Massachusetts School Library Association
            MEMBER PORTAL                
​Join or Renew     Member Directory​
  • Home
  • About Us
    • MSLA Leadership 2022-23
    • Executive Board Meetings
    • Joint Statements: MLA, MassCUE
    • Spotlight Archive
    • Strategic Plan 2016-22
    • MSLA Constitution
  • Membership
    • Member Portal
    • Join or Renew Your Membership
    • Members Map
    • Email List
    • Regions >
      • Boston
      • Northeast
      • Metrowest
      • Southeast
      • Central
      • West
  • Conference
    • MSLA and PDPs
  • Resources
    • DESE Rubric
    • Certification & Licensure
    • Program Standards & Rubrics
    • Job Description: School Librarian
    • Job Listings
    • MLS Strategic Planning
    • Intellectual Freedom
  • Advocacy
    • MA School Library Study for Equity & Access
    • Everyday Advocacy
    • ESSA
    • Exemplary Programs
  • Newsletter
    • 2023 MSLA Forum Issues >
      • February 2023
    • 2022 MSLA Forum Issues >
      • February 2022
      • May 2022
      • October 2022
    • 2021 MSLA Forum Issues >
      • February 2021
      • May 2021
      • October 2021
    • 2020 MSLA Forum Issues >
      • February 2020
      • May 2020
      • October 2020
    • 2019 MSLA Forum Issues >
      • February 2019
      • May 2019
      • October 2019
    • 2018 MSLA Forum Issues >
      • February 2018
      • May 2018
      • October 2018
    • 2017 MSLA Forum Issues >
      • February 2017
      • May 2017
      • September 2017
      • October 2017
    • 2016 MSLA Forum Issues >
      • February 2016
      • May 2016
      • October 2016
    • 2015 MSLA Forum Issues >
      • April 2015
      • November 2015
    • MSLA Forum 2002-2013
  • Awards
    • Judi Paradis Memorial Grant
    • Archive: History of Awards
    • 2019 Awards Pictures
    • 2018 Awards Pictures
    • 2017 Awards Pictures
    • 2016 Awards Pictures
    • 2015 Awards Pictures
  • Bookmark Contest
    • 2023 Winners
    • 2022 Winners
    • 2020 Winners
    • 2019 and 2018 Winners
    • 2016 and 2017 Winners
    • 2012 to 2015 Winners
    • 2009 to 2011 Winners
    • 2004 to 2008 Winners
    • Bookmark Judges

ACADEMIC COLUMN: THE REWARDS OF RESEARCH

4/12/2015

0 Comments

 
Thank you to the MSLA Awards Committee for recognizing with a research grant the work done in the course of writing my dissertation Transitioning a high school library to a learning commons: Avoiding the tragedy of the commons. The ongoing support of MSLA colleagues has been deeply appreciated.

RESEARCH: A QUEST AND A QUESTION

In July of 2012 I began a doctoral program with Northeastern University. If I had known how difficult it was going to be I never would have started, and now that I am finished I encourage everyone to consider pursuing a doctorate. If I can do it, so can you. It is a three-year quest that consumes all free time, forces the brain to work harder and establish new pathways of learning, and most valuable for me, renewed my appreciation of how demanding it is to be a student. This quest experience has directly impacted how I teach my high school students, how I organize online materials, how I conduct both formative and summative assessments, and the value of clear communication on everything from rubrics to due dates.

The Doctor of Education process consists of course work designed to teach research skills as well as critical content on topics ranging from educational pedagogy to organizational structures. Throughout the process the researcher is building a literature review, and iterating the research question(s) that will ultimately determine the topic of the dissertation and the direction of the research. Each course requires research and writing that informs the research question with a new lens.

The research conducted for the dissertation focused on the process of transitioning a traditional high school library to the learning commons service model, identified the requirements of the model, and the factors that either promoted or undermined the success of the transition.

A general inductive approach based on a qualitative methodology was used to collect and analyze data obtained from three Massachusetts high school librarians who self-identified as having successfully transitioned a high school library to a learning commons, were all members of the MSLA, and worked in public high schools. The two research questions for the study were:

(1) What factors determine a successful transition?

(2) What factors undermine or threaten the transition?

Data was collected through multiple methods including: field notes from site visits, review of participant created websites, as well as interviews conducted in person, by telephone, and by video conference. Coding was used to sort and evaluate data that identified categories and themes that influenced the success of the transition.

The transition to a learning commons was analyzed in the context of the tragedy of the commons scenario (Hardin, 1968). The tragedy scenario has its roots in pre-Roman England when farmers grazed their livestock in communally held fields. The growth in demand for the common fields led to increasing herd sizes with no corresponding incentive to maintain the shared resource, leading ultimately to overuse, depletion, herd starvation, and collapse. The tragedy scenario has been applied to analogous issues such as over-fishing, deforestation, and in this study, the highly demanded resources of a modern learning commons.

Through analysis of the transition experiences of the three participants, the trust of the building principal was identified as the primary hallmark of success. The attributes of the school librarian that positively influence the trust of principals are identified as vision and an implementation plan, data-driven practice, communication, and consensus building skills.

Based on research relating to the learning commons service model, a successful transition includes a reduction and reorganization of the book collection to increase space for collaborative activities. An integral part of the shift in the mission of the library collection is a de-emphasis on print reference and a transition to e-books to replace print reference, with priority placed on purchasing high interest young adult fiction and narrative nonfiction to promote curriculum and pleasure reading for students.

The revitalization of the former school library to a learning commons requires diverse seating, working, and production options for students, as well as access to technology for equity, learning, creation, and sharing. The virtual learning commons is a space that promotes curated access to curriculum content as well as communication and scheduling for students and faculty.

In conclusion, the learning commons is a model designed to support student learning and achievement in a period of evolving and dynamic change in curriculum and digital information and presentation technologies. This study situates the learning commons as central to school change, and identifies the factors that promote a successful transition. The tragedy of the commons scenario represents a transition process that is undermined by lack of support in key domains.  Without the trust of the building principal, the school librarian faces challenges in implementing the model, and positioning the learning commons at the heart of student and faculty work within the school. With trust, the learning commons can play a central role in school goals, school change, and student achievement.

The experience of conducting authentic research on school librarianship was both challenging and invigorating. I am filled with gratitude for the generosity of the three participants in sharing their time, work, and expertise. My third reader, Dr. Mary Frances Zilonis, was extraordinary in identifying gaps in the research, as well as highlighting the opportunities for advocacy for the profession. Dr. Zilonis was truly a transformational partner, and immeasurably improved the caliber of the research and findings. Deeply engaging in various aspects and domains of school librarianship through research has been deeply rewarding. I look forward to future opportunities to work with data from our profession in order to continue advocating and contributing towards greater understanding and appreciation for the substantial benefits school librarians bring to student learning.


Work Cited

Hardin, G. (1968). The tragedy of the commons. Science, 162(3859), 1243-1248.

Northeastern University. (2015). Doctor of Education. Retrieved March 29, 2015,
from Northeastern University College of Professional Studies website:
http://www.cps.neu.edu/degree-programs/graduate/doctoral/education/


Robin Cicchetti is the librarian at Concord-Carlisle Regional High School

0 Comments

Your comment will be posted after it is approved.


Leave a Reply.

    Forum Newsletter

    Co-Editors
    Reba Tierney and
    ​Luke Steere

    Reba is the School Librarian at Waltham High School; Luke is School Librarian at  Wilson Middle in Natick

    Click to set custom HTML

    Categories

    All
    AASL
    Academic
    Advocacy
    ALA
    Authors
    Book Bans
    Book Challenges
    Book Trailers
    Cataloging
    Censorship
    Column
    Conference
    Copyright
    Culture
    Databases
    Dewey
    Digital Citizenship
    E Books
    E-books
    Elementary
    ESSA
    Ethics
    Evaluation
    Graphic Books
    Graphic Novels
    Inquiry
    Leadership
    Learning Commons
    Legislation
    Literacy
    Maker Space
    Nonfiction
    Orientation
    Planning
    PLN
    President's Remarks
    Professional Development
    Reading
    Research
    Science
    Secondary
    Standards
    Technology
    Union
    Volunteers
    Weeding

    Archives

    February 2023
    October 2022
    May 2022
    February 2022
    October 2021
    May 2021
    February 2021
    October 2020
    May 2020
    February 2020
    October 2019
    May 2019
    February 2019
    October 2018
    May 2018
    February 2018
    October 2017
    September 2017
    May 2017
    February 2017
    October 2016
    May 2016
    February 2016
    November 2015
    April 2015

    MSLA Forum Past Issues:
    January 2015
    April 2015
    ​
    2002-2015 MSLA Forum
The Massachusetts School Library Association  works to ensure every school has a school library program that is fully integrated at all grade levels across the curriculum and has a significant and measurable impact on student achievement….Read more…..and Learn more about MSLA

Contact MSLA:
Emily Kristofek, Office Manager/Event Planner
P.O. Box 336. Wayland, MA 01778
ekristofek@maschoolibraries.org
​
508-276-1697 

Massachusetts School Library Association. All Rights Reserved.  Copyright 2023.