A Case Study of a Rural Iowa School Preparing to Meet New State Guidelines for School Libraries

Autor/in	Krueger, Karla Steege
Titel	A Case Study of a Rural Iowa School Preparing to Meet New State Guidelines for School Libraries
Quelle	In: School Library Media Research, 12 (2009), (31 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1523-4320
Schlagwörter	Democracy; Focus Groups; Qualifications; School Libraries; Educational Change; Library Services; Librarians; Case Studies; Qualitative Research; Rural Schools; Guidelines; State Standards; Small Schools; Interviews; Administrator Attitudes; Role; Information Technology; School Districts; Teacher Attitudes; Elementary School Teachers; Iowa + Suchen Sie Ihr Suchwort? Demokratie; Qualifikation; Qualifikationsstufe; School library; Schulbibliothek; Bildungsreform; Bibliotheksarbeit; Librarian; Bibliothekar; Bibliothekarin; Case study; Fallstudie; Case Study; Qualitative Forschung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Richtlinien; Interviewing; Interviewtechnik; Rollen; Informationstechnologie; School district; Schulbezirk; Lehrerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	A qualitative case study highlighting one rural Iowa elementary school provided insight into the issue of small schools without library programs as they are preparing to meet the Iowa reinstatement of the requirement for school library programs. The site was purposefully chosen because it has been operating without a school library program or professional teacher-librarian district-wide. All eight teachers and the nonendorsed library associate from one elementary school participated in either a focus group or semistructured interviews. The four district administrators were interviewed individually. Related documents were consulted. This study examined the status of the school library program, analyzed the stakeholder's perceptions and expectations for the school library program and instructional role, and identified supports and obstacles to implementing the new state teacher-librarian and school library program and requirements. Three themes emerged from the data, exemplifying the expectations surrounding this school's library program: (a) a minimal role for school library programs in the vision and reality of participants, (b) the invisibility of the professional qualifications and instructional and collaborative qualities of the teacher-librarian needed to increase program sustainability, and (c) a disconnect between the school library program and literacy, technology, and other curricular area school improvement initiatives. The results showed this school's library program denied students access to libraries and learning opportunities essential for a democratic education. The data from this case study support these conclusions by showing an inability of the local school district to create or sustain a high quality school library program without a state mandate and the inability of the current state mandate to instill a high quality school library program in this district. (Contains 2 tables.) (As Provided).
Anmerkungen	American Association of School Librarians. Available from: American Library Association. 50 East Huron Street, Chicago, IL 60611. Tel: 800-545-2433; Web site: http://www.ala.org/aasl/slmr
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10