Farmer, Lesley S.J. Student success and library media programs; a systems approach to research and best practice

FARMER, Lesley S.J. Student success and library media programs; a systems approach to research and best practice. Libraries Unlimited. 180p. bibliogs. index. c2003. 1-59168-058-7. $45.00. *

Farmer has taken on the monumental task of identifying factors that lead to student achievement (based on current research) and linking what library media teachers and their programs can do to impact that achievement. She carefully outlines the approach in these chapters: What Defines Student Achievement?; Research in the School Library World; Internal Factors; School Library Media Program; School Factors and Student Achievement; Student Factors and Student Achievement; Societal Factors and Student Achievement; Focus on Reading; and Next Steps. For this book, academic achievement means meeting the content standards of the school's curricular program. Input is instruction and output is student work. Numerous ways of optimizing the school library media program's impact are advanced. One example is choosing to use a webquest, selecting a webquest, preparing a webquest, implementing a webquest, and assessing a webquest. Farmer says, "It is not enough to have lots of books; for instance, if they are old and inaccurate, if they cannot be read by the students, if they are inaccessible, they are not much good." However, research shows that quantity DOES count, in that the more resources there are, the higher student achievement rises. The number of volumes and magazines per 100 students is a measure that shows that quantity also improves reading. Suggestions include aligning more resources with curricular needs and co-curricular and personal needs, along with staff's professional and personal needs, and weeding out materials that are not used or do not support the curriculum.

The citations and bibliographies are outstanding and evidence of much exhaustive research. A 24-page bibliography at the end of the book works in conjunction with bibliographies at the end of each chapter.

Farmer brings together the most significant studies in not only the school library field but also in the arenas of learning, reading, testing, achievement, and more. Some notable tidbits: students read 30% slower online (Hartzell); reading is one of the hardest tasks a brain does; students read better when they read more and they read more when they can choose from a wide range of reading materials that are developmentally appropriate and engaging; computer-aided instruction helps low achievers

more. A study of factors regarding verbal SAT scores shows that "the school library collection quality, quantity, and use were the most predictable factors for student success."

Farmer's research brings together all the factors and she quantifies what we think we know. Guiding questions help library media teachers assess the library media program's impact on reading, achievement, and student success. Farmer suggests library media teachers use these findings "when planning, implementing, accessing and promoting their programs in the context of the school's efforts to improve student achievement." This book belongs on the shelf of the professional collection of every library media teacher. Rita Fontinha, Lib. Media Spec., Norwood H.S., Norwood, MA

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