- Motivational Program For Employees
- Motivational Reading Programs
This National Leadership Grant for Research Project is titled: Investigating Self-Determination Variables in Summer Reading Program Participants. This project will expand research beyond that done on reading and information in school libraries, to that of public libraries in the context of summer reading programs (SRPs). The study will explore the relationship between free voluntary reading (FVR) and middle school age participants' perceived confidence in information skills. The study will also explore the degree to which extrinsic rewards related to literacy (bookmarks, free books etc.) are likely to have an effect on intrinsic motivation to read. Data will be collected from 12 summer reading programs in the public library systems of New York State (Onondaga County) and Ohio (Cuyahoga). First and foremost, this project involves two library systems in NYS and Ohio. In New York State, the librarians and staff of the Onondaga County Public Library System are participating in the research while in Ohio the librarians and staff of the Cuyahoga County Public Library system are taking part both in a pilot study and in the main study. Without these individuals and their directors, this research would not be possible. | Dr. Marilyn Arnone Principal Investigator, is Associate Research Professor and Associate Professor of Practice at Syracuse University's School of Information Studies and co-Director at the University's Center for Digital Literacy. She has served as principal investigator and co-principal investigator on many federal grants including national leadership grants from IMLS. |
| Dr. Ruth Small, co-Principal Investigator, is Laura J. & L. Douglas Professor and Director of the School Media Program in the School of Information Studies and Founding Director of the Center for Digital Literacy at Syracuse University. She has received the AASL's Highsmith Research Award and the ALA's Carroll Preston Baber Research Award for her research on motivation and information literacy. | Dr. Stephen Krashen is a linguist, educational researcher, and professor emeritus at the University of Southern California. He has received the Mildenberger Award for his book on second language acquisition and learning and in 2005 was inducted into the International Reading Association's Reading Hall of Fame. He will be providing input for planning and development of the intrinsic motivation to read instrument, interview protocol development and writing articles. | Mr. Thomas Hardy is President/Owner of Data Momentum in Ithaca, NY and will provide consulting on technical services for needed programming. His company will provide substantial organizational support. | Erin Bennett is a Master's Level student in the Library School Media program at Syracuse University. She will be editing the website and helping with communication between the research team. |
Who is involved in the PAC (Project Advisory Committee)?
The Project Advisory Committee consists of experts in the area of youth services, motivation, and public library administration. They will provide feedback regarding the project's progress and on the refinement/addition of new measures to the study. These experts include, Elizabeth Dailey, Executive Director, Onondaga County Public Library System; Dr. Edward Deci, Professor of Psychology and Gowen Professor in the Social Sciences, University of Rochester, and co-founder of Self-Determination Theory; Dr. Celia Huffman, Cuyahoga Public Library System; Dr. Marcelle Haddix, Assistant Professor, Reading & Language Arts Education at Syracuse University; Barbara Macikas, Executive Director, Public Library Association; and Nicole Politi, Youth Services Librarian, The Ocean County Public Library. We are also fortunate to have Amanda Travis and Julia Boxler join the team from Onondada County and Cuyahoga County, respectively. |
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Motivational Program For Employees
Motivational Reading Programs
Simultaneously developing basic reading skills. With student motivation at the center of concerns about the efficacy of adolescent reading interventions, we planned intervention activities that reflect research on student motivation and directly examined the contribution of student engagement when investigating program impacts on reading skills. This study aims to understand the role that reading motivation plays in middle school reading achievement (including achievement gaps) by analyzing the 2015 grade 8 NAEP reading data. The study focuses on identifying the unique effects of student-level reading motivation and aggregated school-level mean reading motivation on reading achievement.