Change Begins with You: What Action Research Is and How to Fund It

Change Begins with You: What Action Research Is and How to Fund It

Caroline Herbert, Chairperson NCSLMA Research CommitteeOctober 30, 2008

What is Action Research?

According to IMPACT: “Action research involves the in-depth study of one’s own classroom or school over an established period of time.”

From Action Research: A Guide for Library Media Specialists: “Action research is the vehicle the library media specialist uses to analyze a situation and determine what needs to be done to address the issue.”

Traditional vs. Action Research

Usually conducted at the university or state level by professors, graduate students, or professional researchers. Researchers are often removed from the actual research sites.

Conducted at your own school site utilizing your expertise and that of your principal and your staff.

Accounts for specific variables with control groups and experimental groups. The data collection is very objective.

Reflection on the parameters at your school using the information about your students.

Traditional vs. Action Research

Uses quantitative methods to collect data that provides a statistical significance in a cause and effect relationship between variables. Uses very little qualitative data.

Uses quantitative and qualitative data to describe the school environment and to determine a course of action for improvement.

Uses results to publish conclusions to be used as generalities in the field.

Uses results to implement programs that will effect positive change for school improvement that can be shared with colleagues through publications.

Benefits of Action Research

Reflective practice leads to the further development and improvement of our programs.

It confirms that our programs promote student achievement.

It is a personal solution to problems in the school; problem solving at the local level.

Disadvantages of Action Research

Data collection does take time. Reliability and validity could be

concerns. No university backing.

So, How Do I Choose a Topic?

What’s your “itch”? Does the topic revolve around

student achievement? Is the topic within your professional

scope? Does it just deal with the library

program or the school as a whole? Reflective writing can be helpful.

From “Itch” to Research Question

Develop a problem statement.

Brainstorm all of the possible questions.

Choose the question that most matches what you want to achieve.

Sample Research Questions

How does a flexible schedule affect student achievement?

How does allowing students to place materials on hold affect library use?

What happens if the circulation period is changed from two weeks to four weeks?

How does Sustained Silent Reading impact students’ love of reading?

What instruction is needed to increase the use of online databases?

How Will I Collect the Data?

Collecting data from more than one source increases the reliability and validity of the study.

Possible sources of data: questionnaires, interviews, observations, and archival data.

Develop data collection methods to focus on your research question.

Questionnaires

Quick and easy way to gather large amounts of data

Include different types of questions (what do you know, what do you think, how do you feel)

Questions can be open-ended or closed-response

Avoid leading questions

Interviews

You are able to ask clarifying or elaborative questions.

You are able to collect information from those who would not or could not fill out a questionnaire.

Can be time-consuming. Can unintentionally cause bias in

answers due to lack of anonymity.

Observations

You can actively or passively observe.

You can use a checklist. You can see what is actually

happening not just what is being reported.

Data can be videotaped for later study.

Archival Data

Examples are data in cumulative folders, student test data, circulation statistics, etc.

Less subjective than other types of data.

Be careful to uphold the confidentiality of such records.

Determining Outcomes

Take the analyzed data and plan your next steps.

How will this research be used to improve programs?

Can this research be generalized to other libraries or settings?

What recommendations can be made based on the findings?

Tooting Your Own Horn

Share your results! Present the results to your staff. Share your findings at a district-

wide meeting. Share your findings at a professional

conference. Publish your findings in a

professional journal.

OK, I Think I’m Ready! Now What?

The NCSLMA Action Research Grant A brief history Goal of the program

The Action Research Grant is up to a $1,000 grant to fund the Action Research project of one NCSLMA member per school year.

Action Research Grant Timeline Jan. 2009– Request for Proposals is

broadcast to the NCSLMA membership Apr. 2009 – Proposals due to the Research

Committee chairperson May 2009 – Research Committee reviews

and scores the proposals June 2009 – Winner is announced! Aug. 2009-May 2010 – Project is

implemented, research conducted August 2010 – Submit article to NCSLMA

newsletter November 2010 – Present findings at

NCSLMA conference

Useful Resources

Farmer, L.S.J. (2003). How to Conduct Action Research: A Guide for Library Media Specialists. Chicago, IL: American Library Association.

Howard, J.K. & Eckhardt, S.A. (2005). Action Research: A Guide for Library Media Specialists. Worthington, OH: Linworth Publishing.

Sykes, J.A. (2000). Action research: A Practical Guide for Transforming Your School Library. Greenwood Village, CO: Libraries Unlimited.

Useful Websites

Action Research http://www.southernct.edu/~brownm/act1.html

Classroom Action Research Overview http://mypage.iusb.edu/~gmetteta/

Classroom_Action_Research.html David V. Loertscher’s Website

http://www.davidvl.org Seven Stages in My First Action Research

Project http://educ.queensu.ca/projects/action_research/

michael.htm

Questions?

Ask now! Contact me later:

Caroline Herbert, Media CoordinatorOak Grove Elementary School3810 Wake Forest Rd.Durham, NC 27703(919) 560-3960, ext. [email protected]