In elementary schools with a certified (vs. non-certified) library media specialist, students have significantly higher achievement scores on the 4th grade ELA test.
Library media specialists have an important role to play regarding the use of technology to support teaching and learning in their schools. Seventy-four percent of respondents provide guidance to students in the use of digital resources at least once a week.
Ninety percent of the students recognized that the school library had helped to boost their confidence as proficient information seekers and users, enabling them to work independently; 91.8% of the students appreciated the school library’s help regarding working out the most important information, and sorting and analyzing information.
Libraries are uniquely positioned to respond to the achievement gap, because they draw families from across the socio-economic spectrum. Libraries are second only to religious-sponsored events as the destinations of choice for family outings regardless of parents’ economic and education levels.
Librarians and library programs appear to positively influence the development of students reading interests.
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.
Where networked computers link school libraries with classrooms, labs, and other instructional sites, student earn higher PSSA reading test scores. These higher scores are particularly linked to the numbers of computers enabling teachers and students to utilize:the ACCESS PENNSYLVANIA database;licensed databases; andInternet/World Wide Web.
Pennsylvania System of School Assessment (PSSA) reading scores increase in the following characteristics of school library information programs: staffing, information technology, and integration of information literacy into the curriculum.
… [H]igher and lower scoring elementary schools are distinguished by the amount of time school library staff spend in teaching students and teachers how to access and use print and electronic information resources. At higher achieving schools library staff spend three days on such activities for every two by lower achieving schools… At higher achieving schools at all grade levels, library staff are involved in committees and provide in-service training to teachers. Library staff at lower achieving schools usually do not engage in these activities at all.
Higher achieving schools often spend twice as much—or more—on their school library programs as lower achieving schools.