Research Convergence

Demonstrating Causal Relationships between School Libraries and Student Learning Internationally

Authors

  • Barbara A. Schultz-Jones University of North Texas College of Information
  • Laura Pasquini University of North Texas

DOI:

https://doi.org/10.29173/iasl7379

Keywords:

evidence-based practice, causal research, CLASS II, student learning

Abstract

A subset of international scholarship from the full Causality: School Libraries and Student Success corpus comprising empirical studies conducted in non-American locations (n=47) are examined for: geographic distribution, publication outlets, citations, data collection and analysis methods, and research strands. The majority of papers used one experimental design or two or more methods for quasi-experimental design approach for data collection, and used at least one or more often two or more data analysis methods. Six categories describe the research: learning environment, student attributes, teacher and school leadership characteristics, instructional interventions, academic skill development, and external factors for achievement.

Author Biographies

Barbara A. Schultz-Jones, University of North Texas College of Information

Barbara Schultz-Jones is an associate professor and Director of the School Library Certification and Youth Librarianship Programs in the Information Science Department at the University of North Texas, Denton, Texas, USA.

Laura Pasquini, University of North Texas

Laura Pasquini is a senior lecturer in the Learning Technologies Department, College of Information, University of North Texas, Denton, Texas, USA.

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Published

2019-10-08

Issue

2019: IASL Conference Proceedings (Dubrovnik, Croatia): Convergence - Empowering - Transformation: School Libraries

Section

Research Papers

License

Copyright (c) 2019 IASL Annual Conference Proceedings

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.