Working Together Is Working Smarter Infographic 

This infographic details key school librarian findings from Remodeling Literacy Learning: Making Room for What Works, a report released by the National Center for Literacy Education (NCLE) in April 2013. The report reveals that school librarians are highly involved leaders playing a critical role in their schools through consistent and sustained collaboration with other educators. Additionally, school librarians not only participate in but deliver professional development to peers, educators and staff in their schools. Read an executive summary prepared by the AASL Research & Statistics Committee.

AASL Urban Schools Task Force Survey Report 

The AASL Urban Schools Task Force was charged to pull together data and resources related to urban school libraries in order to recommend urban school library support strategies. The task force conducted two national surveys to gain feedback from urban librarians and urban library administrators about their current work situations and specific needs.

Improving Literacy Through School Libraries Evaluation

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The Condition of U.S. Libraries: Trends, 1999 - 2009 

The following report highlights US economic trends (2009) and summarizes trends in public, school, and academic libraries during the current decade for: Number of Libraries and Population Served, Expenditures, Staffing, and Services. The compilation was prepared in December 2009 for the staff and member leaders of the American Library Association to support its planning activities.

The Condition of U.S. Libraries: School Library Trends, 1999 - 2009 

This report is excerpted from the "The Condition of U.S. Libraries: Trends, 1999 - 2009" and presents the economic landscape and detail about school libraries.

U.S. Department of Education - Improving Literacy through School Libraries Second Evaluation report 

The Second Evaluation of the Improving Literacy Through School Libraries Program (2009) provides findings on how grant funds are targeted to schools, uses of the grant funds, staff collaboration and professional development, and the relationship between participation in the program and reading achievement scores.

Maintaining a school library is another task that positions librarians as literacy leaders. Classroom libraries maintained by teachers are wonderful and essential--this is not an either/or argument. But when we cut school librarians and rely solely on teachers to curate classroom libraries we open the door to several problems I have experienced first hand, and close the door to other key benefits:

School librarians have always been a cross-curricula resource. They provide physical and online resources to meet the needs of the teachers and students, but they are also able to teach information literacy skills (including academic reading) through inquiry across all subjects. School libraries and librarians should be included in these policies in order to help teachers understand their wealth of expertise and remind them that the school librarian is there for everyone.

Developing programs that do more than make the grade in primary, secondary, and college classrooms and beyond takes proper planning, evaluation, continuous improvement, and analysis. Brad Rose Consulting collaborates with educational organizations throughout the program proposal, development, execution, and evaluation phases to facilitate maximum program effectiveness.

Instead, it's being consolidated into another program along with Striving Readers, Even Start, the National Writing Project, Reading Is Fundamental, and Ready-to-Learn Television. This means that there are no longer funds in the federal budget earmarked for school libraries; and now, school libraries will have to compete with five other programs for a piece of the pie.

Whether you're in a school or public library, it's time to reach out to your community members: parents, teachers, and leaders. Have them contact their elected officials to tell them that school libraries are fundamental to learning and that the Improving Literacy Through School Libraries grant program needs to be restored and fully funded.

Skeptics might assume that these benefits are associated mainly with wealthier schools, where well-resourced libraries serve affluent students. However, researchers have been careful to control for school and community socioeconomic factors, and they have found that these correlations cannot be explained away by student demographics, school funding levels, teacher-pupil ratios, or teacher qualifications. In fact, they have often found that the benefits associated with good library programs are strongest for the most vulnerable and at-risk learners, including students of color, low-income students, and students with disabilities.

Keeping in mind that no other educator receives as much training in selection, evaluation, and integration of educational resources, one cost-effective and efficient way to send a message that the librarian is a resource for everyone is by thinking of the librarian as a chief information officer (CIO). As a CIO, a trained school librarian can evaluate online databases for potential licensing, investigate open educational resources, locate resources in languages other than English, and seek out texts written at specific reading levels, thus saving teachers valuable instructional time. Librarians can curate lists of internet sites and web tools for specific assignments and even help teachers integrate such resources in their instruction.

As the research and information arm of the school, school library programs can provide professional development to teachers and instruct students on information use and ethics. Fully integrated library programs with certified librarians can boost student achievement and cultivate a collaborative spirit within schools. School leaders who leverage these assets will realize what research has shown: Quality school library programs are powerful boosters of student achievement that can make important contributions to improving schools in general and, in particular, closing the achievement gap among our most vulnerable learners.

Lance, K.C., Schwarz, B., & Rodney, M.J. (2014, June). How libraries transform schools by contributing to student success: Evidence linking South Carolina school libraries and PASS & HSAP results. Columbia, SC: South Carolina Association of School Librarians.

The evaluation, conducted by external evaluator Juarez & Associates, also found in Nepal and Sri Lanka that Room to Read libraries increased the number of children who thought reading was an interesting activity. In India (Chhattisgarh), Sri Lanka, and Zambia, children from schools with a Room to Read library could read relatively more fluently or with better comprehension two years after libraries were opened than children from comparison schools.

The Special Class Authorization authorizes the holder to provide departmentalized instruction in information literacy, digital literacy, and digital citizenship to students in grades 12 and below, including preschool and in classes organized primarily for adults.

Reading First provides grants to states to help schools and school districts improve children's reading achievement through scientifically proven methods of instruction. The program also funds professional development; scientifically based instructional programs, materials, and strategies; valid and reliable screening, diagnostic and ongoing classroom assessments, and statewide accountability and leadership structures.

Reading First is working. Achievement data show that Reading First students from nearly every grade and subgroup have made impressive gains in reading proficiency. Through Reading First, schools and teachers finally have the technical knowledge and the practical training to ensure every child gets the help he or she needs to excel in reading. As a direct result of Reading First grants, more than 100,000 teachers across the country from kindergarten through grade 3 have been trained to implement high quality, scientifically based reading programs. Their efforts are reaching more than 1.8 million students.

Description: This toolkit walks librarians through the process of implementing and promoting plans for information literacy at their schools. Topics include reaching out to other librarians, assessing students, and literacy standards. The toolkit includes templates and links to additional resources.

An annual report is a standard practice in most professional settings and can help to facilitate regular conversations with administrators to advocate for the school library program. Use data from the annual School Library Survey to show progression of the school library program over time, review goals from the previous year, celebrate successes, and set goals for the upcoming year. Combine results with libraries across the state to provide a snapshot of your library in relation to other Iowa school library programs. Contextualize this with highlights from your professional work: teaching, collaborations, and leadership. The following are possible topics for the report:

THE LIBRARY TRULY IS THE HEART OF ANY SCHOOL DISTRICT. Or should be. It is time for it to take its rightful place as the hub of learning. We really need to rethink school libraries, add shelving consistency, and seek out remedies and redesigns that will allow libraries to better serve students and teachers and really connect to technologies.

Making Teacher Evaluation Work is a resource for teachers and evaluators to read together, filling a much-needed role by providing valuable information about every step of the evaluation process. Rachael Gabriel and Sarah Woulfin walk you through the entire process from policy to practiceoffering context and strategies with the goal of improving the teacher evaluation process for everyone involved and support student literacy learning. 589ccfa754

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