The Impact of New York's School Libraries on Student Achievement and Motivation: Phase III.

Abstract

article reports the results of the third and final phase of a two-year research study on the impact of New York State's school libraries on student achievement and motivation. Results of Phase I and Phase II are briefly reviewed to provide the context for phase III methods and findings. Phase III comprised (1) qualitative research that included focus groups and interviews held in ten selected schools with school librarians, classroom teachers, building principals, students, and parents; and (2) a more ethnographic approach in two exemplary school libraries, including observations over a period of ten weeks and interviews with principals and classroom teachers. Results are reported in the areas of Learning and Motivation (including Research & IL Skills Development/Motivation and Reading Skills Development/Motivation), Librarian-Teacher Collaboration, Technology Use, Inclusion, Administrative Support, Outreach, and Library Environment. The article culminates with implications for practice. Introduction-year research study on the impact of New York State's school libraries on student achievement and motivation, funded by a National Leadership Grant from the Institute of Museum and Library Services, included three phases. The research began broadly with an online survey to all school librarians and building principals in the state (phase I) with a response rate of more than 38 percent of librarians and 13 percent of principals. A representative sample of 47 schools was selected to participate in the phase II in-depth surveys. This article focuses on the results of phase III of the research, in which interviews and focus groups were conducted in ten selected schools and an ethnographic study was conducted in two additional schools.