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Digital textbooks: school librarians’ stages of concerns in initial implementation

机译：数字教科书：学校图书馆员在最初实施过程中的关注阶段

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A legislative mandate to adopt digital textbooks in Florida provides an opportunity to identify concerns school librarians have regarding digital textbook implementation. The Stages of Concern Questionnaire (SoCQ) was used to identify Stages of Concern (SoC) among Florida school librarians about their potential role in this implementation. Descriptive statistics were used to describe the sample and the distribution of responses to each question. Questions were separated into seven separate stages, with key differences analysed using the stages of concern profiles and the Analysis of Variance (ANOVA) test. Results indicate that participants conform to the non-user profile, which has higher unconcerned (Stage 0), informational concerns (Stage 1) and personal concerns (Stage 2). It is also found that school librarians’ restrictive schedules and heavy workloads prevent them from studying new innovations - in particular digital textbooks. Intensified personal concerns (Stage 2) suggest potential resistance to digital textbooks. These findings could provide librarians as educators an opportunity to establish more interest in digital textbooks and to discuss those textbooks’ impact on teaching and learning. More broadly, the findings can provide some implications and recommendations to help educational policy makers and school administrators identify issues related to expanding digital textbooks.
机译：在佛罗里达州通过立法授权采用数字教科书，提供了一个机会，可以确定学校图书馆员对数字教科书实施的关注。关注阶段问卷（SoCQ）用于确定佛罗里达学校图书馆员中的关注阶段（SoC）关于他们在此实施中的潜在作用。描述性统计用于描述样本和对每个问题的回答分布。将问题分为七个单独的阶段，并使用关注点概况阶段和方差分析（ANOVA）测试阶段分析关键差异。结果表明，参与者符合非用户配置文件，该配置文件具有较高的不关注（阶段0），信息关注（阶段1）和个人关注（阶段2）。研究还发现，学校图书馆馆员的时间表有限，工作量繁重，使他们无法研究新的创新技术，尤其是数字教科书。个人忧虑的加剧（第二阶段）表明对数字教科书的潜在抵触。这些发现可以为图书馆员作为教育工作者提供机会，使他们对数字教科书产生更大的兴趣，并讨论这些教科书对教学的影响。从更广泛的角度来看，研究结果可以提供一些启示和建议，以帮助教育政策制定者和学校管理者确定与​​扩展数字教科书有关的问题。

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