Student Success and Library Media Programs: A Systems Approach to Research and Best Practice
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Overview
Student success comprises a complex system of expectations and measurements. Designed for school library media specialists, this book focuses on library media programs and examines the factors that influence student achievement. Through a presentation of research trends and actual practice, award-winning author Lesley Farmer demonstrates how media specialists can encourage student achievement by creating an environment conducive to learning. Farmer takes a systems approach, illuminating how each stakeholder in a student's education contributes to and impacts student achievement.
Chapters include:
What Defines Student Achievement?
Research in the School Library World
Internal Factors: The School Library Media Program
School Factors Towards Student Achievement
Student Factors Towards Student Achievement
Societal Factors Towards Student Achievement
Focus on Reading: Who's a Good Reader?
Next Steps
In addition to research findings about library programming, Farmer examines collection resources, facilities, staffing, curricula, instruction, reading issues, services, products, and administration. Key research studies are cited throughout the work to optimize referral to relevant information. This is an invaluable guide for school library media specialists, as well as for faculty and students in LIS and education programs.
Synopsis
Designed for school library media specialists, this book examines the factors that influence student achievement.
Rita Fontinha - KLIATT
Farmer has taken on the monumental task of identifying factors that lead to student achievement (based on current research) and linking what library media teachers and their programs can do to impact that achievement. She carefully outlines the approach in these chapters: What Defines Student Achievement?; Research in the School Library World; Internal Factors; School Library Media Program; School Factors and Student Achievement; Student Factors and Student Achievement; Societal Factors and Student Achievement; Focus on Reading; and Next Steps. For this book, academic achievement means meeting the content standards of the school's curricular program. Input is instruction and output is student work. Numerous ways of optimizing the school library media program's impact are advanced. One example is choosing to use a webquest, selecting a webquest, preparing a webquest, implementing a webquest, and assessing a webquest. Farmer says, "It is not enough to have lots of books; for instance, if they are old and inaccurate, if they cannot be read by the students, if they are inaccessible, they are not much good." However, research shows that quantity DOES count, in that the more resources there are, the higher student achievement rises. The number of volumes and magazines per 100 students is a measure that shows that quantity also improves reading. Suggestions include aligning more resources with curricular needs and co-curricular and personal needs, along with staff's professional and personal needs, and weeding out materials that are not used or do not support the curriculum. The citations and bibliographies are outstanding and evidence of much exhaustive research. A 24-page bibliography at theend of the book works in conjunction with bibliographies at the end of each chapter. Farmer brings together the most significant studies in not only the school library field but also in the arenas of learning, reading, testing, achievement, and more. Some notable tidbits: students read 30% slower online (Hartzell); reading is one of the hardest tasks a brain does; students read better when they read more and they read more when they can choose from a wide range of reading materials that are developmentally appropriate and engaging; computer-aided instruction helps low achievers more. A study of factors regarding verbal SAT scores shows that "the school library collection quality, quantity, and use were the most predictable factors for student success." Farmer's research brings together all the factors and she quantifies what we think we know. Guiding questions help library media teachers assess the library media program's impact on reading, achievement, and student success. Farmer suggests library media teachers use these findings "when planning, implementing, accessing and promoting their programs in the context of the school's efforts to improve student achievement." This book belongs on the shelf of the professional collection of every library media teacher. KLIATT Codes: P*—Exceptional book. 2003, Libraries Unlimited, 180p. bibliogs. index., Ages adult.
Editorials
KLIATT
Farmer has taken on the monumental task of identifying factors that lead to student achievement (based on current research) and linking what library media teachers and their programs can do to impact that achievement. She carefully outlines the approach in these chapters: What Defines Student Achievement?; Research in the School Library World; Internal Factors; School Library Media Program; School Factors and Student Achievement; Student Factors and Student Achievement; Societal Factors and Student Achievement; Focus on Reading; and Next Steps. For this book, academic achievement means meeting the content standards of the school's curricular program. Input is instruction and output is student work. Numerous ways of optimizing the school library media program's impact are advanced. One example is choosing to use a webquest, selecting a webquest, preparing a webquest, implementing a webquest, and assessing a webquest. Farmer says, "It is not enough to have lots of books; for instance, if they are old and inaccurate, if they cannot be read by the students, if they are inaccessible, they are not much good." However, research shows that quantity DOES count, in that the more resources there are, the higher student achievement rises. The number of volumes and magazines per 100 students is a measure that shows that quantity also improves reading. Suggestions include aligning more resources with curricular needs and co-curricular and personal needs, along with staff's professional and personal needs, and weeding out materials that are not used or do not support the curriculum. The citations and bibliographies are outstanding and evidence of much exhaustive research. A 24-page bibliography at theend of the book works in conjunction with bibliographies at the end of each chapter. Farmer brings together the most significant studies in not only the school library field but also in the arenas of learning, reading, testing, achievement, and more. Some notable tidbits: students read 30% slower online (Hartzell); reading is one of the hardest tasks a brain does; students read better when they read more and they read more when they can choose from a wide range of reading materials that are developmentally appropriate and engaging; computer-aided instruction helps low achievers more. A study of factors regarding verbal SAT scores shows that "the school library collection quality, quantity, and use were the most predictable factors for student success." Farmer's research brings together all the factors and she quantifies what we think we know. Guiding questions help library media teachers assess the library media program's impact on reading, achievement, and student success. Farmer suggests library media teachers use these findings "when planning, implementing, accessing and promoting their programs in the context of the school's efforts to improve student achievement." This book belongs on the shelf of the professional collection of every library media teacher. KLIATT Codes: P*—Exceptional book. 2003, Libraries Unlimited, 180p. bibliogs. index., Ages adult.—Rita Fontinha