Questionnaire to parents: A small sample of 70 questionnaires was distributed in

2008 with the support of the thirteen independent school principals representing different school phases, girls’ and boys’ schools and different geographic regions; 64 responses were returned (91.4%). Although limited, the responses were considered representative of educated parents with children of compulsory school age.

In designing and planning questionnaires, Cohen et al. recommend that diverse regional and academic variations need to be taken into account,

The researcher will need to be clear about what it is that is being represented, i.e. to set the parameter characteristics of the wider population- sampling frame- clearly and correctly (Cohen et al. 2005:98).

This has been taken into account and is reflected in the fact that the schools and libraries represent the various regions and different academic stages in Qatar and that a numerical parameter was set to include appropriate proportions of each group. The questionnaires used ensured that both factual information and free responses through the use of open-ended questions could be collected. This enabled both quantitative data to be gathered and analysed in addition to qualitative data in the form of the respondents’ views. A total of 30 questions were used in the librarians’ survey questionnaire; 7 in the University lecturers’ and librarians’ questionnaires, and 8 in the HEI students’ questionnaire.

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Overall, the set of survey instruments used for this case study approach comprised:

 Survey questionnaires to 200 school librarians in Qatar in 2004, developed from a pilot questionnaire to 40 school librarians representing all phases of public education in Qatar. Of the 200 sent, 150 replied (75%);

 130 questionnaires to school students from primary, middle and secondary schools (out of 150 issued for distribution via school inspectors), placed in 13 schools in one week in March 2006. 110 questionnaires were completed by students across the range of phases;

 questionnaires in 2007 to 16 undergraduate lecturers at the University of Qatar, of whom 15 responded;

 questionnaires in 2007 to 15 librarians at the University of Qatar, of whom 10 responded;

 questionnaires in 2006 to 240 undergraduate and postgraduate students studying a wide range of disciplines in 30 Higher Education Institutions in the UK and Europe. Of the 240 sent, only 75 completed surveys were returned (31.25%);

 questionnaires in 2008 to 70 Qatari parents with school age children. 64 replied (91.4%)

3. 5 Observational visits

In order to provide a practical insight into comparison of school library models and experiences these interviews and questionnaire surveys have been complemented by a range of observational visits and discussions with school library practitioners in the UK. Morrison (1993) in Cohen et al. notes that observations enable the researcher to gather data on:

 The physical setting (the physical environment and its organization);

 The human setting (the organization of people, the characteristics and make-

up of the group);

 The interactional setting (interactions taking place, formal, informal,

planned, unplanned, verbal, non-verbal);

 The programme setting (the resources and their organization, pedagogic

styles, curricula and their organization).

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Morrison’s four categories provided a framework for gathering data when carrying out observations. The author’s experience and familiarity with library contexts and terminology ensured that the observations were carried out confidently and that the field notes completed were meaningful.

i. Ten in-depth school library visits were conducted. Schools represented different school phases, from state and independent sectors, single-sex and mixed education. Examples visited were selected to include representation from Abingdon, Bristol, Leeds, London and Newcastle, providing a variety of city and town contexts and geographical locations.

ii. One visit to a School Library Support Service (Tower Hamlets Education Library Service) was carried out, with a view to seeing how this type of business subscriptions service offers learning resource and advice support to local schools.

iii. A visit was made to the independent commercial company Peters Library Suppliers in Birmingham, to discuss how they tailor their services to school libraries, whether by providing resources from which schools may choose their collections, by providing advice support or by offering a fully-outsourced collection service.

iv. Information has also been gathered through interviews with specialist providers of library software, design, supplies and publishers at a number of international and national conferences and library shows representing the International Federation of Library Associations and Institutions; International Association of School Librarianship; American Library Association, the Library and Information Show and the London Book Fair.

v. Throughout the course of this research, the author also made use of a number of opportunistic discussions, both in Qatar and the UK, with school library practitioners (such as on occasions of group visits to schools organized by conferences attended).

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3.6 Analysis of data

The range of data collection methods used has been important in supporting triangulation, allowing for different perspectives to be represented and helping to avoid bias in qualitative research. Cohen et al. define triangulation

as the use of two or more methods of data collection’ and further ‘in its use of

multiple methods, triangulation may utilize either normative or interpretive techniques; or it may draw on methods from both these approaches and use them in combination (Cohen et al. 2005:112-3).

Gildersleeves notes that in seeking to explore value and impact of services it is important to bring together quantitative and qualitative techniques and to build in ways of cross-checking evidence, in order to carry out triangulation effectively. She states,

 First, the use of multiple strategies to collect and examine data allows us to see

if consistent results emerge from the investigation. In this case we can be reasonably confident that interpretation will have a valid basis. Differences in findings should alert us to re-examine both the methodology used and the criteria selected, and demand further investigation.

 Secondly, by combining different approaches a richer picture of the use and

benefits of services is developed. Portfolios of evidence, including lesson plans, children’s creative and school work, reading logs, event write-ups, photos, videos and testimonials should be collected as part of both overall and specific targeted evaluation. It is important to get into the habit of recording the ‘golden moments’ – comments, pupil achievements, community interactions – that crop up outside the formal evaluation process and which bring the service impact to life through personal stories (Gildersleeves 2012b: 213).

In this, she is corroborating observations made by authorities in research methods in library and information disciplines, e.g. Pickard (2007) and Connaway and Powell (2010).

A range of methods were used to analyse the data collected. Table 3.2 shows the method used in relation to the method of data collected.

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Response rate

(as appropriate)

Method of Data Processing for Analysis

Method of Data Collection

N/A Scrutiny and analysis

Literature (English and Arabic)

N/A Scrutiny and analysis

Documentation (Arabic)

7 Identification of emergent themes from transcription, illustrated by quotations Interviews with policy makers (Ministry –

2005) (Institute of Education – 2007)

7 Identification of emergent themes from transcription, illustrated by quotations Interviews with independent school

Principals (2007)

7 Identification of emergent themes from transcription, illustrated by quotations Interviews with independent school

librarians (2007)

2 Identification of emergent themes from transcription, illustrated by quotations Interviews with the Principal and Librarian

of Ali Bin Talib Independent School (2009)

200 sent, 150 replied (75%) SPSS

Data presented in graphical form and discussed

Survey questionnaires to public school librarians in Qatar, representing all phases of public education in Qatar (2004)

130 distributed, 110 replied (84.6%) SPSS

samples distributed through inspectors and school librarians

Survey questionnaire to school age students, distributed to thirteen schools representing three school types (2006)

240 sent, 75 replied (31.25%) SPSS

Questionnaires to undergraduate and postgraduate students studying a wide range of disciplines in 30 Higher Education Institutions in the UK and Ireland (2006)

16 distributed, 15 replied

Excel Questionnaires to lecturers at the University

of Qatar (2007)

15 distributed, 10 replied

Excel Questionnaires to librarians at the

University of Qatar (2007)

70 sent, 64 replied (91.42%) Manual analysis

Questionnaires to Qatari parents with school age children (2008)

10 1

1 4 Field notes, documentation, photographs, publicity materials

School visits and Observations School Library Support Service in Tower Hamlets

Commercial library suppliers Book fairs/specialist providers)

011