Article Review #3 School Libraries and Student Achievement in Ontario

School Libraries and Student Achievement in Ontario

The Ontario Library Association

(a study done by Queen’s University and People for Education)

As the push for higher achievement on large scale literacy and numeracy tests continues, and as school libraries are subjected to public education financial cuts, how much commitment has been made to maintain quality library programs in schools?

The study preformed by Queen’s and People for Education linked positive student achievement to the presence of professionally staffed and accessible school libraries.

Over 50,000 students, mainly from grades 3 and 6, in over 800 Ontario elementary schools with trained and untrained library staff were assessed.  The results of the study made it imperative that resources and staff in school libraries are integral parts of the new policies to improve student achievement in Ontario. Also noted in the study were the following findings; grade 3 and 6 students in schools with teacher-librarians were more likely to enjoy reading and in schools with teacher-librarians, grade 6 students were more likely to attain a level 3 or higher in standardized reading tests.  On the other hand, schools with untrained library staff, or no library staff, tended to have students score lower achievement levels than their counter parts. Thirdly, positive reading behaviors lead to higher math and science results, and larger schools tended to have higher reading enjoyment scores when they had a teacher-librarian present.

“It has been demonstrated that, when librarians and teachers work together, students achieve higher levels of literacy, reading, learning, problem solving, and information and communication technology skills.”  FLA/UNESCO School (p2)

A variety of other interesting points were identified in the study. One focus in particular discussed how studies done by US individuals found that 90% of the difference in test scores was due to ability and background, while 50% of student achievement was attributed to socio-economic factors. The Ontario study, concluding that a 5% difference could be made in student achievement by integrating a quality library program, proves quite a valuable piece of the solution.  Other discussions in the study included the evaluation done by Keith Curry Lance, who identified that students in US schools with well staffed, well stocked and well funded libraries were likely to score 10-25% higher on standardized tests. And the data in Alberta and British Columbia, which highlights that library staffing is declining rapidly, as funding is reduced and money is being allocated to alternate programs.  

References

Queen’s University and Education for the People (2006), School Libraries and Student Achievement in Ontario. Ontario Library Association, Toronto, Canada. 

Article Review #2 Trends in Print vs. Electronic Use in School Libraries

Trends in Print vs. Electronic Use in School Libraries

by Scott Lanning and Ralph Turner

To mark the release of the 2nd edition of Essential Reference Services for Today’s School Media Specialist (Canning and Bryner 2009) two librarians from the Gerald R Sherratt Library in Southern Utah University, Cedar City Utah, completed a comparative survey on print vs. electronic reference sources. 

They also recognized a comparison between academic and school libraries, using these two resources.  In their research, they chose to take detailed data of the use of print and electronic sources at the academic level (B.A., Masters, PhD) and surveyed the use at the school level (grade school and high school).  And in their resolve they found that electronic sources are favored at all levels in both types of libraries.

 At their own academic library in 2009, Gerald R. Sherratt Library, they found that electronic databases were used 16 times more often than print circulations. (663,785 electronic - 41,950 print) . The same inference and comparable data was found at other academic library levels, regardless of accreditation. But there was a realization that the higher the level of education the more print sources were used. 

“The more in depth the research needs, the greater the percentage of book use”. (p 213) 

Does this mean that higher levels of knowledge and information are found in print sources, or that more confidence is instilled in print sources compared to electronic sources for evidence serving a higher level of academics? Does this mean the reference collection at the academic libraries is more adequate than that found in school libraries, where reference resources do not serve the needs of its population? Or is it simply that people prefer one format over the other?

In school libraries, again the use of electronic resources drastically outweighed the use of print resources.  The print resources still can not compare with “enhanced searching, a wider range of sources and multimedia materials”. (p 217) But, it was found that the lower the academic level of the students and the smaller the size of the school, the more print sources were used. (p 217) Considering the fact that smaller sized schools might have less people to draw from, and thus smaller budgets, does it mean they produce a clientele with a lower GPA, and an environment which is not moving toward the importance of technology in education?  Regardless of school size, and wealth, schools must be aware of the draw towards media, and media tools for students. They must be willing to accommodate individuals from all walks of life, age, ethnicity with electronic resources.

Trends in popular electronic resources include Google, Ask and Bing. All three of these resources cater to individuals who appreciate an easy to use search box, colourful graphics and an endless amount of results for each query. They make it difficult for popular print resources such as World Book Encyclopedia, Compton’s Encyclopedia, and an assortment of biographies, dictionaries, almanacs and atlases to compete. These print resources are organized, available at different reading levels and can be found in every library, but they are also cumbersome, often outdated and do not lend to the “one click” response. Put simply, use of printed resources is dissolving. The one solid reason why they are still in use is because individuals are not trained, or savvy enough to use electronic resources. “Resources have changed, as have the tools and skills needed to access these resources”.

Therefore it is not only the job of the teacher-librarian to organize and administrate. It is a responsibility to provide and engage library users with new types of search engines, web portals, and specific resource sites. We are creating life long learners, and not consumers of the past. “ We seek to teach and inform, for we know that now more than ever, information literacy skills are vital in creating a better student and enlightened citizen” (p 219).

References

Lanning, S & Turner, R. (2010). Trends in Print Vs. Electronic Use in School Libraries. The Reference Librarian, 51:212-221. 2010. Taylor & Francis Group LLC

Article Review #1 Motivating the Lifelong Reading Habit Through a Balanced Use of Children’s Information Books

Motivating the Lifelong Reading Habit Through a Balanced Use of Children’s Information Books  

by Ray Dorion

Information books inspire!!  This article discusses the advantages of using quality children’s information books to encourage more students to read. It also provides practical ideas for teacher librarians (and teachers) to help motivate young readers. He begins by explaining that information books can be used for pleasurable reading or for research, but that several studies have identified their role to increase student reading interest and reading preference. (Monson & Sebesta 1991, Morrow & Gambrell 2001 and Sanacore 1992). 

Traditionally, teachers tend to use narrative text for instruction, and illustrations to engage readers. The interest and excitement over information books is rarely established. What Dorion hopes for, is a balance between fiction and information books, as equal tools for teaching literacy. (p40)  Researcher, Louise Rosenblatt (1989,1991), suggests that there are two reasons for adopting information (truth or fiction). An “efferent stance (the search for information), and the aesthetic stance (a relation to reading through thoughts, feelings and personal experiences)” (p 41).  Literacy teachers must teach students how to see a text from both perspectives, then the student will not  automatically look to an information text for research information, and a novel for entertainment. From my experience, “The Guinness World Book of Records” is the one place you can read from both perspectives, without trying too hard. 

Not until the 1960’s did children’s information books become ”legitimate literary forms”. (p44) And since then, many prestigious awards have been created to recognize the value of information texts for children. It has been recognized, that just like fictional writers, information advocates have since begun to draw attention to the importance of their work. Russell Freedman (1992) explains that the key to a quality information text is “to pursue that elusive quality called ‘truth’” (p42), which prompts a sense of exploration and discovery in an information book. This quality is also parallel to the essence of a fictional story book, that shares feelings and ideas that inspire and motivate. (p42)  Also, Dorion explains that it is not necessarily the awards, pictures or content of books that catch the attention of young readers. They are drawn to certain types of literature due to the enthusiasm a respected adult has shown towards it. If the same attitudes are felt by teachers towards information books, “we know our students will quickly follow our example (Hickman 1983) (p 44). It also works to survey student interests and ensure those topics are included in text selections.  Respect their interests and give them opportunity to increase their reading proficiency levels. 

Some strategies to encourage reading information texts include reading aloud and providing shared and individual reading activities. “We read aloud; we read along; we read alone (Cooper 2002) ... we read a lot” (p 44). Learners need direct instruction, but they also need practice. Browse through information books with students, but also provide and highlight for independent investigation. As a teacher librarian, one must use  displays, posters and location to drawn attention to information books. Introduce them in book talks with classes and use reading records or contests. Incorporate book buddies (older readers) to read together, organize author studies, create projects to write and publish their own information text, pictures, graphics, cover design, table of contents, and bibliography. Also in addition to information books, Dorion suggest newspapers, magazines and websites are excellent sources to encourage “information “ reading. 

References

Dorion, R. (2003). Motivating the Lifelong Reading Habit Through a Balanced Use of Children’s Information Books. University of Prince Edward Island, Canada. School Libraries Worldwide. Vol. 9, Number 1, 2003, 39-49.

The Reference Interview

As Riesling mentions in chapter nine of the text, I believe attitude is of the upmost importance for the successful reference interview. A students courage and trust can vanish if they feel threatened or uncomfortable in anyway . I disagree that SLMS are in an exclusive position that allows them to gather data about their scoop population prior to interviewing". (p. 100). I think this is up to the individual and how much time they have and are willing to commit to get to know their clientele. A spreadsheet of student names and grades is going to tell you little compared to a season dedicated coaching the junior boys basketball team. I also feel the term "exclusive" puts one on the outside, when truly the SLMS wants to be inclusive as much as possible.
Riesling also mentions that non-verbal and verbal communication skills can be practiced to improve the success of the reference interview, but most SLMS that I've encountered do their practicing in real life experiences, where they learn from their mistakes and try to improve on the experience the following time.

Retail therapy

Honestly, when it comes to shopping, be it clothing, household items, kids toys, or items for work, I'm a bit of a shopaholic. Usually it's not the quantity of items that I buy, as much as it is the time spent pondering over things that I "think" I need. I can't see buying resources for the library being much different, regardless if they were print media or online subscriptions. I think the key is, what is readily available to view, and what is highly recommended.
I agree very much with the comments made in this weeks lesson, that a variety of sources for student and teacher use are extremely important. Although I think I might sway towards online media, which is flashy, more fun to use and generally a more all inclusive tool at hand, I am drawn to a good book in hopes that it mysteriously holds all the answers I have been always searching for.
This past week I interviewed a teacher librarian. It was determined that the use of most reference resources in the shelf, other than World Book, and the odd turn of an atlas page, was/is almost obsolete. The TL was confident amid all the resources already in the collection, that an online encyclopedia, perhaps one like Britannica, which has a modified version as well, for weaker readers, would be the most valuable.
So definatly it is still extremely important to collaborate with library users, and deem what the demand is for. A comprehensive catalogue with good reviews would be my best recommendation for buying.

Lesson Two: Expectations of the Teacher Librarian

Of the expectations mentioned in the lesson, as well as in Ann Riedling's text, all are extremely important and task worthy of the TL. It reminds me of a tugboat pulling a barge, knowledge and ability to be a successful TL will take much time and effort.
Firstly, knowing your collection is dependent on your input to selecting the resources, and/or taking time to see what is already there. Is this a reasonable task request? Well, it has to be, otherwise you will be of little help to those asking when it is needed. This also ties into the third skill of selecting, organizing and evaluating those resources for each individual problem/inquiry. A TL who has taken the time to get to know their resources well, (where to find them, how to use them, know what benefit they will have) will be more successful and also save time in the long run. Also,  I believe that a competent TL (who has been hired for the job) will have the ability to communicate effectively and efficiently, although both will continue to improve with experience.
As for the research process and effective qualities that are inherent in research, one hopes to recognize and understand them more and more. I know I am beginning as "new blood" to the profession, but already I have learned about several new methods to approach research problems, three in particular mentioned in the chapter; Information Seeking, Big 6, and Research Process. As well, I have recognized the necessary  skills; to "access, comprehend, use and evaluate" (p.6) information.
Patience and positivity, I believe are characteristics of the individual, that are developed not only as a TL, but for me, as a new mother, a TOC searching for work, and as an adult returning to school. These attributes improve with familiarity and passion for what you are doing. But also, they can disappear at the drop of a hat. Try to avoid dropping the hat! Stay current with materials and resources, keep in touch with the support system surrounding you, and get sleep and personal time to refresh!
Finally, I hope one enters the field of TL, in order to share their knowledge and eagerness to apply these skills. Of course this is a reasonable task. It will be a struggle to maintain this desire, as the TL is burdened with new technologies and resources, budget cuts,  and challenging students and co-workers. I think the more one actively participates in the research process, the more knowledge and eagerness they will gain.

Module one- Lesson one Informations Literacy and Reference Services in Schools

I had several thoughts to ponder, since receiving my textbook yesterday. There are alot of emails to keep up with, and its a bit of a scrabble for me to figure out what needs to be done! (he he!) What a coincidence that the topic we have begun with is Reference Service. I need a library media specialist to help me out!

So what is Reference Service? Answer the query, create a term and give appropriate resources. Obviously a very skilled technique when there are so many types and levels of query. I did appreciate the comment about using the maximum number of resources, whether found in books, from people or on the internet. It leads me to believe you can find good sources in many places. Also it was made evident that the specialist must have other valuable skills, such as knowing their collection well, being able to converse with others in an efficient and effective manner, and having competence in what they select and deem as valuable information.
How important it will continue to be, to teach students and inquiring minds how to find information themselves. So much information and so little time for most, guidance reference services should be something taught in schools as a regular class, and even better, offered as a community service class for those interested. All of our lives, we search for information, regardless of our level of education or position.  Information is a necessity.
When does the library teach more that just about "its collection"? When students are using the internet, talking to specialists, searching journals, articles and excerpts outside of their schools, are we teaching them how to find answers in "real life"? It hits the mark when Ann mentions how specialists with regard to reference work and the education of today's students (are) teaching life long learning skills. (p5)
I am looking forward to what has to be said in the text and in discussions, about the processes available to help teach this skill.