Exploring Texas public elementary school librarians' instructional practices which enable elementary students to access and choose e-books in their elementary library collections
| dc.contributor.advisor | Anderson, Nancy L. | |
| dc.contributor.advisor | Briggs, Connie | |
| dc.contributor.advisor | Vardell, Sylvia M. | |
| dc.contributor.advisor | Wickstrom, Carol D. | |
| dc.contributor.author | Reily, Betty C. | |
| dc.date.accessioned | 2018-03-20T21:51:50Z | |
| dc.date.available | 2018-03-20T21:51:50Z | |
| dc.date.issued | 5/30/2017 | |
| dc.description.abstract | This cross-sectional online survey investigated the instructional methods/tools/aids used by Texas public elementary school librarians when teaching their elementary students to access and choose e-books from their elementary collections. Participants included 516 Texas public elementary school librarians, serving PreK-Grade 6, who posted their professional emails online. PsychData gathered and aggregated the survey data online. Data analysis results revealed that a majority of respondents (65%) opted for “Modeling e-access” as their first choice of instructional methods. Participants most often preferred two “instructional tools/aids” (21% each) in teaching e-access: 1) PowerPoint and 2) Directions posted on the website using text/screen shots. Three findings emerged from in-depth cross analysis of the data: 1) the tenure of librarians was statistically of little to no importance with regard to e-book availability, 2) the “Modeling” method of instruction registered as statistically significant with regard to “exceeds librarian expectations” in student e-book circulation, and 3) having an e-book link/icon on the library website or homepage also registered as statistically significant with regard to “exceeds librarian expectations” in student e-book circulation, illustrating that convenience is conducive to use. | en_US |
| dc.identifier.uri | http://hdl.handle.net/11274/9398 | |
| dc.language.iso | en_US | en_US |
| dc.subject | Library science | en_US |
| dc.subject | Literacy | en_US |
| dc.subject | Reading instruction | en_US |
| dc.subject | Information science | en_US |
| dc.subject | Communication and the arts | en_US |
| dc.subject | Education | en_US |
| dc.subject | E-books | en_US |
| dc.subject | Elementary librarians | en_US |
| dc.subject | Elementary libraries | en_US |
| dc.subject | Elementary library surveys | en_US |
| dc.subject | Instructional method modeling | en_US |
| dc.subject | Instructional tools | en_US |
| dc.title | Exploring Texas public elementary school librarians' instructional practices which enable elementary students to access and choose e-books in their elementary library collections | en_US |
| dc.type | Dissertation | en_US |