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Why are school libraries essential? | I Love Libraries

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WHY ARE SCHOOL LIBRARIES ESSENTIAL? ARE SCHOOL LIBRARIES REALLY IN DANGER? HOW CAN I GET INVOLVED? FAQ'S AND DEFINITIONS

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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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10 Reasons Librarians are More Important than Ever

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10 Reasons Librarians are More Important than Ever

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Read how these passionate and savvy educators support schools and students every day.

Without question, one of the most important members of the school community is the school librarian. Also known as library media specialists, librarians play a unique role in our schools. Often asked to take on a wide range of duties, these passionate and savvy educators deserve more than only a week of praise. And in case you need a reminder of all that librarians do for our students and our schools, we've put together a list -- but it's only a start.

1. Librarians know tech.

In many schools, the library media specialist is the go-to expert on all things tech. Don't know how to use that new projector? Looking for a great app for annotating texts? Can't figure out your new phone? Ask the librarian!

2. Librarians keep us honest.

In the age of fake news and viral video remixes, the library media specialist leads the charge on citation, copyright and fair use, research, and news literacy.

3. Librarians create "maker" hubs.

If you think the library is a quiet place meant only for research and studying, you clearly haven't been in a school library with a makerspace. These high-tech learning centers give kids a place to develop critical media-literacy and media-creation skills.

4. Librarians take risks.

With more freedom for experimentation and creativity than most classroom teachers, library media specialists incubate the classrooms of the future. School districts may move at a glacial pace, but just step into a school library to see what's on the horizon.

5. Librarians keep us grounded.

In a library, kids can stay connected to the past. Whether they're exploring books in the stacks or scrolling through pages of microfiche, kids learn about themselves and their communities by exploring history.

6. Librarians make it OK to be unique.

Sure, it may be a stereotype, but c'mon -- you know it's kind of true: After the art teachers, the librarians are the ones with the most unique styles, personalities, and interests. And because of this, all kinds of kids feel comfortable with the school librarian.

7. Librarians create safe spaces.

No matter a student's skills or interests, the library welcomes everyone. It's a safe space to hang out with friends after school or a quiet place to be alone and research sensitive topics.

8. Librarians teach kids 21st-century skills.

In a standards-driven world, librarians capture all those interest-based skills that kids need to be successful today and in the future. Kids go to the library to learn to code, write blogs, edit videos, and much more.

9. Librarians build citizenship and respect for institutions.

Do you remember how it felt when you discovered you could borrow any book on any topic from the library for free? Libraries give kids tangible evidence of the benefits of living in a democracy.

10. Librarians are champions of equity.

School libraries aren't just for the students anymore. Kids and their families can go to the library for access to resources they don't have at home, like the internet or translation services.

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10 Reasons Librarians Are More Important Than Ever | Common Sense Education

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Without question, one of the most important members of the school community is the school librarian. Also known as library media specialists, librarians play a unique role in our schools. Often asked to take on a wide range of duties, these passionate and savvy educators deserve more than only a week of praise.

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Library Research Service

School Libraries & Student Achievement (2013)

This 1-page infographic presents highlights from all of LRS's school library impact studies. Two versions of the infographic are available: - One is optimized for online viewing - And, the second is optimized for printing If you view the infographic PDF file in Firefox PDF viewer, it may not render properly. For best viewing and printing, click on the "open in different viewer" button in the top right corner of your browser, and select the option to open the file with Adobe Reader. The PDF file is optimized for printing on legal size paper. Infographic

The Impact of School Libraries on Student Achievement: Exploring the School Library Impact Studies (2010)

Jamie Helgren, LRS Research Fellow, and Keith Curry Lance, consultant at RSL Research and former Director of the Library Research Service, discuss the impact of school libraries on student achievement in this seven part video series, produced by Sean Lamborne, LRS Research Fellow, in November 2010. View the videos below, or on Vimeo at http://vimeo.com/album/1480129.

Colorado

Change in school librarian staffing linked with change in CSAP reading performance, 2005 to 2011 (2012)

This report examines the change in CSAP reading scores of Colorado students, from 2005 to 2011, as influenced by changes in school library staffing levels.

Lance, K. C., & Hofschire, L. (2012, January). Change in school librarian staffing linked with change in CSAP reading performance, 2005 to 2011 [Closer Look]. Retrieved from Library Research Service website: http://www.lrs.org/documents/closer_look/CO4_2012_Closer_Look_Report.pdf

Endorsed librarian positions in Colorado public schools trending downward (2010)

This document reports on the decline in endorsed librarian positions from the 2007-2008 school year to the 2008-2009 school year in schools of all grade levels. Also, the document addresses the number of librarians employed at elementary schools compared with schools of other grade levels.

Lance, K. C. (2010, November 23). Endorsed librarian positions in Colorado public schools trending downward [Fast Facts]. Retrieved from Library Research Service website: http://www.lrs.org/documents/fastfacts/288_School_Staffing_Trends.pdf

Increased library staff links to higher CSAP scores (2010)

Based on school library data from 2007-2008 and 2008 CSAP reading scores, this document outlines the correlation between increased library staff and higher standardized test scores.

Lance, K. C. (2010, November 23). Increased library staff links to higher CSAP scores [Fast Facts]. Retrieved from Library Research Service website: http://www.lrs.org/documents/fastfacts/287_CO3_Staffing_Test_Scores.pdf

School librarians continue to help students achieve standards: The third Colorado study (2010)

For a more detailed look at the data mentioned in the Fast Facts report above, titled School librarians continue to help students achieve standards: The third Colorado study, review this Closer Look report.

Francis, B. H., Lance, K. C., & Lietzau, Z. (2010, November). School librarians continue to help students achieve standards: The third Colorado study [Closer Look]. Retrieved from Library Research Service website: http://www.lrs.org/documents/closer_look/CO3_2010_Closer_Look_Report.pdf

How school librarians help kids achieve standards: The second Colorado study (2000)

This brochure offers statistics on the correlation between school libraries and student achievement, lists several impact studies, and contains a flowchart depicting the influential factors of school libraries on student achievement.

Lance, K. C., Rodney, M. J., & Hamilton-Pennell, C. (2000). How school librarians help kids achieve standards: The second Colorado study [Brochure]. Retrieved from Library Research Service website: http://www.lrs.org/documents/lmcstudies/CO/CO2brochure.pdf

How school librarians help kids achieve standards: The second Colorado study (2000)

More than 200 Colorado elementary and middle schools participated in a 2000 impact study, summarized here in this executive report. The study concluded that student test scores increased with, among other things, increases in the hourly staffing of library media specialists, increases in the number print volumes per student, and increases in the amount of library-media expenditures per student.

Lance, K. C., Rodney, M. J., & Hamilton-Pennell, C. (2000, April). How school librarians help kids achieve standards: The second Colorado study [Executive summary]. Retrieved from Library Research Service website: http://www.lrs.org/documents/lmcstudies/CO/execsumm.pdf

How school librarians help kids achieve standards: The second Colorado study (2000)

This 12-slide PowerPoint presentation concisely states the results of Colorado's 2001 impact study, which was conducted on more than 200 elementary and middle schools. One of the slides contains a simple acronym ("SMART"), with each letter representing a simple suggestion on how schools can cooperate with their libraries for student success.

Lance, K. C. (2000). How school librarians help kids achieve standards: The second Colorado study [PowerPoint slides]. Retrieved from Library Research Service website: http://www.lrs.org/data-tools/school-libraries/impact-studies/
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National

Strong school libraries build strong students (2013)

This resource compiles key points and quotations from numerous other sources that address the link between student achievement and school libraries.

Lamos, S. (2013). Strong school libraries build strong students [Infographic]. Retrieved from http://www.ala.org/aasl/sites/ala.org.aasl/files/content/aaslissues/advocacy/AASL_infographic.pdf

Libraries tell our story (2012)

This multi-paragraph blog post addresses how struggling school libraries-with barren shelves and/or no librarians-provide tangible evidence of the budget crises within public schools. The blog post argues that students are shortchanged when they do not have access to fully-operational school libraries and the expertise provided by school librarians.

Yinzercation. (2012, November 27). Libraries tell our story [Web log post]. Retrieved from http://yinzercation.wordpress.com/2012/11/27/libraries-tell-our-story/

School librarian staffing levels and student achievement as represented in 2006-2009 Kansas Annual Yearly Progress data (2012)

This article discusses a three-year study performed on Kansas public schools to determine the effect of library media specialist staffing levels on student proficiency. The study found that schools with higher and more stable staffing levels generally had higher proficiency rates.

Dow, M. J., Lakin, J. M., & Court, S. C. (2012). School librarian staffing levels and student achievement as represented in 2006-2009 Kansas Annual Yearly Progress data. School Library Research, 2012(15), 1-15. Retrieved from ERIC database: http://eric.ed.gov/?id=EJ994364

Full-time school librarians linked to higher student reading scores (2012)

This document summarizes findings by the Library Research Service on the impact of school librarians on Colorado students' CSAP (Colorado Student Assessment Program) scores from 2005 to 2011. In schools with at least one full-time equivalent endorsed librarian, students averaged "significantly higher" CSAP reading scores.

Barack, L. (2012, March). Full-time school librarians linked to higher student reading scores. School Library Journal. Retrieved from http://www.slj.com/2011/09/industry-news/something-to-shout-about-new-research-shows-that-more-librarians-means-higher-reading-scores/

Want better reading scores? Hire a full-time librarian (2012)

This article briefly addresses findings by the Library Research Service that 45 percent of students in grades three through ten increased their CSAP test scores over the course of a year, compared with just 29 percent of students who did not have a school librarian at their school. The resource also asserts that library aides and volunteers cannot substitute for school librarians, since they likely do not possess the time or the requisite skills for the role.

Klenke, A. (2012). Want better reading scores? Hire a full-time librarian. Retrieved from Care 2 Make a Difference website: http://www.care2.com/causes/want-better-reading-scores-hire-a-full-time librarian.html# ixzz1pCrjvfnT

Connecting British Columbia (Canada) school libraries and student achievement: A comparison of higher and lower performing schools with similar overall funding (2011)

This article, resulting from a study conducted in British Columbia, asserts that higher standardized test scores correlated with school libraries that were "more accessible, better funded, professionally staffed, managed, stocked, integrated, and used."

Haycock, K. (2011). Connecting British Columbia (Canada) school libraries and student achievement: A comparison of higher and lower performing schools with similar overall funding. School Libraries Worldwide, 17(1), 37-50. Retrieved from Library, Information Science & Technology Abstracts database. (Accession No. 57626812)

School library research summarized: A graduate class project (2013)

This paper serves as a comprehensive index of the most important impact studies conducted in the United States up to 2013. The paper contains a bibliography for the studies, and also discusses separately the following attributes of school libraries, their effects, and which studies addressed them: staffing, collaboration, instruction, scheduling, access, summer reading programs, technology, collections, budgets, and professional development.

Informational brief: Impact of school libraries on student achievement (2011)

Similar to other reports, this document summarizes well-known impact studies, which examined the relationships between student achievement and things like student access and teacher-librarian collaboration.

New York State Education Department, New York Comprehensive Center. (2011). Informational brief: Impact of school libraries on student achievement [Preliminary report]. Retrieved from http://www.nysl.nysed.gov/libdev/nyla/nycc_school_library_brief.pdf

Library staffing benefits Latino student achievement (2010)

This article asks and answers questions regarding the level of service and number of resources available to Latino students in California of varying grade levels, as well as the impact of these services and resources on their academic performance.

Nelson, J. (2010). Library staffing benefits Latino student achievement. CSLA Journal, 34(1), 14-16. Retrieved from Library, Information Science & Technology Abstracts database. (Accession No. 52595646)

Reading workshops are most effective with a teacher-librarian (2010)

This article explains how students benefit from school librarians/teacher-librarians through reading workshops, which improve students' attitudes toward reading, as well as their motivation to read.

Beard, T. M., & Antrim, P. (2010). Reading workshops are most effective with a teacher-librarian. Teacher Librarian, 37(5), 24-29. Retrieved from Library, Information Science & Technology Abstracts database. (Accession No. 52571253)

The impact of New York's school libraries on student achievement and motivation: Phase I (2009)

This document contains the results of the first phase of a three-part impact study conducted in New York, which examined the influence of school libraries on technology use, the relationship between principals and school libraries, and the level of service to students with disabilities.

Small, R. V., Snyder, J., & Parker, K. (2009). The impact of New York's school libraries on student achievement and motivation: Phase I. School Library Media Research, 12, 2. Retrieved from Library, Information Science & Technology Abstracts database. (Accession No. 51793664)

The impact of New York's school libraries on student achievement and motivation: Phase II-in-depth study (2009)

This document discusses the findings of the second phase of a three-part impact study conducted on more than 1,600 students, teachers, and library media specialists in 47 schools. During this part of the study, participants answered an in-depth survey, which produced these findings: students perceived more emphasis on finding sources rather than evaluating and using them; 69 percent of students used their school library, and mostly to do research; and students perceived that the collection and the quiet atmosphere of their school library were its two most important attributes.

Small, R. V., & Snyder, J. (2009). The impact of New York's school libraries on student achievement and motivation: Phase II-in-depth study. School Library Media Research, 12. Retrieved from Library, Information Science & Technology Abstracts database. (Accession No. 51793663)

School libraries, now more than ever: A position paper of the Center for International Scholarship in School Libraries (2009)

This position paper summarizes the research conducted on the impact of school libraries on student achievement. The paper emphasizes the importance of inquiry, reading, and information literacy in young people, at school and at home.

Todd, R. J., & Gordon, C. A. (2009). School libraries, now more than ever: A position paper of the Center for International Scholarship in School Libraries. Unpublished manuscript, Center for International Scholarship in School Libraries, Rutgers University, New Brunswick, NJ. Retrieved from Center for International Scholarship in School Libraries website: http://cissl.rutgers.edu/

The power of the media specialist to improve academic achievement and strengthen at-risk students (2008)

This book addresses the student achievement gap in schools and the types of students who are most vulnerable to failing, and presents ideas for helping students succeed. Chief among these is the development of a strong school library media program.

Jones, J. B., & Zambone, A. M. (2008). The power of the media specialist to improve academic achievement and strengthen at-risk students. Columbus, OH: Linworth Books.

Quality libraries produce quality learners (2008)

This article presents the findings of a study conducted to determine the perceptions teachers have about libraries.

Ullah, S. Z., & Farooq, M. S. (2008). Quality libraries produce quality learners. Journal of Quality and Technology Management, 4(2), 1-9. Retrieved from ERIC database: http://eric.ed.gov/?id=ED506774

The impact of school library services on student achievement and the implications for advocacy: A review of the literature (2008)

This article examines existing literature on the impact made by school libraries on student achievement, as well as the effect of this literature on school-library advocacy. The article asserts that despite the amount of literature on the positive effects of school libraries, little, if any, development has been made in this area of librarianship.

Chan, C. (2008). The impact of school library services on student achievement and the implications for advocacy: A review of the literature. Access, 22(4), 15-20. Retrieved from HKBU Institutional Repository.

School Libraries Work! (2008)

This article "brings together position statements from a variety of organizations and findings from nearly two decades of empirical studies that cite the measurable impact school libraries and library media specialists have on student achievement."

Scholastic Research and Results. (2008). School Libraries Work! Retrieved from http://www.scholastic.com/content/collateral_resources/pdf/s/slw3_2008.pdf

School reform and the school library media specialist (2007)

This book addresses how school libraries facilitate positive changes in their schools using reform initiatives. Also, the book makes recommendations on how school libraries should serve their students, especially in developing 21st century literacy skills.

Hughes-Hassell, S., & Harada, V. H. (2007). School reform and the school library media specialist. Westport, CT: Libraries Unlimited.

Facts at a glance... Student achievement and the school library media program (2006)

This document includes listings of important milestones in the history of school libraries, school library impact studies that were conducted from 1999 to 2001, common findings, and information literacy standards and goals for students.

Dzikowski, J. (with Ratzer, M.). (2006). Facts at a glance... Student achievement and the school library media program [Fact sheet]. Retrieved from Library Research Service website: http://www.lrs.org/documents/lmcstudies/student_achievement_2006.pdf

Students at New York Life Revitalizing High School Libraries sites talk about why their library media centers "rock!" (2006)

This document reports on the benefits received by students at four high schools that received supplemental funding from the Public Education Network to update their library media spaces. A survey conducted in the schools found that more students read for fun than previously, students read more on their own time, they conducted deeper inquiry into subject areas, and their reading and language skills improved.

New York Life Foundation. (2006, January). Students at New York Life Revitalizing High School Libraries sites talk about why their library media centers "rock!" Adolescents Read!, (2). Retrieved from Issue Lab website: http://publiceducation.issuelab.org/resource/students_at_new_york_life_revitalizing_high_school_libraries_sites_talk_about_why_their_library_media_centers_rock

Student learning through Wisconsin school libraries: Key study findings (2006)

This report highlights the key findings of Wisconsin's 2005 impact study, which found, among other things, that higher test scores correlated with higher staffing levels, larger and more current collections, greater amounts of technology resources, longer hours of operation, and more time spent on instructionally-related student and teacher activities.

Department of Public Instruction, State of Wisconsin. (2006). Student learning through Wisconsin school libraries: Key study findings [Summary]. Retrieved from http://imt.dpi.wi.gov/files/imt/pdf/SLMP3.pdf

Observations of school library impact at two rural Ugandan schools (2005)

This article discusses the effect of a one-room library on students' achievement in a remote village in Uganda. Among other things, the students claimed that the library helped them complete their assignments on time, helped them work more efficiently, took the stress out of learning, and helped them think more about their surrounding world.

Dent, V. (2006). Observations of school library impact at two rural Ugandan schools. New Library World, 107(9/10), 403-421. doi: 10.1108/03074800610702598

Student learning through Ohio school libraries, introduction: Partner-leaders in action (2005)

This document provides an overview of how Ohio's 2004 impact study was conducted, including how schools were selected to participate in the study.

Tepe, A. E., & Geitgey, G. A. (2005). Student learning through Ohio school libraries, introduction: Partner-leaders in action. School Libraries Worldwide, 11(1), 55-62. Retrieved from http://www.iasl-online.org/pubs/slw/jan05-tepe.htm

Student learning through Ohio school libraries, part 1: How effective school libraries help students (2005)

This document addresses Ohio's study of 39 effective school libraries, located in schools of various grade levels, in terms of how they help students learn. The study concluded that effective school libraries are both informational and transformational-that is, they lead students to use, create, and disseminate knowledge.

Todd, R. J., & Kuhlthau, Carol C. (2005). Student learning through Ohio school libraries, part 1: How effective school libraries help students. School Libraries Worldwide, 11(1), 63-88. Retrieved from Library, Information Science & Technology Abstracts database. (Accession No. 17414360)

Heart of the school (2005)

This document addresses the improvement in student achievement in a Delaware school district after the passing of a referendum that allowed a steady source of income for school library media programs. Before the referendum, the students' scores placed them in the middle statewide; after the referendum, they were among the top performers.

Pascopella, A. (2005, January). Heart of the school. District Administration. Retrieved from http://www.districtadministration.com/article/heart-school

College success: High school librarians make the difference (2004)

This journal article discusses the findings of a study on the academic success of students in college. The study focused on students from three different California high schools-only one of which had a library media program-and found that the students who came from the high school with a library had much higher levels of achievement.

Smalley, T. N. (2004). College success: High school librarians make the difference. The Journal of Academic Librarianship, 30(3), 193-198. Retrieved from Academic Search Complete database. (Accession No. 14243009)

Locking up a world of ideas: Closing libraries puts schools' core at risk (2004)

This article reflects on the West Contra Costa Unified School District's decision to, among other things, cut all high school sports and close down all libraries, especially in the wake of numerous studies proving the value of school libraries. The author mentions donations from various parties, but argues that donations to buy books are not enough-there needs to be long-term commitment to ensuring the employment of school librarians.

Ryan, J. (2004). Locking up a world of ideas: Closing libraries puts schools' core at risk. SFGate. Retrieved from http://www.sfgate.com/education/article/Locking-up-a-world-of-ideas-Closing-libraries-2801575.php

Your school library media program and No Child Left Behind (2004)

This document discusses how school library media programs aid in achieving the goals of the No Child Left Behind Act, which include ensuring that all students are literate (both traditionally, and technologically) by 2013 and ensuring that all students pass state tests.

Student success and library media programs: A systems approach to research and best practice (2003)

This book examines precisely what factors-school-related and student-related-influence student achievement. Also, the resource presents a thorough literature review of past research on the topic of school library media programs and their impact on student achievement.

Farmer, L. S. (2003). Student success and library media programs: A systems approach to research and best practice. Westport, CT: Libraries Unlimited.

The impact of Michigan school librarians on academic achievement: Kids who have libraries succeed (2003)

This brochure presents the key findings of Michigan's 2002 statewide school-library survey, which asserts the value of school libraries in increasing students' test scores in reading. Also, the brochure includes anecdotes from two librarians about the positive impacts of their libraries.

Rodney, M. J., Lance, K. C., & Hamilton-Pennell, C. (2003). The impact of Michigan school librarians on academic achievement: Kids who have libraries succeed [Brochure]. Retrieved from State of Michigan website: http://www.michigan.gov/documents/hal_lm_schllibstudy03_76626_7.pdf

How school librarians leave no child behind: The impact of school library media programs on academic achievement of U.S. public school students (2002)

In this article, Keith Curry Lance, former director of LRS, lists the impact studies he led between 2000 and 2002, and discusses common findings from the studies. The studies found the following school-library factors important in determining students' test scores: library media program development, staff activities, usage, and technology.

Lance, K. C. (2002, December). How school librarians leave no child behind: The impact of school library media programs on academic achievement of U.S. public school students. School Libraries in Canada, 22(2), 3-6. Retrieved from Library, Information Science & Technology Abstracts database. (Accession No. 8561105)

Why should principals support school libraries? (2002)

This document summarizes research performed on the impact of school libraries on student achievement and explains why the support of principals is crucial in ensuring that students benefit from their school libraries to the fullest extent. The author asserts that principals determine the level of collaboration between teachers and school librarians, how school librarians are embedded into the curriculum, and whether librarians are appointed to leadership positions where they may address issues pertinent to school libraries.

Hartzell, G. (2002). Why should principals support school libraries? ERIC Digest. Retrieved from http://www.ericdigests.org/2003-3/libraries.htm

Proof of power: Quality library media programs affect academic achievement (2001)

In this article from 2001, Keith Curry Lance, former director of LRS, addresses the amount of research conducted on the impact of school libraries on student achievement, and summarizes the common findings.

Lance, K. C. (2001, September). Proof of the power: Quality library media programs affect academic achievement. Multimedia Schools. Retrieved from http://www.infotoday.com/MMSchools/sep01/lance.htm

Proof of power: Recent research on the impact of school library media programs on the academic achievement of U.S. public school students (2001)

In this article from 2001, Keith Curry Lance, former director of LRS, addresses the amount of research conducted on the impact of school libraries on student achievement, and summarizes the common findings.

Lance, K. C. (2001, September). Proof of the power: Recent research on the impact of school library media programs on the academic achievement of U.S. public school students. ERIC Digests. Retrieved from http://www.ericdigests.org/2002-2/proof.htm

Strong libraries improve student achievement (2000)

This article criticizes the decision made by site-based management teams at Michigan elementary schools to cut school librarian positions and cites an impact study conducted by the Library Research Service, as well as a report authored by the National Center for Education Statistics.

Starr, L. (2000, July). Strong libraries improve student achievement. Education World. Retrieved from http://www.educationworld.com/a_admin/admin/admin178.shtml

Strong media centers boost students' test scores, study says (2000)

This document discusses the findings of the Library Research Service from its impact study conducted in 2000. The study found that students' CSAP (standardized test) scores were 18 percent higher in elementary schools with strong library media programs, and in secondary schools, they were 10 to 15 percent higher.

Guerard, E. (2000, August). Strong media centers boost students' test scores, study says. eSchool News. Retrieved from http://www.eschoolnews.com/2000/08/01/strong-media-centers-boost-students-test-scores-study-says/

The impact of school library media centers on academic achievement (1994)

This report summarizes the Colorado's 1994 impact study, which found the following: 1.) There is a relationship between library media program expenditures and student test performance; 2.) A library media program's total number of staff, as well as the size and variety of its collection, are intervening factors that affect student success; and 3.) Library media specialists who play an instructional role also affect student achievement.

Lance, K. C. (1994). The impact of school library media centers on academic achievement. ERIC Digest. Retrieved from http://www.ericdigests.org/1995-1/library.htm

Exemplary school libraries in Ontario (2009)

This 54-page report discusses the results of Ontario's 2009 study that identified the attributes of exemplary school libraries. The study looked at 8 schools and more than 300 students, and found that the best school libraries are allocated adequate funding and regard their teacher-librarians as key teaching staff members.

Queen's University, & People for Education. (2009). Exemplary school libraries in Ontario. Retrieved from http://www.peopleforeducation.ca/wp-content/uploads/2011/12/Exemplary-School-Libraries-in-Ontario.pdf

School libraries and student achievement in Ontario (2006)

This report contains all content pertinent to Ontario's 2006 impact study, School libraries and student achievement in Ontario, completed by People for Education and Queen's University. The study examined the relationship between student test scores in grades 3 and 6, and their school libraries' staffing, hours of operation, collections, and fundraisers.

Queen's University, & People for Education. (2006). School libraries and student achievement in Ontario. Retrieved from http://www.peopleforeducation.ca/document/school-libraries-2006/
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Alaska

Information empowered: The school librarian as an agent of academic achievement in Alaska schools (Rev. ed.) (2000)

This extensive report contains all content pertinent to the 1999 study conducted on students in 211 elementary and secondary schools in Alaska that examined the correlation between school librarians and student test scores. Although substantially the same as the report published in 1999, this report corrects errors and clarifies ambiguities.

Lance, K. C., Hamilton-Pennell, C., & Rodney, M. J. (with Peterson, L., & Sitter, C.). (2000). Information empowered: The school librarian as an agent of academic achievement in Alaska schools (Rev. ed.). Retrieved from ERIC database: http://eric.ed.gov/?id=ED443445

Want higher test scores? A school librarian can make the difference! (1999)

This brochure highlights the results of a 1999 study conducted on students in 211 elementary and secondary schools in Alaska that examined the correlation between school librarians and student test scores. The brochure is formatted with bullet points, and includes suggestions for school librarians on how to make a positive impact.

Want higher test scores? A school librarian can make the difference! [Brochure]. (1999). Retrieved from Library Research Service website: http://www.lrs.org/documents/lmcstudies/AK/akbrochure.pdf

Information empowered: The school librarian as an agent of academic achievement in Alaska schools (1999)

This document summarizes the results of, and provides the methodologies for, a 1999 study conducted on students in 211 elementary and secondary schools in Alaska that examined the correlation between school librarians and student test scores.

Lance, K. C., Hamilton-Pennell, C., & Rodney, M. J. (with Peterson, L., & Sitter, C.). (1999). Information empowered: The school librarian as an agent of academic achievement in Alaska schools [Executive summary]. Retrieved from Alaska State Library website: http://library.alaska.gov/pdf/anc/infoemxs.pdf
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California

California school libraries: A parent guide for promoting equity, opportunity, and achievement (2008)

This undated brochure highlights findings from Doug Achterman's dissertation, Haves, Halves, and Have-Nots: School Libraries and Student Achievement in California, and Scholastic's School Libraries Work! Additionally, the brochure provides advice on how to determine a school library's strength and how parents can support their school libraries.

California School Library Association. (n.d.). California school libraries: A parent guide for promoting equity, opportunity, and achievement [Brochure]. Retrieved from http://csla.ipage.com/testsite/wp-content/uploads/images/stories/bestsellers/pdfs/parentguideCAschoollibraries.pdf

Haves, halves, and have-nots: School libraries and student achievement in California (2008)

This 239-page dissertation examines the relationship between California's school library media programs and student achievement in elementary and secondary schools. The document concludes that there is a correlation between student achievement and school-librarian staffing levels at every grade level, with the strongest correlation at the high-school level.

Achterman, D. (2008, December). Haves, halves, and have-nots: School libraries and student achievement in California. (Doctoral dissertation). Retrieved from University of North Texas Digital Library website: http://digital.library.unt.edu/ark:/67531/metadc9800/
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Florida

Making the grade: The status of school library media centers in the Sunshine State and how they contribute to student achievement (2003)

This report discusses the status of school library media centers in Florida for grades K-12 and the relationship between school library media centers and student achievement. The report concludes that, among other things, student achievement is positively impacted when: students use the school library media center; and the school library media center is led by a professionally-trained, full-time certified library media specialist. Also, the report provides recommendations on how school library media centers can be more successful.

Baumbach, D. (with Lee, J., Hart, T., Lance, K. C., Rodney, M., Wane, M., & Zhang, Y.). (2003). Making the grade: The status of school library media centers in the Sunshine State and how they contribute to student achievement. Retrieved from http://www.ala.org/research/librariesmatter/node/138
http://www.ala.org/research/librariesmatter/node/138
Iowa

Make the connection: Quality school library media programs impact academic achievement in Iowa (2002)

This extensive report presents the findings of Iowa's study from 2000, which found a relationship between the creation of library media programs and student achievement, especially in reading, for grades 4, 8, and 11.
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Idaho

Idaho school library impact study - 2009: How Idaho school librarians, teachers, and administrators collaborate for student success (2011)

This overview summarizes the findings of a 2009 study that surveyed Idaho school librarians, teachers, and administrators on their respective library environments, their ability to meet certain teaching standards within their schools/districts, and their students' test scores.

Idaho school library impact study - 2009: How Idaho school librarians, teachers, and administrators collaborate for student success (2010)

This document summarizes the findings of a 2009 study in Idaho that surveyed Idaho school librarians, teachers, and administrators on their school libraries, their ability to meet certain teaching standards within their schools/districts, and their students' test scores. The document also provides recommendation for school libraries and sample success stories.

Idaho school library impact study - 2009: How Idaho school librarians, teachers, and administrators collaborate for student success (2010)

This extensive report discusses in depth the findings of a 2009 study that surveyed Idaho school librarians, teachers, and administrators on their respective library environments, their ability to meet certain teaching standards within their schools/districts, and their students' test scores. The report provides a multitude of tables and an extensive conclusion.

Idaho school library impact study - 2009: How Idaho school librarians, teachers, and administrators collaborate for student success (2010)

This research brief summarizes the findings of a 2009 study that surveyed Idaho school librarians, teachers, and administrators on their respective library environments, their ability to meet certain teaching standards within their schools/districts, and their students' test scores. The brief includes information pertaining to the study's methodologies, as well as several charts and graphs.
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Illinois

Powerful libraries make powerful learners: The Illinois study (2005)

This brochure lists four important findings from a two-year project completed by Keith Curry Lance and RSL Research Group in 2003, using data from the Illinois State Board of Education and Illinois' librarians. Each finding is complemented by quotations from various educational parties regarding the importance of school libraries.

Powerful libraries make powerful learners: The Illinois study fact sheet (2005)

This fact sheet summarizes the logistics of Illinois' 2003 study, lists the study's findings, and provides a series of recommendations for school libraries.

Powerful libraries make powerful learners: The Illinois study (2005)

This 24-slide PowerPoint presentation provides the rationale for the 2003 Illinois study as well as multiple graphic representations of the study's findings.

Research links student achievement to school libraries: Library advocates attend training on research results (2005)

This press release addresses the most significant finding of the 2003 Illinois study-that the "strongest library predictor of high student achievement scores is a staff that includes at least one trained librarian, as well as support staff"-and states that the study was the subject of a recent conference for the school community.

Powerful libraries make powerful learners: The Illinois study (2005)

This 55-page report contains all content pertinent to the 2003 Illinois study, which gathered data from more than 650 schools of all grade levels, enrollments, and regions of the state on their school libraries' hours of operation, staffing, activities, expenditures, and technology. The report asserts a statistically significant, positive relationship between school-library factors and student achievement.
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Indiana

How students, teachers, and principals benefit from strong school libraries: The Indiana study (2007)

This extensive report contains all content pertinent to the 2005 Indiana study, which gathered data from more than 920 schools regarding their school libraries' hours of operation, staffing, collection size, technology, usage, and funding. The study's findings are consistent with other studies of the same nature, which assert the positive relationship between school libraries and student achievement.

How students, teachers, and principals benefit from strong school libraries: The Indiana study (2007)

This report summarizes the key findings of Indiana's 2005 study and provides graphical representations of the data.
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Massachusetts

Building elementary school libraries: An essential element for education reform (2000)

This paper also discusses the findings of Massachusetts' 1999 statewide survey regarding school libraries. The paper maintains that the relationship between school libraries and students' standardized test scores is most evident at the elementary school level, at which there are glaring inequities amongst schools in terms of their school libraries.

School libraries and MCAS scores (2000)

This document presents the findings of a statewide survey conducted in 1999 that discovered relationships between library-related factors (e.g. collection size, number of operating hours, number of full-time librarians) and students' standardized test scores. The survey's findings indicate that the presence and the strength of a school library program contributes to student achievement.
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Michigan

The impact of Michigan school librarians on academic achievement: Kids who have libraries succeed (2003)

This 157-page report contains all content pertinent to Michigan's 2002 statewide school-library survey and its findings. The report focuses on the positive impact of school-library programs on students' reading test scores at grades 4, 7, and 11. The report's data shows that the effect of school libraries is particularly strong in elementary schools.
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Minnesota

Check it out!: The results of the 2004 school library media program census (2004)

This document highlights the findings of the 2004 census of school library media programs in Minnesota. Also, the document makes several recommendations for school library media programs, and provides graphic representations of the data. One graph explores the benefits possible if some of the money spent on athletics was given school library media programs instead.

Check it out!: The results of the 2004 school library media program census (2004)

This 73-page report contains all content pertinent to Minnesota's 2004 census on school library media programs, which serves as a follow-up to the 2003 census. The report concludes that: 1.) Student achievement in elementary and secondary schools is related to the number of hours library media specialists work and the budget for school media center funding; 2.) Minnesota's budget for books has decreased dramatically; and 3.) Collections at school library media centers contain books that are very outdated.

Check it out!: The results of the school library media program census (2003)

This document addresses the findings of Minnesota's 2003 census, and shows the connection between better school library media programs and higher student test scores. The document includes photographs of students reading, a quiz, visual representations of the census' findings, a list of good school library media programs in Minnesota, and recommendations for school library media programs.

Check it out!: The results of the school library media program census (2003)

This extensive report contains all content pertinent to Minnesota's 2003 census on school library media programs. Broken up into multiple sections, the report presents its key findings first: 1.) Grades 3, 5, and 8 achieved higher reading scores in schools with a full-time library media specialist; 2.) Reading scores were significantly related to libraries' budgets for books, especially at the fifth-grade level; and 3.) The average copyright date of books in school library media centers was 1985.
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Missouri

Show-me connection: How school library media center services affect student achievement (2004)

This document highlights the findings of the Missouri's 2003 school library media center study.
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North Carolina

An essential connection: How quality school library media programs improve student achievement in North Carolina (2003)

This 61-page report concludes that school libraries at the elementary, middle, and high school levels positively impacted students' standardized test scores in English and reading. Students' scores tended to increase with better-stocked school libraries that had longer hours of operation.
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New Mexico

How school libraries improve outcomes for children: The New Mexico study (2002)

This report joins other state impact studies in its assertion that student achievement scores rise with the development of library media programs. The report provides evidence that the rise in achievement cannot be attributed to other factors.
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New York

New York State's school libraries and library media specialists: An impact study (2008)

In this report, the Center for Digital Literacy examines the effect of school libraries on not only student achievement, but also on students' motivation for learning, students with disabilities, technology use, and families and communities. The study spanned several years, and included thousands of New York public schools.
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Ohio

The Ohio school library as a dynamic agent of learning: Essential learning foundations (2004)

This chart lists both a set of developmental goals for students with which school libraries can help, as well as the types of resources school libraries should carry.

Review of the findings: Student Learning Through Ohio School Libraries: The Ohio research study (2004)

This 38-slide presentation summarizes the findings of Ohio's 2003 impact study, Student learning through Ohio school libraries. The document lists the percentage of responses for each question, and also provides multiple free-form comments from students who participated in the study.

Student learning through Ohio school libraries: Background, methodology, and report of findings (2004)

This report lists the main findings and recommendations of Ohio's 2004 impact study, Student Learning Through Ohio School Libraries.

Student learning through Ohio school libraries: Document 1 - Additional features of the student sample (2004)

This report discusses, in detail, the demographics of the students who participating in Ohio's 2004 impact study, Student Learning Through Ohio School Libraries.

Student learning through Ohio school libraries: Document 2 - The students' voices (2004)

This report lists, by question, students' selected free-form responses to all 75 questions in Ohio's 2004 impact study, Student Learning Through Ohio School Libraries.

Student learning through Ohio school libraries: Document 3 - Interesting topics other than school work (2004)

This report lists topics other than school work that interested students participating in Ohio's 2004 impact study, Student Learning Through Ohio School Libraries.

Student learning through Ohio school libraries: Document 4 - Students' comments to illustrate additional "constructs of help" (2004)

This report lists students' selected responses to 9 integral questions posed in Ohio's 2004 impact study, Student Learning Through Ohio School Libraries.

Model of the school library as a dynamic agent of learning (2004)

This visual presents a model school library as both an "information place" and "knowledge space."

Student learning through Ohio school libraries: The Ohio research study fact sheet (2003)

This fact sheet lists the main findings of Ohio's 2003 impact study, Student Learning Through Ohio School Libraries. The second page of the document lists both a set of developmental goals for students that school libraries can help with, as well as the types of resources school libraries should carry.

Student learning through Ohio school libraries: A summary of the Ohio research study (2003)

This document summarizes the background and methodologies of Ohio's 2003 impact study, Student Learning Through Ohio School Libraries. Also, the document lists the questions and percentages of responses used in the study.
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Oregon
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Pennsylvania

How Pennsylvania school libraries pay off: Investments in student achievement and academic standards (2012)

This report, broken up into 13 different documents, contains all content pertinent to Pennsylvania's most recent impact study. The report first addresses relationships between school library programs and Pennsylvania System of School Assessment (PSSA) reading and writing scores. The second part of the report contains an analysis of surveys about the perceptions of school libraries, and the third part contains funding estimates for optimal library programs.

Measuring up to standards: The impact of school library programs & information literacy in Pennsylvania schools (2000)

This extensive report contains all content pertinent to Pennsylvania's 1999 impact study. After examining 435 Pennsylvania schools, the study concluded that reading scores increased with increases in the following characteristics of school library media programs: staffing, information technologies, and integration of information literacy into the curriculum.

Measuring up to standards: The role of library information programs & information literacy in Pennsylvania schools (1999)

This brochure highlights the findings of Pennsylvania's 1999 impact study. The brochure includes a flowchart depicting factors that influence students' reading test scores.

Survey of school libraries in Pennsylvania 1999 (1999)

This survey was administered to school libraries during Pennsylvania's 1999 impact study. It includes sections for hours of operation, staffing hours, paid staff activities, school library usage, technology, library collection, operating expenditures, capital outlay, and management.
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South Carolina

How libraries transform schools by contributing to student success: Evidence linking South Carolina school libraries and PASS & HSAP results (2014)

The first phase of this South Carolina study reviews results from the 2013 South Carolina School Library Survey (from the South Carolina Association of School Libraries, SCASL) and the Palmetto Assessment of State Standards (PASS) for elementary and middle school students and the High School Assessment Program (HSAP) for high school students.

How libraries transform schools by contributing to student success: Evidence linking South Carolina school libraries and PASS & HSAP results, phase II (2014)

The second phase of this South Carolina study reviews data collected in surveys of South Carolina school administrators, teachers, and librarians and test results from the Palmetto Assessment of State Standards (PASS) for elementary and middle school students.
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Texas

Texas school libraries: Standards, resources, services, and students' performance (2001)

This report contains all content pertinent to Texas' impact study, which studied more than 600 schools. The study found that the overall percentage of students who met expectations on the Texas Assessment of Academic Skills (TAAS) in reading was ten percent higher at schools with librarians.
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Washington

Certified teacher-librarians, library quality and student achievement in Washington state public schools (2015)

This report evaluates the relationship between school library programs staffed by certified teacher-librarians and student achievement. Data from the 2014 Washington State School Library and Information Technology (WSLIT) program survey and the Washington State Office of the Superintendent of Public Instruction (OSPI) is reviewed.

Washington study further ties quality library programs to student success (2015)

This School Library Journal article summarizes and reviews results from the Washington study, above. Quotes from the study's author, Washington Library Media Association president, and other school library research leaders provide context and background to the study and its place in the larger research landscape.

Sun, C. (2015). Washington study further ties quality library programs to student success. School Library Journal. Retrieved from http://www.slj.com/2015/05/research/washington-study-further-ties-quality-library-programs-to-student-success/
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Wisconsin

Student learning through Wisconsin school library media centers: Case study report (2006)

This 65-page report contains the results of a case study conducted on five Wisconsin schools of various grade levels. The five schools were selected from a pool of more than 1,000, and were examined in depth, regarding the following characteristics: organization; collection; participation in committees; principal support; technology access, use, and integration; collaboration and teaching; impact; usage; promotion; collaboration with the public library; and strengths.

Smith, E. G., & EGS Research and Consulting. (2006). Student learning through Wisconsin school library media centers: Case study report. Retrieved from Wisconsin Department of Public Instruction website: http://imt.dpi.wi.gov/files/imt/pdf/finalcasestudy.pdf

Student learning through Wisconsin school library media centers: Library media specialist survey report (2006)

This extensive report contains all content pertinent to Wisconsin's 2005 impact study, which surveyed all school library programs within the state regarding the following: staffing, volunteers, budget, hours of operation, staff activities, policies, resources, and usage. Among other findings, the study concluded that reading and language arts skills were most advanced in the schools with the most library media specialists.

Smith, E. G., & EGS Research and Consulting. (2006). Student learning through Wisconsin school library media centers: Library media specialist survey report. Retrieved from Wisconsin Department of Public Instruction website: http://imt.dpi.wi.gov/files/imt/pdf/finallmssurvey06.pdf

Student learning through Wisconsin school library media centers: Teacher and student survey report (2006)

This 93-page report addresses the 2005 survey responses of teachers and students in 75 schools of varying grade levels to questions about their perceptions of their school library media programs.

Smith, E. G., & EGS Research and Consulting. (2006). Student learning through Wisconsin school library media centers: Teacher and student survey report. Retrieved from Wisconsin Department of Public Instruction website: http://imt.dpi.wi.gov/files/imt/pdf/finalteacherstudent06.pdf
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This 1-page infographic presents highlights from all of LRS's school library impact studies. Two versions of the infographic are available: - One is optimized for online viewing - And, the second is optimized for printing If you view the infographic PDF file in Firefox PDF viewer, it may not render properly.

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Take action to support school librarians and libraries across the United States.

The latest information in the fight for school libraries and school librarians. Brought to you by Follett and EveryLibrary

I know that you support school libraries in the United States. I also know that you understand how important these educational institutions are to the future success of our country. Unfortunately, many of our political leaders on both sides of the political spectrum haven't heard from you or people like you.

That's why I wanted to make it easier for you to reach your friends, family and colleagues to contact their state representatives about supporting school libraries through our petition platform with these Twitter and Facebook links.

Whether your 2019-2020 school year started in August or it's just getting underway now that Labor Day is behind us, we need your help to focus on the future of school library funding. Across the country, threats to school library programs are well knownand ongoing. The solution is a combination of direct action with local school leaders and a new approach to fixing state-level funding for education to include school librarians and school library programs. EveryLibrary, through our SaveSchoolLibrarians.org initiative and state library association partnerships, is hard at work on both parts of the solution. And we continue to need your help as a donor and activist to build momentum this year.

Thank you to everyone who voiced your support for media specialists and all certified educators to be part of the pay raise!

Thanks to your actions, we were able to include ALL certified educators in the House FY20 budget.

The Utah Library Association and EveryLibrary invite you to take the Pledge to Vote For Question #1 this November.

Question #1 is an important and necessary proposal to increase school library funding in Utah through a new motor fuel tax. If it passes, 70% of the funding will go directly to improve education in local school districts. School Library Media Specialists are named in the proposal, and that is why we are endorsing Question #1.

Please joinEveryLibrary , the Colorado Association of Libraries, and the Colorado Association of School Librarians in taking the Pledge to Vote YES on Amendment 73 this November.

EveryLibrary is thrilled to report that our colleagues at the Michigan Association for Media in Education (MAME), the state association for school librarians there, have succeeded in having three bills introduced in their legislature that would go a long way to restoring school librarians to each and every school in the state!

With just a few months left in this school year, Atlanta Public Schools (APS) are eliminating at least 14 school librarian positions across the city next school year. Several schools are reducing their school library staffing to a part-time school certified librarian while others are replacing them with paraprofessionals. The Georgia Library Media Association is calling on members of the School Board and Superintendent Carstarphen to review and reverse this decision. Eliminating school librarians from Atlanta schools would negatively affect reading and test scores, and student achievement across our city.

Across the country we are seeing school library budgets get slashed. Children all over the United States are losing access to this important resource. We're working really hard at EveryLibrary to help support these school libraries and ensure that our children are not denied the education that they deserve with a well-funded library. But we can't do it without your support. That's why we're asking you to sign and share some of our most recent school library petitions.

A message from Elissa Malespina

Almost two years ago hundreds of people took action and signed a petition on this platform to stop the cuts to the school libraries in South Orange, New Jersey. Last night the South Orange/ Maplewood Board of Education voted to hire a second full time certified librarian for the High School. This action means that all the cuts that first occurred in the Spring of 2016 have now been restored! THANK YOU!!!

EveryLibrary and the ISTE Librarians Network announce a new " From Advocacy to Activism" webinar series for 2018 supporting school librarians and school library program budgets. These four free interactive webinars are designed for school librarians and school library activists to learn new skills and hone effective strategies that are focused on library funding. Taught by the EveryLibrary team, participants will hear about real-world examples from SaveSchoolLibrarians.org funding fights and other issue campaigns that can be put to work in their own schools and districts.

I am thrilled to announce the launch of our new SaveSchoolLibrarians.org site and an expanded partnership with five state school library associations and Follett Learning to work on restoring school librarians to schools and districts - and to expanding funding for school library programs - in their states.

EveryLibrary and the Illinois School library Media Association (ISLMA) announce a joint advocacy pilot-project focused on restoring school librarian positions and school library programs and collections budgets in certain schools and districts across Illinois. This unique and targeted advocacy project is intended to bring together research, activism, and support systems to help encourage school boards and leadership to make a renewed choice about librarians and libraries in their schools. It builds upon the strategic effort that ISLMA has made to highlight the importance of effective library programs in the state ESSA Implementation Plan. It will go beyond policy and into action to lobby for positions and programs across the state.

Save School Librarians

Sign up to support school libraries across the United States.

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Take action to support school librarians and libraries across the United States. The latest information in the fight for school libraries and school librarians. Brought to you by Follett and EveryLibrary I know that you support school libraries in the United States.