LIBRARY MEDIA SPECIALISTS…

Impacting Student Achievement

Student academic achievement is influenced by three components of the media center

• The program• The place• The professional

• The program—effective school libraries are learning hubs with a full range of resources

• The place—school media centers are gathering places for all ages and interests to explore and debate ideas

• The professional—the media center is most effective when supervised by an LMS who works collaboratively with teachers to help all students

ROLES OF THE LIBRARY MEDIA SPECIALIST (LMS)•Learning and teaching•Provider of information access and delivery•Program administrator

(as identified in AASL and AECT’s Information Power: Building Partnerships for Learning)

• Learning and teaching—LMS advances the instructional goals of the school, promoting and teaching information literacy

• Provider of information access and delivery—LMS develops collections and services and facilitates their use

• Program administrator—LMS is a leader in the school, serving as library media center manager, plus school-wide advocate and trainer for information literacy

EVIDENCEMore than 60 studies in 19 states show the connection between student achievement and school libraries: when LMS works with teachers to support learning opportunities with books, computer resources, and more, students…

•Learn more,•Get better grades, and •Score higher on standardized tests

…than their peers in schools without good libraries.

Noted Researcher Keith Lance

• Schools had certified librarians to manage the library program

• Library media centers (LMC) connected with classrooms through network technology

• Online resources were networked in library and classroom

• LMS and teachers worked together• Students had freedom to choose when to

visit the LMC• Larger collections of periodicals and

instructional videos were available• Schools had higher total library

expenditures

Lance’s Colorado studies showed improved student achievement when…

James Baughman’s study

• Schools had a library program• Library media centers (LMC) had a higher

per pupil book count• Schools had an increased student use of

the LMC• School libraries had more open hours

This Massachusetts study showed improved student achievement at all grade levels when…

These results are based on scores from the Massachusetts Comprehensive Assessment System (MCAS).

James Baughman’s study• A library instruction program resulted in higher

achievement at the elementary and middle/junior high levels.

• Higher scores at the elementary and middle/junior levels result from larger per pupil expenditures for school library materials.

• At the elementary and high school levels, a full-time LMS results in higher scores than students at schools without a full-time LMS. In addition, nonprofessional library staff assistance contributes positively at these levels.

• At the elementary level, student achievement improves when the LMC is aligned with the state curriculum frameworks.

• High schools with automated collections have higher scores.

Additional findings, based on MCAS scores

Other Studies

• North Carolina—reading and English test scores tended to increase when newer books were available and LMC open and staffed more hours during the week

• Texas—student achievement at all levels positively related to library staffing levels, collection sizes, librarian interaction with teachers and students, and library technology levels

Discussed in Scholastic’s School Libraries Work! (Third edition)

• Florida—student achievement was higher where library media programs were staffed 60 hours or more, most significantly (22.2%) in high schools

• Minnesota—reading achievement related to increases in school library program spending; above average scores more likely with full-time LMS

Other Studies• Wisconsin—well-staffed programs with

full-time professional LMS and support staff had greater impact on student achievement; skills taught by LMS not covered in classroom—information, communication, and technology—were valued most by students

• Ohio—study recommends library programs that develop information literacy skills for inquiry learning through LMS, collaborative instruction to help students learn and achieve, and learning-centered library space with strong technology infrastructure

• Ontario, Canada—reading enjoyment strongly and positively linked to student achievement; reading achievement higher with professionally trained LMS

“When school librarians collaborate with classroom teachers to enrich curriculum content, they help create more authentic learning experiences…When students are able to…explore information that is meaningful to them, they not only learn faster but their literacy skills grow rapidly; they learn how to learn.”

Letter to Pres. George W. Bush from Dr. Beth Fitzsimmons, Chairman, National Commission on Libraries and Information Science (as quoted in Scholastic’s School Libraries Work! (Third edition), page 5)

“Where library media programs are better staffed, better stocked, and better funded, academic achievement tends to be higher.”

Keith Lance (2001)

Conclusion

• The LMC needs sufficient, up-to-date print and online resources to meet curriculum needs and interests of students and which are freely accessible from school or home

• The LMC should offer extended hours and provide networked technology access

• Information literacy is a critical skill for 21st century students

• Collaboration between LMS and teachers is essential for planning lessons and identifying materials which promote reading and teach information literacy

• LMS must have support staff who free them from routine tasks and enable them to perform their teaching and leading roles in individual and group interactions within and outside the LMC

An emphasis on the school library media program will result in higher student achievement because…

School Libraries and Library Media Specialists DO make a Difference!

References

Francis, B., Lance, K., & Lietzau, Z. (2010). School librarians continue to help students achieve standards: the third Colorado study (2010). Retrieved from

http://www.lrs.org/documents/closer_look/CO3_2010_Closer_Look_Report.pdf

Lance, K. (2001). Proof of the power: quality library media programs affect academic achievement. Retrieved from

http://www.infotoday.com/MMSchools/sep01/lance.htm

American Association of School Librarians & Association for Educational Communications and Technology. (1998). Information Power: Building Partnerships for Learning. Chicago: American Library Association.

Baughman, Ph. D., J. C. (2000). School libraries and mcas scores. Informally published manuscript, Graduate School of Library and Information Science, Simmons College, Boston, Retrieved from http

://web.simmons.edu/~baughman/mcas-school-libraries/Baughman Paper.pdf

References

Lance, K., Rodney, M., & Hamilton-Pennell, C. (2000). How school librarians help kids achieve standards. Retrieved from http://www.lrs.org/documents/lmcstudies/CO/execsumm.pdf

Scholastic Library Publishing. (2008). School Libraries Work! (Third ed.). Retrieved from http://www.scholastic.com/content/collateral_resources/pdf/s/slw3_2008.pdf

Smith, A.R. (2008). Library Media Specialists Making an Impact. School Library Media Activities Monthly, 25(4), 27-29.

Lance, K., & Hofschire, L. (2012). Change in school librarian staffing linked with change in CSAP reading performance, 2005 to 2011. Retrieved from http://

www.lrs.org/documents/closer_look/CO4_2012_Closer_Look_Report.pdf

Lance, K. & Loertscher, D. (2003). Powering achievement 2nd edition: school library media programs make a difference. Retrieved from http://www.lmcsource.com/tech/power/2nd/power2.htm