The Power of the Library Media Program

1. The Power of the Library Media Program Leann Cox and Janelle Brojakowski 2008

2. Strong School Library Media Programs Make a Difference in Academic Achievement

3. Lance Study Finding2000: Academic Achievement was higher in Pennsylvania schools when: • There was a professional library media specialist • The library media specialist collaborated with teachers to build exciting units of instruction • The library collection was part of a school-wide initiative to integrate information literacy to standards and curricula

4. Comparison of Top 25 Scoring Schools with Lowest 25 Scoring Staffing in Pennsylvania Professional staff hours/week • 5h grade 34.31 vs. 29.36 17% difference • 8th grade 38.40 vs. 37.63 2% difference • 11th grade 45.06 vs. 43.25 4% difference Support staff hours/week • 5th grade 25.92 vs. 12.48 108% difference • 8th grade 30.30 vs. 15.80 92% difference • 11th grade 49.57 vs. 19.28 157% difference

5. Conclusion in Pennsylvania • Support staff is a key difference between strong and weak library media programs. • Professionals alone cannot make a major difference because of the load of clerical and technical work. • Information literacy must be an integral part of the school’s approach to both standards and curriculum. • Teachers and students MUST utilize the ACCESS PA database; licensed databases; and the Internet/World Wide Web

6. The Library Media Center of Today Is an Information-Rich Environment with… • Books • Periodicals • Multimedia Resources • Databases • Electronic Periodical Collections • Quality Internet Sites • Networked Computers Linked To Classrooms

7. Research Studies before the advent of Information Power: Guidelines for School Library Media Programs

8. Gengler (1965) • The mean score on a problem solving skills examination for a librarian-teacher instructed group was significantly higher than for a teacher instructed group. • Bailey (1970) • A group of disadvantaged 1st graders who participated in a library resource program showed a significant increase in total language ability and the ability to express ideas.

9. Reading More = Reading Better • Stephen Krashen - 1993, 1998 • Rich print environment = more reading = higher reading comprehension • McQuillen - 1997, 1998 • Most significant determinant of reading achievement = amount of reading =Access to reading materials

10. Froese – 1997 • Students who have the opportunity to borrow books from libraries have a considerable achievement advantage over those who cannot borrow books.

11. Equity Issues • McQuillen - 1997, 1998 • School libraries increase access to print for low income communities • Baughman - 2000 • Low SES students with a school library program have higher mean test scores

12. Information Access & Delivery • Krashen - 1995 • Significant predictor of NAEP reading comprehension test scores = the number of books per student in school library media centers.

13. Role of Technology • Bohannon - 1998 • High frequency computer use = higher mean scores on reading achievement tests • Wenglinsky - 1998 & DeFrieze - 1998 • Technology must be used meaningfully and in context

14. Library Research Service report - 1998 • Higher reading scores = LMCs with • a district-wide catalog • access to online databases, resources available through a local-area network • access to the World Wide Web and the statewide library network.

15. Staffing & Collaboration Lance, Welborn and Hamilton-Pennell -1993 • State-certified media specialists with support staff • Serve on curriculum and standards committees • Provider of in-service training

16. Lance -2000 • Increasing expenditures for school library media does correlate to student achievement

17. Key components of LMC program surveyed: • LMC hours • LMC staff • LMC activities • LMC technology • LMC usage • LMC resources and collections • LMC budget

18. A strong Library Media Program is one: • That is adequately staffed, stocked and funded • Whose staff are actively involved leaders in the school environment • Whose staff have collegial, collaborative relationships with classroom teachers • That embraces networked information technology

19. Recommendations for Action • Funding for adequate professional & support staff, information resources and information technology • LMS must assert themselves as school leaders

20. Recommendations for Action • Full-time SLMS in all buildings • Information Technology accessible to students and teachers where they may be in school • Access to high-quality licensed databases with LMC providing the necessary training for students and staff

21. WHAT DOES IT MEAN? Students + Strong Library Media Program = Higher Test Scores Students + Strong Library Media Program = Life Long Learners

22. Foose LMP District LMP How does Foose fit into the puzzle?

23. Works Cited: • Google.com. “School Libraries Make a Difference To Student Achievement.” November 1, 2008. http://www.lmcsource.com/tech/power/FIFTEEN • Google.com. “School Libraries Make a Difference To Student Achievement.” November 1, 2008. http://www.lmcsource.com/tech/power/fiveminute • Google.com. “School Libraries Make a Difference To Student Achievement.” November 1 2008. http://www.lmcsource.com/tech/power/ONE • Google.com. “School Libraries Make a Difference To Student Achievement.” November 1, 2008. http://www.lrs.org/impact • Google.com. “School Libraries Make a Difference To Student Achievement.” November 1, 2008. http://www.slsa-nys.org • Lance, Keith Curry, Marcia J. Rodney, and Christine Hamilton-Pennell. How School Librarians Help Kids Achieve Standards; the Second Colorado Study. San Jose, CA: Hi Willow Research & Publishing, 2000. • Measuring Up to Standards; the Impact of School Library Programs & Information Literacy in Pennsylvania Schools. Harrisburg, PA: Pennsylvania Department of Education, 2000.