Mallory Goetz

Artifact #6: Needs Analysis

Description of Project

The User Needs Analysis took a hard look at the school population in relation to the use of the library and what users were getting and wanted from the library.  In order to gather data around how the library was used and how to better utilize it, I interviewed five teachers and 28 students in order to gain data about how the school climate in regards to the library, how students and teachers currently use the library and what students and teachers would like to see changed in the library.  I, then, analyzed this data in the context of the school’s statistics and made several recommendations about how the library could be improved based on the needs of its users.

Professional Reflection

This study was extremely interesting to me, both at the time and now as I revisit it.  The survey of student needs did not match what I thought my students would say.  I, as a brand new teacher, thought that my students would be very negative about reading and the idea of a library culture.  Their reading scores on CSAP and their performance on the SRI test both showed that students were not only behind in reading, but they were not practicing it.  When I also saw that they library was empty and not being used my first reaction was to think that the students were simply not interested in going to the library or accessing the materials within.  However, my survey of students debunked all of these thoughts.  The students overwhelmingly considered themselves “readers.”  They gave lots of responses that entailed them being a ‘reader’ if there was an interesting book to read.  53% of those kids checked out books from the public library and yet only 21% checked out books from the Smiley library—a library far more conveniently accessible to them.  The simple fact was: it was not student attitude that was the problem, it was the library.

Access to quality materials was again an issue.  Students very simply wanted a library that was welcoming to them, that stocked interesting materials for them to read, and wanted a place where they could easily access those materials.  This idea has really stuck with me.  As a librarian at the International School of Panama, my primary focus has been to stock the library not only with up-to-date informational materials, but to stock it with books that students want to read.  I have implemented a recommend books to buy program—a spot on the library website where students can fill out a “Ms. Goetz why don’t we have…?” form.  This allows them to take part in the process of stocking the library.  Students have slowly come to realize that the library is their space and they have gotten more and more involved in telling me what books they are interested in and what they want to see in the library.  They are always amazed when I follow their advice—and usually the excitement of one student is followed by the excitement of their friends.

Another piece from this survey that stuck with me was how frustrated teachers were that the library did not seem to have anything useful for them!  They did not see the library as a useful space, so how were students ever going to have a positive perception of the library?  At ISP, I have put this lesson into use by doing everything I can in order to create a positive perception of the library program.  Whether it is holding ‘Based-on-the-book’ movie lunches, going into classrooms to teach mini-lessons on research and library resources, teaching PD to teachers, taking book recommendations, or just simply keeping the library looking attractive with displays of books, I try many techniques to get students into the library and once they are there to promote research, literacy, and the program itself.  Students almost over-utilize ISP’s library: there are days where all the seating is filled and students are camped out on the floor in order to access the library space and its resources.  I am very proud to say that the lesson I learned  about user needs, with this needs survey, stuck with me—I strive to create a program that meets user needs and makes my patrons, teachers and students alike, happy.

Demonstrated Competencies

1: Reflective Practice

The User Needs Survey was a great way to begin to understand how the program might be changed to better serve patrons.  It helps me, as a professional, to continue reflecting on how I might improve my program.

2: Program Analysis and Planning

This is the perfect example for program analysis—the user needs assessment creates data to analyze that is not created by the librarian, but by the user.  It gave me a clear, objective view of the library program and what needed to be done for improvement.

3: Design and Development

The survey was a product that was designed to help develop the program to fit the patrons—ultimately, I have my opinions and needs as a librarian, but I need to support student learning with my program.  The survey I developed allows me to serve those learning needs.

4: Evaluation and Assessment

In the User Needs Survey, I evaluated the effectiveness of the library program by seeing simply how students and teachers were using the library and how I might improve upon the current use.  The research I did with the survey helps me improve the usage problem.

6: Management

The data gathered by my survey allowed me to ultimately take what users said needed to change for them and to improve the library program with that information.  This survey only looked at a sliver of the teacher and student population—the next user needs survey I conduct, I would like to have a much larger sample size!