Sharing Research in our Field September 24, 2013Posted by hmlang in Committees, School Library Research.
The AASL Research and Statistics Committee is back to share new articles and research in the field of school librarianship. We hope that you have enjoyed past posts from spring 2013 and fall 2012. We will continue to share great articles and research in our field. If there is an article that you would like to see included please list the title in the comments and we will discuss it in upcoming posts.
O’Connell, J. (2012). Learning without frontiers: School libraries and meta-literacy in action. Access, 26(1), 4-7.
How we in education build student knowledge and literacy is ever-changing and growing. The author of this article discusses the idea of learning without borders, without frontiers due to the amount of material available and methods of access for students. For this digitally enhanced world students need to engage with print and digital media and there is a wealth with which to be involved. The author goes on to describe meta-literacy, the different types of literacies and where the school librarian fits into the exciting challenge of working in all of these environments.
Girard, L., Girolametto, L., Weitzman, E., & Greenberg, J. (2013). Educators’ literacy practices in two emergent literacy contexts. Journal of Research in Childhood Education, 27(1), 46-60. doi:10.1080/02568543.2012.739591
Twenty early childhood teachers in 18 child care centers in Toronto, Canada along with 76 young students took part in this study with a focus on reading to young children, storytelling techniques, how stories are shared with students, and much more. Researchers for the study found that the methods in which students were involved in the reading of a story were very important (example: questions asked during stories, personal connections). Shared story time also offered higher cognitive challenges to the students. The results of this study offers many professional development consideration and is a good read for those who involve storytelling and story sharing in their daily library activities.
Murdock, L. C., Ganz, J., & Crittendon, J. (2013). Use of an iPad play story to increase play dialogue of preschoolers with autism spectrum disorders. Journal of Autism and Developmental Disorders, 43(9), 2174-2189. doi:10.1007/s10803-013-1770-6
Four children with Autism Spectral Disorder took part in this study. Using the Keynote presentation tool, researchers created a six page story for the study participants. The stories included sound, images, video, and voice. The children were taught initially how to use the iPad device, how to interact with the story, and were initially guided through the story. Following the story, there would be play time where the adults and children would play through the parts of the story where data would be collected. The hope of the study was to see if play dialogue would be increased through the use of the iPad story. Researchers did see some increase.