Discussion

 

• I attempted to answer my overall research question, “What is the feasibility of creating a literary magazine at an economically disadvantaged rural Georgia high school?” by surveying 156 students and interviewing one teacher and two administrators.

 

• Because the administrators in particular appear to be supportive, the feasibility is even more likely because ultimately it is the administration that would make many of the decisions that go into the preliminary stages of creating a literary magazine.

 

• The teacher response was especially helpful in articulating the need for a literary magazine. Much of this response helped to answer several of my sub-questions about the justification of a literary magazine.

 

• The student surveys indicated that a large enough number of students are interested in creative writing and/or artwork. Also, it seems that many students have an interest in seeing either their own work in a literary magazine or reading/viewing others’ work in a literary magazine.

 

• Students were less enthusiastic about the idea of a literary magazine. I suspect this is in part due their lack of experience with literary magazines. I think that because literary magazines would be composed of works by their peers, they may change their minds once they have seen it in actuality.

 

• I expected the student responses to vary more depending on the class tracks that they were in.  However, I did not see any significant differences, except perhaps in the written responses, where advanced students were more likely to give more thoughtful responses.

 

• As far as the format of a literary magazine, students appeared to have major reservations when it came to reading the magazine online (as linked to the school website). Perhaps they do not frequent school website often, either at school or home. Also, a vast majority of students said that the main place they access the Internet was at home, when perhaps their concerns are less academic.

 

• One interesting finding was that, though this school seems to be socio-economically disadvantaged, nearly all students indicated that they had access to the Internet at home. The number of students represented in this survey is about 10% of the entire school population and covers all of the academic levels available at the school. To account for such a finding, I can only assume that either students are not being completely honest or that students’ families, despite their low-income status, see the Internet as a necessity.

 

Conclusions

 

• The creation of a literary magazine is justified. According to the teacher interviews and student surveys, students need an outlet for artistic expression. A literary magazine would support the curriculum, create a sense of community with the sharing of student work, promote teacher collaboration, encourage interdisciplinary skills among student staff members, and open the door to opportunity for artistic students for scholarships, honors, and awards.

 

• Students are interested in artwork and creative writing. About 1/3 of students were interested in creative writing. Almost half of students were at least somewhat interested in creating artwork.

 

• Students are interested in a literary magazine. About 2/3 of students said they were likely to read the literary magazine, dependent on the format. In written responses, there was less enthusiasm. However, the numbers still justify the creation of a literary magazine.

 

• There is teacher and administrative interest in and support of the creation of a literary magazine. Interview results indicate that the administration would support the creation of a literary magazine. The teacher interview provided more justification for the creation of a literary magazine.

 

• The literary magazine’s primary format should be in paper form at first with an online version available as well. The teacher interview and student surveys indicate a preference for the paper format. However, technology is ever changing, and this indication could change depending on the execution of the literary magazine.

 

• The teacher role in creating a literary magazine includes advisement, overseeing selection, choosing the staff, setting deadlines, helping with the budget, and generally supervising and aiding the students as needed.

 

 

 

Research Question Answer(s)

 

 

Question                             Answer                                 Evidence

Research Question: What is the feasibility of creating a literary magazine at an economically disadvantaged rural Georgia high school?	It is feasible to create a literary magazine at this particular school, as it appears to have the support of the administration, interest of some teachers and students, and limited resources available at the school.	Interviews with teacher and administrators, as well as student surveys indicate an interest in creating a literary magazine. Teacher and administration interviews provide information about resources and funding.
Sub Question #1: What is the interest in creating a literary magazine at my school among both faculty and students?	There is significant interest in both creative endeavors and literary magazines from both teachers/administrators and students that would justify creating a literary magazine.	According to the student surveys, approximately 1/3 of students enjoy writing stories a least somewhat. Over half of students enjoy creating artwork at least a little bit. Almost half showed interest in contributing to a literary magazine either on a website or in paper format, or both. A large majority of students said that they would read a literary magazine if one was either online, in paper format, or both.
Sub Question #2: What kind of funding is available for a literary magazine?	No funding is available directly from the school.	According to the administrative interviews, fundraising, sales of the magazine, or soliciting contributions would be permitted.
Sub Question #3: How can a literary magazine contribute to academic achievement in the school?	A literary magazine incorporates many different disciplines. It can give students an advantage when applying for colleges and scholarships, consequently being advantageous to the school. Literacy is promoted and can have positive effects on writing and reading skills. Artistic endeavors are perceived to have a positive effect on academic achievement.	The teacher and administrators commented in their interviews on the positive effects of having a literary magazine on academic achievement. Specifically, the teacher said that students need an outlet for developing their writing skills, and those who read the magazine might appreciate literature more.
Sub Question #4: What will the role of technology be in the creation of a literary magazine?	Technology will have a role in the creation of the magazine, but the actual format of the magazine will most likely be paper initially.	Students and the teacher interview indicate a strong preference for a paper format.  Both administrators said in their interviews that linking the online literary magazine to the school website was a likely possibility.
Sub Question #5: How can a literary magazine promote teacher collaboration?	Teachers would have to work together to oversee selection of creative contributions to the magazine, as well as creating a budget, directing the acquisition of funds, and guiding students in the creation of the magazine.	Teacher and administrative interviews suggest that teacher collaboration would be imperative to the success of the magazine. Many disciplines would be incorporated, suggesting the collaboration of teachers from those various disciplines.
Sub Question #6: How do literary magazines contribute to the sense of community at the school?	Students would have the opportunity to appreciate the creative work of their peers.	Teacher and administrative interviews suggest that a sense of community is a byproduct of students sharing their work. Student surveys also indicate that students would have an opportunity to share and appreciate their work with each other.
Sub Question #7: How can a literary magazine support the curriculum?	A literary magazine supports the curriculum of several different disciplines such as art, journalism, technology, language arts, business, and possibly others.	The administrator in charge of curriculum listed many of the disciplines in the interview that are supported by a literary magazine.
Sub Question #8: How does a literary magazine offer students opportunities to express themselves artistically? Why is it important for students to have such opportunities?	Students could have opportunities to share their work with their school and beyond through a literary magazine as it would distributed to the entire school and be used as tool in publicizing one’s works. Students need these opportunities for self-expression, for motivation to improve their own writing/art, for opportunities to share their talent, for scholarships and honors.	According to the student surveys and teacher interviews, all students should have the opportunity to submit artwork and creative writing to the literary magazine. They also indicate that it is important because currently there is no outlet in which students can share their work with their peers within the school. Students also need this opportunity to be competitive for scholarships, awards, and other honors.

 

 

 

Recommendations

 

• I recommend that the school allow the creation of a literary magazine, and possibly even create a class much like the newspaper and yearbook classes.

 

• I recommend that the magazine initially be in both print and online formats. If the online format becomes popular over time, I suggest possibly eliminating the print version due to costs of materials and to conserve paper products. Also, an online version would allow more contributions, greater flexibility in types of works accepted, and creativity. Technology is strongly emphasized in the curriculum and an online version could support the curriculum in this way.

 

• I recommend only creating one magazine issue the first year and increasing the frequency of production after determining how students respond to the magazine as well as how many creative contributions are being received. Funds would also need to be a consideration. Some possible ways to fund the magazine could be ad sales, not unlike the yearbook and newspaper, sales of the magazine itself,  and donations solicited from the community.

 

Educational Significance and Implications for Practice

 

• After determining that it is indeed feasible to create a literary magazine, the magazine could have a significant educational impact for students. The magazine would allow students the opportunity to contribute their creative works and to hone their skills. This supports the ideas outlined by Gregg in the article about creative writing in public libraries.

 

•  As students’ work would be published, the publication itself could promote excellence in the works that have been contributed. Glenn’s article on creative writing supports this idea that having this type of opportunity motivates students to improve their writing abilities as well as their reading strategies.

 

• Conversely, students who read the magazine are exposed to the writing and artwork of their peers, thus promoting literacy and artistic expression. In her paper, Hughes-Hassell also supports this idea that literacy may increase through increased student interest in reading created by literary magazines.

 

• Students who contribute to a literary magazine have opportunities outside of their schools such as Governor’s Honors and scholarships that look favorably on student contributions to literary magazines. In turn, this could add to a positive view of the school as well. These reasons, as well as those outlined in articles promoting the creation of literary magazines such as the one by Dollieslager.

 

• A literary magazine promotes interdisciplinary skills, as various subjects would be incorporated in the creation of a literary magazine (i.e., business, visual arts, language arts, technology), which is encouraged in the curriculum. This finding agrees with the article by Bonissone, Langer, and Rougle where the authors found that literary magazines can support the curriculum.

 

Summary (Overall Conclusion)

 

Through a feasibility study, I conducted action research using mixed methods. Through both quantitative and qualitative methods including surveys and interviews, I gathered information about if and what type of literary magazine is possible, what kind of literary magazine is desired, and how the literary magazine will be produced. I found that a literary magazine is possible and desired by many students.

 

The surveys and interviews suggest that the literary magazine would need to be self-funded, primarily on paper, though its inclusion on the school website seems highly likely, and that students would be both contributors and creators of the magazine with supervision and guidance from an adviser. Students showed significant interest in creating artwork and writing, and that they would be interested in contributing their work to a literary magazine. Students seem to have access to technology, implying that an online literary magazine might be a possibility for the future. Depending on funding, it may prove to be the more realistic format. Yet, students show reluctance in reading it online.

 

Teacher and administrative interviews suggest that a literary magazine would have a positive impact on the school including supporting the curriculum, giving an artistic outlet for students, increasing teacher collaboration, and making the school more competitive with other schools in giving students chances at scholarships, awards, and honors associated with artistic endeavors.

 

It is feasible to create a literary magazine at the school as the results data indicates student interest, administrative and teacher support, and academic and intrinsic justification.

 

Reflection

 

This research study has broadened my ideas about what a literary magazine is and what it can do for students when properly implemented. I have also realized the possibilities that technology could have in giving students creative outlets within a school. I am excited to take what I have learned into the “real world” and share my enthusiasm with my administrators and fellow teachers. 

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