THE IMPACT OF VIBRANT SCHOOL

LIBRARY PROGRAMS

Amy Martinez and Bobbie Johnson

Presentation OutlineWhat is the impact of a vibrant school library program? Test scores

Student perceptions

Answering the critics

What librarians can do to impact student achievement As school leaders

As collaborative teaching partners

As technology specialists and resource managers

To prepare students to be life-long learners, informed decision makers, informed

technology users, and readers for both pleasure and to meet information needs.

What can the librarian do to advocate for the school library program?

Citations

What is the impact of a vibrant school library program on student

achievement?

Haycock (2003) states that vibrant school library programs

produce:

• Competent and avid readers;

• Learners with information literacy skills; and

• Increased standardized student test scores

Increased test scores• This table summarizes studies conducted by Keith Curry Lance

between 1998 and 2000.

• His results are consistent with the findings of other studies (Lance,

2002).

School Level Percent of test score variation explained by Library Media program development factor

Colorado Oregon Iowa New Mexico

Elementary 8% 4% 2% n/a*

Middle 2% 3% 3% n/a*

High n/a* 5% n/a* 3%* The effects of library programs could not be isolated as there was too much similarity in library

staffing patterns in the schools studied.

Student perceptions of the impact of school library programs

In 2004, Ross Todd and Carol Kuhlthau studied 39 Ohio schools regarding student perceptions of library programs. (Kaplan, 2010)

They surveyed over 13,000 students and 879 classroom teachers.

99.44% indicated it had been helpful to them.

52.5% of students rated it as “most helpful” or “quite helpful” in their attempt to get better grades.

Answering the criticsCritics of these studies contend that other school and community variables

might account for the gains attributed to the presence of vibrant school library programs. (Chan, 2008)

School and community variables• District per pupil spending• Student-teacher ratios• Teacher classroom experience• Teacher salaries• Community racial/ethnic demographics• Education levels attained by community adults• Community poverty levels

Answering the critics

However, most studies have used statistical analysis to factor these variables into their studies.

• “These additional variables address most, if not all, of the stronger arguments that could otherwise be made to discount the consistent findings of this line of research” (Lance, 2002).

• “When this is coupled with the number of times such studies have been replicated in different geographical areas, some confidence can be expressed regarding the overall consensus of these types of study” (Chan, 2008).

What librarians can do to impact student achievement

The American Association of School Librarians (2009) states that to meet

the needs of today’s students, the school librarian must take on the

roles of:

• Instructional partner,

• School leader,

• Teacher,

• Information specialist, and

• Program administrator.

As school leaders

According to Lance, Rodney, and Hamilton-Pennell (2000), while holding leadership positions within the school community does not directly impact student achievement, it does create an environment conducive to teacher-librarian collaboration. This collaboration has been shown to have a direct impact on student achievement.

As School Leaders

How can librarians be school leaders?

• Provide leadership in adopting research based change• Be visible in the school community• Serve on school decision-making committees• Respect and develop a rapport with school community

members• Provide in-service training regarding the meaningful

integration of• Information literacy• technology

As school leaders

According to Harada (2005), librarians should assume leadership roles in school learning communities.

• Initiate actions, • Facilitate growth• Sustain change.

Librarians are in the perfect position to do this. • Knowledge of various content areas’ curriculum• Access to resources• The ability to be both an “insider” and “outsider” for each team

As collaborative teaching partners

The time librarians spend providing information literacy skills instruction, especially when imbedded in content curriculum, has been linked to an increase in student standardized achievement test scores. (Lance, Rodney, and Hamilton-Pennell, 2000)

As collaborative teaching partners

According to Twomey (2007), collaboration between teachers and librarians allows librarians to:

• Impact a greater number of students

• Develop a library collection that meets school’s needs

• Better help students find appropriate resources

• Assist teachers to effectively integrate technology into

lessons

• Share an intrinsic motivation regarding inquiry and engagement with technology and information resources. (Small and Snyder, 2010)

As technology specialists and resource managers

Lance (2000) explains that librarians can help increase students achievement by increasing:

• The number of print volumes per 100 students. 

• The number of electronic reference titles per 100 students.

• The amount of library media expenditures per student.

• The number of electronic computers that allow students and teachers to

utilize library resources from remote locations.

• The amount of time librarians spend identifying helpful materials for

teachers.

As technology specialists and resource managers

Studies have shown a direct correlation between circulation and standardized test scores (MacCulloch, 2006).

To increase library circulation and consequently test scores:

•Make the library an inviting place and know students by name

•Provide students a wide range of reading materials

•Know the collection to connect the right book with the right reader

•Give book talks and presentations to introduce students to new books

•Read out loud with students so they can hear the rhythm of written words

•Keep the library open after school hours

•Have students log how much they read in 20 minute increments

•Have students set individual goals and chart and reward the students’ success

To prepare students to be life-long learners, informed decision makers, informed technology users, and readers for

both pleasure and to meet information needs.Todd (2003) explains that librarians have developed methods to ensure

students success by:

Increasing critical thinking skills:

•Engage students in inquiry based research with meaningful questions

•Give assignments that avoid simple yes and no answers

•Have students explore inconsistencies in their current knowledge

•Encourage students to examine their existing knowledge to make connections and

determine what else they need to learn to understand a concept

Results:

• Students become comfortable locating and evaluating quality information

• Critical thinking skills improved as did test scores on objectives that require critical

thinking

To prepare students to be life-long learners, informed decision makers, informed technology users, and readers for

both pleasure and to meet information needs.Todd (2003) explains that librarians have developed methods to ensure

students success by:

Developing internet search strategies:

•Students did a checklist to show what search techniques they used

•The librarian showed students the flaws in their search techniques

•The librarian gave a lesson on how to properly uncover quality resources

•The students used their new search skills to write a history research paper

Result:

•The teacher compared this paper to previous papers and saw improvements

•The students took a survey to show what they learned about research through

the lesson.

To prepare students to be life-long learners, informed decision makers, informed technology users, and readers for

both pleasure and to meet information needs.

Jones (2009) suggests that librarians can be a factor in dropout prevention by following AASL’s Dispositions in Action from The Standards for the 21st Century

Learner.

Librarians can teach at-risk students resilience by:

•Creating a nurturing and safe environment in the school library

•Building meaningful relationships and teaching age appropriate life skills

•Establishing and communicating high expectations for students

•Creating opportunities for participation in open communication

•Providing developmentally appropriate resources and instruction

•Setting clear and consistent boundaries

•Lessoning risk factors in the library setting

What can the librarians do to advocate for the school library program?

Now more than ever, librarians need to provide evidence based practices to document how the librarian is making a difference in student learning (Todd,

2003).

Strategies for evidence based practices:

•Create questionnaires for students to take before and after lessons

•Develop collaborative lessons with teachers

•Provide inquiry based research opportunities to students

•Analyze test data to determine areas of additional needed instruction

Create a paper trail to document your contribution to student success through:

•Checklists

•Rubrics

•Journaling

•Portfolios

What can the librarians do to advocate for the school library program?

Despite overwhelming evidence showing the impact school library programs have on student achievement, state and district decisions makers are still

uninformed (Lance, 2010).

The higher the principal rated these library practices, the better they thought the school did in teaching Information and Communication Technologies (ICT) standards and increasing test scores:

•Library access is scheduled based on instructional needs

•Librarian and teacher design instructional units together

•Librarian provides professional development to faculty

•Librarian is appointed to school committees

•Librarian and principal meet regularly

•Librarian’s role is addressed in teacher hiring

CitationsAmerican Association of School Librarians. (2009). Empowering learners: Guidelines for school library media programs (pp. 5-18). Chicago: American Library Association.

Chan, Christopher. "The Impact of School Library Services on Student Achievement and the Implications for Advocacy: A Review of the Literature." Access (10300155) 22.4 (2008): 15-20. Library, Information Science & Technology Abstracts with Full Text. EBSCO. Web. 23 June 2011.

Harada, Violet H. (2005). “Taking the Lead in Developing Learning Communities.” In B. Woolls & D. V. Loertscher (Eds.), The Whole School Library Handbook (pp. 236-243). Chicago, IL: American Library Association.

Haycock, Ken.  "School Library Media Programs and Academic Achievement."  Teacher Librarian 30.5 (2003): 35.  Library, Information Science & Technology Abstracts with Full Text.  EBSCO.  Web.  23 June 2011.

Jones, Jami L. "Dropout Prevention through the School Library: Dispositions, Relationships, and Instructional Practices." School Libraries Worldwide 15.2 (2009): 77-90. Library, Information Science & Technology Abstracts with Full Text. EBSCO. Web. 24 June 2011.

Kaplan, Allison G.  "School Library Impact Studies and School Library Media Programs in the United States."  School Libraries Worldwide 1y.2 (2010):  55-63.  Library, Information Science & Technology Abstracts with Full Text.  EBSCO.  Web. 23 June 2011. 

Lance,  Keith Curry.  "How School Librarians Leave No Child Behind:  The Impact of School Library Media Programs on Academic Achievement of U.S. Public School Students."  School Libraries in Canada 22.2 (2002): 3  Library, Information Science & Technology Abstracts with Full Text.  EBSCO.  Web. 23 June 2011.

Citations

Lance, Keith Curry, Marcia J. Rodney, and Christine Hamilton-Pennell.  "How School Librarians Help Kids Achieve Standards:  The Second Colorado Study."  American Association of School Librarians.  Library Research Service, April 2000.  Web.  23 June 2011.

Lance, Keith Curry, Marcia J. Rodney, and Bill Schwarz.  "The Impact of School Libraries on Academic Achievement:  A research Study Based on Responses from Administrators in Idaho."  School Library Monthly 26.9 (2010):  14-17.  Library, Information Science & Technology Abstracts with Full Text.  EBSCO.  Web. 23 June 2011.

MacCulloch, Jone Rush. "Circulation Stats and Student Achievement: What is the Correlation?." Medium 31.1 (2006): 8-30. Library, Information Science & Technology Abstracts with Full Text. EBSCO. Web. 24 June 2011.

Small, Ruth V., and Jaime Snyder. "Research Instruments for Measuring the Impact of School Libraries on Student Achievement and Motivation." School Libraries Worldwide 16.1 (2010): 61-72. Library, Information Science & Technology Abstracts with Full Text. EBSCO. Web. 24 June 2011.

Todd, Ross J. "Irrefutable Evidence. (cover story)." School Library Journal 49.4 (2003): 52. Library, Information Science & Technology Abstracts with Full Text. EBSCO. Web. 24 June 2011.

Twomey, Maureen.  "Empowering Learners:  How the Teacher Librarian, Through Enactment of the Role, Empowers Learners to Shape and Enrich a Changing World."  Access (103001552) 21.4 (2007): 33-39.  Library, Information Science & Technology Abstracts with Full Text.  EBSCO.  Web. 24 June 2011.