Technical ReportPDF Available

Make the Connection: Quality School Library Media Programs Impact Academic Achievement in Iowa

Authors:
  • Independent Researcher
  • RSL Research Group
The full text of this report is available at:
http://www.iowaaeaonline.org/vnews/display.v/ART/492b02e0d63b8.
... Having and using technology effectively and with educational aims in mind helps to make a school library an exemplary one (see, for example, Baumbach, 2003;Lance et al., 2002). Technology can include videos as well as computer-related tools such as electronic databases and websites. ...
... Technology can include videos as well as computer-related tools such as electronic databases and websites. In Iowa, Lance (2002) and his fellow researchers found a connection between high levels of library staffing, itself a factor of exemplary programs, and the number of computers in the library accessing the library home page (p. 49). ...
... A large budget is often an indicator of the perceived value of the school library, and the greater the percentage, the more powerful the library (see, for example, Asselin, 2001;Lance et al., 2002Lance et al., , 2003. Lance (2002) asserts that "a strong LM program is one that is adequately staffed, stocked and funded" (p. ...
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This paper will examine a wide range of studies related to the factors that support the development of exemplary school library programs and then focus on the context for Ontario, Canada. In 2003, the Association for Supervision and Curriculum Development (as cited in IASL, 2008) reviewed research studies to answer the question “What effects do school libraries have on student achievement?” and they concluded that “school library characteristics may account for up to 8 percent of the variance in reading-related test scores” [emphasis added] (p. 1). Consequently, it is important to identify the characteristics that make a school library exemplary although they are not always indicative of student achievement and learning.
... An early study by Lance (1993) commonly referred to as "the Colorado Study" found indications that higher standardized test results occurred in schools where teachers worked with librarians. These results have also been found in additional studies across the United States leading to efforts to increase teacher and librarian collaboration as a means of improving student academic achievement (Lance, 1994(Lance, , 2001(Lance, , 2002Lance et al., 1993Lance et al., , 1999Lance et al., , 2000Lance et al., , 2001Lance et al., , 2005Lance & Russell, 2004;Rodney et al., 2002Rodney et al., , 2003. Considerable anecdotal evidence of the positive effect of teacher and librarian collaboration on improved student academic achievement also exists. ...
... This paper reports on results from a pilot study of a second teacher and librarian collaboration survey (TLC-II). The instrument was developed to examine teacher and librarian collaborative practices and to test the proposed TLC Model, which identified four facets of collaborative practices that emerged from a broad review of the literature (Callison, 1997;Lance, 1994Lance, , 2001Lance, , 2002Lance, et al., 1993Lance, et al., , 1999Lance, et al., , 2000Lance, et al., , 2001Lance, et al., , 2005Lance & Russell, 2004;Loertscher, 1982Loertscher, , 1988Loertscher, , 2000Rodney, et al., 2002Rodney, et al., , 2003. The facets (originally called "Models") reflected the range of practices discussed in the literature. ...
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Exploratory factor analysis was used to examine the structure of a 32-item teacher and librarian collaboration survey (TLC-II). The survey consisted of two scales with 16 items in each scale, Frequency and Importance to Student Learning. Scores from teacher surveys (N=194) were examined using principal axis factoring and oblique rotation to identify underlying constructs. A four factor interpretable structure of teacher and librarian collaboration emerged providing support for a proposed model of teacher and librarian collaboration. Internal consistency was high for the overall scale and for each of the factors. The results of this study provide a basis for further refinement of the instrument in preparation for broad distribution among teachers and librarians.
... Given the increased focus on accountability by the federal government, and the increased pressure locally to streamline budgets, schools, districts, and states are looking for ways to examine the effectiveness of school programs to determine which to maintain and which to change or eliminate. As pointed out by Rodney, Lance, and Hamilton-Pennell (2002), the standards-based education reform movement, of which this legislation is a driving force, moves educators to focus on what students have learned (proficiencies or outcomes) rather than on what is taught (curriculum and pedagogy materials). This outcome-based emphasis has created a need to develop quantitative processes to determine the effectiveness of educational programs. ...
... Seminal studies in Alaska, Colorado, Florida, Iowa, Minnesota, New Mexico, North Carolina, Oregon, Pennsylvania, and Texas have examined the relationship between school library programs and student achievement by correlating survey data on factors within the school library program with increases in student achievement as measured by single year norm-referenced assessments (Baumbach, 2003;Baxter & Smalley, 2003;Lance et al., 1999;Lance et al., 2001Lance et al., 2000aLance et al., , 2000bRodney et al., 2002;Smith, 2001). Each study has shown that a statistically significant and positive relationship exists between the presence of school library programs and increased student achievement. ...
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This California study examined the relationship between the presence of school libraries, as defined by credentialed staffing, and student achievement, as measured by both criterionreferenced and norm-referenced assessments in both English-language arts and mathematics. Using the California School Characteristics Index to compare 4,022 schools with similar demographics at Grades 4, 7, and 10, both positive and negative statistically significant relationships were found between the presence of a school library and student achievement at Grades 4 and 7. There were no statistically significant positive relationships found at Grade 10. These findings do not support previous studies that used different methods of comparing schools with similar demographics. Also unlike previous studies, the overall effect sizes of the positive relationships were small, the average being an increase in student achievement of 2%. Factors within the school library at Grades 4 and 7 were also examined, and both positive and negative statistically significant relationships to student achievement were found.
... 1. School library staff size ( Baxter & Smalley, 2003 ;Baumbach, 2002 ;Lance, Rodney, & Hamilton-Pennell, 2001 ;Smith, 2001 ;Lance, Rodney, & Hamilton-Pennell, 2000 ;Lance et al., 1999 ); 2. Presence of full-time, certifi ed school librarians ( Callison, 2004 ;Rodney, Lance, Hamilton-Pennell, & Center, 2002 ;Lance et al., 1999Lance et al., , 2000 ); 3. Frequency of library-centered instruction ( Lance et al., 1999 ) and collabora- tive instruction between school librarians and teachers ( Lance, Rodney, & Hamilton-Pennell, 2001, 2005Lance et al., 2000 ); 4. Size and currency of library collections ( Burgin, Bracy, & Brown, 2003 ;Smith, 2001 ;Lance et al., 2000 ); 5. Networked library access to licensed databases ( Lance, Rodney, & HamiltonPennell, 2002 ); 6. Flexible scheduling ( Lance et al., 2005 ;Rodney, Lance, & Hamilton-Pennell, 2003 ); and 7. School library budget size ( Baxter & Smalley, 2003 ;Lance et al., 2001 ). ...
... 1. School library staff size ( Baxter & Smalley, 2003 ;Baumbach, 2002 ;Lance, Rodney, & Hamilton-Pennell, 2001 ;Smith, 2001 ;Lance, Rodney, & Hamilton-Pennell, 2000 ;Lance et al., 1999 ); 2. Presence of full-time, certifi ed school librarians ( Callison, 2004 ;Rodney, Lance, Hamilton-Pennell, & Center, 2002 ;Lance et al., 1999Lance et al., , 2000 ); 3. Frequency of library-centered instruction ( Lance et al., 1999 ) and collabora- tive instruction between school librarians and teachers ( Lance, Rodney, & Hamilton-Pennell, 2001, 2005Lance et al., 2000 ); 4. Size and currency of library collections ( Burgin, Bracy, & Brown, 2003 ;Smith, 2001 ;Lance et al., 2000 ); 5. Networked library access to licensed databases ( Lance, Rodney, & HamiltonPennell, 2002 ); 6. Flexible scheduling ( Lance et al., 2005 ;Rodney, Lance, & Hamilton-Pennell, 2003 ); and 7. School library budget size ( Baxter & Smalley, 2003 ;Lance et al., 2001 ). ...
Chapter
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