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M ichigan 48106 A Xerox Education Company 73-5454 NATARELLA, A SURVEY POLICIES BOOKS IN Margaret Deitrich, 1941OF MEDIA CENTER PERSONNEL AND SCHOOL THAT RELATE TO STUDENTS AND TRADE SELECTED MICHIGAN ELEMENTARY SCHOOLS. Michigan State University, Ph.D., 1972 Education, general U n ive rsity M icro film s, A XERQ\ Company , A n n A rb o r, M ic h ig a n © 1972 MARGARET DEITRICH NATARELLA ALL RIGHTS RESERVED A SURVEY OF MEDIA CENTER PERSONNEL AND SCHOOL POLICIES THAT RELATE TO STUDENTS AND TRADE BOOKS IN SELECTED MICHIGAN ELEMENTARY SCHOOLS By Margaret Deitrich Natarella A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Elementary and Special Education 1972 PLEASE NOTE: Some pages may have indistinct print. F i l m e d as r e c e i v e d . University M icrofilm s, A Xerox Education Company ABSTRACT A SURVEY OF MEDIA CENTER PERSONNEL AND SCHOOL POLICIES THAT RELATE TO STUDENTS AND TRADE BOOKS IN SELECTED MICHIGAN ELEMENTARY SCHOOLS By Margaret Deitrich Natarella The purpose of this study was to determine the activities and services provided by full-time personnel in elementary school media centers and school policies that related to students and trade books. The term trade books as used in this study referred to all kinds of books other than textbooks and encyclopedias. These books are found in the media center with hardbound or paperbound covers and include fiction and nonfiction. The data for this study were collected from ques­ tionnaires completed by 40 full-time media center personnel representing 2 3 school systems located in the lower peninsula of Michigan. The personnel were divided into three classi­ fications based on their professional training: 1. Certified Librarian (n=17) 2. Noncertified, Degree 3. Noncertified, Nondegree (n=10) (n=13) Margaret Deitrich Natarella The data were analyzed by chi-square, analysis of variance, and Scheff£ Method of Multiple Comparisons. Sig­ nificance was assumed at the .05 level. It was found that the personnel possessing a college degree but not librarian certification were spending a sig­ nificantly greater amount of time with the students on trade book activities. All the personnel possessing college degrees were performing a significantly greater number of trade book activities with the students than the personnel not possessing a college degree. There was no significant increase in the amount of time spent or the number of trade book activities performed with the students by the media center personnel who had clerical and/or volunteer help in the center, as compared to personnel who did not have such help. The communities in which the schools were located spanned five socioeconomic classes: upper-middle, and high. low, low-middle, middle, Significance occurred between schools in low and middle income classes and the receipt of Title I funds. Schools located in all the socioeconomic classes received Title II funds, while only schools located in the middle income class received Title III funds. The average per pupil media budget for the 1971-72 school year ranged from $2.21 for schools in low socioeconomic communities to $10.59 for schools in communities with high incomes. Significance occurred between the schools in Margaret Deitrich Natarella low-middle and high socioeconomic classes in relation to the total media budget. Significance occurred between socioeconomic status and the average daily number of students using the media center. Students living in communities with low incomes used the center more often, on a daily basis, than students in other communities. The findings of this study indicated that the media center personnel possessing a college degree placed more emphasis on spending time with the students performing activities related to trade books than did personnel with­ out a degree. The schools that participated in the study were not taking full advantage of federal funds that were avail­ able for obtaining additional print material for the media center. The use of federal money, especially by schools in low socioeconomic communities, would increase the total media budget and the amount spent for trade books. Schools located in communities with low incomes, in spite of the fact that their media budget was low, pro­ vided materials and services that appealed to and met the needs of the students. D e d i c a t e d to My h u s b a n d N i c and son N i c k y ii AC XNO WLE DG MENTS The writer wishes to express her gratitude to Dr. Donald Nickerson, doctoral committee chairman and director of research, for his guidance and assistance throughout the study; Dr. Perry Lanier, Dr. Louise Sause, and Dr. Steven Judy for their concern and encouragement; and Linda Glendening for her help with the statistical analysis. iii T A B L E O F CO NT E N T S Page LIST OF TAB LE S................. .......................... Vi LIST OF APPENDICES........................................ ix Chapter I. II. INTRODUCTION...................................... 1 Educational Implications and Need for the S t u d y ............................... Q u e s t i o n s ...................................... A s s u m p t i o n s .................................... Met h o d .......... . .............................. Limitations of the Study...................... Definition of T e r m s ........................... Organization of the S t u d y .................... 9 11 12 12 12 13 14 REVIEW OF RELATED LITERATURE.................... 16 Historical Background of the Development of Elementary School Libraries ................ The Elementary School Library ................ The Elementary School Librarian . The Value of Trade Books in Elementary S c h o o l s ............... Chapter Summary ............................... III. IV. 16 20 35 44 53 M E T H O D O L O G Y ............. . ...................... 55 Introduction.................................... Population...................................... Collection of D a t a ............................. Statistical Procedures. ............. Hypotheses...................................... S u m m a r y ........................................ 55 56 59 62 64 66 ANALYSIS OF DATA................................. 67 Professional Preparation and Trade Book A c t i v i t i e s ............... Years of Experience in Library W o r k ......... Adequate Time for Activities. . 68 75 77 iv Page Community and S c h o o l ........................... Facilities and Operational Procedures . . . . Professional Training and Responsibilities. . Summary . V. SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS . . 83 86 95 98 . 100 Summary of F i n d i n g s ........................... Conclusions From the F i n d i n g s ............... Recommendations for Further Research Related to Trade Books and Media Centers. . Reflections: Questions Arising From the S t u d y .................................... 100 104 108 108 BIBLIOGRAPHY............................................... Ill APPENDICES ................................................. 119 v LIST O F TA BLE S Trade Book Activities Performed by Librarians and Assistant Librarians........... 42 School Systems With Full-Time Certified Librarians in Elementary Buildings ........... 56 School Systems and the Number of Buildings Having Personnel in the Four Classifications . 58 School Systems and the Buildings Having Full-Time Certified Librarians ................ 60 School Systems and the Buildings Having Full-Time Noncertified Personnel ............. 61 Cell Means for the Dependent Measure: Time Spent With Low and High G r a d e s ............. .. 68 Cell Means for the Dependent Measure: Number of Activities Performed With Low and High G r a d e s ...................................... 69 One-Way Analysis of Variance— Independent Measure: Professional Training ................ 69 One-Way Analysis of Variance— Independent Measure: Professional Training ................ 70 Scheff€ Method of Multiple Comparisons for Dependent Measure: Time Spent With Low Grades ...................................... 71 Scheff€ Method of Multiple Comparisons for the Dependent Measure: Time Spent With High Grades ............................... 72 Scheff£ Method of Multiple Comparisons for the Dependent Measure: Number of Activities— Low Grades ...................................... 73 Scheff£ Method of Multiple Comparisons for the Dependent Measure: Number of Activities— High Gr a d e s ....................... * ............ 74 vi Cell Means for the Dependent Measure: Time Spent With Low and High Grades ........... 75 Cell Means for the Dependent M e a s u r e : Number of Activities Performed With the Low and ........................ High Grades 76 One-Way Analysis of Variance— Independent Measure: Number of Years of Library Experience ................................. 77 One-Way Analysis of Variance— Independent Measure: Number of Years of Library Experience ................................. 77 Cell Means for the Dependent Measure: Time With Low and High Grades............. 78 Cell Means for the Dependent Measure: Number of Activities Performed With Low and High Gr ad e s ............................. 78 One-Way Analysis of Variance— Independent M e a s ur e: Adequate Time .................... 79 One-Way Analysis of Variance— 'Independent M e a s u r e : Adequate Time .................... 79 Cell Means for the Dependent Measure: Time Spent With the Low and High Grades . . . . 80 Cell Means for the Dependent Measure: Number of Activities Performed With the Low and High G r a d es ............................. 80 Two-Way Analysis of Variance — Dependent Measure: Time Spent With Low Grades. . . . 81 Two-Way Analysis of Variance— Dependent Measure: Time Spent With High Grades . . . 81 Two-Way Analysis of Variance— Dependent Measure: Number of Activities Performed With Low Grades............................. 82 Two-Way Analysis of V ar ia nc e - D e p e n d e n t Measure: Number of Activities Performed With High Grades ........................... 83 Percentage of School Communities in Five Socioeconomic Categories .................. 84 vii Table 29. 30. 31. 32. 33. 34. 35. 36. 37. 38. 39. 40. Page Association of Socioeconomic Status of Communities and Receipt of Title I, II, and/or III Funds by the Schools. . . . . . 84 Schools Reporting the Percentage of the Total Book Collection Designated as Trade B o o k s ............. 87 Cell Means and Standard Deviation for Socioeconomic Status and the Daily Average Percentage of Trade Books Checked Out Per Pupil........................................ 87 One-Way Analysis of Variance— Independent Measure: S E S , Dependent Measure: Average Daily Number of Books Checked Out Per Pupil. Cell Means and Standard Deviation for the Average Percentage of the Total School Population Using the Media Center Daily. . 88 ... 89 One-Way Analysis of Variance— Independent Measure: SES, Dependent Measure: Number of Students Using the Media Center Daily . . . 89 Professional Preparation Related to Student Activities in the Media Center (Per C e nt ) . . . 91 Professional Preparation Related to Teacher Accompanying Students to the Media Center. 92 . . Cell Means for Per Pupil Budget, Based on Socioeconomic Status . . . . . One-Way Analysis of Variance— Dependent Measure: Total Media B u d g e t .............. 93 94 Cell Means for Trade Book Allocations Per P u p i l .................... 94 One-Way Analysis of Variance— Dependent Measure: Trade Book Budget .................... 95 41. Chi-Square Correlating Professional Preparation and Professional Title in Per C e n t ..... 96 42. Frequency of Ordering Trade Books as a Per Cent of Total P o p u l a t i o n .............. .... 96 Sources Used by the Personnel for Ordering Trade Books ........... 97 43. viii . . . . . . . LIST O F APPENDICES Appendix A. Page LETTERS TO SUPERINTENDENTS, PRINCIPALS, AND LIBRARIANS/MEDIA SPECIALISTS............. . 120 B. Q U E S T I O N N A I R E .................................... 128 C. STUDENT INTERVIEWS............................... 134 ix CHAPTER I INTRODUCTION Through acquired knowledge, man has made numerous discoveries and inventions that have influenced the lives of all people. As a result of these discoveries and inventions, the more advanced societies are very complex. Americans are surrounded by a highly efficient mass communication system, a bounty of material goods, and leisure time. In this con­ text, Stafford pointed out that "the material success of modern life induces movement, a worship of the new, and a rejection of tradition."^ Literature, as an art form, is presently being rejected as a profitable use of one's leisure. This rejec­ tion may be occurring partially because of our contemporary life style. Stafford stated several reasons why he felt literature is struggling for recognition: 1. 2. Mass media, particularly television, have become the principal aesthetic-recreational activity of many people: . . . . Society today lives on a kind of introspection of the whole culture, which has an insatiable curios­ ity to investigate every aspect of psychological, sociological, and physiological life. . . . Analysis disturbs our security, our feeling of unquestioning reliance on most parts of routine existence. ^William Stafford, Friends to This Ground Illinois: N O T E , 1967), p. TI 1 (Champaign, 2 3. As the young come to constitute a larger portion of society, there is an accent on youth and a resultant lack of perspective about life and tra­ ditional values,* The fast pace of modern living often causes man to lose his perspective and comprehension. Literature can be used successfully by all ages to regain their perspective, reflect on their environment, and acquire new insights con­ cerning their lives. The literary imagination makes it possible to know immediately and concretely, and with even a breath­ taking fullness, what it is like to be a human being. It provides "feeling k n o w l e d g e . "2 Pilgrim and McAllister agreed with Stafford's position regarding the influence of media on reading. that "other media— television, They stated radio, movies, tape recorders— are readily available, require less skill to absorb, and thus take some of the time that otherwise might be devoted to 3 reading." The schools, being a product of society, reflect society's views. The use of the mass media in the schools has increased in the last several years. The library is now often designated as the instructional materials center, instructional media center, or learning resource center. In addition to housing trade books, these centers also 1I b i d . , pp. 3-4. ^I b i d ., p . 6. 3 Geneva Hanna Pilgrim and Mariana K. McAllister, Books, Young People and Reading Guidance {2nd e d . ; New York: Harper & Row Publishers, 1968). 3 contain various types of audio-visual materials and equip­ ment . Observation of existing elementary programs leads one to the conclusion that reading continues to be the basis of instruction. Within this context, the audio-visual mate­ rial is used to extend and add dimension to information gained through reading. Many educators are concerned with the total develop­ ment of the child in terms of intellectual, physical, emo­ tional, and social functioning. In order to achieve these goals, a child is exposed to a variety of experiences and methods of instruction. One experience encountered by ele­ mentary school children is trade books. Through trade books the child may be led to discover that books contain more than facts; this was stated by Hook, Jacobs, and Crisp: Part of the satisfaction comes from the knolwedge, the information, available through literature. This knowl­ edge is not the same as that on the reference shelf; literature is not factual as an encyclopedia article is factual. As Matthew Arnold said, literature affords, "a criticism of life," that is a subjective peering into the recesses of life not penetrable by the tools of the physician or the psychologist. It shows what it means to be a human being--the joy and the anguish, the spirit and not just the body. Unlike the usual television fare that merely strings incidents together and concentrates on what happens, on the superficial trappings of life, literature is concerned with why things happen, on the motivations of man.*When literature is used in all aspects of the cur­ riculum, it is assumed that it can help children understand ^J. N. Hook, Paul H. Jacobs, and Raymond D. Crisp, What Every English Teacher Should Know (Champaign, Illinois: NCTE, 1970), pp. 39-40. 4 themselves, their surroundings, and people of other cultures. They can also gain information by extending the content a r e a s , and be stimulated in their creative imagination. If one accepts these as the goals of a literature program, then the reading experiences of children should include selections from the various genres of literature: realistic fiction, poetry, folk tales, fantasy, mysteries, biography, historical fiction, epic. informational materials, fable, legend, myth, and Britton, at the Dartmouth Conference in 1966, said: Our sense of literary form increases as we find satis­ faction in a greater range and diversity of works, and particularly as we find satisfaction in works which, by their complexity or the subtlety of their distinctions, their scope of their unexpectedness, make greater and greater demands upon us. Our sense of form increases as our frame of reference of reality grows with exper­ ience primary and secondary, of the world we live in.l Rosenblatt explained further how literature functions in achieving these goals: 1. Deals with the experiences of human beings in their diverse personal and social relations. 2. Makes comprehensible the myriad ways In which human beings meet the infinite possibilities that life offers. 3. Offers immediacy and emotional persuasiveness. 4. Treats the whole range of choices and aspirations and values out of which the individual must weave his own personal philosophy. *James Britton, "Response to Literature,11 in Response to Literature, ed. by James R. Squire (Champaign, Illinois: N C T E , 1 9 6 8 ) , p. 5. 5 5, Enlarges the reader's knowledge of the world. 6. Actively involves the reader in the reading process.^ While literature may help the reader in ways that have previously been stated/ certain preliminary components are required before literature can become an integral part of a child's world. tion to literature/ books. The first of these is an early introduc­ i.e., nursery rhymes and illustrated "The elementary school years are a critical period in shaping children's reading tastes. Books read during this period have a lasting effect on lifetime reading habits." 2 However, these early experiences will not reap the desired reward of lifetime readers if the books are not readily avail­ able to the children and presented in a voracious and enthusi­ astic manner by the teacher and librarian. Cullinan pointed out the need to acquaint children with high-quality literature because of the variety of activi­ ties competing for their time. television. One of these activities is Smith reviewed the research on children's tele­ viewing and reading habits, then postulated: As compared with reading, data reveals that children on the average are devoting about one hour per day to vol­ untary reading and three hours per day in viewing tele­ vision. Perhaps if teachers and researchers were to direct more vigorous effort to the development of keen tastes in and deep appreciations for the content of good York: ^Louis M. Rosenblatt, Literature as Exploration Noble and Noble, 1968), pp. 3-49. 2 (New Bernice E. Cullinan, Literature for Children, Its Discipline and Content (Dubuque, Iowa: Wm. C. Brown Company Publishers, T57T7-# 2. 6 b o ok s, children would spend less time viewing the bizarre on the screen and more time in communing with the writers of worthwhile literature. Interestingly, Arbuthnot believed people selecting books for children should be flexible in their choices. She said: . . . any book that makes a child feel more alive, more keenly aware of the worth and needs of other creatures, more eager to do things, ready to fall in love with life and eager to live it to the full— that is a good book for that child, . . .2 A r b u t h n o t 's statement about literature and what it can do for a person was sanctioned by Pilgrim and McAllister. They concluded that: Probably the greatest single reason for reading a book is enjoyment. For persons who like to read, who have discovered what the printed page can offer in new experiences, in lifting the spirit, in satisfying curi­ osity, this is enjoyment at its best. Whatever the purpose of reading— to forget troubles, to broaden knowledge, to be charmed by style or literary genius, or simply to pass time in a pleasant, quiet manner— to the reader who interacts honestly and with perception with what he reads the result is pure pleasure. Reading, then, at its best is a deeply satisfying experience. Such experiences are essential to mental health.-* In summary, then, in order to foster a desire for reading, specifically trade books, children should become familiar with a variety of literary forms; this should be an enjoyable experience. ^I bid., p . 3. 2 May Hill Arbuthnot, "Old Values in New Books," in Ivory, Apes, and Peacocks: The Literature Point of V i e w , ed. by Sam Leaton Sebesta {Newark, Delaware: IRA, 1968), pT 29. ^Pilgrim and McAllister, op. c i t ., pp. 3-4. 7 With the increasing number of children's books being published yearly, it is difficult for the classroom teacher to keep abreast of the new publications and maintain an ade­ quate supply of trade books for the students' use. As a result, the school media center and the media specialist must provide these essential services in the elementary school. "The media specialist who is knowledgeable about the learning process, childhood and adolescent growth, and curriculum development, works closely with teachers,"^ in selecting b o o k s , audio-visual materials, and other resources to supple­ ment instruction. The specialist also provides the students with instruc­ tion in library skills and research m e th od s, guidance in book selection, and the use of audio-visual aids. McGuire des­ cribed the librarian's responsibility to the students as one of being . . . an expert in reading guidance who knows the field of books for children. She can work strategically with the individual child, motivating the reluctant reader, guiding the great average, and challenging the able reader. The fact that she has continuous contact with children through six or seven years of their elementary education provides one dimension that the classroom teacher does not h a v e .^ The media center is the storehouse for instructional materials that enrich the lives of the students both ^American Association of School Librarians, Standards for School Media Programs (Chicaqo, Illinois: ALA and NEA, 1969), p. 3. 2 Alice B. McGuire, "The Librarian's Role in the Lit­ erature Program," Elementary E n g l i s h , XLIV (1967), 470. 8 academically and recreationally. The advantages of a cen­ tralized center were stated by Cianciolo: 1. Gives the students a real life experience which par­ allels the library situations they will meet in high school, college, or public library. 2. Facilitates learning of library skills needed to locate, evaluate, and use materials which it provides. 3. Can be shared and used by students and teachers as needs arise. 4. Offers a wide selection of materials.'*' With the emphasis on exposing children to literature and fostering a keen interest in reading, it is important to have the books completely accessible to the children. Accessibility is defined as the extent to which the students and teachers can easily obtain the selected publications from the facilities that have been organ­ ized for the express purpose of distributing these materials.^ Most classrooms have a small collection of b o o k s , but this does not adequately meet the daily recreational and informa­ tional reading needs of each student. Students should then be able to turn to the resources of the media center and the media specialist. The librarian serves as the vital operating force of the library, supplying a variety of materials and ser­ vices to students and teachers. Without this life-giving Patricia Jean Cianciolo, "Criteria for the Use of Trade Books in the Elementary Program" (unpublished Ph.D. dissertation. The Ohio State University, 1963), p. 167. 2 I b i d. , p. 149. 9 presence, books would gather dust on the shelves. . . . The librarian is the one source of "reference" without which any library, however small or large, cannot exist. In the execution of her responsibilities, the librarian has the power to determine whether or not the library is used to its fullest potential.1 With regard to the previous statements, the media specialist and the center should be an integral part of a child's school activities. If children have free access to the media center and the trade books, then knowledge of the activities the special ist performs in bringing students and trade books together is of prime importance. The purpose of this study is to survey the library/ media centers of school systems that employ full-time certi­ fied librarians and full-time noncertified personnel in ele­ mentary schools. The study is concerned with determining the activities and services provided by the full-time personnel, and other factors that can affect the students' use of trade books. Educational Implications and Heed for the Study The study is based on the assumption that the modern educational system should stress creative teaching, individ­ uality, independent learning, and discovery learning of ideas and concepts. In order to achieve these goals, schools must be able to supply students with a variety of materials ^Valerie Melnick, "The Librarian's Role," Theory Into Practice (Columbus, Ohio: The College of Education, The Ohio State University, 1967), p. 40. 10 to maintain and encourage their pursuit of knowledge* For this to occur, print and nonprint material must be available before, during, and after school hours. A functioning media center, equipped with current trade books and stressing the present-day educational philosophies, can assist in meeting the needs of the students. The media program is indispensable in the educational programs that now stress individualization, inquiry, and independent learning for students. The move away from textbook-dominated teaching and from teacher-dominated teaching has made the school media center a primary instructional center that sup­ ports, complements, and expands the work of the c lass­ room. 1 If one accepts the importance of the media center and the media specialist in bringing students and trade books together, then it is essential to know how the specialist functions in this capacity. The activities and services upon which the specialist has to draw to motivate the stu­ dents, are w e 11-documented and accessible. To what extent are these activities and services offered by the media spec­ ialist? More specifically, what relationship exists between the personnel's academic background and the number and types of activities and services provided for the students? Also, what relationship exists between the number and types of activities and services provided, and the school s y s t e m ’s philosophy, budget, and facilities for trade books? Studies concerned with and related to these aspects— the media specialist, activities and services provided by the media ^American Association of School Librarians, op * ci t . , p. 3. 11 specialist, and the school system's provisions for trade books— are limited. It is anticipated that a study relating these areas could be of value: (1) to school systems desiring to improve their educational services, (2) to the media specialist who is trying to increase her repertoire of activities and ser­ vices, and finally (3) to teachers at the elementary and uni­ versity levels, to inform them of the media specialist's role in presenting trade books to children. Ques tions The m a j o r q u e s t i o n this s tudy seeks to a n s w e r is: What activities and services are provided by the full­ time personnel working in the media center to bring children and trade books together? The s e c o n d a r y q u es t io n s this study seeks to a n sw e r are : Does the a c a d e m i c b a c k g r o u n d of the p e r s o n n e l have any e f f e c t on the a c t i v i t i e s and s er v ic e s Does the s o c i o e c o n o m i c sta tus of the c o m m u n i t y affect the type of p e r s o n n e l e m p l o y e d Does the f i na n ci a l re n dered? for the m e d i a c en t er ? the s o c i o e c o n o m i c s tatus of the c o m m u n i t y affect a l l o t m e n t for the p u r c h a s e of trade b o o k s ? Is an adequate budget, based on American Library Association standards, provided for the purchase of trade books? 12 Assumptions The assumptions underlying this study are: 1. A central media center is located in each elementary building. 2. Children are permitted to use the media center. 3. Trade books are used by the children for academic and leisure reading. 4. Full-time personnel are working in and responsible for the media center and 5. its functioning. The full-time personnel have contact with the stu­ dents when they are in the media center. Me thod The population consisted of 23 school systems, from which 76 elementary buildings were randomly selected. A questionnaire was developed and sent to the full-time per­ sonnel working in the media center of each of the randomly selected elementary schools. The personal interview tech­ nique was used to obtain responses from children while they were in the media center. Limitations of The study was limited to the Study the activities andservices performed by full-time media personnel with trade books, and school policies and procedures that relate to the trade books housed in the elementary school media center. Activi­ ties and policies that relate to other print and nonprint materials were not considered, despite the fact that the 13 writer considers these materials essential components of modern education. The sample used for the study was limited to schools located in the lower peninsula of Michigan, and consisted only of full-time personnel working in elementary school media centers. Definition of Terms Trade Bo oks— The term book publishers apply to the books usually described by school people as "library b o o k s ,11 to distinguish them from textbooks. Trade books include all kinds of books other than textbooks and encyclopedias. Trade books, as used in this study, are adult and juvenile books in both clothbound and paperbound editions, scientific and tech­ nical books, biography and other nonfiction, novels, poetry, and plays. Trade books are written, produced, and distrib­ uted in entirely different ways from textbooks. Also, schools usually select and use trade books quite differently than the way they select and use textbooks.^ Media— Printed and audio-visual forms of communication and their accompanying technology. 2 Media Program— All the instructional and other ser­ vices furnished to students and-teachers by a media center and its staff. 3 James Cass, ed. , Books in the Schools American Book Publishers C o u n c i l , I n c . , 1961). (New York: ^American Association of School Librarians, op. c i t . , p. xv. 3Ibid. 14 Media Center— A learning center in a school, in which a full range of print and audio-visual media, necessary equip­ ment, and services from media specialists are accessible to students and teachers.'*' For this study, the terms media center and library are interchangeable. Media Specialist--An individual who has broad pro­ fessional preparation in educational media. If he is respon­ sible for instructional decisions, he meets the requirements for a teacher. Within this field there may be several types of specialization, such as level of instruction, areas of curriculum, type of media, and type of service. In addition, other media specialists, who are not responsible for instruc­ tional decisions, are members of the professional media staff and need not have teacher certification, e.g., certain types of personnel in television and other media preparation areas. For this study, the terms media specialist and librarian are interchangeable, School System— All the pupils and buildings under the jurisdiction of one board of education. 3 Organization of the Study Chapter I contained an introduction to the study and a statement of the problem, with the rationale for under­ taking the study. XIbid. 2Ibid. ^Writer’s definition. 15 Chapter II is the review of the related literature and research. The design of the study is presented in Chapter III# and Chapter IV contains an analysis of the data. The summary# conclusions, and recommendations for further study are presented in Chapter V. C H A P T E R II REVIEW OF RELATED LITERATURE The review of related literature is divided into four sections: 1- historical background of the development of elementary school libraries 2. writings concerning the elementary school library 3. literature focusing on elementary school librarians 4. writings on the value of trade books in elementary schools Historical Background of the Development of Elementary School Libraries According to Johnson, prior to the nineteenth cen­ tury, school libraries were nonexistent in the United States.^ At the beginning of the nineteenth century, those libraries that existed were limited to private schools or academies. These schools were predominantly in New England and the Midwest; by 1850, they began to appear in the South. The libraries in these schools were poorly run, and reading for acquiring knowledge was stressed. ^Elmer Johnson, History of Libraries in the Western World (2nd ed, ; Metuchen*^ New Jersey: The Scarecrow P r e s s , I n c . , 1970) . 16 17 Paralleling the private school libraries during the 1800's were public libraries, which contained collections of children's books. Most of the public libraries were located along the eastern coast of the United S t a te s, from Massa­ chusetts to Kentucky. Even though the library movement did not reach the west coast until approximately 1850, California was the first state to legislate financial aid for school libraries in 1854 and 1866. After the 1900's, schools and public libraries were competing for revenue, but most people were not in favor of supporting two libraries. As a result, the public libraries received the financial support since they serviced both the adults and the children of the community. Since the public libraries had a larger collection of children's books, they began sending books to the schools for the children's use. Separating the public library and the school was accepted and practiced in most communities by 1910.^ At the same time, a revision in teaching methods by educators helped foster the cause for independent school libraries. The new methods stressed reading for pleasure, availability of good books besides textbooks, child-centered schools, and educating for a well-rounded, meaningful life. In 1917, Certain stated that "in promoting the use of the public-school library for purposes of enjoyment and 1 Ibid. , p. 386. 2Ibid. 2 is recreation, attention must be given to such relations between books and readers as exist in terms of real experiences. He went on, "It is important to know, therefore, what the child brings the book as it is to know what the book may bring the child*" 2 Librarians and teachers . . should follow up some of the basic instincts and passions of child life in the effort to establish in the children . . . reading for enjoyment and recreation. ..." 3 In 1915, the American Library Association formed the School Libraries Section. They assumed that the idealized library should be a "large, airy, well-lighted room, cheery and inviting, with books readily available for all grades 4 and subjects taught in school." A joint committee of the National Education Association and the American Library Association in 1925 developed the first standards for elemen­ tary school libraries. The United States Office of Educa­ tion's statistical report of 1929 reported that 1,982 schools or system libraries each contained over 3,000 volumes.'* In 1925, Michigan appointed its first school library supervisor, who was to stress service to the students and teachers, while the library was to have an active part in the ^C. C. Certain, "Public School Libraries," The Library Journal, XLII (May, 1917), 361. ^I b i d . ^I b i d ., p. 362. 4 Johnson, op. c i t . , p. 387. ^ I b i d . , p. 388. 19 school's educational program. During the next 20 years, as a result of the depression and World War I I , further develop­ ment of libraries was very slow. But in 1945, The Committee on Post-War Planning of the American Library Association published a report. School Libraries for Today and Tomorrow: Functions and Standards, which outlined programs and estab­ lished guidelines for the future development of school library services.^ During the 1950's, the federal government finally became actively involved with school libraries because of the lobby pressure exerted by the American Library Association. Because of their activities, the first federal legislation, The National Defense Education Act of 1959, provided large sums of money for school libraries. This act was eventually succeeded by additional financial aid: 1. The Manpower Development and Training Act— 19 6 2 2. Educational Television Facilities Act--1962 3. The Vocational Education Act— 1963 4. The Civil Rights Act--1964 5. The Economic Opportunity Act— 1964 6. The Elementary And Secondary Education Act--1965 7. The Higher Education Act— 19 65 ^The Committee on Post-War Planning of the American Library Association, School Libraries for Today and Tomorrow: Functions and StandardiT (Chicago: American Library Association, 1945i. 20 8. The National Foundation on the Arts and Humanities Act— 19651 During the late 1960's, the development of the school library in the United States was remarkably successful. 88,000 With schools in the United States, two-thirds had central­ ized libraries, 40 per cent had full-time librarians, and onethird of the elementary buildings had centralized libraries. 2 The Elementary School Library Brown conducted a nationwide study in 19 41, in cities with a minimum population of 10,000. His objectives, which relate to this study, were to determine: (1) the means of supplying library service to students attending public ele­ mentary schools, (2) the type of library organization, and (3) why the students use the library. The results of the study showed six organizational structures responsible for supplying library service: 1. Board of education 2. City board of the public library 3. Cooperative method— written agreement between the board of education and the board of the public library 4. An informal agreement with the public library ^"Winifred Lad ley , ed. , "Federal Legislation for Libraries," Papers presented at an Institute conducted by the University of Illinois Graduate School of Library Science, November 6-9, 1966 (Ann Arbor: Edwards Brothers, Inc., 1967), p . 25 . 2 Johnson, o p . c i t ., p. 395. 21 5. County library 6. Parent-teacher associations^ Brown also reported the library organization consisted of classroom libraries, a centralized library, or a combina­ tion of the classroom and centralized libraries. Students used the library for leisure, reading, to work on the vertical files, and other school-related projects. The Committee on Post-War Planning of the American Library Association stated the purposes of the school library are to: 1. 2. 3. 4. 5. 6. 7. Participate effectively in the school program as it strives to meet the needs of pupils, teachers, parents and other community members. Provide boys and girls with the library materials and services most appropriate and most meaningful in their growth and development as individuals. Stimulate and guide pupils in all phases of their reading that they may find increasing enjoyment and satisfaction and may grow in critical judgment and appreciation. Provide an opportunity through library experiences for boys and girls to develop helpful interests, to make satisfactory personal adjustments, and to acquire desirable social attitudes. Help children and young people to become skillful and discriminating users of libraries and of printed and audio-visual materials. Introduce pupils to community libraries as early as possible and cooperate with those libraries in their efforts to encourage continuing education and cultural growth. Work with teachers in the selection and use of all types of library materials which contribute to the teaching program. Howard Washington Brown, "A Study of Methods and Practices in Supplying Library Service to Public Elementary Schools in the United States" (unpublished Ph.D. dissertation, University of Pennsylvania, 1941), p. 4. 22 8. 9. Participate with other teachers and administrators in programs for the continuing professional and cultural growth of the school staff. Cooperate with other librarians and community leaders in planning and developing an oyer-all library pro­ gram for the community or area. A study conducted by Lemley in 1949 consisted of analyzing city school surveys done between 1907 and 1947 in order to evaluate the trends in library service pertaining to facilities, budget, personnel, circulation, records, and curriculum integration. The years from 1907 to 1947 were divided into three periods: 194 7. 1907-1918, 1919-1930, and 1931- The first two time periods showed little evidence of library facilities. The last period mentioned the kinds of facilities, and concern for the comfort of the reader. How­ ever, all periods showed a lack of utilization of the avail2 able materials. A definite trend emerged from 1907 to 1947 in regard to the location of the library. During the early years, the library was located in the poorly lit, difficult-to-reach basement. Later, it was moved to a centralized location, which facilitated its use by the students and staff. Financial support from the school board was lacking during the first period. School boards of larger systems ^The Committee on Post-War Planning of the American Library Association, op. c i t . 2 Dawson E. Lemley, "The Development and Evaluation of Administrative Policies and Practices in Public Schools in City School Surveys, 1907-1947" (unpublished Ph.D. disserta­ tion, University of Pittsburgh, 1949). 23 were appropriating $500 to $1,000 annually for library mater­ ials during the second and third time periods. From 1907 to 1930, the librarian was designated as a teacher-librarian, with teaching responsibilities having priority. The educational qualifications were those needed for a classroom teacher. However, during the later years, the librarian possessed a college degree but classroom responsibilities still existed. Since school administrators were not interested in the library, there was very little communication between the librarian and administrators. None of the surveys mentioned the library's function in relation to curriculum needs. R e c o r d ke e pi n g b e c a m e more The i m p o r t a n t d u r i n g the third period. information recorded concerned circulation, use, and interlibrary l o a n s . Lemley1s recommendations included: 1. The l i b r a r y should be a t t r a c t i v e , roomy, and w e l l - lighted. 2. The books and other materials should be classified and easily accessible to students and staff, 3. School boards should appropriate library funds on the basis of pupil population: $1.50 per child for the first 500 children, $1.00 per child for 500 to 1,000 children, and $.75 for over 1,000 children. 4. The librarian's qualifications should match those of the best teacher in the system. 24 5. Children and teachers should have scheduled times to come to the library. 6. Frequent and formal written communication from the librarian to the administrators should take place in order to keep administrators informed of the library’s function.1 In 1954, Kaye investigated the principal’s role in helping to maintain outstanding library service in his own school. Kaye visited 54 schools in New York, New Jersey, and Connecticut. His findings were in opposition to those of Brown and Lemley. As stated previously, Brown found six different organizational patterns for libraries; however, Kaye found only three: 1. The board of education assumed complete financial and administrative control. 2. A cooperative agreement existed between the school board and the public library, with the school board giving financial aid to the public library. 3. The public library serviced the school without financial aid from the school boards. 2 The results of K a y e ’s study in regard to the princi­ pal’s role in supporting the library disagreed with Lemley*s results. Kaye found the principals: went to the board of 1Ibid. y ^Bernard William Kaye, "The Role of the Principal in Relation to Library Service in the Public Elementary Schools” (unpublished Ed.D. dissertation, Teachers College, Columbia University, 1954). 25 education and other sources such as the parent-teacher association to secure financial aid for the library, pre­ sented information to the public and the board regarding the library facilities and gave suggestions for improving the existing facilities, and gave the librarian the same status as the other faculty members in regard to clerical help, salary, and released time for professional improvement. In comparing the three studies by Brown, Lemley, and Kaye, the Kaye study showed a marked improvement in adminis­ trative and public awareness and support of the library, and the recognition and treatment of the librarian as a fully qualified professional. Lowrie stated: It is the function of the elementary school library then, to assist the child to interpret himself in rela­ tion to others and develop in him a better understanding of life about him, to arouse true intellectual curiosity, to introduce to him rich cultural heritage and to instill the understanding of the intrinsic importance of librar­ ies in an informed nation.^ The purpose of Lowrie*s study was to determine if the previously stated principles were being met by ten school systems located in various sections of the United States. Other objectives concerned the library's role in curriculum enrichment and the recreational reading of fourth, fifth, and sixth grade students. Ijean Elizabeth Lowrie, "Elementary School Libraries: A Study of the Program in Ten School Systems in the Areas of Curriculum Enrichment and Reading Guidance with Emphasis on Fourth, Fifth, and Sixth Grades" (unpublished Ph.D. disserta­ tion, School of Library Science, Western Reserve University, 1959), p. 5. 26 The results showed the library to be an integral part of every phase of the school curriculum, much of the student's reading material. and supplying In support of the library and librarian's role in providing recreational reading material for children, Lowrie wrote: It is not the responsibility of the school librarian to teach the techniques and skills of reading (although she must have some understanding of the general psychol­ ogy of reading). It is her responsibility, however, to provide books which will expand the reading interest and vocabularies of the students. . . . It is the purpose of the school library to surround boys and girls with books representing the finest in literature as well as books which will serve as stepping stones to these; with books which will provide the "best" for the beginning readers and for the advanced readers; with books which will present adventure or h u m o r , m ys ­ tery or sports, fairy tales or romance, sad stories or family stories, travel or lives of famous people-whateyer the particular interest may be at a particular time.-*• In 1960, Gaver conducted a study in which she devel­ oped instruments to evaluate the program of library services available in elementary schools in terms o f : 1. The provision of library-related materials 2. The accessibility of resources and services 3. The extent of library-related activities 4. The degree of pupil mastery of library skills 5. The amount and kind of reading done by children, and their purposes and interests in reading. 2 l-Ibid. , p . 89 . ^Mary Virginia Gaver, Director, "Effectiveness of Cen­ tralized Library Service in Elementary Schools," Report of research conducted at the Graduate School of Library Service, Rutgers--The State University, in cooperation with the United States Office of Education under contract No. 489, SAE-8132, New Brunswick, New Jersey, 1960, p. 10. 27 Gaver related her findings to the educational achieve­ ment of the students and the types of communities in which the schools were located. of the school library 1. The measures differentiated in favor (central) in the areas of: The quantity and quality of the materials in areas of books, magazines, and reference 2. Accessibility of resources and services 3. Library-related activities 4. Mastery of library skills 5. Amount and quality of reading^Another study relying on the responses of children was done by Bishop in 1963. The purpose of the study was to identify experiences children in the fifth and sixth grades of the Oak Park and Arlington County Public Schools had in the centralized library. The students considered materials and equipment the most influential element in the library experience. privileges, However, they were aware of the activities, and atmosphere of the library. They also stated the librarian was the major source of help in the library, but the librarian was also the prime reason for not receiving help, followed by the lack or unavailability of material and equipment. However, in most cases where the librarian did not render assistance, she was busy helping other students or was not within the confines of the library. 2 1-Ib i d . 2 Martha Dell Bishop, "Identification of Valuable Learn­ ing Experiences in Centralized Elementary School Libraries" (unpublished Ed.D. dissertation, George Peabody College for Teachers, Library Science, 1963). 28 Darling conducted a national survey of school library standards. In this particularly extensive study, he reported in depth on the standards of 5 3 states and territories con­ cerning library personnel, materials, expenditures, quarters and equipment, organization, and program.'*' K n a d e ’s article stated that the . . library helps supply the variety of learning materials and heterogeneity of experiences necessary to learning and becomes, as a result, an important and integral part of the elementary school curriculum." 2 if the school personnel are convinced that the library is absolutely essential in fulfilling present educa­ tional goals, it should receive support— financially, admin­ istratively, and philosophically. These three are necessary in order to carry out a "dynamic library curriculum" that provides f o r : 1. Reading guidance for p u p i l s 2. References and other tools for problem solving 3. Instruction in the use of the library and its materials 4. Personal and social guidance through the personal counseling of the librarian ^"Richard L. Darling, Survey of School Library Stan­ dards (Washington, D. C . : United States Department of Health, Education, and Welfare, 1964). 2 Oscar K n a d e , "A Library Is to Serve: An Elementary School Principal Examines the Services of the Elementary School Library," Elementary English, XLIII (March, 1964), 289 . 29 5. Guidance in listening and viewing 6. Individual growth through its student assistant program 1 The curriculum should be flexible, have a sequence of instruction for all grades, and service both students and staff. Mehit was concerned with determining if the type of library service (classroom, central, combination of both) had any effect upon the use of books by sixth grade students liv­ ing in northeastern Ohio. The study showed 58 per cent of the school had central or combination libraries. No signifi­ cant difference was found among the means of the number of library books and the means of the number of outside reading books utilized by the students in each of the three categories. McMillin analyzed the library situation in 121 schools, in relation to American Library Association Standards, and then limited the study to three schools with full-time librar­ ians, three with part-time librarians or no librarians, and three with no central library, to determine if there is any educational justification for library programs.^ ^I b i d ., p. 291. 2 George Mehit, "Effects of Type of Library Service Upon Utilization of Books by Sixth Grade Pupils in Selected County Elementary Schools of Northeastern Ohio" (unpublished Ed.D. dissertation. Western Reserve University, 1965). 3 Ralph Donnelly McMillin, "An Analysis of Library Programs and a Determination of the Educational Justification of These Programs in Selected Elementary Schools of Ohio" (unpublished Ed.D. dissertation. Western Reserve University, 1965). 2 30 The results showed that 3.3 per cent met ALA standards for room size, 15 per cent equaled or surpassed ALA standards for the book collection, 9 per cent met or equaled ALA recom­ mendations regarding the per pupil expenditure, and 61 per cent had some kind of paid librarian service. To justify library programs, the fourth and sixth grade scores of the sixth grade students on the Iowa Basic Skills test were compared. During the sixth grade, six schools, two from each group, gave the test in the fall and the remaining three gave it in the spring. The fourth grade scores showed no significant difference, but significant differences were found among the mean scores of the fall sixth grade group in reading comprehension and the spring group in vocabulary. Two articles, one by Taylor, M a h a r , and Darling^- and the other by McClellan, T ay l o r an d a ss o ci a t e s 2 gave strong support for the library. stated: . . . Since good school library programs constitute a fundamental part of elementary and secondary education, all schools need functional and well-designed library facilities. Libraries should be planned for flexibility 1James L. Taylor, Mary H. Mahar, and Richard L. Darling, "Library Facilities for Elementary and Secondary Schools," U. S. Department of Health, Education and Welfare, Office of Education (Washington, D. C . : U. S. Government Printing Office, Division of Public Documents, 1965, OE— 15050). 2 Jack McClellan, "New Roles for School Libraries," Elementary E n g l is h, XLIII (October, 1965), 648. 31 of use by teachers and pupils--all day, every school day, and, in some schools, evenings and Saturdays.^ McClellan agreed with Taylor and his associates, and he extended their use of the library to include a library schedule that insures full use of the facilities every hour of the school day. The library should be open before and after school and for a few hours each day during the summer months. McClellan believed that "having a library in the physical plant and a staff to operate it is basic to a sound educational program." 2 Srygley viewed the library as having a vital role in today's education scheme: If learning is seen as a process of discovery, with learners involved in planning and evaluating their own programs, the library becomes a necessity. In a world of change the importance of teaching children the pro­ cess of learning, or how to study, suggests the neces­ sity for providing a learning laboratory designed for this purpose. Thus the library becomes a potent factor in determining possibilities for curriculum implemen­ tation .^ A major financial effort put forth by the Knapp Foundation, Inc., was responsible for the Knapp School Libraries Project. A grant of $1,130,000 sustained a five- year demonstration project composed of five elementary school libraries and three secondary libraries located in various sections of the United States. Teacher education institutions ^Taylor, et a l . , o p . c i t ., p. 3. 2 McClellan, op. c i t . ^Sara Krentzman Srygley, "The Role and Function of the Elementary School Library," Elementary English, XLIV (May, 1967), 473. 32 located near the schools were also involved in the project. The objectives for the study were: 1. 2. 3. 4. To demonstrate the educational value of school library programs, services, and resources which fully meet the national standards for school libraries. To promote improved understanding and use of library resources on the part of teachers and administrators, by relating the demonstration situations to teacher education programs in nearby colleges. To guide and encourage citizens from as many commu­ nities as possible, in the development of their own library programs through planned activities enabling them to study demonstration situations. To increase interest and support for school library development among educators and citizens generally, by disseminating information about the demonstration programs and evaluating their effectiveness in reach­ ing the stated g o a l s .1 The summation of the project brings to focus many of the organizational and functional responsibilities of the library previously mentioned in this review. Those stressed w ere: 1. The library is a central resource center playing a vital role in fulfilling the educational goals of the school. 2. All faculty members should become involved in plan­ ning the library program. 3. The faculty as well as the students should use and benefit from the available facilities. 4. The library should have professional, technical, and clerical personnel. Peggy Sullivan, e d . , Realization: The Final Report of The Knapp School Libraries Project (Chicago: American Library Association, 1968), pp. 6, T5, 21, 26. 33 To determine the educational services provided by media centers in selected schools in Nebraska, and Missouri was the purpose of Jensen's study. Iowa, Kansas, He found that: 1. All the schools offered a program combining library and audio-visual materials under the supervision of a professional. 2. Ninety per cent of the centers conducted orientation and instructional workshops for the staff and stu­ dents throughout the school year. 3. Some ordered films for the teachers. 4. All were open during school hours, and 80 per cent were open before and after school. 5. Teachers were kept up to date regarding the resources, equipment, and professional materials available to them.^ In 1971, May conducted a study in California involving 48 schools, to evaluate the Elementary and Secon­ dary Education Act, Title II, Phase 2, for 1965-66. Large quantities of material were used to establish supplemental programs in selected schools. May sought to determine whether the schools met their objectives and those of the California State Department of Education for this program. The California Department of Education developed three Louis Richard Jensen, "Educational Services Provided by Media Centers in Selected Elementary Schools" (unpublished Ed.D. dissertation, The University of Nebraska, 1970). 34 criteria for the project; 1. To demonstrate the educational value of a central­ ized school library to students and teachers. 2. To provide pilot programs throughout California for observational purposes. 3. To demonstrate and evaluate new concepts in the use of instructional materials in the educational pro­ gram. The results showed 43 schools fulfilled objective 1, 31 objective 2, and 35 objective 3. The side efforts of the program inc lu de d: 1. Encouraging other schools to improve their libraries. 2. Coordinating with other state and federal programs. 3. Involving other professionals not directly associa­ ted with the program.'*' S um m a r y The library's place in the realm of education has changed drastically over the years. It has moved from a small, insignificant room in an obscure corner of the school building, to a multiroomed, centrally located facility. The books found in the library are used for leisure reading as well as for securing information. Many other types of *Trank Curtis May, "The California School Library Program Funded Through the Elementary and Secondary Education Act, Title II, Phase Two for 1965-66: An Evaluation on Selected Criteria" (University of Denver, 1971). Disserta­ tion Abstracts International, XXXII, No. 7 (January, 1972), 4036A-4037A. 35 learning materials, such as films, filmstrips, tape recorders, and records, are also found in the library. All of the materials and equipment play a vital role in educating the children. The facilities are used directly by the students to meet immediate academic and personal needs, or they are used indirectly by the staff in curriculum planning. The library is considered an integral part of every phase of the school curriculum* Administrators are actively involved in securing financial support for the library, and the federal government, through the passage of several laws, has made available additional financial support. The Elementary School Librarian Separating the librarian from the library is difficult; they are dependent on each other. erly without the other. One cannot function prop­ A library devoid of a librarian is unable to give maximum service to the faculty and students. A librarian working in a poorly equipped library is hampered in her efforts to respond to the needs of those she serves. The literature is explicit in defining the librarian’s role in relation to the total school. Williams summarized the findings of interviews con­ ducted with teachers to determine what they expected from the school librarian. The librarian was expected to: 1. Make the library a workshop for the pupils. 2. Instruct pupils in the manner of utilizing the library as a workshop. 36 3. Supply teachers with up-to-date bibliographies of publications and articles in their several fields. 4. Participate actively in the curriculum revision program. 5. Administer a room or alcove, or corner, for "free," "recreational," f. "leisure reading." Possess and manifest both ability and willingness to administer the library on the theory that it is an agency of instruction rather than a book repository.^ The Committee on Post-War Planning described the librarian as a person who s h ou ld : 1. Know many books, their contents, style of writing, level of difficulty 2. Know individual pupils--theiir reading abilities and interests. 3. Keep or have available records of pupils' reading. 4. Encourage the expansion of interests. 5. Promote discrimination in selection and reading. 6. Develop appreciation of good writing. 2 According to the committee, the school librarian is per­ haps the most important factor in a full program of library service. A professional librarian who knows books and knows how to select, organize and interpret them; a master teacher who understands children and knows what the school should do for them; and a practical ^Lester A. Williams, "What the School Expects of the School Librarian," The Library Journal, XLIV (September 15, 1939) , 678-680. 2 The Committee on Post-War Planning of the American Library Association, o p . c i t ., pp. 11-12. 37 executive who is skilled in organizing a variety of forces to produce effective action— all are needed in the person of the successful school librarian.1 Henne, Brooks, and Ersted added another facet to the librarian's role; she helps the faculty ", . . recognize developmental needs, democratic values, and life problems as a basis for curriculum development." 2 Thus, the librarian has the responsibility of collecting and organizing mater­ ials the teachers can use for developing new units of study. Smith concurred with Henne and associates regarding the librarian's role in curriculum development. librarians working in New York State. She surveyed According to a state education law, school librarians are classified and certi­ fied as teachers of a special subject; therefore, they should have a role in curriculum improvement. Smith listed 14 ways in which the librarian participated in curriculum improvement. The activities performed by the majority of the librarians were : 1. Processing professional library materials. 2. Providing a professional guidance collection for the teachers. 4. Assisting teachers in locating and using guidance material. *~Ibid. , p. 16. 2 Frances Henne, Alxce Brooks, and Ruth Ersted, Y o u t h , Communication and Libraries (Chicago: American Library Asso­ ciation^ 1949) , p~, 140. 38 Smith concluded that the librarian's role in curric­ ulum improvement is determined by the school's program, administrative policies, and the professional status of librarians within the system.1 Lowrie stated: The librarian works toward the achievement of [the elementary school] program in two major and interlock­ ing areas: (1) curriculum enrichment and (2) reading for pleasure. She serves specifically as a coordinat­ ing factor in curriculum experimentation. The librarian is responsible for seeing through systematic planning, that the necessary instruction is given to students in order that materials may be easily located. She must be in close touch with the teacher so that the reference work, whether done in the classroom or in the library, will be meaningful. She must be aware of the subjects for study, the approach of the teacher, the interests of the children.^ Besides giving the professional qualifications of the librarian, Lowrie also described the personality of the librarian and the importance of combining the affective and the cognitive domains. The librarian cannot be an esoteric person, nor can she selfishly promote her "own program." She must be a pro­ fessionally trained person with an understanding of library organization, of teaching aids, of elementary curriculum trends, of reading guidance techniques and of the development of elementary children. She must have a sense of critical evaluation as well as personal appre­ ciation of books. She must possess the ability to work easily with many people. She must be able to create a happy environment for human relationships and foster a delight in the use of library materials. Above all. Susan Seaburg Smith, "The Role of the School Librar­ ian in Curriculum Improvement" (unpublished Ed.D. dissertation. Advanced School of Education, Teachers College, Columbia University, 1956). 2 Lo wri e, op. c i t ., pp. 6-7. 39 she must be aware of the necessity of a carefully planned p r o g r a m - p l a n n e d in close cooperation with the teachers and administrators with whom she is working.^ Drennan and Darling's nationwide survey stemmed from the 1960 census. They identified librarians and used a questionnaire to obtain information regarding the librarians1 current employment/ past employment, education, and personal background. T he reported here. findings of the first t h r e e areas are Since the fourth topic does not have any d irect b e a r i n g on the p r e s e n t study, it w a s eliminated. The majority of the librarians were female, had a median age of 50.2 years, and were United States citizens. had five or m o r e years o f c o l l e g e , Over 50 per cent and the m e d i a n year in which they had completed their highest academic degree was 1943. Twenty-five per cent worked in elementary schools. The average number of years in the same school was 13.8. T he article, "The S c h o o l Librar ian: McGuire c o n t r a s t e d the o ld the new. Today's A N e w Image" i m a g e of the s c h o o l l ib r a r i a n is a counselor, 2 by librarian w i t h teacher, reading mentor, administrator, and a budget and materials specialist. 3 1 Ib i d . , pp. 274-275. 2 Henry J. Drennan and Richard L. Darling, "Library Manpower," Occupational Characteristics of Public and School Librarians, U. S. Department of Health, Education and Welfare, Office of Education (Washington, D. C . : U. S. Government Printing Office, Division of Public Documents, 1966, OE-15061). 3 Alice Brooks, McGuire, "The School Librarian: A New Image," Educational Leadership, XXI (January, 1964), 227230. 40 In "A Library Is to Serve," Knade made a strong appeal for hiring a professional rather than using volunteers or a technician. As stated earlier, the library and librarian are dependent on each other and both are important for a success­ ful program. Staffing is the key to a good library. A true librarian is a teacher, not a "technician." Saving money on staff­ ing by employing a "technician" or expecting volunteer parents to fill the shoes of a trained librarian is no saving at all. School districts do not utilize the ser­ vices of volunteers to direct the music, art, and physical education programs; they employ qualified teachers. Should the school librarian be any less qualified? The librarian's involvement in classroom activities was stated by McClellan. Previous information was concerned with schoolwide curriculum involvement, but McClellan pin­ pointed what should be done to help students and teachers working on the same units. The librarian assists class work by: a. Helping teachers to be informed regarding current developments. b. Keeping the library up-to-date by obtaining new materials. c. Removing materials that have become obsolete or are no longer needed. d. Preparing bibliographies and reading lists, e. Providing reading and reference guidance to pupils. f. Helping teachers locate i n f o r m a t i o n , 2 Ladley extended McGuire's description of a librarian. She used the term "new breed" librarian, and presented a challenge to the schools of library science to seek out and produce this "new b r e e d " : 1Knade, o p . c i t ., p. 291. 2 Mc Cle l l a n , op* c i t . , p. 647. 41 Consideration must be given to . . . the realization that personnel must be recruited, trained, and employed if school library resources and services are more ade­ quately to support effective education programs. A new breed of school librarians must evolve. The school librarian of this breed must know the world, what it is like and why; he must possess a liberal education; and he must have a broad understanding of the general spec­ trum of librarianship. He must have the vision and the know how to plan, to recognize opportunity, to carry out programs, to try new ideas, and to see into the future. He must be an administrator, an educational planner, a business manager, and a supervisor, along with being a librarian committed to service to students and teachers. If this be true, then it follows that education for school librarianship must change. A library education program to train the new breed may well be the profes­ sion's most critical need.^ In The School Library, A Force for Educational Excel­ lence , Davies agreed with McGuire and Ladley regarding the professional qualifications of the librarian. First, the librarian must be a certified teacher with knowledge of teach­ ing techniques and methods, how learning takes place, subject content--and then, a librarian. 2 In 1969, the American Association of School Librar­ ians received funds from the Knapp Foundation to conduct a nationwide study called The School Library Manpower Project, The project was concerned, as was Ladley, with training for the librarian. Because of educational innovations and the increased involvement of librarians in the total school program, a new approach to their training is needed. The ^"Ladley, o p . c i t . , pp. 30-31. 2 Ruth Ann Davies, The School L i b ra ry , A Force for Educational Excellence (New York: R. R. Bowker Company, 1969) . 42 project was also concerned with job analysis and recruit­ ment. Public and private, elementary and secondary schools were involved in the study.^ Emphasis in the present review is on the activities related to trade books, which are per­ formed by the head or assistant librarian in elementary schools. Table 1 lists each task and the percentage to which it is done by the head or assistant librarian. TABLE 1.--Trade book activities performed by librarians and assistant librarians.3 Task Plans, organizes, and supervises book fairs Participates in book fair activities Organizes and advises library or book club. Organizes and leads literary and book discussions. Plans and conducts picture book h o urs. Plans and conducts story hours. Plans and directs special observances of book and library weeks, holidays, etc. Reads aloud to children. Assists with vacation reading programs. Gives book talks and reviews at faculty meetings. Head Assistant 30.1 16.1 38.1 28 .0 36 .8 46.0 48.5 42.0 72 .0 80.7 74 .0 76 .0 90.8 84 .1 80. 0 84 .0 57.3 52.0 32.6 22. 0 American Association of School Librarians , "School Library Personnel Task Analysis Survey" {Chicago: American Library Association, 1969), p. 68. American Association of School Librarians, "School Library Personnel Task Analysis Survey" (Chicago: American Library Association, 1969). 43 According to this summary, the conclusion can be drawn that the head and assistant librarians are very involved in making the students aware of trade books. Other results of the study showed over 50 per cent of the head librarians had master's degrees and over 50 per cent of the assistant librarians had a bachelor's degree. These two groups reported having between five and nine years of library experience. More elementary schools employed clerks or aides as opposed to employing assistant librarians, audio-visual specialists, and technicians. Fortin surveyed librarians working in Wisconsin to explore their values, educational training, and work satis­ faction. He found that 80 per cent of the librarians were female, with their median age being 43 years, which is slightly lower than the median age reported in Darling's findings. Seventy-eight per cent of the total population had a bachelor's degree and 20 per cent had a master's degree. Only 29 per cent of the 596 librarians surveyed were in elementary schools. Ninety-four per cent reported having good rapport with the students. Ninety-three per cent said they were satisfied with their position and were not anxious for a change. to the Allport-Vernon-Lindzey Study of Values, According this group placed great emphasis on religion.^ ^Clifford Charles Fortin, "The Relation of Certain Personal and Environmental Characteristics of School Librar­ ians to Their Life Values and Work Satisfaction" (unpublished Ph.D. dissertation, University of Minnesota, 1970). 44 Summary Today's librarian is a professionally trained librar­ ian and a teacher. She combines the knowledge of library organization with teaching skills. in the school's curriculum. She is totally involved The services rendered by the librarian affect every member of the school community either directly or indirectly. Without a professionally trained, totally committed librarian, the library's potential can not be realized. The Value of Trade Books in Elementary Schools For literature to be enjoyable to the young, it takes an appealing book, an eager child, a comfortable setting, and a sensitive, enthusaistic adult. Without any one of these components, the experience is likely to be less than satisfying. For literature does not just happen in a child's life. It is in his days because an adult who really cares about children and books gets them together under the best possible conditions.1 There are several adults who are in a position to bring children and books together. However, the emphasis in this study is placed on the librarian's role in doing this. Studies concerning the function of the library and the librar­ ian in relation to children and reading have already been discussed. Now it is essential to review why children should be exposed to trade b o o k s . In the article, "Changing Libraries for Changing Schools," Cleary stated: Leland B. Jacobs, Using Literature with Young Chil­ dren {Columbia, New York: Columbia University, Teachers College Press, 19 6S), p. 1. 45 The role of the librarian in reading guidance has become much more than bringing the right book to the right child at the right time. It is guidance for changing aspects of thinking and behavior. . . . The immature reader needs organized assistance in learning to read critically, to interpret what he reads, to generalize, to see implications and relationships. . . . The factors of exposure and accessibility to books continue to be basic to the reading program. . . . In terms of learning for children, reading guidance programs appear to be successful in direct proportion to the skills and energy of teachers and librarians who study and understand their pupils ; who know values in books; who detail specific goals for their guidance activities; and who continue learning situations that make realistic and meaningful the vicarious experience that children have in books.1 Masterson conducted a study with students attending the Horace Mann School in Chicago, to determine if students enrolled in an elementary school with a central library make higher scores on reading tests and if improvement in reading is more marked at all grade levels when a full-time librarian supervises an active library program. The two major hypothe­ ses proved to be correct for the sample. Masterson also concluded that the majority of children with an I.Q. about 9 5 read below anticipated capacity when no school library services were available. 2 Monahan compared the reading of elementary school students who had a central library in the building with students who did not have such a library. The results showed ^Florence Damon Cleary, "Changing Libraries for Changing Schools," Wilson Library Bulletin, XXIX (April, 1955) , 609. 2 Elizabeth G. Masterson, "An Evaluation of the School Library in the Reading Program of the School" (unpublished Master's thesis, Graduate Library School, University of Chicago, 1953). 46 that students in the school with the central library read more and varied books.^ Lowrie believed the library to be a unifying factor, especially when the school is re-evaluating its reading pro­ gram. The librarian has a great responsibility to the reading program, and is in a position to see that reading becomes a satisfying experience for every child. She is able to provide materials relating to the varied interests of the children and also help classroom teachers with their reading programs. 2 Masterson, Monahan, and Gaver's studies all agreed on the positive effects of a central library on elementary school students' pleasure reading. A study establishing criteria for the use of trade books in the elementary school was conducted by Cianciolo in 1963. She established criteria for selection of trade books, provisions for learning experiences, and accessibility of trade books. 1. The recommendations for accessibility included: The collection should be located in a central library within the elementary school. 2. The collection should be organized and classified in a manner that is simple and convenient. 3. The collection should be made accessible to the children on the basis of previously arranged-for ^“Marietta Monahan, "A Comparison of Student Reading in Elementary School, with and Without a Central Library" (unpublished Master's thesis, Graduate Library School, Univer­ sity of Chicago, 1956). ^ L o w r i e , op. cit. 47 group visits and nonscheduled visits by individ­ uals . 4. The collection should be accessible to the children during the summer vacation. 5. Adequate funds should regularly be allotted for the purchase of trade books and provision of school library services. 6. The collection should be built up as part of a school program in a manner that is largely independent of public library services.^ In "What Is the Role of Children*s Literature in the Elementary School?" Walker stated, ". . . Reading helps a child both to find himself as a unique personality and to lose himself in those broader interests which encompass other peoples, places, and times." 2 If self-understanding and development of a self-concept in relation to others are goals of education as well as literature, why not have liter­ ature in the total curriculum? If literature is reserved for special occasions and not considered part of the daily curriculum, "children lose the benefits which are derived from a well-planned, thoughtfully organized body of litera­ ture experiences."3 ^■Cianciolo, o p . c i t . , p. 230. ^Edith V. Walker, "What Is the Role of Children's Literature in the Elementary School?" in Children's Literature — Old and N e w , ed. by Virginia M. Reid (Champaign, Illinois: National Council of Teachers of English, 1964), p. 1. 3 I b i d ., p. 3 . 48 McGuire described the librarian as a reading special­ ist who helps children progress from insecure readers to dis­ cerning readers by introducing and guiding ". . . children through the world of books, so that they become able, enthu­ siastic readers, who read widely, deeply, and critically."^ McClellan believed that the skill reading program should include reading trade books. A large c o l l e c t i o n of trade books must be available for the children to use in their classrooms or homes and still have sufficient books in the library for other demands. 2 Interest in literature is not something that occurs automatically. It must constantly be nurtured through the use of book talks, reading aloud, creative dramatics, or other activities that will excite imaginations and make book characters come a l i ve . Eisenman conducted a study in Kentucky to determine the effectiveness of literature in the Covington school sys­ tem. She concluded that few teachers realized the potential of literature. Almost 92 per cent of the teachers said they enjoyed reading good books and they should keep abreast with the trends, but the average number of books read per year per teacher was one. The second purpose of the study was to determine the attitudes of fifth and eighth grade students toward literature and to identify factors which relate to 1M c G u i r e , o p . c i t ., p. 228. 2 McClellan, op. c i t . , p. 649. 49 favorable or unfavorable attitudes. The results showed that girls obtained a higher mean score than boys at both grade levels, and the fifth grade mean scores of both sexes were higher than the eighth grade mean scores. Reading comprehen­ sion and I.Q. scores were investigated as possible influences on a child’s attitude toward literature. Eisenman concluded that a high I.Q. score was not necessary for a favorable attitude toward literature, and reading comprehension did not seem to be a significant factor in a child's appreciation of li terature.^ Taylor, Mahar, and Darling stated that books are basic to the library’s facilities; they should be on open shelves, and available to students and teachers. 2 The acces­ sibility of the books as a factor in determining their use was stressed by Cianciolo. 3 Fenwick's introduction emphasized the necessity for 4 adults to bring literature and children together. Reasons for bringing the two together were also stated by Sanders: ^"Sister M. Victoria Eisenman, "An Exploratory Study to Investigate the Values of Literature as Experienced by Elemen­ tary Parochial School Children and Teachers in the Diocese of Covington” (unpublished Ph.D. dissertation, Graduate School, St. Louis University, 1962). 2 Taylor, Mahar, and Darling, op. c i t ., p. 8. ^Cianciolo, op. c i t . 4 Sara I n m s Fenwick, ed. A Critical Approach to Children's Literature (Chicago: The University of Chicago Press, 1967). so If a child can feel that what he is reading is of impor­ tance to him; if he can by his reading gain mastery of an art that he wishes to accomplish, a fact that he is pleased to know, or the understanding of an emotion that has been disturbing him, then the message has been con­ veyed; and he has gained from the insights and knowledge of the writer.1 Sanders also believed that the first books a child reads are crucial in guaranteeing "that a child psychologically experiences literature as a useful tool. often, , . 2 Too the learning of skills is stressed using reading material that lacks substance, and as a result, the child does not encounter the psychological and social values of literature. Srygley believed the library to be an indisputable resource for the teaching of reading. functions is to develop readers, One of the school's "those who can read and who choose to do so because they learn early what reading 3 can mean to them." Trade books can be used to meet the needs of the reader. These books can help challenge imagi­ nations, answer questions, distill knowledge, and open doors to adventure. According to Britton, a person's literary form increases if a person encounters the different genres of ^■Jacquelyn Sanders, "Psychological Significance of Children's Literature," in A Critical Approach to Children's Literature, ed. by Sara Fenwick (Chicago: University of Chicago P r e s s , 1967), p. 16. 2Ibid. 3 Srygley, o p . c i t ., pp. 47 8-479. 51 literature.1 The librarian is in the ideal position for urging children to extend their literary form by gaining satisfaction from a diversity of works. She has at her fingertips biographies, historical fiction, poetry, realis­ tic fiction, fantasy, and science fiction. help a child grow, be it socially, Any of these will intellectually, or emo­ tionally . Pilgrim and McAllister listed needs of young readers that can be helped through reading: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. . . . Reassurance that they are normal physically, mentally, emotionally, and socially. . . . Opportunities to develop emotional independence from adults. . . . Help in solving their problems concerning family relationships. ... Help in establishing their roles as adults, particularly in the areas of earning a living and of establishing a home and family. ... Satisfactory relationships with other young people of both sexes. ... Need to understand and learn how to control, whenever it is possible, the physical world and the universe. ... Need to experience success directly and vicariously. . . . Help in developing socially sensitive attitudes and in attaining a degree of socially responsible behavior. ... Help in working out a consistent personal philosophy of life. ... Help in developing an aesthetic appreciation. ... Opportunities for wholesome fun and relaxa­ tion .^ 1Britton, op. c i t . , p. 5. 2 Pilgrim and McAllister, op. c i t ., pp. 71-72. 52 The reason a school library exists is to give service, said Bowers.^ Probably the most important service given is reading guidance. The librarian, as a professional, knows materials, the interests of individual children, school curriculum, and teachers* methods and philosophies. All of these influence the librarian when she is helping a child select appropriate material for classwork, special interests, or leisure reading. Hall conducted a study to determine the literature experiences in relation to recreational reading which cooper­ ating teachers were providing for elementary school children. The information was collected by having student teachers respond to a questionnaire. were: The topics on the questionnaire library corner, reading to children, independent reading, booksharing activities, school library facilities, and teacher background. The conclusions of the study were: The data indicates that in many of the classrooms sur­ veyed there are deficiencies in experiences provided with children’s literature and recreational reading. Many teachers selected to work with student teachers do not offer experiences which would lead to the goals of enjoyment of reading. If children do become enthusi­ astic readers, the enthusiasm is not a result of a con­ scious effort to produce that interest through planned curriculum experiences.^ In conclusion, Hall stated that: Melvyn K. Bowers, Library Instruction in the Elemen tary School (Metuchen, New Jersey: The Scarecrow Press, Inc., 1971). 2 Mary Ann H a l l , "Literature Experiences Provided by Cooperating Teachers," The Reading Teacher, XXIV (February, 1971), p. 431. 53 Developing a permanent interest in reading cannot be left to chance. Literature experiences are an essen­ tial part of the elementary curriculum. The need for improving the quantity and quality of literature exper­ iences is great and must receive attention in both pre­ service and in-service education of teachers as a part of the national effort to make the "right to read" a reality.* Sirota's study was designed to determine if a planned literature program of daily oral reading by the teacher would increase the quantity and quality of voluntary reading done by fifth grade students in Union, New Jersey. Sirota con­ cluded that the teacher's daily oral reading can have a sig­ nificant effect on the quantity and quality of children's voluntary reading. reading are: Other factors influencing the ch il dr en ’s the classroom environment, the teacher's keep­ ing abreast of children's literature, and the teacher's ability to stimulate and maintain the children's interest in reading.^ Chapter Summary Literature and children must be brought together by an enthusiastic adult. librarian. One influential adult is the school She has hundreds of trade books at her disposal, and her knowledge of books and children helps her select the right book for each child. These books can help the reader 1Ibid., p. 463. 2 Beverly S. Sirota, "The Effect of a Planned Litera­ ture Program of Daily Oral Reading by the Teacher on the Voluntary Reading of Fifth-Grade Children" (unpublished Ph.D. dissertation. New York University, 1971). Dissertation Abstracts International, XXXII (November, 1971), 2320A-2321A. 54 solve problems, grow mentally and emotionally, or escape from reality by entering the world of fantasy. Without the library's facilities and the librarian's knowledge of books, children, and curriculum needs, children's involvement with literature may not occur. bined efforts of librarians, Through the com­ teachers, and administrators, the library and trade books will continue to be essential components in helping schools reach their educational goals. C H A P T E R III METHODOLOGY Introduction The primary purpose of this study was to survey the activities and services provided by full-time media personnel that relate to trade books and students. The secondary con­ cern was to obtain information regarding school policies that pertain to the media center, media personnel, and trade books. The first part of the study was concerned with col­ lecting background information about the community and the school. This information concerned the socioeconomic status of the community, busing of children, budget and facilities of the media center, and school policies and procedures that directly or indirectly affect the trade books housed in the media center. The second part of the study was concerned with col­ lecting information about the full-time personnel working in the media center. Questions concerning the personnel referred to professional preparation and position responsibilities. The final section of the study was concerned with determining what, if any, effect the information obtained in parts one and two has on the use of trade books by students. 55 56 Population The school systems participating in the study were selected by the criteria of having a centralized media cen­ ter staffed by a full-time employee. The full-time personnel included certified and noncertified librarians. The selected schools were located in the lower peninsula of Michigan. The names of systems having certified librarians were obtained from the Coordinator of Regional Library Development for the state of Michigan. category. (See Table 2.) A total of 14 systems was in this A number was given to each elemen­ tary building in the systems having grades kindergarten through fifth or sixth. The table of random numbers was used to select three elementary buildings from each system. TABLE 2.--School systems with full-time certified librarians in elementary buildings. Ann Arbor Bloomfield Hills Dearborn East Detroit Livonia Madison Heights3 Midland Muskegon Oak Park Plymouth Portage Southfield3 Utica Waterford3 Specific buildings selected did not qualify for the study since they did not have a full-time person working in the media center. The full-time noncertified personnel were obtained from the remaining school systems in Michigan. The 1971-1972 57 Michigan Education Directory and Buyer's Guide^ was used to obtain the names of these systems. Systems having fewer than five elementary buildings with grades kindergarten through fifth or sixth were eliminated because an informal survey indicated most would not have the facilities to meet the initial criteria of the study, which were a centrally located media center staffed by a full-time employee. A list of 103 systems having five or more buildings with grades kinder­ garten through fifth or sixth was compiled. Using the table of random numbers, 40 school systems were selected from this list for further study. After selecting the systems, a num­ ber was assigned to each elementary building in the system meeting the grade requirement. The buildings were selected by using the table of random numbers. A letter of inquiry (Appendix A) was sent to the superintendent or assistant superintendent of each system selected, to ascertain the classification of the full-time personnel working in the media center of the respective buildings. The classifications were: 1. Certified librarian 2. Noncertified personnel 3. Personnel in charge of more than one building 4. Other ________________ Ninety-five per cent of the inquiries were returned. The returns and results are illustrated in Table 3. ^Michigan Education Directory and Buyer's Guide 197172 (Urbana, Illinois: Pyramid Paper Company, Inc., 1971). 58 TABLE 3.— School systems and the number of buildings having personnel in the four classifications. i iii ii m — ■i ir^ ■ i ~ n ~ iu i ■ i~i in in i i i i School System Number of Buildings Battle Creek Beecher Belding Berkley Charlotte Carleton Cherry Hill Clarkston Coldwater Dowagiac East Lansing Garden City Grand Blanc Grand Ledge Kelloggsville Kentwood Hudsonville Ionia L 'Anse Lapeer Manistee Niles Owosso Port Huron Rochester Romulus Roseville Royal Oak Saginaw South Lake Stevensville Swartz Creek Traverse City Trenton Troy Van Dyke Wyandotte 16 8 5 8 5 5 5 5 6 6 10 5 6 8 5 7 6 5 8 10 5 8 9 18 7 8 14 18 32 7 5 6 14 6 7 10 9 m !■ ■ ■ n 1 = Certified, 2 = Noncertified, several buildings, 4 = Other. Not included in the study. i■— ~ I ■ i m No. of Buildings in Each Classification la 2 3 4 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 3 1 0 8 0 0 0 0 1 0 9 5 0 0 0 7 0 0 0 0 0 3 0 0 0 0 0 18 32 0 0 0 0 0 0 0 0 13 7 5 0 5 0 5 0 5 6 0 0 0 8 0 0 0 5 8 10 5 1 0 18 7 0 0 0 0 7 5 6 6 5 0 10 0 0 0 0 0 0 5 0 5 0 0 0 0 6 0 5 0 6 0 0 0 0 3 9 0 0 8 14 0 0 0 0 0 8 1 7 0 8 3 = In charge of 59 School systems listing personnel in classifications one and two were selected from the returns illustrated in Table 3. Personnel in classifications three and four did not meet the initial criterion of working full-time in one build­ ing; therefore these schools were not included in the study. Collection of Data A questionnaire was developed and sent to 76 individ­ uals working full time in elementary school media centers. (See Tables 4 and 5.) It contained five sections, which were concerned with: 1. 2. Professional Training and Responsibilities 3. Media Budget 4. Media Facilities 5. All Community and School Trade Book Activities (Appendix B) the sections were designed to obtain information related directly or indirectly to the trade that books housed in the media center. Two cover letters, one addressed to the building principal and the second to the full-time personnel, accom­ panied each questionnaire. (Appendix A) Forty-two questionnaires were sent to 14 systems employing full-time certified librarians (Table 4). Thirty- four questionnaires were sent to nine systems employing full­ time noncertified personnel (Table 5). Fifty-four per cent 60 TABLE 4.— School systems and the buildings having full-time certified librarians. School System Buildings Ann Arbor Angell Mack Mitchell Eastover Vaughn Wing Lake William Ford Long McDonald Deerfield Kellwood Warrendale Harrison Hoover Monroe HaIfman Monroe Schroenhals Chestnut Hill Longview Siebert Marquette Nims Phillips Carver Dewey Pepper Fiegel Isbister Tanger Haverhill Lake Center Waylee Kennedy Northbrook Schoenhals Monfort Schwarzkoff Switzer Cooley Lotus Lake Pontiac Lake Bloomfield Hills Dearborn East Detroit Livonia Madison Heights Midland Muskegon Oak Park Plymouth Portage Southfield Utica Waterford 61 TABLE 5.--School systems and the buildings having full-time noncerti f ied personnel. School System Buildings Battle Creek Ann J. Kellogg Franklin Lincoln Berkley Oxford Tyndall Lakeland Central Marble Pinecrest Red Cedar Farmington Maplewood Ma rquette Brookwood Meadowlawn Townline Central Eastside Oak Manor Churchill Grant Longfellow Oakridge Twain Fuerbringer Nelle Haley Houghton Kempton Longstreet Loomis Merrill Park Stone Zilwaukee Berkely Coldwater East Lansing Garden City Kentwood Niles Royal Oak Saginaw were returned from the schools in Table 4 and 76 per cent were returned from the schools in Table 5. 62 Three of the questionnaires from the certified per­ sonnel and five from the noncertified personnel were elimi­ nated because they were not working full time in one building. It was determined from follow-up contacts that the majority of the nonrespondents were not working full time in one ele­ mentary building and therefore would not have met the criter­ ion for the study. Statistical Procedures The raw data were analyzed by using analysis of vari­ ance and chi-square. One-way analysis of variance was used to analyze the relationships between: professional training of the media personnel and the amount of time spent with students on trade book activities; professional training and the number of trade book activities performed with the students; the number of years of library experience and the amount of time spent performing trade book activities with the students; and whether the personnel thought they had enough time to perform trade book activities with students. Analysis of variance was also used to determine if the socioeconomic status of the communities in which the schools were located had an effect on the average daily number of trade books checked out by students; the average daily number of students using the media center; the total media budget; and the trade book allocations for the 1971-72 school year. 63 If significance was found by the analysis of variance, then the post hoc Scheff£ Method of Multiple Comparisons was used to determine where the (actual) significance occurred. The Scheff^ was used with professional training and the amount of time spent on trade book activities; professional training and the number of trade book activities performed with the students; socioeconomic status and the number of students using the media center; and socioeconomic status with the total media budget. Two-way analysis of variance was used to analyze the effect of having clerical and/or volunteer help in the media center on the amount of time spent performing trade book activities and the number of trade book activities performed with the students by the personnel. Chi-square was used to analyze the relationship o f : socioeconomic status of the community to the school receiving federal funds from Title I, II, or III; professional training of the media personnel to the manner in which students spend their time in the media center; professional training to pro­ fessional title; professional training to teachers accompany­ ing students to the media center and remaining with them; and professional training to the sources used for obtaining trade book titles. The following demographic data are reported by percentages: schools busing students; communities by socioeconomic status; written library philosophy, book selec­ tion policy, and literature curriculum; and trade book col­ lection and hours the media center is open. 64 Hypotheses 1. The certified librarians do not spend more time on trade book activities with the low and high grades than the noncertified personnel. 2. The certified librarians do not perform more trade book activities with the low and high grades than the noncertified personnel. 3. The personnel with more experience in library work do not spend more time than those with less experience on trade book activities with the students. 4. The personnel with more experience in library work do not perform more trade book activities with the stu­ dents than those with less experience. 5. The personnel who think they have enough time to spend on trade book activities with the students do not spend more time than the personnel who do not think they have enough time for trade book activities. 6. The personnel who think they have enough time to spend on trade book activities do not perform a greater number of activities with the students than the personnel who think they do not have enough time for trade book activities. 7. The personnel having clerical and/or volunteer help in the media center do not spend more time on trade book activities with the low or high grades than personnel not having this additional assistance. 65 8. The personnel having clerical and/or volunteer help in the media center do not perform more trade book activities with the low or high grades than personnel not having this additional assistance. 9. There is no difference in the number of books checked out of the media center by the students and the socio­ economic status of the community in which they are educated. 10. There is no difference in the number of students using the media center and the socioeconomic status of the community in which they are educated. 11. There is no difference between community socioeconomic status and the amount of funds allocated by the respective school systems for the media center. 12. There is no difference between community socioeconomic status and the amount of funds allocated from the 13. media center budget for the purchase of trade books. There is no relationship between the socioeconomic status of the community and whether the schools receive federal funds under Titles I, XX, and/or III. 14. There is no relationship between the professional preparation of the personnel and the students spend their 15. There is no relationship the manner in which time in the media center. between the professional training of the personnel and whether teachers accom­ pany their students to the media center and remain with them. 66 16. There is no relationship between the professional training and professional title of the media center personnel. 17. There is no relationship between professional train­ ing and the sources used to obtain trade book titles. Hypotheses 1 through 12 were analyzed by analysis of vari­ ance. Hypotheses 13 through 17 were analyzed by chi-square. Summary Two populations from which subsequent samples were taken have been discussed. A process of random selection was used to obtain the school systems and buildings employing noncertified personnel. Random selection was also used to obtain specific buildings from the school systems employing certified librarians. A questionnaire which consisted of 35 questions was used to obtain the data. The statistical pro­ cedures of chi-square, analysis of variance, and the post hoc Scheff^ method of multiple comparisons were discussed in relation to the data to be analyzed. eses for the study were listed. Seventeen null hypoth­ C H A P T E R IV ANALYSIS OF DATA The primary purpose of this study as presented in Chapter I was to survey the media centers of school systems employing full-time certified librarians and full-time non­ certified personnel in the elementary buildings. The study was concerned with determining the activities and services provided by the full-time personnel and other factors that may affect the use of trade books by the students. The data presented in this chapter were obtained from the questionnaire responses of 40 full-time media center personnel. the data. Three statistical procedures were used to analyze One-way analysis of variance and Scheffd Method of Multiple Comparisons were used for: Professional Training and Trade Book Activities; Socioeconomic Status and the Average Number of Students Using the Media Center Daily; and Socioeconomic Status and the Total Media Budget. One-way analyses of variance are presented for: The Number of Years of Library Experience and Adequate Time for Activities in conjunction with Trade Book Activities; Socio­ economic Status and the Daily Number of Trade Books Checked Out of the Media Center. 67 68 Two-way analyses of variance are presented relating Clerical and/or Volunteer Help in the Media Center to Trade Book Activities. Chi-square tests results are presented for: Socio­ economic Status and Receipt of Federal Funds; Professional Preparation and Student Activities in the Media Center; Professional Preparation and Teachers Accompanying Students to the Media Center; Professional Preparation and Professional Title; and Professional Preparation and Sources Used for Obtaining Trade Book Titles. Data reported by percentages a r e : Schools Busing Students; Communities by Socioeconomic Status; Written Library Philosophy, Book Selection Policy, and Literature Curriculum; and Trade Book Collection and Hours the Media Center Is Open. Professional Preparation and Trade Book Activities Table 6 presents the cell means and standard devia­ tion for the dependent m e a s u r e s , time spent with students in the low and high grades on trade book activities for the independent measure, professional preparation. TABLE 6.— Cell means for the dependent measure: with low and high grades. Categories Certified (n=17) Noncertified, degree (n=10) Noncertified, nondegree (n=13) Standard Deviation time spent Amount of Time— Hours Low Grades High Grades 3.76 9.53 1. 07 7.40 2.07 5.80 0.52 4.40 69 Table 7 presents the cell means and standard devia­ tion for the dependent measures, number of trade book activi­ ties performed with students in the low and high grades for the independent measure, professional preparation. TABLE 7.— Cell means for the dependent measure: number of activities performed with low and high g r ad es . Number of Activities Low Grades High Grades Categories Certified (n=17) Noncertified, Degree (n-10) Noncertified, Nondegree (n=13) Standard Deviation 2.59 3.00 0.62 2.36 There was a positive correlation 1.94 2.60 0.46 1.94 (r=.78) between the amount of time spent with the low grades and the amount of time spent with the high grades. A positive correlation (r=.92) also occurred between the number of activities per­ formed with the low and high g ra d e s . Tables 8 and 9 present analysis of variance for the independent measure, professional training, and the dependent measures, time spent with the low and high grades and activi­ ties performed with the low and high g r ad es . TABLE 8.--One-way analysis of variance— independent measure: professional training. Dependent Measure Time— Low Grades Time— High Grades M.S. (between) 206.44 81.50 M.S. (within) 54.78 19.28 F 3.77 4.23 •Significant at .05 level, d.f.— between groups*! d.f.— within groups*37 p< 0.03* 0.02* 70 TABLE 9.--One-way analysis of variance— independent measure: professional training. Dependent Measure M.S. Activities— Low Grades Activities— High Grades (between) M.S. (within) F p< 20.35 5.55 3.67 0.04* 14.40 3.75 3.85 0.03* ♦Significant at .05 level, d.f.--between groups=l d.f.--within groups=37 Tables 10 and 11 indicate a significant difference at the .05 level between professional training and the amount of time spent with the low and high grades performing various trade book activities. The Scheffe Method of Multiple Com­ parisons was used to determine where the significant differ­ ences occurred for the independent m e a s u r e , professional training. Simple and complex contrasts using means were used for the analysis. Tables 12 and 13 show significant differences occurred between the noncertified, degree and the noncertified, non­ degree categories for the dependent mea s ur es , amount of time spent performing trade book activities with the low or high grades. However, there is no significant difference between the amount of time spent performing trade book activities with low or high grades and whether the media personnel is certified or noncertified. Therefore, the HQ ^ which stated— The certified librarians do not spend more time on trade book activities with the low and high grades than the noncertified personnel— cannot be rejected. 71 TABLE 10.— Scheffd Method of Multiple Comparisons for depen­ dent measure: time spent with low grades. Lower Limit Estimated Population Contrast Upper Limit Simple Contrasts Certified vs. Noncertified, Degree 13.28 Certified vs. Noncertified, Nondegree Noncerti fied, Degree vs. Noncertified, Nondegree - - 5.76 - 1.76 4.26 - 2.69 - 9.64 0.51 - 8.45* - 16.39 Degree vs. Nondegree 0.88 - 5.57 - - 12.01 Certified vs. Noncerti fied 7.59 - - 1.54 Complex Contrasts •Significant at .05 level. - 4.52 72 TABLE 11.— Scheff£ Method of Multiple Comparisons for the dependent measure: time spent with high grades. Lower Limit Estimated Population Contrast Upper Limit Simple Contrasts Certified vs. Noncertified , Degree - 8.19 Certified vs. Noncertified, Nondegree Noncertified, Degree v s . Noncertified, Nondegree - - 3.76 - 0.74 2.57 - 1.55 - 5.68 0.57 - 5.28* - 9.99 Complex Contrasts Degree vs. Nondegree - 0.41 3 .42 - 7.24 Certified vs. Noncertified - 4.68 - - 1.09 - 2.51 ♦ S i g n i f i c a n t at .05 level. 73 TABLE 12.— Scheff£ Method of Multiple Comparisons for the dependent measure: number of activities— low grades. Lower Limit Estimated Population Contrasts Upper Limits Certified vs. Noncertified, Degree - 2.80 - - 0.41 - 1.98 Certified vs. Noncerti fi e d , Nondegree - 0.24 - 1.97 - 4.19 Noncertified, Degree vs. Noncerti fied, Nondegree - 0.14 - 2.39 - 4.91 2 .18* - 4,23 0.78 - 2.71 Simple Contrasts Complex Contrasts Degree v s . Nondegree Certified vs. Noncertified ♦ S i g n i f i c a n t at 0.13 - 1.15 .05 level. 74 TABLE 13.--Scheff£ Method of Multiple Comparisons for the dependent measure: number of activities— high grades. Lower Limit Estimated Population Contrasts Upper Limit Simple Contrasts Certified vs. Noncertified, Degree - 2.63 0 .66 - 1.31 Certified vs. Noncertified, Nondegree - 0.34 1.48 - 3.30 Noncertified, Degree v s . Noncertified, Nondegree 0. 06 - 2.14* - 4.21 Degree vs. Nondegree 0.12 - 1.81* - 3.50 Certified vs. Noncertified 1.17 0.41 - 1.99 Complex Contrasts ♦ S i g n i f i c a n t at .05 level. 75 Tables 12 and 13 show significant differences occurred between the degree and nondegree categories for the dependent variable, number of activities performed with the low or high grades. Table 13 further shows a significant difference between noncertified, degree and noncertified, nondegree and the number of activities performed with high grades. There is no significant difference between the number of activities performed with the low or high grades and the certified versus noncertified. The H_ - which stated— The certified U f b librarians do not perform more trade book activities with the low and high grades than the noncertified personnel— cannot be rejected. Years of Experience in Library Work Tables 14 and 15 present the cell means and standard deviations for the four dependent m e a s ur e s, time spent with the low and high g r a d e s , and the number of trade book activi­ ties performed with the low and high grades, and the indepen­ dent measure, number of years of library experience. TABLE 14.--Cell means for the dependent measure: time spent with low and high grades. Years Experience 0 3 6 9 - 2.9 - 5.9 - 8.9 - 17.0 {n=5) (n=19) (n=6) (n=7) Standard Deviation Amount of Time— Hours Low Grades High Grades 1.05 4.67 10.25 1. 07 7 .97 0.20 2.86 5. 79 0.14 4.74 76 TABLE 15.--Cell means for the dependent measure: number of activities performed with the low and high grades. Number of Activities Low Grades High Grades Years of Experience 0 3 6 9 - 2.9 - 5.9 - 8.9 - 17.0 (n=5) (n=19) (n—6) (n=7) Standard Deviation 1. 40 1.53 4 ,33 1.28 2.42 There was a positive correlation 0. 80 1.42 3.33 0.57 1.96 (r=.79) between the amount of time spent with the low grades and the amount of time spent with the high grades. A positive correlation (r=.93) also existed between the number of activities per­ formed with the low grades and the number performed with the high grades. Tables 16 and 17 present analysis of variance for the independent measure, number of years of library experi­ ence and the dependent m e a s u r e s , amount of time spent with the low and high grades, and the number of activities per­ formed with the low and high grades. Significance did not exist between the number of years of library experience and the amount of time spent on trade book activities. Therefore, Hq ^ which stated--The personnel with more experience in library work do not spend more time than those with less experience on trade book activities with the students? and Hq ^ which stated— The personnel with more experience in library work do not perform more trade book activities with the students than those with less experience--cannot be rejected. 77 TABLE 16.— One-way analysis of variance— independent measure: number of years of library experience. Dependent Measure M.S.(between) Time— Low Grades Time--High Grades M.S.(within) F p< 113.47 63.50 1. 79 0.17 44.23 22.44 1. 97 0.14 d.f.— between groups=l d.f.— within groups = 33 TABLE 17.— One-way analysis of variance— independent measure: number of years of library experience. Dependent Variable M.S.(between) Activities— Low Grades Activities-High Grades d.f.— between groups=l M.S.(within) F P< 14.02 5.84 2.40 0. 09 9.59 3.83 2.50 0. 08 d.f.— within groups=33 There is no significant difference between the number of years of library experience and the number of activities performed with the low and high grades. Adequate Time for Activities Tables 18 and 19 present the cell means and standard deviations for the four dependent measures, time spent with the low and high grades and the number of trade book activi­ ties performed with the low and high grades and the indepen­ dent meas ur e, adequate time for trade book activities. 78 TABLE 18.--Cell means for the dependent measure: low and high grades. time with Amount of Time--Hours Low Grades High Grades Adequate Time Yes (n = 14) 6.86 3.88 No (n=26) 2.98 1.76 7. 78 4.69 Standard Deviation TABLE 19.--Cell means for the dependent measure: number of activities performed with low and high grades. Amount of Time— Hours Low Grades High Grades Adequate Time Yes (n=14) 2. 57 2. 29 No (n=26) 1. 77 1. 27 2.51 2 .04 Standard Deviation A positive correlation (r=.81) existed between the amount of time spent with low grades and the amount of time spent with the high grades. A positive correlation (r=.93) also existed between the number of trade book activities performed with the low grades and with the high grades. Tables 20 and 21 present an analysis of variance for the independent measure, adequate time for activities and the actual amount of time spent and number of trade book activi­ ties performed with students. No significance exists between the variable, adequate time for trade book activities and 79 the actual amount of time spent performing trade book activi­ ties with the students. Therefore, H_ - which stated— The (J r O personnel who think they have enough time to spend on trade book activities with the students do not spend more time than the personnel who do not think they have enough time for trade book activities--and H_ _ which stated— The personnel who U ib think they have enough time to spend on trade book activi­ ties do not perform a greater number of activities with the students than the personnel who think they do not have enough time for trade book activities— cannot be rejected. TABLE 20.--One-way analysis of variance— independent measure: adequate time. Dependent Variables Time— Low Grades Time— High Grades M . S . (between) M.S.(within) F p< 137.42 60.59 2.27 0.14 40.72 21.99 1.85 0. 18 d.f.— between groups=l d.f.— within groups=3 8 TABLE 21.— One-way analysis of variance— independent measure: adequate time. Dependent Measure M.S.(between) M.S.(within) F P< Activities-Low Grades 5.86 6.32 0.92 0.34 Activities-High Grades 9.40 4.16 2.26 0.14 d.f.--between groups=l d.f.— within groups=38 80 Tables 22 and 2 3 present the cell means and the stan­ dard deviations for the four dependent me as u re s, time spent with the low and high grades and the number of activities performed with the low and high grades, and the independent measure, having clerical and/or volunteer help in the media center. TABLE 22.--Cell means for the dependent measure: with the low and high grades. Independent Variable Clerical Volunteers Yes Yes No No Yes No Yes No time spent Amount of Time— Hours High Grades Low Grades (n=18) (n=8) C O L L E G E O B E D U C A T IO N - D V A 1 T M I N T O P B m i N T A i r A N D S M C tA L E D U C A T IO N • E E J O C S O N H A LL February 28, 1972 Dear I am a doctoral candidate at Michigan State University currently collecting data for my thesis. My research is concerned with the media specialist/librarian, media center/library and their roles In the use of trade books in the elementary school. Since your district has full-time certified librarians in the elementary schools, it is therefore essential for the study to obtain data from your school. The district's name and specifically your building will be listed in the appendix of the thesis, but the information obtained will not be directly related to your district or building in the analysis and recording of the data. Please give the attached questionnaire to the librarian In your building. Thank you very much for your cooperation in this matter. If you desire, I will be happy to forward a summary of the data at the conclusion of the study. Sincerely, Margaret A. Natarella Graduate Assistant Department of Elementary and Special Education jl Enclosure: Questionnaire 126 MICHIGAN STATE U N I V E R S I T Y C O L U G I O F H D U C A T IO N • D M PA K TM CM T O F a U M S N T A K Y h a s t la n s in o - M i c h ig a n 4«2» A N D I H C 1A L E D U C A T IO N ■ U U C K S O N H A LL February 28, 1972 Dear Media Specialist/Librarian: I am a doctoral candidate at Michigan State University currently collecting data for my theais. My research is concerned with the media special1st/librarian, media center/library, and their roles in the use of trade books in the elementary school. I am referring to the children's literature books housed In a central location. The attached questionnaire, completed by you, will provide an important portion of the data for my research. The district's name will be listed in the appendix of the thesis but the infor­ mation obtained will not be directly related to your district in the analysis and recording of the data. Thank you for your cooperation and time in this matter. Please return the completed questionnaire by March 6, 1972. If you desire, I will be happy to forward a summery of the data at the conclusion of the study. Sincerely, Margaret A. Natarella Graduate Assistant Department of Elementary and Special Education 127 MICHIGAN STATE U N I V E R S I T Y e a s t la n s in o • M ic h ig a n 4 a i» C O U J O I O P E D U C A T IO N - D E P A R T M E N T O r E L E M E N T A R Y A N D SPEC IA L E D U C A T IO N - E R IC K S O N H A LL March 27, 1972 Dear Librarian/Media Specialist: Earlier this month you received a letter and a questionnaire from me regarding your school's position and your activities related to the trade books found In the media center/library. As of this date, 1 have not received your completed copy. Without your cooperation, it Is Impossible for me to conduct my research. Please return the completed questionnaire by April 3, 1972. If you have already sent the questionnaire but I did not receive It prior to mailing this letter, please disregard this request. Sincerely, Margaret A. Natarella Graduate Assistant Department of Elementary and Special Education jl APPENDIX B QUESTIONNAIRE 128 129 SAME_______________________________________ SCHOOL BUILDING___________________________ SCHOOL DISTRICT___________________________ NUMBER OF CHILDREN IN THE BUILDING__________________________________________________ COMMUNITY AND SCHOOL Please answer all of the following questions. checked where indicated. More than one answer may be 1. If children in your building are bused to school, what per cent of the population is bused?_________________ 2. What is the Social Economic Status of the community? _________________________ 3. If you have received Federal Funds in the past five years and some portion of the funds was used to purchase trade books, please indicate the source(s) and amount you used for trade books. Title I Title II Title III 4. ________________________________ ________________________________ ________________________________ Does the school have a written library philosophy? < > Yes ( > No 5. If the answer to #4 I s YES, please state the philosophy as concisely as possible or attach a copy of it. 6. Does the school have a written book selection policy? ( ) Yes ( ) No 7. If the answer to #6 is YES, please state the policy as concisely as possible or attach a copy of it. 8. Does the school have a written literature curriculum? ( ) Yes ( ) No 130 PROFESSIONAL 9. What Is your professional training? ( ( ) ) ( ) ( ) B.A. Major_______________________________________________ B.A. and certification - type of certification and level M.A. Other Please specify________________________________ 10. How many years experience have you completed 11. What isyourprofessional title? ( ( ( ( 12. ) ) ) ) ) ) ) ) ) ) ) order? Book Jobber Book Publisher The Bulletin of the Center forChildren's Books The Children’s Catalog The Booklist The Horn Book Magazine Other Please specify________________________________ Locally Centrally Do you have any clerical help? ( 16. Weekly Monthly Twice a year Other Please specify _______________________________ Where is the book ordering and processing done? ( ) ( ) 15. Librarian Media specialist Resource teacher Other Please specify________________________________ From what source(s) do you obtain the titles of the trade booksyou Check as many as needed. ( ( ( ( ( { ( 14. work? __________ How often do you order trade books? ( ) ( ) ( ) ( ) 13. in library ) Yes ( ) No If the answer to #15 is NO, what clerical duties prevent you fromspending more time with the students when they come to the media center? 131 17. Do you feel you have enough time to devote to activities such as book talks and book reviews? ( 18. ) Yes ( ) No If the answer to #17 in NO, what duties other than clerical prevent you from spending more time with the students when they come to the media center? BUDGET 19. What is your total media budget (print & non-print material) for the 1971-72 school year? 20. What per cent of the media budget has been allocated for the purchase of trade books during the 1971-72 school year? ______________________________ FACILITIES 21. How many pupils can the media center accomodate at one time? () 0-20 ( ( ) 21-39 ) 40-59 ( ) Other Please specify ______ _____________________ 22. The trade book collection Is what per cent of the total book collection? 23. What is the average dally number of trade books checked out by students? 2b. What Is the average dally number of students using the media center? 25. Why do the students use the trade books? 26. When la the media center open? (Check as many as necessary). ( ) Before school hours ( ) During school hours ( ) After school hours ( ) Other Please specify _______________ 132 27. How many hours per school day Is the media center open? ( ( ( ( 28. ) ) ) ) (Check more than one If Scheduled time with the entire class. Scheduled time with a small group. Individually Other Please specify_______________________________ ) ) ) ) Book Selection Browsing and free reading Learning library skills Other Please specify ______________________________ When children come to the media center, does a teacher accompany them and remain with them? ( 31 _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ When the children come to the media center, how is their time spent? (Check more than one If necessary.) ( ( ( ( 30. Leas than two hours Two through four hours Five through seven hours Other Please specify When do the children come to the media center? necessary.) ( ( ( ( 29. ) ) ) ) ) Yea ( ) No Do you have volunteers helping you In the media center? ( ) Yes ( ) No 32. If your answer to #31 Is YES, how do they help you? 33, What grades use the media center? 133 Listed below are activities related to trade books. Please Indicate the number of hours per week that you perform the activities for each grade level. Example: Grade Levels Storytelling Hours K 1/A 1 1/2 2____ 3 4_____ 5_____ 6 3/4 0______ 0____1/4____ 0 ACTIVITIES Art Activities Book Reviews Book Talks Choral Reading Creative Dramatics Creative Writing Puppetry Reading Aloud Reading Club Storytelling Studying about people who are responsible for creating trade books: authors, illustrators, pub­ lishers . 34. Where do you perform the above activities? ( ( ( ( 35. ) ) ) ) Media Center Classrooms Auditorium Other Please specify_____ Would you like a copy of the results of the study? ( ) Yes ( ) No Please return the completed questionnaire by March 20, 1972. APPENDIX C STUDENT INTERVIEWS 134 135 Interviews conducted with children when they visited the media center of their elementary school. Kindergarten Why do you come to the library? - To get books - To get books to read - So I can get books - To take books home and read them Are you looking for a special book? - A Dr. Seuss book - A monkey book - Some baseball books Can you remember any of the books you read this year? - Dinosaurs, expeditions b o o k s , and ducks - Eels, some can electric shock you - Space— Up in space there are lots of planets and some of them are weird names - Spiders , I caught some spiders Do you do anything else besides look at books when you come to the library? - Look at the airplane models - Look at the rocket model - Look at filmstrips How does the librarian help you when you come to the library? - She helps me find my books and helps me sign them out 136 First Grade Why did you come to the library this morning? - To watch movies, I like to watch movies - 'Cause I wanted to look for filmstrips Do you come to the library for any other reason than watching movies? - Y e a , to get books - Get a rocket book Can you tell me about any of the books you read this year? - Frog and Toad and Friends most of the time I read The Cat in the H a t . Second Grade what kinds of books do you like to read? - I like to read science books, and easy-to-read books - Henry and B e e zu s, Beverly Cleary books - Herbert, about a guy who takes his vitamins and is really strong - Charlie and the Chocolate Factory, and t ha t ’s pretty funny What special science books do you read? - Space, history, very far back— dinosaurs, and experiments, and things that are happening in the world like man's trying to make a baby and stuff like that. I like to read those kind of books. Did you read any of the books for special reports? - Most of the books because we were doing something 137 special in class. They were for study groups. And sometimes I get books for home but they are mostly science b o o k s . Could you tell me about the study groups? - H a n u kk a , yea studied about everything about Christmas. I studied about where Santa Claus comes from, the North Pole. - Weather. One book and it showed how to make a weather dial thing to tell you where the wind was. - Studying about bugs. What other things do you do when you come to the library? - I look at films - I listen to stories - 1 read books a little bit How does the librarian help you? - Oh, s h e t11 help me find books, and sometimes help me use the card catalogue. Third Grade What is the title of your book? “ 1 Want to Be a Dentist Why did you pick this book? - Because my teeth aren't coming invery well and I want to find out about them. How often do you come to the library? - Whenever I want to get a b o o k , about every three days. 138 Are there special books you like to read? - Things that aren't true Do you use the books for classwork? - Yes, do reports and things like that. This year I did reports on aardvark, bald eagle, and dinosaur. Fourth Grade Could you tell me about any of the books you have read this year? - Henry and B e ez us , Beverly Cleary books and a lot of mysteries. - I like science fiction--A Wrinkle in T i m e . It's sort of funny in places and they go to different places. - I like fiction. I read Henry Reed, Inc. and Centerbury T a l e s . - I really like science fiction because it has a lot of thrills. Have you used the library books for special reports you did in class? - One on turtles - We're still working on a report about drugs. - Did one on atomic vegetables and atomic cows Fifth Grade Could you tell me about any of the books you read this year? - I read a lot of Sherlock Holmes mysteries. 139 - I like James and the Giant Peach and Charlie and the Chocolate Factory. - This year I read Follow My L e a d e r , Rain F o r es t, and Thunder Country * How often do you come to the library? - Three times a week - Every two weeks - Every day How does the librarian help you? - Helps me find books and use the card catalogue - Finds other books written by the same author of the book I just finished. Did you use library books for special reports? - I did reports on Hawaii, What type Montana, and Florida. of books did you use for your reports? - Nonfiction; f arms. they tell me if have factories or just