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Dissertation Information for Phyllis Fine Cantor

NAME:
- Phyllis Fine Cantor

DEGREE:
- Ph.D.

DISCIPLINE:
- Library and Information Science

SCHOOL:
- Columbia University (USA) (1975)

ADVISORS:
- Frances Henne

COMMITTEE MEMBERS:
- None

MPACT Status: Incomplete - Ambiguous

Title: ROLE EXPECTATIONS FOR LIBRARY MEDIA SERVICES HELD BY LIBRARY MEDIA SPECIALISTS, SCHOOL ADMINISTRATORS AND TEACHERS

Abstract: This study of thirty-two senior public high schools in Westchester County, New York, ascertained through questionnaires, interviews, and on-site visits the values and expectations of library media services held by library media specialists, administrators, and classroom and special teachers.

The first two hypotheses noted for testing in this study --that values attached to services of library, media specialists by library media specialists are not shared by principals or by teachers --were rejected. There was relative agreement among respondents and respondent groups because over fifty percent of the respondents in any one of the identified groups considered five of the nine services listed in Part II of the questionnaire to be essential. Further, library media specialists differed significantly from all respondents for only three of the nine services.

Each of the respondent groups valued the services listed in Part II of the questionnaire in the same relative order of importance except administrators who, as a group, rated the first three services of equal importance. The following library Media services were listed in
decreasing order of importance by the respondents: ensuring that materials in the library media center fit basic needs of all students; providing all incoming students with an orientation program to the library media center; working with students in developing their research skill; conferring with teachers regardng; their needs for materials in the library media center: having teachers systematically informed of materials newly acquired in the center; compiling lists of materials for teachers upon request; providing reading guidance for individual students; providing opportunities for students tb cooperate in selecting materials for the library media center; and providing for extended hours of the center.

The other two hypotheses noted for testing in this study --that expectations of library media specialists for their services are different from the expectations of library meda specialists for their servies are different from the expectations of principals or of teachers --were supsupported. There were significant differences of opinion between at least one respondent Group and the total number of respondents for sixteen of
the nineteen services listed in Part III of the questionnaire. Library media specialists, administrators, department chairmen, and special teachers all expressed differences of opinion for at least two or more services

Library media specialists had signifiCantly different (and in all but one case, higher) expectations for themselves compared to all other respondents for some services in each of five professional functions. In the materials specialist function, they differed on whether they should assist teachers in intergrating the use of audiovisual resources with print materials and whether they should assist students to develop competency in viewing skills. In the teaching and team teaching functions, they differed on whether they should prvide instruction in the use of the library media center and its resources to students individually and in small groups. they also differed on whether they should involve faculty in the selection of materials for the library media center, on whether they should help teachers plan learning activities involoving materials in the center and on whether they should function as teaching team members in developing learning experiences for students. In the function of curriculum development, they differed with all other respondents for all three services: whether they should participate in curriculum development and revision, whether they should assist curriculum committees in the selection of appropriate materials for resource units and curriculum gudes, and whether they should work with teachers to design innovation in instruction. In administrative function, they differed about whther they should conduct workshops for teachers in the use of materials and wthere they should administer textbooks regardless of where they are housed. The last service was the only one for which library media specialists had significantly lower expectations than other respondents.

The prime factor influencing a respondent's opinions about services which should be performed by library media personnel was the professional role held by the respondent in the school. Another factor was the pattern of library servbice within the school.Fifteen of the thirty-two schools in the study had integrated library media programs; elevn schools had seperate audiovisual and library services; and six schools were in a transitional stage of development.

Only twenty four percent of the classroom teachers stated that library media center materials were of utmost importance to their effective teaching. Thirty seven percent stated that they were the major users and placed the highest value on materials in the library media centers. The evidence in this study indicated that social studies teachers have now replaced English teachers in these respects. Library media specialists, administrators, special teachers, and department chairmen tend to view the school and its learning programs as av whole. Perhaps their broad perspective explains, in part, why their expectations for school library media services were higher than those of classroom teachers.
Implications derived from the findings of this study point to the need for clarification of and improved communication about the role of library media specialists between practicing specialists and those who educate and set goals for school library media specialists; for the inclusion of more content about library media services and resources in the professional and in-service education of teachers and administrators; and for improved and expanded continuing education of school librarians:

It is recommended that studies similar to this one be conducted in other localities, and that studies be made of the reading guidance program of the library media centers, the uses made by students of resource centers in the school and the public library, and curriculum
and instructional developments in the subject areas that have affected ,
changes in the values teachers attach to library media resources and
services.

MPACT Scores for Phyllis Fine Cantor

A = 0
C = 0
A+C = 0
T = 0
G = 0
W = 0
TD = 0
TA = 0
calculated 2008-01-31 06:01:47

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Students under Phyllis Fine Cantor

ADVISEES:
- None

COMMITTEESHIPS:
- None