by Ann Perham and Judi Paradis

In February, an article appeared in the AASL Forum, “The Case for Libraries and Librarians” submitted to the Obama-Biden Education Policy Working Group in December, 2008 by Stephen Krashen. In part, the report said:

The case for libraries is very strong. Research shows that better public and school libraries are related to better reading achievement. The reason for this is obvious: Children become better readers by reading more and the library is a major source of books for children.

Better Libraries -> Better Reading Achievement

Study after study has shown that library quality (number of books available or books per student) is related to reading achievement at the state level, national level, and international level, even when researchers control for the effects of poverty.

Providing access to books is necessary but is not sufficient: Not all children who have access to libraries take full advantage of them. Keith Curry Lance's studies confirm that the presence of librarians and overall staffing contributes to reading achievement independent of other measures of library quality. The most obvious way librarians contribute is helping children find books, in addition to selecting books and other materials for the library, and collaborating with teachers.

If America can increase funding for libraries and librarians, I can only think that America has found one important way to rebuild itself.

Ann Perham posted a comment to the MSLA listserv as a high school library teacher:

Krashen's report is good, but I hope that this is not the only evidence for funding libraries.

Teaching our students to be information literate and technology literate are two main purposes of my program and I know that legislators don't always think of school libraries for research and curriculum support. How many times at a legislative breakfast do legislators begin their sentences with, "I love libraries....I remember getting books and reading....." The library that they remember has been morphed - that's a giant leap for many.

Sorry to preach to the choir...just hope that someone will come out with a companion paper for Krashen's work....pushing research and technology….preparing our students to succeed in college….teaching them to critically evaluate sources as the internet becomes littered with “junk”.

Judi Paradis, elementary Library Teacher then commented back with a different perspective:

I had an interesting encounter with my principal recently around all this.  I told him that I was getting really excited to see the progress our students were making with research skills and technology.  He's a very techie guy, so I figured he'd get into this.  However, he said that the thing he values most about our program is that our kids are so excited about books and reading (which is true) and that he thinks that our literacy rates are actually impacted in a very positive way by the very good access to books and excitement generated about them that we have from a flexible, staffed, friendly library.   I think at the elementary level this cannot be discounted.  Kids who can't or don't read won't be able to use the technology.  I think we have to have a foot in each camp all the time--but I think that for elementary library teachers to push the idea that we create reading excitement and access to LOTS of books is a good thing.

Ann’s comment back:

This exchange is a good example of the different hats we wear, and how the emphasis on reading (unfortunately) is diminished at the high school level. 

Fast forward from the high school level to college....we hear them asking/demanding us at the high school level to do a better job of preparing students for college research challenges.

My point is that legislators as a whole do not see the "information" side of our job. Krashen is promoting the importance of reading, but we need to also promote the importance of technology and information literacy in our job.

Judi’s perspective:

Good point Ann--I know that both matter, and you are right that the reading is what we are "famous for"--but I also worry sometimes that I forget to recognize that the reading piece matters as much as it does and even find myself thinking that I'm not being a good library teacher if I spend too much time on reading promotion instead of research and technology teaching.  My worry at the elementary level is that we don't even have the protection of being needed for accreditation and there is a real perception that ANYONE can read kids a story and check out books when there is so much more to this if you do it well and thoughtfully--but our posts are often threatened by money allocated away from elementary libraries in favor of literacy coaches and classroom libraries--which are not evil things, but also don't replace a good librarian.

We do have slightly different missions at different grade levels--and this is not a bad thing, but you are right that just being recognized for reading promotion and support is not a good thing--we need to be recognized for ALL we do. 

Judi Paradis is the Library teacher in Waltham at the Plympton Elementary School and MSLA co-chair of the Advocacy Committee.

Ann Perham is the Library Teacher at Needham High School, past president of MSLA, and is the webmaster. Ann is the Director-Elect for AASL Region I and will begin her 2-year term as Director in June of 2009.