The role of library-based academic support services and programming in promoting equity.

摘要

This study aims to investigate the extent to which library-based academic support services and programming promote equity thereby reducing barriers to academic attainment which exist as a result of structural inequality. The study examines perceptions of the impact of the Homework Help Centers of the County of Los Angeles Public Library on homework completion rates, academic performance and student attitude toward school work based on the frequency and duration of participation.; The inquiry is descriptive and explanatory and consists of reviews of relevant documents and the use of quantitative and qualitative measurements. The quantitative techniques employed in the study were a series of questionnaires aimed at full analysis of the descriptive and explanatory data related to the perceptions of participating students, teachers, parents and non-participating regarding homework completion rates, academic performance and student attitude toward school, work. Whereas, the qualitative technique employed consisted of one-on-one interviews with participating students as a means of providing elaboration, clarification and substantiation of responses.; The results of the study indicate the following: (1) non-participating students felt that participation in library-based academic support services would improve their grades and comprehension of content, (2) there is evidence to support the claim that the greater the frequency of participation the easier homework becomes to complete. Student interviews provided elaboration of this point by revealing tutorial assistance in the form of explaining directions and assignments, defining vocabulary and the provision of personalized service all contributed to the ease of homework completion, (3) participation appears to enhance student understanding of assignments and assignment directions and is a contributing factor in grade improvement, and (4) despite an enhanced ability to complete assignments, students did not appear to be interested in, or stimulated by, their school assignments. However, there is evidence to support the claim that the greater the participation, the more likely students are to ask for help with their school work.