Libraries and student success

When asked what school resources are designed to best help students succeed, there is no better answer than: the library. But is this really true? How do libraries help students succeed? Are libraries meeting the needs of the 21st century student? What can existing libraries do to meet those needs?

According to a research study by the Association of College and Research Libraries,

• library instruction builds students’ confidence with the research process
• students who receive library instruction as part of their courses achieve higher grades and demonstrate better information literacy competencies than students who do not receive course-related library instruction
• a library’s research and study space fosters social and academic community among students
• collaborative instructional activities and services between the library and other campus
  units (e.g., writing center, study skills and tutoring services) promote student learning and success
• library instructional games engage students, enhance information literacy skills, and increase positive attitudes toward the library and its staff
• library instruction contributes to retention and persistence
  

It is crucial to note how a student’s success is measured both academically and emotionally. Schools have taken great strides to address emotional problems because they recognize the profound connection and subsequent feedback loop that occurs with social/emotional well-being and academic achievement. Libraries should follow suit. The 21st century student needs to be able to connect to learning spaces like school and the library both emotionally and academically in order to be the most successful person s/he can be. The fact remains that all the funding in the world is not enough to help students strike the important balance between emotional and academic well-being.

Libraries are in the unique position to assist students with this balancing act, being neither a classroom or playground all at once. 

For more information about how libraries can help students succeed:

Blog post: http://www.edutopia.org/blog/21st-century-libraries-learning-commons-beth-holland

PPT:https://www.google.com/search?q=student+success+through+emotional+empowerment&ie=utf-8&oe=utf-8

References:

Association of College and Research Libraries.Academic Library Contributions to Student

Success: Documented Practices from the Field. Prepared by Karen Brown.Contribution by Kara J. Malenfant. Chicago: Association of College and Research Libraries, 2015.

Libraries and homeschooling

Many parents chose to opt out of traditional schooling for their children and instead, homeschool them. As monuments to knowledge and resources, libraries must be able to identify the unique needs of homeschool families, work to meet those needs, and effectively communicate with other public resources that may also assist homeschoolers. Libraries are the tether that keep homeschooled kids and parents connected to the resources they need for success.

One of the many challenges to homeschooling is that the children being to associate the home environment with school work. Not only is the home supposed to be where families come together, relax, sleep, and eat, but it is now also a “schoolhouse” with rules, obligations, assignments, due dates, and specific expectations both from their parent-teachers and the school district officials who oversee the curriculum. Homeschooled children benefit enormously from excursions. For many homeschoolers, the public library is where it’s at for reading books, digital media, and nonfiction titles. “When homeschoolers were asked about their primary source of books and/or curriculum, 78 percent named their public library” (Shinn, 2008). That is why public libraries need to assess the needs of this growing demographic of scholars and their parents.

In general, there are three aspects to the public library that are most important to homeschool families: access, events, choice.

    Access: Homeschooled children are simply students who do not attend school. Parents are in the position to weigh the pros and cons of homeschooling vs. school. Homeschooling may lead to a lack of access to the information resources a school or school library would supply, like Ebsco. Online and physical resources from the public library supplement and enhance what is being taught at home.

    Events: Public libraries often receive funding to put on educational, fun, and most importantly, FREE events geared toward children. Homeschooling parents will be drawn to events put on at the local public library. It must be quite the challenge to parent and teach your own children every day. Mom and Dad deserve a nice break from those dual roles.

    Choice: Public libraries offer the choice of space, freedom of movement within the library, and flexible hours of operation, all of which are appealing to students who are learning outside the traditional timesheet of school. 

For more resources about libraries and homeschooling:

http://www.ala.org/alsc/sites/ala.org.alsc/files/content/professional-tools/lsspcc-toolkit-2015.pdf

http://www.ala.org/Template.cfm?Section=childrens&template=/ContentManagement/ContentDisplay.cfm&ContentID=90419

 References:

Shinn, Lora. "A Home Away From Home." School Library Journal 54.8 (2008): 38-42. Academic Search Premier. Web. 21 Apr. 2016.

Libraries as social hubs

The idea that libraries will act as social hubs is not new. This is reflected in the design, location, and placement of libraries. Touted as centers of knowledge, information, and learning, libraries are often considered the heart of communities, public schools, and universities. It is common for high-minded rhetoric, idealism, and vague talk of values to surface whenever libraries are a topic of discussion. But when it comes down to it, many libraries are underutilized and outdated, especially school library/media centers.

An exciting, evolving trend in school libraries takes a traditional space of quiet study and transforms it into a “learning commons”, brimming with the energy of new ideas, attracting students back into the sacred chambers of the school’s revived heart. Take note because creating a “learning commons” out of a school library is a big game-changer. The driver behind converting to a “learning commons” is the realization that school libraries were not helping students succeed. The way in which kids learn is changing rapidly. A majority of 6-12 grade students do not cite a physical book for their research papers. The most current information is available on the internet and that is something school libraries need to understand. Collection development of physical books is a thing of the past. Many books become hopelessly out of date in a very short amount of time, sometimes even before they are published.

Students want to use a space that let’s them be kids. Kids have schoolwork that requires collaboration. Kids also like to talk. By promoting the library as a collaborative area specifically for them, in which they can talk, students will learn to associate your library with positive social interactions. Not only will they come to the library to work on projects with group members, they’ll drop in to hang out, play games, chat with friends, read, and study. It will become the space on campus they think of first to visit. Such a positive association is crucial for libraries to maintain relevancy in the digital age. Converting to a learning commons atmosphere requires a change in culture and expectations for the library space. You may want to shift your focus from print books to eBooks. Keeping up with kids means keeping up with technology. Clear some space for additional seating, especially lounge furniture like couches, and the kids will respond to that. Set ground rules for behaviors in this new space. For example: students can talk in a normal voice when working on a group project, so long as they aren’t distracting others.

Del Lago Academy of Applied Science in Escondido, CA is a remarkably high-tech magnet high school that opened its doors in 2013. I have the honor of being the Library/Media Technician at this school. The library, or “Academic Commons” was designed from the beginning to be a collaborative space for students. The textbook collection is 50% online and the library book collection is 100% online. Items that are online are accessible via each student’s iPad, which is checked out to them as freshman and returned upon graduation, four years later. The Commons treats iPads like textbooks, checking them in and out, assessing them for damage, and sending them out for repairs.  In other words, there are no physical books out on the floor. (This may change for the fiction collection. A survey of students indicated that they would like to have the option of checking out print fiction books from the Commons, especially new YA fiction novels.) The layout of the Commons focuses on different collaborative seating areas. Floor-to-ceiling whiteboards cover the majority of the walls. A separate quiet study room may be reserved. Six iMac computers are available on the floor for student use. Teachers bring in their classes and many students visit during break and lunch. This is an excellent example of foresight on the part of the site administration and school board. Provide students with the space and means to access information. Empower students by teaching them to integrate technology into their everyday lives. Save paper by having students submit all work electronically. This new approach to the library space and student support is the path to producing environmentally conscious, better educated, better prepared, and better techno saavy high school graduates. Given the unique circumstances that make up my job at DLA, I plan on creating a blog about my experiences working in a non-traditional “learning commons” style library.

For more information about learning commons, check out the following links:

http://www.ala.org/llama/sites/ala.org.llama/files/content/Planning%20to%20Transform%20Your%20Library9.3.14-slides.pdf

http://www.ala.org/aasl/sites/ala.org.aasl/files/content/aaslpubsandjournals/knowledgequest/docs/KQ_MarApr14_ClimbingtoExcellence.pdf

http://www.ala.org/acrl/sites/ala.org.acrl/files/content/conferences/confsandpreconfs/2015/Andrews_Wright.pdf

References:

Mueller, Lisa. "From Library To Learning Commons." Teacher Librarian 43.1 (2015): 12-17. Academic Search Premier. Web. 21 Apr. 2016.

Libraries and homeschooling

"In 2007 , 52 percent of America's more than 100,000 public libraries saw an increase in circulation (Combined Book Exhibit 2007)- A good portion of those users are home educators, according to NCES (2003), which found that nearly 80 percent of homeschoolers use a public library" That is from the article, Libraries and Homeschoolers. The reason why I believe libraries see a lot of homeschoolers is because they are the ones that need to use the library more than regular schooled children. Those at home the majority of the time, do not have a school library to go to, so they use their public library instead. This statement from the same article just gives evidence that homeschoolers do indeed use their public libraries, "Homescboolers often develop
close associations with local librarians, frequenting their local libraries often.."  One way that libraries can increase their patrons in this area is through the use of hands on programs. According to the article, "Hands-on Homeschool Program",
                                                                           Children and their parents love to come to a pro- gram where they learn about a topic and then apply what they have learned with an experiment or activi- ty. This dual approach not only helps children pro- cess information in different ways, but also gives them something to take home to show others in their family and to have for their portfolios. Most of the families that we have worked with maintain some type of portfolio of their child’s work. These portfolios are used to show their child’s progress through the year.
In planning these hands on programs it is essential to ask the 5 W's and the one "H": Who are you doing it for? What is the program? When it is to be held? Where is it to be held? Why it is being held, what are the reasons for this program? How are you going to accomplish this? What are you capable of doing for this program? How long will it take you to complete this program in terms of hours? Doing these types of programs can bring you success but only if you think about it ahead of time and plan it out.
                 Although it takes a lot of work to organize and prepare, the experiments and hands-on activities of these programs are key elements to their success. Researching the topic, being prepared, and being willing to adapt an experiment or activity to meet the needs of your group and the supplies and limitations that you have will also help you to have a successful program. Keep in mind that these programs don’t have to just be for the homeschooling crowd. Pro- grams that incorporate science and other subjects with a hands-on component can be fun for the whole family and can bring in quite the crowd at your library. (Hands on Homeschool Program)  In conclusion, I agree with everything that has been said because I do believe first off that homeschoolers are the ones that frequent the library the most for the reasons that were mentioned and also putting on hands on programs will increase your patrons in this area.

Libraries and Student Success

               With the way that technology is going now a days, I am anticipating that libraries will have a resurgence and become even more popular, that is if they stay up to date with the technology. That is one of the ways that libraries will have success with students. Another way besides technology that libraries can have student success is when they are teaching English language learners or "ELL's." According to the article "LIBRARIES at the the READY,
                                                    Although the atmosphere is casual and upbeat, the librarians are actually tackling a serious issue. Studies show that English language learners (ELLs), such as the children at this library, often start school lagging behind their class- mates with little hope of catching up. In California, home to more than a million students who do not speak English as a primary language, ELLs enter kindergarten already trailing
their counterparts in assessments of school readiness (cited in Cannon, Jacknowitz, & Karoly, 2012). In 3rd grade, 81 percent score below proficiency in English language arts; by the time they reach high school, almost 24 percent have dropped out (California Department of Education, 2013a, 2013b).
Libraries have traditionally supported schools’ efforts by providing story hours for preschool classes, as well as homework help
and summer reading programs for older students. More recently, libraries have focused on their school-readiness programming. Although often overlooked as an educational resource, public libraries are in a unique position to help young children and their families. Located in nearly every community in the country, many operate five to seven
days a week and offer evening and weekend hours. More important, their services are free.

Librarians themselves need to be ready for the future and what it holds. The following is the from the article, "Rocking Your Library World: Strategies for Success in a Tough Economy." In order to be a successful library and librarian, the following needs to be followed: there is a necessity to establish your priorities and baseline, set realistic goals, assess the skills that matter in the students, leverage the Web 2.0 tools, shift the paradigm let the students become the teachers, guide the teachers into the 21st century, share success and maintain your focus. When you as the librarian complete all these necessities, then you are ready to have student success.
The above video shows how libraries can have success in the technology dependent times that we are living.
So, I am hopeful that I have explained a couple of reasons and was able to show how libraries can have student success.

Libraries as Social Hubs by L Stinson

 Even with the new digital age the Libraries have changed their importance in many communities in the last 10 – 15 years. Many cities and communities have built new libraries to become a hub of activity in those communities by building them down town and near other community buildings. As the economy has changed the libraries became a place to search for a job, learn to prepare a resume, research your genealogy, attend a meeting, learn to use a computer as well as finding a good book to read. The public library is a place for anyone to visit no matter what their economic status, race, religion, education or age. In the article Public Libraries: The Hub of our Communities it is discussed that as the library is owned but it’s citizens and all are welcome to meet and learn. An immigrant can come to the library to learn English and learn how to become a citizen. A teenager can sit a listen to music in their own special area or room. Preschoolers come I to the library for story time with singing and dancing, and craft activities. Seniors can come to the library to learn how to use a computer and the internet. Even the homeless are welcomed to the library to have a safe comfortable place from the weather, to search the internet, and to just use the restroom. The public library is free for all who enters.

References

Senville, W. (2009). Public libraries: The hub of our communities. Aplis, 22(3), 97-103.

Libraries and Student Success by L Stinson

“One door to the real world, the world outside of school, is the library.” (Kevin E. Baird) This is a great quote from the article Why Are Libraries Critical for Common Core Success? The article gives some good insights as to the school library’s role with the Common Core Curriculum. Part of the Common Core Learning Standards (CCLS) is introducing more non-fiction books to the elementary age students. The goal is to have the students to have nonfiction be at least 50% of their reading each day at school. With the students reading more nonfiction, the library’s nonfiction print collection needs to meet the student’s needs as well as the online sources for research need to be age appropriate and abundant. Not only should the resources be up to CCLS standards but the student’s interests and abilities need to be considered when ordering new materials.

The Librarian will also need to provide appropriate materials for the teachers in their classrooms such as materials to support the students reading and writing skills, in each classroom.

Part of the CCLS is to have reading comprehension programs online to track and provide data of the student’s progress in reading skills. The program that our school district libraries use is Renaissance which coordinates its scoring with the Accelerate Reader program levels.  Students and teachers are able to search for books on AR Bookfinder to choose books that are on the student’s reading level.  Students, parents, teachers and librarians can have access to these  web sites at:

http://www.arbookfind.com/UserType.aspx

https://hosted77.renlearn.com/139920/  (for teachers and students)

References

Baird, K. E. (2014). Why Are Libraries Critical for Common Core Success?. CSLA Journal, 38(1), 7-9.