The Data to Support School Libraries is Compelling and Extensive

Solomon, Samantha

Lance, K. and Kachel, D. (2018). Why school librarians matter: What years of research tell us – kappanonline.org. [online] kappanonline.org. Available at: http://www.kappanonline.org/lance-kachel-school-librarians-matter-years-research/ [Accessed 26 Sep. 2018].

Summary: The article details data about the effect and effectiveness of school libraries collected since 1992, including data from more than 34 statewide studies where researchers have also controlled for school and community socioeconomic factors. In general, the data has consistently shown ” positive correlations between high-quality library programs and student achievement (Gretes, 2013; Scholastic, 2016)” and these gains are enhanced when all school stakeholders partner closely with the library.

Some of the data highlights include:

  • In a Pennsylvania study (Lance & Schwarz, 2012), nearly 8% more students scored Advanced on the Pennsylvania System of School Assessment in reading in schools with a full-time, certified librarian than in schools without.
  • Students with full-time librarians were almost three times more likely than those without librarians to have Advanced writing scores.
  • The Pennsylvania study (Lance & Schwarz, 2012) found that while 1.6% fewer students tested at the Below Basic level in reading when they had full-time librarians than those who did not, the difference was even greater for Black students (5.5%), Latino students (5.2%), and students with disabilities (4.6%).
  • Graduation rates and test scores in reading and math were significantly higher in schools with high-quality libraries and certified librarians, even after controlling for school size and poverty.

Evaluation: I was so attracted to this article because in my district, school libraries and school library staff are CONSTANTLY on the chopping block. Last year, organizing and advocating for students right to access school libraries and qualified staff basically felt like a second full time job, and we still on barely snuck through. The data presented in this article is clear and useful for other TLs who might find themselves advocating for their jobs.

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Collaboration: Co-Teaching

Shibrie Wilson

ET- New Trends
CO- School Organization
CO- Collaboration
IL- 21st Century Skills

 Jones, T. N. (2016, March 14). A Prime Co-Teaching Opportunity. Retrieved May 20, 2016, from http://www.slj.com/2016/03/schools/a-prime-co-teaching-opportunity/#_
Summary:
There is more to collaboration that meeting with a teacher and utilizing resources from meeting to provide to students. Collaboration in fact is a way that many librarians are able to maintain relevancy in California schools. California school are constantly cutting funds to library staff and those who are fortunate jobs are changed to different title. Tara N. Jones discusses her new role in which is no longer a teacher librarian, but being adopted as a “Research Technology Specialist.” This provide a large perspective of interaction and libraries contribution to 21st century library. In order to successfully co-teach one must build a relationship with teachers and observing their classrooms to get a personal experience. Becoming familiar with curriculum from all subject aspects. Utilizing technology resources provided in school district is also an important way to collaborate especially for research purposes. Jones, discusses 7 different ways in which student collaboration is effective for students and both teacher and teacher-librarian. All seven concepts are vital for creating a strong and cooperative community. Another positive aspect about co-teaching is that students are able to dedicate more time to assignment because they do not have to wait for teachers for attention. Effective collaboration, also consist of assisting students with journey and assuring they are successful throughout process and providing efficient feedback. 
Reflection:
Wonderful blog, considering that most of info 250 focuses on collaboration and being effective. This was a useful blog and learning seven concepts as to why co-teaching approach is essential for both parties. Co-teaching allows both educators to contribute their expertise. There are many ways in which librarians can help with research aside from being confined to building itself, but actually being hands on with students research and knowledgeable of various subject curriculum.  
 

School Library Accessibility: The Role of Assistive Technology

 

Fleming, Giovanna
 
IL- Assistive Technology
Hopkins, J. (2004). School Library Accessibility: The Role of Assistive Technology. Teacher Librarian, 31(3), 15-18.

 

 
Summary:
          School library accessibility is a subject more k-12 public schools need to address according to this article by Janet Hopkins.  She presents a detailed account of the value of Assistive Technology (A.T.) in a school library setting along with a definition of A.T. by the Individuals with Disabilities Education Act (I.D.E.A.) of 2003.  An explanation is given of the wide range of  A.T. available from the simplicity of including large print materials into a collection to the complexity of AAC (Assistive Alternative Communication) devices which will speak for students. An online database can be found at www.abledata.com which is a great resource for A.T. equipment. Janet Hopkins provides a list of rationale for having A.T. in the school library which includes a patron’s rights to access information, inclusiveness, self-esteem, and peer acceptance.  A checklist has been created for teachers to use within their own libraries. Collaboration, once again, is the key to success.  The author of this article recommends the teacher librarian collaborate with teachers and special education teachers on site to make the school library and information equally accessible for all students.
Evaluation:
          As a complete article, it could be used as a great resource for converting a school library into an all inclusive school library. Using A.T. in a school library setting is a proactive decision to enable positive learning experiences for all students.  I would recommend this article to any educator.

Standards: Who, What, Where, and Why

Jolene Nechiporenko

ET, CA

McClure, p. (2005). Where standards com from. Theory into practice, 4(1),4-10.
     doi:  10.1207/s15430421tip4401_2

Have you ever wondered where educational standards come from?  If so, start by reading this article in which the author does a nice job of simplifying and explaining the history and current development of standards. 

She explains that common standards are “rooted in the struggle for equal education.”  Keep in mind that several different factors can contribute to inequality: socioeconomic conditions, minorities, etc.

In the early 1990s an achievement gas was recognized and addressed by a congressionally mandated study that suggested “There was a clear difference in standards, expectations, and curriculum” between states and schools.

in 1993 federal grants were given to state departments to develop curriculum and/or content standards.

In 1995 brought about the reform of professional development and teaching.  “The inequalities in the delivery of funding of educational and the achievement gasp between school and among groups of students could not be seriously addressed without setting uniform guidelines and regulations for the teaching profession.

McClure also mentions the implementation of Title 1 programs.