action research- lis 600[2]

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LIS 600

Action ResearchDo Internet Filters Hinder the

Research of Middle SchoolStudents?

BY:

Kyle Butler, Lauren Davis-Fossa, AmyFigley, Laura Lumb, Amy Ralph, and Ann

Webb



[April 2010]

Table of Contents

Introduction............................................................................... 3

Research Questions and Areas of Interest.......................... 3-4

Literature Review.................................................................. 4-6

Methodology........................................................................... 6-7

Findings................................................................................ 8-21

Conclusion.......................................................................... 21-22

Bibliography……………………………………………… 23Appendixes………………………………………………24-25

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I. Introduction

The members of our group are all aspiring school media coordinators, so our interest for this actionresearch project was to find a current issue that impacts school librarians. We decided to gather and

analyze data concerning how school district filtering of websites has affected the research skills of

students. The increase of Internet use in schools prompted Congress to enact CIPA, the Children’s

International Protection Act, that imposes regulations on any school or library that receives funding for

Internet access from the E-rate program. Certain technology is more affordable for schools and libraries

through the E-rate program, so a majority of schools have turned to this program in order to decrease

expenses and protect their students. As a result, access to certain websites on school computers is limited

based on the CIPA filtering requirement.

Through surveys of students and interviews with teachers and the librarian at a middle school in the

Winston-Salem Forsyth County Schools, we hoped to gain insight into how filtering has either hindered

or enhanced the research skills of students. We also were interested in acquiring insightful feedback from

their personal opinions about filtering. As school librarians, we realize that students are turning to the

Internet as a primary source for gathering information rather than pulling books from the shelves. As a

result, we need to be aware of the impact, both positive and negative, of filtering on students and staff,

and be able to assist with the needs of students and staff when they come to the library seeking

information.

II. Research Questions and Areas of InterestOur research was guided by the following question: How does Internet filtering affect middle

school students’ abilities to research?

We undertook this project because Internet research is a growing resource for completion of

school assignments, and we realize that filtering is a reality for both students and staff. For our research,

we chose to survey seventh grade students at Jefferson Middle School in Winston-Salem Forsyth County.

We also surveyed seventh grade teachers and the school librarian to gain their input about how blocking

websites impacts their students.

We began by learning about CIPA, E-rates, and Internet filtering programs. After reviewing the

professional literature on the subject, we anticipated that students would experience difficulties with the

current filtering system.

First, we wondered how filtering affects student’s daily use of computers at school. Are students

and teachers being blocked from websites? Are students choosing to go home to use their personal

computers in order to avoid the filters? Also, how do students and staff feel about the school system

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blocking websites? We sought to discover the reactions of the Internet users at Jefferson, and to reveal

what impact filtering has on student research.

A broader concern is whether students are being hampered in their research skills? Do teachers

limit the scope of assignments or provide lists of websites to use in order to work with the filters? If so,

are students being hindered in acquiring proper research skills? These issues led us to ask questionsdesigned to reveal what impact the filtering at Jefferson Middle School has on students’ research skills.

III. Literature ReviewInternet filtering in public schools generates significant library literature. Though this paper’s

specialty—the relationship between internet filters and students’ research skills—was not a

significant focus in texts, the general discussion lined up well with our research findings on how

filters operated within Jefferson Middle School. This discussion fell into several categories. Some

discuss the “what” of internet filters—the practicalities and reasoning behind internet filtering.Other articles debate the “should,” questioning whether filters are even needed. Finally, the

majority of the articles deal with “reality” of the filters, offering solutions and guidelines for use.Throughout these categories, the literature reflects a general dissatisfaction with filters as they arecurrently implemented and a search for a better use.

Most filtering literature began with the basics: the “what” of Internet filters in school libraries.

One frequent topic was the E-rate program. The federal government offers a low rate on Internet

services to public institutions. With the Children’s Internet Protection Act (CIPA), however,

libraries must have Internet filters to get the special rate (Schneider, 2002, p. 94). Several articlesdiscussed the specifics of this program, outlining its requirements, but most focused on the merits

and failings of this program. While some suggested libraries should simply accept the reality of

filters, library literature was largely dissatisfied with this requirement (Brennan Center, 2006, p. ii).One source went so far as to suggest ways the library could receive E-rate funds without adding

filtering (Schneider, 2002, p. 94). Even though most pieces were addressed to libraries dependent

on E-rate, they still criticized the filtering requirement.

The background on filtering also described how filters functioned. Almost all were negative,relating when filters “overblocked” (blocking valid sites) or “underblocked” (letting through

inappropriate material). In one example, “Net Nanny, SurfWatch, CYBERsitter, and Bess blocked

[then] House Majority Leader Richard “Dick” Armey’s official website upon detecting the word

‘dick’” (Brennan Center, 2006, p. i). There were few statistics on over- or under blocking.

Instead, evidence was largely presented as case studies (see, Smith, 2006).

The next category of literature discussed whether libraries should filter. Almost every source

discussed this, and each was negative towards filtering as it is used currently. Some authors

claimed filtering is never acceptable. This is the ALA’s official stance (American LibraryAssociate, 2003). Most, however, support some filtering—if not by stating this outright, then

implying it.

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One objection several articles had to filtering was that it perpetuated the Digital Divide. Whenusers encounter problems with the library filter, most go home and access the resource from their

unblocked Internet connections. In fact, our research found this as well. Those without such

access, however, are left without an alternative (Sutton, 2005). Thus, some argue, the filtersactually exacerbate the Digital Divide by creating an environment where only some are denied

access totally (Brennan Center, 2006, p. 6).

Some articles pointed out that Internet filters can foster a lack of research skills. As one article

noted, the school’s role is to, “‘grow’ citizens who must develop skills to evaluate information

from all types of sources in multiple formats, including the Internet” (Adams, 2008b, p. 54). Whenstudents are not allowed to evaluate materials independently of the filter, they fail to build these

skills. Moreover, when faced with multiple blocked websites, librarians and instructors often

resort to “filtering the filter”—issuing lists of approved websites rather than having students find

them (Bell, 2007, p. 40). For example, a search tool like NetTrekker “guide[s]” students to preselected websites (Adams, 2008c, p.55). As well, filters do not account for the differing

development levels of children (Jaeger & Yan, 2009, p. 12). Students—especially older students —often express frustration with failed searches, making it even more difficult to instruct them in

online research (“Overzealous Filters,” 2006, p. 5). As one writer asks, “How can we teach the

next generation to make good information choices when they are given no choices at all?” (Boule,2007, p. 42).

Finally, most articles framed the debate on filters as an issue of censorship. This perhapsexplains the overwhelmingly negative perspective on filters. As one article put it, “Librarians

cringe when forced to grapple with censorship—especially self-censorship,” (Smith, 2006, p. 151).

Despite generally endorsing some form of filters, most approached with trepidation. Despite mostarticles’ seeming distaste for filters, few suggest abandoning them, as that would require forgoing

federal funds. One article did report on a library choosing to turn off its Internet in protest of

filtering laws (Oleck, 2007). While this was a public library, rather than a school library, it stillshowcases the difficult choices surrounding filters as censorship. Overall, the literature had a dual

nature. Despite a self-conscious reluctance to advocate anything that could be seen as censorship,

most did just that. Thus, while most articles saw filtering as at least somewhat censorship, they

also choose to deal with the reality of its existence.

After expressing their dissatisfaction with filters most articles moved to offering solutions tomake filters work better in the library. Some articles were devoted totally to this subject while

others presented their thoughts on filtering and concluded with suggestions. With both

approaches, authors largely offered solutions that brought librarians more control over the filters.Though one article evaluated filtering systems, for the most part, the literature was not as focused

on which filter to use as how to use the filter in place.

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One set of solutions for filtering dealt with unblocking specific websites as needed. Most

libraries have a network administrator who controls the software (Schmidt, 2008, p. 54). As this

requires a third party, unblocking sometimes does not happen or “takes so long it becomes moot”(Sutton , 2005, p.2). Moreover, it takes the control over selection out of a librarian’s hands. Also

troublingly, one source noted that libraries actually frequently block far beyond CIPA’s standards

(Adams, 2008b, p. 54). Thus, libraries should approach unblocking with flexibility. Severalauthors suggested getting administrator privileges for the librarian or setting up an unblocked,

supervised station so blocked websites can be accessed immediately (Schmidt, 2008, p. 54-55).

Perhaps the best, if most obvious, solution is to foster communication. Students, teachers,librarians, and tech support must be in communication to work through problems (“Overzealous

Filters,” 2006, p. 4). Though obvious, it seems quite rare. Each group is often in a different

sphere, and students are left frustrated.

The other solution offered for dealing with filters was simply educating students on using the

Internet—with or without filters. Education came up before as a disadvantage of filters—they can

stop students from learning research skills. However, education can also be part of the solution.For example, some suggest using the library’s home page to explain the filter (Brennan Center,

2006, p. 73). Teaching students to understand the system helps avoid the frustration whichsometimes makes students give up on a search. Moreover, teaching students basic Internet

research skills helps them handle problems they encounter. If a student cannot access one website,

they could find the information on another if they had the skills to locate multiple valid sources.As well, students need these basic skills so they can learn to filter independently. As the ALA

official statement on filtering says, “Filters do not protect children, education does” (American

Library Association, 2003). Unless students learn to handle the variety of sources the Internet

provides, they will be lost in the filter-less environment in which they will ultimately be set free.

In general, the literature on Internet filtering is negative, but resigned. Though librarians shy

from filtering in theory, in reality most use filters and few suggest eschewing them entirely, insteadsearching for solutions to better a filtering system indubitably in place. This attitude lines up well

with the reaction at Jefferson Middle School. As well, the popular trend in the literature towards

teaching Internet research skills points to a better solution for Jefferson. Overall, library literatureis opposed to filtering as it is currently implemented but pragmatically moves towards better use.

IV. METHODOLOGY

Research Methods

In order to explore our research questions concerning school Internet filtering systems, wedecided to focus on the students and faculty at one particular grade level. After preliminary

discussion amongst our group and an informal consultation with a small group of middle school

teachers, the seventh grade students and faculty of Jefferson Middle School were chosen for the

research study. This choice was due to availability of access to the school and students' use of the

school Internet for assignments and research. Two methods of research were conducted to compile

data. To determine the effects of school Internet filtering on the students' work as well as general

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One hundred and seventy-seven out of 197 students indicated that they did use the Internet

to complete school assignments. Ten of the students surveyed suggested that they used the Internetonly sometimes to complete school assignments. Nine of the students said that they do not use the

Internet to complete school assignments. One of the students surveyed did not provide an answer

to this question.

It is significant that the majority of the students surveyed use the Internet to complete

school assignments. The results of this question prove that the seventh grade teachers at Jefferson

Middle School are assigning students projects that require them to research. They also indicate thatstudents are using the Internet as their main source of information for their required assignments.

These results prove that it is necessary that the students have access to both computers and the

Internet to work on their assignments.

Research Question 2: Do you use school computers for these assignments?

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One hundred and sixty students said that they used school computers to complete

assignments. Twenty-four of the students indicated that they did not use the computers at school

while eleven of the students said that they only used the school computers sometimes. Finally, two

of the students surveyed did not provide an answer to this question.

A significant number of students use school computers to complete required assignments.

This means several things for the school. First, the school must provide computer access to the

students either through the library, in classrooms, or through computer labs in the school.

Secondly, the school must provide Internet access to the students. Finally, students are subjected to

any Internet filters that are part of the schools networking system.

Librarians are often required to maintain computers in both the library and the school’s

computer labs. They also have to schedule classes for times to use the computer. Computer access

is an important and necessary feature of the school media center.

Research Question 3: Have you ever been denied access to a website you

needed at school?

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One hundred and sixty-one students have been denied access to a website that they needed

at school. Thirty-three students have never been denied the use of a website that they needed. Two

students indicated that they experienced denial of a website they needed only sometimes. One

student did not provide an answer to this question.

Overall, the majority of the students seem to have issues when trying to gain access to

some websites while using school computers. Unfortunately, there is not much that can be done

about this issue. Filters are mandated by the Child Internet Protection Act.

Research Question 4: Do these blocked websites make it more difficult to

complete your assignments?

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One hundred and forty-five students felt that blocked websites make it more difficult to

complete their assignments. The Winston-Salem Forsyth County School System uses a filtering

program called NetTrekker to filter computer websites. This limits the student’s ability to access

several sites that they may need for an assignment. Thirty-three students did not feel that blocked

websites make assignments more difficult. Two students felt that blocked websites sometimes

make it more difficult for them to complete assignments.

The majority of the students felt that blocked websites were an issue that made it moredifficult for them to complete assignments. This issue may cause a major problem because students

often turn to the librarian when and if they have an issue while searching on a computer. It may be

necessary for a librarian to have a vast knowledge of available websites that are not filtered.

Otherwise, a student may become frustrated if they cannot access the information that they need.

Research Question 5: Do you use your home computer to complete

assignments in order to avoid these blocked websites?

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One hundred and fifty-eight students use the Internet at home to avoid Internet filters at

school. Thirty-three students said that they do not use their home computers to complete school

assignments. One student indicated that sometimes they use their home computers to complete

assignments.

This issue is a concern for librarians because several patrons are avoiding using school

equipment and resources to complete assignments. Students may refuse to work on assignments

during school hours in order to work on their home computers. The scheduled computer lab time

or library time may be wasted because students do not want to work on the school’s computers.

Research Question 6: How do you feel about website filters at your school?

Explain.

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This open ended question brought several responses from the students. Some of the

students gave more than one opinion. One hundred and twenty-three out of 207 opinions regarding

Internet filters were negative. Thirty-four students favored the filters at school. Forty-one students

had mixed views regarding filters at their school. Nine students had either no interest in the issue

or they did not respond to this question.

Negative Views

One hundred and twenty-three students had a negative view of the filtering system. The

majority of the students said that they did not like the Internet filters because they were frustrated

about not being able to access websites to complete assignments (40 of 207) or that they could not

access information from websites that they believe to be reliable sources (34 of 207). Twenty

students expressed a negative view of Internet filters, but they did not explain why they did not like

them. Some of the students (10 of 207) did not like the filters because they kept them from

accessing websites for entertainment purposes. Seven students felt that filtering was unfair, while

three students felt that blocking websites was unnecessary. Two students felt that the school should

trust the students more. Some students expressed frustration about the filters but did not explain

why. Finally, two students suggested that the teachers, not filters, should monitor Internet use.

The large number of negative viewpoints indicates that many of the students at Jefferson

Middle School feel that web filters disrupt their ability to use school computers. A large number of

students also indicated that their abiltity to complete school assignments was hindered by web

filtering. Librarians may have to consider teaching students to gain access to information on the

Internet that is not blocked by the web filtering system used by the county.

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not had difficulty with the filtering system used by the Winston-Salem Forsyth County School

district or that they are worth the inconvenience.

Mixed Views

Forty-one of the students questioned had a mixed view regarding website filtering. Thirty-four students felt that the school should block student access from inappropriate websites. These

students also felt that the current amount of filtering was too strict. Seven students expressed

frustration regarding the filtering system but did not explain why they were frustrated. These

students were also fine with having a filtering system in the school.

No View

Unfortunately, nine of the students surveyed either expressed no interest in explaining their

views of filtering or provided an illegible answer. One student simply put, “I don’t know” when

asked about filtering. Five students said that they did not care about the internet filtering at their

school. Three students answered the question but their answers were illegible.

Teacher Interviews

Research Question 1: Do you provide lists of resources for your students to

use when you assign projects or research? If so, explain why.

Overall the majority if the teachers interviewed (11 of 15) give their students either a list of

resources to use or some other type of guidance when assigning projects or research to students.

Some of the teachers give the students a list of sources to get them started, keep them focused, or

help them to create a better project. Many of the teachers also indicated that the students do not

know how to look for proper or appropriate resources. These teachers provide lists to their students

so they will not be wandering aimlessly on the Internet looking for information and wasting

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valuable class time. Two of the teachers interviewed stated that they sometimes provide guidance

to their students, but that they also let the students look for sources themselves. The last two

teachers interviewed did not provide a list of sources for students during projects.

Research Question 2: How do you feel about the school filtering websites for

students?

Many of the teachers at Jefferson had mixed views regarding the school’s Internet filtering.

The teachers that had a positive view or a mixed view all suggested that the filtering was necessaryto keep students from visiting inappropriate websites. What separates these two groups is the factthat the teachers with mixed opinions also gave a negative viewpoint regarding filters. Many of

these teachers feel that while the filters are necessary, they are too strict and limit the students’

abilities to research on the Internet. The teachers also expressed frustration because they did nothave the ability to go around the filters to use websites that they feel could provide important

information to them or their students. The one teacher with a completely negative view of the

filtering system agreed with the teachers with mixed opinions that the filters blocked too muchinformation.

Research Question 3: How does this filtering affect your students’ work?

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Eight out of fifteen teachers felt that their students’ work was either negatively affected or sometimes affected by the school’s Internet filter. They explained that students are limited by

filters when trying to access information from certain websites and locate pictures for school

projects. Seven of the teachers stated that the Internet filters do not affect student work. Many of these teachers also explained that their students do not have issues with filters because they guide

them through the process or provide a list of websites that the students must use to complete their assignment.

Research Question 4: Is this hindering their research skills? If so, how?

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Eight of the fifteen teachers believed that Internet filters hinder a student’s ability toresearch. They explained that the filters limit a student’s ability to locate information from the

Internet on their own. These limitations do not allow the students to participate fully in searchingfor their own information because some websites are blocked from their view. Other teachers felt

that it was bad for teachers to provide a list to their students because the students are spoon-fed

information without having to search on their own to locate what they need. Seven teachers feltthat the school’s filters do not impact students’ research skills because they have access to enough

information from websites that are not blocked or they can use computers at home to find more

information.

Research Question 5: In your opinion, is the level of filtering appropriate?

Six of the fifteen teachers interviewed felt that the Internet filtering was too limiting or that

there was too much filtering. These teachers believe that the filtering system should be revised to

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teach students research skills to help them to find resources that will not be flagged by the school’s

filters.

VI. Conclusions

Filtering is a difficult issue to address due to federal laws put in place that require schools

to have filters. Librarians cannot do away with filters so what can they do to assist students and

teachers with assignments and research? Librarians could create a Needs Assessment for Internet

sources at their school and present this information to Central Office. A Needs Assessment would provide the data from the librarian’s and teacher’s perspectives and experiences. This data could

possibly persuade Central Office to modify the filtering system to allow the school access to

reliable websites.

An additional suggestion is that librarians and teachers must teach students how to searchthe Internet, with or without filters. Teaching the students to understand the filtering system can

help alleviate their frustrations. Teaching basic Internet research skills will enable students to findanother source when they are blocked from a site at school rather than abandoning a search in

frustration. Students must also be taught how to determine reliable and useful sites versusunreliable sites, so that they are eventually able to filter independently. Teachers often address the

lack of filtering skills by providing a list of websites that students can use when completing

assigned projects. This may be doing the students a disservice because these students will have toresearch on their own in both high school and college. High school students are required to

complete a research project as a graduation requirement and college students have to write a

variety of papers that sometimes require the use of the Internet. It is important for school mediaspecialists and teachers to focus not only on teaching students researching skills from books but

also Internet researching skills. Librarians must first discover where to find reliable information on

the Web. Then, they must teach students how to find the information. If students learn how to findreliable information on the Internet then filters may not be such a problem for them. Reliable

websites may not be filtered as often as other websites allowing students to gain access to

information easier and complete school assignments faster.

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Bibliography

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Adams, H. R. (Sep 2008a). Filters and Access to Information, Part I. School Library Media

Activities Monthly, 25(1), 55.

Adams, H. R. (Oct 2008b). Filters and Access to Information, Part II. School Library Media


Adams, H. R. (Nov 2008c). Filters and Access to Information, Part III. School Library Media


American Library Association. (2003). Libraries and the internet toolkit: Libraries, the internet and

filtering. Retrieved from

http://www.ala.org/ala/aboutala/offices/oif/iftoolkits/litoolkit/librariesinternetfiltering.cfm

Bell, M. A. (Jan 2007). The elephant in the room. School Library Journal,53(1), 40-42.

Boule, M. (Dec 2007). The freedom to be literate. American Libraries, 38(11), 42.

Brennan Center for Justice at NYU School of Law. (2006). Internet filters: A public policy report

(2nd ed.). New York: M. Heins, C. Cho, & A. Feldman.

Jaeger, P. T. and Yan, Z. (Mar 2009). One law with two outcomes: Comparing the implementation

of CIPA in public libraries and schools. Information Technology and Libraries, 28(1), 6-14.

Oleck, J. (June 2007). IL libraries shut internet service in protest. School Library Journal, 53(6),

20.

Overzealous filters hinder research. (Jan 2006). Newsletter on Intellectual Freedom, 55( 1), 4.

Schmidt, C. A. (Mar 2008). Those interfering filters!: How to deal with the reality of filters in your

school library. Library Media Connection, 26(6). 54-55.

Schneider, K. G. (Jan 2002). E-rate: The agony and the ecstacy. American Libraries, 33(1), 94.

Smith, A. (Winter 2006). Internet filtering policy & attitudes in Texas public libraries. Texas

Library Journal, 82(4), 148-151.

Sutton, L. (Nov 23 2005). Blocked: Experiences of high school students conducting term paper

research using filtered internet access. Teachers College Record . Retrieved fromhttp://www.tcrecord.org/content.asp?contentid=12248

Appendix A-Student Survey

Instructions: Answer Yes or No to questions 1-5. Give your opinion for question 6.

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1. Do you use the Internet for school assignments?

2. Do you use school computers for these assignments?

3. Have you ever been denied access to a website you needed at school?

4. Do these blocked websites make it more difficult to complete your assignments?

5. Do you use your home computer to complete assignments in order to avoid these blocked websites?

6. How do you feel about the school system blocking certain websites?

Appendix B-Teacher Interview Questions

1. Do you provide lists of resources for your students to use when you assign projects or research? If so,

explain why.

2. How do you feel about the school filtering websites for students?

3. How does this filtering affect your students’ work?

4. Is this hindering their research skills? If so, how?

5. In your opinion, is the level of filtering appropriate?

Appendix C-School Media Specialist Interview Questions

1. Do you ever provide lists of resources for students to use while they’re in the library?

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2. Do the students ever ask you for Internet resources?

3. How do you feel about the school filtering websites for students?

4. How does this filtering effect the students’ work?

5. What do you do if a student’s access is denied to a website you consider useful?

6. In your opinion, is the level of filtering appropriate?

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