Show me the data...

“The final result is that technology aids our thoughts and civilized lives, but it also provides a mind-set that artificially elevates some aspects of life and ignores others, not based upon their real importance but rather by the arbitrary condition of whether they can be measured scientifically and objectively by today’s tools.” Donald Norman, Things That Make Us Smart, 1993.

I was struck by an LM_Net  posting yesterday from Brenda a librarian who was asked for  library "data" by her teachers to support what sounds like a building improvement plan. Brenda was, to say the least, frustrated and angered by the request. She finally asks:

Does anyone have recommendations for good "library skills" books with lots of reproducibles, so I can collect plenty of mostly meaningless data for these teachers?

"Proving" the effectiveness of any program, resource or method in education with empirical data is both difficult and dubious - and as a result, frustrating. Perhaps it's time we as practicing educators stop wasting time on data gathering and go back to using our common sense and hearts to determine what is worth having in schools and what is not. How DID we get hoodwinked into buying into the "if you can't count it, it ain't valued" mentality?

 
Keith Lance has done a great job using regressive data analysis in showing correlations between good library programs and higher test scores. But the true empiricists won't be convinced. (Correlation is tricky - mother's level of education, amount of green space surround a school, etc. have also  been noted as "predictors" of educational success.) Ross Todd's Ohio study is a lovely collection of anecdotes and an important work. But again, many a researcher is happy to remind you that "the plural of anecdote is not data." Yes, of course, I will use the numbers from the Lance and Todd and other state studies with decision-makers when ever I can. It's the best we have and the best we can do for those who want empirical data.

I know of no reliable way at a district or building level of determining whether a good library, library program or librarian causes test scores to go up. (Or a technology implementation.) What school is willing to give half their students library experiences and half not for an extended number of year, ruling out all other possible variables in order to do a true controlled study? What building is willing to try only one new thing a year to improve test scores? Who has the statistical knowledge at a building level to determine whether  a change is significant?

Yes, it doesn't hurt to collect and report some numbers to let our administrators know that we are doing more than napping behind the magazine rack - circulation numbers, number of library visits, number of collaborative units taught, number of inservices given, tech requests answered - whatever.

But maybe, just maybe, we should change tactics and simply say "Libraries are so good they need no justification." Since when did we have to start justifying our efforts to create kids who love to read by calling it " free voluntary reading" or "practice reading." Why does doing puppetry and folktales now result in "cultural literacy" and not just fun? Since when did having a safe, welcoming, interesting and exciting place where kids and teacher want to be require numbers to stay open. Why, along with art, music, sports, drama, chess club, dance, computer lab, woodshop, and just about anything that kids really like, should libraries not just be considered a prima facie good in schools?

It's time, fellow subversives, to rise up and shout "Show me the data that shows data driven decision-making has improved student learning!" Otherwise let me follow my heart in advocating what my experiences show is good for kids.

Comments

[Brian Crosby]

Show me the data that shows data driven decision-making has improved student learning!"
What a great inquiry! My first reaction was - This is just a smart ass response, not a real inquiry - but then as it sunk in and...and...it made perfect sense. I can't wait to see if you get any thoughtful responses.

[Vicki Davis]

What is become the problem with American industry and sytmied innovation there is also making into education. Through my years in business, some of the most difficult justifications were that of innovation.

As an educator and lifelong student it bothers me that someone would be asked to justify a library. I know students can get a lot of information off of the Internet but that is another tool, not the replacement of the library.

I think my thoughts are more rantish than answerish. Just had to voice my opinion. I'm not even a librarian -- I'm a computer science teacher.