Category Archives: Research

International Literacy Association Report about School Librarians

The International Literacy Association published a new report about the leadership of school librarians, which may be access at

Impact of low literacy levels among U.S. adults

“A new study by Gallup on behalf of the Barbara Bush Foundation for Family Literacy finds that low levels of adult literacy could be costing the U.S. as much $2.2 trillion a year.

According to the U.S. Department of Education, 54% of U.S. adults 16-74 years old – about 130 million people – lack proficiency in literacy, reading below the equivalent of a sixth-grade level. That’s a shocking number for several reasons, and its dollars and cents implications are enormous because literacy is correlated with several important outcomes such as personal income, employment levels, health, and overall economic growth.

Commenting on the significance of the study, British A. Robinson, president and CEO of the Barbara Bush Foundation, said, ‘America’s low literacy crisis is largely ignored, historically underfunded and woefully under-researched, despite being one of the great solvable problems of our time. We’re proud to enrich the collective knowledge base with this first-of-its-kind study, documenting literacy’s key role in equity and economic mobility in families, communities and our nation as a whole.’”

Longitudinal Literacy Study

Dr. Stephen Krashen, international linguistics scholar, and his colleagues have completed the third phase of his longitudinal study of significant factors in children’s levels of literacy. Using the PIRLS test, he found that school libraries and their collections were the main contributing factor, and made up for some of the negative effort of poverty. Direct teaching and early literacy did not have a significant effect. Access the paper at Krashenpredictors of PIRLS

Reading and Library Audience – a Russian Report

The project of electronic database “Reading and Library Audience: Library Science and Sociological Research” is being implemented by two of the largest libraries in Russia (Russian State Children’s Library, Russian National Library).

In Russia there is a large and well-developed network of libraries of various types. The composition of the library audience, the motives and content of reading, the behavior of real and online library users are constantly changing. Observing these processes, many libraries conduct research on the interests of their users, study the demand for the library and its services, and the satisfaction of the population with library services.

The goal of our project is to create and develop an electronic resource that includes the constant collection of information on sociological and library studies on reading and the readership conducted by Russian libraries, including in partnership with other organizations (research centers, Universities etc.). The project is interdisciplinary and is carried out “at the intersection” of library science and sociology. The database contains over 120 studies, conducted in different parts of Russia and on a national scale.

The site of the project “Reading and Library Audience: Library Science and Sociological Research” includes a constantly updated database that contains:

  • full-text documents of the methodological base of research, reports, articles and other documents, which reflect the results of research activities of Russian libraries;
  • additional information on reading and readership studies obtained by third parties outside of libraries and library research.

Organization of replenishment of the database of research activities and provision of free access to it:

  • enables all interested parties to receive information about research carried out annually in libraries of various types (public, children’s, youth and other libraries).
  • serves as a basis for monitoring the research activities of libraries;
  • allows to do a secondary analysis of research data, to study changes in the reading and behavior of visitors to libraries of various types and types;
  • contributes to the development of comparable indicators of reading study, library visitors and library services;
  • helps the organization and conduct of corporate research, will allow researchers to create interregional working groups for complex research;
  • initiates the development of methods for assessing the effectiveness and quality of library activities, a comprehensive analysis of the state of library services to the population.

Joint efforts on regular current and retrospective replenishment of the database will make it possible to solve the assigned tasks, including helping each specific library in its research activities, as well as provide an idea of ​​the state of reading and reader preferences, library services, as in a regional and on a national scale.

On March 18-19, 2021, the Second Scientific and Practical Laboratory “We Study Reading: Formats and Practices” in a hybrid format with the support of the Russian Library Association (Section of Children’s Libraries and Section on Reading) was held at the Russian State Children’s Library. More than 1000 specialists from Russia, Kazahstan, China (Shanhai) joined the work of the laboratory. Specialists whose researches already included in databaseReading and Library Audience: Library Science and Sociological Researchpresented reports on the materials of their current research. All the materials are available on the website of Russian State Children’s Library

For further information please contact Kolosova Elena

Summer Reading Program Research

The National Summer Learning Project (NSLP) examined the implementation and effectiveness of voluntary summer learning programs developed by five school districts—Boston, Massachusetts; Dallas, Texas; Duval County, Florida; Pittsburgh, Pennsylvania; and Rochester, New York—and their local community partners. The study spanned three phases. The RAND research team (1) collected formative data for strengthening the five summer programs in 2011 and 2012; (2) examined student outcomes after one summer (2013) and after two summers of programming (2014 and 2015); and (3) examined student outcomes in spring 2017, at the end of three school years after the second summer of programming.

This seventh report in a series summarizes the findings of this third phase in the context of earlier findings and offers implications for policy and practice. Student outcomes tracked in Phases II and III included mathematics and language arts performance, social-emotional skills as measured by teachers, and school-year behaviors (e.g., school-year attendance, suspensions).

Overall long-term findings were that academic benefits for attenders decreased in magnitude three school years after the second summer of programming and were not statistically significant; however, when benchmarked against typical achievement gains at the same grade level, they remained large enough to be educationally meaningful.

Free download of the report is available at,%202020%205:32:38%20AM%20PST&utm_campaign=NPA:2627:6554:Dec%2018,%202020%205:32:38%20AM%20PST

Call for international papers


International Research and Review, Journal of Phi Beta Delta Honor Society for International Scholars




Call for Journal Papers 


ALL Scholars and researchers from across disciplines are invited to address issues in international education and studies. Papers are welcome on topics that can include, but are not limited to, our understanding of international studies, education, internationalization, globalization, teaching and learning in the context of international educational exchange and, within the university classroom, issues regarding curricular development, and other related topics. We welcome critical, qualitative, quantitative, and social scientific perspectives. For more information and guidelines, visit:

Using Reading Data to Improve Education

From WorldReader:

At Worldreader, we like to say “data or it didn’t happen”. Realistically, if we’re to achieve quality education for all, we need data to make it happen. 

There’s still a lot of uncertainty around how education is going to look in the coming months due to the pandemic. But one thing is for certain: the use of data will help inform vital policy decisions on how to best support learners. 

So, how exactly can we use data to improve international education?

At Worldreader we monitor reading behaviors from readers in 47 countries to better understand their behaviour – and improve learning outcomes. We thought it would be interesting to share some of the ways we do that.

Here’s a piece I wrote about it, Using Digital Reading Data to Improve International Education.

Thanks for reading, and thanks for helping readers build a better world,

Carol da Silva, Ed.D,
Senior Director, Regional Strategy,