By Kerry Gallagher, JD and Larry Magid, Ed.D Click Here to Download Full Guide (PDF) Top 5 Questions (PDF) Click for press release about guide We hear a lot about “fake news,” but that term, whic…
When we advocate for ourselves, people just hear us saying “save my job.”
Here are some ideas for how to be more effective:
This report was written for the Academic Library Journal, but holds relevance for school libraries as well.
From the article:
“Positive connections between the library and aspects of student learning and success in five areas are particularly noteworthy:
- Students benefit from library instruction in their initial coursework. Information literacy instruction provided to students during their initial coursework helps them perform better in their courses than students who do not.
- Library use increases student success. Students who used the library the library in some way (e.g., circulation, library instruction session attendance, online database access, study room use, interlibrary loan) achieved higher levels of academic success (e.g., GPA, course grades, retention) than students who did not use the library.
- Collaborative academic programs and services involving the library enhance student learning. Academic library partnerships with other campus units, such as the writing center, academic enrichment, and speech lab, yield positive benefits for students (e.g., higher grades, academic confidence, retention).
- Information literacy instruction strengthens general education outcomes. Library instruction improves students’ achievement of institutional core competencies and general education outcomes such as inquiry-based and problem-solving learning, including effective identification and use of information, critical thinking, ethical reasoning, and civic engagement.
- Library research consultations boost student learning. One-on-one or small-group reference and research assistance with a librarian enhances academic success, as documented by such factors as student confidence, GPAs, and improved achievement on course assignments.”
This is a great collection of visual presentations for language arts and library teachers.
Here’s just one of many, many examples:
The News Literacy Project (NLP) is a nonpartisan national education nonprofit that works with educators and journalists to teach middle school and high school students how to sort fact from fiction in the digital age. NLP provides these students with the essential skills they need to become smart, active consumers of news and information and engaged, informed citizens.
This website is definitely worth checking out.
Source: The News Literacy Project
It was the princesses that did it. About five years ago it seemed like every day a different little girl would come up to the children’s desk and want help finding picture books about princesses. I could do pretty well with trucks and trains because I knew enough books by author and could jump from Barton to Crews to McMullen until I found one. But I only knew a few princess books, and they were always checked out. And that was the final straw that led us to create our “Picture Book Topics” section. Soon we had a new “Pink” section filled with princesses, mermaids, and stories about girls who like sparkly things. It became and remains one of the most heavily used collections in the library.
We’ve added other new sections to our children’s collection in the past five years, including leveled early readers, a “Non-Fiction Series” area, and fiction staff picks by grade level and genre. All of the changes were spurred by asking a few basic questions about what happens at the Children’s Desk:• How do kids (and sometimes their grownups) describe the books they want?• Do we arrange the collection in ways that match those descriptions?• If our collection arrangement doesn’t match a user’s questions, can we change it?