Collaboration: Critical success factors for student learning

Several studies identify collaboration between classroom teachers and teacher-librarians as a key factor that affects student achievement. Studies in teacher-librarianship have established procedures and processes for effective collaboration. This study examines collaboration from a broader theoretical and research perspective, beginning with 20 factors that specifically influence successful collaborations. These are clustered in six areas: factors related to the environment, to membership characteristics, to process and structure, to communication, to purpose, and to resources. Research from teacher-librarianship is then applied to substantiate and reinforce the factors and provide context for successful collaboration and thus effect on students\u27 learning in schools. Reprinted by permission of the publisher

The teacher-librarian as school principal: A natural progression

Focuses on the roles and responsibilities of teacher-librarian in administration. How teacher-librarians are no different from others in education or librarianship who accept challenges of greater responsibility; Five major areas of responsibilities of school administrator; Administrative tasks of the teacher-librarians; Difference between the abilities of principal and teacher-librarians; Skills of the teacher-librarians; Qualities of a successful teacher-librarian

First Class: Pioneering Students at San José State University’s School of Library and Information Science, 1928-1940

This article examines the backgrounds, education, and careers of the first group of students in San José State University’s School of Library and Information Science. It finds that the 1928-1929 cohort were typical of the students attending teacher’s colleges in the early 1900s and represented the first generation of women pursuing higher education and professional careers following the passage of the 19th amendment in 1920. The study also explores the challenges working women faced during the 1930s, particularly the Great Depression’s impact California librarians

Filling a gap: would evidence-based school librarianship work in the UK?

School librarians in the UK have a lower status than librarians in other sectors, and research on school librarianship in the UK is sparse. Annual self-evaluation is one way the profession has tried to make itself more visible. Evidence-based school librarianship (EBSL) could assist school librarians in the UK improve their services, boost their profile, and build their portfolios as part of existing self-evaluation programmes. EBSL is an off-shoot of evidence-based librarianship, which aims to bridge the gap between research and practice, and encourages practitioners to conduct research in the workplace. Most of the current EBSL work is being done in the US, where school librarians are also typically trained teachers, however, EBSL is suitable for adaptation and use in the UK. Appropriate research methods must be chosen in order to make EBSL work in the UK, action research being one such method

Librarians as Teachers: A Qualitative Inquiry into Professional Identity

This study explores the development of ???teacher identity??? among academic librarians through a series of semi-structured interviews. Drawing both on the idea of teacher identity from the literature of teacher education and on existing studies of professional stereotypes and professional identity development among academic librarians, this study explores the degree to which academic librarians think of themselves as teachers, the ways in which teaching has become a feature of their professional identity, and the factors that may influence academic librarians to adopt a ???teacher identity??? as part of their personal understandings of their role on campus.published or submitted for publicationis peer reviewe

The litany of suffering is still heard but not louder : a case study of clinical supervision to school libraries in Indonesia’s four provinces

From 2002 through 2004, the National Library of Indonesia distributed block grants to 250 school libraries in the province of Central Java scattered in 10 districts, 150 school libraries in West Nusa Tenggara for 7 districts, 125 school libraries in South Sumatera in 5 districts while in the province of Bangka Belitung only to one municipality covering 25 school libraries. For three years, a school library which serves only one school received a block grant of 19 million rupiahs or approximately US $2000, while (multiple) school library which serves two or more schools received 29 million rupiahs or around US 3200 all for books. Beside that, there are trainings for library staffs conducted at the province capital as well as at the districts and supervision from the National Library. After three year implementation, the National Library set up two independent teams to evaluate the school library performance, block grant awardees. The first team consists of five consultant on education and librarianship while the second one is an independent consultant bureau. Among the findings are the rise of book usages among school children, rising initiatives among teacher cum teacher in charge of library to correlate the library activities with the class programme and communities’ activities, the provision of separate building for school library especially in South Sumatera. However there anxieties on the continuation of the school libraries after the project is over, as not all grant-receiving-districts have enough budget to provide finances for the school library operations after the project is over

Instruction and Focus Groups

My internship focuses not only on reference librarianship, but also information literacy and instruction. Accordingly, I’ve been fortunate to sit in on some library instruction classes with Clint. I think that the image of a librarian as a reference resource is pretty well established in our cultural consciousness, at least here at Gettysburg College, but the image of librarian as teacher is perhaps not as prominent. At some colleges and universities, however, librarians are considered part of the faculty. [excerpt

Embedded Librarians and the TEACH Act

Embedded librarians who work in online courses in American post-secondary institutions should embrace the Technology, Education, and Copyright Harmonization Act, or TEACH Act, the federal law that governs online teaching and learning. As embedded librarians take on online instructional assignments, knowledge of TEACH will provide guidance in their role as online instructors. In addition, as they come to a better understanding of TEACH and copyright issues the law covers, based in part on their knowledge of copyright concerns in library-related situations, embedded librarians will have more clarity about the work they can and cannot do in an online environment. Finally, as embedded librarians increase their presence in online classes in varied ways, the embedded librarian position evolves into a version of Bell and Shank\u27s blended librarian who serves as both a librarian and educator, and becomes a more valuable member of the academic community. The current lack of discussion about the provisions of the TEACH Act among embedded librarians who write about the work they have done in online courses, however, is a troubling sign. Knowledge of the TEACH Act will help protect embedded librarians and others from copyright infringement and aid in the further development of embedded librarianship