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Snapshot of the Word file:" Cleary, F. (1939). “Why children read.” Wilson Library Bulletin, 14 , 119-126. _Jersey Roots, Global ReachSchool Libraries, Now More Than Ever:A Position Paper ".docSchool Libraries, Now More Than Ever:
A Position Paper of The Center for International Scholarship in School Libraries
Dr. Ross J. Todd, DirectorDr. Carol A. Gordon, Co-Director
Every child needs a school library --Mary Gaver
School Libraries and Student Achievement
The Center for International Scholarship in School Libraries (CISSL) at Rutgers University holds the belief, substantiated by five decades of research, that school libraries help young people learn. School libraries are learning laboratories where information, technology, and inquiry come together in a dynamic that resonates with 21st century learners. School libraries are the school’s physical and virtual learning commons where inquiry, thinking, imagination, discovery, and creativity are central to students’ information-to-knowledge journey, and to their personal, social and cultural growth. School librarians understand that children of the Millennium generation are consumers and creators in multi-media digital spaces where they download music, games, and movies, create websites, avatars, surveys and videos, and engage in social networking (National School Boards Association, 2007). They know that the world of this young generation is situated at the crossroads of information and communication. School librarians bring pedagogical order and harmony to a multi-media clutter of information by crafting challenging learning opportunities, in collaboration with classroom teachers and other learning specialists, to help learners use the virtual world, as well as traditional information sources, to prepare for living, working, and life-long learning in the 21st century. Schools without libraries minimize the opportunities for students to become discriminating users in a diverse information landscape and to develop the intellectual scaffolds for learning deeply through information. Schools without libraries are at risk of becoming irrelevant.
It seems self-evident that children who have access to books and a school librarian read and learn more, but in 1959 conducting research to support this claim was an innovative idea. Mary Gaver, a professor in the Graduate School of Library Services at Rutgers University, led a major research study, Effectiveness of Centralized School Library Services, Phase (1963), involving 271 schools in thirteen states. She compared the test scores of students in three learning environments: schools with classroom libraries, schools with centralized libraries run by non-librarians, and schools with centralized libraries run by librarians. Students in schools with centralized libraries managed by qualified librarians tended to score higher than students without centralized libraries or qualified librarians. Gaver’s pioneering study blazed a trail for s#p##e#chool library impact studies. She held the strong belief that:
With the school library literally the heart of the educational program, the students of the school have their best chance to become capable and enthusiastic readers, informed about the world around them, and alive to the limitless possibilities of tomorrow (Gaver, 1958).
An extensive body of research has grown from Gaver’s vision and research. It consistently shows that there is a positive correlation between student achievement on standardized tests and school libraries (Scholastic, 2008). Students’ higher test scores correlate with: 1) The size of the school library staff (Lance, et, al., 1999; Baumbach, 200