Sunday, July 27, 2014

This article describes a study conducted by a research team at Syracuse University’s Center for
Digital Literacy, in collaboration with the Connecticut Invention Convention, investigating the
attitudes toward innovation activities, motivational supports, and information needs of young
innovators in grade 4–8 as they progressed through the innovation process. Implications of this
initial research are that school librarians have an opportunity to (1) provide “innovation
spaces” that foster curiosity and exploration within their libraries and (2) become role models
or “innovation mentors” to all students, supporting their motivational and information needs
throughout the innovation process.Small, Ruth V. (2014).  The Motivational and Information Needs of Young Innovators: Stimulating Student Creativity and Inventive Thinking.School Library Research.
http://www.ala.org/aasl/sites/ala.org.aasl/files/content/aaslpubsandjournals/slr/vol17/SLR_MotivationalNeeds_V17.pdf

Evidence-based library practice study

Evidence-based library and information practice (EBLIP) provides school librarians a systematic means of building, assessing, and revising a library program, thus demonstrating a school library program’s worth to the larger school community. Through survey research collecting both qualitative and quantitative data, 111 public school librarians in Texas shared the extent to which they applied components of EBLIP to practice, the extent to which they shared EBLIP data and with whom, and the extent to which formal LIS education has supported their applications of EBLIP.
Findings indicate the large majority of respondents engaged in some form of EBLIP, typically
referencing professional journals, standards, and guidelines; informally collecting evidence
from stakeholders; and writing mission statements. Few respondents, however, engaged in the
complete process. With the intent of gaining, increasing, or securing something, respondents
were most likely to share goals and data with administrators and teachers than with other
stakeholders. Despite so few respondents’ engaging in the complete process, approximately half
expressed the belief that their LIS programs contributed to their understanding of EBLIP.
Richey, Jennifer, and Maria Cahill. (2014). School Librarians’ Experiences with Evidence-Based Library and Information Practice. School Library Research.
http://www.ala.org/aasl/sites/ala.org.aasl/files/content/aaslpubsandjournals/slr/vol17/SLR_EvidenceBasedLibrary_V17.pdf

Library systems report

A leading expert on library technology. Marshall's annual report is a comprehensive guide to the latest library systems trends and news, from company consolidations and sales numbers to technical advances and industry commentary. 
Breeding, M. (2014, May). 2014 Library Systems Report. American Libraries.

Gender and academic achievement meta-analysis

On average, girls outperform boys across all subjects in school, including math and science, according to a recent meta-analysis. The largest performance gap was in language, and the smallest occurred in math, the analysis found. "This contrast in findings makes it clear that the generalized nature of the female advantage in school marks contradicts the popular stereotypes that females excel in language whereas males excel in math and science," the researchers wrote.
Voyer, D., & S. (2014). Gender differences in scholastic achievement: A meta-analysis. American Psychological Bulletin, 140(4), 1174-1204.
http://www.apa.org/pubs/journals/releases/bul-a0036620.pdf 

State of libraries report

This annual report details library trends of the past year. Included in the report are trends associated with academic, public, and school libraries; ebooks and copyright issues; social networking; library construction; legislative issues; and intellectual freedom.
American Library Association. (2014). 2014 state of America's libraries. Chicago: ALA.
http://www.americanlibrariesmagazine.org/issue/state-americas-libraries-2014
 

Student engagement report

Students were 30 times more likely to say they were engaged during the school day when their individual interests were a priority and educators made them feel excited about the future, according to a recent report. School leaders should not neglect the social and emotional factors that help students thrive and should empower teachers so that they are more engaged and effective in the classroom, according to the  report.
Gallup Education.  (2014). State of America’s Schools.
http://products.gallup.com/168380/state-education-report-main-page.aspx

PISA report

Results from the PISA report find that American 15-year-olds are just above the average of 44 countries and economies in problem-solving skills and far behind teens in Asia. On average U.S. teens earned a score of 508 on the Programme for International Student Assessment Creative Problem Solving test, between top-ranked Singapore’s 562 and bottom-ranked Colombia’s 399. The PISA results put U.S. students in the middle of the pack.
OECD. (2014).  Programme for International Student Assessment.
http://www.oecd.org/pisa/keyfindings/pisa-2012-results.htm