Libraries and Student Success

When schools are faced with budget cuts, librarians are often casualties. According to Steven Yates, the president of the American Association of School Librarians, when this happens, “Not only do you lose the person curating the resources for informational and pleasure reading, but you lose the person who can work with the students on the ethical side—how do you cite? How do you determine a credible source of information?” (Harwin). The article, “Schools See Steep Drop in Librarians, New Analysis Finds”, goes on to state that minority districts are hit hardest when it is, in fact, these communities are in most need of these resources.

Chart Source: Alex Harwin, Education Week Research Center analysis of federal Common Core of Data, 2018

The authors of “How school librarians leave no child behind: The impact of school library media programs on academic achievement of U.S. public school students” take a look at multiple studies and conclude that “that students perform better academically where the [Library Media Specialist]: 

● is part of a planning and teaching team with the classroom teacher, 

● teaches information literacy skills, and 

● provides one-to-one tutoring for students in need.

Library media specialists have a twofold teaching role. They are teachers of students, facilitating the development of information literacy skills necessary for success in all content areas and they are in-service trainers of teachers, keeping abreast of the latest information resources and technology” (Lance).

The American Association of School Librarians has developed a “Standards Framework for Learners”, National School Library Standards (“Home”).

Learners Interpret the Standards: Curate

“The school library is where I learned to curate”

Given the important role school libraries play, it is imperative they remain an integral component in schools and an essential item in governmental budgeting. In his article, “Fight for School Libraries: Student success depends on them”, Jim Neal Argues for advocacy in the time of budget reductions and implications for staffing and closing of school libraries. He designates as lifelong skills those learned through access to and use of school libraries. These include “[understanding] issues like privacy, confidentiality, intellectual freedom, open access, fair use, and how these relate to their work as learners”.

He goes on to provide the Common Beliefs of The American Library Association’s American Association of School Librarians (AASL) National School Library Standards for Learners:

1. The school library is a unique and essential part of a learning community. 

2. Qualified school librarians lead effective school libraries. 

3. Learners should be prepared for college, career, and life. 

4. Reading is the core of personal and academic competency.

5. Intellectual freedom is every learner’s right. 

6. Information technologies must be appropriately integrated and equitably available

The relationship that the school librarian, or “teacher-librarian”, has with classroom teachers continues to evolve, and extended to include support not only for students.

The Changing Role of School Librarians 

The evidence of their importance necessitates ongoing support of the school library at local school district, city and state levels.

Referenced:

Harwin, Sarah D. Sparks, Alex. “Schools See Steep Drop in Librarians, New Analysis Finds - Education Week.” Education Week,
May 2018. Education Week, https://www.edweek.org/ew/articles/2018/05/16/schools-see-steep-drop-in-librarians-new.html.

“Home.” National School Library Standards, https://standards.aasl.org/.

Lance, Keith Curry, et al. “On the Road to Student Success. How School Librarians Leave No Child Behind; Accountability and
the School Teacher Librarian; Looking for the Evidence: Do School Libraries Improve Student Achievement?; Strategic
Directions and Newer Dilemmas for Teacher-Librarians and School Library Resource Centres; The School Library:
Accountability for Student Learning; Making Library Programs Count; Accelerated Reader: Does It Work? If So, Why?;
Improving Satisfaction Levels: Playing a Political Game; Accountability and School Libraries: The Principal’s Viewpoint;
Vive La Difference: Gender, Motivation and Achievement; Integrated Library Program; Canadian Coalition for School Libraries
Update; Block Grassroots Projects; On the Other Hand.” School Libraries in Canada, vol. 22, no. 2, Jan. 2002, pp. 3–43. EBSCOhost,
search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ664849&site=ehost-live&scope=site.

Neal, Jim. “Fight for School Libraries: Student Success Depends on Them.” American Libraries, vol. 49, no. 3/4, Mar. 2018, p. 4.
EBSCOhost, search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=128247716&site=ehost-live&scope=site.

“Student Success.” I Love Libraries, http://www.ilovelibraries.org/school-libraries/school-libraries-and-student-success.

(“Student Success”)

Sylvia, Margaret. “Personal Librarians: Building Relationships for Student Success.” Library Journal, vol. 144, no. 9, Oct. 2019,
p. 111. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=138877371&site=ehost-live&scope=site.

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