We often think of libraries as a community space – and they are. Libraries, for many years, have been a space for people from all ages and walks of life to find pleasure, information, skills, and education. Libraries are a hub, the heartbeat of any school. If they are to effectively meet the needs of the community in which they serve, then regular check ups need to be an integral part of their practice.
Harrison (2021) states that evidence-based, data-informed practice is critical for teacher librarians to raise the impact of their programs. This is the ultimate goal of all school libraries – to meet student needs and to make a positive difference in the academic and wellbeing of each student. One of the ways that libraries can ensure they participate in regular check ups is through action research.
The Oxford Dictionary (2023) defines action research as study carried out in the course of an occupation (typically in the field of education) to improve the methods and approach of those involved. Teacher Librarians engaging in regular action research projects can target some of their questions that centre around effectiveness. Gordon (2021) poses that these questions often include questioning whether the right goals have been set, and whether these are effectively meeting the needs of their school community. Conducting research, and then knowing how to analyse, triangulate and make meaning from the data will help librarians effectively steer their ship toward meaningful outcomes for their community.
Oddone (2023) describes action research as a way for teacher librarians to be systematic about their reflective practice, while raising the profile of the library at the same time. This kind of reflective practice, Oddone (2023) describes, allows conclusions to be drawn which can help drive the design of changes to improve student outcomes. These findings can then be used to inform the library’s future needs, such as budget or staffing. It can also be used to promote the many ways school libraries help to improve student learning outcomes and promote wellbeing.
Action research can start out small, such as designing a question to find out how student’s reading habits are influenced by the library resources. There are many ways to collect data in the space of a busy day – through a tally or quick survey, even conversation and feedback as students use the library. This kind of meaningful data can help to decide how future collections are curated or whether the resources are meaningful for those that need them most.
It is critical for all teachers, but especially teacher librarians, who manage such a vast array of resources and collections, to be assessing and improving. This will go a long way to ensure that libraries stay relevant and adapt to the ever changing needs of their students.
Gordon, C. (2021) What makes a good school library better? A research to practice approach to using evidence. Synergy, 19. (2) www.slav.vic.edu.au/index.php/Synergy/article/view/535
Harrison, N. (2021) Evidence-based practice. Thoughts from a Teacher Librarian. https://www.noniharrison.com/post/evidence-based-practice
Oddone, K. (2023) Action research: Creating Evidence Based Change in Access, Vol. 37, Issue 1, pg. 12-19. https://web-s-ebscohost-com.ezproxy.csu.edu.au/ehost/detail/detail?vid=4&sid=35d9ed64-edfa-415d-a3bf-80dd5dad982e%40redis&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#AN=162740571&db=lih
Oxford University Press (2023) Oxford Learner’s Dictionary. https://www.oxfordlearnersdictionaries.com/definition/english/action-research#:~:text=%2F%CB%88%C3%A6k%CA%83n%20r%C9%AAs%C9%9C%CB%90rt%CA%83%2F,working%20methods%20of%20those%20involved