Coalition of Essential Schools Fall Forum 2004 Student Achievement

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Coalition of Essential SchoolsFall Forum
2004Student Achievement Equity of Access _at_
your School Library

• Katherine Lowe Betty Marcoux
• Boston Arts Academy/Fenway HS The Information
  School
• Boston, MA University of Washington
• Seattle, WA

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Strong School Library Programs make a difference-
studies

• Missouri
• New Mexico
• North Carolina
• Ohio
• Oregon
• Pennsylvania
• Texas

• Alaska
• Colorado (x 2)
• Florida
• Iowa
• Massachusetts
• Michigan
• Minnesota

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Specific school library issues in high student
achievement schools

• Direct correlations can be made between higher
  student achievement and strong school library
  programs.
• An effective school library is
• Accessible to entire school community
• Cost effective
• Broad based (resources and reading abilities)
• Flexible and supportive
• Integrated
• A program in the school library that is
  adequately staffed, resources, funded can lead to
  higher student achievement regardless of
  socio-economic/educational levels of the
  community
• An effective, strong school library program helps
  SLOW the declining slide of at risk student
  population achievement.

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Specific reading issues and the school library
program

• The of books borrowed from school libraries
  shows a strong relationship with reading
  achievement.
• Stephen D. Krashen FVR (free voluntary reading)
  and student achievement
• Equity _at_ your school library free access to
  books, ideas, resources, information
• Curriculum driven mapping/collaborating

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You should expect the school library program and
professional to work on these issues

• Research indicates that books without
  facilitation have little effect on the
  educational outcomes of students.
• NCLB states that reading programs are an example
  of their supporting scientifically based reading
  instruction programs in the early grades under
  the new Reading First program and in preschool
  under the new Early Reading First program.
• School librarian roles expanded greatly with the
  1998 Information Power Guidelines
• Teacher
• Information specialist
• Instructional partner
• Program administrator

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A call for differentiated student learning

• BRAC (Behavioral requirements analysis checklist.
  Part of the Knapp project, 1963-68) Develop and
  guide learning activities to meet a variety of
  learner needs, interests, and abilities.
• Information Power (1998) The library media
  program supports the learning of all students and
  other members of the learning community who have
  diverse learning abilities, styles, and need.
• NCATE (National Council for Accreditation of
  Teacher in Education) Candidates support the
  learning of all students and other members of the
  learning community, including those with diverse
  learning styles, abilities, and needs.
• NBPTS (National Board for Professional Teacher
  Standards) Accomplished library media specialists
  have knowledge of learning styles and of human
  growth and development.

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Research Equity

• 61 students in low minority enrollment schools
  were assigned to do research in 1999.
• 35 students in high minority enrollment schools
  were assigned to do research in 1999. (Barton,
  Ed. Leadership, Nov 2004)
• Technology assisted instruction less likely to
  be available to minority students than
  non-minority, especially when connected to
  Internet research tasks.

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Equity Student Achievement

• Gaps mirror inequalities of schooling, early
  life, home circumstances.
• There are 14 factors that correlate with student
  achievement, of which 6 can be found in the
  school setting
• Rigor of curriculum
• Teacher experience/attendance
• Teacher preparation
• Class size
• Technology assisted instruction
• School safety

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Ohio Study 13,000 kids cant be all wrong!

• Kuhlthau and Todd (Rutgers, 2003)
• School Library dynamic agent of learning
• An effective school library, led by a
  credentialed library media specialist who has a
  clearly defined role in information-centered
  pedagogy, plays a critical role in facilitating
  student learning for building knowledge.
• Guided inquiry/successful information access and
  use.

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Ohio Study 3 essential components

• Informational
• Information resources
• Technology infrastructure
• Reading resources
• Transformational
• Information literacy
• Technological literacies
• Reading engagement
• Formational
• Knowledge creation
• Knowledge use
• Knowledge production
• Knowledge dissemination
• Knowledge values
• Reading literacy

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Equity and School Library Programs (Ohio DOE
statewide SLMP guidelines, 2004)

• Programmatic Guidelines
• Library Management
• Collection Development Curriculum
• Literacy Reading Support
• Library-based Technology
• Instructional Guidelines
• Information Literacy
• Technology Literacy
• Media Literacy

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Equity of Access Barriers

• Little cultural history of library usage
• Lack of resources to purchase the scope and depth
  of materials needed
• Lack of library staff training to address
  disability and cultural issues
• Lack of multicultural, multi-lingual library
  staff.
• ALSC Board 2004

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Where is your emphasis? Kids learn in settings
where adults do interesting things. Vs. Kids do
interesting things learning in all settings.
School Library Interesting Exciting Challenging
Safe My place Involved Information
Place Knowledge Place School Librarian
Information Learning Specialist Curriculum
Partner Curriculum Leader Interesting Open Friendl
y Accessible Safe Guide on my side
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School Library Partial equalizer IF facilitated
/funded/ utilized!
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How are you doing?
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Equity checklist for you to consider

• Planning Budget
• Marketing Outreach
• Facilities Equipment
• Staff Development
• Services
• Advocacy
• ALA Equity of Access brochure 5
• American Libraries, June/July 2004