Abstract/Details

Does eliminating certified school library media specialists make a difference in student reading scores in Minnesota public schools?


2006 2006

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Abstract (summary)

The purpose of this study was to explore the question; does eliminating certified school library media specialists make a difference in student reading scores in Minnesota public schools? This study analyzed quantitative data collected from the Minnesota Comprehensive Assessments (MCA), which recorded public school reading achievement levels. A follow-up portion of the study consisted of interviews with six administrators at schools that were one or more standard deviations above and below the failing mean to explain how they compensated for the loss of the certified library media specialist (CLMS).

For the purposes of this study, student reading failure rate was defined as the sum of the percentages of students with gaps in knowledge and partial knowledge and skills on the MCA reading exams. The interpretation of the quantitative data suggested that student reading scores did not decline with the removal of the CLMS.

Interviews with school administrators identified factors that may contribute to the improvement in student reading achievement. These factors included continuous access to the media center and materials, staffing levels to provide service for students and staff, improved reading programs, and commitment by faculty and staff to ensure students a quality education.

This study only looked at one small segment of an elementary student's education, reading test scores. A CLMS has a greater impact on an elementary school than just the reading area, as revealed the Library Impact Studies. These studies indicated that the CLMS performs a multitude of duties, including: collaborating with teachers; providing leadership and expertise in the acquisition and evaluation of information resources; teaching information literacy skills; and establishing policies and procedures of the library media programs. Additional research needs to be conducted to explore the possible impact the elimination of a CLMS on these other areas of students' education.

Indexing (details)


Subject
School administration;
Literacy;
Reading instruction;
Library science
Classification
0514: School administration
0535: Literacy
0535: Reading instruction
0399: Library science
Identifier / keyword
Communication and the arts, Education, Library media specialists, Media specialists, Minnesota, Public schools, Reading scores
Title
Does eliminating certified school library media specialists make a difference in student reading scores in Minnesota public schools?
Author
Jesseman, Deborah J.
Number of pages
121
Publication year
2006
Degree date
2006
School code
0138
Source
DAI-A 67/09, Dissertation Abstracts International
Place of publication
Ann Arbor
Country of publication
United States
ISBN
9780542878114
Advisor
Joekel, Ronald
University/institution
The University of Nebraska - Lincoln
University location
United States -- Nebraska
Degree
Ph.D.
Source type
Dissertations & Theses
Language
English
Document type
Dissertation/Thesis
Dissertation/thesis number
3234949
ProQuest document ID
305275436
Copyright
Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.
Document URL
http://search.proquest.com/docview/305275436
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