![]() Summative evaluation of the Research + Practice Collaboratory: Final report. ![]() Look at the research –practice partnership as a starting point.Anderson, K., Podkul, T., Singleton, C., & D’Angelo, C. Keep in mind that it’s possible, and even beneficial, that RPPs will lead to new inquiries and opportunities for discovery and problem solving that go beyond the original focus. ![]() RPPs aren’t necessarily easy to undertake, but the benefits to long-term library practice and policy make them worth the effort.įor more ideas on starting a partnership, I highly recommend the Educational Researcher article, “Research–Practice Partnerships in Education: Outcomes, Dynamics, and Open Questions,” by Cynthia E. No matter who starts the partnership or where the idea comes from, certain prerequisites need to be addressed, including adequate funding, a clear development of partner roles, and relationship-building between partners. A library and a Boys and Girls Club, for example, might work with a researcher as part of a partnership. It’s also possible that other youth-serving agencies can be involved in the work. RPPs do not have to start with a researcher approaching a library staff members can be proactive and reach out to researchers. They are currently working with practicing librarians to create professional development models that support connected learning integration, and they plan to publish resources to help libraries embed connected learning into their initiatives. ![]() Researchers have collected data through site observations, focus groups, and interviews with teen services staff members. The goal is to figure out how to best integrate connected learning practices into teen-focused library activities. The RPP currently under way as a part of the ConnectedLib project brings together researchers and teen library staffers who serve a variety of populations, including rural, immigrant, and low-income youth. The benefits to long-term library practice and policy make RPPs worth the effort. The results inspired techniques for replicating these practices and methods for achieving outcomes. The VIEWS2 project set about to answer the question, “How can we know whether the early literacy focus of our storytimes makes a difference for children learning to read successfully?” In this multiyear endeavor, library staff members worked with researchers to uncover and then articulate essential practices for high-quality storytimes. Within a library context, examples of these five conditions can be found within two Institute of Museum and Library Services–funded projects, VIEWS2 (Valuable Initiatives in Early Learning that Work Successfully) and ConnectedLib. While much of the foundation’s work focuses on school classrooms, its recommendations can easily be applied to a public or school library setting.
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