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The role of the school library media specialist in Michigan: Statewide survey of practices and perceptions.

机译：学校图书馆媒体专家在密歇根州的作用：全州对实践和观念的调查。

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摘要

School library media advocates have long struggled to integrate school library media programs into schools' instructional process. The literature suggests that they have been slow to adopt those responsibilities. This study was conducted to determine the extent to which Michigan school library media specialists have implemented the Information Power teaching and instructional partnering responsibilities, which variables might predict the implementation of those responsibilities, and which variables might prevent school library media specialists from teaching and partnering more. The results of previous research regarding the extent to which the two responsibilities has been implemented are inconsistent, and no research has been found that studied the ability of variables to predict school library media specialists' teaching and instructional partnering practice.; A mixed-methods approach consisting of a survey and interviews was used to collect the data needed to answer five research questions. The survey consisted of a questionnaire designed following Dillman's Tailored Design Method around the four Information Power responsibilities of school library media specialists and participants' demographic information. Response items consisted of specific activities following Information Power and Loertscher's school library media specialist taxonomy. The questionnaire was mailed to a stratified random sample of Michigan schools. Nine participants were selected randomly from the tails and center of the response distribution based on their Rasch-scaled responses. Those participants were interviewed to validate the survey data and to supplement the study with qualitative data.; The Rasch-scaled responses to the survey were analyzed using multiple regression analysis. The data indicated that 69.7 percent of participants reported at least some teaching, and 71.6 percent reported at least some instructional partnering. Variables that predicted the extent of participants' teaching were whether or not participants were certified as school library media specialists, the extent to which they served as program administrator and as instructional partner, and whether or not they held a bachelor's degree in a field other than library and information science or educational media. Participants' preferred level of involvement as information specialist and instructional partner, as well as their actual extent as program administrator and teacher, and certification as school library media specialists predicted increased levels of instructional partnering. Lack of funding for materials and serving as an elementary school library media specialist were associated with lower levels of instructional partnering. The study results support previous research indicating that certification is correlated with more school library media specialist teaching and instructional partnering. None of the other predictors have been studied previously.
机译：长期以来，学校图书馆媒体的倡导者一直在努力将学校图书馆媒体计划整合到学校的教学过程中。文献表明，他们承担这些责任的步伐很慢。进行这项研究的目的是确定密歇根州学校图书馆媒体专家在多大程度上履行了信息力量的教学和教学合作责任，哪些变量可以预测这些责任的执行，哪些变量可以阻止学校图书馆媒体专家进行更多的教学和合作。先前关于执行这两项职责的程度的研究结果不一致，也没有发现研究变量预测学校图书馆媒体专家的教学和教学合作实践能力的研究。一种由调查和访谈构成的混合方法，用于收集回答五个研究问题所需的数据。该调查包括一份问卷，该问卷是根据迪尔曼（Dillman）的量身定制设计方法，针对学校图书馆媒体专家和参与者的人口统计信息的四项信息权职责设计的。响应项目包括遵循Information Power和Loertscher的学校图书馆媒体专家分类法的特定活动。问卷被邮寄给密歇根州学校的分层随机样本。根据他们的Rasch标度响应，从响应分布的尾部和中心随机选择9名参与者。对那些参与者进行了采访，以验证调查数据并用定性数据补充研究。使用多元回归分析分析了Rasch量表对调查的回应。数据表明，有69.7％的参与者报告了至少某种教学，而71.6％的参与者报告了至少某种教学伙伴。预测参与者教学程度的变量包括参与者是否被认证为学校图书馆媒体专家，他们担任计划管理员和教学合作伙伴的程度以及他们是否拥有非专业领域的学士学位。图书馆和信息科学或教育媒体。参与者首选作为信息专家和教学合作伙伴的程度，以及他们作为计划管理员和老师的实际程度，以及作为学校图书馆媒体专家的证书，可以预测教学合作水平的提高。教材缺乏资金和担任小学图书馆媒体专家都与较低的教学合作水平有关。研究结果支持先前的研究，表明认证与更多的学校图书馆媒体专家的教学和教学合作关系有关。先前没有研究其他预测因子。

著录项

  • 作者

    Drake, Erik D.;

  • 作者单位

    Michigan State University.;

  • 授予单位 Michigan State University.;
  • 学科 Library Science.; Education Curriculum and Instruction.
  • 学位 Ph.D.
  • 年度 2007
  • 页码 347 p.
  • 总页数 347
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 图书馆学、图书馆事业;教育;
  • 关键词

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