Curriculum & Standards

Library Media Programs in Louisiana Schools

The philosophy behind the Library Media Program guidelines is conveyed best through beliefs that:

  • The hub of a learning-centered school is an effective school library media program;
  • A quality library media program improves student achievement; and
  • The best measure of the effectiveness of a library media program is the extent of its impact on student learning.

Research Findings Related To School Libraries

The most recent wide-scale research studies involve several statewide studies on the impact of library media programs on student achievement in Colorado (1998), Pennsylvania (1999), Alaska (1999), Texas (2001), and Oregon (2001), among others. These studies, directed by Learning Resource Services in Colorado, confirm previous research results that demonstrated a strong correlation between an effective library media program and high student achievement. The most important findings of these studies demonstrate that academic achievement is higher in schools where:

  • The level of library expenditures provides a quality collection of books and electronic information resources selected to support the school�s curriculum;
  • State-of-the-art technology in the library media center is connected to classrooms and is integrated into teaching and learning;
  • The library media center is staffed with at least one full-time, certified library media specialist and one aide;
  • The principal supports collaborative planning between the library media specialist and classroom teachers;
  • A high level of involvement by the library media specialist in integrating information literacy into the school�s approach to standards and curriculum (e.g., teaching cooperatively and independently, participating in curriculum meetings, managing information technology, and providing in-service training for faculty); and
  • The library media program uses flexible grouping and scheduling, allowing the library media specialist to work with large groups, small groups, and one-on-one with students as needed to support student learning.

These results were shown to hold across all types of schools, regardless of teacher-pupil ratios, teacher-student characteristics, socio-economic differences, or adult educational attainment.

For more on research related to school libraries, visit the following web sites.

National Board for Professional Teaching Standards
Library Research Service

Guidelines for Library Media Programs In Louisiana Schools

The document provides two types of guidelines related to library media programs.

Library media program guidelines compose the first set of guidelines. The program guidelines describe the essential components that provide the foundation or building blocks of a quality school library media program. These guidelines are organized under four broad areas: Information Access, Learning Environment, Program Administration, and Facilities. Each area addresses several topics. These guidelines must not be viewed as a "pick and choose� menu. They must be understood as a mosaic in which each piece plays a different role but each is essential in order to form the complete picture. Some individuals may view certain components of the library media program as more important than others, but it must be clearly understood that a quality library media program that contributes positively to student achievement requires attention to all guidelines.

Student information literacy guidelines form the second set of guidelines. The American Association of School Librarians Information Literacy Standards for Student Learning are endorsed for use in Louisiana schools. Accompanying the student guidelines is an information literacy framework with grade level skills. The framework is the Louisiana Information Literacy Model for Lifelong Learning. This information literacy process model has been further expanded with more specific skills described under each of the seven major areas. (See the Information Literacy Model Elaborated.) Using this framework, skills are further expanded into a scope and sequence of grade level skills. However, the "power� of this information literacy model will be lost if skills are taught in isolation rather than as part of literacy learning and the research process across the curriculum. The information literacy framework supports all content area standards and benchmarks. The goal is to develop age- and grade-level appropriate learning experiences that help students progressively become more efficient and effective learners.

Follow the links below for a copy of the Guidelines for Library Media Programs in Louisiana Schools.

Guidelines for Library Media Programs in Louisiana Schools  
Guidelines for Library Media Programs in Louisiana Schools