Benefits of Childhood Immersion with Books

This study’s findings supports the contention of scholarly culture theory that immersing children in book-oriented environments benefits their later educational achievement, attainment and occupational standing. These findings have been interpreted as suggesting that book-oriented socialization, indicated by home library size, equips youth with life-long tastes, skills and knowledge. However, to date, this has not been directly assessed. Here, the researchers document advantageous effects of scholarly culture for adult literacy, adult numeracy, and adult technological problem solving. They find that growing up with home libraries boosts adult skills in these areas beyond the benefits accrued from parental education or own educational or occupational attainment.

Sikora, J., Evans, M. D. R., & Kelley, J. (2018). Scholarly culture: How books in adolescence enhance adult literacy, numeracy and technology skills in 31 societies. Social Science Research.

https://dx.doi.org/10.1016/j.ssresearch.2018.10.003

Benefits of Reading Aloud on Language Acquisition

Findings from this study show the positive effects of read-alouds and storytelling on literacy development and second-language acquisition, which have also been confirmed many times in the research literature. In addition, there is consistent evidence that in-school free voluntary reading (sustained silent reading) is effective for both first- and second-language acquisition. Hearing stories stimulates interest in particular books, which in turn encourages a reading habit. In this study, the authors investigate the effect of a combination read-aloud/self-selected reading experience on sixth graders in Korea studying English as a foreign language on measures of both language/literacy development and interest in reading. The study states that the latter may be the most important measure, as it is an indication of whether the students will continue to read on their own and thereby continue to improve in English after the program ends.

Cho, K. S., & Choi, D. S. (2008). Are read-alouds and free reading “natural partners”?: An experimental study. Knowledge Quest, 36(5), 69-73. https://eric.ed.gov/?id=EJ822222

Study on Improving Libraries

This Alliance for Excellent Education report makes suggestions for both policymakers:

* Envision the role of school librarians as extending beyond the physical space of the library and being more than the keepers of books and reference materials and consider the critical knowledge and skills that school librarians bring to the digital learning transition.

* Consider how funding the role of the school librarian is also supporting teachers, students, and administrators in the digital learning transition.

* Recognize how the library and the technology within the library are essential to providing students with access to the Internet and research and learning guidance and to leveling the playing field for students without access to the Internet or devices at home, especially outside of regular school hours.

As well as librarians:

* Share how the collaboration, professional development, and instruction provided by the school librarian are integral to the digital learning transition.
* Continue learning to be leaders in the digital learning transition and experts who can provide professional development, implement new tools and resources, and guide teachers, students, and administrators.
* Lead and model the potential of the library itself as a hub of digital learning and the connection to rich and diverse content, and create a makerspace designed and positioned to meet the needs of students and teachers.

 Wolf, M. A., Jones, R., & Gilbert, D. (2014). Leading in and beyond the library. Washington, D.C.: Alliance for Excellent Education. https://all4ed.org/wp-content/uploads/2014/01/BeyondTheLibrary.pdf