Haves, Halves, and Have-Nots: School Libraries and Student Achievement in California Page: 94
The following text was automatically extracted from the image on this page using optical character recognition software:
Todd and Kuhlthau's (2004) model more explicitly details the instructional roles of the
LMS and suggests that those instructional roles are in play in the lower levels of Loertscher's
(2000) taxonomy. Knowledge of differentiated learning and of learning styles, for example, may
inform the LMS's interactions with students and teachers when providing individual reference
assistance. Spontaneous interactions, cursory planning, and planned gatherings-also at the
lower end of Loertscher's (2000) taxonomy--are all informed by the LMS's expertise in
information literacy pedagogy, facility with information technologies, and knowledge of
curriculum. Both models, though, do describe the library media specialist's dual role as manager
of the information space, place and resources, and as instructional leader, partner, and resource to
students and staff. Under both models, the most successful school library media programs are
those in which the LMS attends to both roles.
This chapter has reviewed the evolution of the school library media program and the role
of the library media specialist, examining the profession's standards, the research informing
those standards, and the studies that indicate a positive relationship between school library
programs and student achievement. In light of the limitations of the Sinclair-Tarr & Tarr (2004)
study, the need for a new California study examining the relationship between student
achievement and school library programs was argued. Theoretical models by Loertscher (2000)
and Todd & Kuhlthau (2004) were presented that reflect the dual roles of the LMS as both
manager of information space, place and resources and as instructional leader, partner and
resource to students and staff. These theoretical models are in turn reflected in the survey
instrument used in this study. That survey instrument is described in the proceeding chapter,
which discusses the methodology of the study.
Here’s what’s next.
This dissertation can be searched. Note: Results may vary based on the legibility of text within the document.
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/m1/108/: accessed June 24, 2017), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .