Data helps measure
and direct a strong program
ReflectionWhile the pen may be mightier than the sword, it’s the numbers that can start a war. We live in a data-drenched world in which programs are destroyed or celebrated based on numbers. Numbers enable us to quantify and justify our actions and our jobs. Numbers guide us in making sound decisions for the future after reflecting on the past. Media specialists, as program coordinators and collection administrators, must collect and use data to share information and support instructional choices. Regular evaluation is essential. By evaluating the media center, the librarian is able to determine its current “value” to the school community. We always should reflect on what’s working and what more can be done.
Last year I wondered about the use of the media center by 9th and 10th graders because I noticed that they did not frequent the media center. In several professional journals, I had read about other media centers offering teen programs to increase use. I also wanted to know if students were interested in attending media-center based events and activities, such as a book-making class or video gamer sessions. The media center didn’t offer any programs, except a book club on club days. To measure both the use of the media center and student interest in activities and events, I created a Google form. All 9th and 10th graders except those who are in honors courses take a digital assessment at the end of their English course. In collaboration with the English teachers, I set up the computers so students could take the survey after their spring 2012 assessment. Using the Google form was easy; however, I had to consider what I needed to do with the data in order to structure the form correctly. I have learned that sometimes it’s very easy to get massive amounts of data, but if it is not in a useful format, analysis and action are difficult. If we don’t make decisions or act on the data, then really the data doesn’t matter. The data collected clearly showed that most students only used the media center if they were required to, typically when a teacher took the class to the media center. While disappointing, it was understandable because there were no other programs being offered. The rest of the data was very encouraging because I could identify topics and ideas that students were interested in pursuing. Music and song lyrics were very popular areas of interest along with mobile technology, comedy, cooking, video games, mysteries and history. Using this data, I could develop a series of monthly activities designed to bring students into the media center and actively engage with each other and the media center resources. One variable I did not consider, but must include next time is the gender. There were more boys who responded because of the class demographics. This may have resulted in some categories gaining more votes than others. Also, I would like to complete a follow-up survey to find out more details about the structure of possible programs and times. Developing a survey for staff and parents may be a way to build support and interest as well. One tool I can use to help answer some of these questions is the development of a student advisory team. Nearly half of the more than 100 respondents said they would were interested or may be interested in joining a teen advisory group to provide programming and collection development advice. This is something I certainly would have started if I stayed at the school. The media center should no longer be a book and research “holding cell,” but must shift to offer patrons a wide range of experiences. Using our own research, we can continually evaluate our effectiveness and the needs of our school community. Students are interested in more than just our academic offerings. The data shows this, and we must respond. |
3.4 Research and
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