Virtual Schools and the School Library

Terence CavanaughUniversity of North Florida Cathy CavanaughUniversity of FloridaNancy ValdesUniversity of North Florida

http://www.unf.edu/~tcavanau/presentations/presentations.htm

School Library Missions

• “To ensure that students and staff are effective users of ideas and information” (AASL 1998, p. 6).

• Accomplished through the two primary purposes: – supporting the curriculum– promoting reading for enjoyment.

• Ensure that students are provided with opportunities that will engage them in reading, and create an environment where reading is valued and encouraged (AASL 1999).

American Association of School Librarians (AASL)

School Library Advantages

• “Research findings from more than 4,000 schools indicate links between academic achievement and strong school libraries”

• Other findings indicate that strong libraries correlate to higher standardized test scores

• Reading effects (YITS)

Students – Millennial Generation

• Majority use tools such as Google to research a topic

(Kaminski, Seel, & Cullen 2003)

• While using such search tools, the students recognize that they are wasting time in their research process and desire assistance

(McEuen 2001)

DL Success Factors

•Effective practices based on experience and research. Resources--Processes--Results cycle (Cavanaugh, 2005).

•Practices that support library services in virtual schools are:

– Student services (Resources)– Qualified, experienced staff (Resources) – Appropriate learning materials (Resources) – Student access to learning resources (Resources) – Focus on content and students (Practices) – Development of information literacy (Practices) – Program accreditation (Results)

Accrediting Agencies

U.S. DoE recognized regional accrediting bodies: • (MSAS) Middle States Association of Colleges and

Schools • (NCACSI) North Central Association of Colleges and

Schools• (NEASC) New England Association of Schools and

Colleges• (NAAS) Northwest Association of Accredited

Schools• (SACS) Southern Association of Colleges and

Schools • (WASC) Western Association of Schools and

Colleges

(CITA alliance member)

(CITA alliance member)

(CITA alliance member)

(CITA alliance member)

http://www.ed.gov/admins/finaid/accred/accreditation_pg7.html

Accreditation Requirements

Library Services

• Staffing

• Collection – Integration

• Practices– Planning – Budget

Examined for comparison the standards related to

Physical vs. Virtual school

1. Certified library media specialist

2. Collection

3. Access

4. Policies

Sample Accreditation Requirements Related to School Libraries

North Central Association Commission on Accreditation and School Improvement http://www.ncacasi.org/standard/cp/ra

• Library Staffing: – The school employs the equivalent of at least one professionally

trained individual.

• Library Collection: – An appropriate collection of books and periodicals is provided to

support the instructional program. In addition to print materials, the collection should include filmstrips, computer programs, tape and disc recordings, and videotapes.

• Library Practices: – The professional staff has developed a statement of policy for

the selection of reference materials, instructional materials for the library, and textbooks.

VS and Brick Accreditation Standards (sample)

NAAS Brick School Virtual School

Certified library media specialist

Required – Number depends on school enrollment

Required – no population mentioned

Collection A wide range of materials, technologies, or other library/information services required

A wide range of materials, technologies, or other library/information services required

Access Students, faculty, and support staff have regular and frequent access to services

No requirement

Independent inquiry

Enables students and faculty to use various resources and technologies

Enables students and faculty to use various resources and technologies

Policies Policies are in place for the selection and removal of information resources and the use of technologies and the Internet.

Policies are in place for the selection and removal of information resources and the use of technologies and the Internet.

SACS Brick School Virtual School

Certified library media specialist

Required – Number depends on school enrollment  

Collection Maintains a comprehensive materials collection consisting of current media, books, reference sources, and periodicals in print and electronic formats that support student learning, the curriculum, and the instructional program;Provides a balanced collection of a minimum of 10 books per student

(CITA)  The instructional materials shall be selected to support the specific objectives of the individual course, as well as the overall mission and goals of the school.

Access Ensures that all students and staff members have regular, ready access to media services, materials, and equipment;Employs a currently accepted circulation system for materials;Provides training on effective use of media resources for students and members of the professional staff;Ensures that the media staff collaborates with other professional staff members to attain maximum benefit from the resources;

(CITA)  3.2.5 of the DE standards: Employs effective and systematic procedures for ensuring student and staff equitable access to current media, books, reference sources, and periodicals in print and electronic formats that support student learning, the curriculum, and the instructional program;

Policies Possesses a policy and procedure for responding to challenged materials;Budgets sufficient funds for library media services and resources, including equipment, to support the curricular and instructional programs; andPossesses and communicates a policy on use of the Internet.

(CITA) The school shall adopt a policy statement concerning the selection of educational materials.

MSAS Brick School (all) Virtual School

Certified library media specialist

Media center staff is sufficient and appropriately qualified to provide effective services to students and staff.

Collection 12.1 Information resources are properly catalogued, housed, and periodically reviewed for relevancy and currency.

12.5 Information resources are age- and developmentally appropriate, current, and reflect social and cultural diversity.

(CITA)  The instructional materials shall be selected to support the specific objectives of the individual course, as well as the overall mission and goals of the school.

Access 12.3 Adequate orientation about the use of media services, learning resources, and equipment is provided to the staff and students.

(CITA)  3.2.5 of the DE standards: Employs effective and systematic procedures for ensuring student and staff equitable access to current media, books, reference sources, and periodicals in print and electronic formats that support student learning, the curriculum, and the instructional program;

Policies 12.4 Information resources are appropriately supported annually with funding from the school’s budget.

12.6 Staff and students are provided opportunities to offer input into the types, quality, and format of the information resources provided.

(CITA) The school shall adopt a policy statement concerning the selection of educational materials.

NCACSI NCACSI Brick School NCACSI Virtual School

Certified library media specialist

HSL 82Media services are provided by an adequate number of appropriately prepared personnel

F-7 Counselors, Media Specialists, and non-teaching professional. Counselors, media specialist and other non-teaching personnel shall meet state certification and/or qualification requirements (or the equivalent) or have a minimum of 18 semester hours in the field.

RA-o 21e Counselors, media specialists, and other non-teaching professional personnel shall meet state requirements (or the equivalent) or have a minimum of 18 semester hours in the field. Non-teaching professional personnel meet state certification and/or qualification requirements or the equivalent.

Collection HSL 84 The Media Services criteria require the school to provide a balance of print, non-print, and electronic media that is adequate in quality and quantity to meet the needs of the teacher-learning program.

Students have access to a broad range of information through an organized media and technology program that makes maximum use of local, state, national, and international resources.

Access HSL 39 The school ensures that media and technology materials and equipment are available to staff and students.

HSL 83 Ongoing instruction is provided for staff and students to ensure effective and appropriate use of media materials.

Policies HSL 85 Sufficient resources are budgeted and spent annually to maintain a current collection

and/or support access to media services and materials.

RA-o 44 The school has adopted a policy statement concerning the selection and use of textbooks, other learning materials, instructional materials, and library materials. The policy statement has been approved by the governing board.

NEASC Brick School Virtual School

Certified library media specialist

6.7. There shall be sufficient certified/licensed personnel and support staff to provide effective library media services.

6.11. Library/information services personnel shall be knowledgeable about the curriculum and support its implementation.

Collection 2.8. Instructional materials, technology, equipment, supplies, facilities, staffing levels, and the resources of the library/media center shall be sufficient to allow for the implementation of the curriculum.

6.12. A wide range of materials, technologies, and other library/information services that are responsive to the school’s student population shall be available to students and faculty and utilized to improve teaching and learning.

Access 6.13. Students, faculty, and support staff shall have regular and frequent access to library/information services, facilities, and programs as an integral part of their educational experience before, during, and after the school day.

Independent inquiry 6.14. The library/information services program shall foster independent inquiry by enabling students and faculty to use various school and community information resources and technologies.

Policies 6.15 Policies shall be in place for he selection and removal of information resources and the use of technologies and the internet.

WASC Brick School Virtual School

Certified library media specialist

Collection The library is well supplied with up-to-date materials and technology to support student learning.

(CITA)  The instructional materials shall be selected to support the specific objectives of the individual course, as well as the overall mission and goals of the school.

Access The use of the library is an integral part of learning that is maximized by teacher and students. Extensive and up-to-date library services and resources are available and are integrated and articulated with the curriculum/instruction, academic standards and expected schoolwide learning results.

(CITA)  3.2.5 of the DE standards: Employs effective and systematic procedures for ensuring student and staff equitable access to current media, books, reference sources, and periodicals in print and electronic formats that support student learning, the curriculum, and the instructional program;

Policies (CITA) The school shall adopt a policy statement concerning the selection of educational materials.

State Virtual School SurveySREB

SREB Educational Technology Cooperative May 2007 - 14 State Distance Education Schools

Questions added to SREB Survey concerning school libraries: Instructional Services Area•Do you provide access to digital library resources? •If you answered "yes," are these resources aligned with courses?

Report on SREB State Virtual Schools, August 2007,http://www.sreb.org/programs/EdTech/SVS/2007_report_on_state_virtual_schools.pdf

State Virtual School SurveySREB

Instructional Services Area•Do you provide access to digital library resources?

– 5/14 no library resources provided– 9/14 have library services

•If you answered "yes," are these resources aligned with courses?

– 4/14 have libraries and are aligned

Yes

No

Report on SREB State Virtual Schools, August 2007,http://www.sreb.org/programs/EdTech/SVS/2007_report_on_state_virtual_schools.pdf

Yes

No

Survey

For the updated of this study administrators from 30 online schools were surveyed to gather information about their student library services and teacher/library collaboration.

Information from accrediting agencies regarding virtual school library requirements.

Study Methods

•Online surveys– Administrators– Librarians– Primary language

instructors

• Interviews– Accrediting

agencies– Accredited schools– Teachers

http://www.unf.edu/~tcavanau/projects/research/survey_of_virtual_schools.htm

Survey Topics

• General/Demographic

• Personnel

• Access

• Funding/budget

• Accreditation

• Students

Survey Topics

• The priority given to library services• How students access library resources (local

school, public library, online, etc.)• Whether the school has a budget for library

materials• Whether the school employs certified librarians• Demographics of the students served• School’s current accreditation status• The collaboration between distance learning

teachers and school librarians.

Administrator Survey Results• Number of

Schools with a Librarian– 3 full time

– 5 part time

– 9 none

• Certified Librarian– 6 physical library– 7 online library– 8 subscription library– 11 no service

From thirty online school administrators

Administrator Survey Results (cont.)

• Library Services– 6 physical library– 7 online library– 8 subscription library– 11 no service

From thirty online school administrators

Library Access– 8 local school

– 11 public libraries

– 5 no expectations

Administrator Initial Survey Results (cont.)

Library Priority Budget

Administrator Survey Results (cont.)

VS provides for:• Reading Enjoyment

– 7 yes– 11 no

• Research – 10 yes– 10 no

Initial Results (cont.)

Teacher interviews

Teachers working with part-time online students had:

• no collaboration with regional librarians/libraries

• not even considered contacting regional school libraries

Demographics

Of the responding schools:

• Enrollment– 10-15000

• Diploma Granting– 22

• Annual Budget for libraries– $0-16,000

• Certified Librarians– 5

Implications and Recommendations

As more students do more of their programs online, they will have fewer opportunities to interact face-to-face with school librarians.

To fill this gap, online schools will need to develop their own library services, partner with area school libraries, or provide third party library access so that students get the guidance that they need to develop 21st century skills and collaborate with course instructors.

• Presentation http://www.unf.edu/~tcavanau/presentations/presentations.htm

• Survey http://www.unf.edu/~tcavanau/projects/research/survey_of_virtual_schools.htm

• E-Mailt.cavanaugh@unf.edu cathycavanaugh@coe.ufl.edu

References

• AASL (American Association of School Librarians). (1999). Position Statement on the Value of Independent Reading the School Library media Program. Adopted June 1994, revised July 1999. Retrieved October 2006 from http://www.ala.org/ala/aasl/aaslproftools/positionstatements/aaslpositionstatementvalueindependent.htm.

• AASL (American Association of School Librarians). (1998). Information Power: Building Partnerships for Learning. Chicago: American Library Association.

• ALA (American Library Association). (2003). Information Literacy and Accreditation Agencies.  http://www.ala.org/ala/acrl/acrlissues/acrlinfolit/infolitstandards/infolitaccred/accreditation.htm

• Cavanaugh, C. (2005). Distance Education Success Factors. Encyclopedia of Information Science and Technology. Khosrow-Pour, M. Ed. Hershey, PA: Idea Group Reference.

• Kaminski, K., Seel, P., and Cullen, K. (2003). Technology Literate Students? Results from a Survey EDUCAUSE Quarterly, V26, N3, pp 34-40. Retrieved October 2006 from http://www.educause.edu/ir/library/pdf/eqm0336.pdf .

• Libraries called key. (2004, February/March). Reading Today, 21(4), 1, 4. Retrieved October 2006 from http://www.reading.org/publications/reading_today/samples/RTY-0402-libraries.html.

• McEuen, S. F. (2001). How Fluent with Information Technology are our Students? EDUCAUSE Quarterly, V24 N4 p8-17. Retrieved September 2006 from http://www.educause.edu/apps/eq/eqm01/eqm014.asp.

• USDOE. (2006). Recognized Accrediting Associations. http://www.ed.gov/about/offices/list/ous/international/usnei/us/edlite-accred-recog_associations.html

“ No single place at the school is more important in developing reading than the

school library.” (Paul Kropp)