Digital Badges for Professional Development: Meeting the Evolving Needs of Library Personnel with the CLA School Library Standards
Bibliographic record
Abstract
Sandra Bebbington, MISProject Leader: Digital Citizenship, Information Literacy and School Libraries. Quebec School Librarians Network (QSLiN). Ministere de l'Education-Direction des services a la communaute anglophone. Quebecsandra.bebbington@education.gouv.qc.caEllen Goldfinch, MLSCollaborator: Information Literacy and School Libraries. Quebec School Librarians Network (QSLiN). Ministere de l'Education-Direction des services a la communaute anglophone. Quebecellen.goldfinch@education.gouv.gc.caJulian Taylor, MLISCollaborator: Digital Citizenship, Information Literacy and School Libraries. Quebec School Librarians Network (QSLiN). Ministere de l'Education-Direction des services a la communaute anglophone. Quebecjulian.taylor@education.gouv.qc.caIntroductionHaving innovative and up-to-date school libraries has been increasingly important, as education has evolved exponentially over the past few decades. While there is a myriad of studies that show evidence of the importance of school libraries' impact on student achievement (Lance & Hofschire, 2012; Barak, 2012; Haycock, 2011, Oberg, 2011), remaining valuable and relevant to the school community is essential to the school library's survival. Having qualified up-to-date library personnel is an essential piece of the puzzle if we want engaging library programs and effective library spaces. According to Fields (2015), adaptation is the key to remaining relevant in this quickly evolving profession. To be able to adapt, opportunities in new competencies must be made visible (Fields, 2015, p. 1). This can be difficult in the world of education, as teaching and learning strategies are constantly changing. school library staff, we are strategically positioned to make a difference in the school dynamic. According to Marge Cox (2015), As school library professionals, we have the wonderful opportunity to work with the entire staff. This circumstance provides us with the chance to get to know them better than most of the other staff members do. We can help set the tone for the (p.48). Two of the greatest barriers to receiving professional development are time and money (Bellardo-Hahn & Lester, 2012). Creating opportunities for professional development that are economical (or free) and flexible can potentially increase the number of participants seeking new professional learning opportunities. Online learning programs that incorporate digital badges can help fill this need.This article looks at how the Canadian Library Association (CLA) has made the competencies for school librarianship more standardized and visible, and how a group of librarians in Quebec has made efforts to adapt these competencies into a userfriendly, free and accessible form of professional development. We will discuss the process by which QSLiN undertook to incorporate digital badges as a component of our professional development initiatives as well as our desire to see our school libraries evolve into a ubiquitous part of every school. This is the first phase of a pilot project that will allow us to assess the success of our initiative and make any necessary changes before we begin to incorporate the badges into other areas of QSLiN's professional development program.Canadian School Library StandardsThe CLA published their innovative and much anticipated guide for school libraries in May 2014. This document, titled Leading Learning, is a comprehensive guide that discusses how the school library can evolve into a dynamic Library Learning Commons (LLC). These standards have created a pathway by which school library personnel can work to improve their libraries. This publication is a godsend to anyone working in school libraries as it covers every facet of the library, for example, library design, collection development and literacy. It also includes a variety of resources, links, templates and examples to help library personnel improve their school library and better support the 21st century learner. …
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.013 | 0.020 |
| Meta-epidemiology (narrow) | 0.000 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.002 | 0.003 |
| Science and technology studies | 0.018 | 0.006 |
| Scholarly communication | 0.019 | 0.010 |
| Open science | 0.003 | 0.012 |
| Research integrity | 0.005 | 0.006 |
| Insufficient payload (model declined to judge) | 0.039 | 0.011 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".