Principals, teachers, library media specialists, and students recognize the connection between students academic achievement and the skills and knowledge students derive from the library media program… The program gives students research and information technology tools and skills that they can use in all content areas. It develops their critical thinking ability and opens their eyes to a wide range of resources and information. It increases interest in reading and excitement about learning.
In addition to being an instructional leader, the LMS of the five schools also serves as the technology integration leader… Being technologically proficient and knowledgeable about current and new technologies, the LMS is the motivating force behind the integration of technology into the curriculum. She facilitates integration by identifying electronic resources and tools for use with different curricular units.
Teachers view [library media specialists] as an indispensable source of ideas, help, and support and continuously seek their expertise. Teachers recognize that the assistance the LMS provides in identifying resources saves them countless hours. They are cognizant that even if they had the time, they would not have had the knowledge for identifying such an array of resources.
In the five programs visited, the library media specialists not only help teachers make their curriculum resource-rich, but work with teachers to revise existing units and develop new innovative units. The results of these efforts enhance the curriculum, refresh teachers, raise expectations, and increase student interest.
The development of independent, lifelong learners has long been an advocacy point of school librarians. They have focused on learners who have skills and interest for engaging with information out of school, for personal interest and ideas discovery and solving school-based and personal problems they encounter where information is needed in the process. 78.7% of students indicated that the school library helps them discover interesting topics other than their school work.
84.9% of the students indicated that school library computers help them do their school work better… Two key features stand out in the students’ comments. First, students see a clear relationship between being able to access information through information technology, and achievement, in research assignments and projects. Second, the instructional intervention of the school librarian in developing students as effective users of information technology to search for information, and the development of students as discerning evaluators of web information plays a role in achieving good grades.
… [T]he school library plays an important role in helping students determine the quality of information, particularly with the availability of information, misinformation and disinformation on the Internet. 92.8% of student indicated help in this aspect.
Technology was a component of School Library Media Center Services… [T]his component was composed of six variables concerning technology availability and usage. This analysis shows that the component of Technology was significantly correlated with student achievement, represented by the Overall Weighted Average Map Index, when other variables were not present.
… [T]he Library Usage component included the library use time of typical students. This component contained nine variables. This analysis shows that the Library Usage component was significantly correlated with student achievement, represented by the Overall Weighted Average Map Index, when other variables were not present.
… The Librarian Qualifications component was computed by aggregating the relevant questions of the questionnaire. The questionnaire asked a series of questions pertaining to the highest level of education and certification the paid library staff had obtained. The component was composed of one variable for a librarians’ education and experience weighted by the work hours. This analysis shows that the Librarian Qualifications component was significantly correlated with student achievement, represented by the Overall Weighted Average Map Index, when other variables were not present.