Research
School libraries, teacher-librarians and literacy at Gold Coast schools: Research findings Print E-mail
By Hilary Hughes, Toni Leigh, Marj Osborne, Sally Fraser, Chris Kahl, Helen Reynolds   
Abstract
This paper reports research about school libraries, teacher-librarians and their contribution to literacy development. It presents an evidenced based snapshot, from the principals’ perspective, of 27 school libraries in the Gold Coast area of Australia. These new Australian findings show: 
  • an evidenced based snapshot of school libraries and teacher-librarians, from the principals’ perspective
  • indications that school NAPLAN scores for reading and writing were generally higher when (a) student to library staff ratios were lower (i.e. better) and (b) the school had a teacher-librarian.
The research responds to the Australian Government inquiry into school libraries and teacher-librarians (2010-11) which identified an urgent need for current data about provision and staffing of school libraries and their influence on student literacy and learning. In light of the National plan for school improvement (Australian Government, 2013), the findings are of potential interest to education authorities, school leadership teams, teacher-librarians, teachers and researchers. They offer evidence to inform policy development, strategic planning and advocacy about school libraries and teacher-librarians in supporting the reading, literacy and learning needs of 21st century learners. 
 
This is a refereed article                                     
 
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