Do school libraries make a difference?. Some considerations on investigating school library impact in the United Kingdom
| Pages | 403-413 |
| Date | 20 July 2012 |
| Published date | 20 July 2012 |
| DOI | https://doi.org/10.1108/01435121211266212 |
| Author | Lucy Gildersleeves |
| Subject Matter | Library & information science |
Do school libraries make a
difference?
Some considerations on investigating school
library impact in the United Kingdom
Lucy Gildersleeves
Department of Information Studies, University College London, London, UK
Abstract
Purpose – This paper aims to introduce a research project investigating school library impact across
the four home nations of the UK. The research aims to identify whether there are key contributions
afforded by a school library or learning resource centre and by a school librarian, and if so, to offer case
models and approaches which may be used to inform strategy and practice. The paper also aims to
discuss the pilot phase of the research and explore the nature of impact assessment for school libraries
adopted in American studies and UK literacy research, weighing their advantages and drawbacks.
Consequent on this, it seeks to define a mixed-method approach for this study, combining multiple
surveys and more detailed interviewing and focus group research within a selected and balanced
sample of schools across the four home nations, and a correlation with school performance ranking.
Design/methodology/approach – An online survey has been developed for circulation to
secondary school students in all four of the UK home nations, mapping their perceptions and
expectations of the place of the LRC and of the librarian within their school experience. Secondary
schools in all four home nations were ranked according to Ofsted evaluation and league table
performance. A sample of schools was selected from each nation and interviews are currently being
conducted with management, teaching staff, librarians and with focus groups of school pupils. This is
complemented by a survey of a sample of higher education students in different disciplines to identify
their view of the contribution of the school library to preparedness for university study.
Findings – Findings from the pilot phase of the research tend to support the hypothesis that a
correlation may be traced between good library provision and positive pupil engagement with reading
and information skills. Should the full research project discover positive stories in schools without an
active library or librarian, this will complement the identification of critical success factors, towards
informing possible library advocacy action and policy approaches. A key issue identified from the
pilot phase for impact research in schools is that pupils and teachers both have considerable difficulty
in articulating how they experience the differences that libraries and librarians contribute. A case bank
of good practice material collected is being developed at University College London.
Research limitations/implications – For maximum validity, the in-depth sample schools should
include examples with and without a LRC and/or a school librarian, and both high and low performing
schools. It is anticipated that the final profile may under-represent schools without a LRC and/or
school librarian, where it has been found harder to engage cooperation from head teachers in
participation in this study. Ideally, evidence of impact would require close mapping, at the individual
pupil level, of performance and engagement with the library; this research does not include such
mapping at a systematic level across all the sample schools.
Originality/value – This research contributes to a key recommendation emerging from the work of
the School Library Commission, by filling a gap in impact research on British secondary school
libraries.
Keywords Evaluation,Impact, School libraries, Learning resource centres, Informationcentres,
United Kingdom
Paper type Research paper
The current issue and full text archive of this journal is available at
www.emeraldinsight.com/0143-5124.htm
This paper was originally presented at the 9th Northumbria International Conference on
Performance in Libraries and Information Services.
School library
impact
403
Received 4 May 2012
Accepted 15 June 2012
Library Management
Vol. 33 No. 6/7, 2012
pp. 403-413
qEmerald Group Publishing Limited
0143-5124
DOI 10.1108/01435121211266212
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