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Statistical and Practical Analysis

Below is a chart detail the findings of the reserach study written by Scharber (2009).

// Statistical

// Practical

Qualitative: In the study, narrative data was retrieved through interviews given to students and parents. Quotes were also taken from these interviews to help stress the negative and positive aspects that they enjoyed about the book club. This data also provided insight into how these programs help motivate parents and other community members to participate in literate activities. Additional data was collected through surveys given to 14 out of the 17 that participated in the book club (Scharber, 2009). Students were then asked to rate their experiences with the online book club from 1-5. From this insight, the researchers learned about the actual activities that the online book clubs did, and how they allowed for flexibility and greater access.

Overview: Through the statistical data mentioned above, Scharber (2009) provides the reader with a variety of datapoints that help express the narrative that online book clubs are an effective public library program. This data is then related to the purpose of the study to help provide an effective overview of online book clubs. Creswell (2023) states that it is important to gather multiple datapoints to help ensure statistical data can be organized into a conclusion and implication. Lastly, the sampling of both students and parents helps to provide an overview of how online book clubs provide benefits to other members of the community to further enhance literary skills.

Implication: Scharber (2009) states that the implication of this study is to ..."offer theoretical grounding and rich, practical details so that other libraries can capitalize and create their own online book clubs" (P. 176). The data is then used to provide examples of how these online book clubs can be beneficial to a wide range of students. In the conclusion, Scharber (2009) states that these implications include making access easier for students, differentiating instruction for all students, and provide both literary and informational skills to students. Through these points, the data is used as examples to help build and provide theoretical conclusions that other librarians can use in their own creation of an online book club.

Practicality and Data Considerations: Although the data does provide excellent outlines of how online book clubs can be an exceptional public library resource, there are some considerations that I believe would have helped further develop the study. Creswell (2023) states that purposefully sampling your participants is an important step in ensuring that the study has accurate data (P. 198). Knowing this, I believe that it would have been beneficial to see this study analyze a public library district that was not in a large service area. This would help bring to light some of the complications of incorporating an online book club into a library. Through these considerations, I believe that the study would have a holistic conclusion that would benefit even more librarians wanting to incorporate book clubs into their library.

References:Cassandra M. Scharber, Ann Melrose, Jody Wurl, (2009) "Online book clubs for preteens and teens", Library Review, Vol. 58 Iss: 3, pp.176 - 195Creswell, J. D. (2023). Research design: qualitative, quantitative, and mixed methods approaches (Sixth edition.). SAGE Publications.