Open AccessFactors that support the development of exemplary school library programs
Author(s) -
Diana Maliszewski
Publication year - 2021
Publication title -
iasl conference proceedings
Language(s) - English
Resource type - Journals
ISSN - 2562-8372
DOI - 10.29173/iasl7775
Subject(s) - school library , curriculum , context (archaeology) , reading (process) , mathematics education , psychology , test (biology) , library science , medical education , pedagogy , computer science , political science , medicine , geography , paleontology , archaeology , law , biology
This paper will examine a wide range of studies related to the factors that support the development of exemplary school library programs and then focus on the context for Ontario, Canada. In 2003, the Association for Supervision and Curriculum Development (as cited in IASL, 2008) reviewed research studies to answer the question “What effects do school libraries have on student achievement?” and they concluded that “school library characteristics may account for up to 8 percent of the variance in reading-related test scores” [emphasis added] (p. 1). Consequently, it is important to identify the characteristics that make a school library exemplary although they are not always indicative of student achievement and learning.