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| Autori principali: | , , |
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| Natura: | Recurso educativo Open Access |
| Lingua: | en |
| Pubblicazione: |
2004
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| Soggetti: | |
| Accesso online: | https://eric.ed.gov/?id=EJ784594 |
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| _version_ | 1867180943670771712 |
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| author | McGriff, Nancy Harvey, Carl A., II Preddy, Leslie B. |
| author_facet | McGriff, Nancy Harvey, Carl A., II Preddy, Leslie B. McGriff, Nancy Harvey, Carl A., II Preddy, Leslie B. |
| collection | Education Resources Information Center |
| contents | Collecting the Data: Monitoring the Mission Statement McGriff, Nancy Harvey, Carl A., II Preddy, Leslie B. Data Collection School Libraries Reading Programs Student Surveys Scores Program Development Reading motivation, reading promotion, free voluntary reading, or recreational reading is an activity that most library media specialists consider a vital part of the school library media program. According to Dr. Michael Eisenberg, co-founder of the Big6[TM] research model, reading is how one ensures that students are effective and efficient users of ideas. Many library media specialists spend a great deal of time, effort, and money promoting reading and may wonder how effective the program is. Others wish to begin a reading program, but lack compelling evidence to convince building administration or school faculty. In both instances, data collection is important. Collecting student reading data can be accomplished in several ways. Two types of data, quantitative and qualitative, can and should be collected from students, parents, and faculty. Qualitative data is extremely varied in nature because it includes anything that is not numerical. Quantitative data is numerical and is used with closed-ended questions. Collect the reading data, analyze the data, and use the data to the school's advantage to improve professionally as a library media specialist and to better understand and improve reading for the students, the school library media program, and the school. To be most effective, the library media specialist should invite teachers, administrators, students, and other interested parties to participate in designing and implementing a reading program. (Contains 10 figures and 10 resources.) |
| format | Recurso educativo Open Access |
| id | eric_EJ784594 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 2004 |
| record_format | eric |
| spellingShingle | Collecting the Data: Monitoring the Mission Statement McGriff, Nancy Harvey, Carl A., II Preddy, Leslie B. Data Collection School Libraries Reading Programs Student Surveys Scores Program Development Collecting the Data: Monitoring the Mission Statement McGriff, Nancy Harvey, Carl A., II Preddy, Leslie B. Data Collection School Libraries Reading Programs Student Surveys Scores Program Development Reading motivation, reading promotion, free voluntary reading, or recreational reading is an activity that most library media specialists consider a vital part of the school library media program. According to Dr. Michael Eisenberg, co-founder of the Big6[TM] research model, reading is how one ensures that students are effective and efficient users of ideas. Many library media specialists spend a great deal of time, effort, and money promoting reading and may wonder how effective the program is. Others wish to begin a reading program, but lack compelling evidence to convince building administration or school faculty. In both instances, data collection is important. Collecting student reading data can be accomplished in several ways. Two types of data, quantitative and qualitative, can and should be collected from students, parents, and faculty. Qualitative data is extremely varied in nature because it includes anything that is not numerical. Quantitative data is numerical and is used with closed-ended questions. Collect the reading data, analyze the data, and use the data to the school's advantage to improve professionally as a library media specialist and to better understand and improve reading for the students, the school library media program, and the school. To be most effective, the library media specialist should invite teachers, administrators, students, and other interested parties to participate in designing and implementing a reading program. (Contains 10 figures and 10 resources.) |
| title | Collecting the Data: Monitoring the Mission Statement |
| topic | Data Collection School Libraries Reading Programs Student Surveys Scores Program Development |
| url | https://eric.ed.gov/?id=EJ784594 |