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

implementation of an integrated information literacy program, Rojtas-Milliner (2006) concluded
that at schools like this one, with a population of just over 1,000 students, one full-time
professional librarian and one full-time clerk may be inadequate for an integrated information
literacy program.
The statewide studies below indicate statistically significant correlations between total
staff hours and hours the library media specialist spends
* Planning instructional units with teachers and identifying materials for instructional units
developed by teachers
o Colorado (Lance, Welborn & Hamilton-Pennell, 1993)
o Alaska (Lance et al., 1999)
o Pennsylvania (Lance et al., 2000b)
o Iowa (Rodney et al., 2002)
* Delivering information literacy
o Alaska (Lance et al., 1999)
o Pennsylvania (Lance et al., 2000b)
* Providing in-service training to teachers
o Alaska (Lance et al., 1999)
o Pennsylvania (Lance et al., 2000b)
o Iowa (Rodney et al., 2002)
* Meeting with curriculum or standards committees
o Pennsylvania (Lance et al., 2000b)
o Iowa (Rodney et al., 2002)
* Managing information technology

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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 July 11, 2014.