In Alaska, the percentage of students scoring proficient or above on reading tests was higher for schools with more hours per typical week of professional librarian staffing; more staff time spent weekly delivering information literacy instruction to students, planning cooperatively with teachers, and providing in-service training to teachers; collection development policies that address the issue of reconsideration requests or challenges to library materials; computers with modem capability (to access the Internet); and a relationship—formal or informal—with the public library. In addition to these direct predictors of test scores, the Alaska study identified one series of relationships worthy of note: Schools with more librarian staffing spend more time teaching information literacy, resulting in more student visits to library media centers and, in turn, higher reading scores.In Pennsylvania, higher average reading scores for schools were associated with the presence of school librarians with more hours per week of support staff; higher expenditures on the library media program; larger collections of information resources (e.g., books, periodical subscriptions, Access Pennsylvania and other databases); more computers, both in the library media center and throughout the school, that provide access to information resources (e.g., licensed databases, the Internet); and spending more library media staff time integrating the teaching of information literacy into the school's curriculum and approach to addressing academic standards (8-9).
Essential Component of Educational System
In all four states, the level of development of the LM [library media] program was a predictor of student performance. In all four states, data on staffing levels correlated with test scores. In Pennsylvania, Colorado, and Oregon, additional data on collections and expenditures were predictive of reading scores. Where LM programs are better staffed, better stocked, and better funded, academic achievement tends to be higher (7).
In all four states, the level of development of the LM [library media] program was a predictor of student performance. In all four states, data on staffing levels correlated with test scores. In Pennsylvania, Colorado, and Oregon, additional data on collections and expenditures were predictive of reading scores. Where LM programs are better staffed, better stocked, and better funded, academic achievement tends to be higher.
…[R]esponding high schools report 16 weekly group visits, 10 of which are for information literacy instruction… For high schools that average more individual and group visits as well as more group visits for information literacy instruction, eleventh-grade ACT score gains averaged three to five percent over schools with less frequently visited libraries.
Informational and collaborative networks of librarians and other professionals who serve preschoolers in child care can promote secure emotional growth so that a child grows up deeply confident that he or she is lovable and loved. This emotional foundation supports positive attitude towards learning and presages with high probability that, with the help of adult mentors, each child will become the kind of learner and reader who will succeed in school…
In Florida’s elementary schools, FCAT [Florida's Comprehensive Assessment Test] scores are higher where:There is a certified, university-trained library media specialist.The total number of paid staff is higher and there are more hours per week of staffing.Circulation is higher.Schools have access to the library media center catalog through the school’s computer network.There are more books and videos.There are more computers in the library media center and those computers provide Internet access.There are more non-print materials purchased from the school budget.
At the middle school level, in higher scoring schools, 53.9% of middle schools with more than 80 HPW [hours per week] of library staffing scored at grade level or better while only 46.1% passed in schools with poorer staffing.
High schools showed even larger differences in test scores where there was better staffing:55.1% of students passed the FCAT [Florida's Comprehensive Assessment Test] reading test in higher scoring schools with library media staffing of 80 HPW [hours per week] or more, while only 37% passed in schools with poorer staffing.
A first step in meeting educational needs for many users is learning about a program of study—almost 37 percent of library computer users who engaged in educational activities indicated that they used library computer resources to look for information on educational programs ranging from GEDs to graduate degrees. (p.61)
Libraries have become an important part of the educational system in the United States, particularly through their computer and Internet services; in addition to allowing users access to the educational system online, they provide individual work stations, specialized classes, one-on-one training, and coordinated efforts with other groups in support of educational activities. (p.56)