Introduction to Information Power Peter G. Mohn Glacier Peak High School Snohomish, WA peter.mohn@sno.wednet.edu 6/17/2018

Agenda to be Covered History of National Library Guidelines Information Power Implementation Current Library Media Research Results Library Advocacy Where Do We Go From Here? 6/17/2018

National Library Guidelines 1920 - NEA Committee on Library Organization 1925 - NEA Committee Sets Elementary Standards 1945 - School Libraries for Today & Tomorrow First national K-12 standards 1960 - Standards for School Library Programs - AASL 1969 - Standards for School Media Programs AASL and DAVI (now AECT) 1975 - Media Programs: District and School 1988 - Information Power 1998 - Information Power: Building Partnerships for Learning 6/17/2018

Information Power Implementation 5 year Commitment to Reach 90% of All School Library Media Specialists Year 1 and 2 are Complete Year 3 - Train the Trainers; Reach District LMSs Year 4 and 5 - Build Partnerships 6/17/2018

Library Research Results Colorado Studies, 1993; 1999 Alaska Study, 1999 Pennsylvania Study, 1999 Oregon, New Mexico & Texas 6/17/2018

Library Research - Colorado The size of a library media center’s staff and collection is the best school predictor of academic achievement, whether their schools & communities are rich or poor and whether adults in the community are well or poorly educated. 6/17/2018

Library Research - Colorado Five sets of predictors of academic achievement were yielded by the second Colorado study. Library media program development Leadership of the LMS Collaboration of LMS and staff Technology Integration of LMC materials Flexible Scheduling 6/17/2018

Library Research - Alaska Five major predictors of academic achievement Level of LMS staffing Time spent by LMSs Delivering information literacy to students Planning with teachers Providing staff in-service training Collection Development Policy Potential Internet connectivity Relationship with public libraries 6/17/2018

Library Research - Pennsylvania Five major predictors of Academic Achievement Presence of both LMSs and support staff Level of library expenditures Presence of rich collections of print and electronic information sources Extent to which technology is utilized to extend the LMCs reach into the classroom Extent in which information literacy is integrated in the school’s standards and curriculum 6/17/2018

Key Common Findings LMSs can and do exert a positive and significant effect on academic achievement Principal support & teacher collaboration are critical to making the LM program integral For LMSs to be pivotal players, support staff are essential The LMS is a teacher of students & staff LM programs that contribute most strongly are those with technology 6/17/2018

Building Partnerships for Learning … Because Student Achievement IS Information Power: Building Partnerships for Learning … Because Student Achievement IS THE BOTTOM LINE 6/17/2018

Library Advocacy What is Advocacy? Why is Advocacy Training Needed? Why Advocacy Now? Who Are Advocates? Advocacy Issues 6/17/2018

Advocacy Issues LMSs not included in curriculum planning Outdated image of the LMS role Decision-makers lack understanding of technology and information literacy skills Money goes to technology Site-Based decision-making diffuses support of school libraries LMSs being replaced by classified staff Internet seen as panacea Lack of technical support Library facilities outdated 6/17/2018

Where Do We Go From Here? WLMA In-Service Training District Level? First Meeting - November 1st Clock Hours Available District Level? 6/17/2018