What the Research Says…School Library Media Programs

Julia BellRenee JanssenBen Metcalfe

MINNESOTA

Check It Out! The Results of the School Library Media Program Census, Final Report

Published by: Susan J. Baxter and Ann Walker Smalley

2003

MINNESOTA: PURPOSE AND RESEARCHING AGENCIES

Purpose: To collect baseline data on Minnesota’s school library media

programs and the Minnesota Standards for Effective School

Library Media Programs.

Researching Agencies: • Minnesota Educational Media Organization (MEMO)

Legislative Committee• Department of Children, Families & Learning (CFL)• Library Development and Services (LDS) • Project Advisory Committee

MINNESOTA: PROCESSSample: •On-line Census Survey was sent to all regular Minnesota public schools; 1,172 schools responded (82% of total)•Site visits were conducted at 131 schools, one elementary and

secondary school per state senate district

Survey: •On-line census survey focused on 14 areas:•General Info, Service Hours, Staffing, Frequency of Staff Activities, Usage, Space and Capacity, Equipment, Collection, Computers and Intenet Access, Budget, Mission, Evaluation

On-Site Visits:•Visited 131 schools to collect further information and confirm data gathered from the census survey

MINNESOTA: RESULTS

Survey• Reading Achievement is related to school media

center spending and to the number of hours media specialists work

• Media specialists are the most common workers in a school media center and their most common activity is “other library activities” (shelving, circulation, etc.)

• The smaller the school, the less likely of an automated catalogue or remote access to media center and statewide electronic resources

MINNESOTA: RESULTSSite Visits• Found large collections of old, worn books, run by

part-time or non-licensed staff• The more knowledgeable and supportive a principal

and the more hours a licensed media specialist works the greater chance of an effective media center

• lack of money • too few resources

Unexpected findings: • Presence of a district-level media coordinator• Increase in computerized reading programs• The current state of model programs

MINNESOTA: RECOMMENDATIONS

Stakeholder expectations Commit to hire full-time professional Media

Specialists and support staff Immediate investment in print collections Staff at the state level Maintain statewide resources Continue to conduct data collection All Media Specialists must become vocal

advocates

MISSOURI

Show Me Connection: How School Library Media Center Services Impact Student Achievement

Published by: Quantitative Resources (RQ Squared)

2002/2003

MISSOURI: PURPOSE AND RESEARCHING AGENCIES

Purpose: • To analyze school library media center services and to

study their effect on student achievement, by testing three hypotheses1. Library Media Centers and Services display a positive

relationship to student achievement2. Components of School Library Media Centers and Services

have more of a relationship to student achievement than others

3. Demographic characteristics have a high relationship to student achievement, they do not eliminate the positive relationships from hypothesis one and two

Researching Agencies• Missouri Department of Elementary and Secondary

Education• Missouri State Library

MISSOURI: PROCESS

Sample• Core Data collected by MDESE on all 2,243 public schools• 782 schools responded to the questionnaire• 241 schools had complete data from both

Data Collection• Core Data included: Student Data, Library Media Data,

Librarian Data, Teacher/Administrator Data, Technology Data

Questionnaire• 47 question web-based questionnaire• Categories included: Library Management, Library Staff,

Service Hours, Staff Activities, Library/Loan Use, Library Technology, Library Collection

MISSOURI RESULTS

• Hypothesis 1: Academic Achievement & SLMC• Proven: 12.6 p% of the variance of the Missouri

Standardized Test can be explained by SLMC services

• Hypothesis 2: Impact of Components of SLMC • Proven: Five components showed a statistically

significant relationship to achievement on the Standardized Test (Library Usage, Summer Reading, Library Access, Library Budget, Technology)

• Hypothesis 3: Demographics• Proven: SLMC services explained up to 10.6% of

the variance in achievement not explained by the demographic variables

MISSOURI RECOMMENDATIONS

• Focus on Three Components• Library Usage:

• Clerical Help• Variety of Resources

• Summer Reading Program:• Cooperate with Local Public Libraries

• Library Access:• Library/Media Coordinator• Online Resources

NEW MEXICO

How School Libraries Improve Outcomes for Children: The New Mexico Study

Published by: Keith Curry Lance, Marcia J. Rodney,

&Christine Hamilton-Pennell

June, 2002

NEW MEXICO: PURPOSE AND RESEARCHING AGENCIES

Purpose: • To confirm the findings of the first Colorado study in

New Mexico and to explore several issues:• Student Achievement & SLMC services• Collaboration and Effectiveness of SLM programs• Role of Information Technology

Researching Agencies:• New Mexico State Library • McCune Foundation • New Mexico State Department of Education

NEW MEXICO: PROCESS

• Sample• 206 Elementary Schools (52%)• 100 Middle Schools (56%)• 72 High Schools (47%)

• Survey• Questionnaire with eight sections:

• Respondent Information, Service Hours, School Library Staff, Paid Staff Activities, Library Usage, Technology, Resource Collection, Finances

NEW MEXICO: RESULTS

Elementary Level• fourth grade achievement levels tend to rise

with increases in:• Number of Library Staff• Percentage of time LMS spend managing

computer networks• Number of computers in the school that

provide access to the library catalog, licensed databases, and the internet

• Number of print volumes• Number of electronic reference sources relative

to students

NEW MEXICO: RESULTS

Middle Level• Eighth grade achievement scores tend to

improve with increases in: • Number of weekly hours the school library is

open• Extra time spent by the library staff on selected

activities; planning with teachers and providing in-service training, developing library collections and creating incentives for students to read, managing school computer networks

• Number of print volumes in the library’s collection

• Number of computers with access to licensed databases

NEW MEXICO: RESULTS

High School Level• Tenth grade achievement scores tend to

improve with:• The general level of library staffing• The extent to which classroom teachers and

librarians teach cooperatively• The frequency with which both individuals and

groups visit the school library, especially - in the case of groups - for information literacy instruction

• Availability of library computers to students, particularly with access to the library catalog and the Internet

• The size of the library’s collection and its spending

NEW MEXICO: CONCLUSION

New Mexico achievement test scores tend to rise with increases in:

• School librarian and total library staff hours per 100 students

• Print volumes per student• Periodical subscriptions, video materials,

and software programs per 100 students• School library expenditures per student

• Spending cannot exert a positive influence if it comes at the expense of other school programs

Impact of SLMC at the high school level cannot be explained away by school & community differences

NEW MEXICO: DEFINITION OF A STRONG SCHOOL LIBRARY/LIBRARIAN

A strong school library is one:• that is adequately staffed, stocked and

funded• whose staff are actively involved leaders in

their school’s teaching and learning enterprise

• whose staff have collegial, collaborative relationships with classroom teachers

• that embraces networked information technology

NEW MEXICO: RECOMMENDATIONS

• Five specific actions should be taken: • Fund adequate professional and support staff,

information resources, and information technology

• School library program cannot be limited to the LMC as a place, librarians must involve themselves in the design and delivery of instruction

• Information technology must be used to make resources available to teachers and students wherever they may be

• Ensure access to teachers and students to high-quality licensed databases

• Provide training to ensure teachers and students know how to use the information tools and assess and information resource

NORTH CAROLINA

An Essential Connection: How Quality School Library Media Programs

Improve Student Achievement in North Carolina

Published by: Robert Burgin,

Pauletta Brown Bracy, & With assistance from Kathy Brown

June 2003

NORTH CAROLINA: WHY & WHO?

Why: To address the proven methods portion of the “

No Child Left Behind Act”. To determine the impact of school library programs on

student achievement in North Carolina Public Schools.

Who: The collaborative efforts of:

North Carolina Library Association, The State Library of North Carolina, The North Carolina School Library Media Association, and The North Carolina Department of Public Instruction

(Brown, Bracy, & Burgin, 2003)

NORTH CAROLINA: METHODOLOGY

Population Sampled: Participants selected at random from a data

base of : 2,138 School Libraries and 2,529 School Library Media Specialists

The Survey: Type: Questionnaire to collect data in eight areasStaff Activities Service Hours Library Usage Library Technology

Internet Access Operating Expenditures

Management School Demographics

(Brown, Bracy, & Burgin, 2003)

NORTH CAROLINA: METHODOLOGY

Survey Sent Deadline Returned

1st 494 November 113

2nd 500 January 103

The Survey: Number of Survey’s sent: Conducted two survey’s Delivery: Mailed to selected schools

Achievement: Defined as: Percentage of students in the school who

scored at or above passing on:

Elementary Middle High

End-of-grade reading exam

End-of-grade reading exam

End-of-course English I exam

(Brown, Bracy, & Burgin, 2003)

NORTH CAROLINA: RESULTS

Scores on Standardized reading and English tests in the schools included in the study tended to increase when libraries in the schools:

Were staffed more hours during the school week Were open more hours during the school week

Had newer books Spent more money per 100 students on books and other

print materials like magazines and newspapers Spent more money per 100 students on electronic access to

information Were more likely to subscribe to online periodical services

Were more likely to subscribe to online CD ROM services

(Brown, Bracy, & Burgin, 2003)

OHIO

Student Learning through Ohio School Libraries: The Ohio Research Study

Published by: The Ohio Educational Library Media Association,

Dr. Ross Todd, & Dr. Carol Kuhlthau

December 2003

OHIO: WHY & WHO?

Why: To provide scientific proof of how school libraries help

students learn. To provide data points for additional research,

educational policy development as well as guideposts for school librarians to see how their library impact learning.

Who: The collaborative efforts of:

The Ohio Educational Library Media Association, INFOhio, The Ohio Department of Education, and Rutgers University, The Center for International Scholarship in School Libraries, State Library of Ohio

(Kahlthau, OELMA, & Todd, 2003)

OHIO: METHODOLOGYPopulation Sampled:

Participants : 39 schools across Ohio13,123 Students; Grades 3- 12879 Faculty

The Survey: Type: questionnaires were used to collect participants

responses to forty eight statements based on Likert scale and one open-ended qualitative question. Divided into seven categorically significant blocks of “How helpful the school library is:”

With using the information to complete

your school work.

With using computers in the library at school, and

at home.

To you when you are not at

school.

With getting information you

need.

With your school work in general.

To you with your general reading interests.

Academic Achievement

School Demographics

(Kahlthau, OELMA, & Todd, 2003)

OHIO: METHODOLOGY

Participant

Survey Received

Student The Impact on Learning

Faculty The Perceptions of Learning Impacts

The Survey: Number of Survey’s sent: Two (one for both students &

faculty) Delivery: Web-based delivery to selected schools

Achievement: Defined as: Percentage of student/ faculty “Most

Helpful” ratings on the Likert scale:

Most helpful

Quite helpful

Some help

A little help

Does not apply

(Kahlthau, OELMA, & Todd, 2003)

OHIO: RESULTSSurvey Question Blocks Student

Mean Rank of Means

Faculty Mean

Rank of Means

Block 1: Find and locate information

2.53 1 3.21 2

Block 2: Use information to complete school work

2.25 3 2.74 3

Block 3: School Work in general

2.07 4 2.50 6

Block 4: Using computers in the school library, at school, and at home

2.52 2 3.30 1

Block 5: General reading interests

1.90 6 2.65 4

Block 6: Outside school 1.77 7 2.311 7

Block 7: General reactions (academic achievement)

1.96 5 2.52 5

(Kahlthau, OELMA, & Todd, 2003)

OHIO: RECOMMENDATIONS When effective school libraries are in place, students do learn.

13,000 students cannot be wrong…

all school library programs provide

instructional intervention, through a credentialed school librarian, which centers on the

development of information literacy skills for inquiry

learning

all school libraries, including elementary schools, be staffed

withcredentialed school librarians

who have educational certification

and who engage in collaborative instructional initiatives to

help students learn and achieve

all school librarians have a clearly defined role as information-learning

specialist, with expertise: as an instructional designer, an educational partner-leader, a

school library program administrator, and a partner-leader of learning-oriented professional developmenttargeted to whole-school

success

all school libraries provide a learning centered space supported by a strong

technology infrastructure; all stakeholders engage in

sustained and action-oriented discussions in the context of continuous improvement of the necessary resources, technology

and staffing requirements needed to maximize the learning opportunities through school

libraries

(Kahlthau, OELMA, & Todd, 2003)

OREGON

Good Schools Have School Librarians: Oregon School Librarians Collaborate to Improve

Academic Achievement

Published by: Keith Curry Lance, Marcia J. Rodney,

&Christine Hamilton-Pennell

2001

OREGON: WHY & WHO?

Why: Put off by the deterioration of the library media

program throughout Oregon Public Schools. To determine the impact of library media programs to

share information with influential members of the community.

Who: The collaborative efforts of:

The Oregon State Library and The Oregon Educational Media Association

(Hamilton-Pennell, Lance, & Rodney, 2001)

OREGON: METHODOLOGY

Population Sampled: A total of 513 public schools participated:

32% of Oregon’s public Elementary Schools 49% of Oregon’s public Middle Schools 63% of Oregon’s public High Schools

The Survey: Type: Questionnaire to collect data in seven areas

regarding their impact on reading scores.Library Media Center:

Hours Staff Activities Technology

Usage Resources & Collection Budget

(Hamilton-Pennell, Lance, & Rodney, 2001)

OREGON: METHODOLOGY/ RESULTSAchievement:

Defined by: High test scores on the 2000 Oregon State Reading Assessment administered in 1999 to all 5th, 8th and 10th graders were used as indicators of students’ academic achievement.

Results: Reading test scores increase when libraries in schools increase in:

Total staff hours per 100 students (including both professional and support staff)

Print volumes per studentPeriodical subscriptions per 100 students, and

Library media expenditures per student. Library media development alone accounts for 3%- 5%

of variation in reading scores.Whatever the current level of development of a school’s library media program, these findings indicate that incremental improvements in its staffing, collections, and budget will yield incremental increases in reading scores.

(Hamilton-Pennell, Lance, & Rodney, 2001)

OREGON: DEFINING A STRONG LIBRARY MEDIA PROGRAM

That is adequately staffed, stocked and funded

Whose staff are actively involved leaders in the school environment

Whose staff have collegial, collaborative relationships with classroom teachers

That embraces networked information technology

(Hamilton-Pennell, Lance, & Rodney, 2001)

OREGON: RECOMMENDATIONS

Funding for adequate professional & support staff, information resources and information technology.

Library Media Specialists must assert themselves as school leaders.

Principals’ support, encourage and have high expectations for collaboration

Information Technology accessible to students and teachers where they may be in school

Access to high-quality licensed databases with LMC providing the necessary training for students and staff

(Hamilton-Pennell, Lance, & Rodney, 2001)

PENNSYLVANIA

Measuring Up to Standards:The Impact of School Library Programs &

Information Literacy in Pennsylvania Schools

Keith Curry LanceMarcia J. Rodney

Christine Hamilton-Pennell

February 2000

PENNSYLVANIA: WHY?

Increasingly alarming condition of SLM programs

Only explanation were that decision makers were unaware of the impact of good SLM programs

Decided to be the first state east of the Mississippi to replicate the Colorado Study Sought to confirm in PA these findings AND expand on the results by determining the

impact on academic achievement of: Specific activities of certified school librarians; Principal and teacher support of SLM programs; and Information technology, particularly licensed

databases and the Internet/WWW

PENNSYLVANIA: METHODOLOGY Academic Achievement Indicator

Scores on the Pennsylvania System of School Assessment (PSSA) reading test from 1999

The Sample Includes 435 of the state’s 1,691 schools serving

three tested grades: 5, 8, and 11 435 participating schools constitute an 87 %

response rate from a 500-case sample

GradeNumber in

SampleNumber in

UniverseSample as % of Universe

5th 138 1,313 10.5%

8th 183 638 28.7%

11th 201 606 33.2%

PENNSYLVANIA: METHODOLOGY

The Survey: Questionnaire Respondent Information Hours of the School Library School Library Staff Paid Staff Activities Usage of School Library Services School Library Technology School Library Resources Annual Operating Expenditures School Library Information Management

PENNSYLVANIA: FINDINGS

Reading scores increase with increases in the following characteristics of SLM programs: Staffing

SLM hours Support staff hours

Number of computers enabling teachers and students to utilize: The ACCESS PENNSYLVANIA database Licensed databases Internet

Integration of information literacy into the curriculum

PENNSYLVANIA: INDIRECT FINDINGS

As these characteristics rise, so does the involvement of SLMS in teaching students and teachers how to find and assess information

Higher level of staffing predict: Higher expenditures Larger & more varied collections Increased access to info technology for teachers

and students More integrated approaches to info literacy,

standards, and curriculum

PENNSYLVANIA: DISTINGUISHING RESULTS

Alaska Colorado Pennsylvania

• first to suggest the important role of the LMS as an information literacy teacher of students as well as an in-service training provider for teachers

• relationship between leadership and collaboration is critical • links flexible schedule with higher levels of academic achievement

• interaction of SLM staff, collections, and technology is most powerful where there is an integrated, collaborative approach to teaching information literacy

http://www.lrs.org/documents/fastfacts/164proof.pdf

PENNSYLVANIA: THE BOTTOM LINE

It depends on… Current status What it improves How much it improves

When all predictors are maximized, then:

How much can scores rise with good SLM programs?

PPSA scores tend to run 10 to 15 points higher!

TEXAS

Texas School Libraries:Standards, Resources, Services,

and Student’s Performance

Ester G. Smith, Ph.DEGS Research & Consulting

April 2001

TEXAS: OBJECTIVES

Examine school library resources, services, and use and update the standards so they better serve communities across the state School Library Programs: Standards and

Guidelines for Texas Determine the impact that school libraries

have on student performance as measured by the percent of students who met

minimum expectations on the reading portion of the statewide standardized test– the Texas Assessment of Academic Skills (TAAS)

Highlight library practices in the best performing schools

TEXAS: METHODOLOGY

The Sample Random sample of 600 school libraries Data collected through a self-administered mail

survey Responses obtained from 503 libraries = 84% response

rate Data from 500 responding libraries used:

The Survey: Questionnaire

Elementary 267

Middle/Junior High 104

High 129

TEXAS: RESULTS Higher TAAS performance at all educational levels in

schools with librarians Over 10% more students in schools with librarians than

without met minimum TAAS expectations in reading 89.3% (with) vs. 78.4% (without)

Socio-economic variables played major role in explaining this variance However, library variables were a smaller but largely

significant portion of explaining the variance Also compared top and bottom 25 schools in TAAS

performance Differences found in:

Staffing levels Collection sizes Cooperative activities with teachers Library and school technology levels

WISCONSIN

Student Learning Through Wisconsin School Library Media Centers

Ester G. Smith, Ph. DEGS Research & Consulting

January 2006

WISCONSIN: OBJECTIVES

“To examine the leadership and instructional roles of Wisconsin public school library media specialists required for a quality school library media program and the direct relationship with and impact on student achievement and learning across all grade levels.”

WISCONSIN: METHODOLOGY

3 separate reports: Survey of library media specialists Survey of teachers and students Case studies of best practice programs

The Sample 855 library media specialists for 1,043 SLM

programs Quantitative data collected on program

structure, resources, and operations Qualitative data collected from:

51 randomly selected elementary, middle, and high schools

107 teachers and 3,957 students on benefits received from SLM programs

WISCONSIN: METHODOLOGY

Statistical analysis compared school library and academic achievement indicators: 3rd – 11th grade WKCE reading and language arts

scores 11th grade ACT scores

Test performance compared for schools that were stronger and weaker on library variables

WISCONSIN: KEY FINDINGS

Schools with full-time certified SLMS and full-time library aides have higher performance on the WKCE

Schools where the SLMS spends more time on instructionally-related student and teacher activities have higher WKCE scores

Teachers who aligned WMAS for Information and Technology Literacy to their lessons found SLM programs more helpful to student performance

School with greater SLM program resources for collections and technology have higher WKCE performance

SLMS help students acquire unique skills not taught in the classroom and information technology skills essential for students in the 21st century

WISCONSIN: RECOMMENDATIONS

A high quality SLM program requires a full-time certified SLMS plus support staff (at any grade level)

Administrative and financial support is required to effectively implemented a SLM program with resources necessary to impact student achievement: staff, print and electronic resources, and technology

Access to the SLMC and its resources should be open and flexibly scheduled

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REFERENCESBaxter, S. J., & Smalley, A. W. (2003). Check it out! The results of the

school library media program census, final report. St. Paul: Metronet.

Brown, K., Bracy, P., & Burgin, R. (2003). An essential connection: How quality school library media programs improve student achievement in north carolina. Retrieved February 4, 2009, from http://rburgin.com/NCschools2003/NCSchoolStudy.pdf

Hamilton-Pennell, C., Lance, K. C., & Rodney, M. J. (2001) Good schools have school librarians: Oregon school librarians collaborate to improve academic achievement. Retrieved February 4, 2009, from http://www.oema.net/Oregon_Study/OR_Study_exec.pdf

Kuhlthau, C., Ohio Educational Library Media Association (OELMA), & Todd, R. (2003). Student learning through ohio school libraries: The ohio research study. Retrieved February 4, 2009, from http://www.oelma.org/StudentLearning/documents/OELMAResearchStudy8page.pdf

REFERENCESLance, K. C., Rodney, M.J., & Hamilton-Pennell, C. (2000). Measuring up

to standards: The impact of school library programs & information literacy in pennsylvania schools. Retrieved February 6, 2009 from http://www.statelibrary.state.pa.us/libraries/lib/libraries/measuringup.pdf

Lance, K. C., Rodney, M. J., & Hamilton-Pennell, C. (2002). How school librarians improve outcomes for children: The New Mexico study. Santa Fe: New Mexico State Library.

Quantitative Resources, LLC. (2003). Show-me connection: How school library media center services impact student achievement, 2002-2003. Jefferson City: Missouri State Library.

Smith, E. G. (2001). Texas school libraries: Standards, resources, services, and students’ performance. Retrieved February 6, 2009 from http://www.tsl.state.tx.us/ld/pubs/schlibsurvey/index.html

Smith, E. G. (2006). Student learning through wisconsin school library media centers: Wisconsin study results. Retrieved February 6, 2009 from http://www.dpi.wi.gov/imt/pdf/SLMP1.pdf