Scholarly Article #2"School Libraries & Evidence: Seize the Day, Begin the Future"
Dr. Ross J. Todd (2003) pointed out that teacher-librarians need to engage in more than advocacy for their future; they need to demonstrate the importance of information services through "evidence-based practice" (page 12). He suggested that emphasis should be placed on the difference that information specialists make to student learning and the development of “human understanding, meaning making and constructing knowledge” (page 13). According to Todd, this type of practice requires a working knowledge of research and the ability to articulate evidence of the role of the library program in supporting student learning (page 13). Teacher-librarians with knowledge of current research will be able to apply their professional expertise effectively and take the lead in educating young people in information literacy skills (page 14). He also said that effective teacher-librarians need the support of principals and teachers, which will facilitate the teaching of information literacy skills "necessary for success in all content areas" and for lifelong learning (page 15).
But having a supportive environment for learning is not enough. Todd expressed concern that teacher-librarians need to perceive research as having practical applications and “empowering” to those who want to take on an instructional role (page 14). He considered some international research themes including the instructional of teacher-librarians, their methodologies, intellectual freedom, the information research process, intellectual freedom, Web 2.0 tools, and student achievement (page 15) . He referred to Carol Kuhlthau's (1991, 1993, 1994, 1999) research as informing teacher-librarians on the practical application teaching information literacy "knowledge construction through effective engagement with a variety of information sources and formats" (page 16). Kuhlthau's research provided a seven stage framework for teacher-librarians to include in their tool kits from "Initiation, Selection, Exploration, Formulation, Collection, Presentation and Assessment" to Reflection on the process (page 16). Her model established the "cognitive, behavioral, and affective" components of the gaining information literacy skills (page 16).
Further, Todd's reference to the Scottish study of Willams & Wauell (2001) provided impressive findings on the impact an effective library program can make on helping students acquire information literacy, technological, social, and other skills. A chart is included that identifies indicators of success for the learning outcomes of Motivation, Progression, Independence and Interaction. For example, among other indicators, Motivation is measured by expressions of enthusiasm, absorption in task and attitude to the work over a period of time (page 15). This work is complementary to Kuhlthau's model as it breaks units of the search process into outcomes with indicators.
In addition, Todd cited Australian research discussed in Scan, which suggested that teacher-librarians need to take a systematic "process inquiry approach" and set clear expectations for the explicit development of students as active "constructive learners" (page 16). Among other improved performance there is a strong link between "an effective school library and personal agency" (page 16). He suggested that it is incumbent on the teacher-librarian to provide documentation and evidence that the library is integral to the school's learning program. This research provided suggestions for the documentation of assessment, feedback, rubric measures, interview measures, surveys, portfolios, and small action research projects (page 17). It supported a teacher-librarian who wants to take a structured and systematic approach to teaching information literacy and related skills.
Todd concluded by exhorting teacher-librarians to "seize the day" and work with the "evidence-base" approach that research provided. In this way we will be in a positive to make a "transformative" contribution to our students' lives and learning.
This research applies to my school situation as it provides guidance for planning an effective and dynamic library program that has the potential to help students become critical thinkers and independent learners. It allows for movement to the future and dovetails well with my first scholarly paper, which also suggested looking to the future.
I am encouraged to consider student work more thoughtfully in terms of how they are able to show evidence of skills learned and knowledge applied. For me, the challenge in the article is to be more reflective in every step of the process that students are engaged in: to reflect even as I am encouraging my students to reflect and to change my practice accordingly. This reflection will help me to document what learning is taking place so I have evidence, not only for myself, but for others, that my instruction of information literacy and other skills is effective.
References
Todd, Ross J. Retrieved September 26, 2008 from http://www.scils.rutgers.edu/~rtodd/
Todd, R. (2003, August). School Libraries & Evidence: Seize the Day, Begin the Future. Library Media Connection, 22(1), 12-18. Retrieved September 21, 2008, from Academic Search Complete database.
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