,
Relieved, Frustrated, Confused, Optimistic, Uncertain, Satisfied,
Anxious or Other.

48. Additional Questions at Writing Task 3
1. What did you learn in doing this research project? (This
might be about your topic, or new things you can do, or
learn about yourself)
2. How did the SCHOOL LIBRARIAN help you?
1. How did the TEACHER help you?

49. CISSL WEB SITE
• http://cissl.rutgers.edu/joomla-license/impact-studies/57-
impact-studies-slim
• Student Learning through Inquiry Measure (SLIM)
SLIM Handbook
•
SLIM Reflection Instruments and Scoring Guidelines
SLIM Scoring Sheet

51. Analysis of student bibliographies
• Diversity of choice of sources
• Depth / levels of knowledge
• Accuracy of citations
• Relevance to learning task
• Use of multiple formats
• Engaging with state-of-the art
knowledge – recency / accuracy
• Reasons for choice of source

52. Rubric Strategies
• Students’ performance in final products are scaled according to a
set of criteria that clearly define what is the range of acceptable to
unacceptable performances and/or information products look like
• Compare with previous assignments where no instructional
intervention took place

53. CriticalThinking:MakeThinkingVisible
www.insightassessment.com/pdf_files/​Rubric%20HCTSR.pdf

54. Critical Thinking Rubric
http://www.winona.edu/AIR/resourcelinks/critical%20thinking%203.pdf

55. History Essay: Dr Carol Gordon Information Literacy in Action
Criteria Level 1 Level 2 Level 3 Level 4 Mks
Introduction
/ Thesis
-weak introduction
of topic, thesis &
subtopics
-thesis is weak and
lacks an arguable
position
-adequate
introduction that
states topic ,
thesis and some
of the subtopics
- thesis is
somewhat clear
and arguable
-proficient
introduction that
states topic, thesis,
and all subtopics in
proper order
- thesis is a clear
and arguable
statement of
position
-exceptional introduction
that grabs interest of
reader and states topic,
thesis, and all subtopics
in proper order
- thesis is exceptionally
clear, arguable, well
developed, and a
definitive statement
/8
Quality of
Information
/ Evidence
-limited
information on
topic with lack of
research, details or
historically
accurate evidence
-some aspects of
paper is
researched with
some accurate
evidence from
limited sources
-paper is well
researched in
detail with
accurate & critical
evidence from a
variety of sources
-paper is exceptionally
researched, extremely
detailed and historically
accurate with critical
evidence from a wide
variety of sources
/12
Support of
Ideas /
Analysis
-limited
connections made
between evidence,
subtopics,
counterarguments
& thesis / topic
-lack of analysis
-some
connections
made between
evidence,
subtopics,
counterargumen
ts & thesis / topic
showing
-consistent
connections made
between evidence,
subtopics,
counterarguments
& thesis / topic
showing good
analysis
-exceptionally critical,
relevant and consistent
connections made
between evidence,
subtopics, counter-
arguments & thesis /
topic showing excellent
analysis
/10

56. History Essay
Organization /
Development of
Ideas
-paper lacks clear
and logical
development of ideas
with weak transition
b/w ideas and
paragraphs
-somewhat clear
and logical
development of
subtopics with
adequate
transitions b/w
paragraphs
-clear and logical
subtopic order that
supports thesis with
good transitions b/w
paragraphs
-exceptionally clear, logical,
mature, and thorough
development of subtopics
that support thesis with
excellent transition b/w
paragraphs
/10
Conclusion -lack of summary of
topic, thesis &
subtopics with weak
concluding ideas
-adequate
summary of topic,
thesis and some
subtopics with
some final
concluding ideas
-good summary of
topic, thesis and all
subtopics with clear
concluding ideas
-excellent summary of topic
(with no new information),
thesis & all subtopics in
proper order with
concluding ideas that leave
an impact on reader
/5
Language
Conventions
- inconsistent
grammar, spelling
and paragraphing
throughout paper
-paper has some
errors in
grammar, spelling
and paragraphing
-paper is clear, with
mostly proper
grammar, spelling
and paragraphing
-paper is very concise, clear,
with consistently proper
grammar, spelling and
paragraphing
/5
Footnotes -inconsistent use of
footnotes with
limited details and
improper format
- sometimes
inconsistent use of
footnotes with
limited details
-consistent & correct
format inserted to
validate evidence
-proper detailed format
always used consistently &
correctly to validate
evidence in paper
/5
Bibliography -lack of proper
format and limited
details with many
sources missing or
incomplete
-some errors in
MLA format with
most sources
shown and a
variety of sources
-mostly proper
MLA format used
in alphabetical order
with all sources
shown and a variety
of sources
-proper, detailed MLA
format always used in
alphabetical order with all
sources shown and a wide
variety of sources
/5

57. Evidence through formal feedback
strategies
Examples
• simple feedback survey every term on what the library does
“best” and “least” to help students with their school work
• Feedback at end of instructional unit: what helped and did
not help
• Feedback on quality of resources
• Feedback on what students could do better at
• Use of “How School Libraries Help” Survey instrument
(Ohio / Australia)
• Judicious use of evidence: How learning is enabled and
hindered

58. Student Learning Through Ohio
School Libraries
“Now, remember one time when the
school library really helped you. Write
about the help that you got, and what
you were able to do because of it”.
TODD, R. & KUHLTHAU, C. (2005). Student learning through Ohio
school libraries, Part 1: How effective school libraries help
students. School Libraries Worldwide, 11(1), 89-110.

59. Students’ Voices
• 1015 I I would have never have found the sources I needed
for the paper if not for the school library, the public library,
and the helpful people who staff those places. They even
showed me steps to work through to do the research and
complete it. They ran some classes specifically for us and
they were very very very helpful
• 1075 Well one time was when we had to do a report on
Animals and I had no clue how to find information about my
animal. So Mrs. X helped me find the information on the
computer. On the internet if its true or false – to learn that is
very important at school.

60. Students’ Voices
• 3532 I was working on History project and we had to have
several sources (primary documents) and the librarians
instructed the students on how to go about finding the
information we needed and compiling it into something
worthwhile. I was able to combine everything together and
earn a good grade.
• 100 I needed help doing a project for government that had
to do with presidents and they had so many books and then
the librarian helped me find web sites. But then they gave
me ways of sorting through all the ideas to extract the key
points so I could get my head around it all

61. • 433 It helped me find info on racism for a 10th grade
project, and made me really think about that, especially I
didn’t realize how racist some of my ideas were
• 6256 Sometimes I argue with my parents about things
and use the library to check if my opinions are true
• 1408 One time, I wanted books on Teen Suicide and they
were able to get some for me. It was helpful of them as
my cousin died that way and I could figure it out a bit
more for me.
• 6110 I guess I’ve discovered one thing. When I do my
research well, and do the proper thing with note cards
and writing in my own words, I seem to just get to know
the stuff and that makes a big help when I talk about the
stuff in class.
Students’ Voices

62. Personal
Reflection
• What did I learn? What worked well?
• What pleased me?
• How do I know that it was successful?
• Who can/did I share my success with?
• What did I do that helped me to:
- prepare for the task
- create new ideas
- practise new skills
- improve existing skills
- modify my learning habits
- find relevant information or materials
- organize information or materials
- correctly summarize information
- understand unfamiliar ideas
- take relevant notes
- use my existing knowledge or skills
- represent information in meaningful ways?
• What could I do differently next time?
• What factors influenced my ability to learn?
• What might help me learn more about this?

63. www.padlet.com
Formerly
www.wallwisher.com

64. Reflections: Students
• Question formulating was difficult and required a lot of thinking and deliberating.
• I was very interested in my topic, it made me think what life was like back then. I want to read
more about my topic.
• These skills have come in handy for some of my other projects.
• I saw the value of multiple sources to cross check information for reliability
• I loved making up my own questions. (This) made me more comfortable with what I
was researching.
• The thing you have to know before you start researching is if you are interested in
the topic of not. And if you are not, you will not make a big effort to find the
information you want. So, always choose a topic that you are interested in!...
• Research takes time and patience
• You don’t have to use all the information you collect.
• Instead of just writing down the facts you also need to elaborate and interpret it.
• I learnt that having a choice of topic meant that I had freedom and individuality. I
enjoyed this because I was able to work on something no-one else did. More of this
type of work would be good.
• I learnt the process of doing the assignment is just as important as the final
product.
• I now understand that I need to search for very specific information which answers
my question rather than finding general information like we usually do

65. Evidence through Peer Advice
• Advice to give to other
students: PQP Praise,
Question, Polish
Build a students’ guide to
doing good research, using
statements from the
students, and put this on
your library web site, or
create a funky guide for
distribution to students
Distribute to Faculty,
School Board, Parent
community
●Inquire●
●Think●Act●
●Reflect●
Turn your research upside down for success

66. Analysis of standardized test score data
• Matches between scores and high-use
library groups
• Matches between scores and reading
enrichment programs
• Improvement in critical thinking on
test score measures after inquiry-
based interventions
• Target gaps in scores for Library
Improvement Planning

67. Reading Initiatives
• Motivation to read: pre / post
reading program
• Access to reading materials
• Readers’ Advisory logs
• Reports of reading celebrations,
events, initiatives, projects +
student voice
• Impact of SSR programs
• Logs of reading amounts: free
voluntary reading and topical
reading
• Classroom reading audit

68. Teacher-
Related
Strategies
• Number of collaborations
• Instructional focus of
collaborations (curriculum
standards and inquiry-based
interventions
• Subject / grade levels
• Teacher observations of
student engagement
• Teacher summary of
outcomes
• Teacher summary of benefits

69. A tool of evidence-based practice
Action Research
• Action research is both an orientation to
inquiry and with an obligation to action
• Seeks to illuminate ‘the local’
• Provide practitioners with insight and
understanding through forms of systematic
inquiry that address issues and questions that
are of significance to those concerned
(Davis, Fletcher & Groundwater-Smith, 2009)

70.  Planning a change
 Acting & observing the
process & consequences
of the change
 Reflecting on these
processes & consequences
 Replanning
 Acting and observing again
 Reflecting again
 Replanning...
Spiral of self-reflective cycles
(Kemmis & McTaggart, 2005)

71. 4 ways of approaching AR
 Lead an action research project – seek AR
partnerships in school & beyond. Start small!!
 Seek out proposed or existing AR projects in
your school with teachers
 Seek out proposed or existing AR projects
with a TL community of practice
 As a newbie AR, seek out a mentor for
support

72. TOOLS FOR DATA GENERATION
collection & analysis

73. http://www.zoomerang.com/

75. http://polldaddy.com/

77. Sticky note & collaborating apps
• http://en.linoit.com/ to collect student
feedback, capture data and publish as is
• Padlet: http://padlet.com/
• Thoughtboxes https://www.thoughtbox.es/
• Google Docs (Drive) https://docs.google.com/
• Edmodo http://www.edmodo.com/

78. Blogs & wikis & pics
• Edublogs http://edublogs.org/
• Wordpress http://wordpress.com/
• Blogger http://www.blogger.com/
• Wikispaces http://www.wikispaces.com/
• Glogster http://www.glogster.com/
• Pbworks http://pbworks.com/
• Flickr http://www.flickr.com/
• Photobucket http://photobucket.com/

79. presentation &
publication
Tools for reporting

80. Creative Reporting
http://theunquietlibrary.libguides.com/annual-report-2010-2011
Lib Guides
Slideshare
Issue.com
Infographics
Animoto.com
Youtube.com

81. Building local evidence about your
School library
Taking Action
What is important to your school community?

83. Shout Outs: School Library Reports
• Focus on Collaborations
• Summaries of Instructional units,
highlighting instructional
interventions and links to
curriculum standards
• Summaries of learning outcomes
• Distribute to principal, library
website, board members
• Include direct evidence: tallies,
quotes
• Send to multiple recipients:
Principal, School Board, include
in parent newsletters

84. Shout Outs
• School library website
• Reports
• Newspaper articles
• Research journals, featured research columns
• Teacher journals, discipline-based newsletters
• Exhibitions
• Photo voice & digital story telling

85. Shout Outs
• Portfolios
• Discipline-based & ed admin conferences
(team approach)
• Shout out across levels of audience (decision
makers):
• School community
• Local district/region
• State
• National
• International
– Other?

86. “If living is seeing
I’m holding my
breath
In wonder –
I wonder
What happens
next?
A new world, a
new day to see”