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Williams Dorothy, Coles Louisa & Wavell Caroline (2002). Impact of school library services on achievement and learning in primary schools : Critical literature review of the impact of school library provision on achievement and learning in primary level students. Aberdeen : Robert Gordon University. En ligne : <>. 
Added by: Laure Endrizzi (01 Jan 1970 01:00:00 Europe/Paris)
Resource type: Report/Documentation
BibTeX citation key: Williams2002
Categories: General
Keywords: bibliothèques scolaires
Creators: Coles, Wavell, Williams
Publisher: Robert Gordon University (Aberdeen)
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This critical literature review examines research linking educational attainment and school library use at primary level and complements a review examining the links between educational achievement and school library provision at secondary level, completed at the end of 2001. The study was funded by Resource: The Council for Museums, Archives and Libraries to inform the work of the Department for Education and Skills Task Group set up to implement actions contained in the Government’s response to “Empowering the Learning Community‷0i0k0i0n0d0x.
The aim of the literature review was to examine evidence from research conducted in the UK and abroad linking learning in its widest sense, encompassing processes and attitudes, with library provision, including the type of resources, nature of access and staffing. The evidence was then analysed in relation to: its applicability to primary school libraries and Schools Library
Services in England; methodologies that could be used to assess impact of library provision on learning; and any gaps in the research.
There was a body of research supporting the view that primary school libraries can have a positive impact on academic achievement particularly when accompanied by appropriate action to ensure the service delivery is efficient and effective. However, much of this evidence was from countries where school librarians have a teaching qualification and more research is needed to determine the extent to which the evidence is transferable to England. There is limited research demonstrating the view that school libraries have the potential to impact on the
broader aspects of learning, including vulnerable or special needs students.
Where there is evidence of impact on learning, there are associated key factors of collection levels, library staffing levels and collaboration between the librarian and teacher. Training of teachers and librarians is demonstrated to raise mutual understanding of each other’s contribution and roles within the school library setting. Training should include information skills development, collection mapping, planning and evaluation.
There is no clear evidence to indicate the contribution made to learning by the various models of school library provision, although flexible scheduling appears to be an important factor in encouraging student use and to be effective this requires a full-time qualified librarian managing the resources. The presence of a librarian and the quality and frequency of their instructional input has an impact on learning but the relationship between this and qualifications and
personal attributes and experience is less clear. School librarians who take a professional and proactive approach to their role within the school can cite evidence of their impact on teaching and learning; and are more able to reflect, self-evaluate and develop the service further.
Added by: Laure Endrizzi  
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