IASL Research Abstracts

IASL Research Abstracts: 156

Findings: : A strong relationship exists between national information policy in the United States and local decisions to use Accelerated Reader (AR) (a computerized reading management program), expectations for literacy, and library collection development. In the United Kingdom, motivational style interacts with gender in relation to the competitive and social aspect of AR; further, the level of program implementation does not correlate with the breadth of reading, and management aspects of the program are not utilized effectively.

Abstract: This study investigates the relationship between Accelerated Reader and information policy, information literacy and knowledge management in the United States and United Kingdom In the United States, data was drawn from grant applications for books by schools with poor school libraries; and case studies were used in the United Kingdom. Qualitative and quantitative analyses of the data suggest that how the AR program relates to information policy, information literacy and knowledge management has importance for teacher librarians and school libraries. See:

Everhart, N., Dreseng, E., and Kotrla, B. (2005). Accelerated reader and information policy, information literacy, and knowledge management: U.S. and international implications. In S. Lee, P. Warning, D. Singh, E. Howe, L. Farmer & S. Hughes (Eds.) IASL Reports 2005: Information leadership in a culture of change. Erie, PA: International Association of School Librarianship.

Subject Categories: 15, 17