The importance of Librarians in supporting learning in schools cannot be understated. It is beyond doubts that schools with well-stocked libraries that are professionally managed deliver the learning outcomes targeted. However, due to the economic crisis, most schools in the U.S. are either doing away with library programs or cutting budgets meant to help in the implementation of library programs. Several studies have documented the importance of libraries and found that schools that lose librarians or library programs tend to have a decline in students' performance both in reading and in standardized scores.
On the other hand, schools that gain librarians or library programs record a significant improvement in students' performance. That said, librarians play significant roles in helping the schools and the students achieve the desired outcomes. These roles stretch from assuming leadership roles, collaborating with the tutors and the students, changing with technological advancements. Also, almost all librarians base their decisions on evidence-based practices that are changing due to transitions in technologies. Thus, there is a need to redefine these evidence-based practices to suit school environments in the 21 st century leading to improvements in students’ learning outcomes.
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Librarians in instructional roles
Several studies have been carried out by researchers on the importance of librarians in school environments. According to Lance & Kachel (2018) , in the Colorado study done in 2002 recommended for the librarians to assume instructional roles. These roles can be exercised through the following means. Firstly, according to Lance & Kachel (2018) , school librarians should assume leadership roles. It is through leadership practices that the librarian can create effective library programs that can assist the students, and the learners achieve learning outcomes. As Lance & Kachel (2018) states, “School librarians who serve as active leaders in their schools have a dramatic impact on teachers and students alike” (p.77). Likewise, the librarian should assume the instructional role of collaboration as well as information literacy. This creates a conducive environment for the learners and the tutors leading to the achievement of the desired learning outcomes. The librarians should collaborate with the tutors in identifying the most appropriate materials to be taught to the learners, training the teachers internally, as well as helping the students learn independently or in a group ( Lance & Kachel, 2018) . This leads to higher reading as well as higher standardized test scores ( Lance & Kachel, 2018) .
Additionally, librarians should also assume the instructional technology role. This is the most dramatic trend that has brought about changes in the librarian profession ( Lance & Kachel, 2018) . The availability of the Internet has smoothened the learning process whereby the tutors, as well as the students, can have access to learning materials regardless of their geographical locations ( Lance & Kachel, 2018) . The researcher found that schools with libraries that have implemented remote access to learning materials in their libraries tend to have their students scoring higher scores standardized tests ( Lance & Kachel, 2018) . These roles of a librarian have been expounded by other researchers as reviewed below.
In another study by Montiel-Overall & Grimes (2013) investigated the impacts of collaborative interactions between the teachers and the librarians, teacher and librarian collaboration (TLC), in helping the students achieve the learning outcomes. Among the many collaborative ways used by the teachers and the librarians is the inquiry-based instruction. However, there is limited literature on the specific information required in such collaboration for effective learning outcomes. Thus, guided by this problem, Montiel-Overall & Grimes (2013) examined “how elementary school teachers and librarians integrate information literacy instruction and inquiry-based science through collaborative planning.” (p.42). The researchers based their study on Socio-historical constructivist learning theories in identifying knowledge absorption through social interactions within the learners’ social contexts.
The researchers found that acquiring collaboration skills that meet the professional guidelines is a complex endeavor; thus, a lot of time and experience is needed in preparing the tutors and the librarians in collaborating. Montiel-Overall & Grimes (2013) also found that tutors in schools that use direct instruction strategies are inexperienced with inquiry-based strategy. This leads to the tutors overlooking the librarians as their instructional partners. Thus, the researchers recommended an emphasis on communication between the tutors and the librarians that will help in achieving students’ learning outcomes.
Effects of library budgetary cuts on schools and students’ performance
According to Coker (2015), “quality school library programs staffed by certified teacher librarians (CTLs) have a positive and lasting impact on student achievement” (p.7). CTLS has a direct influence on the delivery of quality library services to scholars. However, despite the positive impacts of CTLs to elementary and secondary schools in Washington, budget cuts have led to the elimination of most of these CTLs programs in schools. Driven by the decline or stagnant number of CTLs hiring in Washington State Public Schools since 2012-13 school year, Coker (2015) aimed to report "on the current conditions of school libraries in Washington State schools and to evaluate the relationship between quality school library programs staffed by CTLs and student achievement" (p.7).
Coker (2015) carried out a statewide survey in Washington on library services available in public schools. The following key findings were noted from the research. Firstly, schools with CTLs helped the students in interacting with a technologically advanced library system; thus, easier accessibility of learning materials. Likewise, the analysis of the survey results showed that students in schools with CTLs performed better in standardized tests as opposed to students attending schools with no CTLs services. Moreover, this study also revealed that the quality of libraries in public schools within Washington directly correlated to most risk factors that affect learning outcomes; that is, the poverty level determined the availability of quality library services in a community (Coker, 2015; Lance & Hofschire, 2011) .
Lance & Hofschire (2011) carried out research based on data from the National Center for Education Statistics (NCES) “ to document the impact of librarian layoffs on fourth-grade reading scores between 2004 to 2009" (p.1). The economic crisis witnessed across the globe has led to most states cutting librarians from public schools. This forced the left workforce to service a significantly large number of learners, which in turn affected the service delivery in libraries significantly. Despite most schools experiencing workforce cuts even in other staffing areas, Lance & Hofschire (2011) found that students in schools that lost librarians recorded low scores in reading as well as in standardized tests as opposed to students in schools that were assigned, librarians.
Trends of academic improvements were noted in schools that were assigned new librarians; that is, an “ average of 2.2 percent rise in their National Assessment of Educational Progress (NAEP) fourth-grade reading scores ” (Lance & Hofschire, 2011) p.2). On the other hand, “ 9 of the 24 states that lost librarians had a 1 percent rise ” (Lance & Hofschire, 2011 p.2). Furthermore, schools that gained librarians performed better than those that lost librarians in all comparisons made across all states in the U.S. Lance & Hofschire (2011) also emphasized the need for quality library services in poverty-stricken communities. Most students in such communities lack the necessary resources to purchase or have access to the required learning materials; thus, the availability of quality library services can be of great influence on their performance. Therefore, the researchers concluded that cutting librarians does not only affect their livelihoods due to unemployment but also affects the students adversely.
Lance & Hofschire (2012) also affirms the role of school librarians in improving the students’ learning outcomes. The researchers cite several factors that make affect school librarians' importance to students’ performance ranging from budget cuts from the federal and state governments as well as staff retrenchment. The researchers based their study on two critical factors, namely time and poverty, by making a comparison between endorsed and non-endorsed librarians. The data collected showed that at any given instance, schools that gained librarians performed better than those that lost their librarians (Lance & Hofschire, 2012). Likewise, there was no significant difference between the performance of endorsed or non-endorsed librarians. It was also noted that assistant librarians working without supervision had no impact on students’ performance (Lance & Hofschire, 2012).
The results from this research affirm the existing literature that library programs are critical in improving students’ outcomes regardless of the economic status or time frame. These findings are also supported by ( Tabor, 2006) referencing Queen’s university research, which states that "elementary schools with teacher-librarians, children tend to enjoy reading more and perform better on standardized tests as compared to children in schools without teacher-librarians” (p.64). Thus, this research by Lance & Hofschire (2012) adds to the existing body of research that students in schools that gain by implementing library programs tend to perform better than those that cut library programs during an economic crisis.
Other risk factors that affect librarians and library programs in schools
Lonsdale (2019) also carried out a study investigating the “extent of the evidence that has linked school libraries to student achievement since 1990” (p.3). Lonsdale (2019) investigated whether the common literature that exists affirming the positive impacts of librarians and library programs in improving the students' outcomes could be transferred to the Australian context. This was done through the reviewal of the existing literature. According to Australian State-based surveys, there is a shortage of librarian workforce in Australia, some schools in Australia use exclusively librarians rather than teacher librarians as well as hiring staff without library skills (Lonsdale, 2019). Likewise, some learning institutions in Australia are using teacher librarians in the classroom due to shortages of teaching staff, while the retiring and aging workforce is not replaced by an efficient and effective workforce as well as the slow librarian response to changes, such as technological change (Lonsdale, 2019).
Thus, Lonsdale (2019) found that a lot of factors are at stake when evaluating the effectiveness of librarians in improving the performance of the students. These factors, as highlighted by the researcher, affect the learning process adversely. For instance, in Australia, most women retire from their librarian profession early than expected due to several factors, including few promotional chances (Lonsdale, 2019). Likewise, during an economic crisis, principals undertake the role of retaining and firing of librarians, a task that should be performed by the Education Department (Lonsdale, 2019). Also, the act of assigning teacher-librarians' subjects to teach in case of the insufficient workforce in schools compromises the service delivery in the libraries (Lonsdale, 2019).
Other factors that might affect the delivery of quality library services by the librarians is the lack of tertiary institutions of learning that offer librarian course. Lonsdale (2019) gives an example of Tasmania, which did not offer the teacher librarianship course. All aspiring teacher-librarians were forced to seek for external institutions offering the course. Therefore, it is evident that a strong library program has a direct influence on students’ performance. Conversely, weak librarian programs due to several factors as the ones highlighted by Lonsdale (2019) impacts learning outcomes negatively.
Evidence-based practices used by librarians
Merga (2019) wanted to find out practices that librarians might employ to help struggling readers despite the availability of limited library resources. According to Merga (2019), referencing literature by Bailey et al. (2007), “ the presence of libraries and qualified librarians in schools can exert a positive effect on young people’s literacy learning, with the promotion of reading attitudes and frequency part of the core role of the librarian in schools ” (p.145). Moreover, library programs help in improving the learners' standardized scores in various subjects. That said, the practices used by librarians in helping struggling learners improve their literature have not been properly identified for quantification. As learners progress from grade to the next, education complexities increase, which might even worsen the struggling learners’ attitudes towards education. Therefore, Merga (2019) addressed the gap existing in identifying learning practices that can be used by librarians in helping struggling learners.
Through a Teacher Librarians as Australian Literature Advocates in Schools (TLALAS) project, the researcher collected data from thirty teacher-librarian in thirty different schools using semi-structured interviews. The findings from this research showed that high stakes standardized testing might adversely affect the quality of learning as well as the learners’ conceptualization of the learning objectives. This happens when data from these tests are not monitored to identify trends with struggling learners. Therefore, Merga (2019) found that some practices that the librarians can use in helping the learners achieve their learning outcomes.
Firstly, library-based reading programs are the most effective evidence-based practice that can help in the identification of struggling learners. After the identification of such learners, the learners should be assigned age-appropriate learning materials for easier engagement ( Merga, 2019) . Likewise, poor choosing skills, as well as inexperience with some students, also affects their level of engagement in learning. Thus, librarians have the responsibility of assisting struggling students in choosing the most appropriate learning materials that suit them. Also, there are students with special needs, which impacts them academically. Such students require the teacher-librarians to come up with customized learning meant to assist such vulnerable learners.
This study can be extended using Weissblueth & Ronen (2019) on Self Efficacy. According to Weissblueth & Ronen (2019), "S.E. beliefs are an important factor in human motivation and behavior, and in influencing emotion and action" (p.627). Human confidence largely influences their behaviors and motivations; that is, self-beliefs in performing certain tasks. Therefore, Weissblueth & Ronen (2019) carried out research using a qualitative research methodology in investigating the impacts of practical experience on posture and motor learning. The researchers focused on their study on the impacts of Self Efficacy (S.E.) in acquiring new skills. Thus, Weissblueth & Ronen (2019) based their research on the following research question "How is the S.E. of pre-service P.E. teachers affected by teaching using real field application?" (p.628). Thirty second-year students in a K-12 education system, and undertaking physical Education course were recruited in the research. The research subjects were required to recruited to "accompany an adult through 5 sessions within six months to teach them to adopt a correct postural position throughout their work." (p.627).
Weissblueth & Ronen (2019) assessed the research subjects using open-ended reflections written at monthly intervals for six months. Through qualitative analysis, the research findings showed that engaging learners in practical experience challenges improved their Self Efficacy resulting in confidence boost while undertaking their professional roles. This research shows that higher Self Efficacy in teachers is crucial in creating a positive learning environment that is likely to influence the learners’ outcomes.
DiScala & Subramaniam (2011), through the review of literature, investigated the role of a librarian as a leader. According to DiScala & Subramaniam (2011), the role of librarians has expanded to cover other fronts. Previously, librarian guidelines required the librarians to partner and collaborate with the teaching staff in the achievement of learning outcomes. The addition of a new role to the librarians, the leadership role, has expounded this focus in which the librarian is accountable to not only maintain the schools’ library databases, but also assume the responsibility of focusing on the learners’ outcomes (DiScala, & Subramaniam, 2011). That said, this new role poses a problem to the librarians as they are required to show evidence of their practices in influencing the learners’ outcomes. This has led the librarians to use Evidence-Based Practices (EBP) in demonstrating their leadership. One way the librarians can use EBP in demonstration of their capabilities as leaders is through the practice of collaborative leadership (DiScala & Subramaniam, 2011).
Criticisms of the existing supportive literature on library programs and librarians
A study by Little (2015) contends with the existing literature concerning the use of standardized tests as evidence to support that school libraries are indispensable. Firstly, Little (2015) agrees with the existing literature that there has been a sharp decline in the number of school libraries by referencing d ata from the National Center for Education Statistics (NCES) reports that “20 percent of U.S. public schools lack a full or part-time certified librarian” ( p.63 ). However, Little (2015) questions the school library profession's use of standardized testing to justify the need for a school library in a technologically advanced world whereby the information needed can be accessed by the push of a button.
Little (2015) disputes the existing literature that relies on statistical data linking the students' performance with the efforts of the librarians. The researcher referenced AASL initiatives on the alternatives that can be used to the testing data used in making references by most researchers. For instance, Bates College found that the use of a high school GPA is more effective in measuring college success than SAT scores. Therefore, Little (2015) concluded that standardized scores are not satisfactory to justify the need for school libraries. Likewise, Little (2015) affirms the use of EBP by the librarians in their decisions. However, due to technological advancements, the evidence that librarians used in the past has become obsolete with the emergence of the Internet. Therefore, the researcher recommends the involvement of librarians in collaboration with the tutors to make improvements in the teaching and learning process.
Likewise, Ty R. Burns(2012) recommends for some calls for actions in addressing the changing educational environments. Firstly, the researcher calls for the slashing of services offered by the librarians to a level that can be handled comfortably by the librarians. Ty R. Burns (2012) also recommends an evaluation instrument revision. As highlighted by Little (2015), the roles of a librarian have significantly changed in the 21 st century; thus, an evaluation instrument used for librarian educational contributions decades ago may not be effective. Inadequacies in the evaluation instrument need to be addressed before while undertaking educational decisions that might impact the learners.
Also, Ty R. Burns (2012) emphasizes on the need for sharing changes that occur in all organizations. These changes are prone to resistance by some people, and librarians are no exceptions. Therefore, librarians need to be retrained or made aware of the effectiveness of the changes that are likely to improve the students’ learning outcomes. This can be done by the more experienced librarians who offer a mentoring program for the new workforce or individuals resisting changes. It is only through the reinvention of the dying librarian profession that students can continue benefiting from school library programs.
Conclusions
Despite the numerous criticisms, it is evident that schools with library programs put in place by qualified librarians tend to perform better than those that lack such services. It is also evident that library programs are adversely affected by budget cuts leading to their unsustainability. Likewise, technological advancements have also rendered the evaluation instruments used by schools to prove the necessity for library programs in the 21 st century obsolete. Thus, there is a need to rethink the evaluative measures to be used in a radically changing technological world. Also, schools should ensure that the available teacher-librarians are not overloaded for quality service delivery in the libraries. Thus, having library programs offered by qualified librarians is a critical component in students’ performance and should not be done away with at all costs.
References
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DiScala, J., & Subramaniam, M. (2011). Evidence-based practice: A practice towards leadership credibility among school librarians. School Libraries Worldwide , 17 (2), 59-70.
Lance, K. C., & Hofschire, L. (2011). Something to shout about. School Library Journal , 57 (9), 28–33.
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Lonsdale, M. (2019). Impact of School Libraries on Student Achievement: A Review of the Research. In Ed.gov . Retrieved from https://eric.ed.gov/?id=ED482253
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Ty R. Burns. (2012). Teacher Librarian, 40 , 55-57.
Weissblueth, E., & Ronen, T. (2019). Effects of practical experience in motor learning and posture on the self-efficacy of pre-service teachers. Journal of Physical Education and Sport, 19 (1), 627-632. https://doi:http://dx.doi.org.ezproxy.wpunj.edu/10.7752/jpes.2019.01091
