Identify multiple data sources to guide action research and boost informational text selection

What’s the next step after you map out your action research plan? In a school library, where the goal is to boost how often informational texts are checked out and used, the answer isn’t about money or a flashy presentation. It’s about gathering the right data from multiple places. In other words: identify multiple sources for data collection. Here’s why that matters, and how to do it without turning your project into a paperwork mountain.

Let me explain the big idea with a simple image

Imagine you’re trying to improve a recipe. If you only taste the soup once and decide it needs more salt, you might be wrong. Maybe the broth was salty enough to begin with, or perhaps some kid found a different flavor they loved. The same logic applies here. Action research in a school library works best when you gather information from several angles. Surveys, conversations, numbers, and observations each tell a piece of the story. When you bring them together, you get a clearer picture of what informational texts students actually want, what’s sitting on shelves (or not), and what gets in the way of using those texts.

Why multiple data sources matter

• Triangulation: Different data sources validate the same finding. If surveys and circulation stats both point to the same trend, you can move forward with confidence.

• Bias management: No single source tells the whole truth. Students might say they want more non-fiction, yet circulation data could reveal they’re not actually checking it out. Pairing data helps you catch these contradictions.

• Rich context: Qualitative input—tasteful quotes from interviews or focus groups—adds color to the numbers and helps you design practical changes that teachers and students will notice.

• Baseline and progress: Baseline data from several sources makes it possible to measure if your changes are moving the needle over time.

What kinds of data to collect

There are two broad camps: quantitative data (numbers you can measure) and qualitative data (the stories behind the numbers). Both are essential.

Quantitative data you can actually act on

• Circulation statistics for informational texts: counts by genre, format (print, e-book, audiobooks), and grade level. Track before and after any intervention.

• Shelf availability and turnover: how often informational titles move from shelves to carts or classroom bins, and how long they sit on the shelf.

• Reading program participation: how many students engage with informational texts through reading challenges, book talks, or teacher-led units.

• Purchase and selection patterns: what you’re buying, what you’re not, and how that aligns with student interest data.

• Survey metrics: Likert-scale responses about interest, perceived usefulness, and perceived difficulty of informational texts.

Qualitative data that adds texture

• Student interviews or focus groups: “What types of informational texts excite you? What topics do you wish you could learn about more here?”

• Teacher feedback: which informational texts teachers find most useful in class, and where they see gaps.

• Librarian observations: note which displays catch attention, which prompts lead to conversations, and how students navigate the info landscape in the library.

• Content notes: a running log of student questions, project prompts, and resource requests that come up during library visits.

A practical approach to data collection

• Start with a data menu: pick 3–5 sources from each category (quantitative and qualitative) to keep things manageable. You don’t need a data rainforest; you need a clear, navigable map.

• Design lightweight instruments: keep surveys short, use a mix of multiple-choice plus one or two open-ended questions, and plan 15–20 minutes for focus groups or interviews.

• Create data-friendly formats: use simple forms (Google Forms, Microsoft Forms) for surveys, and a shared spreadsheet (Google Sheets or Excel) to track numbers in one place.

• Schedule data collection thoughtfully: align with units of study, library events, or book talks. Time it so you can compare apples to apples (e.g., compare data from a two-month window before and after a specific initiative).

• Protect privacy and ethics: let participants know what you’re collecting and why. Keep responses anonymized where possible, especially with student data.

Turning data into action

Here’s where the real magic happens, and where a lot of good intentions stumble without a concrete plan.

1. Look for patterns, not one-off quirks

• Do you see a spike in interest after a librarian-led book talk about science or history?

• Are certain formats (e-books vs. print) more popular with certain grade bands?

• Are there times when informational texts are overlooked, like during busy test weeks or high-traffic periods?

2. Identify gaps and opportunities

• If students request more current events or STEM information, consider expanding those sections, adding digital subscriptions, or curating teacher-friendly bundles.

• If teachers say the texts are not aligned with unit goals, map the collection to curriculum standards and collaborate on resource lists.

3. Formulate concrete actions

• Curate thematic displays and quick-recommendation shelves tied to upcoming units.

• Create “informational text bundles” for project-based learning, including a balanced mix of print and digital formats.

• Develop short instructional clips or prompts that show students how to locate reliable sources and evaluate information in real time.

• Build a quick feedback loop with teachers—perhaps a monthly 5-minute share-out after a unit ends.

4. Measure impact again

• Re-run the same data collection tools after implementing changes. Do you see improved circulation, more favorable attitudes toward informational texts, and higher engagement in library-sponsored activities?

A simple example plan (keeps things practical)

• Month 1: Collect data from three sources—student survey, teacher feedback, and circulation stats for informational texts.

• Month 2: Introduce a curated “Informational Text Spotlight” on select topics; place posters, quick guides, and shelf-ready bundles in high-traffic areas.

• Month 3: Gather the same data again and compare with Month 1. Note what improved and what didn’t.

• Month 4: Share results with a small group of teachers and students; adjust the plan for the next cycle.

Keep it human, not heavy

Let’s be honest—numbers matter, but so do stories. A few short quotes from students about their favorite informational text or a teacher’s note about improved student questions can be a powerful spark that keeps the work grounded in real needs. You don’t need a thick binder of data; you need a clear, practical trail of evidence that shows what works and what doesn’t, with a path forward.

Connecting to the real world in Oklahoma and beyond

Every school library has its own flavor, but the core ideas travel well. When you plan action research with multiple data sources, you’re doing what many successful libraries do: you start with listening. You listen to what students are asking for, how teachers are using information in lessons, and what your shelves are already telling you about who’s showing up and what they’re choosing. This approach aligns with information literacy goals—teaching students to locate, evaluate, and use information responsibly—while supporting equity in access to quality informational texts.

If you’re wondering about the practical side of this in your school, here are a few quick pointers:

• Start with a simple data map: list your data sources and what you’ll learn from each.

• Keep the data collection tools short and user-friendly. Easier tools = higher participation.

• Collaborate with teachers and even students. When people see their input shaping the library, they’ll feel more invested.

• Celebrate early wins. Even a small uptick in checkouts of an informational text bundle is a sign you’re moving in the right direction.

• Document the process, not just the outcomes. A brief, organized record helps you repeat what works and avoid what doesn’t.

A few friendly cautions

• Don’t try to collect every possible data point at once. It’s tempting to chase perfection, but momentum beats paralysis.

• Watch for bias in your questions. Frame prompts neutrally so responses aren’t steered by wording.

• Be mindful of privacy. When you’re dealing with younger students, keep responses anonymous and aggregated.

A toolkit you can actually use

• Quick surveys: 5–8 questions, mix of scale and a couple of open-ended prompts.

• Simple data trackers: a single spreadsheet with tabs for each data source and a summary dashboard.

• Short interviews or focus groups: 15–20 minutes, with a few guiding questions to spark honest conversation.

• A “resource map” for informational texts: a living list that shows what’s available, what’s in demand, and what’s missing.

In the end, the next step—identifying multiple sources for data collection—serves as the backbone of thoughtful, evidence-based improvements. It’s not about chasing the latest trend; it’s about listening closely, comparing notes, and letting those insights guide how you shape the library experience. When students, teachers, and librarians are all part of the data story, the library becomes a more lively, relevant, and equitable space for learning.

If you’re curious about applying this approach in your school, start small, stay curious, and keep the focus on real-world impact. The goal isn’t to complete a checklist; it’s to build a library that consistently meets students where they are—and where they’re headed—with informational texts that inform, empower, and inspire.