2. PURPOSE OF THE SCHOOL LIBRARY

GOAL: To enable each librarian to accomplish the following through the school's library program: Increase the amount of reading done by each student, Be part of the faculty team which teaches students to read proficiently, Develop positive student attitudes about reading, Teach students how to find, evaluate, and use print and electronic information, Select and provide instructional material (books and electronic media) for parts of the curriculum.

2.1 THE BASIC ASSUMPTIONSThe library space is a classroom. It must be organized as good teaching space.In effective school libraries productive teaching and learning occurs in part because the physical space is arranged as good teaching space. It is fundamentally arranged as a classroom, rather than a place to store books.In strong elementary libraries there is enough room for at least one class to be seated at tables, and in secondary libraries at least two classes. Other students simultaneously use the library as individuals or in small groups, but without interrupting the class. The desirable computer-to-student ratio is one computer for each two students in the class.When the library doesn't have good teaching and learning space, then it isn't a school library. And when a school library doesn't have good teaching and learning space, then the role of the library in that school is marginalized in the minds of the principal, faculty, and students. In the effective school libraries, the classroom teachers and students see the library space as teaching and learning space, and the librarian as a teacher who is able to teach something of value ("Information Skills") in that space.A school library is a classroom used for:

• Teaching by the librarian, especially when team teaching with the classroom teacher, and
• Active learning by the students.

Good instruction by the librarian:

• Is short,Demonstrates a specific skill (e.g., searching a computer database),Leads to students then using that skill,Is taught in the context of the Big Six steps, and
• Uses content from the classroom curriculum.

Seating:

• Elementary, at least one class must be seated at tables, plus additional tables for individuals and small groups,Secondary, at least two classes must be seated at tables, plus additional tables for individuals and small groups, and
• Some of the seating is at computers.

It is best to give the students room to work (without bothering each other). Having more small tables (with three or four students to a table) is better than fewer large tables.Book shelving in good school libraries:

• Book shelving is on the exterior walls of the library, and
• There are no free-standing shelving units in the interior of the library.

The interior of the library is flexible space, which can be rearranged.Computers in good school libraries:

• There are enough computers to support a class (12-15 computers minimum), and preferably more.Computers are located near the instructional area for the whole class.The location of computers allows individual students to use the computers without distracting the class.
• Computers are multi-purpose machines, with students choosing between the online catalog, Web research, and productivity software.

Story area:

• Elementary has a defined story area for primary students,Sometimes the E books are put in this section, or
• Sometimes the E books are on the lower shelves, with F books on shelves above.

Good school library space has very few internal rooms:

• The librarian's office and workroom are combined.There may be a need for a locked equipment storage room.
• There are few or no conference rooms.

The Librarian is a Teacher-LibrarianIf a school library is a classroom, and there is a curriculum, then the person who teaches the library curriculum is the certificated teacher-librarian. A school librarian is first a certificated teacher, and secondarily a certificated teacher with some library training.

"School librarians are teachers, we don't simply serve teachers. We teach our students to find, evaluate, and use information in order to develop their understanding about subject-area content. We teach students how to learn--by reading for understanding, by using information literacy skills and technology, and by thinking about ideas and communicating conclusions."

(Barbara Stripling, Director of Instructional Services, Fayetteville Public Schools, Arkansas, and former president of the American Association of School Librarians, School Library Journal, March 1999, p. 86.)

There is a Library and Information Skills CurriculumThrough the library curriculum, students learn:

• how to find, evaluate, and use information,how to read better, and
• to like reading.

The Seattle Public Schools library and information skills curriculum is outlined in the District Frameworks and Standards documents "Standards for Library and Information Skills", and in Section "3.0 Curriculum" of this document.The book and electronic collection provides instructional material for parts of the curriculum. Some classroom units lend themselves to using library materials. In effective school libraries, there is enough material on selected classroom topics to provide for the whole class. In these libraries, when looking at books on the nonfiction shelves, there are places with a foot or two of books on the same topic, purchased to be used as instructional material for a class. Additionally, the librarian has organized Web sites for class projects.

2.2 THE EFFECT OF THE LIBRARY ON STUDENT ACHIEVEMENTThe research shows that the school librarian is one part of an overall team approach to improving student achievement, especially reading. If a school organizes, staffs, funds, and uses its library in certain ways, then there will be reading achievement gains for that school's students.Ken Haycock summarizes a number of studies by writing:

"Teacher-librarians affect student achievement in reading particularly if they are qualified, supported by an aide and play a vital instructional role."

("Teacher-Librarians Affect Reading Achievement." Ken Haycock. Teacher-Librarian. 26:4, p.32).

Ken Haycock also observes:

"To improve reading scores and motivation to read, schools and school districts need to improve school library staffing and collections...Long-term development of reading interest and grade level achievement are more assured through print-rich environments, quality literature programs, reduced pressure to achieve on tests and opportunities to read for pleasure and interest."

("Improving School Libraries to Improve Student Reading." Ken Haycock. Emergency Librarian. May/June 1996, p.33).

A major study on the importance of school libraries (The Impact of School Library Media Centers on Academic Achievement) has been replicated. This "second Colorado study" is titled How School Librarians Help Kids Achieve Standards and can be found at www.lrs.org. The key findings are:

• "School library media specialists can and do exert a positive and significant effect on academic achievement.Principal support of the Library Media program and teacher collaboration with the Library Media Specialist are critical to making the Library Media program an integral part of teaching and learning.For the Library Media Specialist to be a pivotal player, support staff are essential. A professional Library Media Specialist cannot do her or his job if tethered to the Library Media Center.The Library Media Specialist has a teaching role--both as a co-teacher of information literacy to students and as an in-service trainer of teachers.
• Library Media programs that contribute most strongly to academic achievement are those with the technology necessary to extend access to information resources beyond the Library Media Center to classrooms and labs throughout the school."

This document was created on February 1, 2000.
Latest document revision: January 15, 2002
Latest web page update: May 9, 2003