Library and Information Science Commons^™

Strengthening The Connections Between Library Instruction And Student Success, Lucinda R. Wittkower, Joleen Westerdale Mcinnis

Libraries Faculty & Staff Presentations

This poster will share the results from a three-year study that investigated correlations between student participation in library instruction and student academic achievement. Using rigorous research practice and acknowledging ethical concerns by use of an in-depth student consent process, the researchers will share their findings regarding the relationships that exist between student participation in library instruction and completion of course for which instruction was attended and the relationships between student participation in library instruction and their grade in course. Additionally, the researchers will share the unexpected, but interesting finding related to student withdrawal rates. Finally, the researchers will include information …

“There Is Subjectivity, There Is Bias”: Teacher Candidates’ Perceptions Of Equity In Data Literacy For Teaching, Heather Whitesides, Jori S. Beck

Teaching & Learning Faculty Publications

Research on equity in data literacy for teaching has lagged yet is of critical importance to ensuring new teachers are prepared to serve diverse students. Our multiple case study conveyed four elementary teacher candidates’ understandings of this construct and their reaction to instruction in this domain. Data collection included interviews, item analysis, and concept maps. Our participants developed a broader view of data by the end of the course, but often did not recognize inequitable data practices like tracking which conveys a misalignment between beliefs and practices. We explored implications for policy and practice based on our findings.

School Librarians Making Global Connections: Conjecture Mapping And Researcher Practitioner Partnerships, Barbara Schultz-Jones, Marcia Mardis, Sue Kimmel

STEMPS Faculty Publications

Dr. Barbara Schultz-Jones (University of North Texas), Dr Marcia Mardis (Florida State University) and Dr Sue Kimmel (Old Dominion University, Virginia) share their research on a way to support evidence building of causal relationships between the school library and a teacher librarian’s contribution to student outcomes.

Implementing The U.S. School Library Standards: Data And Dialogue From The Field, Elizabeth Ann Burns

STEMPS Faculty Publications

In this exploratory study, a survey was conducted to learn about school librarian perceptions on the implementation and practice using the US National School Library Standards (NSLS) for Learners, School Librarians, and School Libraries published by the American Association of School Librarians (AASL), a division of the American Library Association (ALA). Participants in the state of Virginia in the United States, reported on their experiences after attending training on the new NSLS and they began their personal plan of implementation. This report documents preliminary findings indicating participants found implementation training largely introductory. After one year many remain at the awareness …

The Preparation And Certification Of School Librarians: Using Causal Educational Research About Teacher Characteristics To Probe Facets Of Effectiveness, Sue C. Kimmel, Marcia A. Mardis, Shana Pribesh, Laura A. Pasquini, Barbara Schultz-Jones, Faye R. Jones, Lois D. Wine, Lenese M. Colson

STEMPS Faculty Publications

How do we define a high-quality school librarian? Decades of educational researchers have attempted to link teacher characteristics—such as how teachers are prepared, which credentials they carry, and years of experience—to student outcomes. These researchers have contended that individual educator attributes may have a direct effect on what and how much their students learn. School librarians are also teachers who have direct student contact, and although numerous studies have indicated that school librarian preparation, licensure, and other background characteristics are promising areas for further direct exploration, researchers have yet to examine if, how, and why school librarians’ certification or preparation …

Evidence, Standards, And School Librarianship: Prevailing Policies, Promising Methods, And Progress On A Research Agenda, Barbara Schultz-Jones, Sue C. Kimmel, Marcia A. Mardis, Faye R. Jones, Shana Pribesh, Laura Pasquini

STEMPS Faculty Publications

Guided by the question, "What are the implications of national educational evidence standards for school librarianship research?," prevailing U.S. evidence-driven educational policies are examined to identify implications for school librarianship research; promising methods to contribute to building this evidence base are explored; and finally, progress on a long-term research agenda designed to enable school librarianship researchers to contribute evidence to educational policy is reviewed. As promising methods are explored, an actionable agenda is proposed that school library researchers can undertake to participate in a causal research environment.

The Researchers' Perspective: For And By The Community: Processes And Practices From The Development Of National School Library Standards, Elizabeth A. Burns, Marcia A. Mardis

STEMPS Faculty Publications

In this study, we describe the innovative and rigorous phased process used to compose the American Association of School Librarians (AASL) National School Library Standards (AASL, 2018). We begin by recounting previous standards iterations and compared their development processes to the most recent process used during the development of the AASL Standards. After we detail the development timeline and process phases, we conclude with implications for best practices in standards development for school librarians, professional leaders, and practitioners.

Aligning Information Literacy Assessment With Metacognitive Strategies, Kirsten Hostetler, Tian Luo, Jill E. Stefaniak

STEMPS Faculty Publications

Despite the popularity of metacognitive research, and the inclusion of similar concepts in professional guidelines, librarians have not incorporated metacognitive tools into their assessment strategies. This systematic literature review found (1) metacognitive assessments can act as a learning aide in encouraging higher-order thinking; (2) metacognitive assessments can be effective measurements under proper conditions with experienced learners; and (3) librarians have limited options when selecting assessment tools even as the demand for demonstrating the library’s value to stakeholders is increasing. The paper concludes with gaps in the literature and areas for future directions.

Building Of Causality: A Future For School Librarianship Research And Practice, Marcia A. Mardis, Sue C. Kimmel, Laura A. Pasquini

STEMPS Faculty Publications

The article discusses the future trends in school librarianship and its impact on professional practice. Topics discussed include the research study conducted by Colorado Study and funded by the American Association of School Librarians, along with how to respond to the changes technology has brought in engaging learners.

School Librarian As Inquisitor Of Practice: Reimagine, Reflect, And React With The New Standards, Elizabeth Burns

STEMPS Faculty Publications

The article focuses on the National School Library Standards offering entry points for school librarians wanting to execute reflection in their regular practice. Topics discussed include modeling self-reflection for learners, impact practice for student improvement and monitoring the professional growth.

A Platform For Voice And Identity: School Library Standards In Support Of Ya Urban Literature's Transformative Impacts On Youth, Sabrina Carnesi

STEMPS Faculty Publications

In this qualitative study of collaboration between an eighth grade English teacher and school librarian, 14 urban youth from a suburban city in the mid-Atlantic region of the United States were interviewed on the impact they experienced from a yearlong study with young adult literature reflective of their lived experiences. Steeped in the language of social justice and inclusive of the American Association of School Librarians’ Standards for the 21st Century Learner (2009) and International Federation of LibraryAssociations’ School Library Guidelines (2015), an analysis of findings bring attention to the impact highly effective partnerships have on implementing literature discussion circles …

Articulating An Impact On Student Learning, Elizabeth Burns

STEMPS Faculty Publications

(First Paragraph) The Every Student Succeeds Act (ESSA), passed in December 2015, positions school librarians as Essential Personnel and provides potential dedicated funding to effective school libraries–IF we make them understand why school librarians matter. ESSA falls short, however, of identifying what characterizes an effective school library program. This significant language allows school librarians to voice how their programs make an impact in their schools. As local decision makers (Local Education Agencies or LEAs in the actual law) and educational communities develop tools and evaluations to determine a school library’s effectiveness, there will be a greater need for each of …

Addressing The Needs Of Students With Color Vision Deficiencies In The Elementary School Library, Karla Bame Collins

Teaching & Learning Theses & Dissertations

Color vision deficiencies affect approximately eight percent of the male population (Birch & Chisholm, 2008; Cole, 2007; Jenny & Kelso, 2007; Neitz & Neitz, 2000), yet the condition is often overlooked in the educational setting despite the pervasiveness of color in the school (Suero et al., 2004). The purpose of this study was to explore how elementary school librarians provide instruction and prepare the library environment to meet the needs of students with color vision deficiencies.

This mixed methods study consisted of two components. The first component was a questionnaire administered to elementary school librarians throughout Virginia to gather data …

Dispositions In The Twenty First Century School Library Profession, Sue C. Kimmel, Gail K. Dickinson, Carol A. Doll

STEMPS Faculty Publications

Within the school library profession there is an emerging focus on dispositions, defined as "a tendency to exhibit frequently, consciously, and voluntarily a pattern of behavior that is directed to a broad goal" (Katz, 1993). Directed focus groups of practicing school librarians were asked to articulate their vision for school libraries of the future. Data from these groups informed development of six dispositional continua to guide both school library education and school librarianship in the 21st century. This study clarifies the dispositions needed by school librarians in the future.

The Access Gap: Poverty And Characteristics Of School Library Media Centers, Shana Pribesh, Karen Gavigan, Gail Dickinson

Educational Foundations & Leadership Faculty Publications

Stephen Krashen believes that schools can counter the effects of poverty in at least one area: access to books. However, little research has been done to determine whether students living in poverty have access to school library services comparable to those attending schools with low concentrations of students living in poverty. We examined the school library access gap namely, the differences in school library characteristics (staffing, books added to collection, schedule, and number of days closed) in schools with various concentrations of students living in poverty. Alarmingly, we found that the students in most need—those attending schools with the highest …