1. Leverage Your Library Program: Collaborate!
Audrey Church,
Coordinator, School Library Media Program
Longwood University

2. Leverage Your Library Program!
“The school library media specialist must be perceived as a strong, creative, collaborative professional who is a visible leader in the design of curriculum and instruction appropriate for an information-rich culture.”
Marilyn Miller, AASL Past President and Professor Emeritus, UNCG

3. “The school library media specialist must be perceived as a strong, creative, collaborative professional who is a visible leader in the design of curriculum and instruction appropriate for an information-rich culture.”
Marilyn Miller

4. Eight Recent Statewide Studies
The Impact of School Library Media Centers on Academic Achievement, Colorado, 1993
Information Empowered: The School Librarian as an Agent of Academic Achievement, Alaska, 1999
Measuring Up to Standards: The Impact of School Library Programs & Information Literacy in Pennsylvania Schools, 2000
How School Librarians Help Kids Achieve Standards: The Second Colorado Study, 2000

5. School Libraries and MCAS Scores, Massachusetts, 2000
Good Schools Have School Librarians: Oregon School Librarians Collaborate to Improve Academic Achievement, 2001
Texas School Libraries: Standards, Resources, Services, and Students’ Performance, 2001
Make the Connection: Quality School Library Media Programs Impact Academic Achievement in Iowa, 2002

6. New Study—2003
How School Librarians Improve Outcomes for Children: The New Mexico Study, Lance, Rodney, and Hamilton-Pennell
“The New Mexico Study joins eight other state studies now reporting on a total of over 3300 schools delivering the same message: school library media centers make a difference in academic achievement.”
Research Titles from LMC,

7. Test scores are higher when the school has …

8. A professionally trained, full-time library media specialist
Adequate support staff in the library
A strong collection (books, periodicals, online databases) that meets the needs of the school instructional program
Student access to the library resources and information within and beyond the library

9. Test scores are higher when the school has a library media specialist who …

10. Is knowledgeable about school curriculum
Assists teachers in using information technology
Communicates and collaborates with teachers
Teaches students information literacy skills

11. Student achievement is higher!
When library media specialists take an active role in curriculum and instruction
When library media specialists teach information literacy skills
When teachers and library media specialists collaborate…
Student achievement is higher!

12. Levels of Collaboration
Cooperation
Coordination
Collaboration
As defined in The Information-Powered School, ALA, 2001

13. Cooperation Loose working relationship
Teacher and LMS work independently
Teacher and LMS share information informally
Teacher sees library media specialist solely as a provider of resources.

14. Coordination More formal working relationship
Shared understanding of goals for teaching and learning
More planning and communication
Teacher sees LMS as colleague who can process requests for time in LMC and play minor teaching role (in area of research and use of library resources).

15. Collaboration
Ongoing communication about shared goals for student learning
Planning, teaching, and jointly assessing student work
Teacher views LMS as teaching partner and respects expertise that she brings to the process.

16. Teacher/Library Media Specialist Collaboration, as defined by D
Teacher/Library Media Specialist Collaboration, as defined by D. Loertscher
Two partners, the teacher and the library media specialist, team to exploit materials, information, and information technology to enhance a learning activity.
The library media specialist holds a unique position as a valuable asset in the collaborative process.
Principals and superintendents encourage effective collaboration and monitor its progress.

17. Collaboration Observation Checklist, as suggested by D. Loertscher
Teachers and library media specialists are
Brainstorming a curricular unit
Developing plans, activities, and assessments
Choosing materials and technologies
Working side by side as unit activities happen
Jointly evaluating the success of the unit
Engaging in staff development to refine the collaborative process

18. Checklist, continued Students are Facilities are
Working in library and classroom on projects, portfolios, presentations, inquiry and other authentic learning tasks
Comfortable in using information and information technology
Sharing finding in group-related activities
Interested and excited about learning
Facilities are
Planned and arranged to support the various activities that collaborative learning experiences produce

19. Leverage Your Library Program to Help Raise Test Scores— HOW?

20. Collaboration
Develop the library media collection targeted at the instructional program of the school.
Know the curriculum—district and state.
Attend grade level/department meetings.
Serve on standards and curriculum committees.

21. Collaboration Participate in curriculum development.
Collaborate with teachers.
Team teach and coevaluate student products with teachers.

22. Information Literacy
Be vocal for information literacy and work to integrate information literacy skills instruction into the curriculum.
Teach information literacy skills to students, as appropriate, as an integral part of content area instruction.
Explore and examine the various research process models.

23. Information Technology
Train teachers and students to effectively use the licensed databases available.
Train teachers and students to effectively use the Internet: to use search tools efficiently and effectively and to evaluate information found.
Work to provide access to resources at the point of need, even beyond library walls.

24. Roles of the Library Media Specialist
Program administrator
Information specialist
Teacher
Instructional partner
-as defined in Information Power: Building Partnerships for Learning, 1998

25. Library media specialists are instructional partners, teachers, and information specialists ….critical to the teaching and learning that occurs in our schools!

26. Communicate, Coordinate, and Collaborate to Connect ILS with Content Area Standards!

27. Nine Information Literacy Standards for Student Learning
Information Literacy—Students are able to
Access information efficiently and effectively
Evaluate information critically and competently
Use information accurately and creatively

28. Nine Information Literacy Standards for Student Learning
Independent Learning—Students are information literate and are able to
Pursue information for their own personal interests
Appreciate literature and other creative expressions of information
Strive for excellence in information seeking and knowledge generation

29. Nine Information Literacy Standards for Student Learning
Social Responsibility—Students who contribute positively to the learning community and society are information literate and
Recognize the importance of information in a democratic society
Practice ethical behavior in regard to information technology
Participate effectively in groups to pursue and generate information

30. Standards of Learning

31. English, November 2002 Common Threads
Reading—comprehension of fiction and nonfiction
Writing—use available technology
Grades 1- 8—Reference materials
3.7 The student will demonstrate comprehension of information from a variety of print resources.
a)      Use dictionary, glossary, thesaurus, encyclopedia, and other reference books, including online reference materials.
b)      Use available technology.
5.7 The student will demonstrate comprehension of information from a variety of print resources.

32. Research
9.8 The student will credit the sources of both quoted and paraphrased ideas.
a)   Define the meaning and consequences of plagiarism.
b)     Distinguish one’s own ideas from information created or discovered by others.
c)     Use a style sheet , including Modern Language Association (MLA) or American Psychological Association (APA), for citing secondary sources.
9.9 The student will use print, electronic databases, and online resources to access information.
a) Identify key terms specific to research tools and processes.
b)   Narrow the focus of a search.
c)    Scan and select resources.
d)    Distinguish between reliable and questionable Internet sources and apply responsible use of technology.

33. 12.1 The student will write documented research papers.
a) Identify and understand the ethical issues of research and documentation.
b) Evaluate the accuracy and usefulness of information.
c) Synthesize information to support the thesis.
d) Present information in a logical manner.
e) Cite sources of information using a standard method of documentation, including Modern Language Association (MLA) or American Psychological Association (APA).
f)  Edit copies for correct use of language, spelling, punctuation, and capitalization.
g) Proofread final copy, and prepare document for publication or submission.

34. Science, January 2003
The Role of Instructional Technology in Science Education
The use of current and emerging technologies is essential to the K-12 science instructional program. Specifically, technology must
Assist in improving every student's functional literacy. This includes improved communication through reading/information retrieval (the use of telecommunications)…
Investigate and Understand

35. 1.7 The student will investigate and understand the relationship of seasonal change and weather to the activities and life processes of plants and animals. Key concepts include how temperature, light, and precipitation bring about changes in
a)  plants (growth, budding, falling leaves, and wilting);
b)  animals (behaviors, hibernation, migration, body covering, and habitat); and
c)  people (dress, recreation, and work).
 2.4 The student will investigate and understand that plants and animals undergo a series of orderly changes in their life cycles. Key concepts include
a)      some animals (frogs and butterflies) undergo distinct stages during their lives while others generally resemble their parents; and
b)      flowering plants undergo many changes from the formation of the flower to the development of the fruit.

36. 6.8 The student will investigate and understand the organization of the solar system and the relationships among the various bodies that comprise it. Key concepts include
a)      the, sun, moon, Earth, other planets and their moons, meteors, asteroids, and comets;
b)      relative size of and distance between planets;
c)      the role of gravity;
d)      revolution and rotation;
e)      the mechanics of day and night and phases of the moon;
f)        the unique properties of Earth as a planet;
g)      the relationship of the Earth’s tilt and seasons;
h)      the cause of tides; and
i)        the history and technology of space exploration.

37. PS.3 The student will investigate and understand the modern and historical models of atomic structure. Key concepts include
a)      the contributions of Dalton, Thomson, Rutherford, and Bohr in understanding the atom; and
b)      the modern model of atomic structure.
BIO.8 The student will investigate and understand how populations change through time. Key concepts include
a)      evidence found in fossil records;
b)      how genetic variation, reproductive strategies, and environmental pressures impact the survival of populations;
c)      how natural selection leads to adaptations;
d)      emergence of new species; and
e)      scientific explanations for biological evolution.

39. Collaboration work with all to provide access to information
work with teachers and administrators to build and manage collections that support authentic, information-based learning
work with teachers to plan, conduct, and evaluate learning activities that incorporate information literacy, helping students become independent, information literate lifelong learners

40. “Stepping boldly into the learning process with students and teachers brings understanding and support for the library media program from principals, teachers, parents, and school board members.”
Marilyn Miller

41. “The Library as a Focal Point to Achieve Student Success” from David V
“The Library as a Focal Point to Achieve Student Success” from David V. Loertscher’s Reinvent Your School’s Library in the Age of Technology

42. Base of Pyramid: Network Central/Information Infrastructure
The Library Program:
Teaching Information Literacy
Enhancing Learning through Technology
Building Reading Literacy
Collaborating with Teachers in the Design of Learning
Increased Academic Achievement!

43. Does active participation in the instructional process by the library media specialist impact teaching and learning that occurs?

44. “On an individual basis: After the first year of flexible scheduling, with all library projects based on teacher/librarian collaboration, we found there was a direct correlation between library usage and improved test scores. After running the end-of-the-year circulation report, it became obvious that the teachers who had the highest library usage also had the highest test scores. A detailed analysis revealed there was a direct link between library usage and test scores in reference study and reading comprehension. For example, the classroom with the highest library usage has a mastery percentage of 86% in reference study and 81% in comprehension. The teacher who offered the most resistance to collaborative planning and library usage also had the lowest in mastery scores—19% in reference study and 52% in comprehension.”
--Faye Pharr, Principal, Lakeside Academy of Math, Science, and Technology, Chattanooga, TN, at the White House Conference on School Libraries

45. Resources
Information Power: Building Partnerships for Learning, ALA, 1998.
The Information-Powered School, ALA, 2001
Loertscher, David V. Reinvent Your School’s Library in the Age of Technology, HiWillow, 1998.
Virginia Standards of Learning,
White House Conference on School Libraries, June 4, 2002,

46. Audrey Church Instructor/Coordinator, School Library Media Program Longwood University Hull 234, Farmville, VA