Hello Everyone! I hope all is well with you! Last year I did a post on Literacy and it’s a subject that’s near and dear to my heart. And at that time I had the thought that e-books might be one of the solutions to our literary woes. But then I started working on a grant proposal for an organization (more about that later) and I did some research and found out something very interesting.
In all communities lack of funding or poverty is the number one cause of low literacy. By providing the tools (e-readers, e-books, and paperbacks) needed to fight this issue we are having a direct effect on it. Wan (2000) reviewed multiple reports to find the positive impacts of reading to children. Some experiments Wan reviewed involved reading aloud with individual students while others combined alone and group storybook readings to a class. Wan’s findings showcased that reading to children was vital to personal and school achievement. Even Stephen D Krashen author of “The Power of Reading” and Professor Emeritus at the University of Southern California said, “In my opinion, the place to focus is the library, both the school and public library. Studies show a positive relationship between library quality (school and public) and the amount read, as well as a relationship with reading competence. Better libraries mean more literacy development for younger readers as well as for high school students.” Therefore, successful approaches to reading including read-aloud programs and setting aside time for reading. The first way to do this is to improve the amount of books on the library shelves.
So the gist of the last paragraph is that if we improve our libraries (school and public) we’ll have a positive effect on literacy levels. Here are some statistics that support this claim.
Information Brief: Impact of School Libraries on Student Achievement by the New York Comprehensive Center
State Impact Studies
Collaboration between Teachers and the School Library
Collaboration between teachers and the school library through cooperative planning, identification of educational resources, and imparting information literacy skills, positively impacts teacher effectiveness and promotes student growth.
• Colorado: A study conducted in 2000 showed that students in elementary schools with highly collaborative relationships between teachers and school librarians scored 21% higher than students with less collaborative relationships on the Colorado Student Assessment Program, or CSAP (Lance, Rodney, & Hamilton-Pennell, 2000).
• Indiana: A 2006 study showed that when principals put an emphasis on in-service opportunities for collaboration between teachers and school librarians, there was an increase in test scores of 29.5% compared to those who placed a lower emphasis on such activities. Additionally, collaboration in curriculum design and delivery of instruction resulted in a 7.8% increase in test results. It should be noted that these relationships were evident in both the elementary and high school grade levels (Scholastic, 2008).
• Illinois: A 2005 study involving high schools showed that American College Testing (ACT) scores were highest for 11th graders when there was a high degree of collaboration between school librarians and teachers across a range of activities such as identifying materials, planning lessons, and motivating students to read.
• Oregon: A study indicated that schools with the best Oregon Statewide Assessment reading and language scores had teachers who were twice as likely to collaborate with school librarians. Furthermore, students in such classes were over 3 times more likely to visit the school library (Scholastic, 2008).
Access for Students
Providing access for teachers and students to school library facilities and resources, including through flexible scheduling, helps support students and has a positive effect on retention, work performance, and grades.
• Delaware: A study noted that teachers and faculty placed high value on school libraries due to their role in providing students with technology access, as well as ensuring information source quality and diversity. The study concluded that teachers believed that such access helped them perform their responsibilities and duties better (Todd & Heinstrom, 2006)
• Illinois: A study involving schools that provided increased access to the school library through flexible scheduling found that fifth grade students performed 10% better in reading and 11% better in writing on the Illinois Standards Achievement Test (ISAT) compared to those schools with less access. Similar results were seen in high school, where there were 5% differences between schools on the ACT (Lance Rodney, & Hamilton-Pennell).
• Michigan: A study demonstrated that teachers and students in schools with the highest reading scores on the Michigan Educational Assessment Program (MEAP) were four times more likely to have access to the school library on a flexibly scheduled basis than those in the lowest scoring schools (Rodney, Keith, & Christine, 2003).
These statistics demonstrate that the more teachers work with their library and the more resources a library can provide this has a direct effect on literacy levels of the students. This also applies to public libraries as well.
Without a variety of books to choose from a public library will attract very few readers. So, the more books a library has the more young people will be using its facilities.
A low cost alternative is the e-book. E-readers can hold approximately one thousand e-books. And e-books are less expensive and more durable than paperbacks. So, let’s help our libraries. We can donate our books and our time to them. I said it before and I’ll say it again! E-books are one of the solutions to our literacy issues!
Thanks for stopping by today and reading my post! Leave a comment and share your thoughts! I’d love to hear from you!