Vrednovanje u području školskog knjižničarstva

Kroz povijest se kvaliteta knjižnice sagledavala prema veličini i broju zbirki. Promjene koje se događaju na globalnoj razini uvjetuju potrebu za drugačijim pogledom na definiciju uspješnosti knjižnice, a time i zahtijevaju implementaciju metoda i alate iz područja ekonomije. Prvenstveno je to iz razloga kako bi pokazale isplativost svojih usluga ili opravdanost uvođenja nove usluge. Knjižnice u obrazovnom sustavu, kao što su to školske, pred sobom imaju nove izazove jer dosadašnje metode vrednovanja, primjenjive u ostalim vrstama knjižnica, ne odgovaraju specifičnostima funkcioniranja u obrazovnom sustavu. U radu su, uz povijesni pregled razvoja metoda vrednovanja u knjižničarstvu, prikazani i različiti modeli vrednovanja primjenjivi u području školskog knjižničarstva u svrhu doprinosa jačanju modela povezanosti kvalitete školske knjižnice sa obrazovnim postignućima učenika. Vrednovanje kvalitete knjižničnih usluga i učinkovitosti moguće je primjenom kvantitativnih i kvalitativnih metoda, pri čemu prve nastoje vrednovati rezultate prema korisničkom iskustvu i mišljenju, a druge nastoje prikupiti konkretne podatke. Moderan pristup vrednovanju školskih knjižnica očituje se u dobroj uravnoteženosti ovih dviju mjera jer jedino tako pružaju cjelovitu sliku utjecaja školske knjižnice na obrazovni proces.Changes occurring on global level have influenced libraries, non-profit institutions by origin, in adopting methods and tools from the economic field. Showing profitability of the services offered or justification of introducing a new service are some of the primary reasons for this. Libraries in educational environment, such as school libraries, are experiencing new challenges in adapting and implementing methods that present the complexity of their environment and connection of quality service with the student academic success in the best way. It is indisputable that a school library influences educational program and quality of school but evidence that confirms best practices or points to the improvements should be gathered through systematic evaluation. The evaluation needs to have a purpose and to be coordinated with the school goals, mission and curriculum. A school library promotes learning, raises achievements and enhances pupils’ personal and social development. Therefore, evaluation of a school library quality should take into account the whole spectrum of tangible and intangible factors that are influencing the school mission and goals. In this paper a review of different evaluation methods implemented in evaluation of school libraries is given. Evaluation of services and efficiency of a school library can be measured by implementing quantitative and qualitative methods. The first are more subjective and show user attitudes and viewpoints, while the second are more objective and gather numerical data. Modern approach to evaluation, as suggested in the paper, presents a good balance between these two methods. Combination of the two methods, together with the different approaches to evaluation, such as internal, external and self-evaluation, provides the complete picture of the school library role in the educational environment. One of the approaches suggested in the paper is the evidence-based practice as a method to support the advocacy, inquiry learning, professional development and practice and showcasing the differences. Furthermore, evidence shows the necessity of having a highly motivated and professionally educated school librarian for success of a quality school library. Consequently, incorporating measurement of school librarian competences presents a vital element in the evaluation process