Lance, K. (2002). Impact of school library media programs on academic achievement. Teacher Librarian 29(3), 29-34.
Abstract: By mid 2001, researchers affiliated with the Library Research Service of the Colorado State Library and the University of Denver had completed four state-wide studies on the impact of school library media programs on the academic achievement of US public school students. Lance examines what factors contributed to improved learning by analyzing data from the original Colorado study.
Annotation: Keith Lance has conducted a wealth of research on the effect library media programs have on academic performance and is a well-regarded expert on the subject. This report provides conclusive evidence of a positive correlation across the four states studied, although each study varied on a number of factors.
Search Strategy: I performed an Author Search using the full-text Library Literature and Information Science database because his name appeared several times in my initial Dialog search.
Database: Library Literature and Information Science full-text
Method of Searching: Author Search (Library Literature and Information Science), Keyword Search (Dialog)
Search String: ? s (academic or education)()(achievement or performance) AND librar? (Dialog); Lance – author, personal and peer-reviewed (Library Literature and Information Science)
Tuesday, May 18, 2010
Citation #3
de Jager, K. (1997). Library use and academic achievement. South African Journal of Library & Information Science, 65 (1), 26-30.
Abstract: As part of a major investigation into the support provided by the University of Cape Town Library Service for both the studying and research activities at the university, an investigation was launched to establish objectively whether any statistically significant association could be shown to exist between student academic performance and library use. Findings suggested that a positive relationship between the use of open shelf books and academic achievement might be present in the subjects of history and sociology, but in the case of economics the situation was not clear. As far as the use of short loan books was concerned, the picture was more confused. Suggests that further investigation is needed to prove the significance of the findings.
Annotation: This study attempts to use objective data (i.e. library use records) to establish a positive correlation between library use and academic achievement, however, the sample size was relatively small and concentrated on a small number of classes (5) and cross section of subjects (3).
Search Strategy: I wanted to limit my search to a database devoted exclusively to library science and utilize synonyms, proximity operators and truncation
Database: Library Literature and Information Science [Dialog]
Method of Searching: Keyword Search
Search String: s (academic or education?)()(achievement or performance) AND librar?. I then performed a search in LISA using the article title and retrieved the full-text using EBSCOhost Education Research Complete.
Abstract: As part of a major investigation into the support provided by the University of Cape Town Library Service for both the studying and research activities at the university, an investigation was launched to establish objectively whether any statistically significant association could be shown to exist between student academic performance and library use. Findings suggested that a positive relationship between the use of open shelf books and academic achievement might be present in the subjects of history and sociology, but in the case of economics the situation was not clear. As far as the use of short loan books was concerned, the picture was more confused. Suggests that further investigation is needed to prove the significance of the findings.
Annotation: This study attempts to use objective data (i.e. library use records) to establish a positive correlation between library use and academic achievement, however, the sample size was relatively small and concentrated on a small number of classes (5) and cross section of subjects (3).
Search Strategy: I wanted to limit my search to a database devoted exclusively to library science and utilize synonyms, proximity operators and truncation
Database: Library Literature and Information Science [Dialog]
Method of Searching: Keyword Search
Search String: s (academic or education?)()(achievement or performance) AND librar?. I then performed a search in LISA using the article title and retrieved the full-text using EBSCOhost Education Research Complete.
Citation #2
Todd, R., & Kuhlthau, C. (2005). Student learning through Ohio school libraries, part 2: Faculty perceptions of effective school libraries. School Libraries Worldwide 11(1), 89-110.
Abstract: This article focuses on the perceptions of school principals and teaching faculty in relation to the school library and the helps it provides to students. Set against a brief review of current literature, it examines data provided by 879 faculty in 39 elementary, middle, and high schools in Ohio as part of the Student Learning Through Ohio School Library research study. In a parallel survey to the Impacts on Learning Survey for students participating in this research, the Perceptions of Learning survey sought to gather faculty's perceptions of the helps provided by the school library to their students. This article presents a summary of the findings, provides a brief comparison with the student data, and addresses the concept of evidence of school library helps as observed by the teaching faculty. Reprinted by permission of the publisher.
Annotation: After having read Part 1 of the study, I wanted to gain insight into the perspective of the teachers. As they are tasked with teaching and evaluating the students, they are ideally placed to evaluate students’ achievement and objectively measure the library’s effect.
Search Strategy: After reading Part 1, I searched LISA (Library and Information Science Abstracts) for Part 2.
Database: LISA
Method of Searching: Author Search
Search String: I searched todd, ross OR kuhlthau (AUTHOR) in LISA. I scanned the search results and found the title. I then obtained the full-text from Wilson Library Lit and Information Science.
Abstract: This article focuses on the perceptions of school principals and teaching faculty in relation to the school library and the helps it provides to students. Set against a brief review of current literature, it examines data provided by 879 faculty in 39 elementary, middle, and high schools in Ohio as part of the Student Learning Through Ohio School Library research study. In a parallel survey to the Impacts on Learning Survey for students participating in this research, the Perceptions of Learning survey sought to gather faculty's perceptions of the helps provided by the school library to their students. This article presents a summary of the findings, provides a brief comparison with the student data, and addresses the concept of evidence of school library helps as observed by the teaching faculty. Reprinted by permission of the publisher.
Annotation: After having read Part 1 of the study, I wanted to gain insight into the perspective of the teachers. As they are tasked with teaching and evaluating the students, they are ideally placed to evaluate students’ achievement and objectively measure the library’s effect.
Search Strategy: After reading Part 1, I searched LISA (Library and Information Science Abstracts) for Part 2.
Database: LISA
Method of Searching: Author Search
Search String: I searched todd, ross OR kuhlthau (AUTHOR) in LISA. I scanned the search results and found the title. I then obtained the full-text from Wilson Library Lit and Information Science.
Citation #1
Todd, R., & Kuhlthau, C. (2005). Student learning through Ohio school libraries, part 1: How effective school libraries help students. School Libraries Worldwide 11(1), 63-88.
Abstract: This article provides an overview of the Student Learning Through Ohio School Libraries research study undertaken from October 2002 through December 2003. The study involved 39 effective school libraries across Ohio; the participants included 13,123 students in grades 3 to 12 and 879 faculty. The focus question of the study was: How do school libraries help students with their learning in and away from school? The findings, both quantitative and qualitative, showed that effective school libraries help students with their learning in many ways across the various grade levels. Effective school libraries play an active rather than passive role in students' learning. The concept of help was understood in two ways: helps-as-inputs, or help that engages students in the process of effective learning through the school library; and helps-as-outcomes/impacts, or demonstrated outcomes of meaningful learning--academic achievement and personal agency. The study shows that an effective school library is not just informational, but transformational and formational, leading to knowledge creation, knowledge production, knowledge dissemination, and knowledge use, as well as the development of information values.
Annotation: The authors are recognized authorities whose work has been widely cited by others. Both have extensive research backgrounds and are affiliated with Rutgers University. This article details specific ways in which the library has beneficially impacted students’ performance beyond simply improving test scores and contains real-life anecdotes from such students. The sample is however, disproportionately non-minority and urban/suburban.
Search Strategy: I wanted to limit my search to a database devoted exclusively to library science and utilize synonyms, proximity operators and truncation
Database: Library Literature and Information Science [Dialog]
Method of Searching: Keyword Search
Search String: s (academic or education?)()(achievement or performance) AND librar?
Abstract: This article provides an overview of the Student Learning Through Ohio School Libraries research study undertaken from October 2002 through December 2003. The study involved 39 effective school libraries across Ohio; the participants included 13,123 students in grades 3 to 12 and 879 faculty. The focus question of the study was: How do school libraries help students with their learning in and away from school? The findings, both quantitative and qualitative, showed that effective school libraries help students with their learning in many ways across the various grade levels. Effective school libraries play an active rather than passive role in students' learning. The concept of help was understood in two ways: helps-as-inputs, or help that engages students in the process of effective learning through the school library; and helps-as-outcomes/impacts, or demonstrated outcomes of meaningful learning--academic achievement and personal agency. The study shows that an effective school library is not just informational, but transformational and formational, leading to knowledge creation, knowledge production, knowledge dissemination, and knowledge use, as well as the development of information values.
Annotation: The authors are recognized authorities whose work has been widely cited by others. Both have extensive research backgrounds and are affiliated with Rutgers University. This article details specific ways in which the library has beneficially impacted students’ performance beyond simply improving test scores and contains real-life anecdotes from such students. The sample is however, disproportionately non-minority and urban/suburban.
Search Strategy: I wanted to limit my search to a database devoted exclusively to library science and utilize synonyms, proximity operators and truncation
Database: Library Literature and Information Science [Dialog]
Method of Searching: Keyword Search
Search String: s (academic or education?)()(achievement or performance) AND librar?
Monday, April 26, 2010
Thursday, April 22, 2010
And so it begins...
I'm beginning to get a handle on the panic that descended on me when in Week 3, I was given the details of a final project and told to start thinking of a topic. I thought, "Wait, final projects?? But we just started." But it's only a 10-week term, so I guess it's as good a time as any to begin, right?
As a psychology undergrad, I did countless literature reviews and bibliographies in APA style. But that was 10 years ago so I'm due for a refresher.
As a psychology undergrad, I did countless literature reviews and bibliographies in APA style. But that was 10 years ago so I'm due for a refresher.
Subscribe to:
Posts (Atom)