New York State s School Libraries and Library Media Specialists: An Impact Study. Preliminary Report

Transcription

1 New York State s School Libraries and Library Media Specialists: An Impact Study Preliminary Report Ruth V. Small, Ph.D., Principal Investigator Jaime Snyder, Research Associate Katie Parker, Research Associate Center for Digital Literacy Syracuse University 105 Hinds Hall Syracuse, NY (315) cdl@syr.edu

2 1.0 Introduction Previous state studies of school libraries services and resources have focused almost exclusively on the school library media center s impact on student achievement, certainly a basic and critical focus. However, there is a need to look beyond achievement test scores to investigate additional factors such as the impact on (1) student motivation for learning, (2) students with disabilities, (3) technology use for teaching and learning, and (4) families and communities. This study, funded by a grant from the U.S. Institute of Museum & Library Services, uses multiple research methods to investigate the impact of school library programs, services, and resources in each of the above areas. Results are expected to provide guidance for effective school library programs and services and increase our understanding of the complex and multiple ways in which school libraries influence and motivate student learning. This study has received human subjects approval bfromthe Institutional Review Board at Syracuse University, as well as the participating school districts including the Office of Accountability, New York City Department of Education. 1.1 Study Components This research study is divided into three phases: Phase 1: Fall 2006 Fall 2007 (completed as of 1/1/08) A general, electronic survey was distributed to library media specialists (LMS) and building principals in all 4,293 public schools in New York State. The LMS general survey focused on work climate, student motivation, LMS leadership, information literacy skills instruction, collaboration with classroom teachers, and diversity of collection. Phase 2: Fall 2007 Winter 2008 (in progress) An in depth survey was distributed to public school library media specialists, 4 th, 8 th, and 11 th grade teachers, and 5 th, 8 th, and 11 th grade students in 48 schools in New York State. These levels represent elementary, middle, and high school levels. Focus groups with LMSs, teachers, and students and interviews with building principals will be conducted in January February Phase 3: Spring 2008 Fall 2008 An ethnographic (comparative case) study in two public school libraries in New York State will be conducted in This study will focus on services and resources to students with disabilities. 1.2 Research Questions 2

3 During this multi phase, two year study a combination of qualitative and quantitative data will be collected in order to address the following research questions (emphasis in bold): What factors, related to school library programs, services and resources, impact New York State students learning achievement? How do New York State school library services and programs affect student motivation for learning? What and how do New York State school library media centers/specialists provide services and resources to students with disabilities? In what ways do school library media specialists influence the use of technology by both students and teachers and what is the subsequent impact on teaching and learning? What, if any, effects do school library services, programs, and resources have on families and communities? 1.3 Instruments A general, online survey, consisting of 12 categories (work climate and learning atmosphere, facilities, collections, student motivation and learning, and roles of the LMS) with a total of 69 items, was developed, pilot tested, validated, and implemented with New York State s library media specialists (a similar instrument was developed for building principals). An additional 24 items focused on demographics for the LMS and the library. At the end of the survey, an optional comments section was included. While LMS data collection is complete, principal surveys are still being collected. We expect all data to be collected by January 2008, An in depth, online survey allowed us to dig more deeply into areas touched on by the general survey. In depth surveys were developed for LMS, classroom teachers in grades 4, 8, and 11, and students in grades 5, 8, and 11. Areas covered across instruments include information literacy skills instruction (specifically, finding, using and evaluating information), technology use, diversity, and learning motivation. Other areas included in the LMS and classroom teacher surveys are curricular and instructional collaboration, diversity, and professional development activities. In addition, all of the instruments include a critical incident technique item that asks the respondent to recall and describe a memorable incident in the school library. Data collection for in depth surveys will be completed by January Focus group protocols have been developed and are in the process of being pilot tested. These protocols are more focused than either of the surveys, targeting student learning and motivation for learning, technology use, services for students with 3

4 disabilities, and outreach. Focus groups will be held with LMS, classroom teachers, parents, and students in 24 schools (selected from those participating in the in depth surveys) statewide. 2.0 Preliminary Results While data continues to be collected and analyzed, some preliminary findings can be reported. 2.1 Phase 1 Findings to Date General survey responses from library media specialists totaled 1612 (38.5%) of the total population of school LMS statewide, including 31% of New York City s public school librarians. The data are approximately representative of New York State s needs/resource categories (see Table 1). Data were received from LMS in every county in New York State. N/RC NYS %* Sample % (#) (402) (45) (122) (194) (646) (203) 7 n/a n/a Table 1. Percentage of Schools by New York State s Needs/Resource Categories Compared with Percentage of Survey Respondents. * schools/guide.shtml In addition, the sample represents library media specialists from elementary and secondary (middle and high) schools, as well as others such as K 12 schools, statewide. A majority of those responding were state certified. The 12.5% of noncertified LMSs responding were at the elementary level (see Table 2). Grade level Elementary 49.3 Secondary 42.7 Other (K 12) 8.0 LMS Certification NYS Certified 87.5 Non NYS Certified 12.5 Table 2. Percentage of General Survey LMS Respondents by Building Level and Certification. 4

5 To date, general survey data from building principals in New York State total 562 (13%) of the total population. Surveys are continuing to be collected from this population. Several correlations have been conducted on the general survey data. The following preliminary results are reported. Importance of Certified Elementary School library Media Specialists New York State does not currently mandate certified school library media specialists at the elementary level. In some school districts, these positions are filled with untrained people (e.g., cluster teachers, library aides). Therefore, an important research question would be: Does having a certified LMS at the elementary level makes a difference in student learning? A one way analysis of covariance revealed that in elementary schools with a certified (vs. non certified) library media specialist, students have significantly higher achievement scores on the 4 th grade ELA test. Additional analyses discovered a significant positive relationship between: Certified LMS and the selection of materials for the school s library collection that represent different points of view. Certified LMS and the selection of materials for the school s library collection that support the school s curriculum. Library media specialists have an important role to play regarding the use of technology to support teaching and learning in their schools. Below are some examples of ways in which they are fulfilling this role. 74% of respondents provide guidance to students in the use of digital resources at least once a week. 57% of respondents assist students in using information in a variety of media formats (books, CDs, DVDs, etc) at least once a week. 65% of respondents assist staff in using information in a variety of media formats (books, CDs, DVDs, etc) at least once a week. 46.1% the schools surveyed provide students with access to the library catalogue from home. 91% of the schools surveyed have an automated circulation system. The general survey allowed respondents to make comments and many did. Comments revealed a pride in the work LMS do, active involvement in the education of students 5

6 (including enrichment and extended day programs), support for classroom teaching and the curriculum, and a range of services to families and their communities. Here are just a few of these comments: We have a great program that assists our students and teachers in any way we can. We also have a great group of volunteers who come in on a regular basis. Our parents know they are always welcome to visit us and we will assist them in any way we can. We are proud of our library media center. From not being a part of the school, it has evolved into one of the most integral parts of the school. This is due in large part to the library Web site, newsletter, and newly becoming a member of the school s leadership team The media center is always in use and many resources are available 24/7 via a virtual classroom, discussion boards, wikis, blogs, and Web pages and any format (current or future) conducive to learning with almost unlimited access and two way communication (asynchronous and synchronous). Our program is a semi flexible schedule we meet every 2 weeks for scheduled classes and the rest of the time is flexible including teaming with classroom teachers, and reading groups and clubs for enrichment. Our school had an extended after school library program that was funded by a grant. The program was well received and another grant was successfully applied for. The after school library program will be starting in the fall of next year. Our library has open access for our whole learning community throughout the day. Our extended day program is open to all grade levels. K, 1, and 2 visit with parents one day a week. I see every day the impact of a strong librarian in a school with 97% free lunch and 25% of students w/iep's. It is rewarding to see students eagerly reading books, recommending them, writing out book reviews, and giving recommendations for the next order Students in this school make use of this library on a regular basis because many of our children do not go to the public library in the neighborhood (due to) limited opening of the public library. Many parents work and don t have the time to take their children to the public library as well. At the same time, some LMS expressed frustration with the barriers that prevent them from providing the level and types of services they could offer. These barriers are most often due to inadequate funding and include such issues as (1) being part time, (2) being split between anywhere from two to five schools and not being able to provide adequate services to any of them, (3) dilapidated, inadequate facilities, (4) outdated collections, (5) lack of technology, (6) takeover of library space for non library functions requiring library programs and services to cease, and (7) elimination of library assistant positions. A few such comments appear below: 6

7 I am in two buildings and alternate between them every other day. It is impossible to provide much in the way of research skills I currently service approximately students in three buildings which makes it very difficult to carry on the normal activities of a Library Media Specialist. My books and periodicals budget has been frozen at 1994 levels for the last 3 years, and my supplies budget has been cut to 25% of the level allocated 3 years ago. (The fat was cut years ago, and we are into bone marrow now.) Apart from scheduled testing, the library is often used for workshops, meetings and training and during these times the library is closed The library is in need of remodeling. The shelves are inappropriate and the chairs (are) too. The space is inadequate. The room was once a classroom and it was never remodeled into a library. 2.2 Phase II Progress and Preliminary Findings Forty nine schools were recruited to participate in the second phase of the study. Purposive proportional sampling was used to ensure adequate representation of the state population from all 11 regions, needs/resource categories and level (elementary/secondary). Additionally, previous knowledge of specific libraries and library media specialists and recommendations from New York State s school library system directors were taken under advisement in order to build a targeted and characteristic sample. Specifically, adjustments were made to ensure adequate representation from (1) smaller populations, (2) all regions of New York State and 3) both elementary and secondary library programs within those demographics. The breakdown by N/RC and region appear in Tables 3 and 4. N/RC # of schools in sample Table 3. Number of Schools in Phase II by Needs/Resource Category 7

8 Table 4. Number of Schools in Phase II by New York State Region. Although data will continue to be collected through January 2008, initial review of student responses to an open ended question about how a school library media specialist has helped them with school work has demonstrated the importance of the LMS in supporting (1) literacy and (2) learning. A few examples of student responses appear below (responses have been edited for typos and misspellings): Literacy Support Region # of schools in sample About the second month of school I wanted to find a book that interested me. I have trouble getting into books sometimes, so I wanted to find a series of something I actually enjoyed reading, not something that was forced upon me by the school. My librarian sat down with me and when talked about the things that interested me. We discussed whether I liked mysteries or romance novels and once we had a list of about 10 topics that I enjoyed we were able to narrow down some more specific topics. By my librarian helping me find books that interested me, I was able to expand my knowledge and my vocabulary in a way that was interesting to me and not just what my English class wanted me to do. It opened my eyes to a whole new side of reading that I wasn't even aware existed. I feel wonderful about my experience. I told her I hate to read. She pointed out a few books that grab the reader s attention and I actually did like the book, I liked the book a lot. I told her I m interested in fictional books but like, sort of mystery and she gave me a book that had so much suspense I hated putting it down! Every morning I go to the library to read and check out books. My librarian knows what books I like and helps find books that I like. My librarian and I enjoy the same genre of books so we notify each other when we buy a new book of our liking. (Our LMS) helped me in the beginning of this week with an English assignment. We were working with power points, something im not completely familiar and comfortable 8

9 with. She helped me first think of a poem. I was lost for words. (Our LMS) took me aside to remove me from an distractions. She sat down next to me and helped me. I finished my project and was proud of it. Part of the project was to write more poems. Because of the few minutes (my LMS) helped me I was able to write 10 other poems by myself. I was proud and have her to thank. I like the fact that I didn t have to ask for help. She noticed herself that I was struggling and took the time to work with me. I appreciate her for this. Learning Support Last year we were assigned a project in health about a disease. We got to pick our own topic and find information about it in the library. My librarian helped me get information out of books and off the internet. She showed us different websites like WebMd and other medically based websites. In our library, there's a section that contains books on health. I thought it was pretty easy finding information with the help of our school librarian. Thanks to her help, I got a 100 on my project. In grade 10, we had to do a Supreme Court case research project. She helped me find information throughout the Internet and also books in our library and surrounding libraries. She helped with out to use the information appropriately and how to cite it correctly. Without my librarian's help, I would not have received the good grade that I did on the project. I come in the library all the time in my study halls just to do work and sometimes just to relax and read. It is always a friendly environment and is a quiet place for students to work. One time I was doing a research project and my librarian helped me a lot because on my own I couldn t find any information. She looked for books and gave them to me to help me, and she even gave me some websites that would help me. After this, I learned not all websites are accurate, and I now find it much easier for me to find information and do research papers. I was very happy and appreciative after this, because if it wasn t for her, I don't know what I would have done. My English teacher had assigned me and my partner to do a research project. My teacher had told us that we needed to create a power point presentation that would satisfy the requirements that he had given us. As me and my partner began to research our topic we had the idea to put a video of an interview with a leading scientist in this field. The only problem was we did not know how to upload a video onto our PowerPoint. After spending a few minutes trying to figure it out by ourselves, my partner and I decided it was time to ask for some assistance. My librarian came over to us and we explained to her what our problem was, after hearing us she sat down next to us and told us what we needed to do to upload a video onto our power point. She gave us step by step instructions on how to upload the video and then put it into a slid that was already created on our power point presentation. The experience that me and my partner had that very day was one that lead to my partner and I getting a 100 on the project. I am thankful I guess you could say to the librarian for taking her time and explaining the steps of this process, but at the same time it was simply her job so I do not think much of it. 9

10 Last week I came to the library in order to do research for a health project. I needed information from books and the internet about HIV/ AIDS. My librarian helped me to find books that would help to cover the criteria for my project and suggested some websites on the computer that would help in my research. With her help, I found the information that was required for my project and I was able to create a complete power point presentation with the information I given. I was glad that my librarian helped me with my research because I found all of required criteria for my project and I was able to complete it in an organized fashion. A time when I needed help in the library was my sophomore year of high school. I needed help on my essay for English based on how music can affect the way children act. (Our librarian) helped my teacher and myself find ways to discover new information on the subject. I learned that the kind of music you listen to may or may not affect the way you act, I learned the different websites to find information about the way children are affected by the music they listen to, and I also learned how to cite my resources. I greatly appreciate all that she has done because now I don't have to ask her those types of questions anymore because I have already learned them and consistently using them. In English 10, we had to research civil rights movement and she took her time to tell us all the internet resources and books that could possibly help us with as much information as possible. She also shows us new technology about once a year and helps us whenever we need it. Throughout the years I have been taught how to write paragraphs, how to use some Microsoft programs, lectured why not to use wikipedia, and a few others I can't think of. (My LMS) is magical. Responses from classroom teachers and LMS are expected to provide rich data regarding the role the school library program plays in day to day aspects of student learning and motivation. Some examples of LMS responses appear below. These examples reflect the level of literacy support, collaboration for instruction, and technology use that is occurring in New York s school libraries. Literacy Support The kindergarten just completed a unit on studying apples. We read big books, fiction and non fiction books and sang songs. We discussed all the things you can do with apples. The culminating activity was making an apple pie which we did in the library. The children were so excited and learned so much from the whole unit and parents came and actually videotaped the whole experience. Everyone was on a high. Now, they're all geared up for our study of pumpkins! Instructional Collaboration I collaborated with an English teacher to design a internet scavenger hunt to accompany the reading of "Where the Red Fern Grows." Each fall, I lead a "virtual field trip" with all the seventh grade English classes. The purpose of the "field trip" is two fold. The sites we visit provide background information, sights and sounds to complement the book "Where the Red Fern Grows." But in addition to this background, they learn how to 10

11 evaluate websites as we go along, and they learn that all sites are not equal. These students are versed in the use of search engines such as Google but have no discrimination, and no tools to determine a "good site." I purposely include sites that are not well organized, have no information about their creator or author, or have editing errors so they can see the comparison with quality websites. Also, the websites are all accessed from the library webpage, so they learn early in their Junior High career that the library webpage has resources for them. Collaborating with a Youth Services librarian from the public library, we went to each of our four feeder schools to talk with the 5th grade classes about reading and books, and provide information about the Read and Share program and the public library's Summer Reading program. I set up an online discussion board within a safe, school sanctioned environment, so that students could discuss the books they read during the summer. The local bus company, TCAT, provided free bus passes to every student, with information on how to obtain more if needed, so that they could get to the public library with their families. Through an anonymous donor, I was able to purchase enough paperback books with varied subjects and reading levels so that every student could choose one to take home on the last day of school. We met for a pizza party at the public library in July, and again at DeWitt MS library in August. Technology Use In 2006/2007 I received a Teacher's Center Enabling Grant to conduct a collaborative project with both 4th grade teachers. The project was called the Voices of New York State: Podcasting in a K 5 classroom. Students needed to complete a classroom unit on NYS; we set up a collaborative project aligned with NYS and NETS Standards. The project began with extensive brainstorming, self selection of topics, selection of various tools and resources necessary for the project. Students were supported during the research process and given the opportunity to express their final project through the creation of team Podcasts. They then recorded their scripts, selected their music and created their works of art. Students were pretty psyched up by the project and gave up their lunches and recesses in order to finish up their PodCasts. I felt very good about the project and the quality of the student work. The collaborating teachers learned a great deal about the research process, about motivation of students and also about the newish technology of PodCasting. The project was then entered into our local BOCES' Media Festival; awards were given and additional recognition received by students. Every year the science research class students visit the library on a regular basis to conduct research on their various topics. This year one student selected "Global Warming and Malaria". These students need to access full text journal articles to augment their research. Some think that using search engines such as Yahoo! or Google are acceptable methods of researching. I enlighten them to the wonderful database resources we subscribe to. Those that had been unaware of the capability of the databases are thrilled to use them. Classroom Teacher Comments Classroom teachers have provided rich and detailed accounts of ways in which their school library media specialists offer programs, services and resources to benefit them 11

12 and their students. Like the LMS comments, these accounts reflect their impact on literacy support, instructional collaboration, and technology use, but also demonstrate how LMS are supporting students with special needs. In addition, comments demonstrate ways in which the LMS provides services to students with special needs. Literacy Support Our school librarian is promoting "guys read". She has set up an area of the library for just the boys in the school. She has also organized various "guys read" read alouds to encourage young boys to read more. Most recently she collaborated with the district to bring in (a former professional football player and successful author) to read to the boys and autograph books for the boys. I see a difference with the boys in my class. The reading has increased, especially with books from the "guys read" section. They are also more excited to read aloud to me and answer comprehension questions I ask them. She is also extremely computer literate and has helped me connect across texts through various websites. The School Librarian has been wonderful in encouraging my reluctant readers to engage in books. She finds books that are of interest to these students and focuses in on students particular interests and pairs them with books that would be of interest. She has made the library a student centered location in our school and a place the students want to go. Our librarian's enthusiasm for books/literature is infective. There have been many instances of her giving the students the motivation needed to enjoy literature. There is not one specific event that I remember, but whenever she interacts with a student and literature there is always the result of a big smile on the student and a fascinating book tucked under his/her arm. She is always supportive of units that I develop and has just the right materials to complement my lesson plans. Instructional Collaboration One year she helped me to teach my students how to create a newspaper journal. This journal was a part of their requirement for their non fiction writing. The students learned how to research a topic, interviewing skills, graphing, basic computer skills, and editing. This lesson has transcended into other areas of their writing. (Our LMS) has always made herself available to my class and the needs of my students and myself. Any needs, goals, or ideas that I have, (our LMS) is always around to build upon them and offer more resources. Every year the librarian and I work closely with my 4th graders to do a research project. The students are introduced to a variety of animals, insects or birds or whatever the topic and she reads them stories and shows them how to use the research materials, where to find the books in the library, what to include, how to find the information and the opportunity of typing their report at the end. I do the editing and making sure all the areas of information that is needed is in their report along with the help of the librarian. This is a project that we usually work on together for weeks at a time. They can them get pictures off the internet and she shows them the appropriate sites to visit and bookmark. If I did not have her to work me on this I would not be able to get the quality 12

13 reports I do get and they would not know how to research their topic on the Internet or with library books. I feel really good about the program we created in our school, called CORE (Curriculum collaboration with Research and Electronics). It involves the planning and team teaching with the Library Media Specialist, Technology Teacher, and Classroom Teacher. As the title indicates, the purpose is to integrate research and technologies with the NYS curriculum. Our projects are diverse, dynamic, and generally very successful. For the past few years in first grade from January March, our local animal unit integrates the classroom content, library research, computer PowerPoint presentation, an original play written and performed by the students, a song developed in music class, Animal Olympics in physical education class, animal names in Spanish class, and collages and animal masks created in art. The whole school becomes involved and the students are so excited throughout and when their parents visit for their final presentations. It reinforces the curriculum in so many different ways that the students learn a lot and for the long term. They are inspired and it is a joy to see. Technology Use Recently, students used the media center to research various topics on the Civil War. The library media specialist taught the students that day how to use various online databases and how to search the online card catalog for available books and other sources of media. It was very helpful to me because it is a new online format that I was not familiar with. Last year (our LMS) invited my class to participate in a video conference with a zoo. My kids had so much fun researching animals and preparing for the conference. They loved it! (Our LMS) really taught them how to interview and question the zoo keepers, based on what we researched. She had great follow up activities for them as well. This is something that my former students still remember, when they come back to visit me it is always a topic of conversation! The kids were amazed that they could talk to someone in real time through a television monitor. It was a great implementation of technology. Service to Students with Special Needs My school librarian took the time to order some picture books, and lower level reading books for some of our students with special needs. These students were having difficulties finding books in our middle school library and now they have a whole section just for them!!!! Last year, my class visited the library to do research on an important person in American History. The librarian conducted classes on how to carry out the research using a variety of media, print, audio visual, computer. With the collaboration of the librarian, myself and paraprofessionals, these learning disabled students completed their projects with much success. My students always felt welcome at the library and were proud of their accomplishments. 13

14 This final example reflects the breadth and importance of support library media specialists provide to teachers and their students. It would be difficult for me to name one specific time that our librarian helped/or excited my students about learning something new in our school library. She encourages each and every child to read in many different ways. Our librarian works in close contact with our team and ties in our curriculum with tools from our library. She makes it all very meaningful and relevant. She teams with us on projects ranging from using Microsoft Word to all the children to type poetry, to using the Internet to research inventors and include illustrations to go along with them, to creating bookmarks and other various creative activities for students to share books/book reports, to using books and computers to introduce them to different genres of literature and different authors. Not only do our students have the opportunity to research and learn about these authors in depth, then our librarian invites the authors into our school and the students have the opportunity to meet and talk to these author's (mostly from around NY State which is even more meaningful) which truly inspires each and every child. Our librarian does so much for me, my students and our school... we'd be lost without her. 14