School Library Systems – Advocacy Toolkit

The Learning Connection

To improve a school, improve its library. Immediate, substantive change in the success of learners can be based on a formula overviewed by Keith Curry Lance and others. His research demonstrates empirically the correlation between student achievement and school libraries. In fact, the Colorado Two Study published in 2000 pointed to the school library as the greatest indicator of student achievement in schools when:

The school had a professional school library media specialist
That media specialist taught information skills
That media specialist collaborated with classroom teachers
That library supported information technology which the SLMS helped to plan
Staff completed clerical tasks to free the SLMS to teach and collaborate

An earlier study by Lance, Colorado One, posited student success on the quality and quantity of library resources. Later studies have correlated the number and quality of school library resources with literacy and the development of reading skills. (Information Empowered) The Iowa, Michigan, Minnesota, North Carolina and New Mexico studies are the latest of fifteen reinforcing the empirical link between library programs and student success.

The Ohio Study, published in 2004, resulted in 99.4% of a 13,050 student sample indicating that the school library, its services, and the roles of the school library media specialists have helped them with their learning. Data demonstrates that the benefits of the school library move beyond access to information and technology. School library programs and school library media specialists are dynamic agents in learning, engaging students the "active process of building their own understanding and knowledge." As agents for individualized learning and knowledge construction, school libraries and qualified school library media specialists boost student achievement. The instructional role of the SLMS, which became a point of focus for this study, clearly included teaching access to and evaluation of information, as well as instruction in using information tools effectively and reflectively in the creation of products.

Further, an array of additional studies, including those from Texas, California, Alaska, Pennsylvania, Florida and Oregon, have forged a consistent picture of how children learn best. The essential attributes of learning environments and instructional models that enhance achievement parallel closely the processes and opportunities provided in school libraries that foster information literacy. When New York targeted higher achievement for all learners, the advice of the Business Council and researchers in effective learning models pointed to the essential elements of resource based learning as a key to success. Indeed, accessing, using, and presenting information shapes the new Core Curricula and Resource Guides in New York. Information problem solving, interdisciplinary connections, eliciting meaning from primary, secondary and literary resources, reading, writing, speaking and listening for information, for critical evaluation and analysis, use of technology to access and process information - these are the focal points of the New York State Standards.

To improve learning outcomes for all, authentic products and processes embracing the real world characterize the instructional dynamic. And where did this new reality bring teachers and students? To the media center. To quality information resources. To the solving of information problems. To critical thinking. To cognitive efficacy.

Learners build understanding through interacting with resources. Learners build meaning for themselves, processing new ideas and knowledge through application, practice, manipulation, conversation, hypothesis, analysis and experimentation. Learners build understanding from inflexible knowledge by seeing connections, by relating, questioning, exploring, expanding, synthesizing, evaluating, sharing and producing. The stage for so much of this passage is the school library. The tools for so much of this passage are quality information resources. Information Power, Building Partnerships for Learning by ALA and AECT emphasizes three core principles for increasing student success in the greater learning community:

constructivist method in which the student posits questions and finds individual meaning,
disciplined inquiry in which the learner solves problems with information resources of the highest quality,
connections beyond the classroom where real world links, processes, authentic products and the greater learning community are an integral framework for learning.

Simply engaging learners in the information problem solving process, in a safe and respectful environment, results in greater achievement. Information literacy results in enhanced ability to learn, to read, to think. Hence, this grant proposal is built on the premise that learners will achieve at a higher level in reading, local assessments and state assessments in an information rich environment, with a professional media specialist who teaches and collaborates, with technological resources that support instruction.


	School Library Systems - Advocacy Toolkit “It is not enough to care. You must act.” “In the budget equation, remember all learners.”


ALERT - Be part of the Sunflower Avalanche! ADVOCATE NOW! Sunflower Action Plan for School Library Systems 2008 ADVOCACY - Getting the ACTION started Introduction What are the Issues? Budget Hearing on Elementary and Secondary Education Contact NY Decision Makers How can I frame my message? School Libraries Do Make a Difference to KIDS Outcomes 21st Century Skills, the Workforce and School Libraries System Director's Legislative Visits Resources Brochures & Flyers Strategies Testimony Forms & Samples Advocacy Links AASL Standards for the 21st Century Learner Survey Results of School Libraries Count!		The Learning Connection To improve a school, improve its library. Immediate, substantive change in the success of learners can be based on a formula overviewed by Keith Curry Lance and others. His research demonstrates empirically the correlation between student achievement and school libraries. In fact, the Colorado Two Study published in 2000 pointed to the school library as the greatest indicator of student achievement in schools when: The school had a professional school library media specialist That media specialist taught information skills That media specialist collaborated with classroom teachers That library supported information technology which the SLMS helped to plan Staff completed clerical tasks to free the SLMS to teach and collaborate An earlier study by Lance, Colorado One, posited student success on the quality and quantity of library resources. Later studies have correlated the number and quality of school library resources with literacy and the development of reading skills. (Information Empowered) The Iowa, Michigan, Minnesota, North Carolina and New Mexico studies are the latest of fifteen reinforcing the empirical link between library programs and student success. The Ohio Study, published in 2004, resulted in 99.4% of a 13,050 student sample indicating that the school library, its services, and the roles of the school library media specialists have helped them with their learning. Data demonstrates that the benefits of the school library move beyond access to information and technology. School library programs and school library media specialists are dynamic agents in learning, engaging students the "active process of building their own understanding and knowledge." As agents for individualized learning and knowledge construction, school libraries and qualified school library media specialists boost student achievement. The instructional role of the SLMS, which became a point of focus for this study, clearly included teaching access to and evaluation of information, as well as instruction in using information tools effectively and reflectively in the creation of products. Further, an array of additional studies, including those from Texas, California, Alaska, Pennsylvania, Florida and Oregon, have forged a consistent picture of how children learn best. The essential attributes of learning environments and instructional models that enhance achievement parallel closely the processes and opportunities provided in school libraries that foster information literacy. When New York targeted higher achievement for all learners, the advice of the Business Council and researchers in effective learning models pointed to the essential elements of resource based learning as a key to success. Indeed, accessing, using, and presenting information shapes the new Core Curricula and Resource Guides in New York. Information problem solving, interdisciplinary connections, eliciting meaning from primary, secondary and literary resources, reading, writing, speaking and listening for information, for critical evaluation and analysis, use of technology to access and process information - these are the focal points of the New York State Standards. To improve learning outcomes for all, authentic products and processes embracing the real world characterize the instructional dynamic. And where did this new reality bring teachers and students? To the media center. To quality information resources. To the solving of information problems. To critical thinking. To cognitive efficacy. Learners build understanding through interacting with resources. Learners build meaning for themselves, processing new ideas and knowledge through application, practice, manipulation, conversation, hypothesis, analysis and experimentation. Learners build understanding from inflexible knowledge by seeing connections, by relating, questioning, exploring, expanding, synthesizing, evaluating, sharing and producing. The stage for so much of this passage is the school library. The tools for so much of this passage are quality information resources. Information Power, Building Partnerships for Learning by ALA and AECT emphasizes three core principles for increasing student success in the greater learning community: constructivist method in which the student posits questions and finds individual meaning, disciplined inquiry in which the learner solves problems with information resources of the highest quality, connections beyond the classroom where real world links, processes, authentic products and the greater learning community are an integral framework for learning. Simply engaging learners in the information problem solving process, in a safe and respectful environment, results in greater achievement. Information literacy results in enhanced ability to learn, to read, to think. Hence, this grant proposal is built on the premise that learners will achieve at a higher level in reading, local assessments and state assessments in an information rich environment, with a professional media specialist who teaches and collaborates, with technological resources that support instruction.

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School Library Systems - Advocacy Toolkit

The Learning Connection