Open AccessSchool Library Research in the Real World—What Does it Really Take?
Author(s) -
Joette Stefl-Mabry,
Michael Radlick
Publication year - 2017
Publication title -
iasl conference proceedings
Language(s) - English
Resource type - Journals
ISSN - 2562-8372
DOI - 10.29173/iasl7174
Subject(s) - school library , student achievement , mathematics education , statistical analysis , research design , academic achievement , computer science , psychology , sociology , library science , social science , statistics , mathematics
School libraries are perceived to have a significant effect on student achievement. The reality is that evidence supporting the effects of school libraries on student achievement remains unconvincing to many serious researchers. In this paper, we provide a systematic review of 25 years of school library research examining student achievement. Results indicate that of over 260 studies, fewer than 27 approach the minimum requirements of research design. The unembellished truth is that most school library studies suffer from limitations of design, measurement, and analysis. To address such limitations, we built multiple statistical models based on six years of school-level data reflecting all public schools in New York State. We highlight key challenges of quantitative research: design, indicators, measurement and analysis approaches as they apply to ours and other school library research and share initial results from our study examining the causal relationships among school librarians, resources, activities and student achievement.