Archive for the School Category

The 2014-15 School Library Survey data is now available


The 2014-15 Colorado School Library Survey data has been posted at From this page, you can view individual school library profiles for all schools that completed the survey as well as statewide estimates and benchmarks for selected statistics, and use our interactive tool to explore the data in more depth. There is also a Fast Facts available that presents highlights from the 2014-15 results. Many thanks to all of the Colorado schools who participated in the survey!

LJ reports that more than four-fifths of new library graduates are employed full time, up 19% from 2013


Image credit: Library Journal

Library Journal has released the findings from their 2015 Placement & Salaries Survey, which tracks yearly trends in employment among newly graduated MLIS students. In 2014, out of 4,331 estimated library school graduates, 32% participated in Library Journal’s survey. The results show an overall increase in full-time employment among new graduates, as well as steadily increasing salaries, though many new librarians are frustrated at the rigor of the application process and the number of available entry-level positions that actually require an MLIS degree.

The number of new library school graduates with full-time employment increased from 70% in 2013 to 83% in 2014. What’s more, those new graduates are earning even more starting off; starting salaries increased 2.9% from 2013, to $46,987. Women’s salaries increased slightly more than men’s as well, which represents a modest gain in closing the gender wage gap, though men continue to earn 14.9% more than women.

Of course, all regions and job titles are not experiencing these trends equally. The Pacific reported the highest average salaries, while the Southeast had the lowest, and the Northeast and Midwest were close to the average. These differences did, however, correspond closely to standard cost of living differences. One shift across the board is the fact that the highest paid positions are increasingly ones with non-traditional titles – positions that contain phrases such as “software developer,” “usability designer,” “data analyst,” etc. Meanwhile, many new graduates expressed frustration that some other full-time positions did not appear to require an MLIS at all

You can peruse all of Library Journal’s data on salaries and placement here.

Note: This post is part of our series, “The Weekly Number.” In this series, we highlight statistics that help tell the story of the 21st-century library.

Join us at CAL for “Data Visualization for the Rest of Us: A Beginner’s Guide”


Will you be at the CAL Conference on Friday? If so, we hope you will join us for:

Data Visualization for the Rest of Us: A Beginner’s Guide

Friday, October 23, 10:30 AM-12:15 PM, Aspen Daisy

You don’t have to be a graphic designer to present your library statistics in a way that effectively communicates value. In this session, straight from the 2015 Research Institute for Public Libraries (RIPL), you’ll learn quick and easy tips for displaying your statistics in a way that tells a powerful story about your library, whether your data visualization aspirations consist of adding a few Excel charts to a board report or designing a complex infographic for your website. As part of this session, several free and/or low-cost infographic creation software tools will be demonstrated.

In new SLJ survey, nearly two-thirds of school librarians see themselves as tech leaders in their school


Image credit: School Library Journal

School Library Journal’s 2015 Technology survey of 1,259 school librarians provides insight into the positive and negative effects that technology is having on school libraries. On the positive side, the survey suggests that school librarians are more enthusiastic than ever about incorporating tech as a component of teaching and learning. Makerspaces, 3-D printers, and coding skills were cited as the most coveted tech resources. In fact, more than a third (38%) of respondents reported having maker activities and technology already, while another 13% said they would be adding these features in the next year. School librarians are also quite confident in their own advocacy of technology, with nearly two-thirds (64%) expressing that they see themselves as tech leaders in their schools.

School librarians’ use of applications for instruction and social media for providing information and resources has continued to increase. Application use has increased from 57% in 2013 to 71% in 2015, and the use of social media for information sharing shot up from 59% in 2013 to 76% in 2015.

Yet despite this rapidly growing interest and demand for technology many school libraries are seeing budgets fall short of their need. In particular, the amount of bandwidth is becoming a concern. While nearly all (97%) of the schools surveyed have Wi-Fi, the speed of connection is comparable to many private homes. Only 63% of school librarians surveyed deemed their bandwidth access adequate, compared to 82% in 2013. In addition, the funding to improve these services is often stagnant at best.

It is almost certain that the supply of digital information will continue to skyrocket along with the demand to complement these resources with technology-based instruction. School librarians and those who partner with them will need to combine advocacy efforts with creative solutions for how to stretch funds to accommodate the need for more tech-based learning.

Read the full SLJ report on technology in school libraries here.

Note: This post is part of our series, “The Weekly Number.” In this series, we highlight statistics that help tell the story of the 21st-century library.

3 in 4 TELL survey respondents said teachers & students have access to current, diverse, & ability-appropriate materials through the library

2015 TELL

Image credit: Colorado Department of Education

New results from the Colorado Teaching, Empowering, Leading and Learning (TELL Colorado) survey are now available! Administered through the Colorado Department of Education (CDE), this biennial survey asks Colorado teachers and administrators about teaching and learning conditions in their school. The 2015 iteration included two new questions about school libraries and librarians:

  • Teachers receive appropriate training and guidance from school library staff to help students to become proficient in 21st century skills.
  • Teachers and students have access to current, diverse and ability-appropriate materials through the library.

About 3 out of 4 (74%) respondents agreed or strongly agreed that teachers and students have access to current, diverse, and ability-appropriate materials through the library. More than half—57%—agreed or strongly agreed that teachers receive appropriate training and guidance from school library staff to help students to become proficient in 21st century skills.

These data help demonstrate the broader role school library services are playing in their schools in Colorado and dovetails with extensive existing research on the impact school libraries have on student achievement.

Review the fact sheet about the 2015 results here and check out your local district’s results here, available if the minimum 50% response rate was reached.

Note: This post is part of our series, “The Weekly Number.” In this series, we highlight statistics that help tell the story of the 21st-century library.

Study finds that high-poverty schools with a certified teacher librarian achieve a 5-year graduation rate of 79%


Image credit: Washington Library Media Association

There’s yet more reason to invest in school library programs! Even as the number of endorsed librarians in today’s schools continues its downward trend, studies are consistently finding that there is no substitute for a quality school library program (You can peruse through research done by LRS and other institutions on this subject here). A new study conducted by the Washington Library Media Association (WLMA) and reported by School Library Journal further corroborates these findings. The study, which drew from 1,486 K-12 public schools across Washington state, concludes that students in schools that have a certified teacher-librarian (CTL) are more likely to perform better on standardized tests and to graduate, regardless of whether they live in an urban, suburban, or rural area, and regardless of the income of their household.

While 85% of students in schools with CTLs graduate in 5 years compared to 79% of students in schools without a CTL, the difference is far more profound in high-poverty schools. In areas where poverty is prevalent, nearly four-fifths (79%) of students in schools that have a CTL graduate in 5 years. This five year graduation rate, however, falls to well under half (43%) of students for schools that do not have a CTL.

While these findings are in line with many other recent studies, the WLMA took their research a step further by creating a method for evaluating the overall quality of library services. The Library Quality Scale (LQS) that they use assigns a score from 0-35 to each program based on the number of hours open, visits per week, the inventory of books and databases, and the number of computers available for instruction. Using this scale, the WLMA discovered that while nearly all of the schools (97%) report having some kind of library facility, minimal resources did not equate to higher performance. Programs that achieved a score over 26, however, had higher student achievement. This suggests that in order to see meaningful impact on student achievement, making an investment in library facilities and staff is critical.

Check out the full report from the WLMA here.

Note: This post is part of our series, “The Weekly Number.” In this series, we highlight statistics that help tell the story of the 21st-century library.

In 2013-2014, 1 in 4 Colorado public schools had an endorsed librarian


How many endorsed school librarians and other library staff are in Colorado? How many Colorado public schools have any type of library staffing? These answers change depending on a variety of factors: position (endorsed librarian or other staff), grade level, school setting (Denver Metro, rural, etc.), and school size. Based on Colorado Department of Education school staffing data, there were a total of 404 FTE endorsed librarians and 928 FTE library staff in Colorado K-12 public schools in 2013-2014. About 2 in 3 Colorado public schools had some type of library staffing in 2013-2014, but only 1 in 4 had an endorsed librarian. To learn more about school library staffing in Colorado, check our our new Fast Facts. Also be sure to check out our school library impact infographic, which demonstrates the impact of school libraries on student achievement.

615 jobs posted on Library Jobline in 2014


For our popular library job posting website, Library Jobline, 2014 was a spectacular year! In our newest Fast Facts report, we report a total of 615 jobs were posted in 2014—the most ever since we launched the service in 2007—and up a whopping 170% since 2009, the lowest year for job posts in the middle of the recession. Average wages also hit new highs for posts requiring ($25.31 per hour) or preferring ($24.45 per hour) the MLIS degree.

Library Jobline also became an increasingly national tool. In 2014, we had the most-ever posts for positions located outside Colorado, with the year-end picture split nearly evenly between Colorado (51%) and other states (49%). With more than 600 job seekers and more than 130 employers added in 2014 alone, jobs posted on Library Jobline also reached a wider audience. In fact, we sent the most emails ever—more than 617,000—about new job posts, and job posts were viewed nearly 430,000 times.

Are you hiring at your library? In the library job market yourself? Sign up for Library Jobline as an employer or jobseeker. Jobseekers can tell us what jobs they’re interested in and get emails sent straight to their inbox whenever new posts meet their criteria. And employers can reach more than 3,500 jobseekers and more than 600 followers on Twitter @libraryjobline.

Note: This post is part of our series, “The Weekly Number.” In this series, we highlight statistics that help tell the story of the 21st-century library.

EasyBib reports that 12% of K-12 schools have no information literacy instruction


Image credit: EasyBib

In a follow up to data collected in 2012, EasyBib completed a survey this year of 1,182 school and academic librarians, and 10,471 students, in order to determine how libraries are evaluating and responding to the need for information literacy instruction in schools and in higher education. The report shows there is a wide gap between K-12 schools and academic institutions in both perception of research ability and instruction offered.

Although school libraries are integral to building an early foundation for information literacy, the data indicates that many students are not receiving dedicated or sustained instruction on how to evaluate information across media platforms until they go to college. Though all higher education institutions had at least some information literacy training, 12% of K-12 schools reported having no research instruction whatsoever. If we look just at high school libraries, the number reporting that they have no instruction of research skills jumps up to over a quarter (26%) of that group.

On top of that, half of high school librarians surveyed responded that students’ understanding of website evaluation was merely “basic,” despite the fact that 60% of all librarian respondents said that students prefer Open Web resources and use them “very often.”

It’s easy to recognize that information literacy instruction is likely getting shortchanged at school libraries due to budget and time restraints. However, because all librarians know the importance of information literacy, and know that its value is likely to increase in the future, EasyBib suggests that many school librarians will need to get creative in their approaches to research instruction. Such strategies might include online video tutorials, creating better awareness of subscription databases, and fostering better channels of communication with teachers and administrators. A combination of these and other methods could make a big difference in ensuring the future success of today’s students.

Note: This post is part of our series, “The Weekly Number.” In this series, we highlight statistics that help tell the story of the 21st-century library.

40% of surveyed school district library supervisors reported cuts in district funding from the previous year


Image credit: Lilead Project

New research results from the Lilead Project showcase the first national effort to study school district library supervisors since the 1960s. Funded by IMLS and deployed by the University of Maryland College of Information Studies, the Lilead Project collected data via a national survey (which they intend to repeat) for a baseline for future research and established a professional development network and Fellows Program for those who coordinate a school district’s library program.

Focusing on supervisors from districts with 25,000+ students, the survey, which was administered in fall 2012, covered topics ranging from job titles to challenges experienced. The survey also gathered demographics data to profile the typical school district library supervisor. The overwhelming majority of the 166 respondents were female (80%) and white (87%), and nearly 3 in 4 (72%) were former classroom teachers. Perhaps most telling is that about half (49%) were 55-64 years old and nearing retirement age.

Nearly all respondents (93%) reported that they were responsible for tasks/decisions related to providing professional development for library staff. Not quite half (47%) also provided technology support to staff. However, only 1 in 10 district library supervisors were responsible for evaluating school librarians, and just 12% were responsible for hiring librarians.

The final segment of the survey investigated challenges and issues faced by school district library supervisors. More than 2 in 5 (42%) reported a decrease in both funding and staffing in building-level libraries from the previous year. More than 1 in 5 (22%) saw a drop in technology funding. Changes in curriculum were also felt by this group: About 4 in 5 (78%) experienced more emphasis on content standards while 3 in 5 reported greater emphasis on information literacy from the year before. District library supervisors are also spending more time talking about the library’s role in student achievement and encouraging collaboration between librarians and classroom teachers. But the most important responsibility for these district library supervisors? Leadership – more than 4 in 5 (83%) said their leadership responsibilities were extremely important or important.

Learn more about budget challenges and staffing and read comments from survey respondents in American Libraries or visit the Lilead Project website.

Note: This post is part of our series, “The Weekly Number.” In this series, we highlight statistics that help tell the story of the 21st-century library.

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  • Public Library Statistics & Profiles
    Dive into annual statistics from the Colorado Public Library Annual Report using our interactive tool, results tailored to trustees, and state totals and averages.
  • School Library Impact Studies
    School libraries have a profound impact on student achievement. Explore studies about this topic by LRS and other researchers in our comprehensive guide.
  • Fast Fact Reports
    Looking for a quick rundown of library research? Check out our Fast Facts, which highlight research and statistics about various library topics.


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LRS is part of the Colorado State Library, a unit of the Colorado Department of Education. We design and conduct library research for library and education professionals, public officials, and the media to inform practices and assessment needs. We partner with the Library and Information Science program at University of Denver's Morgridge College of Education to provide research fellowships to current MLIS students.

This project is made possible by a grant from the U.S. Institute of Museum and Library Services (IMLS).

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