Haves, Halves, and Have-Nots: School Libraries and Student Achievement in California

views the school library program as an effective means of addressing technology-related
educational inequity.
Baule (1997) found that Illinois schools with exemplary instructional technology
programs were more likely than other schools to have high quality school library media
programs which helped integrate technology into the curriculum. Baule attributes this partly to
teachers who are used to collaborating with the library media specialist being more willing to
work on new projects than teachers without such experience. In a study of eight high school
library media specialists' collaborations with classroom teachers to integrate computer
technology into the school curriculum, Oliver (2003) found that it was generally the library
media specialist who initiated efforts with the teacher to integrate technology, and that the
assistance provided teachers included training about electronic resources available and
introductions to software for creating and presenting student work, all within the context of the
school curriculum. In each case, classroom teachers regarded the library media specialist as a
leader and expert in technology use.
There is also evidence in statewide studies that student access to technology through the
library media center may increase achievement. Several such studies have reported correlations
between student achievement and access to computers in the library, whether stand-alone,
networked, or Internet accessible. While most of these studies indicate significant correlations at
one or two levels, the Michigan (Rodney et al., 2003) study indicates statistically significant
correlations at the elementary, middle school and high school levels. See Table 6.


Achterman, Douglas L. Haves, Halves, and Have-Nots: School Libraries and Student Achievement in California. Denton, Texas. UNT Digital Library. http://digital.library.unt.edu/ark:/67531/metadc9800/. Accessed May 27, 2015.