Action Research Project

Lori Applegate

TE 893

Vista Grande Public/High School Library

Vista Grande Library’s Contribution and Possible Improvements for Senior Success:

Introduction:

The Vista Grande Public/High School Library is a very impressive 16,034 square foot facility that is attached to Vista Grande High School in Casa Grande Arizona, and opened in August of 2009. I was very interested in the public and school library combination and was very fortunate to be able to complete my practicum, and action research, here with Mrs. Andersen. She is a very professional librarian, and was a great action research partner. When discussing a possible topic for action research with Mrs. Andersen she was very interested in asking the senior class the following question: “How important have library services, such as using the library materials, the library computer, and the helpfulness of library staff been for your success as a student at Vista Grande High School?” She is interested how the high school seniors view the library, and its contribution to their success as a student at Vista Grande High School. Answers to this question would help to target what the library is doing well to help students with their success. However, after further discussion we then decided that we also needed to complete the full spectrum and find out how the library could improve services for these students as well. “Active research is the process of reflective problem solving (Howard & Eckhardt, 2005, p. 32).” Therefore, we needed to create action research that would benefit students by improving library services and student learning, and we both agreed that this was the best course of action to follow.

Literature Review:

In the article School Librarians’ Experiences with Evidence-Based Library and Information Practice, Jennifer Richey PhD states that, EBLIP (Evidence Based Library and Information Practice) offers a practical way for school librarians to improve programming and service. Richey states that when reviewing the existing school library literature in search of research-tested strategies, school librarians will improve their existing practices, and will facilitate a well, structured, growth of their library programs. She further states that when school librarians use the process of collecting and analyzing data to evaluate their school library program and its services, they will gather evidence of how their library program contributes to their student outcomes. “They then share this evidence with stakeholder groups to demonstrate the integral part the school library programs play in successful student learning (Todd 2006, p.2).” This evidence when provided to stakeholders will illustrate how good library services help to improve student learning, and help to improve program support.

To help us develop our topic into survey questions we knew that our questions needed to be direct, simple, and direct in asking what we wanted to know about. We found this survey advice and example surveys at the NFSMI High School Student Satisfaction and Non-Participation Survey Guide at http://eduscapes.com/sms/program/evidence.html. The Massachusetts library survey link on the web page above led us to www.masslibsystem.org/sample_school.htm . This survey gave us great examples on question format and simplicity. Also, the Massachusetts Library System, who was the creators of the survey, used it to help conduct student satisfaction research which was also very helpful.

Anne Martensen and Lars Gronholdt in their journal article, “Improving Library Users’ Perceived Quality, Satisfaction and Loyalty: An Integrated Measurement and Management System, outlined the ECSI (European Customer Satisfaction Index – which is a model for user satisfaction and loyalty. This cross-library performance measurement and management system model was created by five Danish libraries with support from the Danish National Library Authority. The ECSI, and the ACSI (American Customer Satisfaction Index) were “developed to help determine the degree of user perceptions of library value, individual satisfaction and loyalty (Martensen and Gronholdt, p. 141, 2003).” Also, they “offered nine basic elements of library services, collections and environment that contributed to library satisfaction perceptions (Martensen and Gronholdt, p. 141, 2003).” The ECSI uses six quality dimensions as determinants as follows:

1. Electric resources (library web site, on-line catalogue, database search systems, and access to electronic publications.

2. Collections of printed publications.

3. Other library services (Library user courses).

4. Technical facilities (Computers and copy machines)

5. The library environment (atmosphere). & Reading room and library hours.

6. User Service - Library staff (Knowledge, helpfulness, friendliness)

Source: (Martensen and Gronholdt, p. 141, 2003).

We found this model an impressive example and balanced the information it provided with the school library environment as a guide to develop our survey questions for teachers and students.

Data Collection:

We sampled two populations with three data collection instruments: 1) A student satisfaction and usage survey, 2) A teacher satisfaction and usage survey, and 3) An on-line catalogue report (Senior –life time checkouts at Vista Grande Library). A clear view of student information, and perceptions, were clearly important in that we needed them to determine their satisfaction library services and the facility, and seek their perceptions of possible improvements. However, we had a two-fold reasoning when developing the teacher survey. First, we wanted to know how the teachers perceive library services for their students. This would allow us to compare the data with the student’s perceptions of the library facility and services. Second, we wanted to know how teachers perceived library services and facilities for themselves. The goal of our action research is to open a window into student perceptions about library services, materials, and how they perceive the importance of these to their success as students. This would help to improve services for students, which would help in supporting learning which is the intended outcome. Mrs. Andersen would also like to increase teacher use of the library, such as bringing students in for more research and informational literacy sessions. This is why we went ahead and extended our teacher’s survey questions for later evaluation.

(We sent up 70 surveys to the student’s home rooms, and received 54 back from their teachers). Of the 535 students our sample of 54 represents 10.09% of the senior class. 70 surveys would have been a fairly good sample had I received them all back. In reflection I should have sent up 140 surveys and asked them to go to more classrooms. This would have given us a greater return and made the sample more valid, or representative of the senior population at Vista Grande High School.

Interpretation of Student Survey Data:

When considering Mrs. Andersen’s original question, “How important have library services, such as using the library materials, the library computer, and the helpfulness of library staff been for your success as a student at Vista Grande High School?” it is clear that nearly three quarters of our sample have favorable views of the importance of the library to their success as a student at Vista Grande High School.

When asked this question directly (survey question 9) the student sample return is that 72.22% (39 students) view the library as very, or extremely, important to their success as a student. This shows us that most of the students view the library as valuable to their success as students. However, 24.07% (13 students) saw the library as being moderately or somewhat important to their success as a student. A small percent 3.70% (2) students viewed the library as not important to their success as students. Overall, nearly three quarters of our sample see the importance of the library to their success as a student. This was a positive return from our fairly limited sample of Vista Grande seniors.

When asked to rate the library collection 74.08% of students viewed the collection as good to excellent, while the remaining 25.93% viewed the collection as average. Nearly three quarters of our sample had a positive view of the library collection. The library collection is very fairly extensive, and includes many titles in the young adult reader sections, as well as the older reader area, CDs, and DVD’s as well. These figures are somewhat what I expected, but many of the students may not have been to high school library that is not combined with a public library, and may have more limited funding. This may account for the 25.93% of the student sample that considered the library collection as average.

Library staff was rated as excellent by 37.04%, and good by 31.48% of our sample. 14.81% rated the staff as average, 7.41% as fair, and 5.5% as poor. The excellent rating of 37.04% is 9.3% higher than the average (14.81%), fair (7.41%), and poor (5.5%) ratings combined. The combined excellent (37.04%) and good (31.48%) is 68.52%. This is 40.81% higher than the combined ratings of average, fair, and poor percentages combined. This suggests that most of our sample rated the library staff as quite favorable.

Interpretation of the Improving Services for Students from the student survey answers:

Because we wanted our action research to help us improve services for Vista Grande Students, we asked students what changes they would like for the library. Of our sample 24.07% (13 students), stated that no changes were necessary. 19 students (35.19%) provided no answer. 9.26% (5 students) mentioned rudeness of library staff. However, that may be due to the lunch time groups that come in as they have to follow, what they may describe as a fairly strict protocol of behavior. 5.56% (3 students) asked that a water fountain be put in. There are two large restrooms in the library an easy solution would be to put in paper cup dispensers. If we interpret the 35.19% of our sample that gave no answer as viewing that no changes are necessary then 59.29% of our sample would represent the idea that no changes are necessary. However, with only an actual conclusive 24.07% of our student sample answering this question as, no changes are necessary, somewhat invalidates our question. Further exploration of possible changes in library services may be necessary before any real representative changes can be made

.

The first question about how often the students visit the library allowed us to see how often, and what percentage, of students were visiting the library. Of the students who returned the surveys 44.4% (24 students) visited the library at least twice per month, while 18.5% (10 students) of our 54 student sample visit the library four or more times per month. This would suggest that just under half of the school population is benefiting from library use, and it would suggest that a campaign, and increased opportunities, to increase library use among the other half of the student body would be beneficial at Vista Grande, High School.

Question two offers valuable information about when students are visiting the library. It is clear that over half of the sample visits the library with their classes, which is promising. However, it would be great to see an increase after school. 25.9% (14 students) from our sample come in at lunch time. 35.19% (19 students) come in during classes. This suggests that access, and opportunity, are currently available to students during the day and hopefully, this will continue. Mrs. Andersen has campaigned diligently for this with the district, and building, administration and hopefully will continue to have great success with this.

Question 3 offers information about why the students are visiting the library. It was encouraging to see that 35.19% (19 students) of our sample are finding materials for reading enjoyment. Over half of our sample 55.55%, (30 students) are coming in for research materials for classes. 13 students, (24.07%) are coming in for school research on the computers after school. Also, after school 18.51% (10 students) are coming in to use computers for personal use. Although, these numbers are positive, campaigning for more student library usage would be something to do in the near future. Mrs. Andersen visits the classrooms at the beginning of the year and helps students to become aware of what services the library has to offer them. This might be something to do also after winter break mid-year. This may result in an increase in these numbers.

The library website is not being used by 26 of our 54 students (48.15%). This would suggest that a campaign for library computer usage may be helpful. However, these numbers may be due to the fact that students do not have access during the school day to library computers. Although after school many students come in to the library to use the computer. Providing computers to students during the day would be great, however, the filter is not as strong as the one in the school. A separate computer lab for students would be a great edition, but a very expensive one. This might be a long term goal to work towards. The students also have a computer lab inside the school building which has the district filter, so the district might see funding this as redundant. With school budgets shrinking dramatically in the last few years it might be a real challenge to ask for this at present.

27.78% (15 students) reported that they use the on-line catalogue and 6 students (11.11% report checking out e-books). These percentages are fairly low. Again, it would really help to advertise library assets, and services, to students a second time mid-year. Also, students may not realize that they can check out e-books from the library. Providing a list of e-books for student check out would be beneficial. Also, a collaborative lesson with the computer teacher to navigate the library catalog would be very beneficial to students. This may help provide the students with a sense of confidence in library use, and may be successful in helping increase library catalog use along with library use by students as well.

The answers to question one give us a fairly good view of the percentages of student library use. Nearly half of our student sample is coming in twice per month. Over half of the students are coming in for research materials for classes, while 35.19% are coming in for reading materials for enjoyment. Almost half (48.15%) 26 students are not using the library catalogue. Only 11.11% of the students in our sample are using e-books. Again, a midyear campaign to increase library usage among the students would be a valuable tool at Vista. The library really is a nice facility and the staff is very helpful with the students when they come in with requests.

When students were asked about what materials they would add 35.19% stated more books. 20.37% wanted more audio recordings of the books they are reading. 12.96% asked for more computer programs. 31.48% of the sample gave no answer to this. Vista does have a wonderful selection of books, and other, materials. Perhaps many of these students have not been to other high schools that have more limited collections. Also, it could be that they are not finding the books that interest them as readers. As for audio books the library staff may be able to find these books on-line and help students download them. This may be something that could be introduced at the beginning of the year when going into classrooms to speak with students about library services. 27.78% of our sample rated the library collection as excellent, while 46.30% of our sample rated the collection as Good. The remainder 25.93% rated the library collection as average. These percentages do not surprise me as again, Vista has an extensive, and well up to date, collection of materials for checkout.

Vista Grande Public/High School Library hours are Monday through Friday 8:00am to 5:00pm, on Saturday 9:00am to 5:00pm, and closed on Sunday. As for accessible hours 25.93% of our sample, see the library as having excellent hours, while 22.22% selected good for library hours. 27.78% rated the library hours as average, and 18.51% view library hours as poor. The difference between those who saw library hours as good or excellent, and average or poor was 1.86%. It seems that the students were divided about the hours. School ends at 3:00pm and the library closes at 5:00pm, giving them two hours on a week night, and eight hours on Saturday to use the library. These hours may be difficult for students in the 18.51% group of our student sample who view the library hours as poor. These students may work after school, or on weekends. Perhaps extending the hours on weekdays, and on the weekends a little would help to draw in the students who need the extended time for library usage.

The comfort of the library facility received a combined excellent (37.04%) and good (31.48%) score of 68.52%. The combined score of average (20.37%) and fair (14.81%) is 35.18%. The excellent and good percentages together are 68.52%, while the average and fair scores combined are 35.18%. The excellent and good scores combined were 33.34% higher than the average and poor scores combined. The excellent and good ratings were nearly doubled compared to the average and poor ratings. This suggests that nearly two thirds of our sample views the library as having a good to excellent comfort level, while on third viewed the library as average to fair for comfort level.

Our student survey results offered some possible avenues to improving services for students, such as, providing more audio recordings, a list of library services, e-books, and campaigning for more catalogue and library use by students. It is clear that library access is readily available to students, and working to keep access will be a necessity for student success as well. The extension of hours after school, and on weekends, to draw in high school students would be an expensive proposition which would be highly beneficial for students, and help to draw in that percentage of students which find it difficult to get into the library. However, this would be a real challenge to advocate for in light of the current financial environment for schools today.

Student Survey Answers:

1. How many times per month do you visit the school library?

Never

6

Occasionally

15

Once

5

Twice

8

Three times

6

Four, or more times

10

2. When do you visit the school library: (Check all that apply).

At lunch time.

14

During School Classes.

19

During Study Hall.

1

With a Class.

26

After School.

17

3. For what reasons have you visited the library: (Check all that apply)

Group Study	3
Studying alone, or doing homework.	11
School research on computers.	13
Finding materials for school research.	13
Personal use of computers after school.	10
Finding reading material for classes.	30
Finding reading materials for reading enjoyment.	19
Receiving help from the front desk.	5
Other (Please list below).	9

Other from question 3 that students listed:

Would like to come in with classes.	1
Registration	11
Hanging out with friends.	11
Teen gaming	1
Checking movies.	11
Watching movies.	1

4. When you visited the library for class assignments or projects were there any materials that were not available. (Please list the type of materials, or the name of the materials that were not available below.)

Yes

7

No

45

No answer

2

Materials listed by students under question number 4.

Wi fi password was unavailable.	1
School teacher’s password	1
A certain book.	1
The printer was unavailable.	1
Surveys with no comments.	14

5. Have you used other county libraries, or sources, to help you find materials for school creating school assignments, or projects?

Yes

31

No

22

No answer

1

6. Have you accessed library information from the Vista Grande High School Web site?

Yes

33

No

17

No answer

3

7. When you used the cglibrary.org, what did you use it for? (Check all that apply):

To use the on-line catalog to find materials and make requests.

15

To find journal/periodical articles for class project research.

10

To find e-books.

6

I do not use the library web site.

26

Other (Please list below).

2

No answers

3

Other (Please list below) - comments listed by students from question 7.

Didn’t know it existed.	1
To check the library hours.	1
Renewing items.	1
Checking fines and fees.	1

8. What changes in the library would help you be more successful as a Student? (Please list one, or more, of your ideas below):

No changes are necessary.	13
No answer.	19
Unlocked internet.	1
More places to sit.	2
Using computers during school hours.	1
Rudeness of library staff.	5
Provide a list of best websites to use for research.	1
More copies of popular books.	1
Time to do homework in the library.	1
To use computers during lunch.	1
A list of the things that the library can do for you.	1
More computers	1
Put in a water fountain.	3
Give out book marks.	1
I do not use the library.	2

9. How important have library services, such as using library materials, the library computer, and the helpfulness of library staff been for your success as a student at Vista Grande High School?

Very Important	14
Fairly Important	25
Somewhat Important	7
Moderately Important	6
Not Important	2

10. How important have library services, such as using library materials, and the library computer, been for your personal use while attending Vista Grande High School?

Very Important	17
Fairly Important	17
Somewhat Important	8
Moderately Important	6
Not Important	6

11. If you were to select materials, such as books, computer programs, or recordings, for the library to purchase what items would you choose? (Please list these items below):

Student Responses	Student Responses
More books.	19
More computer programs.	7
More graphic novels.	1
More TV series DVDs.	1
More fiction books.	1
More e-books and college prep books.	1
More romance books.	1
Audios of books that I am reading.	11
More computers.	1
More CDs.	1
More movies.	1
Change the computer programs.	1
Russian literature books.	1
Completing book series.	1
More Manga books.	1
A water fountain.	1
No answer.	17

12. Please rate each item below:

Student Rated Items:

Item Rated

Excellent

Good

Average

Fair

Poor

Library Collection

15

25

14

1

0

Accessible Hours

14

12

15

10

3

Helpful Library Staff

20

17

8

4

3

Library Facility Comfort

20

11

8

0

Interpretation of Teacher’s Survey Data:

Our second method of data collection was a teacher survey. We e-mailed our Survey Planet on-line survey link to all forty three teachers at Vista Grande High School. Unfortunately, we received only a one response. At this time I decided to take the opportunity to revisit the survey and review the questions to help focus them more exactly on what we needed to know. I then delivered enough copies for each of the teachers on staff, and one for Mrs. Andersen and the principal, Mrs. Sulley. After reviewing the survey Mrs. Andersen delivered a copy to Mrs. Sulley for approval. The teachers were given one week to complete the survey and place it into Mrs. Andersen’s mailbox. We had a low response of 23.26% (10 surveys) that we received back.

We had an interesting response to question two on the teacher’s survey when we asked how many times per year they visit the library. Twenty percent of our teacher sample indicated that they bring their students into the library four, or more, times per year for research and informational literacy skills training. Another twenty percent reported that they bring their students in occasionally for research and informational literacy skills instruction. Forty percent of our sample reported that they do not bring students in at all. This shows that half of our sample brings their students in occasionally to four, or more, times per year for research, and informational literacy skills training. The percentage of our teacher survey sample that does not bring their students into the library could be due to the subject that they teach such as, physical education, mathematics, etc. However, an increase in the percentage of teachers that bring their students into the library for research, and informational literacy instruction would be very beneficial to the students Vista Grande High School. Mrs. Andersen goes into the classrooms at the beginning of each year and campaigns for this with teachers and students. This is very beneficial because it brings in the forty percent of our teacher survey sample. These percentages may be increased with a mid-year visit to classrooms to campaign for teachers to bring their students into the library for research and informational literacy skills instruction, and to inform students of services available as she does in the beginning of the year.

When asked “how important library services, the library computer, and the helpfulness of library staff, has been to their student’s success?” (Question 9), eighty percent of our teacher sample indicated that it is very important. Ten percent of our sample (1 teacher) indicated that it is moderately important, and one teacher (10%) indicated that the library is not important to their student’s success. The two teachers that indicated that the library is moderately, or not important, may teach subjects that do not require their students to visit the library for information, or research.

The 72.88% of our student survey sample, and 80% of our teacher survey sample indicated that the library is very, or extremely, important to student’s success at Vista Grande High School. It is important to know that “Very important” was the highest rating on the student survey for question nine, while “extremely important” was the highest rating on the student survey. “Very Important” was the second highest rating on the student survey. Even with this discrepancy between the teacher, and student, surveys, it is clear that the majority of students and teachers believe that the library is of high value to student success at Vista Grande High School.

Question eleven on the teacher’s survey asked them to rate the library collection, library hour’s accessibility, library staff helpfulness, and the comfort of the library facility. This teacher and student survey question answers are compared in the chart below:

Teacher and Student Library Rating Comparison Chart:

(Student Sample 54) (Teacher Sample 10)

It appears that a larger percentage of teachers and students alike view the library collection, staff helpfulness, and facility comfort as good or excellent. When the accessible library hours are rated the students have a fairly balanced response fairly similar to that of the teachers with 53.71% indicating the library hours as Good to excellent, and 51.86% indicating a rating of average, fair, or poor for library hours. However, 30% of teachers gave the library hours an excellent rating, 20% rated library hours as average, 18.5% rated library hours as fair, and 10% rated library hours as poor. It was evident that nearly half (30%) of the teacher sample viewed library hours as excellent, while the other half (30%) viewed the library hours as average or poor.

When compared teachers gave almost a 23.52% lower rating to library staff helpfulness than students. Teachers gave the library staff a 50% rating of good or excellent, while students gave the library staff helpfulness a good or excellent rating of 73.52%. This may be due to fact that a smaller percentage of teachers visit the library than students. The library staff helps more students than they do teachers simply based on the percentages indicated in the chart below. The teachers who visit the library three, four, or more, times per year are 10%, while students who visit the library three, four, or more times per year is 29.63%.

Teachers and Students Library Visits:

How often do you visit the library per year?	Students (Sample of 54)	Teachers (Sample of 10)
Never	6 (11.11%)	2 20%
Occasionally	15 (27.78%	3 30%
Once	5 9.26%	0
Twice	8 14.81%	2 20%
Three times	6 (11.11%)	0
Four or more times	10 18.52%	1 10%

Teacher Survey Answers:

1. How many times per month do you visit the school library?

Never

2

Occasionally

3

Once

0

Twice

2

Three times

0

Four, or more times

1

2. How many times per year do you bring your students to the school library for research learning information literacy skills, or for a school assignment: (Check all that apply)

Never

4

Occasionally

2

Twice

0

Three times

0

Four or more times

2

3. For what reasons have you visited the library: (Check all that apply)

Bringing a class in for research methods instruction.	1
Doing paperwork for classes.	1
Research on computers.	0
Finding materials for class research projects.	2
To seek professional resources.	4
Personal use of computers.	0
To receive assistance with technology.	0
Finding reading material for classes.	4
Finding materials for reading enjoyment.	4
Receiving help from the front desk.	2
Other (Please list below).	2

Other from question 3 that teachers listed:

Bringing freshmen in for orientation.	1
To checkout movies for classes.	1

4. When you visited the library for creating school class assignments or projects were there any materials that were not available. (Please list the type of materials, or the name of the materials that were not available below.)

Yes

10 (No comments or materials listed)

No

10

No answer

4

5. Have you used other county libraries, or sources, to help you find materials for school creating assignments, or projects?

Yes

5

No

4

No answer

1

6. Have you accessed library information from the Vista Grande High School Web site?

Yes

4

No

3

No answer

3

7. When you used the cglibrary.org, what did you use it for? (Check all that apply):

To use the on-line catalog to find materials and make requests.

3

To find journal/periodical articles for creating class assignments or projects.

5

To find e-books.

2

To check your account.

3

I do not use cglibrary.org

5

Other (Please list below).

0

8. What changes in the library would help you be more successful as a teacher, or bring you into the library more often? (Please list one, or more, of your ideas below):

Lack of time

1

Web site is not easy to navigate.

1

Install kiosks for students to watch trailers, or advertisements for new books, to match students up with fiction and non-fiction that they are interested in.

1

9. How important have library services, such as using library materials, the library computer, and the helpfulness of library staff been for your student’s success at Vista Grande High School?

Very Important	8
Fairly Important	0
Somewhat Important	0
Moderately Important	1
Not Important	1

10. If you were to select materials, such as books, computer programs, or recordings, for the library to purchase what items would you choose? (Please list these items below):

Teacher Responses	Number of respondents
More poetry, especially teen and contemporary poetry.	1
Need a low level reading selection of books on soccer for lower level reading boys.	1
The new maker space should include a photo shop, nice scanners, and digital video cameras.	1
No response	6

11. Please rate each item below:

Student Rated Items:

Item Rated

Excellent

Good

Average

Fair

Poor

Library Collection

3

2

1

0

Accessible Hours

3

0

2

0

1

Helpful Library Staff

4

1

0

1

0

Library Facility Comfort

4

1

0

1

0

12. What changes in the library, or school schedules, would help you to bring your classes into the library more often for research, informational literacy, and school assignments? (Please list one, or more, of your ideas below):

Teacher Response

Number of teachers with this response

I already use the library a lot so I’m good.

1

More preparation time.

1

No response given.

8

Interpretation of Catalogue Senior Lifetime Checkout Data:

Our last source of information was the senior’s lifetime checkout data from the library on-line catalogue (Polaris Library Systems Version 4.1R2 Build 1439). Finding these numbers would give us to an overview of how many materials that students are actually checking out from the library. This would give us the average number of books that students checkout while at Vista Grande High School.

When looking at the table in the student survey it is evident that 200 students (37.38% of the 535 student population at Vista Grande H.S.) have checked out 10, or less, library items during their 3.4 year period at Vista Grande Public High School. This is three, or less, per year if every student checked out a total of 10 books. Senior students checking out between 11 and 20 items during their three years at Vista numbered 104. This is 19.44% of the total senior students checking out just over 6 books per year at Vista Grande High School. 56 students (37.38%) checking out 21 to 30 items during their 3.4 years at Vista Grande H.S. average just over 9 library materials per year. This information suggests that the majority of students are checking out just what they need for classes, and assignments, or that they are reading 9, or fewer books per year. There are deviations in the numbers, for example there are 38 students who have checked out between 100 and 200 library materials during their 3.4 years at Vista Grande H. S.. Also, there are four students who have checked out over 600 texts during their 3.4 years at Vista Grande H. S.. This information suggests that 42 students (7.85%) are checking out the majority of library materials, and making very good use of the library, while the majority of students are averaging 5 to 10 material checkouts in their 3.4 year period at Vista, and could be making better use of the library as a resource for learning.

The information that the catalogue has provided us on senior lifetime checkouts provides evidence that a campaign for more student use of the library would be beneficial for student learning at Vista Grande High School. This is because the majority of students seem to be checking out the least materials from the library. Also, it would be helpful to run a report on the catalogue to find out what types of materials students are checking out from the library. This may give a further insight to their library use, showing whether they are checking out more fictional reading materials, or more materials for research and class assignments.

Life Time Senior Checkouts at Vista Grande Public/ High School Library

Number of Materials Checked Out

Number of Students

10 or less items

200 (37.38%)

11 to 20 items

104 (19.44%)

21 to 30 items

56 (10.47%)

31 to 40

39 ( 7.29%)

41 to 50

9 ( 1.68%)

51 to 60

19 ( 3.55%)

61 to 70

11 ( 2.06%)

71 to 80

6 ( 1.12%)

81 to 90

5 ( 0.93%)

91 to 100

4 (0.74%)

101 to 150

24 (4.49%)

151 to 200

14 (2.62%)

201 to 250

6 ( 1.12%)

251 to 300

6 ( 1.12%)

301 to 350

3 (0.56%)

351 to 400

5 ( 0.93%)

401 to 450

2 (0.37%)

451 to 500

1 (0.19%)

501 to 550

2 (0.37%)

Outlier numbers from Senior life time Vista Library materials Checkouts.

Number of Students With This Level of Checkouts.

646

1

647

1

824

1

1460

1

Plan for Implementation of Changes

Over the next year small changes will take place as Mrs. Andersen continues to advocate for increased library usage, extended hours. She will continue to invite teachers to collaborate on lesson plans as well visit classrooms, and continue to invite classes in for research and informational literacy classes. Mrs. Andersen will leave the student computer usage at its current level because of the less secure library computer filter, and the fact that the students have a computer lab in the school building. Many of the students use their own devices to use the internet and do come into the library for that. Mrs. Andersen will provide a list of e-books, and when she visits the classrooms will show the students the library website and how to access e-books. Mrs. Andersen plans to approach the school, and library administration about extended hours, but in light of school budget cuts has little hope of success. She plans to take a copy of the action research results with her to provide information to the administration about student views, and current checkout information.

Mrs. Andersen also plans on running further reports on senior lifetime checkouts to obtain more detailed information about what types of materials they are checking out. This will help her determine what types or materials students are checking out. This will help her find out if students are checking out materials primarily for classes, or for personal reading pleasure. With this information it will help to direct the advocacy of library services to students.

This action research has been very informative about student and teacher use and views of library services, and will help direct library use advocacy in the future.

References

Koufogiannakis, D. (2009). Showing Value. Evidence Based Library and Information Practice, 4(2), 1–2.

Kramer, P., Diekman, L. (2010). Evidence=Assessment=Advocacy. Teacher Librarian, 37(3), 27–30.

Kvernbekk,T. (2011). The Concept of Evidence in Evidence-Based Practice. Educational Theory, 61(5), 515–532.

Martensen, A., & Gronholdt, L., (2003). Improving Library Users’ Perceived Quality, Satisfaction and Loyalty: An Integrated

Measurement and Management System. Journal of Academic Librarianship, 29(3), 140-141. Retrieved from http://0-eds.b.ebscohost.com.rosi.unk.edu/eds/delivery?sid=4cdb4556-e8ba-4e8b-b124-1aba3e9e05d9%40sessionmgr111&vid=7&hid=112&ReturnUrl=http%3a%2f%2feds.b.ebscohost.com%2feds%2fdetail%2fdetail%3fvid%3d6%26sid%3d4cdb4556-e8ba-4e8b-b124-1aba3e9e05d9%2540sessionmgr111%26hid%3d112%26bdata%3dJnNpdGU9ZWRzLWxpdmUmc2NvcGU9c2l0ZQ%253d%253d

NFSMI High School. (2015). Student Satisfaction and Non-Participation Survey Guide. Retrieved from http://eduscapes.com/sms/program/survey.html

Richey, J. (2014). School Librarians’ Experiences with Evidence-Based Library and Information Practice. School Library Research, 17, 3-4.

Todd, R. (2001, July). Transitions for Preferred Futures of School Libraries: Knowledge Space, Not Information Place;

Connections, Not Collections; Actions, Not Positions; Evidence, Not Advocacy. Paper presented at International Association of School Libraries, lASL Conference, Auckland, New Zealand.