Social Impact

High satisfaction with children's material for Latinos who frequently visit the library

For Latinos who visited the library weekly or more, the second most common reason for their visits was to take their children (33.6%). They were more satisfied with children’s books (91.9% and movies (86.9%) in English than with the same materials in Spanish (76.5% and 66.9% respectively). Satisfaction was also high with programs for children (85.5%).
Reference: 
Latinos and public library perceptions

Public library summer reading programs impact children living in poverty

Public library summer reading programs can have a profound impact, especially on children living in poverty. On the whole, these children have a greater summer learning loss than do children from affluent families, and any gains that they had over the summer were smaller than their peers whose families had higher incomes. Twice as many fourth graders (58% versus 27%) from disadvantaged families fell below the basic level on the National Assessment of Educational Progress (NAEP) than did students from more affluent families, and far fewer tested at a proficient level (13% verses 40%)
Reference: 
Lasting Consequences of the Summer Learning Gap
Summer Reading and the Potential Contribution of the Public Library in Improving Reading for Children of Poverty
Use Students' Summer-Setback Months to Raise Minority Achievement - Phi Delta Kappan - Make summer gains out of summer setback to reduce the gap.

Public libraries are ideal to serve students as an after-school activities venue

Public libraries are in an ideal position to serve students as an after-school activities and services venue. Of K-8 students who participated in weekly non-parental after-school care arrangements, 77% participated in homework, educational, reading, or writing activities. This number was stable across student characteristics—such as age, sex, and race/ethnicity—and family characteristics, such as family type, household income, and poverty status.
Reference: 
National Household Education Surveys Program of 2005 : after-school programs and activities : 2005

School librarians engage in information literacy instruction

School librarians in New Jersey clearly do engage in a range of information literacy instruction initiatives. This instruction primarily centers on knowing about the school library, knowing about difference sources and formats, with sound levels related to understanding the different strategies in doing effective research, learning how to use the resources, evaluating information for quality, and learning to use information ethically.
Reference: 
One Common Goal: student learning

The librarian has helped to develop the love of books

The autobiographies affirmed that the librarian has helped to develop the love of books and the sense of connectedness that students need in order to “want” to read. This in turn leads to choice reading, vocabulary increase, higher fluency and the ability to demonstrate those skills in a variety of ways. The individuals in the role of librarian have a huge impact on this willingness and interest in reading.
Reference: 
School Librarians Rock! Librarians' Powerful Impact on Literacy Development: Reflections of Teacher Candidates.

School library is for disadvantaged children a major source of exposure to books, magazines, and the newer media

The school library, when one exists, is for many disadvantaged children a major source of exposure to books, magazines, and the newer media—learning materials that stimulate their thinking, creativity, learning, reading, and enjoyment. Our survey data suggest that children from a lower socioeconomic stratum who have a school library obtain a higher mean MCAS score than do similar children from schools that do not have such a program.
Reference: 
School libraries and MCAS scores

Librarians take time to get to know their at-risk students

While working in collaborative partnerships with teachers, librarians may also take time to get to know their at-risk students by applying specific strategies that meet individual student needs. These strategies include:Developing library collections that include universally designed resources on a variety of levels and in a variety of formats to meet the unique needs and learning styles of at-risk learners (examples include bilingual titles, graphic novels, and interactive books)Developing library collections that include culturally relevant curriculum materials based on students’ backgrounds, languages, experiences, and interestsProviding opportunities for students to become engaged and feel successful in their reading (examples include book clubs, reader’s theater, poetry slams, and Teen Read Week)Educating themselves about at-risk students and providing information literacy instruction and library services that can be customized to their learning needsMaking the library a welcoming and supportive place for students to come before, during, and after school by including comfortable reading areas, posters, and creative signageInvolving the community by encouraging active participation from parents and community leaders through programming and/or tutoring services
Reference: 
Together We Can: Collaborating to Meet the Needs of At-Risk Students

School librarians collaborate with the educational team

Using their knowledge of the overall curriculum, technological expertise, and the ability to locate resources, school librarians are in a unique position to collaborate with the educational team to teach and evaluate at-risk students… Furthermore, caring and compassionate librarians can make school libraries places where at-risk students’ differences are acknowledged and respected.
Reference: 
Together We Can: Collaborating to Meet the Needs of At-Risk Students

School librarians offer information literacy and technology instruction

School librarians offer information literacy and technology instruction that is crucial for 21st century learners, particularly marginalized at-risk learners who may not have access to resources and computers in their homes. Furthermore, school libraries can provide students equal access to print and digital resources to help close the gap between privileged and at-risk students (Martin, 2008).
Reference: 
Together We Can: Collaborating to Meet the Needs of At-Risk Students

Emphasis Is Being Put on the Need for Literacy Development at Out-of-the-Home Setting

Traditionally, emergent storybook reading and emergent writing in the home have been seen as the major site of literacy development (Sulzby, 1991), however because so many children are in preschool situations and because so many families have [Limited English Proficiency], more emphasis is being put on the need for literacy development at out-of-the-home settings.
Reference: 
Public Policies and Public Library-Emergent Literacy Relationship in the USA

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