6-12 (elementary/middle school) | Page 14

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.

Reference:

The Impact of School Library Media Centers on Academic Achievement

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.

Reference:

Haves, halves, and have-nots school libraries and student achievement in California

Library program elements were significantly related to English Language Arts scores

At the elementary level, all other library program elements—hours open, collection size, budget, and total technology—were significantly, though weakly, related to English Language Arts CST scores in all bivariate and partial correlations.

Reference:

Haves, halves, and have-nots school libraries and student achievement in California

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…

Reference:

Haves, halves, and have-nots school libraries and student achievement in California

Schools spending time on cooperative planning were schools with higher-achieving students

More than three out of four elementary schools (over 75 percent) spending an average or above amounts of time on cooperative planning were schools with higher-achieving students.

Reference:

Information empowered : the school librarian as an agent of academic achievement in Alaska schools

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.

Reference:

Information empowered : the school librarian as an agent of academic achievement in Alaska schools

Four elements generate excitement about the public library

Four elements seemed to generate excitement about the public library: the ability to check out many titles at one time, the ability to choose what to read, the availability of family programs, and the fact that all of the above came at no cost.

Reference:

Libraries, churches, and schools: The literate lives of mothers and children in a homeless shelter

Every child ready to read @ your library

Children should be ready for school and public libraries may play a vital role in this process

The [author’s] study took place in a Midwestern county with a population of approximately 120.000… Poverty level of the county was 12% and this level even goes higher for under the age of 18 year old children, 14.1%. Approximately 15.000 children were enrolled in K-12 schools in 1999. 30% of these children were eligible for free or reduced fee lunch program (CAPE,2007). These data show that, at-risk children’s number is high enough not to be ignored. These children should be ready for school and public libraries may play a vital role in this process.

Reference:

Public Policies and Public Library-Emergent Literacy Relationship in the USA

“Kids love the programs, and librarians, parents, and early-childhood educators do too”

“Kids love the programs, and librarians, parents, and early-childhood educators do too,” said [Sally] Anderson. “’What’s the Big Idea?’ helps librarians expand on the things they already do, incorporating science and math into all kinds of ongoing library programs. And the opportunity to experiment and solve problems on their own is a phenomenal self-esteem builder for kids. The activities are fun, but this is also serious stuff, and the kids understand that. They’re not only playing; they’re discovering the rewards of intellectual satisfaction.”

Reference:

What's the Big Idea? Science and Math at the Library for Preschoolers and Kindergarteners

Parents reported that their children enjoyed the program

Parents, almost unanimously, reported that their children enjoyed the program, and afterwards continued to talk about the experience at home. Most parents felt the hands-on projects were the best part of the session; some also mentioned the effective link of books to activities, as well as the positive social aspects of the program.

Reference:

What's the Big Idea? Science and Math at the Library for Preschoolers and Kindergarteners