Listen to the Voices: Student Learning Through Ohio School Libraries …

Dr Ross J ToddDr Ross J Todd

Center for International

Scholarship in School Libraries, ,

Rutgers UniversityRutgers University

Ann TepeAnn Tepe

INFOhio, Columbus, OhioINFOhio, Columbus, Ohio

Gayle GeitgeyGayle Geitgey

Director of Media and Director of Media and Technology Services, Urbana Technology Services, Urbana

City Schools, OhioCity Schools, Ohio

WHY DO SCHOOL LIBRARIES EXIST?WHY DO SCHOOL LIBRARIES EXIST?

INFORMATIONINFORMATION

KNOWLEDGEKNOWLEDGE

Developing knowledge and understanding

PlutarchPlutarch““The mind is not a containerThe mind is not a container

to be filled, but a fireto be filled, but a fireto be ignited”to be ignited”

Learning in theLearning in theInformation Age SchoolInformation Age School

Great Minds at

work?

Thinking InnovationCreativity

Clarity of focus

The Information-to-Knowledge The Information-to-Knowledge ChallengeChallenge

How do effective school How do effective school libraries help kids?libraries help kids?

25,574 students tell us!25,574 students tell us!1,812 teachers tell us!1,812 teachers tell us!

3 Studies: Student Learning 3 Studies: Student Learning Through School LibrariesThrough School Libraries

Ohio: 13,123 valid student responses and Ohio: 13,123 valid student responses and 879 teacher responses (39 schools) (2003-4)879 teacher responses (39 schools) (2003-4)

Australia: Australia: 6,718 valid student responses and 6,718 valid student responses and 525 teacher responses (46 schools) (Lyn 525 teacher responses (46 schools) (Lyn Hay, 2004-5)Hay, 2004-5)

Delaware: 5,733 valid student responses and Delaware: 5,733 valid student responses and 408 teacher responses (13 schools) (2005-6)408 teacher responses (13 schools) (2005-6)

“Student Learningthrough Ohio School Libraries”

“Student Learningthrough Ohio School Libraries”

Funded through Library Services & Technology Act (LSTA) grant from Institute of Museum and Library Services (IMLS) through State Library of Ohio

Undertaken by Ohio Educational Library Media Association (OELMA) in collaboration with INFOhio and Dept of education, and through CISSL at Rutgers University

Funded through Library Services & Technology Act (LSTA) grant from Institute of Museum and Library Services (IMLS) through State Library of Ohio

Undertaken by Ohio Educational Library Media Association (OELMA) in collaboration with INFOhio and Dept of education, and through CISSL at Rutgers University

““Student Learning through Ohio Student Learning through Ohio School Libraries”School Libraries”

identify how students benefit from school libraries through identify how students benefit from school libraries through exploring the “help” constructexploring the “help” construct

provide statewide data on best practices in school libraries provide statewide data on best practices in school libraries

improve teaching and learning in information age schools improve teaching and learning in information age schools

encourage continuous improvement in school library encourage continuous improvement in school library servicesservices

promote dialog among parent communities, school boards, promote dialog among parent communities, school boards, administrators, school librarians, and teachers on the value administrators, school librarians, and teachers on the value of effective school librariesof effective school libraries

Defining the StudyDefining the Study

Central question that drove the research:

What is the evidence that shows school libraries in Ohio help student learning?

The Student’s Voice

Central question that drove the research:

What is the evidence that shows school libraries in Ohio help student learning?

The Student’s Voice

““Student Learning Through Ohio Student Learning Through Ohio School Libraries”School Libraries”

39 school libraries participated39 school libraries participatedCriteria for selection validated by the International Criteria for selection validated by the International Experts PanelExperts PanelSchools selected by Ohio Experts PanelSchools selected by Ohio Experts PanelGrades 3 – 12Grades 3 – 12Web-based data collection (Rutgers sites)Web-based data collection (Rutgers sites)Data collected from 28Data collected from 28thth April to early June 2003 April to early June 200313,123 valid student responses (13,328 logged)13,123 valid student responses (13,328 logged)879 teacher / administrator responses (935 logged)879 teacher / administrator responses (935 logged)

Selection CriteriaSelection CriteriaAny school (building) in Ohio may be selected for the Any school (building) in Ohio may be selected for the

research project if it meets the established criteria.research project if it meets the established criteria.

Minimum requirements:Minimum requirements:The school building includes at least one of the K-12 grades.The school building includes at least one of the K-12 grades.The building library program is managed by a full time, certified The building library program is managed by a full time, certified school librarianschool librarianThe school librarian and the library program are instrumental The school librarian and the library program are instrumental partners in a systematic information literacy instruction program partners in a systematic information literacy instruction program taught within the school.taught within the school.A physical school library exists within the buildingA physical school library exists within the buildingA 2002 Ohio School District Report Card rating with supporting A 2002 Ohio School District Report Card rating with supporting data must be available.data must be available.The Library promotes and encourages reading for academic The Library promotes and encourages reading for academic sachievement and life-long learning. sachievement and life-long learning. The Library provides, integrates, and utilizes a technology rich The Library provides, integrates, and utilizes a technology rich environment to support teaching and learning. environment to support teaching and learning.

Getting The DataGetting The Data

2 Instruments2 InstrumentsImpacts on Learning Survey (Students)Impacts on Learning Survey (Students)Perceptions of Learning Impacts (Faculty)Perceptions of Learning Impacts (Faculty)

““helps” measure of 48 statements of learning helps” measure of 48 statements of learning outcomes: (13,123 students)outcomes: (13,123 students)

Critical Incident response to capture voice of Critical Incident response to capture voice of students (10,316 responses)students (10,316 responses)

Evidence-based response to capture voice of Evidence-based response to capture voice of faculty “how they know the library helps students”faculty “how they know the library helps students”

7 Sets of “help”7 Sets of “help”

1.1. How helpful the school library is with getting information How helpful the school library is with getting information you needyou need

2.2. How helpful the school library is with using the How helpful the school library is with using the information to complete your school work Information information to complete your school work Information Literacy skills)Literacy skills)

3.3. How helpful the school library is with your school work How helpful the school library is with your school work in general (knowledge building, knowledge outcomes)in general (knowledge building, knowledge outcomes)

4.4. How helpful the school library is with using computers How helpful the school library is with using computers in the library, at school, and at homein the library, at school, and at home

5.5. How helpful the school library is to you with your How helpful the school library is to you with your general reading interestsgeneral reading interests

6.6. How helpful the school library is to you when you are How helpful the school library is to you when you are not at school (independent learning)not at school (independent learning)

7.7. General school aspects –Academic AchievementGeneral school aspects –Academic Achievement

1. How helpful the school library is with getting information you need

11. The school library has helped me know the different steps in finding and using information

14. The school library has helped me know when I find good information

2. How helpful the school library is with using the information to complete your school work

21. The school library has helped me know how to use the different kinds of information sources (such as books, magazine, CDs, websites, videos)

24. The school library has helped me put all the ideas together for my topics

3. How helpful the school library is with your school work in general

38. The school library has helped me figure out my own opinions on things

4. How helpful the school library is with using computers in the library, at school, and at home

44. The school library has helped me search the Internet better

45. The school library has helped me be more careful about information I find on the Internet

5. How helpful the school library is to you with your general reading interests

51. The school library has helped me find stories I like

52. The school library has helped me read more

6. How helpful the school library is to you when you are not at school

67. The school library has helped me when I have a personal concern or issue

7. Now, some general things (ACADEMIC ACHIEVEMENT)

71. The school library has helped me do my school work better

72. The school library has helped me get better grades on my projects and assignments

73. The school library has helped me get better grades on tests and quizzes

74. The school library has helped me think harder about my school work

75. The school library has helped me feel more confident about doing my school work

☺☺☺☺ =mosthelpful

(you think you got a great amount of help)

☺☺☺ = quite helpful(you think you got a good amount of help)

☺☺ = some help(the help you got was OK, so so)

☺ = a little help(you think you got just a bit of help)

If you do not know an answer, or if something does not apply to you, click the box "Does not apply".

Critical IncidentCritical Incident““Now, remember one time when the school Now, remember one time when the school library really helped you. Write about the library really helped you. Write about the help that you got, and what you were able to help that you got, and what you were able to do because of it”do because of it”To validate – “witness” quantitative data; to To validate – “witness” quantitative data; to elucidate “helps” not identified in 48 statements; elucidate “helps” not identified in 48 statements; to provide the “voice” of the studentsto provide the “voice” of the students10,328 written statements were received, and 10,328 written statements were received, and these were cleaned to 10,316 valid statementsthese were cleaned to 10,316 valid statements

““it help me sell my body for fruit snacksit help me sell my body for fruit snacks””““zfzswdegegegeeeeezfzswdegegegeeeee” ”

Sample CharacteristicsSample Characteristics

Boys 48.0%Boys 48.0%Girls 51.1%Girls 51.1%Ages 7 – 20Ages 7 – 20

Grades 3 –5 17%Grades 3 –5 17%Grades 6 – 9 45%Grades 6 – 9 45%

Grades 10 – 12 38%Grades 10 – 12 38%White 78.5%, African-American 5%White 78.5%, African-American 5%Urban/Suburban 81%, Rural 10 %Urban/Suburban 81%, Rural 10 %

73 students indicated “does not apply”73 students indicated “does not apply”

Celebrate School LibrariesCelebrate School LibrariesI’m in Grade 8. I don’t get it. Why do I need to do this I’m in Grade 8. I don’t get it. Why do I need to do this survey? Isn’t it obvious to everyone that we have to have survey? Isn’t it obvious to everyone that we have to have our school library to do all our school work. It’s our school library to do all our school work. It’s impossible to do it without it, that’s for sure. (male)impossible to do it without it, that’s for sure. (male)

We all know that school libraries help students. Why must We all know that school libraries help students. Why must we have a survey about it? All schools need libraries, so we have a survey about it? All schools need libraries, so let’s not worry about the surveys. (Grade 11 female)let’s not worry about the surveys. (Grade 11 female)

I do most of my school work at home, and not at school, I do most of my school work at home, and not at school, but I do use the school library quite often when we need but I do use the school library quite often when we need hard book references for things such as reports and hard book references for things such as reports and Hyperstudio projects. Thank you for taking the time to read Hyperstudio projects. Thank you for taking the time to read the answers to my survey, whoever you are. Your time, the answers to my survey, whoever you are. Your time, patience, and effort is greatly appreciated as we need good patience, and effort is greatly appreciated as we need good libraries. (Grade 10 male)libraries. (Grade 10 male)

Q11: The school library has helped me know the different steps in finding and using information

96.84%

Q12: The information in the school library has helped me work out the questions for the topics I am working on

95.95%

Q13: The school library has helped me find different sources of information (such as books, magazines, CDs, websites, videos) for my topics

95.10%

Q43: Computers have helped me find information inside and outside of the school library

94.35%

Q34: The school library has helped me learn more facts about my topics

94.27%

Q21: The school library has helped me know how to use the different kinds of sources (such as books, magazines, CDs, websites, videos)

93.74%

Q14: The school library has helped me know when I find good information

92.81%

Q41: Computers in the school library have helped me do my school work better

92.41%

Q26: The school library has helped me think about how I should go about finding information next time

92.36%

TOP

LEVELS

OF

HELP

Q43: Computers have helped me find information inside and outside of the school library 49.01%

Q41: Computers in the school library have helped me do my school work better 41.58%

Q46: Computer programs (like Powerpoint, Word, and Excel) in the school library have helped me do my school work 39.67%

Q13: The school library has helped me find different sources of information (such as books, magazines, CDs, websites, videos) for my topics 34.02%

Q44: The school library has helped me search the Internet better 33.18%

Q27: The school library has helped me know that research takes a lot of work 32.26%

Q21: The school library has helped me know how to use the different kinds of sources (such as books, magazines, CDs, websites, videos) 31.51%

Q34: The school library has helped me learn more facts about my topics 31.33%

Q47: The school library has helped me feel better about using computers to do my school work 29.49%

MOST

HELPFUL

BLOCK MEAN F MEAN S RANKS

1 GETTING INFORMATION

3.2103 2.535 1S 2F

2 USING INFORMATION 2.7420 2.251 3S 3F

3 KNOWLEDGE BUILDING

2.5080 2.070 4S 6F

4 COMPUTERS 3.3081 2.529 2S 1F

5 READING 2.6553 1.907 6S 4F

6 INDEPENDENT LEARNING

2.3119 1.772 7S 7F

7 ACADEMIC ACHIEVEMENT

2.5283 1.966 5S 5F

Comparison of Mean Scores

Additional “Help” ConstructsAdditional “Help” Constructs

1. 1. The school library saves me time with doing my school work The school library saves me time with doing my school work

2. 2. The school library enables me to complete my work on timeThe school library enables me to complete my work on time

3. 3. The school library helps me by providing a study environment for The school library helps me by providing a study environment for me to workme to work

4. 4. The school library helps me take stress out of learning The school library helps me take stress out of learning

5. 5. The school library helps me know my strengths and weaknesses The school library helps me know my strengths and weaknesses with information usewith information use

6. 6. The school library helps me think about the world around meThe school library helps me think about the world around me

7. 7. The school library helps me do my work more efficientlyThe school library helps me do my work more efficiently

8. 8. The school library provides me with a safe environment for ideas The school library provides me with a safe environment for ideas investigationinvestigation

9. 9. The library helps me set my goals and plan for things.The library helps me set my goals and plan for things.

Delaware: Understanding “No Delaware: Understanding “No Helps”Helps”

1) students who do not go to the library and do not 1) students who do not go to the library and do not make use of the librarymake use of the library

2) 2) students who prefer to find information elsewhere students who prefer to find information elsewhere

3) 3) students who were aware, but did not use since students who were aware, but did not use since they did not experience the need of it (“I can do it they did not experience the need of it (“I can do it myself”)myself”)

4) 4) students who identified personnel or other barriers students who identified personnel or other barriers to receiving help from the school library.to receiving help from the school library.

The Students’ VoicesThe Students’ Voices777 When I was working on a project about science I 777 When I was working on a project about science I had no idea what I was doing I asked my library had no idea what I was doing I asked my library teachers for help they helped and by the end of the day teachers for help they helped and by the end of the day I felt so much better!!! And from that day on I knew I felt so much better!!! And from that day on I knew what I was doing on that project and I got a A I was so what I was doing on that project and I got a A I was so proud of myself and my confidence went up a whole lot proud of myself and my confidence went up a whole lot and now when ever I do a project I know I have a lot of and now when ever I do a project I know I have a lot of power now to do well on projects!!! (Respondent 777 )power now to do well on projects!!! (Respondent 777 )

1532 The school librarians don’t help me at all like they 1532 The school librarians don’t help me at all like they make me do all the stuff myself and wont tell me where make me do all the stuff myself and wont tell me where the things are even when I already looked – they show the things are even when I already looked – they show me and make me learn how to find the stuff myself and me and make me learn how to find the stuff myself and its hard work!!!! You gotta use your brain, they sayits hard work!!!! You gotta use your brain, they say

Students’ VoicesStudents’ Voices1015 I I would have never have found the sources I 1015 I I would have never have found the sources I needed for the paper if not for the school library, the needed for the paper if not for the school library, the public library, and the helpful people who staff those public library, and the helpful people who staff those places. They even showed me steps to work through to places. They even showed me steps to work through to do the research and complete it. They ran some classes do the research and complete it. They ran some classes specifically for us and they were very very very helpfulspecifically for us and they were very very very helpful

1075 Well one time was when we had to do a report on 1075 Well one time was when we had to do a report on Animals and I had no clue how to find information about Animals and I had no clue how to find information about my animal. So Mrs. X helped me find the information on my animal. So Mrs. X helped me find the information on the computer. On the internet if its true or false – to learn the computer. On the internet if its true or false – to learn that is very important at school.that is very important at school.

66 My ideas were a mess and talking to the librarian gave 66 My ideas were a mess and talking to the librarian gave me a way to organize my ideas and present the argument. me a way to organize my ideas and present the argument. I did really well!! I’ve never forgotten that – used it to do I did really well!! I’ve never forgotten that – used it to do many other assignments.many other assignments.

Students’ VoicesStudents’ Voices

3532 I was working on History project and we had to 3532 I was working on History project and we had to have several sources (primary documents) and the have several sources (primary documents) and the librarians instructed the students on how to go librarians instructed the students on how to go about finding the information we needed and about finding the information we needed and compiling it into something worthwhile. I was able to compiling it into something worthwhile. I was able to combine everything together and earn a good grade.combine everything together and earn a good grade.

100 100 I needed help doing a project for government I needed help doing a project for government that had to do with presidents and they had so many that had to do with presidents and they had so many books and then the librarian helped me find web books and then the librarian helped me find web sites. But then they gave me ways of sorting sites. But then they gave me ways of sorting through all the ideas to extract the key points so I through all the ideas to extract the key points so I could get my head around it allcould get my head around it all

433 It helped me find info on racism for a 10th grade 433 It helped me find info on racism for a 10th grade project, and made me really think about that, especially project, and made me really think about that, especially I didn’t realize how racist some of my ideas wereI didn’t realize how racist some of my ideas were

6256 Sometimes I argue with my parents about things 6256 Sometimes I argue with my parents about things and use the library to check if my opinions are trueand use the library to check if my opinions are true

1408 One time, I wanted books on Teen Suicide and 1408 One time, I wanted books on Teen Suicide and they were able to get some for me. It was helpful of they were able to get some for me. It was helpful of them as my cousin died that way and I could figure it them as my cousin died that way and I could figure it out a bit more for me. out a bit more for me.

6110 I guess I’ve discovered one thing. When I do my 6110 I guess I’ve discovered one thing. When I do my research well, and do the proper thing with note cards research well, and do the proper thing with note cards and writing in my own words, I seem to just get to know and writing in my own words, I seem to just get to know the stuff and that makes a big help when I talk about the the stuff and that makes a big help when I talk about the stuff in class.stuff in class.

Some Interesting PatternsSome Interesting Patterns1. 1. Girls generally consider school libraries more Girls generally consider school libraries more

helpful than boyshelpful than boys

2.2. Helps are strongest in the elementary school, Helps are strongest in the elementary school, with a decrease shown in mean scores as with a decrease shown in mean scores as students progress through schooling. students progress through schooling.

3.3. African American students find the school African American students find the school library to be significantly more helpful in library to be significantly more helpful in relation to reading development and interests, relation to reading development and interests, when they are learning away from school, and when they are learning away from school, and in terms of the overall perceptions of in terms of the overall perceptions of achievement.achievement.

Key Implications for School LibrariesKey Implications for School Libraries

Constructivist frameworks must underpin the Constructivist frameworks must underpin the pedagogy, collections and access of school librariespedagogy, collections and access of school libraries

learners construct deep knowledge learners construct deep knowledge and deep understanding rather than and deep understanding rather than passively receiving itpassively receiving it

learners are directly involved and learners are directly involved and engaged in the discovery of new engaged in the discovery of new knowledge and development of new knowledge and development of new skills, attitudes and experiencesskills, attitudes and experiences

learners transfer new knowledge learners transfer new knowledge and skills to new circumstancesand skills to new circumstances

}PEDAGOGY ANDINSTRUCTIONALINTERVENTIONS

OF SCHOOL LIBRARIANS

InstructionInstruction

What constitutes appropriate and effective What constitutes appropriate and effective information literacy instruction in school information literacy instruction in school libraries?libraries?

Collaboration: partner leadersCollaboration: partner leaders

Targeted, explicit interventionTargeted, explicit intervention

Guided, constructivist approachGuided, constructivist approach

Move from teaching about finding information to Move from teaching about finding information to building deep knowledge from found informationbuilding deep knowledge from found information

Key Implications for School LibrariesKey Implications for School Libraries

Constructivist frameworks must underpin the Constructivist frameworks must underpin the pedagogy, collections and access of school librariespedagogy, collections and access of school libraries

learners encounter learners encounter alternative perspectives alternative perspectives and conflicting ideas so and conflicting ideas so that they are able to that they are able to transform prior knowledge transform prior knowledge and experience into deep and experience into deep understandingsunderstandings

}READING

FOUNDATIONS OF SCHOOL LIBRARIES

------------NATURE OF

COLLECTIONSOF SCHOOL LIBRARIES

The School Library as Center of Productive The School Library as Center of Productive PedagogyPedagogy

Intellectual QualityIntellectual QualityDeep knowledge Deep knowledge

Deep understanding Deep understanding Problematic knowledgeProblematic knowledgeHigher order thinkingHigher order thinking

Meta-languageMeta-languageSubstantive communicationSubstantive communication

Quality Learning Quality Learning EnvironmentEnvironment

Explicit quality criteriaExplicit quality criteriaEngagementEngagement

High ExpectationsHigh ExpectationsSocial SupportSocial Support

Students’ self-regulationStudents’ self-regulationStudent directionStudent direction

Significance Significance Background knowledge Background knowledge ACCESSACCESSCultural knowledge Cultural knowledge RESOURCESRESOURCESKnowledge integration Knowledge integration INSTRUCTIONINSTRUCTIONInclusivity Inclusivity TECHNOLOGYTECHNOLOGYConnectednessConnectednessNarrativeNarrative

Key Implications for School LibrariesKey Implications for School Libraries Reading PatternsReading Patterns

In terms of perceptions of how school libraries help students, In terms of perceptions of how school libraries help students, reading statements overall ranked low, compared to other reading statements overall ranked low, compared to other helpshelps

Reading helps strongest in elementary school, and decline Reading helps strongest in elementary school, and decline throughout schoolingthroughout schooling

Reading helps significantly higher for African American Reading helps significantly higher for African American studentsstudents

Reading helps significantly higher for girls rather than boysReading helps significantly higher for girls rather than boys

The scores of schools in small cities are significantly higher The scores of schools in small cities are significantly higher than other type of schoolsthan other type of schools

Mean Reading Scores by Mean Reading Scores by GradeGrade

GRADE

1211109876543

Mean o

f Q

5

3.5

3.0

2.5

2.0

1.5

1.0

What Works: Ohio ResearchWhat Works: Ohio Research

Responsiveness to expressed needResponsiveness to expressed needAvailability of latest releasesAvailability of latest releasesPersonalized, targeted, proactive servicePersonalized, targeted, proactive serviceIdentifying interests, developing self-esteemIdentifying interests, developing self-esteemCurrency & relevance; connecting with the library opens Currency & relevance; connecting with the library opens other doorsother doorsUsing curriculum as link to reading enjoyment and Using curriculum as link to reading enjoyment and enrichment: leaping from curriculum to personal interestenrichment: leaping from curriculum to personal interestShowing that academic success can be achieved through Showing that academic success can be achieved through improving readingimproving readingPersonal empowerment: learning about selfPersonal empowerment: learning about selfKnowing the dynamics of improving readingKnowing the dynamics of improving readingUnderstand the lives of your studentsUnderstand the lives of your studentsMaking links from reading to writingMaking links from reading to writingImproved reading, improved searchingImproved reading, improved searchingIntervention mattersIntervention matters

Reading-Literacy-Knowledge Life Cycle: Reading-Literacy-Knowledge Life Cycle: DelawareDelaware

Survey of 154 public school libraries in Delaware (2004-Survey of 154 public school libraries in Delaware (2004-2005) (100% of public school libraries) 2005) (100% of public school libraries)

Measured: Measured: - School Library employees- School Library employees- Frequency of co-operations, co-ordinations, - Frequency of co-operations, co-ordinations, collaborationscollaborations- Participation in professional development activities- Participation in professional development activities- Provision of professional development activities- Provision of professional development activities- Information literacy interventions- Information literacy interventions- Reading / writing initiatives- Reading / writing initiatives- Significant learning outcomes enabled by school - Significant learning outcomes enabled by school

librarylibrary- Information resources, information technology, - Information resources, information technology, budgetsbudgets

Reading-Literacy-Knowledge Life Cycle: Reading-Literacy-Knowledge Life Cycle: DelawareDelaware

Typical activities to promote reading: literature displays, Typical activities to promote reading: literature displays, book talks, promoting information resources, reading book talks, promoting information resources, reading incentive programs, and to a much lesser extent story incentive programs, and to a much lesser extent story telling, book clubs and author visits. telling, book clubs and author visits.

Primarily passive activities.Primarily passive activities.

Reading activities that foster active student engagement, Reading activities that foster active student engagement, discussion and creative outputs far less frequently discussion and creative outputs far less frequently reported.reported.

High school students “don’t have time to read”.High school students “don’t have time to read”.

AN ACTIVE READING CULTUREAN ACTIVE READING CULTURE

Focus on reading activities that foster active Focus on reading activities that foster active student engagement, discussion and creative student engagement, discussion and creative outputs: outputs:

web blogs; web blogs; book raps; book raps; interactive book reviews; interactive book reviews; online literature circles, online literature circles, reading pals online; reading pals online; create your own e-books; create your own e-books; student-run school reading web pagesstudent-run school reading web pages

““We middle schoolers are the future generation We middle schoolers are the future generation and will do great things and we can't do those and will do great things and we can't do those things if we don't have a library to learn things things if we don't have a library to learn things

from. We learn through books and get ideas from from. We learn through books and get ideas from other inventions and we can't do these things other inventions and we can't do these things without books to read the information from”without books to read the information from”

BarriersBarriers

Developing an inclusive community: boys Developing an inclusive community: boys and girlsand girls

Demands of curriculum: No time to readDemands of curriculum: No time to read

Playing psychologist? Moral high ground?Playing psychologist? Moral high ground?

Personality issues: Enforced choicePersonality issues: Enforced choice

Perceive reading enrichment to be the role of Perceive reading enrichment to be the role of the public library: Seamless environments?the public library: Seamless environments?

Library systems and rules: what do they Library systems and rules: what do they convey about what is important?convey about what is important?

ISSUESISSUESHow School Libraries Don’t Help?How School Libraries Don’t Help?

The problematic nature of library instructionThe problematic nature of library instruction

Playing psychologist? Moral high ground?Playing psychologist? Moral high ground?

Personality issuesPersonality issues

Infringement of perceived rights / BESSInfringement of perceived rights / BESS

Library systems and rules – who do they Library systems and rules – who do they benefit? Who do they serve?benefit? Who do they serve?

What do we convey to students that is What do we convey to students that is important?important?

Without Effective School Libraries?Without Effective School Libraries?

What would happen if this help was not What would happen if this help was not provided through school libraries?provided through school libraries?

What would happen without the What would happen without the instructional intervention of teacher- instructional intervention of teacher- librarians?librarians?

The school library help me in many The school library help me in many ways I can't explain to you ways I can't explain to you

I just know that my grades have I just know that my grades have improved because of the librarends. improved because of the librarends.

The library teacher is a big help to The library teacher is a big help to any of the children in the school. any of the children in the school.

(3588.B8) (3588.B8)

““It is hard to set in It is hard to set in motion what is still, or motion what is still, or

to stop what is in to stop what is in motion”motion”

Cobham Brewer 1810–1897Cobham Brewer 1810–1897Dictionary of Phrase and Dictionary of Phrase and

FableFable