Middle School library

A strong LM program is one:

Library media specialists (LMSs) exert a complex web of effects on the LM programs. Findings about these effects are summed up in the following description of a strong LM program. A strong LM program is one that is adequately staffed, stocked, and funded. Minimally, this means one full-time library media specialist (LMS) and one full-time aide. The relationship, however, is incremental; as the staffing, collections and funding of LM programs grow, reading scores rise. whose staff are actively involved leaders in their school’s teaching and learning enterprise. A successful LMS is one who has the ear and support of the principal, serves with other teachers on the school’s standards and curriculum committees, and holds regular meetings of the LM staff. Students succeed where the LMS participates with classroom teachers and administrators in making management decisions that encourage higher levels of achievement by every student whose staff have collegial, collaborative relationships with classroom teachers. A successful LMS is one who works with a classroom teacher to identify materials that best support and enrich an instructional unit, is a teacher of essential information literacy skills to students, and, indeed, is a provider of in-service training opportunities to classroom teachers. Students succeed where the LMS is a consultant to, a colleague with, and a teacher of other teachers. that embraces networked information technology. The library media center of today is no longer a destination; it is a point of departure for accessing the information resources that are the essential raw material of teaching and learning. Computers in classrooms, labs and other school locations provide networked access to information resource—the library catalog, electronic full text, licensed databases, locally mounted databases, and the Internet. Students succeed where the LM program is not a place to go, apart from other sites of learning in the school, but rather an integral part of the educational enterprise that reaches out to students and teachers where they are.

Highly effective school libraries have a common set of characteristics

It is clear from the findings that there are some highly effective school libraries in Delaware—school libraries that are strongly integrated into the learning fabric of the school and which contribute to student learning outcomes. These school libraries have a common set of characteristics: a state-certified, full time, library media specialist in the building the availability of para-professional staff who undertake routine administrative tasks and free the library media specialist to undertake instructional initiatives and reading literacy initiatives a library program that is based on flexible scheduling so that library media specialists and classroom teachers can engage in collaborative planning and delivery of information literacy instruction an active instructional program of information literacy integrated into curriculum content, and targeted towards learning curriculum content and skills a school library that meets resource recommendations of 15-20 books per child the provision of professional development on information literacy and technology literacies to the teaching faculty a budget allocation of $12-$15 per student per year to ensure currency and vitality of the information base a strong networked information technology infrastructure that facilitates access to and use of information resources in an and out of school

Libraries Affect CSAP Reading Scores

When LM predictors are maximized (e.g., staffing, expenditures, and information resources and technology), CSAP [Colorado Student Assessment Program] reading scores tend to run 18 percent higher in fourth grade and 10 to 15 percent higher in seventh.

Students at schools with better funded LMCs achieve higher average test scores

Students at schools with better funded LMCs [Library Media Centers] tend to achieve higher average test scores, whether their schools and communities are rich or poor and whether adults in the community are well or poorly educated.

A library media center should be staffed by an endorsed library media specialist

A library media center should be staffed by an endorsed library media specialist who is involved not only in identifying materials suitable for school curricula, but also in collaborating with teachers and others in developing curricula. This involvement in the instructional process helps to shape a larger—and, presumably, more appropriate—local collection. Students who score higher on norm-referenced tests tend to come from schools where this instructional role is more prominent.

Strength of the Association Between Library Media Specialists and Student Achievement.

…[R]esults of this study indicate that as the overall percentage of library media specialists at a grade level increases, so does the strength of the association between school library program elements and student achievement.

Significant positive correlations between English Language Arts CST scores and library staff services

At the fourth grade level, there were significant positive correlations between English Language Arts CST [California Standards Test] scores and fourteen library staff services. The two strongest associations were with informal instructing students in the use of resources and communication proactively with principal... At the eighth grade level, there were also fourteen services that were significantly related to English Language Arts CST scores, with the three strongest being communicating proactively with principal, offering a program of curriculum-integrated information literacy instruction, and total services…

Those elementary schools with higher test scores averaged 22 percent of librarian hours spent delivering instruction

Comparison of means analysis found that, among elementary schools, those with higher test scores averaged 22 percent of librarian hours spent delivering library/IL instruction, compared with only 13 percent of low-achievement schools.

Elementary schools with full-time librarians had higher test score

At the elementary level, four out of five schools (over 80 percent) with full-time librarians had more students who earned proficient or above proficient test scores on the CAT5 [California Achievement Test/ 5th Ed.] tests for reading, language arts, and mathematics. At the secondary level, this trend is even more pronounced and more statistically significant. Nine out of ten schools (over 90 percent) with full-time librarians had more students who earned proficient or above proficient test scores.


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