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Measuring, managing, marketing, documenting and proving your worth!. Joyce Kasman Valenza. Warning!. This is a hybrid presentation! Listen and think about what you want to explore later. Download this presentation at: http://mciu.org/~spjvweb/treefalls.ppt. Why?.
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Joyce Kasman Valenza
They just don’t get bigger!
Money tends to flow where success is, where the excitement it!
Name something important you do for learners that no one knows you do!
Though expressing support for the media center is the “socially preferred” response, when you dig deeper “the truth comes out. . . Principals think they should say that but they don’t back it up with a budget or appropriate staffing.”
“The message is clear: librarians must make themselves more visible by better articulating their mission and the impact they have on student learning.”
We all value and protect the things and people that make us more successful,make our jobs easier, and make us look good. Convincing your principal that you and your library can do those things will go a long way toward making clear that it's in his or her best interests to give you the time and tools you need to sustain a quality library media program.
Gary Hartzell, Professor, Department of Education Administration, University of Nebraska at Omaha.
what keeps that person
up at night?
"[Librarians] need to talk about how many research lessons they presented, how many books they booktalked, and detail the collaborations they've had with teachers."
Mike Eisenberg. "This Man Wants to Change Your Job." SLJ. September 2002)
Is that the goal?
That your library and its initiatives make a difference in student learning?
Do teachers and administrators say, “We need to see more of this!”?
That the library contributes to the continuous improvement of the school program?
“You really need two psychological weapons when fighting to make your program a budget priority: a thick skin and a deep-felt mission. Without them, you’ll get eaten alive; with them, you can accomplish anything.”
It’s about others!
and. . .
Mid-year and end-year updates
* Michael Angier
“Pedagogical intervention is at the core of being a teacher-librarian.”
“If school libraries do not contribute to learning outcomes, and if teacher-librarians cannot articulate what these outcomes are, then school libraries are on shaky ground.”
Ross Todd, IASL, 2003
When asked why teacher-librarians were cut, the director of human resources said:
“these proposed cuts will not affect student learning and will not disrupt the learning process.”
1. What the student knows
2. What the student can do with what he or she knows
3. The student’s confidence and motivation in carrying out the demonstration.
Spady and Marshall. “Light not heat on OBE.”
ASBJ Nov. 1994
Ross Todd, IASL, 2003 (quoting one teacher-librarian’s feedback survey)
No one will know
you are doing
“Hear No Evil, See No Evil, Speak No Evil”WebShots.com
26 May 2003http://www.webshots.com/g/25/522-sh/18287.html
A. ___# students using library before school, homeroom, lunch
B. __# independent study hall students
C. __#after school users
D. __#total independent users (A +B+C)
E. __# classes today (E X 25?)
F. __# students in research classes
G. __Grand total using the LMC today (D + F)
From LMC, January 2006
Extreme Tracker http://extremetracking.com/open?login=jvalenza
MONTHLY USAGE SUMMARY
For the month of December 2005
Inside Usage Remote Usage Total Usage
Total Sessions 1676 314 1990
Connect Time (min) 14836 2884 17720
Avge Session Time (min) 9 9 9
Total Fulltext 2070 525 2595
Total Retrievals 3227 701 3928
Total Searches 12411 2613 15024
Total Turnaways 0 0 0
For the month of December 2005
Sessions FT Retrievals Searches
Expanded Academic ASAP 71 123 147 162
(Inside) 62 111 135 149
(Remote) 9 12 12 13
Gale Biography Res Center 304 348 568 1661
(Inside) 261 285 463 1377
(Remote) 43 63 105 284
General Ref Ctr Gold 102 90 119 170
(Inside) 81 71 96 138
(Remote) 21 19 23 32
Literature Resource Center 260 637 1021 1636
(Inside) 204 478 791 1319
(Remote) 56 159 230 317
Opposing Viewpoints 251 258 638 2892
(Inside) 237 241 609 2752
(Remote) 14 17 29 140
Science Resource Center 19 21 52 206
(Inside) 12 6 27 69
(Remote) 7 15 25 137
How would you use this data?
*Dec 2002 - Snow Day/Bomb Scare Day
*Jan 2003 – 1 weather day / 1- bomb scare / Feb 26 & March 5 Ice-closed
C:\Documents and Settings\Joyce Valenza\Desktop\Resources.htm
“I do not let an opportunity go by when I let staff know about what the library contributes to learning. I always quote some of the things the students have said to illustrate my points. The school has got the idea that what I am about is helping kids learn. The key thing, in my view, is to have something to say that goes beyond gut reaction. The student survey does just that. The teachers hear what students have to say.” (Ross Todd, 2004)
What an impressive annual report. Thank you for all you have done this year. I have been sending information about our library to my friend and mentor, . . ., Superintendent of Schools in West Chicago. He is assembling a team to review his library and make recommendations. I'd like to talk with you about participating on the team. I don't think they could have anyone better. Thanks once again for your outstanding work. You have certainly 'raised the bar' for not only the libraries in the nation, but our High School. What you do has an impact on the entire school. I don't have to tell you that, but I'd like to take this opportunity to tell you how much you are valued. Have a nice summer. You have certainly earned it.
The library report is excellent - and the accomplishments are outstanding. Congratulations to Michelle, Joan and you for a great year.
Daniel Baron, Director Outreach Services, Harmony School Education Center.
Simple checklist strategies: check levels of student info literacy and tech skills, knowledge, attitudes before and after instruction
“More than 75% of the class described dramatic improvement in their ability to evaluate sources.”
Conferencing strategies: devise activities where students can reflect on their work, their skills, and the benefit of library instruction
“We conferenced with all the senior seminar students, examining their preliminary bibliographies and tentative thesis statements. Students felt far more confident about continuing their research. At the end, we noted fewer incidents of plagiarism, very few ‘research holes,’ and more focused products.”
Rubric strategies: Evaluate students based on a set of criteria that clearly defines the impact of your lessons
“In evaluating student essays, we discovered that more than 80% of the students developed proficient thesis statements, an increase of 30% over the first assigned essay in the fall.”
Journaling strategies: Document your instruction and the outcome of your instruction.
“Student research journals revealed 35% more students used our subscription databases since we introduced them in instruction. Among their comments . . . . ‘I never knew how many scholarly articles I could find in EBSCOhost!’”
Portfolio strategies: Gather samples of students’ work over a period of time and match them to your school’s curriculum goals and information literacy requirements.
“Suzie’s sixth grade writing shows growing mastery of careful documentation. She is developing an analytical voice as a writer.”
Thesis: Hitler’s personality was the primary reason for the Holocaust
Research holes: Mein Kampf,
Rise and Fall of the Third Reich
Lesson: A search engine is not a reference librarian
Human intervention is still critical!!!
Problem: Kids/people don’t know what they don’t know
What if I don’t do it?
This is an opportunity!