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.
Library media specialists (LMSs) exert a complex web of effects on the LM programs. Findings about these effects are summed up in the following description of a strong LM program. A strong LM program is one that is adequately staffed, stocked, and funded. Minimally, this means one full-time library media specialist (LMS) and one full-time aide. The relationship, however, is incremental; as the staffing, collections and funding of LM programs grow, reading scores rise. whose staff are actively involved leaders in their school’s teaching and learning enterprise. A successful LMS is one who has the ear and support of the principal, serves with other teachers on the school’s standards and curriculum committees, and holds regular meetings of the LM staff. Students succeed where the LMS participates with classroom teachers and administrators in making management decisions that encourage higher levels of achievement by every student whose staff have collegial, collaborative relationships with classroom teachers. A successful LMS is one who works with a classroom teacher to identify materials that best support and enrich an instructional unit, is a teacher of essential information literacy skills to students, and, indeed, is a provider of in-service training opportunities to classroom teachers. Students succeed where the LMS is a consultant to, a colleague with, and a teacher of other teachers. that embraces networked information technology. The library media center of today is no longer a destination; it is a point of departure for accessing the information resources that are the essential raw material of teaching and learning. Computers in classrooms, labs and other school locations provide networked access to information resource—the library catalog, electronic full text, licensed databases, locally mounted databases, and the Internet. Students succeed where the LM program is not a place to go, apart from other sites of learning in the school, but rather an integral part of the educational enterprise that reaches out to students and teachers where they are.
… [H]aving an accessible high-quality collection correlates positively with reading comprehension and vocabulary, but it is not sufficient for overall academic achievement as measured by API [Academic Performance Index] scores. For that latter to occur, teaching and administrative principles also need to be implemented.
Collaborative planning and instruction accounted for 17.7 percent of the variance in principles correlated with student academic achievement. The individual principles included: collaborative planning (the single most important factor within that factor), modeling effective teaching, integration of information literacy, facilities for learning, program planning assessment of student academic achievement, administrative support, and communication about the program.
Both high school FCAT [Florida's Comprehensive Assessment Test] and ACT scores are significantly higher where there is increased library usage (visits by individuals to the library media center).
In Florida high schools, FCAT [Florida's Comprehensive Assessment Test] scores are higher where:The library media center is staffed more hours per week.There are more certified library media specialists.There are more paid library media staff members.There are more interlibrary loans provided to other schools in the district.There are more visits to the library media center to use technologyThere are more networked computers in the school and more computers with Internet access.There are more computers in the library media center and more computers have Internet access.
…[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.
Library media specialists play an essential role in the learning community by ensuring that students and staff are efficient and effective users of ideas and information.
Increases in eleventh grade reading scores are usually reported by Michigan high school libraries that have: higher numbers and weekly hours of librarian and total library staff; more total weekly hours of operation, and more weekly hours for flexible access/scheduling; librarian spending more time supporting school computer networks; larger collections of print volumes and video materials; and access to more computers—both in the library and throughout the school—that provide links to Access Michigan, library catalogs and licensed databases, and the Internet and the World Wide Web; and more frequent individual visits to the library [#9, #10]; and more money for library operations [#13].
Participation in library programs for kids under 18 has been rising steadily in recent years, from almost 35.6 million/year in 1993, to 54.6 million/year in 2005, to 60.9 million/year in 2008 (the last year for which these statistics are available).
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.
Overall, the qualitative responses of the participants collectively show the contribution of school libraries to the development of the whole child. The school library is portrayed as an agency for intellectual development, for social and cultural growth of students as they grow up in a complex and diverse information world. According to the evidence provided by the school librarians, the school library works to meet core content standards, to develop a wide range of information handling competencies and to provide students with the intellectual and technical scaffolds they need to learn and be ethical and productive users and consumers of information. 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.
At every grade level, schools with more library and library-connected computers—particularly, in the latter case, Internet computers relative to the school’s enrollment—average higher test scores. The presence of more library computers is associated with percentage increases of:8 percent for fifth-and-eighth grade ISAT reading performancealmost 11 percent for eighth-grade ISAT writing performancejust over 5 percent for eleventh-grade ACT scores.
Strong correlations between test scores and the instructional roles regularly provided by library media specialists at the high school level also offer some indicators for certified staff and their administrative supervisors about how to allocate library work time. Providing reference assistance, instructing students in research strategies, use of resources and information literacy; and communicating proactively with the principal were among those activities that were most strongly related to student achievement.
Students in better staffed programs [i.e., those with more library media specialists and more LMS hours] scored 8.4 to 21.8 percent higher on ACT English tests and 11.7 to 16.7 percent higher on ACT Reading tests compared to students in schools where library media programs had fewer resources.
Teens are regular and enthusiastic patrons who continue to visit and utilize the public library at increasingly greater rates. In a 2007 poll, it was found that one-third of teens between the ages of 12–18 visited the public library ten times a year or more. Seventy-eight percent of teens who consider themselves “regular library visitors” borrow books and other materials for personal use from the public library on a frequent basis. Computer and online games have become part of the mix at many public libraries, and some use gaming to attract new patrons. Libraries’ response to gaming demonstrates the institutions’ flexibility and willingness to innovate in their response to changing audience interests. The Public Library Association’s 2007 Public Library Data Service Statistical Report, which tracked young adult service trends in public libraries, found that nearly 90% of the public libraries surveyed offer young adult services; over half (51.9%) employ at least one full-time equivalent staff person dedicated to fostering young adult programs and services. Compare this to 1994, when just 11% of libraries had a young adult librarian; 58% of librarians considered the lack of staff a barrier to increasing services for young adults and 61% indicated that insufficient services, resources, and programs were moderate or major barriers to increasing services and resources for young adults.
At the high school level… [t]he relationship between English Language Arts CST scores and library services was very similar in strength to that of U.S. History CST scores… The strongest bivariate correlations included total services… providing teachers with information about new resources and informally instructed students in the use of resources…
The findings from our study can be roughly summarized by educational level as follows:At each grade level school library programs improve MCAS [Massachusetts Comprehensive Assessment System] scores.At each grade level students score higher on MCAS tests when there is a higher per pupil book count.At each grade level student use of the library produces higher mean MCAS score;At each level hours open make a difference in MCAS scores.