Running head: EXTENDED SCHOOL LIBRARY HOURS

Extended School Library Hours: A Needs Assessment Research Proposal

Ruby A. Johnson East Carolina University December 6, 2010

EXTENDED SCHOOL LIBRARY HOURS Section 1: Introduction

As the demand for information and technology literate workers grows in the U.S., so do the expectations for student performance. The North Carolina Educational Technology Plan Committee (2007) tasks public educators with ensuring that all students are 21st century work force ready upon graduation from high school. Unfortunately, many of the students living in remote or rural areas do not have computer or Internet access at home. To make matters worse, the nearest public library may be inaccessible for these students. Even when there is public library access, the resources needed to guide students toward academic success may not be adequate for meeting this objective. The American Association of School Libraries (AASL) supports the provision of intellectual and physical access to materials in all formats (Mission and goals, 2006, para. 1). As providers of this access, school libraries bear the responsibility of ensuring information literacy. To achieve this goal, the library must be able to offer services that are centered on information literacy and that are designed around active, authentic student learning (Mission and goals, 2006, para. 2). In addition to mastering academic requirements, todays students must be taught how to be critical consumers of information. Homework and research requirements involving the increasing use of technology have resulted in an even greater need for access to library resources for the students targeted in this study. In order to gain a deeper understanding of the information access needs of students living in remote areas, a mixed-methods research approach will be used to answer the following questions: 1) Is there a need for extended hours of operation in

EXTENDED SCHOOL LIBRARY HOURS rural high school libraries to increase access to information for students? 2) To what extent is there a student demand for extended hours? 3) To what extent is there a parent demand for additional access to the library by their child/children? 4) To what extent is there a faculty demand for extended hours? Section 2: Understanding and Application of Quantitative and Qualitative Research Methods The research problem in this study will be best addressed through the utilization of a mixed-methods approach. Mixed methods research involves collecting, analyzing, and inferring both quantitative and qualitative data in a single study. This research approach is slowly becoming the preferred methodology in the field of information and

library science. Combining qualitative and quantitative methods allows the researcher to employ multiple approaches to finding the answer to a problem, thereby enhancing the understanding of a given phenomenon (Pashaezoid, 2009). The study will include semistructured interviews and a survey of library stakeholders: students, faculty members, and parents. This approach will ensure that the data collected will be comprehensive and will support any modification to the current schedule and procedures. Additionally, the data will provide justification for additional funding that may be required. The purpose for the mixed-methods approach is two-fold. First, the semistructured interviews will give greater insight into how the stakeholders feel about the issue of access to the library and their perspectives about the current needs in that area. Creswell (2005) advocates the use of qualitative methods when a deeper understanding of an issue is needed that can only be obtained by talking with people directly and allowing them to tell their stories. The semi-structured interviews will include

EXTENDED SCHOOL LIBRARY HOURS predetermined, open-ended questions which will allow the participants stories to emerge, yielding valuable information to the researchers about participants interests, their use of the library, and any barriers to access. The semi-structured interviews will be conducted before the survey is administered. This will prevent the twelve student respondents from being biased by their survey responses. Secondly, the survey will allow the researchers to hear the voices of the school population through a sample of students and staff members about their use of the library and the possible need for extended access. The survey will produce a variety of

data, including the opinions, expectations, and usage behaviors of the participants. The data gathered through the sample can then be generalized to all stakeholders in the population for this study. Wildemuth (2009) suggests that survey research designs are appropriate for studying many different scenarios in the field of information and library science, including patron satisfaction and information behaviors, which are central to this study. Section 3: Literature Review A literature review on the subject of extended school library hours produces few studies on this topic. Curry (2003) pointed out that although the topic of hours is of interest to academic libraries in various nations, little research has been done that focuses specifically on hours (p. 376). Nevertheless, experts appear to agree that there is a link between school media center programs and student achievement. Depending upon the school setting, extended hours programs vary greatly. Most start out modestly and grow with community needs: from one late evening per month to several extra evening and weekend hours. Barringer (2001) proposed the following

EXTENDED SCHOOL LIBRARY HOURS reasons to implement an extra hours program: (1) to promote the school library; (2) to offer community education; and (3) to encourage literacy (paras. 2-5).

According to experts, positive school image and community good will are among the key results of extended hours programs. Some district principals extend their school library hours to accommodate students involved in after-school sports and other activities, especially in light of the fact that many public libraries are reducing their evening hours due to budget cuts (Despines, 2001, pp. 23-24). Additionally, in some isolated or low wealth communities, the school library may be the only library available to local students. Hence, as Despines (2001) observed, extending school library hours benefits the students, school, and community because students gain added access to the "library, computers, and printers" (p. 23). Despines also added that extended hours create links (p. 23) between home, school and community. As a result, the community perspective of the media center and, ultimately, the school is improved. Researchers also argue that after-hours programs lead to greater student achievement. Despines (2001) indicated that some school districts are investing in extended school media hours because many students lack computers and other resources at home. As a result, there is a gap between those with adequate materials and those without. Despines acknowledged that opening the media center outside of regular school hours is an attempt to narrow the potential achievement gap between these two groups of students" (p. 22). In a summary of research studies conducted with 3,300 schools in eight states, Haycock (2003) asserted that library programs make a positive impact on academic achievement, and higher levels of teacher-librarian staffing are associated with longer library hours (p. 35). With regard to improved

EXTENDED SCHOOL LIBRARY HOURS reading skills, Krashen (as cited in Despines, 2001) found the following: "Greater access to the SLMC [school library media center] was correlated with a higher rate of voluntary reading and academic achievement (p. 22). Krashens work indicated that

when students have access to the collection for greater amounts of time, they check out more books and read more frequently. Lance's (as cited in Despines, 2001) studies also showed that "increased time spent in school library media centers increases student achievement and literacy" (p. 23). Achtermans (2008) descriptive, non-experimental design study, investigating the relationship between school libraries and academic achievement in Californias public schools found a significant positive relationship between a majority of the 21 library services regularly provided and student achievement at all levels (Abstract, para. 2). While this study investigated numerous library services, it emphasized the critical role of three fundamental elements--information access and delivery, staffing, and budget (p. 26)--on these services, including hours open, access to technology and qualified staff. This study included data gathered from the following sources from the state of California: survey results from standardized test scores; the demographic data, and school data from the School Accountability Report Card (Achterman, p. 102). Using both descriptive and inferential statistics (Achterman, p. 104) in the analysis p rocess, the researcher found that as library hours, collection size, budget, and technology in the library increased, there tended to be a corresponding increase in both English Language Arts and U.S. History CST scores (Achterman, p.187) in high schools . Farmer's (2006) work sought to establish "the relationship between student academic achievement and the degree to which schools fully implement national

EXTENDED SCHOOL LIBRARY HOURS standards for library media programs" (p. 23). In order to have librarians and administrators assess library program implementation, Farmer (2006) developed and distributed a "four-point rubric assessment instrument based on the rubrics developed for AASL" (p. 23); the assessment was distributed to media specialists and school

administrators. Gathering data from 60 schools, the researcher also analyzed students' standardized test scores. Farmer's (2006) study showed a correlation between student academic achievement and "optimal access, including flexible scheduling" (p. 30). Another quantitative study, conducted by Burgin, Bracy, and Brown (2003), sought to confirm the impact of school library programs on student achievement in North Carolina public schools (p. 5). These researchers implemented a survey to assert that the No Child Left Behind Act of 2002 provides continued opportunities for media specialists to reinforce their role as agents of student achievement by addressing the learning goals and objectives established by the AASL. Basing their study on Lance and Rodneys 1993 study of Pennsylvania school libraries, Burgin et al. (2003), conducted two large-scale surveys, using a database of the North Carolina school library system (p. 26). Of the initial 494 questionnaires mailed, 113 were completed; the second round of 500 questionnaires yielded 103 returns (Burgin et al., 2003, p. 26). The survey was designed to collect data on school library media programs, including information about service hours and library usage (Burgin et al., 2003, p. 28). The analysis of the impact of school hours on student achievement was determined by computing the value of Pearsons correlation coefficient between the variable and student achievement (Burgin et al., 2003, p. 33) based on standardized reading and English tests scores. The study showed that school libraries in high-performing

EXTENDED SCHOOL LIBRARY HOURS schools were also open more hours in a typical school week than those in the low-

performing schools (Burgin et al., p. 38), and student achievement increased as library opening hours increased. Burgin et al. (2003) concluded that because school library programs improve student performance, it makes sense that extending access to these programs would provide for greater increases. Steele and Walters (2001) conducted a survey of Association of Research Library members regarding extended hours. Of the 52% (62 schools) that responded, 83% stated that they provide some form of extended hours (Steele & Walters, 2001, p. 9). Student demand had the greatest influence on decisions to adjust academic library hours. Curry (2003) investigated the information regarding other academic libraries opening hours in a four-week long survey of patrons to determine the need for extended hours at the education library. Of the 196 survey participants, 123 used computers to search, access, or retrieve library materials; 107 used library materials on sight; 102 borrowed or returned materials; and 63 consulted with library staff (Curry, 2003, p. 382). In looking at field literature, the majority of research being used to determine the outcomes of increased library hours on student performance must be classified as quantitative. The literature review also indicates that while there are a few instances of studies focused on the issue of extending hours in school libraries and the effects of this additional access on student performance, there are still gaps in the knowledge surrounding the issue. This study will take advantage of the flexibility of mixedmethods research to focus on the attitudes and behaviors regarding library use by

EXTENDED SCHOOL LIBRARY HOURS students and the determination of the need for extended hours in a rural high school setting. Ultimately, it is the aim of this research to fill these knowledge gaps. Section 4: Literature Analysis and Research Design The objective of this study is to establish a rationale for extending hours of operation in this rural high school library to increase the access to information for students. Goal one of the NC Technology Committee (2007) asserts that students must be taught and given ample opportunities to experience technology. Lances (2001) studies in both Alaska and Colorado showed that individual student visits to the library media center correlated with test scores (p. 14). In Pennsylvania, Alaska, and Colorado, Lance also found a correlation between access to Internet-capable computers in the library and higher student achievement levels. Unfortunately, when the school day ends in some areas of North Carolina,

access to the tools of achievement also ends for many students. At Simon Cowell High School, this inequity creates a student performance gap because those with adequate home access to library resources will be able to complete assigned work that may be superior and turned in more punctually than the work of students without home access. Hence, even as educators and librarians collaborate to teach information literacy and technology skills during the course of the school day, those students without access to the tools needed for mastery at home immediately fall behind their peers. Even the seemingly simplest homework assignment can be a barrier to student success if there are barriers to access. The earnest application of North Carolinas first technology goal will likely change media centers dramatically as educators seek to level the information access playing

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field for all. Successfully providing students with 21st Century workplace skills that will make them globally competitive will require stakeholders to re-evaluate their image of a typical library day or week. While several studies sought to find correlations between extended hours, library usage, and student achievement in relation to standardized test scores, this study seeks to determine whether there is a need or demand at Simon Cowell High School for extended library hours by students, faculty, and parents. This study will collect both qualitative and quantitative data to ascertain this need. It is expected that there will be a demand for extended hours, as the literature review reveals a strong link between library programs and student success. By analyzing the attitudes and behaviors surrounding library use at this school and combining this data with strong correlational data about increased library hours and academic success, this study aims to provide the justification needed to implement an extended hours program. In structuring the elements of this study, the authors will employ the quantitative aspects found in the current literature along with the addition of qualitative techniques. These customized surveys and interviews will be used to inform the decision-makers about the extended hours issue, both in terms of need and possible outcomes. By synthesizing existing field literature and qualitative and quantitative data specific to the study site, the researchers seek to apply the principles of evidence-based information practice (Wildemuth, 2009, p. 21). If the data gathered indicate a demand from the three major stakeholdersstudents, faculty, and parentsan extended hours program could be implemented based on patron needs, thereby helping to close the information access performance gap.

EXTENDED SCHOOL LIBRARY HOURS Section 5: Applying Research to Professional Problems A critical step at the beginning of the study is to identify the site and the person with whom initial contact will be made in order to gain entry into the field setting (Gall, Gall & Borg, 2007). The researchers will identify a contact person from the selected school and then make the request during a personal visit. Important parts of the initial

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discussion will include explaining how the site will be contributing to research and how the participants will benefit from their involvement in the study. The chosen site for this study is Simon Cowell High School in Jackson, North Carolina. The school is located in a rural setting that requires a large percentage of the student population to spend a considerable amount of time on the bus traveling to and from school. In addition, a large portion of the student population is minority with many students coming from families of low socio-economic status (SES). The researchers will use purposive sampling to create the unit of analysis for both the qualitative and quantitative portions of the study. The goal of purposive sampling is to select cases that are information-rich with respect to the purpose of the study (Gall et al., 2007). Using this type of sampling, the researchers will conduct semistructured interviews with twelve students from the eleventh grade class who are required to conduct research and write term papers as a part of the requirements for English III. The sample will include two students from advanced classes, two from the exceptional childrens program, two from general education classes, and two from the limited English proficiency program. At least half of the students will be from low-SES families. The researchers will administer a survey to the entire eleventh-grade class, the faculty, and a group of parents.

EXTENDED SCHOOL LIBRARY HOURS Semi-structured interviews The researcher is the primary measuring instrument in a qualitative study,

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carrying out the data collection and interacting closely with research recipients (Gall, et al., 2007). Researchers often choose semi-structured interviews because they realize that individuals understand the world in different ways. Semi-structured interviews have predetermined questions, but the researcher has the liberty to modify the order of the questions based on his or perception of what is appropriate. The interviewer is also free to change question wording and give explanations (Wildemuth, 2009). The interviews for this study will be face-to-face encounters at a predetermined time and place. Using the semi-structured interview approach, the researchers will gain each participants unique perspective on the research topic. The use of probing questions will encourage participants to clarify or elaborate on their answers. For this study, the researchers will design an interview guide (Appendix A) with approximately six open-ended questions. Using the steps outlined by Robson (as cited in Wildemuth, 2009), a researcher will contact the participants to set up a time and place for the interview. At the time of the interview, the researcher will make introductions, explain the purpose of the study and how anonymity will be assured, and then obtain permission to audiotape the interview. The researcher will build rapport with a few informal questions that do not pertain to the study and answer any questions the participant may have. Using the interview guide, the researcher will conduct the essential part of the interview. Once the participant has answered all essential questions, the researcher will close the interview and thank the interviewee for participating. The researcher will then upload the interview from a digital recorder to the

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computer for transcription and analysis. With the help of an assistant, the researcher will transcribe the full text of the interviews to prepare for analysis. Realizing that the quantity of data collected in a qualitative study can be massive, the researchers will organize the data from the outset as it is collected. The researchers will read the transcripts in their entirety several times, writing notes and memos in the margins throughout the process. Each member of the research team will separately identify categories or themes that emerge from the responses. They will then discuss their findings using constant comparative analysis of the data within and across the categories until they reach consensus on the top emerging themes. This triangulation of interview data among the four researchers will add a layer of trustworthiness to the data analysis process. The researchers will focus on teasing out the attitudes and opinions about extended library hours that cannot be fully captured in a survey. Surveys Gall et al. (2007) define survey as a method of data collection using questionnaires or interviews to collect data from a sample that has been selected to represent a population to which the findings of the data analysis can be generalized (p. 230). The researchers in this study will administer a survey to students (Appendix B) in eleventh-grade English classes to gather information concerning their use of the library and how they would benefit from extending the operating hours. The English III teachers will take their classes to the computer lab at scheduled times over a two-week period to take the survey through Survey Monkey (at www.surveymonkey.com), an online survey tool. Teachers will also take an online survey (Appendix C) during the designated twoweek period to share their opinions about extending the library hours and to give the

EXTENDED SCHOOL LIBRARY HOURS researchers insight as to how they utilize the library to support their curriculum and student learning. Using the parents that attend freshman orientation, the researchers will administer a paper survey (Appendix D) to gain insight into parents opinions of extended library hours and the benefits they and their child will gain from the extra access to technology and other library resources. The surveys will be required for teachers and students, ensuring a large response rate. A high-response rate is anticipated from the parent survey since they will be asked to submit their completed survey before leaving. Prior to creating the questionnaires, the researchers will study the literature on the research topic to review questions that may have been posed in previous studies through surveys. Following the suggestion of Wildemuth (2009), the researchers will examine websites like that of the ALA, where the results of professionally conducted surveys are housed to see whether there are existing questions that can be used or

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modified for the current study. The surveys will consist of closed-ended questions. This type of question will require less time and effort from the participants, and the data analysis will be less complicated and less time-consuming. The Web-based survey tool, Survey Monkey, will be utilized for the student and teacher surveys. Each participant will log into Survey Monkey and respond to closedended items by clicking on the radio buttons. An advantage to using this type of Webbased instrument is that it eliminates the step of manually transferring data into electronic form for analysis, reducing the chance of errors during the transfer (Gall et al., 2007). Once the surveys are complete, Survey Monkey will perform an analysis of the data and generate reports through tables and graphs. The data from parent surveys will

EXTENDED SCHOOL LIBRARY HOURS be tabulated manually and transferred into electronic format for data analysis. Computer-generated tables and graphs will be created to report the findings. The researchers will take the reports from the three surveys and compare them to the findings from the semi-structured interviews. Through triangulation of data and methods, the research team will draw conclusions from the study that are both trustworthy and valid. The findings from this study will serve to inform administrative and school improvement team decisions regarding approval and budgeting of an extended hours

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library program. The qualitative data collected through the interviews combined with the survey components will provide ample evidence to justify, or not, any changes in the current administration of the library. Section 6: Conclusion The goal of this study is to gain a deeper understanding of the informational access needs of students living in remote areas through a mixed-methods research approach to answer the following questions: 1) Is there a need for extended hours of operation in rural high school libraries to increase access to information for students? 2) To what extent is there a student demand for extended hours? 3) To what extent is there a parent demand for additional access to the library by their child/children? 4) To what extent is there a faculty demand for extended hours? Through the use of interviews and surveys, the information needs and characteristics of library use from a cross-section of stakeholders will be recorded and used to inform the school administration of the level of demand for extended hours at the library for students. The assessment of field literature on the subject indicated

EXTENDED SCHOOL LIBRARY HOURS several previous studies linking extra library hours with greater student success. Assuming demand is indicated from the surveys and interviews, it is expected that students at this school will not only achieve these results, but also improve classroom performance through the completion of homework on time and an increase in information literacy. When given the opportunity to access an information-rich and technology-rich environment, students become, capable and avid readers and learners who are information literate (Haycock, 2003, para.4). Additionally, Hunter

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(2006) states that extra hours in the library schedule offer students additional access to facilities and resources and allow the library staff the opportunity to promote literacy and ethical use of technology (p. 41). Although this study is limited in scope and generalizability, the results can be used to inform scholarship and practice. The determination of need and desire for extended hours combined with the results of the literature review may also assist Simon Cowell High School in applying for grants and other sources of funding for the program. Given that this school may have similar demographics to other high schools in the state or elsewhere, there is the possibility of utilizing this as an exploratory study for increasing library hours to those schools as well. While this study involves one school site, it can serve as a model for other schools to address their own library and information needs.

EXTENDED SCHOOL LIBRARY HOURS References

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Achterman, D. Haves, halves, and have-nots: School libraries and student achievement in California. Ph.D. dissertation, University of North Texas, United States Texas. Retrieved from Dissertations & Theses: Full Text. (AAT 3376017) Barringer, C. (2001). An after-hours school library program. Book Report, 20(1), 21. Burgin, R., Bracy, P. B., & Brown, K. (2003). An essential connection: How quality school library media programs improve student achievement in North Carolina. RB Software & Consulting. Retrieved from http://www.rburgin.com/NCschools2003/NCSchoolStudy.pdf Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches. Thousand Oaks, CA: Sage. Curry, A. (2003). Opening hours: The contest between diminishing resources and a 24/7 world. Journal of Academic Librarianship, 29(6), 375-385. Despines, J. (2001). Planning for extended hours: a survey of practice. Knowledge Quest, 30(2), 22-6. Farmer, L.S.J. (2006). Library media program implementation and student achievement. Journal of Librarianship and Information Science, 38, 21-32. doi:10.1177/0961000606060957 Gall, M., Gall, J., & Borg, W. (2007). Educational research: An introduction. Boston, MA: Pearson. Haycock, K. (2003). School Library Media Programs and Academic Achievement. Teacher Librarian, 30(5), 35. Hunter, M.T. (2006). Wildcat study time: an extended-day program in the school

EXTENDED SCHOOL LIBRARY HOURS library. Teacher Librarian, 33(4), 41-42. Lance, K. (2001). Proof of the power: Quality library media programs affect academic achievement. Multimedia Schools, 8(4), 14. North Carolina Educational Technology Plan Committee (2007). North Carolina educational technology plan. Retrieved from

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http://it.ncwiseowl.org/accountability/north_carolina_educational_technology_pla n/ Pashaeizad, H. (2009). A glance at the characteristics of mixed methods and importance of its applications in LIS researches. In Qualitative and quantitative methods in libraries: Theory and application. Retrieved from http://www.worldscibooks.com/etextbook/7691/7691_chap01.pdf Steele, P. & Walters, C. (2001). Extended library hours: a SPEC kit. Washington, D.C.: Association of Research Libraries, Office of Leadership and Management Services. Wildemuth, B. (2007). Applications of social research methods to questions in information and library science. Westport, CT: Libraries Unlimited.

EXTENDED SCHOOL LIBRARY HOURS Works Consulted Everhart, N., & Logan, D. (2005). Building the effective school library media center using the student learning through Ohio school libraries research study. Knowledge Quest, 34(2), 51-54.

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Fergusson, D. (1996). Keep school libraries open after hours. North Carolina Libraries. 54(1), 24. Haycock, K. (2006). Dual use libraries: Guidelines for success. Library Trends, 54(4), 488-500. Houle, R. (2004). An empirical analysis of loans by school libraries. Alberta Journal of Educational Research, 30, 104-114. Jones, J. (2009). Dropout prevention through the school library: Dispositions, relationships, and instructional practices. School Libraries Worldwide, 15(2), 7790. Mardis, M. (2006). Science achievement and school library media programs: A view from middle schools in Michigan, USA. In J. McGregor (Ed.), Research in Teacher Librarianship: Proceedings of the CSTL Research Conference 9-10 April 2005. Wagga Wagga, NSW, Australia: Charles Sturt University Press. Miller, L. (1995). Extending the hours of the school library media center beyond the school day. Ohio Media Spectrum, 47, 22-4. Mission & goals of the school library media program. (2006, September 27). American Library Association, Retrieved from http://www.ala.org/ala/mgrps/divs/aasl/aaslarchive/pubsarchive/informationpower /missiongoals.cfm

EXTENDED SCHOOL LIBRARY HOURS School library center: Quotable facts. (2006, September 27). American Library Association, Retrieved from

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http://www.ala.org/ala/mgrps/divs/aasl/aaslissues/toolkits/schoollibraryfacts.cfm SLC! 2010 full report. (2010, October 14). American Library Association. http://www.ala.org/ala/mgrps/divs/aasl/researchandstatistics/slcsurvey/2010/slc2 010.cfm Stites, B., & Nelson, S. (2001). The after-school library: Extended days, enhanced service. Knowledge Quest, 30(2), 36-8.

EXTENDED SCHOOL LIBRARY HOURS Appendix A Interview Guide

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The following predetermined questions will be used by the researchers while conducting their semi-structured interviews. The interview will not be limited to these questions alone, but they will serve as a guide to assist with the process. 1. Approximately how many research projects do your teachers assign per year? Describe some of them. 2. Approximately how many of your daily homework assignments per week require you to utilize a computer or the Internet? 3. How do you acquire the information to complete these projects? 4. Would having access to the schools library beyond the regular hours of operation help you to get these assignments complete? 5. In addition to major assignments, would extended library hours help you in preparing for class? In what ways? 6. What types of activities would you most likely use the library for if it were to be open after school hours?

EXTENDED SCHOOL LIBRARY HOURS Appendix B

This actual survey can be found online at http://www.surveymonkey.com/s/FRTT56T

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Members of the Junior Class at Simon Cowell High School Need for Extended Library Hours Survey
1. What is your gender? Male Female 2. Do you own a functional computer at home? Yes No 3. Do you have Internet access at home? Yes No 4. Which of the following best describes the distance it is from your house to the nearest public library? Less than 5 miles Between 5 to 10 miles Between 10 to 15 miles More than 15 miles 5. When your class goes to the library to work on a research assignment, are you normally able to complete the assignment in the time provided? Yes

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No 6. In addition to the class time you spend in the library, how often do you go to the library on your own? Daily Once a week Once a month Once or twice a grading period Once a semester I rarely visit the library on my own 7. Do you think that extending the hours of operation in the library before school, after school or on the weekends, will help to you to be more successful in the classroom? Yes No 8. If extended hours were provided, which of the following time frames would best meet your needs? 1 hour before school 3 hours immediately after school Evenings from 6:00 - 9:00 pm Saturday from 10:00 am - 12:00 pm Sunday from 2:00 - 4:00 pm 9. Please indicate which activities you would utilize if extended school library hours were implemented?

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Borrow or return books and other materials Use resources unavailable for check out (reference books, current magazines, audio books, etc.) Use computer stations to search, access, or retrieve information Use computers to compose papers/presentations Browse the Web or use e-mail Consult with a librarian (research or computer assistance) Use the library as a study space for homework Work on group or club projects Socialize with friends Other activities 10. How important is it to you that the school library extends its hours of operation to provide greater access to students? Extremely important Moderately important Important Slightly important Not important to me at this time

EXTENDED SCHOOL LIBRARY HOURS Appendix C

This actual survey can be found at http://www.surveymonkey.com/s/FD2MHGS

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Faculty Members at Simon Cowell High School Need for Extended Library Hours Survey
1. Title of Respondent Teacher Administrator guidance Counselor Other Staff 2. What subject(s) do you teach? English History Math Science Vocational Programs Health and PE Fine Arts Other 3. How often do you use the library? Daily Weekly

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Once or twice a grading period Once a semester I rarely visit the library 4. How frequently do you bring your classes to library? Daily Weekly Once or twice a grading period Once a semester I rarely take my classes to the library 5. Do your students have a sufficient amount of time to complete their assignment when you schedule the library? Yes No 6. Do you think a greater percentage of your students would turn in assignments on time if they had additional access to the library beyond the regular school day? Yes No 7. Do you feel that extending the hours of operation in the library before school, after school or on the weekend would improve your students' classroom performance? Yes No

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8. If extended hours are needed, which of the following time frames do you think would most benefit students? 1 hour before school 3 hours immediately after school Evenings from 6:00 - 9:00 pm Saturday from 10:00 am - 12:00 pm Sunday from 2:00 - 4:00 pm

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9. Please indicate the types of activities your students might utilize the school library for if extended hours of operation were implemented. Borrow or return books and other materials Use resources unavailable for check out (reference books, current magazines audio books etc.) Use computer stations to search access, or retrieve information Use computers to compose papers/presentations Browse the Web or use e-mail Consult with a librarian (research or computer assistance) Use the library as a study space for homework Meet with other students to work on class or club projects Others 10. How important is it to you that the library extends its hours of operation to provide greater access to students and faculty? Extremely Important Moderately Important

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Important Doesn't Matter Much Not Important to me at this time

EXTENDED SCHOOL LIBRARY HOURS Appendix D Parents of Students Attending Simon Cowell High School Need for Extended Library Hours Survey Please complete the following survey to help the school leadership team determine

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whether a need exists to increase the number of hours the school library is opened for students to access information outside of regular school day. 1. Please indicate which grade level(s) your child/children will be in this school year. (Mark all that apply.) 9th 10th 11th 12th 2. Does your family own a functional computer at home? Yes No 3. Does your family have Internet access at home? Yes No 4. If you child does not complete an assignment at school that requires him/her of access information, which of the following describes how this situation is handled/ He/she uses our Internet service at home to complete the assignment He/she uses the reference materials we have at home to get whatever information that may be available He/she goes to a friends, neighbors or family members home to complete the assignment He/she turns in what was produced at school even if it is incomplete He/she does not turn in the assignment 5. Which of the following best describes the distance from your house to the nearest public library? Less than 5 miles 5 to 10 miles 10 to 15 miles More than 15 miles 6. How often do you and your family use a library?

EXTENDED SCHOOL LIBRARY HOURS Daily Weekly Once or twice a month At least once a year Never

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7. Do you think that extending the hours of operation in the school library before school, after school or on weekends will help your child be more successful in their classroom assignments? Yes No 8. If school library are extended, which of the following times would best fit into your familys schedule? 1 hour before school 3 hours immediately after school Evenings from 6:00 - 9:00 pm Saturdays from 10:00 am - 12:00 pm Sundays from 2:00 - 4:00 pm 9. Please indicate the activities in which you would like for your child to have access to after school hours. Mark all that apply. Borrow or return books and other materials Use resources unavailable for check out (reference books, current magazines audio books etc.) Use computer stations to search access, or retrieve information Use computers to compose papers/presentations Browse the Web or use e-mail Consult with a librarian (research or computer assistance) Use the library as a study space for homework Meet with other students to work on class or club projects Others 10. How important is it to you that the school library provide after school hours to your child? Extremely important Moderately important Important Slightly important Not important to me at this time