SLMR Online: Putnam Table 1

Professional Role
Abbreviated Statements Mean SD
2. Reference services 4.929 .277
5. Gather materials in advance 4.838 .445
1. Provide access 4.785 .493
6. Promote philosophy 4.741 .545
7. Plan formally a teacher-planned unit 4.731 .538
4. Plan informally 4.605 .676
14. Provide leadership for technology 4.590 .678
8. Help teachers teach as supplemental 4.558 .641
11. School or district curriculum committee member 4.556 .792
17. Identify usage of communication media 4.466 .715
9. Help teachers teach in resource-based unit 4.393 .844
13. Conduct in-services 4.360 .885
12. Analyze materials to curriculum 4.344 .914
18. Assist in design of instructional program 4.133 .938
16. Use information, communication, and learning theories 3.974 1.010
10. Equal partner in resource-based unit 3.954 .978
3. Gather materials with spur-of-the-moment notice 3.867 1.024
15. Explain learning styles 3.295 1.173

Table 1. Responses to Important to Professional Role in Descending Order     [ Back to Article]

 

 

Actual Work Practice
Abbreviated Statements Mean SD
2. Reference services 4.684 .566
5. Gather materials in advance 4.561 .717
1. Provide access 4.435 .811
3. Gather materials with spur-of-the-moment notice 4.214 .925
6. Promote philosophy 4.198 .917
14. Provide leadership for technology 3.974 1.122
4. Plan informally 3.918 1.083
17. Identify usage of communication media 3.874 1.028
11. School or district curriculum committee member 3.730 1.229
12. Analyze materials to curriculum 3.724 1.149
7. Plan formally a teacher-planned unit 3.679 1.200
13. Conduct inservices 3.553 1.275
8. Help teachers teach as supplemental 3.447 1.181
16. Use information, communication, and learning theories 3.415 1.192
9. Help teachers teach in resource-based unit 3.289 1.311
18. Assist in design of instructional program 3.196 1.157
10. Equal partner in resource-based unit 2.854 1.202
15. Explain learning styles 2.839 1.181

Table 2. Responses to Actual Work Practice in Descending Order       [ Back to Article]

 

 

Professional Role Belief Actual Work Practice
Abbreviated Statements Mean SD Mean SD Mean Difference P-Value
1. Provide access 4.785 .493 4.435 .811 .351 < .0001
2. Reference services 4.929 .277 4.684 .566 .245 <.0001
3. Gather materials with spur-of-the-moment notice 3.867 1.024 4.214 .925 –.347 <.0001
4. Plan informally 4.605 .676 3.918 1.083 .682 <.0001
5. Gather materials in advance 4.838 .445 4.561 .717 .276 <.0001
6. Promote philosophy 4.741 .545 4.198 .917 .542 <.0001
7. Plan formally a teacher-planned unit 4.731 .538 3.679 1.200 1.051 <.0001
8. Help teachers teach as supplemental 4.558 .641 3.477 1.181 1.092 <.0001
9. Help teachers teach in resource-based unit 4.393 .884 3.289 1.311 1.108 <.0001
10. Equal partner in resource-based unit 3.954 .978 2.854 1.202 1.094 <.0001
11. School or district curriculum committee member 4.556 .792 3.730 1.229 .827 <.0001
12. Analyze materials to curriculum 4.344 .914 3.724 1.149 .635 <.0001
13. Conduct in-services 4.360 .885 3.553 1.275 .807 <.0001
14. Provide leadership for technology 4.590 .678 3.974 1.122 .613 <.0001
15. Explain learning styles 3.295 1.173 2.839 1.181 .456 <.0001
16. Use information, communication, and learning theories 3.974 1.010 3.415 1.192 .565 <.0001
17. Identify usage of communication media 4.466 .715 3.874 1.028 .602 <.0001
18. Assist in design of instructional program 4.133 .938 3.196 1.157 .938 <.0001

Table 3. Difference in Important to Professional Role and Actual Work Practice         [ Back to Article]

 

 

Fixed Flexible
Abbreviated Statements Mean SD Mean SD Mean Difference P-Value
1. Provide access 4.369 .816 4.511 .802 .142 <.2272
2. Reference services 4.579 .630 4.809 .449 .230 <.0044
3. Gather materials with spur-of-the-moment notice 4.185 .949 4.250 .900 .065 <.6270
4. Plan informally 3.682 1.178 4.202 .881 .520 <.0007
5. Gather materials in advance 4.454 .790 4.693 .594 .239 <.0197
6. Promote philosophy 4.075 1.011 4.349 .763 .273 <.0396
7. Plan formally a teacher-planned unit 3.299 1.261 4.135 .944 .836 <.0001
8. Help teachers teach as supplemental 3.151 1.233 3.865 .991 .714 <.0001
9. Help teachers teach in resource-based unit 2.933 1.368 3.708 1.110 .775 <.0001
10. Equal partner in resource-based unit 2.619 1.228 3.138 1.112 .519 <.0027
11. School or district curriculum committee member 3.602 1.253 3.886 1.188 .285 <.1072
12. Analyze materials to curriculum 3.529 1.182 3.955 1.071 .426 <.0102
13. Conduct in-services 3.278 1.324 3.888 1.133 .610 <.0007
14. Provide leadership for technology 3.781 1.160 4.202 1.036 .421 <.4775
15. Explain learning styles 2.785 1.259 2.907 1.081 .122 <.4775
16. Use information, communication, and learning theories 3.321 1.277 3.529 1.077 .208 <.2287
17. Identify usage of communication media 3.790 1.115 3.977 .907 .186 <.2139
18. Assist in design of instructional program 2.915 1.172 3.534 1.050 .619 <.0002

Table 4. Comparison of Work Practice of Library Media Specialists Who Use Fixed Scheduling to Library Media Specialists Who Use Flexible Scheduling        [ Back to Article]