Abstract
Problem and purpose. The purpose of this study was to describe the perceptions of library media teachers (LMT) and library staff paraprofessionals about the impact of state library funding on library media teachers and library staff paraprofessionals provision of services in school libraries. Methodology. The research design used in this study was descriptive ex post facto. Quantitative and qualitative data were collected. Library personnel employed in Fresno County, California, public schools were surveyed to determine the impact of new funding on fifteen variables associated with library service. The survey instrument used a Likert scale to assess impact from minimal to substantial. Responses from library media teachers and paraprofessionals were compared. Open-ended questions were also used to determine presence of facilitators and barriers regarding provision of service. Findings and conclusions. A majority of both LMTs and paraprofessionals indicated that the funding substantially impacted their provision of service in the following areas; size of book collection, collection development and planning, budget planning and purchasing guidelines, and resources. Chi-square analysis revealed significant differences between LMTs' and paraprofessionals' responses in the following areas: planning, technology, circulation procedures, staff development and training, and teacher collaboration planning. Barriers identified were: funding, lack of adequate support, minimal staffing levels and time constraints. Facilitators identified included; support, funding, and staffing. Five conclusions were drawn from this study: (1) adequate funding enhances services and resource availability for library clients; (2) LMTs are more likely than paraprofessionals to participate in short-term and long-term budget planning; (3) LMTs are more likely than paraprofessionals to ensure technology use, technology purchases, and staff development in technology within the LMC; (4) instructional collaboration between library staff and classroom teachers is enhanced when a LMT works in the library; and (5) the behaviors and actions of site administrators dictate the presence and absence of facilitators and barriers related to the development and improvement of library media programs. Implications. Library and site personnel should strive to secure adequate and sustained funding for library media programs. Site administrators should employ LMTs to lead library media programs. Administrators who invest in technology development for their school would benefit from the expertise, knowledge, and services of an LMT.