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When schools have high-quality library programs and librarians who share their expertise with the entire school community, student achievement gets a boost.
Since 1992, a growing body of research known as the school library impact studies has consistently shown positive correlations between high-quality library programs and student achievement (Gretes, 2013; Scholastic, 2016). Data from more than 34 statewide studies suggest that students tend to earn better standardized test scores in schools that have strong library programs. Further, when administrators, teachers, and librarians themselves rated the importance and frequency of various library practices associated with student learning, their ratings correlated with student test scores, further substantiating claims of libraries' benefits. In addition, newer studies, conducted over the last several years, show that strong school libraries are also linked to other important indicators of student success, including graduation rates and mastery of academic standards.

Skeptics might assume that these benefits are associated mainly with wealthier schools, where well-resourced libraries serve affluent students. However, researchers have been careful to control for school and community socioeconomic factors, and they have found that these correlations cannot be explained away by student demographics, school funding levels, teacher-pupil ratios, or teacher qualifications. In fact, they have often found that the benefits associated with good library programs are strongest for the most vulnerable and at-risk learners, including students of color, low-income students, and students with disabilities.

Let's take a closer look at these findings and what they mean for school library programs.
Librarians and student achievement
In these statewide studies, the most substantial and consistent finding is a positive relationship between full-time, qualified school librarians and scores on standards-based language arts, reading, and writing tests, regardless of student demographics and school characteristics. For example, a national study using data from the National Center for Education Statistics (NCES) and 4th-grade National Assessment of Educational Progress (NAEP) reading scores documented that losses of librarians are associated with declines or inferior gains in reading scores, while gains of librarians are associated with improved scores (Lance & Hofschire, 2011a). When the study was replicated in Colorado the following year using more precise state data, the result was the same (Lance & Hofschire, 2012).

In a Pennsylvania study (Lance & Schwarz, 2012), nearly 8% more students scored Advanced on the Pennsylvania System of School Assessment in reading in schools with a full-time, certified librarian than in schools without. Where part-time support staff was added to the full-time librarian, almost 9% more students achieved Advanced scores. The effect of staffing on writing scores was even greater: Students with full-time librarians were almost three times more likely than those without librarians to have Advanced writing scores.

Research also suggests that the presence of school librarians has a long-term, cumulative effect. In the Pennsylvania study, if schools had full-time librarians, reading scores were consistently better for all grade levels of students - and, in fact, the proportional difference in Advanced reading scores grew from elementary to middle to high school. Schools with full-time librarians also had fewer Below Basic scores than those without librarians.

Reading and writing scores tend to be higher for all students who have a full-time certified librarian, and when it comes to reading, students in at-risk subgroups tend to benefit more than all students combined. The Pennsylvania study (Lance & Schwarz, 2012) found that while 1.6% fewer students tested at the Below Basic level in reading when they had full-time librarians than those who did not, the difference was even greater for Black students (5.5%), Latino students (5.2%), and students with disabilities (4.6%). Even higher academic gains were evident among student subgroups if their schools had more library staff, larger library collections, and greater access to technology, databases, and the library itself. On average, Black and Latino students whose schools had larger library collections (versus those who did not) more than doubled their percentages of Advanced writing scores and cut their risk of Below Basic writing scores in half.

The 4th-grade NAEP reading data supported the Pennsylvania findings. In states that gained librarians between 2004-05 and 2008-09, average reading scores for poor students, Black students, and Latino students improved more than in states that lost librarians. In states that lost librarians, English language learners' scores dropped by almost 3% (Lance & Hofschire, 2011b).

Given the emphasis on literacy and reading in many libraries, it makes intuitive sense that students' reading and writing scores would be better in schools with a strong library program. What may be more surprising is that, in a 2015 Washington state study, the presence of a certified school librarian was also a predictor of higher elementary and middle school math scores. The study ranked school library programs based on certified staffing, library accessibility, resources, and technology and found that "the one key factor distinguishing high-performing high-poverty schools from low-performing high-poverty schools is a quality library program" (Coker, 2015, p. 25). Graduation rates and test scores in reading and math were significantly higher in schools with high-quality libraries and certified librarians, even after controlling for school size and poverty.

No standards-based test fully captures the extent to which quality school library programs contribute to students' mastery of state or national academic standards. Nonetheless, the South Carolina study, which tied test scores to specific standards, revealed that students with full-time, qualified librarians and strong library programs were more likely to meet at an exemplary level, and less likely not to meet, specific standards for using literary text, using informational text, and conducting research (Lance, Schwarz, & Rodney, 2014).
The work of librarians
The mere presence of a librarian is associated with better student outcomes, but what librarians do also has positive effects. Multiple studies have found that test scores tend to be higher in schools where librarians spend more time:

Instructing students, both with classroom teachers and independently;

Planning collaboratively with classroom teachers;

Providing professional development to teachers;

Meeting regularly with the principal;

Serving on key school leadership committees;

Facilitating the use of technology by students and teachers;

Providing technology support to teachers, and

Providing reading incentive programs.

Several library impact studies suggest test scores tend to be higher where administrators, teachers, and librarians themselves think of the school librarian as a school leader; as a teacher, co-teacher, and in-service professional development provider; as a curriculum designer, instructional resources manager, and reading motivator; and as a technology teacher, troubleshooter, and source of instructional support (Lance & Schwarz, 2012). Indeed, having librarians take an instructional role - and do it well - has been correlated with students' success at meeting academic standards. In the Pennsylvania study, among others, when administrators, teachers, and librarians agreed that librarians did an "excellent" job teaching to state reading and writing standards, students in their schools were more likely to excel and less likely to score poorly on corresponding tests (Lance & Schwarz, 2012).

The benefits associated with good library programs are strongest for the most vulnerable and at-risk learners, including students of color, low-income students, and students with disabilities.

State studies (summarized in Kachel, 2013) also indicate students tend to thrive academically where library programs provide ready access to free and subscription-based online resources alongside more traditional collections of books, periodicals, and audiovisual resources. In addition, better test scores have been associated with:

How many times a week students visit their libraries,

How flexibly their access to libraries is scheduled, and

How much they borrow library materials for use elsewhere.

Leveraging school library programs
In light of these findings, how can schools best leverage their library programs to improve student achievement?
Align to school and district priorities.
School administrators are trained to understand and support teachers and instruction. However, research suggests that universities seldom prepare administrators to leverage their school library programs to enhance student achievement (Kachel, 2006; Wilson & MacNeil, 1998). Although administrators recognize school librarians' role in promoting literacy, few school leaders think about how to give librarians leadership roles in implementing district goals, key instructional initiatives, and school improvement strategies.

In addition, librarians often are assigned to cover teacher planning time or other tasks, crippling their ability to engage fully in building initiatives such as 1:1 device programs, STEM/STEAM projects, or blended learning. This means that librarians operate as independent silos, doing good work but not necessarily working in concert with the rest of the staff on achieving district priorities. And when given this sort of diminished, peripheral role - seen as "nice to have, but not necessary" - library programs are more likely to be subject to budget and staffing cuts.

To make the best use of a trained librarian's talents, school leadership teams - including principals, district school library coordinators, and librarians - need to discuss, plan, and articulate strategies for getting librarians involved in meeting school goals. For example, trained librarians can research proposed school initiatives, find resources for English learners and other students with special needs, and equip teachers with new technologies and web tools.
Rethink librarian roles.
According to recent data from the NCES, districts across the country are creating new positions to support and coach classroom teachers in using digital resources, emerging technologies, and other newly adopted programs (Kachel & Lance, in press). The professionals in these new positions carry such titles as digital integrationist, innovation specialist, digital learning specialist, reading interventionist, and technology integration coach. In fact, between 2000 and 2016 (the last year for which NCES data are available), the number of instructional coordinators in the U.S. increased from 38,667 to 87,495 - an increase of 226% (Lance, 2018).

Students tend to thrive academically where library programs provide ready access to free and subscription-based online resources alongside more traditional collections of books, periodicals, and audiovisual resources.

Although additional staffing might be needed, asking librarians to take on this work could be a cost-effective alternative. Librarians are in an advantageous position to coach faculty, and research shows that administrators want their librarians to provide professional development to teachers. Teachers feel less threatened and are willing to take risks when a peer, as opposed to an evaluator, helps them implement new instructional strategies and embed new resources in instruction.

Unfortunately, school leaders seldom recognize librarians as essential technology leaders, and often they perpetuate stereotypical views of the librarian as the "keeper of books" (Johnston, 2015; Lewis, 2016). However, librarians today are often on the cutting edge of education technology. And because librarians work directly with all teachers and all students, they have a big picture view that can make them major assets on building and district leadership committees that assess curriculum, technology, and other programs that affect the entire school community.
Expect collaboration.
Administrators who want to make the best use of their library programs - including their rich collections of print, digital information, and instructional technologies - should set expectations for collaboration among teachers and librarians. The principals who responded to the library impact studies indicated that they highly value collaboration, but collaboration does not just happen on its own. Teachers may need to be shown that librarians can serve as instructional partners, and both librarians and teachers need training in collaborative instruction (Montiel-Overall & Grimes, 2013).

Keeping in mind that no other educator receives as much training in selection, evaluation, and integration of educational resources, one cost-effective and efficient way to send a message that the librarian is a resource for everyone is by thinking of the librarian as a chief information officer (CIO). As a CIO, a trained school librarian can evaluate online databases for potential licensing, investigate open educational resources, locate resources in languages other than English, and seek out texts written at specific reading levels, thus saving teachers valuable instructional time. Librarians can curate lists of internet sites and web tools for specific assignments and even help teachers integrate such resources in their instruction.

Even a small elementary library likely has over a quarter of a million dollars in resources and technologies. No business would allow an investment of that value to be unmanaged or disconnected from the primary mission of the organization. To ensure that these resources are used well, leaders need to set clear expectations for staff use of the library program and monitor that use throughout the year to assess progress and make adjustments. Expectations must be realistic, however, taking into account which school initiatives can benefit from the support of a librarian and what the librarian's workload and schedule look like. In some cases, eliminating routine library tasks by hiring support staff or recruiting volunteers can enable librarians to refocus their time so that they can work on initiatives that require their specialized skills.
An asset in every school
Nationwide, research suggests that reading, writing, and graduation rates improve where schools employ certified school librarians. With increasing costs and decreasing school funds, local school districts must decide how to get the best return on their investments. Providing equitable and adequate school library services and instruction has become an issue of social justice, especially when we see that schools in the poorest and most racially diverse communities have the least access to library services (Pribesh, Gavigan, & Dickinson, 2011). Since 2000, the NCES reports that more than 10,000 full-time school librarian positions nationwide have been lost, a stunning 19% drop (Lance, 2018). Districts and schools that have cut their library services need to reexamine this practice and take a position on library equity and access for all students.

As the research and information arm of the school, school library programs can provide professional development to teachers and instruct students on information use and ethics. Fully integrated library programs with certified librarians can boost student achievement and cultivate a collaborative spirit within schools. School leaders who leverage these assets will realize what research has shown: Quality school library programs are powerful boosters of student achievement that can make important contributions to improving schools in general and, in particular, closing the achievement gap among our most vulnerable learners.
References
Coker, E. (2015, April). The Washington state school library study: Certified teacher-librarians, library quality and student achievement in Washington state public schools. Seattle, WA: Washington Library Media Association.

Gretes, F. (2013, August 12). School library impact studies: A review of findings and guide to sources. Prepared for the Harry & Jeanette Weinberg Foundation.

Johnston, M.P. (2015). Blurred lines: The school librarian and the instructional technology specialist. TechTrends, 59 (3), 17-26.

Kachel, D.E. (2006). Educating your principal. School Library Media Activities Monthly, 23 (3), 48-50.

Kachel, D.E. (2013). School library research summarized: A graduate class project. Mansfield, PA: Mansfield University.

Kachel, D.E. & Lance, K.C. (in press). Changing times: Where have all the school librarians gone? Teacher Librarian.

Lance, K.C. (forthcoming, 2018). School librarianship: A state of the union. School Library Journal.

Lance, K.C. & Hofschire, L. (2011a). Something to shout about: New research shows that more librarians means higher reading scores. School Library Journal, 57 (9), 28-33.

Lance, K.C. & Hofschire, L. S. (2011b). Something to shout about: School Library Journal article reveals first evidence of impact of school librarian losses (and gains) on students. CSLA Journal, 3 (2), 20-22.

Lance, K.C. & Hofschire, L. (2012). Change in school librarian staffing linked with changes in CSAP reading performance, 2005 to 2011. Denver, CO: Library Research Service.

Lance, K.C. & Schwarz, B. (2012, October). How Pennsylvania school libraries pay off: Investments in student achievement and academic standards. PA School Library Project.

Lance, K.C., Schwarz, B., & Rodney, M.J. (2014, June). How libraries transform schools by contributing to student success: Evidence linking South Carolina school libraries and PASS & HSAP results. Columbia, SC: South Carolina Association of School Librarians.

Lewis, M. (2016). Professional learning facilitators in 1:1 program implementation: Technology coaches or school librarians? School Libraries Worldwide, 22 (2), 13-23.

Montiel-Overall, P. & Grimes, K. (2013). Teachers and librarians collaborating on inquiry-based science instruction: A longitudinal study. Library & Information Science Research, 35 (1), 41-53.

Pribesh, S., Gavigan, K., & Dickinson, G. (2011). The access gap: Poverty and characteristics of school library media centers. Library Quarterly, 81 (2), 143-160.

Scholastic. (2016). School libraries work! A compendium of research supporting the effectiveness of school libraries. www.scholastic.com/slw2016

Wilson, P.P. & MacNeil, A.J. (1998). In the dark. School Library Journal, 44 (9), 114.

Citation: Lance, K.C. & Kachel, D.E. (2018). Why school librarians matter: What years of research tell us. Phi Delta Kappan, 99 (7), 15-20

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Why school librarians matter: What years of research tell us - kappanonline.org

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When schools have high-quality library programs and librarians who share their expertise with the entire school community, student achievement gets a boost. Since 1992, a growing body of research known as the school library impact studies has consistently shown positive correlations between high-quality library programs and student achievement (Gretes, 2013; Scholastic, 2016).

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American Association of School Librarians (AASL)

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This digital magazine produced by AASL in partnership with American Libraries, is designed to be shared with parents, colleagues, administration, and policymakers. Available electronically or as a PDF download, this tool can open the door to discussions on the multiple ways school libraries transform learning.

Articles

"I'm an Expert"

School Librarians Transform Learning

Reimagining Advocacy for School Libraries

"Do Kids Even Use the Library Anymore?"

Creating Coalitions

Building Advocacy before a Crisis

Extras

Give printed copies to your stakeholders during your conversations!

School Library Advocacy Packs
These advocacy packs are intended to be used as tools to spread the word about the many ways school librarians are transforming teaching and learning. Generously sponsored by Bound to Stay Bound Books (BTSB), School Library Advocacy Packs are available free of charge while supplies last. Valued at $29.99, school library advocates/customers pay only for shipping.

This pack includes:

25 copies of a limited print edition of "School Libraries Transform Learning," an American Libraries Digital Supplement

Assorted brochures from the "School Library Programs Improve Student Learning" series, also sponsored by BTSB

2015 | Item # 9200-2015 | Free. Pay for shipping only (minimum $9.00). Order additional products from the ALA Online Store and combine your shipping for additional savings.

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This digital magazine produced by AASL in partnership with American Libraries, is designed to be shared with parents, colleagues, administration, and policymakers. Available electronically or as a PDF download, this tool can open the door to discussions on the multiple ways school libraries transform learning.

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School Librarian Leadership: Flexible Scheduling

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School Librarian Leadership: Flexible Scheduling

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During the SLC Connection " Classroom Library Coteaching 4 Student Success " Webinar held on October 13th, several participants asked questions about library scheduling. Some of us stayed online after the hour to talk a bit more about scheduling for classroom-library collaboration.

This has long been a tension for school librarians, particularly those who serve in elementary schools. Without a flexible schedule is it difficult to collaborate with classroom teachers and specialists and provide students with deeper learning opportunities.

In fact, a week later during Leslie Maniotes' " Guided Inquiry Design in Action " Webinar on October 27th, Leslie noted the importance of classroom-library collaboration and stressed the inquiry phases needed before students formulate their questions: open, immerse, and explore. Thorough preparation for successful inquiry learning takes time.

In my experience, inquiry phases should occur over a reasonably short period so that students' passions are engaged. This helps them become self-motivated as they begin their inquiry and supports them in making a commitment to their learning. Fixed library schedules were school librarians are working with students at one set time each week, usually for 30 to 50 minutes, simply does not lend itself to classroom-library collaboration for guided inquiry.

Roger Grape, school librarian at Blackshear Elementary in Austin, Texas, created at a digital advocacy story to promote flexible schedules: " Bendy, Twisty, Flexible Scheduling! " In his Animoto video, Roger notes that the American Association of School Librarians (AASL) promotes flexibly scheduled school libraries as a best practice.

"Classes must be flexibly scheduled into the library on an as needed basis to facilitate just-in-time research, training, and utilization of technology with the guidance of the teacher who is the subject specialist, and the librarian who is the information process specialist" (AASL). See the entire AASL Position Statement on Flexible Scheduling.

As Roger says, "You need the best from every member of your team" (Grape). Librarians with flexibly scheduled libraries have the opportunity to serve students and teachers at the point of need. They have the opportunity to engage students and collaborate with teachers to guide deeper learning.

As I suggested in the "Coteaching" Webinar, school librarians can find a friend on the faculty, or one who teaches an age-level or in a discipline in which you have a particular strength, or approach a colleague who has expertise you lack and form a collaborative relationship. If you are working in a fixed schedule, ask that person to "give up" her/his planning time in order to coplan and coteach and build a case with administrators and colleagues for the efficacy of classroom-library collaboration supported by flexible scheduling.

Side note: If you are attending the Arizona Library Association Conference in Tucson this week, please considering participating in my session: Storytelling Matters: Reach Out with Digital Advocacy Stories. You, too, can make an effective advocacy video like Roger's; his has over 800 views!

Works Cited

American Association of School Librarians. "Position Statement on Flexible Scheduling." American Library Association. 17 July 2014, http://www.ala.org/aasl/advocacy/resources/statements/flex-sched.

Breeze, Chris. "Flick-Gator Cheerleaders." Wikipedia: Cheerleading, 25 Jan. 2009, https://en.wikipedia.org/wiki/Cheerleading#/media/File:Flick-Gator_Cheerleaders.jpg.

Grape, Roger. "Bendy, Twisty, Flexible Scheduling!" YouTube.com. 20 Mar. 2013, https://www.youtube.com/watch?v=GWo3FWmQVhM

# data[].attributes.attachment_link.description
During the SLC Connection " Classroom Library Coteaching 4 Student Success " Webinar held on October 13th, several participants asked questions about library scheduling. Some of us stayed online after the hour to talk a bit more about scheduling for classroom-library collaboration. This has long been a tension for school librarians, particularly those who serve in elementary schools.

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American Association of School Librarians (AASL)

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The library program is fully integrated into the educational program so that students, teachers, and school librarians become partners in learning. This integration strengthens the teaching for learning process to ensure students are active learners who guide and continually assess their learning process. Open access to a quality school library program is essential for students to develop the vital skills necessary to analyze, evaluate, interpret, and communicate information and ideas in a variety of formats. Inquiry skills are taught and learned within the context of the curriculum and may occur in the classroom, the library, or at home with 24/7 accessibility to a wide range of resources, technologies, and services.

The integrated library program philosophy requires an open schedule that includes flexible and equitable access to physical and virtual collections for staff and students. Classes must be flexibly scheduled into the library on an as needed basis to facilitate just-in-time research, training, and utilization of technology with the guidance of the teacher who is the subject specialist, and the librarian who is the information process specialist. The resulting lesson plans recognize that the length of the learning experience is dependent on learning needs rather than a fixed library time. Regularly scheduled classes in the school library to provide teacher release or preparation time prohibit this best practice. Students and teachers must be able to come to the library throughout the day to use information sources, read for pleasure, and collaborate with other students and teachers.

Collaboration with classroom teachers to design, implement and evaluate inquiry lessons cultivates high level learning experiences for students and is the catalyst that makes the integrated library program work. The teacher brings to the planning process knowledge of subject content and the student needs. The school librarian contributes a broad knowledge of resources and technology, an understanding of modern teaching methods, and a wide range of strategies that may be employed to help students learn inquiry skills. Together they are able to provide differentiated and adaptable experiences for students of all abilities and interests to meet the requirements of the curriculum.

The responsibility for flexibly scheduled library programs must be shared by the entire school community: the Board of Education, District Administration, Principal, School Librarian, Teachers, and the Library Support Staff.

The BOARD OF EDUCATION endorses the philosophy that the library program is fully integrated into the district's educational program and ensures that flexible scheduling for libraries is maintained in all buildings and at all levels through district level policies.

The DISTRICT ADMINISTRATION supports this philosophy and ensures appropriate staffing levels so that all teachers, including the school librarians, can fulfill their professional responsibilities.

The PRINCIPAL creates the appropriate climate within the school by understanding and advocating the benefits of flexible scheduling to the faculty, by monitoring scheduling, by maintaining appropriate staffing levels, funding, and joint planning time for classroom teachers and school librarians.

The TEACHER and the SCHOOL LIBRARIAN work collaboratively to provide differentiated and adaptable experiences for students of all abilities. The collaborative lessons meet curricular requirements through relevant and engaging learning experiences that promote positive instructional use of time.

The LIBRARY SUPPORT STAFF works to maintain the daily operation of the library to allow the professional school librarian and teaching staff the time and flexibility to collaborate together to provide students with excellent educational experiences for learning.

The PARENTS advocate for a library program that provides their child with access 24/7. They promote the use of flexible scheduling so their students are able to come to the library throughout the day to use information sources, read for pleasure, and collaborate with the school librarian, other students, and teachers.

The STUDENTS stress the need for anytime access to their school library to assist them in completing their academic pursuits and exploring their personal interests.

Adopted 09/2011, Revised 06/2014

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Position Statement on Flexible Scheduling

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The library program is fully integrated into the educational program so that students, teachers, and school librarians become partners in learning. This integration strengthens the teaching for learning process to ensure students are active learners who guide and continually assess their learning process.

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Designing library spaces for learning

Think about the needs of your learners and school community when you're designing your school library space. For example:

What do you want your library spaces to do?

What types of spaces and facilities do you need?

What do you need now?

What might you need in the future?

The design process should include a plan for gathering information and advice. Discussion with the school community is important at all stages. As part of the planning process, visit other school libraries to gather ideas.

In the following video, principals and librarians in Christchurch schools talk about how their libraries have changed from a traditional book hub to an energetic modern library learning environment (MLLE).
Modern Library Learning Environments in Christchurch schools (YouTube)

Key learning spaces in an innovative library learning environment

Consider how each of the following learning spaces is accommodated in your school library:

quiet space - to reflect, read and study

collaboration space - to discuss, brainstorm, share and tell stories

presentation space - to present, share and celebrate

breakout space - to discover, create, practice and share

makerspace - to play, experiment and design.

Characteristics of an innovative library learning environment

Characteristics of an innovative library space include a:

welcome, vibrant and culturally inclusive environment

large, flexible learning space based on fluid design principles

place for end-to-end learning: consuming, creating, producing and sharing new knowledge

balanced access to print, digital and multimedia collections

place of exploration and curiosity.

These characteristics will:

encourage readers to develop a passion for books and reading and become critically capable readers

allow library staff, teachers and students collaborate to find, use, share and create information

provide seamless access to information resources, advice and support to the classroom, home and mobile devices 24/7

strengthen the connection between home and school

create a whare pukapuka, and a meeting place for the school community.

Key stakeholders

Key people and groups to involve in the process of moving to an innovative library space are:

Whānau and the wider school community can also play a part in the discussion and communication process. This will ensure that the vision for the future is grounded in the school's values and philosophy. It's important that the whole school community understands the rationale for change and the vision for the future.

The role of principals

The work to develop the shared vision of your library as a learning space is best led by the principal.

School principals: creating libraries as centres of learning

The role of librarians

School librarians are extremely important in improving learning results of students, including:

encouraging reading engagement

providing access to books and online information, and

promoting the teaching and sharing of digital literacy skills and digital citizenship among students and staff.

Your school library team

Library furniture, equipment, and signage

We've put together a list of suppliers of furniture, library equipment, and signage (including information about signs in te reo Māori) to help you with the design and fit out of your library. Some suppliers will work with you to source what you need or create custom pieces that fit your specific requirements and budget.
School library suppliers list

Examples of library spaces for learning

Read these articles and view the video for inspiration.

Divine design: how to create the 21st-century school library of your dreams - Margaret Sullivan talks about 5 design considerations that you shouldn't overlook when planning your dream school library. New York examples.

Library ideas: a place to pin ideas from or for libraries around the world - Stephen Heppell's Pinterest with school library images featuring innovative features from libraries all over the world.

School Libraries: excellence in practice at Amesbury School - In this video, Carolyn Knight, Teacher in the Library, and colleagues talk about how their school library supports literacy and student inquiry. Amesbury School is a new Year 1-6 school in Churton Park, Wellington.

Designing library spaces for learning

Think about the needs of your learners and school community when you're designing your school library space. For example:

What do you want your library spaces to do?

What types of spaces and facilities do you need?

What do you need now?

What might you need in the future?

The design process should include a plan for gathering information and advice. Discussion with the school community is important at all stages. As part of the planning process, visit other school libraries to gather ideas.

In the following video, principals and librarians in Christchurch schools talk about how their libraries have changed from a traditional book hub to an energetic modern library learning environment (MLLE).
Modern Library Learning Environments in Christchurch schools (YouTube)
Key learning spaces in an innovative library learning environment

Consider how each of the following learning spaces is accommodated in your school library:

quiet space - to reflect, read and study

collaboration space - to discuss, brainstorm, share and tell stories

presentation space - to present, share and celebrate

breakout space - to discover, create, practice and share

makerspace - to play, experiment and design.

Characteristics of an innovative library learning environment

Characteristics of an innovative library space include a:

welcome, vibrant and culturally inclusive environment

large, flexible learning space based on fluid design principles

place for end-to-end learning: consuming, creating, producing and sharing new knowledge

balanced access to print, digital and multimedia collections

place of exploration and curiosity.

These characteristics will:

encourage readers to develop a passion for books and reading and become critically capable readers

allow library staff, teachers and students collaborate to find, use, share and create information

provide seamless access to information resources, advice and support to the classroom, home and mobile devices 24/7

strengthen the connection between home and school

create a whare pukapuka, and a meeting place for the school community.

Key stakeholders

Key people and groups to involve in the process of moving to an innovative library space are:

Whānau and the wider school community can also play a part in the discussion and communication process. This will ensure that the vision for the future is grounded in the school's values and philosophy. It's important that the whole school community understands the rationale for change and the vision for the future.

The role of principals

The work to develop the shared vision of your library as a learning space is best led by the principal.

School principals: creating libraries as centres of learning

The role of librarians

School librarians are extremely important in improving learning results of students, including:

encouraging reading engagement

providing access to books and online information, and

promoting the teaching and sharing of digital literacy skills and digital citizenship among students and staff.

Your school library team
Library furniture, equipment, and signage

We've put together a list of suppliers of furniture, library equipment, and signage (including information about signs in te reo Māori) to help you with the design and fit out of your library. Some suppliers will work with you to source what you need or create custom pieces that fit your specific requirements and budget.
School library suppliers list
Examples of library spaces for learning

Read these articles and view the video for inspiration.

Divine design: how to create the 21st-century school library of your dreams - Margaret Sullivan talks about 5 design considerations that you shouldn't overlook when planning your dream school library. New York examples.

Library ideas: a place to pin ideas from or for libraries around the world - Stephen Heppell's Pinterest with school library images featuring innovative features from libraries all over the world.

School Libraries: excellence in practice at Amesbury School - In this video, Carolyn Knight, Teacher in the Library, and colleagues talk about how their school library supports literacy and student inquiry. Amesbury School is a new Year 1-6 school in Churton Park, Wellington.

Find out more

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Read our guide to designing innovative school library spaces. It includes case studies and links for further reading to inspire your thinking.

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Have Struggling or Reluctant Readers? These Hi-Lo Titles Will Keep Them Engaged

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These new titles and series featuring high-interest subject matter with a low reading level (

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Association for Library Service to Children (ALSC)

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The 2009 ALSC School-Age Programs and Services Committee recommends these titles to reluctant readers in grades 3-6. Hi-Lo Books for Upper Elementary Grades (PDF)

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If you have young children or teens who are reluctant readers, they may be frustrated because they read below grade level and can't find books they can read that interest them. If that's true, you could try "hi-lo books." Hi-lo reading lists focus on books at the reader's interest level ("hi" stands for "high interest") but written at a lower reading level ("lo" stands for "low readability," "low vocabulary," or "lower reading level") to encourage reading. Kids reading below grade level are more apt to read a book that's at their reading level as well as their interest level.

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High Interest-Low Reading Level Books for Reluctant Readers

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If you have young children or teens who are reluctant readers, they may be frustrated because they read below grade level and can't find books they can read that interest them. If that's true, you could try "hi-lo books."

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Reading Rockets: High/Low Books for Childre

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Reading Rockets: High/Low Books for Childre

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Similar to comic books, graphic novels weave rich, lively visuals with a limited amount of text to drive the narrative. Graphic novels can be especially appealing to readers who are reluctant to pick up a more traditional book. Graphic novels are a great way to help struggling readers strengthen vocabulary, build reading confidence and stamina, and develop a deeper appreciation of storytelling.

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Oregon Department of Education : Grants and Funding Resources : Grants and Funding Resources : State of Oregon

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LibGuide; Futre Ready Librarians Resources

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LibGuide; Futre Ready Librarians Resources

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Collections by Follett is a new, collaborative way for educators to collect and share resources from anywhere, at any time, and with anyone.

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Defining Makerspaces: What the Research Says

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Defining Makerspaces: What the Research Says

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Recently, I had the unfortunate experience of dealing with criticism. I was told (not to my face) by a visitor to our school that our library makerspace is not a "real makerspace". This same person stated that our woodshop is a "real makerspace" because it has power tools. She suggested that I "do some research" on what makerspaces actually are.

Feeling personally insulted aside, what bothers me most about this statement is the concept that some makerspaces are more valid than others and that a makerspace is solely defined by the tools it contains. I do agree that our woodshop is a makerspace, even though we don't call it that. Our woodshop is awesome, and I'm so glad that we have a space where students can learn how to use saws, drills and other tools to build awesome projects as part of their curriculum. Yes, that is a makerspace.

But is my space any less of a makerspace simply because it doesn't have power tools? Because it doesn't have a 3D printer? Because my students build with LEGOs, K'nex and cardboard?

Defining Makerspaces

All of this got me thinking about how we define "makerspace". So I did what librarians do best: I researched. I gathered together my books on makerspaces, I searched our databases for articles, and I crowdsourced the amazing hive mind of Twitter.

For the record, here's my own definition of a school Makerspace:

A makerspace is a place where students can gather to create, invent, tinker, explore and discover using a variety of tools and materials.

A makerspace can be anything from a repurposed bookcart filled with arts and crafts supplies to a table in a corner set out with LEGOs to a full blown fab lab with 3D printers, laser cutters, and handtools. No two school makerspaces are exactly alike, nor should they be. Makerspaces are as unique as the school cultures they represent. There is no such thing as one form of making being more valid or better than the other. Makers are artists, crafters, knitters, seamstresses, builders, programmers, engineers, hackers, painters, woodworkers, tinkerers, inventors, bakers, graphic designers and more.

A #makerspace is a place where kids gather to create, invent, tinker, explore & discover. Click To Tweet

What the Research Says About Makerspaces

Here's where my research led me:

I like this definition from Samatha Roslund's book Makerspaces. I see three important elements to this definition: Place... people... make things. While different possible foci are mentioned, this definition does not limit a Makerspace to a particular set of tools. It's about a place, about a community. Another similar quote comes from the Educause Learning Initiative article, 7 Things You Should Know About Makerspaces:

"A makerspace is a physical location where people gather to share resources and knowledge, work on projects, network, and build."

Makerspaces are not about the tools; they're about enabling making.

More on Makerspaces

"... [A] space where kids have the opportunity to make - a place where some tools, materials, and enough expertise can get them started. These places, called makerspaces, share some aspects of the shop class, home economics class, the art studio and science labs. In effect, a makerspace is a physical mash-up of different places that allows makers and projects to integrate these different kinds of skills." Dale Dougherty, The Maker Mindset, in Design, Make, Play

"Even if you don't have access to expensive... hardware, every classroom can become a makerspace where kids and teachers learn together through direct experience with an assortment of high and low tech materials." ~ Gary Stager and Sylvia Martinez in Invent to Learn

"A Makerspace is a metaphor for a unique learning environment that encourages tinkering, play and open-ended exploration for all" ~Laura Fleming, author of Worlds of Making

Making, Creativity, and Design

"What do you do in a makerspace? The simple answer is you make things. Things that you are curious about. Things that spring from your imagination... that inspire you and things that you admire. The informal, playful atmosphere allows learning to unfold, rather than conform to a rigid agenda. Making, rather than consuming is the focus. It is craft, engineering, technology and wonder-driven." Thinkers and Tinkerers

"The most important quality of a makerspace is that it encourages creativity. This can be done with a space full of hand tools, materials, and finished projects. The culture in a space should support the idea that anything is possible." 3 Key Qualities for a School Makerspace

"Makerspaces provide hands-on, creative ways to encourage students to design, experiment, build and invent as they deeply engage in science, engineering and tinkering." Jennifer Cooper, Designing a School Makerspace (Edutopia)

"Makerspaces are collaborative learning environments where people come together to share materials and learn new skills... [they] are not necessarily born out of a specific set of materials or spaces, but rather a mindset of community partnership, collaboration, and creation." Library as incubator project

(Emphasis in quotes is mine)

The video above is really long by internet standards. But you should at least watch the first few minutes, where students share what their makerspace means to them.

Read up more on Makerspaces

(Note: post contains affiliate links. Actions taken may result in commissions for Renovated Learning)

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Defining Makerspaces: What the Research Says - Renovated Learning

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Recently, I had the unfortunate experience of dealing with criticism. I was told (not to my face) by a visitor to our school that our library makerspace is not a "real makerspace". This same person stated that our woodshop is a "real makerspace" because it has power tools.

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Powered by Library Journal and School Library Journal, our professional development offerings provide timely resources and tools to stay ahead of the innovations and changes impacting the library and information profession. Staff and stakeholders from all settings and at all levels can participate in hands-on live workshops, enroll in immersive online courses led by leading industry professionals, and access insightful on-demand webcasts covering a range of relevant topics.

Choose a program that fits your schedule and learning style.

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Library Journal | Professional Development for Today's Librarian

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Powered by Library Journal and School Library Journal , our professional development offerings provide timely resources and tools to stay ahead of the innovations and changes impacting the library and information profession.

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School Library Connection provides workshops and webinars for professional learning. 

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School Library Connection provides workshops and webinars for professional learning. 

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School Library Connection is an extensive learning resource center for school library professionals. As the combined evolution of School Library Monthly and Library Media Connection magazines, SLC maintains their commitment to providing those in the school library field with practical insights and inspiration while also advancing the scope and mission of its predecessors.

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An international forum and PLN for school librarians to ask for help, share successes, and give advice and support to their colleagues. It continues the name of the bi-monthly e-newsletter for K-12...

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EdTech Magazine explores technology and education issues that IT leaders and educators face when they're evaluating and implementing a solution for K-12 and Higher Ed.

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Tech is making ed more inclusive, accessible to students with special needs

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Tech is making ed more inclusive, accessible to students with special needs

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Dive Brief:

With 6.6 million students receiving special education services in the 2014-15 school year (the latest for which data is available), services and tools that support their learning experience have become more important than ever.

According to EdTech: Focus on K-12, increases in accessibility from new and existing assistive technology are helping educators provide these students with more personalized learning opportunities, utilizing Universal Design for Learning approaches that help in the development of lesson plans that can play to any student's individual strengths.

The publication notes that Microsoft's OneNote is among the most accessible, and that these advancements are also helping students in special education take advantage of opportunities in STEM areas like robotics and computational thinking.

Dive Insight:

When procuring technology for the classroom, a major pitfall can be overlooking accessibility features. This should be one of the first levels of questioning any vendor is put through. Does a platform or application have text-to-speech for students who are blind or vision-impaired? Is it accessible to students who might be colorblind and, as a result, unable to read text or view graphics if certain colors are used in combination? Do videos have subtitles for the deaf and hard-of-hearing? These and other factors must all be explored.

At the higher ed level, the problem is such that the Campus Computing Project's Casey Green has called it a "lawsuit waiting to happen" during the past three Educause conferences.

But beyond the tech, educators should ensure - especially in inclusive classrooms that pair special education students with their peers - that all assignments have opportunities for each student to play to their particular strengths. As the old critical saying often recited in regard to standardized testing goes, you wouldn't judge a fish by its ability to climb a tree, so why would you measure a student on their ability to perform in a single format?

Top image credit: U.S. Census Bureau

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Tech is making ed more inclusive, accessible to students with special needs

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With 6.6 million students receiving special education services in the 2014-15 school year (the latest for which data is available), services and tools that support their learning experience have become more important than ever.

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CoSN 2019: K–12 Schools Address Digital Equity with Curriculum Framework

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CoSN 2019: K–12 Schools Address Digital Equity with Curriculum Framework

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Technology Solutions That Drive Education

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Some digitally enabled K-12 schools find it difficult to provide appropriate lesson plans that can be accessed by all students, said Tim Clark, director of curriculum, instruction and digital learning at Chicago Public Schools.

In school systems like Clark's where schools have more autonomy to choose their own digital solutions, issues have emerged around creating activities that serve students of different backgrounds.

"This has led to more inequity in the district because some schools have struggled to have a rigorous curriculum for all students," Clark said, speaking at the Consortium for School Networking's 2019 annual conference. "Some schools are relying on several different technologies, creating an environment that is no longer level."
JOIN THE CONVERSATION: Follow @EdTech_K12 on Twitter for continued COSN 2019 coverage.
3 Challenges of Digital Design for K-12 Classrooms

When superintendents understand the specific issues in digital curricula that are driving inequity, they can begin to create a framework that serves to mitigate those hurdles, said Clark. Here are some common issues for teachers:

1. Time: Educators spend a considerable amount of time designing general lesson plans, making it more difficult to design courses that are specifically meant to help underserved students, said Clark. Teachers spend seven or more hours per week, or 250 hours per year, creating or finding instructional materials for the general classroom, said Clark. This amount of time grows exponentially for teachers in underserved schools with students who may need more support. "If you think about students who are diverse learners, who might have some special needs that need to be addressed, teachers in those areas spend those seven hours finding resources and then additional time modifying those resources for those students," Clark said.

2. Quality: When teachers go out on their own to find resources for the classroom, there is a higher chance that they will use applications that do not provide the academic components students need to succeed. Out of 180 hours of learning in core subjects during the school year, 133 were spent on assignments that were not grade appropriate, said Clark. "This is causing a huge issue in Chicago because we have a lot of students who are already coming from disadvantaged backgrounds," said Clark. "They come to school, and instead of trying to raise them up to grade level, we are actually lowering our expectations."

3. Equity: When teachers spend a significant amount of time finding academic tools that are not appropriate for students, the underserved populations suffer most. This can create a financial burden for students later in their academic careers. According to Clark, 40 percent of students take at least one remedial class in college, costing a total of $1.5 billion annually. For students who do not have appropriate materials in K-12, it can cost an additional $3,000 to earn a bachelor's degree.

MORE FROM EDTECH: Check out how technology is key for boosting equity.
Create a Digital Framework to Improve Outcomes and Equity

To solve the issue his teachers were facing, Clark helped create a collection of resources called Skyline, which includes programs, policies, structures and technologies educators can use to facilitate academic progress regardless of students' socioeconomic backgrounds.

"The core of the system is a rigorous, standards-aligned and culturally relevant digital curriculum," Clark told attendees. "What we want to do is transform the instructional core."

To help improve teachers' abilities in the classroom, Chicago Public Schools established a digital readiness training model.

The program covers blended learning and project-based learning. It also helps teachers learn about the "Four Cs" of learning - critical thinking, creativity, communication and collaboration - as well as how to use the substitution, augmentation, modification and redefinition (SAMR) model.

For curriculum materials specifically, Clark drafted requirements for anything being added to Skyline. Curricular materials must be culturally responsive, address a multitiered system of support framework, incorporate social emotional learning and facilitate digital learning.

In addition, curricula must include elements such as guidance documents, formative assessments at the lesson and unit level, annotated unit outlines and supplemental resources.

Chicago public schools also upgraded their servers and deployed personal devices, including Chromebooks and Microsoft laptops, to ensure all students have the tools they need to succeed.

Through the Skyline project, teachers have the consistency and guidance to create the most effective, equitable curricula they can, said Clark.
Keep this page bookmarked for articles and videos from the event . Follow us on Twitter at @EdTech_K12 or the official conference Twitter account, @C oSN, and join the conversation using the hashtag #C oSN2019.

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CoSN 2019: K-12 Schools Address Digital Equity with Curriculum Framework

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Some digitally enabled K-12 schools find it difficult to provide appropriate lesson plans that can be accessed by all students, said Tim Clark, director of curriculum, instruction and digital learning at Chicago Public Schools. In school systems like Clark's where schools have more autonomy to choose their own digital solutions, issues have emerged around creating activities that serve students of different backgrounds.

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Links and info on Robust Infrastructure

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Collections by Follett is a new, collaborative way for educators to collect and share resources from anywhere, at any time, and with anyone.

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Attend the world's #1 library event of the year, bringing together up to 25,000 librarians and library staff, authors, publishers, and more.

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Teacher Librarian: The Journal for School Library Professionals

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Teacher Librarian: The Journal for School Library Professionals

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In the February 2018 issue of Teacher Librarian: The Journal for School Library Professionals, longtime school library leader and educator Dr. David V. Loertscher provides an in-depth analysis and detailed review of the recently published standards of the American Association...

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Welcome to the web site that keeps Oregon's library community informed about events and issues important to association members, libraries, library trustees, and friends of libraries across the state.

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Guests Michael Coats, Systems Infrastructure Manager and Cloud Solutions Architect, Southwest MiTech Dr. Travis Paakki, Senior Director, Portland Public Schools (OR) Thomas C. Murray, Director of Innovation for Future Ready Schools®, Alliance for Excellent Education (@thomascmurray) School and district leaders often are asked to do more with less, particularly when it comes to technology and [...]

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The Hub is a "one-stop shop" for all digital learning planning materials, tools, and activities. Tap into the expertise of a community of education leaders.

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Future Ready Schools, Washington, District of Columbia. 2.9K likes. Future Ready Schools is an initiative lead by the Alliance for Excellent Education and a coalition of over 60 national and regional...

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John Newman & Amy Ritchie, Bureau of Competition

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Children’s Online Privacy Protection Rule (“COPPA”)

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COPPA imposes certain requirements on operators of websites or online services directed to children under 13 years of age, and on operators of other websites or online services that have actual knowledge that they are collecting personal information online from a child under 13 years of age.

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FaceBook Group: Reading & Writing Project

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FaceBook Group: Reading & Writing Project

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The Teachers College Reading and Writing Project

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The Teachers College Reading and Writing Project, New York, New York. 39,950 likes · 248 talking about this · 88 were here. Thousands of teachers turn to the Teachers College Reading and Writing...

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Equity-Based Balanced Literacy links

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Attend the Reading Institute to build partnerships with teachers using the reading curriculum.

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The Reading & Writing Project - August Reading Institute

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During this five-day institute, small and large group sections will tackle, headfirst, the following topics and much more: the central role of curriculum development and planning in the teaching of reading, units of study in reading workshop, comprehension strategy instruction, the importance of assessment-based instruction, the role of the read-aloud book, methods of holding our students accountable for doing their best work, helping students grow ideas about literature, and classroom structures that support inquiry and collaboration.

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Through Mult. Co. Library

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The Multnomah County Library School Corps helps students in grades K-12 to succeed in school and improve their reading by mastering public library resources. School Corps services are available to the students, teachers, student teachers and school library staff of Multnomah County.