College freshmen library study

This paper presents findings about challenges that college freshmen face when conducting research. It cites that the following misconceptions about academic libraries by college freshman "are likely to perpetuate as long as school libraries are underfunded, do not hire full time professional teacher- librarians, and, in some cases, are decommissioned." Some of these misconceptions are:
1. A very limited understanding of what the research process entails and how libraries could best help them.
2. For example, some freshmen we interviewed were surprised to learn help was available to them from reference librarians just by asking.
3. Others thought that everything a library owned was online so going to the academic library on campus was not necessary.

Head, A. (2013). Learning the ropes: How freshmen conduct course research once they enter college.Seattle: University of Washington.
http://projectinfolit.org/pdfs/PIL_2013_FreshmenStudy_FullReport.pdf

Australian teacher librarian evidence-based practice research

This qualitative study of 15 Australian teacher librarians focused on their evidence-based practice. Their experience is holistic, and takes many forms: professional knowledge, observation, statistics, feedback, reflection. TLs tend to be flexible and adaptable in their approach, and are guided by intuition and reflection. They see diverse forms of information as evidence, and apply it to their environment. They also share their experiences as needed.

Gillespie, A. (2013). Untangling the evidence : Teacher librarians and evidence-based practice".
Queensland University of Technology

  http://eprints.qut.edu.au/view/person/Gillespie,_Ann.html

California Public School Parent Survey

A new statewide survey of more than 1,000 Californians with children in public schools provides a first detailed examination regarding how connected and involved parents are with their children's schools. The results of this survey are particularly timely given that parents are playing a greater role in providing input on how education funds are spent through California's new Local Control Funding Formula now being implemented in schools across the state.  Here is a brief summary:

“The survey revealed that while parents knew little about the new school funding law, they were overwhelmingly willing to participate in decisions about school budgets -- if they feel they would be heard. The survey also found distinct differences among high-income and low-income parents when it comes to evaluation of schools and levels of engagement. In addition to providing an important baseline for parent engagement in California, this information can help educators and other stakeholders better understand the obstacles to parent participation and improve their outreach as the state implements its new funding system.

EdSource. (2013). California Public School Parent Survey. Oakland: EdSource.

http://edsource.org/today/parent-engagement

School libraries impact studies

The H.J. Weinberg Foundation has compiled recent impact studies on school libraries into one handy document. It includes universal findings, syntheses of several topics (access, budget, staffing, technology, usage, instruction, etc.), and lists of research studies (by state) and associations.
Gretes,  F. (2013). School library impact studies: A revdiw of findings and guide to sources. Baltimore, MD: Weinberg Foundation.
http://www.baltimorelibraryproject.org/wp-content/uploads/downloads/2013/09/Library-Impact-Studies.pdf

Reading format preference survey

Recent British research has found that 62% of 16-24s prefer buying books over ebooks. When asked which products currently available for download were preferred as physical objects, 62% agreed with books. Magazines and newspapers collectively had 47% prefer the physical form. Considering magazines are considered more visually attractive due to its use of imagery and glossy paper, these statistics show text-heavy books still have an audience with young people.
Voxburner. (2013). Buying digital content. UK
http://www.voxburner.com/publications/347-62-of-16-24s-prefer-books-as-physical-products

Pleasure reading survey

The National Reading Campaign recently commissioned a study by Environics Research Group to gather benchmark data about the pleasure reading habits of Canadians. Based on a nationally representative sample of 1,001 Canadians, the survey results revealed a population of passionate readers still very engaged with traditional reading platforms, and a group of Canadians not reading for pleasure in any medium.

82% of Canadians read for pleasure as often or more often than they did last year. Books are the overwhelmingly preferred medium, with 70% of readers preferring them to magazines, newspapers, and blogs. While level of education is linked to the amount of reading done for pleasure, level of income is not. Those reading the most have family incomes of from $30,000 to under $50,000.
Although the percentage of Canadians reading for pleasure is high, 12% of Canadians reported reading for pleasure less than they did last year and 5% admitted to not reading for pleasure at all. These figures combine to reveal that one in five Canadians does not read for enjoyment or does so less than they used to.
Results of the survey can be read at: Environics – National Reading Campaign – Survey report.

Reading for pleasure impact study

Children who read for pleasure are likely to do significantly better at school than their peers, according to research from the Institute of Education in the UK. The study found that readers made more progress in math, vocabulary, and spelling between the ages of 10 and 16 than those who rarely read. Researchers found that reading for pleasure was more important for children’s cognitive development between ages 10 and 16 than their parents’ level of education. combined effect on children’s progress of reading books often, going to the library regularly and reading newspapers at 16 was four times greater than the advantage children gained from having a parent with a degree. Children who were read to regularly by their parents at age 5 performed better in all three tests at age 16 than those who were not helped in this way.
Alice Sullivan and Matt Brown. (2013). Social inequalities in cognitive scores at age 16: The role of reading. London: Centre for Longitudinal Studies.
http://www.cls.ioe.ac.uk/news.aspx?itemid=2740&itemTitle=Reading+for+pleasure+puts+children+ahead+in+the+classroom%2C+study+finds&sitesectionid=27

Future of UC Berkeley Library report

University of California, Berkeley, Chancellor Nicholas Dirks should spend more money on his library, because its books, services, and space will become more important than ever over the next two decades. So, at least, says an October 16 report (PDF file) from a faculty committee tasked by the previous chancellor, Robert Birgeneau, with figuring out the library’s place on the university campus of the future. Implications are generally applicable for all types of libraries.
UC Berkeley. (2013). Report of the Commission on the future of the UC Berkeley Library.
http://evcp.berkeley.edu/sites/default/files/FINAL_CFUCBL_report_10.16.13.pdf

Diversity in YA novels

With increasingly diverse service populations, especially among younger patrons, libraries are in need of more titles featuring individuals from varied backgrounds. Librarians often rely upon preassembled title lists, such as YALSA’s Best Books for Young Adults (BBYA) list or the Publishers Weekly bestsellers list, to make collection development decisions. This study examined three such lists for the prevalence of diverse protagonists, with the goal of determining which list most closely aligns with actual demographic data for U.S. teens. Award-winning, Teens’ Top Ten, and bestselling titles were included in the study. Overall, the award-winning title list included the highest percentage of protagonists belonging to most marginalized demographic groups, while the bestselling title list included the lowest percentages in these categories. However, all three lists underrepresented protagonists from certain demographic categories. Based on these results, it is recommended that librarians supplement list-based collection development with purposive collection of titles featuring minority protagonists and/or written by minority authors.
Rawson, C. (2013). Are all lists created equal? Diversity in award-winning and best-selling young adult fiction. Journal of Research on Libraries and Young Adults (6).
http://www.yalsa.ala.org/jrlya/2011/06/are-all-lists-created-equal-diversity-in-award-winning-and-bestselling-young-adult-fiction/

California Truancy Report

This report is the first to present state-wide statistics on California's truancy crisis which reveal that, last year alone, 1 million elementary school students were truant and 250,000 elementary school students missed 18 or more school days at a cost of $1.4 billion in lost funds to California school districts. According to the report, elementary school truancy is at the root of the state's chronic criminal justice problems. According to the report, missing large amounts of school is one of the strongest predictors of dropping-out, even more so than suspensions or test scores. Annually, dropouts cost California taxpayers an estimated $46.4 billion in incarceration, lost productivity and lost taxes.
Harris, K. (2013). In School + On Track: Attorney General's Report on California's Elementary School Truancy and Absenteeism Crisis. Sacramento: California Department of Justice.
http://www.issuelab.org/resource/in_school_on_track_attorney_generals_report_on_californias_elementary_school_truancy_and_absenteeism_crisis

Pleasure reading study

Children who read for pleasure are likely to do significantly better at school than their peers, according to new research. The study found that children who read for pleasure made more progress in maths, vocabulary and spelling between the ages of 10 and 16 than those who rarely read.
The research  analysed the reading behaviour of approximately 6,000 young people  in Britain, looking at how often the teenagers read during childhood and their test results in maths, vocabulary and spelling at ages 5, 10 and 16.
The researchers compared children from the same social backgrounds who had achieved the same test scores as each other both at ages 5 and 10. They discovered that those who read books often at age 10 and more than once a week at age 16 gained higher results in all three tests at age 16 than those who read less regularly.Reading for pleasure was found to be more important for children’s cognitive development between ages 10 and 16 than their parents’ level of education. The combined effect on children’s progress of reading books often, going to the library regularly and reading newspapers at 16 was four times greater than the advantage children gained from having a parent with a degree. Children who were read to regularly by their parents at age 5 performed better in all three tests at age 16 than those who were not helped in this way. The study noted that reading for pleasure had the strongest effect on children’s vocabulary development, but the impact on spelling and maths was still significant.
Alice Sullivan and Matt Brown. (2013). Social inequalities in cognitive scores at age 16: The role of reading. London: Center for Longitudinal Studies.
http://www.cls.ioe.ac.uk/news.aspx?itemid=2740&itemTitle=Reading+for+pleasure+puts+children+ahead+in+the+classroom,+study+finds&sitesectionid=27&sitesectiontitle=News

Reading study

'Sullivan and Brown studied the performance of several thousand children in the UK on a variety of tests given when they were 16, and analyzed the effect of a number of predictors on their test scores using multivariate techniques.'...Their main finding was that 'more reported pleasure reading of books at ages 10 and at age 16 was significantly related to scores on vocabulary, spelling and math tests given at age 16. The vocabulary and spelling results are consistent with those of  many studies.' ... 'Access to books and libraries can counter the negative effects of poverty on literacy development." ... 'Sullivan and Brown point out that their analysis found that the students' own reading was a significant predictor even when reading proficiency measured at ages 5 and 10 was controlled .... This suggests "that the positive link between leisure reading and cognitive outcomes is not purely due to more able children being more likely to read a lot, but that reading is actually linked to increased cognitive progress over time." We first don't learn our skils and then use them for reading. Rather, our literacy development is the result of reading." (excerpted from S. Krashen's review at http://tinyurl.com/m4z3wub)


Sullivan, Alice and Brown, Matt. 2013. Social inequalities in cognitive scores at age 16: The role of reading. London: Centre for Longitudinal Studies,
Institute of Education, University of London    
www.cls.ioe.ac.uk

Online privacy report

A new survey finds that most internet users would like to be anonymous online, but many think it is not possible to be completely anonymous online. Some of the key findings:

• 86% of internet users have taken steps online to remove or mask their digital footprints—ranging from clearing cookies to encrypting their email.
• 55% of internet users have taken steps to avoid observation by specific people, organizations, or the government.

The representative survey of 792 internet users also finds that notable numbers of internet users say they have experienced problems because others stole their personal information or otherwise took advantage of their visibility online. Specifically:

• 21% of internet users have had an email or social networking account compromised or taken over by someone else without permission.
• 12% have been stalked or harassed online.
• 11% have had important personal information stolen such as their Social Security Number, credit card, or bank account information.
• 6% have been the victim of an online scam and lost money.
• 6% have had their reputation damaged because of something that happened online.
• 4% have been led into physical danger because of something that happened online.

 Lee Rainie, et. al. (2013). Anonymity, privacy, and security online. Washington, DC: Pew Research Center.

http://www.pewinternet.org/Reports/2013/Anonymity-online.aspx

Technology and School Libraries Impact

Technology is playing a greater role in the school library, with digital collections replacing encyclopedias and books and a growing focus on libraries as collaboration centers. Studies have shown that this shift can be effective in improving teaching and learning, especially if teachers and school librarians work together. A 2012 Institute of Museum and Library Services study that spanned 10 years analyzed library conditions and their impact on learning and literacy development in two Philadelphia neighborhoods. The researchers found that, when comparing a poor community with an affluent community, “children with early access to print and technology continue to build and gain knowledge. Children who don’t have early access enter school far behind and are taught the ‘basics.’”  
Schwarz, B., & Lance, K. (2013). Pennsylvania School Libraries Pay Off: Investments in Student Achievement and Academic Standards. PA School Library Project.
http://paschoollibraryproject.org/home 

Digital technology and writing study

A recent national study determined the pros and cons of using digital technology in classrooms. According to the survey, the majority of middle- and high-school teachers believe digital tools increase student collaboration with apps like Google Docs and help them share their work through social media. At the same time, these teachers give their students modest marks for formal writing and low marks in “navigating issues of fair use and copyright in composition” and “reading and digesting long or complicated texts.”
Kristen Purcell, Judy Buchanan, Linda Friedrich. (2013).The impact of digital tools on student writing and how writing is taught in schools. Washington, DC: Pew Research Center. 
http://www.pewinternet.org/Reports/2013/Teachers-technology-and-writing.aspx

Internet trends

Now 2.4 billion Internet users exist around the world, an average of 8% increase in a year (3% in the U.S.) The amount of global digital information created and shared give ninefold between 2006 and 2011, to total 2 zettabytes (2 trillion gigabytes). More than 500 million photos are uploaded and shared daily. 100 hours of videos are uploaded onto YouTube each minute.
Meeker, J., & Wu, L. (2013). 2013 Internet trends. Kleiner Perkins Canfield & Byers.
http://www.kpcb.com/insights/2013-internet-trends

Foreign language teaching research

Effective strategies are those that make input more comprehensible and that help us use writing to solve problems. It may be useful to teach some strategies directly, but some strategies may be innate, and others could develop as a result of comprehensible input. Individuals acquire language subconsciously by understanding aural and written messages, that is, from " “comprehensible input,”and that subconsciously acquired language is far more important in language comprehension and production than consciously learned language. Discussion of strategies in the second language acquisition field has largely been independent of the acquisition-learning distinction. In fact, many of the strategies proposed and investigated in second language education relate to conscious learning (e.g. ways of reviewing for a grammar test or memorizing vocabulary).
Krashen, S. 2013. Should we teach strategies? Electronic Journal of Foreign Language Teaching 10(1): 35-39.

Families, libraries and reading study

The vast majority of parents of minor children — children younger than 18 — feel libraries are very important for their children. That attachment carries over into parents’ own higher-than-average use of a wide range of library services. Parents (especially mothers) are also more likely than other adults in expanding library services, including tech-related services. Furthermore, lower income parents are more likely to view library services as very important. These conclusions reinforce the importance of families and libraries in children's reading habits.
Miller, et al. (2013). Parents, children, libraries, and reading. Washington, DC: Pew Research Center.
http://libraries.pewinternet.org/2013/05/01/parents-children-libraries-and-reading/

Workplace skills and knowledge report

This scholarly report addresses many questions educators are asking about teaching to make sure students get the college and career readiness skills they need to prosper in the 21st century. The report has a comprehensive index that educators will find useful for research on particular topics of interest as they implement Career Technical Education, Common Core, the Next Generation Science Standards and STEM programs and initiatives. The report describes  key skills that increase deeper learning, college and career readiness, student-centered learning, and higher order thinking. These labels include both cognitive and non-cognitive skills- such as critical thinking, problem solving, collaboration, effective communication, motivation, persistence, and learning to learn. 21st century skills also include creativity, innovation, and ethics that are important to later success and may be developed in formal or informal learning environments. This report also describes how these skills relate to each other and to more traditional academic skills and content in the key disciplines of reading, mathematics, and science.In addition, features related to learning these skills are identified, which include teacher professional development, curriculum, assessment, after-school and out-of-school programs, and informal learning centers such as exhibits and museums.
Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century. (2013). Washington, DC: National Academies Press.

http://www.nap.edu/catalog.php?record_id=13398

College readiness survey

This survey revealed a disconnect on the crucial question of college readiness. Eighty-nine percent of high school teachers surveyed said students who finished their classes were well or very well prepared for college work in those subjects. But 26 percent of college instructors say incoming students are well or very well prepared for first-year courses, the survey found. The results echoed previous findings in 2009, even though there has been intensive focus on college readiness in recent years.
ACT National Curriculum Survey. 2013.
http://www.act.org/research-policy/national-curriculum-survey/

School library audiobooks and reading study

A study was conducted to determine the impact of the use of audiobooks with struggling readers in a school library audiobook club. The participants met weekly in the school library with the school librarian and researchers to discuss audiobooks and make reading recommendations to their peers. Standardized test data as well as pre- and post- study interviews and surveys, teacher questionnaires, parent questionnaires, and student interviews were analyzed. The findings indicated that struggling readers’ use of audiobooks had a positive impact on reading skills and attitudes toward reading. These findings are significant given the dearth of research directly related to the impact of audiobooks, despite the prevalent usage of audiobooks.

Whittingham, Jeff; Huffman, Stephanie; Christensen, Rob; and McAlister, Tracy. “Use of Audiobooks in a School Library and Positive Effects of Struggling Readers’ Participation in a Library-Sponsored Audiobook Club.” School Library Research, 16.
http://www.ala.org/aasl/sites/ala.org.aasl/files/content/aaslpubsandjournals/slr/vol16/SLR_Use_of_Audiobooks_V16.pdf

High school students research skills research

To better understand how high school students apply their information literacy skills when conducting research and how these students carry out research projects, researchers asked a group of 289 high school seniors to complete an information literacy survey related to the research process. In addition, approximately ten percent of these students were randomly selected and asked to participate in an interview to provide more in-depth information about their perspectives on finding and using information. Results indicate the study participants were able to use library resources to locate and use information, that they used a variety of resources, and that they considered themselves successful library users. However, participants voiced a need for help in deciding which resources are best to use and how to identify important information from those resources. These high school seniors also wanted to learn more about how to use books for research. Although these students indicated they may need assistance when doing research, they rarely asked the school librarians for help. These findings are discussed in the context of the role of school librarians.

Kovalik, Cindy; Yutzey, Susan; and Piazza, Laura. “Information Literacy and High School Seniors: Perceptions of the Research Process.” School Library Research, 16.
http://www.ala.org/aasl/sites/ala.org.aasl/files/content/aaslpubsandjournals/slr/vol16/SLR_Information_Literacy_High_School_Seniors_V16.pdf

Australian teacher librarian impact study

A recent Australian School Library Association (ASLA) report highlighted the positive role of teacher librarians in supporting future learning within the school. A summary of key points in the report include:

 ·         a review of the global environment in which modern learners and educators are immersed,
·         the educational implications of trends affecting contemporary schooling,
·         the means of evaluating education outcomes, 

·         key alerts on the critical role of the teacher librarian, and

.      need for enhanced professional education and employment opportunities for teacher librarians.

Australian School Library Association. (2013). Future learning and school libraries.
http://www.asla.org.au/advocacy.aspx

Boys' reading report

The UK's National Literacy Trust has published a report on  boys' reading issues. They explain the gap, noting the factors of gender identity, school, and home. They also provide several key recommendations to address the problem. Read the report at http://www.literacytrust.org.uk/assets/0001/4056/Boys_Commission_Report.pdf

State of America's Libraries report

The State of America's Libraries 2013: A Report from the American Library Association is the new digital supplement from April 2013's American Libraries. This very special online-only issue details issues affecting libraries this year and beyond: how communities use libraries; the changing state of ebook distribution and copyright; the rise of digital content; the impact of social media; outreach and diversity trends; a look at the top ten frequently challenged books; and more.  The report explains libraries' transformative potential, notes the focus on digital content, discusses censorship (Captain Underpants was the more frequently challenged book in 2012), and acknowledges the gloomy outlook for school libraries. 

School district library supervisor study

A new survey findings offer a revealing glimpse at the job titles, education, major roles and responsibilities, and the
challenges faced by school district library supervisors. This national study, carried out by researchers at the
University of Maryland’s College of Information Studies, represents the first of its kind since the late 1960s. It will
provide important baseline information for future research in the profession. The survey population included 290 supervisors in the largest districts, as defined by student populations of more than 25,000, and the largest district in each state not meeting the population criteria. Among the highlights:

• 93 percent of supervisors reported that they were responsible for providing professional development for their building-level librarians;
• 47 percent said they were responsible for providing technology support to staff;
• 24 percent were responsible for collection development;
• 12 percent were responsible for hiring school librarians;
• 10 percent were responsible for evaluating school librarians.

Supervisors were asked about changes over time, from one school year to the next, in categories related to funding, staffing, and technology. The aim was to see how many experienced major changes, and to highlight commonalities in some of the challenges these supervisors face. This data will form an important baseline for future research into trends in district library services and the impact on building-level programs.
Among the results:

• 42 percent reported a decrease in funding for building-level library programs from the 2011-12 school year to the 2012-13 school year;
• 42 percent reported a decrease in staffing for building-level library programs from 2011-12 to this year;
• 22 percent saw a decrease in technology funding.

The research team also asked about any changes to areas related to the school library’s role in the curriculum. Some highlights:

• 78 percent reported that the emphasis on content standards increased from 2010-11 to 2011-12;
• 60 percent reported that the emphasis on information literacy increased from 2010-11;
• 58 percent said the time spent communicating the library’s contribution to student achievement increased from 2010-11.

Weeks, A. (2013). The Lilead Project. College Park, MD: University of Maryland.
http://www.lileadproject.org.

School librarian collaboration report

A new report reveals that school librarians are highly involved leaders playing a critical role in their schools through consistent and sustained collaboration with other educators, and that they deliver professional development to peers, educators, and staff in their schools. The report details key findings from a nationwide survey of more than 2,400 educators from all grade levels and subject areas.
Survey findings indicate that many schools are not structured to support the professional collaboration educators identified as important in strengthening their practice. Despite this, educators are participating in some forms of school-based collaboration, and school librarians are often participating at rates equal to or greater than other educators. With the already small amount of time set aside for collaboration during the school day dwindling, a substantial number of school librarians are participating in professional learning networks on their own time. Fifty-one percent reported seeking and sharing ideas at least weekly in online networks and communities. Of those school librarians participating in the survey, 66 percent indicated they also provide professional development to peers and other educators, and 58 percent provide these services to staff inside their school. Further, 60 percent indicated their decision to do so was voluntary.
National Center for Literacy Education. (2013). Remodeling Literacy Learning: Making Room for What Works, Urbana, IL: Author.
http://www.literacyinlearningexchange.org 

Collection of media use statistics

This telecommunications company collects media use statistics from dozens of studies, and provides some useful infographics.
TGS Global. (2012). Media use statistics. Cambridge, MA: TSG Global.
http://blog.tsgglobal.com/Portals/26816/docs/Variety%20of%20Media%20Use%20Statistics.pdf

Project-based learning research review

Edutopia conducted a literature review on project-based learning research.  Their series of five articles note how researchers define project-based learning, review some of the possible learning outcomes, provide recommendations of evidence-based components for successful PBL, list some best practices across disciplines, and offer a comprehensive annotated bibliography with links to all the studies and reports cited in these pages.
Edutopia. (2013).  Project-based learning research review
http://www.edutopia.org/pbl-research-learning-outcomes

Media and children's behavior study

A long-term study group in Britain that has been following 19,000 children born in 2000 and 2001, found that those who watched more than three hours of television, videos or DVDs a day had a higher chance of conduct problems, emotional symptoms and relationship problems by the time they were 7 than children who did not. The study, of a sample of 11,000 children, found that children who played video games — often age-appropriate games — for the same amount of time did not show any signs of negative behavioral changes by the same age.
Center for Longitudinal Studies. (2013). Millennium Cohort Study. London: Author.
http://www.cls.ioe.ac.uk/page.aspx?&sitesectionid=851&sitesectiontitle=Welcome+to+the+Millennium+Cohort+Study

School librarians impact on student achievement research

The Pennsylvania School Library Association's research determined what school library infrastructure contributes most to student achievement, the costs and benefits associated with it, and what’s needed to develop students with 21st-century learning skills. Although more than two decades of similar research has been conducted in over 22 states, the Pennsylvania study uncovered the following new and significant findings:
- Quality school library programs significantly impact the most vulnerable students. 
- Writing scores are more positively impacted than reading scores.
This is the first statewide study to assess the roles of librarians in teaching the American Association of School Librarians’ (AASL) Standards for the 21st-Century Learner as well as Common Core standards.  
Staffing remains the key factor. This study suggests that there’s no substitute for a full-time, certified school librarian who’s fully engaged in the teaching and learning process.
Kachel, D., & Lance, K. (2012).   Pennsylvania School Libraries Pay Off: Investments in Student Achievement and Academic Standards.
 

Technology impact on reading study

Technology has had both positive and negative effects on reading among students, according to a study released by Scholastic Inc. The study finds that more children ages 6 to 17 are using digital devices to read. However, the technology is not necessarily driving an increased desire among students to read, according to researchers who found a drop in the number of students who were self-described as frequent readers. The cause, researchers say, could be attributed to the use of tablets and other devices that allow for activities other than reading. 
Scholastic and Harrison Group. (2013).  The kids and family reading report. New York: Scholastic.
http://mediaroom.scholastic.com/kfrr

Women and digital divide report

A recent report urges technology companies, policymakers and nongovernmental organizations to do more over the next three years to boost Internet access among women and girls in developing countries. "Women's lack of access is giving rise to a second digital divide, one where women and girls risk being left further and further behind," said Melanne Verveer of the US State Department.

The report points to stubborn gaps in women's access to the Internet in Africa, the Middle East and other developing parts of the world. It found women are nearly 25 percent less likely than men to be online in those regions, and called on policymakers and technology companies to take steps such as making it easier to access the Internet on mobile phones, allowing free mobile content and boosting digital literacy to shrink the gap.

Intel. (2013). Women and the web. Santa Clara, CA: Intel.

 http://www.intel.com/content/www/us/en/technology-in-education/women-in-the-web.html.html

Education report

The 17th edition of Education Week 's Quality Counts continues the report's tradition of tracking key education indicators and grading the states on their policy efforts and outcomes. Each year, Quality Counts provides new results for a portion of the policy-and-performance categories that form the framework for the report's State-of-the-States analysis. The 2013 edition presents updated scores and letter grades, for the states and the nation as a whole, in three of the six major areas.
 Education Week. (2012). Quality counts.
http://www.issuelab.org/resource/education_week_s_quality_counts_17th_edition

Connected learning research

This report is a synthesis of ongoing research, design, and implementation of an approach to education called "connected learning." It advocates for broadened access to learning that is socially embedded, interest-driven, and oriented toward educational, economic, or political opportunity. Connected learning is realized when a young person is able to pursue a personal interest or passion with the support of friends and caring adults, and is in turn able to link this learning and interest to academic achievement, career success or civic engagement. This model is based on evidence that the most resilient, adaptive, and effective learning involves individual interest as well as social support to overcome adversity and provide recognition.
Gutierrez, K., et al. (2013). Connected learning: an agenda for research and design. Washington, DC: Foundation Center.
http://www.issuelab.org/resource/connected_learning_an_agenda_for_research_and_design

California special education funding report

As costs to educate students with disabilities have risen and state and federal special-education funding has remained steady, the share of local funds used to pay for special-education services in California has increased to 39% from 32%, between 2005 and 2011, according to a report from the state Legislative Analyst's Office. The report predicts growth in the amount of funds needed to serve this student population, as there has been a 240% increase in diagnoses of students with autism and a 120% rise in the number of students with low-incidence disabilities that require costly services.
California Legislative Office. (2013). Overview of special education in California. Sacramento: California Legislative Office.
http://lao.ca.gov/reports/2013/edu/special-ed-primer/special-ed-primer-010313.aspx

eReading report

The population of e-book readers is growing. In the past year, the number of those who read e-books increased from 16% of all Americans ages 16 and older to 23%. At the same time, the number of those who read printed books in the previous 12 months fell from 72% of the population ages 16 and older to 67%.

Overall, the number of book readers in late 2012 was 75% of the population ages 16 and older, a small and statistically insignificant decline from 78% in late 2011.

The move toward e-book reading coincides with an increase in ownership of electronic book reading devices. In all, the number of owners of either a tablet computer or e-book reading device such as a Kindle or Nook grew from 18% in late 2011 to 33% in late 2012. As of November 2012, some 25% of Americans ages 16 and older own tablet computers such as iPads or Kindle Fires, up from 10% who owned tablets in late 2011. And in late 2012 19% of Americans ages 16 and older own e-book reading devices such as Kindles and Nooks, compared with 10% who owned such devices at the same time last year.

Rainie, L., & Duggan, M. (2013). E-book Reading Jumps;
Print Book Reading Declines. Washington, DC: Pew Internet & American Life Project.

http://libraries.pewinternet.org/2012/12/27/e-book-reading-jumps-print-book-reading-declines/