School Library Websites
Worth the Effort?
Kirchmyer, G. (Webmaster). (2014). SMMHS Media Center Website [Photograph]. Retrieved from http://www.smmhsmediacenter.net
INTRODUCTION
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FACT: 60% of secondary level U.S. school librarians report having a library website (Chu, 2013) FACT: 10% of those have no more than an OPAC (Chu, 2013) FACT: Over 17.7 million students are currently enrolled in post-secondary education and a projected 20.2 million students will be enrolled by 2023 (U.S. Department of Education Institute of Education Sciences National Center for Education Statistics, 2014)
! PROBLEM: Few American students have a familiarity with library resources or a genuine understanding of information literacy (Harris, et al., 2003). Instead they demonstrate: • Difficulty in framing questions for inquiry • Little knowledge of how to use online catalogs and databases • Ineffective use of web search tools • Limited web site evaluation skills
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(But what about the websites?) QUESTIONS: • How are U.S. secondary school librarians utilizing websites • What guidelines are in place to assist in the creation of these sites • How are students and teachers currently using these sites as a resource in their researching endeavors. C OPA HS .org/ M e M d 4). S rary.hc 201 r). ( ttp://lib ome e t s H h a u ebm ed from l#men m . (W r, G Retriev dex.ht e y /in hm h]. Kirc tograp tnmhs lm [Pho /signa c opa
Co [P nte ho .M tog . ( ra We ph bm ]. R a etr ster iev ). ( ed 20 fro 14) m .E htt HM p:/ H /tin S yu We rl.c bs om ite. /kq 7jg 2
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Rox, A. (Webmaster). (2014). OHS Website. [Photograph]. Retrieved from http://https://sites.google.com/site/ ooltewahhighschoollibrary/homepage/kq7jg2x
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PURPOSE OF THIS STUDY: This exploratory research seeks discover if the use of a high-quality library website can make a positive impact for the students in the classroom as well as on standardized tests.
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+ Students [Photograph]. Retrieved from http://www.gru.edu/ finaid/studenttypes.php !
Kirchmyer, G. (Webmaster). (2014). SMMHS Media Center Website [Photograph]. Retrieved from http://www.smmhsmediacenter.net
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? Success [Graphic]. Retrieved from http://www.collegeparents.org !
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Conceptualization:
(student)
“USE”:
=(
High-quality Library Website
)x3
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Student [Photograph]. Retrieved from http://www.dayone.nelson.com/students/!
Kirchmyer, G. (Webmaster). (2014). SMMHS Media Center Website [Photograph]. Retrieved from http://www.smmhsmediacenter.net
Sample uses: to get assignment details, use the database, download a required form, using OPAC, watching a tutorial…
1 = coincidence?? 2 = not committed 3 = habit :)
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“HIGH-QUALITY�:
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CIRRID model
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Core contents such as the library address and hours
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Information access such as links to the online catalog and database systems
R R I D
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! ! Research tools such as those teaching students citation and writing ! !
Reference support for students to learn about the library and how to locate resources
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Instructional support offering library guidance on class projects and assignments
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D for dynamic tools and library news information
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“POSITIVE IMPACT”
is defined in the sense that it:
• aides students in their researching endeavors • assists students in successful completion of their work (see explanation below) and/or • raises class grades and standardized test scores.
! Measured through quantitative means: • students complete tasks with minimal to no help (no more than 2 questions to a teacher or librarian per assignment or task) • score at least an 80% on their assignment or task in order for it to be considered “successful,” as this demonstrates a genuine understanding of a topic at a level in which a student should be able to complete the task again on their own.
Literature Review: r ly, no e v i s s f rk pa o w alls o to w e e c h a t pl i t h in w ger a n k o r l o is no nly w o y r u a r o y ib The l where . e c a 20 09) a pl , t d i d s i (To d i l i ty c ly fin a r f e p e o h t pr 014) w to 2 o , h k s c nt ra e (Ba s t u de l h g c o a e Go on’t t t to d r o s s l e l r ho o hey ’l If sc t , n f a matio cts o infor u d o tures r a p e f e r t a ha um t dents l u u t c s n, i cur r uctio erate r t y t i c l s a n r i n en n lite matio rate d o r i g t o e f t a betwe n n m i n “i r o e o i rs , p at nf 20 03 , co u ent i labor r h , l . e c l o h a a c o o t c r d s app r r is e g, an s a n e H i c ( n o r ” ts ea a pr cialis se d l e a p b s y a r med i inqui d n a ers teach 219) Altho ug h s intern t u de n et for use d ts flo scho o ataba ck to l rese ses u the (C hu, n arch, less t 2013) t he as hey d . signm on’t ent re quire s it St u de nt ne eds s when ho uld creat be f i r i ng a s t an to be s ite (i. d for appro e emos ., h i g p r i t a h n ee d te for scho o s) (He h l i s g h sc ites n r ring ho o l ee d , 2011 s t u de n ) t
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(the big picture)
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Studies tell us ! that students want ! to use the internet, ! but they don’t really know how, so it is the librarian’s ! job to create appropriate, academic sites for them to find information so they ! can successfully use ! that information.
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Operationalization sample: (n) Approximately 100 12th grade students at Signal Mountain Middle High School currently enrolled in Senior Project separated into 3 groups: • GROUP 1: No access to high-quality website; no explicit instruction enrolled 1st semester • GROUP 2: Access to high-quality website; no explicit instruction enrolled 2nd semester • GROUP 3: Access to high-quality website; explicit instruction enrolled 2nd semester
NOTE: All students in TN are required to complete a Senior Project in order to graduate All students will receive instruction on how to write a research paper The same teacher will instruct, monitor, and grade all students
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Method:
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• High -quality website will be created using the CIRRID model. • Pre-test will be given to all 12th grade students before they receive instruction (the Pre-test will be a TCAP [state standardized] test from a prior year)
• Appropriate researching instruction will be given to each group, but the website will only be available to groups 2 & 3. Group 3 will also receive explicit instructions on how to use the resources on the site by the librarian.
• Students will keep a record sheet of the sites they visited. This data will be used in determining “use” of the website (and other sources).
• A tally sheet will keep track of student requests for help. (see p 12) • Post-test will be given to each class at the conclusion of the research paper writing part of the class. (This will be the SAME test they were originally given)
! Limitations and Ethical Considerations • not a varied sample (all 12th grade at the same school) • experienced with research process • Not all students are receiving the same instruction (website) - Students will be allowed to make corrections in order to receive their highest possible score; this ensures that there is no harm to any of the participants. • Informed consent - students will be told they are part of an experiment on their information-seeking behaviors but not the details. Findings will be published on the library website at the conclusion of the experiment.
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: y t i
id l Va t ! s i
at h w
e ur s to a e ed m d en t e n Do a s i w e? r it su a me
• subjects were randomly assigned • steps taken to keep info from being shared • all students were assigned the same teacher • records compare same data for each group
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• with 12th graders, yes. • with mixed grades: ? NOTE: this is an INITIAL study to see if more research is needed.
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Re lia
bil i
ty: If we did ag ain the , w the sam ould test we e r esu ge t lts ?
Tally sheet of student behaviors:
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• Student needs direction with requirements of the assignment - using the rubric or instructions (for classes using the site, this will be provided on one of the web pages) • Student asks a process question (for students using the site, these will be questions answered in a tutorial or on a help sheet provided to them on the high-quality site). Examples: How do I write my thesis statement? What makes a source valid and reliable? How do I transition from one paragraph to the next? • Student needs guidance using the internet • Student needs assistance with key-word phrasing in computer or encyclopedic research • Student has trouble locating an appropriate database • Student requests help with OPAC • Student is having trouble with citation rules (can’t find OWL [Online Writing Lab] or sample assignments) • Student requests help with editing (instead of having a partner check or using online methods provided through the computer [like Word] or high-quality site [like turnitin.com]) • Other (with space for notation)
Analysis #1: Pre-Test/Post-Test
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Quantitative Study POSITIVE IMPACT
NEGATIVE IMPACT
NO IMPACT
A “positive impact” will be determined in this sense that there was a raised average score on the standardized test A “negative impact” will be determined if there was a lowered average score on the standardized test “No impact” will be determined if there was no change in the average score between the pre- and post-test.
Sample bar graph representing the group average of the pre-test and post-test results based on a 100 point scale.
Analysis #2: Successful Completion of Research Paper Quantitative Study
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Looking for what percentage of the students successfully completed the researching process.
Reminder: “Success" was defined as having earned an 80% or higher
Sample bar graph representing the group averages of the successful completion of the research paper assignment based on a 100 point scale.
Analysis #3: Aide in Students’ Researching Endeavors Quantitative Study After having been taught the class lesson and reviewing the requirements for each stage of the researching process students will ask no more than 2 questions to the teacher or librarian in order to qualify as “successful completion” of the assignment.
Sample bar graph representing the group averages of the students’ need for assistance during the researching process based on a 100 point scale.
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A scatter plot may also help to identify unforeseen . Since this is an exploratory study, it may be worth taking the extra time to investigate if the number of questions asked by a student is a predictor of how they will perform on the assignment, as that data may assist in the creation of a high-quality library website
Sample scatter-plot graph representing the number of questions asked by a student and the final score on that section of the assignment based on a 100 point scale
Conclusion: Through quantitative analyses of pre- and post-test averages, the completion of a research paper, and the students’ need for assistance during the research process, it will be determined if current claims that this type of website is worth investing the time and energy of school librarians. In the event that this experiment concurs with the few existing studies, further research will be conducted with district and state schools to determine validity of these claims.
Bibliography Babbie, E. (2013). The practice of social research (13th ed.). Belmont, CA: Wadsworth.
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Barack, L. (2014). Study ties college success to students’ exposure to a high school librarian. School Library Journal. Retrieved from http://tinyurl.com/nmwq2uj Baumbach, D. (2005). The school library media center web page: An opportunity too good to miss. Knowledge Quest, 33(3), 8-12. Retrieved from http://tinyurl.com/lu9n3oc Chu, W. (2013). Library exposure from the prior years: An examination of public high school library websites. The Journal of Academic Librarianship, 39(5), 392-400. doi: 10.1016/j.acalib.2013.03.003 Clyde, L. (2004). School library web sites: 1996-2002. The Electronic Library, 22, 158-167. doi: 10.1108/02640470410533425 Harris, F., Arp, L., & Woodard, B. (2003) Information literacy in school libraries: It takes a community. Reference & User Services Quarterly, 42(3), 215-223. Retrieved from http://tinyurl.com/mdxlsv7 Herring, J. (2011). Web site evaluation: A key role for the school librarian. School Library Monthly, 27(8), 22-23. Retrieved from http://tinyurl.com/o2ptktp Kazanawa, M. (2011). An analysis of children’s web pages in public library web sites in Japan. Public Library Quarterly, 30(4), 270-285. doi: 10.1080/01616846.2011.625587 Padgett, R. (2006). Essential readings condensed for quick review. Education Digest, 71(5), 54-55. Todd, R. (2009). There is knowledge to be gained. School Library Media Activities Monthly, 25(10), 55-58. Retrieved from http://tinyurl.com/kskoxuw Undergraduate enrollment. (2014). U.S. Department of Education Institute of Education Sciences National Center for Education Statistics. Retrieved from http://nces.ed.gov/programs/coe/indicator_cha.asp