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How School Libraries Support Reading Development A Suggested Reference List Constantino, R. (Ed.) (1998). Literacy, access and libraries among the language minority population. Lanham, MD: Scarecrow Press. ERIC Document ED417595. Dreher, M.J. (Dec. 98/Jan.99). Motivating children to read more nonfiction. The Reading Teacher, 52(4), 414-417. Follos, A. (May/June 2001). A reading programs that keeps climb- ing. Book Report, 20(1), 12-14. Hobbs, L. (Jan./Feb. 1998). Reading motivation: A library mission. Book Report, 6(4), 13-25. Keifer, B. (Feb 2001). Understanding reading. School Library Journal, 47 (2), 48-52. Krashen, S. (Dec. 97/Jan. 98). Bridging inequity with books. Educational Leadership, 55(4), 18-22 Krashen, S. (1993). The power of reading: Insights from the research. Englewood, CO: Libraries Unlimited. Loertscher, D.V. (1994). Treasure Mountain IV: The power of read- ing: The effect of libraries and promotion on reading competence. School Library Media Annual, 12. Pain-Lewins, H. (Nov. 1990). Reading for pleasure and the school library. Reading, 24(3), 157-165. Smolin, L.I. & Lawless, K.A. (March 2003). Becoming literate in the technological age: New responsibilities and tools for teachers. The Reading Teacher, 56(6), 570-577. Staton, M. (Sept./Oct.). Reading motivation: The librarian's role in helping teachers develop programs that work. Library Talk, 11(4), 18-21. Wilson, P.J. (Jan. 1994). What reading teachers should expect from their school library media specialists: Tips from exemplary read- ing programs. The State of Reading: The Journal of the Texas State Reading Association, 1 (1), 19-25. Note: For on-going professional reading on literacy and school libraries, read Literacy Links written by Marlene Asselin and featured in every issue of Teacher-Librarian: The Journal for School Library Professionals. --Ray Doiron, Ph.D., Faculty of Education, University of Prince Edward Island, raydoiron@upei.ca, ALA/CLA Joint Conference, Toronto, June 2003 The Teaching Librarian Volume 10, no. 3 43 l The Impact of the Replacement of Teacher- Librarians with Library Technicians on School Library Programs and Services: A Provincial Study Ray Doiron, Faculty of Education, University of Prince Edward Island Ray Doiron conducted this study at the request of the Nova Scotia teachers' federation. He discovered a significant decline in Nova Scotia's school libraries with regard to staffing, services, collections, and instructional programs. Non-teachers, and some- times volunteers, were performing instructional tasks. Basically, at all levels of the school system there was evidence of serious misunderstanding of school librarianship and information literacy instruc- tion. In other words, keeping school libraries open while getting rid of teacher-librarians does not sup- port student learning and achievement. l Information Literacy Education for Pre- Service Teachers: Does it Make a Difference? Jennifer L. Branch, Department of Elementary Education, Faculty of Education, University of Alberta Jennifer Branch concluded from this study that the education of preservice teachers does make a differ- ence to their understanding of information literacy and their ability to integrate ICT into their teaching. It's important to note that this preservice education involved immersing these preservice teachers in a resource-based learning environment, information lit- eracy, and the research process. This has implica- tions for the education of preservice teachers. l An Essential Connection: How Quality School Library Media Programs Improve Student Achievement in North Carolina Dr. Robert Burgin, president, RB Software & Consulting, Cary, North Carolina This study of North Carolina's public school libraries corroborated the findings of previous studies, such as those done by Lance. Although the information provided by this study isn't new, it's important to have the earlier results confirmed in yet one more jurisdiction. Each study confirming these results makes it a bit more difficult for policy makers to argue that the studies have been to limited to apply to their particular jurisdiction. CONCLUSION Although personal stories can be powerful, it's also important to know the research being done in school librarianship. Attending these ses- sions gave me the opportunity to improve my knowledge and understanding of this research so I can share it with my colleagues and with school and district administrators. z