Here is a faux request for more funding for a school media center in dire need. While I don't intend to be a school librarian, it was a very eye-opening look at the problems many face in serving their communities. I have always been a huge proponent of school libraries, this task only served to reinforce that.
Originally created for LIS 610 - Collections Management at UNCG.
To whom it may concern,
I am writing for the consideration of additional funding for recourses and programing in Edison Elementary School’s library media center. Our current physical collections are well below national averages, even among schools serving the lowest socio-economic areas. We cannot hope to fulfill our mission of “existing to ensure all students learn,” if we do not have the resources to serve and teach those children.
With an additional $4,000 from the Title 1 Every Student Succeeds Act grant, Edison’s library could build an updated collection around the needs of our students now. Over half of our students are from homes where English is the second language. The majority of our students are at risk of failing academically. Our library collection needs to reflect our student population. We require resources that are current and relevant to today’s youth, inspiring more engagement with reading. Resources that can be taken home and shared with their family in languages and translations they can all understand. and grow with.
Edison’s allocated funds fall under $6 per student. Nationally, the average during the 2010-11 school year was $16 per student (Tuck, 2016, p. 10). To raise Edison’s literacy rate, we need to curate a collection that better serves all of our students. We also need the means to promote these resources to our students and their families.
A 2016 study by the National Education Association shows public school/media centers of the poorest U.S. schools have a book-to-student ratio “similar across all levels of school poverty (from 21.2 books per student in the lowest-poverty schools to 22.6 books per student in schools with 50–74% of students in poverty)” (Tuck, 2016, p. 8). Edison falls well below this average. Our collection offers just 18 books per student. This is before considering that 50% of our books are out dated by at least 10 years. The audio/visual collection is at least 5 years old, which in terms of technology is extremely out-of-date.
Consider this as we also find that “students attending the poorest schools do tend to check out slightly more books and other materials from the library/media center” than students attending wealthier schools (Tuck, 2016, p. 11). Other studies have shown that having close proximity to books increases literacy levels due to increased access (Darby; Neuman; & Wilson).
To raise Edison’s collection ratio to 21 books per student and make up for the outdated materials, we need to add 4,650 new books to our collection. These books need to be geared toward the literacy needs of our students. They should cover dual languages, immigrant and urban experiences, and popular culture at all reading levels. Older students reading at a lower level will not be motivated or interested in reading books they deem childish or beneath them socially.
It is important that students see themselves represented in the materials they have to read. A well-rounded collection of protagonists in all different roles of varying subject matter. This will also serve to increase interest in other academic subject matters as well.
Edison’s library is in the unique position of serving the entire student population, not just one class or grade level. As we work to update our collection to better serve the needs of our at-risk students, we would also like to offer programing that would enhance these resources. A recent study shows “it is possible to impact reading proficiency for very high-risk students in the early grades of elementary school. [After school programs] that target literacy among low-income students could play an important role in boosting student achievement, and therefore in narrowing the achievement gap as [they] progress” (Bayless, 2018). This type of programing could have a huge impact on our students, 9 out of 10 of which is reading below grade level.
Librarians will collaborate with Edison teachers to ensure the collection targets current curricular needs, as well as any special requirements students may have. We will work toward a well-rounded collection that offers audio and visual materials that serve to enhance literacy skills. After school book clubs that target at-risk students will increase literacy and interest. The appeal of being a part of a club adds a layer of social activity (and fun) to a task many find a struggle. The club would also offer the opportunity to introduce cross-disciplinary subjects and activities that enhance all around learning.
Assessing the success of the grant will be done in multiple ways. Quantitative data will be gathered by tracking circulation rates, examining standardized test scores, and watching for increased literacy skills of book club members reflected in their classroom grades. There will also be opportunities for qualitative information to be collected from students and families through increased engagement with the collection and participation in programing.
This funding would benefit all the students of Edison Elementary School, as well as enhance teacher efforts within the classrooms. Our students will have a better opportunity for academic success by “learning today, succeeding tomorrow.”
Sincerely,
Christine Anderson
References
Bayless, S. D., Jenson, J.M., Richmond, M. K., Pampel, F. C., Cook, M., & Calhoun, M. (2018). Effects of an Afterschool Early Literacy Intervention on the Reading Skills of Children in Public Housing Communities. Child & Youth Care Forum, 47(4), 537-561. https://doi.org/10.1007/s10566-018-9442-5
Darby, M. (2008). Library Reading Program for Secondary ESL Students. Access (10300155), 22(3), 9-12.
Neuman, S. B. (1999). Books Make a Difference: A Study of Access to Literacy. Reading Research Quarterly, 34(3), 286.
Oyewusi, F., & Shabi, I. (2016). Library Use and Reading Habits as Predictors of Informaiton Literacy Competencies Among Finalists in Selected Private Secondary Schools in Ife, Osun State, Nigeria. International Journal of the Book, 14(3), 1-14. https://doi.org/10.18848/1447-9516/CGP/v14i03/1-14
Tuck, K. D. & Holmes, D. R. (2016). Library/Media Centers in U.S. Public Schools: Growth, Staffing, and Resources. Executive Summary. National Education Association. http://www.nea.org/assets/docs/Trends%20in%20School%20Library%20Media%20Centers%20Executive%20Summary.pdf
Wilson, P.T., et al. (1986). Children’s Book Reading Habits: A New Criterion for Literacy. Reading Education Report No. 63. Illinois University.
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