CILIP recommends that the librarian regularly evaluates the performance of the library. This means that:

Introduction

Evaluation is a key part of a school's cycle of planning and development and the evaluation of the library is an important element in that process. This chapter will cover:

Evaluation provides valuable evidence of good practice. It can and should inform target setting and strategic planning. Figure 9.1 on the next page illustrates this point.

Service evaluation should determine the library's improvement plans. Selfevaluation informs the professional development agenda of the librarian. These are related but discrete activities; service evaluation may inform selfevaluation but is not the sole determining factor. It is powerful advocacy evidence for making a case for new services, resources, staffing or infrastructure.

Effective management is only possible with effective evaluation. It is how the school librarian can evidence outcomes. There is a growing emphasis on selfevaluation and it is a trend that the librarian should welcome. It provides a timely opportunity to be part of the wider agenda and to claim a central and vital role in the life of the school as one of its key stakeholders.

Evaluating the library requires progress to be measured against agreed priorities and objectives using a variety of techniques. These involve monitoring, collecting data to measure performance, evaluating performance through performance indicators, reporting on progress and reviewing targets and objectives. The cycle is shown in Figure 9.2.