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The Effects on Student Achievement as a Result of Implementing a Flexible Access Library

Schedule in a Rural Central Texas Elementary School
Leslie Barrett
Texas State University

Dr. Nancy Langerock, Ph.D.

CI 5390
April 24, 2014
Texas State University
Round Rock Higher Education Campus

Abstract
The purpose of this study was to examine the effects of broadened student access to library
books and materials on student achievement as measured by state STAAR exam scores,
Renaissance Learning scores, and student work. During the study, a rural central Texas
elementary school implemented a shift in library scheduling from a fixed access library schedule
to a flexible access library schedule. Observations were made in both the library setting and the
classroom setting before and after the schedule change to examine the effects on daily academic
activities potentially related to the scheduling shift. Additionally, teachers and students were
interviewed prior to and after the scheduling shift to study their perceptions of the role the library
plays in an elementary school setting.

Table of Contents
Title Page . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Abstract . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Table of Contents. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Literature Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Problem Statement and Purpose of Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10
Methodology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10
Research Questions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10
Operational Definitions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Population . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Procedures. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12
Instrumentation of Design. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Analysis and Display of Data. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Image of Art. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Conclusions, Significance of Study, and Implication for Further Studies . . . . . . . . . . . . . . . .16
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Addenda. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20
Addendum 1 Permission Form: Parent & Student . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Addendum 2 Permission Form: Teacher. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Addendum 3 Permission Form: Administrator . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Addendum 4 Interview Questions: Staff . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Addendum 5 Interview Questions: Student . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29
Addendum 5 Example of Art . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

Introduction and Review of the Literature

Elementary school libraries are expensive yet often poorly utilized resources for support
of student academic achievement. Often in elementary schools the opportunity exists to
maximize the expertise of the library media specialist as not only a certified educator but also an
expert in information literacy and blend the classroom content standards and the library
resources in an authentic way that enhances student learning experiences. Thousands of books
line school library shelves ready to nurture student literacy development, connections to
curriculum information, and natural student curiosity. The library stands ready to serve as the
hub of the campus, where all are welcome to select from a variety of carefully chosen resources
to meet the academic needs of the students and teachers on a campus.
Yet more often than not, elementary school libraries are operating on a fixed schedule.
Instead of unlimited access to reading material, students are restricted to a weekly library time
for exchanging books and learning about information literacy. Rather than being a source of
teacher planning inspiration and support, the libraries and librarians are being used for covering
teacher planning periods. Instead of serving as a point of need source of information to support
curriculum concepts and nurture student curiosity, information literacy lessons are are taught in
academic isolation and squeezed in between book check-out times. According to the US
Department of Education, in 2004 50.9% of public elementary school libraries were operating on
this type of a fixed access schedule (McGregor, 2006).
In an effort to create an educational environment that maximizes support of student
academic growth and readies students to function effectively in the 21st century (and beyond),
we must reconsider how we are utilizing our libraries and librarians on elementary campuses. As
the age of information evolves, access to information as well as information literacy instruction

must evolve alongside. Farquharson (2009) suggests there are new literacies that must be
learned to be a successful user of the internet (p. 85). Quality library programs must
incorporate and integrate all forms of information comprehension to ensure student success in
this digital world, and we must start the information integration early. To make the information
connection relevant to student understanding, it is even better if information literacy instruction
can occur at a natural point of curricular need, as a collaborative instructional effort between
librarian and classroom teacher. This cannot happen if the librarian is covering the teachers
lesson planning time.
Fortunately, researchers are recognizing a shift in how we are starting view our school
libraries. Public school libraries in the US are striving to be active, engaging, open places that
offer students opportunities to become self-directed and informed users of information (Scott &
Plourde, 2007, p.420). Libraries today are becoming hubs of activity; libraries are the go-to
location to access information by students, teachers and parents. This is a paradigm shift from
the libraries of yesterday which were seen as quiet, under-used spaces where the librarian held all
control and access to information. This is also the type of climate shift that nurtures student
success and a shift we need to see occur more often in elementary school libraries.
Many studies have linked the presence of a school library program to student academic
success (Lance, 2002; Todd & Kuhlthau, 2005). The publication of the book Information
Power: Building Partnerships for Learning (American Library Association, 1998) created
awareness of the library as a place of instructional leadership and emphasized the role of the
librarian to increase information literacy among not only students but teachers as well. Emphasis
can now be placed on the importance of the school librarian as a collaborative partner with the
classroom teacher to seamlessly connect the information search process with the academic

knowledge and skills being acquired by students. As we transition elementary libraries from
fixed to flexible access schedules, we can create more connected learning experiences in the
library, and enhance the perception of the librarian as a partner in teaching and learning as well
as a valued member of instructional leadership teams working toward the same goal: student
success.
Lance (2002) corroborates the connection of a strong library program to student
achievement through his comprehensive study. His research indicates students display higher
test scores in schools where the librarian is cooperatively teaching with classroom teachers,
collaboratively planning with teachers, serving on curriculum committees and meeting regularly
with teachers and administrators (Lance, 2002). Additionally, he identifies a stronger correlation
between high test scores and individual student visits to the library versus library visits as a
group (Lance, 2002). He attributes this to the fact that students who visit the library on their own
are likely pursuing a self-directed learning goal, while group visits are associated with canned,
pre-scheduled library times that often contain minimal curricular connections or instructional
objectives. These types of student-centered and curriculum focused practices are difficult to
create when the librarian is unavailable to collaborate, curate, or team teach because he or she is
needed to cover teacher planning periods.
McGregor (2006) mentions constructivist learning theory as the process of connecting
prior knowledge to new knowledge and making individual meaning of learning. Constructivist
would argue that learning in context is a more effective practice than teaching skills in isolation.
We can apply this thinking to the lessons that are taught in a fixed schedule library program. In
this case the information literacy skills are taught in isolation rather than at point of need to
support knowledge acquisition. Is this learning sticky? When there is little opportunity to

apply information literacy skills between scheduled library classes, it could be argued that
students are missing opportunities to internalize learning; the skills are taught in artificial
isolation. Teachable moments are missed when students have to wait until their scheduled
library time next week to investigate answers to spontaneous and self-generated curriculum
related questions and curiosities.
We have the power maximize the academic potential of the school library by shifting
from a model of the library as a separate space where students go when their teacher is having
planning time to a dynamic campus resource hub that supports student curiosity, academic
growth and information literacy at the point of curricular need. This shift in thinking creates a
new view of the school library as an extension of the classroom and can be highly beneficial to
student learning. According to Zweizig (1999), teachers from schools that have shifted to a
flexible library schedule report students are using the library more, are taking more initiative to
use the library on their own, and have a more positive attitude toward library use. Interviews
with administrators, teachers and librarians of schools that had implemented a scheduling shift
from fixed to flexible revealed advantages including the creation of a more real-world way of
experiencing the resources available in the school library (mimicking how people access the
public library), more point-of-need information access, more reading occurring due to expanded
access to books, and the emergence of the library as a very active place in the school (McGregor,
2006). This type of major change in the campus library model is a long-term process that
benefits greatly from the support of administration (McGregor, 2006).
As overall student achievement in public schools wavers across the United States,
schools are looking for remedies to low student performance. RtI, a research based intervention
program being implemented in schools across the United States, creates a structure for

supporting academic tiers of students. Robins and Antrim (2012) found that the RtI structure
provides new opportunities for librarians to serve students academic needs through targeted and
tiered instructional support strategies as well as serve staff in leadership and support roles.
Librarians can help by providing RtI training, resource identification to support teachers in the
RtI process, matching instructional materials to targeted instructional needs, and utilizing
technology expertise to provide support around data collection, retrieval, interpretation and
management. Schools that are implementing an RtI model should be intentional in including
their librarian in all aspects of program implementation in order to maximize their goal of
supporting student success and growth (Robins & Antrim, 2012). Flexible library access is
optimal for supporting the dynamic and flexible nature of the RtI process.
In addition to shifting perceptions of the librarians role as more of a curriculum
collaborator with teachers to improve student outcomes, a shift in thinking about access to
reading material and school library circulation policies may be in order. We know that access to
more books has a positive effect on the literacy development of children. Neuman (1999) noted
a significant difference in early literacy development among students who were given access to a
greater quantity of books through visits to the local public library. These students not only
scored higher on measures of literacy development (letter recognition, receptive vocabulary,
concepts of print, concepts of writing), but also demonstrated a proclivity to choose books as a
free time activity more frequently than their peers in the control group with fewer books
available to them (Neuman, 1999). Additionally, Ramos and Krashen (1998) found that second
and third grade book access supplemented by trip to the local public library resulted in increased
reading at home (as reported by parents), and an increased enthusiasm for reading among the
students. In fact, a majority (67%) of the parents reported that students requested to be taken

back to the public library on their own (Ramos & Krashen, 1998). While family trips to
community libraries are wonderful activities to support literacy development, why should
teachers and students have to resort to outside sources for access to literature support materials
when schools invest thousands of dollars each year to stock reading materials in libraries right on
school campuses? Why are we limiting students access to valuable school resources due to
rigid scheduling criteria?
Johnson & Donham (2012) argue that emergent readers need access to many books to
support early literacy development. Their background research literature suggests a strong
correlation between library circulation statistics and student academic performance. Francis,
Lance, and Lietzau (2010) found that third and fifth grade students who had increased
opportunities to visit the library weekly tended to have reading scores at the proficient or
advanced level. To effectively support literacy development on elementary school campuses
libraries need to design circulation practices and policies that provide for maximum access to
school library materials (Johnson & Donham, 2012). Additionally, we know that children from
lower income bracketstend to lag developmentally behind their higher income peers and often
have limited to no access to books at home. The opportunity to practice and share developing
literacy strategies with family members is impacted by the unavailability of print resources. It is
evident that restricting access to the library books available on elementary campuses is not in the
best interest of those developing readers who need as much support as they can get.
Furthermore, according to Lin, Shin and Krashen (2007) studies show that students who
participate in free choice, self-selected pleasure reading over the summer, often encouraged by
local public library programs, have higher academic gains over those students who do not engage
in summer reading. What is the magic of the summer reading program that accounts for student

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participation and academic growth? Students participate because they have free choice of
reading material with no required academic assignment attached, and students have access to a
wide variety of books available to them at any time during regular library business hours. Would
duplication of that scenario during the regular school year result in continued and possible
further increased academic achievement? We can attempt to duplicate that scenario if we open
up our elementary school libraries to allow students flexible and unlimited access to a large and
varied collection of literature.
Statement of the Problem
There is little data that suggest possible increased student achievement as a result of
implementing a flexible access library schedule in a rural central Texas elementary school.
Purpose of the Study
The purpose of this study is to collect data to suggest possible changes in student
achievement as a result of implementing a flexible access library schedule in a rural central
Texas elementary school.
Methodology
Research Questions
The key question guiding this study is What is the effect on student achievement of
implementing a flexible access library schedule?
1. What data as collected in this study suggests possible changes in student academic
performance as a result of participating in a flexible access school library schedule?
2. What data as collected in this study reveals types of challenges, steps and processes
teachers and students experience when implementing a flexible access school library
schedule?

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Operational Definitions
Collaboration: the act of co-planning curriculum based lessons between two or more educators.
Economically disadvantaged: students from low income families as classified by qualifying for
the free or reduced lunch program.
Fixed access library schedule: students only visit the library at their pre-determined library time
for a set number of minutes. The library and its resources are not accessible to students outside
of the scheduled time.
Flexible access library schedule: students come to the library as they have a need that the library
can fill. They are not confined to a regular, pre-determined library day or time limit.
Information literacy: the ability to identify information needs and accurately and efficiently
locate relevant information to meet those needs.
Limited English Proficient (LEP): Students identified as having a home language other than
English. These students receive support in English language acquisition strategies.
Planning period: the time allotted to teachers daily for planning, conferences, meetings and other
activities. The teachers students are with other staff members during this time.
Response to Intervention (RtI): A research based program intended to provide a structure of
support for students who are performing below academic level.
Population
The population as represented by this study consisted of students in a public elementary
school in rural Texas. In 2012 the school was made up of 353 students in grades 3, 4 and 5.
Girls make up 51% of the student body and boys make up 49%. The student ethnicity
breakdown included 10% African American, 48% Hispanic, 39% White and 2% Other. 70% of
the students were considered economically disadvantaged, 8% were reported as Limited English

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Proficient and 9.5% were classified as receiving Special Education services. The At-Risk
population was 34%, 4% were considered Gifted and Talented, and 4.7% qualified for 504
services. The 46 person staff breakdown included 74% teachers, 5% campus administration,
16% educational aides and 4% professional support staff. The campus librarian is an educational
aide. There is no certified librarian on staff in the district.
Procedures
At the beginning of this one year long study, permission slips were collected from parents
and students, teachers, and campus administrators (see Addendum 1, 2 and 3). Archival data
was accessed to obtain baseline data. The researchers collected STAAR reading test scores for
grades 3-5, STAAR writing for grade 4, and STAAR Science for grade 5 for the prior two years.
The researchers also accessed library circulation statistics indicating the quantity of library books
circulated each month by grade level and by teacher. Campus data was collected for the past two
years from the Renaissance Learning program indicating student reading levels by grade as well
as Average Percent Correct on Accelerated Reader quizzes by grade level. Finally, samples of
student work were collected. This data was coded, aggregated, compiled and stored for later
comparison at the end of the study.
The study also began with campus observations of the library and select classrooms.
Over the course of the last 3 months of the school year, and prior to the implementation of the
library schedule shift central to the study, the researchers observed the library once a week for
four hours at a time, and two classrooms per week for one hour per observation.
After the pre-observations, a pre-interview of the campus librarian, teachers,
administrators and randomly selected students was conducted (see Addendum 5 & 6).
Participants were asked to describe trends in student reading practices as observed over the past

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four years. Interviewers collected responses related to staff and student perceptions of reading
development strategies that were effective and ineffective as well as information related to staff
and student perceptions of the role of the campus library. Participants also offered information
about the frequency and quality of collaboration occurring between the campus librarian and the
grade level teachers on student academic outcomes.
Data from the observations and interviews were coded by three independent researchers
to generate a consensus, and were added to the archival testing data for later comparison
purposes.
Over the course of the next school year the librarian transitioned the campus library from
a fixed access to a flexible access library schedule. She conducted staff training to explain the
procedures and benefits of the new library schedule, and began to schedule collaboration
meetings with grade levels to better locate resources to enhance classroom instruction and to plan
co-teaching lessons where applicable. She conducted orientation classes with students to explain
the new library procedures and features. The staff and students began to utilize the library
according to the procedures of the flexible access library schedule.
During the nine month course of the school year researchers once again conducted field
observations of the library and the classrooms. They visited the library every week for four hour
observations each visit. They conducted two classroom observations each week for one hour per
classroom visit.
The researchers also conducted interviews with the librarian, the teachers, the
administrators and the students during the course of the school year. Interviews included
questions related to perceptions of the effectiveness of current trends in student reading
development and habits. Additionally, information was also collected regarding the

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interviewees perception of the librarys role on the campus. Finally, participants were asked to
reflect on the frequency and quality of collaboration between the librarian and teachers in
designing learning experiences that enhanced student learning outcomes. This observation and
interview data was coded and analyzed by three independent researchers.
At the end of the school year student performance data was collected. The researchers
incorporated STAAR reading results for grades 3-5, STAAR writing results for grade 4 and
STAAR science results for grade 5. The researchers also collected library circulation statistics
for each month by grade level and by teacher. Renaissance Learning program data indicating
student reading levels by grade as well as Average Percent Correct on Accelerated Reader
quizzes by grade level was also collected. Finally, samples of student work were collected and
coded by independent researchers.
The art collage created as a result of this study was made using patterned and solid craft
paper and pages from childrens books. The patterned craft papers were torn into rough pieces
of varying sizes and shapes, and were glued onto a 9 X 12 canvas. A tree shape was cut from
black craft paper and glued onto the patterned paper background. Bird shapes were cut from
pages of childrens books and glued onto a bird shaped background of yellow craft paper.
Finally, these bird shapes were glued onto the canvas on top of the tree.
Instrumentation of Design
The design used for this action research was modeled after the critical incident technique
adapted by Erlandson, Harris, Skipper & Allen (1993). Compliance with the components of
confirmability, credibility, dependability and transferability aided in establishing trustworthiness
throughout this study. The qualitative techniques of triangulation, reflexive journaling, thick
description, member checks and persistent observation were employed and maintained through

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the duration of the study. Additionally, arts-based techniques (Barone & Eisner, 1998) were
utilized as a complementary method of research representation during the study.
Analysis and Display of Data
The quantitative data of this study were sorted and statistically analyzed through a
deductive process to highlight trends. Similarly, qualitative data as represented by anecdotal
explanations, thick description and detailed observations were coded, organized and interpreted
through an inductive process. Reliability was addressed through coding and triangulation of
descriptions and observations, but due to the subjective nature of field observations and reflexive
journaling the possibility of researcher bias is acknowledged
The arts based component of this study adheres to the seven aesthetic features described
by Barone & Eisner (1998) including the creation of a virtual reality, the presence of ambiguity,
the use of expressing language and images, the use of contextualized and vernacular language;,
the promotion of empathy, the personal signature of the researcher, and the presence of aesthetic
form. The art is a paper collage constructed on a nine inch by twelve inch canvas. The collage
depicts eight birds sitting on a tree. Each bird was cut from a different page of a childs book.
The bird shape contains words and, in some cases, parts of colorful illustrations. The bird shape
is mounted on a slightly larger bird shape cut from yellow paper. The colorful birds sit on
branches of a tree which was cut from black paper. The view is of a close-up of the tree, and, as
such, only a portion of the tree is visible. The tree has no visible leaves. The tree and birds sit
on a background collage of pieces of different patterned black and white paper.

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Conclusions, Significance of Study and Implications for Further Studies

As the saying goes, If you keep doing what youve always done youll keep getting what
youve always got. Our world is growing and evolving faster than ever, yet we employ the
same antiquated practices in our classrooms weve used for years and wonder why our students
are struggling. Nowhere is this truer than in our school libraries. Its time to rethink archaic
practices and open our minds to the innovative and expansive ways we can tap into the physical
and human resources that fill elementary libraries across the country. At a minimum, lets open
up student access to reading material to anytime during the school day that the student needs a
new book. Even better, lets change our view of the library to that of a hub of information and
learning where students and teachers go ANY time they need to support a learning endeavor.

17

Lets encourage more opportunities to capitalize on the talent of our librarians as certified
educators and information experts to co-plan and co-teach curriculum based lessons at the point
of need. No doubt such a shift could bring about positive changes in student engagement and,
ultimately, academic achievement.
The art collage represents the desire to free our school library books from the confines of
a fixed and rigid library schedule. Birds symbolize freedom, and these are word birds. They
are made of words and images from childrens books. The birds are not caged, but exist freely in
a natural setting representing the freedom students should have to nurture their own learning in a
natural and realistic setting. In the collage the birds are the only color set in a colorless black and
white background. This symbolizes the brightness, color and joy brought into our lives by books
and the ability to read.
Implications for further study include expanding the population studied to larger schools
as well as schools that exist in urban as well as rural settings. Additionally, value could be
gained by studying the programming features of library programs in schools with long standing
records of student success.

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References
American Library Association. (1998). Information power: Building partnerships for learning.
Chicago: American Library Association
Barone, T., & Eisner, E. (1998). Arts-based educational research. In R.M. Jaeger (Ed.),
Complimentary methods of research in education (2nd ed.). Washington, DC: American
Educational Research Association.
Erlandson, D.A., Harris, E. L., Skipper, B. L., & Allen, S. D. (1993). Doing naturalistic inquiry.
A guide to methods. Newbury Park, CA: Sage Publications, Inc.
Farquharson, M. (2009). The power of high quality school library programs. Teacher Librarian,
36(5), 85-86.
Francis, B.H., Lance, K.C., Lietzau, Z. (2010). School librarians continue to help students
achieve standards: The third Colorado study (2010). (Closer Look Report). Denver, CO:
Colorado State Library, Library Research Service.
Johnson, L. & Donham, J. (2012). Reading by grade three: How well do school library
circulation policies support early reading? Teacher Librarian, 40(2), 8-12.
Lance, K. (2002). Impact of school library media programs on academic achievement. Teacher
Librarian, 29(3), 29-34.
Lin, S., Shin, F., & Krashen, S. (2007). Sophia's choice: Summer reading. Knowledge Quest,
35(3), 52-55.
McGregor, J. (2006). Flexible scheduling: Implementing an innovation. School Library Media
Research, 9, 1-27.
Neuman, S. B. (1999). Books make a difference: A study of access to literacy. Reading Research
Quarterly, 34(3), 286-311. doi:10.1598/RRQ.34.3.3

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Ramos, F., & Krashen, S. (1998). The impact of one trip to the public library: Making books
available may be the best incentive for reading. Reading Teacher, 51(7), 614-615.
Robins, J., & Antrim, P. (2012). School librarians and Response to Intervention. School Library
Research, 15, 1-16.
Scott, K. J., & Plourde, L. A. (2007). School libraries and increased student achievement:
What's the big idea? Education, 127(3), 419-429.
Todd, R. & Kuhlthau, C. (2005). Student learning through Ohio school libraries, Part 1: How
effective school libraries help students. School Libraries Worldwide, 11(1), 63-88.
Zweizig, D. (1999). Access and use of library resources in Library Power. School Libraries
Worldwide, 5(2), 16-28.

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Addenda

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Addendum 1
Permission for Childrens Participation in Research
Effects on Student Achievement as a Result of Implementing a Flexible Access Library
Schedule in a Rural Central Texas Elementary School
Date
Dear Parent or Guardian,
Our names are Leslie Barrett and Any Researcher. We are conducting a research study on the
experiences of students, teachers, librarians, and other school staff with Flexible Access Library
Schedules.
We are collecting information about the thoughts of teachers and students during the
implementation of a flexible access library schedule. We are requesting your permission to
interview your child and collect samples of your childs work through scanned images. Samples
could include your childs written observations, notes and group project. Your childs teacher
will protect your childs privacy and make sure your childs name is not on any work samples or
observations they share with us. All original work will be returned to your child.
There are no known risks associated with your childs participation. Your child will receive no
compensation or direct benefit participating in this study. Your childs responses will remain
confidential, and the data will be stored securely in a password-protected cloud-based storage
system. All data will be destroyed within three years of the studys completion. In addition, no
reference will be made in oral or written reports that could link your child to the study.
This research study will take place during regular classroom activities; however, if you or your
child do not wish to participate please return the form below and your childs teacher will be sure
to remove any data or observations associated with him or her.
Your childs participation in this research is voluntary and you or your child may withdraw
consent and stop participation at any time without penalty to your child. Participation in this
study will take approximately one year.
We appreciate your childs participation in this research. If you have any questions about the
study or the procedures, please feel free to contact us.
Sincerely,
Leslie Barrett & Any Researcher

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Please return the form below.

Signature
You are making a decision about allowing your child to participate in this study. Your signature
below indicates that you have read the information provided above and have decided if your child
may participate in the study. You may discontinue your childs participation at any time. You
may keep the above letter for your records.

My child MAY participate in this study.

My child MAY NOT participate in this study.

_________________________________
Printed Name of Child

______________________________
Childs Teacher

_________________________________
Signature of Parent(s) or Legal Guardian

______________________________
Date

Please explain to your child what participation in this study will look like. You may read the letter
that follows as an example.

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Your class is being asked to participate in a research study by two researchers. The researchers are
learning about how students like you learn. I am going to explain what you are going to do during this
study and we can decide if you want to participate.
Your library at school will be trying a new schedule. If you say it is OK, the researchers might ask you a
few questions about what you think about the library, reading and learning. If you say yes, your teacher
might also share copies of your work with the researchers and will tell them about what the entire class
learned. The researchers will not be using your name on any information, so no one outside of your
school will know what you did.
Agreeing to be in this project should not hurt you. You will not get any gift for participating. Just as
your teacher usually does, you will receive a grade on your assignments but your grade will not be
shared with anyone else. You do not have to participate if you do not want to. If you say yes now
but change your mind later you can stop being in the research project any time just by telling me. No
one will be upset if you choose not to participate.
If you sign this paper, it means you have read or been told about the study and you want to
participate. If you dont want to be in this study, do not sign this paper. Being in the study is up to
you and no one will be upset if you do not sign this paper or if you change your mind later. Let me
know if you have any questions or if you do not want to participate in the study.

Please return the form below.

Signature

I will participate in this study. I understand that I might answer some questions the researcher
may ask me, and that my work may be shared with researchers.

_________________________________
Student Printed Name

__________________
Teacher Name

_________________________________
Student Signature

_________________
Date

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Addendum 2
Permission for Teacher Participation in Research
Effects on Student Achievement as a Result of Implementing a Flexible Access Library
Schedule in a Rural Central Texas Elementary School
Date
Dear Teacher/Librarian,
Our names are Leslie Barrett and Any Researcher. We are conducting a research study on the
experiences of students, teachers, librarians and other school staff with the implementation of a
flexible access library schedule.
Your school will be implementing a flexible access library program this fall. We are collecting
data and information about the thoughts of teachers, staff and students during this
implementation. We are requesting your permission to record interviews with you about your
experience possibly collect samples of student work through scanned images. We are asking that
any copies of student work that you share with us have no information that could identify the
student.
There are no known risks associated to either you or your students. Neither you nor your students
will receive compensation or direct benefit participating in this study. You and your students
responses will remain confidential, and the data will be stored securely in a password-protected,
cloud-based storage system. All data will be destroyed within three years of the studys
completion. In addition, no reference will be made in oral or written reports that could link you
or your students to the study.
Your participation in this research is voluntary and you or your students may withdraw consent
and stop participation at any time without penalty. Participation in this study will take
approximately one year.
We appreciate your participation in this research. If you have any questions about the study or
the procedures, please feel free to contact us.
Sincerely,
Leslie Barrett & Any Researcher

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Please return the form below.

Signature
You are making a decision about participating in this study and sharing data and observations
from your class. Your signature below indicates that you have read the information provided
above. You may still participate in this study if you are not willing to have the interview
recorded. You may discontinue participation at any time. You may keep the above letter for
your records.

My class and I WILL participate in this study.

My class and I WILL NOT participate in this study.

My interview MAY be recorded.

My interview MAY NOT be recorded.

_________________________________
Printed Name of Teacher

_________________________________
Signature of Teacher

_________________
Date

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Addendum 3
Permission for Administrator Participation in Research
Effects on Student Achievement as a Result of Implementing a Flexible Access Library
Schedule in a Rural Central Texas Elementary School
Date
Dear Administrator,
Our names are Leslie Barrett and Any Researcher. We are conducting a research study on the
experiences of students, teachers, librarians and other school staff with the implementation of a
flexible access library schedule.
Your school will be implementing a flexible access library program this fall. We are collecting
data and information about the thoughts of teachers, staff and students during this
implementation. We are requesting your permission to record interviews with you about your
experience possibly collect samples of student work through scanned images. We are asking that
any copies of student work shared with us have no information that could identify the student.
There are no known risks associated to either you, your staff or your students. Neither you, your
staff nor your students will receive compensation or direct benefit participating in this study. All
responses will remain confidential, and the data will be stored securely in a password-protected,
cloud-based storage system. All data will be destroyed within three years of the studys
completion. In addition, no reference will be made in oral or written reports that could link you,
your staff or your students to the study.
Your participation in this research is voluntary and you, your staff or your students may
withdraw consent and stop participation at any time without penalty. Participation in this study
will take approximately one year.
We appreciate your participation in this research. If you have any questions about the study or
the procedures, please feel free to contact us.

Sincerely,
Leslie Barrett & Any Researcher

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Please return the form below.

Signature
You are making a decision about participating in this study and sharing data and observations
from your staff and students. Your signature below indicates that you have read the information
provided above. You may still participate in this study if you are not willing to have the interview
recorded. You may discontinue participation at any time. You may keep the above letter for
your records.

I WILL participate in this study.

I WILL NOT participate in this study.

My interview MAY be recorded.

My interview MAY NOT be recorded.

_________________________________
Printed Name of Administrator

__________________
Title

_________________________________
Signature of Administrator

_________________
Date

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Addendum 4
Interview Questions: Staff
Pre and Post Interview Questions

What are some trends you are noticing in student reading practices over the past 3-5 years?

What are some strategies for reading instruction that you implement (or have seen implemented)
in the classroom?

Which of these strategies have you observed to be most effective? Ineffective?

What do you feel is the role of the library here at XYZ Elementary?

How often to you collaborate (or have you observed collaboration) with campus librarian on
lessons you are teaching?

What types of collaborative activities have you planned (or observed being planned and
executed) with the librarian?

How impactful were these collaborative activities on student learning outcomes?

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Addendum 5
Interview Questions: Student
Pre and Post Interview Questions

What are you noticing about your own reading over the past few years?

What are some reading strategies your teachers have taught you?

Which of those strategies have worked the best for you? The worst?

What do you think the library is here for at XYZ Elementary?

Do you ever use the books and other things in the library to help you with the things you are
learning in class?

Have you ever had a lesson with both your teacher and the librarian helping you learn at the
same time?

(If yes above) Do you think those lessons were helpful to your learning?

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Addendum 6
Example of Art