Lance additionally states that "one of the most consistent strands of research on this topic is evidenced by studied that demonstrate the value of" those as follows:
(1) quality collections of books and other materials selected to support the curriculum;
(2) State-of-the-art technology that is integrated into the learning / teaching processes; and (3) Cooperation between school and other types of libraries, especially public libraries. (Lance, 2001)
Stated as a key role of the library media specialist and one that has only been the focus of research for about the last decade is program administration since in today's schools "library media specialists are not only managers of the library media center but also advocates for information literacy with the principal, at faculty meetings, and in standards and curriculum committee meetings." (Lance, 2001) Library media specialists are further stated to be "trainers who provide in-service programs for teachers on resource-based learning, integrating information literacy into the curriculum and getting the most out of technology, as well as teaching students." (Lance, 2001) Lance (2001) states that in order for the library media specialist to be a successful advocate for information literacy the library media specialist must:
(1) have support staff who free them from the library media center to participate in important meetings;
(2) win and keep the support of the principal; and (3) manage networked technology; and (4) raise funds successfully (Lance, 2001)
Following three new school library surveys in which Lance reported having surveyed school library media programs at the building level on various topics common to all three studies were:
(1) staffing levels;
(2) staff activities;
(5) usage statistics; and (6) available technology. (Lance, 2001)
Lance (2001) reports that successful types of library media predictors were those listed as follows:
(1) Library Media Program Development; additional data on collections and expenditures were predictive of reading scores in both Pennsylvania and Colorado.
(2) Staff Activities -- Levels of student performance were related in three states to "the extent to which library media staff engaged in particular activities related to the teaching of information literacy and to the exercise of leadership, collaboration and technology.
(3) Library Media Center Usage -- in the states of Alaska and Colorado, individual student visits to the library media center correlated with test scores.
(4) Technology -- in the state of Alaska the availability of Internet-capable computers in the library media center was tired to test scores. In the states of Pennsylvania and Colorado where similar questions were posed concerning technology achievement levels were reported increased "with the availability of networked computers, both in the library media center and elsewhere in the school. (Lance, 2001)
The work of Todd (2007) entitled: "School Administrators' Support for School Libraries: The Impact on Student Academic Achievement" states that characteristics of school libraries which have high levels of student achievement as measured by state standardized tests scores are the following characteristics:
(1) A state certified, fulltime, school librarians in the school;
(2) The availability of para-professioanl staff who undertake routine administrative tasks and free the school librarian to undertake instructional initiatives and ready literacy initiatives;
(3) A library program that is based on flexible scheduling so that the school librarian and classroom teachers can engage in collaborative planning and delivery of information literacy instruction;
(4) An active instructional program of information literacy integrated into curriculum content and targeted towards learning curriculum content and skills;
(5) A school library that meets statewide-professional association resource recommendations/benchmarks per child;