Haves, Halves, and Have-Nots: School Libraries and Student Achievement in California Page: 90
The following text was automatically extracted from the image on this page using optical character recognition software:
It is only at the eighth level in Loertscher's taxonomy that the LMS begins to implement
program elements that are included in what Loertscher calls the "academic achievement building
block" (Loertscher, 2000, 21): collaboration, reading literacy, enhancing learning through
technology, and information literacy. Through the intentional, deliberate collaboration between
the LMS and classroom teachers to integrate reading, technology and information literacy goals
into the classroom teacher's curriculum, the library media program can have a substantial impact
on student achievement. The top level in this taxonomy indicates the library media specialist
participating in school and district curriculum planning, providing instructional and resource
expertise in the development of all types of curricula. See Figure 2 for Loertscher's library
media specialist taxonomy.
Here’s what’s next.
This dissertation can be searched. Note: Results may vary based on the legibility of text within the document.
Tools / Downloads
Get a copy of this page or view the extracted text.
Citing and Sharing
Basic information for referencing this web page. We also provide extended guidance on usage rights, references, copying or embedding.
Reference the current page of this Dissertation.
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/m1/104/: accessed July 25, 2017), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .