Toward Informing School Library Theory: Examining Those Who Beat the Odds

• In Event: Challenging Formality in Complex Learning Environments

Abstract

Absent from school library research is an underlying theory of action targeting school library factors and student achievement (Authors, 2017). Despite hundreds of studies a question remains: “What theory of action of the school library/librarian influences students’ achievement?” (Authors, 2017). This study, building upon prior structural equation models examines the effect of the presence or absence of a full-time certified school librarian on the ELA academic achievement of all public schools in a large northeastern state (Authors, 2015, 2016), and uses an outlier (beating the odds) analysis technique to explore differences in scheduling, curriculum, support, pedagogy and instruction between top and bottom outliers. Factors emerge to help shape school library theory. Findings have implications for student learning beyond school libraries.

Authors

• Joette Stefl-Mabry, University at Albany - SUNY

• Michael S Radlick, Institute for Research on Learning Technology Visions