صفحه 1:
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صفحه 2:
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صفحه 3:
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صفحه 4:
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صفحه 5:
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صفحه 6:
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صفحه 7:
صفحه 8:
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صفحه 9:
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صفحه 10:
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صفحه 11:
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صفحه 12:
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صفحه 14:
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صفحه 15:
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صفحه 16:
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صفحه 17:
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صفحه 18:
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صفحه 19:
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صفحه 20:
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صفحه 21:
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صفحه 22:
اه أن ای Cor
QOuteska Teaver
Geeaior Poligy OP Rice: Dearcingy cord
hills
MLO Council
كان نصن. كاد ©) امعدصهجا. مكاعداكه
Impact assessment framework
Natasha Innocent
Senior Policy Adviser Learning
and Skills MLA
Background
How libraries support learning
• Strong roots into communities
• Expertise in working in partnership with a range
of other partners
• Critical role with digital participation
• Support the wider benefits of learning
• Provide choice and flexibility
• Strong links to Ageing Society
What does the framework do?
Helps libraries describe the impact of their
learning activities on individuals and communities
A common language to talk to policy makers and
funders about the role of libraries in supporting
learning outcomes
A methodology to support libraries to plan,
evaluate and develop learning activity
Inspiring Learning
This framework is based on Inspiring Learning
commissioned by MLA and launched in 2003
Inspiring learning is based on a broad and
inclusive definition of learning
Launched 5 generic learning outcomes
3 more recent generic social outcomes
www.inspiringlearningforall.gov.uk
Generic learning outcomes
Knowledge and understanding
Increase in skills
Attitudes and values
Enjoyment, inspiration, creativity
Activity, behaviour and progression
Learning activities in libraries include any
combination of the above
develop your story
select SMART indictors
decide on data collection methods
analyse your results
present and use your findings
Develop your story
• NEEDS why you are developing this learning
activity and who it is for?
• INPUTS AND ACTIVITIES what
resources and activities do you need to develop to
deliver this service
• OUTPUTS AND OUTCOMES what
you expect you will achieve
Selecting SMART indicators
Indicators are used to measure, simplify and
articulate your story
Indicators can be descriptive, performance or
efficiency based
Any good indicator should be SMART –
simple to implement, measurable, action-focused,
relevant and time-bound
ENTITLE output indicators
Number of people who have participated in
library activities designed to improve their ICT
skills
Number of people who have participated in
library activities designed to increase their interest
in reading and/or improve their reading abilities
ENTITLE outcome indicators
These are specific changes in the attitude,
behaviours, knowledge, skills and enjoyment of
users as a result of library services
ENTITLE has agreed that the key generic
outcomes relating to library ICT and reading
activity are knowledge and understanding, skills
and attitudes
How to collect your data
Review the data you already collect to see to
see if you already collect evidence of
generic learning outcome indicators
This will help you to decide on whether to
adapt a data collection method you already
use or develop a new method of data
collection
Data you may already collect
Data source
Collected
when
Does it give evidence of
learning?
Comments
book
Annual library
survey
Evaluation
forms
Letters from
users
Daily
Yes
Yearly
Maybe
Post project
Yes
Daily
Maybe
Quantitative research
Requires a large number of respondents
to ensure any sample you take is
representative and averages meaningful.
Usually collected by questionnaires with
multiple choice questions or by structured
interviews with a series of closed or
multiple choice questions
Qualitative research
Useful for understanding something in depth
Involves talking at greater length to a smaller
group of people
Qualitative information is gathered by face
to face or telephone interviews, focus group
discussions, comments cards or books, open
ended questions on questionnaires
Ethics
It is important that library staff consider ethical
or legal issues when undertaking research.
Laws vary from country to country but there are
shared principles on
Consent
Interviewing children
Confidentiality
Data Protection
Analyse your results
Analysis of the data you collect will reveal if the
‘story’ you mapped out at the beginning actually
happened. That means you can test your
hypothesis
The approach to analyse will vary according to
the type of tool you used and the type of data you
collected – whether it is quantitative or qualitative
Things to think about when analysing
data
In interpreting results you need to decide if
64% is a high or low result
The meaning and significance of the results –
you may need to group the data into categories
depending on who the programme is targeted at
Template 2 provides examples of how to link
outputs and outcomes to an indicator, data
collection methods and results
Present and use your findings
Highlight your key messages in an executive
summary
Describe the purpose of the learning activity that
you have evaluated
Describe your chosen methodology
Think about how you could effectively present
your findings
Conclusions – relate to your original story
Going further
Make your evidence more robust by
• Examining the long-term impact of the activity by
re-surveying people to check if there has been
any further progress
• Share your findings with other libraries locally
and nationally to establish a benchmark
• Compare the results for users and non-users
and identify if any significant differences
Advocacy
Make the most of the evidence you
collect
Advocacy is speaking out to win influence, gain
support, recognition, partners and funding
Combine your outcomes, research, policy and
statistical evidence to create a powerful argument
for the role your library plays in supporting
lifelong learning.
For further information contact
Natasha Innocent
Senior Policy Officer: Learning and
Skills
MLA Council
natasha.innocent@mla.gov.uk
