School Resource Center

THE
ROBERT GORDON
UNIVERSITY
ABERDEEN
THE IMPACT OF THE

SCHOOL LIBRARY RESOURCE CENTRE
ON LEARNING
___________________________________________
Report on research conducted for Resource:

The Council for Museums, Archives and Libraries
Library and Information Commission

Research Report 112
by
Professor Dorothy Williams
Caroline Wavell
2001
Research Report 9
School of Information and Media
FACULTY OF MANAGEMENT
THE ROBERT GORDON UNIVERSITY

THE IMPACT OF THE
SCHOOL LIBRARY RESOURCE CENTRE
ON LEARNING
A report on research conducted for Resource: The Council for Museums,

Archives and Libraries
by
Professor Dorothy Williams and Caroline Wavell
2001
© Resource: The Council for Museums, Archives and Libraries 2001.
The opinions expressed in this report are those of the authors and not necessarily those of
Resource: The Council for Museums, Archives and Libraries.
Library and Information Commission Research Report 112
RE/037
ISBN 1 901 085 67 8

ISSN 1466-2949
Library and Information Commission Research Report 112 is published by The Robert
Gordon University for Resource: The Council for Museums, Archives and Libraries and
copies may be purchased from The School of Information and Media, The Robert Gordon
University, Garthdee Road, Aberdeen, AB10 7QE, UK.
ABSTRACT
This report describes research into the impact of the school library resource centre (SLRC) on
learning, funded by Resource: The Council for Museums, Archives and Libraries. The study
was conducted in Scottish secondary schools between August 1999 and February 2001.
The research was undertaken at a time of increasing presssure to measure performance in all
educational establishments, including libraries and information services (ILS) and to ensure
the service is not only efficient but also effective.
The study looked at learning in its broadest sense, including motivation, progression,
independence, and interaction. The first phase of the study used focus group discussions with
teachers and pupils and interviews with librarians to identify their perceptions of how the
SLRC can contribute to learning. The second phase used case studies of specific examples of
SLRC activity to establish whether this perceived impact on learning was indeed taking place;
to identify indicators which might be used as evidence of learning; and to examine the process
of assessing the impact of the SLRC on learning.
The report identifies:

• stakeholder groups’ perceptions of the wide range of possible learning experiences which
might be affected by the SLRC;
• the broad range of potential impacts on the learning experience which were observed in
practice;
• examples of indicators of learning which can provide a starting point for individual
teachers and librarians to examine the relationship between their own SLRC and learning;
• examples of techniques used to monitor the impact on learning;
• a range of factors which influence the effectiveness of learning in the SLRC, and which
will help practitioners make decisions about aims, objectives and activities to optimise the
learning potential.
AUTHORS
Dorothy Williams is Professor at the School of Information and Media, The Robert Gordon
University, Aberdeen and has considerable experience in research at the interface between
education and information, in particular information skills development, information
management and the impact of information on decision-making in education.
Caroline Wavell is a Research Assistant at the School of Information and Media, The Robert
Gordon University, Aberdeen and has worked in the museum and school library sectors
developing a keen interest in education in its broadest sense.
ACKNOWLEDGEMENTS
The project team would like to thank all those who have contributed to this research project.
We are grateful to the following members of our Advisory Group for their support and advice
throughout the project:
Rhona Arthur Assistant Director, Scottish Library Association

Mike Baughan Chief Executive, Learning & Teaching Scotland
Caroline Beaton Curriculum Support Team, Perth & Kinross Education Department
Barbara Buckley Research Programme Manager, Library & Information Commission
Margaret Croucher Research Programme Manager,
Resource - The Council for Museums, Archives and Libraries
Graham Legge The Rector, Kemnay Academy
Clare Nankivell Research Associate and CIRT Manager,
School of Information Studies, University of Central England
Kay Wilson Network Librarian, Alford Academy & Community Education Centre
We thank the Heads of School Library Services in Scottish local authorities for their help in
identifying potential schools to help with the project.
We thank the Directors of Education in Scottish local authorities for giving us permission to
approach schools.
Finally, we are particularly grateful to all those librarians, teachers, head teachers and pupils
who kindly gave their time to participate in this study.
This report represents the views of the authors and not necessarily those of Resource.
CONTENTS page
Abstract
Authors
Acknowledgements
Contents
List of appendices
List of tables
List of figures
Executive Summary i-iv
1. Introduction 1-2
2. Background 3-6
2.1 The SLRC and learning 3
2.2 Other studies 4
3. Assessing Impact 7-12

3.1 Indicators of impact 7
3.2 Scope of impact assessment 8
3.3 Sources of evidence 9
3.4 The process of impact assessment 10
4. Methodology 13-20
4.1 Selection of schools 13
4.2 Focus groups 15
4.3 Case study design 17
5. Focus Group & Interview Findings 21-36

5.1 Findings from teachers' focus groups 22
5.2 Findings from pupils' focus groups 26
5.3 Findings from the librarians' interviews 27
5.4 Discussion of findings 30
6. Case Study Findings 37-106

6.1 School C: S1 English 38
6.2 School A: S1 Modern languages 49
6.3 School I: S2 Geography 60
6.4 School K: Sixth form biology 68
6.5 School F: S3 Skills course 74
6.6 School F: Reading for pleasure 83
6.7 School H: Pupil librarians 92
6.8 Special events and ad hoc use of the SLRC 100
7. Discussion 107-130
7.1 Motivation 108
7.2 Progression 111
7.3 Independence 116
7.4 Interaction 119
7.5 Revised framework 121
7.6 Value of monitoring techniques 123
8. Conclusion 131-136
8.1 Research in context 131
8.2 Learning in the SLRC 132
8.3 Monitoring and evaluating impact on learning 133
8.4 Planning for effective learning through the SLRC 134
9. Bibliography 137-140
List of appendices
Appendices 1-5
Instruments for focus groups
1. Flier and questionnaire sent out to heads of school library service

2. Questions for librarians' interviews
3. Letter of introduction and SLRC use sheet sent to participating teachers
4. Learning outcome grid completed by teachers and librarians
5. SLRC use sheet completed by pupils
Appendix 6-16
Instruments for case studies
6. Procedure Matrix
7. Interview with teacher
8. Plan for use of the SLRC
9. Example of completed impact framework grid for case study 2
10. Observation schedule
11. Example of questionnaire, reading for enjoyment
12. Checklist for evidence in work
13. Questionnaire used for attempted gathering of ad hoc data
14. Librarian log
15. Teacher and librarian interview at end of project
16. Teacher's reflection on pupil librarians
Appendix 17-25
Case study data
17. Case study 1, animal project questionnaire

18. Case study 2, French project questionnaire
19. Extract from observation notes, case study 2
20. Case study 3, geography investigation questionnaire
21. Case study 4, biology investigation questionnaire
22. Case study 5, reading for enjoyment questionnaire:
control class D,
23. individualised class E,
24. database class F
25. Analysis of reading material, case study 6
List of tables page
1 Distribution of responding and participating schools 14

2 Composition of focus groups 21
3 Completion rates of SLRC use sheets and learning outcome grids 22
4 Pupil use of the SLRC 26
5 Role of the librarian 28
6 Librarians' objectives for pupil use 29
7 Comparisons between group perceptions of impacts of SLRC 30
on learning
8 Initial classification of learning impacts 31
9 Summary of the conditioning factors influencing the impact 33
on learning
10 Comments on self-evaluation sheets completed by 79
observation class (case study 5)
11 Breakdown of self-evaluation comments from 80
all the classes (case study 5)
12 Motivation from the impact framework 108
13 Progression from the impact framework 112
14 Independence from the impact framework 116
15 Interaction from the impact framework 119
16 Summary of conditioning factors observed from the case studies 123
List of figures
1. Aspects of learning areas upon which the SLRC can impact 32

2. Initial impact framework 35-36
3. Planning and evaluation cycle 126
4. Blank framework 127
5. Revised impact framework 128-129
THE IMPACT OF THE SCHOOL LIBRARY RESOURCE CENTRE ON LEARNING
EXECUTIVE SUMMARY
This report presents the findings of a recent study which investigated the impact of the school
library resource centre (SLRC) on learning. The study had two phases:
1. Focus group discussions with teachers and pupils and interviews with librarians identified
teachers', pupils' and librarians' perceptions of how the SLRC can contribute to learning.
2. Case study research, using the framework developed from the first phase, identified
learning experiences that the SLRC impacted upon; investigated indicators to be used as
evidence of learning; and examined the process of assessing the impact of the SLRC on
learning.
The research was conducted in secondary schools in Scotland between August 1999 and
February 2001. The study was commissioned by the Library and Information Commission,
which was absorbed into Resource - The Council for Museums, Archives and Libraries in
April 2000.
Perceptions of learning impacts (Section 5)

The teachers represented in the focus groups covered a wide cross-section of subject
departments as well as members of senior management. Their accumulated perceptions of the
impact of the SLRC on learning covered a broad range of potential learning experiences but it
was clear that their views were based on broad expectations of what the impact might be,
rather than any in-depth analysis or monitoring of actual learning impact.
The pupils participating in the focus group sessions found the concept of how the SLRC
might contribute to learning more difficult to grasp but were able to identify a range of
potential learning impacts.
The librarians interviewed were aware of what they were trying to achieve but were not sure
whether their objectives were being met.
The collective perceptions of impact were expressed as:

• The acquisition of information and wider general knowledge;
• Skills development in the areas of finding and using information, ICT skills and reading
skills and their cross-curricular use and potential for equal opportunities;
• Higher achievement in school work;
• Developing a study and reading habit encouraging independent working;
• Motivation to learn and enjoyment of learning;
• The ability to use these skills confidently and independently and the ability to transfer
these skills across the curriculum and beyond school;
• The development of interpersonal and social skills, including working collaboratively.
The three groups of participants shared a common perception of how the SLRC could
contribute to learning. The discussions also highlighted factors which were thought to
influence the learning impact and these factors tended to reflect constraints imposed by
finances, environmental conditions, personalities and social background, which were not
easily controlled by individual teachers or the librarian.
These potential areas of impact on learning formed the foundation of an impact framework of
potential learning experiences, which related areas of impact to established educational and
i
learning classifications. The result was a list of potential learning experiences that were
categorised under the learning themes of motivation, progression, independence and
interaction and a corresponding list of possible indicators which could be used to look for
evidence that such learning experiences were taking place. This framework provided the basis
for a qualitative, observational approach to case study investigations, in which evidence of the
learning experiences was identified and the validity of the indicators was examined.
Findings from the case studies (Sections 6 & 7)

The case study units covered a range of learning across the curriculum and broader
educational goals and they also represented a wide range of year groups. The activities
selected for investigation covered a range of curriculum related project work, a skills course,
the promotion of reading for pleasure, pupil librarians, special events and ad hoc use of the
SLRC.
The investigation examined the learning experiences and evidence of impact was identified in
the learning themes of motivation, progression, independence and interaction. Examples of
indicators that might be used to look for evidence of impact were identified. The various
methods of monitoring impact and the value these methods have for particular learning
experiences was examined. Finally the case studies highlighted a number of conditioning
factors which influence the impact on learning.
Evidence of motivation was seen across all the case units by pupil enjoyment and
participation and absorption in the tasks set whether that was a project, looking for reading
material or in the commitment of the pupil librarians. The indicators were identified as:
• Verbal and written expression of enthusiasm by pupils;
• Pupil willingness to participate in the activity set;
• Pupil application and absorption in the task;
• Willingness of pupils to continue their work either by returning to the SLRC or at home;
• A change in attitude towards work over a period of time.
Evidence of progression was most easily identified as awareness of or ability to use a

specific skill associated with the finding of information and sometimes the use and
presentation of information. It was also possible to identify examples of the application of
skills in new contexts. The indicators were identified as:
• Awareness of or the ability to use specific skills associated with finding, using and
presenting information;
• The use of new knowledge in work or discussion of new knowledge;
• Personal achievement or quality of work;
• The ability to apply skills or knowledge in a new situation.
Evidence of independence was identified in individual pupils who appeared to have

mastered a skill and were seen to have the confidence and competence to proceed and
progress unaided, either in the class session or in their own time. The pupil librarians were
able to use their initiative by instigating their own activities and tasks. The indicators were
identified as:
• The ability and confidence to continue and progress with a task unaided;
• Awareness of the need for help and the confidence to seek it;
• Awareness of the need for organisation and time management in work;
• Use of initiative;
• Increased self-esteem.
Evidence of interaction was particularly relevant in the junior curriculum related activities
and with the pupil librarians, where discussion and interaction were encouraged. Interaction
ii
was seen as a learning experience in itself, as a means of enhancing the learning in other
themes and as a means of establishing the learning that individuals were engaged in. The
indicators were identified as:
• Discussion with others about the task;
• Peer co-operation;
• Ability to mix with other groups;
• Use of appropriate behaviour.
The methods used for monitoring impact on learning in the SLRC were varied and some
were easier to use within the class situation while others required discussion or questioning
beyond the immediate environment. The methods identified as potentially useful tools for
practitioners in schools were:
• Observation of pupils at work in the SLRC and connecting their learning both to the
immediate context and to previous experiences;
• Discussion with and questioning of pupils about their work both during and at the end of
the activities;
• Examination of work in progress and, if available and when appropriate, submitted
written work;
• Discussion with other members of teaching staff about work, attitudes and related
incidences;
• Examination of reader records.
The factors that were seen to influence effective learning were varied and were often seen
to be associated with the immediate context. An examination of the influencing factors may
help teachers and librarians to make decisions about their aims, objectives and activities to
optimise the learning potential. Interestingly, these factors reflect the need for joint teacher
and librarian planning. The influencing factors identified during the case units included:
• Interest, enthusiasm and appreciation shown by others;
• Appropriate intervention to ensure progress could proceed;
• Familiarity with surroundings;
• Foundation of necessary skills to proceed;
• Understanding of task or tasks;
• Opportunity to try again and build on understanding;
• New stimuli, for instance the use of computers;
• Frustration caused by problems;
• Tensions within groups;
• Time constraints or inappropriate use;
• Lack of focus, skills, background theory.
The way forward (Section 8)

The project developed a framework of potential learning experiences and examples of
indicators which can be used to evaluate learning. The framework provides a basic
understanding of the SLRC learning context, which could provide a useful starting point for
teachers, librarians and schools to begin looking at effective learning associated with the
SLRC.
The report highlights a number of key issues which need to be resolved if the SLRC is to
make an effective impact on learning:
• the need for local and collaborative planning and decision-making. The report provides
an understanding of how the learning experiences interact and interrelate with each other
and within the curriculum and school context. There is evidence of learning beyond the
immediate goals set by the individual teacher using the SLRC and, although these are
iii
not necessarily readily visible, they are part of the overall learning experience within the
school environment and play a vital role in the development of the cross-curricular, core
skills needed to fulfil the educational aims of the current political and social climate. The
framework could be used within the overall planning and evaluation processes at a
school, subject department, SLRC and course level to help identify appropriate roles for
the SLRC. An understanding of the influencing factors identified in the case units may
help teachers, librarians and senior management to prioritise conflicting and competing
agendas when using the SLRC.
• the need for more understanding or use of the skills involved in information handling
and a mutual understanding of how the library and teaching professions can support each
other and collaborate together in order to encourage effective use of the SLRC.
• the need to look beyond the immediate SLRC for impact. The evidence of the impact on
learning is not always easily visible but, if it is thought to be valuable, measures need to
be put in place to identify impact across learning contexts, beyond the immediate
situation and over appropriate timescales. This requires some form of evaluation of
courses or activities undertaken in the SLRC to ensure effective teaching and learning.
There is also a need to assess individuals to ensure progression of skills and progress
over time. It is not suggested that every use of the SLRC requires formal evaluation or
assessment but that the stakeholders in the local context will be in a position to decide
their own priorities.
There is potential value in applying the experiences gained from the SLRC impact study to
other information services (such as public libraries, museums and archives) or learning
contexts (such as homework clubs). The framework could provide the starting point for
practitioners to examine the provision of learning experiences against the impact on the
learning of the user in a variety of educational environments. However, the findings of the
research are expected to be particularly relevant to all members of the teaching and library
professions who are interested in the use of the SLRC for effective learning and teaching,
from policy-makers, senior management to individual teachers and librarians working directly
with pupils in schools.
iv
1. INTRODUCTION
This report describes research carried out in secondary schools in Scotland to assess the
impact of the school library resource centre (SLRC) on learning. The research was undertaken
between August 1999 and February 2001. The project was commissioned by the Library and
Information Commission, which was absorbed into Resource - The Council for Museums,
Archives and Libraries in April 2000.
The research has been undertaken at a time when value and impact studies are trying to
establish the contribution made by library and information services in different community
contexts including that of supporting traditional education, independent study and lifelong
learning. At the same time there is increasing interest in ways in which links between the
public libraries and the educational sector can promote lifelong learning1 . A recent
consultation document has suggested the need for a cross-sectoral learning and access
standard for museums, archives and libraries2 and this requires an understanding of the
relationship between the user, the context and the learning in educational environments
outside the traditional school or college setting. While this study focuses on Scottish schools,
the interest in establishing the impact of information and library services in schools is world-
wide, not least because of the increasing pressures to justify the resource allocation from a
school's budget or the existence of adequate professional staffing within the SLRC. While
there may be an intuitive knowledge that the SLRC makes a valuable contribution, more
concrete evidence is required to convince decision-makers of its importance.
At the same time, the position of the SLRC within the school environment is changing. In the
UK, recent government initiatives such as the National Grid for Learning (NGfL)3 and the
implementation of information and communications technology (ICT) networks within
schools has increased awareness of information support for the curriculum. The volume of
information and the speed with which it is available has also raised an awareness of the need
to understand information in terms of its delivery, evaluation of purpose and its ultimate use.
Information scientists have a key role to play in developing the skills for effective information
use and librarians in schools have found their roles being redefined to enable schools to fulfil
government objectives for the NGfL, and to develop a clearer strategy for integrating the
work of the SLRC within the wider educational experience.
While ICT initiatives have already resulted in new opportunities to enhance the work of the
SLRC in support of the curriculum, such developments have also dramatically increased the
expenditure in the area of ICT. Such expenditure requires careful consideration and with
recent devolved management within schools the pressures to justify expenditure in terms of
educational benefits are increasing. There is a growing awareness of the need to examine
carefully how effective the various inputs and outputs are in terms of enhancing the quality of
learning and raising achievements within schools as well as creating better links with the
wider community.
This focus on evaluation of the quality of learning within schools, shifts the emphasis from
one of measuring outputs (as has traditionally been the case when measuring SLRC
performance) to that of the outcomes, particularly the nature and quality of the learning
experience, resulting from the provision of the SLRC and how this relates to the goals and
aspirations of the school itself. It may never be possible or even desirable to attempt to
"measure" learning impact in the same way as academic achievement may be measured, but it
is the understanding of the impact on the learning experience which will ultimately be needed
if the work of the SLRC is to be fully integrated within the curriculum and thus contribute
effectively to achievement.
1
All these factors have led to the realisation that greater understanding is required in the
relationship between information and learning and between the role that the SLRC and the
librarian can play in enhancing the quality of the learning experience. This research focuses
on this relationship with the aim of identifying the impact the SLRC can have on learning as
well as the challenges involved in evaluating that impact.
The aim of the study was:

• to assess the impact of a School Library Resource Centre (SLRC) on learning.
The main objectives were:

• to develop frameworks describing pupils', teachers' and librarians' perceptions of
a) the ways in which the SLRC contributes to the learning experience;
b) direct and indirect benefits to learning from a SLRC;
and using the frameworks as a starting point

• to identify learning outcomes to be used as indicators of SLRC impact;
• to assess the impact of a SLRC on specific aspects of learning.
The research was conducted within secondary schools, examining the issues from the
perspectives of librarians, teachers and pupils in semi-structured focus groups and a series of
case studies. Sections 2 and 3 examine the background to the study and the rationale behind
the chosen research approach, while Section 4 describes in more detail the methods used. The
outcomes of the focus group phase (Section 5) and the case studies (Section 6) are analysed
separately before the fuller implications are discussed and interpreted in Sections 7 and 8.
1
a. Library and Information Commission. Empowering the learning community. Report of the
Education and Libraries Task Group to the Secretaries of State for Culture, Media & Sport and for
Education & Employment. London: Library and Information Commission, March 2000. [online]
http://www.lic.gov.uk/publications/policyreports/empower/index.html [May 2000].
b. DfEE. Consultative Fora Good Practice for Learning Partnerships. Nottingham: DfEE Publications,
2000.
c. Train, Briony, et al. The Value and Impact of Homework Clubs in Public Libraries. Boston Spa: The
Library and Information Commission, 2000. Library and Information Commission Research Report 32.
2
re:source. A Learning and Access Standard for Museums, Archives and Libraries. London: re:source
The Coucil for Museums Archives and Libraries, April 2001. [online]
http://www.resource.gov.uk/information/lrnacstd.pdf [May 2001].
3
a. Becta. The National Grid for Learning. Dated January 2001. [online]
http://www.ngfl.gov.uk [03.03.01].
b. Connecting the Learning Society: Government's consultation paper on NGfL - a summary. DfEE.
1997. [online]
http://www.dfee.gov.uk/grid/consult/index.htm [2001].
2
2. BACKGROUND
2.1 THE SLR C AND LEARNING
The emphasis of the research is on learning and the relationship between a SLRC and the
learning experience. The mission and goals of any SLRC indicate that support for the learning
process is seen as central to the development of information and library services. SLRCs aim
not only to provide a rich learning environment in terms of an appropriate range of resources
but also in terms of developing the learning skills of pupils. Yet the research and professional
literature of recent years indicates that the relationship between the provision of the SLRC
and the quality of the learning experience remains unclear1 .
The need for greater understanding of this relationship emerges from a consideration of recent
curriculum related developments, which have placed greater emphasis on the development of
transferable skills. In 1999, the Scottish Office identified key priorities for the curriculum in
developing essential skills to foster the personal and social development of the individual in
order to equip them for life2 . The implementation of the new Higher Still (post-16, S5-S6 3 )
curriculum is intended not only to build upon these foundations within the 5-14 (primary - S2)
and Standard Grade (S3-S4) education but to increase employability by encouraging the
development of core skills in communication, numeracy, problem solving, information
technology and working with others. The English National Curriculum has similar
developments in learning opportunities across the curriculum to encourage a lifelong
learning 4 . The SLRC is seen as having an active and supporting role in achieving these
educational priorities but for librarians as well as teachers, the nature of the potential SLRC
contribution remains vaguely defined and raises wider questions about the relationship
between the SLRC and the learning experience.
Alongside these educational initiatives are the management issues of quality assurance and
benchmarking. The use of performance indicators to self-evaluate the quality of educational
provision in school has been paralleled by education and library organisations' attempts to
develop guidelines and indicators for evaluating the SLRC5 , within the context of the school
as a whole. One key area identified for evaluation is that of Learning and Teaching, within
which one Performance Indicator is that of "Quality of pupils' learning". However, the
evaluation of the contribution made by the SLRC to quality of learning within the school
requires an understanding of the relationship between SLRC activities and the learning goals
of the curriculum and the school as a whole.
This is all part of the wider pressure on managers of library services in the public sector,
including schools, to move beyond measuring efficiency of performance into assessment of
effectiveness. The Government’s response to a report by The Library and Information
Commission (LIC) recognises “the important role played by high quality school library
services in supporting teaching and learning within schools”6 . However, how to recognise
“quality” provision, particularly in respect of learning, presents challenges. Traditionally
attempts to measure performance have focused on activities which are essentially to do with
the running of the SLRC rather than the impact these activities and services have on the work
of the school and its learners. Measures of outputs from a library perspective (covering
expenditure, resource provision and levels of library use, e.g. numbers of library-related
transactions, learning skills transactions and users) may tell us much about the efficiency with
which the SLRC operates but tells us little about the outcomes in terms of the learning
experience and achievement. It would appear that a new approach is needed if schools are to
begin to assess the impact of the SLRC on learning.
3
In the UK, recent guidelines produced by Information Management Associates of assessing
Best Value and better performance encourages managers of public and school library services
to move beyond attempts to benchmark or measure performance in output terms and to focus
more on assessment of outcomes, in other words impact. However, the guidelines also
acknowledge that while there is growing interest in benchmarking on the basis of impact and
achievement (rather than outputs) in a wide range of public sector services and contexts
"...nobody is doing it well - yet!" 7
Clearly a better understanding of the relationship between SLRC activities and the learning
experience could be useful as a way of demonstrating the value of, and attaining appropriate
recognition for, the work of the SLRC, an issue of concern to the Information and Library
Science (ILS) profession world-wide 8 . However, a more fundamental need for such
understanding relates to the future planning of an effective SLRC in support of the
curriculum. Effective integration within the work of the school requires some sharing of a
common “language” and vision between the library and teaching professions of what they
want from their SLRC in relation to the learning process. Yet, curriculum guidelines offer
little guidance to either teachers or librarians on how the services of the SLRC should be
incorporated into curriculum and lesson planning in support of the achievement of targets. It
has become increasingly clear that there is a need for research which can provide some sort of
framework or starting point within which schools can begin this dialogue and more effective
planning.
2.2 OTHER STUDIES
Attempts to measure SLRC impact in terms, which will be understood by educators and
decision-makers, have been emerging in studies in the USA in recent years. As in the UK,
much of the impetus for such studies in the USA has come from the greater pressures on
librarians to justify their existence and the pressure on decision-makers to justify and
prioritise expenditure in relation to the achievement of learning goals 9 . Key studies such as
the original "Colorado Study"10 and the follow up Second Colorado Study 11 have already
reported a strong statistically relevant correlation between the provision of an SLRC and
academic achievement, in research conducted over a large sample of schools in the state of
Colorado. In particular it appears that the quantity of professional staffing is a key factor.
Other studies have also pointed to a positive impact on achievement albeit on a more localised
scale, for example in schools involved in the Library Power programme initiative 12 .
Such studies have provided the kind of evidence that will be reassuring to librarians, and
convincing to decision-makers. However, by focusing on academic achievement they do not
necessarily take account of the broader learning experience. Nor do they fully explain the way
in which the SLRC activities and programmes interact with, and contribute to, the learning
experience. While providing positive evidence of the overall impact on achievement, their
value in terms of planning and integrating the work of a SLRC within the curriculum is more
limited. This present study could be seen as complementary to, but different from, the
Colorado and more recent follow up studies carried out in the USA13 in that it attempts
interaction between the SLRC and the learning experience.
Research by Kuhlthau14 and Pitts15 has also focused much more on the learning experience,
specifically in relation to the information search process. By revealing and describing the
inquiry process as a series of stages that relate to the cognitive and affective domains of
learning, this research has been influential in helping to establish a relationship between
information and learning. Building on these earlier investigations, Kuhlthau's more recent
studies in relation to the Library Power programme16 have gone on to identify indicators of
learning and frameworks for evaluating libraries' provision of opportunities for learning
which take account of attitudes, development of information skills and the use of resources
4
for learning through enquiry. Though this research has concentrated on evaluating the
provision of learning opportunities, the approach taken is closely related to the aims of the
present study. By engaging librarians in the process of identifying indicators of learning it
begins to move our understanding on from a focus on library outputs to a language and
understanding which relate to outcomes and impact on learning.
The work of Kuhlthau and Pitts, provides an invaluable reference point in this study,
however, these studies tend to focus on particular aspects of the SLRC role, in particular those
of developing information skills and the information retrieval process. In other words they
focus on the information handling aspects of the learning process. This is clearly a focus for
much of the planned activity in the SLRC but does not address the wider learning goals which
schools as a whole seek to achieve. In Scottish schools, for example, recent evaluation
guidance to schools defines quality of learning under the broad themes of motivation,
progress in learning, independence and interaction 17 . The curriculum for primary and early
secondary defines learning in terms of a broad range of knowledge and understanding,
dispositions to learning, social and personal responsibility, and core skills and capabilities 18 ;
while the new post 16 Higher Still curriculum seeks to develop a broad range of core skills
(communication, application of number, information technology, working with others,
improving own learning and performance, and problem solving) 19 . These broader definitions
of the goals and aspirations of schools, teachers and learners provide a backdrop for the work
of the SLRC, yet it is currently not clear how the kinds of services and activities of the SLRC
relate to these various learning experiences and goals. It is with this in mind that the present
study set out to examine the wider impact of the SLRC, not just in terms of the impact on
pupils' ability to find and use information, important though that clearly is in this context, but
also on their ability to learn effectively in the broadest sense.
1
Streatfield, David and Markless, Sharon. Invisible Learning? The contribution of school libraries to
teaching and learning. The British Library, 1994. Library & Information Research Report 98.
2
The Scottish Office. Targeting Excellence - Modernising Scotland's Schools. Edinburgh: The
Stationery Office, 1999, p. 14.
3
S1, S2, S3 etc., are the accepted abbreviations for first year secondary, second year secondary, third
year secondary and so on in Scottish education. Similarly P1, P2, etc. are standard abbreviations for the
year groups in primary education.
4
National Curriculum for England online homepage. [online]
http://www.nc.uk.net/home.html [March 2001].
5
Taking a Closer Look at the School Library Resource Centre Self-Evaluation using Performance
Indicators. SOEID/SCCC/SLA/SLIC, 1999.
6
Empowering the Learning Community - Home Page. The Government’s response to the report of the
Education and Libraries Task Group empowering the learning community, p.5. [online]
http://www.lifelonglearning.co.uk/etlc/front.htm [June 2001].
7
Streatfield, D., et al. Best Value and Better Performance in Libraries Project. London: Information
Management Associates, 2000. [online]
http://www.informat.org [August 2000].
8
Eisenberg, Michael B. and Brown, Michael K. "Current Themes Regarding Library and Information
Skills Instruction: research supporting and research lacking." School Library Media Quarterly. Vol 20
(2), Winter 1992, p. 103-110.
9
Kuhlthau, Carol Collier. "Implementing a Process Approach to Information Skills: A study
identifying indicators of success in library media programs". School Library Media Quarterly. Vol. 22
(1), Fall 1993.
10
Lance, K.C., Welborn, L., & Hamilton-Pennell, C. The impact of school library media centers on
academic achievement. Castle Rock, CO: Hi Willow Research and Publishing, 1993.
11
Lance, K.C., Rodney, M.J. & Hamilton-Pennell, C. How School Librarians Help Kids Achieve
Standards The Second Colorado Study. San Jose: Hi Willow Research & Publishing, 2000.
5
12
Hopkins, Dianne McAfee and Zweizig, Douglas L. "Introduction to the Theme Issue: Library Power
Programme Evaluation". School Libraries Worldwide. Vol. 5 (2), 1999, p. i-vi.
Oberg, Dianne. "A Library Power Case Study of Lakeside Elementary School, Chattanooga,
Tennessee". School Libraries Worldwide. Vol. 5 (2), 1999, p. 63-79.
13
a. Lance, K.C., Welborn, L., & Hamilton-Pennell, C. The impact of school library media centers on
b. Lance, K.C., Rodney, M.J. & Hamilton-Pennell, C. How School Librarians Help Kids Achieve
Standards The Second Colorado Study. San Jose: Hi Willow Research & Publishing, 2000.
c. Lance, K.C., Hamilton-Pennell, C. & Rodney, M.J. Information Empowered: The School Librarian
as an Agent of Academic Achievement in Alaska Schools. Juneau: Alaska State Library, 1999.
d. Lance, K.C., Rodney, M.J. & Hamilton-Pennell, C. Measuring Up to Standards: The Impact of
School Library Programs & Information Literacy in Pennsylvania Schools. Camp Hill, PA:
Pennsylvania Citizens for Better Libraries, forthcoming.
14
Kuhlthau, Carol Collier. Seeking Meaning: a process approach to library and information services.
Norwood, New Jersey: Ablex Publishing Corp, 1993.
15
Pitts, Judy M. "Mental Models of Information: the 1993-1994 AASL/Highsmith research award
study." School Library Media Quarterly. Vol. 23 (3), Spring 1995, p. 177-184.
16
Kuhlthau, Carol Collier. "Student Learning in the Library: What Library Power Librarians Say."
School. Libraries Worldwide; Vol. 5 (2), July 1999, p. 80-96.
17
18
Scottish Executive. The Structure and Balance of the Curriculum 5-14 National Guidelines. Dundee:
Learning and Teaching Scotland, 2000. [online]
http://www.ltscotland.com/guidelines/pdf/saboc.pdf [2001].
19
SCET. Higher Still Homepage. Scottish Council for Educational Technology, 1998-2000. [online]
http://www.higher-still.org.uk/ [08.03.00].
6
3. ASSESSING IMPACT
3.1 INDICATORS OF IMPACT
Some of the challenges faced in studying the impact of the SLRC within its community are on
the face of it similar to the challenges encountered in attempts to assess impact of any kind of
information and library service, namely identifying reliable, valid indicators of impact, and
the methods to assess them within a complex environment. Indicators have to be appropriate
to the type of information and library service or programme being studied and the
environment within which users operate. Menou recognises this need in his framework for
measuring impact of information on development 1 . This framework advocates an in-depth
qualitative study of the Information Use Environment (IUE) in order to identify a suite of
indicators that can be used for evaluation at several levels. In dealing with impact of the
SLRC on learning, the indicators chosen have to reflect the learning goals of the curriculum
and the school as a whole since this is the context within which learning activities in the
SLRC will be planned and undertaken.
Moreover, the impact of any SLRC will be an individual impact depending on the learner and
on local circumstances and the indicators of impact will tend to be localised and specific. To
some extent learning in an information context can be seen as a decision-making process in
that the learner has choices to make and will tend to make those choices in an individualistic
way depending on previous experiences, motivation, confidence, information handling skills,
and so on2 . Studies of real-world decision-making indicate that the point at which information
may influence a decision will depend on the accumulated experience, knowledge, values and
preferences of the decision-maker and not simply on their awareness of a particular piece of
information 3 . The way in which information is interpreted and used, and the timescale for
information to have an impact, will vary from individual to individual. Thus the indicators
selected should, ideally, allow for the assessment of SLRC impacts which may be direct or
indirect, immediate or longer term.
The complexity is compounded by the need to examine learning in its broadest sense (see
Sections 2.2 and 3.2) identifying indicators which are appropriate to a wide range of learning
experiences. While some may relate to the uptake and use of information others will relate
more to motivation, interaction and communication with others.
The choice of appropriate indicators will also be influenced by the decisions made by the
teacher as an intermediary in the learning experience. Local interpretation of the curriculum,
local setting of learning goals, and individual teaching styles will undoubtedly influence the
kind of value and impact the SLRC will have. Conversely, it is only by developing an
understanding of the potential for SLRC impact on the learning experience that the librarian
and teacher can plan effectively to ensure that the learning goals of the SLRC are appropriate
to the pedagogical approaches and to local teaching and learning styles. The work of
Streatfield and Markless4 clearly points to the wide variation in teaching approaches within
schools, which will require appropriate but differing information and library provision. This
once again stresses the need for research which will not simply assess impact in general terms
but will provide frameworks for individual schools to evaluate the contributions made by their
own SLRC within their own particular learning and educational environment. This has been a
central consideration in the development of the approach taken within this study.
It is clear, then, that the examination of the context of the "Information Use Environment" and
identification of appropriate indicators of impact requires an understanding of the uses and
expectations of the SLRC from the perspective of the learner as well as those involved in
7
mediating the learning experience, i.e. the librarians and teachers. However, it was recognised
that this in itself was likely to raise some challenges within the study. Both teachers and
librarians have some responsibility for the effective uptake of information and library
provision in relation to the curriculum. Yet little clear guidance is provided to teachers (in, for
example, curriculum guidelines) on what their expectations or plans should be when using the
SLRC to support the curriculum or learning. Similarly while librarians have guidelines and
standards to follow 5 these tend to relate more to outputs (services and targets) and do very
little to help relate such services and outputs to the goals of learners and teachers. Therefore,
while it was important to study impact on learning within a framework, which represented the
uses, demands and expectations of the school as a whole, it was clear that defining what these
expectations were in any degree of specificity might prove problematic. The approach taken
was to conduct semi-structured focus groups with teachers and pupils and interviews with
librarians to establish the framework of learning perceptions.
3.2 SCOPE OF IMPACT ASSESSMENT
A further element of complexity is associated with the fact that the study sought to identify
the scope and breadth of impact of the SLRC rather than impact of particular resources or
information. The outputs from the SLRC which may impact on the learning experience are
broad and varied. Alongside the provision of information, the SLRC provides planned
instruction in information skills, individualised advice in the handling and presentation of
information, provides advice and support within planned curriculum activities, promotion of
reading for pleasure, afterschool activities and clubs, opportunities for library helpers and
prefects, support for the professional development of the teacher, a social environment for
meeting outwith timetabled classes, and so on.
One way to make the process manageable is to restrict impact studies to specific aspects of
the information and library service. It is interesting in this respect that recent guidance from
Information Management Associates on "Best Value and Better Performance in Libraries" in
the school and public sector, clearly signal the need for managers to restrict impact
assessment to key aspects of the information and library service and not to attempt to assess
impact of the whole service6 . This follows also the approach taken in many previous impact
studies where the focus has often been restricted to the impact of specific information
provision. For example, attempts to examine impact of information services in the health
sector (e.g. Marshall7 and Urquhart8 ), financial sector (e.g. Marshall 9 ) or on development (e.g.
Menou 10 ) have tended to examine the issues from the perspective of the impact of information
on decision making.
Moreover, as Streatfield and Markless point out, to be useful in any particular evaluation of
impact indicators should:
"be as few as possible
allow meaningful comparisons to be made over time
cover significant parts of the activities of the service[...]
reflect the existence of competing priorities."11
This being the case, the study sought to provide guidance for individual schools to develop a
manageable and practical approach by focusing on particular aspects of the SLRC's work
while still providing a broad framework for considering the impact of the SLRC as a whole.
The approach adopted was a multi-site case study design in which specific examples of
learning tasks, identified during the discussions with practitioners, were used as the case
units. The analysis of these specific examples was complemented by relatively open reflection
on the overall impact by practitioners and learners in focus groups and interviews. This
allowed for an iterative building and refining of a framework which describes the ways in
8
which the SLRC can impact on the learning experience, based on the evidence of this study,
and the ways in which schools can begin to monitor the impact of their own SLRC.
3.3 SOURCES OF EVIDENCE
Any study which seeks to examine the outcomes of the use of an information and library
service, faces further challenges in gaining insights into processes and experiences which may
take place well outwith the initial library visit or transaction.
Previous studies of the impact of information on decision-making have often relied on users
being able to isolate and make judgements about the impact of information distinct from all
the other influences on decision-making. Thus Marshall's work relied on self-reporting by
clinicians on the way in which specific information gained from their information and library
service had enhanced their ability to make sound judgements and decisions related to the
diagnosis and treatment of patients12 . Similarly, Usherwood's study of the impact of the public
library13 relied on adult respondents, who identified the potential breadth of the impact of a
library and information service in which the wider social as well as informational impacts can
be seen. However, the question arises as to whether it is feasible and practical to build this
kind of approach into a study of the impact of the information and library service within a
school.
Such studies provide useful pointers for examining the impact of information and library
services in the educational sector but care has to be taken when attempting to adapt their
methods for a school environment, when dealing with younger learners and a very broad
range of potential areas for impact. Self-assessment of impact can be difficult enough for
users when faced with relatively isolated instances of information and decisions, but is made
much more problematic when dealing with the very wide ranging learning experiences of
interest in the present study.
In addition, previous impact studies in other sectors have tended to focus on mature adult
users, whereas many of the users of the SLRC will be relatively immature and are likely to
find it much more difficult to articulate their ideas, thoughts and feelings about the learning
experience. Thus, while it was important to attempt to gain some feedback from learners,
teachers and librarians themselves, it was also important to develop an approach which was
not solely reliant on individuals' ability to isolate and make judgements about the SLRC
distinct from all the other influences on learning.
The approach taken was:

• one of triangulation, gathering data from different sources (learner, teacher and librarian)
using a range of data collection techniques some of which relied on self-reporting, as
well as direct observation and examination of the recorded (usually written) work of
learners;
• not to attempt to separate impacts due to SLRC input from all the other influences, but
instead to monitor the learning experiences taking place in SLRC related activities. (This
became particularly important after it became clear that the teachers and librarians had
quite general expectations and plans for SLRC activities and that it was going to be
extremely difficult to develop a detailed picture prior to case studies of how the SLRC
activity "fitted" into the planned curricular activities. (see Section 4.3.2))
Thus the study sought evidence of the kinds of learning which a range of SLRC-related
activities could potentially stimulate, encourage and support, with the knowledge that the
impact of the SLRC will itself be influenced by a wide range of other factors in the school.
9
This approach, once again, places emphasis on the interaction between the work of the SLRC
and that of the teacher in the classroom.
3.4 THE PROCESS OF IMPACT ASSESSMENT
Finally, the process of assessing impact was considered as important to the research as finding
actual evidence of impact on learning. Examination of the case units considered how the
SLRC can contribute effectively to the learning experience and had the potential to give
examples of how SLRC input might contribute to effective learning. However, as discussed
above, the impact of any SLRC on learning will be context specific and indeed will change
with time. The study therefore sought to provide both examples and suitable frameworks or
guidance as a starting point for schools to examine the impact of their own SLRC over time.
With this in mind, it was not the intention to draw comparisons between the relative impact of
different SLRCs. Instead the study sought to identify the range of learning impacts, as well as
specific examples of impact, which could reasonably be expected to be produced in any
SLRC which aspired to the standards of resource provision and staffing expected within a
"good" SLRC. For this reason, the SLRCs chosen for the study were valued by their schools
and considered themselves to be broadly complying with, or at least actively aspiring to, the
standards set out in the recently published CoSLA document "Standards for School Library
Resource Services in Scotland."14 Each had a professionally qualified librarian, provided a
broad range of learning resources, had capacity for individual, group and class activities and
had some planned input to the development of information literacy.
1
Menou, M. (ed.) Measuring the impact of information on development. Ottawa: IDRC, 1993.
2
study." School Library Media Quarterly. Vol. 23 (3), Spring 1995, p. 177-184.
3
Klein, Gary A., et al. (ed). Decision Making in Action: Models and Methods. Norwood, New Jersey:
Ablex Publishing Corporation, 1993.
4
Streatfield, David & Markless, S. Invisible Learning? The Contribution of School Libraries to
Teaching and Learning. British Library Research and Development Department, July 1994. Library
and Information Research Report 98.
5
a. CoSLA. Standards for School Library Resource Services in Scotland a framework for developing
services. Convention of Scottish Local Authorities, 1999.
b. Tilke, Anthony (ed.). Library Association Guidelines for Secondary School Libraries. London:
Library Association Publishing, 1998.
c. Texas School Libraries, School Library Standards: Library Learning Environment. [online]
http://www.tea.state.tx.us/technology/libraries/environment.html [07.08.00].
6
Information Management Associates. Best Value and Better Performance in Libraries. London:
Information Management Associates, 2000, part A2.2. [online]
http://www.informat.org/prta0202.html [04.08.00].
7
Marshall, Joanne G. "The impact of the hospital library on clinical decision making: the Rochester
study". Bulletin of the Medical Library Association. Vol. 80 (2), April 1992.
8
Urquhart, Christine J. and Hepworth, John B. The Value to Clinical Decision Making of Information
Supplied by NHS Library and Information Services. Boston Spa: British Library Research and
Development Department, 1995.
9
Marshall, Joanne G. The Impact of the Special Library on Corporate Decision-making. Washington:
Special Libraries Association, 1993. SLA Research Series 8.
10
Menou, M. (ed.) Measuring the impact of information on development. Ottawa: IDRC, 1993.
11
Information Management Associates. Best Value and Better Performance in Libraries. London:
Information Management Associates, 2000, part A2.2. [online]
http://www.informat.org/prta0202.html [04.08.00].
12
Marshall, Joanne G. "The impact of the hospital library on clinical decision making: the Rochester
study". Bulletin of the Medical Library Association. Vol. 80 (2), April 1992.
10
13
Usherwood, Bob and Linley, Rebecca. New Measures for the New Library A Social Audit of Public
Libraries. Sheffield: Department of Information Studies, The University of Sheffield, 1998.
14
CoSLA. Standards for School Library Resource Services in Scotland a framework for developing
11
12
4. METHODOLOGY
The Researchi was undertaken in two phases:
• a series of focus groups with teachers and pupils, and interviews with librarians, to
examine the use, expectations and perceptions of the potential impact of the SLRC on
learning. More specifically the feedback from this phase provided the basis for the
development of frameworks describing:
Ø pupils’, teachers’ and librarians’ perceptions of the ways in which the SLRC
contributes to the learning experience and the benefits they might expect from use of
the SLRC;
Ø examples of potential indicators which could be used to assess the impact on the
quality of the learning experience;
• case studies of specific SLRC related activities in order to assess the impact of the SLRC
on the learning experience and factors which influence that impact. As well as providing
examples of effective learning taking place in SLRC related activities, this phase allowed:
Ø the verification and refinement of the initial frameworks;
Ø evaluation of the process involved in monitoring and assessing the learning
experience within the SLRC.
4.1 SELECTION OF SCHOOLS
The Research Project is set in the context of the Scottish educational system and schools for
inclusion were restricted to secondary schools in mainland Scotland. This provided a
cohesive educational and curriculum context within which to examine learning as well as a
range of geographical locations that could be visited regularly within the timescale of the
project. In addition, the Scottish Library Association acted as a collaborative partner
throughout the study, providing advice and support in identifying contacts and opportunities
to disseminate information to, and gain informal feedback from, Heads of School Library
Services across Scotland.
However, in order to ensure that the study was seen as relevant across as wide a basis as
possible, representatives of the ILS and educational communities in England and Scotland
were included in the Advisory Group, which comprised representatives from:
• the school library profession;
• the teaching profession, in particular senior management in schools;
• Scottish Library Association;
• Learning and Teaching Scotland, the main curriculum development and guidance body in
Scotland;
• the English and Welsh ILS community;
• the research community;
• the funding agency.
The main criteria for selecting participating schools were that:

• the school felt their SLRC met the standards set out in the recently published document
by CoSLA1 ;
i
Research(er) and Project used with capital letters refer to the Impact of SLCR on Learning Project and
Research to distinguish this from research and projects carried out by pupils in the case studies.
13
• teachers and senior management as well as librarians were willing to commit some time
to the project.
Fliers and brief questionnaires [Appendix 1] were sent to the Heads of School Library
Services in mainland Scotland for distribution to schools via their librarians. The
questionnaire was designed to:
• identify schools who might be interested and committed to the project;
• ensure that the schools selected measured up, at least in part, to the standards felt
appropriate for a school library, following the guidelines set out by CoSLA in the
document “Standards for School Library Services in Scotland”.
The distribution of the questionnaires was left to the individual School Library Services.
Some sent a copy to all the school libraries under their jurisdiction while others selected
schools that were either likely to be interested or had a good reputation. It was understood that
some were sent directly to the librarians concerned while others were sent to the head teachers
for consideration.
Response
A total of 158 questionnaires were sent out, five copies to each Head of School Library
Service, with the invitation to request more or photocopy if necessary (one authority did
request additional copies for all schools). Four weeks was given for the return of the
questionnaire. This partly coincided with the October mid-term holiday (two weeks in some
areas) and for this reason a number of responses which arrived late were still considered. A
total of 42 replies were received by 15 November 1999. Figure 1 shows the range of replies
received across the education authorities.
Table 1 Distribution of responding and participating schools

Scottish Number of replies to Number of schools Schools continuing
Education Authorities questionnaire accepted for focus with case study
group phase phase
Aberdeen City 2 1
Angus 2 1 1
Argyll & Bute 2
Clackmannanshire 1
Dundee City 4 1 2 including replacement
East Lothian 2
Edinburgh, City of 4 2 1
Glasgow, City of 3 1
Highland 2 1 1
Inverclyde 1
Moray 1 1 1
North Lanarkshire 7 1 (1) later withdrew
Perth & Kinross 1 1
Scottish Borders 2
South Lanarkshire 3
West Lothian 5
Total 42 10 6
The plan was to have approximately six schools participating at the case study stage of the
research. However, a wider selection of ten schools was chosen for the initial focus group
phase in order to give a greater range of perceptions of impact particularly from the librarians'
14
point of view. It also made allowance for schools not wishing to continue; concerns were
voiced over the time and work commitment involved in participating with the study.
From those schools, which met the main criteria, indicated above, the final selection was
made on the basis of the enthusiasm and commitment of the school and librarian as well as
ensuring a geographical spread. Logistics were taken into consideration to allow for adequate
liaison between the researchers and the participating schools. Consideration was not given to
demographic, social or economic settings because the study was looking for a broad range of
perceptions and examples and was not specifically setting out to compare impact in relation to
factors which that might influence learning or the ability of the SLRC to attain any recognised
standards.
However, in order to achieve a broad range of inputs at this stage the schools chosen from
those who volunteered included one special needs school, a school which had already begun
to try to examine more closely the relationship between learning and the SLRC, and another
school was chosen because it had job-share librarians. Otherwise the schools covered an
appropriate mix of rural and urban locations but were not considered to have any particularly
significant characteristics.
The final selection of ten schools was made with the help of the Advisory Group. The schools
were then contacted to ensure all parties were in agreement with the project and formal
approval for access was sought from Directors of Education and Head Teachers.
The schools have been treated anonymously for reporting purposes. Each school was
assigned a code letter corresponding alphabetically to the order of the visits, A-K (an
additional school was introduced during the case study stage but did not take part in the focus
groups).
4.2 FOCUS GROUPS
4.2.1 Design
The aims of the focus groups and interviews were:
• to establish the perceptions of teachers and senior management, librarians and pupils of
the expected impact (benefits or not) of the SLRC;
• to identify where possible specific direct and indirect, short and long-term potential
benefits to learning and how these might show up.
The focus groups were semi-structured, employing a mixed strategy, which allowed for some
individual reflection as well as group discussions and enabled a broad spectrum of evidence
to be gathered. The discussions were recorded but identities were not, thus ensuring
anonymity. This restricted comparative analysis between the focus groups and case study
examples but anonymity was felt to be more important for some individuals.
The groups were interviewed separately to allow for some comparative analysis of the
perceptions of teachers, librarians and learners, and not because of concerns about lack of
confidentiality of disclosures.
The format and instruments for the focus groups were piloted at a local school where it was
felt the approach and wording were acceptable.
Focus group discussions were conducted during December 1999 and January and February
2000.
15
Librarian participants
Each librarian was given a semi-structured interview with open-ended questions for guidance
[Appendix 2]. In the case of the job-share librarians both were present at the interview. A
further group discussion was conducted during the first librarians’ meeting, when all the
participating librarians were invited to a meeting to discuss progress at the end of the focus
group phase. No new evidence was gathered from this meeting.
Teacher participants
Each school was asked to invite six to eight members of staff to participate in the focus group
discussion. A range of curriculum areas was requested and when possible one member of
senior management and/or a head of department. Non teaching staff were also encouraged but
none were represented.
The schools varied in their approach to selecting participants. Sometimes the librarian invited
keen users and in other cases the member of senior management with responsibility for the
SLRC selected appropriate members of staff. The schools where senior management took an
active interest in the focus group discussion tended to have more productive discussions. It
also became apparent that some of the librarians who were left to organise the groups
experienced difficulties in timetabling and commitment.
The participating teachers were given a letter in advance of the focus group and asked to
consider how they used the SLRC and what they felt the learning outcomes might be
[Appendix 3].
The discussion, lasting approximately one hour, began with teachers explaining what they
used the SLRC for. They were then prompted to reflect on what they would expect or hope
the learning outcomes to be and to try to break the outcomes further into direct, indirect,
immediate and delayed outcomes. A “learning outcome” grid [Appendix 4] was used to help
them think this through and some of the teachers either completed the grid at the time or
returned it at a later date after reflection. The grid served its purpose of trying to make the
teachers think beyond their immediate requirements but feedback from the teachers at the end
and through the librarians indicated that they found the grids difficult or confusing to use.
Pupil participants
Each school was invited to select six to eight senior pupils to participate in focus group
discussions. It was considered that senior pupils would be able to reflect back over a number
of years of using the SLRC and might be in a better position to communicate their ideas than
junior pupils. However, this caused some discussion because many of the librarians felt the
senior pupils were not always the most frequent users or were tied up with exams. In two
schools both senior and junior pupils were present together. In one of these schools, where
senior management had been involved, the discussion was productive because the pupils were
given the opportunity to meet each other and discuss what was required before the event. In
the other school, the mix of ages and maturity was felt to limit the discussion to a certain
extent.
The pupils were given more structured prompting to encourage discussion and reflection and
the discussions usually lasted about half an hour. At the end of the session each pupil was
asked to write their individual ideas down, both to give more structure to the views and to
encourage the less confident pupils to express themselves [Appendix 5].
Some pupils were reluctant to participate in the discussion, indicating their relief after the tape
recorder had been switched off.
16
4.2.2 Logistics and quality of discussion
Librarians found it difficult to gather teachers together at the same time because of
timetabling and cover issues. Schools in which senior management was involved found this
easier.
The quality of the discussion varied depending on the numbers, key members of staff and the
preparation of the teachers in the groups, and the confidence and mix in the pupil groups.
School C, where one male and one female pupil from each of the S2-S6 year groups were
involved, had prepared the pupils by getting them together, introducing each other and
discussing the issues in advance. In School E the mix of pupils caused minor problems of
distraction and intimidation.
The schools where the senior management have an active interest in the SLRC and a member
of senior management was present tended to be more focused in their discussion.
4.2.3 Focus group analysis

Full verbatim transcription of tapes was not considered necessary for the purposes of this
stage of the study but detailed notes were made from each focus group or interview to allow
the main ideas and perceptions to be identified. The partial transcripts were analysed
manually. Main ideas from the transcripts were noted and the school and participant group
code was recorded against the idea. The transcripts were not coded according to individual
participants’ contribution.
The findings were discussed with the Advisory Group and any observations taken into
account.
4.3 CASE STUDY DESIGN
4.3.1 Choice of case study units

During the focus group discussions teachers were identified who were keen to make effective
use of the SLRC, who worked well with their librarian and who might be interested in
participating in some action research. The librarians were invited to identify curriculum units
or activities being run during the case study period where teachers could be approached with a
view to collaborating in the case study research with the librarian. The aim in selecting case
study units was to attempt to cover a breadth of SLRC use and age range, while taking into
account the logistics for visits.
A variety of potential curriculum related projects and library skills courses were identified
involving first and second year pupils and one information skills course was identified in
which third year pupils were involved. The Researchers were interested in investigating the
impact of some of the significant areas of SLRC input that are less directly linked to the
curriculum. Case study units were selected to reflect the impact of the SLRC on the
promotion of reading for pleasure; the impact of the SLRC on pupil librarians' learning; and
an attempt was made to try to get a clearer picture of the impact of ad hoc use of the SLRC.
Curriculum related project work is part of the 5-14 curriculum, and a few subjects (for
instance Religious and Moral Education) continue investigations up to Standard Grade. In the
Higher Curriculum investigations have an important role in most subjects. Curriculum based
project courses were chosen to cover a variety of subjects and year groups and it was
expected to see evidence of previous experience of using the SLRC in these case study units.
All the focus group schools had a skills course in the first year and some form of follow up
course in the senior years. It was decided to target the middle years for a skills course because
there were fewer project options available in the Research timescale. The lower school skills
17
courses vary in emphasis across the schools but they generally cover some form of
introduction to the SLRC and the resources and begin to tackle the information handling skills
of finding appropriate information, note taking, reading for information and bibliographic
details. The emphasis on the middle years skills course is on developing the research skills,
and organisation and time management associated with study skills.
The SLRC has traditionally had close links with the English department and the library
profession has traditionally played an important part in the promotion of literature as well as
providing access to information. The national curriculum and political trends have highlighted
the need to maintain the significant part libraries can make to encourage a reading habit and
an enjoyment of reading for pleasure as well as for study purposes. The 5-14, Standard and
Higher Curriculum all include the encouragement of reading for pleasure and information and
this goes hand in hand with government initiatives of lifelong learning, National Year of
Reading, literacy hour in English primary schools and an emphasis in encouraging reading to
community groups through the public libraries. Standard Grade and Higher English require
detailed reading of a variety of genres, i.e. poetry, drama, novels, short stories, Scottish
works, and critical analysis of them. This is based upon the foundation of the 5-14 Reading
Strands aimed at encouraging reading for enjoyment, reading for information, reflection on
the writer's ideas and craft, an awareness of genre and knowledge about language 2 .
English teachers in the focus groups suggested that the SLRC helped pupils select reading
material and that this indirectly helped the understanding of characterisation and plot. Some
of the focus group SLRCs had more involvement in the promotion of reading for pleasure
than others; in two schools the librarians' role was thought to be significant and one of these
was chosen for this case study unit. Although the school was involved in encouraging reading
in both the lower and senior years and the first year library course was considered the most
suitable in terms of timing, input and contact with pupils and staff.
Pupil librarians were encouraged in five of the focus group schools and in two of these
schools the pupil librarians were seen to play a prominent role. Discussions with the Advisory
Group established that this was an area where the SLRC was thought to provide a significant
role in preparing pupils for work responsibilities as well as supporting other forms of learning
and social development. It was agreed that this would make a suitable contribution to the
understanding of the impact on learning as a case study unit.
Another significant area of SLRC support is providing facilities for personal, leisure and
study activities, for both pupils and staff, before, during and after school. Lunchtime use in
many of the focus group SLRCs was considerable and it was decided that an attempt would
be made to assess the impact of the SLRC on the more individual learning experiences. The
aim was to conduct this in all the case study schools over a short period of time during the
lunch break.
The use of careers information is another aspect of the SLRC and this was considered as a
possible case study unit but none of the schools provided obvious opportunities for this and
the learning experiences of some of the other activities provided more scope for examination.
4.3.2 Methodology
The aim of the Research was to take a grounded approach inviting those involved in each case
study to work with the Research team to select appropriate aspects of learning and associated
indicators to suit the local learning context. The framework [see Section 5.4.1] developed
from the focus groups was to provide the starting point. The design of each case study would
therefore be determined by the local conditions and discussions with the librarians and
teachers involved was important in order to establish the potential impact and decide the
appropriate methods of monitoring before implementing the design. However, the
18
unpredictable nature of school life meant that plans were often changed unexpectedly and
there was not always the opportunity for the full discussions expected with the teachers. It
was expected to take a qualitative approach for the case studies, using a variety of methods,
such as questionnaires to elicit responses from users, observations of learners and the analysis
of records of assessments and achievements. It was expected that the teachers and librarians
would be involved in the data collection but not all the teachers were able to give the
commitment or time to the Project and the librarians were not always comfortable with the
data collection process.
Where the teachers and librarians were fully involved in the initial discussions [see
Appendices 6-9 for planning instruments], it became apparent that there was a lack of
understanding of the learning goals expected from the use of the SLRC. The Research team
had to take a more observational approach to the case studies than was originally intended to
try and understand what the learning processes and their indicators might be. After initial
discussions with the teacher and/or librarian, the Researcher used the initial impact
framework from the focus group phase [see Section 5, figure 2] to complete a specific grid
with potential learning experiences and possible indicators for that particular activity [see
Appendix 9 for an example of a completed framework]. This acted as a basic framework to
work with but was neither exclusive nor prescriptive. The Researcher observed pupils’
learning experiences using descriptive recording methods and schedules detailing specific
activities where possible [Appendix 10]. Pupils were questioned about their experiences,
sometimes informally as they worked and in other instances a questionnaire [see example
Appendix 11] was used with both open and closed questions. The questionnaire was based
upon the aspects of learning identified in the impact framework that was developed from the
focus group discussions. Wherever possible the jotters or notes, submitted work and
assessment grades were examined in consultation with the teacher. A schedule [Appendix 12]
was used to check the work against possible criteria drawn up to reflect the initial learning
themes. The participating teachers and librarians were asked to reflect on the impact of the
SLRC on learning during the project and were questioned informally about their reactions at
the end of the activity [Appendices 14 and 16].
It was decided to adapt the Marshall 3 approach to look at the ad hoc use of the SLRC by both
pupils and staff; looking at the impact of a specific visit to the resource centre and how the
information or resource might have had an influence on the user. Marshall, and other
researchers4 , looked at the impact of a piece of information on the decision making of doctors
in the medical profession and managers in a variety of other financial and business sectors.
This research used a critical incident technique, asking practitioners to assess the value of
information to their particular need. A questionnaire was designed in a simplified format,
based on the potential learning experiences. It was piloted at one of the local focus group
schools not involved in the case studies and changes were made to the design and wording to
avoid ambiguity. The questionnaire [Appendix 13] was tried again in two of the case study
schools, but had to be abandoned. The intrusive nature of the questioning interfered with the
personal nature of pupil and staff use of the SLRC on an ad hoc basis. Pupils and staff found
it difficult to see their use of the SLRC in terms of learning and the interruption of a leisure
activity caused unease. The use made of information or resources in the SLRC by pupils in
schools does not necessarily have the same foundation of need to satisfy a problem or to
enable a decision to be made that is the case for professionals seeking information. The use of
the careers library and the staff development materials is the nearest the SLRC comes to
fulfilling the decision making function of the professional library but the decision was made
not to examine these as case studies in this Research.
4.3.3 Case study analysis

The data for each case study was gathered and examined together as a separate unit. Initial
analysis was begun as each type of data was collected and examples of impact and the
19
conditioning factors began to emerge. When all the data was collated for each case unit, the
value and relevance of the indicators used was examined and initial conclusions about the
learning experience and impact of the SLRC were drawn. Each case unit was also evaluated
for the effectiveness of the monitoring process and revisions were made to the instruments
and approach for use in the next case unit both according to these observations and
considering the context of the next case unit. [See Appendices 17-25 for questionnaire
responses, sample observation notes and statistical data from reader records and jotters.]
During the final writing up of all the case study units, further analysis of the evidence of
impact and the indicators was made and more general conclusions were drawn from the
accumulated findings and conditioning factors. Finally, the monitoring techniques were
assessed as a whole and conclusions drawn about the relative merits in terms of practical
application, evidence sought and the quality of data obtained.
A second meeting was arranged for all the participating librarians to give them feedback on
the case study investigation and to get feedback from them about the usefulness of the initial
framework as a potential planning and evaluation tool.
The framework and findings were discussed with the Advisory Group and comments were
noted.
Finally the findings from the case studies and feedback from librarians and Advisory Group
were used to revise and review the initial impact framework as a way of a) summarising the
learning experiences and potential indicators of impact and b) providing a starting point for
schools themselves to evaluate the impact of their SLRC.
1
2
SOED. Curriculum and Assessment in Scotland National Guidelines English Language 5-14.
Edinburgh: SOED, June 1991.
3
Marshall, J. The impact of the special library on corporate decision-making. Washington DC: SLA,
1993. SLA Research Series 8.
Marshall, J. The impact of information services on decision making: some lessons from the financial
and health care sectors. London: British Library Research & Development Department, March 1993.
Information policy briefings 1.
4
Urquhart, C.J. and Hepworth, J.B. The Value to Clinical Decision Making of Information Supplied by
NHS Library and Information Services. London: British Library Research & Development Department,
1995.
20
5. FOCUS GROUP and INTERVIEW FINDINGS
Table 2 gives a breakdown of the composition of the focus groups to illustrate the spread of
subjects represented by teaching staff and the year groups and gender of the pupil
participants. The majority of teaching departments was represented and members of the senior
management team were included wherever possible. The Research team had requested senior
pupils be invited to the discussions when possible because it was felt they would have more
experience to reflect upon for discussion. Senior study leave and other local factors meant the
mix was more varied. School C decided to include pupils from all year groups because their
IT Skills course had only been going for three years and therefore the junior years had a
different perspective than the seniors. The range of year groups participating contributed well
to the overall data gathered. The responses made during the discussions and the perceptions
these groups had of the impact of the SLRC on learning can be taken as covering a wide
spectrum of opinions within the school population. The involvement of the senior
management team in the focus groups and the amount of thought the teachers had given to
their use of the SLRC and expected outcomes affected the quality of the discussion.
Table 2 Composition of focus groups

School Teacher focus group Pupil focus group
number of subject range male female year range
participants
A 8 Assistant Head, Support for Learning, 2 6 S4, 5, 6
Science, Modern Languages, Art,
Business Studies, Guidance, English
B 6 Assistant Rector (Science), Science, 4 4 S5, 6
Modern Studies, Religious & Moral
Education, English, Business Studies
C 10 SMT, History, Geography, Biology 5 5 S2, 3, 4, 5, 6
Computing, Home Economics,
Science, Support for Learning,
Guidance, English
D 4 PT English, PT Support for Learning 4 2 S6, 5, 4
(visual impairment), Geography,
Technical
E 5 English, Modern Languages, Science, 4 5 S6, 3, 1
Geography, (SMT at end)
F 6 ATP English, ST Science, Assistant 2 3 S6, 5
Rector (Modern Studies), PTGuidance,
PT Maths, Support for Learning
G 6 English, Art, RME, Guidance (PE), 2 3 S6, 5, 4
SMT, Modern Studies
H 6 RME, English, Guidance (English), 2 4 S5, 4
Home Economics, SMT (English),
Support for Learning
I 5 English, Support for Learning, Home 3 6 S6, 5, 4
Economics, Geography, Science
J 6 Modern Languages, RME, English, 6 4 S4, 3
SEN & Guidance, Science (Biology),
Home Economics
The spread of teachers represented in the focus groups reflected a whole range of subject use.
Every school was represented by English, Social Subjects and Religious and Moral Education
21
(RME); Support for Learning and Guidance departments in most schools and Modern
Languages, Science, and Art in several. Maths was represented in only one school. Music and
Drama were not represented but were mentioned by librarians in some schools and PE was
represented by Guidance staff. The different subjects reflected a different emphasis of use.
Before the focus groups, teachers were each asked to reflect on their use of the SLRC and
what they perceived the impact of use to be and to write their responses on a SLRC Use
Sheets [Appendix 3] to bring with them to the focus group. This was to give the teachers the
opportunity to reflect on the topic before coming to the focus group and the Research team
took these sheets as evidence of their initial thoughts. During the discussion the teachers were
asked to think about the impact in terms of direct and indirect and immediate and delayed
learning outcomes. At the end of the focus groups the participants were invited to complete
one or two Learning Outcome Grids [Appendix 4] attempting to identify any direct and
indirect, immediate and delayed outcomes in relation to specific curriculum related tasks of
their choice. This was to give the Research team an idea of what teachers expected to be the
impact but also what they thought might be the impact in the longer term or impact they had
not planned but might be happening anyway. The teachers and librarians found this task
difficult, despite the more positive feedback, when the grid was piloted by teachers in a non-
participating school. The term "learning outcome" caused confusion because of its specific
meaning in curriculum terminology but the task was also found to be difficult because
teachers were not in the habit of thinking about how they used the SLRC in this way.
The pupils were not asked to prepare a SLRC Use Sheet before the focus group but were
prompted during the discussion to think about their current and past use and how this might
have an impact on their learning. At the end of the discussion the pupils were each invited to
complete a SLRC Use Sheet [Appendix 5] but not the Learning Outcome Grid.
Table 3 gives a breakdown of the SLRC Use Sheets and Learning Outcome Grids returned for
analysis.
Table 3 Completion rates of SLRC use sheets and learning outcome grids
SLRC Use Sheets Learning Outcome Grids
Teachers 80% 35%
Librarians 54% 40%
Pupils 100% none given out
5.1 FINDINGS FROM TEACHERS' FOCUS GROUPS
The curriculum subjects were well represented in the focus group discussions. Different
subject teachers placed different emphasis on their use and expected outcomes but during
discussion and on the individual sheets the majority expressed an awareness of issues beyond
their own subject areas. Despite this, the teachers found it difficult to think of impact as direct
and indirect but some examples of the less tangible delayed and indirect impact were
identified. The English teachers typically placed an emphasis on fiction and library skills and
the skills were taken up by Guidance and science. RE and social subjects needed information.
Art seems to use the resources in an ad hoc way and in one school the art teacher also wanted
to develop search skills and a respect for books. Modern languages had a variety of uses
including using the Internet to access French and German newspapers by Sixth Year Study
pupils in school E, using the video conferencing facilities in school F and encouraging
cultural awareness in school A.
22
The librarian's role was mentioned in all the teacher focus groups. The librarian was seen as
having a role in supporting teaching; finding and supplying resources; supporting teachers in
their learning, especially ICT skills; supporting pupil use of all resources; a role of central
maintenance and distribution of information within the school and being prepared to
participate in activities beyond the call of duty.
It was recognised by many teachers that the personality of the librarian provides the basis for
positive or negative experiences when using the SLRC and therefore has an impact on the
learning potential.
5.1.1 Teachers' use of the SLRC
English
All the schools had representatives from the English department but the emphasis placed on
the SLRC varied, some stressed the importance of developing information skills or the variety
of fiction titles to encourage reading for pleasure in the lower years and others emphasised the
need for up to date information on topical subjects for discursive essays and the range of
quality literature for critical analysis by senior pupils. Some of the English teachers had close
links with the librarians and felt their use of the SLRC to develop skills was a service to other
departments but others had less easy relations with the SLRC. One teacher expressed concern
that her department insisted on silent reading in the SLRC when this was felt to be an
inappropriate use in their particular circumstances (a large area which could be used by
several classes at once).
Modern Languages
One teacher was introducing a cultural element to language teaching in the early years to
enable the pupils to put their language learning into context. Another used the SLRC for
video and audio conferencing to teach remote pupils and expressed a reliance on the librarian
for technical support. The other two language teachers saw the value in accessing foreign
newspapers via the Internet for use by senior pupils and they assumed the pupils had the skills
to carry out this task.
Home Economics
The home economics departments use the SLRC to support curriculum related projects, to
develop information handling skills either done formally or informally to reinforce skills
developed in the library induction or skills courses covered earlier. The opportunity was taken
by this department to encourage group work and the SLRC was thought to provide a suitable
environment for collaborative work.
Religious and Moral Education

This is one of the few subject areas where investigations are continuous throughout the year
groups. The approach taken by these teachers was different, depending on their own
experience and the school policy. One teacher was quite clear that pupils needed grounding in
information handling for successful research outcomes and had developed a close relationship
with the librarian. Another couple of teachers saw it as an opportunity to introduce ICT skills,
particularly using the Internet. Yet another teacher assumed the pupils already had the skills
required to make effective independent use of the SLRC.
Science
The science teachers were divided in their use as a means of developing ICT skills for data
presentation and those wanting to access information for project work in the lower years.
They were all aware of the need to develop information handling skills even if they did not
have a formal means of tackling this process.
23
Social Subjects (History, Geography, Modern Studies)
These subjects tended to use the SLRC for project work in geography and history in the lower
school, for more sophisticated historical investigations by Sixth Year Studies pupils and the
need for current information from the Internet to support modern studies. All these subject
teachers recognised the importance of developing the skills to access information, with some
indicating they could see the evidence of skills introduced in subjects lower down the school
in their pupils' work. However, these teachers, although aware of the need for the
development of skills in order to prepare pupils for effective learning, were not in a position
to quantify any progress made in this area of learning.
Guidance
Guidance teachers in some of the schools mentioned their role in reinforcing study skills in S3
and some saw this as an opportunity to use resources while others concentrated use on career
information in the SLRC.
Support for Learning

One support for learning teacher used the librarian as an expert in sourcing information to aid
the special needs of individual pupils; another was keen to emphasis the social development
pupils gained from access to the SLRC; and this department was also aware of role the SLRC
has in providing appropriate material for all abilities enabling the learning potential of less
able pupils to be realised. One support for learning base adjoined the SLRC helping the
teacher to motivate pupils by encouraging them to find out interesting facts whenever
possible. This teacher also thought the proximity of the base to the SLRC enabled pupils to
avoid the stigma of being seen to enter the base directly.
Art and Technical

The teachers in these departments used the SLRC for ad hoc sourcing of images and
background information. Two teachers were keen to use the opportunity to encourage pupils
to explore resources and understand the concept of finding information or images by thinking
round the possibilities and another used the librarian as a gateway to external sourcing of
artefacts to draw and hoped to encourage pupils to develop "their own personality...their own
expressive feelings about themselves" through exploration of the works of others. This latter
teacher expressed the view that the Internet access in the classroom had diminished her need
for the SLRC.
Mathematics
One school had a representative from the maths department and this teacher wanted to
encourage pupils to view maths not just as an academic subject but also as a subject with an
interesting history. This teacher was also aware of the potential value of stressing the SLRC
as a place to revise and to promote the study habit.
PE, Music and Drama

Guidance teachers represented PE but PE use of the SLRC was not mentioned in discussion.
Music and drama departments were not represented in the focus groups but two librarians
mentioned use by these departments, one mentioned a CD-ROM course which was developed
to support music and another that the drama teacher was involved in lunchtime support.
5.1.2 Teachers' perceptions of the impact on learning

The teachers' perceptions of how the SLRC can contribute to learning can be summarised as
the learning impacts identified below but it must be remembered that this has been compiled
from analysis of all the responses from all the focus groups, it does not necessarily represent
the perceptions of any one individual.
24
Learning impacts perceived by teachers
• The acquisition of information to complete a subject specific task.
• The teachers thought skills development was a high priority for pupils using the SLRC.
The skills covered a range of library, information, ICT and reading skills.
• Despite the inclusion of English teachers in every discussion group (no other subject was
represented in each school) there was not a high emphasis on the encouragement of
reading for pleasure but there was awareness that the SLRC provided a variety of
suitable material. Where reading for pleasure was mentioned it was viewed as a constant
challenge to get reluctant readers into a reading habit.
• Using the SLRC was felt to motivate pupils to produce a piece of work, some teachers
felt the introduction of computers of particular benefit in this and the SLRC has an
important social role in making computers available to all pupils.
• Teachers recognised the role the SLRC has to play in encouraging independent
learning, encouraging an awareness of learning as an activity outside the classroom and
the confidence needed to pursue learning outside the confines of the school environment.
• Some teachers were aware of the cross-curricular nature of the SLRC, enabling
maximum use of expensive or limited resources across subject areas and also the role in
building skills to use these resources to be transferred across the curriculum and beyond
school. Included in this could be the building of social skills of using appropriate
behaviour in particular situations and an environment where co-operation and interaction
is encouraged.
• There was widespread recognition of the important role the SLRC could contribute to
the social development and interpersonal skills of vulnerable pupils by providing a
safe environment with the opportunity to build confidence and make friends.
• The SLRC was seen to have a role in providing equal opportunities in terms of
computer equipment, book resources or the just the understanding of the information
world.
• Several teachers also highlighted aspects of the SLRC or the contribution of the librarian
that could be considered enriching to school life and thus helping school ethos.
These are an accumulation of ideas raised from across the spectrum of teachers and schools;
individual teachers presented their perceptions in the context of their own experiences. One
science teacher made the comment during the focus group discussion, "I think another issue
that has to be examined is the efficiency of the learning in the resource centre,” suggesting
awareness of the need for a more considered approach to SLRC use. The Research team
thought the focus groups provided a welcome opportunity for teachers to come together and
discuss their use and the learning potential of the SLRC, and feedback from the librarians
confirmed this view. Some teachers clearly gave their use of the SLRC considerable thought
already but did not always have the means to develop this beyond their own subject area and
build this into an integrated approach across the curriculum. Some schools recognised the
need for this to happen in order to maximise the potential learning. Other teachers used the
SLRC to give pupils the opportunity to carry out research without checking that pupils had
the necessary skills required in order to complete the task satisfactorily.
The teachers were encouraged to think of themselves as learners and how the SLRC might
have an impact in this capacity. Although, suggestions were not readily forthcoming there
was an indication that the teachers used the resources for themselves for professional
development, to support their teaching, to develop their own skills and for personal reading,
whether fiction, non-fiction or newspapers. The librarians in two of the schools made a
conscious effort to promote reading amongst the members of staff; one held a monthly book
club and the other highlighted recommended titles through the Intranet. Several teachers
mentioned using the resources to support their own children's learning.
25
5.2 FINDINGS FROM THE PUPILS' FOCUS GROUPS
The quality of the discussions with the pupils was variable but analysis of the discussions and
the individual SLRC Use Sheet [Appendix 5] completed at the end of the focus group
sessions provided enough information to give a perception of how pupils view the
contribution made by the SLRC to learning. Some pupils, as expected, were initially reluctant
to give an opinion, inhibited by their peers, the Researcher or the tape recorder and the
Researcher had to give more direction and prompting to elicit a response but the result was
encouraging in the way pupils began to think through the ideas. The SLRC Use Sheet
completed by each pupils was divided into two sections: the first asked for examples of how
the pupil used the SLRC and the librarian and the second asked the pupil to describe how they
felt the SLRC and librarian might help their learning. In reality the pupils found it difficult to
distinguish between use and their learning and some interpretation was required during
analysis. All pupils completed a SLRC Use Sheet, though the amount of detail varied between
individuals and between schools.
5.2.1 Pupil use of the SLRC

Table 4 gives an indication of how pupils stated they use the SLRC.
Table 4 Pupil use of the SLRC

Use of Resources and space Librarian help
• Use of resources, including Internet and CD-ROM, to • Giving advice or opinion.
gather information. • Teaching new skills.
• Use as a study area, including revising and homework. • Help with extra curricular
• Use of careers information. activities.
• Personal use, for pleasure, to relax, and socialise. • Helping find information.
• Reading of fiction, newspapers, magazines. • Help choosing fiction.
• Computer and Internet access was mentioned as separate • Help with work.
category by most (for pleasure, games, information, skills,
email, word-processing).
• Inter Library Loans.
• Extra curricular activities.
There was general recognition that in the lower school use of the SLRC was more for
pleasure, making new friends, playing on the computers while the older pupils were more
aware of the need to study and the use of support material for their work. Pupils from school
C mentioned the work experience of being Pupil Librarians.
5.2.2 Pupils' perceptions of the impact on learning

The terminology used during the focus group discussions with the pupils was more informal
and terms such as “help your learning” were used. The following gives an indication of how
the pupils participating in the focus groups thought the SLRC could contribute to their
learning.
Learning impacts perceived by pupils

• Improved work and therefore improved marks.
• Information to enable the completion of work, especially current information (from the
Internet and newspapers).
• Wider general knowledge , (including an understanding of different people and cultures)
and recognition of differing opinions.
• Development of skills , specified as ICT, study, and library skills.
26
• Developing an understanding of the need to work and the need for resources.
• Confidence to work independently and be more disciplined.
• Enabling decision-making .
• In the lower years helping to make friends, (helping develop interpersonal skills ).
• The librarian helped to motivate pupils.
• Enjoyment
• Opportunity to borrow books
Pupils from schools A and C had a wide variety of ideas and gave detailed potential benefits
and showed aware of some of the problems they associate with using the SLRC. School C has
a committed whole school policy towards the SLRC and a highly motivated senior
management team. School A has full support from the senior management team. Pupils from
school F and B valued the librarian and were very positive about the role of the SLRC. Pupils
from schools G, H, I and J wrote very little and the discussion was less spontaneous.
5.3 FINDINGS FROM THE LIBRARIANS' INTERVIEWS
The librarians were interviewed individually, except for the job share librarians in school A,
who were interviewed together and their responses are taken as one. The discussion started
with role of librarian, moving on to the objectives the librarians had for the pupils (and staff)
as users and learners, and finally trying to gather their perceptions of how the SLRC impacts
on learning and what the evidence might be.
The librarians found it relatively easy to identify what they hoped pupils would achieve by
using the SLRC, although some found it easier to give objectives for the SLRC rather than for
the pupils. They were less sure of how to achieve these objectives or whether they were being
achieved. They were not generally looking for evidence of learning or able to come up with
the means of checking the learning, except librarian D who had collaborated with a teacher to
identify criteria according to 5-14 curriculum for information skills. It was easier for them to
identify where they felt their objectives were not being met. The main objective they
identified was to develop confident and independent users.
Collaboration with teaching staff was not always felt to be as good as it should or could be.
The librarians were not always informed of the teacher’s requirements and intended goals and
they were not always informed of how effective the teacher found the experience. Librarian I
expressed the idea that the more involved the librarian was in the planning the more smoothly
a curriculum task progressed, and librarians A and F felt the more prepared the teacher was
the more motivated the pupils were and the harder they worked. Librarian F was aware of the
need for a whole school policy towards information skills.
There appeared to be a lack of knowledge or emphasis on the process of finding information

and more emphasis was placed on the library skills, with a few of the librarians citing the lack
of a computerised catalogue for the pupils a disadvantage, inhibiting independence. The
librarians generally held the view that the SLRC was no longer the place for the traditional
silent reading. There was a general feeling that time and energy did not always allow more to
be done.
27
5.3.1 Role of the librarian
Table 5 gives a break down of how librarians viewed their role.
Table 5 Role of the librarian

Role categories Number of librarians citing
role (n==10)
Collaboration with teaching staff 10
Skills development 9
Resource management 8
Promotion of services 7
Encourage confident, independent users 3
Flexibility, ability to adapt to changing needs 2
Specific examples cited by the librarians included:

Collaboration with staff
• Collaboration with members of staff for SLRC use, including new members of staff and
staff of associated primaries;
• Supporting staff use whether for teaching, staff development or personal use;
• Maintain good communication flow.
Skills development
• Encourage use of resources by introducing, developing and reinforcing library;
information (including reference, search and evaluation) and ICT skills, for pupils and
teachers;
• Supporting pupils while in SLRC.
Resource management
• Provide and organise suitable resources to support curriculum needs (not all mentioned
the connection between resources and curriculum needs) and to support teachers’ needs
either for teaching or for personal use (encouraging fiction). One librarian expressed this
as the need “to promote the resources and facilitate access to resources by all users.”
• Support careers information.
Promotion of services
• Promotion of library, resources and potential services to existing and new members of
staff, and pupils, including: staff information, reading promotion to staff and pupils,
links with other agencies;
• Encouraging an enriching, extension to curriculum, and providing a suitable
environment;
• Playing an active part in the whole school community.
Confident use and independent learners
• Encouraging confident use of resources and independent learning;
• Enabling use beyond the SLRC.
Ability to adapt to change
• Ability to change according to changing needs within educational climate or flexible
working to suit users.
5.3.2 Librarians' objectives for pupil use

The librarians' objectives for pupil use of the SLRC focused on the development of skills.
Some librarians were more specific about what they meant by the various terms used to define
skills, one in particular had a clear understanding of what was meant and how they might be
translated into learning objectives. Table 6 gives a break down of the learning objectives for
pupil use mentioned in the interviews.
28
Table 6 Librarians' objectives for pupil use
Objective categories Number of librarians citing
objective for pupil use (n=10)
Information and research skills 10
Library skills 8
Motivation for learning 6
Ability to transfer skills 5
Information and communication technology skills 4
Reading for pleasure 4
Life skills 3
Study skills (unspecified) 2
Collaborative working 1
Specific examples cited by the librarians included:

• Information skills and research skills: use a variety of sources, plan with a search
strategy, skimming, scanning and ability to take notes, evaluate resources, write a
bibliography and use the information (analysis identified as being a classroom activity
by librarian E).
• Library skills: navigation of library, ability to find resources, ability to use contents,
index and reference materials.
• Motivate learning by encouraging positive, fun experience and raising self-esteem and
by providing a wide range of opportunities and enriching of the learning experience.
• Ability to transfer skills , through the curriculum, outside the SLRC and to make
informed choices about careers. Understanding of and ability to use resources elsewhere.
• ICT skills , unspecified.
• Encourage pupil enjoyment of reading for pleasure, whether fiction or non-fiction.
• Life skills , ability to understand the need for information and to find libraries a useful
source of information.
• Study skills , unspecified.
• Enable collaborative work.
5.3.3 Librarians’ perception of the impact on learning

The SLRC was seen as the hub of the school for information and the librarian's role as
supporting staff use and encouraging learning. The librarians were not always sure that these
potential contributions to learning were indeed happening and one reason that they had been
keen to become involved with the Research Project was to find out whether they were making
an impact in the ways they hoped. All the librarians could think of examples of impact on
learning in individual pupils during particular activities and the Research gathered anecdotal
evidence of these impacts. Librarians are in a fairly unique position to see pupils in a number
of different contexts and are in a position to see the learning from that perspective. One
librarian commented, "We have an impact on everything".
The librarians identified the following as potential impacts on learning:

• Enabling pupils to navigate the SLRC, and its resources (developing library skills).
• Enabling pupils to become confident and independent in locating and handling
information, selecting the most appropriate type of resource for their need, giving
accurate and detailed information in project work, understanding the need for a
bibliography and the need for appropriate presentation of work (information handling
skills ).
• Improved achievement, by the use of differentiated resources, when necessary, or
encouraging pupils to do extra work or more than is required in the classroom.
29
• Encouraging life skills , such as time management and setting targets and critical
thinking skills.
• Giving access to computers and developing the skills required to use ICT effectively.
• Develop the reading habit, encouraging frequent borrowing, and the reading of quality
and a variety of reading matter.
• Develop personal interests , imagination and serendipity.
• Encouraging enjoyment for learning and enabling a positive experience to encourage
learning and also increase morale.
• Enables pupils to transfer skills across the curriculum.
• Encourages pupils to take responsibility for their own learning, to use initiative and
encourage creative thinking and to see the SLRC as a means of getting ahead.
• Enables pupils to share information, skills and knowledge in an informal setting and
co-operate with each other.
• Breaks down barriers and encouraging use by making libraries acceptable .
• The SLRC provides a refuge for vulnerable pupils or those who need to make friends in
a controlled environment.
5.4 DISCUSSION OF FINDINGS
Analysis of the discussions from the focus groups and responses from the librarian interview
provided a wealth of information on how the various groups perceived the SLRC could
contribute to learning and how factors influenced the effectiveness of the learning process.
Table 7 gives a brief comparative look at what the three groups thought the learning impacts
might be and the findings for each are very similar.
Table 7 Comparisons between group perceptions of impacts of SLRC on learning

Teachers Librarians Pupils
Information Skills: library, information, life, Improved work

Skills: library, information, ICT, thinking, ICT Information, new knowledge
reading Improved achievement Skills: ICT, study, library
Reading for pleasure Reading habit Understanding need to work
Independence Personal interests Confidence to work
Cross-curricular Independence independently
Motivation Transfer of skills Decision making
Social & interpersonal skills Motivation Motivation
Enrichment of learning Interpersonal skills Enjoyment
Interpersonal skills
5.4.1 Development of the impact framework

The potential learning impacts emerging during the focus group discussions and interviews
were analysed and grouped using a number of well-established classifications relevant to the
learning process. This was partly to allow some evaluation of the breadth of the potential
learning impacts that were emerging at this stage and partly to provide a useful framework to
facilitate further discussion and debate with teachers and librarians. The organisation of the
potential learning impacts into a framework was not only seen as a way of describing what
the participants were discussing in the focus groups but also intended to help practitioners
identify how aspects of learning in the SLRC might fit into the curriculum. While it is not
possible to claim that it encompasses all possible learning impacts nevertheless, as will be
seen, the range of impacts identified was varied and broad in scope.
30
Initial attempts at classifying the learning impacts into some form of basic framework, looked
at the work of Benjamin Bloom in his Taxonomy of Educational Objectives1 on the cognitive,
affective and psychomotor domains of learning and at the more recent work of Carol
Kuhlthau2 on the cognitive, affective and physical realms of learning. Thus, for instance,
under the cognitive domain were placed the learning outcomes of finding and using new
information, under affective were the ideas of motivation and specific skills, such as using a
CD-ROM under the physical or psychomotor domains. The interpersonal skills, which were
sited as potential impacts, were added as an additional category (see table 8).
Table 8 Initial classification of learning impacts

Higher Cognitive Improved achievement
Understanding need to work
Independence & confidence to work independently
Transference of skills, knowledge & understanding
Decision making
Lower Cognitive Information skills
Thinking, life, study skills
New knowledge
Reading skills
Psychomotor or Physical Library skills
ICT skills
Affective Motivation
Personal interests
Interpersonal Social & interpersonal skills
This classification was then considered in relation to the objectives set out in Scottish
curriculum documents, the context within which the Research was being conducted. The 5-14
documentation indicates that attainment goals in all the curriculum areas are placed in the
wider context of knowledge and understanding, skills, and aspects of personal and social
development 3 . A more recent 5-14 document identifies these wider educational contexts as
the knowledge, skills and understanding and the cross-curricular requirements of dispositions
(towards learning, respect for oneself and others and social responsibility), core skills and
capabilities,4 and this is echoed in the general guidelines "Curriculum Design for the
Secondary Stages"5 , which links the 5-14 curriculum to more advanced curriculum levels.
The Research Project was being conducted in the context of a growing awareness of the need
to evaluate the quality of services in schools, including the SLRC. It was decided, therefore,
to examine how the various educational and curriculum classifications would compare with
the way in which learning is described within the recently published performance indicator
documents 6 . The Performance Indicator 3.2 looks at the "Quality of pupils' learning"
identifying the themes of motivation, progress in learning, personal responsibility for learning
and interaction with others. Figure 1 presents the initial hierarchical combination of these
educational and curriculum classifications.
This classification was then used in order to analyse and group the potential learning impacts
identified during the focus group discussions and interviews. As already explained, the
teachers had expressed some concern over the use of the term “learning outcome” and as a
result the general phrase “learning impact” was used at this stage. In order to stimulate
feedback on the more practical recognition of learning within the SLRC context, a further
level of the framework attempted to provide examples of possible indicators which could be
used to identify learning impact.
31
Bloom's Taxonomy of Educational Objectives1
Affective Physical Lower Cognitive Higher Cognitive [Interpersonal]
5-14 and curriculum documentation
Personal & Social Development Skills Knowledge & Understanding Personal & Social Development
Developing informed attitudes7 Developing informed attitudes
Dispositions, Core skills Skills Knowledge & Understanding Dispositions, Core skills 4
9
Performance Indicators
Motivation Progress in learning Personal responsibility Interaction
POTENTIAL LEARNING IMPACTS
identified during the focus group discussions and classified for ease of use under the headings:
Personal & Social Development Skills Knowledge & Understanding leading to Personal & Social Development
Motivation Progression Independence Interaction
Figure 2 Aspects of learning areas upon which the SLRC can impact
The identification of learning indicators was something which was seen as important for the
planning of the case studies. The original plan for the case study investigation had been to use
the frameworks to help teachers and librarians to identify appropriate indicators to evaluate
impact in specific learning activities. This had proved problematic during the focus groups
and interviews themselves when the teachers and librarians had not been forthcoming with
more specific ideas of how to identify the impact of the SLRC on learning. Several teachers
expressed the view that the impact of the SLRC could not, and perhaps should not, be isolated
from other impacts on learning and one expressed concern as to whether the impact the SLRC
could be measured. It also appeared that teachers and librarians generally found it difficult to
focus at a very specific level on the kind of learning experiences that they would associate
with SLRC based activities.
In an attempt to elicit further discussion and feedback on this issue, and to facilitate planning
of case studies, the Research team examined the learning impacts and used them to identify
possible indicators of learning drawing also on the work of Kuhlthau8 as well as the
performance indicator documents9 and 5-14 curriculum guidelines 10 . Both the list of learning
impacts and the potential indicators of learning were classified using the figure 1
classification. The resulting framework, which was to provide the basis for the case study
investigations, is presented in Figure 2.
This initial impact framework was sent back to the schools inviting comments from the
participating members of staff. This approach did not elicit any significant feedback and the
framework was then explained in face-to-face meetings with individual members of senior
management, teachers and librarians. This second approach proved more successful and the
members of senior management responded favourably to the learning experiences, identified
during the focus groups as examples of impact of the SLRC on learning, to the potential
indicators of learning, developed by the Research team, and the classification within the
framework. However, it was thought that the framework appeared daunting and difficult to
understand without detailed explanation. This exercise did little to confirm or validate the
potential learning indicators other than to gain general approval and agreement that the
frameworks had some potential for helping teachers and librarians start to explore the SLRC
contribution to learning.
At this stage it became apparent that the approach to the case studies would have to be altered
to take account of the fact that it was unlikely that the Research team would be able to engage
teachers and librarians in the specific identification of appropriate learning indicators for use
within the SLRC. Instead the approach had to become a more open observation of the
learning experiences of the pupils, seeking evidence and examples across the full breadth of
the learning experience. In other words, rather than evaluating the learning experience within
32
the SLRC in relation to planned goals and specifically identified indicators, the role of the
case studies was to enable more specific examples of learning and indicators to be identified.
Thus the case study phase was to enable the initial framework to be refined and used to
describe the kinds of learning experiences upon which a SLRC might expect, if not plan, to
have an impact. Given this subtle shift in the nature of the Project outcomes, one further
change to the terminology of the impact framework was made prior to its use within the case
studies. As already explained, teachers had expressed concern over the use of the term
“learning outcome”, which has a specific meaning in curriculum terminology, and this had
been initially replaced in focus group discussions with the term “learning impact”. However,
in using and refining the framework during the case study phase the term “learning
experience” was chosen. This was seen as a more appropriate description of the findings
which emerged and signals the fact that, rather than providing measures of impact as such, the
final framework (figure 3) identifies examples of more learning experiences upon which an
SLRC might expect to have an impact.
.
5.4.2 Factors influencing the impact on learning

The discussions highlighted a number of factors that were perceived to enhance or limit the
extent to which the learning experience in the SLRC could be effective. These were
considered to be important elements that needed to be taken into consideration when planning
and evaluating the use of the SLRC for curricular or extra-curricular activities. A summary of
these conditioning factors is reproduced in table 9.
Table 9 Summary of the conditioning factors influencing the impact on learning

Enhancing / Limiting Factors
• External influences (home background, age/maturity, ability of pupils)

• Whole school attitude, how it is valued, how it is integrated, how it is supported within SLRC &
classroom
• Acceptability - intellectual placing (hub of school)
• Financial factors (costs of resources & ICT)
• Communication flow (dissemination of information), promotion (displays, pro-active)
• Staff personalities - librarian, teaching styles, adapting to environment , stress if imposed
• Changes (curriculum, staff)
• Skills expectation by teachers
• Planning of use (with librarian, as teacher, preparing students, student's planning)
• Evaluation of use (efficiency of learning in SLRC)
• Curriculum requirements/constraints
• Time limitations (for use, for management)
• Availability - open access, class use (different groups, individuals, pairs, whole class), conflicts
of interests between users, "all things to all people"
• Physical location and Environment (available space, physical atmosphere, design, less formal,
noise)
• Resources limitations, books & computers - availability for all needs & levels
• Variety of resources (supplement/compliment classroom, differentiated, appropriateness)
• Equal opportunities - resources for all
• Difficulties (of information skills, cross-curricular, understanding, transferring, overwhelming
information, frustration)
33
1
Bloom, B.S. Taxonomy of Educational Objectives.Vols 1 & 2. London: Longmans, Green & Co Ltd,
1956.
2
3
SOED. Curriculum and Assessment in Scotland National Guidelines Assessment 5-14. Edinburgh:
Scottish Office Education Department, 1991, p. 10.
4
Scottish Executive. The Structure and Balance of the Curriculum 5-14 National Guidelines. Dundee:
Learning and Teaching Scotland, 2000, p. 4. [online]
http://www.ltscotland.com/guidelines/pdf/saboc.pdf [15-02-01].
5
SCCC. Curriculum Design for the Secondary Stages. Guidelines for Schools. Dundee: Scottish
Consultative Council on the Curriculum, 1999, p. 6-7. [online]
http://www.sccc.ac.uk/pdfs/secondary.pdf [15-02-01].
6
HMI Audit Unit. How good is our school? Self-evaluation using Performance Indicators. SOEID,
1996.
7
Environmental Studies 5-14: Society, Science and Technology consultation draft. SCCC, 1999.
8
Kuhlthau, Carol Collier. Student Learning in the Library: What Library Power Librarians Say.
School. Libraries Worldwide. Vol. 5 (2), July 1999, p. 80-96.
9
1996.
10
SOED. Curriculum and Assessment in Scotland, National Guidelines.
ASPECTS OF LEARNING
Analysis from the focus groups and interpreted according to Bloom's Taxonomy of Educational Objectives1
Affective Psychomotor Lower Cognitive Higher Cognitive Interpersonal (additional category)
Classification according to 5-14 Documentation
Developing Informed Attitudes Skills, Knowledge & Understanding Developing Informed Attitudes
Classification according to Performance Indicators
(one idea being each aspect of learning leads to next - motivation leading to progression leading to independence leading to interaction (when confident))
IMPACT OF RC ON LEARNING
learning outcomes according to focus group discussions
(more direct & immediate)
Enrichment (added extras, fun through Library skills (familiarity of layout, Serendipity & exploration (lifelong Peer support & teamwork (help others
learning) terminology, resources, catalogue, etc) interest in books) find & use resources, co-operation, learn
Enthusiasm (positive attitude) ICT skills (confident use of keyboard Developing ideas from others)
Motivation to learn (increased / skills, CDRom & Internet searching, etc) Reinforcement Develop communication skills
improved) Quality of work (school work & exam Transferability (cross-curricular, Social interaction (new relationships)
Imagination /experimentation results, accuracy, presentation, fact, lifelong learning) Awareness of others (needs of others,
Satisfaction of success vocabulary) Confidence in use (awareness of & study/work ethos, differing opinions,
Extra curricular use Information skills (understanding, ability to try other sources of social skills, behaviour, respect for
Initiative (willingness to return to RC to selection, note-taking, evaluation, etc) information) resources)
work, read round subject, use resources Reading skills (developing habit for Study ethos (personal needs awareness Awareness of others (in wider world)
for other subjects) pleasure, information, skimming, & wider learning process, exam skills)
Self-esteem (see work displayed, scanning, etc) Awareness (of wider information world
positive experience) Progress in planned outcomes (planned & need for it)
by subject teacher/librarian/school)
Increased knowledge (range & depth)
Develop understanding (increase
memory recall)
(more indirect & delayed)
Figure 2 Initial impact framework

INDICATORS OF IMPACT
(not forthcoming from focus group discussions but based upon them)

(direct & more immediate)
• undirected use / exploration of • navigation of RC & resources • unsupervised use / using initiative • use of appropriate behaviour
SLRC & resources (terminology / location) • independent, appropriate choice • awareness of others in RC
• promotion of resources (by user to • appropriate use of resources within • appropriate use of knowledge / • recognition of differing opinions
others) subject skills in other areas from resources
• volunteer help (in RC) • appropriate use of information / • developing originality / creativity
• volunteer discussion (with peers, technical skills within subject in arts etc
librarian, teachers) • skills associated with subject • awareness / use of resources
• enquiries originating from • reading fluency / frequency / beyond SLRC
resources used (more information, regularity / variety • confidence to seek help
clarification questions) • progress in planned outcomes
• willingness to participate
(enthusiasm)
• involvement in other activities as
result of RC use (clubs, magazine)
(indirect & more immediate)
• undirected use / exploration • wider general knowledge • higher personal aspirations • willingness to help others (find /
resources elsewhere • concentration • understanding & use of ideas/ use resources)
• writing skills knowledge gained in RC in another • willingness to share ideas /
subject experiences
• originality / creativity in English & • awareness of others in school
ICT • recognition of differing opinions
• awareness of wider world amongst peers / in society
Possible trackers include: record of requests, record of discussions, record of resources accessed/used (useful or not & why), observation of use & users, discussion with
individuals, pupils work (before, during, after), reader records (breadth, level).
These will be discussed with individual schools.
Figure 2 Initial impact framework

6. CASE STUDY FINDINGS
Each case study is introduced with brief factual information about the school and its SLRC.
This is followed by a description of what the teacher and librarian were seeking to achieve
and the activities they planned. One teacher forwarded a detailed lesson plan for her use of the
SLRC to the Research Team and other information for these sections was accumulated from
the initial discussions with teachers and librarians. The rationale for the methodology used in
this Research Project has already been explained in section 4.3 but in each case study a brief
summary of the specific methods used to examine the learning impacts is included to explain
the variations in individual circumstances. The findings are then described in general terms of
observation and the more specific evidence of impact. The evidence of impact has been
broken down into the learning themes described in the Performance Indicator 3.2, the "quality
of pupils' learning",1 : motivation ("extent to which pupils are motivated by their learning
experience"); progression ("progress in learning"); independence ("personal responsibility
for learning, independent thinking, and active involvement in learning"); and interaction
("interaction with others"). In the observation and evidence of impact sub-sections the
evidence of impact on learning has been highlighted in bold italics and the corresponding
indicators identified in the margin. This grouping was chosen because it was thought to
describe the learning experience and can then be related to the way the curriculum is
described in the official documentation; it was not chosen because of the specific use as
performance indicators. Where appropriate these have given further sub-headings. The final
section looks at the issues arising from the tracking or monitoring process and summarises the
evidence of impact.
The layout of each case study:

• School context - factual information about the participating school;
• School library resource centre- factual information about the SLRC;
• Introduction to the case study lesson plan - describing what the teacher or librarian was
setting out to achieve and the activities relating to the aims;
• Case study methodology - describing the specific methods employed to examine the
particular learning environment;
• Observation - general description of what happened;
• Evidence of impact - evidence of impact under the headings: Motivation; Progression;
Independence and Interaction. These were subdivided still further where appropriate to
describe more specific types of learning skills.
• Discussion - examines the issues arising from the process of tracking or monitoring the
evidence and summarises the examples of impact on learning.
The Section 8 within the Case Study Findings examines a few examples of special events
organised by the SLRC and the significant use made of the SLRC for ad hoc personal
requirement. The special events in the SLRC were observed in order to investigate how
impact might be indicated and examination of the ad hoc visits to the SLRC used a
questionnaire based on Marshall’s critical incident methodology 2 [Appendix 12] already
discussed in the methodology (Section 4.3.2).
1
a. HMI Audit Unit. How good is our school? self-evaluation using performance indicators. SOEID,
1996, p. 43.
b. Taking a Closer Look at the School Library Resource Centre Self-Evaluation using Performance
Indicators. SOEID/SCCC/SLA/SLIC, 1999, p. 7.
2
and health care sectors. London: British Library Research & Development Department, March 1993.
Information policy briefings, no. 1.
37
6.1 CASE STUDY 1
SCHOOL C: S1 ENGLISH
6.1.1 School context

Location
School C serves a small town and the outlying country districts. The school
has served the town and district since the early nineteenth century and
moved to its present site on the edge of the town in 1965.
Size
Pupil roll of 1165 and approximately 125 members of staff.
Free meals
12% free meal entitlement.
Bussed pupils
25% bussed pupils.
Associated primaries
Ten (three other primaries have the option to send pupils).
School aim
"The general purpose of [C] Academy is to enable pupils to enrich their
lives by engaging in work and activities which will assist them to make
sense of their society, to make more sophisticated appraisals of their own
role in the world, and to cope with the demands and pressures which that
world imposes."
6.1.2 School library resource centre

Accommodation
During the year 2000, the SLRC was extended to allow seating for 32
pupils in the class area, including 12 networked computers, seating for 10
in comfortable chairs and a study area with tables and study booths for 25
pupils. The career resources are in an adjoining room with seating for 20
pupils. The atmosphere is spacious, bright and welcoming.
Staffing
The SLRC is staffed by one chartered librarian, who has been in the post
for approximately two years. The librarian has clerical assistance 2.5 hours
per week, volunteer teacher help at lunchtimes and volunteer pupil
librarians help whenever they are free before, after school and at lunchtime.
The head teacher stressed the importance he placed on the SLRC. There is a
library committee and keen interest from all members of senior
management. This school places an emphasis on the development of
information skills in the lower school with an integrated Information
Technology Course (IT Skills Course) directed by senior management with
input from the librarian.
Availability
The school made a conscious decision to have open access to the SLRC for
all pupils. Lunchtime is particularly busy and is staffed with teacher
volunteers. The SLRC is not open at break time and is not used extensively
after school. Individual pupil use during class time is discouraged, except in
the case of seniors.
Use
Some departments use the SLRC extensively while others are located too
far away but all departments give positive encouragement for pupil use of
the SLRC. Pupils are encouraged to work in the SLRC, not necessarily
silently but with purpose, and games and general socialising are
discouraged.
38
6.1.3 Introduction to case study 1
The teacher involved in this case study was not a participant in the focus
group discussions.
Lesson plan
Subject
English, 5-14 functional writing to convey key facts.
Level
Two S1 classes taken by the same teacher, one class with 31 pupils, the
other with 28 pupils. All the pupils have done other projects using the
SLRC during the course of the year and one third of the pupils in each class
were engaged in the library part of the integrated IT Skills Course during
the case study period, which concentrated on types of information and the
use of a variety of resources. The others will have covered the library
modules in previous terms.
Aims
Each pupil was required to produce a poster or leaflet conveying interesting
facts about an animal they had researched. The teacher specified her aims
as the following:
• To produce a piece of functional writing for the pupils’ folios
(Functional writing, according to the 5-14 English Language
Guidelines 1 , is used to convey information.);
• To encourage reading for information (skimming and scanning);
• Selecting information from a range of reference sources (practice in
notetaking techniques);
• To practise redrafting work.
The librarian's aim for the pupils was to ensure they found relevant
information from appropriate resources.
Time scale
The teacher initially booked the SLRC for both English periods for each S1
class for one week. After the first week there was a break of a week while
the pupils took part in a Readathon in class time.
Towards the end of the first week the teacher decided more time would be
needed for using the resources and booked more sessions in the SLRC. This
extra time was eventually reduced when she and the librarian felt the pupils
were beginning to get bored and had begun to exhaust the resources. The
pupils spent four periods (of 50 minutes each) researching their animal in
the SLRC.
After gathering information in the SLRC, the teacher expected to give the
pupils another week to complete the work in the classroom. Pupils were not
set homework but were verbally encouraged to look for information beyond
the SLRC.
Activities
The teacher consulted with the librarian beforehand to ensure there was
enough appropriate material available in the SLRC on all the animals she
had selected for research.
39
In the first session the teacher explained the task and handed out a card to
each pupil with the name of an animal to research. The librarian introduced
the new library arrangement and gave a refresher on the type of resources
available, the use of index and content pages, the library catalogue and
codebuster (an alphabetical chart of commonly used topics and their Dewey
classification number). At the beginning of subsequent sessions the class
was reminded of what they were trying to achieve.
Pupils were allowed to sit in friendship groups and used the class or non-
fiction area of the SLRC, and were only moved if the teacher felt there was
too much distraction.
The teacher encouraged all pupils to use the CD-ROMs, and a rotation of
computer use was ensured.
Resources required
Pupils were given the freedom to use whatever resources they needed:
reference books, non-fiction books, magazines, CD-ROMS, and the
Internet.
Differentiation/extension
One class had a support for learning teacher with them for some of the
research lessons. This teacher was also involved in delivering the IT Skills
Course, which all S1 pupils complete.
At the end of the project, some pupils were given a poem or piece of
imaginative writing to do using the information found on the animal.
Assessment/evaluation
The submitted posters or leaflets were marked according to the 5-14
criteria, which included looking at the information and its presentation in
poster or leaflet form.
Informal discussion about the sessions was carried out between the librarian
and teacher during and after the project.
6.1.4 Case study methodology

The researcher observed the pupils at work using the resources in the SLRC
and the first lesson back in the classroom. This involved descriptive and
schedule recording.
The jotters and final work were studied at the end of the project, to
investigate the progress of the research process, and a checklist of possible
learning experiences was used to aid data collection. In total 57 examples
of submitted work were examined and 37 jotters were examined.
The pupils in both classes completed a simple questionnaire (51 returned)

at the end of the sessions in the SLRC to assess their views on using the
SLRC and to provide an indication of what they felt they had learned.
Discussions were carried out informally with the teacher and librarian
during the course of the project (there was little opportunity to have more
formal discussions with the teacher because of her tight timetable).
40
6.1.5 Observation
The teacher gave each pupil an animal to research and introduced the task
explaining what was expected in the SLRC and as a finished piece of work.
The librarian introduced the new layout of the SLRC, reminding the pupils
about the use of reference books, index and contents pages, the library
catalogue and codebuster.
The teacher started with a brainstorming session to establish the type of

information that would be required and subsequent lessons began with a
brief reminder of the aims. When the pupils were allowed to begin their
research, the five computers (loaded with a variety of CD-ROMS) were
immediately occupied, one pupil used the catalogue (with help from the Motivation
librarian) and the rest made their way to the non-fiction books, the
reference section and the Wildlife Magazines.
In one class, all but two of the 31 pupils found some resource to work from Progression
showing a degree of confidence in use of the SLRC and its resources. The Independence
remaining two pupils displayed a lack of enthusiasm for the resources and
had made no tangible start to the research by the end of the first lesson. In
the other class, again the pupils made their way straight to the resources Motivation/Independence
but this time a group had difficulty finding the encyclopaedias. They had
gathered on the wrong side of the shelves and seemed to be taking the lead
from each other. It was observed that some pupils struggled with
alphabetical order and understanding the instructions within the
encyclopaedia.
The pupils using the hard copy resources engaged in discussion, and Interaction
helped each other find the correct volume of an encyclopaedia or the basic
information highlighted in one particular encyclopaedia. The pupils were
allowed to sit where they liked around the tables, and the arrangement of
comfortable chairs helped the communication flow. The teacher
commented that this communication is not always possible or encouraged
in the formal classroom setting.
The pupils who used the computers during the first lesson were not those
who had recently covered the CD-ROM searching in the IT Skills Course.
One pupil was observed to work systematically through all the CD-ROMs Independence
and was selective in his notes, he consulted his jotter and wrote additional Independence
information as he found it. He also helped his neighbour who was having Interaction
difficulty finding his animal on his particular CD-ROM. Those on the
computers were using them as a resource, taking relevant information and Independence
moving on. One pupil had problems with his password logging onto the
computer and was observed to lose interest in his research for the rest of the
first lesson.
Pupils were observed using resources to find interesting and more unusual Progression
facts, for instance one pupil found information about the tail of a lemur and
the librarian helped another find out about the effects of poison but this
type of information was not always evident in the final piece of work or
even in the jotters.
In the classroom the teacher began the lesson with a brainstorming session
on the way information is portrayed in leaflets and on posters to help the
pupils develop ideas for presenting the information they found. When the
discussion was over pupils began working in their jotters or started to
41
gather pictures or equipment needed for their poster or leaflet. All the
pupils were observed to be on task. There was plenty of interaction between
pupils and with the teacher.
6.1.6 Evidence of impact

Motivation Motivation - Expression of
• The pupils showed an enthusiasm to get started and find resources. enthusiasm
More enthusiasm was observed when the teacher discussed what was
found and made suggestions (although these suggestions were not
immediately followed up). As the work of Kuhlthau2 confirms the
interest and motivation increased as information began to be gathered
together.
I learned “it takes alot of evert [sic] to look for ...[information] Motivation - Expression of
it is fun” enthusiasm
• Another indicator of motivation was felt to extend beyond the

immediate class use to prompt involvement in the project or the SLRC
at another time and three pupils were pointed out to the Researcher Motivation - Continuation
continuing their work during one lunch break. However, the librarian of task
found it difficult to keep records of this kind on a regular basis and it
is not known how frequently this occurred. Only 10% of pupils said
they went back to the SLRC in their own time to work on the project, Motivation - Continuation
although 51% did indicate that they had found information at home of task
and could be taken as an indication of motivation to continue their
work. The animal resources was not allowed to be borrowed for the
duration of the animal project, to ensure that they were available in
class time, but after the last session in the SLRC the resources were Motivation - Continuation
released and three pupils were observed to borrow books. It is also of task
hoped that encouraging research skills in the SLRC enables pupils to
locate resources elsewhere more easily but this case study could not
establish such a correlation.
• One pupil was thought to be discouraged in his search by finding

nothing new, commenting:
"all the books have the same information".
• The observation schedule, used during the fourth session in the SLRC,
indicated that the pupils of one class spent more time on task while Motivation - Absorption in
the other class spent more time off task. Not surprisingly the class in task
which the pupils were more on task were also observed to use the
catalogue, index and contents pages more. The other class had more
resources out but appeared to be less focused.
• The questionnaire revealed that pupils were not more enthusiastic

about working in the SLRC rather than the classroom. At first this was
thought to be surprising as some teachers in the focus groups
considered using the SLRC as a treat, and remarks made by teachers
using the SLRC during observation indicated some teachers did not
consider using the SLRC as "work". However, observation and
remarks by the librarian suggested that pupils consider using the
SLRC during class time as part of their work, something that has to be
42
done (or not) and is not considered by them as a "treat". One pupil
commented that being in the SLRC was, "better than working in the
classroom", an opinion confirmed by others. On the questionnaire the
pupils were asked if they work hard in the classroom and the SLRC
and 84% indicated they worked quite hard or very hard in the
classroom and 75% indicated they worked quite hard or very hard in
the SLRC.
• The teacher expressed the opinion that motivation could not be

measured from the final work and, while it is accepted that this is
subjective, the Researcher thought some work (25/57) revealed a Motivation - Expression of
dynamism and extra effort, care and attention, which might indicate enthusiasm
motivation and an enthusiasm for the project. Those with the better
grades reflected this but there were also others who appeared to put
effort into the process (either observed or concluded from their jotters)
which was not reflected in the submitted work and not necessarily
recognised in the assessment of their work. The teacher thought all the
pupils had found new information about their animal but the Progression - Found
Researcher thought that about half (29/57) of the submitted work relevant information
displayed some form of unusual input into their work that might
suggest motivation.
• The pupils had a week's break from the research in order to take part
in a Readathon and this might explain a general reluctance to get on
with the research in the next SLRC session. It might also be explained
by Kuhlthau's3 observations, which indicate that during the
exploration stage of the research process, there tends to be a feeling of
confusion.
Progression
• One class showed greater concentration on their own work during Motivation - Absorption in
session three in the SLRC, at a stage in the research process when the task
interest is expected to be high and anxiety reduced. In the other class,
fewer pupils progressed beyond the stage of exploring the resources,
there was less willingness or understanding of the need to use the
resources, and these pupils showed fewer signs of taking notes. Some
of the pupils had just begun their library module of the IT Skills
Course, working through reference material and CD-ROMS in the
SLRC, while other groups had done this in previous terms. There did
not appear to be any obvious difference between any of the IT Skills
Course groups.
I learned "where to start when looking for something" Progression -Find relevant
information
• In the questionnaire, 43% of pupils responded that they used resources
they had not used before and 43% said they had learned new skills. A
slightly smaller percentage, 35%, indicated that they had learned
something new about the SLRC or the way it works. 69% of pupils
thought they would find it easier to find information in the future.
Given the librarian's and teacher's emphasis on use of a variety of
resources it was interesting to note that 73% of pupils felt they would
have used the same or more resources in the classroom and 84% felt
they would have used the same or more resources if they had done the
project for homework. Observation had suggested that pupils were in
43
fact using a wider range of resources than would have been possible in
the classroom and therefore their responses may indicated confusion
over the wording of the question or a different interpretation of what is Progression -Found
meant by "using resources". The majority (88%) of pupils indicated relevant information from
that they used more than one type of resource and most used several number of resources
within each type. For example, when asked to write down five things
they learned in the library while doing their research, one pupil
indicated he/she had learned:
Progression - Use of index,
"how to use the index of a reference book, how to use an animal CD use of CD-Rom, found
rom, how to find information without help, how to treat others in a relevant information from
library, to use resorces [sic] I never knew obout." number of resources
Interaction - Use of
• The teacher encouraged three pupils who had not experienced the CD- appropriate behaviour
ROMs to try one. All were reluctant but made some attempt. One
continued his research unprompted on the same CD-ROM the Motivation/Progression -
following lesson (despite the inconvenience of a particularly dark Continuation of task/ICT
screen) and indicated that he was feeling more confident. The teacher skills
noted that the pupils take computers in their stride, using them as a
tool and some of the pupils were observed to use the computers in this
way.
• The teacher was surprised how much information some of the less
able pupils had managed to find. Several of these pupils gave quite
detailed information they had learned about their animal on the
questionnaire.
I learned "that the books give you millions of information"
• One jotter in particular suggested a real awareness of the research Progression/Independence

process, beginning with a general encyclopaedia, noting the source of Confident & competent use
information, taking notes (some copying was also evident) and adding of information handling
to information already found, and the selection of information related skills
to the original questions. Other jotters were seen to have some of these
elements but did not suggest the same methodical approach to the
task. Although the teacher had suggested the pupils made a reference
to the source of information in their jotters this was not a requirement
and pupils tended to note the first source of information only but when
checked, it was evident that other sources had been used. In all, 22/37
pupils made a note of the source of information at least once in their
jotter.
• At the beginning of each lesson the teacher reminded pupils about

notetaking and it was felt that some pupils improved their notetaking Progression - Notetaking
skills over the sessions. It was difficult to distinguish between those
pupils who had written notes in their own words and those copying
text. When questioned a group of pupils indicated that they needed to
take down all the information to ensure they missed nothing.
Altogether 19 of the jotters showed evidence of notetaking with three
individuals using bullet points.
• The teacher also reminded the pupils about skimming and scanning
but it was clear that one pupil learned the terms without really
understanding what was meant, when he wrote that he had learned to:
44
"skim & scan read everything".
• One class used the research to write poems about their animals and
ideas generated from the research could be detected in the poems.
These pupils were given the opportunity to use their information in a
different format, enabling them to interpret their findings in a new Progression - Information
way. analysis
• One regular library user had very little evidence of research in his
jotter but he was observed in the SLRC one lunchtime and explained
that he was using the computer to copy and paste information and
pictures from the Internet and that he would then highlight and word-
process the work at home. The final work was also done on the
computer. This illustrates a development of ICT skills and Independence - Confident
independent use of resources. However, the teacher felt this pupil had use of ICT skills
not tackled the project in the way she intended and it also
demonstrates how the work in progress would not be visible to the
teaching staff if they had felt it to be important. There were other
examples of finished work that did not reflect the amount of
information found during the research process.
• Another regular library user displayed well-organised notes, linked to

the original list of requirements noted from the brainstorming session.
The information found was interesting and well used in the final
poster. A pupil with well-developed information handling skills is able
to make good use of the opportunities offered by the SLRC to extend Independence
the learning experience.
• Twenty-two pupils showed evidence that they had developed ideas Progression - Information
from their notes through to the final piece of work but there was more analysis
evidence of analysis of information in the poems than in the posters.
Independence
• The pupils had all used the SLRC for other projects during the year and Independence - Confident
confidently sought resources despite the new and unfamiliar layout of use of library skills
the SLRC. The learning support teacher commented that she was
surprised how much information one of the less able pupils had
managed to locate. In the submitted work 17/57 pupils demonstrated an Independence - Transfer
awareness of other sources of information beyond the SLRC. skills
• After the fourth session in the SLRC three pupils were seen to return at Independence/Motivation
lunchtime (motivation) and were observed to continue their research Confident use
(independence).
• It was observed that the pupils were confident to ask for help from the Independence - Confident
teacher, the librarian and this was confirmed in replies to the to seek help
questionnaire. Several of the pupils ticked two boxes and therefore did
not give a preference but 69% indicated they would ask the teacher
and/or the librarian as opposed to 29% who preferred to ask a friend.
• In the classroom there appeared to be less independent working and

more need for reassurance from the teacher. The teacher felt this might
be a reflection of how they perceive the SLRC as a place for
independent research whereas the classroom generally has more teacher
45
intervention.
Interaction
• A great deal of discussion was observed between individuals and
groups; some was social chat but other instances involved helping each Interaction - Peer support
other locate resources and discussion related to the project. One pupil
was observed not letting another use a resource, a third pupil
intervened, "you're not even using it" and passed it on. The learning
support teacher commented on how pupils helped each other by
pointing out information that might be useful.
• 73% of pupils indicated that they had found information useful to

someone else in the class and 61% that they had received information
from a peer. This substantiates what was observed by the Researcher,
teacher and librarian that there was peer support and an awareness of
the needs of others.
• Discussion was observed not only between the pupils but also with the
teacher who interacted with the pupils in a lively, informative manner.
• Observation in the classroom did not reveal any obvious change in

motivation or interaction but the pupils were beginning the design stage
of the poster/leaflet and therefore the type of activity encouraged a
similar working atmosphere. Pupils were keen to answer questions,
were attentive and were on task for the majority of the time.
• There was more dynamic behaviour and a relaxed atmosphere in the

classroom, which might be due to a familiarity with their surroundings,
but it might also be an indication that the pupils adapt their behaviour Interaction - Appropriate
according to the circumstances. It was mentioned in the teacher focus behaviour
groups that pupils need to understand and respect the needs of others
and that using the SLRC was perceived to be a means of encouraging
an awareness of others and providing the opportunity to adapt their
behaviour according to the circumstances. An encouragement by
members of staff of quiet and respectful use of the SLRC for study was
observed at all times.
6.1.7 Issues arising from the process of monitoring impact

Observation was a useful tool to investigate what the pupils were doing and
how they were tackling the project but some of the pupils were wary of the
Researcher and reluctant to discuss how they were tackling the research
process. The teacher and librarian were in a better position to understand
individual problems when discussing progress with the pupils. The
observation schedule gave a more quantitative measure of pupils’ actions
and gave an indication of how the class as a whole was progressing rather
than a more individual evaluation when observing particular pupils.
Detailed discussion with the teacher proved difficult in this case study
because of her full timetable. However, discussion during the SLRC
sessions was valuable and allowed changes to be made immediately where
necessary, such as the decision to end the sessions because the pupils were
beginning to exhaust the resources and get bored.
46
The questionnaire provided useful evidence to support the observation
about how pupils enjoyed the experience (motivation), how they found the
experience of using the SLRC and the type of resources used, what they
thought they had learned (progression and independence) and how they felt
they had interacted with each other (interaction). However, it was clear that
there were ambiguities in the responses.
Examination of final work gave a good indication of how the pupils chose
to present the information they found but the jotters gave a clearer picture
of what information was found and how individuals tackled some aspects
of the information handling process. However the teacher indicated that she
did not have the criteria to assess this aspect of the work and the jotters are
not readily available for the librarian to examine.
The librarian felt the main criteria for success was whether the teacher was
satisfied with the project and the pupils' experience in the SLRC but this is
not necessarily an indicator of impact on learning.
47
6.1.8 Case study 1: summary of the evidence of impact on learning
Indicators of Motivation:
• Enthusiasm to get started;
• Pupil absorption in task;
• Continuation of research in own time;
• Effort in the final work
• Expression of enjoyment of experience.
Indicators of Progression:
• Awareness and development of skills:
Ø Library skills, including the ability to find and use a variety of
resources, including use of index;
Ø Information handling skills, including selection and use of
appropriate information, skimming & scanning techniques,
notetaking;
Ø ICT skills, including increased familiarity when searching different
CD-ROMS and Internet;
• Evidence of new information in jotters and appropriate use or
interpretation in final work;
• Quality of work submitted.
Indicators of Independence:
• Ability to continue and progress unaided either in SLRC sessions or in
own time, transfer of skills;
• Awareness when help is required and confidence to seek help from
member of staff.
Indicators of Interaction:
• Discussion about work with peers and members of staff;
• Willingness to help each other, peer support;
• Use of appropriate behaviour and respect for needs of others.
Summary of factors influencing the impact on learning

Factors enhancing impact:
• Enthusiasm of teacher;
• Constant interaction of teacher with pupils;
• Understanding of SLRC and resources from previous experience;
• Rotation of pupils on computers.
Factors limiting impact:

• Frustration expressed by pupils caused by problems.
1
English Language 5-14. Curriculum and Assessment in Scotland National Guidelines. Edinburgh:
The Scottish Office Education Department, June 1991, p.19.
2
Norwood, New Jersey: ablex Publishing Corp., 1993.
3
Ibid.
48
6.2 CASE STUDY 2
SCHOOL A: S1 MODERN LANGUAGE

Location
School A serves a small town and the surrounding rural and coastal area.
Size
902 pupils and 100 staff.
Projected roll for August 2001 is 944.
Free meals
70 pupils representing 8%
Bussed pupils
340 pupils representing 38%
Associated primary schools
Eight
School aim
"Our Aim is to enable pupils to achieve all they can and gain the skills and
knowledge they will need to cope with a rapidly changing world."

Accommodation
The SLRC covers an area of approximately 315 square metres; allowing
seating for 40 pupils, including 10 networked computers within a careers
area and a separate staff development area. The atmosphere is bright and
airy.
Staffing
Two chartered librarians work on a job share basis with part-time assistance
for 12 hours per week. Pupil librarians help at lunchtime.
Senior Management is fully committed to the SLRC.
Availability
The SLRC is open before and after school and most lunch times. Whole
classes, groups of pupils or individuals use the resources throughout the
day.
Use
The majority of departments make use of the resources either for the pupils
or for staff development.

The language teacher involved in the case study had participated in the
focus group and expressed an interest at that time in the potential of using
the SLRC to develop a cultural awareness in the pupils alongside their study
of the language. Her experience of using the SLRC in this way was limited
to one project during the previous year. The teacher was invited to take part
in the case study and accepted, developing an ambitious project centring on
co-operative learning methods introduced at a staff development workshop.
Lesson plan
Subject
Modern language, French cultural project.
Level
Two S1 classes doing a project at the beginning of the school year. They
49
had all started their library induction course during English. The previous
language experience of these first year pupils will depend on whether they
were introduced to French or German in primary school and they spend the
first year studying one or other language but not necessarily the one
introduced in primary.
Aims
The aim of the French project was to give the pupils some cultural
background to their study of the language. The pupils were in small groups
and given a topic to research. Each group had to complete a worksheet
giving information on that topic to be assessed by the teacher. The groups
then gave a presentation, using a prepared poster, to other groups linked by
a common theme. These groups became new clusters and prepared
presentation using the accumulated information to give to the whole class.
Aims of the project expressed by the teacher were to:
• develop awareness of French culture
• develop research skills
• develop independent learning
• develop group work and positive interaction
• develop reporting skills in small group, clusters of groups and
whole class.
The aim was to use the SLRC:
• as a research centre: books, CD-ROMS, Internet, TV
• as a space
and to have access to librarians:
• for research
• for encouraging small groups interaction
• for pupil support
• for teacher support
Time scale
The whole project was scheduled to take eight lessons, with the research
being done in one 40-minute period and finished at lunchtime or after
school. The research time was extended for another period when it was
discovered that the pupils needed more time to complete their research.
During the other lessons the pupils were to work in groups to present their
findings and report to other members of the class.
Activities
Initial discussions took place between the teacher and librarians and the
teacher drew up detailed lesson plans for the project. These were passed on
to the librarians and Researcher and further discussions were held to clarify
the project.
The two S1 French classes taught by the participating language teacher

were organised into groups of about three pupils (using a system to ensure
random grouping). The groups were given a topic to research and spent two
periods in the SLRC looking at resources selected by the librarians in
advance. The groups reported their findings back to the teacher or librarian
in both a written summary and brief presentation. Some of the groups
continued to work in the SLRC using the space. The groups then joined
with others to form new clusters united by a common topic. Each group
nominated one member to work with another group member of the cluster
to reorganise and refine the information to be presented to the whole class.
50
These members of the cluster groups worked in the SLRC. Meanwhile the
remaining members of the clusters worked in the classroom and used the
information gathered to help devise a quiz for the teacher to test their
knowledge and understanding of the cultural aspects researched.
The teacher designed a class evaluation that each pupil completed at the end
of the project. Each pupil wrote a sentence or so about what they had
learned, what they had enjoyed, what they did not like during the project
and what the group could have done better.
Resources required
The librarians located suitable book and Internet resources and a checklist
was made available for each group identifying the most appropriate
resources. The non-fiction books were taken off the shelves and kept
separately. Two groups of pupils needed to use a video to extract
information.
The teacher gave instructions on what was required and assessed the
information written on the worksheet. The teacher and librarians assessed
the reporting skills of the various groups, according to criteria specified in a
checklist and the pupils themselves were involved in peer and self-
evaluation.

Although two classes were involved in the same project only one class was
observed as the case study unit. In this class, all the groups were observed
doing their research in the SLRC. The groups that were allocated to work in
the SLRC at the poster and reporting stage were observed as they used the
information gathered to make a poster and then reported that information to
the larger group or cluster.
Informal discussions were carried out with the pupils, librarians and teacher
during the sessions. At the end of the project the teacher and librarian
evaluated the project with the Researcher present. The teacher discussed her
impressions of the project with the Researcher. Observation schedules were
not used in this case study because of the complex nature of the project
itself.
A questionnaire was completed by the pupils of both classes (50 returned)

and the self-evaluation sheets completed for the teacher were also
examined.
The presentations were observed and the posters and worksheet examined.
The librarians were asked to keep a record of their observations.
6.2.5 Observation
The librarian reminded the pupils that they were to work together and tried
to establish what role each individual had within the group (resource
manager, timekeeper, and noise controller). The teacher was using an
unfamiliar co-operative learning model for this project and this caused
initial uncertainty about what was expected of the pupils and the librarians.
51
The librarians had prepared research cards for each group listing appropriate
resources to ensure that pupils could begin quickly. The pupils were
reluctant to refer back to instructions given in the classroom by the teacher
to establish what they were supposed to be doing. The roles they were given
within the group caused confusion at the start and they were not good at
communicating with each other or organising themselves to ensure all the
tasks were covered. The project commenced at the beginning of the school
year when the new S1 pupils were unfamiliar with the SLRC, the librarians
and other members of the group and this was thought to have a bearing on
how quickly and confidently the research process was undertaken.
Pupils using the book resources appeared to understand the need to use the Progression
contents and index pages and made a reasonable start at reading and taking
notes. A few of these pupils had begun to make connections with their Progression
topic and the information they were finding by the end of the lesson. Those
using the computers needed more help, were less able to search efficiently
and reluctant to take notes but printed as much information as they could.
Although the librarian reminded them to read these printouts, this was not
observed and by the end of the lesson not much appeared to have been done
with this information. A few pupils were disappointed not to have had the
chance to use the computers. Some pupils still appeared unsure of what was
required by the end of the first session.
During the second session in the SLRC the groups were gathering their
information together onto a worksheet and beginning to think about their
presentation. This time they appeared to be more aware of what was
required and were more focused, although individual members within
groups were not always collaborating as well as they should. When the
teacher checked the worksheets and explained why goals had not been met
there appeared to be a greater understanding of what had been required and
in some cases a clearer idea of how to proceed, but others were less sure
because they had not understood their topic sufficiently or because the
process of presenting the information caused renewed uncertainty.
Most of the groups managed to progress onto the next stage with a little
input from the librarian or another helper (the teacher had sent two
assistants to the SLRC to help the librarians).
6.2.6 Impact findings

Motivation
• During observation it became apparent that motivation was directly
related to the understanding of the task and an ability to proceed.
Pupils arrived in the SLRC ready to get on with the task set but
some groups and individual pupils found it difficult to grasp what
was required either because they had not thought to read the
instructions, because they did not fully understand the instructions
or because aspects of the research process proved difficult to grasp,
such as the use of technology or reading skills required to access the
information from the resources.
• Pupils were observed to be on task when their aims were clear or Motivation -Absorption
they thought their aims to be clear. A few pupils were observed to in task
be fully engrossed in a task that was inappropriate for the required
outcome, for instance the writing of notes from the reference book
52
on the agriculture of France when the task required regional foods
and specialities.
• One pupil was absent during the first research session and was
observed to have difficulty getting motivated into the research
process. The other members of the group appeared to know what
was required and had already acquired a degree of knowledge. They
tried to explain to the absent member but were still unsure of their
own ground and in the end the absent pupil contributed more to the
artist aspect of the poster than the research.
• The observations made by the librarians confirm that pupil

willingness and ability to get on with the task increased when the
librarian intervened with help and direction. Discussion with the
librarian also suggested that the pupils had enjoyed the experience
of working in the SLRC on this particular project. One girl said she
had learned more about football than she ever knew before while
another member of the same group’s comment was:
"Magic ". Motivation - Expression

of enthusiasm
• The librarian commented that:
"all pupils were polite and well-behaved and worked quietly" Interaction/Motivation -
Appropriate behaviour/
and this could be an indication that they were willing participants. Willing participation
• Only 16% of pupils indicated on the questionnaire that they went

back to the SLRC to work on the project in their own time but this
low percentage may also reflect the group nature of the project and
the difficulty of proceeding alone or getting the group together. One
pupil, who had found relevant information, was observed,
apparently engrossed, continuing her research in the SLRC over Motivation -
break time. The librarians reported that they noticed a few pupils Continuation of task,
returning to the SLRC at lunchtime to continue with their research Absorption in task
but no record was kept.
• The class evaluation revealed a positive response to their enjoyment Motivation - Expression
of the project and many pupils indicated an enjoyment of finding of enthusiasm
information, using resources, particularly computers as well as
working in a group and practical aspects of designing the posters.
• The project questionnaire revealed a variation between the two

classes doing the project with the observation class having 100%
pupils indicating they liked doing the research in the SLRC either a
lot or quite a lot but only 56% of the other class responded in the
same positive categories. However overall the percentage was 78%
in the positive range of enjoying the research. The teacher felt this
discrepancy between the classes was reflected in the work produced
by the two classes and motivation may have had a part to play in
this.
• It was more difficult in this case study to gauge the motivation in

the posters produced because of the nature and organisation of the
53
project as whole but one pupil did bring postcards from home to Motivation/Continuation
put on the poster. of task
• Two pupils wrote a short but enthusiastic piece about the project Motivation - Expression
for the local newspaper. of enthusiasm
Independence - Use of
• A few pupils were reported to have used the SLRC at lunch times initiative
and after school for other activities as a result of the project and
86% of pupils indicated that they wanted to return to the library to Motivation - Return to
do something else. use SLRC
Progression
• The learning experiences related to the learning theme of
Progression, could be examined in terms of an increased awareness
of French culture, the development of presentation and reporting
skills, the development of library, information handling and ICT
skills.
• Some pupils were using information skills learned previously, such Independence - Transfer
as the use of index and contents pages, a variety of ICT skills, and of skills
in one instance an awareness of highlighting information when
processing it. This would suggest that pupils confident in a
particular skill are capable of transferring use of that skill to other
situations but also highlights the need for teachers and librarians to
be aware of skills already developed and to be able to build upon
them.
• It was more difficult during observation to see skills being

developed. Resources were already located for the pupils in order to
save time and an ability to locate resources was not really required.
Some pupils displayed difficulties in using resources in some cases
because of the uncertainty of what information was required but
there was also a reluctance to read the information and then write
notes from it.
• Individual learning experiences were observed, particularly when

using the computers. One pupil was observed discovering how to Progression - Use of
print selected text instead of the whole article and another was computer skill
observed to grasp the concept of using keywords in searching.
• The questionnaire and evaluation comments did give an indication

that pupils were aware of the research process and how they might
overcome some of the problems they encountered:
"Read worksheet clearly" and "Be more organised about where to Progression -Awareness
look" of need reading skills,
Need for information
Progression - Finding
• The worksheets, posters and presentations did give some evidence
information, Presenting
of progression in terms of information content and presentation
information
skills.
• There was evidence that information had been gathered for the first
round of presentations but very often this had not been fully
processed either through lack of time or lack of developed skills but
54
pupils showed an awareness of this in their peer evaluations and Progression - Awareness
reactions to their presentations and the second round of of need for relevant
presentations showed a development of presentation skills as well information &
as a refinement of the information content. presentation skills
• One librarian commented that she felt the presentations she

evaluated were not very impressive. Group 3 were described as
poorly prepared and organised and did not make the best use of the
information they had, groups 1 and 2 had the information but did
not present it to its best advantage and 8 and 9 were the best and
this was thought by the librarian to be in part due to the subject
matter (sport).
• The pupils were also asked to make up questions for the quiz and
examples of these reflected an understanding and knowledge of Progression - New
the information collected. knowledge
• The class evaluation revealed an increased awareness of French Progression - New

culture and France and actual examples of knowledge gained and knowledge
this was also supported by the questionnaire when 100% thought
their knowledge of France and the French had increased. This
knowledge was to be tested later in the term when the pupils are
given the quiz to complete. The questionnaire also showed a high
percentage of the pupils felt they had learned new skills (82%) and Progression - New skills
learned something new about the library and how it works (94%)
while doing the project and would find it easier to find information
next time they used the library (86%). Fewer pupils indicated they
had used resources not used before (66%).
• The librarians did comment that they saw a difference in these

pupils and their ability to locate resources, use the library and Progression - Transfer of
navigate CD-ROMs during English and Home Economics classes skills
when these skills were introduced as part of the library and ICT
skills courses.
• The teacher felt that pupils research skills could have been better
and indicated that changes would be made in the future to ensure
the directions are clearer and more time is allocated to the research.
The teacher was more positive about the pupil's awareness of
French culture.
• The pupils' responses to the class evaluation and questionnaire

revealed an awareness of some of the research skills that needed to
be developed in the future and this could be seen as valuable lesson
in itself.
• 86% pupils felt they had worked hard in the library either ‘a lot’ or
‘quite a lot’.
Independence
• Again independence appeared to increase as the understanding and
confidence in the task increased. The librarians expressed the view
Independence - confident
that the pupils appear confident to ask questions and even expect
to seek help
the work to be done for them. The questionnaire suggests that 72%
55
were confident in seeking help from the librarians, one saying:
"I am just starting High school and I want to have trust in the
librarian and I want them to no [sic] I am not shy in asking for
help"
• However, 22% preferred to ask a friend for help and some of them
elaborated that they felt insecure about asking the librarian:
"The librian [sic] might have not understand" and "I feel more
confartable [sic] with a friend".
• The observation revealed an air of confidence in some pupils who

on closer scrutiny were not confident in what they were doing and
either lacked the confidence to seek help or were over confident in
their abilities and did not realise that they needed help. In the few
instances where independence or use of initiative was observed the
pupil had a clear idea of the task and the direction in which further
work was to proceed. Again the need for intervention in the
information handling process is required early on for effective
learning to take place.
• One librarian noticed an example of the use of the subject index or Independence -Use of
computer catalogue to find extra books while the other felt the initiative
pupils were more inclined to try to find resources for themselves.
There were examples of pupils finding resources from home:
"I found a website on my own computer that solved all my groups Independence/
problems”. Motivation - Continue
task unaided
• The teacher noticed the pupils found places to rehearse their talk
and used mind mapping on their posters and although these cannot
be related directly to any impact from the SLRC it does illustrate
the way pupils use initiative given favourable circumstances. As
expressed by teachers in the focus groups, using the SLRC does
encourage an atmosphere in which pupils can demonstrate
initiative. The article for the newspaper is also an illustration of
initiative as well as motivation. The two are closely related in many
instances.
• Some pupils were allocated the library as a working space after the
research stage of the project and these pupils used the opportunity Independence - Use of
to expand their research independently as required. initiative
• The replies to the last part of the class evaluation suggest that pupils
were aware of some of the issues of time management and
organisation in order to improve their standard of work:
"Get organised and understanding what is asked of you" and Progression - Aware of
"knowing what I am looking for" need for organisational
skills, finding information
• The librarians expressed the feeling that these pupils were more
confident users of the SLRC after their experience. They also
noticed that a few pupils showed initiative in using the catalogue to
56
find more resources.
Interaction
• Observation and discussion with the pupils revealed that
interpersonal skills of co-operation, communication and peer
support improved as the members of groups got to know each other
better and those groups where the interaction was slow to develop
were observed to remain distracted. The groups found it difficult to
organise the tasks between them and resentment built up over
individuals' use of particular resources, “hogging of the computer",
and inability to use the video as a resource. This French project
provided an opportunity to examine the interaction identified by
teachers in the focus groups as a potential learning experience and
the library provides an environment that can encourage peer co-
operation away from the constraints of the classroom. The groups
were observed to take a while to form relationships but when the
groups formed clusters, there was evidence of greater cohesion and Interaction - peer
an improvement in peer support. support
• Individual instances of pupils encouraging and helping each other

were observed, particularly when using ICT.
• In the questionnaire all pupils indicated that they had made

contributions of information or ideas to the group and 88% felt Interaction - Peer
they had learned from others while in the library. The class support
evaluation revealed strong feeling about working in a group, both
the enjoyment and some of the negative aspects, the problems of
members not contributing or individuals being uncomfortable
within their group.
• By the final presentation there was clear evidence of improvements Progression -

in presentation skills and an awareness of what was required. Improvements in
Although both teacher and librarians felt the presentation could presentation skills
have been better the project provided valuable opportunity for
development of this part of the curriculum.
• The teacher indicated at the end of the project that she felt the class
was more cohesive and that as individuals they were better at Interaction - Peer
answering questions and talking to the teacher than previous classes support
at this stage in their first year. She also felt they were more caring
as a class when asked about the class dynamics.

Detailed observation as carried out by the researcher is clearly not practical
in the normal course of class use of the SLRC but it is a useful tool to gain
evidence of the opportunities for intervention and the processes used by
individual pupils while involved in research activities in the SLRC.
Observation also reveals other things happening in the SLRC which might
not otherwise be noticed, such as how pupils sent from class on an
individual basis cope with the information process considering input from
structured courses and activities.
The observation schedule provided a useful reminder of what to look for but
57
proved difficult to complete because of the way the groups were working.
The evaluation given to the pupils by the teacher was felt to be a valuable
tool, providing assessment information on what the pupils had learned about
the topics they researched and about the processes involved and by
providing evaluation information on where adjustments might made to
make the project more effective in future. The questionnaire gave
information about the learning experiences not specifically covered by the
aims of the course but are only a crude indication of what is happening.
Discussion during the class time was difficult between the staff but between
the staff and pupils was both useful in terms of assessing the situations
pupils were facing but also in terms of helping pupils to clarify they tasks.
Logs were kept by the librarians of their observations during the project.
They found it relatively easy, though time-consuming, to consider what was
happening in the SLRC during the project time but less easy to find any
connections beyond this time, i.e. it was not noted when pupils returned to
the SLRC to continue their research. The notes indicated an awareness of
the learning experiences and possible indicators and during the evaluation
of the course with the teacher some of the issues noted were discussed,
suggesting that the reflection provided a useful means of clarifying what
was happening.
58
• Willing participation, when task was understood;
• Returning to SLRC to continue project, or enthusiasm to continue
project elsewhere;
• Desire to return for SLRC for some other activity;
• Expression of enthusiasm when questioned about project.
• Awareness and development of skills:
Ø Library skills, including familiarity with layout;
Ø Information handling skills, including selection of appropriate
material for presentation;
Ø ICT skills, including CD-ROM and Internet searching, importing
pictures, printing selected text;
Ø Reporting skills, including interaction with audience, improvement
in presenting the information;
• Increased knowledge of France and French culture.
• Transfer of skills from primary school, including use of contents and
index and notetaking techniques;
• Confidence and ability to proceed, use of initiative within this project;
• Confidence when returning to SLRC for another exercise;
• Confidence within the classroom;
• Confidence to seek help;
• Awareness of need for time management and organisation for
independent learning.
• Co-operation within the group;
• Understanding of need for peer support;
• Use of appropriate behaviour;
• Cohesive class, working together.

• Understanding of task;
• Ability to proceed, the skills required have been developed;
• Intervention by staff at appropriate time;
• Ensure absent pupils are integrated and fully briefed;
• Opportunity to try again;
• Familiarity with surroundings.

• Time constraints;
• Tensions within a group.
59
6.3 CASE STUDY 3
SCHOOL I: S2 GEOGRAPHY

Location
School I is an urban secondary school situated near the city centre and
serves a multi-racial community. The school was relocated in the present
innovative building in 1991.
Size
Pupil roll was 975 in August 2000 with 74 teaching staff.
Free meals
22% of school roll at time of reporting.
Bussed pupils
No bussed pupils.
Four associated primaries.
School aim
The school is committed to success, raising expectations and standards and
providing opportunities for our young people and adult learners.

Accommodation
The SLRC covers an area of approximately 500 square metres with seating
for 90 pupils and 27 networked computers (20 situated in an adjacent IT
room). The accommodation includes a class area, a partitioned careers area
and senior study area with study carrels and tables. A separate IT suite is
available for classes using the SLRC.
Staffing
The SLRC is staffed with one chartered librarian, who has been in the post
since the school was built, and a part-time library assistant.
Availability
The SLRC is open during day, before and after school and at lunchtime.
Use
“The Resource Centre is used to promote the English reading programme,
teaching information skills, a wide variety of research projects both in
subject and year groups, careers lessons and interviews, supported study
after school, reading club at lunchtime.”

The teacher involved in the case study was a participant in the focus group
discussions and was known to work closely with the librarian to plan
courses conducted in the SLRC.
Lesson plan
Subject
Geography, natural disasters including volcanoes, earthquakes, tidal waves,
floods and famine.
Level
All seven of the geography classes in S2 were doing this project. One class
(30 pupils) was used as the case unit and another class, with a different
teacher, was observed on two occasions.
60
Aims
The aim of the course was a personal investigation into a natural disaster
and how this affects the local population. The course was designed to
encourage independent research using a variety of resources in the SLRC,
to develop mapping and diagram skills, to motivate pupils and to develop
an enjoyment of geography. The theory of volcanoes and earthquakes was
covered in class before the research project.
Time scale
This course had been initially planned to run for one 57-minute period per
week over five weeks. In fact the pupils had eight research sessions that
lasted over a period of eleven weeks, including holidays, and two other
days when the SLRC was not available.
Activities
During the first session in the SLRC, the teacher explained the task and the
librarian reminded the class about the resources and the research sequence.
Pupils had to choose a natural disaster, such as volcanoes, earthquakes,
floods, and follow guidance in a research project booklet to complete a 600
word project. The pupils decided a title and then selected approximately
four questions to answer on the chosen topic and these would be used to
make up the sections of the written project report.
During the remaining lessons, the whole class worked in the SLRC
researching their topic independently with support from the teacher and
librarian.
Resources required
The non-fiction books were selected by the librarian and remained on a
trolley for the duration of the project. This ensured the resources were
readily available for all the pupils but were only available for loan during
the holiday and at weekends. Project boxes with newspaper cuttings,
leaflets, etc. were also available. CD-ROMS and the Internet were
introduced from the third week in the SLRC.
Pupils would be directed to suitable resources as required.
The teacher assessed the pupils' work according to criteria clearly marked
in the research project booklet handed out at the start of the project. The
marking covered information content, information gathering techniques and
diagrams and maps. The librarian was consulted on the research process if
required.
The course was evaluated by informal discussion between teacher and

librarian.
Examples of work were displayed on the library notice board at the end of
the project period.

The first, second, fourth and last session in the SLRC were observed. An
observation schedule was not used in this case study because the pupils
61
were too spread out to make timed observation valid but the Researcher
used the criteria in the schedule as a reference for observation.
The Researcher met with the teacher and librarian before the start of the
project and informal discussions took place with the teacher, librarian and
pupils during the project.
The pupils completed a questionnaire (25 returned) at the end of the

project. It was noticed that the pupils did not respond to the question on
using ‘non-fiction’ resources and it was explained that the librarian used the
term ‘information book’ but the aim of this question was to establish the
variety of resources used and evidence was available from the responses
given.
The Researcher examined the submitted work (15 pieces) and a few jotters
but very little work in progress was available.
The librarian indicated that keeping a log of enquiries or resources used by

the case study pupils was impractical.
6.3.5 Observation
The teacher explained to the Researcher that the case study class had not
covered the theory of volcanoes and earthquakes by the start of the project.
The SLRC was not available for two sessions at the start of the course
because of strike action and another school event and it was observed from
the jotters that the teacher took this opportunity to cover the theory.
It took a long time for the pupils to get settled in the classroom area of the
SLRC during the first lesson and this was partly due to the presence of an
S2 home economics class who were doing a group project on countries.
The librarian explained to the class what they were expected to do during
the geography investigation. Each pupil was given a research project
booklet which set out the investigation guidelines in steps covering choice
of topic, planning, where to find information, techniques for gathering
information and guidelines on what was required in each section of the
submitted booklet and how the work would be marked. The librarian then
explained what resources were available and where they were located in the
SLRC.
The pupils were then encouraged to start thinking about and planning their
topic and questions. The pupils were told to use their jotters for making
notes and that space in the SLRC was available to keep finished work if
required. While pupils considered their choices and thought of their
research questions, the teacher discussed choices with individual pupils.
Pupils were told they could share information as long as each submitted
their own piece of work at the end.
Once they were allowed the freedom to begin their research, some pupils
settled quickly using the topic boxes and books. Other pupils were Motivation/Progression
distracted by friends in the S2 class researching countries for home
economics. By the end of the first lesson the majority of the pupils were on Motivation
task and the teacher reminded them to take a note of the resources they
were using. The teacher checked jotters between this lesson and the next
62
lesson in the SLRC three weeks later.
During subsequent lessons, pupils were given the freedom to research

independently with the teacher going round discussing progress
individually.
Once the computers were made available to the pupils (during the third
session in the SLRC), the teacher and librarian spent the majority of time
helping these pupils in the adjoining computer lab. The rest of the class
were expected to continue working independently in other areas of the
SLRC and pupils were observed to get on with their work. However, some
pupils took advantage of this freedom to chat and find excuses not to get on
with their work. The teacher explained that it is school policy to
concentrate on those pupils who want to get on with their work.

Motivation
• Observation during the first lesson in the SLRC suggested there was a
good deal of enthusiasm to get started and excitement about the Motivation - Expression
prospect of being in the SLRC. Part of this excitement was due to the of enthusiasm (in
fact that another S2 class was using the SLRC for a home economics behaviour)
project and friends could get together. However by the end of the first
session in the SLRC, the majority of the pupils had planned their
questions and begun using the resources. This class then had a break Progression - Using
from the research for two weeks due to holidays and strike action and resources
it was noticeable during the next session the pupils were less focused
and more easily distracted. For many of the pupils the enthusiasm
continued to diminish during the subsequent weeks.
"I enjoy projects and like to be given freedom to research at my pace." Motivation - Expression
of enthusiasm (in
questionnaire)
• Two girls showed signs of motivation and commitment to the project
when they enquired about taking resources home at the end of the Motivation - Intention to
first session but this was not possible because they were needed for continue of task
other classes doing the same project. The librarian reported a few
resources were issued during the holiday period but no record was
kept.
• During the second session, another pupil was keen to show the Motivation - Expression
Researcher the amount of work already accomplished and this of enthusiasm (verbal)
appeared to be of a good standard, including the main requirements of
the project. This pupil was motivated to work at home on the project, Motivation/
where he admitted he found it easier to work without distractions, and Independence -
his conclusion and questionnaire responses indicated that he had Continuation of task
enjoyed doing the project. However, it was noticed that this pupil did unaided
not do a great deal more during subsequent periods in the SLRC and
his submitted work did not include significantly more work than that
shown to the Researcher during the second session.
"I can work by myself and have my own space"
• The use of computers initially increased motivation for the research
63
process and the topic in general. All the available computers were Motivation - Willing
occupied during the lessons observed but by the last lesson the focus participation
had diminished.
• One pupil was very enthusiastic about a CD-ROM and tried to Motivation - Expression
encourage peers to use it but because the terminology was different of enthusiasm (verbal)
they failed to understand the relevance of the CD-ROM to their topic
(the CD-ROM used the term storm instead of hurricane) and the
opportunity was not seen to be taken up.
• Six of the fifteen pieces of finished work examined showed signs of Motivation - Expression
enthusiasm and extra effort. The questionnaire suggested that 68% of of enthusiasm (in work)
the case study class completing questionnaires had enjoyed doing the
project ‘quite a lot’ or ‘a lot’ and two commented that it made a
change to be out of the classroom. However, although 80% indicated
that they worked hard in the SLRC, this was not the impression gained
from the observation and did not appear to be reflected in the quality
of work submitted. One pupil appeared to be motivated by his
experience in the SLRC from his response in the questionnaire. He
commented that he had enjoyed doing the research in the resource
centre a lot because:
“you have got more space and better resources”
but he did not submit a written project that the Researcher saw.
Progression
• Out of a class of thirty, fifteen pupils submitted written work (52%). Progression - Written
Eleven of the fifteen (38%) received marks of 15 or more out of 30 work submitted
and where a breakdown of the marks was available (nine of the
fifteen) six received 6 marks or more out of 12 for the research
process.
• The written work that was marked 15 or more out of 30 had evidence
that relevant information had been found and in most cases from a Progression - Found
few different resources. Some of the information had not been used to relevant information
support the pupils’ original questions but attempts had been made to
organise the facts in some way. One pupil wrote in his conclusion:
“From this project I learnt a lot of things about the volcano. How it Progression - New
works and how the lava flows. I learnt things I didn’t know before. I information
found it very intresting [sic] and I would like to do anything like this Motivation - Expression
again.” of enthusiasm
• This pupil probably did learn about volcanoes from the project but it
was also noted that he did not use his time in the SLRC effectively but
worked on the project at home.
• During the first lesson pupils quickly found resources and appeared to Progression - Found
know what they were looking for. When questioned the pupils relevant resources
understood the concept of finding resources because they had used the
SLRC for other projects (a few mentioned the home economics
project they were also doing around this time), and there was an
assumption that the resources in the SLRC would be appropriate.
64
Their responses to questions indicated an assumption that if they could
not find information it would be because another pupil was using the
resource they needed. There was less awareness of the skills needed to
extract and use information effectively and it became apparent that not
all the pupils were as capable at handling information, especially as
the lessons progressed and the initial focus of their research appeared
to decrease.
• When the pupils were allowed to use the computers there was
evidence from their immediate use that they were reinforcing skills Progression - Transfer of
learnt in a previous computing class when they had been taught to skills
import pictures. Once again it was noticed that pupils were able to find
Internet sites but were less able or willing to reflect on how the
information they found related to their own work. When the submitted
work was examined the poorer examples consisted of sheets printed
from the Internet without any attempt to understand or analyse its
content. Even some of the more able pupils had difficulty in using the
information appropriately and the keen pupil described previously
appeared to have found the information and then set the questions
rather than the other way round.
• This project provided the opportunity for pupils to find and use a
variety of resources and the questionnaire revealed that 60% of the
respondents used more than one type of resource. Two pupils
commented that they enjoyed the opportunity of using the Internet;
two said they learned ICT skills and one commented that computers
do not have all the information. Three thought they would have done
better work if they had had access to a colour printer, illustrating a
preoccupation with presentation rather than content.
Independence
• Use of the SLRC for this project enabled pupils to use theory covered
in the classroom and apply it in a piece of independent research.
Examination of the finished work did show that some pupils made use
of this opportunity to reinforce and consolidate their learning and
understanding.
• The project also enabled pupils to transfer and practise information

handling skills developed in other subjects both within the SLRC and
beyond to other sources of information at home or the public library.
The pupils were able to locate suitable resources independently Independence - Confident
within the SLRC and one or two pupils demonstrated an ability to location of resources
work independently when they continued in their own time. Independence -
However, the pupils who produced good results while working Competent progress
independently also showed signs of having more highly developed unaided
information handling skills.
• There was less evidence of planning and organisational skills being

developed. This may have been partly because the work in progress
was not available for inspection but observation of the pupils
suggested that they were not planning and organising their work
effectively.
• The pupils appeared confident to use the resources unsupervised and
65
were confident in asking the Researcher for help but they were not Independence - Confident
always aware of their own difficulties and therefore unable to seek to seek help
help.
• One pupil was observed to follow up a URL from one of the topic Independence - Confident
sheets found in the SLRC. This was felt by both pupil and Researcher use of resources
to have been a useful site.
• In contrast to the main case study class, the other class observed
showed independence and a greater awareness of the information
handling process by taking books into the computer room. They were
also more willing and able to discuss what they were doing and they
appeared to be more focused. This increased focus may have reflected
the fact that this class began their project after the holiday break.
Interaction
• The SLRC provided an opportunity for interaction and peer co-
operation and this was observed on occasions. Two girls during the Interaction - Peer
second lesson were working together using the same resource and support
continued to work after the rest of the class had packed up. Other Motivation - Continuation
pupils were observed to help each other with ICT skills. of task
• However the size of the SLRC, which enables several classes to do

research at the same time, did appear to encourage interaction between
pupils, which is not related to the task in hand, and it was also difficult
for pupils to share resources effectively.

The layout and organisation of the SLRC made the observation of pupils
very difficult. Two S2 subject classes were using the SLRC for different
projects during the same period, involving the same pupils in some cases.
This was also observed to cause the teachers some confusion on occasions.
The use of the questionnaire on this occasion only produced limited

information. The pupils were less able or willing to elaborate on their work
in the SLRC and this was also thought to be reflected in the way the pupils
responded to questioning by the Researcher.
The responses from the questionnaire are inconsistent with the situation
observed and the final work examined in some instances and the pupil
responses needed to be treated with caution.
66
• Enthusiasm to get started;
• Willing participation;
• Desire to continue work at home;
• Enthusiasm to explain and discuss work;
• Discussion with peers about work or resources found;
• Effort in submitted work.
• Mark given for submitted work;
• Development of skills:
Ø Library skills, including ability to navigate SLRC and use a variety
of resources;
• Reinforcement and transfer of skills from elsewhere;
• New information.
• Show understanding or confident use of skills;
• Transfer skills from elsewhere in curriculum;
• Confidence to seek help;
• Continuing project elsewhere.
• Peer co-operation, sharing resources, explaining processes.

• Use of computers.

• Size and organisation of the SLRC;
• Lack of understanding of information handling process;
• Lack of focus, need to reinforce aims and skills especially after break
from project.
67
6.4 CASE STUDY 4
SCHOOL K, S6 BIOLOGY

Location
This is an independent, fee-paying, co-educational day school situated in a
city centre. The school has a history dating back to the thirteenth century
and a unique role in the community serving villages and towns in the
adjoining regions. The school is housed in a complex of buildings situated
on adjacent sites.
Size
The total school roll is about 1,100 pupils, of which 700 are in the
secondary school and a teaching staff of about 90 in the secondary school.
School aim
"The aim is to provide a secure and caring environment in which each
individual has the opportunity to fulfil his or her potential. This is a
predominantly academic school where the majority of pupils go on to
university. However, the education of the whole pupil involves more than
high standards in academic fields. There is a wide range of out-of-school
activities, many carried to high levels of achievement and a strong
corporate life - both essential in the development of a pupil's personality."

Accommodation
The SLRC is housed in one of the adjacent sites and covers an area of
approximately 272 square metres. There is seating for approximately 80
pupils, including careers and senior study area, 20 networked computers
and a specific area for the junior school.
Staffing
The SLRC is staffed by one full-time chartered librarian and one full-time
library assistant.
Availability
The SLRC is open all day, before and after school and at break and lunch
time and allows for whole class use, individual research and leisure or
homework activities.
Use
The SLRC is used by a variety of subject departments in the senior school.

This school was not involved in the focus group discussions. The biology
teacher was keen to encourage his sixth form pupils to make effective use
the SLRC and other libraries to help with their academic work.
Subject
Biology investigation.
Level
Sixth year Higher level pupils, seventeen in the class.
Aims
The following aims were expressed by the teacher:
• To raise awareness of how the library can help;
68
• To learn how to use a library properly;
• To encourage regular use;
• To find information for use in investigation.
Time scale
At the beginning of the school year the pupils were given a refresher course
in using the SLRC. After the October holiday, the pupils began their
biology investigation and the submission date for the first draft of their
introduction to their investigation was early December.
Activities
As part of their biology Higher course the pupils were required to carry out
an investigation on a topic of their own choice. The investigation required
the pupils to design and carry out an experiment and research the relevant
background to their chosen topic. The pupils were given written guidelines
for the biology investigation and during their refresher course in using the
SLRC they were given a booklet to guide them through the research
process.
The pupils were expected to make independent use of the SLRC and other
resources during their investigation period.
The teacher would assess the pupil's work.
The use of the SLRC would be evaluated informally by the teacher and
librarian.

The pupils using the SLRC for their investigation were expected to work
independently and during study periods and therefore observation was not
possible by the Researcher. The SLRC staff was asked to keep an informal
record of their observations of which pupils used the SLRC and how they
tackled the task.
Pupils were given a library research checklist during their refresher period
in the SLRC by the librarian, to help with the research process and to be
used for feedback but at the end of the case study the pupils indicated that
they had not used the checklist.
After their draft introductions for their investigations had been submitted
the pupils completed a questionnaire to give the Research team information
about their experiences of tackling the research. They were also asked to
complete a flow chart detailing the steps they took during the research
process and indicating at which points they felt the SLRC had an impact on
what they did.
Four of the more able pupils were questioned about their experiences of the
research process and using the SLRC.
The Researcher also discussed the pupils’ written work and use of research
with the teacher and the pupils’ use of the SLRC with the SLRC staff.
69
6.4.5 Observation
Observation was not possible during this case study.

Motivation
• One pupil showed enthusiasm for his investigation. The librarians Motivation - Expression of
remembered his enthusiasm for the subject and his willingness to enthusiasm, initiated
approach them and discuss the investigation with them. The discussion
enthusiasm for the subject was also reflected in his submitted work.
• Another pupil's work also showed a degree of enthusiasm for the

subject but this particular pupil only used the SLRC for Internet
access.
• Five other pupils indicated in the questionnaire that they had enjoyed Motivation - Expression of
doing the research but nine had indicated that they had not enjoyed enthusiasm
the experience.
• The teacher was not impressed with the overall commitment of the
class to the investigation.
Progression
• The teacher was generally disappointed with the quality of the work
and was aware of having to nag them to get down to work. The
teacher commented that:
"there was a lack of evidence of reading and/or comprehension of

reading and the transfer of theory where present was vague, often
irrelevant, occasionally copied with no clear understanding".
• In the questionnaire, 65% pupils indicated that the SLRC had an Progression - Found
influence on the factual content of the investigation. One pupil relevant information
commenting that the SLRC had enabled her to find:
“out about enzyme action”
and gave her ideas for her investigation and another thought the
SLRC had an influence on the factual content because it:
“allowed me to research (via skill acquired) independently at other Independence - Transfer

libraries.” of skills
Only 18% indicated that they felt the SLRC had an influence on how
they tackled the investigation but one commented that she thought she
had:
“used a wider range of informative sources" Progression - Found

information from range of
because of the SLRC and another thought the SLRC had an influence: resources
"since there are a lot of books relating to my subject I did a lot of

background reading before I started."
70
A higher percentage, 47%, felt previous usage had an influence. Progression/Independence
These responses were elaborated upon by indications that previous - Awareness of information
experience helped pupils understand how to access information and handling skills and ability
how to use it; how to use the Internet; or helped them develop word- to apply in new context -
processing skills. Only a small percentage of pupils felt they had transfer of skills
learned new skills (18%) or used new resources (12%) on this
occasion.
I think the SLRC had an influence on how I tackled my investigation

because "training i.e. skills played a vital role in planning
investigation."
I think using the SLRC on previous occasions had an influence on this

investigation because "Skills in source finding have been developed -
through use of the library in previous years allowed me to find
information relatively easily" and "I knew how and where to access
information. I knew how to use the information in the best way."
• For those who used the SLRC, the most helpful aspect was thought to
be the access to computers and the Internet (47%) and help given by
the librarians (29%). The difficulties experienced were more to do
with the limited choice of resources (47%) held by the SLRC and
finding quiet time (24%) to use the SLRC.
• There was evidence that not all the pupils were confident at handling
information or had developed the skills to tackle an independent piece
of research to the best advantage. The submitted work displayed
evidence of irrelevant information and in some cases not enough
information to support the work. The teacher's comments confirmed
this view.
• The teacher was aware that one pupil had the opportunity to draw on
theory from both biology and geography but was disappointed that the
pupil had not exploited the opportunity.
• Another pupil's work showed evidence of use of the SLRC and

indicated an enjoyment of the investigation but had failed to fulfil the
criteria of the theory and investigation write-up.
• The pupils had not been given their grades prior to completing the
questionnaire. It was therefore interesting to note that the two pupils
who were given a grade A both indicated that they had enjoyed doing
the research and were pleased with the results. However the majority Progression/Motivation -
of the others indicated that they had not enjoyed the research, although Sense of achievement/
more expressed satisfaction with their progress. Expression of enthusiasm
Independence
• All the pupils used resources elsewhere. Several displayed an Independence -Ability to
independence of approach appropriate for the level of research transfer skills
expected. These pupils were motivated and understood both the
requirements of the topic chosen and the information handling
process.
• Although other pupils indicated they had the ability to research
71
independently in their responses to the questionnaire, the final work
they submitted suggested they were unaware of their limitations and
the need for additional help. They also failed to make the connections
between their reading and the work in class. None of the pupils used
the research checklist supplied by the librarian to help with the
research process and several did not use the curriculum guidelines set
out for this particular piece of work.
Interaction
• This particular case study did not lend itself to this type of learning
experience and no evidence was found for pupils sharing ideas or
experiences of finding or handling information.

The independent nature of this investigation posed particular problems in
monitoring the learning experience.
An examination of the notes and work in progress revealed information

handling strategies and use of techniques not revealed in the submitted
work.
72
• Initiate discussion with librarians about investigation;
• Effort in work;
• Expression of enjoyment when asked.
Ø Library skills, including ability to locate appropriate information
sources both in SLRC and elsewhere;
Ø Information handling skills, including selection of relevant material
to support arguments and theory;
Ø ICT skills, including Internet searching and word processing skill.
• Knowledge and understanding of investigation subject matter and
biology theory;
• Sense of achievement.
Indicator of Independence:
• Use of sources of information beyond SLRC;
• Transfer of skills.

• Previous experience of SLRC;
• Librarians' help.

• Lack of understanding of subject theory;
• Lack of understanding of information handling process;
• Lack of reference to subject investigation criteria, and research
checklist.
73
6.5 CASE STUDY 5
SCHOOL F: S3 SKILLS COURSE

Location
This is a mixed comprehensive school serving an extensive area of rural
and urban pupils. The school was founded in 1792 but moved to its present
site on the outskirts of the city in 1977.
Size
Pupil role of 779 and 65 members of staff.
Free meals
8.09%
Bussed pupils
6.55%
Ten
School aim
The school aims "to provide each pupil with a wide range of challenging
experience in a safe, caring environment, so that each individual pupil can
make the best of his or her talents."

Accommodation
The SLRC is on two floors and has an area of approximately 115 square
metres, with seating for 45 pupils. The lower floor is arranged with tables
for class work and has 12 networked computers, and the senior study area
and careers library is located on the upper floor.
Staffing
The SLRC is staffed by one chartered librarian with volunteer parental help
and a library assistant has recently been appointed to work 15 hours per
week.
The SLRC has full backing from Senior Management.
Availability
The SLRC is open all day, before and after school and at lunchtime.
Lunchtime is particularly busy and members of staff help, the SLRC is
closed at break time.
Use
All departments use the SLRC and positively encourage pupil use.

Lesson plan
Subject
Personal and Social Education (PSE), using the subject of healthy living to
develop study skills introduced in class by the guidance teacher.
Level
S3, all PSE pupils.
Aims
A personal investigation into a Healthy Lifestyle and how this affects the
body. Pupils to choose a topic from smoking, alcohol, drugs, healthy diet,
exercise and produce a poster, leaflet or short talk on how this affects the
74
body. The course is designed to refresh pupils in how to use the library, to
encourage independent researchers, to meet deadlines and develop ICT
skills, as well as health education.
Time scale
One 40-minute period per week for a three-week block.
Activities
Lesson 1, the librarian reminded pupils about resources and the research
sequence.
Lesson 2, the pupils used the resources to research their selected topic, and
the project was continued as homework so that it was finished for lesson 3.
Lesson 3, the pupils explained their work to other members of a small
group who peer evaluated the work according to set criteria. This was
followed by a class discussion about the results, considering the
information found and its relevance to the topic chosen and the task, the
presentation and appropriateness of design, and the bibliography. The
librarian then asked the pupils to complete a self-evaluation sheet noting
down what they had learned about the research process.
The librarian introduced the library resources and the research process, with
teacher supporting the librarian and pupils.
Resources required
Research checklist for each table.
All book resources available and access to the Internet.
Informal discussion after the course between teacher and librarian, review
of final product, peer and self-evaluation sheets.
Examples of work were displayed on the library notice board. Pupils were
recommended for mention for the ‘record of achievement’ for good or
outstanding work.

One class was observed for all three lessons and the Researcher discussed
the research process with the teacher and pupils informally during these
sessions.
The final work of this class was examined as well as the work of the other
five classes. Very few pupils submitted any notes for examination.
The peer and self-evaluation sheets were also examined.
6.5.5 Observation
Session 1:
The librarian explained what the pupils would be doing over the three
weeks. The librarian reminded the class about the arrangement of resources
in the SLRC, choosing a book, skimming and scanning, notetaking and
keywords, the research process, discussion of the Internet, presentation and
recording the source of information and summarised it all before the pupils
got started.
75
The teacher reminded the pupils about the study skills introduced in class.
During brief discussion, the librarian commented that she should also watch
the video the pupils had seen in class to refresh her memory of what was
covered.
The pupils had ten minutes at the end of the session to make a start and Progression - Find
most began looking for resources but three pupils began on their poster. resources
Session 2:
The librarian's introduction explained that the pupils should all have chosen
their topics and made a start the previous week; that they would need to be
highly focused; and the work would have to be finished for homework so
that the completed poster, leaflet or talk could be presented to their group
the following week. All the pupils went to get resources quickly; nine boys Motivation - Willing
went straight to the computers and spent time logging on. The librarian participation
helped them find search engines and reminded them to keep focused on the
effects on the body of their particular health issue. Most of the sites that
pupils tried were drug related and were therefore barred. The librarian, still
working with those on the computers, helped individuals define their search
and think of keywords. The other thirteen pupils were working with book Motivation - Willing
resources and only one was recorded as not focused on the project. The participation
teacher helped by encouraging pupils to think about what information they
would need on their poster. One pupil was observed to move on from the Progression/Independence
computer and use an encyclopaedia . Another pupil found a useful looking - Appropriate use of
site and was copying the information directly onto paper. resources
The lesson provided the opportunity for instruction in developing search

skills using the Internet. The pupils were not confident at seeking help, one
had trouble printing and was finally spotted and helped; another spent a
long time looking for a book in the wrong section of the library and was not
spotted having trouble; and another told the Researcher that he did not
know what he was supposed to be doing because he was absent the
previous week but did not seek help.
Session 3
Two pupils were absent the previous week and had produced no work and
the librarian commented that some other pupils had produced very little.
The pupils started peer evaluation at their tables. Four of the seven groups
took the exercise seriously and engaged in discussion about the work Motivation - Willing
presented. The teacher helped one of the less committed groups. participation
The librarian led the general discussion on the work, commenting on

quality, the use of resources, the use of style for presentation but there was
little response from the pupils on this occasion (although the librarian had
indicated that other classes had contributed more to this discussion). The
pupils were then asked to do a self-evaluation writing briefly what they had
learned about the research process.

Motivation
• Observation suggested that those pupils who normally get down to
work continued to do so, especially during the research lesson when Motivation - Willing
pupils quickly found resources and settled to using the information. participation
76
Reluctant pupils, particularly the boys did appear to be encouraged by Motivation - Willing
using the Internet but the end product these pupils submitted did not participation
necessarily reflect the same enthusiasm or effort. This may in part be
due to problems encountered with the banning of sites to do with
drugs and difficulties of finding appropriate material. However one
pupil was observed to find a good site on the Internet by chance but
failed to use the information in any final piece of work.
• The librarian commented that she felt one of the other classes had
shown more enthusiasm for the discussion and evaluation in the last Motivation - Willing
lesson, making interesting and relevant comments about the participation
presentation of pieces of work and the use of information, such as the
fact that adding the source details detracts from the impact of a poster
or leaflet.
• Although the librarian found it impractical to keep a check on pupils

using the SLRC in their own time, a few pupils were noted. One pupil Motivation/Independence -
returned on her own with a very specific question to research on the Return to continue work
Internet, displaying motivation, independence and appropriate Progression - Appropriate
preparation. use of resources, Planning
• Another pupil asked the librarian when the work would be displayed Motivation/Progression -
on the board outside the SLRC and the librarian felt she was keen to Expression of enthusiasm,
see her on show. This pupil's self-evaluation reflects a degree of Sense of achievement
enthusiasm by detailing the elements of her work thought to have been
successful:
"The things I learned the most is how quickly I need to look up things
in 3 weeks as I think I needed more time and most of it went on the
computer in school and at home also the Decoder chart was the
quickest. … [Laminating] was the last thing I thought of and It turned
out to be a good Idea. The hardest thing was trying to find out how
much you spend on fags a day and a year d £28 y=£14562 The book
are the fasters espically [sic] the decoder chart."
• In the case study class, fifteen out of the twenty completed pieces of Motivation -Expression of
work showed some evidence of enthusiasm and effort and eight of enthusiasm, effort
those were of good quality, one exceptional. These pupils may be well
motivated pupils who produce quality work in all subject areas but
there was one example of a generally less able pupil who was
motivated by this project to submit a good piece of work and the Progression - Recognition
teacher and librarian were pleased to have the opportunity to credit of achievement
this pupil with a positive referral to the achievements board.
• There were examples of work in each class that did suggest a degree
of enthusiasm for the project and time spent on the exercise. In total,
four pupils were recommended for the achievements board and
approximately twenty pieces of work were displayed outside the
SLRC.
Progression
• The majority of pupils were observed navigating the library and
finding appropriate resources with little difficulty. Two pupils made
immediate use of the codebuster to find resources and four others Progression - Appropriate
use of resources
77
went straight to the encyclopaedias, both tactics considered to reflect Progression - Appropriate
good practice and an understanding of the library skills taught. The use of resources
pupils using book resources were more aware of the skills required for
effective use; these would have been reinforced during the projects
undertaken during previous years.
"Books are easier to use than I first thought. Looking up the index to
find information is quite easy"
• One pupil had difficulties finding appropriate resources from the

shelves and was directed to the codebuster. He successfully found a
book and in his self-evaluation wrote:
"I learned that one bottle of spirits can kill. I learned how to search
effectivly [sic] for information."
• There was little evidence of planning or notetaking either when using

book resources or the Internet despite the research reminders on each
table but the quality of some of the final pieces of work would suggest
that some planning and selection processes were used when the Progression - Appropriate
information was put together as homework. Comments from the peer use of resources
and self-evaluation exercise did suggest that more thought had gone
into the research process than was observed at the time and the pupil
who returned to the SLRC with a specific question for the Internet did
appear to have thought the process through and planned her strategy.
"Selecting the best information from the source you are using"
"The most important thing is when you put the info[sic] into your own
words"
"...I now know if I work well I can get a lot of information in a short
time"
• The similarity of responses on the self-evaluation cards suggested that

pupils had picked up on points raised during the discussion and had
not given the evaluation significant thought but there were also more
original issues raised, illustrated in the quotations from the self-
evaluation sheets.
Progression - Awareness of
"The most important thing I learnt was to not leave everything to the time management
last minute"
• Some pupils indicated that they had learned new information and Progression - New
some final pieces of work did contain information that the pupils may information
not have known already. There were also a significant number of
pupils who did not appear to find or choose to communicate new
information. The peer evaluations reflected this with pupils
commenting on the fact that they did not learn anything new from a
poster or leaflet:
"Yes she found information. It was nothing we did not no [sic]." need for new information
• One pupil was observed working on the computer quite effectively
78
and he found a suitable site after two attempts at searching and this Progression - ICT skills
pupil indicated that he had learned new skills using the Internet:
"I did my essay on smoking. I learnt how to use the Internet and how
smoking affect [sic] almost every part of your body."
However his poster did not suggest enthusiasm, the design and the text
were copied.
• Only a relatively small number of pupils in each class noted the Progression - Awareness of
source of their information, although this was part of the checklist on need for bibliography
each table, and even fewer appeared to know what was required for a
bibliography. One interesting discussion raised the problem of noting
the source on a poster or leaflet and the conflict this posed for the
design. Without this record or the pupils' notes it was not possible to
consider the ability of pupils to use and assimilate the information
from a variety of sources.
• This project provided an opportunity for the development of Internet

search skills and much of the librarian's time was spend in this way. It
was noted that some pupils either lacked the confidence to ask for help
or were unaware of skills that might have improved the effectiveness
of their research.
• A breakdown of the comments on the self-evaluation cards suggested

an awareness of the issues raised during discussion (see tables 10 and
11).
Table 10 Comments on self-evaluation sheets completed by observation class

Categories of comments Number of mentions
Time management * 10
Books easier and/or quicker to use ** 5
Library skills - finding information 4
Subject information 2
Information skills - need for relevant information, need to take notes 2
Need to get down to work 2
ICT skills 1
Presentation skills 1
No comments 2
* The librarian stressed this in the discussion
** The librarian mentioned this in the discussion
79
Table 11 Breakdown of self-evaluation comments from all the classes
Categories of comments Number of comments in each class
3R1 3M1 3R2 3M2 3R3 3M3
Planning, time management 9 5 10 5 9 15
and organisation
Books easier and/or quicker to 1 0 5 9 3 0
use
Library skills - finding 5 3 4 4 3 2
information
Subject information (not 1 13 2 5 3 1
necessarily new information)
Information skills - need for 12 3 2 0 7 10
enough relevant information,
need to take notes, own
words, note source
Need to get down to work 0 0 2 1 5 1
ICT skills 0 1 1 0 0 0
Presentation skills 3 1 1 1 2 2
Interpersonal skills - share 0 0 0 0 0 1
No comments, not serious 0 2 2 0 5 6
Independence
• The pupils who were able to navigate the SLRC to find appropriate Independence - Confident
resources had mastered at least some of the library skills introduced & competent at finding
and practised in previous years and this mastery leads to a form of resources
independence.
• Some pupils continued their work for homework and a few indicated
they used resources outside the SLRC in their bibliographies and this Independence - Continue
suggests a degree of independence by these individuals. task unaided
"You need to spend a good amount of time in the library or at home,

looking through information books, computers. So you have enough
information for the task."
• The librarian expected the pupils to be independent in their use of the

library and resources and observation revealed that the pupils were
generally independent but some showed a reluctance to seek help (the
pupil who failed to find the correct shelves for his topic) or recognise
when help was appropriate (particularly when searching the Internet).
• Pupils were able to move between resources in an independent

manner, one pupil was observed accepting the limitations of the
computer and moving onto an encyclopaedia.
Interaction
• The individual nature of this exercise was not conducive to interaction
but some pupils were observed to help each other find information.
• The peer evaluation provided an opportunity for pupils to consider and

discuss the use of information in an informal way but some pupils
found this task difficult to carry out objectively.
80
• The teacher helped one group evaluate more realistically and this
highlighted information that pupils had copied without understanding.

If used carefully peer and self-evaluation can be an effective tool for
assessing the understanding and implementation of the pupil's learning.
A questionnaire was not appropriate in this case study because of time
constraints but the use of peer and self-evaluation did give valuable insight.
Discussion with guidance staff was limited.
Two pupils handed in their notes and this made it much easier to see what
they had done and how the notes were reflected in the final work. This is an
important part of the process and is valuable for assessing the work and
evaluating the course properly. The pupils were not asked to submit their
notes from the research and therefore the Researcher was not able to look at
the planning or information process.
The librarian was trying out a new format for this course and adapted it
during the process. Not all the classes received quite the same treatment.
The evaluation sheet was refined so that the pupils had a clearer idea of
what they were assessing. However, there were problems associated with
peer evaluation, such as the influence of personalities in the assessment.
The self-evaluation cards often reflected the discussion rather than genuine
reflection on the pupils' part.
The librarian expressed the view that the changes prompted by the case
study Research had improved the course and the self-evaluation comments
were considered to be particularly valuable.
The librarian in this school mentioned to the Research team that being
involved in the Impact Project had prompted reflection on her own work
and she understood the benefit of using the self-evaluation comments for
further development of the SLRC. As a result of the changes to the S3 skills
course the librarian discussed the possibility of developing ICT skills in the
S1 library periods with senior management.
81
• Keen to get on, willing participation;
• Discussion stimulating interest and understanding;
• Expression of enthusiasm;
• Continue project in own time, either in SLRC or elsewhere;
• Quality of work submitted.
Ø Library skills, including ability to navigate the SLRC and the
resources;
Ø Information handling skills, ability to select new and appropriate
material for presentation, awareness of need for bibliography;
Ø ICT skills, including searching the Internet;
Ø Critical skills, including understanding of requirements and
appropriate application;
Ø Study skills, awareness of need for time management;
• New information;
• Quality of work;
• Ability to find appropriate resources in SLRC and elsewhere, continue
unaided.
• Peer evaluation discussions.

• Display of work;
• Use of computers;
• Positive referral for achievements award.

• Difficulties accessing sites on Internet;
• Lack of confidence to seek help, or unaware of need for help.
82
6.6 CASE STUDY 6
SCHOOL F: S1 READING FOR PLEASURE

Location
This is a mixed comprehensive school serving an extensive area of rural
and urban pupils. The school was founded in 1792 but moved to its present
site on the outskirts of the city in 1977.
Size
Pupil roll of 779 and 65 members of staff.
Free meals
8.09%
Bussed pupils
6.55%
Ten
School aim
The school aims "to provide each pupil with a wide range of challenging
experience in a safe, caring environment, so that each individual pupil can
make the best of his or her talents."

Accommodation
The SLRC is on two floors and has an area of approximately 115 square
metres, with seating for 45 pupils. The lower floor is arranged with tables
for class work and has 12 networked computers, and the senior study area
and careers library is located on the upper floor.
Staffing
The SLRC is staffed by one chartered librarian with volunteer parental help
and a library assistant has recently been appointed to work 15 hours per
week.
The SLRC has full backing from Senior Management.
Availability
The SLRC is open all day, before and after school and at lunchtime.
Lunchtime is particularly busy and members of teaching staff help. The
SLRC is closed at break time.
Use
All departments use the SLRC and positively encourage pupil use.

Lesson plan
Subject
A weekly library course during English.
The first year library course introduces the main library skills as well as a
number of other information handling skills and activities to encourage the
enjoyment of reading.
Level
S1 classes
Aims
The aim of the library course is to give S1 pupils the basic skills they need
83
to use the library independently for finding information, and to promote
confidence in selecting fiction and enjoying reading.
Time scale
S1 pupils go to the SLRC for one period a week during the first year. The
case study period lasted from the beginning of the school year (in August)
to the end of the second term (in December).
Activities
Each week the librarian introduces different aspects of library skills. Some
weeks focus on the selecting and reading of books and other weeks involve
a short activity on information handling, as well as time to change books.
This librarian in conjunction with other school librarians in the authority

has contributed to the development of three web-based databases of modern
fiction. The Power Readers database is designed for S1 and S2; Keep
Reading encourages the S3 and S4; and for the senior years a Higher Still
Contemporary English Literature website. The Power Readers database
encourages the pupils to work towards a progression of awards by reading a
variety of genres; the head teacher then presents the pupils with their
awards. The bronze level award required the pupils to read one poetry
anthology, one book of short stories, one Scottish novel, one award winner
and two genres not tried before and finally the pupils are asked to write a
brief review of one of the books. The database gives details of a selection
of books under genre headings, and links to author sites. All the S1 pupils
were introduced to the Power Readers database during a library session.
All pupils have a library jotter in which they keep a record of their reading
with an indication of their enjoyment of the book.
Resources required
The fiction books and the database of recommended contemporary fiction.
As required.

This case study investigated the promotion of reading for pleasure based
upon the introduction to fiction given by the librarian during the first term
of the library course. The aim was to examine whether the SLRC has an
impact on the reading habit; whether it helps the selection process; whether
it encourages pupils to try reading different genres and authors; and
whether this in turn might help the way pupils read, use language and their
enjoyment.
For the purposes of this case study the librarian changed the emphasis of
her course. For one class, the librarian gave pupils a list of suggested
authors and titles tailored for the individual, using information on hobbies
and reading habits expressed in the questionnaires completed during P7
visits. Two other classes were required to work towards the awards on the
Power Readers database. The other three classes were left to select their
library books from the shelves or the database.
The case study followed the individualised class (individualised class E),
one of the classes given the database as a compulsory activity (database
class F) and a control class left to their own selection (control class D).
84
This case study school traditionally handed out questionnaires to the P7
visiting pupils to get a feel for their likes, attitudes and time spent on
reading. This would then be discussed during the course of the library
programme, which is taken in English time, and again at the end of the year
to see if attitudes had changed.
The case study S1 pupils completed a questionnaire at the end of the

autumn term to determine how the SLRC might have had an impact on
pupils’ reading. The questionnaire included questions about the number of
books borrowed and the number of books read to try to ensure students
made the distinction between the two.
The library jotters were examined for the case study pupils and for the
previous (1999) S1 pupils.
Pupils were observed and questioned during a few of the library sessions
and occasionally when they came to the SLRC at lunchtime.
Informal discussions were carried out with the librarian and teachers to
ascertain any changes noticed in pupil reading habits over the case study
period. The teachers did not feel able to comment on how the SLRC might
impact on reading or writing ability because of all the other complex factors
influencing an individual's learning.
An examination of a sample of 1999 S1 reader records suggests that pupils

borrow books during the English class both for reading for pleasure and to
support a curriculum subject. It is not possible to know whether these books
are actually read but knowledge of the individual and careful examination
of the issue and return dates can give some reasonable indication. The time
of borrowing can also give an indication of the motivation and
independence of the pupils. The reader records provide a link between what
is borrowed and activities that are taking place elsewhere in the curriculum
or school. In this case study school, the library records are maintained
centrally and the reader records are not readily available for inspection as
the library service were concerned about data protection issues.
6.6.5 Observation
The librarian introduced the Power Readers database to all the S1 classes
and each pupil was given the URL in their homework diary enabling them
to log on at different locations. Each class was introduced to the
arrangement of fiction books in the SLRC and the books on the Power
Readers database were out on display. The individualised class was also
given a sheet listing up to ten books and/or authors that the librarian
thought each pupil might like to try reading. After the introduction to the
fiction books and the database, the pupils were left to make their own
selection of books to borrow.
All three of the observation classes responded to the introduction to the

database in a similar way and there was not an immediate rush to use the
computers. These S1 pupils would have had very different experiences of
ICT and this introduction to the database was at the beginning of their
secondary schooling and the reluctance by some pupils to try the database
may have been due to a lack of understanding or confidence in the
technology. One pupil (control D) was observed to send another away so he
85
could use the computer alone. A few pupils in each class did try to select
books from the database but the time taken to log on caused problems and
detracted from the stimulating experience intended.
The problems with the database were sorted later in the term. The librarian
took a liberal approach to the awards and allowed pupils to succeed as long
as they had broadly fulfilled the criteria although they may not all have
used the database to select their choice.
In the individualised class one pupil was observed to be very keen to try the Motivation - Expression of
database and asked questions about the genre of books for the award. He enthusiasm, Initiate
appeared to be the less interested in the list of recommended books and discussion
authors. The pupils in the compulsory database class were observed to be
more interested in the display of database books than using the computers
or they asked advice from the librarian rather than use the computers. The
control class were the most stimulated by the computers and had gathered
in small groups by the end of the lesson but time was limited for them to do
much exploration. Pupils using the database were observed to be interested
in exploring the links and it did stimulate limited interest in the books but
then some pupils found it difficult to make a selection.
During the following lessons the librarian treated each of the case study
classes in the same manner. In the second lesson observed, the librarian
introduced the different genres in fiction by inviting discussion of possible
types already known by the pupils, showing examples and describing the
plot. These titles were then offered for pupils to try and very often the
pupils were keen to accept the recommendations although the books were
sometimes rejected later when the pupils had the chance to select for
themselves.
Another library session concentrated on poetry to coincide with National

Poetry Day when this SLRC made an effort to celebrate the event by
encouraging staff and pupils alike to share their favourite poems. The class Motivation - Willing
observed (control) borrowed about twelve poetry books and this would, of participation
course, count towards their award.
It became apparent after observing the individualised class for a few

sessions that they were a class of particularly able and keen readers and this
was confirmed by discussion with the teacher and librarian. Many already
knew which books they wanted to borrow but there were others who
consulted their list of suggestions. The jotters suggested that many of them
were using their individualised list, using some of these to work towards
their Power Readers award and were also selecting titles of their own
choice.
During the lunch break it was observed that several pupils requested their
library jotters to update, particularly those from the individualised class but
not exclusively.
During the course of the second term the teacher and librarian decided that
one particularly well read pupil should be given an extension exercise and
he was encouraged to set up a website for book reviews.
86
6.6.6 Evidence of impact
Motivation
"Its the only library I go to really." [F]
"I have never Read a book until [sic] I came here"[D]
• The librarian reported a number of pupils asking for their jotters and
pursuing their reading in their own time but keeping formal records Motivation - Continue
of numbers proved impractical. activity
• A particularly keen reader (E) asked the librarian how to become a Motivation/Interaction -
librarian. Initiate discussion
• The questionnaire completed by the pupils asked whether they felt the
SLRC had helped them enjoy books: overall 57% indicated a positive
response (control class D 46%, individualised class E 60% and
database class F 67%). Although this gives an indication of the
reading pleasure promoted by the SLRC, it must be viewed with the
knowledge that some of the negative answers indicate pupils who
already enjoyed reading: negative responses do not necessarily signify
a negative feeling towards the SLRC.
"… I did'nt [sic] read alot but now I read a fair amount"[E] Motivation - Change in
attitude
"I read a lot before but know I read more because it is more exciting
to read different genres."[D]
• Observation of the pupils coming into the SLRC during class time
suggested that the individualised class E were particularly enthusiastic
but discussion with the teacher and librarian suggested that this is a
class with particularly able and/or willing readers anyway.
• The Power Readers database also stimulated enthusiasm, despite the

initial difficulties of time available for pupils to log onto the Internet.
The librarian indicated a higher percentage of pupils having been
given awards by the end of the second term (December) and the
evidence in jotters suggests that many more were working towards the
Bronze (or higher) awards. This was also true of the pupils in the
individualised class where the jotters indicated that many pupils were
keeping two lists of books read, one for the Power Readers database
and one for other reading, including the suggested titles or authors.
Motivation/Progression -
"...I have read all the books for the first year bronze leval [sic] Power Continue activity,
readers and I won't of read as many books if I did not know about it." Recognition of achievement
[E]
Progression
• 65% of pupils felt the SLRC had influenced their choice of reading Motivation/Progression -
material (73% control, 56% individualised, and 67% Power Readers). Willingness to try
The lower percentage in the individualised class may indicate a higher
proportion of already active readers in that class as suspected from
other sources of evidence.
87
• One of the aims of the Power Readers database is to encourage pupils
to try reading different genres or authors. The pupils of the Power
Readers case study class responded positively to the question "Since Motivation/Progression -
using this SLRC I've tried to read different genres or authors" with Change in attitude, Change
60% indicating they had and 53% saying they had enjoyed one or in reading habit
more of these books. In the control class 41% said they had tried
different genres (23% enjoyed reading one or more of these different
genres) while the individualised class responded with 44% reading Progression - Try different
different genres or authors and 44% enjoyed the experience. genre
• Pupils were asked if they thought using the SLRC might have helped
their learning in other ways and the positive responses (46% in the
control class, 80% in the individualised class, and 53% in the Power
Readers class) suggest an awareness of other learning issues with the
active readers more aware of the benefits. The written comments
suggest the pupils were considering a variety of learning experiences:
project work in history and science, improving language, revision,
homework and library skills.
"It helped to improve my english volcabulary [sic]" [F] learning & reading
"I have learned larger words and reading has improved" [D]
"I know how to look for stuff in books" [E]
"To help me enjoy my spare time" [E]
• The Power Readers database gives pupils the opportunity to select

quality fiction listed under a variety of genres with reviews. By
December 2000 14 Bronze awards and 2 Silver had been presented to
S1 pupils with many more pupils on their way to achieving an award.
This was an increase from the previous year but unfortunately there
were no records kept for comparison. In the case study classes, the
control class had the highest score with 4 bronze and 1 silver awards,
the database class had achieved 4 bronze and the individual class had
one of each. Pupils in the individualised class were reading a variety
of material from the individualised recommendations and their own
preferences. The other two classes appeared to be working towards the
reading award at about the same rate. The availability of the award
system or the database to select titles seems to have promoted an
interest and willingness to read. The database posed problems of
access during class time because of the numbers and time to log in but
was available to pupils at other times in the SLRC and access was
available from home for those who had Internet access.
Independence
• Independence is difficult to monitor, especially over such a short
period of time. The fact that some pupils were able to use the SLRC to
make choices themselves and select books that appealed to them could
be seen as an indication of independence and this was seen both
during the library sessions and at lunchtime. This could also be seen as
an indication of motivation.
• However, some of the comments on the questionnaire reveal instances
88
where pupils indicate they have altered their attitudes towards Motivation/Progression/
reading and this in time might encourage an independent reading Independence - Change in
habit. One comment from a pupil who indicated in his P7 attitude
questionnaire that he thought books were boring was particularly
encouraging:
"I like the audio book” [D] and another, "The library has helped me
understand how to enjoy books more" [E].
“I am reading almost every night and I am not watching so much

T.V." [E]
"I've read more in 1/2 of S1 than P7" [E]
"I don't think that books are boring anymore." [E]
• The fact that some pupils understood the relationship between reading
and other aspects of learning might also suggest that they are
developing independence of thought.
Interaction
• 74% of pupils indicated that they discussed books they had read or Interaction - Discussion
were reading with family, friends, teacher or librarian. Pupils about activity
displayed a preference for discussion with friends and family. 68%
also said they had recommended a book borrowed from the SLRC to
someone else. This discussion indicates a degree of enthusiasm to
share the experience but that act of sharing is also part of the learning
experience.
I think it has helped me enjoy reading: "It has because we talk about
them" [E]
"I sometimes come in and tell my friend about a book or use the
computer" [E]
6.6.7 Issues arising from the monitoring process

This librarian felt that the full timetable and busy lunchtime in the SLRC
was a good indicator of learning. The teachers certainly valued the SLRC
and the librarian and were constantly visiting to discuss school matters or to
use the resources themselves but this is less an indicator of learning than an
indicator of the value placed upon it.
The reader record showed clear indication that the SLRC played a
significant part in the selection of material borrowed by pupils. Poetry,
science, war novels, audio material and horror stories were all borrowed in
greater numbers when the librarian had some input into the discussion
about a subject. It also reveals the influence of peers in the selection of
books to read: clusters of borrowers from the same class were reading
Horrible Histories, River Boy, Skellig, the Machine Gunners to mention
just a few, at about the same time.
The issue statistics also reflect a very high rate of borrowing and the growth
over the past ten years since this librarian has been in the post. The number
of books issued and the variety may not make an immediate and
89
recognisable impact on pupil learning but it does enable pupils to
experiment with books and allows keen readers to acquire substantial
amounts of reading material without undue expense or inconvenience.
Discussions with the teachers proved difficult. There was a reluctance to

make any judgements, they were reluctant to think of ways of finding out
and there appeared to be an assumption that there would be no clear
evidence of impact on learning.
An analysis of the number of books claimed to have been read in jotters

between 1999 and 2000 did not reveal any significant differences over the
period August to December. The very slight decrease in 2000 (which was
expected) might be due to the more realistic claims made this year than the
previous year.
The questionnaire enabled pupils to comment on their responses and this

gave some valuable indication of what the pupils themselves thought the
impact of the SLRC had been on their reading habits.
It was interesting to note that there were not as many differences between
the three groups as might have been expected but the positive response
from all the groups would suggest that the additional input into this part of
the library course did have a positive impact on pupil selection of texts and
their enjoyment.
90
• Returning to SLRC in own time to borrow books, continue activity;
• Discussion with teacher, librarian or others about books;
• Recommending books;
• Enjoyment of book, change in attitude;
• Working towards award.
• Willingness to try different genre or author;
• Change in reading habit;
• Understanding of relationship between reading and other learning;
Indicator of Independence:
• Independent choice of quality fiction.
Indicator of Interaction:
• Discussion of books.

• Interest taken by librarian and teacher.
91
6.7 CASE STUDY 7
SCHOOL J: PUPIL LIBRARIANS

Location
School J is a modern, purpose-built city school on a green field site.
Size
Pupil roll was 940 pupils in 2000 with 72 members of teaching staff.
Free meals
Not available.
Bussed pupils
Not available.
The school has four associated primaries in the city with another six
primaries outside the city with the option to attend.
School aim
"Our aims are to encourage your child to play a full part in the life of the
school and to provide learning facilities which will enable all our pupils,
whatever their abilities, to realise their potential and to become responsible
caring adults. To achieve our aims we encourage self-discipline and self-
motivation in all our pupils, respect for others and others' points of view."

Accommodation
The SLRC is situated centrally in the school and acts as a corridor between
classrooms and the staff area and has constant activity throughout the day.
The room has tables for class use, comfortable seating and study carrels. A
careers section and networked computers are situated to the side of the
room.
Staffing
The SLRC is staffed with one full-time chartered librarian. A library
assistant is shared with other schools and the pupil librarians help every day
when they are available.
The head teacher was particularly interested in the SLRC because of his
experience of Canadian education and their use of teacher/librarians. He
felt the tradition of teacher training in this country did not always recognise
the importance of resources as a learning aid and felt teachers often
undervalued the SLRC. The head teacher was fully committed to the work
of the SLRC and saw ICT as a means of affecting change in the way
information, and the management of that information, is viewed in schools.
Availability
The SLRC is open all day, before and after school on most days and at
morning break and lunchtime. The librarian encourages class use,
individual borrowing and research and leisure use by pupils and teachers.
The atmosphere is noisy and enthusiastic.
Use
All pupils in S1 and S2 complete Library and Information Skills Course
modules during English lessons and the majority of subject departments use
the SLRC for research.
92
Aims
Pupil ownership of the SLRC;
Increased self-esteem and use of initiative;
Interaction with others;
Development of ICT skills by using the various computer applications and
sorting problems.
Level
All pupils may apply to become pupil librarians and during the case study
there were eleven (three girls, eight boys) ranging from S5 to S2.
Time scale
Pupil librarians help in the SLRC during morning break, lunchtime and
after school whenever they are available. They continue in the post for as
long as they are able or remain interested.
Activities
The pupil librarians are involved in library duties, such as returning books
to shelves, general tidying, issue and return of loan items using the
computerised library management system.
The group helps with the processing of new stock and repairs. They help
users of the SLRC, particularly with ICT, by loading CD-ROMS, sorting
difficulties, and explaining processes. In return, the pupil librarians have
privileges of access and loans.
Candidates apply for the chance to become a pupil librarian and are
selected on basis of a simple application form and interview with the
librarian. New recruits are trained by the librarian and by established pupil
librarians. The pupil librarians have designed the application form and a
multi-media library quiz to help with their training.
The librarian tends to leave organisation of the group to the pupil librarians
themselves.

The Researchers met with the pupil librarians and discussed aims of the
Project and how they might help. During this initial meeting the pupil
librarians explained what their duties were and were encouraged to reflect
on how this might have an impact on their learning. The pupil librarians
were then involved in the decisions of how the learning might be tracked. It
was agreed that the pupil librarians would keep a chart detailing the
activities of each individual. All members of the group were also
encouraged to keep a personal log of their activities and reflections on the
processes involved.
After discussions with the head teacher and the librarian it was agreed that
the guidance staff would be approached and asked to reflect on the
individual pupil librarians in their care and whether they could detect any
evidence that being a pupil librarian had an impact on learning.
The pupil librarians were observed carrying out their duties and those in S2
were also observed in their classes in the S2 Library and Information Skills
93
Course based on research in the SLRC.
The initial timescale for the case study was two weeks but this was
extended to six weeks to encourage greater involvement and reflection of
the Impact Project.
The librarian was encouraged to consider what the pupil librarians were
doing and how this might influence their learning.
6.7.5 Observation
Two of the pupil librarians were not present at the initial meeting and
during the case study period, seven of the eleven pupil librarians were seen Motivation - Willing
to be particularly active and the others appeared to contribute little. participation
The librarian reported that two of the pupil librarians had been very
involved with the preparation of the chart and had explained the Project to Motivation/Interaction -
the absent members of the group. On the first observation day after the Initiate discussion
initial meeting with the pupil librarians, another member of the group was Motivation - Expression of
particularly keen to show the Researcher the chart they had prepared and enthusiasm
started to complete.
It was apparent that those involved in the preparation of the chart had given
it thought but it was very factual, giving activities carried out by whom and
when. Seven of the group started to fill in the chart during the first two
weeks and then the two senior pupils became less involved in the SLRC as
other activities took on a higher priority. Three pupils never filled in the
chart and one pupil started completing activities during the last week of the
case study although he was frequently observed carrying out duties and
taking an active part.
During the initial two weeks of the case study, the senior pupil librarians
expressed their resentment of the way certain individuals were contributing
to the tasks. It was felt that the senior pupil librarians were doing the more
tedious routine tasks in the SLRC while the younger members of the group
were allowed to spend their time doing more exciting things on the
computers. The pupil librarians who were particularly keen on ICT were
developing a presentation of the study skills club to be shown at an Progression - Developing
exhibition in the city hall and the others did not see this as part of their presentation & ICT skills
library duties.
During the observation period the pupil librarians were seen to spend the
majority of their time either using the computers, helping other users with Interaction - Peer support
computer related tasks or manning the issue desk and only a little time was
spent shelving and tidying the resources, although this was mentioned by
most as one of the major duties of the pupil librarians.
After the initial two weeks, the pupil librarians were encouraged to spend a
little time each day reflecting on their activities and experiences in the
SLRC and during discussions they were more willing to consider their
activities in a more reflective way. However, they still had difficulties
seeing any connections between what they were doing in the SLRC and Motivation/Progression/
their learning experiences. Only one member of the group kept a diary and Interaction - Initiate
was very keen to show this to the Researcher. discussion, Sense of
achievement
94
Motivation
• Six of the pupil librarians were committed members of the team who Motivation - Willing
were keen to help in the SLRC whenever they were available. They participation
explained that it gave them something to do during their free time in
school. Two of them also explained that they helped after school most
days.
• The pupil librarians were seen to enjoy each others company, to enjoy Motivation/Interaction -
the responsibility of being in charge of the issue desk or the Peer support
computers, and those enthusiastic about IT enjoyed the freedom they Progression - ICT skills,
were given to explore and develop their interests and skills. Sense of achievment,
Independence - Use of
• The pupil librarians valued the librarian's recognition of their work initiative
in the SLRC and two were also particularly enthusiastic about Progression - Sense of
describing their contribution to the Researcher. achievement
• The two guidance teachers, who felt able to comment on the pupils in
their care, indicated that they felt being a pupil librarian helped
motivate pupils to become involved in school life and encouraged a
positive attitude towards school.
• The librarian also reported a spontaneous comment by another teacher

about one of these pupil librarians and how his attitude to work and Motivation - Change in
social skills had improved as a result of the experience. attitude
• When the S2 Library and Information Skills Course classes were

observed doing their Power Point presentation on countries, it
appeared that the pupil librarians who were enthusiastic ICT users had
an impact on the motivation of other pupils in their class to learn Interaction - Peer support
about the programme and achieve a high standard of presentation.
Progression
• Two pupils came from a primary school where ICT use was
Progression - Develop ICT
encouraged and the role of pupil librarian gave them the opportunity
skills
to expand and develop sophisticated computer skills for real
situations. For example, during the case study the pupils were
currently working on or mentioned being involved in:
Ø A Power Point Presentation about the school skills club for an
education department exhibition promoting "Valuing learning,
Valuing Learners";
Ø A multi-media programme for a library quiz;
Ø Preparing a training package for new pupil librarians for use with a
booklet - this developed an appreciation the issues involved in
explaining ideas to others in both ICT and book format;
Ø A calendar for sale, encouraged by a member of the computing
staff. It was felt that the pupil librarians were given more freedom to
continue with the project because the member of staff knew of their
commitment to the SLRC.
Motivation/Interaction -
• Specific tasks like this not only stimulated individual interest but also
Continue activity/ Peer
provided the opportunity to share expertise and several of the pupil
support
librarians said they had learned a lot of ICT skills from the more
experienced computer members. One of the less computer literate
95
pupil librarians expressed an interest in learning some of the skills and Progression - ICT skills
indicated that she was now more involved and more confident using
the computers.
• These activities also generate interest with other SLRC users. During
the S2 Skills Course when Power Point was introduced motivated
pupils used the computers and expertise of the pupil librarians during
the lunch break to explore ideas and refine the presentations. The Motivation/Independence
pupil librarians in the S2 classes doing the skills course using Power - Continue activity/Use of
Point were in demand for their services and expressed the view that initiative
understanding the technology allowed them to concentrate on the Progression - Sense of
content of the presentation. The presentation of these groups was more achievement
technically advanced but there was no evidence that the information Progression - ICT skills
conveyed was of a higher quality.
• The pupil librarians are able to solve many of the computer problems Progression - ICT skills,
encountered by other users of the SLRC and are able to help with Sense of achievement
programmes or games; they are also given the responsibility to do so.
• One pupil was keen to show the Researcher his borrowing history Progression/Motivation -
explaining that he had borrowed many more books because he was a Try new reading/ Change
pupil librarian. He explained that he is attracted to resources while in attitude
shelving or arranging displays of books. His borrowing history did
appear to confirm that more books had been borrowed since he
became a pupil librarian and he indicated that these were not related to
school work, however there was no evidence that this enthusiasm to
borrow resources had continued into the new school year or that it had
an influence on his learning.
• The other pupil librarians did not think they used more resources
because they were involved with the SLRC but they did express the
feeling that knowing how the SLRC worked helped them to make Progression - Appropriate
better use of the resources when needed to for class work. use of resources
• Two of the pupil librarians expressed the view that they would not Progression/ Motivation -
have joined the after school skills club if they had not been involved Develop study skills/
with the SLRC. This skills club, which is supervised by the librarian Continue activity, Change
and other members of the teaching staff, enables pupils to do their in attitude
homework in a supported environment and the staff introduce study
skills to encourage a positive attitude to their work.
• All the pupil librarians were involved in other activities in the school;
several in the same musical band but none of them felt that being a
pupil librarian had any connection with this. One of the guidance staff
did comment that he thought it gave one pupil librarian the:
"confidence to become involved [in other activities] e.g. with musical

act[tivities]".
• The pupils involved with the ICT initiatives expressed the feeling that
they had learned about "time management" from doing the projects need for time management
and having to meet deadlines imposed by others.
96
Independence
• The focus group discussions mentioned the role of the SLRC in
providing emotional support for individual pupils and the role of pupil
librarian can attract this type of vulnerable pupil. One of the pupil
librarians in the case study displayed signs of being in this category
and the SLRC provided this individual with the opportunity to gain
confidence and self-esteem in a comfortable environment. This
pupil’s guidance teacher commented:
“he is aware that there is an alternative way to behave and sometimes Motivation/Progression -
he associates with a more sensible hard-working group in school.” Change in attitude/ Sense
of achievement
• When the librarian is out of school, the pupil librarians take the
initiative of running the SLRC by themselves, and they explained that Independence - Use of
they make regular checks of the SLRC and take it upon themselves to initiative
obtain permission to do so from the relevant members of staff.
• It was recognised that these pupil librarians are given independence to Independence - Use of
organise themselves by the librarian but it was also seen that other initiative
members of the teaching staff took their ideas seriously and gave them
the opportunity to work on projects independently.
• One of the guidance teachers expressed the opinion that working in

the SLRC increased confidence, self-esteem and initiative because it:
"offers alternative ways of contrib [uting] to school and having skills

noticed for those who are not sporty or do not have the outgoing
personality needed for eg. House Captain."
"Pupil librarians are in general distinguished by their willingness to

take responsibility, helpful attitude and the confidence they gain to
develop their own interests, and not run with the herd." [guidance
teacher]
Interaction
• Two of the Pupil Librarians expressed the feeling that they had
developed teamwork skills by working with the group. This teamwork Interaction - Peer support
was observed in the way some members of the group worked together
to get the chart organised for the Project and then communicated the
ideas to other members of the group; in the way some of the library
duties were carried out; and in the way the ICT initiatives were
completed. However, the Researcher also observed areas of tension
that could not easily be resolved from within the group itself without
input from the librarian.
• Working in the SLRC also gave the pupil librarians the opportunity to
mix with pupils from other year groups and members of staff. During Interaction - Friendships
the case study members of the group were involved in the exhibition
organised by the education department and in a Primary 7 open
evening when they met prospective pupils and their parents.
97
The pupils found it difficult to understand the learning concepts associated
with this Research Project and the chart and diaries were therefore of a
more factual nature than was really required. Other studies have used pupil
diaries and logs more successfully but they have tended to concentrate on a
particular learning process, such as using ICT for information seeking1 .
Where the interest was in tracking a much wider range of learning
experiences this clearly led to some difficulties for the pupils in trying to
self-evaluate the learning experience. However, observation and discussion
helped to draw some of these learning connections out and the teachers
were able to reflect in a limited way on the potential learning experiences.
It was particularly interesting to observe the pupil librarians in the

classroom situation and see how their experiences were reflected in other
curriculum activities. The two pupil librarians who were keen users of ICT
were confident helping other members of the class to make the most of
Power Point and their group presentations were technically more
competent. The use of resources was not observed but the three
presentations given by groups who had a pupil librarian did make good use
of information and were among the best of the twelve presentations given
by this class, half of which were unfinished.
Motivation may be expressed as a willingness to participate, an enthusiasm

and energy to do something. This motivation might be due to, or reflect, the
immediate activity taking place in the SLRC but it might also extend
beyond the SLRC to motivate the pupil to do or learn something. These
connections are more difficult to trace but when the pupil librarians were
observed in the classroom situation and questioned about other activities,
there did appear to be evidence that their learning experiences were
transferred to other situations.
The comments expressed by other members of teaching staff gave a

valuable insight to how the pupil librarians were seen in other areas of the
school, although one guidance teacher expressed caution about making
connections between attitude and involvement in the SLRC.
Interaction can either be seen as a progressive skill related to

communication and organisation within a group or as a means of promoting
learning by interacting with others and learning from others. This was
particularly significant during the observation of, and discussions with,
participants in this case study.
98
• Willing participation, enjoyment of working together;
• Expression of enthusiasm, initiate discussion;
• Changed attitude to school;
• Encouragement to others.
Ø Library skills, including navigation of SLRC and resources;
Ø ICT skills, including practical use of variety of programmes,
problem solving;
Ø Time management skills;
Ø Presentation skills;
• Involvement in other activities, participation in study skills, more
book borrowing;
• Increased confidence and self-esteem;
• Use of initiative
• Appreciation by other members of staff of commitment.
• Teamwork, peer support, share expertise;
• Friendships and ability to mix with other groups.

• Freedom given by librarian and other members of staff;
• Practical application of skills;
• Appreciation from librarian.

• Tensions within the group.
1
Kuhlthau, Carol Collier. Seeking Meaning A process approach to library and information services.
Norwood, New Jersey: Ablex Publishing Corporation, 1993.
99
6.8 SPECIAL EVENTS: SCHOOL F
AD HOC USE: SCHOOLS A, C, F, AND J
6.8.1 Introduction
The school librarians interviewed in the selected focus group schools,
aimed to provide experiences and activities beyond the traditional library
functions to support the curriculum and these activities had the added
advantage of helping to promote themselves and the SLRC with the school.
All the librarians tackled this in some form. Activities ranged from
ensuring their presence at parent meetings and helping with induction
activities, to supervising Duke of Edinburgh expeditions and senior proms
and staging events centred round the SLRC itself or facilitating events
using the SLRC area.
During the period of investigation many of these activities were taking

place and a decision was made to observe a few examples in order to
consider the impact on learning.
It was also recognised that there is a great deal of ad hoc use of the SLRC
by staff and pupils out of class time and it was thought to be worthwhile to
try and understand how this use might impact on learning. Like the pupil
librarians case study, these activities were not planned strictly as class
based, curriculum related activities in the sense of the earlier project based
case studies had been. This in itself created interesting challenges from the
Research perspective in that it was not going to be as easy to observe and
record this type of use of the SLRC or examine work produced by learners.
6.8.2 Space Fair

Background
The Space Fair was organised by the librarian in collaboration with the
science department, the local Astronomical Society and a local enthusiast
and the librarian raised sponsorship money. The aim of the Space Fair was
to support the S2 science curriculum, and the event has been repeated every
three years to enable all pupils to access it either during P7, S1 or S2. The
secondary pupils attended the space fair in their science classes and the
associated primaries were invited to attend for an afternoon.
The exhibition, which lasted for a month, consisted of models of the planets
in the solar system indicating their relative size and another display showed
the relative distances between them. The resources were displayed to
accompany the exhibition; space fiction and poetry and the non-fiction
books; posters, video clips, and satellite photographs were all on display.
There was a special section on the Moon Landing. The computers were set
up with a variety of space related CD-ROMS and there was a hands-on
balloon model of how a rocket is propelled.
Observation
The Researcher spent the second day of the Space Fair observing the
activities. This provided the opportunity to view one S1 class for a double
period and a visiting Primary 7 class using the resources.
"The pupils were highly motivated by all of the activities. Excellent
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selection of books on display - pleased to see a range of fiction with a
'space' theme also."
"It is so much easier to "see" space facts with the help of the exhibitions
and books."
The pupils were given an introduction to the exhibition and its layout by the
librarian and encouraged to explore the exhibits before choosing a planet to
investigate. The S1 pupils were to write this up as an exercise. The primary
7 pupils listened to a talk given by a local model maker and space
enthusiast and were then encouraged to explore the resources using a
worksheet to find out about a planet chosen from a selection of bookmarks.
This visit provided the pupils with the opportunity to familiarise themselves
with the SLRC in preparation for their move to secondary after the summer.
"I really enjoyed the model rocket. I am going to try and make it at home."
"I really enjoyed this brilliant exhibition I hope they will do something like
this again. It was really informitive and I would love to visit Nasa and in
future years go into space."
In discussion with the Researcher the science teacher indicated that he was
not sure whether there was any benefit in using the SLRC in this way. This
class showed signs of a lack of direction, and most of the time was spent
wandering around instead of using the resources in an organised way. The
librarian expressed dissatisfaction and felt there was a need for more
direction but when questioned the teacher felt the pupils had managed
adequately. When approached one pupil said, "it is better than being in the
classroom" but was not sure that they had learned anything. One pupil did Motivation/Independence
remain in the SLRC and continued his research over the lunch break. - Continue activity/
During the course of this lunch break eight other pupils were observed unaided
using the resources associated with the Space Fair.
Evidence of Impact
During the Space Fair visitors were invited to make comments in a book.
Nine pages of comments were completed. Comments were not written by
all the participants but it was available for the primary visits, the open
evening and during school time. Spontaneous letters of thanks were also Motivation - Expression
received from two of the visiting primary schools. Ten S1 pupils completed of enthusiasm
a brief questionnaire.
The secondary pupils generally treated their class visit to the Space Fair
like any other work situation, they got on it but without great enthusiasm
but those responding to the questionnaire indicated that they felt the visit Progression - New
had been worthwhile and 82% said they had learned something new. information
The primary pupils mentioned finding information, they enjoyed using the
CD-ROMS, the talk and models.
One pupil was particularly enthusiastic at the open evening and mentioned
it to her form teacher the next day and enquired about joining the Motivation - Expression
Astronomical Society . Two weeks after the fair ended a pupil asked to use of enthusiasm,
one of the space CD-ROMs during lunch break and another wanted to find Continue activity
out about Black Holes on the Internet. These individuals continued to be
stimulated by the Space Fair after the event and are typical of many of the
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activities going on in the SLRC when individuals pursue their interests and
learning in their own way but often unnoticed.
6.8.3 TES Newspaper Day

Background
This is an annual event for this case study school and in the past efforts
have been highly praised.
The aim is for pupils to produce a newspaper in one day using national and
local news.
Twelve pupils were selected from volunteers and suitable candidates put
forward by English teachers. The librarian was keen to have participants
with the appropriate mix of skills required to complete the task to a high
standard. This year the pupils were mainly from S3, younger than in
previous years. Three S5 pupils had been involved in previous years and
had the editorial positions; the other nine were responsible for specific jobs,
such as advertising, fashion, and sport. The team had met with the librarian
before the event to allocate tasks and all were expected to do some
preparation before the day.
Observation
The day began with technical problems with the email not getting through.
This was sorted during the morning. The package for participating schools
had also not arrived on time.
One of the sub-editors was learning how to use the desktop publishing Progression - Use of
software, while another pupil arrived with examples of advertising that unfamiliar software
needed to be scanned, tidied and saved on the network. The pupil
responsible for advertising was particularly keen to show the Researcher Motivation/Interaction -
what he was doing. Others showed less outward signs of enthusiasm but Expression of enthusiasm/
were all fully absorbed in their individual tasks until the final stages of Discussion about activity
production at the end of the school day. Little help was sort from the Motivation - Absorption
librarian or visiting teachers but advice was given on computing techniques in task
and one teacher helped during her free periods by speed typing pupil’s
work if required.
Members of teaching staff looked in periodically to see progress and give

encouragement. The librarian felt the day had been less frantic but more of
her input had been required during the final stages than in previous years.
The newspaper was finished about an hour before the deadline and the
participants were pleased with the final result.
Evidence of Impact
All the participating pupils were asked for their reaction to the day. They all Motivation - Expression
indicated that it had been an enjoyable experience. Five pupils indicated of enthusiasm
they had learned ICT skills, new desktop publishing and scanning skills as Progression - Use of
well as improving other keyboard or word-processing skills. Four felt they unfamiliar ICT software,
had learned writing skills, such as writing in journalistic style. Three pupils Writing skills, Awareness
mentioned time management issues, working to deadlines and how the of need for time
finishing off takes longer than you expect. Nine pupils felt the experience management, Sense of
would help them in the future, either with specific skills or for a career in achievement
journalism, and it would be valuable addition to pupils’ record of
achievement.
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The librarian reported that the displayed Newspaper had caused comments
from members of the school and that an obvious outcome of the day had
been an interest by the head teacher in the ICT skills learned by the pupils,
prompted by his own daughter's involvement and enthusiasm afterwards.
The impact on skills and a sense of achievement of taking part in the event
is echoed in an article by Sarah McNicol1 .
6.8.4 Book Week

Background
The aim of the Book Week is to promote books to the staff and pupils of
the school. The library hosts the events and in the past the librarian has
been instrumental in organising the events. This year, much of the
organisation was carried out by one member of the English department with
support from the librarian and other colleagues.
Observation
Two visiting authors spent a day in the SLRC talking to the English classes.
The English department had wanted the emphasis to be on creative writing
rather than promoting the author's individual work. One author was an
experienced speaker and excellent storyteller and the other was less
experience.
The themes of the craft of writing and getting published were explored and
useful tips and hints were extended to both teachers and pupils. The
audience was felt by one author to be too large and the sessions although
inviting questions were not conducive to pupil interaction.
Another event during the week was a book quiz organised by ten keen S3
pupils for visiting teams of primary 7s. The event was very well organised
and had occupied the S3 pupils for some time.
Evidence of Impact
At the end of one session one pupil asked advice from one author about Motivation/Independence
getting a piece of writing she had done published. Other enquiries were - Continue activity/ Use of
made about one of the author’s published work and whether it was initiative
available in the SLRC to borrow. One of the teachers decided to try out an Motivation - Continue
idea suggested by one of the authors. The teachers were generally activity
enthusiastic about visits like this because it allows the pupils to see another
perspective, helps reinforce their teaching, encourages the teachers to
reflect on their teaching.
The teacher felt the pupils who organised the book quiz had gained Interaction/Progression -
experience working as a group, it helped give them organisational skills, Peer support/
it drew on their knowledge of literature and provided a means of giving Organisational skills/ Use
them experience of communication in front of an audience, which will of knowledge,
become part of the 5-14, level F curriculum. The pupils themselves felt they Presentation skills
had learned organisational, team and time management skills, and they had
to think about their reading and knowledge of books.
6.8.5 Ad hoc use of the SLRC

Although the critical incident approach used by Marshall2 to examine ad
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hoc use proved inappropriate in the school setting, general observation with
comments from the librarian suggested that a great deal of reinforcement
and learning is going on by individual pupils in their own time.
The librarians are generally busy supervising the break times and do not
necessarily look closely as what pupils are doing with their time and the
resources. However, given the stimulation of the Research Project,
connections were made between previous experiences and pupils' activities
in the SLRC. Examples included:
• After a failed attempt at class emailing exchange students, because
of problems with the network, two pupils returned at lunchtime to Motivation - Continue
try again. activity
• One pupil who had been disruptive during a class session in the
SLRC returned during the lunch break and spent the time quietly
reading.
• Another pupil who needed careful handling during a class session
in the SLRC was brought back by a support for learning teacher
later in the day and the pupil worked quietly on his own.
• Pupils were observed to come back in their own time to continue
working on projects using the SLRC. Progression/
• On another occasion a member of support staff borrowed a book on Independence - Continue
horses for her primary aged daughter. They had drawn a blank at unaided
the primary and public library but had find books in the SLRC. The
member of staff was particularly delighted because her daughter
was not naturally a reader but had requested others after reading the
first.
• Subject teachers viewed potential resources on the Internet that the
librarian had highlighted during their free periods.
• A less able pupil was keen to do some bitesize revision during the Progression/
lunch break but during a class session using the resource in the Independence - Continue
SLRC, had been reluctant to be involved. unaided
It was noticed during the lunchtimes that the computers and newspapers
were used much more than the books and pupils often came with resources
they had gathered previously.
6.8.6 Discussion
The idea of special events is to motivate pupils and stimulate interest and
this is achieved in very subtle ways; the impact is on individual pupils and
in a way that is often not noticed or recognised within the school.
Sometimes it reflects impact from an activity carried out in the past.
In the same way ad hoc use of the SLRC is very individual and the
reinforcement or acquisition of new skills and knowledge often goes
unnoticed.
During the school visits the Researcher observed or was made aware of
numerous incidences where the SLRC had made an impact in a small way
to the attitude or the learning experience of individual pupils.
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• Continuation in own time (sometimes much later);
• Pursue interest beyond SLRC;
• Expressed enthusiasm;
• Absorption in task.
• Awareness & development of skills:
Ø ICT, including use of unfamiliar software;
Ø Writing skills, including style;
Ø Time management;
Ø Organisation skills;
Ø Presentation skills;
• Achievement;
• Use of knowledge & understanding.
• Continue activity unaided;
• Change in attitude;
• Use of initiative.
• Teamwork, peer support.
1
McNicol, Sarah. Read All About It The Benefits of Organising a Newspaper Day. The School
Librarian. Vol. 47 (4), Winter 1999, p. 175-178.
2
Marshall, Joanne. The impact of information services on decision making: some lessons from the
financial and health care sectors. London: British Library Research & Development Dept, March
1993.
105
106
7. DISCUSSION
The study set out to identify the nature of the impact that the SLRC has on learning, firstly
through the perceptions of the key players, i.e. learners, teachers and librarians, and secondly
by monitoring the learning taking place in case studies of specific examples of SLRC related
activities.
This Section of the report examines the range and examples of learning experiences observed
across the case studies; compares these observations with the earlier perceptions of teachers,
learners and librarians (as summarised in figure 2); and finally summarises the nature of the
potential learning impact as well as factors which have been observed to influence that impact
both positively and negatively. While it was clearly seen that a broad range of learning
experiences was being fostered by working in the SLRC, it was also clear that the learning
was not necessarily related to the kind of outcomes the teachers stated as their aims.
The learning experiences observed to be supported and fostered by the SLRC are discussed
under the four broad learning themes used in current evaluation guidelines provided for
Scottish schools 1 and used to classify potential learning experiences identified in the focus
groups and interviews (figure 1 and figure 2) and in individual case study analysis, i.e.
motivation, progression, independence, interaction. These in turn relate well to other
established classifications of learning as discussed in Section 5. Within each of these learning
themes the discussion:
• begins with a reminder of the potential learning experiences identified within focus
groups and interviews (as shown in figure 2) together with the potential indicators
which had been drawn up as an aid to discussion with teachers and librarians and
observation within case studies (see again figure 2);
• examines the evidence for the existence of these learning experiences within the case
studies as well as the factors which appear to influence the extent of the impact the
SLRC is likely to have on these experiences;
• examines the indicators which had earlier been identified as potentially useful in
monitoring learning experiences in the SLRC in relation to a) their value as indicators
within the case studies; b) new indicators and/or amendments to the list which have
arisen as a result of case study observation; c) those indicators which, by their nature,
have proved to be easier or more difficult to track;
• finally summarises the nature of the impact of the SLRC on learning in the form of a
revised framework of learning areas, experiences and indicators. Clearly the
emerging list of indicators are examples only. They would be expected to vary
according to specific activities and local circumstances and the value of the
framework (as discussed more fully in Section 8) is as a starting point for individual
schools, teachers and librarians to plan and evaluate their own SLRC related activities
and services.
The section finishes with a general discussion on the revised framework, and some of the
issues arising from the cases studies that have influenced the refinements and an examination
of the value and feasibility of the various methods for data collection.
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7.1 MOTIVATION
7.1.1 Evidence of impact on learning

Motivation was one of the learning experiences that all the groups of participants identified in
the focus groups and interviews and the SLRC did indeed appear to have a significant role in
fostering this aspect of learning, although the potential impact was also seen to be limited in
certain circumstances. Given favourable circumstances the SLRC can encourage motivation
to learn within the specific activity going on and also stimulate motivation beyond the
immediate task to other learning situations within the school and home environment. The
potential for enthusiasm and fostering a motivation to learn were seen in all the case study
investigations but the other learning experiences identified within this theme were less
obvious and more difficult to trace. Motivation would appear to be closely linked to the
ability to proceed with a task as well as interaction with others. Within this theme the learning
experiences of enthusiasm and motivation to learn are closely related.
In the impact framework (figure 2) the potential learning experiences and indicators
associated with the theme of motivation were identified as those shown in table 12.
Table 12 Motivation from the impact framework

Learning experience Indicators of motivation
• Enthusiasm (positive attitude) • Willingness to participate (enthusiasm)
• Motivation to learn (increased / improved) • Absorption in activity or task set
• Imagination /experimentation • Continuation of task in own time in SLRC
• Satisfaction (achievement / success) or elsewhere
• Self-esteem (see work displayed, positive • Initiate discussions, enquiries, further
experience) research, other activities in RC or elsewhere
(e.g. promotion of resources, writing
articles, joining clubs)
• Promotion of resources (by user to others)
• Volunteer help (in SLRC)
• Exploration of resources elsewhere
• Express satisfaction with task
• Express pride in task, desire to see work
displayed
The first two learning experiences, enthusiasm and motivation to learn, were relatively easy to
observe and monitor through discussion and feedback but the other three are less easily
recognised and would usually require further investigation beyond the SLRC.
Enthusiasm
This was observed in the curriculum based project work in S1 and S2 by the initial
enthusiasm with which the pupils began their research. The pupils in case studies 1 and 3
knew their way around the SLRC and were able to locate resources that might be appropriate
immediately. The pupils in case study 2 were unfamiliar with their surroundings and less sure
of how to tackle their task and did not display the same initial enthusiasm to get started.
However, individual pupils did show more excitement when they began using the computers
and the video and when questioned during the second session in the SLRC their response was
very positive with only one pupil indicating that she had not enjoyed the experience. The use
of computers was seen to increase interest and stimulate action to varying degrees in pupils in
case studies 1, 3, 4 and 5.
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This expression of enthusiasm was apparent in other individual pupils when they interacted
with the Researcher in case study 3, or with the teacher and each other in case studies 1 and 2.
The four senior pupils interviewed in case study 4 expressed enthusiasm for their
investigation although there were indications from the questionnaires that some of the pupils
whose investigations had not produced such good results were not as enthusiastic. Although
discussions initiated by pupils about the books they were reading was not observed there was
evidence in the reading records and the questionnaires that this could be an indicator of
enthusiasm for particular books and reading in general. Although one teacher expressed
concerns about using the final piece of work as a means of measuring enthusiasm, there did
appear to be evidence of effort and extra input in some examples of work that could be
interpreted as a form of enthusiasm.
The voluntary return to the SLRC to continue the activity was thought to indicate enthusiasm
and this could also include the effort put into the activity at home. Individual pupils were
observed or reported to return to the SLRC to continue project work (case studies 1 and 2)
and the final work reflected pupil effort at other times (case studies 3, 4 and 5). The pupils in
case study 6 showed their enthusiasm not only by returning to the SLRC to record their
reading in their jotters and to borrow books but by their accomplishments in achieving the
bronze awards for reading. The pupil librarians showed their enthusiasm by continued
commitment to their roles, by the effort they put into the projects they initiated and by the
positive group interaction that was observed. The special events organised in the SLRC
highlighted isolated incidences where individual pupils were enthusiastic enough to pursue an
element of that activity beyond the immediate occasion but these examples are easily missed
as they tend to happen after the event or outside the SLRC.
The factors, which appeared to have an impact on the enthusiasm of the pupils, were
familiarity with their surroundings and the ability to proceed with the task, i.e. to "make
positive progress" with the task in hand. The use of computers was perceived by participants
in the focus group discussions as being a means of motivating pupils to learn and of
stimulating interest. In the case studies this introduction of technology was particularly
stimulating, though not exclusively, to boys but problems with logging on or the speed of
getting results was seen to frustrate individuals. Group interaction was seen to enhance
enthusiasm when relations were good but in case studies 2 and 7 examples of tension were
observed to cause problems. The enthusiasm of the teacher (and librarian) and the willingness
to interact and become involved with pupils was thought to increase the sense of purpose and
motivation. Discussion would appear to stimulate motivation as well as being an indicator of
some of the learning experiences within the motivation theme. A positive experience in the
SLRC can also lead to motivation in other aspects of learning.
Motivation to Learn
The pupils' willingness to get on with the set task and their absorption in that task were
thought to be examples of motivation to learn. This was observed in various forms in all the
case studies. The pupils in case studies 1, 2, 3 and 5 working on curriculum related projects
were seen to be getting on with the task in hand but on closer inspection it appeared that some
individuals were not fully absorbed in what they were doing; some of the discussion was
unrelated to the project work, some pupils were not fully engaged in reading the texts they
had in front of them or able to proceed for some other reason. The pupils in case study 4 were
not observed working but reports from the teacher suggested that many of them had found it
difficult to get down to their investigation.
The two other case studies required a slightly different approach to consider the motivation to
learn, as the need to be fully absorbed in the task was not as great. The pupils librarians'
willingness to learn new skills, transfer those skills to the classroom situation was thought to
reflect a motivation to learn and the comments from the guidance teacher about one pupil's
attitude to work and school would also suggest increased motivation to get on. The pupils in
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case study 6 did appear from observation to be actively involved in selecting books and some
were seen to read the books chosen and the questionnaire gave an insight into how the pupils
themselves thought their attitude to reading had changed. Observation of the ad hoc use of the
SLRC would suggest that pupils can become fully absorbed in their personal activities and the
fact that lunchtimes are so busy in some of the SLRCs, would also indicate a willingness to be
productively occupied.
Imagination and experimentation

These learning experiences to do with promoting the individuality and personality of pupils
appeared to be present in case studies 6, 7 and 8. The potential was evident in the way pupils
in case study 7, who are allowed the freedom to approach activities in their own way and
given the time to experiment, and develop their own ideas. However, the intangible nature of
these learning experiences and the complexities of getting to grips with individual learning
meant that this learning experience was not really identified or explored. The nature of the
task undertaken within the SLRC has an impact on the learning experience most likely to be
affected and therefore different types of activities, such as those associated with art, might
have given more insight into this type of learning experience. The extension work in case
study 1, when pupils wrote a poem or a piece of writing about their animal did reflect
imagination.
Satisfaction
If the experience in the SLRC was positive then satisfaction was expressed either in terms of
an enthusiastic response to questioning or the voluntary display of the pupil's efforts. This
was observed in the curriculum related case studies and with the pupil librarians. Less
obvious was the return of a pupil to the SLRC for another unrelated activity that was inspired
by previous success. Pupils indicated on their questionnaires whether they wanted to return to
the SLRC for another activity and the responses favoured a desire to return but this did not
appear to reflect a true sense of achievement or success except in case study 2 where other
expressions of satisfaction had also been seen.
Self-esteem
Evidence for self-esteem being generated by the SLRC activities was only thought to be seen
in case study 7 where the attitude of the pupil librarians reflected a confidence and ability to
take responsibility within their own environment and a pride in their achievements. The
remarks about one pupil by a guidance teacher regarding a change in attitude towards school
were thought to reflect increased self-esteem. The SLRC may well have a positive role to play
in other ways to enhance self-esteem by enabling pupils to have their work recognised in
some way, for instance through awards or displays, but identifying the impact would appear
to be more difficult and may well rely on other members of staff or the family to identify this
learning experience.
7.1.2 Value and feasibility of the indicators

The indicators that appear to apply to the motivation aspect of learning and were identified in
the case study areas are:
• expression of enthusiasm (verbally or effort work);
• willing participation;
• absorption in the task;
• continuation of an activity (beyond the immediate occasion);
• change in attitude.
Although similar to those identified as possible indicators in the impact framework (figure 2),
there are fewer indicators in the list above. The wording was refined as similar indicators
began to emerge from different situations and different tracking mechanisms. "Expression of
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enthusiasm" encompassed observed spontaneous reactions to a situation as well as those
encountered through discussion with individuals or deduced from the effort and additional
qualities displayed in written work. In a similar manner "willing participation" and
"absorption in the task" can be gauged from a range of possible monitoring devices. The
"continuation of an activity" and "change in attitude" require checks to be made in other
contexts, either through keeping brief records in the SLRC itself or by enquiring about
behaviour and activities from other members of teaching staff. Some evidence of the
continuation of an activity may be visible in the final work if this is available for scrutiny by
the librarian. Informal remarks made by teaching staff and family members may also indicate
a pupil’s motivation related to a variety of learning experiences. A “change in attitude” would
appear to require more extensive monitoring and knowledge of the individual and may, of
course, be influenced by other factors unrelated to the SLRC, such as maturity or friendship
groups. Therefore, those indicators most easily identified were closely related to the activity
under scrutiny but it is possible to identify impact of the SLRC on motivation beyond the
immediate circumstances when steps are taken to specifically look for learning experiences in
this way.
It is interesting to note that the indicators for motivation identified during the case study work
echo those suggested by librarians in research carried out by Kuhlthau on the Library Power
initiative 2 .
7.2 PROGRESSION
The theme "progress in learning" identifies learning experiences related to skills, knowledge
and understanding and within the SLRC environment this is associated with the finding and
use of information. The development of skills provide more tangible means of identifying
particular learning experiences and in this case the indicators could be described as "learning
outcomes" a term teachers are more familiar with. The type of skills identified during the
focus groups have been loosely categorised under headings generally used by the librarians in
the interviews (detailed below and listed in table 13) but the definition of terms associated
with information literacy is constantly under debate.
• Library skills: this includes the traditional skills covered by induction courses such as
understanding of the layout of the SLRC, use of the catalogue, the types of resources
available, and familiarity with their use.
• Information handling skills: this covers the use of information and various process
models can be found in the literature to help support and develop these skills, such as
Marland 3 , Eisenberg & Berkowitz 4 , Kuhlthau5 , to name but a few.
• Reading skills: in the impact framework this was treated as a separate category because
it was isolated in discussions and was thought by teachers and librarians to cover the
development of a reading habit as well as reading for information including skimming
and scanning.
• ICT skills: these have been given a separate category in the Report because this was how
they were portrayed in discussions and in the current curriculum literature. There is an
argument that ICT skills, apart from the physical skills of keyboard mastery, are very
similar to the skills required when handling all information that is effective search
strategies, and evaluation for relevance, bias, currency, manipulating and communicating
i.e. the information handling skills.
Increased knowledge and understanding covers the higher order cognitive aspects of
assimilating information and making sense of it within the individual's existing knowledge to
increase recall ability and the range and depth of understanding. The knowledge and
understanding is then used by the pupil to produce a piece of work of a quality that represents
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the ability of the individual. This learning experience is most likely to be related to the direct
outcome set by the subject teacher and is most likely to be assessed by the teacher.
The case study Research identified great potential for the development of learning
experiences in this broad area of learning. The SLRC can have a significant impact on the
development of skills and this in turn encourages knowledge and understanding and the
production of quality work. It would appear from the evidence that the introduction, practise
and mastery of skills can be relatively easily monitored within the SLRC context but that
more work needs to be done to understand what the skills are and how they will be identified.
The other two learning experiences in progression, i.e. increased knowledge and
understanding and the quality of work are more difficult to establish without closer
collaboration with teaching staff.
Table 13 Progression from the impact framework

Learning experiences Indicators of Progression
• Library skills (familiarity of layout, • Ability to navigate SLRC & resources
terminology, resources, catalogue, etc) (knowledge of terminology, appropriate
• ICT skills (confident use of keyboard skills, resources)
CD-ROM & Internet searching, etc) • Knowledge & ability to use appropriate
• Information skills (reading for information, ICT skills
skimming scanning, understanding, • Use of information skills (reading for &
selection, note-taking, evaluation, etc) selection of information, note-taking,
• Reading skills (developing habit for evaluation)
pleasure, information, skimming, scanning, • Increased fluency, frequency & regularity
etc) of reading
• Increased knowledge & understanding • Willingness to try reading a variety of
(range, depth & recall) genres & styles
• Quality of work (school work & exam • Ability to recall & increased depth, range
results, accuracy, presentation, fact, of general knowledge and understanding
vocabulary) • Development of writing skills
Awareness and development of skills:

Library skills
The majority of pupils in all the case studies showed signs of understanding how to go about
finding resources. Observation during the case studies showed pupils’ ability to navigate the
SLRC and find a variety of resources and this was taken as evidence of their understanding of
library skills. In case study 1, 3, 4 & 5 pupils were reminded of the resources at the beginning
of the sessions but there was evidence that pupils had transferred the skills (for instance the
use of contents and index pages, the layout of encyclopaedias and how to go about finding
additional resources using the catalogue and keywords) from previous project work in the
SLRC. The pupils in case study 2, who had not completed their library induction, were
observed using the contents and index pages and were familiar with the layout of an
encyclopaedia and would have transferred these skills from primary school. References to
other sources of information in their final work or responses to the questionnaire and
discussion was taken as evidence that pupils had the ability to find appropriate material from
other sources, such as home or the public library. This transferability of skills was an aspect
of learning that appeared to cause concern in the focus group discussions and interviews.
Individual pupils were observed to have particular problems finding resources and many did
not appear to think of using some types of resources unless reminded but there was enough
evidence of pupils finding information to suggest that reinforcement would have overcome
these difficulties. Although the senior pupils in case studies 4 and 5 did not always make the
connection of how previous experience of using the SLRC might have helped them, there was
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evidence in the responses to the questionnaire and self-evaluation sheets to suggest that
previous mastery of library skills contributed to their ability to find information.
ICT skills
Computers were used in all the case studies and the ability of pupils to master quite quickly
specific skills was evident when watching pupils help each other or when they were given
instructions by the librarians or teachers. The use of particular software applications for
practical purposes by the pupil librarians (case study 7) and those involved in the TES
Newspaper Day (Section 6.8) and the sharing of that knowledge with others are good
examples. However, individuals were also observed to grasp more fundamental skills such as
the importing of pictures, printing selected text, while other pupils indicated they learned
word-processing skills as a result of working in the SLRC. In case studies 1 and 2 pupils were
observed to gain confidence in using a computer to search for information whether from a
CD-ROM or the Internet. In case study 5 the use of search engines and keywords was
introduced to individual pupils and was seen to be successful for some but the problems of
time, access to sites and the ability to handle the information were thought to limit success
and the learning experience. Some of the seniors in case study 4 were very successful in
developing their Internet searching skills to obtain appropriate information but those
interviewed also acknowledged a lack of understanding of some of the authority and
copyright issues associated with the use of information from the Internet.
Information handling skills

The information handling skills were less developed than the library skills but in all the case
study schools doing project work there was evidence of an awareness by pupils of some of the
skills involved. Some pupils in each case study showed signs of developing or mastering
skills indicating some input and transfer of previous information skills introduction. Two
pupils in case study 2 explained their methods of extracting information using highlighters or
crossing out unwanted information. Pupils in case study 1 displayed note taking techniques in
their jotters and when observed using resources. Where the rough work and the final piece of
work was available in case studies 4 and 5, there was evidence of selection of appropriate
material and noting sources of information. The examination of rough and final work
provided useful evidence of what information was found, what was selected and whether the
selection was the most appropriate. From the examples examined it would suggest that those
pupils who were given the higher marks had developed better information handling skills but
there was also evidence in the jotters that some pupils had found significant amounts of
relevant information which they did not use, and there may be several reasons for this, such as
their own interpretation of the usefulness of material6 or an inability, for whatever reason, to
interpret the material. The teacher in case study 4 expressed concerns that some of his senior
pupils had not mastered the techniques of selecting the most appropriate material and case
study 5 reflected a similar situation where some pupils had well-developed information
handling skills, but many revealed weaknesses. The Research found evidence that using the
SLRC can encourage the use of the information handling skills and can provide the
opportunity for these skills to be introduced and developed but it also highlighted instances in
each case study (1-5) where a lack of skills limited the effective learning process.
In case studies 2, 5, 7 and 8 indicators of impact were identified which were not specified in
the learning experiences outlined in the original framework (figure 2 and table 13) but are part
of the information handling process described in the literature (Marland, Eisenberg &
Berkowitz and Kuhlthau). The use of peer and self-evaluation in case study 5 was introduced
as a means of evaluating the success of the course by examining what the pupils indicated
they had learned. This form of reflection can also help pupils understand strengths and
weakness and gives them the opportunity to develop the skills of critical analysis and this was
evident in some comments made during the discussion or on the peer evaluations forms. The
opportunity to develop critical skills was also introduced in case study 2 and some of the
pupils managed reasonably well but others found this task difficult. In case study 2 the pupils
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were evaluating the group presentations of their research findings and this leads on to the
reporting skills.
The skills associated with reporting or presenting in front of an audience were only observed
to be touched on briefly and the librarians were not impressed with the quality of the talks but
they were felt to reflect the quality and understanding of the research. In case study 2 the
course provided the means to do a second presentation and these showed signs of
improvement in both the presentation and the research as well as a greater sense of
achievement. This confirmed the finding that an understanding of the task enables pupils to
progress and highlights the conditioning factor that providing the opportunity for pupils to
reflect and improve their performance can serve as a useful learning tool.
Reading skills
In the original framework (figure 2 and table 13) reading skills were expressed as a separate
learning experience. In the case studies the skimming and scanning techniques were seen as
part of the information handling process although evidence of use of the techniques was very
difficult to establish. The development of a reading habit and the enjoyment of reading was
investigated in case study 6 but again the actual reading skills of fluency and understanding
could not be established easily from the SLRC perspective. The willingness of these pupils to
try a variety of genre or different authors was evident from the responses given to the
questionnaire in which pupils reported that their attitudes had changed and that they had tried
different genres and authors recommended by the librarian or on the database. Their
responses also revealed an awareness of the relationship between reading and other learning,
especially language development, but correlations of this sort are very complex and would
need much greater input from the teaching staff to establish any actual examples of impact of
the SLRC on reading ability. What was evident from the number and variety of books
borrowed and the awards given, was that the SLRC can have an impact on the motivation to
read and the selection of reading material, particularly when emphasis is placed on
introducing new elements to stimulate interest. The evidence that discussion can be a
motivating and monitoring tool from other case study units suggests that this may be of value
in developing and evaluating this learning experience. The questionnaires and anecdotal
evidence would suggest that discussion is more significant than was apparent from the
observation during this case study.
Increased knowledge and understanding

Evidence of increased knowledge and understanding was difficult to judge in the majority of
the case studies without knowing how much the pupils already knew. This emphasises the
importance of joint planning and evaluating the work carried out in the SLRC by both
librarians and teachers. The teacher in case study 1 thought all her pupils had learned
something about their individual animal and the responses to the questionnaire would suggest
that the pupils themselves thought they had learned facts and skills. The pupils in case study 2
displayed a greater knowledge and understanding of their topics as they presented their
information in additional ways throughout the project. The teacher in case study 4 expressed
disappointment in the knowledge and understanding of his pupils because connections
between their research and biology theory or the investigation requirements were not always
made but the final work and the questionnaire would suggest that new knowledge and
understanding had taken place but not necessarily to satisfy the outcomes required by the
exercise. The pupil responses in questionnaires, peer and self-evaluation sheets and the final
work does give an indication of new knowledge but it is limited without greater
understanding of the pupils involved and the work is not always available to the librarians
unless specifically requested. Some evidence of knowledge and understanding comes with the
ability to transfer skills and process and use previous knowledge that was seen in some of the
learning experiences associated with the development of skills.
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Quality of work
The quality of the submitted work and the mark given is an indication of the ability of the
individual and the Research did establish that giving pupils the opportunity to work in the
SLRC is not necessarily enough to improve the quality of work (as in case studies 3 and 4).
The impact the SLRC may have on quality of work is related to pupil motivation and the
ability to proceed with the task set and this in turn is related to the development of skills and
there was evidence that pupils' work was directly related to the amount or quality of
information they had found in the SLRC. The teachers indicated that the work could not have
been done as easily without the availability of the resources in the SLRC but were less aware
of the need to consolidate the skills required to use these resources effectively. However,
there was evidence of pupil effort in submitted written work, of observed improvements in
reporting skills (case study 2), and an expressed sense of achievement by pupils (case studies
6, 7 and 8 in particular). Again the final work is often not available to the librarian and
therefore other methods of monitoring the quality of work need to be established if this is
something that individual schools want to evaluate themselves. The examination of rough
work did give an idea of how individuals were working and over a period of time this could
give an indication of the progression of skills developed by an individual. In case study 6, the
number of pupils who were working towards or had already achieved awards for their reading
was higher than the previous year at the same time and this was an indication that the
database or the individual reading lists promoted by the SLRC had an impact on the
achievements of these individuals. It would be possible for librarians to keep a record of
achievements awarded for work that involved the SLRC and using action research over time
these records could provide valuable evidence of impact.
Study skills
Organisation and time management skills have been groups together as study skills, which is
how they were described in case study 5. Developing an understanding of study skills was
one of the aims in case study 5 and the pupils responded in their self-evaluation with an
awareness of the need for organisation and time management skills in their application to
work. In the framework (figure 2) this learning experience was placed under the theme of
independent learning but seeing how the pupils were being introduced to the idea and became
aware of the skills it was thought to be more appropriate in the progression learning theme.
Once mastered, and pupils are observed to use these skills confidently and competently, the
learning experience would become an indicator of independence. The pupil librarians and the
pupils involved in the newspaper day discussed the need for organisation and time
management skills when their activities had deadlines and awareness was also expressed by
pupils on the evaluation sheets in case studies 2 and 5. The impact of the SLRC on these
learning experiences would be to provide opportunities for pupils to work to deadlines but
more important is the contribution the SLRC can make in the development of other skills
which enable pupils to fulfil the requirements of many of their assignments.
7.2.2 Value and feasibility of the indicators

The indicators that appear to apply to the progression theme and were identified in the case
studies are:
• Development of skills: awareness of need, leading to ability to practise (leading to
confident and therefore independent use)
• Library skills: use codebuster, catalogue, index, contents page, encyclopaedia,
• Information handling skills: use skim & scan, note taking appropriate material for task
• ICT skills: use unfamiliar software (including search the Internet)
• Study skills: organise task, submit task on time, evaluate own or others’ work
• Reading skills: try different genre or author, relationship between reading and other
learning
• New knowledge
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• Achievement (leading to self-esteem)
• Ability to apply skills or knowledge in different context (leading to independence)
In the progression area of learning the indicators needed to establish evidence of learning
were more specific than those for motivation and required a breakdown of the identified
learning experiences into particular skills. The Research identified a few basic indicators,
very similar to the examples given in the original framework (figure 2 and table 13), to
establish evidence of some aspects of the possible learning experiences; the ability to use the
contents and index pages to locate information and highlighting information or the use of
bullet points indicated an ability to select information from a resource. On some occasions an
individual displayed an awareness of a skill and at other times a pupil displayed an ability to
use a skill. Once a skill was mastered, the individual appeared confident in that learning
experience and could proceed without assistance, these skills became an indicator of
independence. However, there is a need for more development in this area and the indicators
used in the Project are examples only. There was evidence that some of the skills overlap
between the learning experiences, such as the use of ICT as a resource overlaps with the
information handling process and more development should clarify the learning experiences
and the indicators that would be most appropriate within the local context. The learning
experiences of increased knowledge and understanding and the quality of work are more
easily examined by members of the teaching staff but there are ways for the librarian to
establish indicators by using rough work and keeping records of achievements (of any kind)
and by establishing close working relations with members of teaching staff.
7.3 INDEPENDENCE
Throughout the Research Project professionals warned of the problems of cause and effect
and this was summarized by one librarian who said, "Confident pupils use the library, the
library does not make confident pupils" . The case studies suggested that independence is
closely associated with the confident and competent handling of a skill, the ability to proceed
without assistance. It is also dependent upon motivation and the desire to proceed, the
recognition of a need and the confidence to tackle something learned either in a new
environment or under new circumstances. The SLRC can help to develop confidence and
independence by providing the opportunity for pupils to learn, develop and master skills in a
cross- and extra- curricular environment. Table 14 identifies the learning experiences from the
focus group discussions with the associated indicators.
Table 14 Independence from the impact framework

Learning experiences Indicators of learning
• Serendipity & exploration (lifelong • Unsupervised use, exploration of resources
interest in books, information, knowledge) • Recognise the need for learning
• Reinforcement, revision & development of • Independent, appropriate choice
skills, knowledge, ideas • Confidence in use or to seek help
• Transference of skills & knowledge • Higher personal aspirations (desire to do
(cross-curricular, lifelong learning) more or better)
• Confidence in use (awareness of & ability • Awareness of wider information world (use
to try other sources of information) of resources beyond SLRC)
• Study ethos (personal needs awareness & • Ability to reflect, look critically, re-
wider learning process, exam skills) evaluate
• Awareness (of wider information world & • Show initiative , using resources beyond
need for it) required need, using knowledge & skills in
• Initiative (willingness to return to RC to other areas, developing originality &
work, read round subject, use resources for creativity
other subjects)
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There was evidence of independence in all the case studies but the indicators are also
associated with other aspects of learning and the distinctions are not always clear. There were
quite a few learning experiences identified within this learning area but some of the learning
experiences were less easily observed or the situations were not conducive to that particular
learning experience.
Serendipity and exploration

Evidence of serendipity and exploration was not forthcoming in the case studies although
some aspects were touched upon in the special events and ad hoc section. The freedom
associated with lunchtime use of the SLRC and the role of the pupil librarians did allow for a
few examples of exploration to be identified. At lunchtime pupils were observed to explore
the Internet in school F where pupils were observed to look up an author site and others were
reported to have found the official examination timetable before it was given in class. One of
the pupil librarians explained that he found books of interest when doing the shelving.
However, these were isolated incidences and as already explained in Section 4, the Research
did not establish any consistent means of establishing evidence.
Reinforcement
Reinforcement was observed to happen both in the more structured class time and at
lunchtime. The intended meaning of this learning experience was in the unsupervised use of
the SLRC to reinforce some aspect that the pupil was aware needed practice or wanted to
develop further. During class time the reinforcement of skills was more evident and is more
closely related to the progress in learning theme and the indicators developed for the
progression framework would be most appropriate. The ad hoc use of the SLRC to develop
skills or reinforce class work was observed in all the schools where the lunch period was
reviewed. However, again the Research did not establish any means of finding evidence in
any consistent manner except by observing how pupils were occupied and relating that back
to other activities.
Transference of skills & knowledge

The transfer of skills and knowledge has already been discussed in the previous learning
theme and this highlights one the difficulties of using defined areas of learning to look for
impact. The ability to transfer skills and knowledge is viewed as evidence of independence
because the pupil had mastered the process enough to use confidently without assistance. This
can be seen as the ultimate step in the progression theme of learning leading to independent
learning. The indicator identified as evidence of the transfer of skills was observed use of
skills or previous knowledge in a new situation and this required knowledge of what the
pupils already knew or had covered on other occasions. Independent use of these skills and
knowledge in their own time was thought to be another indicator of independence and again
this required looking at how pupils were using the SLRC in their own time or how they were
using skills developed in the SLRC elsewhere. The latter required discussion with pupils
about their experiences (case study 4) or an examination of their work (case study 5), which is
not always an option for the librarian.
Confidence in use
Evidence for confident use of resources was identified while pupils worked in the SLRC
either during class time or in their own time. Those pupils with well-developed information
handling skills, in case studies 1-5, appeared to make effective use of the SLRC, and
examples of confident SLRC users were observed in all the case studies where individual
pupils continued and progressed with their work unaided either during the class time or their
own time. In some cases this confident use may only apply to a few specific tasks within a
learning experience, such as the ability to find a site on the Internet but not locate the most
relevant information from that site. There were also indications of confident use of resources
beyond the SLRC environment, whether at home, or using the public library. This was
evident from extra visits pupils made to the SLRC in their own time and from additional
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information or effort in submitted work. Confident use of the SLRC was also observed during
the lunch break when pupils had the opportunity to develop their own interests; this was often
associated with the computers, which is where much of the evidence of learning was observed
during the lunchtime, such as the use of the Power Point application in school J. The ability to
transfer skills across the curriculum and in different situations has already been mentioned
under progression but is also seen as an indication of independence because the skills have
been mastered and the individual is able to apply them unaided.
Another aspect of confidence identified within the Report is the ability to appreciate the need
for help and ask for it from the teaching or library staff. There was a mixed response in the
questionnaires to this question between pupils who lacked confidence and would rather ask a
friend and those who recognised the expertise of either the librarian or the teacher. This may
well reflect the local context and the organisation of the particular projects but the observation
did indicate that pupils, particularly those using computers, were often unaware of their
needs. It was noticeable that the S3 pupils were more reluctant to seek help and some of the
sixth form pupils had the impression that the SLRC and the librarians would not be able to
help with such specialist and individual investigations they were undertaking. However, these
sixth form pupils showed evidence of confidence by being aware of other sources of
information and indicating that they had pursued their search at university libraries.
An extension of this is the evidence from the teacher in case study 2 that her classes had
developed more confidence to interact in class because of their project work. Although the co-
operative learning model used is likely to have had more impact than the use of the SLRC it is
an interesting example of innovative use that had an impact in a number of ways on learning.
Study ethos
The development of study skills has been discussed under the Progression theme and
evidence that pupils were aware of these skills was highlighted there. The practice of these
skills reflects an independent approach to study and the evidence for this was inferred from
the timely submission of well-presented and well-organised work in any of the case studies
and appeared to reflect those pupils who had well-developed information handling skills. The
flow charts completed for the Researcher by the senior pupils in case study 4 confirmed this
view.
Awareness
The awareness of the wider information world and the need for it has been covered in other
aspects of independence, such as confidence and the study ethos. Although it was considered
a learning experience in its own right the evidence from the case studies would suggest that it
is closely related to other aspects of independence and might not warrant such significance.
Initiative
Case study 7 revealed the most evidence for the use of initiative, where the pupils were given
responsibility, given recognition of their skills and ideas and the chance to develop them.
There was anecdotal evidence of the use of initiative in ad hoc use of the SLRC and again
some of these examples reflected the freedom, support and availability of space and resources
in the SLRC to develop personal ideas and is closely linked to the learning experiences in the
motivation theme. Indicators for the use of initiative were identified as the pupils' ability to
initiate and follow through an idea and this was seen for example in the way the pupil
librarians developed multi-media programmes to train new librarians.
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7.3.2 Validity and feasibility of the indicators
The indicators that appear to apply to the independence theme and were identified in the case
studies are:
• Ability and confidence to continue and progress with task unaided either in SLRC
sessions or in own time, beyond SLRC
• Awareness when help is required and confident to seek help
• Awareness of need for time management and organisation for independent learning
• Transfer skills from elsewhere in curriculum
• Continuing project elsewhere
• Increased self-esteem
• Use of initiative
• Independent choice of quality fiction
The indicators identified during the case studies were mainly associated with confidence. This
encompassed unsupervised use of the SLRC, appropriate use of resources either in the SLRC
or elsewhere and confidence developed within the SLRC that was reflected in the ability to
tackle an activity in other areas of the school or outside. Given the right circumstances this
confidence can then be expressed as initiative either within the SLRC or elsewhere. The most
easily recognisable examples were when pupils had mastered a skill and could proceed
without help and observation of the lunchtime use of the SLRC, including the work of the
pupil librarians, provided examples of confident use. However, during observation of the
project work case studies it became evident on closer inspection that some pupils displayed an
air of confidence that in reality was either misplaced or masked an obstacle of some sort. One
of the indicators of independence was thought to be the ability of an individual to understand
the need for help and seek it from the most appropriate source of assistance.
7.4 INTERACTION
The SLRC was perceived by the teachers and librarians as having an impact on group
interaction, peer support and providing a valuable environment for individuals to develop
social interaction. All the case studies, except the senior pupils biology project, revealed
aspects of interaction where the SLRC had a role to play. The most obvious examples were
the peer support, social interaction with other pupils and members of staff and awareness of
the needs for others. There was not only evidence that this was taking place but also evidence
that this interaction had an impact on other learning experiences, particularly motivation and
progression.
The evidence for interaction was in the amount of relevant discussion and sharing of ideas
amongst the pupils and teaching staff and the indicators identified in the table 15 below were
the sort of evidence seen in the case studies.
Table 15 Interaction from the impact framework
Learning Experience Indicators of Interaction
• Peer support & teamwork (help others • Willingness to help others (find, use
find & use resources, co-operation, learn resources)
from others) • Willingness to share ideas, experiences
• Develop communication skills • Use of appropriate behaviour in different
• Social interaction (new relationships) situations & respect for needs of others
• Awareness of others (needs of others, • Recognition of & respect for different
study/work ethos, differing opinions, social opinions & cultures amongst peers / in
skills, behaviour, respect for resources) society
• Awareness & knowledge of others (in • Use of variety of means to communicate
wider world) findings & ideas
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Peer support & teamwork
The project work provided opportunities for discussion, peer support and sharing of ideas and
resources. This was very evident in case study 1, where the teacher interacted with the pupils
and encouraged discussion and the sharing of ideas and resources. In case study 2, where this
was encouraged to happen, the uncertainty limited effectiveness of interaction initially, but as
the groups became more at ease relationships began to develop. The need to understand your
own task before you can interact with others was thought to have a bearing in both case
studies 2 and 3, where again isolated instances of peer support were observed, in the sharing
of resources and help with computer skills, but the productive interaction seen in case study 1
was not observed in case studies 2 and 3. In case study 4 and 5, the pupils were more
independent in their approach to the research exercise but during the latter, there was some
evidence from the discussion in session 3 that this helped the learning process.
Develop communication skills

The ability to discuss the task or a book with peers or a member of staff was thought to be an
indication of interaction and the developing of social and communication skills. Pupils
indicated that they discussed books they had read with others in case study 6 and discussion
about books was also observed in the ad hoc use of the SLRC at lunchtime, either between
pupils or with the librarian. In schools A and F this discussion about books was also observed
amongst the staff. The pupil librarians in school J were also observed to discuss their own
activities and to include other pupils and staff in their discussions.
Social interaction
The ability to mix with other groups was particularly noticeable with the pupil librarians who
interacted with each other across the year groups and with other SLRC users. The librarian in
school F had concerns about the isolated social behaviour of one of the pupils seeking refuge
in the SLRC and, together with the English teacher, was attempting to integrate the pupil into
a small group during English library sessions using the mutual interest of reading. The
librarian is not alone in being able to identify individual pupils like this but does have a
unique position in being able to observe pupils during recreation time and this might give an
insight into both behaviour and possible courses of action.
Awareness of others
The policy in school A encouraged a respect for the needs of others while working in the
SLRC and this calm, studious atmosphere was reflected in the pupils' behaviour when
compared with the classroom and other schools where there was not the same emphasis. In
school A, there was also evidence of pupils using appropriate behaviour in the SLRC. One
librarian expressed concern when the pupils arrived for their first session because a few had
caused problems on a previous occasion. However both librarians indicated that pupils were
well behaved and generally considerate of each other.
The co-operation within groups was particularly relevant to the project in school A and by the
end of the course there was evidence that individuals were working better in their groups and
the self-evaluation sheets revealed an awareness of the need for co-operation. The class
teacher also thought the classes were working better as a whole after the course than previous
classes at this stage of their first year in French.
Awareness & knowledge of others in the wider world

There were limited opportunities for this learning experience to be displayed in the activities
investigated in the Project. However, case studies 2 and 3 did provide the opportunity for
some awareness of the wider world to be expressed in the factual content of the project work
and there was some evidence, particularly in case study 2. In these circumstances it would
appear to be more appropriate for awareness and knowledge of others in the wider world to be
incorporated within knowledge and understanding within the progression theme.
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7.4.2 Validity and feasibility of the indicators
The indicators that appear to apply to the interaction theme and were identified in the case
studies are:
• Discussion about activity/task with peers, staff
• Peer co-operation, sharing resources, explaining processes, working together, helping
each other, evaluation
• Friendships and ability to mix with other groups
• Use of appropriate behaviour and respects for needs of others
The willingness of pupils to help others and share ideas and resources were good indicators of
co-operation and interaction and there was also evidence of respect for others in the way the
pupils behaved towards each other but the awareness of others in the wider world was more
difficult to establish unless it formed part of the overall aims for the project. The development
of communication skills can be identified either in the social context described here where the
SLRC can contribute to the way in which individuals interact and develop social skills or in
terms of a development of communication skills which are more appropriate as the ultimate
aim of the information handling process under the progression theme of learning.
7.5 REVISED FRAMEWORK
During the case study work the initial framework (figure 2) was explained to members of
senior management in two schools and case study teachers in four of the schools. The
teachers were preoccupied with the organisation of their own courses and showed little
enthusiasm for the framework. Members of senior management responded in a more positive
manner recognising the potential for identifying the learning experiences and indicators in
this way. The framework continued to be reviewed and refined during the case study period in
the light of feedback and one of the developments was a planning and evaluation cycle which
attempted to place the framework into the school, departmental and course evaluation system.
This is represented in figure 3. At the end of the case study work but before the final analysis
had been carried out all of the participating librarians from the case study and focus group
schools were invited to a meeting for a presentation of the preliminary findings. Two
exercises for the librarians were organised for the day and were designed to provide the
Project with feedback on a) the librarians’ responses to issues arising from the Project and
whether they reflected their own experiences and b) the value of the framework (figure 2) as a
planning and evaluation tool.
The librarians were given two exercises, working in small groups and sharing ideas. The first
activity invited them to look at problems in an imaginary curriculum project scenario and
consider ways of making the learning experience more effective. The aim was to examine the
kind of ideas they came up with and whether they were reinforced or differed from the
findings emerging from the case studies and the extent to which they were focusing on the
learning process. Some of the librarians did pick up on issues from the initial findings from
the research and these tended to be the librarians who throughout the Project had been ready
to tackle the issues of impact on learning. The discussion concentrated on how the librarians
themselves could improve the lessons by giving the pupils more targets to work towards, by
giving more instruction and help with the information handling experiences. One group
discussed how they might influence what teachers do but full collaboration was not
mentioned and this was observed during the case studies to be a challenging area. The
timetable does not permit enough development time to enable detailed collaboration and
during focus group and case study discussions it was noted that the two professions appear to
be working along parallel lines and not really fully engaging with each other's knowledge and
expertise. During the librarians' meeting, the dicussion concentrated on how the librarian
could improve the lessons by giving the pupils more targets, instruction and help with their
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information handling experiences. The groups were then asked to consider how they might
evaluate the changes they had made in the imaginary scenario and their ideas reflected some
of the instruments used during the case study work, in particular the use of questionnaires
both for the pupils' and the teachers' reactions to the course.
The second activity was undertaken in order to see how easy or difficult the librarians found
the process of using the framework of potential learning experiences and possible indicators
(figure 2) to plan and evaluate reading for pleasure activities. The librarians were given a
completed example of the framework for reading promotion and a blank framework (figures 4
and 5) to complete for the planning and evaluation of their contribution to reading for
pleasure using the impact framework (figure 2) as a starting point. The initial reaction was
that the framework was daunting but by the end of the exercise most expressed the feeling
that the learning experiences and indicators were helpful. One librarian expressed a dislike for
using the blank grid as a format for organising ideas, but another felt the framework helped
her articulate what she already does, and yet another indicated that she would like to try using
the framework with a teacher in the near future. The discussion in one group suggested that
the framework identified a great number of potential learning experiences for the reading
activity and the challenge would be to keep the selection of target learning experiences within
manageable proportions. One group expressed a reluctance to interfere with personal reading
in any way that might make it too formal. This exercise reflected the different ways individual
schools use the SLRC in the local context: for example, one English department was reported
to use the SLRC for fiction selection and silent reading with little input from the librarian;
another librarian reported that she only saw pupils on an individual basis for personal reading
because the English department did not take the pupils to the SLRC; and in other schools the
librarians were more actively involved with promotion of reading for pleasure during library
periods. This was seen to have a bearing on how the librarians approached this exercise.
The exercises provided useful feedback on the findings and framework. However, it is
recognised that the framework will only provide one possible model for tackling the planning
and evaluation of the SLRC on learning and this model will need to work well with the
existing development planning process used in schools. This is an area for further research
and there has also been interest in looking at the framework in relation to the primary sector.
Positive feedback was received spontaneously from several librarians after the meeting and
one immediately organised an evaluation meeting with the case study class and teacher in her
school.
David Streatfield, in his recently published work on quality assurance in the SLRC7 , suggests
that in order to be effective and manageable, indicators need to be kept to a minimum and this
was borne in mind when revising the framework in the light of the case study investigations.
The refinements made to the impact framework in the light of case study analysis and
responses during the librarians’ meeting have been brought together in figure 6. This
framework provides a foundation upon which individual schools, teachers and librarians may
begin to plan and evaluate their own SLRC related activities and services.
The learning experiences defined in the two frameworks (figure 2 and 6) are similar but the
terminology has been simplified and some of the areas of overlap have been clarified from the
case study investigations. Not all the learning experiences were identified in great depth but
the range and variety encountered did validate the range projected by the focus group
participants. The skills required to achieve success in the progression theme need to be
identified as specific learning outcomes or targets and appropriate indicators established in
order to assess the progress of individual pupils or evaluate the success of the course in terms
of learning achievements. The standards published by the American School Library
Association 8 give a useful starting point for breaking down the information handling process
into specific skills and learning objectives. The 5-14 documentation also covers many of the
skills required to handle information effectively. Areas where clear evidence or indicators
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were not established tend to be the areas where the learning is more abstract or where the
learning is expressed outside the SLRC. It does not however, imply that the SLRC does not
have an impact on these learning experiences. It is anticipated that the refined framework will
be adapted and developed still further (by the Research team or individual schools) to provide
a working tool for schools, teachers and librarians to use as a starting point for closer
examination of how the SLRC can impact on learning and how to look for evidence that the
SLRC has had an impact.
Analysis of the focus group discussions had earlier revealed a variety of conditioning factors
identified by participants as influencing the impact of the SLRC on learning (see table 9).
These were analysed and identified as factors that were outside the control of the individual
members of teaching staff but having a bearing on the organisation of the SLRC service
provision. During observation and analysis of the case studies other conditioning factors
began to emerge and these are summarised below (table 16).
Table 16 Summary of conditioning factors observed during the case studies
Enhancing Limiting
• Enthusiasm of teacher • Frustration caused by problems, e.g.
• Interest shown by teacher/librarians and computer access
interaction with pupils • Tensions within a group
• Intervention by staff at appropriate time • Time constraints
• Rotation of pupils on computers • Lack of understanding of information
• Ensure absent pupils are integrated and fully handling process
briefed • Lack of focus, need to reinforce aims & skills
• Understanding of task especially after break from project
• Understanding of SLRC and resources from • Lack of understanding of subject theory
previous experience • Lack of reference to instructions and
• Ability to proceed, the skills required have checklists by pupils
been developed • Lack of confidence to seek help, or unaware
• Opportunity to try again of need for help
• Practical application of skills • Size & organisation of SLRC (distraction
• Familiarity with surroundings from other classes)
• Use of computers
• Display of work
• Positive referral for achievements award
• Appreciation from librarian of effort
• Freedom given by librarian & other members
of teaching staff
The conditioning factors identified during case study observation and discussion have more
immediate implications within the class situation. Some of these conditioning factors would
be easier to implement or resolve than others, but an understanding of them would assist
senior management, teachers and librarians to weigh up the priorities and develop the most
effective learning and teaching within the local SLRC context.
7.6 VALUE OF MONITORING TECHNIQUES
One of the objectives of this Research Project was to examine how impact might be measured
and ease with which this might be achieved in everyday practice. The methods used during
the Project have been discussed in the individual case studies but some general points are
worth summarising.
123
Observation provides a valuable tool to assess what is happening in the class situation but it is
recognised as being impractical in situations where the librarian is occupied with a number of
activities during the same session in the SLRC. However, it is worth taking a step back
occasionally and looking at the situation objectively. In order to do this effectively it is
important to have the aims and objectives for the course or activity clearly identified so that
the observation and reflection is focused. In one of the case studies an observation schedule
was used to give more accurate quantitative measurement and this required marking
individual activities at timed intervals. This would also be impractical under normal
circumstances but adapting this for use as a checklist to assess how individuals are coping
with itemized tasks would be more easily administered.
Discussion during the course of the activities in the SLRC was not only seen to stimulate
interest, to encourage and help individuals overcome obstacles, but it is also an effective
means of gauging understanding and progress. The remarks made by pupils when interest was
shown in their work provide a valuable indication of their motivation as well as their
understanding of the task they are engaged in. Listening to the discussion between individuals
helps to gauge motivation and understanding and gives an idea of how able the pupils are at
co-operating with one another, their understanding of other peoples’ needs and how these
skills are developing.
Verbal questioning of pupils or giving them the chance to express their ideas and feelings in
open-ended questions on the questionnaire or evaluation sheets proved a more effective way
of obtaining evidence than the closed questions. The latter provided useful quantitative data
but the responses were found to be contradictory on occasions and the younger pupils had
difficulty understanding the questions, partly because of their own reading and
comprehension levels and partly because of the abstract nature of many of the questions.
Throughout the Project it was evident that pupils often do not think about or are not able to
reflect on their learning or the processes they go through to achieve their aims. This inability
to express the learning expectations and achievements was particularly evident when the
Research team attempted to capture the impact of the SLRC on ad hoc learning. It was
recognised that the impact of the SLRC within the learning situation is more to do with a need
imposed upon the individual by the learning context or to do with a leisure activity than a
conscious attempt by the individual to find information to aid decision-making. The impact
research carried out by Marshall9 required the individual to identify a prospective need for
information to enable decision-making or further action to take place. The information
seeking contexts within the school environment that reflect a similar need to enable decision-
making are the pupils’ use of the career section and the teaching staff need for educational
documentation and references. These may prove more fruitful areas for further
experimentation with Marchall's approach to evaluating impact in the SLRC.
In normal circumstances a pupil's finished work is not available for the librarian to examine
and, although useful evidence was gained in this way, it was not thought to be essential as
long as the teacher is aware of the need for feedback. It may prove useful to keep a record of
the final marks or achievements of pupils if evidence was required over a long period to
evaluate particular courses or the progress of individuals across a series of courses.
Developments in the United States have begun to look at this more closely and the standards
set out in Information Power10 provide a useful starting point for identifying the processes and
skills required for information handling. The publication on assessment in the SLRC, edited
by Kuhlthau11 gives interesting techniques for identifying pupil progress as well as providing
the basic evidence to evaluate courses undertaken within the SLRC. Kuhlthau12 successfully
used diaries and logs maintained by senior pupils to gather evidence on how they approached
searching the Internet. This method was tried in this Impact Project but with less success. This
is again thought to reflect the more abstract nature of the learning data sought from the pupil
librarians where this approach was tried. The librarians themselves were encouraged to keep
logs of events happening in the SLRC that reflected the learning experiences in the case study
124
units. While this was only taken up in case study 2, it did provide useful data and the
librarians reported that the reflection process itself helped to focus their attention on the
pupils’ activities.
The use of automated library management systems enables borrowing records and the loan
history of individual resources to be examined and this was investigated in case study 6.
There are data protection issues regarding the use of borrower records which need to be
examined but the data provides useful information on links between resources and courses,
between the use of resources in particular classes and how peer groupings influence
borrowing, and the time and date of borrowing allows for a greater understanding of how the
resources might have been used than the statistics alone. This information helps to
substantiate evidence accumulated from the observational methods.
It was not expected that any one simple easy way would be found to assess impact but the
experience gives an insight into the practicalities of some of the possible methods. The case
study work identified discussion, observation, and pupil evaluation sheets as useful methods
for gathering evidence and there is also a need for more formal assessment of individual
pupil’s progress in the skills identified as being part of the learning experiences within the
SLRC. Some evidence needs to be sought from sources outwith the SLRC environment and
requires the collaboration of teaching staff and links with families.
1
1996.
2
Kuhlthau, Carol Collier. Student Learning in the Library: What Library Power Librarians Say. School
Libraries Worldwide, Vol. 5 (2), July 1999.
3
Marland, M. (ed.). Information skills in the secondary curriculum. Schools Council Curriculum
Bulletin No. 9. London: Methuen Educational, 1981.
4
Eisenberg, Michael B., et.al. Information Problem-Solving: The Big Six Skills Approach to Library &
Information Skills Instruction. Norwood, N.J.: Ablex Publishing, 1990.
5
Kuhlthau, Carol Collier. Seeking Meaning: A process approach to library and information services.
Norwood, NJ: Ablex Publishing Corp, 1993.
6
study." School Library Media Quarterly. Vol. 23 (3), Spring 1995.
7
Streatfield, D., et al. Best Value and Better Performance in Libraries Project. London: Information
Management Associates, 2000. [online]
8
AASL, AECT. Information Power: Building Partnerships for Learning. ALA Editions, 1998.
9
and health care sectors. London: British Library Research & Development Dept, March 1993. Series
Information policy briefings, no. 1.
10
11
Kuhlthau, Carol Collier (ed). Assessment and the School Library Media Center. Englewood, CO:
Libraries Unlimited, Inc, 1994.
12
Kuhlthau, Carol Collier. Seeking Meaning: A process approach to library and information services.
125
Audit of performance (impact on Identify areas for improvement Select course of
learning) to include in development plan action/programme of study
to support development plan
Select indicators of impact on Decide on aims (learning

learning to support aims outcomes) for using school
Execute action/programme of
(outcomes) and activities to library resource centre
study maintaining appropriate
support indicators and aims
support
Independent and joint reflection

Use indicators of impact to (by pupils, teacher, librarian, Revise action/programme of
identify strengths and school as appropriate) to study as appropriate
weaknesses evaluate learning and teaching
Contribution to overall
performance/impact of SLRC
(curriculum area or school)
Double edged boxes indicate activities using SLRC supported by librarian or individual teacher.
Both types of box involved in quality assurance/performance related activities .
Figure 3 Planning and evaluation cycle

AIM for using SLRC:
LEARNING OUTCOMES for using SLRC:
Class / Dates / Times
Potential Learning Experiences

MOTIVATION PROGRESSION INDEPENDENCE INTERACTION
Areas of learning:
Indicators of learning:
Trackers:
Activities (considering all abilities):
Resources (considering all abilities):
Figure 4 Blank framework

ASPECTS OF LEARNING
Affective Psychomotor Lower Cognitive Higher Cognitive Interpersonal

Developing Informed Attitudes Skills, Knowledge & Understanding Developing Informed Attitudes
POTENTIAL LEARNING EXPERIENCES FROM USING THE SLRC
Learning experiences identified during case studies

Enthusiasm (positive attitude) Library skills (familiarity of layout, Confident use (of skills introduced and Peer support & teamwork (help others
Motivation to learn (increased / terminology, resources, catalogue, etc) developed in progression) find & use resources, co-operation, learn
improved) ICT skills (confident use of keyboard Reinforcement (practise and revision in from others)
skills, CDRom & Internet searching, etc) own time) Social interaction (development of
Information skills (understanding, Transferability (of skills, knowledge & communication skills & new
selection, note-taking, evaluation, etc) understanding cross- & extra curricular, relationships)
Reading skills (developing habit for lifelong learning) Awareness of others (needs of others,
pleasure, information, skimming, Initiative (development of ideas) study/work ethos, differing opinions,
scanning, etc) social skills, behaviour, respect for
Study skills (organisation, time resources)
management)
Learning experiences either not identified or more difficult to identify

Imagination Quality of work (school work & exam Serendipity & exploration (interest in
Satisfaction of success results, accuracy, presentation, fact, information & books)
Self-esteem (see work displayed, vocabulary)
positive experience) Achievement (planned or not)
Increased knowledge (range & depth,
including awareness of wider world)
Figure 5 Revised impact framework

INDICATORS OF IMPACT
(identified in case study investigation)
Introduction & development (progression) of skills & knowledge leading to confident,

competent & unaided use (independence) of skills & knowledge
• Expression of enthusiasm • Library skills : use codebuster, • Confidence & competence to • Discussion about
(verbally or effort work) catalogue, index, contents page, continue and progress with task activity/task with peers, staff
• Absorption in the task encyclopaedia unaided either in SLRC sessions or in • Peer co-operation, sharing
(willing participation) • Information handling skills : use own time, beyond SLRC (find & use resources, explaining
• Continuation of an skim & scan, note taking appropriate relevant resource using skills processes, working together,
activity (beyond the material for task mastered) helping each other,
immediate occasion) • ICT skills , use unfamiliar software • Awareness when help is required and evaluation
• Change in attitude (including search the Internet) confident to seek help • Friendships and ability to
• Study skills : organise task, submit • Independent study (understand need, mix with other groups
task on time, evaluate own or others’ & use of study skills) • Use of appropriate
work • Transfer skills from elsewhere in behaviour and respects for
• Reading skills : try different genre or curriculum needs of others
author, relationship between reading • Increased self-esteem
and other learning • Use of initiative
• New information or knowledge
• Achievement (leading to self-esteem)
• Ability to apply skills or knowledge
in different context
Ability to apply skills or knowledge in different context increases confidence and independence
Possible means of monitoring the indicators
Observation Work in progress Observation Observation/listening
Discussion/Questioning Discussion/questioning Evidence beyond SLRC
Finished Work Observation Work/dicussion/questioning
Figure 5 Revised impact framework

130
8. CONCLUSION
8.1 RESEARCH IN CONTEXT
This Research Project aimed to investigate the impact of the SLRC on learning by looking
firstly at what the major stakeholders perceived to be the learning experiences taking place
within this environment and secondly to examine whether this learning was indeed happening
and how it might be monitored through a number of case studies. The Project was undertaken
within the context of the current educational climate with increasing pressure to provide
evidence of quality assurance, and at a time when there is interest amongst practitioners and
research communities in evaluating and understanding the impact of information and library
services.
The recent government initiatives to raise educational standards, encourage social inclusion
and introduce information technology throughout the curriculum, have led to a shift in
emphasis towards the development of core skills in pupils who will be able to learn
independently both in the school environment and beyond. The SLRC has been recognised as
having a key role in supporting the ICT initiatives and the development of the skills required
to extract and use information effectively. Alongside this, local authorities, including
educational establishments and public libraries, are required to demonstrate public
accountability in terms of service to clients and value for money. The increased expenditure
on technology as well as the traditional hard copy resources within the SLRC has prompted a
need for quality assurance in the SLRC as well as in the school as a whole. The school library
profession has embraced this and has sought to integrate its approach with that required of
schools as a whole. However, the inclusion of the "quality of pupils' learning" amongst the
performance indicators established for the SLRC1 revealed an area that librarians found
difficult to tackle. Traditional evaluation of a library service has looked at outputs in terms of
statistical information relating to expenditure, resources and use but has until recently not
tackled the evaluation of impact in terms of service outcomes. Teachers understand the need
to encourage use of the SLRC and its resources both through the curriculum and to develop
independence beyond the classroom but do not necessarily place sufficient emphasis on how
the SLRC can contribute most effectively to pupil learning.
This study compliments to some extent other recent studies in the USA where the provision of
a SLRC has been linked to academic achievement2 . Within the Library Power programme 3
improvements in the quality of provision of service have provided greater opportunities for
pupils to develop information handling skills through an integrated approach to enquiry. The
need to understand the SLRC's contribution to effective learning was the context in which this
study began.
The challenges of measuring impact were recognised from other studies looking at the impact
of information in other environmental4 , business and professional5 contexts and the need to
identify reliable, valid indicators of impact and the means of monitoring them within the
particular environment. Therefore, the indicators used in this study had to reflect the stated
curricular goals and the approach taken by individual schools to achieving those goals. The
learning activities within the SLRC could not and should not be viewed in isolation. The pupil
or staff users of the SLRC are similar to other information users in their need for information
and the resultant decision-making process will depend on previous accumulated experience
and knowledge and the timescale for impact will vary according to the individual and the
specific circumstances. However, the complexity of the learning environment must also take
into account, the maturity of the users, the involvement of the teacher as intermediary and the
need to weigh up competing priorities. Previous impact studies have relied on the user being
131
able to articulate their information need and being able to evaluate the implications their
information use has on their future course of action. The immaturity of some of the
information users and the involvement of the teaching staff and librarians as intermediaries in
the school context posed significant new challenges when trying to assess the impact of the
SLRC on the learning of the users.
The aim was not to compare the relative impact in different schools but to examine a range of
learning situations within SLRCs where attempts had been made to provide a good standard
of service as specified in recent standards published by CoSLA6 . By focusing on a range of
learning contexts the emphasis was placed on the impact of the SLRC as a whole within those
contexts rather than the impact of specific information or resources. Traditional impact
studies in other ILS sectors have taken a critical incident approach to examine how
information helped with decision-making and progress along a planned course of action.
Although the use of information in the school context can have such applications there are
other more complex issues associated with the impact on learning that meant the use of
traditional impact methods was more challenging and less easily implemented.
The methodology involved the gathering of data from the learner, the teacher and the librarian
using collection techniques such as self-reporting, observation and examination of recorded
work executed by the learner and this ensured a triangular approach. There was no attempt to
try and isolate the impact on learning from the multitude of other influencing factors but to
monitor the learning experiences within SLRC related activities over a relatively short period
of time. The process of monitoring impact was considered as important to the Research as
finding actual evidence of impact on learning and the findings from this part of the Research
may provide a useful starting point for practitioners to examine their own situation over a
longer period of time.
8.2 LEARNING IN THE SLRC
The Research examined a relatively small range of specific activities conducted in the SLRC
but these examples highlighted the potential for impact on a very wide range of learning
experiences. The range of learning experiences identified were classified according to various
educational theories and the resultant framework (figure 2) placed the learning experiences
into learning themes which accorded well with the breadth of learning described in other
learning classifications, for example Bloom 7 , the Scottish curriculum documentation 8 and
“Taking a Closer Look at the School Library Resource Centre”9 . Thus the range of learning
experiences upon which the SLRC can have an impact includes all the areas of learning
expressed in current educational documents as forming part of the curriculum goals within
schools, i.e. motivation, progression, independence and interaction.
The Research highlighted how the SLRC can contribute to the development of a variety of
skills associated with the handling of information and how pupils can demonstrate a
knowledge and understanding of these skills when intervention is appropriately applied. It has
also shown that contributions can be made to cross-curricular reinforcement of core skills and
can encourage the "disposition"10 of pupils towards social and individual responsibility. The
SLRC provides those who are equipped with the skills to progress to independent learning
with the opportunities to increase their knowledge, understanding and help to fulfil personal
achievements. Use of the SLRC alone does not motivate pupils to learn, they need to
understand what is required of them and have the skills or an understanding of the skills in
order to proceed with the task set. Pupils who have mastered some of the processes are able to
take advantage of the opportunity to work independently (although many appear to do so in
their own time). Those pupils who are not confident in the information handling skills need
additional support to make their use of the SLRC more effective. The case study investigation
provides more evidence to support the work already undertaken11 in understanding the
132
processes involved in the handling of information and the skills required to tackle enquiry
related activities. The library, information handling, ICT, reporting, study and critical skills
are all interrelated and more development work needs to be done within individual schools to
identify the most appropriate way to tackle the introduction and reinforcement of these skills
within the local context. This may then enable more effective learning to be achieved within
the SLRC by all pupils. The relative ease with which pupils were able to locate appropriate
sources of information but the difficulty they appeared to have using the information would
suggest that a greater emphasis needs to be placed on the latter than the former activity. The
schools where the senior management was seen to be actively involved in the development
and integration of resource-based learning into the whole school, appeared to have a greater
understanding of the issues involved and were in a better position to engage in the practical
implementation of reviews and revision of practice.
The impact of the SLRC does not need to be confined to the areas of learning progression (i.e.
information handling skills, increased knowledge and understanding and improved quality of
work) unless school policy and local circumstances indicate this to be the most appropriate
course of action. It may be appropriate for the main emphasis to be on progression skills and
knowledge but the SLRC can contribute, alongside other departments, to the learning in its
wider sense of motivation, independence and interaction. The Research has contributed to an
understanding of the relationship between the SLRC and learning and opens the way for
greater reflection by schools, teachers and librarians on what the learning potential is and how
this potential might be maximised. The examples of impact give an indication of the breadth
of the learning experiences and the framework (figure 5), along with a knowledge of the
influencing factors provides one way for practitioners to begin the process of evaluating what
is being achieved in the SLRC and planning for further developments. Factors which enhance
or detract from the impact will always be present but need to be borne in mind when planning
and evaluating courses, thus enabling the most appropriate activities to be organised for the
specific requirements in relation to the overall learning potential. Therefore, the SLRC
contribution to enhancing the quality of learning must not be evaluated in isolation from the
rest of the school and planning must be a joint process to make educational sense.
8.3 MONITORING AND EVALUATING IMPACT ON LEARNING
Some elements of learning are easier to monitor than others. It was found to be easier to
examine the immediate learning context, i.e. the work done within the SLRC and its relation
to the curriculum goal set by the teacher. The indicators can be very specific and lend
themselves to tracking techniques which are relatively easily managed and relevant to the
main focus of activity. However, the Research looked at connections beyond the immediate
SLRC learning environment and saw evidence of the transfer or development of skills and
learning to other areas of the curriculum and other aspects of learning not directly related to
the immediate goal. It is important for librarians and teachers to at least be aware of these
other impacts on learning, which may be happening. Whether planned for or just taken into
account as part of the teaching and learning process, these factors contribute to a greater
understanding of the nature of the end product of pupils' work. A greater understanding and
awareness of these instances could also help develop a more integrated learning environment,
particularly for some of the core skills, which are so prominent in current educational
thinking.
The indicators to be used as evidence of learning should be context specific and therefore
need to be examined at a local level, but some general points have been made on the type of
indicators which are easier and more difficult to track (see Section 8.2.3) and use of the
framework may help with this process. It would not be possible or desirable to evaluate
everything and the local context is likely to restrict evaluation to a particular learning theme,
to specific programmes or in some form of rotation. However this is tackled, collaboration
133
between the teacher and librarian is necessary to provide an understanding of the common
goals and how the integration of the two professions can enhance learning.
Although the two are interrelated, there may be a distinction between the aims of a project or
course and the aims for using the SLRC and the impact this might have on learning. The
study provides evidence that the latter are not necessarily fully explored by teachers and
librarians. Teachers are using the SLRC for a specific curriculum goal and this is being
assessed formally but the skills that are needed to complete that specific task are not being
consistently analysed and reinforced and therefore the support is not necessarily forthcoming
at the most appropriate times. Similarly, some of the indirect and less immediate learning
experiences are not given due consideration and in many cases these have a direct bearing on
the cross-curricular, core skills emphasised in recent educational documents.
As indicated in the Government’s response to the “Empowering the Learning Community” 12

there is a need for cross-disciplinary training to “allow people from different professions to
learn alongside one another and to exchange skills.”
8.4 PLANNING FOR EFFECTIVE LEARNING THROUGH THE SLRC
Teachers and librarians do not yet have a common vision or language to describe the way the
SLRC interacts with the classroom. The SLRC is not an end in itself but can be seen as a step
towards an end, with the start and conclusion taking place outside the SLRC. The joint
planning which exists is limited and the "outcome" of the activity tends to be measured in
terms which relate to the end product but the skills or processes which contribute to the end
product are not assessed or evaluated. Part of this may relate to a sense of detachment which
teachers feel towards the SLRC, they do not have or expect to have control over the way the
SLRC operates and they may not plan the activity accordingly. Librarians on the other hand
may assume that more has been planned than is in fact the case. They may not have a clear
understanding of what the teacher expects, assuming the teacher does have specific
expectations, and therefore are not in a position to give support in the most appropriate way.
The framework may provide the means for teachers and librarians to begin the planning and
evaluation process. Some form of course evaluation provides valuable information on what
has been learned about the processes as well as subject matter, it provides useful information
on where difficulties lie for further development or concentration of effort. The need for
intervention at appropriate time helps to avoid disillusionment and frustration, and early
intervention increases the chances of developing independent learners at a later stage.
In order to ensure the programmes of study provide effective learning experiences the
activities and/or pupils need some form of evaluation or assessment to provide evidence of
impact on learning. This need not be confined to the skills developed within curriculum based
activities. In discussing Higher Still core skills, the head teacher of one case study school saw
the potential for the SLRC to contribute in areas outwith the planned curriculum. For
example, he felt there would be value in some form of accreditation of pupil librarians,
itemising the duties and matching these to individual abilities to help guidance staff compile
the personal records of pupils. Clearly with potential for impact in different contexts and
settings there is a need for both teaching staff and librarians to be involved in evaluating that
impact. There are areas of learning that each group is in a better position to assess and the
accumulated evidence is important. However, decisions about the evaluation priorities and
where the responsibilities for evaluation rest may need to be made locally depending on the
particular approaches individual schools take to teaching and learning and ethos.
The SLRC does impact on learning and on learning in its broadest sense. The learning can be
monitored provided the teacher and librarian understand what they are looking for and what
they are hoping to achieve by monitoring the learning. There is no need to evaluate
134
everything at once but unless there is some understanding of the kind of learning experiences
being fostered by the SLRC activity, whether these are planned or not, then there can be no
real attempt to plan for more effective use of the SLRC. A great deal of learning is happening
that is not planned for and it is up to the stakeholders in the local environment to decide
which aspects are worth planning for, what their priorities should be and what and how
evaluation should take place. This should be done at various levels to be integrated into the
school development plan, departmental planning and the planning and evaluation of
individual courses and activities based within the SLRC.
The findings of this research are relevant to all members of the teaching and library
professions who are interested in the use of the SLRC for effective learning and teaching,
from policy-makers, through senior management to individual teachers and librarians working
directly with students in schools.
Clearer guidelines could be developed on how to integrate the use of the SLRC into
curriculum practice, in particular with regard to the current educational emphasis on key skills
in England and Wales and core skills in Scotland. Senior management need to take a more
active role to ensure greater collaboration between departments (including the SLRC) in order
to encourage greater understanding of the potential learning, progression of skills and
activities, and consistency of terminology and aims. Teachers and librarians need to develop a
common language and understanding of their respective expertise and the roles each
profession can play to provide effective support for pupils who use the SLRC. Teacher
training institutions and information and library schools could incorporate a greater awareness
of the potential learning associated with the SLRC into courses. Education departments and
library services could take up the opportunity to disseminate current research into joint and
profession specific staff development programmes, as recognised by the Government
“Training of librarians, resource managers and teachers should be co-ordinated and should
include ways of developing mutual support” 13 .
There is also potential for this research to provide the foundation for further studies into the
impact of wider educational and recreational facilities on the learning of users, as suggested in
the Learning and Access Standard consultation document 14 .
In conclusion, the study found evidence of impact across a broad spectrum of learning areas
but found that the impact was not always directly related to the intended aims for SLRC use.
Some form of evaluation needs to be put in place to ensure the learning and teaching is
effective in the areas of recognised and stated priority and that the roles and process by which
evaluation is carried out needs to be established. The Research offers a framework for
evaluation of impact not only in the SLRC but potentially useful in any learning context. In
addition, because the study has been firmly embedded within the context of learning, the
findings may provide some basis for reflection on the impact of information services, in the
broadest sense, on education and lifelong learning.
1
2
a. Lance, K.C., Welborn, L., & Hamilton-Pennell, C. The impact of school library media centers on
b. Lance, K.C., Rodney, M.J. & Hamilton-Pennell, C. How School Librarians Help Kids Achieve
Standards The Second Colorado Study. San Jose: Hi Willow Research and Publishing, 2000.
c. Lance, K.C., Hamilton-Pennell, C. & Rodney, M.J. Information Empowered: The School Librarian
as an Agent of Academic Achievement in Alaska Schools. Juneau: Alaska State Library, 1999.
135
d. Lance, K.C., Rodney, M.J. & Hamilton-Pennell, C. Measuring Up to Standards: The Impact of
School Library Programs & Information Literacy in Pennsylvania Schools. Camp Hill, PA:
Pennsylvania Citizens for Better Libraries, forthcoming.
3
Hopkins, Dianne McAfee and Zweizig, Douglas L. "Introduction to the Theme Issue: Library Power
Programme Evaluation". School Libraries Worldwide. Vol. 5 (2), 1999.
4
Menou, M. (ed.). Measuring the impact of information on development. Ottawa: IDRC, 1993.
5
Marshall, Joanne. The impact of information services on decision making: some lessons from the
financial and health care sectors. London: British Library Research & Development Dept, March
1993. Information policy briefings no. 1.
6
7
Bloom, B.S. Taxonomy of Educational Objectives. Vols. 1 & 2. London: Longmans, Green & Co Ltd,
1956.
8
SCCC. Curriculum Design for the Secondary Stages. Guidelines for Schools. Dundee: SCCC, 1999,
p. 6-7. [online]
9
10
SCCC. Curriculum Design for the Secondary Stages. Guidelines for Schools. Dundee: SCCC, 1999,
p. 6-7. [online]
11
12
Empowering the Learning Community - Home Page. The Government’s response to the report of the
Education and Libraries Task Group empowering the learning community, p. 6. [online]
13
Ibid.
14
re:source. A Learning and Access Standard for Museums, Archives and Libraries. London: re:source
The Coucil for Museums Archives and Libraries, April 2001. [online]
136
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140
APPENDICES 1-5
INSTRUMENTS FOR FOCUS GROUPS
1 Flier and questionnaire sent out to heads of School Library Service
2 Questions for librarians' interview
3 Letter of introduction and use of SLRC use sheet sent to participating teachers
4 Learning outcome grid completed by teachers and librarians
5 SLRC use sheet completed by pupils

Appendix 1
THE
ROBERT GORDON
UNIVERSITY
ABERDEEN
The impact of the school library resource centre on learning

The School Library Resource Centre (SLRC) is actively involved in pupil’s learning, not only by
developing library and information skills but also by supporting the curriculum and by encouraging
independent decision-making and critical analysis. The current focus on developing transferable skills
as the basis for lifelong learning suggests that SLRCs should be very much at the heart of school-
based initiatives promoting this integrated approach to learning.
The SLA, COSLA and SCCC have all recently been involved in developing appropriate standards and
methods of evaluating the performance of school libraries. However, the relationship between the
performance of the SLRC and the outcomes in terms of learning remains unclear and there is interest
in establishing real examples of the impact of the SLRC on learning. The key to the adoption of
standards and the integration of school libraries within the planning and decision-making process in
schools lies in a shared understanding of the value and impact of the school library on learning.
Researchers at RGU are beginning a project, complementing the work of the SLA, COSLA and
SCCC, which aims to assess the impact of a good school library resource centre on learning. The
challenge of this research is to find meaningful ways to express impact.
The project team will follow self-evaluation practice, grounding the research in the local context of the
individual school and its community. This research will, therefore, invite schools themselves to
participate in discussions about the aspects of learning that they feel are appropriate as indicators of
impact.
The project will establish ‘impact frameworks’ of learning benefits based on the way pupils, teachers
(including senior management), and librarians value their SLRC, a discreet and valuable exercise.
These frameworks will help to identify indicators of impact on learning, which schools will then be
able to use as the basis of local self-assessment of impact under the guidance and assistance of the
project team. Approximately six secondary schools will be selected from across Scotland.
Dr Dorothy Williams leads the project working in partnership with the Scottish Library Association.
Dr Williams is actively involved in research in education and information; in particular, information
skills development, information management, and the impact of information on decision making in
education. Mrs Caroline Wavell is Research Assistant for the project. The project, which is funded by
the Library and Information Commission, started in September 1999 and is due to run for eighteen
months.
For further information, please contact:

Dr Dorothy Williams, Project Leader tel: 01224 263905, e-mail: d.williams@rgu.ac.uk
Mrs Caroline Wavell, Research Assistant tel: 01224 263960, e-mail: c.wavell@rgu.ac.uk
School of Information and Media, The Robert Gordon University, Garthdee Road, Aberdeen. AB10 7QE
Appendix 1
The impact of a school library resource centre on learning

Would your school be interested in taking part in this project?
The project team is looking for approximately six schools to take part in the study. The schools will have a Chartered Librarian, who
has been in the post for a minimum of six months, has established a good working relationship with teaching staff, and is striving
towards the “Standards for School Library Services in Scotland” recommended by CoSLA.
The project will involve preliminary discussions in your school between the school librarian, participating subject teachers, members
of senior management and some pupils to identify the benefits your SLRC has on learning. The librarians of participating schools will
be invited to meet as a group to share the findings of these discussions.
The research team will then carry out an in-depth case study in each school to investigate selected aspects of learning. The case studies
will take place at mutually convenient times between February and October 2000.
If you are interested in taking part, please tell us a little about your library by spending a few minutes completing the following
questionnaire. The final selection of schools will be made partly on the information provided in this questionnaire and partly on
practical considerations, such as the geographical spread of the participating schools.
QUESTIONNAIRE
Yes No
1 Curriculum Support
1.1 Is the librarian involved in collaborative planning with members of teaching staff?
1.2 Does the library run an information skills programme, which is at least partially
integrated into the curriculum?
2 Resources Provision
2.1 Does the library provide a range of sources of information in print, audio-visual and
electronic media to support curriculum needs?
2.2 Does the library provide fiction to promote literacy and reading for pleasure?
2.3 Does the library maintain staff development materials?
2.4 Does the library provide links with external agencies to extend the resources available?
3 Learning Support
3.1 Does the library environment allow for a mix of activities such as individual study,
small and large group work?
3.2 Is the librarian able to offer appropriate support to pupils practising skills individually,
in groups and as a class?
Name, Address & Phone No. of School:
Name of School Librarian:
Please return the completed questionnaire to the project team at the address below by Monday, 25th October
1999, and do not hesitate to contact us if you have any queries.
Dr Dorothy Williams (Project Leader) 01224 263905 d.williams@rgu.ac.uk
Mrs Caroline Wavell (Research Assistant) 01224 263966 c.wavell@rgu.ac.uk
School of Information and Media, The Robert Gordon University, Garthdee Road, Aberdeen. AB10 7QE
Appendix 2
LIBRARIANS’ INTERVIEW
We are interested in what use is made of the library to promote learning, what the learning
outcomes might be and how they might show up.
What do you see as your role in the library?

What are your objectives for library use?
Learning outcomes
1. In what ways does the library or the librarian promote learning?
for the pupil as learner
for the teacher as learner
for the teacher as teacher
2. In what ways does library use show up as learning outcomes?

as an immediate direct outcome
as a delayed direct outcome
as an immediate indirect outcome
as a delayed indirect outcome
Library use
3. Which teachers use the library?
as individuals for themselves, for their pupils, with their pupils?
as whole class, small groups, individuals?
4. Do teachers collaborate with the librarian before use?

on how library might support the curriculum, appropriate resources, best approach (class,
groups, team teaching etc.)
5. Which teachers do not use the library?
6. What are the reasons for not using the library?
7. Do any other members of staff or outside groups use the library?
8. Which pupils use the library out of class?

groups, individuals, intervals, after school
9. What are they using the library for?

recreation, homework
10. Do they think of resources that are less obvious, without prompting?
11. Do they consult the librarian?
12. What help do they seek?

location, most appropriate resource, research/information skills, technical help
13. What are the reasons for pupils not using the library?
Appendix 2
14. Is there a difference in approach to library use by those pupils who have used the
library during class?
15. In what ways does this show up?
16. If there is a difference, is it temporary or longer lasting?
17. Are there any instances where you have seen a delayed reaction?
18. What courses does the library organise?
19. Are other members of staff involved?
20. How are they involved?

exchange of ideas, shared teaching
21. How are the courses structured?

talk, action, workbooks
22. Do you and the teacher have different objectives?
23. Is library use evaluated? How?
24. Are there any areas where you feel the library/librarian is not used to full potential?
25. Do any courses/activities use the library without input from librarian?
26. Can you think of instances when a member of staff or pupil could not carry out a task
or that task would be restricted without the support of the SLRC or librarian?
Appendix 3
THE
ROBERT GORDON
UNIVERSITY
ABERDEEN
IMPACT OF A SCHOOL LIBRARY RESOURCE CENTRE

ON LEARNING
We would like to thank you for agreeing to take part in the teachers’ focus group to support the above
research.
The School Library Resource Centre (SLRC) is actively involved in pupil’s learning, not only by
developing library and information skills but also by supporting the curriculum and by encouraging
independent decision-making and critical analysis. The current focus on developing transferable skills
as the basis for lifelong learning suggests that SLRCs should be at the heart of school-based initiatives
promoting this integrated approach to learning.
Aims and objectives of the research

• to assess the impact of the School Library Resource Centre (SLRC) on LEARNING by:
• assessing the outcomes of using the SLRC as perceived by teachers, librarians and pupils
• identifying learning outcomes to be used as indicators of impacts
• and evaluating the impact on specific aspects of learning.
Methodology
• Secondary schools from across mainland Scotland were invited to complete a simple questionnaire
to indicate their willingness to participate in this project. Ten schools have been selected to take
part in the first phase of the study.
• The aim of the first phase is to identify what teachers, librarians and pupils perceive to be the
impact of the library on learning. This involves an interview with the school librarian(s) in the
SLRC, and a focus group discussion with a small number of teachers and pupils.
• The aim of the second phase is to evaluate the impact of the school library on specific aspects of
learning. The frameworks established from the focus groups will help to identify indicators of
impact on learning to be used as the basis of self-assessment under the guidance and assistance of
the project team.
Focus Groups
• The focus groups will be held during December 1999, January and February 2000. A small group
of teachers from across the curriculum areas and representing teachers, senior management and
support staff will be invited to consider their use of the SLRC and to reflect on the direct, indirect,
immediate and delayed outcomes of using the library. A similar exercise will be carried out with
the senior pupils and each group will be analysed separately.
• It will be of great help to us and to yourselves if, before the focus group, you would reflect on
these issues and note down any thoughts you have on the attached sheet. A discussion of the
learning outcomes will form the basis of the focus group. Please bring the completed sheets with
you.
Your help is very much appreciated and it is hoped that your participation will prove to be rewarding
for your own and the pupils’ use of the SLRC. It will certainly provide the project team with valuable
information to identify frameworks of perceived learning outcomes. The finished research will help
librarians and teachers consider how to evaluate the use of the SLRC in terms of learning.
Dr. Dorothy Williams, Project Leader and Mrs Caroline Wavell, Research Assistant
Appendix 3
TEACHERS’ FOCUS GROUP

Name of school
Position/subject
USE OF THE SCHOOL LIBRARY
LIBRARY USE
In what ways do you use the school library?
In what ways do you use the school librarian?
-----------------------------------------------------------------------------------------------------------------
EXPECTED OUTCOMES
What do you expect to be the outcomes of using the library and librarian?
In what ways might library use show up as learning outcomes?
Please continue overleaf, if necessary.

LEARNING OUTCOME GRID
Name of School
Position & subject
LEARNING ACTIVITY
DIRECT OUTCOME INDIRECT OUTCOME

Positive or negative Positive or negative
IMMEDIATE OUTCOME
Positive or negative
DELAYED OUTCOME
Positive or negative
Appendix 4
APPENDIX 5
PUPILS’ FOCUS GROUP

Name of school
Year M/F
LIBRARY USE
What do you use the library for?

What do you use the librarian for?
-----------------------------------------------------------------------------------------------------------------
In what ways do you think using the library, the library resources and the librarian
helps you?
How can you see this in your work or in other things you do?
APPENDICES 6-16
INSTRUMENTS FOR CASE STUDIES
6. Procedure matrix
7. Interview with teacher
8. Plan for use of the SLRC
9. Example of completed impact framework grid for case study 2
10. Observation schedule
11. Example of pupil questionnaire, Reading for Enjoyment
12. Checklist for evidence in work
13. Questionnaire used for attempted gathering of ad hoc data
14. Librarian log
15. Teacher and librarian interview at end of project
16. Teacher's reflection on pupil librarians

Appendix 6
PROCEDURE MATRIX
Curriculum Projects
before during after
librarian discussion with logbook noting other discussion
researcher & teacher use, discussions, impacts
from project
teacher discussion with consideration & report discussion
researcher & librarian on progress, learning
impacts during, after &
in comparison with
previous years/classes
pupil observe (schedule) jotters, final work
questionnaire
Ad Hoc Use & Events

before during after
librarian discussion with logbook logbook
researcher
teacher questionnaire if
appropriate
pupil observation questionnaire
discussion
Pupil Librarians
before during after
librarian discussion discussion
organisation
teacher/headteacher discussion log/consideration & log/consideration &
report report
pupil discussion log reflection
Personal Reading
before during after
librarian discussion log reader records
teacher discussion
pupil jotters questionnaire

Appendix 7
INTERVIEW WITH TEACHER
Introduction: this research is looking at the impact of the school library resource centre
(SLRC) on learning.
Would like to ask you a few questions before you use the SLRC, and again after your use. We
would appreciate any thoughts you may have during use and this could be noted on the
sheet/book.
During this piece of work it would be helpful for our research if the pupils write all their work
in jotters (or on paper) which is kept and studied along with the final product at the end of the
project. We would appreciate the opportunity to study the work in progress and the final
product for evidence of the impact of the SLRC on learning.
At the end of the project we would like to pupils to complete a simple questionnaire to
investigate how they feel the use of the SLRC may have had an impact.
1. What are your priorities for this piece of work?
2. Why did you decide to do this piece of work using the school library?
3. How would you have approached the same piece of work if the school library had not
been available?
• Would you have expected the same outcomes?

• Would you have been looking for different things during the process and in the end
product?
• How would the pupils gained the skills expected from using the school library?
4. In what ways do you expect using the school library to help (impact on) the pupils'
learning from the point of view of the curriculum?
5. Do you expect using the school library to help their learning in ways that are not directly
related to the curriculum subject? How or in what ways?
6. How would you look for evidence of the school library's contribution to their learning?
7. Will you be looking for evidence of their learning from the school library?
8. How will using the school library in this instance help you either as a teacher or
personally?
9. Do you feel the use of the school library was successful in fulfilling your reasons for
using it?
10. Did you notice any unexpected events which might/would have had an impact on
learning?
11. Did you feel your major input in the school library was directed towards your intended
priorities? If not, where was your input directed?
12. Please state your priorities and rate them on a scale of 1-10 (1 = trivial, 10 = vital), then
state your inputs and rate them, and then state the outcomes and rate them.
Appendix 8
Plan for Use of the School Library Resource Centre
Who?
Teacher / Class
Numbers / Special needs
When?
Start Date / Completion Date
Periods / Times
What?
Subject / Topic
AIMS & OBJECTIVES
Performance criteria
How?
Student grouping
How?
Learning / Programme Activities
How?
Resources
How?
Responsibilities for teacher / librarian
Evaluation
of course
APPENDIX 9 ACTIVITY: Modern Languages - Research Cultural Aspect of France
School: Duration: Autumn term, Aug-Oct 2000 Involving: S1

Aims: developing awareness of French culture Outcomes & indicators:finding information
developing research skills navigation of resources and use of resources
developing independent learning undirected use, use of initiative
developing group work & positive interaction cooperation and discussion
developing reporting skills increased confidence

Indicators of direct impact:
• willingness to participate in • successful research (finding • confidence to try unaided and seek • co-operation & discussion with
research task information) help peers (willingness to help others, to
• enthusiasm for subject and exercise • appropriate use of resources, • undirected use (exploration of share ideas, recognition of differing
in general information handling techniques SLRC & resources in own time) opinions)
• appropriate presentation of work • use of initiative • awareness of French culture
in own words, accurate factual
input
Indicators of indirect impact:

• undirected use / exploration of • development of appropriate ICT • awareness of study skills (planning, • cohesive class
SLRC & resources (in own time) skills (keyboard, CDRom) organisation) • communication skills
Trackers & Administration of Trackers

Librarian: Teacher: Researcher:
• maintain logbook of undirected use by pupils • discuss work in progress, willingness & • observation (in RC & classroom) & discussion
involved (resources used, how used), record awareness of pupils, final product with pupils (reactions, any unidentified outcomes)
queries arising, discussions initiated by project, • consider and report on learning benefits or not in • study work jotters and final product
note any impacts elsewhere in school from project comparison with previous years • analysis of questionnaire
(school magazine, awards)
• questionnaire given to participating pupils
School / Class / Project / Date
Time
Catalogue
Codebuster
Non-fiction
Reference
CDRom
Index
Contents
Notes/Keywords
Own words
Drawing/designing
Checking notes
Reading resource
Discussion on task
Discussion off task

On task
Off task
Receiving information
Giving information
Teacher activity
Librarian activity
OBSERVATION SCHEDULE
Appendix 10
APPENDIX 11
QUESTIONNAIRE READING FOR ENJOYMENT
Name Class
Researchers at the Robert Gordon University would like to know whether you think using the School Library has
had any influence on your reading habits.
Please complete the following by ticking the boxes and making any additional comments you feel would be
helpful.
1. I think the school library has had an influence on my choice of reading yes no
material. don't know
Please explain.
2. I think the school library has had an influence on the number of books yes no
I've borrowed. don't know
Please explain.
3. I think the school library has had an influence on the number of books yes no
I've read. don't know
Please explain.
4. I think the school library has helped me enjoy reading books. yes no
Please explain. don't know
5. Since using this school library, I've tried to read different genres (or yes no
types of books) or different authors. don't know
If yes, please complete 6 to 8.

If no, please go to 9.
6. I decided to read these books because...
APPENDIX 11
7. I enjoyed reading one or more of these different genres or different yes no
authors. don't know
8. I am happy to try more books I have not experienced before. yes no

don't know
9. I discuss books I am reading or have read with: family friend(s)

teacher librarian
other
10. I have recommended a book I have borrowed from the school library yes no
to someone else. don't know
11. I think my reading habits have changed since using the school yes no
library. don't know
Please explain.
12. I use the school library in my own time (at lunchtime, before or after yes no
school) . don't know
Please explain.
13. I think using the school library might have helped my learning in yes no
other ways. don't know
Please explain.
Thank you
MOTIVATION
Willing participation
• enthusiasm
PROGRESSION
Ability to plan research
• knew what to look for
• where to look
• found resource
• noted source
Ability to use information
• arrangement of notes
• use of own words
• information relevant
• enough information
Final work
• quality of work
• evidence of new knowledge
• bibliography
INDEPENDENCE
Ability to transfer skills
Ability to locate resources outside SLRC
INTERACTION
APPENDIX 12
CHECKLIST FOR EVIDENCE IN WORK
Appendix 13
THE
ROBERT GORDON
UNIVERSITY
ABERDEEN
IMPACT OF SCHOOL LIBRARY RESOURCE CENTRE ON LEARNING
We would like to find out whether this visit

to the School Library Resource Centre has affected your work.
Please complete SECTION A & B of the questionnaire before leaving the School Library Resource Centre
and return it to the librarian.
In one week from now, please complete SECTION C & D and return it to the librarian.
THANK YOU.
SECTION A
Name of School
PLEASE THINK CAREFULLY ABOUT YOUR ANSWERS
Date ................................. Time .................................
Full Name .........................................................................................................................................
1.1 Class (if pupil) ................................. 1.2 Position (if staff) ....................................
1.3 Male 1.4 Female
What was the MAIN thing you did

during this visit to the School Library Resource Centre? (Please tick one box only)
1.4 I found information 1.5 I used a piece of equipment

1.6 I borrowed a book or
other resource 1.7 I worked on a project or idea
1.8 Other, please explain..................................................................................................................
PLEASE CONTINUE OVERLEAF

Appendix 13
SECTION B

How did your visit to the School Library Resource Centre (Please tick one box for each statement)
make you feel? yes no don't know doesn't apply
2.1 I enjoyed this visit to the School Library Resource Centre

2.2 I was unhappy with my visit
(e.g. too many people, not enough information, didn't get help)
2.3 It made me want to find out more
2.4 It gave me a new idea(s)
2.5 I felt my visit was worthwhile
2.6 I lost interest in the task or topic
if yes, please explain why..........................................................................
Did your visit help you with your work? (Please tick one box for each statement)
yes no don't know doesn't apply
3.1 I think I learned a new skill

(e.g. research, computer, study skills)
3.2 I was able to use skills or knowledge I already knew
3.3 I was able to get on with a task better because of the visit
3.4 It helped increase my knowledge and understanding
3.5 It made me aware of other sources of information
Did you talk to others while in the School Library Resource Centre? (Please tick one box for each statement)
4.1 I helped someone else

4.2 I learned from someone else
(NOT the librarian)
4.3 I discussed what I found or did with someone else
4.4 I met new people
4.5 I became more aware of the needs or opinions of others
Did the School Library Resource Centre have any other affect? (Please tick one box for each statement)
5.1 It gave me the confidence to help myself

5.2 It saved me time
5.3 My visit helped in some other way
(e.g. saved money, helped teaching, helped efficiency, increased opportunities)
if yes, please explain way........................................................................................................................................
Please remember to complete SECTION C & D in one week from now and return it to the School Library
Resource Centre.
THANK YOU.
Appendix 13
IMPACT OF SCHOOL LIBRARY RESOURCE CENTRE ON LEARNING
We would like to find out whether your visit

to the School Library Resource Centre last week has affected your work.
Think about your visit to the School Library Resource Centre last week when you completed Sections A &
B of this questionnaire.
Please complete SECTION C & D of the questionnaire and return it to the librarian in the School Library
Resource Centre.
SECTION C
Name of School
Full Name ................................................
Class (if pupil) ................................................ Position (if staff)......................................
Date ................................................
SECTION D

(Please tick one box for each statement)
Has that visit made a difference to the way you feel? yes no don't know doesn't apply
6.1 Do you remember how you felt about that visit?

(e.g. enjoyable, unhappy, wanted more, new ideas, worthwhile, lost interest)
6.2 Do you feel differently now than you did at the time
if yes, in what way .................................................................................................................................................

6.3 I am more confident because of something I learned then
(e.g. more able to find information, choose appropriate books, use information)
if yes, in what way?.................................................................................................................................................

PLEASE CONTINUE OVERLEAF
Appendix 13
SECTION D (continued)

Has that visit made a difference to your work? (Please tick one box for each statement)
7.1 I still remember how to use skills I learned then
if yes, please give an example.................................................................................................................................

7.2 The quality of my work was/is/will be better because of my visit
(e.g. more information, better presentation, understand something better, higher marks)
if yes, in what way?.................................................................................................................................................

7.3 I have been able to continue or complete a task or idea
because of that visit
7.4 If I had not gone to the School Library Resource Centre last week,
I would not have been able to work so well
7.5 If I had not gone to the School Library Resource Centre last week,
I would have gone elsewhere to do the same thing
7.6 I still remember information or knowledge I got from that visit
In what other ways has the School Library Resource Centre (Please tick one box for each statement)
had an affect? yes no don't know doesn't apply
8.1 I have changed something I was going to do because of my visit

8.2 Help I received during that visit has helped me in another way

8.3 I have returned to the School Library Resource Centre
or searched for resources elsewhere because of that visit
8.4 I have tried something new because of that visit
(e.g. skill, hobby, joined something, written something different, read something different)
if yes, what have you tried?.....................................................................................................................................

8.5 I wanted to discuss what I found or did with others after my visit
(e.g. friends, teacher, librarian, someone at home)
if yes, who?..............................................................................................................................................................
8.6 That visit has helped me in some other way
if yes, please give an example..................................................................................................................................
THANK YOU FOR YOUR HELP.

Appendix 14
LIBRARIAN LOG
IMPACT of SLRC on LEARNING
Please make a note of any incidents or comments involving pupils or members of staff that
has arisen as a result of the SLRC for this project. Even comments such as: "I enjoyed that"
after leaving the SLRC is worth noting.
Date/time Name of Nature of enquiry/comment/incident

enquirer/commentator Situation and outcome if appropriate
Thank you.
Appendix 15
Teacher Interview at end of project
1 Do you feel using the school library was successful in fulfilling your reasons for
using it?
2 How did you feel about the quality of the research, presentations, posters?
Do you think the pupils used the resources appropriately?
3 Have you noticed a difference in attitude towards French lessons/subject either

language or culture? Considering previous years when you did not run this course.
4 Any changes in confidence of these pupils? either comparing before or with previous
S1s
5 Did you notice any unexpected events which might/would have an impact on
learning?
6 Have you noticed any increased knowledge, developed skills, ICT or other as a result
of the project?
7 Did you notice any differences in the quality of work or interaction between the
groups working in the library and those working in the classroom?
8 Any evidence of pupils using the resources in their own time because of this project?
9 Can you thing of any examples of use of initiative within the library or using the
resources during the project?
10 Can you see a difference in the class dynamics compared with other classes or
previous years?
Appendix 15
Librarians Interview at the end of the project
1 Do you feel using the school library was successful in fulfilling the objectives for
use?
2 How did you feel about the quality of the research, presentations, posters?
Do you think the pupils were able to use the resource appropriately?
3 Have you noticed a difference in attitude or different approaches to the library

between these pupils and other S1s?
4 Any changes in confidence?
5 Did you notice any unexpected events which might/would have an impact on
learning?
6 Have you noticed any increased knowledge, developed skills, ICT or other as a result
of the project?
7 Did you notice any differences in the quality of work or interaction between the
groups working in the library and those working in the classroom?
8 Any evidence of pupils using the resources in their own time because of this project?
9 Can you thing of any examples of use of initiative within the library or using the
resources during the project?
10 Can you see a difference in the class dynamics compared with other classes or
previous years?
APPENDIX 16
TEACHER'S REFLECTION ON PUPIL LIBRARIANS
Please reflect on the following pupils and their involvement as pupil librarians in the Learning
Resource Centre.
Name of Pupil Class
Please make a note of any changes you have noticed in any of these pupils during their
involvement with the School Library Resource Centre.
The following are possible aspects of learning that might be affected by involvement as a
pupil librarian.
1. Motivation
• involvement in activities associated with the Learning Resource Centre;
• involvement in other activities around the school;
• attendance at school/in class;
• contribution to class activities involving the Learning Resource Centre.
2. Progression
• use of resources in class/home work (search skills, navigation of Learning Resource Centre or the resources
within it);
• confidence in ICT applications.
3. Independence
• confidence;
• self-esteem;
• initiative.
4. Interaction
• communication with other pupils or staff;
• willingness to help others.
Your Notes and Comments about the above or any other aspect of learning you may have
become aware of in any of the above pupils. Please consult any other teachers if you feel it is
appropriate.
APPENDICES 17-25
CASE STUDY DATA
17. Case study 1, animal project questionnaire
18. Case study 2, French project questionnaire
19. Extract from observation notes, case study 2
20. Case study 3, geography investigation questionnaire
21. Case study 4, biology investigation questionnaire
Case study 6, reading for enjoyment questionnaire:

22. control class D,
23. individualised class E,
24. database class F
25. Analysis of reading material, case study 6

Appendix 17
ANIMAL PROJECT QUESTIONNAIRE

Name Class
You have just finished researching an animal in the library for English, please complete the
following by ticking the boxes.
not at all a little quite a lot a lot

1. I liked doing the research in the library 3 19 22 6
2. I like doing lessons in the classroom 2 14 26 9
3. I worked hard in the library 2 11 31 7
4. I work hard in the classroom 0 5 35 8
5. When I was in the library and I needed help, the librarian 19

I preferred to ask: the teacher 25
a friend 24
6. How many resources did you use? 27 non-fiction books

(please write number of each) 23 magazines
49 reference books
38 CDRoms
number indicating one or more in each box 11 Internet sites
7. I went back to the library in my own time to work on the project

yes 5 no 46
8. I found information from somewhere home 26

else for my project: public library 8
classroom 23
other 5
9. If I had done the research in the classroom more resources 14

I would have used: same number 23
less resources 14
10. If I had done the research for homework, more resources 25

I would have used: same number 18
less resources 8
Appendix 17
11. I used resources I had not used before while in the library
yes 22 no 29
12. I learned new skills while in the library yes 22 no 29
13. I learned something new about the library or how it works

yes 18 no 29
14. Next time I use the library to find information more easily 35
for myself or for a project, I will be able to find the same 16
and use the resources: less easily 0
15. I found information useful to someone else in the class

yes 37 no 13
16. Someone else found information useful to me

yes 31 no 20
17. I am pleased with the research 2 7 31 11
I did in the library
18. I found information I did not know about my own animal 48

another animal 4
something else 3
19. Write down five things you learned in the library while doing your
research
1 library skills(15), about animal (21), ICT skills (11), information skills (2), no
response (2)
2 library skills (18), about animal (14), ICT skills (13), general behaviour (1),
information skills (1), other (2), no response (2)
other (1), no response (6)
4 library skills (14), about animal (14), ICT skills (6), general behaviour (4), no
response (13)
other (2), no response (18)
20. I want to go back to the library to do something else
yes 34 no 17
Thank you.
Appendix 18
FRENCH PROJECT QUESTIONNAIRE

Name Class
You have just finished researching a topic in the school library resource centre for French,
please complete the following by ticking the boxes.

1. I enjoyed doing the research in the library 0 11 22 17
2. I worked hard in the library 0 7 30 13
3. When I was in the library the librarian 36

and I needed help, I preferred to ask: a friend 11
Why? Librarian knows best, more comfortable with friend, librarian might not understand,
questions not too difficult, know how to use computer at home, didn’t know librarian
Which? How many?

4. I used the following: 20 non-fiction books
34 reference books
25 CDRoms
Number indicating one or more in 33 Internet sites
each box 10 video
2 other
5. I went back to the library in my own time

to work on the project yes 8 no 42
6. I used resources I had not used before yes 33 no 17

while in the school library
7. I learned new skills while in the school library yes 41 no 9
8. I learned something new about the school library

or how it works yes 47 no 3
Appendix 18
9. Next time I use the library, I will be able to find more easily 43
information: the same 7
less easily 0
10. I learned from others while in the school library yes 44 no 6
11. I was able to contribute information or ideas yes 50 no 0

to the my group
12. Write down the most important thing you did to help you find the
information you needed:
ICT for information 19 use books 14 use index or computer 4 watch video 2
Read instructions 4 ask librarian 6 ask friend 1
13. Write down one thing you need to improve in order to help you find
information more easily:
better computer skills 5 use Internet or computers 3 read instructions 10

concentrate or talk less 5 use library more effectively 9 organisation of group 7
write information down 1 did as well as they could 2 blank 4
14. I think my knowledge of France and the French has increased

yes 50 no 0
15. I want to go back to the school library resource centre to do something

else yes 43 no 6
Thank you.
Appendix 19
EXTRACT FROM OBSERVATION NOTES

CASE STUDY 2
Day 2 Session 1 researching in the SLRC

Librarian reminded the pupils that they were to work together and to have good manners.
Group 1 - researching mountains, rivers, regions.
Confusion over their roles, one member of the group was absent. Girl (A) seemed to know
what she was doing, found information quickly. Boy (B) working on the Internet looking up
regions, found a map of France, then librarian helped find the regions and reminded him to go
through the information.
Librarian reminded all pupils to put the information into their own words. The instruction
sheet was felt to be too broad in its scope because the pupils found it difficult to focus on
what was required. There was little evidence that the pupils referred to the instruction sheet
much.
Group 9 - researching sporting personalities
The group appeared unsure of what they were supposed to be doing.
Boy (D) worked on Corbertin and the Olympics from a book.
Girl (E) knew what she was doing on the computer, she grasped the idea of selecting text for
printing but not sure about printing a photo, after help from the librarian understood
immediately. Boy (F) was watching (E) on the computer, less capable but demonstrated an
understanding of the process when questioned.
(D) took a long time reading and noting information, unsure of how much information was
needed, writing the information in sentences. He was disappointed not to be on the computer.
(F) not sure what he was supposed to be doing and was not working collaboratively.
At the end of break, one of the group rushed back to collect information and thanked the
librarian for her help.
Session 2 producing a worksheet with the information & preparing an oral presentation
Librarian checked the pupils had gathered all the information and explained that they needed
to get the main points on an A4 sheet of paper of submission to the teacher and that they
should consider who they would present the information. The librarian did not feel this was
her role. The teacher visits the SLRC to see how things are going, she mentions keywords,
mind maps and spider diagrams. These are not topics covered by the librarians.
Group 1
One girl (C) was away last week when the research began.
All three were looking at the information found last week, attempting to show the girl who
was off what they had found.
They got the instructions out and discussed what had been found but were unsure how to
proceed. It seemed clearer when researcher suggested they needed to find the main points
from the instruction sheet for the presentation.
The boy (B) was proud of his contribution, text printed from the Internet, and wanted to go
back on the computer. They looked at this and the girl (A) decided it was not relevant and
thought they needed to use the books again. (A) appeared to know what was needed but failed
to find enough information on the Alps. The suggestion of using an atlas to locate the
mountains, rivers and regions was not taken up. (A) continued to work on her own during
break and without consulting the other two.
They asked about Napoleon, another group's topic.
(C) never really got into the subject.
Group 9
(E) getting on with writing information.
They appeared to be organised and working as a team.
The boys had already written their pieces on the worksheet and were waiting for the girl so
they could sign the sheet. [They had not thought of doing anything else while waiting, e.g.
Appendix 19
starting the poster.]

(F) was not contributing as much as the other two.
Day 3 Session 3 Preparing an oral presentation
Librarian checked the pupils had gathered all the information needed and explained.
Group 1
This group had achieved the goal although the teacher commented that they had not
mentioned the Alps or the river Seine. By the end of this period they were still not organised
for their talk. (A) was reluctant to use any other resource than the encyclopaedia.
Group 9
The group did not achieve the goal because they missed information on the Tour de France.
They said they had the information but failed to include it on the worksheet. They felt they
were working better as a group than at the start and they had decided to swop around and talk
about different information than they had found. They were the most organised group and
started practising their talk earliest. The girl said she enjoyed finding new information and
one of the boys enjoyed going on the Internet best.
Session 4 Giving a talk
The audience did not appear to be listening except those doing the evaluation. It was difficult
to understand because the information was not organised and the presentation was poor in
some cases. The evaluation sheets were not shown to the appropriate group although they did
appear to understand what was written. One member was then elected to stay in the SLRC to
work with others from the cluster group to prepare the information for another presentation to
the class. The member chosen was not always the most competent.
Group 1
(C) did the introduction to the talk, (B) read from the sheet about the rivers and (A) read about
the mountains. The information was not clearly delivered but they did cover the main points.
Group 9
They were organised and had better information. Both the boys read information and were
less clear in their presentation. They did not look at the audience.
They evaluated group 8, the girl (E) knew what she was doing and involved the others.
Appendix 20
QUESTIONNAIRE
Geography Investigation
Name Class
You have just finished researching natural disasters in the school library resource centre for
geography, please complete the following by ticking the boxes.
1. I enjoyed doing the research in the resource not at all a little quite a lot a lot
centre, 1 5 5 12
because ...

2. I worked hard in the resource centre 1 4 8 12
3. When I was in the resource centre 14 the librarian

and I needed help, I preferred to ask: 15 the teacher
13 a friend
0 didn't need help
4. Which resources did you use? 5 non-fiction books

(please write number of resources 11 reference books
used in each category) 3 CD-ROMs
18 Internet sites
5 other
Pupils who use more than one type of resource 15
5. I went back to the resource centre in my own time

to work on the project 7 yes 18 no
6. I found information from somewhere 11 home

else for my project: 9 public library
6 classroom
4 other
7. I used resources I had not used before 12 yes 13 no

while in the resource centre
Appendix 20
8. I learned new skills while in the 10 yes 3 no 12 don't know

resource centre
9. I learned something new about the resource centre or how it works

14 yes 8 no 3 don't know
10. Next time I use the resource centre 18 more easily

to find information for myself or for a project, 6 the same
I will be able to find and use the resources: 1 less easily
11. I learned from others while in the resource centre

12. While doing the investigation, I discussed information found

or ideas I had with others 15 yes 9 no 1 don't know

13. I am pleased with the research I did 2 4 15 4
in the resource centre
14. While doing the geography research, I learned ...
About the subject 21

Use of resources 3
Other 1
5. Next time I do research in the resource centre, I could do better by ...
No response 3
Work harder 12
Find more information/ use more resources 5
Better organised, work faster 3
Ask for help 1
Problems with librarian 1
16. I want to go back to the resource centre to do

something else 21 yes 4 no 0 don't know
17. I am thinking about studying geography for standard grade

Thank you.
Appendix 21
QUESTIONNAIRE BIOLOGY INVESTIGATION
Name
17/17 completed
Researchers at Robert Gordon University are studying how the school library resource centre might influence
your learning. You have just submitted a draft introduction to your biology investigation and we would
appreciate a few minutes of your time to complete the following.
1. I used the school library resource centre for my investigation 3 not at all
Please explain 7 a little
3 quite a lot
Limited resources 3 a lot
1 no response
2. I think the school library resource centre has had an influence on the 12 yes
factual content of my investigation 5 no
Please explain 1 don't know
0 doesn't apply
3. I think the school library resource centre has had an influence on how I 3 yes
tackled my investigation (planning, finding resources, evaluating and 10 no
selecting information, making notes, any other aspects) 2 don't know
Please explain 2 doesn't apply
Background reading
4. I used resources I had not used before while in the school library 2 yes
resource centre 15 no
0 don't know
0 doesn't apply
5. I learned new skills while using the school library resource centre 3 yes
13 no
1 don't know
0 doesn't apply
6. I think using the school library resource centre on previous occasions 8 yes
had an influence on this investigation 7 no
IT skills (Internet) 1 0 doesn't apply
How to access information & use it 3 1 no response
Library catalogue 1
Word processing skills 1
Not really used before 1
Appendix 21
QUESTIONNAIRE BIOLOGY INVESTIGATION
7. I found the most helpful aspect of using the school library resource centre was...
Librarian there, willing help 5
Internet access 7
Computers 3
Arrangement of books 1
Not useful 1
Enough books/information from books 2
Easy access 1
Periodicals 1
8. I found the most difficult aspect of using the school library resource centre was...
Finding books on chosen subject/current relevant information 8
Not difficult 1
Finding time 1
Quiet time 4
9. I found information from elsewhere 11 home 7 class

Internet 2 8 university library 7 other
6 public library 0 doesn't apply
10. I found the experience of using the school library resource centre 3 yes
helpful when finding information from elsewhere 8 no
Skills and librarian contacting other authorities ILL 1 doesn't apply
Internet sites to use at home
Library skills
11. Next time I need to find information, I will find the process 6 easier
10 same
1 less easy
12. I was pleased with the research I did 10 yes
3 no
4 don't know
0 doesn't apply
13. I enjoyed doing the research 7 yes
9 no
0 don't know
1 doesn't apply
Thank you
Appendix 22
Name Class D
(22/27 returned)
helpful.
1. I think the school library has had an influence on my choice of reading 16 yes
material. 5 no
Please explain. 1 don't know
Yes More to choose from 8 Yes Particular types of book 3
Yes Reading more 1 Yes Library is here (not down town) 1
Yes Librarian recommended 3
Yes Try different books 1 No Don’t like reading/read same thing 2
2. I think the school library has had an influence on the number of books 12 yes
I've borrowed. 6 no
No Already public library/borrowed same/don’t read fast 3 1 no response
Yes Don’t have many at home 1 Yes Borrowing more 4
Yes Good range 2 Yes librarian influenced me 1
I've read. 9 no
No read a lot anyway 2 No Not much time 1 1 no response
Yes librarian influenced me 3 Yes Reading different genre 1
Yes Reading more 3 Yes Enjoy reading more 1
Yes Encouraged to read more 1
4. I think the school library has helped me enjoy reading books. 10 yes
Please explain. 7 no
No Not much time 1 Yes Fun activities with books 1 4 don't know
Yes Read different books 1 Yes Favourite types 2 1 no response
Yes Quite like books now 1
Yes Lot of good books 2
5. Since using this school library, I've tried to read different genres (or 9 yes
types of books) or different authors. 13 no
0 don't know

In the database 1 Told to 1
Lot of people borrowed them 1
Good choice 2
Seem exciting/interesting 2
Wanted new style 1
Appendix 22
7. I enjoyed reading one or more of these different genres or different 5 yes
authors. 3 no
Lots of different types 1 1don't know
13 no response
8. I am happy to try more books I have not experienced before. 8 yes

Like the audio books 1 2 no
Like different types 1 1don't know
11 no response
9. I discuss books I am reading or have read with: 12 family 7 friend(s)
Like to tell my family 2 teacher 6librarian
Paired reading 6 other
10. I have recommended a book I have borrowed from the school library 16 yes 3 no
to someone else. 1 don't know
11. I think my reading habits have changed since using the school 10 yes 8 no
library. 4 don't know
Please explain.
Choice, different genre 3
TV less, read more 1
Never had a book before 1
Try to read more 1
Learned larger words and reading has improved 1
12. I use the school library in my own time (at lunchtime, before or after 12 yes 9 no
school) . 1 don't know
Please explain.
Sometimes lunchtime 2
Only for computers 3
If its wet I read 1
13. I think using the school library might have helped my learning in 10 yes 5 no
other ways. 6 don't know
English language 6 response
Helps understand words 1
Always able to get books out 1
Other things 1
Science 1
Thank you
Appendix 23
Name Class E (25/26 returned)
helpful.
material. 4 no
Yes Different genre 5 Yes Do more research 1
Yes Help with choice 1 Yes More than public library 1
Yes Lots of good books 2
Yes Encourage me 2
I've borrowed. Yes See if I like them 1 6 no
Please explain. Yes Need information 1 6 don't know
Yes Helped me enjoy my spare time 1 Yes Read more books 4 0 no response
Yes Needed books to help my English 1 Yes I like it more now 1
Yes Borrowed lots 2 Yes List to help 2
Yes I hated reading in P7 1 Yes Told to 1
I've read. 5 no
Yes Bronze award 2 Yes Read when I’m told to 1 0 no response
Yes Reading more 5 Yes Encouraged to read more 1
Yes Enjoyed them 1 Yes Read most of it 2
Yes Borrowed more 1 Yes Read them when bored 1
Yes Discuss/encouraged/helped to choose 8 5 don't know
Yes More variety 2 3 no response
Yes More books I like 3
Yes I like information books 1
No Only like adventure, horror, comedy 1 0 don't know
1 no response

Haven’t read them before 2
Recommended by teacher/librarian 2
Try something different 4
Looked good/interesting 3
Appendix 23
authors. 1 no
Yes Good authors 0don't know
13 no response

Yes Should be good 1 1 no
1don't know
13 no response
7 teacher 5librarian
4 other
Please explain.
Yes Read more 4 Yes Books are not boring 1
Yes Borrowed more 1
Yes Read more instead of TV/in spare time 3
Yes Different attitude (not just pointless stories) 1
Please explain.
Yes When I want a book to read 1
Yes At lunchtime 4 Yes Computer or tell friend about 1
Yes Not as much because bag was stolen 1
Yes Subjects 2 response
Yes Information 7
Yes English (spelling, words) 5
Yes How to find books 4
Thank you
Appendix 24
Name Class F (returned 15/25)
helpful.
material. 1 no
Yes Read different, other books 4
Yes Found books I enjoy 3
Yes More choice, lots of books 3
I've borrowed. 1 no
Yes a lot more 2 No I read what I want anyway 1 1 no
Yes Good to read 1 No Only take one at a time 1 response
Yes Better range 2
Yes The only library I go to 1
I've read. 3 no
Yes Lots if variety to choose from 2 Yes Good books 2 1 no
Yes Done bronze level 1 No Already read lots response
Yes Librarian gets the right books 1
Yes Reading helps you relax 1
Yes Found good books 1 Yes I read more of them 1 3 don't know
Yes Encouraged to read 1 0 no
More choice 1 response
Yes didn’t read before 1
J K Rowing 2 2 don't know
Ord 2 1 no
response
See if they would interest me 4
Thought I was read too much by same author 1
Looked good 4
Recommended by friends 1
Appendix 24
authors. 3 no
0don't know
4 no response

1 no
3don't know
4 no response
4 teacher 0librarian
1 other
5 no
response
Please explain. 5 no response
Read more 4
No waiting for books 1
Wider choice 1
Yes Revising response
Please explain. 7 no response
History & science 2 Unspecified 1
History 1
English vocabulary 1
Improve English 1
Revising, homework 1
Thank you
Appendix 25
Analysis of numbers of books read by classes 1999 and 2000
1A 1B - PR 1C 1D - CS 1E - CS 1F - CS
control individual PR
1999 jotters 22 17 (23) 26 (25) 31 (29) 27 20
total no books 283 256 222 219 243 161
for year
no books read 191 169 134 124 139 105
to Dec 12
average no 8.7 7.3 5.4 4.3 5.2 5.3
bks/student to
Dec
no students
achieving PR
awards
no students 17 20 15 11 12 12
reading 5+ bks
2000 no 27 26 26 27 26 25
jotters
examined
total no book 144 148 119 119 172 140
read to Dec 12
average no 5.3 5.7 4.6 4.4 6.6 5.6
books
read/student
no students 1 Bronze 2 Bronze 2 Bronze 4 Bronze 1 Bronze 4 Bronze
achieving PR
awards
1 Silver 1 Silver
no. students 4 3 0 3 1 1
not finished
any bks
no students 20 20 22 18 20 23
read 2+
no students 14 12 12 11 13 14
reading 5+ bks
no students 9 11 9 9 11 12
reading 6+
no students 3 4 1 2 5 3
read 10+
% students 51.9% 46.2% 46.2% 40.7% 50% 56%
reading 5+
books
1999 146 jotters = pupils 862 books read

average 5.9 books per pupil
59.6% reading 5+ books
2000 157 jotters= pupils 842 books read

average 5.4 books per pupil
48.4% reading 5+ books

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THE

THE IMPACT OF THE

Report on research conducted for Resource:

Library and Information Commission

THE ROBERT GORDON UNIVERSITY

A report on research conducted for Resource: The Council for Museums,

© Resource: The Council for Museums, Archives and Libraries 2001.

Library and Information Commission Research Report 112

ISBN 1 901 085 67 8

The report identifies:

Rhona Arthur Assistant Director, Scottish Library Association

Executive Summary i-iv

3. Assessing Impact 7-12

5. Focus Group & Interview Findings 21-36

6. Case Study Findings 37-106

1. Flier and questionnaire sent out to heads of school library service

17. Case study 1, animal project questionnaire

1 Distribution of responding and participating schools 14

1. Aspects of learning areas upon which the SLRC can impact 32

Perceptions of learning impacts (Section 5)

The collective perceptions of impact were expressed as:

Findings from the case studies (Sections 6 & 7)

Evidence of progression was most easily identified as awareness of or ability to use a

Evidence of independence was identified in individual pupils who appeared to have

The way forward (Section 8)

The aim of the study was:

The main objectives were:

and using the frameworks as a starting point

2.1 THE SLR C AND LEARNING

2.2 OTHER STUDIES

3.1 INDICATORS OF IMPACT

3.2 SCOPE OF IMPACT ASSESSMENT

3.3 SOURCES OF EVIDENCE

The approach taken was:

3.4 THE PROCESS OF IMPACT ASSESSMENT

The Researchi was undertaken in two phases:

4.1 SELECTION OF SCHOOLS

The main criteria for selecting participating schools were that:

Table 1 Distribution of responding and participating schools

4.2 FOCUS GROUPS

4.2.3 Focus group analysis

4.3 CASE STUDY DESIGN

4.3.1 Choice of case study units

4.3.3 Case study analysis

Table 2 Composition of focus groups

5.1 FINDINGS FROM TEACHERS' FOCUS GROUPS

5.1.1 Teachers' use of the SLRC

Religious and Moral Education

Support for Learning

Art and Technical

PE, Music and Drama

5.1.2 Teachers' perceptions of the impact on learning

5.2.1 Pupil use of the SLRC

Table 4 Pupil use of the SLRC

5.2.2 Pupils' perceptions of the impact on learning

Learning impacts perceived by pupils

5.3 FINDINGS FROM THE LIBRARIANS' INTERVIEWS

There appeared to be a lack of knowledge or emphasis on the process of finding information

Table 5 Role of the librarian

Specific examples cited by the librarians included:

5.3.2 Librarians' objectives for pupil use

Specific examples cited by the librarians included:

5.3.3 Librarians’ perception of the impact on learning