Educational/Literacy Impact

Story time for preschoolers

Basic Service: Story time for preschoolers. Promotes: Hearing language, being read aloud to, socialization, cognitive development for building later learning, modeling reading aloud and interaction for parents and caregivers, reading motivation, playing with language. Best Practice: Parent training and mentoring. Promotes: Socialization, language-skill building, book selection, motivation, joy of reading. Best Practice: Programming with families. Promotes: Lifelong use of library, motivation, parent/child interaction, independent reading, access to materials, early/emergent literacy. Best Practice: Child-care provider training and mentoring. Promotes: Early/emergent literacy, book selection, motivation, joy of reading, playing with language.

A school library can lead to higher student achievement regardless of the community

A school library program that is adequately staffed, resourced, and funded can lead to higher student achievement regardless of the socioeconomic or educational levels of the community.

Library media specialists play an essential role in the learning community

Library media specialists play an essential role in the learning community by ensuring that students and staff are efficient and effective users of ideas and information.

Effective school libraries are much more than books

Effective school libraries are much more than books. They are learning hubs, each with a full range of print and electronic resources that support student achievement.

Library media specialists working with teachers benefits students

When library media specialists work with teachers to support learning opportunities with books, computer resources, and more, students learn more, get better grades, and score higher on standardized test scores than their peers in schools without good libraries

Connection between student achievment and the presence of a qualified library media specialist

An abundance of evidence strongly supports the connection between student achievement and the presence of school libraries with qualified school library media specialists

Schools that invest more in library-related resources perform better

The conclusion to be drawn is that, within the present sample, students in schools that invest more of their per-pupil expenditure in library-related resources tend to perform better on standardized tests at several grade levels.

Library use differs between successful and unsuccessful schools

… [T]he results indicated that the way libraries were used differed between successful and unsuccessful schools. Successful schools schedule more class time in the library, spend more time allowing students to check out materials, have more individual student research hours, offer more time for reading incentive programs like Accelerated Reader, are used more frequently by faculty members for professional growth and classroom support, and are open more hours beyond the school day.

Successful schools have more library resources

The successful schools in the present sample had more print volumes, more magazine subscriptions, more electronic subscriptions, more video materials, more reference titles on CD-ROM, and more student software packages available for student use. In the area of technology, the successful schools had more than twice the number of computers in their libraries; 14 compared to 5.27. Among the successful schools, more than twice as many computers as opposed to the unsuccessful schools were Internet connected or connected to a printer. The implication is that in successful schools students have greater access to electronic research tools in their school library than students in unsuccessful schools.

High performing schools have more computers with library catalogue and internet access

Schools with a greater number of library and school computers with catalogue access, and schools with a greater number of library computers with Internet access were more likely to be higher achieving schools. Libraries at high performing schools had 52% more computers with Internet access and nearly twice as many computers with library catalogue access. Even more profound, high performing schools offered nearly three time as many computer with school-wide library catalogue access than low performing schools.

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