Gale Efficacy

Evanston Public Library Enhances Patrons’ Experience with Gale’s Vast Online Resources

Lesley Williams is Head of Adult Services at the Evanston Public Library (EPL) in Evanston, Illinois. In the 18 years that she has worked there, the library has continually subscribed to products from Gale. Today, as a primary “go to” resource for the library’s broad range of patrons, the Gale Virtual Reference Library (GVRL) is instrumental in helping EPL fulfill its mission. That mission is to be the heart of the community, promoting the development of independent, self-confident, and literate citizens by providing open access to cultural, intellectual, technological, and informational resources.
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Tracking Database Usage and Implementing Usage Policies

Patron usage data is an extremely useful tool for better understanding patron needs. However, the proliferation of electronic resources – and metrics to track their usage – poses a number of new problems for librarians. What are the most relevant metrics to track? Many vendors’ databases have different usage standards, so how can they be accurately compared with each other? Do hard usage numbers tell the entire story? Who should usage statistics be shared with?
 
To help answer these questions, Gale interviewed ten librarians heavily involved in tracking and reporting usage at their libraries. The librarians work at a variety of library sizes and types – librarians from public, academic and K12 institutions were all represented. Their insights formed this guide, which will look at usage from varying perspectives and how it can be used to help inform your decision making.
 
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How the New York City DOE/CUNY Library Collaborative Works to Bridge the Gap Between High School and College

In college, students are expected to acquire knowledge, analyze and evaluate information, explore ideas (in depth and in a logical manner), draw conclusions, and test theories. Unfortunately, too many of our students graduate from high school without these critical-thinking and research skills, which will build foundations for college and career success in the 21st Century.
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The New York City DOE/CUNY Library Collaborative: Bridging the Gap Between High School and College

Educators across the country are defining and deploying innovative strategies to engage students and to build foundations for academic and professional success in the 21st Century. The imperative is driven by high school dropout rates and by graduates who are not equipped for the rigors of college-level studies or career/trade educational programs.

The challenge is to position high school graduates as college students who will be expected to acquire knowledge, analyze and evaluate information, explore ideas (in depth and in a logical manner), draw conclusions, and test theories. Students must be equipped to think creatively and critically and to conduct meaningful research that leads to understanding through discovery. Unfortunately, too many of our students graduate from high school without these skills because traditional curricular testing has emphasized content knowledge. High school assignments often guide students step-by-step through the learning process so that when students reach college, they often struggle without close support and direction.

In 2009, the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO) took a significant step toward ensuring students graduate from high school equipped to take on the challenges of academic and career pathways. The NGA and CCSSO introduced the Common Core State Standards to strengthen foundational literacies that are the key to high school graduation and success beyond high school.

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GVRL Supports Eager High School Students Across the Disciplines

Connie Young puts her twenty-three years of experience as an English teacher to good use at Frontier High School (FrHS) in Bakersfield California, where she’s in her seventh year as a teacher librarian. Before coming to FrHS, Connie used reference products from Gale, so she was pleased to inherit a small but well-conceived Gale Virtual Reference Library (GVRL) collection, which she has continually expanded.
 
GVRL’s intuitive interface and powerful search features help Frontier’s students–many of whom have little or no library training find what they need, and its citation tools enable students to document their sources with ease. Furthermore, students can access GVRL at school or from the convenience of their home computers, which promotes their engagement with their course work.

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Instruction and Features Drive Library Resource Usage at Hayes High School

Sarah Ressler has been the Media Specialist at Hayes High School for one year. Sarah has extensive teaching experience having served 13 years as an English teacher – 12 of them at Hayes. When an opening in the Media Center surfaced, Sarah saw a chance to make a difference and accepted the position. Throughout her first year in the position Sarah made it her mission to demonstrate the value of library resources to students and teachers at Hayes. Sarah focused on building relationships with teachers as well as educating both teachers and students on how to effectively use library resources. Hayes High School subscribes to Science Resources in Context, Opposing Viewpoints in Context and InfoTrac periodical solutions.

Sarah started her journey by meeting with teachers in different subject areas to understand their information needs. Sarah found teachers to be very receptive to her outreach and they worked together to devise strategies for improving students’ information literacy skills. Additionally, Sarah worked closely with her Gale representative, Andrea Eshelman, to learn how to effectively leverage features available in Gale resources. Sarah developed a presentation on library resources that showed students the value and advantage of using library databases to conduct research. In addition to demonstrating to students the credibility of information contained in library resources, Sarah showed the students how various database tools can save them time and effort when conducting research.

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OVIC Delivers High-Quality, Accessible Resources to NYC High School Students

Michael Dodes is an active member of the library community. Among other positions, he serves on the Advisory Committee of the American Library Association’s Office of Information Technology. In his current day job, Michael is a Library Information Specialist at A. Philip Randolph Campus High School (APRCHS) in Manhattan, New York. When students and instructors head to the library, Michael helps them get the most out of available resources—and one he often recommends for its quality and accessibility is the Opposing Viewpoints in Context (OVIC) from Gale. Read More…


Impacts of High School Completion for Adult Learners

Career Online High School

See how libraries are transitioning from repositories and organizers of information to active learning institutions with a measurable impact on adult learners looking for an end-to-end high school completion program.

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Infographic: Read It, Watch It, Listen to It—Gale It!

Cengage Learning recently partnered with McKinley Technology High School in Washington, D.C., a STEM magnet school within the District of Columbia Public School System, for a two-year study to determine the impact on both teachers and students of integrating eight Gale resources into classroom learning, instruction, and projects. Read More…