21st century learning and the future of school libraries
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21st Century Learning & The Future of School Libraries
Keith Curry Lance
Outline• 21st Century Learner Skills &
school libraries• How much do libraries matter?
(quantitative studies of academic achievement)
• How do libraries matter? (qualitative studies of student learning)
• Further research needs
AASL’s 21st Century Learner Standards
• Inquire, think critically, and gain knowledge.
• Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.
• Share knowledge and participate ethically and productively as members of our democratic society.
• Pursue personal and aesthetic growth.
How much do libraries matter? Quantitative Studies
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Quantitative Studies Timeline
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IDCO3 SLJ
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’00 ’01 ’02 ’03 ’04 ’05 ’06 ’07 ’08 ’09 ’10 ’11 ‘12
MA TX MN1 [FL]MONC
MN2 ON1
WICANY
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Other Researchers
Related Events
Library Predictors of Academic Achievement
• Hours & scheduling• Staffing• Information resources• Visits• Expenditures
Flexible Scheduling
Definition• Library has no set daily or
weekly schedule for classes to visit.
• Classes scheduled as result of collaborative planning to integrate classroom & library activities.
• Library as classroom; provides access to resources and teaching of 21st Century Learner skills.
Related Issues• School schedule• Planning time for teachers• Collaboration between
librarians & classroom teachers
Exce
llent
Less
than
ex
celle
nt
Exce
llent
Less
than
ex
celle
nt
ICT Literacy Teaching Social Responsibility Teach-ing
0%
25%
50%
75%
100%
42%
59%
35%
65%
21%
79%
15%
85%
ID Administrator Assessments of ICT Standards by Flexible Scheduling
EssentialLess than essential
Reading Language arts0%
10%
20%
30%
40%35%
18%
27%
12%
Advanced Percent of HS Students by ID Administrator Value on Flex Scheduling
Essential
Less than essential
School Library Staffing
Key Staff Variables• State-certified school
librarians (aka teacher librarians)
• Support staff• Selected staff activities
Related Issues• Librarians lacking
librarian certification• Support staff in place of
librarians—certified or not
• Impact of librarian’s certification status on interaction with teachers
1 FTE+ < 1FTE 1 FTE+ < 1FTEEndorsed librarian Non-endorsed library assistant
0%
5%
10%
15%
8%
6%5% 5%
9%11%
12%11%
CSAP Reading Scores by Library Staffing, 2011
AdvancedUnsatisfactory
Fixed vs flex schedule
Teachers join students in library
Librarian provides resources
Teacher asks for resources
Librarian invites to learn new skills
Teacher asks to learn new skills
Librarian initiates collaboration
Teacher initiates collaboration
0% 25% 50% 75% 100%
59%
49%
37%
36%
12%
12%
10%
8%
83%
41%
30%
22%
3%
4%
3%
2%
How ID Librarians & Teachers Interact Differently Based on Librarian's Certification Status
Not certified
Certified
Percent of Librarians Reporting Activity At Least weekly
Librarian 2011, not '05
Librarian 2005 & '11
No librarian 2011, librarian
'05No librarian 2005
& '110%
25%
50%
75%
100%
49.1% 44.9%33.3% 29.2%
18.2% 20.0%
14.7% 17.8%
14.5% 12.3%
18.6% 14.6%
18.2% 22.8%33.3% 38.5%
CO Public Schools by Advanced Reading Levels by Endorsed Librarian Trends, 2005-2011
Lower scores, lower increase Lower scores, higher increaseHigher scores, lower increase Higher scores, higher increase
All students Poor students
Black students
Hispanic students
English Language Learners
-4.0%
-2.0%
0.0%
2.0%
4.0%
1.5%2.0%
2.8%
1.7%
0.0%0.5% 0.5%
1.8%
0.2%
-2.8%
Percent Change in 4th Grade NAEP Reading Scores by State, 2004-05 to 2008-09
More librariansFewer librarians
Library Information Resources
Research To Date• Print collections• Computers in library
and elsewhere providing access to Internet & licensed databases
Rapidly Evolving Environment• Smartphones• Tablets• Apps & widgets• Social networking• E-books, other e-
documents, & e-readers• Remote & Wifi access
Print volumes/100 students
Subscriptions/100 students
Average copyright date
0%
25%
50%
75% 71% 71% 71%67% 66% 66%
IL 5th Graders Meeting / Exceeding Reading Standards by Size & Age of Print Collection
Median + < median
Library computers per 100 students
Other computers per 100 students
0%
25%
50%
75% 70% 70%65% 66%
IL 8th Graders Meeting / Exceeding Reading Standards by Access to Networked Computers
Median +< median
Library Visits
• Whole-class instruction– Librarian & teacher co-
teach, 21st Century skills integrated
– Librarian works alone, 21st Century skills coordinated with classroom curriculum
• Individual, pair, and small-group activities– Book talks– Homework help– Reading partners– Scavenger hunts – Self-guided library tours– Self-selected reading– Study partners / small
groups– Tutoring
Monthly + < monthly0%
25%
50%
75%
100%
72%64%
IN 3rd Grade Combined Passing Results by Teacher Reports of Class Visits on Flex Schedule
Median + < median0%
25%
50%
75%
0%
5%
10%
15%71%67%
11%
13%
CO3 3rd & 5th Reading Scores by Individual Library Visits per Week
Proficient or advancedUnsatisfactory
School Library Expenditures
School Library Expenditures• Usually include:
– Books– Periodicals– Licensed databases– DVDs, audio books– Computers– Supplies
Issues• Accounting for school
library spending• Overlaps between
library & technology programs
• School overhead costs
Reading Writing0%
25%
50%
75% 71%64%65%
57%
IL 8th Graders Meeting / Exceeding Read-ing Standards by Library Expenditures
Median +< median
3rd Grade 4th Grade 5th Grade0%
20%
40%
60%
80%
100%
0%
5%
10%
15%
20%
25%
72%68%
72%66%
62%67%
10%9%
10%
14%
12%
14%
CO Reading Performance by School Library Expenditures
Proficient or advanced : median or above Proficient or advanced : below median
Unsatisfactory : median or above Unsatisfactory : below median
Per
cen
t sc
ori
ng
pro
fici
ent
or
adva
nce
dP
erc
en
t sc
orin
g u
ns
atis
fac
tory
Control Variables
• Community characteristics– Poverty (% students eligible
for Free & Reduced-price Meals program)
– Racial/ethnic demographics (% students per group)
• School characteristics– Per pupil spending– Teacher-pupil ratio
Why Do Libraries Matter So Much?
• Poverty highly correlated with other control variables.
• Library programs not highly correlated with poverty.
• Quality of library programs depends on:– Quality of librarian– Principals & site-based management – Teacher background & experience
with school libraries
How do libraries matter?(Qualitative studies of student learning)
• Ohio (2003)• New Jersey (2005)• Delaware (2006)
CISSL Impact Study Model
Surveys• Students• Faculty
Help Scale• Most helpful• Quite helpful• Some help• A little help• No help
Kinds of Help• Getting needed info• Using info to complete school
work• With school work generally• Using computers (library,
school, home)• With general reading interests• When not at school
Know steps in finding / using
info
Find different sources
Feel good about asking
for help
0%
25%
50%
75%
100% 88% 88% 84%
Teachers Identifying Ways Library Helps Students Get Info They Need
Know research takes work
Know how to use different
sources
Become more interested in
topics
0%
25%
50%
75%
100%86% 83% 81%
Teachers Identifying Ways Library Helps Students Use Info to Complete School Work
0%
25%
50%
75%
100% 90%82%
72%
Teachers Identifying Ways Library Helps Students with School Work Generally
Do school work better
Find info in / out library
Search Internet better
0%
25%
50%
75%
100%86% 86% 85%
Teachers Identifying Ways Library Helps Students Use Computers in Library, at School, and at Home
Find stories they like
Read more Enjoy reading more
0%
25%
50%
75%
100%81% 80% 78%
Teachers Identifying Ways Library Helps Students with General Reading Interests
Discover in-teresting top-
ics
Use public library
Use library website
0%
25%
50%
75%
100%82%
67%54%
Teachers Identifying Ways Library Helps Students When Not at School
Supporting Infrastructure Needs of 21st Century School Library Programs
• Latest PA study, funded by IMLS• First quantitative study to address 21st Century
Learner standards and Common Core Standards
• Also includes qualitative research with administrators, teachers, and librarians
• Findings to include estimated costs of funding 21st Century school library programs
What Else?
• What else do we need to know about how and how much school libraries matter?
For More About School Library Impact Studies
• Library Research Service’s School Library Impact Studies page http://www.LRS.org/impact.php
• Mansfield University’s School Library Impact Studies Project http://library.mansfield.edu/impact.asp
• Rutgers’ Center for International Scholarship in School Libraries’s Impact Studies page http://cissl.rutgers.edu/joomla-license/impact-studies