Relationship between resource selection and reading habit in secondary school libraries: example of Prof. Dr. Mümtaz Turhan Social Science High School

Libraries have been an important factor in supporting the curriculum and educational mission of schools, and also have contributed greatly to meeting the needs of readers and acquiring a reading culture since the period in which it exists. Library resources are thought to have a manipulative effect on students' reading habits. Therefore, students' reading skills may be indirectly related to the accumulation of library resources. With this research proposal, it was tried to investigate how effective the contribution of the school library to the reading habit of high school students. The aim of this study is to describe the current status of a successful school libraries in Turkey, evaluate, create proposals and also to investigate the impact of the resources available in the school library on the reading of high school students and to assess the impact of many high school students on improving their reading habits, which are increasingly declining. This research was conducted with a questionnaire method on Dr. Mümtaz Turhan Social Sciences High School students. A questionnaire was administered to the students with structured questions about their perceptions about the school library and their wishes about the school library. Descriptive research design method was considered for the research. The observations provided information on the current functional level and the nature of the use of the library. The survey was conducted with a follow-up visit in the 2018-2019 education period and taking into account the survey inputs, the research has gained a specific and practical purpose to identify areas of school library resources for reading habit development and possible challenges for this development. In additionally, it carries out data and recommendations about the impact of school libraries' resources in Turkey for the future researcher who may extensively research on this.