A Data-Driven Process [4:53]

https://players.brightcove.net/2566261579001/HyuWsfFhb_default/index.html?videoId=4574671032001

About

Transcript

We want to view advocacy as a data driven process because developing an advocacy plan requires that we consider multiple data sets and variables in order to ensure that we make real inroads with our various audiences. So one of the first things that we can do in that process is to identify an inventory initiatives, making a list of things that the school or the district is focused on and then connecting the dots by showing how in almost each and every instance the school library program is related and can support improvements. It's important to recognize that we can't isolate ourselves or our programs from an issue that the school or learning community cares about. In other words, we don't want to think of programs as only existing to support academic concerns. Every concern: student behavior, attendance, staff morale, has bearing and the school library program can offer support and assistance in continuous improvement in all areas that impact the constituents we serve.

Another thing we can do is to identify problems to be solved. How can the school library program help to address the concerns and issues and problems that matter to our constituents? Think about how your service and resources can be leveraged and then step up and be counted. Another area is to identify alignment points and achievement indicators. We want to see how our program is aligned to school and district strategic plans, to student achievement, to program priorities, goals, and objectives, to professional growth efforts, to research and best practice. And as a result of that we can realize or think about what kinds of indicators will help to show that the school library program has made a positive difference or is a significant variable in addressing and solving problems. Some of those indicators are that our staff is seen as highly qualified noted by the academic degrees we've attained, the experience we have, the professional recognition we have obtained and our professional involvement. We can also look at an indicator that teachers value our roles as demonstrated through collaboration. We want to see high numbers in those areas and utilization numbers showing that they indeed make use of our program and services. Another indicator is that parents and the community value our efforts. This can be noted by the number of parents or community members who volunteer in our schools or in our programs, our business and civic connections, our collaborations with the local public library, town, government, and other agencies, and public awareness of our program in general.

Eventually, you'll want to develop an advocacy plan based on the data available, but also you'll need to identify what additional data is needed. In another webinar about evidence-based practice, I'll provide more detail regarding the various types of data. But for the time being, the main areas include: instructional data, demographic data, community that includes community, students and individual schools and the school district, perceptions data and programmatic data related to services and collection. Once you have identified additional data needed then it's time to collect and analyze the same. And again, in the evidence-based practice webinar I'll provide additional detail about how to address this area. Finally, don't underestimate the impact of culture and politics in addressing advocacy efforts. Culture is how we are organized, how we communicate, how we deal with mistakes or deviation, approach problems, honor and ritualize efforts, and induct new members. And our advocacy requires that we make every effort to be fully aware of the impact of politics, culture, and cultural issues, and never underestimate the saying that all politics is local.

Advocacy is not about us. It's about our target audiences and it's about respect. It's respect for their passion and points of view, their power, authority and influence, their agendas, their interest and motivation, and most of all it's about respecting their time.

Eventually you will want to develop an advocacy plan based on the data available, but first you'll also need to identify what additional data is needed. In another workshop about evidence-based practice I'll provide more detail regarding the various types of data. But for the time being, the main areas include: instructional data, demographic data which includes information about the community, students, individual schools and the school district, as well as perceptions data and programmatic data related to services and collection. Once you have identified additional data needed, then it's time to collect and analyze the same. Again, in the evidence-based practice workshop I'll provide additional detail about how to address this area.

Activities

Aligning the School Library Program with School Initiatives

Context:

School library advocacy is about understanding and respecting the needs and priorities of target audiences, moreso than it is about pushing the agenda of the school library. An advocacy plan must be drawn from data about the school and stakeholders. A step in building this plan is to conduct an inventory of current initiatives in the school or district and align these with potential connections to the school library program.

Instructions:

1. Create a list of existing initiatives or priorities for your school and/or district. This list may include a wide range of topics, including (but not limited to) academic performance/test scores, attendance, student language needs, family and community concerns, staff morale, new programs or curriculum, and student behavior.

2. In this lesson, Ballard asks, "How can the school library program help to address the concerns and issues and problems that matter to our constituents?" Brainstorm potential connections across the priorities in your list with school library instruction, program offerings, tools and resources, and your professional expertise as school librarian.

3. Working at a high level (as this is not an actionable plan at this stage), consider what data might support your advocacy plan. Ballard describes achievement indicators as one type of data point. From the lesson, indicators "show that the school library program has made a positive difference or is a significant variable in addressing and solving problems." Examples are that parents value our efforts or teachers value our roles. What evidence of achievement indicators do you currently have? What other types of evidence and data are still needed?

Entry ID: 2128118

Additional Resources

Annotated Bibliography
Words from the Wise: Advocacy Quotables.

About the Author

Susan D. Ballard, MS, is vice president of the National Collaborative for Digital Equity and a past president of AASL. She served on the Editorial Board for the AASL Standards and Guidelines Editorial Board, responsible for writing the National School Library Standards for Learners, Librarians and School Libraries. She is a current a member of the AASL CAEP Coordinating Committee involved in revision of the Standards for Preparation of School Librarians. Follow her on Twitter @nholb or email her at sdballard@comcast.net or sdballard@digitalequity.us.

Select Citation Style:

MLA Citation

Ballard, Susan D. "Advocacy: The Big Picture. A Data-Driven Process [4:53]." School Library Connection, ABC-CLIO, November 2015, schoollibraryconnection.com/content/course/1987466?learningModuleId=1980795&topicCenterId=2247903.

Chicago Citation

Ballard, Susan D. "Advocacy: The Big Picture. A Data-Driven Process [4:53]." School Library Connection video. November 2015. https://schoollibraryconnection.com/content/course/1987466?learningModuleId=1980795&topicCenterId=2247903.

APA Citation

Ballard, S. D. (2015, November). Advocacy: The big picture. A data-driven process [4:53] [Video]. School Library Connection. https://schoollibraryconnection.com/content/course/1987466?learningModuleId=1980795&topicCenterId=2247903

https://schoollibraryconnection.com/content/course/1987466?learningModuleId=1980795&topicCenterId=2247903

Entry ID: 1987466