By Ken Haycock
This first-class number of articles chosen from Emergency Librarian addresses such concerns as studying and assessing courses, options for switch, application advocacy (including utilizing open air teams as advocates), advertising and marketing the library and its courses, and some great benefits of a robust dedication to high quality programs.
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Additional resources for Program Advocacy: Power, Publicity, and the Teacher-Librarian
In the broadest framework, there are at least two types of research, basic and applied. More recently, a concept labeled either locally-based research, field research, evaluation research, or action research appears in library literature, as a part of the applied research area. Even though the area of basic research is fundamental to the furthering of knowledge in terms of theory building and testing, practitioners are most concerned with applied, and most specifically with field, research which helps to clarify practices and evaluate particular techniques and services in specific settings.
Fasick points out these anomalies which invite further investigation and discussion: the overwhelming rejection of suggestions to eliminate children's services coupled with a lack of interest in measurement or evaluation of these services; the apparent lack of understanding of the nature and purpose of setting library goals; the high priority given to the presentation of film programs while at the same time a lack of concern for film as a medium of artistic expression. The Connecticut Research Documentation Project, initiated by Hektoen and as reported (1980, 1981),24 seems to be more of a systematic gathering of statistics on an ongoing basis in order to better describe current services than research; but it's a very important effort at developing measurement instruments after deciding what measurements were needed, and how and by whom the data Page 10 could best be gathered to record use of the public library's children's services.
This inventory is a refinement of the Gaver Inventory administered in Calgary in 1971. The inventory was used to describe the breadth of the resource centre program through a description of its events. District staff personally administered each inventory to ensure consistent interpretation at a regularly controlled pace. " An elementary school research skills test was developed locally, based on the district's scope and sequence research chart. It was subsequently pilot tested on two elementary schools that were not to be participants in the research project.