Utilization levels and attitudes toward technology in Tennessee school library media centers

This exploratory study addressed the issues of equity of information access and the relationship of attitudes to technology utilization in Tennessee's school library media centers. It measured the information technology available in SLMCs and the attitudes of school library media specialists towards that technology. It then examined possible relationships--between the characteristics of the school and its levels of technology access and utilization, between the attitudes of the media specialist and the levels of access and utilization, and between the personal and professional characteristics of the media specialist and his/her attitudes toward technology.; A random proportional sample of 300 public school library media specialists received a questionnaire in February 1998. Of 179 respondents, 67.6% were in elementary schools and 32.4% in secondary; 43.0% of the schools were in rural settings, 32.4% in the suburbs, and 20.7% in urban areas.; Results of the study showed wide variability in the technology access levels of the schools; however, this variability was not due to school grade levels or to school setting. Computer inventories ranged from 1 to 99 (M = 8.00, MD = 6.00.) Those with Internet connections ranged from 0 to 90 (M = 4.00, MD = 2.00.) The three most commonly reported information access technologies were the Internet, Email, and CD-ROMs. Reported inventories of CD-ROMs ranged from 0 to 75 (M = 10, MD = 5.00.) The mean score for technology utilization was approximately 7.00 with a modal score of 8.00. Approximately 50% of the SLMCs subscribed to no on-line services or databases; the maximum number reported was 3. With such variability, it would appear that there is little equity in information access technology among Tennessee's school library media centers.; The school library media specialists in the sample were almost all female (97.2%). The great majority of them were at least 36 years or older and held advanced degrees. Their mean years' experience in education was nearly 20 while their experience in the SLMC was somewhat less. Subjects reported little formal training in technology; primary sources of training were in-service sessions and self-instruction. While the great majority of them used a computer almost daily in the SLMC, over 58% rated themselves as average users. Their attitudes toward technology were decidedly positive.; Based on this sample, no particular group of schools had significantly higher or lower levels of access in the school library media center or utilization levels based on the location of the school. However, the difference in utilization levels between elementary and secondary schools approached significance, with secondary schools apparently using technology in more ways than elementary schools.; Both access levels and utilization levels were positively, though weakly, correlated with attitudes. The correlation between comfort level and utilization level was the strongest of the associations. Personal or professional characteristics significantly associated with attitudes included age and perceived level of expertise. Attitudes were not associated with the media specialist's years of experience, educational background, or amount or source of technology training.