Reviewed by Mona Panaitisor

We can transform ourselves and the profession, or be swept away by the technical torrent.

Actions to do in order to undertake change:

• a) focus on the mission of the profession: making possible for people to get information;
• b) solid sense of our own self worth;
• c) possess courageous self-confidence to undertake large-scale changes.

  Necessary changes:

  1. change the nature of our work to accomodate the emerging electronic information environment;
  2. affiliations with departments of engineering or computer science in order to get deep technical proficiency;
  3. rethink library education: continuing education is an urgent priority; reconsider certification for professional librarians which must:
     • a) establish appropriate levels of proficiency in information technology;
     • b) require proficiency testing;
     • c) define minimal requirements for continuing technical education.

Reviewed by Carol Downs

Abstract

This study is an examination of teachersı attitudes toward cooperatively planned resource-based teaching and the factors which influence their adoption of resource-based teaching methods.

In commenting on their findings, the researchers state that administrative support and expectations about the implementation of resource-based teaching were major factors in the adoption of the method. Implementation and continuation of resource-based teaching were found to be negatively impacted by changes in personnel. The researchers also stated that resource-based teaching represents a major shift necessitating changes in teachersı perceptions and practices.

Methodology

The study was set in four similar schools within the same system. Each school in the study had a learning resource center staffed by a teacher-librarian said to be versed in the teaching methodology.

Data collection was carried out by means of on-site interviews with teachers using semi-structured questions, with all but one of the interviews tape recorded. The principal and teacher-librarian were also interviewed. All interviews were transcribed verbatim. Participant observation was also used to collect additional information.

The interview method described in this study would be applicable to other types of LIS/IT studies. For example, teachers could be interviewed in a similar fashion to discover their perceptions of what resources the school library media center could offer them. A study could also be conducted to determine the understanding of professional support staff about how they could benefit from the assistance of the school library media specialist.

Comments

Interview questions employed in this study appeared to be unambiguous and precisely formulated. Care was taken to insure a homogeneous group for sampling. The procedure for data analysis was also delineated in the article.

However, the circumstances of the interview process were not fully explained. Questions arise as to where and when the interviews were conducted and the nature of the intervieweesı understanding of who would access the results, both factors which might have had bearing on responses.

Another possible influence on the teachersı openness to collaboratively planned resource-based teaching might have been length of service. Research could have been expanded to include investigation of a possible correlation between the degree of collaboration and the respondentsı years of teaching experience.

Reviewed by Beth Crowley

Abstract

In the fall of 1987, in response to a lack of national statistics on public library services to young adults, the National Center for Education Statistics (NCES) conducted a survey of 846 public libraries to determine the level of resources and services available to young adults. Results of the survey indicated that 25% of all public library patrons are young adults ages 12 to 18 who use the library mostly after school. The study also found that only 11% of public libraries have someone with the job title "young adult librarian." Eighty-four percent of the libraries surveyed have a collection specifically designated for young adults and most of these are moderately or heavily used. Further avenues of research based on the survey findings are presented in the article.

Methodology

The questionnaire was created using the Fast Response Survey System (FRSS). This type of survey is used to quickly, and with minimum burden on participants, collect small amounts of issue-oriented data for educational planning and policy. The final questionnaire under went seven revisions and consisted of one side of a legal-sized page. The questionnaire was pretested using a sample population similar to the test population. For the purposes of the survey, young adults were defined as those ages 12-18. The authors of the survey knew some of the questionnaires would go to small, one-person libraries, so they limited the questions to those dealing with traditional materials-based services. Questionnaires were mailed to 846 public libraries across the nation and the response rate was 98%.

Limitations

The answers to the survey questions were based solely on the self-reporting of the librarians. No attempt was made to verify the accuracy of their reports by asking the same questions of young adults. Some of the questions, such as those dealing with perceived barriers to library usage by adolescents, required respondents to make "guessimates." Another limitation is that the use of a national sample as the test population means large urban libraries are being compared with small suburban libraries. The differences between the two types of libraries are lost in the reporting of the overall findings.

Additional Areas of Research

Based on the findings and limitations of this study, the author suggests several additional areas of research. For example, young adults could be asked the same questions to see if their perceptions are similar to those reported by the librarians. Another study could compare young adult services between libraries of similar size and geographic region.

One finding that suggests further study is that in libraries without a specified young adult librarian, 45% of the 12 to 18-year-olds were served by generalists. The author suggests surveying these librarians to find out what skills or knowledge they feel they need to serve this group. The results could have implicatons for library school curriculums. Another study could compare the young adult collections at libraries with specified young adult librarians to those at libraries without a young adult librarian.

Reviewed by Eileen Dunnack

Abstract

The purpose of this study was to determine the availability of Spanish language materials and services in schools with large enrollments of Hispanic children. The schools were located in eight urban areas throughout the United States. Of the 62 schools who responded, 51 had a greater than 30% Hispanic student body. Among the significant findings were that 62% of school library media specialists had either low or no proficiency in Spanish. In addition, more than half of the schools in the study had less than 10% of the book holdings in Spanish. Based on this study, the author made several recommendations to provide better access for Hispanic children. Two primary recommendations were to seek funds to increase the numbers of Spanish language materials, and to have staff fluent in Spanish.

Methodology

A 29-question survey was distributed to 305 public schools in locations with a high number of Hispanic families. The surveys were addressed to the library media specialist or the person in charge of the library. There were 62 schools that completed the survey, giving it a 20% response rate. A cover letter sent with the survey promised anonymity unless they wanted to be quoted or volunteer for a phone interview. The questions were short answer, multiple choice, or yes/no. There were also 3 open-ended questions that required narrative responses.

The open-ended questions were analyzed by clustering responses that were alike and converting them into frequencies. Data analysis of multiple-choice questions and one word answers was done by converting responses into frequencies.

Critique

The research article presented a detailed, in-depth survey of many facets of library service to Hispanic children in public schools. While my initial reaction was that it tried to cover too many things, I now see it as pieces of a puzzle that, for the most part, fit together in the end.

The response rate of 20% was a little low. I suspect one reason why there wasnıt a higher rate was because of the open-ended questions, or the "if yes, please describe" questions. The results found there were much fewer responses to the open-ended questions. I think if a survey is perceived as too time-consuming, it has a better chance of being tossed aside. If I had a survey sent to me with mostly closed questions, but with a sprinkling of time-consuming open ones, I probably wouldnıt complete it. The survey would seem tarnished if I didnıt complete it entirely, so why complete it at all?

The questionnaire itself was developed by a panel of four consisting of a librarian with a Ph.D in reading, one librarian with an M.L.S., one university professor of childrenıs literature, and one graduate research assistant. Itıs no wonder there later had to be a decision to significantly reduce the number of questions on the survey. The diverse group of panelists allowed the survey to develop into an instrument with more substance. The recommendations made at the end of the article were extremely helpful and could be implemented fairly easily. The research article could create positive change, which to me makes it a very valuable one.

Reviewed by Eileen Hackett

Abstract

The international librarianıs association of IFLA has long felt the need to examine services provided by libraries to disabled patrons. A workshop was held during the 1993 IFLA General Conference to address this topic. After a day of discussions within small groups, the participants concluded that most library educators do not know the importance of sensitizing their students to the needs of the disabled population. It was decided a survey of library schools and their curricula would be a useful first step in assessing this problem. The author drafted a survey concerning curricula which was mailed to library schools around the world. The survey results showed most library schoolsı curricula lack any course work in serving the disabled population. While the return rate of the surveys was low, the author concluded the survey was a first step in sensitizing library schools to the need for better training in this area. Ms. Galler also hoped the publication of the article would alert other IFLA members to the need for improvement in training future librarians in this area.

Methodology

The data collection instrument used in this study was a survey. The author drafted six questions concerning library school curricula addressing the needs of disabled patrons. The survey was first tested on three library schools (locations not given) and on two members of the IFLA that serve on committees dealing with service to disadvantaged persons. The test surveys were returned and adjustments were made to them, based on feedback from the respondents. The adjusted survey was then mailed to 430 library schools throughout the world. Of these, 88 responses were received, giving a return rate of 21%. While this is a low rate of return, the author felt it was sufficient to draw conclusions on the topic. Responses came from North America, Europe, Australia, Africa, and Asia. No responses were returned from South America, which was a disappointment to Ms. Galler. She acknowledged that because the survey had been written in English only, this probably led to the lack of response in general. A lack of funds was cited as the reason the survey was not translated into any other languages.

Critique

I thought the workshop at the conference and the subsequent survey of library schools were noble endeavors, but the results fell short of giving any new information on the training of librarians to serve the disabled. I was very surprised to read that the survey was sent to schools all over the world in English only. This seems rather ignorant, as well as guaranteeing a low return rate. I think it would have been a better use of funds to have the survey translated into a couple of common languages, such as French and Spanish, and then send out less surveys. Hopefully Ms. Gallerıs opinion that the survey and the articleıs publication may sensitize educators to make improvements in curricula will come about.

Reviewed by Christine Bird

Summary

This study examines Caldecott medallists from 1972-1997 to determine and compare the number of males and females found within both the illustrations and the text. Conducted by children's literature students with guidance from their professor, this research picks up where a similar study of Caldecott-winners from 1940-1971 left off. This more recent research found that the males were both mentioned in the text and found in illustrations close to a quarter more of the time than females. While the proportion of males to females in the text is similar to the earlier study, there are actually fewer illustrations of females in the later medal-winning books.

Methodology

Students, working in pairs, examined a total of 25 Caldecott-winning picture books. Students noted the number of males and the number of females mentioned in the text of each book and their percentage in relation to the total amount of male and female characters referred to in the text. Next, students investigated the number of illustrations featuring males and the number of illustrations of females and their percentage in relation to the total amount of pictures of males and females. A comparison was then made between the results found in this study with those of the earlier one.

Critique

The most significant flaw in this research is that they never define what they mean by a "character"--are they looking just at humans, or including other species or objects as well? Because of their overwhelming presence in children's picture books, whether or not they include or exclude animal characters (such as Babar) or inanimate objects come to life (like Mike Mulligan's steam shovel, Rosie) would greatly affect the numbers they found. There is also no mention of how they determine a character to be male or female: many names are appropriate for either sex, and in the case of unfamiliar, foreign names the judgment would be even more difficult. Illustrations cannot always be relied upon either: animals may or may not be clothed, and some people may have characteristics (such as hair length, clothing style, etc.) that make it hard to decipher which sex they are. Finally, the study notes that they excluded the book Golem because of the preponderance of males, but that such a decision had "precedent" due to the fact that the former study eliminated Madeline's Rescue due to the overwhelming number of females. I don't think research should be conducted in an "eye for an eye" manner such as this, especially since eliminating something that so clearly fits into the sample (in this case, Caldecott-winning books published in a certain time frame) can end up distorting the results.

Reviewed by Paige Collins

Abstract

Through an extensive literature review and an analysis of the existing models of information seeking behavior, the authors present an original model for the information seeking behavior of all professionals. Trends recurrent in the literature for three representative professional groups: engineers, health care professionals, and lawyers, are brought together with existing models (which only focus on one type of professional group or one aspect of information seeking behavior), to form this all-inclusive model. Detailed descriptions and examples accompany each of the six stages in the model: work roles, tasks, characteristics of information needs, awareness, sources, and outcomes. 90 references are included.

Comments

The authors have done an excellent job synthesizing a large amount of data into a simple, yet comprehensive, model addressing the information seeking behavior of all types of professionals. Along with the model, two crucial points are developed. The necessity of knowing the work roles and tasks of a group or individual is presented as an important first step to being able to study their information seeking behavior, since so much of that behavior is influenced by the task at hand. Also, the multiplicity and complexity of the different variables affecting the need for information and the means for locating it are recognized, with the authors conceding that not everything can be accounted for in a general model.

The strength of the model, that it can be applied to all different professional groups on a general level, is also its weakness. In being so general, it becomes vague. When trying to apply it to a professional group, it becomes difficult to understand what each stage or definition would be for the particular group in question. As long as the user understands that the model is a general guide, and open to much interpretation, this problem can be lessened.