Responses to the survey questionnaire was comprised of both quantitative and qualitative data. Qualitative items required open-ended responses, in which the participant input their response into a text field. Quantitative items required single choice response, multiple choice response or ranking items in order of priority. The data were entered and saved into an electronic spreadsheet for summarizing and analysis.
Participants were categorized by years of classroom teaching experience, and frequency counts were used to report on the reading habits of participants, such as frequency of self-selected reading and primary motivation for reading. Additionally, frequency counts were employed to report on the most significant objectives of titles in the classroom library, the primary influence of student involvement in book title selection, and the most significant barrier to student involvement in book title selection. Tables 1, 2, 3, and 4 display results of frequency counts by years of teaching experience respectively.
Coded themes around barriers of student involvement in book title selection, and methods of student involvement emerged from multiple readings and segmenting of data from open-ended responses. Qualitative data were also summarized and analyzed across the category of years of teaching experience, and further summarized and analyzed as themes in barriers and themes in student influence/involvement for book title selection for the classroom library. The themes found are organized in Table 5.