Online book clubs for preteens and teens
By Cassandra M. Scharber, Ann Melrose, Jody Wurl
Did the findings prove both statistically and practically significant? Why or why not?
The findings from the study on online book clubs offered by Hennepin County Library (HCL) reveal several key insights into their effectiveness, engagement levels, and areas for improvement.
Findings
Engagement and Participation High Interest in Online Format: Many participants, particularly preteens, showed enthusiasm for the online book club format. Registrations filled quickly, reflecting strong interest. Participation Rates: About 50% of registered participants actively engaged daily, a pattern consistent with HCL’s face-to-face (F2F) book clubs. Flexibility and Accessibility: Parents and participants appreciated the flexibility of the online format, which overcame barriers such as transportation and scheduling conflicts.
Positive Participant Experiences Enjoyment of the Format: The majority of participants expressed that they enjoyed being in the club, citing the ability to participate at their own pace as a key benefit. Real-Time Chats as a Highlight: Participants rated real-time chats as their favorite activity. These chats, which included off-topic discussions, were seen as crucial for fostering a sense of community. Preference for Future Participation: Some participants preferred the online format over F2F clubs, while others expressed a desire to join both formats.
Findings
Technology and Usability Evolution of Technology Platforms: Over the years, the book clubs transitioned from email-based discussions to a blog format and ultimately to Moodle, an open-source course management system. Moodle was praised for its user-friendly design, safety features, and ability to create engaging, customizable environments. No Technical Issues in 2007: Remarkably, participants reported no technical difficulties when using Moodle, indicating the platform's effectiveness for hosting the book clubs.
Librarian and Facilitator Insights Unclear Role of Facilitator: The librarian facilitator expressed uncertainty about the balance between guiding discussions and allowing organic participant interaction. This ambiguity may have influenced the level of engagement. Book Choice Matters: Books with sequels or strong narratives (e.g., The Tail of Emily Windsnap) were particularly effective in maintaining interest and participation.
Findings
Suggestions for Improvement More Real-Time Chats: Participants requested more opportunities for synchronous interaction, which they found engaging and fun. Clarification of Facilitator Role: The librarian facilitator highlighted the need for clearer guidance on their role to enhance the book club experience.
Parent and Guardian PerspectivesConvenience and Accessibility: Parents appreciated the online format, noting its suitability for working families and busy schedules. Positive Impact on Children: Parents viewed the book club as a valuable and enjoyable experience for their children.
The findings from the study appear to be more practically significant than statistically significant. Here’s an analysis of both dimensions based on the provided details
Practical SignificanceEngagement and Accessibility: The study demonstrated that online book clubs can engage preteens and teens, particularly by overcoming logistical barriers like transportation and scheduling conflicts. These practical benefits align with the study's goals of expanding literacy opportunities. Positive Participant Experiences: Participants, parents, and facilitators generally praised the format for its flexibility and convenience. The integration of real-time chats and interactive features (e.g., polls, personalized responses) further enhanced the experience. Effective Use of Technology: The transition to Moodle proved practically effective, providing a user-friendly, secure, and engaging platform for participants.
Statistical SignificanceLack of Quantitative Evidence: While the study collected survey and interview data, it does not mention the use of statistical analyses to evaluate the results. For instance: Participation rates and survey responses are reported descriptively, not tested for statistical significance. There is no indication of controlled experiments or comparative metrics (e.g., comparing literacy improvements between online and F2F book clubs). Sample Size: The relatively small number of participants in each book club (ranging from 4 to 17 active members) limits the ability to draw statistically significant conclusions.
Cassandra M. Scharber, Ann Melrose, Jody Wurl, (2009) "Online book clubs for preteens and teens", Library Review, Vol. 58 Iss: 3, pp.176 - 195