Are Librarians Really Worth It?
First, what is a librarian? The word librarian or even
library media specialist can be misleading. This is because we are not talking about somebody who is simply a 'librarian,' or a person who checks out,
catalogs and shelves books all day. Neither is this discussion about
a 'media specialist,' who would sit behind a desk offering advice
to teachers about which tools they should use in their lessons.
This question refers to the relative value of a "teacher-librarian."
In addition to running a library, this person is a 'teacher,' who often instructs as many periods a
day as any regular classroom teacher. This teacher-librarian
almost always has post-baccalaureate experience with solid classroom
foundations.1 It is important to understand this as it relates to student achievement.
What evidence supports having a teacher-librarian
in an elementary school?
Students who attend a school with a library and a teacher-librarian . . .
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perform significantly better on tests for basic research skills.
This includes locational skills, outlining and notetaking.2
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do better on tests that measure the knowledge and use of reference
materials such as dictionaries and encyclopedias.3
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perform better on tests that measure reading comprehension and
the ability to effectively express ideas concerning their readings.4
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read more.5
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not only read more, but enjoy reading more.6
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Furthermore . . .
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School library media centers with full-time library media specialists
contribute to the development of positive self-concepts.7
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Minimal gains in research and study skills will be achieved by
the teacher alone.8
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Students who use library media centers are more likely to use
public libraries.9
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 | | Research also indicates the following:- When it comes to academic achievement, there are two factors that engage in a tug of war. The struggle is between the at-risk conditions that exist at a school and the size of the library's staff and collection.10
- The size of the library's budget + the role of the library staff + the size of the library's collection = the amount of student academic achievement. Students who come from schools with more library staff members, books, videos and periodicals score higher on norm referenced tests. (These results were measured on the ITBS and TAP reading achievement tests) 11
- The minimum threshold for the size of the Library's staff is: One full time librarian and one full time clerk.12
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Moreover . . .
The ability to read is one of the strongest predictors of future success. Although reading can be taught in a classroom, it must be practiced. Michael Jordan can teach you to how to throw the perfect foul line shot, but if you don't ever practice the skill, his instruction is worthless. When students voluntarily read, they practice and enforce what is taught in the classroom. Free voluntary reading is the best predictor of: Reading comprehension
Vocabulary growth
Spelling vocabulary
Grammatical usage
Writing style
Libraries are the greatest resource to support free voluntary reading since libraries put the books that kids want in their hands. It should be noted that this is more powerful than skill based programs, vocabulary drills and spelling drills. Text books can never replace the power of a library.13
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Finally . . .
| - If reading is so important to academic success, then what promotes reading achievement?
creating a print-rich environment
providing large library collections
reading aloud
using sustained silent reading
encouraging readers
helping to form reading habits
modeling reading
Since we know what promotes reading achievement, how many of these elements do you think school libraries promote? If you said "all of 'em," you're right! Most elementary school library programs that have a full time librarian and an aide promote these elements everyday!14
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End Notes
1. Haycock, Ken, "Research in Teacher-Librarianship and the institutionalization
of Change" School Library Media Quarterly (Summer, 1995) p.227.
2. Becker, D.E., "Social Studies Achievement of Pupils in Schools
with Libraries and School without Libraries" (PH.D. dissertation,
University of Pennsylvania, 1970) as appears in Ken Haycock's
"Research in Teacher-Librarianship and the institutionalization
of Change" School Library Media Quarterly (Summer, 1995) p.228.
3. Becker, D.E., "Social Studies Achievement" as appears in Haycock's
"Research in Teacher-Librarianship" p.228.
4. Becker, D.E., "Social Studies Achievement" as appears in Haycock's
"Research in Teacher-Librarianship" p.228.
5. Ceve, C.L., "The Relationship Between the Availability of Libraries
and the Academic Achievement of Iowa High School Seniors" (Ph.D.
dissertation, University of Denver, 1974) as appears in Haycock's
"Research in Teacher-Librarianship" p.228.
6. Ceve, C.L.,"The Relationship Between" as appears in Haycock's
"Research in Teacher-Librarianship" p.228.
7. Lowe, J.L., "A Comparative Analysis of Reading Habits and Abilities
of Students in Selected Elementary Schools in North Louisiana
with and without Centralized Libraries" (Ph.D. dissertation,
North Texas State University, 1984) as appears in Haycock's "Research
in Teacher-Librarianship" p.228.
8. Nolan, J.P. "A Comparison of Two Methods of Instruction in Library
Research Skills for Elementary School Students" (Ph.D. dissertation,
Temple University, 1989) as appears in Haycock's "Research in
Teacher-Librarianship" p.228.
9. Ekechukwu, M.R.G. "Characteristics of Users and Nonusers of
Elementary School Library Services and Public Library Services
for Children" (Ph.D. dissertation, University of Washington, 1972)
as appears in Haycock's "Research in Teacher-Librarianship"p.229.
10. Lance, Keith Curry, "The Impact of School Library Media Centers on Academic Achievement" School Library Media Quarterly (Spring 1993), p.227.
11. Lance, Keith Curry, Lynda Welborn and Christine Hamilton-Pennell. The Impact of School Library Media Centers on Academic Achievement. Hi Willow Research and Publishing. Castle Rock, Colorado: 1993. p.137.
12. Loertscher, David V., May Lein Ho and Melvin M. Bowie. "Exemplary Elementary Schools and their Library Media Centers: A Research Report." School Library Media Quarterly, 15(3) 1987: 147-153. as appears in "The Impact of School Library Media Centers on Academic Achievement" p.137.
13. Krashen, Stephen. "The Power of Reading" as appears in "The Impact of School Library Media Centers on Academic Achievement" p.141.
14. Krashen, Stephen. "The Power of Reading" as appears in "The Impact of School Library Media Centers on Academic Achievement" p.141.
