School district library supervisor study

A new survey findings offer a revealing glimpse at the job titles, education, major roles and responsibilities, and the
challenges faced by school district library supervisors. This national study, carried out by researchers at the
University of Maryland’s College of Information Studies, represents the first of its kind since the late 1960s. It will
provide important baseline information for future research in the profession. The survey population included 290 supervisors in the largest districts, as defined by student populations of more than 25,000, and the largest district in each state not meeting the population criteria. Among the highlights:

• 93 percent of supervisors reported that they were responsible for providing professional development for their building-level librarians;
• 47 percent said they were responsible for providing technology support to staff;
• 24 percent were responsible for collection development;
• 12 percent were responsible for hiring school librarians;
• 10 percent were responsible for evaluating school librarians.

Supervisors were asked about changes over time, from one school year to the next, in categories related to funding, staffing, and technology. The aim was to see how many experienced major changes, and to highlight commonalities in some of the challenges these supervisors face. This data will form an important baseline for future research into trends in district library services and the impact on building-level programs.
Among the results:

• 42 percent reported a decrease in funding for building-level library programs from the 2011-12 school year to the 2012-13 school year;
• 42 percent reported a decrease in staffing for building-level library programs from 2011-12 to this year;
• 22 percent saw a decrease in technology funding.

The research team also asked about any changes to areas related to the school library’s role in the curriculum. Some highlights:

• 78 percent reported that the emphasis on content standards increased from 2010-11 to 2011-12;
• 60 percent reported that the emphasis on information literacy increased from 2010-11;
• 58 percent said the time spent communicating the library’s contribution to student achievement increased from 2010-11.

Weeks, A. (2013). The Lilead Project. College Park, MD: University of Maryland.
http://www.lileadproject.org.

School librarian collaboration report

A new report reveals that school librarians are highly involved leaders playing a critical role in their schools through consistent and sustained collaboration with other educators, and that they deliver professional development to peers, educators, and staff in their schools. The report details key findings from a nationwide survey of more than 2,400 educators from all grade levels and subject areas.
Survey findings indicate that many schools are not structured to support the professional collaboration educators identified as important in strengthening their practice. Despite this, educators are participating in some forms of school-based collaboration, and school librarians are often participating at rates equal to or greater than other educators. With the already small amount of time set aside for collaboration during the school day dwindling, a substantial number of school librarians are participating in professional learning networks on their own time. Fifty-one percent reported seeking and sharing ideas at least weekly in online networks and communities. Of those school librarians participating in the survey, 66 percent indicated they also provide professional development to peers and other educators, and 58 percent provide these services to staff inside their school. Further, 60 percent indicated their decision to do so was voluntary.
National Center for Literacy Education. (2013). Remodeling Literacy Learning: Making Room for What Works, Urbana, IL: Author.
http://www.literacyinlearningexchange.org 

Collection of media use statistics

This telecommunications company collects media use statistics from dozens of studies, and provides some useful infographics.
TGS Global. (2012). Media use statistics. Cambridge, MA: TSG Global.
http://blog.tsgglobal.com/Portals/26816/docs/Variety%20of%20Media%20Use%20Statistics.pdf

Project-based learning research review

Edutopia conducted a literature review on project-based learning research.  Their series of five articles note how researchers define project-based learning, review some of the possible learning outcomes, provide recommendations of evidence-based components for successful PBL, list some best practices across disciplines, and offer a comprehensive annotated bibliography with links to all the studies and reports cited in these pages.
Edutopia. (2013).  Project-based learning research review
http://www.edutopia.org/pbl-research-learning-outcomes

Media and children's behavior study

A long-term study group in Britain that has been following 19,000 children born in 2000 and 2001, found that those who watched more than three hours of television, videos or DVDs a day had a higher chance of conduct problems, emotional symptoms and relationship problems by the time they were 7 than children who did not. The study, of a sample of 11,000 children, found that children who played video games — often age-appropriate games — for the same amount of time did not show any signs of negative behavioral changes by the same age.
Center for Longitudinal Studies. (2013). Millennium Cohort Study. London: Author.
http://www.cls.ioe.ac.uk/page.aspx?&sitesectionid=851&sitesectiontitle=Welcome+to+the+Millennium+Cohort+Study

School librarians impact on student achievement research

The Pennsylvania School Library Association's research determined what school library infrastructure contributes most to student achievement, the costs and benefits associated with it, and what’s needed to develop students with 21st-century learning skills. Although more than two decades of similar research has been conducted in over 22 states, the Pennsylvania study uncovered the following new and significant findings:
- Quality school library programs significantly impact the most vulnerable students. 
- Writing scores are more positively impacted than reading scores.
This is the first statewide study to assess the roles of librarians in teaching the American Association of School Librarians’ (AASL) Standards for the 21st-Century Learner as well as Common Core standards.  
Staffing remains the key factor. This study suggests that there’s no substitute for a full-time, certified school librarian who’s fully engaged in the teaching and learning process.
Kachel, D., & Lance, K. (2012).   Pennsylvania School Libraries Pay Off: Investments in Student Achievement and Academic Standards.
 

Technology impact on reading study

Technology has had both positive and negative effects on reading among students, according to a study released by Scholastic Inc. The study finds that more children ages 6 to 17 are using digital devices to read. However, the technology is not necessarily driving an increased desire among students to read, according to researchers who found a drop in the number of students who were self-described as frequent readers. The cause, researchers say, could be attributed to the use of tablets and other devices that allow for activities other than reading. 
Scholastic and Harrison Group. (2013).  The kids and family reading report. New York: Scholastic.
http://mediaroom.scholastic.com/kfrr