SCHOOL LIBRARY

School Library (School Library Media Center)

Is a library within a school were students, staff, and often, parents of a public (state) or private (fee paying) school have access to a variety of resources. The goal of the school library media center is to ensure that all members of the school community have equitable access to books and reading, to information, and to information technology. A school library is an organised collection of study and teaching material aimed at pupils, teachers and other staff alike. It also includes access to local, regional, national and international information databases. The facilities, material, equipment and staff of the school library as well as its operations are organised in such a way that they support learning within the pedagogic goals of the school. A school library media center uses all types of media... is automated, and utilizes the Internet (as well as books) for information gathering. School libraries are distinct from public libraries because they serve as learner-oriented laboratories which support, extend, and individualize the schools curriculum. A school library serves as the center and coordinating agency for all material used in the school.

HISTORY
1887 First school library established by Melvin Dewey, Columbia College (now University) 1900 - Mary Kingsbury, librarian at Erasmus Hall High School in New York City, becomes the first
professionally trained school librarian.

1918 - The National Education Association (NEA) adopts Standard Library Organization and Equipment
for Secondary Schools of Different Sizes. These first national standards define expectations that a professionally trained librarian should manage a centralized collection that included audiovisual resources.

1920 Marked the first effort by the library and education communities to evaluate school libraries
with the publication of the Certain Reports which provided the first yardstick for evaluation school libraries.

1925 The Department of Elementary Principals of the NEA and the School Librarians' Section of ALA
develops the Report of the Joint Committee on Elementary School Library Standards. This first set of national library standards for elementary schools emphasizes the library's support of teaching and learning within a flexible schedule that ensures ready access for students and teachers.

1937 The Library services Branch of the U.S. Office of Education was established with a school library
specialist on its staff. This Federal agency has contributed to the development of school libraries through statistical and research studies, conferences, and institutes, which have pointed up the needs of school libraries and served as guides to those who were endeavouring to develops and improve school library services.

1941 a statement of principles developed by the Joint Committee of the National Education
Association (NEA) and the American Library Association (ALA), Schools and Public Libraries Working Together in Library Service, emphasized belief that the local board of education is basically responsible for providing a school library in every school and that school library service is part of the school program.

1945 American Library Association (ALA) published the first compilation of national standards for
school libraries, School Libraries for Today and Tomorrow, it reiterated this belief in the responsibility of the board of education to provide school library service. These standards, both quantitative and qualitative, covered services to students and faculty, library personnel, and book collections.

1951 The American Association of School Librarians was formed as a division of the ALA 1960 Expansion of school libraries and especially elementary libraries. In the early 1960's there were
several events that propelled the expansion of libraries and the concept of elementary libraries. AASL under the auspices of ALA develops and publishes Standards for School Library Programs chaired by Frances Henne, it replaced the 1945 School Libraries for Today and Tomorrow. The new standard is the national guidelines that address the integration of library skills into classroom work and provide a descriptive narrative with quantitative recommendations and detailed lists.

1960 Knapp School Library Development Project which established model school library media
centers across the country. Hundreds of new school libraries were expanded and renovated during this time. The Knapp School Libraries Project was planned in three phases: Phase I. Two programs in elementary schools with existing provisions for library service Phase II. Three programs in elementary schools in different geographical areas which have less adequate library services Phase III. Three programs in secondary schools which have average or above-average provisions for library service.

1962 - More expansion The American Association of School Librarians (AASL) received a grant from the
Knapp Foundation. This $1.13 million grant was for the development of school libraries, and more specifically for a 5 year demonstration program.

1965 The passage of the Elementary and Secondary Act (ESEA) in April 1965. The U.S. Congress passes
the Elementary and Secondary Education Act, which supports funding of library resources.

1975 - AASL and AECT publish Information Power: Guidelines for School Library Media Programs,
national guidelines that define the mission of the library media program to "ensure that students and staff are effective users of ideas and information"

NATURE
Recommendations about the nature of library instruction will affect, and also be affected by, philosophy concerning the scope of library services. Current thought about the distinctions to be made between independent use of the library by students and desirable library services provides an example. In the viewpoint of many school librarians the mere process of locating and finding materials in the library holds little intellectual benefit for students, and time thus spent is generally wasted time. The many processes involved in what students do with materials evaluation, synthesis, reflection, thinking, appreciation, or whatever are the important factors, not the searching, locating, and assembling of materials. It is essential for new thinking and new decisions in order to determine how much students should know about the use of the library and its resources, how consistently and persistently they must apply their skills and knowledge independently and without assistance from librarians Thus expanded location, information, and bibliographic services are being recommended, and in some cases in actual operation, on school building and system levels for both teachers and students. The centralized bibliographic and abstracting services developed by Leonard Freiser are well known.

Ted Johnson, director of the Title III Project, states:

The library can become the focal point of the schools entire program of instruction if a total information and communication system is established. The rationale of the retrieval system insists the new technologies of information handling and communication are now essential tools for a full program of library services. The days of the library as a book and pamphlet center passed some time ago. Today the library must serve listening and viewing as well as reading. The sights and sounds of human interchange are today as basic as the printed words. If the sights and sounds are to be handled effectively and efficiently by libraries, appropriate listening and viewing facilities must be designed and established. Automated electronic and mechanical retrieval systems can provide an unmatched convenience and flexibility in access to audio and visual materials. School libraries are critical for student achievement. According to research, students in schools with good school libraries learn more, get better grades, and score higher on standardized test scores that their peers in schools without libraries.

Todays library media specialists are important instructional partners or consultants in supporting and expanding existing curriculum. These specialists are working with teachers to change what is possible in the classroom and support exciting learning opportunities with books, computers, resources, and more. No longer are school libraries just for books, they have become school library media centers with computer resources that enable children to engage meaningfully with a wide variety of information. These centers with trained staff support the use of electronic information resources not just in the center, but help to integrate these resources in classrooms and throughout the curriculum. School libraries inspire literacy when learners of all ages have the opportunity to read stories and explore information that matters to them, various forms of literacy and numeracy can emerge. Research has shown that school libraries have the tools to inspire literacy in learners of all ages. Also, school libraries staffed by qualified library media specialists are needed to have a positive impact on student academic achievement.

School Library Program in Transition

FROM TRADITIONAL PRACTICES
From the library as an auxiliary service From the library as a study hall From the library as a material distribution center From the library limited to a printed collection From the incidental use of library facilities, staff, and collection From the librarian serving as study hall monitor From the librarian as a curator of books

TO INNOVATIVE PRACTICES
To the library as an integral component of the total education program To the library as an educational force To the library as a learning laboratory To a library providing all kinds of instructional media To the planned, purposeful and educationally significant - use of library facilities, staff and collection To the librarian serving as an educator To the librarian programming for the most effective and educationally rewarding used of all types and kinds of instructional media To the librarian as a learning expediter personalizing the services of the library To the librarian serving as a cooperating and/or team teacher To the librarian directly involved in curriculum planning, revision, and development

From the librarian as an impersonal dispenser of material From the librarian working in isolation From the librarian working incommunicado

The Mission of the School Library

The school library offers learning services, books and resources that enable all members of the school community to become critical thinkers and effective users of information in all formats and media. School Libraries link to the wider library and information network in accord with the principles in the UNESCO Public Library Manifesto.

The library staffs supports the use of books and other information sources, ranging from the fictional to the documentary, from print to electronic, both on-site and remote. The materials complement and enrich textbooks, teaching materials and methodologies As the responsibility of local, regional and national authorities, the School Library must be supported by specific legislation and policies. School Libraries must have adequate and sustained funding for trained staff, materials, technologies and facilities. Where the school library shares facilities and/or resources with another type of library, such as a public library, the unique aims of the school library must be acknowledged and maintained.

OBJECTIVES
Every school library has the primary objective of contributing to the achievement of the objectives formulated by the school, of which it is an integral part. The general objectives of dynamic school library service are common to all schools. They apply to elementary and secondary schools alike, to independent and parochial schools, to rural schools and to urban. They are in harmony with the overall objectives of education which they serve. The purposes of the school library are to: Participate effectively in the school program as it strives to meet the needs of pupils, teachers, parents and other community members. Provide boys and girls with the library materials and services most appropriate and most meaningful in their growth and development as individuals. Stimulate and guide pupils in all phases of their reading so that they may find increasing enjoyment and satisfaction and may grow in critical judgment and appreciation. Provide an opportunity through library experience for boys and girls to develop helpful interests, to make satisfactory personal adjustments, and to acquire desirable social attitudes. Help children and young people to become skilful and discriminating users of libraries and of printed and audio-visual materials. Introduce pupils to community libraries as early as possible and cooperate with those libraries in their efforts to encourage continuing education and cultural growth. Work with teachers in the selection and use of all types of library materials which contribute to the teaching program. Participate with teachers and administrators in programs for continuing professional and cultural growth of the school staff. Cooperate with other librarians and community leaders in planning and developing an over-all library program for the community or are.

FUNCTIONS
The school library functions as a vital instrument in the educational process, not as a separate entity isolated from the total school program but involved in the teaching and learning process. Its goals could be expressed through the following functions: Informational - to provide for reliable information, rapid access, retrieval and transfer of information; the school library should be part of regional and national information networks. Educational - to provide continuous lifelong education through provision of the facilities and atmosphere for learning: guidance in location, selection and use of material and training in information skills, through integration with classroom teaching; promotion of intellectual freedom. Cultural - to improve the quality of life through the presentation and support of the aesthetic experience, guidance in appreciation of arts, encouragement of creativity, and development of positive human relations. Recreational - to support and enhance a balanced and enriched life and encourage meaningful use of leisure time through provision of recreational information, materials and programs of recreational value, and guidance in the use of leisure time.

SCHOOL LIBRARY STANDARDS

STANDARDS are criteria which are formulated by the state department of education to be used in judging the quality of a school. They are designed to give guidance and direction to the states educational program, to encourage continuous improvement in the quality of education, and to inform the public of the quality of its school. Standards for Philippine Libraries The Standards for Philippine Libraries have been formulated by the Professional Regulation Commission (PRC) through the Professional Regulatory Board for Librarians (PRBFL) as mandated by the Government under Article ii, Section 8 of Republic Act (RA) No. 9246 know as the Philippine Librarianship Act of 2004 to adopt policies and standards for all types of libraries, librarians, and the practice of librarianship and to come up with minimum standards that define the basic resources required for a functional library in the Philippine Setting. The issuance of these Standards for Philippine Libraries aims to improve the access, usage, administration, management and collections of libraries. This will also serve as a reference tool or guidelines to attain quality service and to make the libraries in the country functional. SCHOOL LIBRARY MEDIA CENTERS An effective school library media center must reflect the needs of its school population. It must be properly and adequately equipped to meet the needs of the curriculum and the users. In order for it to be a real partner in the attainment of educational goals, a set of standards must be followed. The said

standards will apply to elementary and secondary schools in order to assure continuity and quality instructions at all grade/year levels in both the public and private school sectors in the Philippines.

Standard I. Mission, Goals and Objectives

A. Clearly defined mission, goals and objectives for the school library media center shall be established in terms of the philosophy, goals and objectives of the school. B. A set of policies, procedures, rules, and regulations shall be formulated by the library head and staff to ensure consistency in the operation of services. C. A written Manual of Operation as well as Student/Faculty Guides shall be maintained and continuously updated to serve as guide to the staff in the implementation of tasks and to the users in the utilization of resources and services.

Standard II. Administration

A. A unified program integrating library and audiovisual programs under the leadership of a qualified and competent professional is recommended. B. Where there are two or more professional librarians, one is appointed as the head to oversee the smooth implementation of services as well as the supervision of personnel. C. The school library media center shall be regularly evaluated in terms of its services, personnel and resources, not only by the students but also by the faculty.

Standard III. Human Resources

A. The school library media center shall be appropriately staffed by full time licensed librarians and trained clerical support, the number of which is proportionate to student population. 1. Size For an enrolment of 500 or less 1 full time professional librarian + 1 support staff For an enrolment of 1,000 1 full time professional head librarian/media specialist, 1 full time librarian media specialist + 2 support staff For an enrolment of 2,000 1 full time professional head librarian/media specialist, 2 full time librarian/media specialist, +4 support staff Note: There shall be an additional librarian and two additional support for every additional one thousand enrolment 2. Qualifications 2.1. Professional Librarian BLS/BLIS graduate or BSE/BSEEd major or minor in Library Science, or certified by Board for Librarians (or licensed) Note: The head librarian/media specialist must have graduate units in Library and Information Science (LIS) or related field, and 5 years experience in the library. 2.2. Library Assistant/Clerk College/secretarial graduate 2.3. Audiovisual Technician 2 year course in Electronics

The professional/licensed librarian shall be given a faculty status, with corresponding privileges and other benefits comparable to those of the teaching faculty. Participation in seminar-workshops, conferences and other continuing professional education activities shall be encouraged and subsidized.

Standard IV. Collection Management

A. Collection Development 1. The school library media center shall acquire print, non-print and electronic materials as well as equipment that will support and reinforce the curriculum and meet the needs, abilities and interests of the users. 2. These materials shall be current and in good condition and must reflect an appropriate balance among all types of resources 3. The school library media center shall maintain a local history collection composed of materials about the school community, its history, programs, people. Etc. 4. The librarian/media specialist, in coordination with the faculty, shall be responsible for the selection and acquisition of all materials based on a written Collection Development Plan. 5. The recommended size of the various collections for an enrolment of less that 1000 students are as follows: A basic collection of 3,000 book titles for the elementary level and 5,000 titles for the secondary level is necessary to support the curricular offerings of the school. Twenty percent (20%) of the total collection shall be published within the last ten (10) years. A basic subscription to 15 titles of general interest magazines and 10 titles of professional journals. A basic subscription to 3 titles of newspapers on national coverage and 1 title with local news coverage An updated collection of pamphlets, clippings, government documents, vocational information and other materials appropriate to the curriculum and interest of students shall be provided. A starting collection of non-print materials on various formats as follows; 1 map for each geographic region and 1 special map (i.e, economic, weather, political, etc) for each type being studied. The number of duplicates will be determined by the number of sections that will be using the map at the same time. 2 globes 100 titles of video recordings on different subject areas 200 titles of sound recordings on different types of music 15 titles of slide sets 25 titles of transparency sets 50 titles of electronic resources (e.g. CD-ROMs, audio books, etc) An acquisition of 1000 pieces representing pictures, charts, study prints, photographs and other types of graphic materials

 A variety of audiovisual equipment available in amounts quantity adequate to serve the instructional program of the school. B. Selection and Organization 1. Book selection shall be a shared responsibility among the librarians, teachers and administrators 2. Basic policies for the selection of printed and non-printed materials shall be formally and clearly formulated 3. All print and non-print materials and equipment shall be properly organized, stored, and displayed following standard rules and procedures of cataloguing and classification for easy retrieval and dissemination 4. An inventory and weeding of the collection shall be conducted regularly C. Preservation and Security The school library media center shall have a program for the care and preservation of all its collection. It should also have an adequate safeguard against loss, mutilation, and theft.

Standard V. Services and Utilization

A. The school library media center shall be open before, during and after classes to meet the needs of the clientele and maximize the use of library resources, facilities and services. B. Announcements of acquisition and other promotional activities shall be made periodically. C. Coordination with the faculty shall be done to promote effective use of the school library media center. D. Instruction on the effective use of the library media center and on various information sources shall be given to the students as well as to the faculty. E. The school library media center shall be available for use by individual students and by class groups throughout the school day. Flexible scheduling enables the teacher to bring his class to the library at the time best suited for the purpose of class supervised research.

Standard VI. Physical Facilities

A. The school library media center shall be housed in a barrier-free and flexible facility that can accommodate a seating capacity of 10% of the total student population. B. The library shall provide a storage space for the print collection, a reading area, a workroom and a store room, an office for the head librarian/media center coordinator, as well as a space for formal library instruction. C. In schools where the library is also a media center, space shall be provided for listening and viewing, as well as for the storage, distribution and repair of audiovisual materials and equipment.

D. The school library media center shall be appropriately equipped with attractive and, at the same time, functional furniture to make it inviting to young users.

Standard VII. Information Technology Facilities and Services

The school library and media center shall have facilities for information technology and communication services.

Standard VIII. Financial Resources

A. The school shall provide adequate funds for staffing and sufficient funds to acquire resources and supplies in support of the school library media center programs. B. To sustain the librarys growth and development, a library/AV fee shall be collected, reviewed periodically and updated whenever necessary. C. Funds shall be administered by the librarians and apportioned according to the needs of the school curriculum. D. Funds shall be budgeted for staff development; investment in new and improved means of information access and delivery shall also be allocated.

Standard IX. Linkages and Networking

A. The school library media center shall participate in resource sharing networks in order to increase the opportunities to intensify the collection and services. B. The school library media center shall establish linkages with other resource centers in the vicinity/community (e.g. barangay, public and special libraries) where students can be referred to for research and additional sources of information.

How School Libraries and Library Media Specialists Impact Student Academic Achievement

The Program
SCHOOL LIBRARY PROGRAMS INFLUENCE LEARNING OUTCOMES AND STUDENT ACHIEVEMENT WHEN: Library media specialists collaborate with classroom teachers to teach and integrate literature and information skills into the curriculum. Library media specialists partner with classroom teachers on projects that help students use a variety of resources, conduct research, and present their findings. Library media specialists are supported fiscally and programmatically by the educational community to achieve the mission of the school.

The Place
SCHOOL LIBRARIES ARE TRUE PLACES OF OPPORTUNITY WHEN: All students can strive for and achieve success. Quality collections are provided, in print and online, that support the curriculum and address a variety of learning needs. Students can develop a love of reading and literature. Library media specialists help students explore the world around them through print and electronic media. Students can work individually or in small groups on research and collaborative projects.

The Professional
LIBRARY MEDIA SPECIALISTS ENRICH THE TEACHING AND LEARNING PROCESS WHEN: They teach skills and strategies students need to learn and achieve. They are partners in educating students, developing curricula, and integrating resources into teaching and learning. They teach the skills students need to become effective users of ideas and information. They seek, select, evaluate, and utilize electronic resources and tools and instruct teachers and students in how to use them.

An Effective School Library...

Is accessible to the total school community, on site or remotely Is cost effective because one book is used by many Provide flexible scheduling and timely access to the collection by all students Offers a broad range of materials reference, fiction, and nonfiction Addresses a broad range of reading levels Minimizes loss through cost-effective tracking systems Supports learning to read and reading to learn with informational and imaginative text and literature Adds new resources throughout the school year to keep collections dynamic Creates a sense of ownership that is shared by the entire school community. **A substantial body of research since 1990 shows a positive relationship between school libraries and student achievement. The research studies show that school libraries can have a positive impact on student achievement whether such achievement is measured in terms of reading scores, literacy, or learning more generally. A school library program that is adequately staffed, resourced, and funded can lead to higher student achievement regardless of the socio-economic or educational levels of the community.

References:
1. Introduction to Librarianship 2nd Edition, Jean Key Gates 2. The School Library, a Force for Educational Excellence by Ruth Ann Davies 3. The Changing Nature of School Library Collections by Lura E. Crawford 4. School Libraries Work (Updated 2008) 3rd Edition Scholastic Research & Result 5. ^ Darrow, R. 2009. "School libraries are essential: meeting the virtual access and collaboration needs of the 21st-century learner and teacher". In "Knowledge Quest" 37 5 (May/June 2009) 7883. 6. ^ Loertcher, D. 2008. "How can librarians get back in the information game? New directions in schools and academic libraries". Presentation in Second Life. [2]. Accessed 22 June 2009. 7. IFLA/UNESCO School Library Manifesto 8. Department of Education DepEd Order No. 56 s. 2011 Standards for Philippine Libraries 9. A Good School Library by Hannele Frantsi Kaarina Kolu Seija Salminen