Think you don’t? Yes you do!

Teacher-librarians can and do make a difference. There is a considerable body of documented evidence that proves that schools having a good school library and program have a positive impact on student achievement.   Although the data is mounting globally it is also clear that school administrators need to have evidence at the local school level when planning for school improvement and making tough financial decisions. Look how far we’ve come (already) in Ontario. Let’s keep it going!

Evidence-Based Practice is not complicated. It is a simple process of paying attention to what you do and keeping a record of how that helps teachers and students. As Ross Todd explains, Evidence-Based Practice is “knowing and showing how the school library program helps students learn.”  For more information on Evidence-Based Practice, please click here.

Some Benefits of Evidence-Based Practice:

          Improving and demonstrating student achievement
learning central
          Empowering the learner and the professional
          Highlighting the school library’s role in school improvement
          Providing accountability: funding, staffing, scheduling
          Planning more effectively
          Increasing your job satisfaction
          Reflecting on your practice
          Moving beyond advocacy

By getting involved in Evidence-Based Practice you are building a portfolio of local school evidence and the tools to communicate it.


To make our programs
count and to be accountable, we need to take a hard
look at the research findings, assess where we are
and decide what we need to do.. We can’t wait for someone else to do it for us. We have the academic
proof now let’s build the grassroots proof. We need
to set some achievable
goals, and develop an
action plan.

Making Library Programs Count: Where’s the Evidence?
School Libraries in Canada,
Koechlin and Zwaan 2003