The problem here is the presentation venue. Why IASL? They already know
and believe. The place to present that type of research is ASCD, or
better yet AERA (or the Aussie equivalents). That's the ONLY way library
research will gain credibility. Preaching to the choir comes to mind.
Carol Simpson, Ed.D.
Assoc. Professor (mod. svc.)
School of Library & Information Sciences
University of North Texas
PO Box 311068
307 S. Avenue B, Suite 205
Denton, TX 76203
940-565-3776 (voice)
940-565-3101 (fax)
carol_simpson@unt.edu
>>> Barbara COMBES <b.combes@ECU.EDU.AU> 11/2/2006 8:23 PM >>>
Hi All,
The PISA 2000 research on literacy is an international study that
supports libraries and reading fiction - this study found a direct
correlation between academic success, literacy levels and students who
read fiction and read widely. No surprises really. In fact the mass of
evidence and body of evidence from around the world - US, UK, Canada
and
Australia is telling us that well-resourced and professionally staffed
libraries and academic achievement go hand-in-hand.
The Ohio Studies have been re-run in Australia by Lyn Hay at Charles
Stuart Uni. The results were reported at the Hong Kong IASL conference
in 2005 and the simliarities between the results were astounding to
say
the least. If we are going to raise the status of the profession we
all
need to conduct evidence-based research, using rigorous methods. This
means going back to study and becoming very pro-active at conferences,
in our Associations and at other conferences so we are spreading the
word.
:)
BC
Convenor for the Transforming Information and Learning Conference
http://www.chs.ecu.edu.au/TILC
Barbara Combes, Lecturer
School of Computer and Information Science
Edith Cowan University, Perth Western Australia
Ph: (08) 9370 6072
Email: b.combes@ecu.edu.au
"Whatever the cost of our libraries, the price is cheap compared to
that
of an ignorant nation." Walter Cronkite
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-----Original Message-----
From: School Library Media & Network Communications
[mailto:LM_NET@LISTSERV.SYR.EDU] On Behalf Of Laura Brooks
Sent: Friday, 3 November 2006 3:20 AM
To: LM_NET@LISTSERV.SYR.EDU
Subject: [LM_NET] Validity of Library Research
Hi all,
At the risk of rankling all of my colleagues, I'm going to assert that
the truth lies somewhere between Dr. Friedman's analyses and Shonda's
heartfelt response. I think we have to be aware that all research
contains biases and that good researchers publicly acknowledge this
and
do not let it color the results or interpretation of data.
Furthermore,
I'd admit that I've been hesitant to use the "state studies" we so
heavily purport as the gospel truth because I <gasp> do not feel that
they are statistically significant enough: either they use too narrow
a
pool of subjects (students from primarily only poor socioeconomic
groups) or they are too broad in scope. The MI report finds that
students who score the highest on the state standardized were 4 times
more likely to have a flexibly scheduled library- is that at the
elementary level? In my district, I am an elementary media specialist,
we are on a very rigid fixed schedule, and the students score in the
90th percentiles on tests. The average IQ of our 3rd graders is 120.
We
have a very affluent community with a high level of parental
involvement. Sad to say, but I don't always think we can take a huge
amount of credit for results like this. Do these studies account for
anomalies such as this? I just don't think there is a concrete
correlation between media specialists and student achievement except
for
high need districts. We need to face that the research summaries like
"School Libraries Work" have their own agenda and biases just as Dr.
Friedman does. To be taken seriously as professionals, we need to own
this and start conducting more statistically significant (larger
scale)
studies that take into consideration the "nurture" variable. Just my 2
cents.
Laura Brooks
Library Media Teacher
Northville, MI
brooksla@northville.k12.mi.us
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