Graduation Year
2007
Document Type
Dissertation
Degree
Ph.D.
Degree Granting Department
Instructional Technology
Major Professor
Ann E. Barron, Ed.D.
Keywords
School library media specialist, School library media programs, National standards, Scheduling model, Information power: building partnerships for learning, Perceptions, Job tasks, Administrative support
Abstract
In 1988 Information Power: Guidelines for School Library Media Programs (IP1) was published. Ten years later an updated version, Information Power: Building Partnerships for Learning (IP2) was released. The purpose of this study was to determine if school library media specialists' perceptions had changed since 1996 and if respondents' familiarity with IP2 was a factor in the development of those perceptions. Further, 37 items that were clustered based on the three primary threads of collaboration, leadership and technology developed in IP2 were used to assess changes in perceptions. An electronic survey was developed and disseminated to the population of school library media specialists in Florida. A total of 454 completed surveys were received; representing a 17% return rate. The results of the current survey were then compared to a 1996 job task analysis study. Analysis of the results showed that 60% of the respondents had never attended an in-service on IP2.
Statistically significant changes in perceptions about the importance of those 37 job tasks resurveyed were also identified. Changes were identified in 10 of the 14 collaboration items, 12 of the 13 leadership items and 9 of the 10 technology items. Changes in perception were also found for tasks that the respondents considered not a part of job. For the 37 job tasks, there were 11 statistically significant positive changes and two statistically significant negative changes. The environmental variable that correlated with the largest number of the 37 job tasks related to the principal making encouraging comments to classroom teachers about using the resources of the school library media center in the planning of their curriculum units. This variable correlated significantly with 24 of the 37 job tasks. The study revealed a need for additional research in the leadership roles and traits of the school library media specialist.
Further, additional research related to the effect of administrative support could inform the profession in its efforts to solidify the school library media program as an integral part of the instructional program.
Scholar Commons Citation
Pace, Terrell M., "Perceptions of Florida school library media specialists relative to the saliency of collaboration, leadership, and technology tasks outlined in Information Power: Changes since 1996" (2007). USF Tampa Graduate Theses and Dissertations.
https://digitalcommons.usf.edu/etd/2313
