ED 345 752 IR 054 132 Stripling, Barbara K. AUTHOR TITLE Libraries for the National Education Goals. INSTITUTION ERIC Clearinghouse on Information Resources, Syracuse, N.Y. SPONS AGENCY Office of Educational Research and Improvement (ED), Washington, DC. ISBN-0-937597-34-1 REPORT NO PUB DATE 92 CONTRACT RIS8062008 NOTE 125p.; For a digest based on this monograph, see MIR 054 144; for three key related reports, see ED 319 143, ED 327 985, and ED 334 279. Information Resources Publications, Syracuse AVAILABLE FROM University, 030 Huntington Hall, Syracuse, NY 13244-2340 (IR-94; $10.00 plus $2.00 shipping and handling). PUB TYPE Information Analyses - ERIC Clearinghouse Products (071) MF01/PC05 Plus Postage. EDRS PRICE DESCRITORS Academic Achievement; Adult Education; Career Exploration; Computer Networks; Drug Ediactation; *Educational Improvement; Educational Research; Elementary Secondary Education; Learning Rsadinesiu Learning Resources Centers; *Library Role; Lifelong Learning; Literacy Education; *National Programs; Postsecondary Education; Program Descriptions; Public Libraries; School Libraries America 2000; Information Skills; *National Education IDENTIFIERS Goals 1990 ABSTRACT Focusing on the major educational initiatives of our times--the National Education Goals oatlined and endorsed in 1990 by the nation's governors, and President Bush's America 2000 strategy--this report reviews and summarizes information about the role of libraries in many different educational efforts designed to meet the national goals. It is argued that libraries can and must play a pivotal role in meeting these goals, including efforts to prepare students to cope with learning in an information age (resource-based learning), and to provide a national electronic network for students, teachers, administrators, and community members (the National Education and Research Network). This work provides direct evidence of the relationship between existing and developing library programs and the national education initiatives, citing specific examples whenever possible or appropriate. A separate chapter is devoted to each of the six goals to be reached by the year 2000. Within each chapter, information is presented for each of three spheres of influence defined in "Education Counts: An Indicator Department System To Monitor the Nation's Educational Health" (U.S. of Education, 1991)--learning and schools, social context, and national values. Within each sphere of influence, examples of ways in which libraries can contribute to meeting the goal are presented together with research findings, comments, and highlights of programs already involved in the types of activities related to a particiaar example, and sources of the information given are cited. A 15-item lelected bibliography of sources on which this work is based concludes the report. (BBM) 7.1 47_, , , Libraries for the Goals National Education by Barbara K. Stripling April 1992 Information Resources IEPICICiearinghouse on Syracuse University Syracuse, New York IR-94 Publications, This publication is available from Information Resources Syracuse University, 030 Huntington Hall, Syracuse, New York 13244-2340 (I11-94; $10.00 plus $2.00 shipping and handling). ISBN: 0-937597-34-1 This publication is prepa red with funding from the Office of Educational Research and Improvement, U.S. Department of Education, under contract no. R188062008. The opinions expressed in this report do not necessarily reflect the positions or policies of OER1 or ED. Table of Contents Foreword 1 Introduction 9 Goal One . 10 Overview of Chapter Contents 11 Learning and Schools 16 Social Context 20 National Values 25 Goal Two 26 Overview of Chapter Contents 27 Learning and Schools 33 Social Context 37 National Values 41 Goal Three 43 Overview of Chapter Contents 45 Learning and Schools Social Context 67 National Values 73 Goal Four 75 Overview of Chapter Contents 76 Learning and Schools 81 Social Context 82 National Values 87 Goal Five 88 Overview of Chapter Contents 89 Learning and Schools 95 Social Context 100 National Values 105 Goal Six. 106 Overview of Chapter Contents 107 Learning and Schools 111 Social Context 114 National Values 117 Bibliography 119 How to Obtain ERIC Documents Foreword society? Do Do libraries make a difference? Are libraries important to our Ask these libraries directly contribute to education in the United States? definitive yes. But questions of most people and the response would be a ask for specific probe a little deeper, ask just how libraries contribute or loss for examples of libraries' impact, and many people would be at a words. those This publication, Libraries for the National Education Goals, provides and words through discussion and specific examples of the wide-ranging from pervasive involvement of libraries in the education of Americans, back- preschoolers through senior citizens. Libraries often fade into the without much ground of our busy society. Since they simply "work," forget or underes- controversy or sensationalism, there is a tendency to timate the enomfity of their contribution to our society. tendency. Libraries for the National Education Goals does much to counter this National Focusing on the major educational initiatives of our timesthe Education Goals outlined and endorsed in 1989 by the nation's governors, Stripling has ably and President Bush's America 2000 strategyBarbara K. information gathered, compiled, reviewed, and summarized a mountain of efforts. And the about the role of libraries in a vast array of educational the result is impressive. Right now, libraries are doing much to meet significant role national goals. Furthermore, libraries can and must play a relation to efforts in meeting the challenges of America 2000, particularly in for students, teachers, to provide a national electronic information network administrators, and community members. This work provides direct evidence of the relationship between existing initiatives. and developing library programs and the national education Whenever possible, specific examples are cited. Sometimes it is not pos- that sible or appropriate to identify one source for a conclusion because conclusion pervades the literature. Be assured, however, that all con- clusions are based on the journal articles, books, and ERIC documents reviewed. offer this The ERIC Clearinghouse on Information Resources is pleased to The monograph as a testimony to the value of libraries to our society. school publication should be useful to a wide audience: to administrators, achieve the board members, and policymakers seeking effective ways to about goals; to educators and parents looking for new and creative ideas profes- improving learning and teaching; and to librarians and information of sionals who need to document the direct involvement and impact libraries in education. - Foreword We are indebted to Blane Dessy and others at the Office of Library Programs, Office of Educational Research and Improvement, U.S. Depart- producing ment of Education, for their encouragement and cooperation in this work. And, of course, we wish to formally congratulate our author, Barbara K. Stripling, for a job well dor e. Michael B. Eisenberg Director, ERIC Clearinghouse on Information Resources Syracuse, New York April 1992 Introduction Once there was a small town named Plainville, noted far and wide for making windup docks. No other town in the area made clocks, so nobody ever questioned the quality. For as long as anyone could remember, evenj child in Plainville had gone to school to learn to mob these clocks. The clock training school was a well-established institution. Parents were proud that their children were learning exactly the same techniques that they themselves had learned. The school never changed. The children who learned quickly spent their last few years of training grinding through the same old lessons. Those children who weren't interested in clocks either moved to another town or dropped out of the training. The children who didn't understand clacks were simply relegated to the polishing crew year after year. One year Mayor Robinson noticed that while Plainville continued to make windup clocks, the rest of the world had started to make digital clocks. Nobody in his town knew how to make digital clocks. Townspeople began denouncing the schoolwhy wasn't it training the children to make digital clocks? One group demanded that the town throw out the windup-clock school and start a completely new digital- clock school. Others hoped to ignore digital clocks and stick to making very simple windup mechanisms. Parents decided to tell the school what to teach; teachers wanted to teach what they thought was best; students weren't much interacted in the whole contmversy; town leaders tried to help, but wondered what to do; and the Mayor watched his town falling apart. With a heavy heart, Mayor Robinson traveled to a meeting with all the other mayors in the country. He discovered that twit community was struggling with educational issues, and all the mayors were asking essentially the same questions. What should they be training their children and adults for? Could the old schools prepare communities for new technology, different jobs, an evolving world? And if the schools had to change, in what direction should they go? Haw were all the mayors going to initiate these reforms in their communities? By working together, the mayors were able to agree on six goals for their schools. Now at least they knew what they were trying to accomplish. The Chief Mayor even contributed some strategies to help thzir communities work toward these goals. When Mayor Robinson got back to Plaimille, he looked around to find those people in his community who could help him accomplish the goals. He knew he could enlist the help of the clock schools. But who could help the children before they ever went to school? And what about all of his townspeople who were already out of school? Who would work with them? Then he remembeted: their was one type of school that wasn't really a school, but people went there to learn, from the time they were in diapers to their golden yearsthe library. And Mayor Robinson was 2 - Introduction Plainville, all of his townspeople could content; if he worked through the libmries in be involved in achieving the six goals. system has been The gauntlet has bgen thrown. Our nation's educational equal challenged to achieve certain goals by the year 2000 to put us on of educational perfor- standing with any nation in the world in terms Charlottesville, Virginia, in Septem- mance. The nation's governors met in Called the President's ber 1989 to set the nation's educational priorities. led to the joint adop- Education Summit with Governors, this conference by the president and gover- tion in 1990 of six National Education Goals nors of the United States.1 The National Education Goals By the year 2000.- learn. 1. All children in America will start school ready to least 90 2. The high school graduation rate will increase to at percent. eight, and twelve 3. American students will leave grades four, subject having demonstrated competency in challenging history, and matter including English, mathematics, science, that all geography; and every school in America will ensure be students learn to use their minds well, so they may learning, and prepared for responsible citizenship, further productive employment in our modern economy. and mathe- 4. U.S. students will be first in the world in science matics achievement. and will possess the 5. Every adult American will be literate global knowledge and skills necestiary to compete in a the rights and responsibilities of economy and exercise citizenship. drugs and violence and 6. Every school in America will be free of learning. will offer a disciplined environment conducive to Office of the National goals for education. (1990). Washington, DC: Executi ve 1 President. ED 319 143. pp.4-8. Introdudion - 3 specific goals Now schools and communities across the United States have American would to accomplish by the year 2000. While perhaps not every the goals are certainly have listed the same national goals for education, and toward worthy of accomplislunent and provide a focus for changes in only educators who must effect these our educational system. But it isnot member changes. The changes will require the combined efforts of every and accept- of every community in the country, not only in understanding for a groundswell ing the goals, but in ectively pursuing them. We can hope learners of any of enthusiasm for learning and a network of support for age. Obviously, any time changes are proposed, strategies for accomplishing 2000: An those changes must be developed. President Bush, in America by Education Strategy, has laid the groundwork for creating strategies goals.2 specifying four tracks that will lead to the The Four Tracks of America 2000 I. Creating better and more accountable schools for today's stu- dents. 2. Creating a New Generation of American Schools for tomorrow's students. 3. Transforming America into a Nation of Students. 4. Making our communities places where learning can happen. tracks, Specific suggestions are offered for national effort on each of these designa- including the development of standards and achievement tests, Schools, tion of America 2000 communities and First 535+ New American and a nationwide recommitment to Iiteracy. educational The average American can easily get lost in the jargon of his or her strategies, become complacent about the status of the schools in the whole thrust of the education goals. The own community, and ignore dilemma then, for educators and community members who want to mobi- DC: America 2000: An educational strategy. Sourcebook. (1991). Washington, 2 U.S. Department of Education. ED 327 985. p.45. :k