School Library Research (ISSN: 2165-1019) is the scholarly refereed research journal of the American Association of School Librarians. It is the successor to School Library Media Research (ISSN: 1523-4320) and School Library Media Quarterly Online.
The purpose of School Library Research is to promote and publish high quality original research concerning the management, implementation, and evaluation of school library programs. The journal will also emphasize research on instructional theory, teaching methods, and critical issues relevant to school libraries and school librarians.
SLR seeks to distribute major research findings worldwide through both electronic publication and linkages to substantive documents on the Internet. The primary audience for SLR includes academic scholars, school librarians, instructional specialists and other educators who strive to provide a constructive learning environment for all students and teachers.
All material in SLR is subject to copyright by ALA and may be reproduced only for the noncommercial purpose of educational or scientific advancement.
Many studies have analyzed the occupational socialization of public school educators, including principals and school teachers; however, very few studies have documented or synthesized the experience of novice school librarians. This study contributes to the understanding of novice school librarians’ professional identities by analyzing their critical events in the workplace. Participants’ critical events were identified using a modified version of the narrative inquiry tool Mystory. After an examination of three novice school librarians’ critical event narratives, this paper explores the significance of those critical events on participants’ professional identity formation. Common findings relate to professional impact, professional respect, and professional confidence.
Board approved: July 2017Author(s):
In 2003 Delia Neuman wrote “Research in School Library Media for the Next Decade: Polishing the Diamond.” One of the most influential pieces on school library research written in the last twenty years, the article provided a map for school library research by defining areas of concern and importance. Neuman developed questions grounded in the research and scholarship of the field at that time. These questions served as a charge for researchers to address in the next ten years. Neuman called on researchers to “polish the diamond and make it shine more brightly in its own right and sparkle more valuably in the larger field of education” (2003, 504). This study uses Neuman’s model of the diamond to examine school library research and scholarship from 2004 through 2014. Following Neuman’s guiding questions through a systematic review of the literature from the past ten years, this study finds that there is still much “polishing” to be done by school library researchers, and like Neuman, defines new “facets” that provide future direction to “move forward both the field’s research agenda and its effective practice” (Neuman 2003, 505).
Board approved: January 2018Author(s):
In light of the recent focus on diversity in books for youth as exemplified by movements such as “We Need Diverse Books” and “Reading Without Walls,” the authors sought to understand how race is depicted in graphic novels for teens. A textual analysis was conducted on a sample of books from the Young Adult Library Services Association’s 2015 “Great Graphic Novels for Teens” booklist to answer the questions: How many people of color are depicted in the sample of graphic novels? How are people of color characterized as main character, supporting character, or background characters? What are the races of the authors and illustrators of these graphic novels? Analysis of the data suggests a higher-than-expected number of characters who are people of color are depicted in this sample of graphic novels, and that those characters often play central or significant supporting roles. The researchers also found that this sample of graphic novels was, for the most part, produced by white authors and illustrators.
Board approved: February 2018Author(s):
Guided Inquiry (GI) is an emerging pedagogy based on the Information Search Process (ISP), a research-based information-literacy model identified by Carol C. Kuhlthau (1985, 1988a, 1988b, 1988c, 1989b) and operationalized by the Guided Inquiry Design (GID) process (Kuhlthau, Maniotes, and Caspari 2007, 2012, 2015). This study investigated perceptions and use of GI by Year 9 students at an Australian independent private school engaged in an inquiry unit in their Personal Development, Health, and Physical Education class focused on “Overcoming Adversity.” Two academic researchers and the school librarian collaborated on this mixed-methods study collecting data from survey questionnaires, focus-group interviews, and students’ work in digital inquiry process journals and final product presentations. Findings indicate students understand important elements of the GID process, including its independent nature, structure, and pacing through stages, and the element of choice. However, they differ on whether these aspects have a positive or negative effect on their learning and research process. An implication for GI practice from this study is a greater focus on allowing students independence and to proceed at their own pace, as expressed in a student’s comment and the title of this paper: “Just let me go at it.”
Board approved: March 2018Author(s):
The Every Student Succeeds Act (ESSA) has created additional opportunities for school librarians to collaborate with classroom teachers, reading specialists, and other educators in support of schools’ literacy goals. This potential for expanded collaboration suggests a need for increased focus on reading instruction as part of the school librarian’s workload. For a variety of reasons, school librarians may not see this role as a priority within the scope of their many other duties. This convergent mixed-methods study sought to examine the effect of a professional development series emphasizing reading comprehension strategies on school librarians’ knowledge and perceptions. Results indicated that participants experienced statistically significant knowledge gains as well as increased acceptance of an enhanced role in literacy instruction.
Board approved: March 2018Author(s):
As young people increasingly need computer science (CS) and other related STEM (Science, Technology, Engineering, Math) skills, libraries have been identified as spaces in which this learning can occur. However, librarians often perceive they lack the skills or confidence required to lead this type of education. As a result, funding sources, professional organizations, and researchers are examining the ways computational thinking (CT) can be better incorporated into graduate-level library science curriculum. Six graduate-level faculty members teaching courses related to school and public library youth services were selected as part of a larger research project. They redesigned their courses to incorporate CT concepts. In this study, we examined how CT concepts were incorporated into the syllabi objectives, how these concepts influenced the course objectives from previous iterations of these courses, and how various accreditation and state requirements influenced the development of course objectives.
The findings can inform course development of graduate-level library science curriculum. The findings also document the ways existing standards align with the developing need for computational thinking, computer science, and STEM learning within the curriculum.
Board approved: March 2018Author(s):
This paper reports findings of a qualitative collective case study and single case study that explored student reading motivation. This research focused on school librarians’ perceived value of one children’s choice award––the Bluestem Award––and its effect on school librarians’ promotions and student behavior in the school library. Data were collected from site visits, questionnaires, book availability, book circulation, and voting ballots. Findings suggested that school librarians’ perceived value of the Bluestem was essential for their promotion of the award. This study concluded that the purchase of multiple copies of Bluestem Award books and promotions with the greatest personal interaction led to greater student reading motivation, as evidenced by student questionnaires, checkouts, and voting behavior.
Board approved: July 2018Author(s):
How do we define a high-quality school librarian? Decades of educational researchers have attempted to link teacher characteristics—such as how teachers are prepared, which credentials they carry, and years of experience—to student outcomes. These researchers have contended that individual educator attributes may have a direct effect on what and how much their students learn. School librarians are also teachers who have direct student contact, and although numerous studies have indicated that school librarian preparation, licensure, and other background characteristics are promising areas for further direct exploration, researchers have yet to examine if, how, and why school librarians’ certification or preparation positively impacts students’ learning outcomes. The purpose of this paper is to compare findings from causal educational research to findings from descriptive school librarianship research to discern possible areas of causal alignment that warrant further investigation. In this study, we present a subset of a larger mixed research synthesis of causal educational research related to student achievement, contextualized with existing school librarianship research, to draw relationships between classroom teacher and school librarian preparation and characteristics and to shape researchable conjectures about school librarians’ effects on learner outcomes.
Board approved: December 2019Author(s):
In 2015 the Utah State Legislature passed H.B. 213, “Safe Technology Utilization and Digital Citizenship in Public Schools,” mandating that K–12 schools provide digital citizenship instruction. This study presents an exploratory endeavor to understand how school librarians in a state that adopted digital citizenship legislation engage with digital citizenship instruction and their perceptions of a school librarian’s role in providing this instruction. We conducted a statewide survey of Utah school librarians, including questions focusing on digital citizenship resources used, current instruction within the school, and inquiries about improvements to current instruction. School librarians expressed a desire to be more involved in the instruction process, the need for more time, and the desire for consistent collaboration with teachers and administration.
Board approved: March 2019Author(s):
When school librarians justify the purchase of electronic books (e-books) for their collections, they need to understand e-book usage patterns and whether or not e-books are meeting the recreational and informational needs of their students and teachers. Although a sizeable body of research is available examining the circulation and usage of e-books in academic and public libraries, there has yet to be a scientific study examining these variables in high school libraries. The purpose of this study was to gain a better understanding of high school e-book collections through the analysis of circulation data and interviews with school librarians. A Relative Use Factor analysis was conducted. Quantitative results revealed that e-book circulation represented a significantly low total circulation for most of the high school libraries examined. Analysis of the interviews revealed commonalities and differences between e-book collections. Findings suggested that purchasing practices and marketing strategies can have a considerable impact on the circulation and use of e-books in high school libraries.
Board approved: April 2019Author(s):