Annual reports are used to tell the story of the school library. In the past we have relied on output measures such as circulation numbers, the number of classes taught, teachers with whom we have collaborated and Libguide or website visitors to inform an audience of decision-makers about the program. What we have come to realize through reflection and feedback is that these measures do not necessarily correlate with our goals of helping students ask good questions, select quality sources, synthesize information and ethically create and communicate new knowledge. We have changed our reporting structure over time to integrate some of the metrics with representational teaching and learning projects that have been collaborative efforts across the divisions. We have also worked toward a goal of supporting a culture of inquiry, providing professional development, either one to one or in division meetings. What you will see and read in this annual report is a hybrid of these two models. We are using a template that has included artifacts and project descriptions showcasing some collaborative opportunities and shifts toward inquiry and personalization. We will also integrate data where it seems informational in this process.
This annual reflection has given us time to see that we need a shift in our thinking and the data we collect. Just as we are working with teachers to develop inquiry-based classrooms, we need to develop new structures to connect what we value in the inquiry process to the impact the program has on learning. The old metrics don't measure our new goals. In an article by Joyce Valenza, Professor in the MLIS program at Rutgers University, researcher and frequent contributor to ALA journals and blogs, the answer is using the local data all around us, teacher and student feedback concerning their inquiry experience to set goals and "measure" impact. In her experience, she developed focus groups of graduating seniors and asked them what they learned. She shared the questions in her article and used these to identify issues and deficiencies for goal setting and future instruction.
In a modified version, middle school students were asked a range of questions that included how well prepared they felt for the next set of research/inquiry-based learning challenges. While not scientific by any means, patterns emerged in the answers that will guide future instruction through data collection that connects to the library and school's learning priorities. This year's report will include some of these results along with web analytics and other data. We will continue our professional growth by building our knowledge of the Common Beliefs and foundations of the AASL National School Library Standards in a book club model, reading selected articles from a bibliography specifically designed to dig-in. Admittedly, the Animoto video and the single page of colorful graphs and charts in their brevity are likely more appealing to administrators and others at the end of another academic year. However, the year-long analysis of and reflection on how the library program impacts student learning and teacher practice will provide evidence to plan for program growth and inform our own practice to enhance student-centered learning.