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]
