The Library Media Center supports the curriculum, school mission, and educational goals of the Avon Community School Corporation. The Library Media Program promotes a warm, inviting atmosphere where students, teachers, and parents are encouraged and empowered to become life-long learners and effective users of information, ideas, and technology through a collaborative relationship between the media center and the classroom.

It is the responsibility of the media center staff to provide a wide range of materials on a variety of levels of difficulty. Library media center programming provides materials and support needed to kindle the construction of knowledge and foster the love of reading. The media center strives to spark intellectual curiosity and to establish the habit of life-long reading and learning.

The Media Center programming embraces the ten learning and teaching principles found in the American Library Association's Information Power: Building Partnerships for Learning.

Learning and Teaching Principles

of School Library Media Programs

Principle 1. The library media program is essential to learning and teaching and must be fully integrated into the curriculum to promote students' achievement of learning goals.

Principle 2. The information literacy standards for student learning are integral to the content and objectives of the school's curriculum.

Principle 3. The library media program models and promotes collaborative planning and curriculum development.

Principle 4. The library media program models and promotes creative, effective, and collaborative teaching.

Principle 5. Access to the full range of information resources and services through the library media program is fundamental to learning.

Principle 6. The library media program encourages and engages students in reading, writing, and listening for understanding and enjoyment.

Principle 7. The library media program supports the learning of all students and other members of the learning community who have diverse learning abilities, styles, and needs.

Principle 8. The library media program fosters individual and collaborative inquiry.

Principle 9. The library media program integrates the uses of technology for learning and teaching.

Principle 10. The library media program is an essential link to the larger learning community.

Each and everyday the media specialist works to implement these principles and to function at the highest levels of David Loertscher's Taxonomy of Library Media Services . 

Taxonomy of Library Media Services

Proof of the Power of an
Effective Media Center Program

As early as 1969, studies showed SAT scores improved for students who received library services from a professional.  ( http://www.aea9.k12.ia.us/aea_statewide_study.pdf ) Today, all across the country you can find more evidence of the crucial role the media center and the school media specialist play in ensuring high student achievement. The evidence speaks for itself.

In Alaska, a study conducted during the 1997 – 1998 school year confirms the role SLMS play. They found test scores tend to be higher where there is:

• a librarian
• a full-time librarian rather than a part-time one
• even a part time librarian rather than no librarian at all

They found that the more often students receive library/information literacy instruction the higher their test scores. Additionally, they found the higher the level of librarian staffing the higher student usage was and, consequently, the higher the test scores.

Source: http://www.library.state.ak.us/dev/infoemxs.pdf

A Texas study demonstrated “higher TAAS performance at all educational levels in schools with librarians than in schools without librarians.” Over 10 percent more students met minimum TAAS expectations in reading in schools with librarians than in schools without librarians.

Source: http://www.tsl.state.tx.us/ld/pubs/schlibsurvey/

The Massachusetts' study also found a strong correlation between school libraries and student achievement. They found “at each grade level, schools with library programs have higher MCAS scores.” Additionally, they found the higher the book count per student, the higher the MCAS scores. Students at all grade levels scored higher when there was a “library instruction program.” So, not only does there need to be a school library, the media specialist needs to be fulfilling the role of the instructional media specialist.

Source: http://web.simmons.edu/~baughman/mcas-school-libraries/Baughman%20Paper.pdf

According to an Iowa study, “reading test scores rise with the development of LM programs.” Furthermore, this increase cannot be explained away by other school or community factors. Specifically, the Iowa study found scores increase when there is an increase in the SLMS staff hours per 100 students, an increase in the print volumes per student, an increase in periodical subscriptions per 100 students, and an increase in total staff hours per 100 hours.

Source: http://www.aea9.k12.ia.us/aea_statewide_study.pdf

Pennsylvania's study yielded the same conclusions. PSSA reading scores “increase with increases in the following characteristics of school library information programs: staffing, information technology, and integration of information literacy into the curriculum.” They also found as those areas increase, library staff “spends more time teaching students and teachers how to access and use information resources.”

Source: http://www.statelibrary.state.pa.us/libraries/lib/libraries/measuringup.pdf

The impact of good school library media center programs is clear. These studies provide SLMS the evidence they need to lobby for more funding, staffing, and support. During these tight budget times we need to continue to fund the staffing and resources of our school media centers if students are to excel.

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