[Libs-Or] Strong School Libraries, Part 3: COVID and Student Achievement

Mon Dec 5 08:21:05 PST 2022

News To Use: Strong School Libraries, Part 3: COVID and Student Achievement
December 5, 2022

News to Use<https://www.olaweb.org/index.php?option=com_content&view=article&id=199#NewstoUse> is a series of messages from the Oregon Library Association's Library Development and Legislation Committee (LDLC) about policy and advocacy topics of interest to the Oregon library community.

This is the last installment of a three-part series providing information about the condition of Oregon's school libraries and suggesting advocacy activities for members of the broader Oregon library community. This installment looks at how strong school library programs can help close the student achievement gap exacerbated by the COVID-19 pandemic. Part 1: Book Challenges<https://docs.google.com/document/d/1pvkGsL783riCSIYClx7LTZjqNQfYuNmMb5fjCzN7XzI/edit> and Part 2: Skills for Academic Success<https://docs.google.com/document/d/1-sMTVczI3rBHXAdhRXw6QFUQ0cV4s6jf3PAVNm6ZfpA/edit?usp=sharing> are available on the LDLC website<https://www.olaweb.org/index.php?option=com_content&view=article&id=199>.

What's happening?
Oregon's Department of Education recently released the first student achievement scores<https://www.oregon.gov/ode/educator-resources/assessment/Pages/default.aspxt-Card.aspx> that reflect the impact of the COVID-19 pandemic, and the results are not good. According to the latest data from the 2021-22 school year, less than 44% of Oregon students tested were proficient in English language arts. About 30% were considered proficient in math and 29.5% in science (Statesman Journal<https://www.statesmanjournal.com/story/news/education/2022/09/22/student-assessment-results-decline-pandemic-covid-19/69505187007/>, Sept. 22, 2022<https://www.statesmanjournal.com/story/news/education/2022/09/22/student-assessment-results-decline-pandemic-covid-19/69505187007/>). This data confirms that the disruption of the pandemic has led to deficits in student academic achievement, and students will need extra attention to make up the gap.

Classroom teachers need all the help they can get to close student achievement gaps. Investing in licensed school librarians and support staff to create strong school library programs is one way school districts can create the learning environment necessary for students to catch up.

Schools with strong school library programs have librarians that empower students by

  *   teaching critical thinking and research skills;
  *   collaborating with teachers to develop assignments that instill information literacy and other curriculum-based competencies, and
  *   incorporating library resources, technology, and best practices to develop engaging learning activities and opportunities that spark curiosity and develop lifelong skills and interests.
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For example, after many years without a licensed librarian, South Albany High School's library program has been invigorated by Melissa Reimer. As the school's teacher librarian, Melissa has worked with classroom teachers to support thematic curriculum design focusing on equity, diversity, student engagement, and interdisciplinary planning. Her work on student engagement has produced an impressive array of activities that encourage students to reconnect with their school and cultivate their joy in learning.

What does the research say?
Data from more than 34 statewide studies (including Oregon<https://journals3.oregondigital.org/olaq/article/view/vol7_iss2_12>) show that students tend to do better on standardized tests in schools that have strong library programs (Lance and Kachel, 2018<https://kappanonline.org/lance-kachel-school-librarians-matter-years-research/>).

These studies have produced clear evidence that school library programs staffed by qualified school librarians who provide instruction have a positive impact on student academic achievement, even when other school variables such as socioeconomic status are considered.

Strong school libraries are also linked to other important indicators of student success, including graduation rates and mastery of academic standards. In Washington state, a study shows that students in high-poverty schools are almost twice as likely to graduate when the school library is staffed with a licensed school librarian (Coker, 2015<https://wala.memberclicks.net/assets/WLMA/Advocacy/wslitreport_final%20revised7_14_15.pdf>).

What can you do?
Tell your relatives or friends who express concern about student achievement about the role licensed school librarians staff can play. Make sure they understand that a strong school library program can do more than just provide books to students. Anyone with children in Oregon schools can ask about the instructional component and staffing of their school's library program.

Share your stories about school libraries.<https://oneclickpolitics.global.ssl.fastly.net/messages/edit?promo_id=18211> We're gathering stories about positive impacts of school libraries or any issues you've seen resulting from not having a fully-staffed school library. We'll use these stories to help inform legislators about the importance of school libraries.

Save the date! Help advocate for strong school libraries and meet with your local legislators on OLA's Legislative Day, February 15, 2023. More details will be coming soon; keep up with the latest on the LDLC website<https://www.olaweb.org/index.php?option=com_content&view=article&id=199>.

Questions? Contact LDLC Co-Chairs Kim Olson-Charles or Jeremy Skinner at ldlcchair at olaweb.org<mailto:ldlcchair at olaweb.org>

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