“Libraries are the verbs in the content standards. Wherever verbs such as read, research, analyze,

explore, examine, compare, contrast,

understand, interpret, investigate, and find

appear in the standards, Teacher Librarians and library resources are

involved.”

The LCMS/WES LIBRARY

a schoolwide

learning center

Strong School Library Media Programs

Make a Difference in Academic Achievement

In 1963, a landmark study by Dr. Mary Gaver of Rutgers University found that:

Academic achievement was higher when:

– There was a centralized library in the school.

– The library collection was large and easily accessible.

And 30 years later, Dr. Keith Lance published the Colorado Study in 1993, and found that:

Academic Achievement was higher in schools when:– There was a professional library media

teacher.– The “library media teacher” collaborated

with teachers to build exciting units of instruction.

– The library collection was very large.

Library Instructional Programs:

Build capable and avid readers Teach every learner to become

effective users of ideas and information Partner with teachers to create exciting

learning experiences Prepare learners to compete in the

information age

of the school library instructional program is to insure that students are effective users of information and ideas.

The Library Information Center is the center of the school. It is central to what goes on in the classroom. It’s a busy place! Students come before school, at lunch, and after school to use resources. Throughout the day, teachers come with entire classes, send small groups to work with the teacher librarian, or send individuals to find the information they need.

First, the LCMS/WES Media Center invests in people…Strong Library Media Programs have:

A credentialed professional--the Teacher Librarian runs the library’s instructional program. The focus in on helping students and teaching.

Support staff– the Library Assistant handles clerical work

and support services. Technical support

In strong library programs and in the LCMC

Research shows that

The level of professional library media teacher staffing is a key difference

between strong and weak library media programs

… and between higher and lower scores on achievement tests.

In the LCMC, Teacher Librarians: Collaborate with content area teachers to

build quality lessons focused on the content standards and information skills.

Teach an average of four of their six hour instructional day

Teach information literacy skills (finding, using, communicating and evaluating information effectively)

Promote and support reading classes.

•are available at the front counter to assist students before school, during class, at nutrition, at lunch and after school

•check out, renew, or scan in library books using district’s online system, Destiny

•process new materials, run overdue reports / program School Messenger, and assist with inventory

In the LCMC, Library Assistants:

•acquire knowledge of library resources for use in their own school work and in assisting others,

•learn to work with staff and student customers and provide a service to the school,

•learn to work cooperatively as part of the library staff, assisting student customers with card catalog searches, network databases and checking out materials, and

•take pride in their responsibilities and duties and help maintain the book collection.

In the LCMC, Library Science students:

Become a library advocate!

How much do we invest in our students?

How many new books do we put on the

shelves each year? Our students deserve

our support!

Today’s school libraries should consist of a quality information-rich environment which includes: Books on all reading levels Book collections that are accurate, current, and

curricular-related Databases relevant to curricular topics Quality Internet sites related to the curriculum Virtual libraries (library websites with lessons,

links, and instructional tips.)

Such collections allow learners to explore ideas and topics covered perhaps only in a paragraph of a textbook.

Such collections add cost to the educational budget since quality collections must be kept current.

Again, the research shows that schools spending more money for quality information beyond the textbook are actually boosting the bottom line -- the amount learned.

Research Findings:

Rich curriculum-centered book collections boost learning.

Information technology delivering information to the desktop of the learner enhances learning.

Conclusion:

Quality collections are expensive, but they earn their way by boosting achievement.

Results of the total investment:

Test scores can be expected to be 10-20% higher in schools with an emphasis on large book collections and information technology.

BACKGROUND STUDIES

Colorado I Lance, Keith C., Linda Welborn, and Christine Hamilton-Pennell. The Impact of School Library Media Centers on Academic Achievement. Castle Rock, CO: Hi Willow Research and Publishing, 1993.

Colorado II Lance, Keith C., Linda Welborn, and Christine Hamilton-Pennell. The Impact of School Library Media Centers on Academic Achievement. San Jose, CA: Hi Willow Research and Publishing, 2000.

Krashen, Stephen. The Power of Reading. Englewood, CO: Libraries Unlimited, 1993.

McQuillan, Jeff. The Literacy Crisis. Portsmith, NH: Heineman, 1998.

Pennsylvania Lance, Keith et al. Measuring Up to Standards… Greensburg, PA: PCFBL, 2000.