Since 1992, a growing body of research known as the school library impact studies has consistently shown positive correlations between school librarians and library programs and student achievement. The authors review the findings from these studies and discuss how school leaders can ensure they are making the best use of their librarians’ expertise.

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In many schools, librarians play a key role in teaching information literacy and inquiry learning. From a survey of Colorado librarians, Keith Curry Lance and Leslie Maniotes learned that librarians who regularly facilitated student-led inquiry activities were also more likely to teach regularly a number of information literacy skills. Librarians who engage in inquiry learning said that support from school leaders and the autonomy to try new things were motivating factors in their inquiry efforts, but they wanted to be more intentional in their use of inquiry and to get more teachers on board. Lance and Maniotes turn to Norman, Oklahoma, for an example of how using a specific inquiry model, in this case Guided Inquiry Design, and providing training and support, can multiply the benefits of the inquiry approach.

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School library media specialists wear many hats within their school libraries, classrooms, and districts. Whether these roles are formally acknowledged or not, library media specialists (LMSs) are functioning as co-teachers, curriculum designers, website managers, technology troubleshooters, administrators, and in-service staff development providers. In an era of decreased funding and increased budgettrimming, however, positions for qualified LMS librarians are especially vulnerable. This article presents the result of a multistate survey of administrators and teachers perceptions with regards to their impact on the school's learning process.