Reflection Ch. 15, Portable MLIS "Research," Ron Powell

Even school librarians that don't participate in formal LIS research must conduct activities in which principles of research apply. He or she must, like other researchers, use a variety of research tools in order to best determine answers to queries. School librarians must report findings in an organized fashion to administrators, parent groups and state organizations. They must build on prior knowledge and apply new findings to assure best practice.

Like formal LIS researchers, school librarians use qualitative measures to secure data. Interviews with staff members assist librarians with decisions on types and quantities of resources needed. Informal interviews might occur when determining skills to be taught and collaborated upon. Observations might be done to determine how students use resources and whether technology is being properly implemented.

Quantitative data is also particularly useful to school librarians. Most administrators, district supervisors and parent groups need to see facts and figures as support when making programming and funding decisions. Some types of quantitative data collected might include information about library use (number of checkouts, circulation statistics etc...). Other types of reportable data include collection age or even surveys of patrons to determine interests and needs. State organizations also evaluate data collected from smaller entities such as schools in order to improve library programs and assist libraries with comparative data.