Critical Evaluation of Case Study Data While the response rate was disappointingly low, the results submitted were generally positive, so more participants would have reinforced the chorus of respect and it’s likely encouragement. Each group will be discussed separately, but there are correlations across the groups. With positive support from the adults, and contentment from students, recommendations will favour continuation over improvement. Parent Survey Analysis Responses came from 28 parents, and overall they were positive. Distribution across year levels was uneven. Most parents responded to most questions, although question 5 had a low response rate. summarises the results, and provides all unabridged comments. The data suggests parents who responded are those who have positive associations with the library or the teacher librarians. Only one was negative, concerning his or her daughter’s preference ‘to at lunch time. This was the only parent who claimed activities only open to a run around’ ‘are not the full the programs as and certain audience… school’. Everyone else praised ‘vibrant,’ encouraging and with a and the ‘child focused’, ‘creativity imagination’ ‘holistic approach’, teacher librarians as the girls ‘unbelievably passionate’, ‘incredible’, making feel ‘welcome and This affirms Megan and approach, and indicates their reach into the inspired’. Jackie’s community. One parent wrote with gratitude about her dyslexic enjoyment of the daughter’s ‘inclusive and the space and others indicated their daughters loved fun’ program. Another called ‘safe’, being there. There was evidence that parents knew about coding and robotics, however, most of the comments related to books and reading. value literature, and St Aidan’s parents recognise how reading benefits children. Some mentioned the opportunities for children, and the tone was never one of privilege or expectation, rather gratitude and appreciation. Some popular and recognisable activities, such as Earth Angels and the mother-daughter book club, are in Megan and own time. Both are promoted by the school marketing Jackie’s team who acknowledge the library programs attract students; however, this in isn’t reflected the data—almost half the respondents either said they knew little about the library program, or skipped the question, and yet all ticked at least one activity. Is this a self-promotion or construction-of-question problem? One recommendation is to promote directly to parents, attributing the activities to the teacher librarians to ensure acknowledgement.
Critical Evaluation of Case Study Data While the response rate was disappointingly low, the results submitted were generally positive, so it’s likely more participants would have reinforced the chorus of respect and encouragement. Each group will be discussed separately, but there are correlations across the groups. With positive support from the adults, and contentment from students, recommendations will favour continuation over improvement. Parent Survey Analysis Responses came from 28 parents, and overall they were positive. Distribution across year levels was uneven. Most parents responded to most questions, although question 5 had a low response rate. summarises the results, and provides all unabridged comments. The data suggests parents who responded are those who have positive associations with the library or the teacher librarians. Only one was negative, concerning his or her daughter’s preference ‘to run around’ at lunch time. This was the only parent who claimed activities ‘are only open to a certain audience… not the full school’. Everyone else praised the programs as ‘vibrant,’ and ‘child focused’, encouraging ‘creativity and imagination’ with a ‘holistic approach’, and the teacher librarians as ‘unbelievably passionate’, ‘incredible’, making the girls feel ‘welcome and inspired’. This affirms Megan and Jackie’s approach, and indicates their reach into the community. One parent wrote with gratitude about her dyslexic daughter’s enjoyment of the ‘inclusive and fun’ program. Another called the space ‘safe’, and others indicated their daughters loved being there. There was evidence that parents knew about coding and robotics, however, most of the comments related to books and reading. St Aidan’s parents value literature, and recognise how reading benefits children. Some mentioned the opportunities for children, and the tone was never one of privilege or expectation, rather gratitude and appreciation. Some popular and recognisable activities, such as Earth Angels and the mother-daughter book club, are in Megan and Jackie’s own time. Both are promoted by the school marketing team who acknowledge the library programs attract students; however, this isn’t reflected in the data—almost half the respondents either said they knew little about the library program, or skipped the question, and yet all ticked at least one activity. Is this a self-promotion or construction-of-question problem? One recommendation is to promote directly to parents, attributing the activities to the teacher librarians to ensure acknowledgement.