For Immediate Release January 6, 2005

For More Information Contact: Daniel Callison, 317-278-2376 Rich Schneider, 317-278-4564 rcschnei@iupui.edu

Survey Findings Show Link between Library Media Specialists and ISTEP Language Arts Scores

INDIANAPOLIS - Full-time school library media specialists play an important role in the access to electronic resources and student achievement in language arts as measured through the ISTEP exams. Both the number of full-time library media specialists and the quality of print resources in Indiana high school libraries are declining, according to findings released at the fall state conference of the Association for Indiana Media Educators. The gathering of 555 library media specialists was held at the Indianapolis Convention Center November 15th-16th.

Three statewide surveys were conducted through Indiana University in 2003 and 2004. Data were gathered through the IU Public Opinion Laboratory at Indianapolis and data analysis was conducted through the IU School of Library and Information Science at IUPUI. Over 500 public schools reported information on the status of staff, services and library collections.

There seems to be a growing gap between Indiana elementary schools in which a full-time, certified school library media is employed as a team-educator with other teachers and elementary schools that do not involve a professional librarian as an active resource agent. Findings in Indiana are similar to those reported in fourteen other states studies conducted through the Colorado State Library Research Institute and recently summarized by the Scholastic Research Center.

"As in other states," according to Daniel Callison, Professor of Library and Information Science at IUPUI, "a school library media specialist who is certified, full-time serving one building and experienced in promotion of good literature, use of technology and collaborative teaching is a strong predictor of a learning environment in which third graders and sixth graders show strong ISTEP scores in all areas of language arts testing." The ISTEP exams measure students' skills in reading vocabulary, reading comprehension, literature response, writing processes, writing application, and language conventions.

According to Callison, in elementary schools where the full-time school media specialist is part of a reading and writing program that has been supported by adequate funding for an up-to-date collection of library books and other resources, 15 to 20 percent more students are likely to pass the ISTEP exams in language arts than in schools that have fallen behind in library book acquisition and have decided not to involve a full-time school library media specialist at program levels recommended by the American Association of School Librarians.

Similar findings have been common over the past thirty years. Steven Krashen, a professor from the University of Southern California , has documented dozens of studies in his recent book The Power of Reading (Libraries Unlimited, 2004). Among other conclusions is this simple one from Krashen, "Library quality, both in terms of better staffing and better collections, is related to reading achievement."

Full-time school media specialists at both elementary and secondary schools seem to also make a difference in how connected the school is to the electronic resources of the "Information Age." Schools with full-time school media specialists are more likely to have a website with links to instructional resources, homework help, and connections to the online resource catalogs of other schools and local public libraries. Indiana has consistently found enough funding to supply most of the technology needs of its schools. Callison noted that Indiana has been among the top five states to house a large number of computers per student in the school library.

Access to electronic documents is not all that is needed in order to make a school library into a modern learning resource center. "Today, more than ever before," according to Carl A. Harvey II, President of the Association for Indiana Media Educators, "library media specialists are essential guides for teachers and students as they sift through information provided online or in print." Callison agrees and adds, "This role of library media specialist as media educator makes the difference in how teachers can effectively use online resources as well as other materials to give depth and understanding to the topics explored by students."

While the technology and instructional roles of library media specialists have increased, the IU survey numbers show that the number of professional school library media specialists in secondary schools has declined. Further, the investment in print materials, such as nonfiction books for science, health and current political issues, is well under the national average. Indiana high schools invested an average of $7.40 per student in new library books in 2003 compared to the 2002 national average of $15.44. As with everything else, such resources have also increased in price. The end result, according to Callison, is that twenty years ago library media specialists could purchase one new library book per student to help keep reference resources up-to-date. Today local school funding accounts for one new library book for every five students.

In general, secondary school print collections are also out-of-date, with many of the resources for science and health over 25 years of age. "It would surprise me if any science teacher would retain a textbook that is over two decades old," stated Callison, "and school library collections should be treated in the same manner. They are not the archival storehouses expected of some other libraries. School libraries should provide the most recent, relevant and factual information possible to give detail and depth to the content found in textbooks. That is not always the kind of information that is possible to find online, and quality nonfiction materials now available do provide such information and at a reading level students can handle."

Removing such old materials and bringing in new resources is not an easy task, especially when funding seems to be short. The Indiana State Legislature from 1997 to 2002 provided special funding for additional printed materials, with funding available to high schools from 1999 to 2002. The grants for that funding were stopped along with other reductions for educational spending in 2001. A recent study from the Indiana University Center for Evaluation and Education Policy demonstrated that investment in school library books has declined since the end of the state-funded "School Library Printed Materials Grant."

The survey also reported that nearly half of the current teachers in Indiana employed as school library media specialists will retire by 2010. There has been a recent shortage of individuals seeking the state certification credentials as a library media specialist, according to Callison. He directs the program of school library media certification at IU, ranked among the top ten in the nation. These retirements mean at least 300 to 400 positions in the Indiana public schools will be coming open over the next six years. If school districts reverse some of the recent decline in professional positions in elementary and secondary schools, that number will be even greater.

"The need for more professional library media specialists," states Callison "comes at a time when school library services have grown to be very exciting and demanding. Expertise of today's school library media specialist includes management of multimedia production as well as educating students on how to access and evaluate information wisely online and to select quality materials for reading pleasure. It is a field that involves multiple skills and an understanding of individual learning needs for students and fellow teachers." Harvey adds, "Today's students are inundated with information from all directions. School library media specialists working with teachers can help them learn to be effective consumers of that information and help them meet Indiana 's Academic Standards."

To help recognize Indiana school library media programs and library media specialists who are performing at an exemplary level, the Association for Indiana Media Educators (AIME) will launch the Blue Ribbon in Exemplary School Library Media in 2005. The award will be given to Indiana public schools who meet high criteria in program funding, educational and professional services, and professional education leadership by school librarians. According to Robyn Young, program committee chair, "The years of research show that having an exemplary school media program makes a difference in the academic achievement of students. The Blue Ribbon in Exemplary School Media was developed by AIME to recognize model programs and highlight the success of those school media programs that are making a difference with students." The Award will be co-sponsored by the School of Library and Information Science at IUPUI.

A summary of the AIME survey results and key findings:
http://www.ilfonline.org/Units/Associations/aime/Data/index.htm

The IUB Center for Evaluation and Education Policy Report on the Indiana School Library Printed Materials Grant:
http://ceep.indiana.edu/projects/PDF/04_Library_Report.pdf

School Libraries Work from Scholastic, Inc.
http://www.scholasticlibrary.com/download/slw_04.pdf

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