The Impact of Student Learning Through Wisconsin School Library Media Centers

1
The Impact of Student Learning Through Wisconsin
School Library Media Centers

• WEMA-Brainstorm Presentation
• Kate Bugher, Educational Consultant
• Wisconsin Department of Public Instruction
• March 2006

2
The Impact of Student Learning Through Wisconsin
School Library Media Centers

• COLAND Presentation
• Kate Bugher, Educational Consultant
• Wisconsin Department of Public Instruction
• March 10, 2006

3
Study Objectives

• Examine the leadership and instructional role of
  library media specialists in a robust information
  and technology literacy program
• Measure their impact on and contribution to
  student achievement

4
Study Methodology

• Three sections or mini-studies
• Survey of students and teachers
• how students benefit from library media programs
  
• Survey of library media specialists
• library media program structure, resources, and
  operations
• Case Studies of best practice programs

5
Data Collection

• Online surveys of teachers, students, library
  media specialists (May June 2005)
• Responses from 107 teachers and 3,957 students in
  randomly selected 51 schools
• Obtained data on 1,043 school library media
  centers from 855 Library Media Specialists
• Case studies conducted five schools (October -
  November 2005)
• Extracted WINSS school and student data for
  responding school libraries (November 2005)

6
Library Media Program FindingsStaffing

• significant gaps between recommended staffing
  levels defined by the School Information and
  Technology Staffing Guidelines in and actual
  staffing levels. (page 2)

7
Library Media Program Findings Staffing

• In comparison to the guidelines, schools with 800
  or more students were understaffed with regard to
  certified Library Media Specialists in
• 1 of elementary schools,
• 18 of middle schools, and
• 35.8 of high schools. (page 2-3)

8
Library Media Program Findings Staffing

• Library Media programs also did not meet the
  recommended staffing levels for aides (page 3)
• 40-51 of ALL schools with student levels up to
  299 did not meet recommended level
• More than 80 of ALL schools with 300 or more
  students did not meet recommended level

9
Library Media Program FindingsStaffing
10
Library Media Program Findings Staff Activities
per Week
11
Library Media Program Findings Hours

• LMS hours per week increase by grade level from
  27.7 (E) to 35.5 (H)
• Hours of aide per week also increase by grade
  level from 28.4 (E) to 37.7 (H)
• Libraries are open for 38 hours (E), 41 hours
  (M), 44 hours a week (H)
• On average, libraries are open for 2 hours a week
  before school and 2 (E) to 3.7 hours (H) after
  school

12
Library Media Program Findings Resources

• Technology has permeated library media centers
• 58-67 have laptops
• 70 have scanners
• 80 have data projectors and digital cameras

• An average library media center has
• 26 (E) to 35 (H) computers
• 10-15 laptops
• 1 scanner
• 3-4 printers
• 2-3 LCDs
• 3 digital cameras

13
Library Media Program FindingsResources

• Tremendous access to online databases
• 85 of classrooms
• 70-80 of all school computers and
• 60-74 from home computers
• About 80 of Library Media Centers have some form
  of OPAC
• 60-64 can access it from all school computers

14
Library Media Program Profile Resources (Cont.)

• Library facility size ranges from 2,285 SF (E),
  3,693 (M), 5,152 (H)
• Libraries can seat 49 (E), 72 (M), 82 (H) people
• Operating budget varies from 15,034 (E), 24,511
  (M), 37,798 (H)
• Operating budget per student ranges from 43 (E,
  M) to 51 (H)

15
KEY FindingsLibrary Media Specialist Survey

• Higher WKCE performance across all educational
  levels
• in schools with higher levels of library media
  program staffing
• where the Library Media Specialist spent more
  time on instructionally-related student and
  teacher activities
• Schools with greater library resources
  (collection, technology, )

16
KEY FindingsLibrary Media Specialist Survey

• WKCE performance was higher in programs
• with full-time Library Media Specialist than
  part-time or no Library Media Specialist
• full-time aides than part-time or no aides
• Socio-economic and school variables had the
  greatest impact on student performance
• Library variables explained 3 (E), 9 (M),
  8-19 (H) of WCKE performance

17
Teacher Student Surveys

• Teachers and student surveys examined library
  media program helpfulness in seven areas
• Getting information students need
• Using information to complete school work
• School work in general (knowledge acquisition)
• Using technology
• General reading interests
• Interests and activities outside of school
  (Independent Skills)
• Academic Achievement
• (Five-point scale 1-very helpful, 2-helpful,
  3-somewhat helpful, 4-of little help, 5-not at
  all helpful)

18
KEY FindingsTeacher Student Surveys

• Teachers overall considered the library media
  center
• helpful in ALL 7 areas (using mean scores)
• most helpful as a source for
• Getting Information
• Using Technology
• Reading
• Using Information

19
KEY FindingsTeacher Student Surveys

• High school teachers considered library more
  helpful to students in 5 of 7 areas
• Elementary teachers rated Reading and Using
  Information the highest

20
KEY FindingsTeacher Student Surveys

• Rural teachers, compared to suburban and urban,
  found school library media programs more helpful
  for
• Getting Information
• Knowledge Acquisition
• Using Technology
• Independent Skills
• Academic Achievement

• Urban teachers, compared to suburban and rural,
  found school library media programs more helpful
  for
• Reading
• Using Information

21
KEY FindingsTeacher Student Surveys

• Teachers, overall, who aligned the WMAS for
  Information and Technology Literacy to their
  lessons considered the school library media
  program MORE HELPFUL in all seven areas than
  teachers who did not implement such an alignment.
  (Page 2)

22
KEY FindingsTeacher Student Surveys

• Students mean ratings of helpfulness were lower
  than teachers in all areas
• Students most helpful areas
• Using Technology
• Getting Information
• Using Information
• Elementary students considered the library media
  program more helpful than secondary students in
  all areas

23
KEY FindingsOverall Conclusions

• Library Media Center is a central and vital
  component of schools instructional program
• The heart of a school
• Library media program staff (LMS and aides) are
  the most critical program component
• Programs having less impact on student
  performance have
• low staffing levels
• fewer resources (collection, technology, )

24
KEY FindingsOverall Conclusions

• Library media specialists
• contribute directly to quality instructional
  programs and to quality teaching
• help students acquire unique skills not taught
  in classroom
• Library media program provides information skills
  and technology literacy essential for
  students/learners in 21st Century in and outside
  of school

25
KEY FindingsOverall Conclusions

• Role of Library Media Specialist is morphing more
  towards three distinct areas as educators and
  students see the Library Media Specialist as
• A teacher librarian
• An agent of change
• An technology integrator

26
Areas for Further Examination

• Staffing guidelines and levels, both for Library
  Media Specialist and aides
• Amount of time Library Media Specialists spend on
  instructional-related activities

27
Areas for Further Examination

• Teacher and student views of the library, its
  services, and benefits with particular attention
  to areas students and teachers perceive
  little/low benefit
• Collecting reliable and consistent School Library
  Media program data

28
Contact Information

• Kate Bugher
• Education Consultant
• Wisconsin DPI
• Instructional Media Technology
• 125 South Webster Street - PO Box 7841
• Madison, WI 53707-7841
• kathryn.bugher_at_dpi.state.wi.us
• Voice 608-267-9287
• Fax [phone]
• http//dpi.wi.gov/imt/

29
Researcher Information

• Esther G. Smith, Ph.D.
• EGS Research Consulting
• 6106 Ledge Mountain
• Austin, Texas 78731
• egs_at_io.com
• Voice 512-467-8807
• Fax [phone]