Megan Pinheiro da Silva
Fall 2018

Collins, Karla B. and Carol A. Doll. 2012. " Resource Provisions of a High School Library Collection", American Association of School Librarians. http://www.ala.org/aasl/slr/volume15/collins-doll


Summary

This study explores teachers’ perceptions of the instructional role that the school library collection plays in one particular high school. Two different surveys were sent out to 80 teachers with 28 teachers responding. Four teachers agreed to participate in interviews. Teachers perceived students’ preference of library resources: first websites, next print, then videos, databases, other, eBooks in descending order. Students access information via computer first, then teacher provided materials, then textbook, then library, then print, and lastly video. More surprising than teacher perceptions of students preferences were teachers non-use of the library. Some teachers, even veterans, lack understanding of the school library's resources, including its most valuable resource--the librarian. Although teachers are often overwhelmed and lack the time to explore new resources, they spend a significant amount of time searching for quality resources on their own, without the help of the librarian or library collection.

Evaluation

Despite serious limitations acknowledged by the researchers, this study of one school's teacher perceptions reveals a significant barrier to effective use of library resources. If teachers are overwhelmed by the amount of new information, lack time, and don't know how the librarian can help them, they are not using the library, nor are they relying on the librarian for assistance. Collins and Doll acknowledge that trust is a key factor. An unexpected result of the study was the discovery that textbooks are being used less and that teachers are spending considerable amounts of time searching for their own materials. It is difficult for the librarian to support the curriculum if she does not know what is actually being taught in the classroom. It is also not easy for the librarian to gather this information, as it requires a working relationship of trust. The implications of Collins and Doll's research are sobering. School librarians will have to work much harder to make known what they offer and, more importantly, continue to build relationships with teachers over time.