Elementary School library

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.

Elementary schools with larger library collections in [periodical and video collections] averaged 67 to 73 percent of students scoring proficient or advanced and 9 to 11 percent scoring unsatisfactory. Schools with smaller library collections averaged 61 to 67 percent scoring proficient or advanced and 12 to 14 percent unsatisfactory.

For elementary schools that have at least one full-time endorsed librarian, the percentage of third, fourth, and fifth grade students scoring proficient or advanced in reading is consistently higher than for schools with lower staffing levels—a 4 to 5 percent absolute difference and a 6 to 8 percent proportional difference.

Students at schools with better funded LMCs [Library Media Centers] tend to achieve higher average test scores, whether their schools and communities are rich or poor and whether adults in the community are well or poorly educated.