Haves, Halves, and Have-Nots: School Libraries and Student Achievement in California Page: 88
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states and providing a more nuanced picture of the correlations between school library programs
and student achievement.
The theoretical foundation of this study derives from two models of the school library
program that reflect the increasingly instructional role of the library media specialist, as reviewed
earlier in this chapter. Loertscher's Taxonomies of the School Library Media Program (2000)
describes a tiered library media program, with the information infrastructure-buildings,
equipment, and the network-- followed by the basic direct services libraries traditionally provide,
including reference, individual help, and provision of materials at a teacher's request. The next
level identifies four key programmatic concerns for the library media specialist: collaboration,
reading, enhancing learning through technology, and information literacy. The end result of these
parts of a library program functioning well is increased student achievement. The visual model
indicates clearly that the technical and paraprofessional support staff assumes the greater part
maintaining the infrastructure and providing many direct services, while the LMS devotes most
of his time to instructional roles: collaborating with teachers in the creation of meaningful
learning experiences that build reading and information literacy skills and exploit technology to
enhance learning. See figure 1.
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Achterman, Douglas L. Haves, Halves, and Have-Nots: School Libraries and Student Achievement in California, dissertation, December 2008; Denton, Texas. (digital.library.unt.edu/ark:/67531/metadc9800/m1/102/: accessed August 18, 2017), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .