K-12 School Librarians' Perceptions of Specific Patron Resources

Autor/in	Epps, Suellen Williams
Titel	K-12 School Librarians' Perceptions of Specific Patron Resources
Quelle	(2022), (105 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, William Carey University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3794-1958-5
Schlagwörter	Hochschulschrift; Dissertation; School Libraries; Librarian Attitudes; Library Materials; Library Services; English Language Learners; Trauma; Sexual Orientation; Alabama + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; School library; Schulbibliothek; Bibliotheksarbeit; Sexuelle Orientierung
Abstract	The purpose of this study was to examine K-12 School librarians' perceptions of specific patron resources as those perceptions relate to student patrons for whom English is not the first language spoken, those exposed to trauma, and those with different sexual orientations in Alabama's public schools. A quantitative phase using a 5-point Likert Scale was used to collect data regarding materials, resources, and programming intended to meet the social and emotional needs of English language learners, students exposed to trauma, or students with different sexual orientations. A qualitative phase followed, in which Alabama school librarians' perceptions regarding collection development, censorship, and how librarians can meet the social and emotional needs of specified patrons were collected. A questionnaire was distributed by the University of Alabama School of Library and Information Studies LISTSERV and the Alabama School Library Association, and 31 librarians provided responses. Quantitative results indicated that more school librarians feel that materials, resources, and programming are a focus during collection development for English language learners and students exposed to trauma than for those with different sexual orientations. Qualitative results indicated that factors such as perceived need, community expectations, budget constraints, and school leadership are influential. Recommendations for continued improvement are shared in the conclusion of this study. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01