Scribd
Upload
17 views1 page

Year 1 Impact of Baltimore Library Project

The document discusses a report on the first year of the Baltimore Elementary and Middle School Library Project. It implemented new libraries at three schools. The report found that the new libraries were inviting spaces and well-resourced. It also found that librarians and teachers need more professional development to integrate library technology into instruction. Community partnerships through the project added resources for students.

Uploaded by

kobew watanabe
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
17 views1 page

Year 1 Impact of Baltimore Library Project

The document discusses a report on the first year of the Baltimore Elementary and Middle School Library Project. It implemented new libraries at three schools. The report found that the new libraries were inviting spaces and well-resourced. It also found that librarians and teachers need more professional development to integrate library technology into instruction. Community partnerships through the project added resources for students.

Uploaded by

kobew watanabe
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

Abstract

The Harry and Jeanette Weinberg Foundation has partnered with Baltimore Education Research
Consortium (BERC) to complete a series of reports examining the implementation and impact of the
Baltimore Elementary and Middle School Library Project (Library Project). This report on the first year of
the project examines the experiences of the principals, librarians, teachers, and students at the three
schools that received new libraries. Also, teachers’ and students’ perceptions of their school library were
compared across the Library Project and comparison schools. Findings of the report include: (1) all three
schools with a new library viewed them as inviting, attractive, and well-resourced spaces; (2) a
knowledgeable, skilled, and motivated library staff is essential to maximizing the potential of these new
libraries; (3) librarians and teachers need additional professional development to best integrate the
library technology into instruction; and (4) the community partnerships initiated through this project are
adding significant resources to the education of students in these schools. The implications for the
school district and future efforts are discussed.

A Library They Deserve Year 1 Report on the Baltimore Elementary and Middle School Library Project
Steven B. Sheldon, Marcia H. Davis, and Faith Connolly Project Background Libraries are an essential
space within every school, and few if any would suggest that students do not need to have access to a
well-resourced library at their school. What students are learning and doing in school libraries today is
not the same as what was happening one or two decades ago. Libraries without sufficient numbers and
types of computers; numbers and types of books; and without well-designed spaces may not be able to
adequately support student learning, critical thinking, or enjoyment of reading. Unfortunately, in far too
many schools, school libraries have not been updated and cannot foster the kind of learning we are
hoping to see in students today. Summary of Research on Libraries Research on school libraries has
found that libraries are often underused yet valuable resources that can have a positive impact on
student achievement. In particular, prior research studies have shown that access to books during the
school day leads to higher test scores and academic achievement, even offsetting the negative impacts
of poverty (Guthrie, Wigfield, & Von Secker, 2000; Lindsay, 2010). However, about 25% of schools in
America do not have a school librarian (Gretes, 2013) and the number of school librarians decreased
between the years 2007-2011 (ALA, 2013). Unfortunately, students attending schools located in areas
with high concentrations of poverty have less access to books and other library resources compared to
students attending more affluent schools (Pribesh, Gavigan, & Dickinson, 2011). Supplying these schools’
libraries with books is only the first step in giving such students greater access to books and improving
achievement. There are other factors that will make a library more or less effective in impacting student
achievement. Below are findings from a literature review prepared for The Harry and Jeanette Weinberg
Foundation by Frances Gretes (2013) of more than 60 school library impact studies and more than 100
other documents from other sources such as the National Center for Literacy Education and state library
associations. Findings such as those shown below which have influenced the various elements
associated with the Library Project. Effective libraries • The library should be envisioned as a classroom
as well as a welcoming place of learning with spaces for individual and group uses. The facility should be
flexible and customizable to support multiple activities. • School libraries are “powerful agents of
learning, central to engaging students in the transformation of information into deep knowledge and
understanding, and providing them with life skills…” (Gordon & Ross, 2012) • School libraries can serve a
wider purpose by reaching out to families and the community.

Common questions

Powered by AI

Research findings indicate that effective libraries are envisioned as classrooms and welcoming learning spaces that support individual and group activities. They are flexible, customizable, and include a knowledgeable library staff, sufficient technology, and resource integration into instruction . Additionally, libraries should engage with families and communities to serve wider educational purposes .

Traditionally, libraries served primarily as repositories of books and information. In modern educational settings, libraries are dynamic centers for learning and community engagement. They offer digital resources, support collaborative learning, and play a pivotal role in fostering skills vital for student success in a digital age .

School libraries can extend their role beyond academic purposes by engaging with families and the broader community. They can host events, offer resources for lifelong learning, and support community development initiatives, making them versatile educational spaces .

Customizable and flexible library spaces are crucial as they accommodate diverse learning activities, support both individual and group work, and adapt to evolving educational needs. Such designs enable libraries to function as dynamic, multi-purpose areas conducive to various teaching and learning strategies .

Access to a well-resourced library mitigates the impact of poverty by providing educational materials that students from low-income areas might not otherwise access. This access leads to improved literacy, critical thinking skills, and academic performance, helping offset disadvantages brought by economic inequality .

Professional development for librarians and teachers is crucial for integrating library technology into instruction effectively. It helps them stay updated with educational innovations and teaching strategies necessary for making the full use of library resources to enhance student learning and achievement .

The decline in the number of school librarians from 2007 to 2011 might suggest shifting priorities towards other educational resources or budget constraints within school systems. This trend could imply undervaluing the importance of libraries in educational achievement, particularly in schools serving underprivileged areas where library access is crucial .

The new libraries in the Baltimore Library Project were perceived as inviting, attractive, and well-resourced by principals, librarians, teachers, and students. They created a positive change in the perception of school environments among users, showcasing their potential in enhancing educational settings .

Students in high-poverty areas have less access to library resources compared to students in affluent areas, impacting their academic achievement negatively. To bridge this gap, merely supplying books is insufficient; there must be comprehensive improvements that include professional library staff and integration of resources into school curricula .

Community partnerships in the Baltimore Library Project are significant as they bring additional resources to schools, enhancing educational opportunities for students. By involving community organizations, these partnerships provide financial support, technology, and learning programs that complement school offerings and address resource gaps .

You might also like