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OELMA Position on the Draft of the Content Standards

Philosophy

OELMA is pleased that information literacy skills are a significant component of the proposed English/Language Arts Content Standards. Mastery of such skills enables life-long learning. The document would be strengthened by the inclusion of this term.

The Association believes that the skills across all levels in essence mandate the existence of a school library media center in every school building, and depend extensively on the special abilities and educational training of a licensed library media specialist.

OELMA is interested in the process by which the Reading Lists for each grade level are to be developed. Media specialists are highly trained to match the appropriate book to the individual child. We hope that ODE will use this pool of experts to help develop the lists for outside reading, and recommend placement of the selected books in the school library media center. No matter how strong the educational program, students will never achieve at the same rate. Children in a fifth grade classroom might have reading skills ranging from kindergarten to adult. Classroom sets of books cannot be large enough to accommodate every child. Students need access to a rich collection of materials in a school library media center, and the services of a licensed library media specialist.

This is a skills document. One of the skills that should be considered for inclusion is the students’ ability to recognize what libraries are, the resources they may hold, and the manner in which they are organized. These skills must precede those relating to the ability to locate, use, and evaluate information.

In the list below we have noted several places in which these things might be incorporated. It probably is not necessary to include them all, but the draft would be considerably strengthened by mentioning them.

Suggestions for language changes in the Draft appear in bold print below:

Standard #4, Reading Expository (Nonfiction Informational and Technical) Text

Rationale: The Proficiency Test uses the term “nonfiction”, and media specialists report that students consistently miss this question.

On Page 8, add the following skills:

• Grade 3, *Recognize a library by its description or pictures, state some types of material that may be found there, and know where materials appropriate to self may be found in the school library media center and public library.
• Grade 5, * Use library catalogs to find appropriate materials for various information needs.
• Grade 8 * Evaluate information sources as appropriate or not, depending on publication date, bias, accuracy, author’s intent, ease of access, etc.
Example: Compare the time needed to find the population of Ohio in an almanac and from an Internet search.

On Page 12:

• Grade 3, third skill: Use materials from the school library media center to determine the themes and authors’ messages in fictional and nonfictional works.
• Grade 5, first skill: Using materials from the school library media center, describe the characteristics of common genres of literature such as poetry, drama, fiction and nonfiction.
• Grade 8, third skill, Example: Analyze the theme of loneliness that is present throughout The Islander by Cynthia Rylant. Relate the theme to other works available in the school library media center.
• Grade 12, first skill: Example: Compare plays with similar themes, such the theme of loneliness in The Miracle Worker by William Gibson, The Diary of Anne Frank, or other works available in the school library media center.

On Page 16:

• In Why students need to learn this: ... (sixth line) technical books outside of class (instead of school) ... (12th line) life-long readers and learners.
• Add the following skill across all grade levels:
• Grade 3, Grade 5, Grade 8, and Grade 12: *Use libraries to locate books and other materials for independent reading.

Standard #5, Writing, Writing Strategies

On Page 18:

• In Why students need to know this: Last sentence... Research skills for life-long learning will serve students in college and in the workplace, ...
• Grade 3: Added Skill: * Decide if they are creating fiction (an imaginative work) or nonfiction (a factual work).
• Grade 3, First Skill: Access and select information from print, video and online resources, using the resources of the library media center (for example, card catalog (spelling) Web sites, electronic mail, CD-Roms)
• Grade 8: First Skill: Use knowledge of organizational features of electronic library and interlibrary catalogs (spelling)

Standard # 7, Writing, Expository Writing

On Page 24:

• Grade 3, Second Skill: Example: Using books available in the school library media center, write a book review ...
• Grade 5, Last Skill: Example: Using materials available in the school library media center, write research reports about important ideas, issues or events ...

Standard #8, Listening, Speaking, and Viewing

On Page 28:

In Why students need to learn this:

• These standards encourage students to listen attentively. They provide students a framework for clarifying and evaluating what they have heard and seen. These are vital skills for life long learning.

OELMA Position Statement
THE VALUE OF PROVIDING FUNDING FOR INFOHIO

The Ohio Educational Library Media Association (OELMA) is committed to the development and improvement of strong library media programs in all schools. Strong libraries are critical in preparing students to become responsible citizens in a changing global society. OELMA believes INFOhio has a vision that will assist educators in preparing children to be life-long learners. An individual’s success in today’s global economy depends largely on the ability to locate and use information in solving problems. Information is increasing at an exponential rate; yet as information has increased, school library purchases and accessibility has decreased. Educators depend on adequate school library media facilities to give students access to appropriate resources, and on qualified media specialists to instill in students the ability to evaluate and utilize information in a responsible manner.

Delivering information in an equitable manner is achieved for public and college library patrons through the OPLIN and OHIOLINK library networks. These networks provide electronic resources in a cost efficient manner for all public and college library patrons. INFOhio is working collaboratively with OPLIN and OHIOLINK to ensure equitable and efficient access to information for school children.

INFOhio, the information network for K-12 Ohio schools, is ready to efficiently provide appropriate electronic information for K-12 school children. OELMA supports the efforts of INFOhio and encourages adequate funding on a state level to enable INFOhio to participate fully as an effective information partner.

Adopted January 23, 1999
Barbara C. Tope, President.

Support for INFOhio Electronic Resources

February 12, 2001

The Ohio Educational Library Media Association extends its support to the INFOhio Electronic Resources project. This project was recently unfunded in the Governor’s proposed 2002-2003 budget. As the Association for over one thousand (1000) school library media specialists, we have seen first hand the benefit these electronic resources add to our collections and information gathering processes in our libraries and classrooms.

Finding reliable facts these days is like looking for a needle in a haystack. While information is exploding around students, they must be taught how to evaluate it, how to use information wisely, how to seek knowledge and how to become life long learners.

School budgets today barely cover the basic needs of a school library. Many school library book collections have average publication dates in the 1970’s. Library media specialists need the support of quality library resources to help students as they employ problem- solving skills. It is important that we have both print and electronic resources to answer the call for information. It is a much easier task when we can direct them to proven, appropriate resources. Those electronic resources purchased by INFOhio meet these criteria.

The INFOhio resources are for every student, teacher and administrator throughout the state to use in a school library or classroom with usage extended to home. These valuable resources, such as ProQuest Direct, a magazine database; Britannica Online, an electronic encyclopedia; NetWellness, an accurate health resource; or SIRS, Social Issue Resources are partners that give our students safe, reliable, current information on top of print resources they have available in their school libraries at a cost of only 28 cents per student. Without state funding that enables INFOhio to negotiate state wide contracts, these resources would cost individual school districts $18.10 per student.

As the State Budget is considered this week, please remember the print and non-print needs of school libraries in Ohio. Funding the INFOhio Electronic Resources project is one step to giving our students safe, appropriate, curriculum related digital resources so they can learn to succeed in our digital age.

Sincerely,

Gayle A. Geitgey	Ann W. Hanning	Barbara Tope
President	Executive Director	Advocacy Chair

OELMA Position Statement
STATEWIDE LIBRARY RESOURCE SHARING:
A COLLABORATIVE PROJECT OF
PUBLIC, SCHOOL AND ACADEMIC LIBRARIES

The Ohio Educational Library Media Association (OELMA) supports the Statewide Resource Sharing vision that “Anyone, anywhere, at any time can borrow anything from any other Ohio library.” The ability to share resources quickly, efficiently in an equitable manner among libraries will allow school patrons to access materials appropriate to their skills and interests.

We are a global information society. The issue for our citizens has been the price of quality information delivery. However, the delivery and technology infrastructures are now in place to allow efficient, cost-effective resource sharing so that the cost of accessing quality information is no longer an issue. The Statewide Resource Sharing project will provide funding so that rural and metropolitan patrons have equal access to information.

A model of this program exists among the university libraries through OhioLINK. The addition of public and school libraries in the resource-sharing project will broaden the information available to all citizens. Technology and delivery systems need to be funded so that the Statewide Resource Sharing vision can become a reality.

OELMA recommends funding the Statewide Resource Sharing project so that Ohio will continue its history of providing excellent library services to its citizens.

Adopted January 23, 1999

Barbara C. Tope, President

View Position Statement:

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OELMA Position Statement on the Guidelines for Effective School Library Media Programs

OELMA supports the Guidelines for Effective School Library Media Programs document, believing that in today's information age, an individual's success, even existence, depends largely on the ability to access, evaluate and utilize information. Library media specialists are leaders in preparing students to compete in the worldwide marketplace and make informed decisions about problems facing society.

OELMA believes that information literacy skills taught across all grade levels in essence mandate the existence of a school library media center in every school building, and depend extensively on the special abilities and educational training of a licensed library media specialist. Media specialists are highly trained to teach students and staff how to become effective users of information. Certificated media specialists integrate information literacy into all curriculum outcomes, provide knowledge of availability and suitability of information resources to support curriculum and are an integral part of the total educational team which prepares students to become responsible citizens in a changing global society.

Suellyn E. Stotts

OELMA President

April 30, 2003

OELMA Position Statement THE ROLE OF SCHOOL LIBRARIES IN OHIOREADS INITIATIVE

The Ohio Educational Library Media Association (OELMA) supports the OhioReads:“Reading Success for Every Child” education priority of Governor Bob Taft. This initiative states that “Ohio can help every child become a successful reader and, in the process, pass the reading portion of the fourth grade proficiency test.”

OELMA agrees that reading is at the heart of education. In addition studies show a strong, positive correlation between library media programs and student achievement. * School library media specialists collaborate with classroom teachers to promote an enjoyment of literature by:

• Providing an information rich environment that can be accessed in any classroom
• Providing skill-and-age-appropriate materials that are available in all formats to support all learning styles
• Providing easy access to literature reading kits and multimedia materials
• Emphasizing cooperative purchasing and utilization of materials among classroom teachers within a building, district, or region
• Coordinating reading incentive programs with the public library
• Providing easy access to reading materials for students to use for a period of time in their home
• Providing current research findings for teachers
• Providing a clearinghouse of reading research
• Providing reading guidance
• Coordinating with citizen groups to provide adult reading volunteers to schools

OELMA agrees that the realities of an increasingly knowledge-based global economy demands that all Ohio children are successful readers. OELMA believes school libraries and licensed school library media specialists are the key to making reading promotion efficient, equitable, and affordable for school districts.

*Krashen, Stephen D., The power of reading: insights from the research Englewood, CO: Libraries Unlimited, 1993.

*Lance, Keith Curry, The impact of school library media centers on academic achievement / Keith Curry Lance, Lynda Welborn, and Christine Hamilton-Pennell. Castle Rock, CO: HI Willow Research and Publishing: Colorado Department of Education, 1993.

Adopted January 23, 1999

Barbara C. Tope, President

Childrens' Internet Protection Act

In support of the ideals of a democratic society, OELMA joins the American Library Association, the American Civil Liberties Union, and other free speech advocates in opposition to the Children's Internet Protection Act recently passed by Congress and effective April 20, 2001.

CIPA mandates libraries, both public and school, to adopt an Internet safety policy that includes use of filtering technology. CIPA links restricted Internet access to eligibility for E-rate discounts and LSTA or MLSA funding.

OELMA maintains that:

• A fundamental role of libraries is to provide free access to ideas and information.

OELMA supports efforts in local districts to:

• Develop district policies, including AUP's to address personal safety and access to harmful material online
• Provide ongoing instruction about Internet safety and responsibility to both parents and students
• Prepare students for life online beyond the classroom.

OELMA remains firmly committed to the principle of free access to information, the library's true mission in the information age.

Advocacy Speech

If you have the opportunity to speak before a group on behalf of school library media centers, the speech below has been prepared by the OELMA Advocacy Committee for you to adapt to fit yourself and the occasion.
Several ways in which you might identify yourself to the group you are addressing are proposed in the first paragraph, so it requires you to edit as appropriate. Using all the anecdotes included here may make the speech too long. Choose what you like, or substitute a story of your own.
Use care in telling a public meeting that you represent OELMA, your school district, or any group. Check with the OELMA Executive Director (oelma@mecdc.org) before speaking on behalf of OELMA. Your school principal and an officer of other groups can give you guidance in other situations.

Thank you for the opportunity to speak to this distinguished group. I am _______ (Name)____, (a licensed school library media specialist OR representing the Ohio Educational Library Media Association, OR Officer/Regional Director/Committee Chair of the Ohio Educational Library Media Association). (I am employed by Name of school OR My home is in Ohio city.)
Our purpose at this meeting is to share ideas that will improve the education of Ohio's children. (I OR OELMA) believe(s) that nothing contributes more to a student’s learning than a high quality school library media program. Such a program includes a wealth of materials including books, periodicals, video, sound recordings, computer databases, Internet access, and many other media. Children should be given access to this collection at any time during the school day that they need to make use of it, not just during their class’s “library period” once a week.
Students and faculty also need the services of licensed, library media specialists to assist them to make the best educational uses of the materials and information available to them. Media specialists are trained to provide students with reading guidance as well as with strategies for locating, evaluating, and using information. Research by Lance, Rodney and Hamilton, published as How School Librarians Help Kids Achieve Standards: The Second Colorado Study, 2000, shows that students’ achievement improves when the library media specialist and the classroom teacher collaboratively teach reading and information skills. In an ever-changing work-place, such skills for life-long learning are invaluable. (The Colorado Studies are available at www.lrs.org.)
The collaborative nature of education in an information era dissolves any line between school library media specialists and other educators, be they technology coordinators, curriculum directors, administrators, paraprofessionals, or classroom teachers. Media specialists have many information and technology skills to share with their peers on the school faculty to the ultimate benefit of students.
School buildings must have adequate space for a library media center to house materials and their users. Such a space needs wiring for computers and projectors, storage for many kinds of materials and equipment, seating, writing surfaces, good lighting, running water, temperature control, flexible meeting space, and attractive decor. Providing these things takes planning by a trained media specialist with an architect.
Here’s an example of the benefit of a media specialist to a students.

ANECDOTE ONE:

School librarians assume increasingly diverse responsibilities today. Often they are called upon to teach television production to students who learn to produce and deliver the live daily school announcements. A western Ohio media specialist had a shy, quiet sophomore in such a class. He was extremely reticent about speaking in front of the more confident, bravado prone assortment of athletes, cheerleaders, and honor students who made up this particular group. John struggled to speak clearly and loudly enough so that people could understand him when it was his turn in class or as announcer on the air. During his first several weeks he would lose track of where he was in the midst of an announcement, stumble over words, and blush glowing red to the tops of his slightly protruding ears. Sweat would roll down his face and drip over his chin to splat on the papers before him; but, always he would end with a glance up at the camera and send a huge grin out at the audience. By the end of the semester John had gained a tremendous amount of confidence. He relaxed and spoke clearly, succinctly driving home the point of a confusing announcement, never dripped sweat, developed several stories about golf and running - his favorite extra-curricular activities- increasingly smiled and was available to advise the other students as they stumbled along with their assignments. John continued to blossom throughout high school and became a respected, involved member of his class. He will shortly graduate from college with honors in a five year professional golf management program and is up for a job at a prestigious Colorado golf resort. Throughout high school and college John has credited the media specialist at his high school, their time together in television class and their work in the library with much of the success he has achieved. Little does he realize the joy he gave his school library media specialist.

ANECDOTE TWO

An eleventh grade student studying health came flying into the library at the class period exchange, panting that he had an oral presentation during the next period (in 5 minutes). He had just heard about a term from a friend that would help him in his presentation. Could he get an article that summarizes the topic “herbal ecstasy?” The media specialist directed him to Netwellness and ProQuest. Both of these databases are provided to schools by state funding. In less than 3 minutes the student had an article from a medical journal with a two paragraph abstract. He got an “A” on the presentation. Without the help of a trained media specialist, this student would not have known how to use the resources available to him.

ANECDOTE THREE

Angie was a severely dyslexic student. Throughout her high school experience, the media specialist and learning disabilities teachers worked closely together to help Angie achieve success in reading. The media center supplied her appropriate titles in audio books, large print materials, and high interest books for students her age. Through these materials and individual tutoring, Angie achieved great results. She learned to read, her grade-point average rose to 3.46, and most important, her self-esteem rose also. Today, Angie has completed specialized managerial training and owns her own business.

ANECDOTE FOUR

An elementary media specialist in Ohio started a “Star Reader” program for third graders in her school. She selected four authors whose books are appropriate for that age student. When a student had read two books and written a short paragraph about each one, they were invited to a special program. The media specialist arranged such things as members of the OSU Hockey team demonstrating roller blading, the police K-9 unit, and a talk by a woman who raises angora rabbits and uses the fur to spin yarn. The circulation rate for third graders went from 39 books to 51 books per student that year. Several “reluctant readers” began enjoying books. Teachers were able to use titles in the program to teach needed reading skills. Media specialists make a difference in student success. Unfortunately, the funds provided for library books by the Board of Education in this district is less than the amount the media specialist raises through book fairs. This is an all too common situation.
As Ohio plans to build or renovate school buildings, let us be sure that a good media center facility is part of every plan. As we seek to increase the supply of educators and improve the number and quality of opportunities for training in the education field, let us be sure that media specialists are included. As we seek to implement rigorous standards for learning in Ohio schools, let us be sure that skill in acquiring and using information is included. As we plan budgets and funding methods, let us be sure that adequate facilities, materials and staff are provided to all students.

OELMA Position on the Technology Standards

OELMA supports the importance of the Technology Standards in enhancing student learning and improving program administration.

OELMA is pleased that information literacy skills are a significant component of the proposed Technology Standards and that the State of Ohio recognizes that school library media specialists play a pivotal role in instructional technology.

OELMA believes technology is most influential when integrated with curriculum and assessment and the organization supports technology applications that enable student collaboration, resulting in improved achievement

OELMA believes the integration of technology and information literacy skills into the curriculum:

• fosters time spent on information gathering and reflection which in turn promotes deeper learning; (MacFarlane, 1992)
• encourages learning on a topic through interaction with multiple resources and technologies. (Kulthau, 1985)
• encourages in-depth focus on a topic which drives students to seek more relevant information and produce a product of higher quality (Kulthau, 1993)
• enables the construction of meaning through active participation with information resources and multiple technologies (Kulthau, 1993)
• promotes the development of thinking skills such as problem solving, reasoning, and critical evaluation through information handling and independent research (Resnick, 1987; Todd & McNicholas, 1994/95)
• allows for information-gathering as a continuous process rather than unconnected tasks thereby encouraging the construction of knowledge at every subsequent phase (Moore, 1995)
• improves student and teacher attitudes towards course content and academic achievement (Cull, 1991)
• connects information handling and use with subject matter which is essential for learning to take place (Pitts, 1994)
• encourages information skills development though self-directed learning and reflection as opposed to teacher-directed skills instruction which may actually hinder the learning (Irving, 1986; Webb, 1988)
• discusses search strategy explicitly thereby increasing the likelihood that it will be transferred to future problem-solving situations (Pressley, Snyder, & Cariglia-Bull, 1987)
• fosters enthusiasm for learning and inspired self-image through active participation (Wilbert, 1976)
• increases academic achievement through ongoing experience (Breivik, 1977)
• promotes student access to and use of resources by linking cognitive search strategy to course-integrated instruction (Kohl & Wilson, 1986)
• increases academic achievement in subject content, attitudes, and critical thinking through use of a variety of resources in learning (Barrilleaux, 1965)

OELMA urges all administrators, teachers, school board members, parents and community members to recognize the power of information, the power of technology, and the critical need for strong professionally staffed library and technology programs so all students become effective users of information and emerging technologies.

Suellyn Stotts
OELMA President
April 30, 2003

Resources:

Barrilleaux, L. E. (1965). An experimental investigation of the effects of multiple library sources as compared to the use of basic textbook on student achievement and learning activities in junior high school science. Ph.D. Dissertation, University of Iowa.

Breivik, P. S. (1977). Open admissions and the academic library. Chicago: American Library Association.

Cleaver, B. (1987). Thinking about information: Skills for lifelong learning. School Library Media Quarterly, 16/1, 29-31.

Cull, P. (1991). Resource-based learning: A strategy for rejuvenating Canadian history at the intermediate school level. (ERIC Document Reproduction Service No. ED 343 829)

Irving, A. (1985). Study and information skills across the curriculum. Portsmouth, NH: Heinemann.

Kohl, D. F., & Wilson, L. A. (1986). Effectiveness of course-integrated bibliographic instruction in improving coursework. Reference Quarterly, 26/2, 206-11.

Kuhlthau, C. C. (1985). A process approach to library skills instruction. School Library Media Quarterly, 13/1, 35-40.

Kuhlthau, C. C. (1993). Seeking meaning: A process approach to library and information services. Norwood, NJ: Ablex Publishing.

Macfarlane, A. G. J. (1992). Teaching and learning in an expanding higher education system. Edinburgh: Committee of Scottish University Principals.

Moore, P. A. (1995). Information problem-solving: A wider view of library skills. Journal of Contemporary Psychology, 20/1, 1-31.

Pitts, J. M. (1994). Personal understandings and mental models of information: A qualitative study of factors associated with the information seeking and use of adolescents. Ph.D. Dissertation, Florida State University.

Pressley, M., Snyder, B. L., & Cariglia-Bull, T. (1987). How can good strategy use be taught to children? In S. M. Cormier & J. D. Hagman (Eds.), Transfer of learning: Contemporary research and applications (pp. 81-120). San Diego: Harcourt, Brace, Jovanovich.

Resnick, L. B. (1987). Education and learning to think. Washington: National Academy Press.

Todd, R. & McNicholas, C. (1994/95). Integrated skills instruction: Does it make a difference? School Library Media Quarterly, 23/2, 133-138.

Wilbert, S. S. (1976). A study of competency-based instruction to determine its viability as a technique for teaching basic library skills to a selected sample of seventh grade students. Ph.D. Dissertation, Detroit, Wayne State University.

Webb, R. (1988). Developing information skills in the middle years of schooling. Ph.D. Dissertation, University of East Anglia.