What Works

Volume 31, Number 2, December 2003

Ken Haycock

Addressing Student, Teacher, Principal and Parent Perceptions

Research Finding:
School libraries and teacher-librarians are viewed as important to education by students, teachers, principals and parents, but for different reasons.

Comment:
In elementary schools, the library is seen as a warm, inviting place that serves as “a window to the world” for young children. The introduction to a vast array of books is highly valued. However, perceived value decreases through middle and high school, especially among students and parents. Student use also drops off in the upper grades when home and school Internet use is valued more.

Teachers and principals see the library and librarian as critical to students, more than students and their parents do. They do, however, need to be reminded and “refreshed” about the unique value of school libraries and teacher-librarians (TLs). Teachers and principals do not use the library for their own use.

Most participants, especially parents and students, see TLs as support staff. They do not see them as educated professionals playing an active role in the learning community.
Across all audiences, the main and best change for school libraries is the use of technology but without replacing physical space or resources or the human connection with TLs.

These slogans resonate with all audiences:
“ School libraries ensure lifelong learning.”
“ School libraries are places of opportunity.”
Parents and students believe that slogans that emphasize technological innovation and active partnerships with teachers overstate the role of the TL they observe and experience.

Source:
A Report of Findings from Six Focus Groups with K-12 Parents, Teachers and Principals as well as Middle and High School Students. (2003, January). A research report prepared for the American Association of School Librarians, a division of the American Library Association. Washington, DC: KRC Research. 60 pp.