CCSA

2. Research Based
Characteristics of Media
and Technology Programs
That Positively Impact
Student Learning

3. Noteworthy Study Findings
• “75 studies have concluded that school library programs lead to
increased student achievement”
• “size of a school’s library media staff and library media collection is the
best school predictor of academic achievement on standardized tests”
• “after accounting for socioeconomic status, ‘library media predictors
almost always outperformed other school characteristics, such as
teacher-pupil ratio and per pupil expenditures’ in improving student
achievement”
(Jones 35-37)

4. Noteworthy Study Findings
• “students whose high schools include librarians
and library instruction programs bring more
understanding about information research to their
college experiences”
• “the school library has a greater impact on reading
improvement for African-American students than
for any other group”
(Jones 38)

5. Noteworthy Study Findings
• “blending technology with face-to-face teacher time
generally produces better outcomes than face-to-face
or online learning alone” (Cheung and Slavin, 2011;
Cheung and Slavin, 2012; Tamim, Bernard,
Borokhovski, Abrami, and Schmid, 2011; Means,
Toyama, Murphy, Bakia, and Jones, 2009)

6. Noteworthy Study Findings
• “1:1 technology access is associated with changes in
teacher practices and student outcomes”
• “participation in 1:1 programs is associated with
increased student and teacher technology use,
increased student engagement and interest level,
and modest increases in student achievement”
(Bebell, O’Dwyer 2010)

7. Noteworthy Study Findings
• “the largest impacts on K-12 reading achievement come
from comprehensive models that integrate computer and
non-computer instruction in the classroom and provide
extensive support for teachers' professional development”
(Cheung and Slavin, 2012)
• “using virtual manipulatives improves understanding of
math concepts and attitudes toward math, and blending
physical and virtual manipulatives also has been shown to
improve math learning” (Li and Ma, 2010)

8. Specific Research Based
Characteristics
Student achievement
increases when……

9. Specific Research Based
Characteristics
• Leadership
– SLMC meets with administrators on a regular
basis (Lance)
– SLMC participates in faculty meetings (Lance)
– SLMC serves on standards and curriculum
committees (Jones 40)
– SLMC meets with library staff (Jones 40)

10. Specific Research Based
Characteristics
• Leadership
– Critical component of successful
implementation of technology is leadership
support (Lance)

11. Specific Research Based
Characteristics
• Collaboration
– SLMC provides resources to teachers for instructional planning
(Lance)
– SLMC and teacher work together to plan and deliver instruction
(Lance)
– SLMC provides frequent in service training to teachers (Lance)
esp. related to information literacy, resources, and technology
(Jones 40)
– SLMC teaching students information literacy skills via integrated
curriculum (Jones 40)
– SLMC “providing motivational reading activities” (Jones 40)
– SLMC “pushing digital information beyond the LMC” (Jones 40)

12. Specific Research Based
Characteristics
• Information Access and Delivery
– Well developed collections in a variety of formats (Lance)
– Access to more technology in the library and to library
resources networked throughout the school (Lance)
– Frequent student visits to the library (Lance)
– Frequent borrowing of books from the library (Lance)
– LMC with extended hours of operation before and after
school (Jones 42)
– LMC with flexible scheduling (Jones 42)
– Increased library services (Jones 42)

13. Specific Research Based
Characteristics
• Program Administration
– Full-time, certified school librarian administering
library media program (Lance)
– Library support staffing (Jones 43)
– Well funded school library program (Lance);
“higher expenditures correlate with increased
academic achievement” (Jones 44)
– Flexible access (Jones 44)
– Relationship with the public library (Jones 44)

14. Print Resources to Consult
• Jones, Jami, and Alana Zambone. The Power of
the Media Specialist to Improve Academic
Achievement and Strengthen At-Risk Students.
Columbus, OH: Linworth Publishing Inc., 2008.
Print.
• Loertscher, David, and Ross Todd. We Boost
Achievement: Evidence-Based Practices for School
Library Media Specialists. Salt Lake City: Hi Willow
Research & Publishing , 2003. Print.

15. Works Cited
• Bebell, D. & O’Dwyer, L.M. (2010). Educational Outcomes and Research from 1:1
Computing Settings. Journal of Technology, Learning, and Assessment, 9(1).
Retrieved 3/14/13 from
http://ejournals.bc.edu/ojs/index.php/jtla/article/view/1606/1463
• Jones, Jami, and Alana Zambone. The Power of the Media Specialist to Improve
Academic Achievement and Strengthen At-Risk Students. Columbus, OH: Linworth
Publishing Inc., 2008. Print.
• School Library Characteristics that Affect Student Achievement. Dir. Sean Lamborne.
Perf. Jaime Helgren and Keith Curry Lance. Library Research Service: Research and
Statistics About Libraries, Nov. 2010. Library Research Service. Web. 18 Feb. 2013.
http://www.lrs.org/data-tools/school-libraries/impact-studies/#podcasts
• Vega, Vanessa (2013). Technology Integration Research Review, Retrieved 3/14/13
from http://www.edutopia.org/technology-integration-research-learning-outcomes