Title 1, Teacher Librarians, and Literacy, Revisited

So – why are teacher librarians so important in schools?  How do they help increase literacy in students?  We’ve learned that literacy goes beyond simply the ability to read and write – that our role as teacher librarians is more than to simply read to students, it is to teach them, and to help them understand the importance of being active members of society.

It is to help students like Jeremy in Jonathan Kozol’s Article The Other America: Giving Our Poorest Children the Same Opportunities as Our Richest, who is perfectly described as “This was a boy who hated tests in public school and managed to fail most of them. A neighborhood poet and a school librarian and, later, the Barnes & Noble in New York’s Union Square, which he liked to frequent, were Jeremy’s salvation.” (Kozol, 1).

We need to do everything in our power to create the kind of school library Kozol imagines:

“I think school libraries ought to be delightful and congenial places. I wish that we could get rid of those plastic chairs and overhead fluorescent lights that make too many of these rooms in low-funded schools about as intimate as Walmart. School libraries for wealthy children frequently resemble living rooms. When I walk into the libraries of inner-city schools and see a group of children filing in beside me, I often get the sense of something “dutiful” about it all instead of something joyful and exalting. I wish the kids could sit at maple tables with reading lamps that have lampshades made from handsome fabrics. I wish the space were beautiful. If we think of libraries as places where we give our kids a feast of learning, the place we serve that feast should be worthy of our offerings.” (Kozol, 1).


Several studies have been conducted illustrating the impact teacher librarians have on student academic success.  School districts should take note of these findings and make teacher librarians a central part of the educational system.  Teacher librarians can improve literacy by taking on leadership roles within their schools.  Getting involved with instruction and curriculum development will help teacher librarians provide better assistance to teachers and students, ensuring teachers have the proper equipment and students have adequate resources to complete assignments.  Teacher librarians should integrate technology into their libraries whenever possible.  The 21st century learner is more technologically advanced but they still lack information literacy skills.  Teacher librarians are there to help bridge that gap, connecting students with information and helping them think critically.

The next question then, is: Where do we go from here? What are some ideas to help increase literacy rates in Title 1 schools? One idea: We would love to see local businesses adopt a school library in lower income areas. It’s great advertising for them, increases their presence in the community, and helps children prepare for the future. Why don’t businesses do this? In Jeana’s school library they had a local insurance company “adopt” them for Christmas — employees (and the corporation) donated money, and asked for a list of books the students would enjoy (that were not already in the library) and then they went shopping.  The students loved it, and it gave the business a lot of really good — and relatively inexpensive — PR.

Maybe adopting a library isn’t going to work for you, never fear there are plenty of charities and organizations looking for volunteer work and donations.  Some of our favorites include Room to Read, LitWorld, 826 National, and KIPP Public Charter.  Or you can always volunteer at your local library to help with Storytimes, and other event programming.  Another option is to volunteer in your local school district as a reading aide, libraries and schools are always in need of adults willing and capable to help children learn with literacy of all kinds.

So get out there – and then come back and share your experiences.  As always, any ideas you have or any experiences you would like to share are welcome in the comments section of this post.  

Until next time, keep fighting for literacy!

-Elisabeth, Jeana, Kara, & Kendra-

Resources Used

Haymond, J., (2012). Donation, [digital image]. Retrieved from http://bookshooksandnooks.blogspot.com/2012/01/merry-christmas-to-us.html

Kozol, J. (2012). The other America: Giving our poorest children the same opportunities as our richest. School Library Journal. Retrieved from http://www.slj.com/2012/08/literacy/the-other-america-giving-our-poorest-children-the-same-opportunities-as-our-richest/



Improving Literacy Through School Libraries

The Literacy through School Libraries (LSL) program promotes comprehensive local strategies to improve student reading achievement by improving school library services and resources. The program is one component of the Department’s commitment to dramatically improve student achievement by focusing available resources, including those of school library media centers, on reading achievement.

Research has shown that Teacher Librarians positively affect the academic success of their students.  In the video posted below, Jamie Helgren and her colleague Keith Curry Lance discuss the impact of school libraries on student academic achievement.  Studies like this one have been conducted in other states with similar results.  There is no doubt Teacher Librarians impact student education.  This post is meant to provide ideas for Teacher Librarians to utilize to increase literacy.

There are a number of options to help Teacher Librarians impact literacy in Title 1 schools.  School Libraries Impact Studies (2013), suggested Teacher Librarians take on more leadership roles within schools.  Teacher Librarians that attend faculty meetings, collaborate with teachers, and meet with the principle on a regular basis can help improve Title 1 schools.  Jamie Helgren and Keith Curry Lance created a series of videos that demonstrate how getting involved with instruction and possibly curriculum development, Teacher Librarians can solidify their role in the educational system while not only increasing literacy but also student success in general.

School Libraries Work! (2008) stated school libraries inspire literacy by giving students access to information that matters to them.  For Teacher Librarians this can be accomplished through collection development.  Giving students an opportunity to read books and information that interest them is beneficial to their success.  “When students are able to explore information that is meaningful to them, they not only learn faster but their literacy skills grow rapidly” (School Libraries Work!, 2008).  In addition to supporting curriculum, Teacher Librarians have a responsibility to support student’s personal literacies.  Allowing students to give feedback on title selections will make them feel like they’re contributing to the library’s collection.  It will also get them excited about reading the material they requested.  Collection development can be an effective technique for Teacher Librarians to increase literacy and help students develop a passion for reading in Title 1 schools.  In the video, Teacher Librarians at the Heart of Student Learning (2009), Sally Murphy discusses how she used book trailers to get students excited about reading.  This combination of technology and print material is an innovative way to improve student interest in the library’s collection.

Using technology to improve literacy is another way Teacher Librarians can impact education.  School Libraries Matter (2014) showed how technology is integrated into the curriculum and how some schools have transformed their libraries into learning hubs.  This idea may not be financially feasiable for all Title 1 schools.  However, if school districts began investing in their libraries, they could turn insufficient libraries and under-performing students into interactive learning centers where students are excited about learning.  Teacher Librarians could use technology as a way to develop digital collections, allowing students to use e-Readers and tablets.   Another point from the School Libraries Matter (2014) video was students are encouraged to bring their devices to school.  Some might argue that this is a controversial technique but librarians could use this opportunity to not only improve basic literacy but media and technological literacy as well, helping to create more transliterate students.

Research has proven that Teacher Librarians increase student academic achievement.  While many Title 1 schools may lack financial resources, they simply cannot allow their students to fall further behind.  Investing in Teacher Librarians is strongly recommended because they have an opportunity to improve basic in low-performing students.  By taking on leadership roles in schools, collaborating with teachers, and attending faculty meetings, Teacher Librarians can be more involved with instruction and curriculum development.  Supporting student’s personal literacies through collection development and the use of technology are essential options for improving literacy in Title 1 schools.


Do you agree?  Should we be promoting incorporating technology into our school libraries?  How would you feel about letting your students spend most of their designated library time in the digital space?

Resources Used

School Libraries Impact Studies. (2013). Retrieved from http://www.lrs.org/data-tools/school-libraries/impact-studies/

School Libraries Matter: The Changing Role of the School Librarian. (2014, October 22). Retrieved from https://www.youtube.com/watch?v=6eilZJp3_h8

Scholastic Research & Results. (2008). School Libraries Work! Retrieved from http://www2.scholastic.com/content/collateral_resources/pdf/s/slw3_2008.pdf

Teacher Librarians at The Heart of Student Learning. (2009, January 9). Retrieved from https://www.youtube.com/watch?v=z_ybY5O7WvA

Want to know more?

Lance, K. C., Rodney, M. J., & Hamilton-Pennell, C. (2000). Measuring up to Standards: The impact of School Library Programs & Information Literacy in Pennsylvania Schools. Retrieved from: http://eric.ed.gov/?id=ED446771

Price, G., (2015). Victory for School Libraries in Amendment to ESEA, Passed in Senate. School Library Journal. Retrieved from: http://www.slj.com/2015/07/industry-news/victory-for-school-libraries-in-amendment-to-esea-passed-in-senate/

Stephen Krashen to LA School Board: Invest in Libraries  https://www.youtube.com/watch?v=JAui0OGfHQY


Increasing Literacy in Title 1 Schools


It has been shown many times that a child’s socioeconomic status (SES) can greatly affect their overall achievement at school.  Social policy analyst, Donald Hirsch, describes the link between poverty and underachievement at school and notes that children coming from a lower SES are already about 9 months behind their higher SES peers when first beginning school (The Poverty Gap, 2007).  When they enter first grade, they are about one year behind academically, and about two years behind by the time they get to second grade.  This gap in academic success grows larger and larger as students move through each grade level, most notably in the primary grades.  Title 1 schools have a higher percentage of these students coming from low-income families, and receive financial assistance to aid in meeting the needs of such diverse learners and to ensure that all children can achieve the rigorous state standards, such as the Common Core State Standards.  For the children that are lacking the support, stability, enrichment, or resources at home, Title 1 schools and the teachers who work there cannot necessarily change a child’s home life or financial situation, but they can be held more accountable for helping these students when they are at school.  With that said, what can the educators and staff in low-income schools do to support these children and to help close the poverty gap?  How can teacher librarians assist and make the most of a student’s time at school and give all children opportunities to learn?

When looking at child’s education, and more specifically literacy, classroom teachers are not the only educators that play a vital role in a child’s learning.  Although most students spend the majority of their school day in one classroom with one teacher, teacher librarians can also have a significant impact on the way a student learns to read and write.  In some Title 1 schools, finding enough money to hire a dedicated, certified, and trained Teacher Librarian is not possible, or is sometimes not seen as a necessity.  For example, I work at a Title 1 Elementary School that has not had a certified librarian since 2013 (I’m working hard to obtain my MLIS so I can change this!).  Having a librarian available to help all students, regardless of their family’s income, would be so beneficial to any school.

Since most states have adopted the Common Core State Standards, a teacher librarian can support classroom teachers with these standards, and can collaborate with one another to provide for all students. Achieve, a nonprofit education reform organization, has created an Action Brief that outlines a few starting points for teachers librarians to “increase awareness of the standards, create a sense of urgency around their implementation, and provide these stakeholders with a deeper understanding of the standards and their role in implementing the standards.”  Some of the suggestions for librarians from this action brief include: Help differentiate opportunities for learners by providing a range of easy to challenging texts on topics under study, allow unlimited access to materials by teachers and students for classroom and home use, provide students with the tools to creatively share and report their research, and promote the idea that children and teens are as much teacher as they are learner.  A teacher librarian implementing these ideas would be targeting the CCSS, while also providing materials and multiple opportunities for lower SES students to build their literacy skills.  Working alongside classroom teachers, specialists, and administration can also help to give these students more chances to show growth and progress.

Through collaboration, cooperation, and building a participatory environment, teacher librarians can create a library space that is a place for teaching and learning.  When students come to the library, they will be able to do much more than simply read and check out a book.  They will have access to a wide variety of materials and resources, the chance to create, discover, and share knowledge with their peers.  All of these opportunities can help a child to develop the many skills defined through literacy.

What about you?  What are some ideas you have to improve literacy in Title 1 schools? Let’s start a conversation in the comments!

References Used

Achieve, & AASL. (2013). Implementing the Common Core State Standards: The Role of The School Librarian Action Brief. Retrieved from http://www.achieve.org/files/CCSSLibrariansBrief-FINAL.pdf

Hunsinger, V. (2015). School librarians as equity warriors. Knowledge Quest, 44(1), 10-14. Retrieved from http://web.b.ebscohost.com.libaccess.sjlibrary.org/ehost/detail/detail?sid=afcb9501-c729-4594-850c-f2c0367f8673%40sessionmgr112&vid=0&hid=110&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#AN=109276614&db=a9h

Johnson, L., & Donham, J. (2012). Reading by Grade Three: How Well Do School Library Circulation Policies Support Early Reading?. Teacher Librarian, 40(2), 8-12. Retrieved from: http://libaccess.sjlibrary.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eft&AN=84415729&site=ehost-live

The Poverty Gap [Video file]. (2007). Teachers TV/UK Department of Education. Retrieved from Education in Video: Volume I. https://search-alexanderstreet-com.libaccess.sjlibrary.org/ediv/view/work/1781668

Want to get involved or learn more? Check out these links!

Reading is Fundamental, Impact Story: Books and Backpacks

Clark, C., (2014). The reading lives of 8 to 11-year-olds 2005 – 2013: Evidence paper for the Read On. Get On campaign. London: National Literacy Trust.

Krashen, S., (2006). Free reading. School Library Journal, 52(9), 42-45. Retrieved from: http://www.slj.com/2006/09/literacy/free-reading/

The Impact of Teacher Librarians on Title 1 Schools

I have read numerous articles, studies, and reports touting the positive effects of (and increases in student reading scores because of) having a full-time teacher librarian (and support staff) in a well-equipped and well supplied (reading material wise) school library. I have read so much about this topic in fact, that the data, numbers, percentages, and ratios are all blurred together in my head. But the simple fact is — students suffer when they don’t have adequate resources—and, in particular, it’s been found that student achievement suffers when schools lack libraries that are staffed by full-time librarians (Kachel & Lance, 2013). Most importantly, student achievement soars when schools have adequate resources and use them to create a library media center that is at the heart of the school.

Are adequate resources and current technology a guarantee of student success? Not by themselves. A guarantee of student success is in finding and hiring a trained and certified teacher librarian who wants the best for each and every student that enters his or her library and is dedicated to the accomplishment of this goal. Being a Teacher Librarian is not for the weak or faint of heart. Dedicated Teacher Librarians can make a difference in the lives of even the most difficult and hard to reach students.

Students can be hard to reach for a variety of reasons. Here are some basic facts about American children:

  • 1 child in 5 lives in poverty (among African Americans it is 1 child in 3).
  • 1 child in 3 lives in a single-parent family (among African Americans it is 2 children in 3).
  • Almost 1 child in 3 lives in a home where no one has full-time, year-round employment.
  • 2 babies in 5 are born to teenage mothers.  (Fasick & Holt, 2013).

According to these facts, poverty seems to be the most compelling reason that students can be hard to reach and struggle with learning, especially reading. Reading materials are often few in number in a low-income home; and trips to the public library do not often happen as parents are often working more than one job to make ends meet and simply are not available to take their children to the library or to read to/with their children. Homes held together by a single parent struggle even more. Communities of low income families within school boundaries often create special challenges for the schools. After school programs are practically a requirement as so many children would normally head home after school to a home lacking in parental guidance because parent(s) are at work. Extra help is needed at school for those that struggle to learn or do not speak English–yet another challenge at school. Students from low income homes tend to struggle to develop adequate levels of reading comprehension, writing style, vocabulary, grammar, and spelling. So how can a qualified and dedicated Teacher Librarian help these students?

There are numerous ways that Teacher Librarians can impact students. First and foremost just being open, caring and warm towards all students opens the door to establishing a trusting relationship with them. What student wants to visit a library where they feel unwelcome? Creating a space that is warm and welcoming and being warm and welcoming are the first steps any TL should take. Students need to feel safe at school and know that the adults around them care for them and love them. Teacher Librarians can create safe shelters, or refuges, for the students, where they know they are accepted and safe; where they can escape the struggles in their lives through reading. Students learn to love books and reading, hopefully making connections with the characters that they read about. Books can become a child’s best friend and help them through stressful situations.

Teacher Librarians impact students by sharing their love of reading, by sharing what they have learned through reading and by inviting and helping students find books that will impact their own lives. Dedicated Teacher Librarians stay current of reading trends and technology advances that will benefit the students. TL’s are the student’s cheerleaders and advocates. TL’s encourage and inspire. TL’s use their creativity to make the most of the resources they are provided with. TL’s use their persuasive talents to bring volunteers into the library to work with and help the students. Dedicated Teacher Librarians offer flexible scheduling for classes and extend their library hours to offer before and after school time for more students to visit the library.

Dedicated Teacher Librarians impact students by teaching them information literacy skills–where to find the information they seek, and skills to distinguish relevant information from “fluff.” Dedicated Teacher Librarians collaborate with teachers to share what they know and to help them acquire the needed materials for class curriculum.

Teacher Librarians can break the cycle of poverty for students in Title 1 schools by putting their heart and soul into their library, but most dedicated TL’s do this already. Perhaps “dedicated” should be added to the Teacher Librarian title–DTL’s… hmmm, I like it, what do you think? Chime in, let’s start a conversation!

Resources Used

Fasick, A. M. & Holt, L. E., (2013). Managing children’s services in libraries. Santa Barbara, CA: Libraries Unlimited.

I Love Libraries. (2014, November 27). Jamal Joseph: “It was a place where we realized that anything was possible” [Video file]. Retrieved from https://www.youtube.com/watch?v=vyAj2Gj20wU&list=PLFf4dhwX0njkDU49qbOkMrOiudlNhvr5o&index=58

Kachel, D. E. & Lance, K. C., (2013). Latest Study: A full-time school librarian makes a critical difference in boosting student achievement. School Library Journal

Krashen, S. D., (2004). The power of reading: Insights from the research. Portsmouth, NH: Heinemann.

Preston Hollow Advocate. (2012, February 21). Marsh students take back their library [Video file]. Retrieved from https://www.youtube.com/watch?v=H2IqOoZi5tA

Want to learn more? Check out these books and links!

Caution! Free Range Children! Authored by Julie McCormack (Who wouldn’t want to visit a Library like this?)

Bailey, N. E., (2013). Misguided education reform: Debating the impact on students. New York, NY: Roman & Littlefield. (specifically chapter 3).

Barack, L., (2015). Mississippi School Librarians, despite low funding, enjoying higher profiles. School Library Journal. Retrieved from: http://www.slj.com/2015/12/schools/mississippi-school-librarians-despite-low-funding-enjoying-higher-profiles/

Crowley, J. D., (2011). Developing a vision: Strategic planning for the School Librarian in the 21st Century. Santa Barbara, CA: Libraries Unlimited.

Toor, R. &  ‎Weisburg, H. K., (2011). Being indispensable: A School Librarian’s guide to becoming an invaluable leader. Chicago, IL: American Library Association. (Our favorite!)

Literacy and Title 1 Schools – Defined.

Literacy, a word used to encapsulate a number of meanings. The Oxford English Dictionary defines literacy as “The ability to read or write” or “Competence of knowledge in a specified area” (Oxford English Dictionary), as teacher librarians we need to be familiar with both components of this definition in order to be truly successful, especially in regards to helping increase literacy in low-income (Title 1) schools, first though, let’s define what exactly a Title 1 school is.

Title 1 is the nation’s oldest and largest federally funded program, according to the U.S. Department of Education. According to the U.S. Department of Education, the purpose of Title 1 funding, “is to ensure that all children have a fair, equal, and significant opportunity to obtain a high quality education and reach, at minimum, proficiency on challenging state academic achievement standards and state academic assessments.”  The basic principles of Title 1 state that schools with large concentrations of low-income students will receive supplemental funds to assist in meeting students’ educational goals. Low-income students are determined by the number of students enrolled in the free and reduced lunch program. For an entire school to qualify for Title 1 funds, at least 40% of students must enroll in the free and reduced lunch program. (Malburg, 1)

The reason for Title 1 funding is, specifically “to ensure that all children have a fair, equal, and significant opportunity to obtain a high quality education and reach, at minimum, proficiency on challenging state academic achievement standards and state academic assessments.”  I don’t know about you, but I would infer that in order to reach proficiency on challenging state academic achievement standards and state academic assessments a child would need to be literate – in more ways than one.

To start – let’s examine the Infographic below:


Literacy is not simply the ability to read and write – although that is was the Oxford Dictionary defined it as – however modern literacy is more than that.  It is the ability to understand computers (which is arguably just as important as knowing how to read in the 21st century) it is the ability to understand and be able to read social situations, (hence the term “socially literate”), and it is the ability to look at a problem and find a solution.  Literacy extends beyond simply helping to teach children how to read – it is teaching them how to become active members of society – to be able to think, read, and assess situations for themselves.  It is laying the foundation so they will become capable adults.

So what can we do?  Lindsey Tepe – a teacher librarian in a Title 1 school in Washington D.C. who attended a seminar titled “Remodeling Literacy Learning: Making Room for What Works” relates the following:

Professional development, collaboration and structural supports are critical ingredients in remodeling literacy learning, but a solid foundation must be put in place as well. I was surprised that the report did not include mention of the materials teachers need to support literacy learning within and across the content areas.

A critical component to “Remodeling Literacy Learning” must also include rebuilding the foundation of literacy: access to high quality fiction and non-fiction texts. In classrooms throughout the country, many educators do not have the materials needed to effectively support literacy instruction.

How do you build a school culture built upon literacy without an abundance of content-rich texts?

Intentionally selecting and providing materials for classrooms of all grade levels that support literacy instruction across disciplines – as well as providing and structuring professional development and collaborative time for educators – is necessary to rebuild a culture of literacy in schools. (Tepe, 1).

In order to become truly successful teacher librarians we need to be able to be able to promote and teach literacy to our students – and not just the basic form of literacy (meaning “the ability to read and write”) but multi-literacy.

What are your thoughts?  Do you think literacy extends beyond just “the ability to read and write”?  What are some things you think Teacher Librarians can do to impact or help increase literacy in Title 1 schools? Chime in below – let’s get a conversation going!

Resources Used:

MacMeekin, M. (2013). 27 things your teacher librarian does. An Ethical Island. Retrieved from https://anethicalisland.wordpress.com/2013/04/12/27-things-your-teacher-librarian-does/

Malburg, S. (2015). What is a Title 1 school? Bright Hub Education. Retrieved from http://www.brighthubeducation.com/teaching-methods-tips/11105-basics-of-title-1-funds/

Tepe, L. (2013). Rebuilding a culture of literacy in schools. Education Policy. Retrieved from https://www.newamerica.org/education-policy/rebuilding-a-culture-of-literacy-in-schools/

Want to Learn More?

Children’s Literacy Foundation (CLiF). http://clifonline.org/resources/research/

Comber, B. (2001). Critical literacy finds a ‘place’: Writing and social action in a low income Australian grade 2/3 classroom. Elementary School Journal, 101(4), 451-465.

Nelson, J. and Ingraham Dwyer, J. (2015). What the public librarian wishes the school librarian knew. Children & Libraries: The Journal of the Association of Library Service to Children, 13(4), 26-27.

Title 1, Teacher Librarians, and Literacy, Oh My!

“Resource-rich school libraries and credentialed school librarians play key roles in promoting both information literacy and reading for information and inspiration. When staffed by qualified professionals trained to collaborate with teachers and engage students meaningfully with information that matters in the real world, school libraries become sophisticated 21st-century learning environments that offer equal opportunities for achievement to all students, regardless of the socio-economic or education levels of the community” (School libraries work!, 2008).

When talking about literacy and Title 1 schools, I want to look at the following incident which happened to me about a year ago. A close friend of mine teaches 3rd grade at a Title 1 elementary school and she is constantly looking for new and exciting literature that has some information literacy appeal for her classroom, however when she asked her school librarian for recommendations, the standard response was “Oh, just look on Goodreads.”  (If that doesn’t spark something in you, I don’t know what will).  At dinner a few weeks later she related the story, I suggested a handful of new books she could try with her students, one specifically (Escape from Mr. Lemoncello’s Library) had some information literacy value in the form of riddles throughout.  Her students adored it, and now they’ve incorporated the book into all of the 3rd grade curriculum at the school.

Now, this was a simple reader’s advisory from a public librarian – and it’s an example of the absolute minimum a teacher librarian should do to promote information literacy in schools.  No longer are teacher librarians asked to simply “read to children”, no, they are the captains of information literacy.  Not only helping and encouraging students to learn (and hopefully love) reading and writing, but to teach them how to access information, how to separate good, or accurate information from bad, or inaccurate information.  Teacher librarians in the 21st century cannot simply stand by and take a passive role in the literacy of students within a school.  Their job is no longer simply reader’s advisory and basic circulation tasks. Instead, we are arguing, teacher librarians need to collaborate with teachers, and encourage and engage students in order to be truly effective, especially when working with low-income students in Title 1 schools.

Education and income are two characteristics that play a significant role in determining an individual’s socioeconomic status.  Students that come from low-income families often attend low-income schools.  Children that attend these low-income schools would not have access to high-quality education without Title 1 of the Elementary and Secondary Education Act of 1965.  According to the U.S. Department of Education, Title 1 is dedicated to improving academic achievement in high poverty schools through accountability, professional development, distributing sufficient resources, and reform that ensures curriculum follows state standards (2004).  Title 1 aims to close the educational gap between high- and low-performing students.

Our concern is that without teacher librarians students in Title 1 schools will continue to suffer academically.  Literacy rates will be negatively impacted and students attending Title 1 schools will fall further behind students attending non-Title 1 schools.  Low socioeconomic status typically equates to lower education levels and illiteracy.  Low-income neighborhoods do not have the financial resources to properly support their schools.  Students that attend these schools receive insufficient education that will almost guarantee them a life of hardships and struggles, perpetuating the low socioeconomic status.

Our objective with this blog is to openly discuss the impact that a teacher librarian and a properly funded school library can (and will) have on students that come from low socioeconomic families. We will also discuss possible solutions for less funded school libraries to obtain the financial support that they so desperately need to improve collections, train volunteers, and incorporate additional services – and to ultimately prove that librarians truly are the information crusaders of the 21st century!


Get ready – we’ve got a lot to come and we can’t wait to start the conversation!

-Elisabeth, Jeana, Kara, & Kendra-

Resources Used

Title 1-Improving the academic achievement of the disadvantaged.  (2004, September, 15). http://www2.ed.gov/policy/elsec/leg/esea02/pg1.html