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.
TAAS [Texas Assessment of Academic Skills] performance was associated with different library factors at each educational level. Library variables found to be important were: Elementary School [K/MS]:Library volumes purchased in 1999-00 per 100 studentsLibrary operational expenditures per studentLibrary computers connected to a modem per 100 studentsLibrary software packages per 100 studentsMiddle/Junior High [K/MS]:Identifying materials fo instructional units developed by teachersProviding information skills instruction to individuals or groupsHigh School [T]:Library staff per 100 studentsLibrary staff hours per 100 studentsLibrary hours of operation per 100 studentsVolumes per studentsCurrent subscriptions to magazines and newspapers per 100 studentsPlanning instructional units with teachersProviding staff development to teachers
The Texas Study demonstrated higher TAAS [Texas Academic Assessment of Skills] performance at all educational levels in schools with librarians than in schools without librarians. Over 10 percent more students in schools with librarians than in schools without librarians met minimum TAAS expectations in reading. On average, 89.3 percent of students in schools with librarians compared with 78.4 percent in schools without librarians met minimum TAAS expectations in reading.
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.
Oregon reading test scores rise with increases in:total staff hours per 100 students (including both professional and support staff),print volumes per student,periodical subscriptions per 100 students, andlibrary media expenditures per student.