Summary

The information literacy program that is intended in this proposal has the potential to be very powerful for academics. The aim is to instill a program that adheres to and encompasses the principal guidelines in AASL's Empowering Learners: Guidelines for School Library Programs. Advocacy from administration is key to the successful implementation of this program. WIthout support from the school principal and vice principal, the program has the potential to flounder. Collaboration, is second in importance to the success of this program. By utilizing a collaborative teaching model, the information literacy program can be initiated into the core curriculum, not just stand alone library lessons. Classroom teachers need to see the value in the program and this will be realized through numerous professional development seminars, to be presented on an ongoing basis through out the school year. In addition, it is pertinent that everyone involved, from administration, to parents, to district-level stakeholders, comprehend the information process models, Big6 and Super3, being used for the program.

There have been numerous studies, conducted over the past twelve years, validating the impact a successful information literacy program, can have on student achievement, when taught by a certified school media specialist. The results of these studies were conveyed in the needs assessment of this program, however they will be reiterated here: "[|Student Learning Through Wisconsin School Library Media Centers" in which the following statements were made] " (2006): "Information Empowered: The School Librarian as an Agent of Agent of Academic Achievement in Alaska Schools " (2000): ﻿"Measuring Up to Standards: The Impact of School Libraries and Information Literacy in Pennsylvania Schools" (2000):
 * "Where principals and other administrators rated the teaching of Information and Communication Technologies (ICT) standards as excellent, students at all three grade levels—elementary, middle and high school—were consistently more likely to earn advanced scores on the ISAT reading and language arts tests."
 * "School librarians help students acquire unique skills not taught in the classroom and information and technology skills essential for students in the 21st century."
 * "Schools where the librarian spends more time on instructionally-related student and teacher activities have higher WKCE scores."
 * "In terms of student usage, the more time students spend receiving instruction in the area of library/information literacy in which the library media staff are involved, the higher their test scores."
 * <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0.5em; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;"><span style="font-family: 'Times New Roman',Times,serif; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0.5em; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">"Student test scores were higher the more time librarians worked cooperatively with classroom teachers, the more they taught information literacy independently, and the more they provided in-service training to teachers."

<span style="font-family: 'Times New Roman',Times,serif;">This proposal takes into consideration the planning and innovativeness that needs to occur on the part of the school media specialist. However, this aspect of the proposal is vital to a successful implementation. With a successful program, the benefits to both student achievement and those skills needed to compete in the 21st century are exponential. In an economic time when budget cuts are greatly influencing the profession of school media specialists, and there is fear of the dissolution of the profession altogether; it is up to the innovative librarian to become indispensable. The future of libraries is not in the collections; the future of libraries is librarians and the effective programs that are initiated!