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At the request of New Business Item: 89 (NBI: 89) adopted at the 2015 NEA Representative Assembly, this study examines the extent to which students have access to public school library/media centers with qualified staff and up-to-date resources. The study explores trends in library/media center openings and closings as well as staffing patterns for librarians/media specialists and support staff across the 50 states and the District of Columbia. In addition, student access to library/media centers, to staff, and to resources are examined by school characteristics including grade/school level, poverty level, ethnic minority status, and on the type of community in which a school is located (i.e., inner city, suburban, small town, or rural). The statistical trends found in this study are presented and discussed within the context of other current and past research studies conducted on the accessibility and quality of public school library/media centers and on their impact on students and on student achievement levels. All these findings are discussed further within the context of education policy implications. Results of the study indicate that although enrollment in public school students has steadily climbed over the past decade, public school library/media centers have not kept up with the pace of students and schools in terms of growth, staffing, and resources. The overall number of public schools with library/media centers is up only slightly from a decade ago and the number of professional and support staff working in school library/media centers has been in continuous decline since peaking in 2007 prior to the Great Economic Recession. Another sharp decline in library/media center staff was noted in 2011 after American Recovery and Reinvestment Act (ARRA) funds ended. Increases in student enrollment and more school openings in the wake of declining economic resources have resulted in shortages and disparities in students' access to staff, books, and other public school library/media center resources. As this study clearly shows, all students have experienced losses but those students most dependent on resources have experienced the greatest losses. This study shows that, even amongst the poorest schools losses in services have not occurred uniformly and that ethnic minority status has been a strong mediating factor. [For "Library/Media Centers in U.S. Public Schools: Growth, Staffing, and Resources. Executive Summary," see ED581060.]

This study analyzes data collected between 2000 and 2013 from the annual National Center for Education Statistics (NCES) Common Core of Data (CCD) Local Education Agency (School District) Universe Survey; the NCES Schools and Staffing Survey (SASS); and the U.S. Census Bureau Small Area Income and Poverty Estimates Survey (SAIPE). The findings presented in this study show substantial differences in student access to public school library/media centers, to librarians/media specialists, and to up-to-date library/media resources. Few gaps in library/media center resources have been reduced between schools, and gaps in the professional staffing of library/media centers are still widely apparent. While the study findings show that the poorest students have the least access to certain resources and particularly to librarians/media specialists, it is clear that ethnic minority status has an even stronger association with student access to library/media center resources than does poverty level. [For "Library/Media Centers in U.S. Public Schools: Growth, Staffing, and Resources. Full Report," see ED581061.]

This report presents selected findings from the Public School Library Media Center Data File of the 2011-12 Schools and Staffing Survey (SASS). SASS is a nationally representative sample survey of public and private K-12 schools, principals, and teachers in the 50 states and the District of Columbia. School districts associated with public schools and library media centers in public schools are also part of SASS. The purpose of SASS is to collect information that can provide a detailed picture of U.S. elementary and secondary schools and their staff. This information is collected through the following surveys: district, school, principal, teacher, and library media center. The 2011-12 SASS uses a school-based sample of public and private schools. Because SASS uses a school-based sample design, districts, principals, and library media centers associated with public schools were included, as were principals associated with private schools. Teachers associated with a selected school were sampled from a teacher list provided by the school or district. The selected samples include about 11,000 traditional and charter public schools, public school principals, and public school library media centers; 5,800 public school districts; 51,100 public school teachers; 3,000 private schools and their principals; and 7,100 private school teachers. The samples were drawn to support estimates by geography, grade span, and charter school status for public schools, and by geography, grade span, and affiliation group for private schools for a wide range of topics. The data were collected via mailed questionnaires with telephone and in-person field follow-up. The purpose of this First Look is to introduce new data through the presentation of tables containing descriptive information. Selected findings chosen for this report demonstrate the range of information available on the 2011-12 SASS Public School Library Media Center Data File. The selected findings do not represent a complete review of all observed differences in the data and are not meant to emphasize any particular issue. This First Look report highlights findings from the SASS public school library media center survey. The following are appended: (1) Standard Error Tables; (2) Methodology and Technical Notes; (3) Description of Data Files; and (4) Description of Variables. (Contains 26 tables and 19 footnotes.)

This report is intended to give the reader an overview of the Schools and Staffing Survey(SASS) data for the school year 2003-04 through tables of estimates for public, private, and Bureau of Indian Affairs (BIA)-funded schools and their staff. The tables contain estimates from schools, teachers, principals, districts, and school library media centers for public, private, and BIA-funded schools, as applicable. All tables for public and private schools show breakdowns by school type (public schools: traditional or charter; private schools: Catholic, other religious, or nonsectarian), community type (urbanicity), school level (elementary, secondary, or combined), and student enrollment. Tables containing district reports show breakdowns by district size (number of schools in the district), community type (urbanicity), district K-12 enrollment, and the percent of K-12 students who were approved for free or reduced-price lunches. (Contains 47 tables and Appendix A contains 47 additional tables.) Appended are: (1) Standard Error Tables; (2) Methodology and Technical Notes (3) Description of Variables; and (4) Glossary of Terms.

This report summarizes the research studies, literature reviews and related documents on the relationship between public school students' achievement and the library media program. Research indicates students in schools with well-equipped library media centers and professional library media specialists perform better on achievement tests for reading comprehension and basic research skills (Haycock, Ken. "What Works," Rockland Press, 1992). A historical perspective is illustrated in a timeline diagram from 1876 to 2002, with research highlights, such as a summary of conclusions of the Impact of School Library Media Centers on Academic Study (1988-89) and findings of "The Power of Reading" which concludes that young people who read a lot improve comprehension. Key common findings of recent studies 1998-2001) are identified, and information literacy standards for student learning are listed. The report concludes: students are likely to earn higher reading scores if their schools have certified library media specialists; their school library media specialists are assisted by support staff; and their library media specialists play a vital instructional role, collaborating with classroom teachers. Students in schools with well-staffed library media programs averaged reading scores five to ten points higher than those without such staffing. (Contains 27 references.) (AEF)

In the age of ever-growing technological advancements library media centers have become places of enormous discovery and adventure. But are teachers and administrators aware of all the resources available through the school library media centers? Do they know the importance that library media specialists play in the school curriculum planning? This article explores the leadership role of the library media specialist in school curriculum planning to provide the process for improving the learning environment for all students. (Author)

Reflection and evaluation are key to improving the effectiveness of the school library resource center (LRC). The idea of measuring success may seem initially daunting, or even threatening, and be seen as yet another call on already limited time, but we should not be put off: much of the information required is already there, either explicit or implicit, or can be easily extrapolated, and it only needs to be collated, critically evaluated and turned into knowledge about the strengths and the development needs of the LRC. This paper shows why performance measurement is for the benefit of the school pupils and staff, of the LRC and of the librarian; identifies some suitable measures to use; considers how the process might be managed within the context of the LRC; and looks at how the results can be made to work to the advantage of the LRC. It considers both "hard" or quantitative indicators and qualitative measures and looks at the crucial question of the impact of the LRC on learning. (Contains 5 references.) (Author)

The goal of the Oregon Intellectual Freedom Clearinghouse is to uphold the principles of the Library Bill of Rights in all types of libraries by improving communication between librarians, board members, professional associations, and other concerned groups in Oregon about challenges to intellectual freedom, and by increasing awareness as to how threats to intellectual freedom can be overcome. The data collection is limited to formal challenges to any type of library material in any type of Oregon library. A formal challenge is defined as a written "Request for Reconsideration" or "Statement of Concern" submitted by a group or individual to a library. Additional information is obtained from newspaper reports, if available. In a few instances, newspaper articles are the sole source of information about a challenge. The Oregon Intellectual Freedom Clearinghouse received information about 47 challenges against library materials between July 1, 2000 and June 30, 2001. Thirty of the challenged titles were books, 12 were videotapes or DVDs, one was a compact disc, one was a magazine, two were books on tape, and one was a book/audio tape combination. Public libraries experienced 41 of the challenges and school libraries reported six challenges. Twenty-two of the challenges items were designated as children's or young adult materials, and 25 were materials for adults. In 46 of the challenges, library staff committees or a school board decided that the materials should be retained. Three of those items were reclassified to more accurately reflect the content and one of those items is not restricted to teacher use. One item was removed from a school library collection. For each item listed in this Fourteenth Annual Report, a summary of objections and a summary of events are provided. A statistical snapshot of the challenges reported since the inception of the Clearinghouse in May 1987 is then presented, followed by a 5-year overview of Clearinghouse data that analyzes the data in a graphic format. A final section identifies other intellectual freedom issues in Oregon in 2000-2001. (AEF)

Martin Luther King, Jr. Elementary School (Chicago, Illinois) is an urban open door public school serving a population with diverse economic, educational, and ethnic backgrounds. The school is committed to translating the philosophies of Dr. King into an educational environment that includes innovative instructional strategies tailored to the individual needs of each student. These strategies include a variety of educational programs and student support systems designed to maximize each student's ability to establish and achieve realistic educational and vocational goals. This goal will be realized in 3 years by conducting the learning/instruction process in the library center. There are three categories into which most instructional objectives fall: psychomotor, affective, and cognitive. The primary aim of this 3-year instruction program is to reach the cognitive domain category. This paper outlines the 3-year lesson plan for elementary and high school library centers. The first part of the paper focuses on Year Zero, and, following the mission statement, discusses: strategies; maintenance and evaluation; budget-print and equipment (year one); materials and equipment replaced; staff; spacing and seating; classroom instructions and assignments; and orientation. Then, the three stages of the 3-year lesson plan are outlined, with functions for each phase. In Stage 1, Define, functions include identifying the problem, analyzing the setting, and organizing management. Stage 2, Develop, includes identifying objectives and specifying methods. Stage 3, Evaluate, consists of testing the prototype. (AEF)

This paper describes the development of information literacy in a secondary school setting. The first section discusses the definition of information literacy, the key elements in the development of information literacy, characteristics of an information literate person, the main factors in the environment for information literacy, monitoring of information literacy, and challenges for the development of information literacy. The second section presents an overview of Marcellin College (Australia), a Catholic secondary school for boys, including the school's development plan and its "Beyond 2000" strategic plan. The third section outlines the school library's initial proposal for the development of information literacy within the school's development plan. (MES)

For many years, there has been pressure on American schools to restrict or deny students access to books or periodicals deemed objectionable by some individual or group on moral, political, religious, ethnic, racial, or philosophical grounds. Censorship of library books in school media centers is present today. The library media specialist is responsible for maintaining free access to materials through collection development policies, programs, and access policies. Library media specialists promote the principles of intellectual freedom in their media centers by providing resources that create an environment of free inquiry. This paper addresses censorship of library books in school media centers. Discussion falls into the following sections: Selection of a Social Issue and Documentation of its Importance; Description of the Problem in Terms of Multiple Dimensions, Including the Historical Dimension; Selection, Description, and Analysis of the Relevant Political Arena or Arenas: The Political Environment; Creation and Presentation of One Feasible, Political Intervention; and Explication of the Political Intervention Strategy, Including a Critique of its Limitations. Two appendixes include a Request for Reconsideration of Materials form and a descriptive list of the 10 most hated books from 1982 to 1990 according to Stasio (1992). (Contains 18 references.) (AEF)

In 1993, the Colorado State Library published "The Impact of School Library Media Centers on Academic Achievement." This follow-up study focuses attention on the library media specialist and the services she or he provides throughout the building, rather than just the library media center as a specific place, and emphasizes the fact that better library media services lead to better student performance on standards-based tests. In addition to confirming and updating the findings of the first Colorado study, this project expands on the original study's results by measuring the impact on academic achievement of specific leadership and collaboration activities of library media specialists; principal and teacher engagement in library media programs; and information technology, particularly networked computers offering licensed databases and the Internet/World Wide Web. On all three counts, this study showed a positive impact. This study is put into perspective with past research as well as the American Association of School Librarians' new standards, "Information Power." It contains reports of the findings in a variety of readily usable formats, including: an executive summary, a brochure, and a brief report that includes similar studies completed recently for Alaska and Pennsylvania. Appendices include a bibliography; list of participants; sample survey form; the brochure; and a section of "Fast Facts" and PowerPoint slides. Includes 40 tables and 2 figures. (AEF)

The goal of the Oregon Intellectual Freedom Clearinghouse is to uphold the principles of the Library Bill of Rights in all types of libraries by improving communication between librarians, board members, professional associations, and other concerned groups in Oregon about challenges to intellectual freedom, and by increasing awareness as to how threats to intellectual freedom can be overcome. The data collection is limited to formal challenges to any type of library material in any type of Oregon library. A formal challenge is defined as a written "Request for Reconsideration" or "Statement of Concern" submitted by a group or individual to a library. Additional information is obtained from newspaper reports, if available. In a few instances, newspaper articles are the sole source of information about a challenge. This Thirteenth Annual Report on the Oregon Intellectual Freedom Clearinghouse summarizes 32 challenges against library materials that took place between July 1, 1999 and June 30, 2000. Twenty-four of the challenged titles were books, 6 were videotapes or DVDs, one was an audiotape, and one was an audiotape/book combination. Public libraries experienced 31 of the challenges and school libraries reported one challenge. Thirteen of the challenged items were designated as children's or young adult materials, and 19 were materials for adults. In 32 of the challenges, library staff committees or a school board decided that the materials should be retained. Three of those items were reclassified, one from children to adult, and to more accurately reflect the content in two cases. For each item listed, a summary of objections and a summary of events are provided. A statistical snapshot of the challenges reported since the inception of the Clearinghouse in May 1987 is then presented, followed by a 5-year overview of Clearinghouse data that analyzes the data in a graphic format. A final section identifies other intellectual freedom issues in Oregon in 1999-2000. (AEF)

This study is an assessment of the impact of Alaska school librarians on academic achievement in the state's public schools. It examines the direct relationship between such staffing and student performance and identifies selected activities of library media staff that affect test scores. Other conditions of library media center operation were also considered as potential predictors of academic achievement. During the 1997-98 school year, library media centers in 211 Alaska public schools were surveyed about their staffing levels, hours of operation, staff activities, usage, technology, policies, and cooperation with public libraries. Each library media program characteristic was assessed as a potential predictor of academic achievement, and relationships among potential library media predictors that might create indirect effects on academic achievement were also examined. Recommendations for raising student achievement levels are included. Appendices include a bibliography, list of participants, copy of the questionnaire, a brochure entitled "A School Librarian Can Make a Difference!" and early results briefs. Although the findings, conclusions, and recommendations reported in this work are substantially the same as those of its original edition, this edition corrects typographical and transcription errors, eliminates unnecessary and misleading methodological information, clarifies ambiguous statements, corrects misinterpretations of statistical details, and contains citations accidentally left out of the original bibliography. (MES)

This research sought to gain an impression of the use of the Internet by school librarians in the United Kingdom and South Africa. The research questions addressed the issues of access to the Internet by school librarians, the purposes for which school librarians used e-mail and the World Wide Web, the demand from teachers for access to the Web, the key issues identified by school librarians in relation to the use of the Internet in schools in the next five years, and any differences between the responses of librarians from the two countries. The key findings were that there was limited access to the Internet in the respondents' schools; school librarians used the Web mainly for curricular material; science and geography departments were the heaviest users of the Web; and the key future issues identified included information skills, cost, inservice training, and the role of the school librarian. There were no significant differences between the two countries studied. (Contains 10 references.) (Author/MES)

Based on research conducted in 1996 and 1999, this paper discusses theoretical issues and provides an overview of the purposes for which school libraries are creating and maintaining home pages or World Wide Web sites. In 1996, a content analysis was performed of Web sites of 50 school libraries in the United States, Australia, Canada, Sweden, Singapore, Iceland, Kuwait, New Zealand, and Norway. A longitudinal study was designed in 1999 to examine: whether the Web pages/sites included in the 1996 study have been developed further or improved; the current "state of the art" in terms of school library Web sites; overall improvement in the school library Web pages/sites; differences in aims, purposes, design, organization, and content of school library Web pages/sites between 1996 and 1999; and new ways of organizing links and any evidence of a developing consensus about the best way(s) of organizing links for effective use. The research has implications for those who are planning a Web page/site for their school library/media center; it provides information about what other school libraries/media centers have done and suggests some pitfalls that might be avoided. It also suggests areas for further study, notably the possible development of a model that might be used for the evaluation of school library Web sites. (Contains 42 references.) (MES)

The 1998 revision of the "Information Power" guidelines focuses on building partnerships for greater student learning. While not a radical departure from the previous edition, the recent document emphasizes both greater collaboration and leadership and increased involvement with the technologies of information and learning. This study examined whether teacher education programs are preparing tomorrow's teachers to expect and accept the redefined role of the school library media specialist. It involved the development and administration of a scale to assess pre-service teachers' beliefs about the role of the school library media specialist. The results of the pilot study reported here are preliminary but suggest that, while pre-service teachers distinguish three distinct sets of functions, they place more emphasis on those functions associated with information access and delivery than on those related to learning and teaching. Furthermore, pre-service teachers do not appear to understand the role areas of learning/teaching and program administration. (Author/MES)

This paper provides an overview of the International Federation of Library Associations and Institutions (IFLA) Division III, a forum for the IFLA sections and round tables comprising libraries serving the general public, as well as special library services directed to specific groups of the general public, such as children, linguistic minorities, people with disabilities, and people in hospitals or prisons. Information about the goals, projects, and publications of the following sections and round tables is presented: Section of Public Libraries; Section of School Libraries and Resource Centres; Section of Libraries for Children and Young Adults; Section for Libraries Serving Disadvantaged Persons; Section of Libraries for the Blind; Section on Library Services to Multicultural Populations; Round Table--International Association of Metropolitan City Libraries (INTAMEL); Round Table on Mobile Libraries; and Round Table on National Centres for Library Services (ROTNAC). (MES)

This case study examined: (1) what market research is required for planning for the implementation of "Information Power: Building Partnerships for Learning," the 1998 national guidelines for effective school library media programs; (2) what issues need to be addressed and what target audiences are required to effect change, as well as how these might best be identified and reached; and (3) what the implications are of research in program implementation and staff development for the implementation of these national guidelines and standards. The American Association of School Librarians (AASL) developed a detailed plan, with more than 30 specific objectives and more than 75 target audiences, for the implementation of "Information Power." Clear delineation of responsibilities at the national, state, district and school levels was a key part of the plan. Marketing research allowed AASL to increase sources of information for planning and to report that information more clearly and consistently, to reduce error and to manage AASL's marketing program more aggressively. Research from the implementation of change and effective staff development was incorporated in the training for state coordinators. Implementation is now underway with documented achievement of the early objectives. Appendices include a planning model and a model plan for one target group (the National Association of Secondary School Principals). (Contains 13 references.) (Author/MES)

This study surveyed 126 school librarians in 18 countries, representing 131 schools serving more than 113,260 students. The survey instrument requested respondents to describe techniques they used to facilitate information literacy, their perceptions of their functions in the development of independent learners, and the training they received that enabled them to mediate information seeking and use skills. Survey data revealed that the respondents relate information skills instruction to students' interests, work with other teachers to place information seeking skills within the context of students' course work, and encourage students to share ideas and skills with each other as they build their own search strategies. Results indicate that the creation of independent, self-directed, lifelong learners is the goal of school librarians over the world. Data also reveal that most of the respondents spend less than one quarter of their time working with teachers to plan connected programs and that many school libraries are understaffed. (Author)

This paper reports the findings of a comparative case study designed to describe how the implementation of whole language, an educational philosophy influencing many of today's elementary schools, evolved in four school libraries in Virginia. The study examined the impact of whole language in terms of its effect on the library program and the librarian. The study also sought to understand the change agent role each librarian played during implementation of the philosophy. Specifically, the following questions were addressed: (1) What changes occurred in the knowledge, perceptions, practices, and beliefs of the librarians? (2) What changes did the librarians make in the library programs as a result of whole language? (3) What roles did the school librarians play during the implementation of whole language? and (4) How did the librarians feel about the whole language philosophy and its impact on the library program? Data collection techniques included participant observation; interviews with librarians, principals, and teachers; and examination of relevant documents. Findings indicated that the level of success each librarian experienced varied and was dependent on the culture of the school, principal support, the librarian's knowledge and interpersonal skills, the librarian's reaction to district level changes, and time. Recommendations are provided for practicing school librarians and library school educators. (Contains 31 references.) (Author/MES)

The Library Power program is a school improvement initiative of the DeWitt-Wallace Reader's Digest Fund that began in 1988, designed to promote the full integration of the school library media program into the school curriculum in public elementary and junior high/middle schools. With a total investment exceeding $45 million, Library Power is the largest nongovernmental funding for school library media programs in over 30 years. It operated in approximately 700 schools and served more than one million students. Library Power sought to create a national vision of public elementary and middle school library media programs through the instructional leadership of the library media specialist and through partnerships within the district and with the community. This study summarizes selected findings of a national evaluation of Library Power and discusses implications for preservice and continuing education of teachers, principals, and library media specialists, as well as the likelihood of institutionalization of Library Power practices. The evaluation found that the Library Power initiative advanced the notion of a student-centered library media program in a learning community. It showed that, given the right conditions, school library media programs can promote positive opportunities for excellence in teaching and learning. (Author/MES)

This Eleventh Annual Report on activities of the Oregon Intellectual Freedom Clearinghouse begins with the goal, objectives, and scope and methodology of the Clearinghouse followed by a summary of the challenges against library materials that were reported and took place between July 1, 1998 and June 30, 1999. Details about each challenge reported by public libraries and school library media centers during the year are then presented alphabetically by title. A statistical snapshot of challenges reported to the Clearinghouse data since its inception in May 1987 is given, followed by a five-year overview of challenges to library materials in Oregon, based on data reported since July 1, 1994. Four charts analyze the data in this section. Other issues in intellectual freedom in Oregon in 1998-99 are then highlighted. (AEF)