|所有的著者/提供者：||Ruth V Small; Kathryn A Shanahan; Megan Stasak|
This article reports the results of the third and final phase of a two-year research study on the impact of New York State's school libraries on student achievement and motivation. Results of phase I and phase II are briefly reviewed to provide the context for phase III methods and findings. Phase III comprised (1) qualitative research that included focus groups and interviews held in ten selected schools with school librarians, classroom teachers, building principals, students, and parents; and (2) a more ethnographic approach in two exemplary school libraries, including observations over a period of ten weeks and interviews with principals and classroom teachers. Results are reported in the areas of Learning and Motivation (including Research & IL Skills Development/Motivation and Reading Skills Development/Motivation), Librarian-Teacher Collaboration, Technology Use, Inclusion, Administrative Support, Outreach, and Library Environment. The article culminates with implications for practice.