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What Middle Schoolers Want: an Analysis of the Most Circulated Texts in a Public School District

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What Middle Schoolers Want: an Analysis of the Most Circulated Texts in a Public School District University of Tennessee, Knoxville TRACE: Tennessee Research and Creative Exchange Doctoral Dissertations Graduate School 5-2015 What Middle Schoolers Want: An Analysis of the Most Circulated Texts in a Public School District Kimberly Flanders McCuiston University of Tennessee - Knoxville, [email protected] Follow this and additional works at: https://trace.tennessee.edu/utk_graddiss Part of the Junior High, Intermediate, Middle School Education and Teaching Commons Recommended Citation McCuiston, Kimberly Flanders, "What Middle Schoolers Want: An Analysis of the Most Circulated Texts in a Public School District. " PhD diss., University of Tennessee, 2015. https://trace.tennessee.edu/utk_graddiss/3351 This Dissertation is brought to you for free and open access by the Graduate School at TRACE: Tennessee Research and Creative Exchange. It has been accepted for inclusion in Doctoral Dissertations by an authorized administrator of TRACE: Tennessee Research and Creative Exchange. For more information, please contact [email protected]. To the Graduate Council: I am submitting herewith a dissertation written by Kimberly Flanders McCuiston entitled "What Middle Schoolers Want: An Analysis of the Most Circulated Texts in a Public School District." I have examined the final electronic copy of this dissertation for form and content and recommend that it be accepted in partial fulfillment of the equirr ements for the degree of Doctor of Philosophy, with a major in Education. Richard L. Allington, Major Professor We have read this dissertation and recommend its acceptance: Deborah A. Wooten, Anne McGill-Franzen, Stergios Botzakis, Dennis Ciancio Accepted for the Council: Carolyn R. Hodges Vice Provost and Dean of the Graduate School (Original signatures are on file with official studentecor r ds.) What Middle Schoolers Want: An Analysis of the Most Circulated Texts in a Public School District A Dissertation Presented for the Doctor of Philosophy Degree The University of Tennessee, Knoxville Kimberly Flanders McCuiston May 2015 Dedication Sir Isaac Newton once said, “If I have seen further than others, it is by standing on the shoulders of giants.” I would like to dedicate this dissertation to those whose support have allowed me to see a little further. To my friend Janelle Bouknight, thank you for your mentoring, your support, and your friendship. I never would have considered a doctorate degree without you. To my literacy friends, I started the program not expecting to meet such interesting, entertaining, and intelligent women. You have made this journey a richer experience. Sarah Swauger, I have always been able to count on you for a kind word or a kick in the pants. Thank you, my person. I am beyond blessed with the most supportive family a girl can have. My mother, Elizabeth Flanders, you have instilled in me a fervent love for learning that will never be extinguished. You will always be my first teacher. To my father, Ralph Flanders, and my stepmother Karen, you two have listened for hours on end to talk about school and classes. You both have the patience of Job. To my sister Amy, you are the most generous soul on this planet. I have leaned on you more times than I care to admit, and you have always supported me cheerfully. I am eternally grateful to God for giving me you as a sister and friend. To my Renaissance man Jason, I only wish I had your gift for words to express my gratitude to you for your support and love. For any dream or goal I had, you were there, urging me to achieve what I wanted. Your support for me gave me the courage to pursue this dream of a doctorate degree. Your love gave me a reason to continue building a better me. Thank you for being the Sherlock to my Holmes, the Doctor to my companion, and the Shawn to my Gus (or vice versa!). Finally, to my Lord Jesus Christ, thank You for Your eternal love. This journey has shown me how true the verse is: “I can do all things through Christ who strengthens me.” ii Acknowledgements I would like to acknowledge the mentors who have guided me in this endeavor. To Dr. Richard Allington, thank you for serving as my advisor, supervisor, dissertation chair, and professor. You struck a constructive balance between leading me through the twists and turns on the dissertation road and allowing me to challenge myself in the navigation of it as well. I am so fortunate to have learned from you. To Dr. Anne McGill-Franzen, thank you for introducing a “middle school” teacher to the joys of kindergarten literacy and for challenging your students to pursue publication. Your challenge scared me, but it has made me a better student, researcher, and future professor. To Dr. Dennis Ciancio, thank you for guiding me through the dense forest that is statistical analysis. Under your guidance for this dissertation and in the classroom, I have realized how enjoyable and intriguing numbers can be. To Dr. Stergios Botzakis, thank you for your constant understanding, your willingness to listen and commiserate, and your introduction of the world of the graphic novel. You have provided me a rich understanding of adolescent literacy, which has and will continue to influence me as an educator. And to Dr. Deborah Wooten, thank you for introducing me to the joys of sharing children’s books in the classroom. You have opened my eyes to the expanse of stories waiting to be shared with children. Thank you for allowing me to teach with you, to learn from you, and to share in the joys of finding new books. Thank you again, my doctoral committee, for your mentoring, sharing of knowledge, and generosity of time and attention. Without you, this dissertation would not be possible. iii Abstract In today’s climate of education reform and the classroom concentration on texts that are academically rigorous, it is easy to forget the importance of encouraging voluntary reading for adolescents. Understanding students’ interests in texts can provide teachers with the knowledge to promote voluntary reading within the classroom. This embedded case study examined the popularity of texts in a public school district’s middle school libraries through quantitative data drawn from library circulation records. The records from 12 public middle school libraries from a school district in the southeastern United States were used to determine the 10 most frequently checked out books per school during the 2013-2014 school year. The books were read and analyzed to address the following research questions: 1. Of books checked out from middle school libraries, which genres, subgenres, or formats are most prevalent? 2. Which common composition and physical characteristics, as well as external influences, do these texts share? 3. Is there a relationship among these factors and school demographics (i.e.—school size, minority status, poverty level)? After distinguishing among the various categories of features for the texts, statistical analyses were conducted using several tests, such as the independent samples t-test, one-way analysis of variance, and chi-square test for association. The study found that the middle school students had definitive preferences for the texts they checked out from school libraries. Fiction was significantly preferred over nonfiction with graphic novels and those in the science fiction/fantasy subgenre chosen more often than other subgenres. Protagonists in the popular texts were significantly more often white, middle-school age or older, and from one- or two- parent homes. The authors of the text were significantly more likely to be white and male. iv Finally, when schools were grouped by similar demographics and texts were compared, genre and subgenre preferences were significantly different among the groups of varying demographics. Other significant findings are also discussed. The findings from this study indicate that adolescents were interested in texts that were relatively new and with relatable protagonists and story lines. v Table of Contents Chapter 1: Introduction ………………………………………………………………………...1 Overview ………………………………………………………………………………………….1 Statement of the Problem …………………………………………………………………………1 Rationale for the Study …………………………………………………………………………...3 Theoretical Framework …………………………………………………………………………...6 Purpose of the Study ……………………………………………………………………………...7 Research Questions ……………………………………………………………………………….8 Overview of the Study ……………………………………………………………………………8 Significance of the Study …………………………………………………………………………9 Assumptions, Limitations, and Delimitations …………………………………………………….9 Organization of the Upcoming Chapters ………………………………………………………..11 Chapter 2: Review of the Literature ………………………………………………………….12 Adolescent Reading Achievement and Voluntary Reading …………………………………….13 Self-Determination Theory ……………………………………………………………………...28 Environmental Factors that Support Voluntary Reading ………………………………………..34 Influences on Student Interest …………………………………………………………………..46 Chapter Summary ……………………………………………………………………………….66 Chapter 3: Methods and Procedures …………………………………………………………68 Study Design …………………………………………………………………………………….68 Participants ………………………………………………………………………………………70 Instrumentation ………………………………………………………………………………….73 Procedures ……………………………………………………………………………………….78 Treatment of the Data……………………………………………………………………………83 Chapter 4: Findings ……………………………………………………………………………87 Research Question One Findings ………………………………………………………………..88 Research Question Two Findings………………………………………………………………..92 Research Question Three Findings …………………………………………………………….116 Chapter Summary ……………………………………………………………………………...174
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