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CHICAGO – New research published in the American Association of School Librarians’ (AASL) peer-reviewed online journal, (SLR), examines the question, "how do we define a high-quality school librarian?" SLR promotes and publishes high-quality original research concerning the management, implementation and evaluation of school libraries. Articles can be accessed for free at .

Noticing a gap in research, Sue Kimmel, Marcia Mardis, Shana Pribesh, Laura Pasquini, Barbara Schultz-Jones, Faye Jones, Lois Wine, and Lenese Colson explore research about high-quality teachers and how it can inform studies investigating school librarians' impact on student outcomes. The research team compared findings from causal educational research to findings from descriptive school librarian research to identify possible areas of causal alignment warranting further investigation.

In their paper, "The Preparation and Certification of School Librarians: Using Causal Educational Research about Teacher Characteristics to Probe Facets of Effectiveness," the researchers draw relationships between classroom teacher and school librarian preparation and characteristics and shape researchable conjectures about school librarians’ effects on learner outcomes. The team contends that individual educator attributes may have a direct effect on what and how much their students learn.

(ISSN: 2165-1019) is the successor to School Library Media Research (ISSN: 1523-4320) and School Library Media Quarterly Online. The journal is peer-reviewed, indexed by H. W. Wilson's Library Literature and by the ERIC Clearinghouse on Information & Technology and continues to welcome manuscripts that focus on high-quality original research concerning the management, implementation and evaluation of school libraries.

The American Association of School Librarians, , a division of the 91´«Ã½ (91´«Ã½), empowers leaders to transform teaching and learning.

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