1. Library Media Center and the English Language Learner
Kate Hartig
Click on the hand for more.
Click on the speaker image for short synopsis.

2. The School Library Media Center can offer these resources to all students

3. Here is what studies show
Does the School Library Media Center help the English Language Learner to achieve academic success?

4. De Souza, Marcela. (2009/2010). Examining the Role of the Library in Promoting the Academic Achievement of English Learners. The CATESOL Journal, 21 (1), p
De Souza’s interviews provided research that shows that school libraries make a difference in the education of English language learners by providing opportunities for reading practice with resources, expertise and space.

5. More on research from De Souza
De Souza interviewed 18 students , years after coming to the U.S. as children with little or no knowledge of English. Each had completed high school and were working on or had completed degrees in college or graduate school. De Souza shows that an “enabling variable” to success has been the student’s access to library materials, collection size, library program, library space, and presence of professional library media specialist. Students all related that the school library and public library helped provide resources, mentorship, and a safe place to be. De Souza also examined correlations between the library as a resource and “its effect on minority student academic achievement.” (p.29-30). Schools with larger collections and a professional library media specialist have students who test higher. "Students who attend schools with quality library programs scored higher.” on standardized tests. (p.36) De Souza used methods of research grounded in: qualitative study; qualitative research design (Marshall & Rossman 1999) and a grounded theory method (Glazer, 1967) Grounded theory begins with a question or a collection of data and reviews data collected to find repeated ideas, concepts and elements which are coded and may be grouped into concepts and categories which become basis for new theory. CATESOL is affiliated with TESOL (Teachers of English to Speakers of Other Languages) and holds meetings and conferences in California and Nevada.

6. Hae Seong, P., & Jenny, Y. (2014). The Relationship between Library Use and Academic Achievement of English and Spanish-Speaking Hispanic American Students. Educational Research Quarterly, 37(4), 3-18.
Park and Jenny provide a glimpse at the use of statistics to determine whether library use can be considered a factor of academic achievement for English Language Learners in high school when looking at a specific group of student users. Their focus was on “comparing the impact of school library services on the academic achievement of both the English and Spanish-speaking Hispanic students” (p.5). They found that students who used the library often achieved higher reading scores. Access to library space was very important.

7. More on research from Park & Jenny
Park & Jenny looked for patterns, considered socioeconomic status and gender, and factored in student effort. The exploratory study tried to best determine factors that affect achievement in one type of English Language Learner in relationship to school library use. Through this exploratory study (p.13) Park and Jenny determined that school library usage for class assignments had a positive relationship and that Spanish language speakers who frequented the library had higher reading scores. Quality of the reference collection, use of the collection for enjoyment, and presence of a library media specialist did not appear to be important factors in this article. Barrett’s review of studies was referenced: Barrett, L. (2010). Effective school libaries: evidence of impact on student achievement. The School Librarian, 58(3),

8. Exploring NCES EDAT web site offerings:
Park & Jenny looked at results from The Educational Longitudinal study 2002/06. Searching for the Education Longitudinal Study: 2002/06 came across this site: and this resource:

9. Geitgey, G.A. & Tepe, Ann E. (2007, March) Can you find the evidence-based practice in your school library? Library Media Connection. p Retrieved from
Evidence-Based Practice (EPB) is one way that the School librarian can and strengthen the school library program by using input from testing, teacher interaction, and student input to help the English Language Learner and ultimately all students
It is useful to know what differences the school library and its learning outcomes make to student learning outcomes
Three steps to understand EBP
Know the research that demonstrates how school libraries affect learning;
Lance’s Colorado studies
Todd & Kuhlthau’s Ohio studies
TRAILS information from Kent State:
2. Mesh this knowledge with your own wisdom to build student learning;
Use standards to focus instruction
3. Collect evidence that shows you do make a difference
Use reading test score specifics
Drill down into your school’s data about reading for example and item analysis
Find a correlation between the tested content standard and school library standards.
Locate specific standards for focusing collaboration effort (p.11)
Collaborate with teachers and identify how the library support helped students achieve
Collect data from students.
Comment cards and surveys for example

10. Other Referenced works

11. Todd, R. J. & Kuhlthau, C. C. (2005, January)
Todd, R.J. & Kuhlthau, C.C. (2005, January). Student learning through Ohio School libraries, part 1: How effective school libraries help students. School Libraries Worldwide, (11:1). Retrieved from
Referenced studies included this Ohio study which looked at how school libraries help students with their learning in and away from school (p.63). It did not specifically study the English Language Learner. But within this study there were indications that free reading is beneficial to student reading achievement. When the library maintains a collection of current books, has a librarian that can connect students to books and knows the student readers interests, this positively contributes to student enjoyment of reading (p.80). Where students saw the library as supporting information and curriculum needs, and not their leisure activities and personal pursuits, reading scores were lower. “It may be that independent reading is a casualty of intensely academic and test oriented schooling.” (81) Valued the school library as “a safe place to discover ideas, where they could question the world of ideas, explore conflicting ideas (knowledge as problematic) and make accidental and planned discoveries. “ (86)

12. Krashen, S. (1997). Bridging inequity with books
Krashen, S. (1997). Bridging inequity with books. Educational Leadership, (4), 18.
Free reading encourages a love a reading. Though skill based instruction in reading in helpful, free reading is valuable for solidifying comprehension skills and building vocabulary. How to promote it? High interest reading. Magazine are reader interest specific and may be valuable tools. Student given two magazine subscriptions improved student scores in reading. Comic books can provide a conduit to other reading. Light reading is a “missing link in the lives of many students.” ( p.2) Students read more when there is a quiet, comfortable place to read. Investment in school libraries lead to better collections and superior reading achievement scores (Lance) Number of books in the collection affected achievement as well. May need native language books in library. Need a greater school investment in books (21)

13. Francis, B. H. , Lance, K. C. , and Lietzau, Z. (2010, November)
Francis, B.H., Lance, K.C., and Lietzau, Z. (2010, November). School Librarians Continue to Help Students Achieve Standards: The Third Colorado Study (2010). (Closer Look Report). Denver, CO: Colorado State Library, Library Research Service. Retrieved from
Referenced studies include an ongoing Colorado study. This is a report related to ongoing research about school libraries by the Library Research Service in Denver, Colorado. Educators have been able to use Colorado Student Assessment Program scores to confirm that School library programs support student proficiency in reading and are associated with reduced percentages of students receiving unsatisfactory CSAP scores “thereby helping to close the achievement gap (p. ii) Elementary schools with at least one full time librarian averaged better CSAP performance than those with less than one full-time endorsed librarian. Elementary schools that spent more than the median expenditure of per student averaged better CSAP scores. Weekly visits to the library affected scores as well. Students who visited at least 1 time every two weeks scored better. Schools that held larger periodical collection and DVD collections also scored better. Although higher achieving students did better with a school library program in place at their school, struggling students did better by a proportional difference in schools where school library programs were in place. “Based on the findings of similar studies in addtion to this one, the evidence suggsts that school libraries can be a very effective tool in closing the achievment gap. Indication are that all students can benefit from effective libraries, but that students who suffer most because of achievement gap also benefit most from the resources offered by libraries and librarians. School library staffing can play a significant role in narrowing the achievement gap. (p.4), elementary schools with larger library expenditures have a significantly higher percentage of students scoring proficient or advanced in reading; well-funded libraries are especially important for the neediest students. Individual visits to the library influence reading success.

14. McQuillan, J. (2006). The effects of print access and print exposure on English vocabulary acquisition of language minority students.. Reading Matrix: An International Online Journal, 6(1),
Other research supports that free voluntary reading and access to print contributes significantly to language acquisition among first and second language learners. The School library can support this by making access to the space and materials for students to read for enjoyment.

15. Studies show the answer is, “yes.”
Does the School Library Media Center help the English Language Learner to achieve academic success?

16. All learners and English Language Learners will benefit!
The School Library Media Center can offer these resources to all students
All learners and English Language Learners will benefit!

17. Summary
The research looked at English language learners’ relationship to the school library. Did it affect their academic achievement? How was it measured? What features of the school library and its program may have influenced positive outcomes? De Souza and Park & Jenny referenced other studies which were briefly summarized in preceding slides. Measuring library benefits was described by Geitgey & Tepe. Krashen and MacQuillan each discussed aspects of the library program which would benefit struggling students or English language learners.

18. Analysis
Studies about English Language learners’ as library users were timely. The Park and Jenny report did not use any interview method and thus had no student perspective. Information about library use, size of collection, and space were less quantitative than qualitative. Better libraries tend to be in better schools; and so students in those schools may be higher achievers. In both studies about English language learners, researchers factored in family support and student confidence and persistence. These factors also lead to academic excellence.

19. Reflection
The research reminds us how important it is to be aware of the standardized testing results and to see where the numbers can help inform library media curriculum. The evidence-based procedure also reminds us to keep up with current research, to connect and collaborate with teachers, to survey students, and to share positive results and information with the principal. In working with English language learners at school, it is important to enable access, allow circulation of materials, and have a variety of materials that encourage reading for enjoyment.