Open Access Graduate Research Paper
Literacy programs--Iowa; Middle school students--Books and reading--Iowa; Teacher-librarians--Iowa;
Education stakeholders recognize the importance of establishing a culture of reading within a school. Many schools are using supplemental reading programs, like Accelerated Reader (AR), to support reading instruction and to encourage independent reading opportunities with their students (What Works Clearinghouse, 2010). These programs offer schools a system to manage, monitor and measure students’ independent reading. The high percentage of schools in the nation implementing supplemental reading programs necessitates that school librarians serve a leadership role in the implementation of such reading programs. Although these programs often entail controversy, proper implementation of these reading programs requires structure and support best served through the defined roles of a school librarian (AASL, 2009) as the school’s literacy advocate and leader.
Ample research has shown that school librarians impact student achievement and play a major role in accomplishing a school’s desired student outcomes (Hughes, 2014; Lance & Hofschire, 2011, Lance & Loertscher, 2005; Todd & Kuhlthau, 2005). This study documents one TL’s contributions in the implementation of AR in one middle school where students have demonstrated success using a supplemental reading program. The study results showed this TL’s leadership work and proper execution of her professional responsibilities contributed and assisted with the successful implementation of a supplemental reading program within a middle school community. Overall 96% of the middle school students who participated in AR, had a 93% success rate with their independent reading quizzes, and completed 4684 quizzes (an average 28.9 per person). Notably the school library circulation was 7925 (an average of 51.1 per person), indicating these students’ library circulations far surpassed the number of books they needed to meet their AR reading goals. These circulations were also well distributed; 96% of the total middle school student body checked out 16 or more books. Additionally 47% of all circulations were award winning titles. This study documented the teacher librarian’s contributions to the library program through ardent attention to developing a high quality collection, reader’s advisory outreach, lessons, book talks, reading promotion programs, and communication efforts such as circulating lists of best books and popular titles to keep student and teacher interests high -- all of which were essential to the implementation of a supplemental reading program.
Date of Award
Master of Arts
Department of Curriculum and Instruction
Division of School Library Studies
1 PDF file (47 pages)
©2016 Mindy M. Reimer
Reimer, Mindy M., "The need for a teacher librarian to take a leadership role in the implementation of supplemental reading program initiatives to achieve desired student outcomes" (2016). Graduate Research Papers. 99.