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Your Most Powerful Teacher: How Teacher Librarians Raise Student Achievement
- 1. Your Most Powerful Teacher The Teacher Librarian
- 2. Did you know ONE teacher can ● Raise student reading scores ● Increase student writing skills ● Increase student media literacy skills ● Increase student critical thinking skills ● Improve overall student achievement ● Increase college readiness ● Improve efficiency and effectiveness in both staff and student use of technology
- 3. The Research Shows Teacher Librarians improve reading scores Teacher Librarians raise overall student achievement Teacher Librarians teach students how to learn Teacher Librarians prepare students for college and career
- 4. Closing the Achievement Gap Scores for At-risk students improve even more than scores for the overall student body when a Teacher Librarian is hired
- 5. At-risk students are more negatively affected when a school loses a teacher librarian
- 6. Who in your school teaches the library core? 1. Reading engagement and appreciation 2. Research and information literacy 3. Media literacy and engagement
- 7. Who in your school is teaching reading engagement and appreciation? ● Selecting texts for enjoyment, acquiring knowledge, and answering questions ● Making personal connections with a text ● Integrating information to build a personal knowledge base ● Recommending reading materials to peers
- 8. Who in your school is teaching research skills? ● Asking key questions ● Finding multiple, quality sources of information ● Using books and online databases (and not just Google!) ● Using catalogs and indexes ● Documenting sources used
- 9. Who in your school is teaching Media Literacy? Evaluating sources of information for authenticity and authority Evaluate media messages for accuracy, relevance, and bias Internet safety Social media savvy does not equal information literacy!
- 10. Teacher Librarians Raise Student Achievement They collaborate with other teachers to promote and teach reading, research skills, media literacy, and technology literacy
- 11. Teachers feel more effective when working with a teacher librarian Collaboration and Co-teaching with an information professional supports the subject area teacher in reaching curricular goals
- 12. Teacher Librarians are Teachers They have a state core curriculum They plan and teach lessons They are information experts (print AND electronic) They know and use (and teach) technology They support every curriculum area They teach students how to learn
- 13. The school library is a classroom The library is the heart of any school The library supports reading, writing, research, and technology Books are the key to learning
- 14. Having an Internet connection is not enough Students need to be taught internet safety, etiquette, and skills Students must learn to “search” the internet, not just “surf” A large, scattered, unorganized, repository of data is useless without a guide The internet is nothing more than a library in need of a good librarian
- 15. Teacher Librarians teach essential skills Our students live in an information society They must learn how to: ● ask probing questions ● identify accuracy, bias, timeliness, and credibility ● use information ethically and judiciously ● document their sources of information ● communicate effectively
- 16. Utah Library Media Core (Secondary) Strand 5, Standard 2a: “Evaluate print and digital sources for relevancy, accuracy, validity, credibility, availability, currency, authority, accessibility within time limits, and ease of use.”
- 17. Your school needs a certified Teacher Librarian It is the most direct way to increase student Reading achievement Improved reading achievement will raise student test scores in all areas You need someone who will teach the vital Utah Core Curriculum areas of Reading Engagement, Information Literacy, and Media Literacy Your teacher librarian will support both students and teachers across ALL subject areas No other hire will contribute as much toward your school’s success as hiring a certified Teacher Librarian!
- 18. Myth: My ELA teacher can do this
- 19. How to fund a school librarian position
- 20. Every Student Succeeds Act (ESSA) ESSA authorizes funds to be used for “developing and enhancing effective school library programs” The state will submit their plan this fall. Once the Dept. of Ed. approves the plan school districts can apply for funding At the very least, keep it on your radar!
- 21. PALS Demonstration Project/Impact Study The 3-year Demonstration Project/Teacher Librarian Impact Study, places teacher librarians in 25 selected schools where there were none. All public schools are eligible to apply. The purpose of the project is to increase performance of Utah students, while measuring the effectiveness of collaborating teacher librarians.
- 22. PALS Demonstration Project/Impact Study Key components of the proposal are: 1.Collaboration of school-based education teams. 2.Curriculum integration, with information and media literacy at the center. 3.Assessment: The project will be evaluated by an independent, out-of-state team, experienced in school library program impact studies.
- 23. PALS Demonstration Project/Impact Study Budget Request: Approximately $1.2 million per year for three years. Result: Students who 1) are information and media literate 2) value reading for lifelong learning and enrichment 3) are more confident by being better prepared for college and career.
- 24. Summary Certified teacher librarians raise student achievement More than 21 state studies confirm this claim ELA teachers/library aides do not achieve the same results Underserved students benefit even more from a teacher librarian Students need the skills librarians teach to succeed in our global society School Library PALS is proposing a demonstration project that you can support
- 25. References District of Columbia Citizens for Better Public Education (1968). This Book Belongs to . . . Me!. Hughes-Hassell, S., & Cox, E. J. (2008). Urban teenagers, leisure reading, and the library media program. School Library Media Activities Monthly, 25(1), 56-58. Jones, J. L., & Zambone, A. M. (2008). The role of the media specialist to improve academic achievement and strengthen at-risk youth. Library Media Connection, 26(7), 30-32. Jones, J. L. (2009). Dropout prevention through the school library: Dispositions, relationships, and instructional practices. School Libraries Worldwide, 15(2), 77-90 Kachel, Debra E. (2011). School Library Research Summarized: A Graduate Class Project. Mansfield University. Lance, Keith Curry, Marcia J. Rodney, and Bill Schwarz. (2009). The Idaho school library impact study-2009: How Idaho librarians, teachers, and administrators collaborate for student success. Idaho Commission for Libraries. Mery, Y., Newby, J., & Ke Peng. (2012). Why one-shot information literacy sessions are not the future of instruction: A case for online credit courses. College & Research Libraries, 73(4), 366-377. Purcell, Kristin, et al., (2013). How teachers are using technology at home and in their classrooms. Pew Internet and American Life Project. www.pewinternet.org/files/old-media/Files/Reports/2013/PIP_ TeachersandTechnologywithmethodology_PDF.pdf Rodney, Marcia J., Keith Curry Lance, and Christine Hamilton-Pennell (2003). The impact of Michigan school libraries on academic achievement: Kids who have libraries succeed. Lansing, MI: Library of Michigan.
Editor's Notes
- C: Intro: work credentials. Caitlin Garrity, Library Media Program Director, Southern Utah University B: Intro, PALS, title & first slide. Brian Ferguson, retired teacher librarian, Davis School District, Utah. Steering Committee member of schoollibraryPALS. (Parents Advocating for Libraries in Schools).
- B: Outrageous Claim? Research based, everything we are saying has been tested, we will have some money ideas at the end. C: Over 21 state studies led by researcher Keith Curry Lance have confirmed that school librarians support student achievement in all of these areas
- C: These studies also show that the presence of a qualified school librarian can make a tremendous difference in reading achievement. For instance, elementary schools with librarians have 35 percent more students who score proficient or above than schools without librarians.
- C: The positive impact a librarian has on student achievement is even more pronounced for students in the “at-risk” category. A 2012 Pew study indicated that 37% of americans do not have access to high-speed internet in their homes. A teacher librarian is in the position to strengthen at-risk students through “mentoring, making connections with them, helping connect them to others in the school, and supporting their learning in creative and motivating ways.” This presentation focuses mainly on the teaching aspects of teacher librarians, but it’s worth mentioning that the research that led to the Reading is Fun-damental program evolved from the recognition that underserved students simply needed access to books and freedom of selection of those books that can be provided by a school librarian. School libraries can also combat low literacy levels among at-risk youth. When reading comprehension levels are below grade level, leisure reading, like that provided in school libraries, can “support the literacy development of these students.” Lastly, the school library can play a major role in dropout prevention by providing relevant resources to underserved populations. Every year, almost ⅓ of all public high school students drop out. Research suggests teacher librarians have the capacity to serve as the “tipping point” by taking a personal interest in students who need to be moved towards achievement the most.
- C: Not only do at-risk students improve more when a school librarian is involved, they are also more negatively affected by the loss of a teacher librarian. This is Daniel. He’s 9 years old. His home was destroyed by a fire that took his father’s life. He’s pictured here doing his homework on a makeshift bench by the light of McDonald’s windows near the restaurant where his Mom works. As educators, we’ve all known a Daniel. The Wall Street Journal reported that without libraries, the web-deprived are turning to places like McDonald’s to get their studies done. School libraries have the power to become the great equalizer for underserved students. EQUITY
- B. There are three strands in the Utah Library Core. Each one extends, in age appropropriate ways, from K through 12. Let’s look at them one at a time.
- B. Hopefully every teacher in your school supports your reading program. But who knows more about connecting kids to books than a librarian? And who knows more about a student’s academic reading needs than a teacher librarian?
- B. These are basic Information Literacy skills, but colleges continue to report that students often arrive unprepared for college work because they lack these basics. C: The average incoming freshman at SUU scores a 65%, or D, on their required information literacy pre-test --meaning, they are arriving at college unprepared to perform basic college-level research to complete their assignments.
- B. Students are consuming more forms of media, more often, on more different types of devices, and at younger ages, than at any previous time in history. Who is teaching them the skills to navigate this new world safely and wisely? C. In a 2016 Stanford study, 80% of middle school students could not distinguish between an ad labeled “sponsored content” and a search result on Google. Project Information Literacy interviewed employers about the information literacy skills of their recent graduate hires. Employers reported being disappointed that, though these young folks are always tethered to devices, they won’t go beyond the first page of Google to find the answer to a workplace problem.
- B: Study after study shows that teacher librarians raise student achievement..
- C: In addition, teachers feel more effective when working with a teacher librarian. Teachers were three times more likely to rate their literacy teaching as excellent when they collaborated with librarians.
- B: The “subject area” of a teacher librarian is Information and how to use it wisely. Their specialty is not only relevant, it is critical to every other academic area in your school. Teacher librarians teach students how to learn.
- B. You want your library to be a hive of learning activity. You want students asking questions, finding answers, reading for pleasure, creating presentations, collaborating on projects, maybe even playing chess! You want learning to be a fun, natural, engaging, collaborative activity in your school. The best way to create a great classroom is to hire a great teacher. And your library is your most open, most flexible, most visible, most PUBLIC classroom.
- B. This is important to understand. Too many people seem to think that the internet can replace a good school library with a certified teacher librarian. This is the same as saying you don’t need math teachers any more because the kids have calculators!
- B. Students need a TEACHER for these things! They don’t just happen by using Google. C: All of the positive impacts we’re discussing only applied to a certified librarian. They do not happen by staffing your library with an aide. There are two graduate programs in Utah preparing certified librarians to do exactly this.
- B. Certainly these skills are critical in our information society. Yet, how many adults do you know who can meet this Standard? Given how fast information comes at us these days, information literacy is a necessary survival skill. Powerful forces use the media to sell you and persuade you. Navigating the modern media environment intelligently, and without being manipulated, requires a constant effort, and a practiced disposition (a reflexive habit), to think analytically and critically. Yet, without a teacher librarian, your students may have no one helping them develop these desperately needed skills.
- B. “Bang for the Buck”
- C. In a 2012 study by the University of Arizona Libraries, information literacy achievement was studied in three different environments. Treatment Group 1 received instruction from their English instructors. Treatment Group 2 received instruction from a librarian. Treatment group 3 completed a for-credit research course developed by librarians. As the graph shows, there was no growth for students who were taught IL skills by their English teacher. We can see much larger growth for the groups taught by librarians.
- B: If you’re thinking to yourself, “that’s all great, but how do I find money to support this position…”
- C. Replacement for NCLB
- schoollibraryPALS is proposing a demonstration project to the Utah Legislature.
- We believe in three years we can show significant improvement in learning in the students in the demonstration schools.