1. 1/23/2016 Introduction to Information Power Peter G. Mohn Glacier Peak High School Snohomish, WA peter.mohn@sno.wednet.edu

2. 1/23/2016 Agenda to be Covered  History of National Library Guidelines  Information Power Implementation  Current Library Media Research Results  Library Advocacy  Where Do We Go From Here?

3. 1/23/2016 National Library Guidelines  1920 - NEA Committee on Library Organization  1925 - NEA Committee Sets Elementary Standards  1945 - School Libraries for Today & Tomorrow  First national K-12 standards  1960 - Standards for School Library Programs - AASL  1969 - Standards for School Media Programs  AASL and DAVI (now AECT)  1975 - Media Programs: District and School  1988 - Information Power  1998 - Information Power: Building Partnerships for Learning

4. 1/23/2016 Information Power Implementation  5 year Commitment to Reach 90% of All School Library Media Specialists  Year 1 and 2 are Complete  Year 3 - Train the Trainers; Reach District LMSs  Year 4 and 5 - Build Partnerships

5. 1/23/2016 Library Research Results  Colorado Studies, 1993; 1999  Alaska Study, 1999  Pennsylvania Study, 1999  Oregon, New Mexico & Texas

6. 1/23/2016 Library Research - Colorado  The size of a library media center’s staff and collection is the best school predictor of academic achievement, whether their schools & communities are rich or poor and whether adults in the community are well or poorly educated.

7. 1/23/2016 Library Research - Colorado  Five sets of predictors of academic achievement were yielded by the second Colorado study.  Library media program development  Leadership of the LMS  Collaboration of LMS and staff  Technology Integration of LMC materials  Flexible Scheduling

8. 1/23/2016 Library Research - Alaska  Five major predictors of academic achievement  Level of LMS staffing  Time spent by LMSs  Delivering information literacy to students  Planning with teachers  Providing staff in-service training  Collection Development Policy  Potential Internet connectivity  Relationship with public libraries

9. 1/23/2016 Library Research - Pennsylvania  Five major predictors of Academic Achievement  Presence of both LMSs and support staff  Level of library expenditures  Presence of rich collections of print and electronic information sources  Extent to which technology is utilized to extend the LMCs reach into the classroom  Extent in which information literacy is integrated in the school’s standards and curriculum

10. 1/23/2016 Key Common Findings  LMSs can and do exert a positive and significant effect on academic achievement  Principal support & teacher collaboration are critical to making the LM program integral  For LMSs to be pivotal players, support staff are essential  The LMS is a teacher of students & staff  LM programs that contribute most strongly are those with technology

11. 1/23/2016 Information Power: Building Partnerships for Learning … Because Student Achievement IS THE BOTTOM LINE

12. 1/23/2016 Library Advocacy  What is Advocacy?  Why is Advocacy Training Needed?  Why Advocacy Now?  Who Are Advocates?  Advocacy Issues

13. 1/23/2016 Advocacy Issues  LMSs not included in curriculum planning  Outdated image of the LMS role  Decision-makers lack understanding of technology and information literacy skills  Money goes to technology  Site-Based decision-making diffuses support of school libraries  LMSs being replaced by classified staff  Internet seen as panacea  Lack of technical support  Library facilities outdated

14. 1/23/2016 Where Do We Go From Here?  WLMA In-Service Training  First Meeting - November 1st  Clock Hours Available  District Level?