Candidates in school librarian preparation programs model, facilitate, and advocate for equitable access to and the ethical use of resources in a variety of formats. Candidates demonstrate their ability to develop, curate, organize, and manage a collection of resources to assert their commitment to the diverse needs and interests of the global society. Candidates make effective use of data and other forms of evidence to evaluate and inform decisions about library policies, resources, and services.
4.1 Access: Candidates use digital tools, resources, and emerging technologies to design and adapt learning experiences. Candidates engage all learners in finding, evaluating, creating, and communicating data and information in a digital environment. Candidates articulate, communicate, model, and teach digital citizenship.
4.2 Information Resources: Candidates use evaluation criteria and selection tools to develop, curate, organize, and manage a collection designed to meet the diverse curricular and personal needs of the learning community. Candidates evaluate and select information resources in a variety of formats.
4.3 Evidence-Based Decision Making: Candidates make effective use of data and information to assess how practice and policy impact groups and individuals in their diverse learning communities.
LIS 653: Community & School Analysis (4.1, 4.3)
CSA Part 1, CSA Part II, CSA Part II
LIS 653: Collection Analysis and Management Plan (4.1, 4.2, 4.3)
How It Aligns
LIS 653 offered two extensive projects that both align with Stanard 4. The Community & School Analysis: Parts 1, 2, & 3 (CSA) assignment asked me to look deeply at my city, my immediate community, and my specific school community to gather data and insight allowing for equitable access to all students and faculty (4.1, 4.2). The Collection Analysis & Management Plan: Parts 1, 2, & 3 (CAMP) assignment took a deep dive look into circulation data and a Follett Titlewise Analysis. It then merged this information with the data gathered from the CSA to create a precise and structured 5-year collection development plan. All together, it offers data-supported advocacy for funding, administrative support, and better library policy (4.1, 4.2, 4.3).
What I Learned
I learned so much from these two assignments, particularly the importance of data-driven collection development and strategic planning. All aspects of this were new to me, so the skills I learned have been and will continue to be invaluable as I grow my current school library. Learning to navigate census records, School Board data, school demographics, city-wide student assessment data, circulation records and Follett Titlewise analyses of our collection all came together to paint a clear picture of where my collection should be going over the next 5 years. Because of this work, I discovered that our collection's average reading level was below that of the grades served! I also discovered that it was largely outdated and well below the minimum recommendation of 10 books per student (North Carolina Department of Public Instruction, 2005).
With this information, I am able to build a collection that reflects my community and I am able to show these numbers and charts to my administrators as evidence for further support and funding. The organization of my collection is not just about placement on the shelf. It is about currency, diversity, access to materials that reflect lived experiences, and fuller student engagement.
Impact On Students
The work done on these assignments has already had profound effect on the students where I work. It has provided me the opportunity to make evidence-based decisions as I weed and grow my collection. Having solid data to support my decisions gives my Supervisor confidence in my ability to care for, curate, and grow our collection with the ultimate goal of academic achievement and growing a joyful culture of reading.
The power of data is immense. These assignments taught me not only how to find the evidence, but that when organized in a professional and convincing way, I can present compelling and authoritative arguments that advocate on behalf of my library program and the people it serves. I have already brought this 5 year collection development plan to my Chief Financial Officer and Principal. They were taken aback and noticeably impressed with the detail and well-laid-out game plan for building our collection in a thoughtful and equitable way. This plan not only gave me clout but, regardless of the budget outcome, impressed upon my administration the seriousness of my knowledge and abilities resulting in greater support of my library program. All of this leads to a significant positive impact on my students, as they will be the beneficiaries of my efforts.
References:
North Carolina Department of Public Instruction. (2005). IMPACT. Guidelines for North Carolina Media and Technology Programs. https://drive.google.com/file/d/1gh-IdoQ4M74f-JePydIKon7DLuwz8708/view.