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Media Matters – Did you Know? Pitt County Schools Media and Technology Programs

Research has shown that quality library media programs have a significant impact on student achievement. Did You Know?

Since 1993, Keith Curry Lance of Colorado State Library and University of Denver, and others have studied the impact of library media programs on student achievement in 19 states. More than 60 studies show a clear connection between a strong library media program and higher student achievement, including better grades and higher standardized test scores. Did You Know?

Did You Know? Impact, NC’s model for library media programs, states, “The greater the percentage of library/media staff hours dedicated to: Delivering library/information literacy instruction to students, Planning instructional units cooperatively with teachers, and Providing in-service training to teachers and other staff . . . The higher test scores tend to be.”

Did You Know? Studies show student achievement tends to increase when: Students receive information literacy instruction from qualified library media staff The library media center is accessible more hours during the school week More money is spent to maintain a current collection of books, other print materials, and access to online electronic resources

Here’s a sampling of findings from various states and researchers.

Illinois (Lance, Rodney, Hamilton-Pennel, 2005) Correlation of higher reading and writing test scores at all levels when: Access to school libraries is more flexibly scheduled Larger, more current collections are available School libraries are better funded Higher staffing levels of school libraries exist Media specialists’ contact with students involves collaboration/co-teaching with teachers. Educational technology and electronic resources expand library access beyond its walls and increase students’ access

Indiana (Lance, Rodney, Russell, 2007) Overall, schools with better funded, stocked, and staffed school libraries performed better. At all grade levels achievement was higher where principals valued: teacher-media specialist collaboration on developing and implementing instruction flexible library scheduling Regular meetings with the media specialist Having the media specialist serve on key committees.

Alaska (Lance, Pennel, and Rodney, 1999) In Alaska, test scores tended to be higher to the extent that: library staff spent time teaching information literacy to students, planning instructional units with teachers, and providing in-service training to teachers Students received information literacy instruction involving library media staff Library media programs offer online access to information

Did You Know? In Minnesota (Baxter and Smalley, 2003) student reading achievement in elementary and secondary schools is related to school library media spending. In Oregon (Lance, Rodney, Hamilton-Pennel, 2001) incremental increases in staffing, collections, and budgets led to incremental increases in reading scores.

Michigan (Rodney, Lance, Hamilton-Pennel, 2003) At schools with the highest reading scores teachers and students were 4 times as likely to visit the media center on a flexibly accessed basis when compared to the those at the lowest scoring schools.

Did You Know? Pennsylvania (Lance, Rodney, Hamilton-Pennel, 2000) middle schools with the highest test scores spend twice as much on their libraries as the lowest scoring schools. In Texas (Smith, 2001), staffing levels, collection sizes, librarian interaction with staff and students, and library technology levels have a positive association with student performance at all levels.

Colorado (Lance, Rodney, Hamilton-Pennel, 2000) Reading scores increase with Staff hours per 100 students Print volumes, periodical subscriptions, and electronic reference titles per 100 students Library media expenditures per 100 students Test scores increase when Media specialists spend more time planning cooperatively with teachers and teaching information literacy skills to students Students are able to make a high number of individual visits to the media center.

North Carolina (Burgin, Bracy, Brown, 2003) Reading and English tests scores tend to increase as Media centers are open more hours during the school week Media centers have newer books More money is spent on books, other print materials, electronic database subscriptions, and access to the Internet High performing schools spend 25% more on print materials and have collections 2.4 years newer than low-performing schools.

Finally, look at what students know . . . An Ohio study showed that students believe school library media services help them become better learners: 88.5% of over 13,000 students surveyed said the school library helps them get better grades on projects and assignments 99.4% said they could not do well in school without a library Overall trends were highest for African Americans, indicating particularly meaningful learning opportunities for those students

Sources Achterman, Doug L., et al. "The Sower: Interview with Keith Curry Lance." School Library Journal (Oct. 1 2007): 9 Sep. 2008 <http://www.schoollibraryjournal.com/article/CA377858.html>. Burgin, Robert, and Pauletta B. Bracy. An Essential Connection: How Quality School Library Media Programs Improve Student Achievement in North Carolina. Cary, NC: RB Software and Consulting, 2003. North Carolina Library Association. 10 Sep. 2008. <http://www.rburgin.com/NCschools2003/NCSchoolStudy.pdf>. Hamilton-Pennel, Christine, et al. "Dick and Jane Go to the Head Of the Class." School Library Journal (Apr. 1 2000): 9 Sep. 2008 <http://www.schoollibraryjournal.com/index.asp?layout=article&articleId=CA153041>.

Sources Impact: Guidelines for North Carolina Media and Technology Programs . Raleigh: Division of Instructional Technology, NC Dept. of Public Instruction, 2006. NC State Board of Education. 8 Sep. 2008. <http://www.ncwiseowl.org/IMPACT/default.htm>. Lance, Keith C, Christine Hamilton-Pennel, and Marcia J. Rodney. Information Empowered: The School Librarian as an Agent of Academic Achievement in Alaska Schools . Juneau: Alaska State Library, 1999. 9 Sep. 2008. <http://www.library.state.ak.us/pdf/anc/infoemxs.pdf>. Lance, Keith C, Marcia J. Rodney, and Christine Hamilton-Pennel. How School Librarians Help Kids Achieve Standards: The Second Colorado Study (2000) . Denver: Library Research Service, 2000. Colorado State Library and Colorado Dept. of Education. 14 Sep. 2008. <http://www.library.state.ak.us/pdf/anc/infoemxs.pdf>.

Sources Lance, Keith C, Marcia J. Rodney, and Becky Russell. How Students, Teachers, and Principals Benefit from Strong School Libraries: The Indiana Study - 2007 . RSL Research, 2007. Indiana Dept. of Education. 11 Sep. 2008. <http://www.ilfonline.org/Assets/ilf_assets/pdf/yhba/INfinalreportNextSteps.pdf>. Lance, Keith C., Marcia J. Rodney, and Christine Hamilton-Pennel. Powerful Libraries Make Powerful Learners: The Illinois Study. Canton, IL: Illinois School Library Association, 2005. Illinois State Board of Education. 14 Sep. 2008. <http://www.islma.org/pdf/ILStudy2.pdf>. Library Research Service Impact Page. Library Research Service. 8 Sep. 2008 <http://www.lrs.org/impact.php>.

Sources School Libraries Work. Scholastic Library Publishing, 2008. Research Paper Foundation. 8 Sep. 2008. <http://www2.scholastic.com/content/collateral_resources/pdf/s/slw3_2008.pdf>. Whelan, Debra L., et al. "13,000 Kids Can't Be Wrong." School Library Journal (Feb. 1 2004): 9 Sep. 2008 <http://www.schoollibraryjournal.com/article/CA377858.html>.

What conclusions can we draw from these studies? How can we improve our media programs? Final Thoughts