Selected Dissertations

Compiled by Robert Grover and Beth Downs

1997

Ali, Abdulrazzaq Hussain. 1997. A comparative study of the perceptions of the school library media specialist's role as perceived by principals, teachers, and school library media specialists in public schools in the State of Kuwait. Ph.D. diss., The Florida State University.

Source: DAI Vol. 58/02-a, Page 329
Descriptors: Library Science; Education, Administration

The purpose of this study was to investigate the divergence and congruence in the role perceptions of the school library media specialists (SLMS) held by principals, teachers, and SLMS at elementary, intermediate, and secondary school levels in the State of Kuwait. Another attempt of the study was to determine whether differences in role perceptions of the SLMS occurred among SLMS at different education levels and different school levels. The study further sought to compare the actual role of the SLMS with the role of the SLMS defined in Information Power (ALA, 1988).

Findings indicated that there were no significant differences between teachers and principals as to their perceptions of role of the SLMS. Significant differences in perceptions were found between teachers and SLMS for the Teaching/Instructional Role, and Management Role, and no significant differences were found between them for the Traditional Role and the Media Role. At the 0.05 level, role perceptions held by principals were statistically significant from the perceptions of SLMS for all roles except for the Traditional Role. No significant differences in perceptions were found among the SLMS themselves at different school levels. Also, no significant differences were found among SLMS of different education levels. Thorough analysis of Information Power (1988), revealed that the guidelines identified and supported the Teaching/Instructional Role, the Management Role, and the Media Role that emerged in this study.

Andrews, Sandra Dobbins. 1997. A comparison of the roles of the school library media specialist and the computer/technology teacher within the same school environment in the Charlotte-Mecklenburg School System (North Carolina). Ph.D. diss., The Florida State University.

Source: DAI, Vol. 58-07a, Page 2439
Descriptors: Library Science; Education, Technology

This dissertation compared and contrasted the roles of the school library media specialist and the computer/technology teacher within the same school environment by surveying the 50 largest school systems in the United States, in terms of enrollment, to discover how widespread the use of computer/technology teachers were and by conducting a work sampling study of the media specialists and computer/technology teachers in seven schools within the Charlotte-Mecklenburg School System.

The national survey provided baseline data to explore the extent of the use of the computer/technology teachers in individual school sites within districts and to determine how those positions were being financed. Ninety-two percent of the respondents employed computer/technology teachers. The position was financed in a variety of ways, ranging from trading personnel positions to financing as an additional position. The work of the media specialist and the computer/technology teacher was compared using the technique of work sampling. A list of tasks that the media specialist or the computer/technology teacher might do during a normal work day was compiled. Seven pairs of media specialists and computer/technology teachers were asked to record the work they performed by using a task analysis card and a random alarm mechanism. This list focused on the technology tasks that both positions might reasonably be expected to perform. Samples of their work were taken over a twenty day period at a rate of 2.5 samples per hour. The two positions had seven specific tasks that were significantly different from each with all other tasks not being significantly different. There was a large range of percentages for the amount of work performed in each category between schools. This study points out the need to form cooperative relations between the media specialist and the computer/technology teacher when the two positions occur in the same school.

Baule, Steven M. 1997. The technology planning process and the school library media specialist. Ed.D. diss., Northern Illinois University.

Source: DAI, Vol. 58-08a, Page 3095
Descriptors: Education, Technology; Library Science; Education, Administration

This descriptive study analyzed the technology plans and interviewed administrators and school library media specialists from twenty schools with "lighthouse" technology programs. The study also surveyed twenty-four school library media specialists from non-lighthouse schools to provide comparative data with the school library media specialists from the lighthouse technology schools.

The major findings of this study included the following points: (a) staff development for technology must be considered by the technology planning team, including how to find the time and resources necessary for the success of the program; (b) ongoing revision of the technology plan must be considered when developing a technology plan or the plan will not be able to keep up with changes in technology; (c) access to technology for both teachers and students is a factor in the implementation of a technology plan; (d) the development of a support structure for technology is a factor in the implementation of a technology plan; (e) at a minimum, the technology planning team should include representation from administration, teaching staff, and school library media specialists; and (f) lighthouse technology schools were more likely to have high quality school library media programs, as measured on Loertscher's Taxonomy of School Library Media Programs, than other schools. These findings served as the basis for conclusions drawn from this study. In addition, recommendations for educators involved in the technology planning process and recommendations for further research are based on these findings.

Bruns, Loretta Ann. 1997. Texas public school library media specialists' perceptions of the use of the Internet in their schools. Ed.D. diss., University of North Texas.

Source: DAI, Vol. 58-07a, Page 2510
Descriptors: Education, Curriculum and Instruction; Library Science; Information Science; Education, Technology

The purpose of this study is to examine the perceptions of Texas public school library media specialists who are active Internet users about their utilization of the Internet, and how their efforts in implementing and supervising Internet access in their school library media centers impact the Texas public schools that they serve.

The researcher found that the use of the Internet by school library media specialists in Texas did not increase global collegiality from the viewpoint of the survey respondents. Survey respondents felt that an Internet acceptable use policy did not ensure student access to the Internet in Texas public school library media centers. The study examined the relationship between acceptable use policies and Internet censorship, and the researcher found no connection between these two elements from the perspective of the school library media specialist. The study found that school library media specialists believe that their training did improve their students' library research skills. Furthermore, the survey respondents believed that their Internet training improved student learning. Finally, the study found no connection between school size, based on the Texas Education Agency's school classification system, and student access to the Internet.

Jones, Annease Chaney. 1997. An analysis of the theoretical and actual curriculum development involvement of Georgia school library media. Ph.D. diss., Georgia State University.

Source: DAI, Vol. 58-08a, Page 2890
Descriptors: Library Science; Education, Curriculum and Instruction

The purpose of this study was to investigate the theoretical and actual curriculum development roles of practitioners in Georgia.

A significant difference between the perceived theoretical role and the perceived actual role was found for this sample of school library media specialists, indicating that respondents feel they practice these roles less often than they were trained to do. For most curriculum development roles, respondents perceived their theoretical involvement as important with no significant differences across the instructional levels. Secondary school respondents indicated a higher level of practice than the other levels on providing reference and supplementary materials, planning units with teachers, planning formally with teachers, and providing help with media center based units. Elementary school respondents reported a higher level of involvement with school curriculum committees than the other levels.

Pickard (1990) determined that a definite difference existed between the practiced curriculum development role of the school library media specialist and the role espoused in the literature. Results from the current study indicate that there is still widespread agreement among Georgia school library media specialists across all instructional levels that participation by them in the curriculum development process is of critical importance. Few practitioners, however, acknowledged involvement in curriculum development to any appreciable extent.

Kuo, Li-Ling. 1997. Factors related to management skills of high school library directors in the Republic of China (Taiwan). Ph.D. diss., The Ohio State University.

Source: DAI, Vol. 58-02a, Page 0361
Descriptors: Education, Adult and Continuing; Library Science; Education, Secondary

In the school library system of Taiwan, the position of library director in high schools is a new one. Candidates for this position may not even be competent or qualified to be school librarians. Selecting and training a successful school library director is a challenge for school principals. This study attempted to determine the factors related to the management skills of high school library directors in Taiwan, Republic of China.

This study made the following main recommendations: (1) Establishing the standards of basic abilities for school library directors, and encouraging school principals to hire library directors according to these standards. (2) Arranging local unions of high school library directors in the country. (3) Re-arrange the core courses of the library majors, and emphasize the role of "instructional consultant" of school library directors.

Lin, Shih-Hao. 1997. A comparison of the impact of trained media specialists and untrained media personnel in junior colleges in the Republic of China (Taiwan). Ed.D. diss., Florida International University.

Source: DAI, Vol. 58-05a, Page 1669
Descriptors: Education, Technology; Education, Curriculum and Instruction; Education, Community College

In the past three decades most of the junior colleges in Taiwan set up educational media centers to help students learn through the use of media which enables them to obtain optimum benefits in a short time. What are the roles the media personnel play in the media center? What responsibilities have they to bear in the center? What differences are there when a trained and untrained media personnel are presented in junior colleges media center in Taiwan? What do the trained and untrained media personnel feel toward the importance of each media service in the area of media center's administration, media production, specialized media duties, and the training of staff in media use? These are the questions addressed in this study.

Through the study of the related literature and a survey conducted in the junior colleges in Taiwan, recommendations are offered to provide improvement of the services and training of media specialists in Taiwan that are appropriate for a changing work and environment. These recommendations are for media specialists to be formally trained to effectively serve the changing needs of school library media so as to make optimal use of media in the junior colleges.

McQuillan, Jeffrey Lawrence. 1997. Access to print and formal instruction in reading acquisition. Ph.D. diss., University of Southern California.

Source: DAI, Vol. 58-05a, Page 1641
Descriptors: Education, Reading

This dissertation analyzed the effects of access to print and formal, meta-linguistic instruction on initial reading acquisition and subsequent development. It was proposed that variations in the amount of print available to children will affect the extent of literacy acquisition and development. Further, it was posited that formal, meta-linguistic instruction can facilitate early reading acquisition, but is not necessary for it to take place.

Four analyses were conducted. First, a meta-analytic, narrative review of studies on the acquisition of the alphabetic principle found that there is not sufficient evidence to claim that the ability to recode letters into sounds must be consciously taught to children learning to read. Studies to date do not suggest that meta-linguistic instruction is necessary, although it does appear to be helpful to some children. Second, evidence was reviewed on formal instruction for "early" and "late" readers. It was found that there are currently as many as 12% of American children who learn to read without formal instruction. Those children who learned to read "early" (before school entry) usually did so without systematic, explicit meta-linguistic instruction. Similarly, children who learned to read "late," well after their age peers had begun reading, also did so without any formal instruction and with no long-term damage to their academic achievement or reading proficiency. Both groups had, however, a rich access to print materials which facilitated their literacy acquisition and development. Third, a multiple regression model of state-level data was tested in which access to print via the school library, the public library, the home, and the classroom would predict higher fourth grade reading achievement, controlling for the effects of socio-economic status and amount of formal instruction. The model was supported. Fourth, a state-level analysis conducted on S.A.T. Verbal test scores found that access to print via the school and public libraries had a significant impact on test scores, controlling for the effects of socio-economic status, teacher-pupil ratio, and computer software holdings.

Miller, Andrea L. 1997. The effect of instructional intervention on the methods of collaborative work with elementary school library media specialists by pre-service elementary classroom teachers. Ph.D. diss., University of Pittsburgh.

Source: DAI, Vol. 58-11a, Page 4110
Descriptors: Library Science; Education, Teacher Training; Education, Curriculum and Instruction; Education, Elementary

The broad research question for this study was: What effect will pre-service instructional intervention have on the willingness of student teachers to: (1) use the library media center; (2) collaborate with school library media specialists?

The pre-service teachers' responses to the pretest and post tests did not reveal any change in their willingness to utilize library media center resources. They had indicated a strong willingness to do so in the pretest and continued this indication through the post tests. Although they reported that they discussed their work with their library media specialists on many occasions, they collaborated primarily with their cooperating classroom teachers throughout the period of the study. The graded, highly structured experience of student teaching may account for the tendency to plan more with the cooperating teacher than with the library media specialist.

The pre-service teachers' expectations about school library media specialists and library media centers were quite different from the realities that they found during student teaching. They expected to find full-time library media specialists in their schools which often was not the case, and since it was not, many of them found it extremely difficult to meet with their library media specialists to plan. During student teaching, they found library media centers with materials that were pertinent to the curricula that they were teaching to be the most valuable to them as well as the advice of a professional library media specialist. They utilized library media collections at a steady rate during both student teaching experiences while their use of classroom collections dropped as their experience increased.

Pembroke, June Latricia. 1997. Using a special reading program to modify the attitudes of fifth-grade male students toward voluntary reading (Boys, motivation). Ph.D. diss., University of Illinois at Urbana-Champaign.

Source: DAI, Vol. 58-06a, Page 2139
Descriptors: Education, Reading; Education, Elementary; Library Science

The purpose of this project was to determine if he use of a motivational reading unit would lead selected students to modify their attitudes toward voluntary reading. To promote and modify attitudes toward voluntary reading, a reading program was constructed for use in a school library.

The program focused on fifth-grade male students who were reading at or above their grade level, but their voluntary reading habits were nonexistent or limited. Capitalizing on a theme of immense interest to this grade level, the thematic content unit included reading material and activities designed to appeal to this group. As the participants involved themselves in the unit, some of the features of importance were: accessibility of the library and books, a special theme, an adequate collection of books and materials (print and nonprint) supporting the theme, an inviting environment, social interactions, awards and incentives, reading guidance (i.e., the special bibliography or suggestion given by the librarian), book choice, activities related to the theme, and an interested facilitator. The intervention technique of this unit was intensive involvement which seemed to be the determinant factor in the change of any participant.

Tyler-Porter, Melissa. 1997. Media specialists' perceptions of administration in censorship and access of information in school library media centers (principals). Ph.D. diss., Georgia State University.

Source: DAI, Vol. 58-04a, Page 1172
Descriptors: Education, Administration; Library Science; Information Science

Statement of the problem. The purpose of this study was three fold: (a) to determine if educational administrators pressure media specialists to censor or restrict school library media center materials, (b) to determine if media specialists have been asked by administrators to remove instructional materials from the media center shelves, and (c) to determine if media specialists practice self-censorship in book and instructional materials selection due to pressure from administrators.

Conclusions. Findings of this study revealed that media specialists do not feel pressure from administrators to censor or restrict school library media center materials. Media specialists are not removing instructional items from the media center shelves due to pressure from administration. School library media specialists are not practicing self-censorship in selection of learning materials due to pressure from administration.

Vrabel, Terri Boucher. 1997. Texas school librarians' perceptions on censorship and intellectual freedom (public education). Ed.D. diss., University of North Texas.

Source: DAI, Vol. 58-07a, Page 2521
Descriptors: Education, Curriculum and Instruction; Library Science

This study was conducted to ascertain library media specialists' perceptions of the trends in challenges to intellectual freedom in Texas public school libraries and the factors influencing the outcome of challenged materials.

The study revealed that library media specialists perceived that challenges were increasing over the last five years. Parents initiated the majority of the challenges and the most common reasons for the objections were for sexuality, inappropriate language, and occult themes. Further, nearly 89% reported having a selection policy, yet only 40% indicated that the materials were retained. Also, 56% believed that their principal supports them in challenges to library materials, nearly 40% received support from their colleagues, and few sought support from the community and professional organizations. Nearly 50% indicated that the library media specialist self-censored future selections when materials were challenged. Finally, it was concluded that there were only seven significant relationships between the demographic variables of education, experience, school size, and school level and the survey response variables.

1996

Chai, Su-Ching. 1996. A study of elementary school students' use of libraries for study and leisure reading in Taichung City, Taiwan, the Republic of China. Ed.D. diss., The University of Tennessee.

Source: DAI, Vol. 57/10-a, Page 4266
Descriptors: Education, Elementary; Library Science; Education, Reading

The purpose of this study was to determine the extent to which children in the intermediate and upper grades use the library for study and leisure reading in Taichung City, Taiwan, the Republic of China. Specifically, the study attempted to determine the differences in library use and leisure reading attributable to sex, grade level and geographical area.

Major conclusions were as follows: (1) elementary schools and teachers in more urban areas are not as likely to take their students to the school library as suburban schools and teachers; (2) as children become older, they have less opportunity and receive less guidance in using the school library; (3) the regular classroom teachers provide more help on children's use of the school library than do teacher-librarians; (4) school libraries need to attend more to student needs and interests in future acquisition; (5) while all children seem to have a very positive attitude toward using the library and leisure reading, girls have a higher interest than boys; (6) urban children's library skills are superior to those of suburban children; (7) children's book choices indicate a need for excitement and entertainment rather than a thirst for knowledge or a love of literature; (8) home and friends rather than libraries are children's greatest sources of reading materials; (9) urban children read a wider variety of materials for leisure reading than do suburban children; and (10) library selection groups need to have more open communication related to the appeal of comic books. In overview, the study indicated that crowded urban conditions in Taiwan seem to contribute to rather than detract from children's desire to read.

Cole, Paula G. 1996. Self-regulation and the secondary school library media center: A development project (high school students). Ed.D. diss., University of Southern California.

Source: DAI, Vol. 57/09-a, Page 3881
Descriptors: Education, Secondary; Library Science

This study compared the effect of instruction in two environments: the classroom and the library media center. The purpose of the instruction was to increase the use of self-regulation strategies by high school students. A combination of explicit instruction and environmental scaffolding to support the instruction was used. For the purpose of this study, self-regulation was defined as: goal setting, planning and monitoring.

A paired t-test was used to compare pre and post test results for each group and indicated that the classroom instruction group achieved significant gains and the library media center group did not.

Haney, Sarah Davis. 1996. The origin and development of the Oklahoma Library Association: 1907 to 1994 (library Associations). Ph.D. diss., Texas Woman's University.

Source: DAI, Vol. 57-12a, Page 4970
Descriptors: Library Science

This study traced the growth and activities of the Oklahoma Library Association (OLA) from its inception in 1907 through 1994. It explored OLA's relationship with civic and professional organizations and with public, school, academic and special libraries.

The Oklahoma Library Association has pressed for legislation to improve library services and certification standards and provided a variety of services for members, including supporting intellectual freedom. OLA published a bimonthly newsletter, conducted numerous workshops, and held an annual conference. The Oklahoma Library Association devised legislative programs and worked to inform legislators of issues affecting libraries. Its most pressing goals related to library funding, services and supporting legislation. OLA significantly influenced public libraries in Oklahoma through legislative goals, continuing education and professional improvement of public librarians. Academic libraries have also received substantial support from OLA, in terms of intellectual freedom on college campuses and legislative goals. Public and academic librarians have dominated the leadership of OLA. While OLA has worked to serve school library media specialists through continuing education workshops, legislative programs, awards and special activities, few school media specialists have been Presidents of OLA. It appears that OLA has had little influence on special libraries, since an organized body devoted to their interests no longer exists within the Association and few special librarians have been leaders of OLA. OLA's major strengths have been continuing education, legislation, intellectual freedom, awareness of ethnic activities for the state's librarians, and a willing response to change. The areas in which OLA has shown weaknesses include finances, membership, continuity in policy and procedures and constitutional ambiguity. Additional research is needed about the history of other state library associations, as well as about librarianship in Oklahoma, especially on early state library leaders.

Hara, Katsuko. 1996. A study of information skills instruction in elementary school: Effectiveness and teachers' attitudes. Ph.D. diss., University of Toronto (Canada).

Source: DAI, Vol. 57-08a, Page 3376
Descriptors: Education, Curriculum and Instruction; Education, Elementary; Library Science

The purposes of this study were to examine the effectiveness of instruction for acquiring necessary information skills at the elementary school level and to examine teachers' attitudes toward information skills instruction. For these purposes, this study involved two inquiries. The first inquiry investigated the significant differences in the performances of information skills in fourth, fifth and sixth-grade students comparing several instructional conditions: resource-based versus no- information skills; non-integrated versus no-information skills; information skills (including both resource- based and non-integrated together) versus no-information skills, and resource-based versus non-integrated instruction. The second inquiry examined the characteristics of the teachers' attitudes toward information skills instruction for the teachers in resource-based, non-integrated, no-information skills approaches, and all teachers regardless of teaching method.

The first investigation demonstrated that resource-based instruction was the most effective model for acquiring information skills not only compared with no-information skills instruction, but also compared with non-integrated instruction. Although it was impossible to define the learning growth due to the cross-sectional design of the present study, it demonstrated that the highest learning growth during the three years from fourth to sixth grades was in resource-based instruction and the lowest was in no-information skills instruction. In the fourth and fifth grades, however, no significant differences were found. The second investigation demonstrated that teachers have entirely positive attitudes toward information skills instruction. Although there has been previous research showing that lack of support by the school or the principal negatively affects teachers' attitudes, this study showed that all the teachers regardless of teaching method have positive attitudes toward information skills instruction.

Martin, Barbara Ann. 1996. The relationship of school library media center collections, expenditures, staffing, and services to student academic achievement. Ed.D. diss., Auburn University.

Source: DAI, Vol. 57-08a, Page 3309
Descriptors: Library Science; Education, Administration; Education, Technology

The purpose of this study was to investigate the relationship of student academic achievement to factors related to the management and operations of school library media centers. The variables of school library media centers investigated were collections, expenditures for those collections, staffing levels, and services provided by the library media staff in selected school library media centers throughout school districts in Georgia.

A backward elimination multiple regression analysis indicated a relationship of school library media center staffing to student academic achievement, especially in the area of language arts (reading) at the high school level. School library media center collections, expenditures for those collections, and services were not significantly related to student academic achievement.

McMillan, Mary Katherine. 1996. The effect of the accelerated reader program on the reading comprehension and the reading motivation of fourth-grade students. Ed.D. diss., University of Houston.

Source: DAI, Vol. 57-04a, Page 1542
Descriptors: Education, Reading; Education, Elementary

The Accelerated Reader Program is a computerized reading management program which claims to motivate students to read more and a better quality of books, increase reading scores, build higher-order thinking skills, and foster a life-long love of reading. The purpose of this study was to describe the effect of The Accelerated Reader Program on the reading comprehension and the reading motivation of fourth grade students.

The results obtained in this study suggest that The Accelerated Reader Program did not improve the reading comprehension skills of the fourth grade students in this sample but did increase the reading motivation of the fourth grade students in this sample. Although the students who participated in The Accelerated Reader Program were motivated to read more and a better quality of books, their reading comprehension did not differ from those students who did not participate in The Accelerated Reader Program.

Pitot, Mary Michelle. 1996. Invisible and ignored or out and pushed out: Participatory research with gay and lesbian youth. Ed.D. Diss., University of San Francisco.

Source: DAI, Vol. 57-04a, Page 1552
Descriptors: Education, Secondary; Education, Intercultural; Sociology, Individual and Family Studies

While mandatory public schooling may provide equal access to education for all young people, it does not provide a fair and just setting to promote equal outcomes to all. This study investigates the alienation and oppression experienced by gay and lesbian teenagers in the educational setting, and searches for solutions to the problems they face. The intent of this research is to provide an in-depth analysis of the life experiences of gay and lesbian youth in order to understand the nature of their educational reality and the dilemmas which they face every day.

It is hoped that this research will provide educators with solutions to the discrimination against gay and lesbian youth found in today's schools. For it is only when people are courageous enough to question all prejudice that we can truly embrace diversity, and it is only then that each of us is free to celebrate our own individuality and uniqueness.

Shorey, Mary Elizabeth. 1996. An investigation of four exemplary school library media specialists and how they incorporate multicultural literature into the curriculum. Ph.D. diss., The Ohio State University.

Source: DAI, Vol. 57-05a, Page 1934
Descriptors: Education, Administration; Library Science; Education, Intercultural

The purpose of this study was to investigate how four exemplary school library media specialists view their profession; how they perceive themselves as library media specialists and educators; and how these beliefs have influenced them in one area of their responsibilities, the incorporation of multicultural literature into the curriculum.

It was found that these individuals viewed their profession as multifaceted and dynamic. They were service-oriented and proactive in their practice, knowing the curriculum of their schools and their clientele--the school community, They possessed a broad knowledge of their collections and the availability of information, the teaching/learning process, and how to apply their knowledge to a variety of situations. They were life-long learners and informal leaders. They worked well with their colleagues and were respected by the administration, teachers, and students. Each was aware of her own biases, was able to consider multiple perspectives, and was active in incorporating multicultural literature throughout the curriculum.

This study concluded that exemplary school library media specialists have numerous attributes that allow them to excel in their profession. These individuals were able to reflect on their practice. Collaboration took place between the school library media specialist and teachers when the environment of the school was conducive to it. Administrative support is important. An understanding and awareness of self and of others is necessary to be effective in encouraging a multiple perspective.

Troxel, Steven Richard. 1996. Middle school library catalog access: a comparison between electronic and manual catalog systems (information retrieval). Ph.D. diss., University of Virginia.

Source: DAI, Vol. 57-08a, Page 3310
Descriptors: Library Science; Education, Technology; Education, Secondary

This study compares the use of a computerized library catalog system in a middle school with the use of a card file catalog system. The study analyzed 734 survey responses from students in English classes at a middle school which emphasizes language and technology and at which the computer catalog system is in its first year of operation.

A chi square analysis found no correlation in user perceived satisfaction across catalog types. Sixth graders were less satisfied with library terminal searches (p < .02) and seventh graders were less satisfied with classroom terminal searches (p < .05). These canceled out when comparing computer catalog search satisfaction with card file search satisfaction. This coincides with B. Lipetz and P. J. Paulson (1987), who found no increase in user satisfaction during the first year of computer catalog operation at a public library. A chi square analysis found that classroom computer searches did correlate with fewer instances of books being checked out (p < .01). The study concludes with recommendations for follow up action and further study.

1995

Baldwin, Margaret Kearns. 1995. Enhancing learning through library and information services in K–12 education: A future search conference. Ed.D. diss., Seattle University.

Source: DAI, Vol. 56-08a, Page 2918

Descriptors: Library Science; Education, Teacher Training; Education, Administration

Changes in education today are many and intense: governance issues, societal demands, the influx of technology, and ever-present budgeting problems. Library media professionals are rarely involved in the ongoing dialogue of change in education. In an effort to bring this group of educators into that dialogue, a statewide future search conference, a specific whole systems approach to planning, was held in Washington state in October 1994. The thirty-two conference participants represented eight stakeholder groups (four in each group): library media specialists, principals, administrators, university educators, teachers, business representatives, technology experts, and students. The participants addressed the following question: "What can we do through information systems to most effectively enhance learning in K–12 schools in Washington state in the next five years?" The conference, which was facilitated by an outside consultant, was a modification of the future search conference models outlined in Weisbord's Discovering Common Ground (Weisbord et al., 1992) and Spencer's (1989) Winning Through Participation.

The message of the Washington conference was clear: Information services personnel should be an integral part of the ongoing dialogue of change in education today. Three recommendations flow from this study. First, information about the successful future search conference model needs to become more widespread in education. Second, the library media professionals must see themselves as collaborative workers and change agents in education. Third, and most important, pre-service training for education personnel at all levels needs to change. Training programs for principals must provide more organizational development training and should train them to understand more fully the potential of the library media specialist as a partner. School library media specialists need leadership training in order to prepare them adequately for their role as change agents.

Doiron, Raymond George. 1995. The relationship between elementary classroom collections and the school library resource centre program. Ph.D. diss., The University of British Columbia (Canada).

Source: DAI, Vol. 56-08a, Page 2996
Descriptors: Education, Elementary; Library Science

The school library resource centre and the collection of trade books that classroom teachers gather in their classrooms were the focus of an exploratory, descriptive study designed around the first stages of an action research model. Little research had been done on how effective classroom teachers have been at acquiring trade books for their classroom collections, and on how teacher-librarians, working in partially or fully integrated school library resource centre programs, helped make trade books accessible to elementary teachers and students.

A detailed description of the classroom collections led to the development of the Independent, Interactive and Integrated models for classroom collections. Each reflected a different concept of the classroom collection, its role in the literacy program and its relationship with the school library resource centre program. Indications were that a collaborative approach to trade book provisioning emerged in schools where the school library resource centre program was more fully integrated into the school curriculum. Details on a school-based/district-wide strategy to build a collaborative approach were given, as well as suggestions for a plan of action for individual schools and for further research to explore questions raised by this study.

Dore, Janice Campbell. 1995. Implementation of information power: the experiences of state library media consultants in New England (school library media specialists). Ed.D. diss., University of Massachusetts.

Source: DAI, Vol. 56-03a, Page 0744
Descriptors: Library Science; Education, Technology; Political Science, Public Administration

The purpose of the study is to describe how four New England state library media consultants are working within their respective states toward the promotion of excellence in school library media centers through the implementation of the elements of Information Power, the current national school library standards.

Conclusions drawn from these data indicate that the state library media consultants, in spite of having no regulatory powers, work actively in a myriad of ways to promote quality school library programs. Their changing environment brought about by individual perceptions, economics, technology, and educational reform creates a challenge to each of these participants.

Friel, Linda De Lyon. 1995. The information research process with low-achieving freshmen using Kuhlthau's six-stage model and the interventions that facilitate the process (Carol C. Kuhlthau). Ed.D. diss., University of Lowell.

Source: DAI, Vol. 56-05a, Page 1566
Descriptors: Information Science; Library Science

Based on Kuhlthau's six-stage model of the information search process that includes predictable thoughts, feelings, and actions (1983), this study examined a class of 17 low-achieving freshmen as they experienced the information search process. The study focused on the extent to which the students were able to move through Kuhlthau's model and the appropriate and timely interventions into the process by the media specialist that facilitated the students' movement through the process.

Findings indicated that these 17 low-achieving students experienced the six predicted stages of the information search process and underwent changes in thoughts and confidence during the process. Their thoughts evolved from general to specific to focused, and their confidence increased significantly from initiation to closure. Additionally, frequent and early interventions by the media specialist, especially one-on-one conferencing, helped to bridge the gap between actual and potential developmental levels. Most importantly, the students were able to successfully experience the process.

This study suggests ways in which educators can provide learning experiences that will help to prepare students, regardless or their achievement levels, to access, evaluate, and use information. Studying and understanding the process of change and learning during the information search process can facilitate the design of effective learning environments and experiences within schools and can offer all students the opportunity to learn how to learn.

Haines, Roberta M. 1995. Perceptions of key stakeholders on factors affecting implementation of standards for Maryland public school library media programs. Ph.D. Diss., University of Maryland College Park.

Source: DAI, Vol. 56-08a, Page 2950
Descriptors: Education, Administration; Library Science

The purpose of this study was to assess the perceptions of key stakeholders on selected factors which may have influenced the implementation of standards for public school library media programs. This study was limited to the perceptions of the library media specialists and library media administrators.

Eight factors were identified that may account for the perceived level of implementation of the standards of media programs during the initial 4-year review cycle of the bylaw for school library media programs, COMAR 13A.05.04.01. The factors were clarity, implementation plans of the state and local education agencies, leadership, philosophies and policies, staffing, enrollment, and wealth.

It was concluded that five of the eight factors made a statistically significant difference on the implementation levels of the seven standards. Those respondents who held high perceptions about the five factors perceived the implementation levels to be high for the seven standards. The remaining three factors made a statistically significant difference on the implementation levels of selected standards. It was further concluded that state policy had a chance of success if it was directly related to an existing program at the local level. Policies were more likely to be implemented intellectually than they were financially. In summation, this study on the perceptions of key stakeholders contributes to the research of factors which are important to the policy implementation process.

Hudson, Jill Rooker. 1995. "Guidelines for off-air recording of broadcast programming for educational purposes": Knowledge vs. practice of Oklahoma school library media specialists (copyright, videotaping). Ph.D. diss., Indiana University.

Source: DAI, Vol. 56-07a, Page 2460
Descriptors: Information Science; Education, Technology; Library Science; Law

The impact of technology requires that school library media specialists be aware of and knowledgeable about the off-air videotaping copyright laws and the legal use of that media in education. The purpose of this study was to ascertain current knowledge vs. actual practice in the area of off-air recording for use in education and whether a strong educational justification is more likely than a weak justification to affect a law infraction.

Six of nine means tested significant in the situations representing strong vs. weak educational justification of the Guidelines, including news-related, storage vs. required erasure, request vs. own initiative, delay in use, instruction vs. entertainment and pay tv, and number of copies-first request. Demographic variables showing the most situational significance were existence of a copyright policy, years of experience, and participation in a copyright course. In addition, data were gathered from comments sections of the questionnaire and from four personal interviews held to ascertain practitioner reasoning behind actions taken.

Jenkins, Christine Alice. 1995. The strength of the inconspicuous: Youth services librarians, the American Library Association, and intellectual freedom for the young, 1939–55. Ph.D. diss., The University of Wisconsin–Madison.

Source: DAI, Vol. 57-01a, Page 0012
Descriptors: Library Science; History, United States; Women's Studies

In the years since the formation of the American Library Association (ALA) in 1876, U.S. librarians have moved from a position of protecting the public from "questionable literature" to defending the public's right to read. ALA's adoption of the Library Bill of Rights in 1939 marked the beginning of the profession's official commitment to intellectual freedom, but at that time, this commitment was directed toward adult readers only. In 1955, however, librarians extended First Amendment support to children and young adults with the adoption of the first ALA document that specifically addressed the rights of young readers, the School Library Bill of Rights.

Youth services librarianship's shift from child protection to child advocacy from 1939 to 1955 is the central focus of this study, which utilizes the historical model of women's cultural history as a perspective well-suited to the study of this female-intensive profession. This examination of the professional activities of ALA youth services leaders is informed by their identity as a group of predominantly white, middle-class women. During a time that began with the outbreak of World War II and ended with the Cold War, they utilized the rhetoric and strategies of female-intensive child welfare professions to effectively respond to book censorship attempts by McCarthy Era pressure groups and maintain their professional jurisdiction over the selection and evaluation of books for children and young adults. Among the issues debated at this time were the place of realism in children's literature, challenges to librarians' authority as selectors of Newbery Medal winners, and the value of books advocating interracial relations and international understanding in the children's and school library collection.

Keller-Raber, Candace Ann. 1995. Media literacy skills: factors influencing successful student mastery. Ph.D diss., The Florida State University.

Source: DAI, Vol. 56-07a, Page 2464
Descriptors: Library Science; Mass Communications; Education, Elementary

Media literacy skills are important for students of today and citizens of tomorrow. One valuable method for students to learn media literacy skills is through their own media productions. In Florida, a statewide competition for students in kindergarten through college is provided by the Jim Harbin Award Student Media Festival. This dissertation reports on an investigation that was conducted, using case study research, at four schools which represented the four level divisions of the Harbin competition, K–3rd, 4th–6th, 7th–9th, and 10th–12th.

This researcher, using qualitative methods, synthesized the results of the investigation into eight broad concepts from which practical and theoretical frameworks for building a media literacy program might be developed.

Lai, Yuangling. 1995. The attitudes of public elementary school teachers and school library media specialists in three east Tennessee counties toward the instructional consultant role of the school library media specialist. Ed.D. diss., The University of Tennessee.

Source: DAI, Vol. 56-08a, Page 2986
Descriptors: Education, Curriculum and Instruction; Education, History of; Library Science

The purpose of this study was to determine whether or not teachers and school library media specialists differ significantly in their attitudes about the role of the school library media specialist as an instructional consultant. Specifically the study examined three different dimensions of attitudes: curriculum development, instructional development, and technology use. A questionnaire was developed for this study addressing the instructional consultant role of the school library media specialist.

Major conclusions, based on the findings, were the following: (1) There were no significant differences between teachers' and school library media specialists' attitudes regarding the library media specialist's role in curriculum development, instructional development, and technology use. (2) There were no significant relationships in the instructional consultant role of the school library media specialists when comparing teachers' attitudes to years of work experience, educational level and teaching specialties. (3) There were no significant relationships in the instructional consultant role of the school library media specialists when comparing school library media specialists' attitudes to years of work experience, educational level and employment type.

Marcy, Ellen Joplin. 1995. Students' voluntary reading choices and selection strategies in third-grade classroom libraries. Ed.D. diss., East Texas State University.

Source: DAI, Vol. 57-02a, Page 0624
Descriptors: Education, Reading; Education, Elementary

This study investigated how and why selected third-grade teachers foster voluntary reading and strategic book choices in classroom libraries. By including a female teacher and a male teacher, this study also investigated whether the teacher's gender influenced students' book choices and selection strategies.

Findings suggest that classroom libraries are a vital source of voluntary reading materials for students who seldom visit the school library. Findings also suggest that in their daily contact with students, teachers hold the key role in promoting voluntary reading. The findings further propose that by not providing book selection strategies, third grade teachers are missing an opportunity to capitalize on their students' maturing confidence as readers. These findings hold implications for educators in public schools, and for institutions which educate pre-service teachers.

McBride, Regina Claire. 1995. Machiavellianism among college and university library directors (gender differences). Ph.D. diss., Saint Louis University.

Source: DAI, Vol. 56/08-b, Page 4623
Descriptors: Psychology, Industrial; Education, Higher; Psychology, Personality; Education, Administration

This research investigated the Machiavellian orientation of randomly selected college and university library directors in the United States. Machiavellianism was measured by responses to the Mach V scale (Christie & Geis, 1970).

Four hypotheses were evaluated. Hypothesis I predicted law school library directors would score higher on the Mach V scale than Category I institution library directors. No significant difference in Mach scores emerged between the two groups. Hypothesis II anticipated law school library directors would score higher on the Mach V scale than medical school library directors. No significant difference in Mach scores appeared between the two groups.

Hypothesis III expected law school library directors would score higher on the Mach V scale than Category IIB institution library directors. No significant difference in Mach scores arose between the two groups. Hypothesis IV speculated that Category I institution library directors would score higher on the Mach V scale than Category IIB institution library directors. No significant difference in Mach scores occurred between the two groups. Results indicated that the library directors sampled were fairly homogeneous in Machiavellian orientation.

Four research questions examined Machiavellianism, library type and various demographic variables, such as age, gender, and education. All of the analyses yielded nonsignificant results with the exception of a significant main effect found for gender. In this research female library directors, across the four library types, consistently scored significantly higher in Machiavellianism than male library directors.

Miller, David William. 1995. Professional development and the diffusion of innovations in school library media centers. Ed.D. diss., University of Missouri–Saint Louis.

Source: DAI, Vol. 56-07a, Page 2547
Descriptors: Education, Curriculum and Instruction; Education, Technology; Library Science

This research examined what influences school library media specialists to implement technical innovations within a learning resource center. Three research hypotheses were tested to predict the effect of professional development on the diffusion of innovations in this setting.

The theoretical framework is drawn from the Diffusion of Innovations model developed by Everett M. Rogers. Communication is seen as an integral part of the diffusion of technical innovations in school learning resource centers through this research. In addition, self-directed learning theory is supported through the results of this research.

The findings for the first hypotheses demonstrated two kinds of professional development activities that were likely to influence the implementation of technical innovations by library media specialists. Attendance at state conferences and consultations with colleagues explained more of the variance than other variables of the first hypothesis and had a positive effect on the implementation of technical innovations. Findings for the second hypothesis demonstrated that attendance at state conferences explained more of the variance than other variables, but had a negative influence on the desire to implement technical innovations. Therefore, the second hypothesis was rejected. Findings for the third hypothesis demonstrated no relationship between dependent and independent variables.

Waits, Patsy Marie. 1995. Characteristics and impact assessments of censorship attempts to public school library media centers in Oklahoma. Ed.D. Diss., Oklahoma State University.

Source: DAI, Vol. 57-02a, Page 0495
Descriptors: Library Science; Education, Elementary; Education, Secondary; Education, Philosophy of

Scope and method of study. The purpose of this study was to assess the increased frequency of objections against the appropriateness and presence of library media resources and the impact of these objections on final outcome resolutions and the selection processes of school library media specialists in Oklahoma public schools during the 1992–93, 1993–94, 1994–95 school years.

Findings and conclusions. The most significant results of this study showed objections had increased only 1% during the past three school years. Centers serving grades P–12 had the most gain while secondary centers had significant decreases in the number of objections lodged. Urban, elementary centers with collections of 4,000–8,000 volumes were the most susceptible to objections. Materials were retained 52.17% of the time and a direct correlation between complete use of a reconsideration policy and retention of resources was established. Fifty-seven percent of all respondents had not experienced any objections. When compared to recent studies, the results mirrored the findings of Williams & Dillon's 1993 Australian study and Jenkinson's 1994 Canadian study. This implied that censorship concerns were not limited to Oklahoma but international in scope.

1994

Angelo, Joseph William. 1994. An analysis of school library media resources in Massachusetts as compared with state standards. Ed.D. diss., Boston University.

Source: DAI, Vol. 55/04-a, Page 780
Descriptors: Information Science; Library Science

The purpose of this study was to determine the extent to which public schools in Massachusetts have implemented the State standards which were published in 1988. To accomplish the purpose of the study, a self administered, mailed questionnaire was constructed using the standards as a template. The questionnaire was sent to a random sample of public schools in Massachusetts.

Two research questions were formulated for this study because the standards consist of two parts. First, what is the extent of compliance by the public school library media centers in Massachusetts relative to the direct and indirect roles recommended in the State standards? Second, at which level, of the three levels specified in the standards, are the school library media centers operating as compared to the State standards concerning learning resources and support services?

The findings indicate the answers to the first research question are, a high percentage of schools comply with the standards concerning the media specialist performing such duties as the traditional librarian i.e. student orientation and assisting teachers and students in finding materials. A low percentage of schools was indicated in compliance with the standards relative to planning and creating a program blueprint as a function of the budget. Also a low percentage of schools was indicated in compliance with the standards regarding acquisition, use of educational technology, and the perception and consultation of the media specialist as a resource person.

Data for the second research question was analyzed and assigned to the three levels of service for the four categories specified by the standards: Personnel, Collection, Technology and Budget. The results indicate 96% of schools are operating at Level 1, or Minimal for Personnel. For Collection, 93% of schools are at Level 1. In the category of Budget, 97% of schools are at Level 1. For Technology, 53% are at Level 1, 47% at Level 2 and 0% at Level 3.

In summary, school libraries in Massachusetts are minimally meeting standards for collection size, personnel and budget. Over half of the schools meet Level 1 standards in regard to technology while 47% are at Level 2. The 1988 standards need updating to include contemporary communications technology.

Bingham, Janice Elizabeth Mann. 1994. A comparative study of curriculum integrated and traditional school library media programs. Achievement outcomes of sixth-grade student research papers. Ed.D. diss., Kansas State University.

Source: DAI, Vol. 56-01a, Page 0016
Descriptors: Library Science; Education, Curriculum and Instruction; Education, Elementary; Education, Social Sciences

Traditionally education in the United States has exhibited a great diversity of trends. The purpose of this study was to determine if the curriculum integrated library media program trend had a significant effect on the academic achievement of students. A comparison of the traditional library program versus a program that integrates the teaching of library skills with the classroom curriculum was conducted. A model of a research paper was designed using library and social studies curriculum outcomes as a guideline. This model was used to compare the two programs.

The data that were gathered and analyzed using a t-test showed a significant increase in the scores of students who had been taught via the integrated method, thus suggesting support for the trend to incorporate the curriculum integrated teaching method in the library media center. Furthermore, data comparing the amount of support the students needed while using the media center resources suggest that the students exposed to the integrated method of teaching had a slightly better level of understanding of media center usage than did the students from the traditional program.

Bobys, Aline R. 1994. Emerging literacy in a whole language kindergarten (language, kindergarten). Ed.D. diss., University of South Dakota.

Source: DAI, Vol. 55/10-a, Page 3146
Descriptors: Education, Reading; Education, Early Childhood; Education, Elementary

Ethnographic research was conducted in a half-day, whole language kindergarten program located in a medium-sized, urban midwestern community from September 1993 through March 1994. Twenty-one children from diverse socioeconomic backgrounds participated in a study which investigated their emerging literacy. The teacher's theoretical orientation to literacy learning was holistic, and she held the belief that all children come to school ready to learn. Developmentally appropriate teaching practices and whole language strategies such as shared book experiences, cooperative learning groups, a home-school library reading program, sustained silent reading, writer's workshop, and self-directed intercurricular activity centers were exhibited. The purpose of the research was to document and describe the emerging literacy development of kindergarteners in this setting.

Findings include a description of the children's emerging literacy in terms of four literacy measures: oral language development, print awareness, phonemic awareness, and writing development. Interview data revealed that not only were children's perceptions of themselves as readers and writers enhanced by this setting, but also that their understanding of reading, writing, and thinking as reciprocal processes grew as they engaged in meaningful literacy activities. All of the children in this kindergarten, although diverse in developmental abilities, made progress in literacy learning.

Boulware, Beverly Joan. 1994. An investigation of recreational reading levels of fourth-graders with the reading levels obtained from an informal reading inventory. Ed.D. diss., Ball State University.

Source: DAI, Vol. 55/08-a, Page 2330
Descriptors: Education, Reading; Education, Elementary; Education, Tests and Measurements

The purpose of this study was to compare the readability levels of the recreational reading books children selected to read with the reading levels of the children established by Powell's (1992) criteria for the Informal Reading Inventory. Using Fry's Readability Graph, a second purpose of this study was to compare the reading levels of the books the children chose and read with the reading levels of the books the children chose and did not read. Five hypotheses were tested at the .05 level of significance.

There were no significant relationships found between the reading levels independent and developmental, and the levels of recreational reading books children chose from their school library. The reading levels emergent and frustration proved to be statistically significantly different from the children's recreational book levels. There was no significant relationship between the reading levels of the books the children chose and read and the reading levels of the books the children did not read; however, there is evidence to suggest that the easier the readability of the book, the more likely it was to have been read.

The findings of this study indicate fourth grade students chose books from their school library on all their reading levels. However, on the average, students chose books between their independent and developmental reading levels.

Campbell, Barbara Stehman. 1994. High school principal roles and implementation themes for mainstreaming information literacy instruction. Ph.D. diss., The University of Connecticut.

Source: DAI, Vol. 56-03a, Page 0770
Descriptors: Education, Administration; Education, Secondary; Education, Technology

This multiple-site case study describes the principal roles and change implementation themes for mainstreaming instruction in one rural and one urban Connecticut high school.

The urban case describes the principal roles and change themes during the pre-implementation stage of mainstreaming. The study found that principals assumed roles of direction setters, facilitators, and communicators. It also found that the themes associated with successful implementation of educational change were present—vision-building, evolutionary planning, empowerment, resource mobilization, and problem- coping/monitoring.

In the rural case, mainstreaming was accomplished by restructuring the ninth-grade program to provide the opportunity for all students to learn and practice information-finding skills. Data supported the roles of designer and communicator for the principal. The designer role encompassed visionary, architect, and transformational facilitator behaviors. Change implementation themes of vision-building, evolutionary planning, empowerment, resource mobilization, problem- coping/monitoring, and restructuring were found present.

Dressman, Mark Allen. 1994. Resistance, conformity, reconstructed subjectivity: Reading three school libraries (library, third graders). Ph.D. diss., The University of Texas at Austin.

Source: DAI, Vol. 55/06-a, Page 1404
Descriptors: Information Science; Education, Reading; Education, Sociology of

This study examines third-grade students' patterns of response to implicit and explicit messages about the value and function of literacy in their lives, as they are encoded in the organization of three school libraries and their texts, and in the practices of the students' teachers and of school librarians. Data were collected over a four-month period in three schools that represent a broad ethnic and socioeconomic cross-section of a major southwestern city.

An extensive semiotic analysis of each school library and an historical investigation of school librarianship as a profession were also conducted, to examine the significance and origins of the dichotomization of "fiction" and "nonfiction" books, that were seen to have a strong influence on teacher and librarian practices. The central project of this analysis was to account, in terms of sociolinguistic, Marxist, and poststructural theory, for observed differences between students in a working class school, who use texts and information in acts of "reconstructed subjectivity," and students in one of the poorest and in one of the wealthiest schools in the city, whose uses of text are, respectively, characteristic acts of resistance and of conformity to the dominant meanings and use of text.

Dumas, Joyce Anne. 1994. Continuing education and job performance of school library media specialists. Ph.D. diss., Georgia State University.

Source: DAI, Vol. 55/05-a, Page 1169
Descriptors: Education, Adult and Continuing; Library Science

The changing and expanding roles and responsibilities of school library media specialists make their participation in continuing education essential. The purpose of this study was to examine the importance of continuing education to the performance of school library media specialists. Continuing education delivery systems, topics, and motivational factors were studied.

School library media specialists perceived that meeting informally with other media specialists was the most preferred and the most effective delivery system for continuing education. A statistically significant correlation (p &alt; .005) was shown between the degree of preference and the perceived effectiveness of each delivery system. A statistically significant difference (p &alt; .002) existed between continuing education topics perceived important to job performance before and after participation in continuing education. The acquisition of new knowledge and/or skills was the main motivation for continuing education.

The findings of this study suggest that school library media specialists have strong preferences for certain continuing education delivery systems. These preferences also seem to be consistent with their perceptions of the systems that effectively influence job performance. Before school library media specialists participated in continuing education, topics they perceived important to job performance dealt primarily with using computers for managerial tasks; after participation, the topics were primarily in the area of providing services to clients. School library media specialists identified obtaining new knowledge and skills, an intrinsic motivational factor, as the most influential reason to participate in continuing education. These findings could help continuing education planners to develop continuing education programs that will, among other things, be attractive and effective for participants.

Gehlken, Vivian Seiber. 1994. The role of the high school library media program in three nationally recognized South Carolina blue ribbon secondary schools. Ph.D. diss., University of South Carolina.

Source: DAI, Vol. 55-11a, Page 3338

Descriptors: Information Science; Library Science; Education, Secondary

In this descriptive study of the role of the library media program at three South Carolina Blue Ribbon Secondary Schools, the researcher combines a quantitative and qualitative approach to identify commonalities in library media programs, roles of media specialists, and perceptions of media services at three high schools acclaimed for student achievement and innovative approaches to teaching and learning.

Findings replicate earlier research by Didier (1984); Kuhlthau (1989, 1991); Lance, Welborn, Hamilton-Pennell (1992); and others reported in the study. In each of these three successful programs, principal support and media specialist proactivity and commitment to meeting student needs were critical. Commonalities included commitment to increasing student access to technology and to building collections based on curriculum needs and student interests. Each library media center was marked with an invitational atmosphere enhanced with comfortable informal areas suitable for free reading and browsing. Student access, both before and after school in addition to during the school day, characterized the three library programs. In every case, student samples overwhelmingly identified the single most important service provided by the library media program as help from the media specialist, adding validation to the positive role of the library media specialist within the educational program of the school.

Hale, Judy Ann. 1994. Developing lifelong readers: An in-depth study of children's responses to literature. Ph.D. diss., Mississippi State University.

Source: DAI, Vol. 55/06-a, Page 1467
Descriptors: Education, Early Childhood; Education, Elementary; Education, Reading; Education, Curriculum and Instruction

The primary purpose of this study was to investigate children's responses to literature. By better understanding children's responses to literature, ways to develop literacy may be found. No previous research, where the researcher worked in-depth with children determining children's responses to literature in an attempt to find ways to develop literacy, surfaced from the review of the literature.

The following research questions were the focus of this study: (a) What do the child's choices, reactions, comments, and questions reveal about cognitive skills as they relate to literacy; (b) What clues may be ascertained as to the child's value of reading; (c) What variations or similarities exist in children's responses to literature?

The following conclusions were made based on the findings in this study:

The most outstanding implication from this study may be the opportunity to examine the relationships of all three of the research questions to establish a profile for beginning literacy.

Lumley, Arvina Marie. 1994. The change process and the change outcomes in the development of an innovative elementary school library media program. Ph.D. diss., Kansas State University.

Source: DAI, Vol. 56-01a, Page 0017
Descriptors: Library Science; Education, Curriculum and Instruction; Education, Elementary

The purpose of the study was to increase contextual knowledge about the change process and change outcomes which resulted from one elementary school's efforts to initiate, implement, and institutionalize a curricularly integrated, flexibly scheduled library media program.

Findings indicated successful change in the library media program was dependent upon: (a) visionary leadership of the library media specialist and the director of library media; (b) quality site-based staff development, conducted by the library media specialist, principal, and respected teacher-leaders in the school; (c) a full-time library clerk to assist the library media specialist; (d) clearly communicated minimum requirements for teacher participation; (e) a curriculum planning process for curriculum integration led by the library media specialist; and (f) principal support. Change inhibitors included the additional time and work required to plan with the library media specialist and to practice curriculum integration and resource-based teaching, role conflict over the instructional development role of the library media specialist, and the need to train teachers new to the building in the practices of the program.

Role outcomes included strong curriculum and instructional, staff development, and leadership roles for the library media specialist. Program outcomes included improved teaching and learning. Student outcomes included: (a) increased positive attitudes towards learning; (b) improved behavior and increased responsibility; and (c) improved student knowledge bases, critical thinking skills, and ability to learn independently.

Conclusions drawn from the study included: (a) a triumvirate building leadership team comprised of the library media specialist, the principal, and key teacher-leaders, and assisted by the district director of library media, made an effective team for forging change; (b) high quality site-based staff development and a strong staff development role for the library media specialist were essential for change; and (c) the staffing of a well-developed elementary library media program with one full-time library media specialist assisted by one full-time library clerk may not be adequate to sustain the roles and responsibilities incumbent in the program.

McIntosh, Christine. 1994. The evolution of the role of the K–12 public school library media specialist (educational technology). Ed.D. diss., Spalding University.

Source: DAI, Vol. 55/04-a, Page 783
Descriptors: Library Science; Education, Technology

In this study, the evolution of the role of the K–12 public school library media specialist was examined in order to answer the following questions: What is the present role of the K–12 public school library media specialist? What is the evolving role? How does the role of the K–12 public school library media specialist, as it is presently practiced, compare with the role as it is perceived and described in library media and education literature?

Research data indicated that all three roles were being carried out at all three school levels—elementary, middle, and high. The role of information specialist was found to be the most prominent, followed by teacher and instructional consultant, in that order. All participants stated that the position of school library media specialist was a stressful one, with technology and the lack of time for and the number of tasks being listed as the major factors. Based upon the results of the research, seven recommendations for the profession were made, and topics for further research in the school library media field were suggested.

Miller, Ellword. 1994. Planned change in a high school: A qualitative analysis of the perception of teachers as they were engaged in a change process. Ed.D. diss., Wayne State University.

Source: DAI, Vol. 56-02a, Page 0421
Descriptors: Education, Administration

The traditional organizational design of centralized decision making at Denby High School did not effectively prepare students to meet the demands of a changing society. A push for educational reform for school improvement led to mandates which required a reorganizational plan for creating high quality education for all students. This study will describe the history of the initiation of planned change and how teachers at Denby High School received and responded to the change. This study is designed to determine the effects of Total Quality Management strategies on faculty involvement.

Utilization of the site-based management strategy of Total Quality Management as defined by W. Edwards Deming will increase faculty involvement in the school improvement initiatives of the planned change process at Denby High School.

Watson, Kathryn Danelle. 1994. The reviewing of Canadian juvenile trade books as listed in "Canadiana" 1988 through 1990 in four selected American journals 1988 through 1992. Ph.D. diss., The University of Alabama.

Source: DAI, Vol. 55/06-a, Page 1407
Descriptors: Library Science; Literature, Canadian (English)

The purposes of this descriptive study were (a) to examine selected U.S. professional children's book review journals from January 1988 through December 1992 to determine the extent of coverage given to English-language Canadian juvenile trade books as listed in the juvenile section of Canadiana in the years 1988, 1989, and 1990, and (b) to identify conditions related to this level of coverage. The review journals identified for this purpose include Booklist, Bulletin of the Center for Children's Books, The Horn Book Magazine, and School Library Journal.

Of the 728 identified titles, 161 were reviewed in at least one of the selected journals. The findings of the study include: (a) most of the reviewed titles had been published in a U.S. edition, as well as the Canadian edition; (b) those titles not published by both a U.S. as well as a Canadian publisher, but handled by a distributor, also received reviews; (c) publishers who supplied review copies to the journals had titles reviewed; (d) Booklist and School Library Journal published more of the reviews; (e) each journal published reviews unique to that journal. It was concluded that the Canadian juvenile trade books identified for this study were more likely to be reviewed if they were also published in a U.S. edition. Providing review copies to journals was important for review coverage. Coverage of the Canadian juvenile trade books by the four selected journals used in this study, while present in varying degrees, is not extensive, and selectors are advised to seek other materials as primary sources for Canadian titles.

Wilson, Linda Joy. 1994. Appalachian studies in grades 6–12 language arts and English curricula in central Appalachia (Kentucky, Tennessee, Virginia, West Virginia, sixth-grade, twelfth-grade). Ed.D. diss., Virginia Polytechnic Institute and State University.

Source: DAI, Vol. 55/08-a, Page 2270
Descriptors: Education, Curriculum and Instruction; Education, Social Sciences

The primary purposes of this study are to determine the extent to which Appalachian studies courses or units have become part of the middle and secondary public school English curricula in Central Appalachia and, in relation to these courses, to describe content and learning activities, to assess the effectiveness of school library media centers as resources, to identify major institutions and individuals who influence teachers, and to ascertain the extent to which young adult literature is used.

Major findings include: over a third of the schools include Appalachian studies as part of their English curriculum, though far more as units within other courses than as separate Appalachian studies courses; a vast array of Appalachian authors are represented, many of them very local in nature; most teachers and librarians view the general library collections as adequate, but over half the teachers described the Appalachian collection as inadequate; librarians are viewed more as support staff than as co-educators; several institutions of higher education, public libraries, publishers and bookstores were identified as particularly influential; much confusion exists about what young adult literature is, and it does not appear to be widely used in the curriculum; because of the shared sense of place and culture, a meaningful connection exists between teachers and students.

Recommendations for change included strengthening ties between higher education and public school education, implementing telecommunications technology to increase the possibility of greater communication among teachers and access to resources, and establishing an Appalachian resources clearinghouse for teaching materials. Further research should be directed toward surveying a larger geographical area as well as elementary school teachers, and exploring the issue of the effect of Appalachian studies courses on the self-concept of Appalachian students.

Woodruff, Laura C. 1994. Assessments by selected school library media specialists of required job competencies as compared to learned competencies. Ed.D. diss., Wayne State University.

Source: DAI, Vol. 56-02a, Page 0392,
Descriptors: Library Science; Education, Higher; Education, Teacher Training

This study of school library media specialists who have graduated from three urban university programs within the last seven years and who are currently practicing examined job competencies. The research hypothesis: Is there a disparity between job competencies taught and job competencies as required by selected school library media graduates in their jobs: was investigated using an original instrument designed for this study.

Results of the study indicated that library media specialists who responded on this survey show similar assessment of competencies taught to them or stressed in their library science programs regardless of length of time served in their present positions, years since graduation, or amount of equipment. Competencies used on the job, however, are perceived as needed "often" or "to a great extent" more frequently among respondents who had been out of the university program and in their positions longer than among those more recently graduated and employed. Several responses indicated further need for training at the university level in the areas of public relations, planning and teaching library skills, and practical daily management and organization.

Yetter, Cathleen Langley. 1994. Resource-based learning in the information age school: The intersection of roles and relationships of the school library media specialist, teachers, and principal. Ed.D. diss., Seattle University.

Source: DAI, Vol. 55/05-a, Page 1130
Descriptors: Library Science; Education, Administration

This dissertation investigated resource-based learning in school library media centers in five elementary and two junior high school settings in Washington state during 199–93.

Findings included the recognition of the importance of personal characteristics of the school library media specialist, principals, and teachers. Characteristics of school library media specialists August 29, 1998, included the following: leadership abilities, including the capacity to envision the resource-based process and connect it to the principal's agenda for restructuring; the willingness to take risks; the ability to teach the principles of resource-based education to teachers and to teach children effectively; and the personal stamina, energy, and enthusiasm to see the resource-based process from development through implementation. Some characteristics of principals included the following: the knowledge to link the resource-based process to other restructuring efforts, plus the abilities to take risks and provide leadership in the school's restructuring effort.

Characteristics of teachers included the following: the capacity to understand the significance of the resource-based process and the willingness to plan collaboratively with school library media specialists and to be risk takers.

Findings also showed that some structural supports must be considered essential elements in resource-based education. These included flexible scheduling to support efforts of school library media specialists and teachers to plan, teach, and evaluate outcomes cooperatively and sufficient resources for auxiliary personnel, library materials, equipment, and technology.

Findings also included recognition of the significance of the recent emphasis on the instructional role of school library media specialists from both national and state publications.