Information Power

Principles of Learning & Teaching of School Library Programs

Principle 1: The library media program is essential to learning and teaching and must be fully integrated into the curriculum to promote students’ achievement of learning goals.

Through the library’s media programs, certified librarians are able to expand upon the curriculum taught by classroom teachers. Many disadvantaged students who do not have access to resources and computers in their homes can gain access through school libraries. Libraries help close the gap between privileged and disadvantaged students. Therefore, a library media program is essential to all schools. The loss of libraries in recent years has had a noticeable impact upon student learning. According to The School Library Journal “fewer librarians translated to lower performance—or a slower rise in scores—on standardized tests.” The negative impact on student scores may not be immediately; however, it will have a lasting impact.

Principle 2: The information literacy standards for student learning are integral to the content and objectives of the school’s curriculum.

Wikipedia states that "Informational literacy is the ability to know when there is a need for information, to be able to identify, locate, evaluate, and effectively use that information for the issue or problem at hand." Employing a certified librarian is vital in teaching a district’s curriculum. As instructional partnerships are formed with teachers students are taught real world connections to prepared them for the workplace. Additionally, schools with certified librarians teach students’ core standards that help them validate information, determine points of views, and respect copy right laws.

Principle 3: The library media program models and promotes collaborative planning and curriculum development.

School librarians provide critical support to teachers and administration by recommending and teaching strategies that develop reading comprehension in all content areas. In the words of researchers Lance and Hofschire, The greatest impact we’ll see on students as libraries disappear is the disappearance of the “community” that a school library creates—not just as a learning environment, but as a place for students to come to meet up with each other, to find something good to read and have someone there to talk to them about it, a place to be inspired—and then motivated.” The library media program and librarians support teachers and students to reach their potential.

Principle 4: The library media program models and promotes creative, effective, and collaborative teaching.

Given the complexity of what schools are expected to achieve, it may be unrealistic to think that one teacher in one class can do it all. Research conducted by Lance and Hofschire, found that library programs that are aligned and correlated to classroom standards and taught by “certified librarians will increase scores and learning takes place.” Findings show that states that gained librarians from 2004–2005 to 2008–2009—showed significantly greater improvements in fourth-grade reading scores than states that lost librarians. Collaborative teaching plays a crucial role in our public school systems.

Principle 5: Access to the full range of information resources and services through the library media program is fundamental to learning.

School Library Impact Studies states, “Around–the-clock access to a library’s digital and printed resources is critical to 21st century learners.” Schools that offer flexible scheduled hours before and after school help students to perform better on tests. In fact, a study conducted in 2012 in Pennsylvania public schools suggests that students who have access to libraries scored “Advanced” on achievement tests. A successful media program with a certified librarian ensures that students learn how to use and process information to become critical thinkers, and independent learners.

Principle 6: The library media program encourages and engages students in reading, viewing, and listening for understanding and enjoyment.

According to Something to Shout About: Research Shows that More Librarians Means Higher Reading Scores by Keith Curry Lance and Linda Hofschire, budget cuts eliminating Library Media Specialists were correlated with a decrease in reading scores in 4th grade students from 2004 to 2009, likewise there was a correlation between higher reading scores and an increase in library media specialists in states where LMS positions increased. This indicates that having a Library Media Specialist assigned to a single campus library directly impacts reading development at the Elementary level.

Principle 7: The library media program supports the learning of all students and other members of the learning community who have diverse learning abilities, styles, and needs.

In the meta-analysis entitled Is the Library Important? Multivariate Studies a the National and International Level, Krashen, Lee, and McQuillan cite several studies indicating that access to more reading material via the school library actually mitigated the effect size of poverty on reading scores basically indicating that greater access to books helped struggling readers even when environmental factors may be correlated with low reading scores. This factor can indicate not only students within the school, but provides reading material to those in the home not in school. Likewise another study cited in the same article which measured how predictive SES and school libraries were on showed a reduction in the predictive factor of SES when a school library was available.

Principle 8: The library media program fosters individual and collaborative inquiry.

In Phase 1 of the statewide South Carolina study mentioned above, students at campuses with a school librarian performed better in all reading categories, research, informational text, literary text, as well as overall. all of these areas require inquiry based study to master. This correlation between the reading skills listed and a librarian on campus indicates that there is added support for inquiry based study in place.

Principle 9: The library media program integrates the uses of technology for learning and teaching.

In a study conducted for the state of South Carolina education system for Lance, Schwarz, and Rodney 49% of teachers surveyed stated that they viewed the librarian in the technology troubleshooter role. this can actually help facilitate seeing the librarian as a leader in the instructional use of technology, and in the same study, 44% of South Carolina teachers indicated that they see the librarian in an instructional technology role.

Principle 10: The library media program is an essential link to the larger learning community.

In the study mentioned in Principle 7, a study conducted for the state of South Carolina education system for Lance, et. al. almost 20% of teachers reported that they learn new skills from the librarians and invite them into their classrooms on a weekly basis. Another 45% reported that they learn new skills as well as invite them in on a monthly basis. This indicates almost half the staff reporting learning happening beyond the library as a result of the librarian.

Resources

American Association of School Librarians. 2007. “Standards for the 21st-Century Learner.” http://ala.org/ala/mgrps/divs/aasl/guidelinesandstandards/learningstandards/AASL_ Learning Standards. (accessed February 22, 2016).


Information Power (1998). http://www.mlschools.org/Page/1611


Krashen, Lee, and McQuillan (2012).

http://jolle.coe.uga.edu/wp-content/uploads/2012/06/Is-the-Library-Important.pdf


Lance, K. and Hofschire, K. (2011). http://www.slj.com/2011/09/industry-news/something-to-shout-about-new-research-shows-that-more-librarians-means-higher-reading-scores/


Lance, K., Schwarz, B. & Rodney, M. (2014). The Impact of School Librarians and Library Programs on Academic Achievement of Students: The South Carolina Study

South Carolina Association of School Librarians http://www.scasl.net/the-south-carolina-impact-study


Latham, Don; Gross, Melissa; and Witte, Shelbie. 2013. “Preparing Teachers and Librarians to Collaborate to Teach 21st Century Skills: Views of LIS and Education Faculty.” American Association of School Librarians. http://www.ala.org/aasl/slr/volume16/latham-gross-witte


Wikipedia. Wikimedia Foundation. Web. 22 Feb. 2016.

Newletter: Respect for Intellectual Property

Teachers,
Are you ready? The time has come and the fourth graders are ready to start their research project on Texas History in the next few weeks. Before they begin, it is necessary to talk to your students about respecting the intellectual property of others. Please discuss what plagiarism is, all that it includes, and their penalties for plagiarizing. To “plagiarize” means to steal and pass off the ideas of someone else as one’s own, to use information without providing the source, and/or to present an idea as new and original that came from an existing source. Although they are studying Texas History, remind your students that sites and books ask that they do not “Come and Take It” without giving credit. Please talk to the students about always giving credit to their source. At our school, the penalties for plagiarism could be a zero on the assignment and be expelled. In their workplace, they could even be fired and have trouble finding another job. Before they start their research, next week in the library, I will be teaching how to take important information, create their own complete thoughts, and then to cite their source. Since their research assignment will be to first record their information on your provided research guide, plagiarism will be discouraged because they will be handwriting ideas/notes and have an easy to use citation page. However, students will be using electronic media, and plagiarism could be encouraged if they choose to copy and paste pieces and they do not give credit to the source.
Some content may be used without obtaining copyright permission from the owner. If the content is being used for education, consider the 4 factors of fair use: 1. The purpose and character of the use, including whether it is for commercial use or for nonprofit educational purposes. 2. The nature of the copyrighted work. 3. The amount and substantiality of the portion used in relation to the copyright-protected work as a whole. 4. The effect of the use on the potential market for or value of the copyright-protected work.
Encourage the students to use turnitin.com. Wow! What a tool it is! This is even a great site for teachers! The site provides immediate feedback on all aspects of their writing such as: highlighting areas of strength in their writing, suggestions for improvement, how to improve their language and organization. As they are working on their project, they are receiving revision assistance! Turnitin.com encourages classroom intregrity by checking their paper for original work and highlighting parts that look unoriginal so the teacher can easily see how much of the work is the students own. Finally, give them a resource to get information,photos, and songs! Creative Commons is a site that people share their work on for anyone to share, use, or add to. When your students are putting their projects together, and would like to use a song or video clip, they can go to Creative Commons and use one worry free as long as they abide the conditions listed. On this site, collaboration is very encouraged. I will be happy to work with you on as much as your research project as possible; please send your students with questions, comments, or concerns. Thank you for all you do for the students; I can’t wait to see how they bring Texas alive and how they will "Remember the Alamo!"
Your Librarian


Resources:
What is Plagiarism? — Plagiarism.org - Best Practices for Ensuring Originality in Written Work. (n.d.). Retrieved from http://www.plagiarism.org/plagiarism-101/what-is-plagiarism/

The Campus Guide to Copyright Compliance. (n.d.). Retrieved from https://www.copyright.com/Services/copyrightoncampus/basics/fairuse_rules.html

Turnitin. (n.d.). Retrieved from http://turnitin.com/en_us/

Creative Commons. (n.d.). Retrieved from https://creativecommons.org/