Wofford - Self-Study of Technological Support Related to Blackboard.

CHAPTER 1

INTRODUCTION

In addition to my many duties as a school library media specialist, I am also the

Blackboard Liaison/Administrator for my school. Blackboard is a course management

system that has been adopted by the Cobb County School District as a blended learning

platform. Bradford, Porciello, Balkon, and Backus, (2007) state that it’s many benefits to

students and teachers include: improved communication, 24/7 availability, skill building,

tracking, and fast turn around on feedback. In addition, Blackboard offers students the

opportunity to make use of their familiarity of the Internet for the purpose of education

(Bradford et al., 2007).

I find that I spend a good amount of my time setting up accounts for new students

and teachers, resetting passwords both for Blackboard as well as our computer login

system, trouble shooting student and teacher Blackboard issues, and contacting higher

level system personnel for assistance with issues that I am unable to resolve. Quite often,

the time spent resolving Blackboard related issues takes me away from other job related

tasks. It takes the students out of the classroom and disrupts the flow of the lesson that the

teacher had planned for that day. Because of these interruptions, I am going to explore

through a self-study, my day-to-day actions as they relate to Blackboard issues and

interactions with students and staff at my school. My reasoning behind this exploration is

that I want to see if there are patterns in the issues that I resolve (or attempt to resolve)

for my students and teachers. I want to see what Blackboard related issues keep coming

up for users.

1

Wofford - Self-Study of Technological Support Related to Blackboard.

Examining the literature in preparation for this exploration showed me that school

library media centers are on the brink of change. Although technology is continually

being added to schools, traditional library budgets are being cut and staff positions are

being eliminated. In addition, Valenza & Johnson, (2009) ask if school library media

specialists are preparing their libraries to operate in a “post-literate society” in which

patrons are literate, but prefer to obtain their communication, information, and

recreational reading in non-print formats. I believe that how well school librarians

survive the change, will be in direct proportion to how they embrace technology and how

much technology management they are willing to take on. With this in mind, I plan on

sharing my findings with my fellow media specialists within my district, through our

Media Leadership Team in the form of a staff development presentation. In addition,

because my dissertation topic will deal with effectively planned out blended learning

classes, I am also planning on using my results to augment the research for my

dissertation. It is my hope that I will be able to create interventions that may prevent lost

time due to Blackboard issues and as a result, be able to help teachers create better

designed blended learning classes.

This study will be guided by the following questions:

1. What day-to-day actions are required of me in relation to student and staff Blackboard issues at my school?

2. What patterns arise in the technological issues that I resolve (or attempt to resolve) for my students and teachers in Blackboard?

2

Wofford - Self-Study of Technological Support Related to Blackboard.

CHAPTER 2

REVIEW OF THE LITERATURE

This literature review provides a foundation for an exploratory study of the non-

traditional school library media specialist role of technical support. In it, I examine the

following topics: Evolving roles of the school library media specialist, recommendations

and practices for coping with added responsibility, and program advocacy in a post-

literate age. Each topic is discussed in sequence.

Evolving Roles of the School Library Media Specialist

Many people, as stated by Carlson (2003) see a help desk as a place that trains

workers to become skilled with customer service. The ideal help-desk employee is one

who works handles a variety of situations, is efficient at working under pressure, calms

fear, and puts out fires. In addition, they treat people with respect. According to Carlson

(2003), 50 percent of the calls at a college help desk are password related issues. Another

25 percent are account-management issues such as access issues with an account.

When it comes to school technical support, library media specialists are quite

often the first line of defense (Anderson, 2005.) Although this role is sometimes seen as a

burden, it presents the media specialist with the opportunity to work with students and

staff that they might not come in contact with otherwise. Anderson, (2005) states that

when media specialists are able to provide on the spot tech support, they create a

smoother curriculum experience. “Just in time” technical support as she calls it, can be

learned through experience while on the job. Contrary to what some might think, this

does not make the media specialist a technician. What it does often make them however,

is a hero. By playing the role of the tech savvy librarian, media specialists can be very

3

Wofford - Self-Study of Technological Support Related to Blackboard.

helpful within their schools. As a result, word spreads and the dividends are high

(Anderson, 2005.)

Technology is often placed within the walls of the school library because it is a

central location. To many, this makes sense financially. In addition, it is a good way for

the technology to be utilized by all learners. Not all media specialists share this

enthusiasm. Anderson (2005) believes that it might be time for media specialists to

loosen up and take a close look at their policies and procedures in order to fit the needs of

all learners. She goes on to say that the level of responsibility that a media specialist may

have in managing hardware, software, peripherals, and supplies will vary with district

policies, staffing, and how much the media specialist may want to get involved. Anderson

(2005) also cautions media specialists that if the media program does not provide support

and access to technology, students will do their research elsewhere.

Quite often, media specialists not only serve on technology teams, but they also

perform several roles on the team (Gardner, 2004.) As the demands of managing new and

emerging technology arise, media specialists need to be looked upon as a valuable part of

school technology teams by the other members. At the same time, they should not have to

fulfill several roles on the team. In order for this to happen, a sharing of responsibilities

must take place (Gardner, 2004). This will ensure that the team to be truly effective.

Francis and Lance (2011) state that school library media specialists wear many

hats, professionally. Their jobs may be involved in several different tasks within their

district, school, libraries, and classrooms. Be these roles acknowledged formally or not,

library media specialists are functioning as administrators, curriculum designers, co-

4

Wofford - Self-Study of Technological Support Related to Blackboard.

teachers, technology troubleshooters, website managers, and in-service staff development

providers. 

Valenza and Johnson (2009) believe that because of an increase in technology like

one-to-one iPad and laptop initiatives, traditional libraries may soon be a thing of the

past. According to Valenza and Johnson (2009), it is not just about books anymore.

Media specialists are establishing ways to successfully integrate new book formats such

as eBooks, Nooks, and Kindles into their programs. They are beginning to embrace

networked media. And school librarians are moving the fight for intellectual freedom

from books to websites (Valenza & Johnson, 2009). Although traditional school libraries

may no longer be relevant, this is without a doubt a very exciting time in history to be a

librarian. Valenza and Johnson (2009) are of the opinion that the future of the school

library as an important and workable body is largely dependent on school library media

specialists and how quickly they respond to change.

Over the past few years, school media centers have been transformed from

traditional libraries or warehouses for books into the heart of the learning community.

Because of this and all of the added responsibilities and challenges that school library

media specialists endure on a daily basis, a clarification of roles and responsibilities is

needed (Purcell, 2010.) In order to bring order to daily routine, skillful media specialists

often participate in reflective practice in order to increase their effectiveness.

With more and more technology being placed in the library, school librarians find

their time of maintaining and servicing the equipment as well as training users on the rise

(McDonald, 2006.) Because of this, library media specialists are moving more into a role

of technology mentor to students and staff. As a rule most classroom teachers are not

5

Wofford - Self-Study of Technological Support Related to Blackboard.

trained in how to collaborate with media specialists to create successful information

literacy skills lessons for their students. Therefore, it is up to the media specialists to

make the effort.

As I reviewed the literature for this section, it became clear to me that the trend of

balancing my role as a media specialist with providing technological support seems to be

a national trend among school librarians. As technology is added to school media centers,

someone has to monitor and manage it. To me it seems obvious that school library media

specialists should be the ones to take on this role. At the same time, it is by dong a self-

study such as this that hopefully I will be able to find short cuts without short cutting my

service.

Recommendations and Practices for Coping with Added Responsibility

Because of the roles they play related to technology, media specialists can help

reduce conflicts and possible issues that may ultimately impact students. They can do this

largely by working with technology staff to develop practices that will not only remove

barriers, but also enhance use (Anderson, 2005.) They can also lessen the damage that

current or future problems may create by modeling good communication practices and

showing technical support staff that they are knowledgeable as well as a team player.

Anderson (2005) mentions that tech support staff often must endure a good deal of

criticism from the school staff. By showing support to tech support members, media

specialists will ensure a smooth working relationship. Anderson (2005) goes on to say

that media specialists should open their minds to other possibilities of providing access

for today's students. Although the choices of tools have expanded, the “service and

support” mission of a school library media center has not changed.

6

Wofford - Self-Study of Technological Support Related to Blackboard.

One possible recommendation for the future is redesigning the school library as

Genius Bar, very similar to the tech-support kiosks found in Apple Stores. Barack (2012)

describes a school genius bar, as a small group of 8 to 10 honor students that troubleshoot

student and teacher’s technology issues under the media specialist’s supervision. By

having students man the genius bar, the media specialist has more time to focus on other

tasks such as managing the library collection, collaborating with teachers, and managing

the school media programs.

In an effort to keep up with shrinking staffs and growing responsibilities, school

library media specialists have had to become creative in order to be able to complete

daily tasks. One middle school teacher-librarian has assembled a crew of student workers

that she calls “Greencoats” (they wear green vests.) These students volunteer to give up a

study period in order to work in the media center (Lamb & Johnson, 2008.) The

Greencoat’s duties involve designing simple webpages, maintaining the school signage,

operating the poster printer, creating promotional materials (print, video, and Internet)

and resources for the library, and assisting teachers with projects that require the use of

technology. Lamb and Johnson (2008) note that as a rule of thumb, the media specialist

profiled in their article passes along tasks that she has to deal with, more than 10 times in

a school year to the Greencoats.

According to Hough (2011), media specialists should be proactive in finding

creative ways in which to help students become lifelong learners. He goes on to state that

media centers should evolve into iCentres and combine a vast array of existing and future

capabilities. This re-designed school library or iCentre should provide both staff and

7

Wofford - Self-Study of Technological Support Related to Blackboard.

students with technological resources that make it a “one-stop shop” for their daily

learning and technology needs (Hough, 2011).

Rather than attempting to create perfect libraries, Valenza and Johnson (2009)

believe that librarians should realign their thinking and create perfect libraries for their

individual institutions. This can be accomplished by changing the media specialist mind-

set from adopting standardized practices within the profession, to adopting a "customer

service/support" model and by creating goals that support the larger goals of student

achievement. 

It has always been my belief that by expanding my role from the media center

into technology, I will have access to students and teachers that I might not otherwise

have seen. Utilizing some of the recommendations mentioned above might help me

balance my time. The data that I collect from the self-study will hopefully give me insight

into how I can better prioritize my day in order to be accessible for my patrons.

Program Advocacy in a Post-Literate Age

Valenza & Johnson (2009) ask if media specialists are preparing school

libraries to operate in a “post-literate society” in which patrons are literate, but prefer to

obtain their communication, information, and recreational reading in non-print formats?

This is a good question. In light of these tough economic times, librarians cannot be the

only ones who speak on the behalf of libraries. Administrators, parents, teachers and

students must demand the vital services that school libraries provide.

In addition to benefitting student achievement, media specialist’s skills in

technology can provide job security for themselves. Gardner (2004) believes that media

8

Wofford - Self-Study of Technological Support Related to Blackboard.

specialists should be pro-active in the promotion their technology skills and knowledge.

She is of the opinion that school library media specialists must reinvent themselves as

they face new professional challenges.

School librarians have been proven to impact student achievement in a positive

way. In spite of this, when faced with budget crunches, school administrators are

replacing librarians with paraprofessionals and computer labs (Nelson, 2011.) If certified

school library media specialists are not valued and if the media specialists themselves do

not begin to articulate their value within the learning community, more positions will be

eliminated. This is sure to have a negative impact on both students and faculty. 

Anderson (2011) states that classroom teachers, who have witnessed firsthand a

budget crisis and experienced a reduction in school library staff, understand the impact on

media programs. However, when those teachers retire or move on to other buildings or

schools, and new teachers come in and take their place, there is a loss of knowledge of

what was previously there. In short, the new teachers do not know what is missing

(Anderson, 2011). Administrators and supervisors work under the assumption that

everything is okay if there are no complaints. Media specialists who remain behind at

schools where there have been reductions in media center staff, become increasingly

frustrated (Anderson, 2011). They feel that the biggest impact of a reduction of staff is on

them as they try and fill the void. From answering the telephone, helping individual

students, meeting teachers needs, assisting with classes, ordering processing, shelving,

and weeding books, to assisting with tech support, the list seems to go on and on

(Anderson, 2011).

9

Wofford - Self-Study of Technological Support Related to Blackboard.

School library media specialists are continually asked to become involved as

technology leaders. They are charged with addressing the needs of students and to ensure

that they provide them with the knowledge and skills in order to be successful in the 21st

century (Johnson, 2011.) There is a fair amount of literature that suggests the importance

as well as the need for media specialists to be proactive leaders in the integration of

technology. McDonald (2006) sees media specialists moving into the role of technology

mentor for their patrons. Valenza and Johnson (2009) encourage school librarians to help

the school technology department understand the importance of technological intellectual

freedom. And Anderson (2005) encourages media specialists to help create “access” for

all students. This role however, is one that has been for the most part undefined for

teachers, school administrators, and media specialists themselves, as to how school

librarians should put the role into practice.

Changes in schools in recent years have brought about innovations in technology

that have affected all teachers. Durant (2010) states that because of this, administrators

and educators must adapt to new equipment, procedures, and techniques. In order to meet

the challenges of preparing students for the 21st century, collaboration between teachers

and school library media specialists as well as support from school administrators will be

a must. There will need to be a school climate, which embraces information literacy skills

as well as technology in order to master the curriculum (Durant, 2010). The school

library media center is an important part of the school. It plays a vital role as an important

point of access for technology for all stakeholders (Durant, 2010.) Because of this, school

library media specialists are often asked to present both formal and informal training for

students and staff. Because they play an important role in integrating technology and

10

Wofford - Self-Study of Technological Support Related to Blackboard.

critical thinking skills into the curriculum, school library media specialists must have

access to advanced technology resources. In addition, they also need to have the skills to

utilize these tools effectively with teachers and students. Acquiring these skills and

performing the tasks is advocacy for their jobs and programs in and of itself.

School libraries were created during an economic time where it was more cost-

effective to buy books, videos, or magazines and share them than to buy a copy for

everyone (Valenza & Johnson, 2009). For many years, this model gave credibility to the

existence of libraries. However, we now live in an age where we are moving from

information scarcity to one of abundance (Valenza & Johnson, 2009). Can we prove the

necessity of libraries when information is ever-present, more scalable, much more

convenient, and often "free" online?

Valenza and Johnson (2009) are concerned for the profession because they

believe that there appears to be a lack of urgency in the school library media specialist

profession. Today libraries face changes in education, technological change, and the ever-

present funding reductions. Librarians who are at the top of their game professionally will

adapt, evolve and thrive in effective schools (Valenza & Johnson, 2009.) But will all

school librarians follow suit? And will those that do be in sufficient numbers for the

profession as a whole to survive?

I think that Valenza and Johnson (2009) are right to be concerned about a “lack of

urgency” within the profession. I also believe that we have to dwell not so much on what

the profession has been, but for what it can be. Completing this self-study that will

examine the type of tech support I provide and makes note of reoccurring problems, will

11

Wofford - Self-Study of Technological Support Related to Blackboard.

not only help create better Blackboard support, but will go a long way in giving

credibility to what I do.

Summary

The literature reveals that the role of the traditional school library media specialist

is evolving. The general consensus seems to be a recommendation that technology roles

need to be embraced rather than pushed away. Doing so will in and of itself demonstrate

program advocacy for school libraries in the 21st century. Reading the articles and

reviewing the literature has given me a foundation of knowledge for my exploratory

study of the non-traditional school library media specialist role of technical support.

CHAPTER 3

METHODOLOGY

In order to determine what day-to-day actions are required of me in relation to

student and staff Blackboard issues at my school, as well as looking for patterns that arise

in the technological issues that I resolve (or attempt to resolve), I am going to keep a log.

The log will be an anonymous record of all student and teacher Blackboard related issues

that I run across, am asked to resolve, or have to send on to a higher technology specialist

because it is beyond my capability. The log will be kept in my “Drop Box” account and

will be accessed via my password-protected laptop. As data is collected through my

observation and the log, I will look for emerging patterns and reoccurring issues that need

to be resolved. All notations from the log will be stored in my “Drop Box” account as

well.

Although much of the data gathered for this study will be gleaned from the media

specialist/researcher’s Blackboard log, there will also be a Teacher Blackboard Survey

12

Wofford - Self-Study of Technological Support Related to Blackboard.

given to 12 teachers. From a validity standpoint, prior to beginning the study, I will ask

three of my fellow media specialists to take the survey to see if it measures what it is

intended to measure. Teachers will be recruited through an announcement at a

Department Chair Meeting, casual conversation, and school email. Surveys will be placed

in the school mailboxes of teachers wishing to participate along with a plain, unmarked

letter sized envelop (with instructions to place the completed survey in the envelope and

seal it and drop the survey into my school mailbox.) The anonymous surveys will be

collected via my school mailbox and stored in a locking desk drawer in my school office.

They will then be analyzed qualitatively, looking for emerging patterns, and will be

stored in a file on my private password protected “Drop Box” account. Once the study is

complete and presentations have been made, the data will be deleted from the drop box

account and the original surveys will be shredded.

13

Wofford - Self-Study of Technological Support Related to Blackboard.

References

Anderson, M. A. (2005). Technician or technologist? [Article]. Library Media Connection, 24(1), 14-109. Retrieved from http://ts.isil.westga.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=tfh&AN=17947506&site=ehost-live

Anderson, M. A. (2011). What happens when media positions are cut? Library Media Connection, 29(6), 16-18. Retrieved from http://ts.isil.westga.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ930762&site=ehost-live http://www.librarymediaconnection.com/lmc/

Barack, L. (2012). The library as a genius bar. [Article]. School Library Journal, 58(5), 12-12. Retrieved from http://ts.isil.westga.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=74998348&site=ehost-live

Bradford, P., Porciello, M., Balkon, N., & Backus, D. (2007). The Blackboard Learning System: The Be All and End All in Educational Instruction?. Journal Of Educational Technology Systems, 35(3), 301-314. Retrieved from http://ts.isil.westga.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ762105&site=ehost-live http://baywood.metapress.com/link.asp?target=contribution&id=X137X73L52615656

Carlson, S. (2003). Help-desk diary. Chronicle of Higher Education, 49(41), A27-A28. Retrieved from http://ts.isil.westga.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ669962&site=ehost-live

DuRant, K. D. (2010). The availability and use of 21st century technology tools in South Carolina secondary public school library media centers. (Ph.D. 3409179), Capella University, United States -- Minnesota. Retrieved from http://ts.isil.westga.edu/login?url=http://search.proquest.com/docview/613816839?accountid=15017 ProQuest Dissertations & Theses (PQDT); ProQuest Dissertations & Theses (PQDT); ProQuest Dissertations & Theses A&I database.

Francis, B., & Lance, K. (2011). The impact of library media specialists on students and how it is

valued by administrators and teachers: Findings from the latest studies in colorado and idaho. [Article]. TechTrends: Linking Research & Practice to Improve Learning, 55(4), 63-70. doi: 10.1007/s11528-011-0513-9

Gardner, M. E. (2004). The role of the library media specialist in school technology. [Article]. Library Media Connection, 22(5), 48-50. Retrieved from http://ts.isil.westga.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=tfh&AN=12028453&site=ehost-live

14

Wofford - Self-Study of Technological Support Related to Blackboard.

Hough, M. (2011). Libraries as icentres: helping schools face the future. School Library Monthly, 27(7), 8-11. Retrieved from http://ts.isil.westga.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ921172&site=ehost-live http://schoollibrarymonthly.com/

Johnston, M. P. (2011). School librarians as technology integration leaders: Enablers and barriers to leadership enactment. (Ph.D. 3483677), The Florida State University, United States -- Florida. Retrieved from http://ts.isil.westga.edu/login?url=http://search.proquest.com/docview/902625595?accountid=15017 ProQuest Dissertations & Theses (PQDT); ProQuest Dissertations & Theses (PQDT); ProQuest Dissertations & Theses A&I database.

Lamb, A., & Johnson, L. (2008). School library media specialist 2.0: a dynamic collaborator, teacher, and technologist. [Article]. Teacher Librarian, 36(2), 74-78. Retrieved from http://ts.isil.westga.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=tfh&AN=43699030&site=ehost-live

McDonald, S. B. (2006). The role of technology in the interactions between secondary school library media specialists and teachers. (Ph.D. 3208184), Louisiana State University and Agricultural & Mechanical College, United States -- Louisiana. Retrieved from http://ts.isil.westga.edu/login?url=http://search.proquest.com/docview/305318381?accountid=15017 ProQuest Dissertations & Theses (PQDT); ProQuest Dissertations & Theses (PQDT); ProQuest Dissertations & Theses A&I database.

Nelson, S. J. (2011). School librarian perceptions of professional identity. (Ed.D. 3481822), Walden University, United States -- Minnesota. Retrieved from http://ts.isil.westga.edu/login?url=http://search.proquest.com/docview/908349880?accountid=15017 ProQuest Dissertations & Theses (PQDT); ProQuest Dissertations & Theses (PQDT); ProQuest Dissertations & Theses A&I database.

Purcell, M. (2010). All librarians do is check out books, right? A look at the roles of a school

library media specialist. Library Media Connection, 29(3-), 30-33. Retrieved from http://ts.isil.westga.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ907292&site=ehost-live http://www.linworth.com/lmc/

Valenza, J., & Johnson, D. (2009). Things that keep us up at night. School Library Journal, 55(10), 28-32. Retrieved from http://ts.isil.westga.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ859429&site=ehost-live

15