2.4+Module+Notes


 * Collaborators: **
 * Lacy Hoffman **
 * Natalie Caballero **


 * Todd, Ross. "Evidence-based Practice and School Libraries: From Advocacy to Action." School Reform and the School Library Media Specialist. Eds. Sandra Hughes-Hassell and Violet H. Harada. Westport, CT: Libraries Unlimited, 2007. 57-78. Print.**

"In other words, evidence-based education is not just using empirical research to inform and enable professional action through teaching and learning processes, but also being able to develop processes and strategies to measure learning impacts, and to articulate claims of learning outcomes based on evidence-based practices" (Todd 61). "For school librarians, the fusion of appropriate and productive pedagogies centering on information literacy, the use of information technology as both a tool for information access and a tool for knowledge construction, and student attainment are perceived to be highly important in the learning process" (Todd 62).' "Spotlight student learning outcomes as defined by school goals and curriculum standards as the central organizing principle and outcome of the school library" (Todd 67). "Evidence-based practice is more than getting research into practice to guide day-to-day decision-making and actions. It is also about focusing on the delivery of services based on stated goals and objectives, systematically demonstrating outcomes and endpoints in tangible ways, and critically reflecting on inputs and processes to build an evidence-based cycle of continuous improvement" (Todd 63). "Based on this F-I-O framework, six guiding principles for building an evidence-based practice framework in the school library can be elucidated. These are: 1.Know the research, and know the research intimately; 2.Make visible the research foundations of your practice in your school; 3.Make student learning outcomes the center of your evidence; 4.Integrate evidence-generating strategies in your practice that focus on learning outcomes; 5.Mesh results of local evidence of learning outcomes with other evidence in the school, as well as with existing research to establish evidence-based claims, and to build a continuous improvement plan; 6.Disseminate, celebrate and build together on the evidence-based outcomes" (Todd 64). "Evidence-based practice is fundamentally about school librarians taking action-action that is informed by systematic research and guided by experience and wisdom" (Todd 76).

"Self-assessment makes students more aware of their own journey throught the stages of general inquiry." (Harada 13). "A majority of students are not adequately self-regulating" (Harada 13). "Students should be involved from the beginning of an assignment or a project to help them shape anticipatory mental models of learning" (Harada 14). "When they participate, they: "Assessment tools include: "When students capitalize on their learning strengths, define their own goals, and modify their plans of action based on reflection, they emerge as captains of their own fate as learners" (Harada15)
 * Harada, Violet H. "//Self-Assessment: Challenging Students To Take Charge of Learning."// School Library Monthly 26.10 (2010): 13-15. Library & Information Science Source. Web. 6 Mar. 2016.**
 * understand what is expected
 * access to prior knowledge
 * have ownership over making the learning happen
 * are able to give themselves and others feedback (Harada 14)"
 * timelines
 * graphic organizers
 * rubrics
 * checklists
 * timelines
 * flowcharts
 * letters (Harada 14)"


 * Schloman, Barbara F., and Julie A. Gedeon. "//Creating TRAILS.//" Knowledge Quest 35.5 (2007): 44-47. Library, Information, Science & Technology Abstracts with Full Text. Web. 6 Mar. 2016.**

"TRAILS is a free online tool designed to measure the information literacy skills of high school students." (Schloman and Gedeaon 45) "Designed as a classroom tool that enables library media specialist to easily obtain a snapshot of skill levels in order to better tailor instructional efforts." (Schloman and Gedeaon 45) "A class assessment that is standards based, provides both class and individual outcomes, assured privacy and is web based as well as free" (Schloman and Gedeaon 45)