A SUCCESS FORMULA FOR PROMOTING GALILEO IN

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• A SUCCESS FORMULA FOR PROMOTING GALILEO IN
• K-12 SCHOOLS
• JUANITA W. BUDDY, Ph.D.
• Department of Educational Media
• DeKalb County(GA) School System

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Brief History of GALILEO

• February 1995 - GALILEO became the first
  statewide virtual library.
• July 1997 - GALILEO was accessible to Georgia
  students in K-12 schools.
• July 1997 - Every public library branch provided
  Georgia citizens access to GALILEO.

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Why Develop a SUCCESS Formula?

• Usage of GALILEO in K-12 schools was low compared
  to the number of students in schools.
• Library media specialists expressed concerns
  about using GALILEO.
• Library media specialists desired more
  information about GALILEO.

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Focus for the Research Study (2002)

• GALILEO is a resource for students in Georgia and
  is recommended for use by high school students.
  What are the perceptions and concerns of high
  school library media specialists about GALILEO?

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Theoretical Framework for the Research Study

• Everett Rogers (1995)
• Diffusion of Innovation

• Hall, Wallace, Dossett (1973)
  
• The Concerns-Based Adoption Model (CBAM)

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Participants and Responses

• Participants -- Georgia high school library media
  specialists affiliated with the Georgia Library
  Media Association (GLMA) and Georgia Association
  for Instructional Technology (GAIT)
• Number of Questionnaires mailed 139
• Number of Questionnaires returned 104 (75)

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GALILEO User Groups Based on Frequency of Use

• 26 High Users - use 3-5 resources available in
  GALILEO daily and weekly
• 56 Moderate Users - use 3-5 resources available
  in GALILEO weekly and monthly
• Low Users - use 3-5 resources available in
  GALILEO monthly and/or do not use
• Nonusers - do not use any resources in GALILEO
• 22 Low/nonusers a combination of the prior two
  groups

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Findings for Research Question 1

• Based on frequency of use, are there differences
  among high, moderate, and low users of GALILEO
  according to the perceived attributes of an
  innovation-- relative advantage,
  compatibility, complexity,
  observability, trialability, and
  voluntariness?

• High users rated observability and compatibility
  higher than moderate and low/nonusers.
• High and moderate users rated complexity and
  relative advantage higher than low/nonusers.
• All user groups rated voluntariness high
  indicating the freedom to use and promote the use
  of GALILEO in the school community.

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Findings for Research Question 2

• What are the stages of concern for high school
  library media specialists about using GALILEO
  according to user groups, as measured by the
  Stages of Concern Questionnaire (SoCQ)?

• High users were concerned about collaborating
  with others in the school community and promoting
  GALILEO (Stage 5).
• Moderate users had concerns relating to their
  personal role and responsibilities involved in
  using and promoting GALILEO (Stage 3).
• Low/nonusers indicated a lack of awareness about
  GALILEO (Stage 0).

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Findings for Research Question 3

• Based on frequency of high, moderate, and low use
  of GALILEO, do high school library media
  specialists rate communication channels for
  obtaining information about resources, searching
  strategies, and technical features of GALILEO
  differently?

• High users rated the GALILEO Listserv, The
  GALILEO Planet, and journals higher than moderate
  and low/nonusers.
• High users rated other library media specialists
  as a more important communication source than
  low/nonusers.
• High and moderate users rated the GALILEO Web
  site as a more important channel of communication
  than low/nonusers.

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Findings for Research Question 4

• Based on frequency of high, moderate, and low use
  of GALILEO, do high school library media
  specialists rate communication channels for
  disseminating information about GALILEO to
  students and teachers differently?

• High users rated collaborating with teachers and
  teaching staff development classes higher than
  moderate or low/nonusers.
• High users rated school-based newsletters as more
  important than low/nonusers.
• High and moderate users rated a link on the
  schools Web site as more important than
  low/nonusers.

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Findings for Research Question 5

• Is there a difference in the frequency of use by
  high, moderate, low users of GALILEO based on
  demographic data related to the following
  categories?
• 
  ?Student enrollment
  ?Presence of a
  district-level library media supervisor
  ?Participation in training sessions about
  GALILEO ?Types of connection to
  the Internet ?Years
  of experience as a LMS
  ?Earned
  degree levels ?Date of graduation with the
  highest degree

• High users were not the most recent graduates.
• High users were more likely to have a coordinator
  that was not certified and assigned part-time to
  the library media program.
• Moderate users were more likely NOT to have a
  district-level library media supervisor.

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SUCCESS Formula

• Subscribe to the GALILEO Listserv.

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SUCCESS Formula

• Utilize presentations to promote and teach use of
  GALILEO to students and teachers.

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SUCCESS Formula

• Communicate information about GALILEO, e.g., new
  databases, to the school community through
  newsletters and schools Web site.

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SUCCESS Formula

• Consider reading the official newsletter for
  GALILEO, The GALILEO Planet.

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SUCCESS Formula

• Explore the possibility of teaching staff
  development classes for teachers about the value
  and use of GALILEO.

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SUCCESS Formula

• Share the research studies that indicate GALILEO,
  like other online resources, can improve student
  achievement.

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SUCCESS Formula

• Seek ideas from other library media specialists
  about strategies for using and promoting GALILEO.

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SUCCESS Formula

• Subscribe to the GALILEO Listserv.
• Utilize presentations to promote and teach use of
  GALILEO to students and teachers.
• Communicate information about GALILEO, e.g., new
  databases, to the school community through
  newsletters and schools Web site.
• Consider reading the official newsletter for
  GALILEO, The GALILEO Planet.
• Explore the possibility of teaching staff
  development classes for teachers about the
  value and use of GALILEO.
• Share the research studies that indicate GALILEO,
  like other online resources, can improve student
  achievement.
• Seek ideas from other library media specialists
  about strategies for using and promoting
  GALILEO.

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The Success Formula Promotes GALILEO!

• As librarians, we need to instill an
  appreciation and understanding of GALILEO in our
  students. We need to tell our students the
  story of GALILEO so they will appreciate,
  understand it, and use it. (Questionnaire
  Respondent)
• Buddy, J. W. (2002). Perceptions and stages of
  concern of selected high school library media
  specialists about GALILEO, a statewide virtual
  library (Doctoral dissertation, Georgia State
  University, 2002). Dissertation Abstracts
  International, 63, 3773.
• Lance, K. C., Rodney, M. J., Hamilton-Pennell,
  C. (2000). Measuring up to standards The role
  of library information programs information
  literacy in Pennsylvania schools. Retrieved
  December 21, 2004, from http//www.lrs.org/do
  cuments/lmcstudies/PA/pabrochure.pdf

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References

• Buddy, J. W. (2002). Perceptions and stages of
  concern of selected high school library media
  specialists about GALILEO, a statewide virtual
  library (Doctoral dissertation, Georgia State
  University, 2002). Dissertation Abstracts
  International, 63, 3773.
• Lance, K. C., Rodney, M. J., Hamilton-Pennell,
  C. (2000). Measuring up to standards The role
  of library information programs information
  literacy in Pennsylvania schools. Retrieved
  December 21, 2004, from http//www.lrs.org/do
  cuments/lmcstudies/PA/pabrochure.pdf