As a student working on my degree as a library teacher, I found the Triangulation of Evidence useful information that can move us from the conceptual idea for Evidence Based Practice to the practical. The Challenge on page 81, lists measures from the Learner Level, Teaching Unit Level and Organizational Level. Suggestions at each level offer concrete, functional approaches that provide ways to ease into evidence based practice. Today we all see the effects of content driven learning. I felt the suggestions for reflection/learning logs, self-evaluation and goal settings provided ways in which we can teach students independence and life-long learning. Recently I asked 5th grade students to contribute to a Wiki for our local state book awards program. I asked that they reflect on one of the books using an idea from Barbara Striplings REACTS Model. I had written on the board--- This book made me: wish that, believe that, feel that, decide that etc. The students all wrote “book report” type comments. It was difficult for them to express themselves in such a way until gently reminded. They were writing exactly as they have been trained to write.

The Evidenced Based Practice not only is an excellent teaching practice, but meets many of the national and state mandates. For example, one of the focuses of the new AASL Standards is for the LMS to not just to collaborate with teachers before implementing a unit; the LMS and teacher must meet afterward to assess the success and value of what students learned. As well, the Massachusetts Comprehensive Assessment System (MCAS) insists that all learning must be measurable. I like that the LC assesses not just from the student and teacher perspective, but from the organizational level as well. Using the many tools of Web 2.0 gives the LMS and teacher the ability to assess on all levels.

One very simple way to assess student and teacher progress on their use of new technology, such as Web 2.0 stuff, is to simply see how much they utilized the web at the beginning of the year and then at the end. However, one cannot expect everyone to do this and should also keep a log or record showing the differences. For example, state the number of times a teacher posted new items to his/her own classroom blog at the beginning of the year then compare that number to the end of the year. Maybe pick a one month period at the beginning of the year, then another at the middle, and yet another at the end. When trying to show that we are making progress and helping others to make progress, we can't assume others will get it without explicitly explaining to them.

When you try to explain new padagogy to traditional teachers, they get very turned off. I tried to think about ways to explain how a web 2.0 based system could show them that the net was a way to build those "show me" EBP components. I was really struck by a comment one of the teachers made about the library. She asked "why are you open so late, so students can play games onn the computers?" Fortunately I was semi-awake and explained that really what many of the students 'chose: to do was create projects: powerpoints, brochures, graphic designs in Geometer's Sketchpad, etc. Sure games go on but those games do have education compenents. When some of the male students come into play "catapult" they really have to know their physics to measure velocity and arc of the bog rock they use. We stilll think of EBP as something we create to show how much content generated by students matches the content teachers already know. Even if the project is an essay, if it is solely content based it is still a "tell me" assessment. The library VLC and website can be a way to show the community how students really use library services when they are not just limited by one assessment measure. I showed the group digital learning commons to one of our Spanish teachers as he has decidied to use web 2.0 in the form of a group blog to access how students organize their information on spanish speaking countries. By showing him the logistics of the blog, he realized that the blog could give him a better idea of indiividual student contributions to group projects. He could easily check inn on blogs to see how students were progressing and be able to give feedback on strengths and weaknesses in the overall project before getting the final product.

In order to ensure evidence based practice was succesful I would begin by planting the seed to the principal and from their I would target two or three teachers who migh tbe perceptive to the idea of technology in the classroom. I would make sure and explain to teachers and the principal alike that by implementing this type of technology not only would it be beneficial for students but also for the teachers because they will be able to see their students progress over the course of the year. The main point which must be made in order to entice teachers is to allow them to see the benefits and also explaining to them the effort which will be minimal on their part.

Taking this in light of collaboration, the best way I've found to show evidence of effectiveness is to carefully log all collaborative meetings, to build in assessment not only for the students but for the educators as well as for the unit of study, and to report results at every opportunity. This is beneficial to all stakeholders; students get feedback on their learning, educators get feedback on their teaching and on their collaborative process, and administrators get information on how much their staff is depending on the input of the librarian for effective lesson planning.

This chapter gave specifics for keeping track of evidence-based practice. One thing I have started reporting is circulation statistics, class usage, and computer use. Then I publicize these stats at every opportunity. If I speak to the faculty, I run the stats. Site plan, run the stats. Presentation to students, run the stats. This raises awareness, sounds impressive, and holds me accountable. How am I using this data to inform my teaching? This is the same question we ask of our classroom teachers, and we should speak that language fluently in our library programs.

The triangulation of the three levels of measurement is the challenge of EBP. My first year working as a Teacher Librarian focused mainly on the Organizational Level of evaluation. The school wanted to automate the library and preparing for this process included evaluating and weeding the collection. Classes visiting the library also revealed areas for collection development. Evaluations concerned with the Organizational Level gradually led to reflections involving aspects of the Teaching Unit and Learner levels as the collection was being used more and more and lessons were taking place within the library.