Library media program implementation and student achievement

This study examines possible factors related to school library programs that correlate with student academic achievement. Analyzing library programs as a system, the investigator adapted the American Association of School Librarians (AASL) principles for library media programs in conjunction with standardized tests. For the population examined (60 southern California schools), the measure that correlated most closely with library program principles was standardized reading scores. Specifically, the degree to which information access/delivery principles were implemented correlates significantly with student reading scores. The study results identified key indicators within the library program that impact student academic achievement: access to high-quality library facilities and resources, and collaborative planning with professional library staff.

[1]  van Deusen,et al.  Effects of fixed versus flexible scheduling on curriculum involvement and skills integration in elementary school library media centers , 1991 .

[2]  K. Bishop.  The roles of the school library media specialist in an elementary school using a literature-based reading program : an ethnographic case study , 1992 .

[3]  Debra Lau.  Gotham's Grand Vision. , 2002 .

[4]  David V. Loertscher,et al.  Powering Achievement: School Library Media Programs Make a Difference: The Evidence , 2001 .

[5]  Mary Ann Driver,et al.  Information Power; Guidelines for School Library Media Programs. , 1988 .

[6]  Lesley S. J. Farmer,et al.  Student Success and Library Media Programs: A Systems Approach To Research And Best Practice , 2003 .

[7]  J. Pitts.  Personal understandings and mental models of information : a qualitative study of factors associated with the information-seeking and use of adolescents , 1994 .

[8]  E. G. Smith.  Texas School Libraries: Standards, Resources, Services, and Students' Performance. , 2001 .

[9]  Jacqueline Hovis Barlup.  Whole language, the librarian, and children's literature beyond the basal reader : a case study of the attitudes of students, teachers, and librarians with literature-based reading , 1991 .

[10]  James R. Yarling.  Children's understanding and use of library-related skills in two elementary schools, one with and one without a centralized library , 1968 .

[11]  V. Lawson,et al.  What Are Principals' Perceptions of the School Library Media Specialist? , 1995 .

[12]  K. Haycock.  What Works: Research About Teaching and Learning Through the School's Library Resource Center , 1992 .

[13]  Mary V. Gaver,et al.  Effectiveness of Centralized Library Service in Elementary Schools (Phase I) , 1961, The Library Quarterly.

[14]  Jesse Nolan.  A comparison of two methods of instruction in library research skills for elementary school students , 1988 .

[15]  Sue Easun.  Beginner's Guide to Efficiency Measurement. , 1994 .

[16]  Hartzell.  Why should principals support school libraries , 2003 .

[17]  Arvina Marie Lumley,et al.  The change process and the change outcomes in the development of an innovative elementary school library media program , 1994 .

[18]  Ken Haycock,et al.  Research in Teacher-Librarianship and the Institutionalization of Change. , 1995 .

[19]  Vivian Seiber Gehlken.  The role of the high school library media program in three nationally recognized South Carolina Blue Ribbon Secondary Schools , 1994 .

[20]  Michael Bell.  Elementary School Climate Factors and Personality and Status Variables Associated with School Library Media Specialists Chosen by Classroom Teachers for Cooperation on Instructional Problems , 1990 .

[21]  Angela Maynard Sewall.  Linking learning , 1994 .

[22]  M. Goodin.  The transferability of library research skills from high school to college , 1987 .