Editorial


Evidence Based Library and Information Practice 2009, 4:2 

 

8 

 

   Evidence Based Library and Information Practice   
 

 

 

Article 

 
Creation of a Research Community in a K-12 School System Using Action Research 

and Evidence Based Practice  
 

Susan D. Ballard 

Director, Library Media and Technology 

Londonderry School District 

Londonderry, New Hampshire, United States of America 

E-mail: sballard@londonderry.org  

 

Gail March 

Library Media Specialist 

Londonderry High School 

Londonderry, New Hampshire, United States of America 

E-mail: gmarch@londonderry.org  

 

Jean K. Sand 

Library Media Specialist 

Matthew Thornton School 

Londonderry, New Hampshire, United States of America 

E-mail: jsand@londonderry.org 

  

Received: 15 January 2009    Accepted: 27 April 2009 

 

 
© 2009 Ballard, March and Sand. This is an Open Access article distributed under the terms of the Creative 

Commons Attribution License (http://creativecommons.org/licenses/by/2.0), which permits unrestricted use, 

distribution, and reproduction in any medium, provided the original work is properly cited. 

 

Abstract 

 

Objective - The purpose of this study was to apply skills developed from an 

Action Research Training Model (Gordon) in the design of two action research 

projects to ensure that students are ethical users of ideas and information. It was 

deemed necessary to assess prior knowledge and attitudes of students and 

teachers in order to identify issues to be addressed.  

 

Methods - Both projects employed the use of survey instruments, which 

presented students with scenarios involving aspects of information use, and asked 

mailto:sballard@londonderry.org
mailto:gmarch@londonderry.org
mailto:jsand@londonderry.org


Evidence Based Library and Information Practice 2009, 4:2 

 

9 

 

whether or not the actions in the scenarios were examples of ethical use. The high 

school survey was administered to 381 students in tenth grade English classes. 

The elementary survey was administered to 87 students in fifth grade.  

 

A more comprehensive survey was administered at the high school level.  For 

each student behavior addressed by the survey, there were two questions:  one 

eliciting the teacher’s perception of how often students engaged in that behavior, 

and the second how often the teacher had to confront a student about the same 

behavior.  Participation was voluntary, and 36 teachers took the survey.  

 

Results - Surveys administered at the high school level showed that most 

students have a good understanding of the ethical use of information regarding 

clear instances of plagiarism. Students’ understanding was less clear in two major 

areas: creating a bibliography that accurately reflects the sources used to create 

the work, and the level of collaboration or assistance that is appropriate in 

completing a research assignment.   

 

The teacher surveys showed some discrepancy between perception of the 

frequency of certain types of unethical student behavior and how often teachers 

challenged students on that behavior. The surveys showed that teachers found 

plagiarism to be the most prevalent behavior, while obtaining copies of exams and 

buying papers were the least frequently occurring behaviors. 

 

At the elementary level, results indicated that understanding how to properly cite 

sources was a major area of concern. Students were also confused about whom to 

ask for help during the research process. Instructional intervention was developed 

and applied. The survey was re-administered with the addition of items that were 

based on the interventions. Responses showed a marked improvement in 

understanding by at least 20%. Some responses improved by as much as 60%.   

 

Conclusion - The study validated the Action Research Training Model as the first 

dimension and conceptual framework that informs and guides instructional 

practices of school library media specialists and teachers in a K-12 school district. 

After using the model to examine student-teacher knowledge and understanding 

of ethical use of information (second dimension), there was recognition of the 

need to clarify the school’s position on the ethical use of information for teachers 

and students and provide intentional instruction and interventions for students 

beginning at an earlier grade level. After being made aware of the results, teachers 

were anxious to work with library media specialists to address issues and to look 

for opportunities within research units to collaborate.  

 

 

Introduction: Background of the Action 

Research Project  

 

Why would an award-winning school 

district engage in a rigorous and challenging 

action research project? The school district 

was already aware of evidence based 

practice as defined by Todd: ‚Evidence-

based practice is where day-by-day 

professional work is directed toward 

demonstrating the tangible impact and 

outcomes of sound decisions making and 



Evidence Based Library and Information Practice 2009, 4:2 

 

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implementation of organizational goals and 

objectives‛ (7). The school district had 

embraced this concept of evidence based 

practice in their decision making and in 

their teaching. They had established a 

district data team representative of all 

schools, conducted a comprehensive data 

inventory as well as a gap analysis to 

determine what additional data were 

needed in order to improve teaching and 

learning. However, they were not convinced 

that they were seeing benefits through 

improved transactions between school 

librarians and teachers, school librarians and 

students, and teachers and students. 

 

As Todd notes, evidence based practice 

offers six key benefits: 

1. It provides local evidence at the 

school level that library 

initiatives make a visible 

contribution to learning, and 

that administrators, teachers 

and parents can see the real 

impacts<;  

2. It convinces administrators and 

community funders that the 

money invested in the school 

library is worth it<;   

3. It demonstrates the teacher-

librarian’s commitment to 

learning outcomes<;   

4. It helps teacher-librarians plan 

more effective instructional 

interventions and   information 

services<;  

5. It contributes to job 

satisfaction<;  

6. It moves beyond anecdotal, 

guess work, hunches, advocacy, 

and touting of research 

findings< (7).  

The moment of realization came in October 

2001 at the 10th annual AASL (American 

Association of School Librarians) 

Conference and Exhibition held in 

Indianapolis, Indiana. Dr. Carol Kuhlthau 

and Dr. Ross Todd, both from Rutgers 

University, presented a transformational 

session entitled, ‚Research Process and 

Evidence based Practice‛. Two school 

library media professionals from 

Londonderry, New Hampshire were in 

attendance and afterward connected with 

Dr. Carol Gordon, then at Boston 

University, now at Rutgers. The two library 

media professionals began a conversation 

with Dr. Gordon about their recognition of 

what they described as a ‚missing 

ingredient‛ in the Londonderry program. 

Although recipients of the AASL School 

Library Media Program of the Year award in 

2000, they had an intuitive sense that the 

program needed to make the next step. The 

vision generated by Dr. Kuhlthau and Dr. 

Todd of what ‚should be‛ was reinforced by 

the conversation with Dr. Gordon, who 

proposed the idea of action research because 

it was well-suited to improving teaching 

and learning. ‚Action research, as a tool of 

evidence based practice, structures reflective 

practice‛ (Gordon). Action research is 

problem-focused, context-specific, and 

future-oriented, and aims at improvement 

and involvement (Hart and Bond). 

Although well-conceived in its purpose and 

well-described in its intent, there is, 

however, a lack of consensus about its 

methodology. Boomer defined action 

research as a ‚deliberate, group or 

personally owned and conducted, solution-

oriented investigation‛ (8). Anderson, Herr, 

and Nihlen defined it as ‚insider research 

done by practitioners using their own site as 

the focus of their study. <it is oriented to 

some action or cycle of actions that 

practitioners wish to take to address a 

particular situation‛ (2). The components of 

action research are reflection, inquiry and 

action (Patterson and Shannon). 

 

As a result, a plan of action, or action 

research, was developed to move the 

program to a dimension where it would be 



Evidence Based Library and Information Practice 2009, 4:2 

 

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both collaborative and authentic. The hope 

was that this effort would ensure enhanced 

student achievement and success as well as 

improving the professional practice of the 

school library media specialists through 

their reflective practice in the design, 

delivery, and assessment of instruction. The 

library media professionals’ moment of 

realization was the connection they made 

between evidence based practice, as it was 

defined by Todd, and action research, which 

offered a structure for the gathering and 

analysis of evidence. The next step was for 

the Director of Library Media and 

Technology Services to marshal the 

resources (i.e. support from the 

superintendent) to sanction a proposal to 

work with a university-level research 

mentor, find a source of funding and gain 

the approval of the Londonderry School 

Board. Another critical component was to 

introduce the concept of action research to 

the other school library media specialists 

and convince them that because action 

research is problem-focused and provides 

solution-oriented investigation, it would 

serve the program and address ongoing 

concerns regarding improved student 

learning. There was definite resistance on 

the part of the already over-scheduled 

library media specialists to commit to 

something new, and that challenged them to 

grow professionally.    

 

The university mentor came to the school to 

conduct an orientation on action research 

and methodologies for the team of eight 

school library media specialists, the director 

and the technology trainer/integrationist. 

She provided a basic understanding of 

action research as a tool for systematic, 

intentional inquiry into one particular aspect 

of their professional practice in order for 

them to better understand and improve 

their work. After that, as one library media 

specialist observed, the district traveled the 

‚bumpy road of action research.‛   

Working with their mentor, school library 

media specialists learned how to pose 

researchable questions and write proposals 

(Appendix 1). Using various sources such as 

diaries, surveys, questionnaires, interviews, 

and observations, data were collected and 

shared with participating teachers, 

administrators, parents and the school 

board. When the research projects 

concluded, participants completed an 

Action Research Summary (Appendix 2) 

which, in addition to addressing methods 

and results, provided an opportunity for 

reflective consideration of how the study 

had changed their practice and what they 

had learned. It was soon obvious that 

through sustained and guided efforts by 

their research mentor, support from one 

another and a keen interest from senior 

administrators, the library media specialists 

had engaged and found the work 

meaningful. The added value of the 

collaborative nature of the work and the 

empowerment of the school library media 

specialists to make decisions and take 

responsibility for their professional growth 

was meaningful.   

 

As the library media specialists grew more 

comfortable using action research and 

shared what they had learned with the 

administration, it was determined that it 

was critical to provide ongoing professional 

development opportunities as well as 

support their work as mentors to other 

teachers in the use of evidence based action 

research methodologies. This strategy 

would help to address the school district’s 

strategic goal to achieve and sustain a high 

level of professional competency of all staff 

members. It would assist district educators 

to better inform and improve their practice 

and most importantly, meet the research 

learning needs of students. This need was 

one that resonated with both the school 

library media specialists and their classroom 

colleagues. Despite their award-winning 

program and data sets that showed a high 



Evidence Based Library and Information Practice 2009, 4:2 

 

12 

 

level of student achievement, they felt that 

students continued to struggle with the 

research process and resulting projects 

appeared more ‚repackaged‛ than 

‚reflective‛ of understanding the topic or 

issue. In particular, educators felt that in 

working on research assignments and 

projects, students did not clearly understand 

the concept of ethical use of information. 

Thus, in addition to other areas of 

investigation, action research was employed 

by high school and elementary school 

library media specialists, in collaboration 

with classroom teachers, to focus on the 

critical objective of ensuring that students 

are ethical users of ideas and information. 

As a result, the connection between action 

research and professional development 

became clear. 

 

Action research incorporates many 

of the qualities of an ‘ideal’ staff 

development program. It is 

individualized and can be used by a 

teacher at any developmental level. 

It assumes teachers are 

knowledgeable and gives them 

power to make  decisions. It can be 

carried out collaboratively. It is an 

on-going process and for that reason 

can be more effective than a typical 

one day in-service presentation. One 

of the more significant qualities of 

action research is that it puts the 

teacher in the position of accepting 

more responsibility for her (his) 

own professional growth (Wood 16-

17). 

 

Conceptual Framework for Two Action 

Research Studies on the Ethical Use of 

Information 

 

What emerged from this project was a two-

dimensional model (Gordon) for doing 

action research in the context of school 

library instruction (Figure 1). The subject of 

two of the action research studies was the 

ethical use of information by children and 

teens. The first dimension of the model 

provided the conceptual framework 

through the establishment of the 

understanding and use of action research as 

a tool of evidence based and reflective 

practice (Gordon). In the second dimension, 

school library media specialists (with 

assistance from participating teachers) 

designed, administered and analyzed 

results of two action research studies related 

to student and teacher understanding of the 

ethical use of ideas and information in order 

to address immediate concerns and increase 

their understanding of why students 

struggle with this issue and what 

interventions are required. This model is 

based on a formal research study performed 

by the university researcher that was 

concurrent with the action research projects 

specific to each school library (Gordon).    

 

Dimension One: Action Research as a Tool 

of Evidence Based Practice 

 

The conceptual framework of the study rests 

on the use of action research as a tool of 

evidence based practice. Action research can 

engage educators in examining the 

effectiveness of their methods when they 

have identified an area of concern and use 

the research process to gather evidence for 

their theses (Gordon). 

  

As previously noted, through their work 

with the university mentor, the school 

library media specialists had learned how to 

pose researchable questions. They 

recognized that not only did the research 

questions need to be measurable, but also 

meaningful to their work with students. It 

was also critical that the school library 

media specialists and teachers recognized 

the importance of selecting and developing 

the appropriate data collection instrument. 

Whether to utilize diaries or journals; pre- 

and post-surveys, questionnaires or tests; 

rubrics, interviews, or observations, was 



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Fig. 1. Conceptual Framework for Two Studies on the Ethical Use of Information by Children 

and Teens 



Evidence Based Library and Information Practice 2009, 4:2 

 

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carefully considered because the instrument 

had bearing on the reporting of results 

(evidence) and what was learned. The 

school library media specialists had been 

trained by the university mentor to ground 

their projects in educational theory. As the 

action researchers considered their research 

questions, they not only had to think about 

data collection methods and timelines, but 

also determine with which educational 

theorist the approach best aligned. This was 

a transformational element that allowed for 

meaningful discussions and exchanges  

among all participants about how students 

learn and what interventions are most 

appropriate (and when) in order to ensure 

their success.  

 

Research Questions and Theoretical Framework 

 

The two studies presented here were 

conducted by one high school and two 

elementary library media specialists and 

addressed the question, ‚Do our students 

understand what is ethical or unethical in 

terms of the use of ideas and information?‛ 

Both studies are based on understanding 

students’ prior knowledge as it relates to 

learning and the constructivist theories of 

Dewey, Piaget, and Vygotsky in order to 

apply appropriate interventions.  

 

Research has shown that a learner's 

prior knowledge often confounds an 

educator's best efforts to deliver 

ideas accurately. A large body of 

findings shows that learning 

proceeds primarily from prior 

knowledge, and only secondarily 

from the presented materials. Prior 

knowledge can be at odds with the 

presented material, and 

consequently, learners will distort 

presented material. Neglect of prior 

knowledge can result in the 

audience learning something 

opposed to the educator's 

intentions, no matter how well those 

intentions are executed in an 

exhibit, book, or lecture (Roschelle 

37). 

 

Additionally, in a review of the literature on 

academic dishonesty and plagiarism among 

students, Ercegovac and Richardson posited 

that the ‚seminal writings by John Dewey 

(1909), Jean Piaget (1997) and Lawrence 

Kohlberg (1976) could provide a solid 

theoretical framework in moral reasoning 

and a good starting point to build on. Their 

work should be considered by education 

and library communities in any efforts to 

design well-grounded academic honesty 

policies and programs for learners across the 

educational spectrum‛ (301-2). 

 

This coupled with the authors’ additional 

suggestion that ‚attention also is needed in 

the areas of mapping research results to 

pedagogical units and specific disciplinary 

lesson plans, diagnostic and assessment 

tools that librarians, media specialists, and 

instructors could customize for their 

curricular needs‛ (Ercegovac and 

Richardson 313) aligns well with the use of 

action research to investigate learning 

problems in order to determine and apply 

instructional interventions. 

 

The high school library media specialist 

determined it was necessary to assess the 

attitudes of students and teachers to identify 

the issues that needed to be addressed. 

While anecdotal evidence surfaced in 

among the teachers, little concrete 

information existed to establish students’ 

understanding of what was and was not 

ethical use of ideas and information. 

Additionally, teachers’ perceptions of how 

effectively students could utilize 

information needed to be understood in 

order to establish learning expectations, 

develop effective instruction, and to plan for 

professional development activities.  

 



Evidence Based Library and Information Practice 2009, 4:2 

 

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At the elementary level, the two library 

media specialists and four fifth grade 

teachers also set out to assess students’ 

understanding of the ethical use of 

information. Their research addressed the 

following questions: did fifth grade students 

know the difference between ethical and 

unethical use of information? And would 

the teaching of information literacy skills, 

such as note taking and bibliography, in 

conjunction with the fifth grade curriculum 

change student knowledge and practices 

with regard to ethical use of information? 

 

Limitations of the Studies 

 

It should be noted here that the findings of 

these two studies are limited in their 

generalizability to a wider population. 

Qualitative research is not concerned with 

effect size or generalizability to a population 

because it is local and context-specific. 

Instead, it is said to be transferable to similar 

populations. Criteria for transferability were 

met through triangulation, where multiple 

methods of data collection were used. The 

findings of these studies are transferable to 

similar tenth grade high school classes, in 

the case of the first study, and to similar 

Grade four level elementary classes, in the 

case of the second study, within the schools 

where the action research occurred. The 

replication of both studies in successive 

years renders the findings transferable to 

fourth and tenth grade students in the 

district over time.  

 

Dimension Two: Study One - Ethical Use 

of Information at the High School Level 

 

Methods 

 

For the assessment of student 

understanding of ethical use of information 

at the high school level, members of the 

library media staff developed a survey for 

students (Appendix 3) and adapted a 

related survey for faculty. They were based 

(with permission) to varying degrees on 

surveys developed by the Academic 

Integrity Project at Central Connecticut State 

University. 

 

The teacher survey was more 

comprehensive than the student survey, 

with paired questions designed to 

determine teachers’ perceptions of how 

often students engaged in unethical 

behavior related to academic integrity, and 

also the number of times the teachers had 

challenged students for those behaviors. The 

behaviors surveyed included copying or 

allowing others to copy during an exam, 

using unauthorized materials or devices 

during exams, submitting work that was not 

the student’s own, fabricating research or 

laboratory data, plagiarism, buying or 

selling research papers, and reporting 

cheating by other students. Participation by 

faculty was voluntary, and 36 high school 

teachers took the survey. 

 

It was determined that the student survey, 

while covering many of the topics in the 

teacher survey, needed to be presented in a 

more student-friendly manner. Therefore, 

the student survey presented twelve 

scenarios involving aspects of ethical use of 

information, and asked the students 

whether or not the actions taken by students 

in the scenarios were examples of ethical use 

of information. Two additional questions 

elicited responses about what students 

knew about the school’s position on ethical 

use of information, and how they had 

received information (if any) about the 

school’s position. The student survey was 

administered to 381 tenth grade students 

during their English classes. Staff also 

developed an answer key for use by English 

teachers who wished to take the 

opportunity to stimulate discussion with 

students.   

 

 

 



Evidence Based Library and Information Practice 2009, 4:2 

 

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Findings 

 

The results of student surveys showed that 

most students have a good understanding of 

the ethical use of information regarding 

direct instances of plagiarism. For the 

scenario of a student who fabricates data 

and the corresponding citation, 87% of 

responding high school students identified 

the behavior as unethical. The scenario of a 

student who copies complete sentences from 

a source without attribution was identified 

as unethical by 90% of high school students. 

The scenario involving cutting and pasting a 

table from a web site and submitting it as 

original work was reported unethical by 

87% of high school students. A similar 

percentage of students recognized turning 

in a paper written by someone else as 

unethical (84%). 

 

Students’ understanding of the ethical use of 

information was less clear in two major 

areas:  creating a bibliography that 

accurately reflects the sources used to create 

the work, and the level of collaboration or 

assistance that is appropriate in completing 

a research assignment. At the high school 

level, 48% of the students felt it was ethical 

to include random citations to meet the 

minimum number required by the teacher, 

while an additional 18% reported they 

‚didn’t know‛. Only 56% of high school 

students thought it was unethical to ‚guess‛ 

which book was the source of a quote used 

in a research paper. 

 

Student responses showed some confusion 

over what level of assistance is acceptable 

for an assignment. High school students 

overwhelmingly reported brainstorming 

ideas as a group to be ethical (92%), as well 

as asking a librarian for assistance in 

Internet searching (93%). However, thirty 

percent of high school students thought it 

was ethical to have a relative conduct the 

search for information for a project, while 

10% reported they ‚didn’t know‛. While 

students overwhelmingly agreed it was 

ethical to have a parent make suggestions 

for improvements for a paper (95%), a 

surprising 56% of high school students 

thought is was acceptable to have a friend 

who was a better writer revise and make 

improvements to a paper.   

 

Most students reported that they knew 

‚some‛ or a ‚fair amount‛ about the 

school’s policies on the ethical use of 

information (64%). However, 28% knew 

‚little‛ or ‚nothing,‛ and only 8% felt they 

knew ‚a lot‛. Most students said they 

received the information from their teacher 

(82%), but only 49% said they received the 

information in the class syllabus. 

 

The teacher survey illustrated a variation in 

teachers’ perceptions of student behavior 

and the student behaviors they had 

challenged. For the questions involving 

students copying or allowing others to copy 

during an exam, 53% of teachers reported 

the typical student had done it more than 

several times. Based on survey response 

structure, this would mean 3 to 5 times (in 

high school career). However, 24% of the 

teachers reported having never challenged a 

student for that behavior. While 56% of the 

teachers reported that the typical student 

turned in another student’s work (or 

prepared work for another student to turn 

in) occasionally, often or very often, 32% of 

the teachers reported never having 

challenged a student on that behavior. The 

teachers’ responses indicated that the most 

prevalent unethical student behaviors are 

failing to cite resources (quotes, phrases, 

figures or data), and in copying information 

from websites and presenting it as their own 

work. Eighty-three percent of the teachers 

reported that the typical student exhibits 

both of these behaviors. Fifty-nine percent of 

the teachers reported that they challenge 

students on these two behaviors often to 

very often. 

 



Evidence Based Library and Information Practice 2009, 4:2 

 

17 

 

Teachers agreed that the typical student did 

not practice two behaviors: obtaining or 

distributing an exam in advance (86% never 

or seldom) and buying papers (88% never or 

seldom). Similarly, teachers reported they 

had never challenged a student on this 

behavior (72% for obtaining a copy of an 

exam; 83% for student buying an exam). 

Additionally, teachers reported that the 

typical student seldom or never reported 

cheating or plagiarism to faculty (64%). 

 

Student responses to the survey indicate 

they have a good understanding that it is 

unethical to copy the work of others, or to 

fabricate information or data. However, 

there is less clarity on the ethics of 

fabricating their sources. This indicates a 

lack of understanding of the purpose and 

value of a bibliography. Also, students are 

unclear in their understanding of how much 

assistance from others is appropriate. There 

is not a clear understanding of the difference 

between getting assistance with searching 

for information and having someone else 

search for you. Similarly, there is less clarity 

about whether having someone else revise 

and improve a paper is different from 

receiving suggestions for improvement. 

Teachers need to make their expectations 

clear for what level of assistance is 

appropriate.   

 

While the student surveys indicated 

students are aware that failing to cite 

sources, submitting work that is not their 

own, and fabricating data are unethical, 

teachers report that it is the unethical 

behavior most likely to occur. Indications 

are that students understand the message 

that they need to use information in an 

ethical manner, but have difficulty putting 

that understanding into practice. Teachers 

need to look beyond one-time 

admonishments to avoid plagiarism, and to 

develop instruction and design projects that 

will build the skills that allow students to 

confidently create work that reflects their 

knowledge. 

 

Implications for Practice 

 

Teachers did not always see the library 

media specialists as equal partners. While 

initially concerned that teachers might be 

inclined to consider follow-up and 

intervention solely the responsibility of the 

library media specialists, after the results of 

the study were shared and discussed, 

overall awareness of student confusion was 

raised and recognized as everyone’s 

responsibility. Teachers were anxious to 

work with the library media specialists to 

address the issues and to look for 

opportunities within research units to 

collaborate.  

 

There was also recognition that the school 

needed to clarify its position regarding the 

ethical use of information. A statement was 

developed and included in the student 

handbook, but it was further recommended 

to consider the development of a district-

wide statement endorsed at the highest level 

(the school board and senior 

administration). The proposed statement 

would not emphasize punitive measures, 

but rather address the creation of a culture 

of academic honesty as a value and the 

norm. It was suggested that this statement 

be communicated to parents, because of 

their role in developing and influencing 

student attitudes. 

 

Dimension Two: Study Two - Ethical Use 

of Information at the Elementary School 

Level 

 

Methods 

 

 ‚Are the following examples fair or unfair 

ideas?‛ This was a question asked of fifth 

grade students on a survey that posed 

various scenarios regarding ethical use of 

information (Appendix 4). The survey was 



Evidence Based Library and Information Practice 2009, 4:2 

 

18 

 

adapted from the ethical use of information 

survey administered at the high school 

level. The wording and scenarios were 

changed to better suit an elementary student 

population. The survey was administered to 

87 students in two fifth grade classrooms at 

each of two elementary schools (total of four 

classrooms) prior to a unit of study with a 

required research component.  

 

Using the preliminary results of the survey, 

two library media specialists and four fifth 

grade teachers determined what areas of 

ethical use needed focus and attention. They 

developed lessons to address these areas of 

weakness as a part of the thematic unit of 

study in order to assess whether teaching 

information literacy skills in conjunction 

with the unit of study would change student 

knowledge and practices related to the 

ethical use of information. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

After the students had completed their unit 

of study and submitted their research 

projects the survey was re-administered. 

Four additional questions were added to 

allow unstructured student responses and to 

better assess the success of the process.  

 

1. What is plagiarism?  (explain in 

your own words) 

2. Why would someone be 

tempted to plagiarize? 

3. Draw the copyright symbol. 

4. Explain some things that you 

can do to make sure that you do 

not plagiarize and violated 

copyright laws. 

 

The students’ projects were also assessed for 

ethical use of information. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Table 1: Areas of Concern from Pre- and Post-Survey Responses (F=Fair; NF=Not Fair; NS=Not 

Sure)                    

Question Pre-Survey  

Responses 

Post-Survey 

Responses 

Question #2: Okay to ask a librarian for help. 31%=NF or NS 10%=NF or NS 

Question #5: Copies two complete sentences 

from web page without using quotation 

marks. 

34%= F or NS 3%=F or NS 

Question #6: Lists a source she didn’t use to 

meet teacher’s three-source requirement. 

44%=F or NS 14%= F or NS 

Question #9: Copy/paste a chart into your 

report without including the citation in your 

bibliography. 

30%=F or NS 3%= F or NS 

Question #10: Download copyrighted 

material. 

32%=F or NS 16%=F or NS 

Question #11: Make a video copy for two 

friends. 

38%=F or NS 2%=F or NS 

Question #12: Allow friend to install your 

new computer software. 

80%=F or NS 12%=F or NS 

Question #13: Burn a CD for a friend 81%=F or NS 20%=F or NS 

Question #14: Allow friend to photocopy 

your music book. 

47%=F or NS 26%=F or NS 

 



Evidence Based Library and Information Practice 2009, 4:2 

 

19 

 

The survey results were reviewed with the 

students and explanations were provided as 

to the fairness or unfairness of each scenario. 

Students had many legal questions and 

were truly interested in understanding 

copyright. A parent of a fifth grader who 

was an intellectual property lawyer 

volunteered to give a presentation to the 

students and answer any questions that 

pertained to copyright infringement. 

 

Findings 

 

The initial survey results indicated areas of 

misunderstanding amount the students that 

were of concern to the participating library 

media specialists and teachers. Of particular 

concern were questions 2, 5, 6, 9, 10, 11, 12, 

13, and 14. The library media specialists 

were particularly surprised by question two 

which asks if it is fair or unfair to ask the 

librarian for help. Thirty-one percent of the 

students thought that this was unfair and 

the library media specialists felt strongly 

that they needed to rectify this 

misperception. Table 1 contains the 

combined results of the post-survey for both 

elementary schools. 

 

Implications for Practice 

 

After analyzing initial survey results and 

determining the areas of concern, the library 

media specialists decided to focus on 

developing lessons on note taking, using 

bibliography cards, developing a 

bibliography, and what it means to 

plagiarize. Lessons addressing these 

information literacy skills as well as a lesson 

on copyright (Appendix 5) were presented 

prior to the students beginning their 

thematic unit research project. The lesson on 

copyright (what does copyright mean, 

which materials are copyrighted, and what 

constitutes copyright infringement) was 

taught to address the four additional 

question items added to the survey; the 

survey was then re-administered at the end 

of the unit. 

 

The elementary library media specialists decided to 

teach the information literacy lessons that were 

implemented for this project to each fifth grade class 

and continually emphasize that it is ethical to use the 

library media specialist as a resource. Another action 

item was to revise the grade level expectations 

included in the document Londonderry School District 

Information Literacy Benchmarks to incorporate the idea 

of ethical use of information starting in first grade and 

to continually reinforce these benchmarks through the 

fifth grade. 

 

Other intervention recommendations included: 

 

1. Develop a district level policy on 

plagiarism. 

2. Include a statement in each 

Student/Parent Handbook on plagiarism, 

possibly along with the homework 

statement. 

3. Include a statement on plagiarism on each 

school web site. 

4. Encourage teachers to design assignments 

that don’t lend themselves to plagiarism. 

5. Purchase resources for student research at 

the students’ level or below so that 

students will be able to understand the 

material and therefore be better able to 

take notes in their own words. 

6. Encourage reading teachers to emphasize 

how to read non-fiction. 

7. Begin the process of taking notes and 

citing sources starting in second grade. 

 

Conclusions about the Results of the Two 

Studies and About Action Research  

 

Ethical use surveys at the high school level 

show that most students have a good 

understanding of the ethical use of 

information regarding clear instances of 

plagiarism. The scenario of a student who 

copies complete sentences from a source 

without attribution was identified as 

unethical by 90% of high school students. 



Evidence Based Library and Information Practice 2009, 4:2 

 

20 

 

Scenarios involving cutting and pasting a 

table from a web site and turning in a paper 

written by someone else were also correctly 

identified by the majority of the students. 

Students’ understanding of the ethical use of 

information was less clear in two major 

areas: creating a bibliography that 

accurately reflects the sources used to create 

the work, and the level of collaboration or 

assistance that is appropriate in completing 

a research assignment.   

 

The teacher surveys showed some 

discrepancy between their perception of the 

frequency of some types of students’ 

unethical behavior and how often the 

teachers challenged students on that 

behavior. The surveys showed teachers felt 

plagiarism was the most prevalent student 

behavior, while obtaining copies of exams 

and buying papers were the least frequently 

occurring student behavior. 

 

At the elementary level, post-survey 

responses related to the identified areas of 

concern showed a marked improvement by 

at least 20% after instructional intervention.  

Some responses improved by as much as 

60%. Answers to the additional survey 

questions demonstrated that most students 

understood what plagiarism and copyright 

are and ways that they could make sure that 

they do not violate copyright law. 

 

The use of action research as a means to 

provide a rich and meaningful professional 

development opportunity for school library 

media specialists and teachers has 

transformed instructional practice in the 

Londonderry School District.   

 

Despite these traditional challenges 

of collaboration, there was a 

strengthening of bonds between the 

library media specialists and 

participating teachers. The change 

in dynamics was precipitated by the 

unique expertise of the library 

media specialists in designing and 

implementing action research. This 

earned the respect of teachers and 

the enthusiasm of their students. 

(Gordon) 

 

In fact, a collaborative research culture has 

been created in which all those responsible 

for student learning engage in meaningful 

reflection on instructional and program 

practices at the local level through an 

examination of evidence provided through 

the process. 

 

Since the inception of the use of action 

research in the school year 2001-02, the 

school district has conducted 27 action 

research projects and there are two currently 

underway. Action research has become part 

of the way the district does business and 

when new initiatives are considered, there is 

a required action research component in 

order that the initiative be assessed and 

evaluated in terms of impact and 

sustainability. 

 

Areas of investigation explored over the last 

seven years include: 

 

 How can we get high schoolers 

off the Internet and into 

subscription databases? 

 How do middle schoolers and 

high schoolers take notes and 

how can we teach this skill 

better? 

 Can third graders reach higher 

order thinking skills through 

project work?  

 Are our end-users satisfied with 

the current level of library 

service? 

 

Additional representative action research 

projects are provided in Appendix 6.  

  

The school library media specialists have 

emerged as leaders of evidence based 



Evidence Based Library and Information Practice 2009, 4:2 

 

21 

 

practice in the school district and have data 

and evidence on how students learn and 

achieve in an information environment. 

Data are regularly shared with decision-

makers and stakeholders to inform practice 

and provide improved instruction and 

service to students.  

  

Shared results of the various action research 

projects include a formal report and 

presentation to the school board. Senior 

administrators and board members have 

been impressed with the findings and have 

encouraged the continuation of efforts to the 

point where funding, initially provided by 

federal dollars, has been incorporated into 

the general operating budget. School library 

media specialists are viewed as experts in 

implementation and leaders in the 

improvement of instructional practices. 

Proposed new initiatives are often vetted 

through a required action research 

component and most recently, a new 

element was incorporated into the school 

district’s strategic plan which calls for the 

implementation of an action research course 

for students at Londonderry High School. 

This course will enable students to conduct 

a semester-long research project, providing 

the opportunity for the student to be 

actively engaged in authentic inquiry on a 

topic of their own choosing, at a deeper 

level than might be possible in other 

projects. 

 

Regarding the example of action research 

used to assess student understanding of the 

ethical use of information, high school 

students are getting the message that it is 

unethical to copy the work of others, or to 

fabricate information or data. However, the 

teacher surveys indicate that it is still 

difficult for students to put that 

understanding into practice. Teachers will 

need to move beyond one-time 

admonishments for plagiarism, and 

endeavor to build the skills and 

understanding that allow students to 

confidently develop and support their own 

ideas and work. 

 

As a result of our findings at the elementary 

schools, the library media specialists and 

teachers have reflected on how improve 

their own practice. It was decided to 

continue to teach lessons on information 

literacy to all fifth grade students, to begin 

to discuss copyright and plagiarism 

beginning in the early grades, and to revise 

district information literacy benchmarks. 

 

 

Works Cited 

 

Anderson, Gary L., Kathryn G. Herr and 

Ann Nihlen. Studying Your Own 

School: An Educator’s Guide to 

Qualitative Practitioner Research. 

Thousand Oaks, CA: Corwin Press, 

Inc., 1994. 

 

Boomer, Garth. ‚Addressing the Problem of 

Elsewhereness: A Case for Action 

Research in Our Schools.‛ 

Reclaiming the Classroom: Teacher 

Research as an Agency of Change. 

Eds. Dixie Goswami and Peter 

Stillman. Portsmouth, NH: 

Boynton/Cook Publishers, 1987. 4-

13. 

 

Dewey, John.  Democracy and Education: 

An Introduction to the Philosophy 

of Education. 1916. New York: Free 

Press, 1966. 

 

Dewey, John.  Moral Principles in 

Education. (Reprinted from 1909 

edition by permission of the 

Philosophical Library.) New York: 

Greenwood Press, 1969. 

 

Ercegovac, Zorana and John V. Richardson, 

Jr. ‚Academic Dishonesty, 

Plagiarism Included, in the Digital 

Age: A Literature Review.‛  College 



Evidence Based Library and Information Practice 2009, 4:2 

 

22 

 

and Research Libraries. 65 (2004): 

301-18. 

 

‚Faculty Survey of Student Academic 

Misconduct.‛ Academic Integrity 

Project. Eds. Antonia Moran, J. D. 

Conway, and James Conway. 18 

Apr. 2004. Central Connecticut State 

University. 22 Aug. 2008 

<http://www.ccsu.edu/

academicintegrity/

Faculty%20Survey.asp>. 

 

Gordon, Carol. ‚A Study of a Three-

Dimensional Action Research 

Model for School Library 

Programs.‛  School Library Media 

Research Online 5 (2006): 5 January 

2009 

<http://www.ala.org/ala/aasl/aaslpu

bsandjournals/slmrb/slmrcontents/v

olume9/actionresearch.cfm>  

 

Hart, Elizabeth and Meg Bond. Action 

Research for Health and Social Care: 

A Guide to Practice. Buckingham, 

UK: Open University Press, 1995. 

 

Kohlberg, Lawrence.  ‚Moral Stages and 

Moralization: The Cognitive-

Developmental Approach.‛ Moral 

Development and Behavior: Theory, 

Research and Social Issues. Ed. 

Dalam T. Lickona. New York: Holt, 

Rinehart & Winston, 1976. 31-53. 

 

Kuhlthau, Carol C. and Ross Todd.  

‚Research Process and Evidence 

based  Practice.‛ 10th Annual AASL 

Conference and Exhibition, 

Indianapolis, IN, USA, October 

2003. 

 

Patterson, Leslie and Patrick Shannon.  

‚Reflection, Inquiry, and Action.‛  

Teachers Are Researchers: 

Reflection and Action. Eds. Leslie. 

Patterson and Carol Santa. Newark, 

DE: International Reading 

Association, 1993. 7-11. 

 

Piaget, Jean. The Child’s Conception of 

Movement and Speed. New York: 

Basic Books, 1970. 

 

Piaget, Jean. The Moral Judgment of the 

Child. New York: Simon & Schuster, 

1997.   

Roschelle, Jeremy. ‚Learning in Interactive 

Environments: Prior Knowledge 

and New Experience.‛ Public 

Institutions for Personal Learning: 

Establishing a Research Agenda. 

Eds.  John H. Falk and Lynn D. 

Dierking. Washington, DC: 

American Association of Museums, 

1995. 37-51. 

‚Survey of Student Academic Misconduct.‛ 

Academic Integrity Project. Eds. 

Antonia Moran, J. D. Conway, and 

James Conway. 18 Apr. 2004. 

Central Connecticut State 

University.  22 Aug. 

2008 <http://www.ccsu.edu/

academicintegrity/

Student%20Survey.asp>. 

 

Todd, Ross. ‚Learning in the Information 

Age School: Opportunities, 

Outcomes, and Options.‛ 

International Association of School 

Librarianship Conference, Durbin, 

South Africa, July 2003. 

 

Vygotsky, Lev. Thought and Language. 

Cambridge, MA: MIT Press, 1986.  

 

Wood, Patricia. ‚Action Research: A Field 

Perspective.‛ American Educational 

Research Association Conference, 

New Orleans, LA, USA, April, 1988. 

http://www.ala.org/ala/aasl/aaslpubsandjournals/slmrb/slmrcontents/volume9/actionresearch.cfm
http://www.ala.org/ala/aasl/aaslpubsandjournals/slmrb/slmrcontents/volume9/actionresearch.cfm
http://www.ala.org/ala/aasl/aaslpubsandjournals/slmrb/slmrcontents/volume9/actionresearch.cfm
http://www.ala.org/ala/aasl/aaslpubsandjournals/slmrb/slmrcontents/volume9/actionresearch.cfm


Evidence Based Library and Information Practice 2009, 4:2 

 

23 

 

 

Appendix 1 - Londonderry School District Action Research Proposal 

 

 

 

 

Submitted by:  

 

Date:  

 

Research Question or Hypothesis  

 

 

Instructional Unit or Initiative  

a. Topic:  
                                    

b.  Timelines:  

      Start:  

      Interim timelines (if applicable):  

Finish:  

 

b. Description of project or unit. 
Please include details that would help someone replicate your unit.  

 

Curriculum or other objectives?  

 

Student or other product?  

 

Assessments (formative and summative)?  

 

Lessons taught:  

 

Support materials?  

 

Data Collection: Please include at least two methods (e.g. interviews, questionnaires, grades, 

observation journal entries, photographs, student products/projects, formative assessments, 

focus groups, case studies, and content analysis). 

 

 



Evidence Based Library and Information Practice 2009, 4:2 

 

24 

 

 

 

                         Appendix 2 – Londonderry School District Action Research 

Summary 

  

 

 

Researcher:      School:   

 

 

Date of Report:         Project Date:   

 

 

RESEARCH QUESTION/HYPOTHESIS:   

 

 

 

SUMMARY: (100 word abstract)   

 

 

 

 

Why is this question important to your practice?   

 

 

 

 

Describe the teaching unit:   

 

 

 

 

Describe Data Collection Methods:   

 

.   

 

Major findings:   

 

 

 

What I learned that surprised me:   

 

 

How this will change my practice:   

 



Evidence Based Library and Information Practice 2009, 4:2 

 

25 

 

Appendix 3 - Londonderry School District Student Survey – High School 
 

Part 1 

In your opinion, are the following examples of fair 
(ethical) and appropriate use of ideas and 
information, or not?  

Answer Key 
 

  

1.  Nicole, Kelly, Joe and Andy meet after school to 
discuss their assignment to write a paper on Global 
Warming.  They brainstorm some ideas together, 
and then each individual begins to focus in on 
developing their own paper. 

Yes, this is ethical and it is a good idea to 
review the assignment with others to get 
a sense of different ways to approach 
your individual paper.   

  

2.  Cassidy visits the school library and asks a 
member of the library staff for assistance in 
searching the Internet for information for the report 
on Global Warming. 

Yes, this is ethical and Cassidy is wise to 
consult with an information specialist to 
get some assistance in beginning her 
research. 

  

3.  Jason has an uncle who works in a research 
laboratory.  He emails his uncle to search the 
Internet for him to get the information for his Global 
Warming report. 

This is a gray area.  If the teacher has 
made it clear that students are expected 
to do their own research, then Jason is 
out of line because he is asking his uncle 
to do the searching. If the teacher was not 
clear on instructions, at the very least, 
Jason is shortchanging himself because 
he is not learning anything about the 
resources.   

  

4.  Mike decides that his paper will be better if he is 
able to cite lab data results on Global Warming, but 
he runs out of time to do the research, so he “makes 
up” the information, and also indicates in his 
bibliography a source for the data. 

This is very unethical.  Providing made up 
information is never right.  Perhaps if 
Mike really feels that there has not been 
enough time to complete the assignment, 
he might request an extension.   

  

5.  Jen has located a very helpful paper on Global 
Warming posted at a high school web site in an 
Australia.  She downloads the entire paper and uses 
some ideas and information to develop her own 
paper, and credits the source in her bibliography.     

Yes, this is ethical.  As long as Jen credits 
the ideas and information to the source 
she is OK, although there may be better 
sources of information than a high school 
Web site! 

  

6.  Brian finds a great article in an electronic data 
base that is perfect for his Global Warming paper.  
He copies two complete sentences from the 
resource and includes them verbatim (word for word) 
in his report without using quotation marks, footnotes 
or other means of attribution. 

Brian is exhibiting unethical behavior.  
This is a clear case of plagiarism by using 
someone else’s work and not giving 
credit.   

  

7.  Cindy wrote down a great quote about the effects 
of Global Warming in her notes, but can't remember 
which book it came from.  So, she makes her best 
guess, and lists that book in her bibliography. 

Cindy needs to go back to the resources 
she utilized and find the correct source for 
her quote so she can give accurate 
citation in the bibliography, otherwise, this 
is unethical. 

  

8.  Jim found four great sources for his Global 
Warming research project, but his teacher required 

Jim is wrong.  A bibliography is not a list 
of resources that you found, but a list of 



Evidence Based Library and Information Practice 2009, 4:2 

 

26 

 

seven sources.  So, before typing his bibliography, 
he found three more websites and included them on 
the list.                                                                                               

those that you actually used in completing 
a project or a paper. 
 
 

  

9.  Judy asks her dad to review a draft of her Global 
Warming Paper in order to spot errors, or make 
suggestions for changes or improvements, before 
she completes a final draft.  

This is fine and it is often helpful to ask an 
independent reader to go over your work 
so that they can point out glaring errors or 
sections that may need clarification or 
refinement. 

  

10.  Mark connects with his best friend Nate to look 
over his Global Warming paper and asks Nate, a 
gifted writer, to go ahead and revise any errors and 
change anything that he feels will improve the paper.  

Mark is also wise to ask a “gifted” friend 
to read his paper but he is wrong to give 
him a free hand to change anything as 
the paper is now at best a joint publication 
of Mark and Nate, and at worse, it is now 
Nate’s paper. 

  

11.  John finds results from a study on Global 
Warming at a University Web Site.  It includes a very 
interesting table which he cuts and pastes into his 
report, and submits as his original work. 

This is completely wrong and another 
example of an act of plagiarism – using 
someone else’s work and pretending it is 
your own. 

  

12.  Ingrid’s cousin in Florida had a similar 
assignment on Global Warming last year.   Her 
cousin copies the paper and faxes it to Ingrid, who 
makes some minor changes, and turns the paper in 
as her original.    

By making a few changes, Ingrid has 
done nothing to change the fact that this 
is another instance of plagiarism – even if 
her cousin was agreeable, Ingrid is 
submitting someone else’s work as her 
own and that is wrong.  

Part 2 

13.  How much do you know about your school’s position on (fair) ethical use? (check the 
appropriate response):   A) Nothing            B) Very little               C) Some             D) A 
fair amount             E) A lot 

14. – 17.  Have you received information on your school’s position from:  

                Yes      No 
14)           A        B     a course syllabus? 
15)            A         B     a teacher (i.e., discussed in class)? 
16)            A         B     other students? 
17)            A         B     other? (Indicate where and include in comments section on answer form)  

18)      Your age: A) 12- 14   B) 15 - 17 

19)      Year of Graduation: A) 2010    B) 2007  

20)      Your gender: A) Male       B) Female 

Thank you for your participation 

Part 1 © Londonderry School District, 2005 



Evidence Based Library and Information Practice 2009, 4:2 

 

27 

 

Part 2 used with permission, from the Academic Integrity Project, Central Connecticut State University, Antonia Moran, J.D. and 

James Conway, Ph.D., Project Directors 



Evidence Based Library and Information Practice 2009, 4:2 

 

28 

 

 

Appendix 4 - Londonderry School District Student Survey - Elementary Schools 
 

Are the following examples FAIR or UNFAIR 
ideas? 

FAIR UNFAIR NOT SURE 

 
   

1. Joe, Mary and Bobby meet after school to 
discuss their explorer reports and help each other 
with ideas. 

   

 
   

2. John goes to the library and asks the librarian to 
help him search the Internet for information for his 
report on hurricanes.  

   

 
   

3. Mike needs 2 written pages for his report, but he 
only has enough information for 1 page.  He 
decides to “make-up” information in order to 
complete his 2 pages.  

   

 
   

4. Jen found a very helpful book for her explorer 
report.  She writes down some important 
information she found in the book in her own 
words, and she fills out a bibliography card to show 
where her information came from. 

   

 
   

5. Lindsey copies 2 complete sentences from a 
web site and includes them in her report without 
using quotation marks. 

   

 
   

6. Jane needs 3 sources of information for her New 
Hampshire report.  She has only used 2.  She lists 
a source she did not use in her bibliography so she 
will have the 3 she needs. 

   

 
   

7. Judy asks her Dad to look over her report and 
make suggestions for improvement.    
 

   
8. Josh asks his Mom to look over his report and 
she makes the changes for him.    
 

   
9. Will cuts and pastes a chart for his hurricane 
report from a web site and doesn’t include the web 
site in his bibliography. 

   

 
   

10. Ben downloads copyrighted music from the 
Internet.    



Evidence Based Library and Information Practice 2009, 4:2 

 

29 

 

 
   

11. Alex makes copies of a video he bought for 2 of 
his friends.    
 

   
12. Mary has new software for her computer.  She 
lets her friend, Madison, install the software on her 
computer, too. 

   

 
   

13. Sean burns a CD for his friend with his favorite 
songs from his CD collection.    
 

   
14. Jillian lets her friend photocopy a guitar music 
book so her friend will not have to buy it.    
 

© Londonderry School District, 2005 



Evidence Based Library and Information Practice 2009, 4:2 

 

30 

 

 

Appendix 5 – Londonderry School District Lesson Plan 

 
Unit: Ethical Use of Information 

 

School: Matthew Thornton Elementary 

             

Grade Level: 5 

 

Library Media Specialist: Jean K. Sand 

                                             

Classroom Teachers: Stella Skoropowski, Maureen McKay 

 

Overview: 

           Students have taken a survey on the ethical use of information. After reviewing the 

survey questions with the students, a parent who is an intellectual property lawyer spoke 

to the children and answered their questions. The students are working on a report, which 

will be evaluated for ethical use, and following this, a post-survey will be administered. 

Before the post-survey and questionnaire, this lesson will be taught to reinforce the 

students’ knowledge and understanding of plagiarism and copyright.  

 

Objectives: 

          The students will be able to: 

                       Recognize the copyright symbol 

                       Understand what copyright means 

                       Understand what plagiarism is 

 

Content/Activities: 

          LMS asks what ―stealing‖ means 

          Explains what ―property‖ is—things someone owns 

          Discuss why stealing is wrong—(hurts others, against the law, wrong to take what              

                    is not yours) 

          LMS reads a book about stealing 

          Follow up discussion about stealing and the consequences 

          Discussion of stealing ―ideas‖—things people create. Make a list of things 

                  (stories, poems, music, software) that are ―intellectual property‖. 

         Wrong to steal ideas? Yes, just like physical things 

         Show copyright symbol 

         Define copyright 

         Define plagiarism 

 

Materials: 

         Overhead and transparency sheet 

         Vis a vis marker 

         Story book 

 



Evidence Based Library and Information Practice 2009, 4:2 

 

31 

 

Appendix 6 - Representative Action Research Projects 

 

Students’ Ethical Use of Information  

Author: HS Library Media Specialist 

Abstract: Are current practices (school policy, instructional practices, library services) 

effective in ensuring that students are ethical users of information? Are we addressing the 

factors that lead to student plagiarism? For this project, a two-session workshop was held 

for teachers interested in the topic where staff development credit was offered. A survey 

was administered to determine participants’ perceptions of plagiarism and cheating at the 

high school level but there were a very small number of teachers who participated and so 

these results are not representative of the entire teacher population. The recommendations 

of the participants show these teachers are aware that there are steps that could be taken. 

However, other issues such as the importance of and pressure for good grades, and the 

indifferent attitude of some students, will require a much larger effort to address.  

Study Descriptors: Survey, Library Media, Technology, Assessment/Evaluation, Staff 

Development, Climate/Culture 

Data Collection Methods: Survey, Focus Group, Discussion 

 

Does the time given to quality research improve student knowledge and output?  

Author: High School Social Studies 

Abstract: This project looked at how to make the research process more concrete by 

providing a step-by-step program that will guide students independently down the path of 

researching a topic. The process is outlined in separate pages for each of the steps and 

before going to the next step, the work has to be approved by the teacher. This process 

was well-received by the sophomore U.S. History students, as many of them did not 

know the individual steps that went into research.  

Study Descriptors: Social Studies, Library Media, Assessment/Evaluation, 

Inquiry/Research 

Data Collection Methods: Questionnaire, Student Work, Teacher Journal 

 

Technology in the ECE (Earth and its Changing Environment Classroom)  

Authors: High School Library Media Specialists 

Abstract: Does the use of technology in the science classroom help students understand 

the concepts better? The freshmen science classes at Londonderry High School are 

considered ―technology rich‖ because there are classroom computers to be used by 

students. But how do the students actually use the computers? Do the students feel as 

thought they learn better or differently with the computers? 295 students were surveyed 

in total, garnering useful information about students’ interactions with technology.  

Study Descriptors: Technology Integration, Survey, Library Media, Science, 

Technology, Assessment/Evaluation, Instructional Strategies 

Data Collection Methods: Survey, Observation 

 

 

Assessing an Online Learning Forum  

Author: High School Reading 



Evidence Based Library and Information Practice 2009, 4:2 

 

32 

 

Abstract: Literacy is a primary goal of Londonderry High School for the school year. In 

response to this initiative, a website called Learning Theories was developed. 

LearningTheories.org is a website designed to for the discussion of young adult literature 

for both pleasure and as an assessment tool. Teachers and students are given equal 

authority on the book club style forum and need only to log on once registered. This 

study looked at whether using an online forum was a practical means of assessment.  

Study Descriptors: Reading, Technology Integration, Technology, Staff Development, 

Assessment/Evaluation, At-Risk Students, Learning Styles, Instructional  

Strategies, Communication, Literacy  

Data Collection Methods: Case Study, Questionnaire, Interview 

 

Will 9th grade students demonstrate improvement in evaluating, selecting and 

assembling information, as well as crediting sources, if provided with a choice of 

note-taking templates to assist in the research process? 

Authors: High School Library Media Specialist with Social Studies Teacher 

Abstract: Eighty-one ninth grade students in three World History classes participated in 

a research project titled ―Taking a Closer Look at Renaissance Art.‖ Previous years’ 

projects revealed that students had difficulty putting ideas into their own words and 

crediting their sources of information. This problem of plagiarism, whether intentional or 

inadvertent, was the impetus for determining what interventions could improve students’ 

skills in the research process. Results from the study showed that more students 

completed the project compared to overall freshmen results from the previous year. Also, 

more students in this study met or exceeded the composite benchmarks compared overall 

to freshmen from the previous year. Younger high school students need structured 

guidance in the research process. Something as simple as a note-taking template can help 

students stay organized, and emphasis on the process can help students avoid taking 

shortcuts that defeat the purpose of the project.  

Study Descriptors: Assessment/Evaluation, Inquiry/Research, Library Media, Social 

Studies, Instructional Strategies 

Data Collection Methods: Survey 

 

If the early research steps are emphasized, i.e. pre-reading and creating questions, 

will the students see the benefit in their completed project? Will I see a difference in 

their ability to support their topic as opposed to report writing?  

Author: High School Social Studies 

Abstract: A good summary is the famous Dickens quote, ―it was the best of times, it was 

the worse of times.‖ This project has been done for a number of years, but each year the 

project has been changed slightly to reflect the different classes. This project was given to 

three heterogeneously grouped freshmen World History classes. Emphasis was placed on 

understanding the difference between ―reporting‖ and ―researching.‖ Moving from report 

to research can be difficult, but with planning and resources, it is possible.  

Study Descriptors: Assessment/Evaluation, Inquiry/Research, Library Media, Social 

Studies, Instructional Strategies 

Data Collection Methods: Questionnaire, survey.  

 

Library Services Survey 



Evidence Based Library and Information Practice 2009, 4:2 

 

33 

 

Author: High School Library Media Specialist 

Abstract: A first-year library media specialist developed and distributed a library 

services survey, which looked at how well the library media center was meeting the 

students’ needs. The survey was distributed to 196 students in total, roughly 50% 

freshmen and 50% juniors. There were also a few short interviews done with students 

from each of the classes that asked more specified questions. The students were very 

candid with their remarks, and made some great suggestions for improvements to the 

library media center. More importantly, this survey and interview process allowed a 

person new to the school the opportunity to learn more about what the students would 

like and what they need from their library media center to be successful.  

Study Descriptors: Assessment/Evaluation, Library Media, Survey, Instructional 

Strategies, Communication, Climate/Culture 

Data Collection Methods: Survey, Interview 

 

Research Skills in the High School Science Classroom  

Author: High School Science 

Abstract: It is so important for students to improve their research skills, to be able to 

separate fact from fiction, and to be able to defend their viewpoints using reputable 

supporting evidence. This is especially important in the science field when investigating 

through experimentation. This research project looked at how to engage students in the 

research process by both giving them a choice in their topic and by providing assistance 

and guidance throughout the research process. The overall topic to be studied was 

nanotechnology, but each student had a choice of what part to study and which direction 

they took their own research. The goal was for the students to become an ―expert‖ on 

their topic.  

Study Descriptors: Technology, Assessment/Evaluation, Collaboration/Teaming, 

Inquiry/Research, Library Media, Science, Instructional Strategies 

Data Collection Methods: Survey 

 

Does the IIM research method help students synthesize information from multiple 

resources and reduce plagiarism?  

Author: High School Science 

Abstract: Sixty-five tenth grade college preparatory biology students participated in a 

human disease research project. The tenth grade biology curriculum has been aligned 

with the newly adopted state frameworks and human disease is an addition to the 

curriculum. The project was designed to allow students to apply what they had learned 

throughout the school year and learn about how their bodies can fight disease. Students 

used the IIM research model to conduct their research, as well as to analyze and organize 

their information. Students had the option to work alone or in groups on a topic of their 

choice and each step of the research process was outlined for them with specific due 

dates. Students were given class time to use the resources in the school library. The final 

products varied from brochures to power point presentations and special consideration 

was paid to looking to see if the students had truly synthesized information rather than 

just reporting on the information.  

Study Descriptors: Assessment/Evaluation, Collaboration/Teaming, Inquiry/Research, 

Library Media, Science, Instructional Strategies 



Evidence Based Library and Information Practice 2009, 4:2 

 

34 

 

 Data Collection Methods: Survey 

 

How can I improve my students’ ability to read nonfiction and informational text in 

order to increase their ability to understand science concepts?  

Author: Middle School Science 

Abstract: Various types of information text were integrated into daily science lessons.  

In addition to textbook material, magazine and journal articles were utilized through a 

current events component.  The instructor employed a methodology to provide students 

with strategies for reading comprehension:  pre-reading activities (examples and demos) 

investigation of the organization of the text prior to reading; vocabulary review before 

reading; text clues to identify critical information; use of pictures, captions and graphics 

to enhance understanding. 

Study Descriptors: Science, Reading, Instructional Strategies, informational text 

Data Collection Methods: pre/post test, student survey, questionnaire and conferences 

 

How is student writing in a practical level eleventh grade English class changed by 

the use of AlphaSmart technology?  

Author: High School English 

Abstract: In these days of high stakes writing, it is imperative students become more 

comfortable with writing in a classroom setting.  Researchers from the Technology and 

Assessment Study Collaborative of the Lynch School of Education at Boston College 

analyzed test performance and computer use habits of 986 fourth grade students from 55 

classrooms in nine Massachusetts school districts.  They found the more students used 

computers to prepare PowerPoint presentations, surf the Web or play games, the worse 

they performed on the exam.  The more students used computers to write school papers, 

the better they performed on the MCAS English/Language Arts exam (2004) which 

suggests that we need to provide our students access to technology specifically for word 

processing rather than simply unguided access to computers.  

 

This project serves to answer the question of how is student writing in a practical level 

eleventh grade English class changed by the use of AlphaSmart technology.  Specifically, 

this study sought to answer the following questions:  Do students who have historically 

struggled with writing find the use of AlphaSmarts makes the writing process less 

tedious?  Does the use of AlphaSmarts make students more willing to revise their work?  

A subordinate purpose for this study was to discover how students’ perceptions of 

themselves as writers change through the use of AlphaSmart technology.   

Study Descriptors: Library Media, Technology, Technology Integration, English, 

Writing, Assessment/Evaluation, Instructional Strategies 

Data Collection: Interview, Observation 

 

Analysis skills during the research process 

Authors: Middle School Library Media Specialists with Social Studies Teachers 

Abstract: As our students have developed their research skills using search engines, web 

portals, and databases, what analysis guides their selection? Do the recommendations of 

teachers, Library Media Specialists, or peers help them make a selection? Or, are they 



Evidence Based Library and Information Practice 2009, 4:2 

 

35 

 

using a less critical approach? How does selecting appropriate search tools aide or 

frustrate them in developing the final product?  

Study Descriptors: Assessment/Evaluation, Collaboration/Teaming, Inquiry/Research, 

Instructional Strategies 

Data Collection Methods: Questionnaire, student reflection, survey 

 

Do Math Skills Books, in conjunction with Problems of the Day, increase students’ 

grades in computation, specifically in the four basic operations on decimals and 

fractions on standardized tests?  

Author: Middle School Math 

Abstract: Targeted students weekly assignments from their math skills book as well as a 

problem-of-the-day, designed to cover the area in which they have historically scored 

lowest (i.e. four basic operations using decimals and fractions. 

Study Descriptors: Technology, Assessment/Evaluation, Math, Instructional Strategies 

Data Collection Methods: Pre and post-test, standardized test results, student 

conferences, survey 

 

How Can We Improve Library Services? 

Authors: Elementary Library Media Specialists  

Abstract: A survey/interview was developed to gather data about student attitudes, 

perceptions, and needs of the elementary school library media center and its staff. 

Previously the library media specialist’s had surveyed the professional staff regarding 

Library Media Services. At this time we felt the necessity to survey our important users – 

the students. After the data was entered and analyzed using Excel, the Library Media 

Specialist’s noted their findings and planned to implement the appropriate changes to 

their practice and services so they can better serve our school community. The same 

survey was given at each of the three elementary schools, with separate reports for each 

school.  

Study Descriptors: Survey, Library Media, Assessment/Evaluation, Instructional 

Strategies, Communication, Climate/Culture 

Data Collection Methods: Survey, Interview 

 

Is this ok, is this not ok? Do 5
th

 grade students know the difference between ethical 

and unethical use of information?  

Authors: Elementary Library Media Specialists with 5
th

 Grade Teachers 

Abstract: Can the teaching of information literacy skills (note-taking, bibliographies…) 

in conjunction with fifth grade thematic units of instruction change student knowledge 

and practices with regard to the use of information? Instructional units were designed to 

teach students note-taking skills, how to cite sources, and how to do a bibliography. By 

teaching these skills, the teachers and librarians hoped to have a positive affect on student 

behaviors with regard to the ethical use of information. Due to this intervention, there 

was a marked difference between the pre and post questionnaire results, which 

demonstrated the change in attitude and student understanding of the material presented.  

Study Descriptors: Assessment/Evaluation, Instructional Strategies, Communication 

Data Collection Methods: Pre/Post questionnaire, observation journals, student 

evaluation of the process.  



Evidence Based Library and Information Practice 2009, 4:2 

 

36 

 

 

Does the use of specific Math Software with Grade 4 students increase their math 

fact fluency?  

Authors: Technology Integrationist and 4th Grade Teacher 

Abstract: 4
th
 grade students in a control class used specific math software ton a daily 

basis.  schedules were posted to ensure that all students had at least 15 minutes/day to use 

the program.  Utilization data was recorded automatically through the program and a 

variety of reports formats available related to student progress.    

Level: Elementary 

Study Descriptors: Math, Math software, Assessment/Evaluation  

Data Collection Methods:   Program data, Teacher journal, student questionnaire 

 

After participating in a teacher induction process for a year, how do new teachers to 

Londonderry view their practice?  In what Danielson domain(s) and component(s), 

can these ideas be categorized? 

Author: Teacher Induction Team Member (5
th
 grade teacher) 

Abstract: In order to assess the effectiveness of the Londonderry teacher induction 

program in regard to participant understanding of the domain of professional 

responsibility, 34 teachers new to Londonderry (experience ranges from no experience to 

14 years) participated in a study designed to determine if the program’s activities were 

meaningful and constructive.  

Level: Elementary 

Study Descriptors: Induction programs, professional practice, teaching domains and 

components  

Data Collection Methods: Questionnaire 

 

How well do students apply skills taught in class for the reading of non-fiction to the 

gathering of information for an independent research project? 

Author: Elementary Library Media Specialist 

Level: Elementary 

 

Study Descriptors: Assessment/Evaluation, Collaboration/Teaming, Inquiry/Research, 

Reading, Instructional Strategies 

Data Collection Methods: Interview, Questionnaire 

Abstract: This project looked at how well students apply skills taught for the reading of 

non-fiction to the gathering of information for an independent reading project. Three 

teachers worked in collaboration for the project: a reading specialist, a library media 

specialist, and a Grade 4 classroom teacher. For the assignment, students embarked on a 

shuttle flight to the international space station where each team of 6 students will have a 

specific job, such as a pilot, engineer, or scientist, as well as a special assignment like 

moon walkers, sun trippers, galaxy searchers, and satellite repair crew. All students will 

research general information on space flight and then gather information for their specific 

job assignment and outside activity.