M+&+A+Research+and+Readings

Is there research to back the claims being made by librarians? Yes, there is abundant research and some of the findings are highlighted below.
Chan, Christopher. "The Impact Of School Library Services On Student Achievement And The Implications For Advocacy: A Review Of The Literature." Access (10300155) 22.4 (2008): 15-20. Library, Information Science & Technology Abstracts with Full Text. Web. 21 Mar. 2013.

Chan examined studies conducted in Colorado, Illinois, and Alaska. He concluded the library collection and staff size were the second-best predictors of how well a student would perform on standardized testing. The Alaska study showed nine out of ten schools with a full-time librarian scored above level on standardized tests or higher than schools with no librarian (Lance, Hamilton-Pennell & Rodney 29). Findings from the the Illinois study showed students with access to a well-staffed library, including abundant resources, consistently scored higher than students who did not (Lance, Hamilton-Pennell & Rodney 122) (Chan 15).

Ewbank, Ann Dutton. "School Librarians' Advocacy For The Profession: Results Of A U.S. National Survey." School Libraries Worldwide 17.2 (2011): 41-58. Library Literature & Information Science Full Text (H.W. Wilson). Web. 17 Feb. 2013.

The Federal Elementary and Secondary Education Act, also known as the No Child Left Behind Act of 2001, states that School Library programs are an integral part of student success across literacy domains. It calls for, but does not mandate, that every public school library is staffed with a state-certified librarian (41). Ewbank cites that schools with certified librarians consistently score higher on standardized tests. Research by Lance, Wellborn, & Hamilton-Pennell 1993; Lance, Rodney, & Hamilton-Pennell, 2000; Frances, Lance, & Lietzau, 2010 also shows a correlation between amounts budgeted for the library and student academic achievement. The greater the budget, the higher the achievement. Library staffing size also demonstrated a positive correlation to academic success (42).

Haycock, Ken. “Leadership from the Middle: Building Influence for Change.” The Many Faces of School Library Leadership. Ed. Sharon Coatney. California: Libraries Unlimited, 2010. 1-12. Print.

According to Haycock (1), librarians value collaborating with their administrative team. Together, they affect change in the academic atmosphere and collaborative culture of the school. The library becomes a hub of academic rigor. With the leadership of **both** the principal and librarian, great strides are made to engage 21st century teachers and students. Everyone learns together.

Lance, Keith Curry, Marcia J. Rodney, and Bill Schwarz. "The Impact of School Libraries On Academic Achievement: A Research Study Based On Responses From Administrators In Idaho." School Library Monthly 26.9 (2010): 14-17. Library, Information Science & Technology Abstracts with Full Text. Web. 24 Jan. 2013. .

The RSL Research Group, endorsed by the Idaho Department of Education, conducted a study in which they concluded that students in schools where administrators valued strong library programs performed better academically. These administrators valued librarian and teacher collaboration to develop units of study. They also supported flexible scheduling, co-teaching librarians, plus regular meetings between the principal and the librarian about their school library program (14-15).

Webster, Janet, and Loretta Rielly. "A Library Instruction Case Study: Measuring Success From Multiple Perspectives." Research Strategies 19.1 (2003): 16-32. Academic Search Complete. Web. 17 Feb. 2013.

Oregon State University conducted a study to examine the effectiveness of library instruction at the collegiate level. Even though the research was university-based, the findings are relevant because they underscore the import of the literacy skills delivered by elementary and secondary school librarians. Many universities, including Oregon State University, find that their students struggle with gathering information and using it effectively. In the study, students who asked their librarians for help with research scored higher on their bibliographies. In the group of students who did not ask for librarian support, 48% produced unsatisfactory bibliographies (20-21).

In our collaborative triad, Ann Valdez is currently working as a high school librarian for Rio Vista High School in Rio Vista, Texas. She shared that her experience matched the results of the Oregon State University research. Data she gathered for advocacy on her campus demonstrated that students she worked with in the first semester scored consistently higher on their second semester dual credit college papers: none scored lower than a B, while most scored high A's. Many students she did not instruct in the first semester struggled greatly in their dual-credit college course. Why did students experience success academically versus struggle? Evidence suggests their interaction with Ann Valdez as a co-teaching librarian was the deciding factor. Librarians prepare students to be successful in college. Through collaboration with teachers, the librarian helps students learn to search the web for credible resources and then apply those sources in an authentic manner within their academic work.

VanTuyle, Vicki, and Sandra Watkins. "Teacher Librarians As Connectors To The School CEO." School Libraries Worldwide 18.1 (2012): 111-122. Library, Information Science & Technology Abstracts with Full Text//. Web. 29 Apr. 2013.//

VanTuyle and Watkins note that the school librarian acts as a connector between students and administrators, including the superintendents of school districts: "The role school and district teacher librarians play as Connectors is significant to a school district’s ability to meet 21st century demands for enhanced student learning (111)."

The role of the school librarian is enhanced when collaboration occurs between the school librarian, teachers and administrators. VanTuyle notes that school librarians should “collaborate with teachers, administrators, and others to prepare students for the future” (National Commission on Libraries and Information Sciences [NCLIS] (112). VanTuyle further emphasizes the vital impact school librarians can make on administrators when stating, "Teacher librarians play an essential role in the learning community by ensuring that administrators are efficient and effective users of ideas and information (112)".

VanTuyle also cites former American Library Association (ALA) president Carl Harvey's personal belief is that school librarians are ambassadors for school library services and must become “the library’s strongest advocate” (6). He suggests marketing library services to administrators, thereby assuring administrators know the services librarians can render (Lance and Hofschire, 2011) (113). This advocacy work is a school librarian's insurance policy against obsolescence in a data-driven academic culture.

VanTuyle further shares this important advocacy stance put forth by Schrock (2003), who asserts that marketing is typically not a course of study in library education programs, but needs to be:

// Marketing isn’t traditionally taught in library school. But with budget cuts taking center stage nationwide, it’s never been more necessary to promote your program as an integral part of the learning process. Marketing your media center program follows the same basic guidelines found in the business world: create a product that people like, target your advertising, build a base of satisfied customers, take time to manage the details, and grow your programs slowly so that each stage is a success (Schrock, 1)(113). //

Montiel-Overall, Patricia1, overall@u.arizona.edu, and Kim2 Grimes. "Teachers And Librarians Collaborating On Inquiry-Based Science Instruction: A Longitudinal Study." Library & Information Science Research (07408188) 35.1 (2013): 41-53. Library Literature & Information Science Full Text (H.W. Wilson). Web. 8 May 2013.

This article examines an Arizona study about teacher librarian collaboration (TLC). The science teacher and the librarian have inquiry based teaching goals which make them ideal partners for this collaboration. In a workshop, the educators learned to guide students to develop the right kinds of questions, to locate and evaluate information, and to use the information to analyze, draw conclusions, and develop new thoughts. Collaboration for inquiry-based learning in science and library skills are an ideal match which results in students having increased knowledge especially in critical thinking. Many classroom teachers, however, are unaware of the opportunities to be gained from collaborating with the librarian. All will gain from collaboration, and an experience of both learning how to be successful collaborators.

Martin, Ann M. "Data-Driven Leadership." //School Library Monthly // 28.2 (2011): 31-33. //Education Source //. Web. 8 May 2013.

Librarians are in the perfect position to lead technology integration into the classroom. Three researchers conducted a survey questioning nationally certified school librarians to examine their technology leadership. When technology is integrated into the curriculum, the students have greater learning experiences, and the researchers studied the librarian’s leadership role in facilitating this occurrence. This study is vital because librarians have great potential for technology leadership as they collaborate with the classroom teachers. Schools must prepare 21st Century learners for their future by giving them opportunities to develop their technology skills while engaged in authentic and relevant learning experiences.

  

Montiel-Overall, Patricia. "Toward A Theory Of Collaboration For Teachers And Librarians[Computer File]." School Library Media Research 8.(2005): 1. Library Literature & Information Science Full Text (H.W.Wilson). Web. 31 Jan. 2013. [|__http://ezproxy.twu.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true db=lih&AN=17402240&site=ehost-live&scope=site__]

Montiel-Overall’s article focuses on the development of a theory of collaboration for classroom teachers and school librarians. The article is divided into four main sections, with each section progressively building on the previous. She begins by discussing the myriad of definitions of collaboration, covering the gamut of theorists’ ideas from corporations, socio and cultural psychology, education and technology. Using various theorists definitions of collaboration as a springboard for her own, Motniel-Overall defines collaboration that occurs between the school librarian and teachers. Her definition includes distinguishing between what collaboration is and how the process should ideally occur in a classroom-library environment. Montiel-Overall posits that collaboration must involve the co-creation of some product, process or event that did not previously exist. The process of collaboration between the school librarian and classroom teachers must hinge on a commitment by both educators to treat the other as equals, not allowing either’s ideas or opinions to dominate.

The second section focuses on four different types of models which could be interchanged as or mistaken for true collaboration. These models are based on Loertscher’s work and include: coordination practices, cooperation/partnerships, integrated instruction and integrated curriculum. Montiel-Overall argues that while these models may sometimes be used in congruence with the term collaboration, they are markedly different. Montiel-Overall attempts to identify the differences between the models and collaboration.

The third section of the article works to identify attributes and activities which are essential to effective teacher-librarian collaboration. These include: shared vision, shared thinking, shared problem solving and shared creation of integrated instruction. The determining factor in successful collaboration is that educators (school librarian and classroom teacher) are aligned in meeting their shared goal of enhancing student learning in the classroom and library. Without the presence of this mutual purpose-drive alignment between educators, collaboration will not be as successful as it otherwise could be.

The final section of the article suggests that collaboration has two major inhibitors and enablers; time and the school principal (Leonard and Leonard 2003; Morris 2004; Oberg 1995; Haycock 1999). Both of these factors contribute to the quality and quantity of collaboration between school librarians and teachers. What is interesting here is the juxtaposition of time and the school principal; the dilemma arises in labeling these as either inhibitors to or enablers of school librarian-teacher collaboration. Citing a Kuhlthau (1993) study, Montiel-Overall applies the four principles identified in the study as being possible characteristics of collaboration. These principles include: school librarians, administrators and teachers should have a team approach- each should feel they are a valued member of the instructional team; these parties should share a mutual constructivist view of learning; a commitment to lifelong learning; and competence by both educators in the design of learning activities which will improve student learning (16).