Research

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Crissy (Pink) Theresa Michelle

Research – ** Required ** content: ** citations and annotations ** for research-based articles to provide data and support for the school librarian's impact on student achievement and the instructional partner and leader roles

From the rubric: The team selected **five** significant research readings that provide **data and support** [of the] librarian’s positive impact [on] student achievement **AND** on the instructional partner **AND** leader (professional developer) roles. **Rich annotations** speak directly to the audience for this work.

Brainstorming ideas of what a librarian and library program can offer to a school...This could be our focus for our research. Begin with the end in mind...what do we want to promote to the Pleasantville ISD principals in our elevator speech?
 * Librarians can provide instruction in Multiple literacies Multiple Literacies
 * Librarians can provide instruction in reading comprehension
 * Librarians can collaborate with teachers to improve student achievement
 * Studies have proven that collaboration improves students scores.
 * Librarians are a form of PD for teachers
 * Working with SL can allow for more standards to be met.


 * __Favorite articles__**

1. Moreillon, Judi, and Susan D. Ballard. “Coteaching: A Pathway to Leadership.” // Knowledge Quest // 40.4 (2012): 6-9. < []>.

2. The Idaho School Library Impact Study–2009: How Idaho Librarians, Teachers, and Administrators Collaborate for Student Success http://libraries.idaho.gov/files/SchoolLibraryImpactBrief2010505.pdf

3. Williamson, Kirsty, Alyson Archibald, and Joy McGregor. “Shared Vision: A Key to Successful Collaboration?” // School Libraries Worldwide // 16.2 (2010): 16-30. Library, Information Science & Technology Abstracts with Full Text. Web. 25 Jan. 2014. Here 4. "School Librarian Staffing Linked with Gains in Student Achievement"

5. //School Libraries Work// by Scholastic [|here]


 * __Possible articles: __**

PA School Library Project, et. al. 2012. "Creating 21st-Centry Learners: A Report on Pennsylvania’s Public School Libraries" []

"Achieving Academic Standards through the School Library Program"

McGregor, Joy. “Collaboration and Leadership.” // Curriculum Connections through the Library //. Eds. Barbara K. Stripling and Sandra Hughes-Hassell. Westport, CT: Libraries, Unlimited, 2003. 199- 213. Print.


 * Source (MLA format) || Text Evidence (with page number) || Annotations ||
 * Lance, Keith C., and Linda Hofschire. "School Librarian Staffing Linked with Gains in Student Achievement, 2005 to 2011." Teacher Librarian 39.6 (2012): 15-19. Academic Search Complete. Web. 25 Mar. 2014. || "We found that students at schools that gained or maintained an endorsed librarian to manage the library program averaged higher CSAP (Colorado Student Assessment Program) reading scores and higher increases in those scores over time than students at schools whose library programs were run by either nonendorsed librarians or library assistants" (19). || Schools that have an endorsed (certified) librarian show increased student achievement in reading. ||
 * || "Regardless of how rich or poor a community is, students tend to perform better on reading tests where, and when, their library programs are in the hands of endorsed librarians" (19). || This study controlled for the variable of poverty and found the same results. ||
 * || The degree which students can read and understand text in all formats (e.g. picture, video, print, etc.) and all contexts is a key indicator of success in school and life (15).

It's clear that school librarians consider the teaching and encouragement of reading - both for curricular reasons and as a life-long learning skill - to be among their most basic responsibilities (16). || School librarians are able to teach reading comprehension skills by collaborating with content teachers. By utilizing the school librarian with co-planning and co-teaching, students will gain a skill that is an important indicator in their success in life and school. ||
 * || “Notably, schools with the largest percentage of higher advanced reading scores in 2011 and higher increases in advanced reading scores between 2005 and 2011 (49%) were those that gained an endorsed librarian during that interval.” (18)

“Schools that either maintained or gained an endorsed librarian between 2005 and 2011 tended to have fewer students scoring unsatisfactory in reading in 2011 (i.e., lower scores) (28% and 26%, respectively) and to have reduced that problem more since 2005 (i.e., lower increase) than schools that either lost their librarians or never had one (both at 34%). Conversely, schools that either lost a librarian during this period or never had one (32% and 34%) tended to have more students scoring unsatisfactory in 2011 and to have seen that problem increase more since 2005 than schools that maintained or gained a librarian (21% and 30%).” (18) || Statistics illustrate that higher test scores correlate directly with having a certified librarian working in the school. ||
 * Williamson, Kirsty, Alyson Archibald, and Joy McGregor. “Shared Vision: A Key to Successful Collaboration?” // School Libraries Worldwide // 16.2 (2010): 16-30. Library, Information Science & Technology Abstracts with Full Text. Web. 25 Jan. 2014. || “... participants … commented about the confidence they felt in their interactions and the mutual benefit and pleasure of working together. One teacher librarian described her teaching partner as ‘a joy to work with because she’s interested in both [the process side of designing the assignment as well as the content side]”. “A teacher in one of the schools was equally positive: ‘I really enjoyed it … we worked really well as a team.’ Another teacher remarked, ‘I like working with teacher librarians.’” (24) || Librarians collaborate with teachers. These collaborations are beneficial to teachers because they build a working relationship and on-the-job professional growth for both teachers and librarians. ||
 * || “One teacher librarian described how, as well as focusing on the students’ learning, the collaborating team members were also, “reflecting on our own practices, so we were learners too.’ She continued, saying, “working together is profound. … We know that teachers [teaching] in isolation doesn’t tend to improve practice; teachers working together improves practice enormously’” (26-27). || Librarians are essential to teachers and the curriculum. This quote shows that librarians and teachers working together improves practice. This quote is taken from a research study where teachers and librarians collaborated. This proves the value of librarians because they can improve teacher practice through collaboration. ||
 * || “... a teacher recognized how much more students were learning through the collaboration than would have been the case if she had been teaching on her own…” (27) || This quote once again shows the value that librarians bring to the school environment. They can impact student success by collaborating with teachers. ||
 * || One collaborative partnership worked particularly well in the school, partly because the teacher and the teacher librarian team took advantage of a timetable arrangement that allowed the teacher to stay on for a chat at the end of the lesson. This type of informal discussion enabled the fostering of their personal relationship. The teacher librarian recounted how "At the end of every lesson, instead of him just rushing off to the next class, he would stay behind...and we would talk about how we were going, and we would make adjustments...I can't tell you the value of that time." The teacher's view of this was: "We had time...we were able to meet and talk and make sure that we had common goals and we knew where we were going at the end of the lesson" (25).

Research indicates that a shared focus, purpose or vision is a key facilitating element in successful collaborations...(25). || Allowing for a flexible schedule and time for teachers to meet create an environment for successful lesson planning. Working together allows for the teacher and the librarian to have common goals. This shared vision create an atmosphere for successful collaboration, which in turn, increases student achievement. ||
 * || In the study, both teacher librarians and teachers felt that they contributed their areas of expertise in the development of the new curriculum, materials expressed by one teacher as the opportunity to "feed off each other, which meant you were using your professionalism" (25). || Collaborating together benefits school librarians and teachers by inspiring each other with ideas. By learning from each other, the collaborators gain professional development and establish positive relationships with colleagues. ||
 * || “The study appears to suggest that actually demonstrating successful collaborations between teachers and teacher librarians in schools, where there is a shared vision and goal, may be a catalyst for extending the concept of collaboration across the curriculum in a school without all the prerequisites and requisites for successful collaboration being in place to begin with.” (28) || Seeing is believing and, according the study discussed in this article, when librarians and teachers model how successful collaborations between the two can be, others will want to jump on the bandwagon. By demonstrating how beneficial collaborations can be, teachers and librarians actually make it more likely for future collaborations between other teachers and the librarian(s). ||
 * || “the conclusion from the research is that the likelihood of success with collaborations may be deeply, perhaps mostly, influenced by the participants’ level of shared concern for the topic under consideration.” (28) || The study discussed in the article illustrates the importance of a shared passion between the parties that are collaborating. When one of the parties is less than enthused about the subject or topic, the amount of success lessons. When the two parties are equally excited and show enthusiasm for the subject, the lesson proves to be highly successful. ||
 * Moreillon, Judi and Susan D. Ballard. "Coteaching: A Pathway to Leadership." //Knowledge Quest// 40.4 (2012): 6-9. || “One sure way to develop as leaders in our school is through cultivating instructional partnerships.” (6) || Librarians have a responsibility to be leaders in the school. In order to be effective leaders, librarians must obtain and build partnerships with teachers and faculty. ||
 * || “Through the development of instructional partnerships, school libraries can increase the impact of our expertise as information specialists, teachers, and program administrators.” (6) || By partnering with faculty members, librarians build onto their knowledge base, thus improving the library materials and outreach to both students and community alike. ||
 * || “While learning with and from students in essential, educators can accelerate professional growth through the process of collaborating on instructional design and delivery, and teaching alongside other adults.” (6) || When professionals “partner up” and work together, they learn from each other, which improves their own knowledge and expertise. ||
 * || “Through shared responsibility, coteachers create opportunities for reciprocal mentoring and ongoing mutual reflection to improve practice.” (6-7) || Collaborating in regards to librarians and teachers inspires new ideas and more effective practices, but it also allows for the educators to be able to focus on their own techniques and strategies as the co-teachers are not only allowed to monitor and mentor the students, but they are able to monitor and mentor each other as well.

Principals need to realize that librarians offer a partnership to teachers, and together, they improve their practice. ||
 * || “Coteaching lowers student-to-teacher ratios at the point of instruction.” (7) || By providing two or more educators to a lesson, students will have more one-on-one instruction from the educator because the number of students per teacher lessons by at least half with each additional instructor.

By lowering student-teacher ratios, students get more attention and perhaps get more differentiated instruction. || able to see when changes need to be made to the curriculum or alternatives need to be found for the students to learn and understand better. || can make a positive impact on both student learning and educator proficiency (8). || Collaborating is successful for both students and the professionals. Students achieve higher scores, while teachers and school librarians increase professional development. || outcomes for students. In the process, school librarians can position themselves as curriculum leaders (8). || It's important for the school community to see school librarians as leaders. By coteaching, teachers and students benefit with the addition of AASL standards included into the lessons. Many teachers don't know how to apply information literacy into their lessons and this collaboration allows the school community to see school librarians as leaders and colleagues. || materials matter the most to them and which interest them the most as well. By teaching them the inquiry process via information literacy in the library, the students will be able to have much more successful project and learn about the material more fully. || assets to the teacher during collaboration. Through this collaborated effort, the teacher librarian is able to add to the teacher’s curriculum with new ideas and strategies that will enhance student learning and allow for a greater and more successful unit of teaching. || support by identifying what worked well, presenting new teaching ideas, suggesting new resources or new ways to use existing resources, and proposing possible revisions will help a teacher consider trying again.” (211) || Collaboration is essential and beneficial in that it allows for the teacher to have support and encouragement on the part of the teacher librarian. Because the teacher librarian was a teacher formerly, he/she will understand what the teacher is dealing with and what the teacher needs help with. An encouraging word and a supportive background make the teacher’s lesson more likely to succeed and be enjoyable for the students. || • Librarian and teacher design instructional units together. • Librarian provides professional development to faculty. • Librarian is appointed to school committees. • Librarian and principal meet regularly. • Librarian’s role is addressed when hiring teachers (1). || Successful library programs have support from administration, which allows librarians to work and collaborate with teachers, therefore, leading to higher student achievement. ||
 * || “Two or more educators can monitor and adjust teaching, and assess students’ learning processes and products, as well as evaluate the lessons themselves.” (7) || Because there are two (or more) instructors during the lesson, the students are able to be monitored more closely so that the educators are more
 * || Through collaborative planning, codeveloping lessons and interventions, and scoring and analyzing student outcomes, teachers and school librarians
 * || In her Learning4Life (L4L) column, Karen Gavigan passes along tips and information about resources to help school librarians convince their colleagues to coteach the AASL standards and improve learning
 * McGregor, Joy. “Collaboration and Leadership.” //Curriculum Connections Through the Library//. Eds. Barbara K. Stripling and Sandra Hughes-Hassell. Westport, CT: Libraries, Unlimited, 2003.199-213. Print. || “Incorporating information literacy throughout the curriculum provides an integrated and coherent way to focus on student learning. Teaching through inquiry and reflection enables students to learn about and relate to the world outside the school in a meaningful way, a crucial aspect of information literacy.” (207) || Teaching students through the inquiry-process enables the students tounderstand the material more fully and allows them to choose which parts of the
 * || “The teacher librarian also provides the agency for harnessing the energy, with teaching and learning ideas, professional development, and resources. Because teacher librarians are process-oriented, they can examine the situation, assess the needs, and initiate appropriate strategies for working together. As the teacher librarian works with teachers on these immediate concerns, information literacy is inevitably incorporated into the curriculum, because solving the problems requires teaching skills that are inherent in information literacy. Initiating collaboration to solve problems identified by teachers and administrators gives the school community a different view of the role of the teacher librarian and the library program in the school.” (207) || The librarian uses their knowledge and skills to provide assistance and
 * || “An ability to notice when encouragement and support are needed is a necessary skill for any leader in any situation. In a collaborative community, the encouraging word provided at the right moment might make the difference between a teacher giving up on the idea and trying one more time. Collecting the evidence of success makes it possible to give that encouragement. Providing
 * "Idaho Commission for Libraries." Idaho School Library Impact Study: Research Brief. N.p., 2010. Web. 31 Mar. 2014. . || Best practices for library programs that contribute to student achievement include the following: • Library access is scheduled based on instructional needs.
 * Mo || • Schools tended to have more students with advanced IRI or ISAT scores if their administrators expected these roles of librarians and if their teachers reported librarians actually performing these roles more frequently

Roles: librarians to be teachers, school leaders, curriculum designers, curricular/ instructional resources managers, and technology troubleshooters (4).

"At the high school level, higher ISAT results were associated with
 * teachers asking their librarians for help finding instructional design resources
 * teachers inviting librarians to teach or co-teach in the classrooms
 * teachers perceiving librarians as curricular/instructional resources managers, technology troubleshooters, and technology instructors" (3) || When administrators and teachers expect librarians to take on a larger role in teaching and leadership, and the librarians do take on these roles, students in Idaho scored higher in reading and SAT tests.

Schools in which librarians are viewed as resources and who collaborate with teachers can make an impact on student achievement || clear link between school library media programs and student achievement.
 * || “In addition to correlating with how teachers and school administrators learn about libraries and librarians, self-assessments of ICT standards teaching tend to be better when: • Teachers and librarians report more “porous” relationships between classroom and library and administrators value activities such as more flexibly scheduled visits to the library, more frequent instances of teachers accompanying classes to the library, librarians being invited to the classroom, and teachers relying on librarians as sources of instructional design resources. • Teachers and administrators identify librarians as teachers, school leaders, curriculum designers, curricular/instructional resources managers, and technology troubleshooters. • Administrators value librarian-teacher instructional collaboration and when librarians and teachers report it happening more frequently.” (3) || By widening the key expectations of librarians, schools add to the student knowledge and learning. Students learn better and retain more when librarians are given more responsibilities and are encouraged to work collaboratively with teachers and school administrators. ||
 * || “Schools at every grade level tended to have more students scoring advanced on the IRI tests and ISAT reading and language arts tests when school administrators value more highly, and when teachers and librarians report more frequent occurrences of: • instructional collaboration between teachers and librarians. • librarians being resource people in the instructional design process. • librarians providing in-service professional development activities for faculty.” (3) || When librarians collaborate with teachers and with school administrators, the test scores grow higher and staff and faculty improve instruction as well. ||
 * Scholastic. "School Libraries Work!" Scholastic: Research Foundation Paper. N.p., 2008. Web. 31 Mar. 2014.  || U.S. National Commission on Libraries and Information Science addressed the

“As we search for ways to improve the academic achievement of our nation’s children, we must understand the fundamental contribution school libraries make to student learning outcomes,” said Dr. Beth Fitzsimmons, NCLIS Chairman. || It's being recognized at the national level the role and importance of school librarians to student achievement. ||
 * || “The SKILLS Act (Strengthening Kids’ Interest in Learning and Libraries), ...was an essential step in ensuring that students across this country have the resources and support they need.”

“school libraries often serve as a second classroom” and “our children are losing out on qualified professionals trained to collaborate with teachers and engage students meaningfully with information that matters to them both in the classroom and the real world.” (3). || The Skills Act reclassifys SL's with teachers, principals and paraprofesssionals in federal regulations. This requires SLs' to be state-certified so that they are seen a qualified professionals. || IMPORTANT ROLE IN TEACHING
 * || SCHOOL LIBRARIES HAVE AN

Today’s library media specialists are important instructional partners or consultants in supporting and expanding existing curriculum. These specialists are working with teachers to change what is possible in the classroom and support exciting learning opportunities with books, computer resources, and more (4). || The role of the school librarian has changed over the years. The focus is now on collaboration and teaching. SL are state-certified, qualified instructional partners that will support through additional resources above and beyond the classroom teacher. || support learning opportunities with books, computer resources, and more, students learn more, get better grades, and score higher on standardized test scores than their peers in schools without good libraries.” (4) || The importance of a good library system within a school is evident from the evidence from studies that illustrate the direct correlation between higher test scores, higher student grades, and more learning opportunities with the schools that have strong library systems. || to it as well. ||
 * || "Scores on standardized reading and English tests in the schools included in this study tended to increase when libraries in the schools had newer books and were open and staffed more hours during the school week" (14) North Carolina study, 2003 || This evidence provides a justification for administrators to spend money of staffing and resources for the library. ||
 * || "Student reading achievement in elementary and secondary schools is related to increases in school library program spending" (13) Minnesota study, 2003 || Further justification for spending in library ||
 * || "Across grade levels, Indiana students tended to perform better on state tests where principals: valued teacher-library media specialist collaboration, supported flexible library scheduling, met regularly with the library media specialist, and had the library media specialist serve on key school committees" (12). Indiana study, 2007 || This evidence explains why admin should support the library. It shows that librarians are leaders and make a difference in academic achievement ||
 * || "In high schools where library media programs are staffed 60 hours per week or more, there is a 22.2% improvement in test scores over those staffed less than 60 hours" (11) Florida study, 2002 || Full-time librarians make a difference in test scores. ||
 * || “An abundance of evidence strongly supports the connection betweenstudent achievement and the presence of school libraries with qualified school library media specialists. When library media specialists work with teachers to
 * || “Today’s library media specialists are important instructional partners or consultants in supporting and expanding existing curriculum. These specialists are working with teachers to change what is possible in the classroom and support exciting learning opportunities with books, computer resources, and more.” (4) || Librarians strengthen the school’s curriculum because they provide classroom teachers with support as well as new, creative, innovative ideas to build onto lessons and student learning. ||
 * || “Effective school libraries are much more than books. They are learning hubs, each with a full range of print and electronic resources that support student achievement. Today's school libraries must be gathering places for people of all ages and all interests to explore and debate ideas. School libraries have the most significant impact on learning outcomes when they are supervised by a library media specialist, who works collaboratively with teachers, to help all students develop a love of reading, become skilled users of ideas and information, and explore the world of print and electronic media resources.” (6) || The traditional libraries of the past are gone; left behind with the influx of technologies and new learning styles and replaced with new, innovative materials and equipment which enable students to learn in whole new ways. The modern library must take advantage of these new materials and enable students to not only use them, but to learn about them and how advantageous these new resources are. ||
 * || “The role of the library media specialist is diverse. He or she is at once a teacher, an instructional partner, an information specialist, and a program administrator. Library media specialists play an essential role in the learning community by ensuring that students and staff are efficient and effective users of ideas and information. They collaborate with teachers, administrators, and others to prepare students for future successes.” (9) || The librarian is at a distinct place where they become a person with many roles, each holding an advantage for the teacher and the students. A librarian is able to fill the holes within the school, but is also able to add