Competency N ~
Evaluate programs and services on specified criteria.
Statement
As librarians we pledge to provide the best possible service so that our users have the tools required to satisfy their information needs. In order to provide the best service possible we have to engage in continuous evaluation of library programming and services so they can be improved to meet current demand. The focus of any evaluation should be improvement; the comparison of "what is with what should or could be" (Matthews, 2007, p. 3). If services are not producing satisfying results, we evaluate them to find out why and what steps need to be taken to remedy the problems. According to Matthews, "the element of judgment against criteria (implicit or explicit) is basic for all evaluations" (p. 3). Because evaluation is the assessment of goodness, we have to select standards and criteria to judge that goodness against. If a service is not working, we find an institution where it is working and use that product as a standard to aim for. We must also evaluate programs and services that are working in order to understand what it is we are doing right so successful procedures can be implemented elsewhere. Continuous evaluation of library programming and services is like an ongoing conversation among users, librarians, and library administrators. Through communication we pinpoint problem areas, or successes, and evaluate and implement change accordingly.
Evidence
The evidence I have selected for this competency is an evaluation of a toddler storytime I completed for LIBR 260A Programming and Services for Children instructed by Professor Penny Peck. The assignment was to observe the program and evaluate its success according to certain criteria previously discussed in class. The criteria I chose are listed below:
- How do registration requirements affect storytime attendance?
- What age group is being served?
- What are the characteristics of the physical environment?
- Are songs included in the storytime?
- What, if any, concept books are used and why?
- Are kindergarten readiness skills addressed?
- Are props used to connect with children?
- Does the program serve a bilingual audience?
- How does the librarian address distractions or behavioral issues?
- Does the librarian's level of enthusiasm influence how participants receive or perceive the program?
This assignment demonstrates my ability to evaluate programs and services based on specified criteria. Through my observations I was able to evaluate the program's success based on the ten criteria listed above. For this toddler program there was no registration requirement, and because of this the program was open to all toddlers and parents who were interested. Eliminating registration allows parents with limited English or with literacy needs to attend more esaily because there is one less barrier preventing them from participating. The physical environment of the room allowed participants to focus on the programming and nothing else. By using a room in the corner of the children's library, the librarian eliminated potential distractions for participants and other library patrons. The inclusion of songs during the storytime allowed for fun interactions among children, parents, and the librarian. A concept book about shapes helped the children recognize different shapes in preparation for school. A puppet was used to engage with the children in a non-threatening and welcoming manner. The librarian's enthusiasm filled the room; I was even tapping my foot and smiling during songs and while children were dancing in the middle of the room. The program was a success because the children were learning, they were engaged, and they were enjoying the experience.
Conclusion
As a student of librarianship, having the opportunity to evaluate library programs allows me to experience first-hand successful programming in action. We can read text books that try to explain what evaluation does, how it should be done, and what the consequences are for not doing it, but that will only get us so far. By taking what I learned from class discussions and readings and applying it to my observations and evaluation of actual programming, I was able to make the connection between successful programming and a commitment to continuous evaluation of library services. Because I understand the value and necessity of evaluation, I am prepared to apply my skills in a professional setting where the continuous evaluation of programming and services will be necessary if I am going to help provide the best possible service for patrons of all ages and levels of literacy.
References
Matthews, J. R. (2007). The evaluation and measurement of library services. Westport, CT: Libraries Unlimited.
Evidentiary Material
As librarians we pledge to provide the best possible service so that our users have the tools required to satisfy their information needs. In order to provide the best service possible we have to engage in continuous evaluation of library programming and services so they can be improved to meet current demand. The focus of any evaluation should be improvement; the comparison of "what is with what should or could be" (Matthews, 2007, p. 3). If services are not producing satisfying results, we evaluate them to find out why and what steps need to be taken to remedy the problems. According to Matthews, "the element of judgment against criteria (implicit or explicit) is basic for all evaluations" (p. 3). Because evaluation is the assessment of goodness, we have to select standards and criteria to judge that goodness against. If a service is not working, we find an institution where it is working and use that product as a standard to aim for. We must also evaluate programs and services that are working in order to understand what it is we are doing right so successful procedures can be implemented elsewhere. Continuous evaluation of library programming and services is like an ongoing conversation among users, librarians, and library administrators. Through communication we pinpoint problem areas, or successes, and evaluate and implement change accordingly.
Evidence
The evidence I have selected for this competency is an evaluation of a toddler storytime I completed for LIBR 260A Programming and Services for Children instructed by Professor Penny Peck. The assignment was to observe the program and evaluate its success according to certain criteria previously discussed in class. The criteria I chose are listed below:
- How do registration requirements affect storytime attendance?
- What age group is being served?
- What are the characteristics of the physical environment?
- Are songs included in the storytime?
- What, if any, concept books are used and why?
- Are kindergarten readiness skills addressed?
- Are props used to connect with children?
- Does the program serve a bilingual audience?
- How does the librarian address distractions or behavioral issues?
- Does the librarian's level of enthusiasm influence how participants receive or perceive the program?
This assignment demonstrates my ability to evaluate programs and services based on specified criteria. Through my observations I was able to evaluate the program's success based on the ten criteria listed above. For this toddler program there was no registration requirement, and because of this the program was open to all toddlers and parents who were interested. Eliminating registration allows parents with limited English or with literacy needs to attend more esaily because there is one less barrier preventing them from participating. The physical environment of the room allowed participants to focus on the programming and nothing else. By using a room in the corner of the children's library, the librarian eliminated potential distractions for participants and other library patrons. The inclusion of songs during the storytime allowed for fun interactions among children, parents, and the librarian. A concept book about shapes helped the children recognize different shapes in preparation for school. A puppet was used to engage with the children in a non-threatening and welcoming manner. The librarian's enthusiasm filled the room; I was even tapping my foot and smiling during songs and while children were dancing in the middle of the room. The program was a success because the children were learning, they were engaged, and they were enjoying the experience.
Conclusion
As a student of librarianship, having the opportunity to evaluate library programs allows me to experience first-hand successful programming in action. We can read text books that try to explain what evaluation does, how it should be done, and what the consequences are for not doing it, but that will only get us so far. By taking what I learned from class discussions and readings and applying it to my observations and evaluation of actual programming, I was able to make the connection between successful programming and a commitment to continuous evaluation of library services. Because I understand the value and necessity of evaluation, I am prepared to apply my skills in a professional setting where the continuous evaluation of programming and services will be necessary if I am going to help provide the best possible service for patrons of all ages and levels of literacy.
References
Matthews, J. R. (2007). The evaluation and measurement of library services. Westport, CT: Libraries Unlimited.
Evidentiary Material
storytime_libr260a.pdf | |
File Size: | 138 kb |
File Type: |