ERIC ED438846: Findings from the Evaluation of the National Library Power Program. Executive Summary. An Initiative of the DeWitt Wallace-Reader's Digest Fund.

30 Pages·1999·0.95 MB·English

by  ERIC

DOCUMENT RESUME
ED 438 846
IR 057 673
Zweizig, Douglas; Hopkins, Dianne McAfee
AUTHOR
Findings from the Evaluation of the National Library Power
TITLE
Program. Executive Summary. An Initiative of the DeWitt
Wallace-Reader's Digest Fund.
INSTITUTION
Wisconsin Univ., Madison. School of Library and Information
Studies.; DeWitt Wallace/Reader's Digest Fund,
Pleasantville, NY.; Wisconsin Univ., Madison. School of
Education.
PUB DATE
1999-00-00
28p.; Report prepared with Norman Webb and Gary Wehlage.
NOTE
Summary prepared by Anne Wheelock.
PUB TYPE Reports
Evaluative (142)
EDRS PRICE MF01/PCO2 Plus Postage.
DESCRIPTORS
Curriculum Development; Elementary Secondary Education;
Flexible Scheduling; Instructional Development; Learning
Resources Centers; Library Collection Development; Library
Facilities; Library Planning; *Library Role; *Library
Services; Professional Development; Public Schools; *School
Libraries
Library Power
IDENTIFIERS
ABSTRACT
This document presents the executive summary of an
evaluation of Library Power, a program of the DeWitt Wallace-Reader's Digest
Fund to enhance and elevate the role of libraries in public schools. The
report begins with an examination of Library Power's core components
(collection development, facilities refurbishing, flexible scheduling,
collaborative planning, and professional development) and the way each one
reinforces the other, contributing to new professional relationships and
practices in participating schools. It continues with a delineation of the
ways in which Library Power teams of librarians, teachers, and principals in
each school adopted these core elements and practices of the program and
devised ways to weave them together into a fabric that was stronger than any
of the initiative's single threads. Library Power's contributions to
curriculum, instruction, and professional collegiality are examined. Lessons
learned are discussed related to new and sustained funding, outside support,
leadership, professional development, and compatible policies. Key findings
are summarized for dilemmas of reform in the areas of competing demands,
varying capacity for improving teaching, learning, and equity.
(MES)
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DeWitt Wallace-
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Reader's Digest Fund
INFORMATION CENTER (ERIC)
1
2
BEST COPY AVAILABLE
This document summarizes the findings
of the final report of the Library Power
Evaluation, prepared by Douglas Zweizig,
Dianne McAfee Hopkins with Norman Webb
and Gary Wehlage. The summary was
prepared by Anne Wheelock, an education
writer, researcher and policy analyst who
served as a case study researcher for the
Library Power Evaluation.
3
Findings from the Evaluation of the National Library Power Program
Table of Contents
I. Introduction
3
II. About This Study
6
III. Library Power: What the Program Accomplished and Lessons Learned
7
Collection Development
7
Facilities Refurbishing
8
10
Flexible Scheduling
Collaborative Planning
11
Professional Development
13
IV. Library Power's Contributions to Teaching and Learning
14
Library Power and Curriculum
14
15
Library Power and Instruction
Library Power and a Collegial Professional Culture
16
V. Lessons for Lasting Change: What Matters Most
17
New and Sustained Funding
17
Outside Support
18
19
Leadership
19
Professional Development and a Positive Professional Culture
Compatible Policies
20
VI. Library Power and Dilemmas of Reform
21
Competing Demands
21
Varying Capacity for Improving Teaching and Learning
21
Equity
22
VII. Summary
23
4
II'
Findings from the Evaluation of the National Library Power Program
I. Introduction
More than a decade ago, the
that vision - what We call Library
condition of-library services in New
DeWitt Wallace-Reader's Digest
has been realized in hun-
York City's public sChools. The
Power.
Fund began a prOgram to enhance
dreds of schools across the country,
study showed that large numbers of
and elevate the role of libraries in
many of them in some the nation's
schools either had no libraries at
public schools. Our work flowed
poorest districts. No'longer-remote
all, or if they did, their facilities
from a new, bolder vision of what
and removed from daily instruc-
were often in pobr shape. To our
these libraries 'should look like;
tional activities, libraries in these
'dismay, we disCovered that the sim-
what services they should offer and
schools are now at the center of
ation in New York was not unique.
how they should be- used We saw
teaching and learning; and in some
By and large, educators did not
them as brightly painted, warm
places, at the center of sChoolwide
think public school libraries Were
change. While we're gratified that
and welcoming places: We antici-
essential to teaching and learning.
pated their shelves' rirriming with
our work has produced such
Some even considered' librarians
up-to-date books and other relevant
impressive results, we still have one
'arid libraries expendable in lean
print and electronic learning mate;
and perhaps a
More goal to meet
budget years. Even in the best of
rials, carefully selected by teams of
more difficult one. That is to use
times; many publiC Schoollbrariei,
librarians and teachers to closely
the evidence of Library Power's suc-
especially those in low-income
match and supplement topics being
cess to persuade many more peo-
communities, were inadequately
studied in 'class. We imagined them
ple, especially decision-makers in
funded facilities were' allowed to
operating on-flexible schedules so
other schools, local communities,
deteriorate and book collections to:
students could visit whenever they
and at the state and federal levels,
fall out of date:
needed to throughout the school
that libraries are essential to
Against, this backdrop catne a
day. Once inside, we expected to
schools. This yeport is part of that
glimmer of hope: In 1988, the
find students actively:engaged read-
effort. Th-ese findings from a four-
Association of School Librarians, a
ing books, doing research and
year evalnation of the Library
division of the American Library
working with their classmates
Power program, conducted
Association (ALA), issued a publi-
sometimes noisily 7- on interesting,
researchers from the University of
cation called Information Power
a
challenging and academically
Wisconsin's School of Library and'
set of practices for improving the
rewarding projects. Finally, we
Information Studies and School of
operation ofschOol libraries and
hoped that as teachers and librari-
Education, help make the case for
expanding their role, in teaching
ans became skilled at applying new
additional- and sustained invest-
and learning. Impressed by the
practices for making best use of
ment in public school libraries.
Vision put forward in Information
these enhanced educational
To put this report in context,
Power, we used it to design Library
reSources,.they would be demon-
some history is helpful. In the late
Power. We also invited the ALA,
strating the true power of libraries
1980s, a public advocacy group
and the Public Education Network
to enrich teaching and learning.
issued a study called "Na Reading
to help us implement the program.
-
Aloud" that described the poor
Today; we are happy to report
DeWitt Wallace- Reader's - Digest Fund
Refurbished facilities:
media specialists), keep the library
Beginning in New York City in
Renovations enabled school
1988, and continuing over the next
open and accessible, to everyone
libraries to accominodate
thrOughout the school 'day, allow
10 years, we and our partners suc-
`more users and different
teachers and librarians time to par-
cessfully established Library Power
kinds-of activities, all taking
ticipate in professional develop-
programs in 700 school's in 19 corn-
ment programs, and increase their
such
munities nationwide. In Partner-
,place sithultaneciusly
as individual reading, groups
spending for books, software and
ship with appropriate.school dis-
working together and stu-
educational materials.
trict personnel, each Library Power
.
dents using computers to
Because we wanted to learn what.
site was managed by a local educa-
tion fund, a community-based
research class projects.
Library PoWer had achieved, and to
Higher student traffic:
organization that works to improve
be, able to make an effective case for
public education. Over the term of
Implementation of flexible
the ,important role libraries can
scheduling letting students
play in- supporting teaching and
the program, grants for Library
learning in schools, in 1994 we
Power totaled more than $40 mil-
visit the; library whenever
they need to throughout the
commissioned the University of
lion, making it the largest private
day instead of limiting.use to
WiscOnsin to conduct an evalua-
investment in school libraries in
tion of the program.. Over four
In addition, the
regularly scheduled 'periods
nearly 40 years.,
resulted in more frequent
years, evaluators surveyed librari-
Library Power sites`raised $25 mil-
lion from public and private ans, principals and teachers abOur
visits to the library.
Greater instructional collab-
library staffing, materials, resources
sources in their cdmmunities.- This
oration: Librarians and
and scheduling.. Ih addition, 'the
money enabled participating
.
teachers in participating
evaluation examined how Library
schools to:
Power influenced the'work librari-
schools collaborated on plan-
Renovate their library space;
ning and designing instruc-
ans did with their teachercol-
Purchase new books and
.
tional units, with librarians
leagues to promote new classroom
upgrade print and electronic
sometimes sharing responsi-
practices.
collections; and
This report details the evalua-
bility,for teaching.
Provide professional develop-
'Expanded professional skills:
tion's major. findings, which are
ment programs for librarians,
By taking part in profeisional
summarized below:
teachers and principals to
development programs, prin-
ImpiOved collections:
learn how to work together to
cipals, teachers and librarians
make the best of their new
Book collections in participat-
discovered new ways to inte-
ing schools improved
libraries.
In return for grants from the
grate library and other infor-.
considerably and the tides in
mation resources intoteach-
Fund; Library Power schools agreed
the library better reflected
ing and learning.
to hire and pay the salaries of full-
the subjects being studied
time librarians (sometimes called
in class.
4
Findings from the Evaluation of the National Library Power Program
highest possible level of achieve-
particular importance to all
These changes and others helped
ment..
schools, districts and grouPs conik-
schools engagestudents'in
While 10 years may Seem:like a
mimed to improving teaching and
ineaningful and educationally rich
long time to invest inLibrary
learning. They should be especially
learning activities.' In Stead of being.
Power, the return on that itivest-:
meaningful to those who are seek-
limited to classroom lectUres and
\\
inent-is justbeginning.,
ing ways to helpstudents develop
I
textbook assign mentsstUdenti
I.
higher order thinking and critical
could' explore topiCs in more depth
M'; Christine DeVita
analysis skills, and-to those who.
by using,the full range of library
President
believe young people should be
books, CD ROMs and.
resources
DeWitt Wallace-
in their own
'participants
the Internet.
active
Reader's Digest Fund
learning. The findings should also
We are heartened by these
July.1999
be of interest to those who want to
findings, and we are eager.to see
see Schools focused on new oppOr-
them widely shared, considered
tunities for students to reach their
and discUssed. They should be of
EST COPY
AVAILABLE
DeWitt Wallace-Reader's Digest Fund
II. About this Study:
and 400 library media specialists.
ties of teachers and librarians.
The longitudinal evaluation of
The Library Power evaluation is
Library Power began in the Fall of
To 'examine changes resulting
one of the largest applied research
from the implementation of
coinciding with the third
1994
studies ever to examine the role
Library Power.in participating
and final round of grants made as
school library media'programs can
schools, researchers:
and lasted
part- of this initiative
play in supporting teaching and
Conducted time series
through 1998. The evaluation cap-
.
learning activities in schools.
analyses, examining change
tures the Library Power experience
More infOrmation about theeVal-
from 1995-1997, including
of schools entering Library Power
uation design will be available in
analyses examining change
under all three rounds of grant-
-
in relation to time spent in
the forthcoming publication,
making and reports data on a total
the program.
of 456 schools.
LesSons from LibMry Power:
Compared practice in
Over the course of their work,
Enriching Teaching and- LeOrning,
which will bePublithed in Fall
Library Power schools with
evaluators made extensive use of
national norms using data
1999 by Libraries Unlimited. For
survey and case studies. The evalu-,
from the:National Center
order information, write Libraries
ation draws on data from annual
Onlimited;PO Box 6633,
for Education StatistiOs'
surveys from librarians in partici-
EngehYood, Colorado, 80155-633;
Schools and Staffing
pating schools; from principals in
call (800)-237-6124; or e-mail lu-
those schools and from a represen-
Survey.
nw
[email protected].
Triangulated.firidings by
tative sample of teachers from
)
drawing on multiple data
across the initiative; observational
sources on the same phe-
and interview data from longitudi-
nomena..
nal case studies done in 28 school
In all, the Library Power evalua-
buildings between 1995 and 1997;
tion presents data collected from
and data from activity logs that
over 1,000 teachers, 400 principals.
document the collaborative activi-
II
Findings from the Evaluation of the National Library Power Program
III. Library Power:
What the Program Accomplished and. Lessons Learned
Not surprisingly, then, when sur-
This report begins with an exami-
veyed early on in their Library
nation of Library Power's core com-
KO finding: Tliivuglylibretry
Power experience, many librarians
ponents and the way each one rein-
rated collection areas in sehools as
forces the other, contributing to
Potver, 'book collectionsiff participatr,
"less than adequate" in terms Of
new professional relationships and
ing schooli improved considerably..
currency and quality.
practices in participating schools.
and the titles in the libiaiTbetter...
It continues with a delineation of
Two years later, improvements in
collections were nearly universal.
the ways in which Library Power
reflected the subjects being
By 1997, librarians in participating
teams of librarians, teachers and
studied in class. The resulting, and
principals in each school adopted
includ-
schools rated many areas.
more extensive, bank of resources
ing fiction, literature, biography,
these core elements and practices
available for student learning
and tech-
reference sources,
of the program and devised ways to
science
gave
nology, social sciences and picture
weave them together into a fabric
teachers new impetus for using the
as "better than adequate."
that was stronger than any of the
books
library for instructional purposes...
The improvement in collection rat-
initiative's single threads.
ings can be seen clearly in Table 1
Collection Development
where ratings from a group of
schools in their first year of their
the holdings.-- By involving teachers
From the beginning, Library
project (1995) are compared with
more closelY in selecting these
Power sought to address the 'simple
ratings from the same schools in .
materials, librarians tailored new
lack of resources in many school
.- the third year (1997). Data from a
purchases more closely to schools'
libraries, especially those in finan-
national survey of schools from the
curriculum needs. Over two- thirds
cially strapped districts. When
1993-94 school year, the Schools
of the teachers surveyed across the
school teams set out to assess the
and Staffing Survey (SASS), are
initiative said that they were
status of library collections, they
provided for comparison.
involved in the Selection of materi-
quickly documented just how out-
Collections did not improve by
als. For many schools this was a
moded many collections were. In
magic. Rather, librarians and
new practice: 71% of the principals
many districts, it was not unusual
cooperation with each
teachers; in
reported that collaboration
to find overall average copyright
school's Library Power team,
between teachers and librarians in
dates of 1968, with a large number
worked systematically to fill gaps in
developing the collection did-not
of volumes dating from the 1950s.
exist in their schools before Library
Power. Further, over half of the
a.
G *0
principals attributed the current
collaboration to the existence of
..0.0
- GOO
0
the Library Power project. The
GO
resulting, and more extensive, bank
7
E DeWitt Wallace-Reader's Digest Fund
library and you might find what
you needed; but With:teachers
Table 1:
.
Percentage of Librarians Rating
involved in the selection of library
,
Collection Areas as "Adequate" or "Excellent"
can go to the
materials; now
you
,(Matched Librarian Surveys; Round Three.only, 1995 & 1997)*'
library.and know you'll find what
you need:"
Quantity :
Currentness
Steps to improve colleCtions also
SASS. LP'. LP
LP
SASS
LP
provided opportuinities fora range
-'93-'94 ''95
'97-
'93-'94
'97
9S_
.
of individuals within -and outside
% %
% %
%'-
.%
of Schools to participate in library,
Collection Area
reform.. For example, local educa-
.
65:
98
65 98
63 58
Reference
,tion funds conducted bobk drives
94
55 36
48
Science/Technology
95
54.
in the community and raised
.
38
59
72.
Mathematics
23
40
31' .
money. for new purchase's.
53 39
44
52 94
Geography
87
Separately, teachers and, librari-
60
55 89
84
49
-History 63.
.
ans worked. together on grouping
67 ... 98
66
68
97
Biography
61
89.
59'
.61.
58
64
books by general topic areas and
94
Social Sciences
92
Fiction
78
95
79
73
77
copyright dates,'and weeding worn
/2
'70
96.
82
71
Picture Books
91
and out-of-dateNolumes frortthe
- 64
64 64
85
Literafure
80,
47.
.
shelves. TeaChers and librarians
82
Fine Arts
46
48
87 37
47
also took the additional step of list-
22
20
48
25
Foreign ,Language
5
61
ing curriculum topics taught in
.36
63 .
'29
36
36
Careers
.68
Health 44
each grade and. matching new pup;
93
42'
87
37
47
chases to these foiiics..'The better
*-
63
63
64
Total responding
.64
match between library resources
. .
and curriculum meant that circula-
*Source: Matched surveys from librarians entering Library Power in the 1994-1995 school year who
were surveyed in Spring 1995 and 1997. **Data from the 1993-94 Schools and Staffing Survey are esti-
tion among students doubled and
mates for the 56,273 elementary schools in the United States having school library media centers.
-
even tripled in some schools.
needs of their students better than
of resources available to support
Facilities Refurbishing
before the program began; in addi-
student learning gave teachers new
When the prOgram begaii, many
tion, 60% said they had increased
impetus for using-the library for
school libraries, in places where
their use of the collection in' their
instructional purposes. By 1997,
they existed; were in poor physical
instruction..
85% of teachers in Library Power
cOndition. To address
As one teacher reported, "[Before
schools said that the collection now
problem; Library'Power grants
Library Power], you could go to the
supported, their needs and the
Covered the cost of materials for
0
8