A Lab School Tradition:

TheInstructionalLibrarian

The Challenge The Independent School Association

Accreditation Committee (ISAAC) reported that Rowley Library is one of the school’s greatest areas for improvement, citing: Lack of information literacy instruction Lack of staffing to meet the demands

from faculty and students

Opportunity I: Gathering Data In order to meet the challenges ISAAC set

forth, Rowley Library has begun an innovative plan for change that includes: Statistical analysis of use patterns of the

library Tracking of librarian time to identify how

librarians are engaged Implementation of bibliographic instruction Circulation statistics identified by grade

What the Statistics Show: An Example for Fall Quarter Increased instruction =

increased circulation

Grades 10-12 received bibliographic training.

Grade 9 did not.

Oct.Nov

.0

20

40

60

80

100

120

140

160

Oct.

Grade 9Grade 10Grade 11Grade 12

Increased Instruction:Staff Allocation For October-November, the average

time spent per class in preparation: Approximately 20 hours, which includes

reference interviews with faculty, researching resources specific to the units, creating web-accessible resource lists, and lesson planning.

Meeting demand… According to our monthly statistics,

we are seeing an average of 250, or about 20 students per 9 periods a day.

These are “contact-rich” periods, with reference and supervisory taking approximately 60% of the day.

Opportunity II: The ISAAC Challenge In order to meet student and faculty

needs as well as overcome ISAAC’s challenges we suggest: Hiring an Instructional Librarian whose main

responsibility will be to plan and implement a comprehensive instructional program.

Funding is already under discussion between the Middle and High School principals in order to assure long-term instructional coordination from grades 6-12.

Next Steps Continued evaluation, including:

Quantitative Qualitative

• Formative (Winter Quarter) • Summative (Spring Quarter)

Resources: American Association of School Librarians.

Information Power: Building Partnerships for Learning. Chicago: American Library Association, 1998.

Eisenberg, M., and R. E. Berkowitz. Information problem solving: The big six skills approach to library information skills instruction. Norwood, N.J.: Ablex, 1990.

Kuhlthau, C. C. The library research process: Case studies and interventions with high school seniors in advanced placement English classes using Kelly's theory of constructs. Doctoral dissertation, Rutger's University, New Jersey, 1984.

Lindauer, Bonnie Gratch. Defining and Measuring the Library's Impact on Campuswide Outcomes, College and Research Libraries 59 (November 1998): 546-570.

The National Science Education Standards (www.nap.edu/readingroom/books/nses/html) provide one useful perspective on what constitutes authentic student research.