1. Guidelines for Thesis
Techniques Used by Elementary Library Media Specialists to Teach Authors and Illustrators
Carol A. Sabol

2. Current Research
“The best readers showed a high level of author awareness” (Krieger, 1997, p. 5).
Author awareness – the act of developing a sense of who wrote a story, how, and why (McCain & Merrill, 2001)

3. Problem Statement
This study determined library media specialists’ perceptions of the role of author and illustrator studies in the elementary school library curriculum.
It measured which techniques for author/ illustrator studies were most effective.

4. Purpose of Research Research Questions:
1. Did elementary school library media specialists view an author/ illustrator study as a useful component of the library curriculum? How widely was it used?
2. Which techniques to teach authors and illustrators were most effective?

5. Research Questions
3. Did elementary school library media specialists perceive an author/illustrator study as an important method to aid them in increasing student interest in reading more books?
4. How widely used were technological sources such as the Internet utilized by elementary school library media specialists to teach author and illustrator studies?

6. Literature Review Techniques for Author or Illustrator Studies:
Author or illustrator visit
Correspondence with author or illustrator
Student presentation on author or illustrator
Literature circles
Files of biographical information
LMS’ meeting with author or illustrator and sharing information and enthusiasm

7. Techniques Using Technology
Virtual visits with author or illustrator – , virtual chat, webcam
Online author or illustrator program
VHS tapes, DVDs, or CDs

8. Case Studies of Author and Illustrator Studies
Applebee, 1978
Jenkins, 1999
Carr, 2002
More studies need to be conducted on techniques used by elementary school library media specialists to teach authors and illustrators to determine effectiveness of author and illustrator programs.

9. Design of Research Project
Descriptive and qualitative research with a paper-based survey of seven cloze questions and three open-ended questions mailed non-randomly to library media specialists who taught in public elementary schools in Camden and Gloucester counties, NJ (K-6 grades)
Survey to determine how lms perceived role of author/illustrator studies in library curriculum and which techniques were most effective

10. Design of Research Project
Variables:
Amount of time for teaching weekly library classes
Existence of written library curriculum
If written curriculum included methods for teaching authors/ illustrators
Amount of funds available for author/illustrator studies
Use/ nonuse of technological sources

11. Data Collection Survey pre-tested in thesis class
Written survey returned in sealed and stamped envelope via U. S. mail
Data collected and analyzed using Excel computer program to display percentages of responses for answers to cloze questions
Researcher compiled data for open-ended questions and drew conclusions
46 respondents of 89 mailed; 2 unuseable
Response rate – 52%

12. Findings of the Study (n=46)
87% - regularly scheduled library classes 1x week
11% - every 2 weeks
2% - varied schedules
83% - written curriculum guide
17% - no written curriculum guide
Of 83%, 64% include methods for author/ illustrator studies

13. Findings (n=46) How important are author/ illustrator studies?
55% - very important
36% - important
9% - somewhat important
0% - not important

14. Findings Methods used for author/ illustrator studies: 39 – book talks
36 – author/ illustrator visits (n=46)
35 – storytelling with short biographies
25 – picture files
20 – reference books
18 – shared meetings with author/ illustrator
9 – student correspondence
6 – literature circles

15. Findings Technological Sources 42 – Internet sites
33 – videotapes/ DVDs
13 – audiotapes, CDs
3 –
No use of virtual chats or webcam visits

16. Findings Student Motivation to Read Books
All 46 responses indicated positive influence in reading more books
Students sought out books by authors/ illustrators studied
Author/ illustrator studies seen as imp. components in library curr. to connect students to books

17. Recommendations for Future Study
Review of more literature
Repeat of study with larger sample population
Follow-up interviews with lms for more depth on author/ illustrator studies
Interviews with students to investigate knowledge of author/ illustrator studies
Study with sample population of reading teachers

18. References Carr, E. A. (2002). It’s a hook. Michigan
Reading Journal, 35,
Jenkins, C. B. (1999). The allure of authors.
Portsmouth, NH: Heinemann.
Golant, G. (2004). An author in your .
School Library Journal, 50, 37.

19. References
Krieger, E. (1997). Developing reading and writing through author awareness. Boston:
Allyn and Bacon.
McCain, M. M. & Merrill, M. (2001). Dictionary for school library media specialists; A practical and comprehensive guide. Littleton, CO: Libraries Unlimited.
Vandergrift, K. E. (2004). Learning about the author and illustrator pages.
Retrieved November 29, 2004 from