UPDATE YOUR METHODS CHAPTER.
As it states in the syllabus,
The Methods Chapter is the culminating assignment of this course. It will be due at the end of the course
once you’ve acquired all the skills necessary to create an exceptional product. (...) In each unit, you must
take the ideas addressed therein and apply them to your chapter, ideally building more content into the
“template” a little bit with each unit of study. For each unit, BOLD only the content that was newly added
during that unit.
I want you to think of your Methods chapter as a skeleton that you are slowly adding muscles to-one week you might add some biceps and facial tissue, the next you might add some of the abdominal
muscles. And by the end of the course we have a fully functioning, fleshed out Methods chapter that
stands and functions independently.
What we are NOT doing is going from the top, down. For example, if you look at the Methods
"Template" in the top Moodle module of the class, you will see a suggested list of sub-categories to include
in your chapter. We are not starting at the top of that list and working down, but rather adding to the
various sections of that list as we discern what we need/want to do to best serve our research needs. So
maybe frame your Methods chapter with the sub-headings suggested, and "put flesh to bone" as you go.
Some weeks you will not have a lot to add, while other weeks you will have a big breakthrough or
epiphany and have A LOT to add! That's how this works.
Also, every week you need to re-read the entire Methods chapter you've already written and revise as
needed; new ideas and perspectives will change the ideas you had weeks earlier. Bold these changes
as well.
CHAPTER THREE: METHODOLOGY
Introduction
Recently, while volunteering in a nearby junior high school library, I learned that the
Librarian was experiencing some monumental challenges in managing her library
collection. These challenges were many. All the library collection cataloging was
dropped due to computer information storage malfunction. The entire collection was
recatalogued and then dropped again. Fortunately, the second time around, the
information technology system retained the cataloging information. For several months
afterwards, the library remained dysfunctional due to an inoperative automation system
and as a direct result of the catalog malfunction. Due to severe financial school cutbacks,
no money was available for new collection acquisitions. Further, books for ESL learners
were under represented considering the school student population is approximately 40
percent Hispanic. As the competition for funding was intense, some of the monies
donated by an outside source to the library were redirected. As a result, the school
librarian questioned if her school library could meet the curriculum needs of the students
and faculty. Upon learning this information, I was prompted to think about the ways that
help could be given to this librarian and the students at this school so that the library
could regain its functionality.
In the larger scheme of things, this library is not alone. Other school libraries share these
issues. In the current economic climate, many school libraries are suffering financially
and face the challenge of how to adequately provide library services and resources to
support student learning across the curriculum. With the drastic financial cutbacks in
California schools, libraries have been and continue to be targeted for reduced funding
and staffing.
My project will study several school libraries, which reflect the devastating impact of
these financial cutbacks. In response, I will complete action research while analyzing
and evaluating the key issues. I will design a survey, conduct interviews with the librarian
and teachers, and make notes of my observations. After reviewing the findings from this
study, I will formulate strategies to remediate the particular problems and suggest future
methods to mitigate the issues. Perhaps other librarians, that are facing similar issues,
will find these strategies useful in their struggling school libraries.
Due to the ethical considerations and sensitive nature of the problems experienced by this
school, the real name of the library involved in this study will not be used in this report.
Setting
Strategically located in the fertile soils of California wine country, Glenside County
resides along the Northern California coastline. As a thriving agricultural community,
Glenside County offers many acres of pasturelands and vineyards for viewing. In
response to the popularity of the vita cultural industry, Glenside County residents can
boast of a very successful tourist trade. In support of this county’s expanding economy
and population of ____ people, are ____schools to support the educational needs of the
younger population. Of these schools, ___ have libraries offering curriculum support to
their students.
In support Glenside County’s population, there are 40 school districts that provide
educational services for kindergarten through twelfth-grades. Of these schools, nineteen
are high schools and twenty-three are junior high schools. This study will address the
library needs of two high schools and two junior high schools in the Glenside County
area. In particular, the library needs of the sixth through twelfth grade students will be
studied.
In terms of background, the four schools to be studied in this report are all located in
Glenside County. The first high school is one of the oldest schools in this area and can
be described as a public high school providing ninth through twelfth grades educational
services to a student population of ______. The second high school is a public secondary
school that boasts achievement of a Distinguished School Award from the California
Department of Education. This high school serves the academic needs of ______
students. The third school is a public junior high school offering sixth through eighth
grades with educational assistance for _____ students. The fourth junior high school
supports the schooling needs of ______students attending grades sixth through eighth.
All four schools have libraries offering information literacy and curriculum support to
their patron base.
Strategies of Inquiry and Sampling Procedures
During the inquiry and sampling process in support of this study, several school librarians
will be interviewed in person and asked to participate in an online survey. This survey
will contain qualitative questions that are designed to discover and record any methods,
ideas, or resources used to increase the financial efficiency of their library. In addition,
observations will be conducted at each school library site.
Participants/Data Collection Procedures
Surveys
Observations
Interviews
Ethical Considerations
Due to the ethical considerations and sensitive nature of the problems experienced by
these schools, the real name of the school libraries involved in this study will not be used
in this report.
Data Analysis and Interpretation
Verification of Data
Expected Outcomes
School libraries, whose resources are dedicated for use by the teachers and students in
support of the curriculum, are common in many educational institutions. However, due
to recent reduction in financial resources, many school libraries are struggling to meet the
goal of supporting their patron base. After conducting this study and analyzing the
findings, it is the expected outcome that there will be several areas of innovative ideas.
Suggestions will be described to address challenges related to the operation of a school
library. Additionally, a list of informational resources will be developed to aid other
schools undergoing similar financial hardships. From this information, it is hoped that a
formalized compilation of supportive resources and innovative strategies will be created
to help alleviate these fiscal burdens and improve the financial efficiency of school
libraries.
Limitations of Study
Summary
Thesis Timeline
IRB Form
Appendix
References
U.S. Census Bureau (2013, June 6). Sonoma County QuickFacts from the US
Census Bureau. Retrieved June 21, 2013, from http://quickfacts.census.gov/qfd/states
/06/06097.html.