Libraries improve literacy: The research
Fifteen years ago, results of the National School English Literacy Survey, Mapping Literacy Achievement, found “extensive use of the school library was associated with a difference of as many as 27 points to students’ literacy achievements when compared with nonuse of the library” (Masters and Forster, 1997). Also, it stated that “students in schools where teachers make greater use of the school library with their classes tend to have higher levels of literacy achievement.” Since then, over 60 studies across 35 countries which confirm the value of school libraries to improvement in student achievement. Here is what some of those studies say about the literacy aspects:
A similar study in Idaho (2009) has shown teachers were three times more likely to rate their literacy teaching as excellent when they collaborated with librarians (Lance, Rodney, and Schwarz, 2010).
In Australia, CSU academic, Lyn Hay, has researched student perceptions of their school libraries in supporting their learning and their general reading interests. “Over 60% of students indicated that the library has been most helpful or quite helpful in assisting them find stories to read” (Hay, 2005). Hay concludes, “Australian students acknowledge and value the support provided by the school library when their school library responds, engages, extends and empowers their lives as learners in this digital age” (Hay, 2006, p. 38).
A UK literacy survey published early this year (OFSTED, 2011) has also found that both in primary and secondary schools, well-resourced school libraries had a direct impact on improved literacy skills. “The enthusiasm and responsiveness of the librarian generally had a direct impact on the attitudes of the students towards the library and reading.“
Despite this research, few literacy articles, policies or curricula in Australia mention school libraries. Teacher librarians have become virtually invisible in the literature and guidelines on literacy. Children’s literature subjects have even been marginalized in teacher librarianship courses.
While we have no statistics for Australia, we know that over a quarter of UK homes are without books (Clark and Poulton, 2011). Without books in the home, school libraries and public libraries become even more important. “Children with no books of their own are less likely to be sending emails, reading websites or engaging with their peers through the written word on social networking sites. Children who grow up without books and without positive associations around reading are at a disadvantage in the modern world” (Clark and Poulton, 2011). Recent (2009) PISA reading literacy performance in Australia has shown a considerable gap between of students with higher levels of socioeconomic status of the equivalent of nearly three years of schooling above that of students from lower levels of socioeconomic background. This issue of providing fiction and non-fiction and research resources is therefore of particular relevance to equity in Australia's schools.
PILOT STUDY: Teacher-librarian contributions to student literacy standards
In her preliminary pilot study for her Honour’s thesis, Ann Gillespie found correlations between the work of the teacher librarian and student achievement in literacy as measured on the NAPLAN tests. This initial pilot study informed the questions for Ann’s current PhD research into teacher librarians and evidence based practice. “It is possible to conclude from this small pilot study that the teacher-librarian can have a positive effect on the literacy of students when certain other conditions are in place.” (p. 79)
“The initial pilot study findings tend to confirm existing research that an actively involved teacher-librarian can have a positive effect on educational outcomes of students.” (p.79)
Gillespie, Ann M. (2006) Teacher-librarian contributions to student literacy standards. pp. 1-85. (Unpublished )
SOFTLINK STUDIES
In 2010 and 2011, Softlink followed through on Ann's idea and conducted a correlation study of NAPLAN literacy results related to school library staffing and funding.
Principle findings from the 2011 Softlink Australian School Library Survey include:
- Iowa: reading test scores rise with the development of school library programs. The relationship between library program development and test scores is not explained away by other school or community conditions at the elementary level (Rodney, Lance and Hamilton-Pennell, 2002).
- Michigan Educational Assessment Program (MEAP) reading test scores rise with the extent to which the state’s school library programs are headed by certified library media specialists (Rodyney, Lance, and Hamilton-Pennell, 2003).
- Minnesota: Twice as many schools with above-average scores had full-time library media specialists (Baxter and Smalley, 2003).
- Oregon: Whatever the current level of development of a school’s library program, these findings indicate that incremental improvements in its staffing, collections, and budget will yield incremental increases in reading scores (Lance, Rodney, and Hamilton-Pennell, 2001).
- Pennsylvania: For all three tested grades, the relationship between adequate school library staffing and Pennsylvania System of School Assessment (PSSA) reading scores is both positive and statistically significant (Lance, Rodney, and Hamilton-Pennell, 2000).
- Ontario, Canada: Schools with professionally trained school library staff could be expected to have reading achievement scores that were approximately 5.5 percentage points higher than average in grade 6 EQAO results (Klinger, 2006).
- Illinois: Increased library staffing is linked to higher reading performance for all grade levels (Lance, Rodney and Hamilton-Pennell, 2005).
A similar study in Idaho (2009) has shown teachers were three times more likely to rate their literacy teaching as excellent when they collaborated with librarians (Lance, Rodney, and Schwarz, 2010).
In Australia, CSU academic, Lyn Hay, has researched student perceptions of their school libraries in supporting their learning and their general reading interests. “Over 60% of students indicated that the library has been most helpful or quite helpful in assisting them find stories to read” (Hay, 2005). Hay concludes, “Australian students acknowledge and value the support provided by the school library when their school library responds, engages, extends and empowers their lives as learners in this digital age” (Hay, 2006, p. 38).
A UK literacy survey published early this year (OFSTED, 2011) has also found that both in primary and secondary schools, well-resourced school libraries had a direct impact on improved literacy skills. “The enthusiasm and responsiveness of the librarian generally had a direct impact on the attitudes of the students towards the library and reading.“
Despite this research, few literacy articles, policies or curricula in Australia mention school libraries. Teacher librarians have become virtually invisible in the literature and guidelines on literacy. Children’s literature subjects have even been marginalized in teacher librarianship courses.
While we have no statistics for Australia, we know that over a quarter of UK homes are without books (Clark and Poulton, 2011). Without books in the home, school libraries and public libraries become even more important. “Children with no books of their own are less likely to be sending emails, reading websites or engaging with their peers through the written word on social networking sites. Children who grow up without books and without positive associations around reading are at a disadvantage in the modern world” (Clark and Poulton, 2011). Recent (2009) PISA reading literacy performance in Australia has shown a considerable gap between of students with higher levels of socioeconomic status of the equivalent of nearly three years of schooling above that of students from lower levels of socioeconomic background. This issue of providing fiction and non-fiction and research resources is therefore of particular relevance to equity in Australia's schools.
PILOT STUDY: Teacher-librarian contributions to student literacy standards
In her preliminary pilot study for her Honour’s thesis, Ann Gillespie found correlations between the work of the teacher librarian and student achievement in literacy as measured on the NAPLAN tests. This initial pilot study informed the questions for Ann’s current PhD research into teacher librarians and evidence based practice. “It is possible to conclude from this small pilot study that the teacher-librarian can have a positive effect on the literacy of students when certain other conditions are in place.” (p. 79)
“The initial pilot study findings tend to confirm existing research that an actively involved teacher-librarian can have a positive effect on educational outcomes of students.” (p.79)
Gillespie, Ann M. (2006) Teacher-librarian contributions to student literacy standards. pp. 1-85. (Unpublished )
SOFTLINK STUDIES
In 2010 and 2011, Softlink followed through on Ann's idea and conducted a correlation study of NAPLAN literacy results related to school library staffing and funding.
Principle findings from the 2011 Softlink Australian School Library Survey include:
- Where student numbers are the same, it is shown that primary school libraries receive significantly less funding and staff allocation to the library than secondary schools.
- Four out of five school libraries have experienced a budget decrease, or no change, compared to the previous year.
- One in six schools from total number of respondents to the survey has decreased their school library budget by more than 10% in the last 12 months.
- Larger Government schools have significantly less staff allocated to the school library, compared to larger Catholic and Independent schools.
- There is a significant positive relationship between a school’s NAPLAN reading literacy score, the budget and staffing allocated to the school library.
- The difference in funding and literacy outcomes can be quantified. In general, low performing schools allocate 30% less to the school library budget than average schools. High performing schools allocate an average of twice as much to the school library budget as average schools.
