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Auto-evaluation SchoolAuto-evaluation SchoolLibraries Model inLibraries Model in

EnglandEngland

Auto-evaluation SchoolAuto-evaluation SchoolLibraries Model inLibraries Model in

EnglandEnglandDavid StreatfieldDavid Streatfield

Information Management Associates, UKInformation Management Associates, UK

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Evaluation: Doing what you can with

the resources that you have 1

International large programme

International small project

National intensive project

National self-evaluation programme

Single library

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Evaluation: Doing what you can with

the resources that you have 2

International large programme

Bill and Melinda Gates Foundation GlobalLibraries Initiative (public access ICT inpublic libraries 15 countries)

Intensive baseline (where we are now) and

annual (how we have changed) evidencecollection.

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Evaluation: Doing what you can with

the resources that you have 3

International small project

International Federation of LibraryAssociations Training courses inFree Access to Information andFreedom of Expression

Collect stories and materials used

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Evaluation: Doing what you can with

the resources that you have 5National self-evaluation programmeEngland and Wales

Systematic process; very detailedsupport materials published and e-versions*; the School decides what toevaluate and when.

* The Portuguese version of School Library self-evaluation is partly based on these.

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Evaluation: Doing what you can with

the resources that you have 6Single library evaluationCILIP (UK Library Association) one-day

training workshops: all kinds of libraries;process supported by a book*

*Sharon Markless and David StreatfieldEvaluating the impact of your libraryLondon:

Facet 2006

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What does auto- (self-)

evaluation involve 1?FOCUS

Role ofLibrary

Impact itcan have

Aims ofService

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What does self-evaluation

involve 2 and 3?

INDICATORS

What willtell you:

change hashappened?

That you are doingthings to

meet your aims?

EVIDENCE

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Key Questions1. How high are standards?

2. How well are pupils attitudes, values, personal qualitiesdeveloped?

3 How effective are teaching and learning?4 How well does Library meet pupils needs?

5 How well are pupils guided and supported?

6 How effectively does the school work with parents/thecommunity?

7 How well is the Library led and managed?

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Questions and sections:

an example3. How effective are teaching and

learning?

3a The quality of teaching provided by Librarystaff.

3b Co-operation between Library staff andteaching staff to ensure effective learning

3c Pupils attitudes towards and progress inLibrary-based work

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Doing this self evaluation:

nine steps 1-4

1 Which question should I address?

2 Which section do I want to work on?3 What evidence do I need to collect to

see how the Library is doing?

4 How can I collect evidence for each ofthe indicators within the section?

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Doing this self evaluation:

nine steps 5-95 How good is the evidence I have collected?6 At what level is the Library performing according

to the evidence?

What can I do to improve the work of the Libraryin this area?

What should I put in the Summary Sheet? How else can I use the findings of this self

evaluation?

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Focus of key questions Pupils/staff - mainly impactindicators

Key questions/sections 1, 2a, 3a & 3c, 5b

The library mainlyprocessindicators

Key questions/sections 2b, 3b, 4, 5a, 6, 7

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What do we mean by

impact? any effect of the service (or of an event

or initiative) on an individual or group. may be positive or negative

may be intended or accidental

may affect pupils, teachers, Library staff,senior managers, parents, etc.

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Success criteriaLooking for changes in: behaviour (doing things differently)

competence (doing things better) Levels of knowledge attitudes (e.g. confidence; valuing

librarians!)

.

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Challenges of evaluating

impact Need for clarity in objectives of Library Need for clarity about pupils learning objectives in

Library Need to know what to look for as indictors of learning

Problem capturing evidence in busy libraries Rigour and system needed in collecting, analysing,

reporting data Problems with both qualitative and quantitative

evidence

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Evidence of learning

Lesson observation 1

How do you know something was

learned? What made the session a good

learning experience?

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Evidence of learning

Lesson observation 2The pupils: Showed interest Kept on task Listened to instructions

Thought about the work/were able to reflect Wanted to carry on in their own time Were proud of the finished piece of work Asked good questions Worked independently

Used information in the right place

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Collecting Evidence of

ImpactObservation, includinginformal

observationsAsking Questions to pupils or to otherpeople (and recording the answers!)

Looking for changes in documents andwritten work