Old Dominion University ODU Digital Commons Teaching & Learning Theses & Dissertations Teaching & Learning Spring 2019 Science in the School Library Inquiry Model (SSLIM): A Mixed- Methods Case Study of the Implementation of a Science and Information Inquiry Curriculum in an Elementary Library Bree L. Ruzzi Old Dominion University, [email protected] Follow this and additional works at: https://digitalcommons.odu.edu/teachinglearning_etds Part of the Elementary Education Commons, Library and Information Science Commons, and the Science and Mathematics Education Commons Recommended Citation Ruzzi, Bree L.. "Science in the School Library Inquiry Model (SSLIM): A Mixed-Methods Case Study of the Implementation of a Science and Information Inquiry Curriculum in an Elementary Library" (2019). Doctor of Philosophy (PhD), Dissertation, Teaching & Learning, Old Dominion University, DOI: 10.25777/rr88-xx52 https://digitalcommons.odu.edu/teachinglearning_etds/55 This Dissertation is brought to you for free and open access by the Teaching & Learning at ODU Digital Commons. It has been accepted for inclusion in Teaching & Learning Theses & Dissertations by an authorized administrator of ODU Digital Commons. For more information, please contact [email protected]. Science in the School Library Inquiry Model (SSLIM): A Mixed-Methods Case Study of the Implementation of a Science and Information Inquiry Curriculum in an Elementary Library by Bree. L. Ruzzi Old Dominion University A Dissertation Submitted to the Faculty of Old Dominion University in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Curriculum and Instruction OLD DOMINION UNIVERSITY Spring 2019 Approved by: Sue Kimmel (Director) Angela Eckhoff (Member) Shana Pribesh (Member) Marcia Mardis (Member) iii ABSTRACT Science in the School Library Inquiry Model (SSLIM): A Mixed-Methods Case Study of the Implementation of a Science and Information Inquiry Curriculum in an Elementary Library Bree L. Ruzzi Old Dominion University, 2019 Director: Sue Kimmel Data indicate that students in the U.S. may start school with lower levels of science understanding and that these levels may consistently remain lower throughout their public-school career. With deficits in science achievement starting in the earliest years of students’ education, benefits may be gained by exploring alternate resources and alternative environments that can support young student’s science education and achievement. A largely unexplored area for science instruction is in the school library. This dissertation, a mixed-methods, case study, examined the creation and implementation of a novel information and science inquiry model and curriculum, SSLIM. This curriculum was created and implemented by one school librarian and the researcher with second-grade students. The school librarian and the researcher collaboratively designed and implemented six scientific and library inquiry lessons over six 45-minute class periods. Following an examination of the commonalities between national library and science standards and inquiry cycles, the researcher posits that the library may be an optimal space in the school for the complete scientific inquiry process including both textual and experiential investigations. Analysis included the stages of collaboration through this creation process, changes in librarian efficacy beliefs in teaching science as well as changes in student ideas about who can do science and student perceptions about the nature of science and scientific inquiry. Data collection included recordings of planning sessions conducted by the researcher and school librarian, journals maintained by the school librarian and the researcher, the Science Teacher Efficacy Belief Instrument (STEBI-B), a librarian and researcher designed science inquiry content test, the Draw-A-Scientist Test (DAST), and an abbreviated version of the Young Children’s Views of Science (YCVS) instrument. iv Results from this study indicate that extensive amounts of time and resources are necessary to build this type of curriculum. While the development of the curriculum did not have any measurable effects on the school librarian’s feelings or efficacy in teaching science, the science inquiry content test and the YCVS measures showed a statistically significant increase in mean student scores at the time of posttest. Additionally, female students drew significantly more diverse images of scientists on the DAST at the time of posttest. Copyright, 2019, by Bree Ruzzi, All Rights Reserved. v Dedication This thesis is dedicated to so many people. First and foremost, to my husband and children who unreservedly loved, supported, and lifted me up through this process, even on the darkest days. To my brother and sister-in-law who cared for me and my family when I felt too tired to do so myself. To my in-laws who continually checked in with me and supported me unconditionally. To my uncle, who never missed an opportunity to tell me he was proud of me. To many friends at ODU, but especially to Angie for being my work-wife and confidante for so many years; to Becca for keeping me on track, for countless hours of talking and proof reading, and for finishing this process with me (literally) side-by- side; to Stephanie who has been my travel companion and good friend, and who has listened and talked me off the cliff more times than I can count. Finally, to Barbara “Babs” for being my mama duck and taking me under her wing on my very first day at ODU when I broke the freezer in the doc office. I would also like to acknowledge all of the friends and family who listened to me cry and complain, ad nauseam, over the last five years. But this thesis is especially dedicated to my mother and father. To my mother who never once faltered in her belief in me with constant support of every kind imaginable. Your intelligence, strength, and determination in life has been a model I have aspired to live up to. And to my father who passed away in my first semester of this journey. He was the first PhD in my family, and he encouraged me to pursue this degree. He would have told me I had worked way too hard on this. I love you Dad and I think you’d be right. vi Acknowledgments Everyone knows it “takes a village” to write a dissertation. I decided early on in my research that I wanted my village to consist of people who not only influenced who I had become as a scholar, but people I would choose to be friends with (given the opportunity) outside of academia. People who were simultaneously brilliant, kind, funny, and supportive. It is rare to find this combination in a single person, however, I was lucky enough to find it in multiple individuals. The women who formed my committee are the epitome of intelligence coupled with patience and compassion and finished with exemplary pedagogy. I truly could not have written this without them. Thank you to Angela for reigniting my love of teaching young children, to Shana for introducing me to my affinity for statistics (and then guiding me through the processes again when I forgot), and to Marcia who is the guru of science and school libraries. Additionally, I would like to thank Gail Dickinson for all of your help and support throughout the years, as well as express my gratitude to all of the amazing ODU professors with whom I have had the pleasure of learning from. I thank you all for helping me through this process. But I especially thank Sue Kimmel as my chair, cheerleader, confidant, and advisor. I could not have asked for a better mentor and friend. You thought the most of me, even when I was not at my finest. You were unconditionally positive and supportive, but pulled me back down to earth when I needed it. You are truly the best of the best and I cannot imagine trying to complete a paper of this magnitude with anyone else. Thank you. vii TABLE OF CONTENTS LIST OF TABLES ............................................................................................................ vii LIST OF FIGURES ......................................................................................................... viii Chapter 1: INTRODUCTION..............................................................................................1 Problem Statements .................................................................................................2 Purpose……….. .......................................................................................................5 Research Questions ..................................................................................................6 Theoretical Frameworks ..........................................................................................7 Methods....................................................................................................................8 Conclusion .............................................................................................................13 Working Definitions ..............................................................................................14 Chapter 2: REVIEW OF THE LITERATURE ..................................................................16 Commonalities .......................................................................................................16 Common Inquiry Models .......................................................................................21 A New Inquiry Model ............................................................................................25 Common Goals