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New research examines school librarian assistance with one-to-one laptop programs and participants’ perceptions

CHICAGO – Newly published research from the American Association of School Librarians’ (AASL) peer-reviewed online journal, School Library Research (SLR), examines variables related to teachers’ perceptions of one-to-one laptop programs and how school librarians can assist, providing insight for school librarians facilitating similar programs. Articles can be accessed for free at

In the recently published “Teacher Perceptions of One-to-One Laptop Implementation: Suggestions for the Role of School Librarians,” Daniella LaShaun Smith, Stacie M. Milburn, Yildiz Esener, and Diana Colby present a study of fifty-three high school teachers who taught at a school with a one-to-one laptop program.

The research team presents that one-to-one devices are essential to lessen the impact of the digital divide but distribution should be well planned with adequate stakeholder preparation. Leaders need to understand other stakeholders, such as teachers, are in Rogers’s five adopter categories. The findings indicate a positive association between participants’ self-perception levels of technology adoption and their belief that students’ academic performance improved with the use of laptops.  Furthermore, school librarians, assuming the role of an Innovator as defined by Rogers, can establish themselves as invaluable resources that can bridge the gap between administrators’ expectations and teachers’ utilization of technology in the classroom.

School Library Research (ISSN: 2165-1019) is the successor to School Library Media Research (ISSN: 1523-4320) and School Library Media Quarterly Online. The journal is peer-reviewed and indexed by H. W. Wilson’s Library Literature and by the ERIC Clearinghouse on Information & Technology. It welcomes manuscripts that focus on high-quality original research concerning the management, implementation, and evaluation of school libraries.

The American Association of School Librarians,, a division of the American Library Association (ALA), empowers leaders to transform teaching and learning.

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