1- School librarians have been identified as the “go-to” people for digital content in a recently published report by the national education non-profit group, Project Tomorrow. The report, The New 3 E’s of Education: Enabled, Engaged and Empowered – How Today’s Educators are Advancing a New Vision for Teaching and Learning, http://www.tomorrow.org/speakup/speakup_congress.html, shares the teacher, librarian and administrator findings from the group’s Speak Up 2010 survey. The survey found that the role of the school librarian is increasingly focused on the use of digital content in the classroom. In many schools, the school librarian has the responsibility for identifying, evaluating and recommending digital resources to teachers. Of the 2,125 school librarians surveyed, 78 percent identify websites for classroom use, and 47 percent find specific digital content, podcasts and videos to support classroom lessons. The study also found that librarians are also enabling and empowering teachers’ skills with digital content. Nearly 66 percent of school librarians participate with teachers in professional learning communities, and 33 percent train teachers how to locate and evaluate digital content.

2 – A review of studies in 22 U.S. states and one Canadian province found when spending for school libraries rises, better reading scores follow. Researchers examined and summarized the results of 23 U.S. and Canadian studies mostly done in the last decade and concluded that there are positive links between library support and learning. A 2008 California study, for example, established a strong positive relationship between school library budgets and test scores in language arts and history. The findings showed socioeconomic conditions could not explain away the impact of school library programs in the states studied.
For more information on the impact of school library programs visit the Kachel, Debra E. School Library Impact Studies Project. Mansfield University School Library & Information Technologies, Mansfield University, http://library.mansfield.edu/impact.asp

 

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