Research Based Characteristics of Mediaand Technology Programs That Positively Impact Student Learning
Noteworthy Study Findings• “75 studies have concluded that school library programs lead to increased student achievement”• “size of a school’s library media staff and library media collection is the best school predictor of academic achievement on standardized tests”• “after accounting for socioeconomic status, ‘library media predictors almost always outperformed other school characteristics, such as teacher-pupil ratio and per pupil expenditures’ in improving student achievement” (Jones 35-37)
Noteworthy Study Findings• “students whose high schools include librarians and library instruction programs bring more understanding about information research to their college experiences”• “the school library has a greater impact on reading improvement for African-American students than for any other group” (Jones 38)
Noteworthy Study Findings• “blending technology with face-to-face teacher time generally produces better outcomes than face-to-face or online learning alone” (Cheung and Slavin, 2011; Cheung and Slavin, 2012; Tamim, Bernard, Borokhovski, Abrami, and Schmid, 2011; Means, Toyama, Murphy, Bakia, and Jones, 2009)
Noteworthy Study Findings• “1:1 technology access is associated with changes in teacher practices and student outcomes”• “participation in 1:1 programs is associated with increased student and teacher technology use, increased student engagement and interest level, and modest increases in student achievement” (Bebell, O’Dwyer 2010)
Noteworthy Study Findings• “the largest impacts on K-12 reading achievement come from comprehensive models that integrate computer and non-computer instruction in the classroom and provide extensive support for teachers professional development” (Cheung and Slavin, 2012)• “using virtual manipulatives improves understanding of math concepts and attitudes toward math, and blending physical and virtual manipulatives also has been shown to improve math learning” (Li and Ma, 2010)
Specific Research Based Characteristics Student achievement increases when……
Specific Research Based Characteristics• Leadership – SLMC meets with administrators on a regular basis (Lance) – SLMC participates in faculty meetings (Lance) – SLMC serves on standards and curriculum committees (Jones 40) – SLMC meets with library staff (Jones 40)
Specific Research Based Characteristics• Leadership – Critical component of successful implementation of technology is leadership support (Lance)
Specific Research Based Characteristics• Collaboration – SLMC provides resources to teachers for instructional planning (Lance) – SLMC and teacher work together to plan and deliver instruction (Lance) – SLMC provides frequent in service training to teachers (Lance) esp. related to information literacy, resources, and technology (Jones 40) – SLMC teaching students information literacy skills via integrated curriculum (Jones 40) – SLMC “providing motivational reading activities” (Jones 40) – SLMC “pushing digital information beyond the LMC” (Jones 40)
Specific Research Based Characteristics• Information Access and Delivery – Well developed collections in a variety of formats (Lance) – Access to more technology in the library and to library resources networked throughout the school (Lance) – Frequent student visits to the library (Lance) – Frequent borrowing of books from the library (Lance) – LMC with extended hours of operation before and after school (Jones 42) – LMC with flexible scheduling (Jones 42) – Increased library services (Jones 42)
Specific Research Based Characteristics• Program Administration – Full-time, certified school librarian administering library media program (Lance) – Library support staffing (Jones 43) – Well funded school library program (Lance); “higher expenditures correlate with increased academic achievement” (Jones 44) – Flexible access (Jones 44) – Relationship with the public library (Jones 44)
Print Resources to Consult• Jones, Jami, and Alana Zambone. The Power of the Media Specialist to Improve Academic Achievement and Strengthen At-Risk Students. Columbus, OH: Linworth Publishing Inc., 2008. Print.• Loertscher, David, and Ross Todd. We Boost Achievement: Evidence-Based Practices for School Library Media Specialists. Salt Lake City: Hi Willow Research & Publishing , 2003. Print.
Works Cited• Bebell, D. & O’Dwyer, L.M. (2010). Educational Outcomes and Research from 1:1 Computing Settings. Journal of Technology, Learning, and Assessment, 9(1). Retrieved 3/14/13 from http://ejournals.bc.edu/ojs/index.php/jtla/article/view/1606/1463• Jones, Jami, and Alana Zambone. The Power of the Media Specialist to Improve Academic Achievement and Strengthen At-Risk Students. Columbus, OH: Linworth Publishing Inc., 2008. Print.• School Library Characteristics that Affect Student Achievement. Dir. Sean Lamborne. Perf. Jaime Helgren and Keith Curry Lance. Library Research Service: Research and Statistics About Libraries, Nov. 2010. Library Research Service. Web. 18 Feb. 2013. http://www.lrs.org/data-tools/school-libraries/impact-studies/#podcasts• Vega, Vanessa (2013). Technology Integration Research Review, Retrieved 3/14/13 from http://www.edutopia.org/technology-integration-research-learning-outcomes
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