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School Library Websites
What they look like Where theyre going Their
influence on learners

• Joyce Kasman Valenza
• Doctoral Candidate
• University of North Texas
• joyce_valenza_at_sdst.org

Study funded by the 2005 AASL/Highsmith Research
Grant
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Or . . .

• My long, strange, reflective trip
• teens and information skills, attitudes,
  behaviors
• the potential impact of online guidance and
  instruction
• what does current effective practice look like?

Actual learners dreaming about research.
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Warning

• This is an overview of the journeynot an
  academic presentation
• Joyce 1.0 speaks too fast
• Joyce 2.0 may resolve this bug
• Please download to enjoy the true beauty of these
  slides!

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The trip

• Informal exit interviews
• Focus groups (Springfield Township) exploratory
• Web-based survey (14 high school sites)
• Delphi panel to select sample and identify
  features and characteristics
• Content analysis of effective practice (in
  process)

Web-based survey
Delphi panel
Focus groups
Content analysis
Exit interviews
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In the beginning

• Informal collection of evidence
• Video (baseline)
• Followed by six years of exit interviews

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• I was teaching hard, but . . .
• Were students learning?
• Were my efforts effective?
• What were the learning issues?

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Baseline video clip
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Videos informed whole faculty

• How students searched
• How students selected sources
• How students viewed their assignments
• Need for specific instruction and shared levels
  of expectations
• Need to retool as a faculty

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Initial Research Questions

• How do school library websites affect student
  information-seeking habits?
• How do student users respond to virtual access to
  resources, guidance, instruction?
• In a Google-reliant world, will students be
  motivated to begin their searches in an alternate
  interface, even if that interface is customized
  to meet their specific information needs?
• To what extent are school library interfaces
  effective environments for information access and
  for learning?
• Can school library websites translate the school
  library program for 21st century learners?

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Problems

• How do we reach / meet the learning needs of a
  tech-confident generation of users who seek
  information, learn, and communicate online?
• After more than ten years of Web presence in our
  schools, the development of school library
  websites remains an emerging and disparate
  practice. Existing school library websites
  represent range of professional efforts--from
  single-page library brochures to dynamic,
  multi-page, collaborative learning environments.

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School virtual libraries are a little different

• Smaller community, shared learning culture
• Customization one (two) voices behind site, with
• Knowledge of users needs
• Knowledge of teachers styles
• Knowledge of broad curriculum
• Established personal relationships
• Opportunity to present / represent virtual
  library service to young library users
• Need greater? Users cognitive skills less fully
  developed
• Great potential for hybrid learning experiences

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They might be gurus? A tension

• Popular literature attributes technological
  sophistication to youth
• Digital Natives vs. Digital Immigrants (Prensky,
  1998)
• Tapscotts NetGeneration, generation lap
• LIS research belies this assumptionoften
  identifies deficiencies of information seekers,
  need to better teach skills

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Theory of Radical Change (Dresang 2005)

• Meta-analyses of the research on youth
  information-seeking behavior and use of digital
  materials tend to focus largely on the
  deficiencies and need for improvement rather than
  ferreting out the potential of new and exciting
  ways of knowing in a digital age. p. 192
• Need for new and more positive perspectives for
  researchers and professionals?

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Traditional Front Door
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School library 2.0?
Alternate front door
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• Models that inform this research

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• Kuhlthaus ISP--zone of intervention (1994)
  librarians can provide essential assistance and
  guidance in learning in digital libraries.
• Vygotsky (1978)zone of proximinal
  development--zone in which intervention would be
  most useful to a learner. Range of skill
  developed with guidance and collaboration exceeds
  what can be attained alone. Can this occur
  online?
• Agosto / Simon satisficing, stop rules, when do
  users stop at their choices
• Constructivist theory--learning as social
  activity, knowledge building, applied to prior
  knowledge. Teacher (librarian) as coach (on- or
  offline?)
• Just for me, just in time (Riel, 1998)
• Information literacy modelsBig 6, Information
  Literacy Standards, etc. Can these models be
  represented online?

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• Focus Group Interviews Exploratory study

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Focus Group Interviews

• Four discussions with high school seniors across
  ability levels
• Discussions videotaped, transcribed, and coded
  using WEFT QDA software.
• Conducted May 2005, Analyzed Summer/Fall 2005

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Composition of focus groups

• Group 1 Seven girls from AP English
• Group 2 Six studentsfour girls, two boysfrom
  AP English
• Group 3 Seven studentsfour girls, three
  boysfrom regular academic Global Studies
• Group 4 Six studentsthree girls, three
  boysfrom regular academic Global Studies

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Questions asked of students

• When do you use online school library services?
• What prompts you to use the school Virtual
  Library?
• Is it is usually the first place you go or your
  last resort?
• Can you describe the last success you had with
  the interface?
• What features of the school library website do
  you most value?
• How have those features helped you with your
  research? Your understanding of the scope of
  online resources?
• Does the librarians influence appear to be
  present in the site?
• What problems or flaws do you encounter with the
  interface?
• What improvements or additional features students
  would like to see in the website?
• Do you feel the school library website helped you
  prepare for college or real-life research?

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Focus groups observations

• Strong group-to-group validation
• High degree of consensus within and across the
  groups
• Although it might be expected that honors or
  Advanced Placement students would approach the
  discussion or their work more seriously than
  general classes,
• Each of the groups responded thoughtfully and
  discussed their research experiences with evident
  pride.
• Each described similar satisfaction and similar
  issues with the interface.

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Databases!

• In each of the four groups, favorite or most used
  area, was Catalogs Databases, where students
  had access to subscription databases, the OPAC,
  and the catalogs of other libraries for
  interlibrary loan.
• Students described their favorite databases as if
  they were fans, as they might describe their
  favorite actors or musicians. I love GaleNet.
  I am obsessed with ABC-CLIO.
• When students suggested site improvements, their
  improvements focused heavily on improving access
  to databases.
• .

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Compared to

• A Google doesnt really come up with . . .
• A Scholarly articles. Thats how the Virtual
  Library helps us out. (Group 1)
• A I think I understand more about like general
  Google searches versus the databases, like how
  theyre separate and how they each kind of do
  different things for you. (Group 2)
• A I know that like before my boyfriend got into
  a different private school, the teachers dont
  even know what a database is. They are just like
  go on Google or something. . .And then I compare
  it to students at this school, and its like this
  is real information, I see that its from a
  scholarly article rather than like someones
  website project or something. (Group 3)
• A I think its a waste to go on Google, because
  like five articles from Google equal one from
  GaleNet. (Group 3)

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Compared to other schools

• A Not many libraries have set up what we have
  because other schools websites that I went to.
  And they might give you links to stuff thats
  going on in the library, but not Catalogs and
  Databases that we have available to us. . . it
  makes things so much easier. (Group 1)
• A And I know that friends, some of my friends
  from other schools, they always ask me where did
  you go to find the research for the information,
  or ask me to help them with their research
  because I know I can just go to the school
  website and then itll be just that simple.
  (Group 2)
• A I know we just have a lot of advanced programs
  here. Especially online, but also if I talk to
  people that go to (the local community college),
  they struggle with writing papers that we could
  have written in like eighth grade.
• A Yeah, my friend from (a local high school)
  couldnt even write like a paper and have all the
  resources like us. It was like a joke paper to
  us.
• A I went to sites from a different high school,
  and they had like a website but it didnt have
  any databases, good ones, they had maybe like
  two, it was like Ask Jeeves and Google. all
  laugh (Group 4)

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Student-identified problems / needed improvements

• Need aid in how to select databases
• Need to organize databases by subject, not vendor
• Databases by subject
• Need aid in query formation and keyword selection
• Frustration with password inaccessibility
• Requested mouse-over explanations
• Resources need names that make more sense, needed
  kid-friendly descriptions
• Interlibrary loan, pathfinders

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Focus Group Findings

• Nearly all agreed it was the first place they
  went when they started a research project.
• All responded that they used it when they were
  NOT at school--bookmarked, homepages
• Students understood site was designed for them
• Students noted teachers endorsement and
  participation. Specific pages created and
  maintained to meet needs of specific assignments
  and specific teachers.
• Recognized personal voice / intervention of
  librarian
• Students understood the structure of the site.
  They knew why each category was useful.
• Some commented that they liked the little
  pictures and found the site pretty.

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More themes

• Website as quality filter
• Favorite area Catalogs and Databases,
• Next favorites MLA Style Sheet, Pathfinders
• Understood Google was wonderful search engine,
  but not best strategy for academic research
  tasks.
• Described thoughtfulness in selecting
  information.
• Used the word scholarly 13 times.
• Believed interface helped them achieved better
• grades, meet teacher expectations, prepare for
  college
• Aware of information choices. Displayed pride
  about abilities and knowledge of their Web
  options compared to their friends in other
  schools
• Hybrid experienceuse is supported by culture
• Not all students are novice searchers.

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Focus group findings

• Chelton and Cool (2007). Youth Information
  Seeking Behavior II. Scarecrow.

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• Web-based survey

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Web-based survey of high school seniors

• Online survey of 1257 seniors in 14 schools
  identified as best practice
• Solicited participation among all high school
  sites selected for the IASL/Concord Award and as
  School Library Journals Website of the Month
• Focus on seniors for long-term perspective and
  experience with librarys interface.
• Instrument designed with QSurvey--plug-in for
  open source Zope package.
• Conducted April through June 2005
• Open-ended items coded with WEFT QDA
• Survey instrument

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The website contributed to my understanding of
Frequency
1616 (Multiple response)
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Which pages on the site do you find most valuable?
2740 (multiple responses)
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Describe the value of the library website to
your high school homework and research
100
80
Couldnt live without it! Very important Important
Somewhat important Not important Never use it
60
40
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1 2 3 4 5 6 7 8 9 10 11
12 13 14
Schools
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Responses to open-ended survey items
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Improvements (excerpts)

• Organization/ Navigation Some of the links
  dont make sense to me. Make it easier to get
  to from home."Its too complex. Too busy, too
  much stuff.
• Accessibility The website address should be
  shorter. Access to email and AIM. Teach
  people how to use it.
• Descriptions/Annotations Maybe have a synopsis
  beneath each category to show what it is used for
  in case we forget. Describe what each search
  tool is best for. Clearer labeling.
• Documentation Make the bibliographic
  information clearer. Easier access to
  information on citing sources. Information
  about internal citations.
• Images/Aesthetics/Fun/Teen Relevance Make the
  site more appealing. Make it cooler looking.
  Its boring. Jazz it up. Better interface.
  More graphics, more color. Educational games.
  Flash intro, background music, links to cool
  bands. More sports stuff. Cosmo and Jet.
  Dont make it all work related. I want it to
  say, Welcome students name here on the
  opening page. Let us sign in and get to GPAs
  and schedules like colleges do.

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Improvements (contd excerpts)

• Teacher/Project Links Direct links to teachers
  sites. More of what the teachers go over in
  class to make sure we understand.
• Passwords Easier access from home. An easier
  way to find the passwords. Find some way to
  post passwords to subscription services so we can
  actually use them from home.
• Missing Content Students wanted the following
  and much more world news/current events, more
  booklists, easy links to online reference,
  college stuff, career stuff, government and
  economics, more support for research papers.
  Since I am hispanic, I would like there to be
  some hispanic history in all of this.
• Databases (They value these!) Greater variety
  of databases. More programs like Gale. More
  contemporary databases. Databases with scanned
  in books. More subscriptions.
• Book stuff (Surprising number of responses
  requested more resources relating to books.)
  Include the reading suggestion lists in the
  library on the page. Organized book lists by
  genre or author. Book of the month, trivia on
  books?

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Improvements (contd excerpts)

• Filters and Blocking (Students had much to say on
  this issue!)
• Let us check email. (biggest issue!) Make
  sure information isnt blocked by big brother we
  can actually learn without the censors. Have
  less banned websites-- it makes it agrivating
  when you think youve found a good website for
  research and then you cant read it because its
  blocked. Stop blocking picture searches because
  students need all sorts of pictures for different
  projects and it is hard to get them if all of the
  sites and searches are blocked. Too many
  restrictions! Stop blocking all the sites! I
  notice that when anything like, horoscopes,
  modern practice of magic, or homosexuality is
  being researched, there are limited
  resources--our school system is biased. Let us
  search for fun things.

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In your own words, describe the influence of the
school library site to your high school studies.

• The following themes emerged
• Students largely satisfied with and expressed
  they were learning through these resources
• Site connected to discovery of new search tools
• Appreciated teacher/librarian links
• Appreciated readers advisory content
• Grateful for help with documentation
• Felt use related to improved grades
• NegativeGoogle works better, I dont need help.

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Web-based Survey Observations

• Difference in acceptance across schools
• Students in some schools clearly value the
  websites.
• In others, level of acceptance generally positive
  but moderate
• Students WILL use these resources when we are not
  looking
• Many students view these sites as learning
  landscapes
• Overall positive responses in access to the
  documentation help, the OPAC, catalog, search
  tools, databases and college search links
• Echoed focus group results

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Variables School culture

• Website is part of a larger storyfive schools
  returned results that vary from the others
• Can you separate the sites from school culture?
• Some cultures appear to value high quality,
  varied resources more than others
• Some schools appear to value online guidance more
  than others
• Some faculties appear to recommend the site more
  than others
• Some schools value research more highly than
  others
• Some students directly relate use of the site to
  grades and achievement

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Another issue
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Study shift
Influence of School Library Websites on Youth
Information Seeking Behavior Discovering a
Descriptive Taxonomy of Attributes of Exemplary
School Library Websites (dissertation in process)
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• Content Analysis

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Research need

• While studies of online interfaces exist for
  public, academic, and business library
  environments, little research examines school
  library service online.
• Despite their potential for service and
  instruction, no existing studies examine models
  in practice, what commonalities such models
  share, or how they might differ

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Move beyond feature counting

• While Clyde (1999, 2001, 2004) listed site
  features and their frequency, she made no attempt
  to create a taxonomy of this content, or to
  separate content from format.

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Delphi panel

• Delphi panel of 22 experts identified secondary
  library websites demonstrating exemplary
  practice.
• 74 schools in initial list, panel agreed on list
  of 10 most effective sites
• Panel suggested items for two coding instruments
• Features (the whats of the sites)
• Characteristics (the hows of the sites)

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Research Questions

• From the models observed in sites identified as
  exemplary practice, can a functional taxonomy of
  features be developed?
• What common features are represented in effective
  practice?
• What common organizational structures, design
  elements, and visual metaphors are presented in
  virtual library sites?
• How are school virtual library sites evolving?
  How do the features and services offered by
  effective sites in 2006 differ from the
  state-of-the-art of the randomly selected sites
  last studied by Clyde in 2002?
• To what extent do these virtual libraries
  translate traditional library roles outlined in
  Information Power?

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Information Power Logo
American Association of School Librarians and
Association for Educational Communication
Technology. (1998). Information power
Building partnerships for learning. Chicago
American Library Association. 48.
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School Library Website Features

• The What of the sites

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Program Administration
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Information Access and Delivery
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Learning and Teaching
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Books and reading
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The How Interactive services, 2.0 tools, video,
podcasts
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Operational definitions for content analysis

• For the purposes of data collection, the
  researcher will define
• School virtual library collection of pages
  html, blog, other Web-based publicationlinked
  together to represent a school library program.
• Unit of analysis home page of the virtual
  library plus three drills down.
• Features website content that provides a
  particular library or information service to the
  intended audience. Features will be sorted in
  categories. The researcher expects that several
  levels of sub-features will emerge as content is
  examined
• Category grouping of features or concepts
  related to how the site works. The researcher
  expects that several levels of sub-categories
  will emerge as content is examined.

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Features coding instrument (seriously excerpted)

• Information access and delivery
• OPACS, Federated search?
• Pathfinders
• Ask-a-librarian
• Databases (video, ebooks, journals, reference)
• Search tools
• Reference
• News (local, national, international, RSS)
• Personal help
• Learning and teaching
• Information fluency instruction
• Questioning, searching, evaluation,
  documentation, synthesis
• Study process guides
• Test prep
• Homework help
• Student work
• Orientation
• WebQuests, learning objects, PowerPoints

Books and reading Readers advisory Reading
lists New materials Book discussion/
Booktalks Contests Support of school-wide reading
program Program administration General Contact,
hours, mission, welcome, staff,
FAQs Policies Schedule /calendar Newsletter Promot
ional materials Reports Surveys Materials
suggestion forms Volunteers Events Data mining
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Characteristics coding instrument

• Connectedness to school / curriculum
• Evidence of collaboration
• Age/grade appropriate
• WebQuests, PowerPoint instruction, pathfinders
• Navigation / organization
• Consistent design, layout
• CMS vs. traditional html
• Mouse-overs, embedded explanations, labels,
  annotations
• Language Find a magazine
• Map, index
• Printable, legible, scroll and load issues
• Aesthetic qualities / appeal for audience
• Images of students, materials, events
• Personality, friendliness
• Color
• Animation, video elements
• art, one alternate site rich in student images
• Interactive elements / communication tools
• Opportunities for interaction, personalization,
  feedback

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Preliminary observations

• Trend toward 2.0 practice
• blogs (7 of 10), wikis (1)
• 3 of 10 based on CMS template
• Move toward student involvement
• Student-produced media (4), suggestion forms (3)
• Databases (ubiquitous) expand to video (3) and
  ebooks (6)
• Documentation focus of learning and teaching
• 8 of 10 have pathfinders
• 5 offer embedded explanations, 9 annotate links
• 6 of 10 ask-a-librarian, 3 of 10 link to remote
  service
• Not moving as quickly as public and academic
  sites--no federated search, no RSS feeds

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New questions
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Questions for future study

• Why are some library websites far more important
  to students than others?
• What role does school culture play in the
  acceptance of library websites?
• How do librarians promote site use and acceptance
  into school culture?
• How can we use what weve learned to create
  models and guides for improved practice?
• How can we continue to improve online
  intervention to enhance learning?
• Can we assess virtual libraries by how
  effectively they present the library
  programinformation access delivery, learning
  teaching, administration, for 21st century
  learners?
• Direction???

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OCLC Perceptions of Libraries and Information
Resources (2005)

• 84 use search engines to begin information
  search. 1 begin on library Web site.
• Information consumers use library less and read
  less since using the Internet.
• Books is the library brand. Libraries not seen
  as top choice for access to electronic resources.
• Do NOT trust purchased information more than free
  information.
• 90 satisfied with most recent search using
  search engine.
• Information consumers like to self-serve. Use
  personal knowledge and common sense to judge if
  electronic information is trustworthy,
  cross-reference other sites to validate
• The library has not been successful in leveraging
  its brand to incorporate growing investments in
  electronic resources and library Web-based
  services.

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Pew Internet and American Life

• Generation IM (2004)
• 94 of online youth use the Internet for school
  research
• 18 of online teens say they know of someone who
  has used the Internet to cheat on a paper or
  test.
• Internet Goes to College (2002)
• Almost every student that was observed checked
  his or her email while in the computer labs, but
  very few were observed surfing university-based
  or library Web sites.
• Students using the computer lab for
  academic-related work made use of commercial
  search engines rather than university and library
  Web sites.
• Search Engines (2005)
• Users are largely confident, satisfied, naïve
  about search engines

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Griffiths and Brophy (2005)

• College students prefer use search engine -
  Google most popular
• Students use of academic resources low
• Difficulty locating information
• Use of search engines influences perception,
  expectations of other electronic resources
• Little awareness of alternate methods for
  information seeking

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Landscape shiftWeb 2.0 tools and resources

• Value of blogs, podcasts, webcasts, wikis, SL as
  resources
• New tools for searchingtags, technorati
• New issues relating to intellectual
  propertyCreative Commons

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Learner issues across the literature

• Designing effective search strategies /
  Representing information needs, generating search
  terms
• Identifying searchable topics and questions
• Awareness of age/curriculum-appropriate
  electronic resources--reliance only on commercial
  search engines
• Mismatch between students ideas about
  information and how information is actually
  organized
• Understanding that not everything may not be
  instantly digitally available
• Judging relevance and authority
• Repetition of flawed strategies (its the
  engines fault)
• Strategies for facing overload in both results
  and dense text
• Need for scaffolding, instructional intervention

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Two solutions
Make users smarter
Make systems smarter
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Making systems smarter

• Users are most successful when interacting with
  systems designed for them (Hirsh, 1997)
• Understand the users, multiple entry/search
  points (Marchionini, G., Plaisant, C., Komlodi,
  A., 2003)
• Standardized terminology, better directions,
  context-sensitive supports (Neuman, 2003)
• Design criteria for youth Web portals--four
  headings portal goals, visual design,
  information architecture, personalization.
• Cater to both educational and entertainment needs
  
• attractive screen designs, effective use of
  color, graphics, animation
• provide keyword search facilities and browsable
  subject categories
• allow individual user personalization--color and
  graphics. (Large, Beheshti, Rahman, 2002)

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Summary design improvements

• Help with mismatches
• Improvement of categorization
• Eliminate jargon, speak to your audience
• Accommodate developing vocabularies, incorporate
  guide mechanisms
• spell checks
• word form variations
• thesauri
• Graphic visualizations, Mind / concept maps
• Scaffold user needs
• Augment links
• Include pop-ups (definitions, histories)
• Use real estate of the first screen
• Study understand user needs and behaviors

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Content analysis library websites

• Gray et al. (1998) conducted statistically-based
  content analysis of a random sample of school
  sites to establish a baseline of current
  practice.
• Bates and Lu (1997) studied 114 personal
  homepages of librarians to detect trends and
  patterns.
• Haines (1999) used both a content analysis and an
  email survey to investigate librarians personal
  sites.
• Chisenga (1998) studied 13 university library
  websites in sub-Saharan African nations looking
  especially for access to electronic sources and
  services.
• Cohen and Still (1999) examined content and
  structure of 50 Ph.D. granting university library
  sites in the United States and 50 two-year
  college sites to identify purpose.
• Clausen (1999) analyzed twelve Danish academic
  libraries with goal of creating an evaluation
  form.
• Agingu (2000) compared sites of historically
  black colleges with those of other public
  institutions, looking at services they provided
  for users.

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On content analysis on school library websites

• Simpson (2001) school virtual library practice in
  Texas. Sites differed dramatically.
• Many clearly missing features, others stellar
  examples,
• some serving as placeholders, others active,
  changing, and fully featured.
• Clydes (1999, 2001, 2004) longitudinal research
• Rationale for websites
• demonstrating role of librarian in information
  skills development
• contributing to development of school information
  center on Web
• seizing critical opportunity to promote school
  library and information technology skills staff
• promoting collections, activities, and services
• offering guides to information sources in such
  forms as pathfinders, style sheets, tutorials
  and making the library catalog widely available.
• Sites varied dramatically in quality and content.
  Need for quality indicators

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Clydes longitudinal study

• Began 1996--content analysis of 50
  randomly-selected sites to get snapshot of
  state-ofthe-art
• Attempted to identify most popular pages and
  features, point to effective design models,
  develop quality indicators observed
• Revealed sites varied a great deal--most lacked
  purpose, made little effort to identify users
  needs.
• Replicated in 1999
• Clyde found the 37 existing sites from the
  50-site 1996 study more sophisticated, more
  pages, more resources. Sites still varied in aim
  and purpose.
• 2002 looked at evolution since 1996
• Revisited 32 remaining sites from 1996 study
• Revealed sites evolved to provide access to such
  electronic resources as subscription databases
  and catalogs
• Discrepancies still dramatic--few sites one-page
  web presence not updates Others evolved into
  large sites offering more than 40 pages of
  information and many features designed to meet
  the needs of users (p. 164).

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Delphi panel to select sample for content analysis

• To keep the study manageable for a single
  researcher, the number of sites limited to top
  ten sites as they are ranked in the Delphi
  results.
• Experts will be asked two questions
• Please list the names and URLs of up to ten
  secondary school library websites that you
  consider exemplary. (These may be traditional
  html sites, blogs, wikis, etc.)
• Please list the 5 to 10 features or
  characteristics of an effective school library
  website you consider most important.

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Sample time period

• Because of dynamic nature of the Web, study is
  likely a snapshot of a moving target
• Especially pronounced 2006, emergence of Web
  2.0/Library 2
• The creation website not short-term effort.
  Sites respond to technological advances, user
  needs, and changing capabilities of creators
• Sites archived as Web files and printed during a
  one week period in Nov. 2006,

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Two coding schemes?

• Features / Content coding schemethe what such
  features as access to subscription databases,
  instructional units, readers advisory,
  pathfinders or subject guides, e-book
  collections, access to the OPAC, or email help,
  reports, policies, calendars.
• Form / Characteristics coding schemethe aspects
  of the site that address the how-- use of
  blogs, wikis, video, navigational
  strategiespull-down menus, mouse-overs, image
  maps--interactive forms, virtual reality
  elements, etc. The content coding scheme for form
  examined the functions achieved by these
  strategies.
• While categories and features will be mutually
  exclusive within each form, it is possible that
  coding items on the websites will be classified
  in both form and content coding schemes.

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• Effective school library websites present
  features that are designed to aid users in
  information access and delivery
• Effective school library websites present
  features that are designed to support and deliver
  teaching and learning
• Effective school library websites present
  features that are devoted to program
  administration.

American Association of School Librarians and
Association for Educational Communication
Technology. (1998). Information power Building
partnerships for learning. Chicago
American Library Association. 48.
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Will they use it when were not looking?

• The level of personal acceptance, or site creep,
  is generally positive, but really kind of
  moderate across schools
• At four of the 14 schools, well over 60 of the
  students report using the site when they are not
  at school. At seven of the schools less than 40
  report using the site when not at school.
• Fewer students admitted to using the site
  weekends. Do they do much of their homework in
  the evenings? In only two schools, was the level
  of weekend use was around or more than 50.
• Indeed, students reported more evening than
  weekend use. With students at six of the schools
  reporting evening use at around 50 or higher.
• In none of the schools studied, did 50 of the
  students report actually bookmarking the site on
  their home computers. This limited number
  surprised me.  Does bookmarking imply a serious
  kind of commitment?  Is bookmarking an old-time
  activity in a world of tagging?

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Buckets

• Cognitive
• Affective
• Social
• Physical