Haves, Halves, and Have-Nots: School Libraries and Student Achievement in California Page: 23
School Library Media Programs (AASL & AECT 1988), and contains the beginnings of a
definition of information literacy that is more fully articulated in Information Power.: Building
Partnerships for Learning (AASL & AECT 1998), the last two major standards and guidelines
documents produced for school library media programs.
The purpose for Information Power.: Guidelines for School Library Media Programs
(AASL & AECT 1988) is stated in its introduction:
During the past decade, the proliferation of information resources and the development of
new technologies have broadened and redefined the mission of the school library media
program and the role of the library media specialist. AASL and AECT have worked
together to prepare new guidelines that provide a sound philosophical basis for the
continued development of school library media programs to meet the needs of students in
the twenty-first century" (ix).
Information Power.: Guidelines for School Library Media Programs (AASL & AECT, 1988)
represented a departure from the previous standards in several important ways. As articulated in
the mission statement, the library media program was to provide "intellectual and physical access
to materials in all formats (AASL & AECT 1988, p. 1). While provision of physical access to
materials is a traditional function of school library programs, intellectual access added the need
for "systematic learning activities which develop cognitive strategies for selecting, retrieving,
analyzing, evaluating, synthesizing and creating information at all age levels and in all
curriculum areas" (p. 9). This additional focus on using information meant that the library media
specialist's role in creating learning activities had expanded (Gann 1998). Another shift from the
earlier standards was the forcefulness of the call for collaboration. A guiding principle of
Power. Guidelines for School Library Media Programs is that teachers, principals and library
media specialist must work as a team to design and implement the program that best meets the
instructional needs of the school (Cleaver & Taylor, 1989). Separate sections describe the role of
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/m1/37/ocr/: accessed March 28, 2017), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .