Do school libraries make a difference? Some considerations on investigating school library impact in the United Kingdom

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.

Citation

Gildersleeves, L. (2012), "Do school libraries make a difference? Some considerations on investigating school library impact in the United Kingdom", Library Management, Vol. 33 No. 6/7, pp. 403-413. https://doi.org/10.1108/01435121211266212