Special Project Title



Georgia Public Library Systems Support of the Educational Needs of Homeschool Students

Kathryn Gomard

An Abstract of a Special Project

Submitted in Partial Fulfillment of the

Requirements for the Degree of

Master of Library Science (MLS)

In

Information and Library Science Program

Southern Connecticut State University

New Haven, Connecticut

Fall 2009

Dr. Mary Brown, Ph.D.

Department of Information and Library Science

© Kathryn Gomard 2009

Georgia Public Library Systems Support of the Educational Needs of Homeschool Students

BY

Kathryn Gomard

This Special Project has been successfully completed and partially fulfills the requirements for the degree of Master of Library Science.

________________________________________ ________________

Special Project Advisor Date

________________________________________ ________________

Department Chairperson Date

Acknowledgments

I wish to take this opportunity to thank the public library system directors in the state of Georgia whose feedback on this survey contributed greatly to the special project outcome. I would also like to thank Peggy Chambliss, Library Services Manager at the Georgia Public Library Service, and Dr. Narvis McPherson, Education Administration Specialist at the Georgia Department of Education, for their supportive assistance.

I express my sincere appreciation to my children, Brady, Chad and Kyla, for their loving patience and continuous encouragement throughout my MLS study. I extend my deepest gratitude to my wonderful sister, Ellen Repasky, whose pragmatic perspective provided invaluable guidance.

I am grateful to my Special Project Advisor, Dr. Mary Brown, for her patient support and recommendations throughout the development of this Special Project. I especially thank my advisor, Dr. Arlene Bielefield, and all of my professors in the Library Science Department for the learning experiences provided to me during my training for the Master’s Degree.

Abstract

AUTHOR: Kathryn Gomard

TITLE: Georgia Public Library Systems Support of the Educational Needs of Homeschool Students

PROJECT ADVISOR: Dr. Mary Brown, Ph.D., Professor, Department of Information and Library Science

INSTITUTION: Southern Connecticut State University

DEGREE: Master of Library Science

YEAR: 2009

The objective of the study is to evaluate the level of public library service to the homeschool population in Georgia. Library literature reveals few guidelines for library service to this growing patron group and there has been no study published to reflect Georgia service . Although the state advocates the educational role public libraries play for all Georgia citizens, the home educated remain a population in need. A survey was administered to all Georgia public library systems to assess what materials, services, programming and advocacy is offered; how homeschool numbers, requests and trends are tracked; if the library system makes service to homeschoolers a priority; and if staff are adequately trained for and satisfied with homeschool service. By identifying the commonalities in practice and of concern, the project aims to evaluate the impact of homeschoolers on public library service and how public libraries can improve service to the homeschool patron group.

Table of Contents

List of Tables………………………………………………………………….…… viii

List of Figures………………………………………………………………….….. ix

Section One – Introduction………………………………………….….. 1

Project Purpose and Description………………………………. ….….. 1

Significance and Relevance……………………………………….. ….….. 2

Background (Literature)……………………………………………..…….. 2

Goals and Objectives …...… 7

Ethics Governing Project.……. ………7

Author’s Qualifications………………………………………… ………7

Conclusion……………..……. ………8

Section Two – METHODOLOGY………………………………………..…....9

Overview………………………………………….. ………9

Design of the Project…………………………….……………….. ………9

Instrumentation………………………………………….. ………9

Conclusion……………………………………………………….. ……....10

Section Three – prOJECT RESULTS……………………………………… 11

Overview………………………………….. ….….. 11

Development of the Product …………………………………………..……11

Research Study Results……………………………………………………...11

Refinement of the Product…………………………………. ……....19

Conclusion………………………………………………………….……….20

Section Four – CONCLUSION AND RECOMMENDATIONS…………….. 21

Interpretation of the Results………………...……………………………… 21

Significance and Implications for Practice………………………………… 24

Lessons Learned………………………….………………………….…….. 27

Conclusion.………………………………………………………………… 29

REFERENCES…………………………. …..…. 30

AppendiCES………………………. …..…. 33

Appendix A: Email Cover Letter to Georgia Public Library Directors….. 33

Appendix B: Survey for Georgia Public Library System Directors………35

Appendix C: IRB Approval Form……………………………….….……..42

Appendix D: NIH Certificate of Completion……………………….……..43

Appendix E: Hilton C. Buley Library Special Project Reproduction

Approval Form – ILS Department Website Posting……….44

Appendix F: Hilton C. Buley Library Special Project Reproduction

Approval Form – Web Posting……………………….……45

List of Figures

Figure 1: How Homeschoolers are Identified in Georgia Public Libraries…….......12

Figure 2: Library Policies Impacted by Homeschoolers…………………………...14

Figure 3: Library services for Homeschoolers……………………………………..15

Figure 4: Materials Currently in Collection………………………………………..16

List of Tables

Table 1: Materials & Resources Homeschoolers Request………………..……..…16

Section One – Introduction

Project Purpose and Description

Little research has been done to assess and provide a framework for the service and resources that homeschoolers want and public librarians can provide. According to several published studies, homeschoolers visit the library on a regular basis as they rely primarily on public libraries for learning materials. Literature also indicates that families intend to homeschool for all grade levels through high school, indicating a long association that requires a broad age range of educational resources. As the number of the home educated rises in this country, so too will the demand for materials and services at public institutions. Although one can argue that collection development, programming, materials, and technology are similar to other patron groups, the lack of understanding of homeschool arena has created a void in service guidelines for the library community. The Georgia Public Library Service (GPLS) advocates the educational role public libraries play for all Georgia citizens. Although GPLS has identified the home educated as a target population in need, no study has been published to specifically evaluate service to this growing group. In order to gain a more detailed account of the impact on public library collections and service, a survey was emailed to the directors of all 61 public library systems in Georgia with a request to complete or pass the survey to a librarian who interacts with homeschoolers. The focus of the survey includes what materials, services, programming and advocacy are offered; how homeschool numbers, requests and trends are tracked; if the library system makes service to homeschoolers a priority; and if staff are adequately trained for homeschool service. The goal is to view commonalities in practice and of concern, providing a framework for evaluation and provision of public library service to the homeschool patron group.

Significance and Relevance

The recognition of the vital role public libraries play in home education becomes more significant as the number of homeschooled children in this country increases. Literature calls for an understanding of the homeschool arena and an acceptance of homeschooling as a valid component of the nation’s educational system before librarians can provide for this patron’s unique learning needs. A survey of Georgia public libraries will have three potential benefits for the public library discipline: 1) To provide a profile of Georgia public library service to the homeschool community; 2) To share ideas already in practice in Georgia for use in establishing or enhancing service to Georgia homeschoolers; and 3) To suggest goals and provide a framework for library systems to include in a master plan of service to homeschoolers.

Background (Literature)

Public libraries and homeschoolers are symbiotically connected through the community service and information function of the one and educational needs of the other. As the number of the home educated rises in this country, so too will the demand for materials and services at public institutions. With over three-quarters looking to the public library as their primary source for learning materials (Princiotta, Bielick & Chapman, 2006), homeschoolers cite the public library as a vital part of their world classroom (McLaughlin, 2002). Therein lies the importance for public librarians whose ethical credo includes providing unabridged resources for the benefit of all segments of the community, including homeschoolers. Measuring the practice and programs of public library service to homeschoolers can contribute to a consolidated framework for that practice. Built on the assumption that citizens are entitled to “academic freedom,” public libraries not only provide what patrons want, but also help to identify resources patrons don’t know are available to them (Fitzgibbons, 2000; Yancey, 2005). In this way, they nurture and support self-education and fulfill their responsibility to all patrons (Klipsch, 1995). However, the librarian must be able to identify and acknowledge both patron and need in order to fulfill this function and reinforce value (Geist, Smith, & de la Pena McCook, 1994; Scheps, 1999). Such is the basic tenet of library service. By accepting the prevalence and validity of homeschoolers as a patron group (Scheps, 1998; Shinn, 2008), librarians can provide needed responsiveness. It is only through “continuing efforts to explore the homeschooling world and help colleagues build good relationships with the families in this growing community of heavy library users” (Furness, 2009) that the void in service guidelines for the library community will be bridged.

A recent New York study revealed that many librarians view library service to homeschoolers as no different from other library patrons (Baaden & Uhl, 2008-2009), and yet, without an understanding of the homeschool arena, such as state legalities, curricula, differing learning styles, and homeschool philosophies, effective delivery of collection development, programming, and administrative practices can be curtailed (Geist, et al., 1994; McCarthy, 2006; McLean, 2001). Witnessing the presence of children in the library during the day, for instance, prompts queries as to why they are not in school. A recognition that homeschooling is legal in all fifty states and that homeschool numbers have doubled in the last decade (Princiotta, et al, 2006; Bielick, 2008) provides the basis for building an environment of trust. Georgia state statutes, for instance, recognize “the teaching parent” with high school diploma or private tutor as a qualified teacher. This awareness can help to overcome bias by equating homeschooling parents with certified teachers who garner special borrowing privileges through a higher level of respect (McCarthy & Anderson, 2007). When homeschoolers sense library recognition of home education, they tend to reach out for help, fostering a “going both ways” approach (Brostrum, 1997). Heightened organization within the burgeoning homeschool community in the last decade has helped cultivate this cooperative relationship. By providing informational packets of homeschool education, booklists, and organizational activities, homeschoolers become a part of a collection of homeschool resources. This “presence” provides evidence and substantiation to both entities that outreach is mutually beneficial (Wikel, 1995). According to the American Library Association, homeschoolers are “tremendous allies of the library in the community” (McLean, 2001), potentially affecting public opinion, value and funding. They provide ambassadorship for library mission through publicly held homeschooling workshops and by use of the library showcase for artwork and project displays. Such was the case of Maryland’s Prince George County Memorial Library which found this recognition to cause increased library traffic and circulation, as well as positive public awareness (Shinn, 2008). Ideas brainstormed by staff and community for homeschoolers can also benefit other community groups, such as through a simple compilation of online resources which provide effective linked collections useful to all students, including homeschoolers (Madden, 1991; Willingham, 2008). Likewise, existing library programs such as library tours, computer classes, and volunteer opportunities that clearly include homeschoolers validate their presence as community members and welcome library participants (Shinn, 2008; Wentz, 2002). Successful outreach to the homeschool community often comes at the hands of one individual in the system or community, frequently as a result of a personal homeschool connection (Wentz, 2002). Susan Bishop, a library assistant, at the Decatur (GA) Public Library, became involved as a homeschool specialist based on her experience as a homeschool parent. She maintains that the problem public libraries have is making contact with homeschoolers, whether through a Yahoo group or monthly support group, primarily due to lack of staff time or budget (Bishop, 2008). Such was the finding of a task force study done by the Tulsa (OK) City-County Library System which now holds a large annual “resource fair” where librarians talk to homeschoolers and potential homeschoolers about resources, services, and programming. A promotional brochure entitled “Use Your Library for Home Learning” was also developed and has encouraged a cooperative atmosphere between library and user (Brostrum, 1997). The Johnsburg (IL) Public Library found that within one year of opening their Homeschool Resource Center (HRC), circulation of homeschool materials accounted for 6.5 % of library circulation. The library uses a quarterly email notice to solicit community donations for the homeschool program, and regularly updates the HRC bibliography of resources through the library website (Slattery, 2005). Established through a grant from the Library Services and Technology Act (LSTA), Johnsburg’s library survey revealed that 84% of respondents intended to homeschool through high school, indicating a committed patron with a wide range of needed materials (McCarthy & Anderson, 2006-2007).

This longevity of association is why periodic library surveys can help to identify changing needs and emerging issues (Brostrum, 1997). It was a lengthy study and interaction with homeschoolers where Madden (1991) identified many areas of librarian concern, including censorship and potential moral conflicts with library materials, subject wipe-out, negative staff attitudes, time/energy demands, library behavior, technology demands, and administrative and policy restrictions, including excessive interlibrary loan requests (as cited in Masters, 1999). Although analysis of these topics is diminutive, examination of existing library models allows library systems to effectively plan and communicate library policy and practice (Baaden, 2008-2009). Still relevant today, a 1994 study on public library response to home education done by the University of South Florida School of Information and Library Science was generated by a need for libraries across the state to pool their ideas, talents, and experiences into a single shared resource that could be utilized by homeschoolers and librarians alike (Geist, et al., 1994).

In 2007, the Georgia Public Library Service (GPLS) identified assisting libraries with providing service to the homeschool community as a key goal, and yet a survey of public librarians and homeschool parents felt Georgia public libraries were unresponsive to homeschool family needs, such as with a lack of extended checkout periods, programming, staff training, and library resources (Georgia Public Library Service, 2007). Although the mission of Georgia Public Library Service includes providing information and education resources for all citizens, there has been no published research to evaluate how Georgia public libraries recognize and deliver service to the homeschool group. A survey of the state’s public libraries can provide a relevant and up-to-date framework of evaluation and recommendations for library service to the Georgia homeschool population.

Goals and Objectives

The objective of the project is to evaluate the level of public library service to the homeschool population in Georgia. The survey serves as a tool for public libraries to examine current practices, materials, and attitudes, while the results will indicate the level of responsiveness and priority Georgia public library systems provide for homeschool needs as targeted by state initiatives. A dual purpose is the creation of a framework of public library practice to the homeschool patron group.

Ethics Governing Project

This research is committed to protecting the rights and welfare of human participants involved in research that is conducted on the campus or in cooperation with other research agencies, regardless of whether the project is funded externally, internally or receives no funding support. This research subscribes to the basic ethical principles for the protection of human subjects of research that underlie The Nuremberg Codes, The Helsinki Declaration, and The Belmont Report, as presented in the Southern Connecticut State University Human Research Participant Protection System, Policies, Procedures and Guidelines Manual.

Author’s Qualifications

The author is a graduate student in the Department of Information and Library Science, having completed 36 credits toward the Master of Library Science (MLS) degree. The author is currently enrolled in ILS 580 Research in Information and Library Science, the special project proposal course for the MLS program, under the direction of Dr. Mary Brown, Professor and Graduate Faculty. The author successfully completed on August 28, 2009 the NIH Web-based training course “Protecting Human Research Participants.” Certification Number 270154,

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Conclusion

Public libraries are aware of homeschoolers using the library, also acknowledging that homeschool patron numbers are increasing. While some use outreach strategies to provide services, many are frustrated by the lack of time, staff, space, and financial resources to provide adequate materials and programming. Although public libraries acknowledge the educational responsibility to all citizens, recognition of the unique learning needs of the homeschooler is not universally accepted as demonstrated both by mixed attitudes and lack of library policy support. As literature demonstrates, the lack of guidelines for service and clarity in understanding homeschoolers’ unique needs prevents public libraries from effectively providing service. The purpose of this project aims to provide an assessment and outline of current Georgia public library practice to homeschoolers in the context of literature evidence.

Section Two – METHODOLOGY

Overview

The objective of the project is to evaluate the level of public library service to the homeschool population in Georgia. The survey serves as a tool for public libraries to examine current practices, materials, and attitudes, while the results will indicate the level of responsiveness and priority Georgia public library systems provide for homeschool needs as targeted by state initiatives. A dual purpose is the creation of a framework of public library practice to the homeschool patron group.

Design of the Project

The project was designed to solicit information from Georgia public library systems about service to the homeschool population. It was determined through Georgia Department of Education statistics that all Georgia counties registered home study students as part of county enrollment totals. Contact information for library directors for all 61 public libraries serving Georgia counties was obtained from the Georgia Public Library Service website (). A cover letter email with an attached survey was sent to all 61 directors with directions to either complete the survey or relay the survey for completion to librarian personnel who interact with homeschoolers. Survey results were received within a two week period, and compiled into an Excel spreadsheet to analyze results of existing practice and attitudes of service. Respondents were not identified in the survey results

Instrumentation

The 26 survey questions used a combination of data collection strategies. Question types include fixed choice selections to gather specific information on existing service; open ended questions to gather opinions in respondents' own words; and fixed choice questions to ascertain respondents' view of service effectiveness. The survey is presented as a Microsoft Word 2003 document with answer selections displayed in tables. Respondents ‘X’ appropriate answer or answers from a list of possible selections, many asking to “Check all that apply.” With the exception of eight questions, all offer a write-in box to enter additional information or comments not included on the list of possible selections. Question 26 is an open-ended opportunity for optional additional write-in comments on library service to homeschoolers.

Respondents were asked to identify their library position from a list of possibilities, including an ‘Other’ option for titles not listed. To determine authority, the survey also asked whether the respondent had direct interaction with homeschoolers. All other questions were designed to gather information on what library programs, materials and services were currently being offered or requested by homeschoolers; if and how homeschool numbers were being recognized and marketed to by the library; what library policies included this target group; and how librarians felt about and were prepared for library service to homeschool families.

Conclusion

The goal of the survey was to determine a pattern of practice and effect on library policy, as well as to ascertain how satisfied librarians were with their responsiveness to homeschool patron needs. The survey also served as potential checklist of resources and strategies to assess or incorporate into service as acknowledgement of this special group’s needs.

Section Three – prOJECT RESULTS

Overview

A survey was designed and distributed to public library directors at all 61 library systems in the state of Georgia to ascertain the level of service provided to Georgia homeschoolers, as well as the impact this group has on public library systems. A total of 15 surveys were returned for a return rate of 25%. The results were tallied and analyzed to determine library awareness of homeschoolers needs and how satisfied respondents felt in delivery of service to them.

Development of the Product

Literature reveals a need for public libraries to improve service to homeschoolers as a growing group who relies on libraries as primary sources of learning material. Few guidelines exist as a standard of practice and limited library programs are offered for this purpose. By surveying librarians who have regular contact with the homeschool patron, the survey expects to gain an understanding of the perceptions, practice, policies, and challenges of providing library service to this patron group. Questions were designed to gather data through fixed choice options and also to solicit comments that address particular interactions, experiences, and attitudes. In the context of library literature, results of the survey intend to discern a pattern of recognition and preparedness for library service to homeschoolers that Georgia public libraries can use to provide more effective service to the group.

Research Study Results

Of the 15 respondents, 53% were library directors; 33% were children’s librarians; 7% were assistant directors of youth services; and 7% were young adult librarians who also functioned as children’s events coordinators and homeschool resource contacts. All respondents had direct interaction with homeschoolers and were qualified to answer survey questions per survey conditions. Two directors indicated they had partial interaction with homeschoolers, one through involvement with the library orientation program, and one through contact with homeschoolers at the reference desk. The majority (93%) of librarians reported that other branches in their systems experienced homeschool use, and 67% of librarians made an effort to collaborate with branches in planning service. One librarian commented that email was used among branch children’s librarians to keep everyone abreast of programs and events, and that a calendar was placed on the library website.

Sixty-seven percent of librarians responded that a particular effort was made to serve homeschoolers. These respondents also reported that homeschoolers were included in the library’s long-range plan and that they were familiar with the education goals set forth by the Georgia Public Library Service. Fifty percent of this respondent group reported that their specific response to homeschoolers was through collection development, with 7% also offering individual appointments to provide for planning academic and social needs. These librarians also commented that they tied long-range planning directly to the educational role libraries play for all Georgia students, homeschoolers included. Of the 33% of librarians who did not make a particular effort towards homeschoolers, 50% reported homeschoolers were regarded as any other patron group, with no defined treatment plan.

Regarding the size of the library’s homeschool population, 80% felt numbers were increasing, although 87% had no concrete measure of this. Only 13% of libraries used a formal library or department survey to determine homeschool traffic, while the remaining 87% used a form of guessing based on county enrollment figures (33%), gut feeling (27%), and varying “other” perceptions (40%). Comments to define “other” methods included that homeschoolers were “seen” daily or monthly in the department, and that homeschool organization reported memberships were increasing. The number of homeschoolers served on a weekly basis varied from 10-150 patrons. Seven percent of libraries reported that 70% of their patrons were homeschoolers, and 13% of libraries did not know. Of all respondents, 20% indicated surveys were used to determine homeschool patron traffic, while the remaining 80% indicated that estimates were primarily based on knowing who homeschool families were through library programs, study room usage, and attendance during school hours. Equal usage by all age/grade levels from birth through grade 12 was reported by 100% of respondents.

As seen in Figure 1, most homeschoolers identify themselves either at the desk (93%), by checking out homeschool materials (73%), or through program participation (67%). As commented by several respondents, identification occurs through scheduling regular meetings or study groups for homeschool organizations. One librarian stated homeschool parents identify themselves on the phone while inquiring about availability of specific materials or services.

[pic]

Figure 1. How homeschoolers are identified in Georgia public libraries.

Grant money to develop homeschool collections or programs was applied for by only 20% of respondents. These respondents cited specific materials such as print resources and a “Books to Go” collection of subject boxes as acquired through grant money. One of the librarians inexperienced with grants commented that she is currently educating herself on how to properly solicit money from businesses to support homeschool acquisitions and that applying for grants was a targeted plan.

As illustrated in Figure 2, homeschoolers impacted all library policies on the survey list as reported by 73% of all respondents. However, no policy was chosen by more than 27% respondents. These policies included circulation periods, ILL, meeting room use, and collection development to be most affected. Added comments included:

• an extended circulation period such as for videotapes;

• a one hour limit on computer time;

• behavior expectations were reviewed with homeschool patrons at the beginning of each school year;

• specific items were purchased for homeschoolers;

• parent donations affected purchasing;

• by joining the PINES consortium, ILL requests had increased.

[pic]

Figure 2. Library policies impacted by homeschoolers.

Respondents were questioned about what services were offered to homeschoolers either exclusively or by invitation that included other community groups. Figure 3 illustrates that two-thirds or more of respondents included homeschoolers in volunteer opportunities, both inclusive and exclusive programming, exclusive library tours, and dedicated meeting space. Forty percent of respondents offered “Other” marketing strategies which included invitation to half-price book fairs, sending program announcements and fliers directly to homeschool organizations, and offering a floating homeschool collection through system branches.

[pic]

Figure 3. Public library services provided for homeschoolers.

Of the programs that were exclusively offered to homeschoolers, library tours were the most popular (80%). Library technology programs were also popular with 40% or more of respondents choosing OPAC training, website orientation, research strategies and internet access. Although 20% of respondents offered a homework help page on the library website, no libraries offered a dedicated homeschool page of resources. Book discussion groups were utilized by 20% of librarians as were collections for special learning needs. One librarian regularly encourages parents to attend programs and online sessions with children as active participants in learning activities.

Library systems were asked to indicate what materials were currently being offered to homeschoolers. Figure 4 illustrates that more than half of participants offer reader’s advisory, homeschool methods books, and parenting guides. One librarian created her own version of the resource file by offering a folder of resources, legal and local information to each homeschool family.

[pic]

Figure 4. Materials currently in library collection for homeschool use.

Homeschoolers request a variety of materials from public libraries, either to purchase or to borrow through ILL services. Table 1 illustrates the scope and frequency of these requests as indicated from survey results.

Table 1.

Materials & Resources Homeschoolers Request

|Type of Material |# of Responses |Percent of |

| | |Respondents* |

|Homeschool literature |13 |87% |

|DVD’s/Videos |11 |73% |

|Subject specific books |11 |73% |

|Audio-books |10 |67% |

|Magazines |10 |67% |

|Encyclopedias |8 |53% |

|College Planning material |7 |47% |

|Teaching Reference |7 |47% |

|Full text articles |6 |40% |

|Newspapers |6 |40% |

|Textbooks |6 |40% |

|Computer Software |5 |33% |

|Databases |5 |33% |

|Music CD’s |5 |33% |

|Curricula |4 |27% |

|Science Kits |3 |20% |

|Arts and Crafts Supplies |2 |13% |

|Speakers |2 |13% |

|Collection Service |1 |7% |

|File of laws, associations, local |1 |7% |

|resource, & vendors | | |

|Musical Instruments |1 |7% |

|Other |1 |7% |

* Note: Based on a total of 15 possible respondents.

Most (67%) of respondents felt that staff were adequately trained to meet homeschoolers needs and yet a few (20%) stated response could be inconsistent depending on staff member. Two librarians stated that they relied heavily on the homeschool coordinator’s efforts with programming and event planning to keep staff on track and focused. All respondents indicated a form of professional development had been completed to better serve homeschoolers. Sixty percent or more had read homeschool articles or visited homeschool organization websites. One-third of others had attended an online class (20%) or homeschool convention (13%). In addition, two respondents felt their personal connection with homeschooling had kept them abreast of issues and relevant information. Other learning strategies included speaking directly to homeschool leaders and participating in other professional venues concerned with the education of children since “we figure homeschoolers are much like any other children in their development.” No professional development had been done by 27% of respondents, although half expressed a desire to do so. One person of this group added that additional training had also not been completed to serve “genealogy, special needs, specific minority populations, or other groups as yet.”

With regard to being satisfied with the library’s support of homeschoolers, 73% responded positively while 27% did not. Twenty percent of respondents felt they could be doing a better job if budget, space, and time constraints were not an issue. One satisfied librarian commented that her library wanted to expand the program, and another indicated that volunteers had been employed to service the daily stream of homeschoolers.

Most respondents (73%) felt the homeschool population was satisfied with library services with one-third commenting they had received verbal or written complements. Two librarians indicated the success of service was judged by the families visiting multiple times in a week. One librarian stated “We haven’t heard complaints, but that doesn’t mean that we’re serving their needs.”

Refinement of the Product

The researcher recommends two different strategies to improve research usefulness. One is that a second survey canvassing homeschool organizations would provide definition to the expectations and desires homeschoolers have for public library service. Goals would include determining motivations and learning strategies embraced by homeschoolers, and what level of satisfaction is experienced in current library relationships. Results may help validate and characterize needs.

Secondly, the design of survey questions 14, 15, 16, and 17 regarding materials and programming would be consolidated into two questions, one for programming, and one for materials. Selections for each area would be presented as one list, with column choices of “Current,” “Requested,” and “Projected.” A question would be added after question 19 to determine whether parents were recognized as teachers; and if teachers were given extended lending privileges.

Conclusion

According to survey results, homeschoolers are a definite presence in all public library respondents, with virtually all indicating that every library policy listed was affected. Collection development and programming were activities most impacted, although not all felt homeschoolers deserved special attention. Several areas for improvement of service were identified and will be discussed in section four.

Section Four – CONCLUSION AND RECOMMENDATIONS

Interpretation of the Results

Results of the survey support literature findings in that librarians perceive numbers of homeschoolers to be growing, and all felt impacted by their presence. Literature also indicated a lack of awareness by librarians for the homeschool patron, but results did not indicate this to be the case. Librarian respondents were very aware of homeschoolers’ existence, but there was an indication that most did not embrace a clear plan to provide for homeschool patron needs.

Although all libraries reported that age ranges from birth through high school level were equally represented in their libraries, few (20%) libraries felt certain how many homeschool patrons used their facility. Most (87%) also gauged traffic flow by gut feeling or general observation with no concrete method of determining how many patrons were in regular attendance. Estimates from “no way of knowing” to 70% of total patrons indicate a need to improve tracking. An assessment of changes (i.e. increases) in circulation of homeschool materials would delineate perceptions. A question could be added to the survey to solicit this information. Most librarians knew who homeschoolers were through self-identification, check-out of homeschool materials, or by directly asking. Many indicated homeschool organizations were a helpful source to identify needs as well as to market library support.

Library literature indicates librarian bias and resentment against homeschoolers can result due to demanding behavior and/or education choice, but it also reveals the relationship can be collaborative and mutually constructive. Half of respondents noted that homeschoolers were openly enthusiastic about the library, and were a welcome group to serve. As one respondent wrote, “They are, by far, some of the most loyal and generous patrons that walk through our doors.” However, one librarian commented that homeschoolers were reticent about asking for help since they did not want to appear too demanding. Two other comments concurred noting that some homeschoolers were difficult to serve, asking for specific curricular materials to be purchased. As one noted, “Library service to homeschoolers has been a touchy subject. The general feeling has been we do not have the materials money to purchase textbooks, etc. for them and since they opted out of traditional school, obtaining these materials is their responsibility.” Despite this remark, this same respondent also stated that the library was noted as the central point of contact for homeschoolers, and that support is offered on an “as need” basis.

Two-thirds of respondents were familiar with the educational goals of the Georgia Public Library Service, but comments regarding the library’s educational role and ability to satisfy it were mixed. While some reflected that without money to support goals, the education role was not a high priority, others regarded education as a prime responsibility. One respondent believed that “all libraries must be diligent in providing excellent service to home school families. These students are going to be the leaders (and tax payers) of tomorrow.” Another respondent included homeschoolers in the library’s long-range plan just for this reason, commenting that students in her region would be assured of education support. Most respondents (67%) did include homeschoolers in the long-range plan, but few indicated from what perspective. Purchasing specific homeschool materials was mentioned by one library as a basis for inclusion in the long-range plan, as well as in collection development policies.

Although all policies were marked as being impacted by the homeschool population, no policy received a majority vote and there were few explanative comments. It is therefore difficult to make conclusions. Since library literature lists subject wipe-out as a problem area with homeschoolers, this researcher expected circulation limits to receive a larger number of votes. Only one respondent selected this choice option, perhaps suggesting circulation limits that apply to all patrons sufficiently managed a potential issue with homeschoolers. This same assumption could be made for ILL limits, however, survey results are inconclusive. Literature indicates homeschoolers use ILL frequently in requesting materials, but survey results do not indicate significant impact. At the beginning of the school year, one librarian includes ILL requests in her instruction to homeschool patrons about how to use the library. Circulation periods might also have received more votes if libraries recognized homeschool parents or tutors as teachers. The survey as designed could not determine whether the library recognized extended circulation periods for any teacher, let alone homeschoolers.

All materials were indicated as being requested by homeschoolers, with 50% or more of respondents each choosing close to half of selections. This result confirms literature declaration that homeschoolers request a broad range of materials. However, this researcher expected curricula and textbooks to receive a majority of votes per literature evidence and this was not the case. One respondent commented that some homeschool organizations maintain their own library which supplements what the library has to offer. A survey of homeschoolers might reveal through which sources homeschoolers use for curricula and textbooks, whether through a homeschool group, academic library, or other source.

Of the materials currently being offered, the majority of respondents chose reader’s advisory, homeschool methods books, and parenting guides as the most common acquisitions. It was not surprising that these materials were most commonly offered, but this researcher expected numbers to be higher. Since all respondents experienced homeschool use, it would be logical that all libraries would include homeschool methods books in their collections. Given that reader’s advisory and parenting books would have interest for various other patron groups, it was expected that all libraries would have chosen these options as well.

Survey results indicate homeschoolers are specifically targeted by most library programs, although those offering programming did not uniformly indicate marketing avenues. Whether this indicates weak library marketing overall is impossible to say. Forty percent of respondents indicated homeschoolers were included in website communication; however this researcher could substantiate this claim in only half. Despite two respondents indicating “successful” programs, no library offered a dedicated homeschool page, although one indicated a future intent to do so. Literature reveals several examples of library websites that could be used as templates for this effort. Two libraries offered social networking groups for homeschoolers one of which was developed and maintained by a homeschool parent. This avenue seems more efficient and effective than phone calling homeschool patrons as indicated by one respondent.

Significance and Implications for Practice

According to survey evidence, homeschoolers are palpable users of Georgia public libraries who generally recognize and often provide needed support and service. However, the inconsistent level of responsiveness and varying attitudes suggest what constitutes good library service to this population has yet to be established. This finding is consistent with library literature, which also shows that concerted efforts to service homeschoolers can be meaningful.

There were several areas that appear to be stumbling blocks for actualization of comprehensive service to the homeschool patron. First is identification of homeschoolers as a “special” population. Most libraries did not have definitive methods of identifying the homeschool patron or how many were regular users. Many considered homeschoolers as any other patron group with no exclusive needs. These statements are a concern, as it is without an understanding of patron and need that the responsibility of library service is unfulfilled. This lack of definition and recognition fosters a reactive versus proactive approach to service. Clearly the respondents actively offering homeschool programs and interaction with the homeschool community claim success as evidenced from patron feedback. For example, recognition in various learning styles, teaching methods and timetables, and educational motivations of homeschoolers can help plan and provide a supportive and service-oriented environment. As literature suggests, an applied and cooperative approach to the homeschool community as well as other population segments validates library stature as beneficial community cornerstones that deserve funding priorities.

Secondly, that the majority of respondents recognize the educational initiatives for Georgia public libraries is promising; however, the inconsistent nature of responses does not reflect observance of state priority. For instance, recognizing homeschool parents as legitimate teachers as per state law might allow extended borrowing privileges. Although the survey did not ask if teachers were given such privileges, it would be expected that impact to circulation policy would be higher if homeschoolers were included in a teacher group. It was also evident from the survey that librarians intended to support education responsibility, but felt restricted by budget and staff shortages. These restrictions could prevent realization of state initiatives and a limitation to learning support. Further, unnecessary bias was displayed by the librarian comment that homeschoolers were responsible for their own learning materials by virtue of having chosen this educational option. Since Georgia does recognize homeschooling as one of three legal educational options, a follow-up question to determine familiarity with state education laws would be appropriate.

Third, the level of programming and materials offered to homeschoolers was higher than expected by this researcher. Although current services are incomprehensive, library respondents include homeschoolers in library programming, both inclusively and exclusively. This finding indicates a greater than spotty approach to programming as reported in library literature. The high percentage of respondents offering exclusive library tours and website, internet and OPAC training to homeschoolers suggests a rising recognition to the group’s needs. Although homeschoolers were not surveyed for this project, a supposition that expression of need is also rising suggests development of cooperative working relationships. While several respondents felt hampered by budget constraints for materials acquisitions, there were many creative suggestions for adding to collections, such as through book fairs, donations, business solicitations, and a circular file of pamphlets and articles. The broad range of learning materials requested by homeschoolers should remind librarians that despite requests originating from homeschoolers, all patrons can benefit from availability. Grant money is available for homeschool materials as evidenced by twenty percent of respondents. Lack of awareness, experience, or initiative may explain the low number of respondents using this avenue, although survey could not determine this.

Lastly, results regarding staff attitudes and preparedness were generally positive indicating an acceptance and professional interest in responding to needs. Librarian comments such as “They are great to work with” provides further suggestion that a mutual appreciation is developing, and that librarians feel satisfaction for the service they provide. However, several comments stated indifference based on equal treatment for all, and that all patrons could be excellent and questionable, homeschoolers included. These statements could simply be a reflection of library mission of providing service without discrimination to all segments of the community. Nonetheless, with some libraries reporting up to 70% of total patronage comprised of repeat homeschoolers, the relative amount of attention to this group should be examined.

Lessons Learned

This researcher gained an appreciation for the definition of research as a voyage of discovery racked with pitfalls. Beck and Manuel (2008) cite researcher stumbling blocks as a belief in an obvious “truth” as well as an expectation for “perfect” data gathering, thus hampering the view of research as a process, and not a destination (Beck, 2008).

What this researcher discovered was that developing an effective survey instrument is far from easy. While interpreting the results, many questions were raised but the answers could not be determined because of generality and broadness of survey design. Whereas the intention was to ascertain a general assessment of Georgia’s library service to homeschoolers, the hope of creating guidelines for service is impossible to achieve without much more pointed data, and a triangulation of results from other studies. For instance, a follow-up survey canvassing counties with a high population of homeschoolers might yield the desired detail in service plans. A companion survey of homeschoolers would provide needs-assessment data that could be useful in determining how closely library plans are on track. Lesson learned? - The impossible “perfect” nature of data gathering can only be realized as a multi-step, labor intensive, patient, all encompassing process.

Regarding “truth,” this researcher discovered whereas some results validated literature findings, other results proved confusing, leaving an uncertainty of what “truths” really were unveiled. Was the research instrument designed effectively enough to produce trends for speculation and possible follow-up study, or was the low response rate a handicap to representation of significant findings? Confidence in data might have increased if the population sampling had been greater, i.e. by sampling all public libraries in the state, 371 public libraries, and 41 bookmobiles, versus 61 public library systems.

Lastly, this researcher would have liked more time to reflect on and develop the survey instrument. Although review of various literature sources provided a framework for questions, development of an authentic product would be facilitated by input gained from personal practice and other professionals. While experience as a former homeschooling parent provided motivation, this researcher felt hampered by her lack of experience in the public sector.

Conclusion

Public library service to homeschoolers is indeed evident in Georgia libraries as librarian awareness of this special patron is acute. The sense that homeschool numbers are increasing is proving to place a higher level of demand for services that libraries are not always able to deliver, either due to lack of budget and staffing, or from an inadequate recognition of the unique learning needs of the client. Libraries are prevented from planning and providing services without an accurate tracking of patron usage and motive.

Georgia homeschoolers are like others across the nation in that they are interested in a broad range of materials and programs. Georgia librarians respond from a desire to serve and a creative energy to satisfy, although many were uncertain of how effective they were. Even though evidence suggests a narrowing of the service gap, an unfortunate lack of service outline and insufficient funding prevents realization of the public library’s role and responsibility in education initiatives. The survey and results can be used by Georgia libraries to examine actual practice and priorities relative to state initiatives and a desire to fulfill library mission to community.

REFERENCES

Baaden, B., & Uhl, J. O’Neill. (2008-2009, Spring). Homeschooling: Exploring the potential of public library service for homeschooled students. Journal of Library and Administration Management Section, 5(2), 5-14. Retrieved from

Beck, S.E., & Manuel, K. (2008). Practical Research Methods for Librarians and Information Professionals. New York: Neal-Schuman Publishers, Inc.

Bielick, S. (2008, December). 1.5 million homeschooled students in the United States in 2007 (NCES 2009–030). Jessup, MD: National Center for Education Statistics. Retrieved from

Bishop, S. (2008, May/June). Libraries are “home” to many homeschoolers. Public Libraries, 47(3), 17-18. Retrieved from



Brostrum, D.C. (1997, March). No place like the library. School Library Journal, 43(3), 106-109. Retrieved from Academic Search Premier, EBSCO.

Fitzgibbons, S.A. (2000, August). School and public library relationships: Essential ingredients in implementing educational reforms and improving student learning. Retrieved from

Furness, A. (n.d.). About homeschooling and libraries. Retrieved September 21, 2009 from

Geist, P., Smith, P. D., & de la Pena McCook, K. (1994). Florida librarians respond to home education. Retrieved from ERIC database (ED378971).

Georgia Public Library Service. (2007, March 31). Evaluation of Georgia's Five-Year Library Services and Technology Act Plan, October 1, 2002 to September 30, 2007. Retrieved from

Klipsch, P.R. (1995, February 1). An educated collection for homeschoolers. Library Journal. 120(2), 47-50. Retrieved from Academic Search Premier, EBSCO.

Madden, S.B. (1991, July). Learning at home. School Library Journal, 37(7), 23-25. Retrieved from Academic Search Premier, EBSCO.

Masters, Denise. (1996, December). Public library services for home schooling. ERIC

Digest. Syracuse, NY: ERIC Clearinghouse on Information and Technology. (ED402936).

McCarthy, A., & Andersen, D.L. (2006-2007). Homeschoolers at the public library: Are library services and policies keeping pace? Journal of Library and Administration Management Section of the New York Library Association, 3(1), 5-44. Retrieved from

McLaughlin, A. (2002, April 13). Homeschooling and the public library. Retrieved from

McLean, C. (2001, March). Outreach to homeschoolers. The Washington Library Association Journal. 17(1), 13. Retrieved from

Princiotta, D., Bielick, S., & Chapman, C. (2006, February). Homeschooling in the United States: 2003 (NCES 2006-042). Jessup, MD: National Center for Education Statistics.

Scheps, S.G. (1998). Librarian’s Guide to Homeschool Resources (NetLibrary version). Retrieved from

Scheps, S.G. (1999, February). Homeschoolers in the library. School Library Journal, 45(2), 38-39. Retrieved from Academic Search Premier, EBSCO.

Shinn, L. (2008, August 1). A home away from home: Libraries & homeschoolers. School Library Journal, 8. Retrieved from



Slattery, A. (2005, August 1). In a class of their own. School Library Journal, 8. Retrieved from .

Wentz, K. (2002, January-February). Homeschool resource center in a public library. Home Education Magazine. Retrieved from



Willingham, T. (2008, Sept/Oct). Libraries and homeschoolers: Our shared common ground. Knowledge Quest, 37(1), 58-63. Retrieved from Academic Search Premier, EBSCO.

Wikel, N. (1995). A community connection: The public library and home schoolers. Emergency Librarian, 22(3), 13. Retrieved from Academic Search Premier, EBSCO.

Yancey, K. (2005, Mar/Apr). The people's university. Change. 37(2), 12-19. Retrieved from Academic Search Premier, EBSCO.

APPENDICES

APPENDIX A – Email Cover Letter

October 20, 2009

Dear Library Director:

I am a Georgia resident and graduate MLS student at Southern Connecticut State University, and I am requesting your help in conducting research aimed at assessing "Georgia Public Libraries Support of the Educational Needs of Homeschool students.” The study will be used for the special project required for graduation from my program.

All public library systems in Georgia are invited to participate. The purpose of the investigation is to create a framework of evaluation and recommendations for library service to benefit the Georgia homeschool population. The potential benefits of the study include:

1) To provide a profile of Georgia public library service to the homeschool community;

2) To share ideas already in practice in Georgia for use in establishing or enhancing service to Georgia homeschoolers; and

3) To suggest goals for library systems to include in a master plan of service to homeschoolers.

If you would like to help me with this endeavor, please complete the attached survey and email it back to me by October 30, 2009. The survey is designed to take approximately 10-15 minutes. You may choose to forward it to another librarian within your system qualified to answer questions about your library system’s service to the homeschool community. I am looking for only one response per system. The return of the survey indicates your consent to have the data included as part of the research.

Please note that your responses will be kept confidential and no names will be included in the finished product. All emails will be deleted after data has been detached. All data collected will be kept in a secure and locked place for three years, and destroyed thereafter. Survey results will only be distributed to members of my class and to any and all survey participants who request the information. Neither the study nor special project is intended for publication. 

This research has been reviewed under the Human Research Protection Program, Institutional Review Board at Southern Connecticut State University. If you require a copy of my IRB application, please let me know and I will e-mail a copy of it to you.

If you have any questions or concerns, please e-mail me at gomardk1@

Thank you for your time and consideration.

Sincerely,

Kathryn Gomard, student Dr. Mary E. Brown, faculty

Dept. of Information and Library Science Dept. of Information and Library Science

Southern Connecticut State University Southern Connecticut State University

2991 Bea Mar Drive 501 Crescent Street

Marietta, GA 30062 New Haven, CT 06515

Email: gomardk1@ Phone: (203) 392-5781

Email: brownm6@southernct.edu

APPENDIX B - Survey for Georgia Public Library System Directors

Public Library Survey

**Please take a moment to complete this short survey. Answer to the best of your ability. Your responses will be kept confidential. The survey will be used for a special project for a Georgia resident and graduate library student at Southern Connecticut State University interested in public library service to Georgia homeschoolers.

Note: Unless otherwise specified, the term “homeschooler” includes homeschooled child and/or parent of homeschooled child.

1. What is your position in the library?

| |Library Director |

| |Children’s Librarian |

| |Young Adult Librarian |

| |Outreach Librarian |

| |Other |

| |(Please specify): |

2. Do you have direct interaction with homeschoolers in your library?

| |Yes |Comments: |

| |No | |

| |I don’t know. | |

3. How do you know who homeschoolers are? (check all that apply)

| |They identify themselves at the desk. |

| |They identify themselves through a library program. |

| |Through a homeschool organization inquiry. |

| |They check out homeschool materials. |

| |You ask them directly. |

| |Via a library questionnaire. |

| |I don’t know who they are. |

| |Other |

| |(Please specify)_____________________________ |

4. How many homeschoolers are served on a weekly basis? _________

5. How do you know? (check all that apply)

| |Library Survey |

| |Departmental survey |

| |Gut feeling |

| |Guess based on county enrollment figures |

| |Other |

| |(Please specify): |

6. Is your library’s homeschool population growing?

| |Yes |Comments: |

| |No | |

| |I don’t know. | |

7. If so, what method did you use to determine this? (check all that apply)

| |Library Survey |

| |Departmental survey |

| |Gut feeling |

| |Guess based on county enrollment figures |

| |Other |

| |(Please specify): |

8. What homeschool age ranges are served in your library? (check all that apply)

| |Birth - toddler |

| |Pre-K (under 5 years old) |

| |K-2 grades (age 5-8) |

| |3-5 grades (ages 8-10) |

| |6-8 grades (ages 11-14) |

| |9-12 grades (ages 15-18) |

9. Do other branches in your system experience homeschool use?

| |Yes |Comments: |

| |No | |

| |I don’t know. | |

10. If so, do you collaborate with branch librarians to plan and provide effective service to homeschoolers?

| |Yes |Comments: |

| |No | |

| |I don’t know. | |

11. Do you feel your library makes particular effort to serve homeschoolers?

| |Yes |Comments: |

| |No | |

| |I don’t know. | |

12. Are homeschoolers included in the library long-range plan? If so, from what perspective?

| |Yes |Comments: |

| |No | |

| |I don’t know. | |

13. Have you ever applied for grant money to develop the homeschool collection or programming? If so, for what?

| |Yes |Comments: |

| |No | |

| |I don’t know. | |

14. What kind of services does your library provide for homeschoolers? (check all that apply)

| |Programs that invite only homeschoolers |

| |General library programs that invite homeschoolers among other user populations. |

| |Library tours that invite only homeschoolers |

| |Library tours that invite homeschoolers among other user populations. |

| |Technology training that invites only homeschoolers. |

| |Technology training that invites homeschoolers among other user populations. |

| |Designated homeschool reference collection. |

| |Meeting space for homeschool groups. |

| |Exhibition space for homeschool projects. |

| |Volunteer opportunities |

| |Homeschool fair |

| |Other |

| |(Please specify): |

15. For those programs specifically targeting homeschoolers, did they include?: (check all that apply)

| |Tour of the physical space |

| |OPAC training |

| |Library website orientation |

| |Subscription databases instruction |

| |Homeschool page on library website |

| |Internet access |

| |Homework help page on library website |

| |Research strategies |

| |Live online help on library website |

| |Other |

| |(Please specify): |

16. What kinds of materials do you currently offer to homeschoolers? (check all that apply)

| |Homeschool methods reference books |

| |Homeschool periodicals |

| |Homeschool resource catalogs |

| |Parental guides |

| |Georgia homeschool association literature |

| |Reader’s advisory |

| |Textbooks |

| |Curriculum material |

| |File of laws, associations, local resources, vendors |

| |Other |

| |(Please specify): |

17. What kinds of materials/resources do homeschoolers request? (check all that apply)

| |Audio-books | |Arts and Crafts Supplies |

| |DVD’s/Videos | |Science Kits |

| |Music CD’s | |Musical Instruments |

| |Computer Software | |Collection Service |

| |Subject specific books | |Speakers |

| |Teaching Reference | |Full text articles |

| |Magazines | |College Planning material |

| |Textbooks | |Databases |

| |Curricula | |Newspapers |

| |Homeschool literature | |Encyclopedias |

| |Other | |File of laws, associations, local resources, vendors |

| |(Please specify): | | |

18. Through what library communication are homeschoolers included? (check all that apply)

| |Website |

| |Library blog |

| |Library e-newsletter |

| |Library print newsletter |

| |Library Program brochure |

| |None at this time but future plans include |

| |None at this time and no future plans |

| |Other |

| |(Please specify): |

19. Are you familiar with the education goals set forth by GPLS in the “Library Services & Technology Act Five-Year Plan for Georgia’s Libraries 2008 to 2012”?

| |Yes |Comments: |

| |No | |

| |I don’t know. | |

20. What library policy has been impacted by homeschoolers? (check all that apply). If possible, indicate briefly next to each affected area any modifications to your library policy. (i.e. longer lending periods, greater # of items checked out at one time).

| |Circulation periods | |

| |Renewals | |

| |Circulation limits | |

| |Inter-library loan | |

| |Meeting room use | |

| |Display areas | |

| |Computer time | |

| |Collection Development | |

| |Behavior Policy | |

| |Other | |

| |(Please specify): | |

21. Does staff have negative feelings towards homeschoolers and their families? Please explain.

| |Yes |Comments: |

| |No | |

| |I don’t know. | |

22. Do you feel your staff is adequately trained to satisfy homeschool patron needs?

| |Yes |Comments: |

| |No | |

| |I don’t know | |

23. What professional development have you completed to better serve homeschoolers?

| |Read homeschool articles |

| |Read homeschool books |

| |Attended professional workshop |

| |Attended online class |

| |Attended homeschool convention |

| |Visited homeschool organization website |

| |Contacted or visited homeschool publisher website |

| |I haven’t, but I would like to. |

| |Other |

| |(Please specify): |

24. Are you overall satisfied with your library’s support to homeschoolers?

| |Yes |Comments: |

| |No | |

| |I don’t know | |

25. Is your homeschool population overall satisfied with your library’s support?

| |Yes |Comments: |

| |No | |

| |I don’t know | |

26. Please feel free to comment on any other area of concern or interest you may have regarding library service to homeschoolers.

|Comments: |

THANK YOU. Your participation in this survey is greatly appreciated.

Please email completed surveys as attachments to: Kathryn Gomard, gomardk1@ with “MLS Survey” in subject line.

APPENDIX C - Institutional Review Board (IRB) Approval Letter

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APPENDIX D – NIH Completion Certification

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|[pic] |Certificate of Completion |[pic] |

| |The National Institutes of Health (NIH) Office of Extramural Research certifies that Kathryn Gomard | |

| |successfully completed the NIH Web-based training course “Protecting Human Research Participants”. | |

| |Date of completion: 08/28/2009 | |

| |Certification Number: 270154 | |

| | | |

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