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Increasing student achievement through the School M edia P rogram

Increasing student achievement through the School M edia P rogram. Betsy Cummins MEDT-6466 Dr. Goldberg. Sidney Sheldon Author.

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Increasing student achievement through the School M edia P rogram

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  1. Increasing student achievement through the School Media Program Betsy Cummins MEDT-6466 Dr. Goldberg

  2. Sidney SheldonAuthor “Libraries store the energy that fuels the imagination. They open up windows to the world and inspire us to explore and achieve, and contribute to improving our quality of life. Libraries change lives for the better."

  3. Multiple research studies have shown that student achievement increases if students have access to a qualified media specialist and an active media program.

  4. Dr. Keith Lance confirms that academic achievement is affected by a library media specialist.

  5. In 1993, Dr. Lance published a study showing an increase in academic achievement in 220 Colorado schools when: • There was a media specialist on site • The media specialist collaborated with teachers and developed lessons using media resources • The media center included large amounts of quality print and multimedia material

  6. Could these findings be a result of • Location? • Parent involvement? • Parent educational background? • Socio-economic status? • Minority status? • Teacher-pupil ratio? • School budget? NO. Dr. Lance tested the results against a wide variety of community factors.

  7. In 2000, Dr. Lance published three more studies that confirmed his previous findings of the media specialist having a positive impact on achievement. • Colorado • 200 schools • Grades 4 and 7 • Alaska • 211 schools • Grades 4, 8, 11 • Pennsylvania • 435 schools • Grades 5, 8, 11

  8. High tech libraries lead to higher scores on academic achievement tests. High performing schools had: • Students who can link to the media center at while on or off campus • Databases and electronic resources available online from the media center website • Computers with internet capabilities

  9. There is a positive correlation between academic achievement and the number of professional and support personnel in the media center. Support staff helps with clerical and housekeeping duties, giving the media specialists time to collaborate with teachers and help students.

  10. Effective teacher collaboration includes: • Planning units together • Identifying materials for teachers • Teaching a portion of the unit • In-service training for teachers • Motivational reading activities

  11. High achieving schools have allocated more money for use in the library media program. Money is invested in the print collection in addition to periodicals and electronic collections.

  12. An additional study was conducted in 1999 by Dr. James Baughman, through Simmons College’s graduate program of Library Science to research the relationship between school media and student achievement.

  13. Results from the Baughman Study: Mean MCAS (the Massachusetts statewide standardized student achievement assessment) scores tend to be higher in schools with school library programs at all levels, as opposed to schools that do not have school library programs. Schools with the highest achieving students have school library media.

  14. Results from the Baughman Study (cont.): Students score higher on achievement tests when there is a higher per pupil book count. Student use of the library produces higher mean MCAS scores. Hours open make a difference in MCAS scores (Baughman, Ph. D., 2000).

  15. Conclusions drawn from the Baughman study: At the elementary school level these factors are critical… Hours of service, including before and after school Strong library collections--per pupil book count, magazines, and non-print items High library expenditures per pupil Library instruction and high student use Alignment of the library collection with the curriculum frameworks Robust staffing, including a full-time librarian, non-professional assistance, and parent volunteers (Baughman, Ph. D., 2000).

  16. Conclusions drawn from the Baughman study: At the middle school level these factors are critical… Hours of service, including after school service Books per pupil Number of periodicals, including periodical databases Expenditure per pupil for materials Library instruction program Participation in the regional library Parent volunteers, including PTO donations (Baughman, Ph. D., 2000).

  17. Conclusions drawn from the Baughman study: At the high school level these factors are critical… After-school hours Books per pupil Participation in the regional library system Percent of the student body visiting the library Full-time librarian Staff assistance (Baughman, Ph. D., 2000).

  18. Strong library media programs are marked by the leadership of library media specialists who builds relationships that enhance the media program. (American Association of School Libraries, 1998).

  19. Leadership is the ability to influence or inspire others to achieve shared goals. The media specialist’s leadership is demonstrated daily via interaction with administrators, teachers, students, parent volunteers, and community partners.

  20. “Leadership does not always mean being in the front of the line; sometimes leadership is walking beside as an encourager or behind as • a supporter.” • -Dees, 2007

  21. Many Areas of Media Specialist Leadership • Leadership in Technology • Media Specialists model how new technology can be integrated into the curriculum and can provide staff development. • Leadership in Reading • Media Specialists have a huge impact in reading • leadership with their collection development. • Leadership in Curriculum • Media Specialists provide lessons to all grades, • they know what is going on in the instructional • program of the school. • Mentoring as Leadership • Media Specialists mentor teachers and students in the learning process. • Leadership in Professional Organizations • Media Specialists participate in state and national organizations which provides opportunities to get involved in the larger media community.

  22. "Leadership and learning are indispensable to each other.” • -John F. Kennedy

  23. References • American Association of School Libraries. (1998). Information power: Building • partnerships for learning. Chicago: American Library Association. • Baughman, Ph. D., J. (2000, October 26). School libraries and mcas • scores. Retrieved from • http://web.simmons.edu/~baughman/mcas- school-libraries/Baughman Paper.pdf • Dees, D. C., Alexander, K., Besara, R., Cambisios, R., Kent, T., Delgado, J.P. (2007 • Jan.) Today’s school library media specialist leader. Library Media • Connection, 10-14. • Frost, C. (2005 May/June). Library leaders: your role in the professional learning community. Knowledge Quest, 33(5), 41-42. • LMC Source. (n.d.). Powering achievement 2nd edition: School library media programs make a difference. Retrieved from http://www.lmcsource.com/tech/power/2nd/power2.htm

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