The International Literacy Association shared the following research on reading:
Sunday, January 29, 2023
Friday, January 20, 2023
Summary: Based on research from the School Librarian Investigation—Decline or Evolution? (SLIDE) project, this report utilized NCES school librarian employment data for the 2020-2021 school year. Data characteristics from 12,537 school districts were examined including poverty, locale, and district enrollment, as well as student demographics including race and ethnicity. Data supported previous findings that access to school librarians is strongly related to race and ethnicity and further exacerbated for students living in extreme poverty, in more-isolated locales, and in the smallest districts—locales where students are less likely to have access to the educational resources available in large urban areas.
In school year 2021-22, 54% of U.S. students in all districts were without any librarians during the COVID-19 pandemic and almost 3 million students in majority nonwhite districts were without any librarians. The gap between students in districts with a “library privilege” and those without librarians continues to widen. Read the full report for more.
Lance, K. C., , D. E., & Gerrity, C. (2023, January 6). The school librarian equity gap: Inequities associated with race and ethnicity compounded by poverty, locale, and enrollment. Peabody Journal of Education. https://www.tandfonline.com/doi/full/10.1080/0161956X.2023.2160112
Tuesday, January 10, 2023
https://wheelockpolicycenter.org/high-quality-education/school-libraries/: "This study begins by compiling a novel data set on the books in over 6,000 school libraries across the country. With this unique look inside school library shelves, the author then details some trends and themes related to the collections based on various characteristics, including for instance difference across high and low-income schools and the political leanings of surrounding areas.
Friday, January 6, 2023
Abstract: Collaborations between school and academic librarians centered around the professional development of K-12 media specialists may represent a scalable and sustainable method by which school and academic librarians can support information literacy. This article outlines a pilot project developed between The Ohio State University Libraries (University Libraries), located in Columbus, Ohio, and the Columbus City Schools (CCS) that was intended to forge connections between school and academic librarians through professional development.
Hammons, J., & VAasudev, K. (2023). Connecting school and academic librarians through professional development: A pilot project. , 84(1), 32. <https://crln.acrl.org/index.php/crlnews/article/view/25740/33658>.
Sunday, December 4, 2022
Noticing that most scholarly efforts to examine the efficacy of reading intervention (RI) programs reviewed quantitative analyses of changes in reading tests, investigators reviewed 20 years of research, specifically examining two key facets of RI: placement and curriculum. What they discovered was a perpetuating cycle of instruction that keeps students trapped in intervention programs.
Learned, J., Frankel, K, & Brooks, M. (2022). Disrupting Secondary Reading Intervention: A Review of Qualitative Research and a Call to Action. Journal of Adolescent & Adult Literacy, 65(6), 507-517. https://ila.onlinelibrary.wiley.com/doi/10.1002/jaal.1234
Wednesday, November 30, 2022
U.S. schools and districts routinely share student photos and names on public school social media accounts, new research reveals. These photos and names can potentially be used for a variety of harmful purposes including stalking by individuals and data mining by private companies and foreign governments.
Rosenberg, J., et al. (2022). Posts about students on Facebook: A data ethics perspective. Educational Researcher. https://www.doi.org/10.3102/0013189X221120538.