Libraries and teacher librarians play a key role in helping students achieve standards related to skills like reading, research, analysis, and evaluation. Several landmark studies from the 1960s to the 1990s found that academic achievement is higher in schools that have a centralized library with a large collection, a professional librarian who collaborates with teachers, and invest more in resources beyond textbooks. When libraries are well-resourced with materials, technology, and staffing, test scores can be expected to be 10-20% higher.

1. “Libraries are the verbs in
the content standards.
Wherever verbs such as
read, research, analyze,
explore, examine,
compare, contrast,
understand, interpret,
investigate, and find
appear in the standards,
Teacher Librarians and
library resources are
involved.”

2. The
LCMS/WES
LIBRARY
a
schoolwide
learning
center

3. Strong School Library
Media Programs
Make a Difference in
Academic Achievement

4. In 1963, a landmark study by Dr.
Mary Gaver of Rutgers University
found that:
Academic achievement was higher
when:
–There was a centralized library in the
school.
–The library collection was large and
easily accessible.

5. And 30 years later, Dr. Keith Lance
published the Colorado Study in
1993, and found that:
Academic Achievement was higher in
schools when:
– There was a professional library media
teacher.
– The “library media teacher” collaborated
with teachers to build exciting units of
instruction.
– The library collection was very large.

6. Library Instructional Programs:
Build capable and avid readers
Teach every learner to become
effective users of ideas and information
Partner with teachers to create exciting
learning experiences
Prepare learners to compete in the
information age

7. of the school library
instructional program is to
insure that students are
effective users of information
and ideas.

8. The Library Information Center is the center
of the school. It is central to what goes on
in the classroom. It’s a busy place!
Students come before school, at lunch, and
after school to use resources. Throughout
the day, teachers come with entire classes,
send small groups to work with the teacher
librarian, or send individuals to find the
information they need.

9. First, the LCMS/WES Media
Center invests in people…
Strong Library Media Programs have:
A credentialed professional
--the Teacher Librarian runs the library’s
instructional program. The focus in on helping
students and teaching.
Support staff
– the Library Assistant handles clerical work
and support services.
Technical support

10. In strong library programs
and in the LCMC

11. Research shows that
The level of professional library media
teacher staffing is a key difference
between strong and weak library media
programs
… and between higher and lower
scores on achievement tests.

12. In the LCMC, Teacher
Librarians:
Collaborate with content area teachers
to build quality lessons focused on the
content standards and information
skills.
Teach an average of four of their six
hour instructional day
Teach information literacy skills (finding,
using, communicating and evaluating
information effectively)

13. •are available at the front counter to assist
students before school, during class, at nutrition,
at lunch and after school
•check out, renew, or scan in library books using
district’s online system, Destiny
•process new materials, run overdue reports /
program School Messenger, and assist with
inventory
In the LCMC, Library Assistants:

14. •acquire knowledge of library resources for
use in their own school work and in assisting
others,
•learn to work with staff and student
customers and provide a service to the school,
•learn to work cooperatively as part of the
library staff, assisting student customers with
card catalog searches, network databases and
checking out materials, and
•take pride in their responsibilities and duties
and help maintain the book collection.
In the LCMC, Library Science
students:

15. Become a library
advocate!
How much do we
invest in our students?
How many new books
do we put on the
shelves each year?
Our students deserve
our support!

16. Today’s school libraries
should consist of a quality
information-rich environment
which includes:
Books on all reading levels
Book collections that are accurate,
current, and curricular-related
Databases relevant to curricular topics
Quality Internet sites related to the
curriculum
Virtual libraries (library websites with

17. Such collections allow
learners to explore
ideas and topics
covered perhaps only
in a paragraph of a
textbook.

18. Such collections add cost to the
educational budget since quality
collections must be kept current.
Again, the research shows that
schools spending more money
for quality information beyond
the textbook are actually
boosting the bottom line -- the
amount learned.

19. Research Findings:
Rich curriculum-centered book
collections boost learning.
Information technology delivering
information to the desktop of the
learner enhances learning.

20. Conclusion:
Quality collections are
expensive, but they earn their
way by boosting achievement.

21. Results of the total
investment:
Test scores can be expected to
be 10-20% higher in schools
with an emphasis on large book
collections and information
technology.

22. BACKGROUND STUDIES
Colorado I Lance, Keith C., Linda Welborn, and
Christine Hamilton-Pennell. The Impact of School Library
Media Centers on Academic Achievement. Castle Rock,
CO: Hi Willow Research and Publishing, 1993.
Colorado II Lance, Keith C., Linda Welborn, and
Christine Hamilton-Pennell. The Impact of School Library
Media Centers on Academic Achievement. San Jose, CA:
Hi Willow Research and Publishing, 2000.
Krashen, Stephen. The Power of Reading. Englewood, CO:
Libraries Unlimited, 1993.
McQuillan, Jeff. The Literacy Crisis. Portsmith, NH:
Heineman, 1998.
Pennsylvania Lance, Keith et al. Measuring Up to
Standards… Greensburg, PA: PCFBL, 2000.