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Student Literature Access in an Online School

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Student Literature Access in an Online School Student Literature Access in an Online School: A Program Evaluation A dissertation presented to the faculty of The Patton College of Education of Ohio University In partial fulfillment of the requirements for the degree Doctor of Philosophy Laura E. Hibbard December 2013 © 2013 Laura E. Hibbard. All Rights Reserved. 2 This dissertation titled Student Literature Access in an Online School: A Program Evaluation by LAURA E. HIBBARD has been approved for the Department of Educational Studies and The Patton College of Education by Teresa J. Franklin Professor of Educational Studies Renée A. Middleton Dean, The Patton College of Education 3 Abstract HIBBARD, LAURA E., Ph.D., December 2013, Instructional Technology, Student Literature Access in an Online School: A Program Evaluation Director of Dissertation: Teresa J. Franklin School libraries have historically served an important role in students’ access to quality literature. Students who attend schools virtually, or through online schools, are typically not afforded the luxury of borrowing books from classroom libraries or through school libraries. Many students who attend online schools are economically- disadvantaged and access their education through school-provided computers and internet access. Impoverished students often have a lack of literature in their homes and rely on school libraries to fulfill the need. This study, a program evaluation, followed an online school’s inaugural year in instituting a school library system, replete with both physical books and ebooks. A mixed methods approach was taken, utilizing data from teacher and administrator focus groups, student and parent interviews, student and parent surveys, library use records, and students’ DIBELS, or oral reading fluency scores. It was found that stakeholders were generally pleased with the libraries and asked for more books and additional genres, such as graphic novels and historical fiction. Stakeholders cited the main goal of the library being to “get books into the hands of the students.” The library in the school study lacked a true leader though, and communication suffered. Teachers requested that Library be considered a special, in ways similar to how physical education and computer classes were offered, primarily to 4 help lure reluctant readers to use the resources. It was found that students who accessed the libraries most were those who were already motivated readers. Stakeholders requested that the school consider purchasing mobile digital reading devices so that reading ebooks would be easier for the students than reading on their desktop computers. Conclusions were that it is an essential role for online schools to provide students access to literature. To empower students to fully access library resources, a strong librarian is needed to serve as an instructional partner, an information specialist, a teacher, and a program administrator, following the recommendation of the American Association of School Librarians. The final conclusion was that ebooks can be a valuable literature resource for online schools, but that students report fatigue and difficulty reading from desktop computers, thus hampering reading motivation. 5 Acknowledgments This five year doctoral journey would not have been possible without the support of those closest to me and without the support of caring faculty at Ohio University. Thank you, first and foremost, to my advisor and committee chair, Dr. Teresa Franklin. I will miss our planning meetings; as they were both professional and personal in nature. I will continue to contact you as I move through my professional career. You’re my mentor and I’m not going to let you go. To Dr. John Hitchcock. Good luck in your new pursuits. I know this is not the end of our professional relationship. I wish both you and Chris well. You have been inspirational and so very helpful. To Dr. Greg Janson. We will get that awesome article published. There’s a lot of “you” in this dissertation and you have greatly shaped me as a teacher and professional. To Dr. David Moore: You were among my favorite teachers during this degree. No one exemplifies constructivism as you do – you teach it and practice it - all so naturally as well. To Lara, Dr. Cynthia, and Dr. Christy. I’ve often said school keeps you from friends, but creates new friends along the way. You three are the latter. Can’t wait to celebrate at Casa with you. To my colleagues and all the student participants. This dissertation IS you. Your voices, words, perspectives, and opinions are more than any scholar can dream. There were so many times, during focus groups and interviews, that you got me smiling. 6 You’re all so wise and I wish you well in your future endeavors. It has been my privilege to work with you. To Hongjing. From our first meeting in the stats lab, I knew I would include you in my thanks. Thanks for helping me not only navigate SPSS, but also come to enjoy and anticipate the results! I wish you well with your new baby. To my best friend, Heather Reese. You’ll never read this, but you know all about it and there is so much of you in it. Thanks for listening to me through it all. Your wisdom is more than I could ever, EVER ask for. To my girls, Camilla and Greta. I doubt either of you remember me before I was a student. I can only hope that I have shown you what it takes to be a college student, and I hope you forgive me for all the Saturdays left behind as I locked myself in my bedroom with earplugs inserted. Your mom loves you and wishes you well. To Vickey and Kenny. Vickey, thanks for all the awesome Sunday dinners and Kenny, thanks for all the babysitting hours. You both mean the world to me and are the best babysitters/grandparents a daughter-in-law could ask for. To my mom, Judy Roman. This is for you. No one has pushed me and taught me the value of education more than you. Parents perhaps influence kids’ education more than anyone. But that’s another dissertation – one I’m not about to embark upon. And finally, to my husband Tim. I told you five years ago that I wanted to go back to school and you casually said, “Go for it!” I told you that this would mean more laundry, grocery shopping, cooking, and general crabbiness that you would have to contend with. You have never shown remorse, and have been my pillar all along. No 7 one knows this dissertation like you. You were the inspiration for the topic and guided me all along. If I’m sick for the defense, I’m sending you as my stand-in. From the beginning to the PhD IPA party, I love you to no end. 8 Table of Contents Page Abstract ............................................................................................................................... 3 Acknowledgments............................................................................................................... 5 List of Tables .................................................................................................................... 17 List of Figures ................................................................................................................... 18 Chapter 1: Introduction ..................................................................................................... 20 Background and Context .............................................................................................. 22 The Researcher ............................................................................................................. 26 Problem Statement ........................................................................................................ 27 Statement of Purpose .................................................................................................... 28 Research Questions ....................................................................................................... 28 Conceptual Framework ................................................................................................. 29 Research Approach ....................................................................................................... 30 Stakeholders .................................................................................................................. 32 Methods ........................................................................................................................ 33 Analysis ........................................................................................................................ 34 Validity ......................................................................................................................... 35 Assumptions .................................................................................................................. 36 Rationale and Significance ........................................................................................... 37 Limitations .................................................................................................................... 38 Delimitations ................................................................................................................. 39 Definition of Key Terminology Used in This Study .................................................... 40 Chapter Summary ......................................................................................................... 41 Chapter 2: Review of the Literature .................................................................................. 43 Resources .....................................................................................................................
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